intent, implementation & impact examples

As a part of this they learn a range of songs and perform on stage at the Orchard Theatre. From Year 1, it is taught using a ‘mastery’ approach focussing on fluency, reasoning and problem solving. Intent. 3. Where appropriate, work will be differentiated to meet the needs of individual pupils and where required extra support provided, Parents and carers are encouraged to be involved in and support their child’s ongoing learning and development, Through our Maths teaching, we aim for all of our pupils to become fluent in the key concepts of Maths. All of this data contributes to a working at grade, agreed by the Head of Department at the end of term. The scheme of work focuses on learning about religion and learning from religion. A highly systematic approach to homework throughout the whole school ensures pupils develop habits for learning independently throughout their academic career. At the end of Year 2, pupils are also given to the opportunity to perform when we attend the local Year 2 singing festival. Implementation: how do we teach what we teach? Inspires pupils to develop self-confidence, independence and a thirst for learning. Each unit has a knowledge organiser designed by subject specialists to ensure precision of subject specific vocabulary and contextual knowledge for pupils and parents alike. Combining Intent, implementation and impact. In Key Stage 2 pupils continue to develop their music appreciation through the Charanga scheme and learn the recorder on a weekly basis. In Primary, the Art and DT curriculum is closely linked to the English and humanities foci for each unit so pupils can make the most of subject specific knowledge in creative endeavour too. We utilise cross-curricular links: in Primary, the humanities curriculum is designed to complement children’s understanding of the texts they are reading in English so as to build a body of knowledge about the Victorian era when reading Berlie Doherty’s Street Child or about modern Pakistan and global practices of child labour when reading Iqbal. It aims to inspire pupil’s curiosity and provide our learners with an understanding of cultural diversity and how past events have shaped the world we know today. Children learn to be future Geographers by developing Geographical study and research skills and the ability to analyse and communicate their findings using subject specific vocabulary. Pupils develop key skills and explore their ideas through design and build projects using a range of media including food technology. These same habits are at the core of our approach to PE: every child needs to know how to keep themselves fit and healthy through our PE curriculum lessons, through play in the playground, activity and enrichment as well as on a range of trips and residentials where physical activity and sports play a crucial role. This request must be made in writing to the Headteacher. Pupils have daily access to computers and laptops and a range of digital learning tools such as cameras and data loggers to support their learning in the wider curriculum. For example, in Year 8, pupils consider 'What does it mean to be a hero?' We have developed our own library of ‘how tos’ to identify more precisely the requirements of a particular form of writing for each year group. Pupils are taught to recognise, blend and segment sounds for Reading and Spelling. By the end of this course you will be able to: Understand what makes up the new Ofsted inspection judgement on the quality of … We are also beginning to experiment with the use of ‘Cold’ and ‘Go’ quizzing in humanities and science against the core knowledge set out in our knowledge organisers. Every unit has a practical aspect where pupils learn the scientific skills of making predictions, ensuring validity, analysing and evaluating results and drawing conclusions. They gain an understanding of the impact that past and present inventors, engineers and designers have on our lives today and the role Design and Technology has in our modern world. Our aim is for all children at All Saints to develop a deep love of History. They read independently for pleasure and in teacher directed guided Reading small groups to develop fluency and comprehension skills. Implementation: how do we teach what we teach? Our curriculum is best understood through the answers to the following three questions: 1. Religious education has a unique place as a central subject in the curriculum of St Pauls. Intent Services in Xamarin.Android. Through our French curriculum aims to develop learners who have an enthusiastic, positive attitude to learning other languages. Post author By Alphablocks Nursery School. 2. The themes are purposefully epic in scope: from “what does it mean to belong?” in Year 1, to “what is trust?” in Year 6. In Year 5, children participate in Choral Outreach sessions taught by a music specialist. In Year 6, pupils consolidate music taught previously from across the school. The curriculum is enhanced through a TASC (Thinking Actively in a Social Context) approach with opportunities for pupils to visit places of interest and learn from visitors to the school. Ensures all learners have equal opportunities for success through high expectations and skilful response to the needs of all pupils. They develop the ability to be confident, competent and creative users of information and communication technology and develop the fundamental skills to enable them to participate successfully and safely in a modern, digital world. The school plays a full part in sporting competitions giving pupils of all abilities and ages the opportunity to represent the school in local and regional competitions. This score is awarded in relation to their target grade. Pupils sit a range of taught tests and cumulative assessments throughout the year and the assessment schedule is shared with pupils and teachers in advance of the school year. Teachers plan for the fact that some team members will need more scaffolding; others will require a greater challenge. Weak Intent and Strong Implementation . It instils in our learners a curiosity and fascination about the world around them and the ability to study and care for future sustainability. We have to teach them how to learn first. The three I’s of “Intent – Implementation – Impact” work hand in hand with the three core aspects of successful early learning based on teachers’ Planning, Observation, and Assessment. It develops learners who are emotionally resilient and have the skills to deal with changes and challenges in their lives. Curriculum at Sowerby Primary Academy . It is neither a core nor a foundation subject; the 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum in … In Year 4 and 5 pupils are taught the ukulele by a music specialist. We also offer Spanish in Key Stage 4 and 5. We use cookies to track usage and improve the website. We are able to draw on the knowledge and expertise of our all-through science technician when designing and facilitating practicals for children of all ages. Habits for discussion enable our pupils to share their thinking, build on each other’s and act as a team and family. Parents are strongly advised to consult with the school to seek further information on the RE curriculum and the approach to teaching and learning before any decision is made. Curriculum Intent, Implementation and Impact Statement Art Statement of Intent Extra Curricular Activities Statement of Intent EYFS Provision Statement of Intent Geography Statement of Intent History Statement of Intent Maths Statement of Intent Music Statement of Intent Deliberate practice is embedded across all primary subject areas in order for teachers to be able to assess the extent to which pupils are learning and remembering. Our RE curriculum is delivered using the Discovery RE scheme of work. I have taught in and supported many different Early Years settings over the years and I love that they all are unique. Two languages open every door along the way.” Frank Smith. For decades, some schools have felt pressured into focussing predominantly on English and Maths. Through our PE lessons and sporting opportunities children develop personal characteristics such as resilience, collaboration, fairness and respect. Through our Art and Design curriculum allows our children to recognise and celebrate their own talents and individuality and gain knowledge of the work of famous artists and designers. What if I’m asked about 'Implementation'? By the end of Year Six we intend our children to have developed a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. In Key Stage 3, each year of study is centred on a big thematic question, with a citizenship and personal development focus. We work closely with the feeder nurseries and pre-schools and have begun to Our learners gain an understanding of the role computing plays in the modern world through its immersion in other subjects and topics. We aim to make it a place where children feel secure and confident, can explore, investigate and learn through first-hand experience and are challenged to develop their independence. Pupils are taught how systems work, the principles of programming, exploring and writing algorithms. Maths is also assessed through a half termly arithmetic test and Times Tables Rock stars in Y2-6 to assess progress over time. Relevant – Our learners engage with a purposeful curriculum that is contextualised: Culturally, Geographically and Historically. Our Intent, Implementation and Impact Intent: Our purpose and ambition Inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. In the EYFS Maths is promoted within the environment and children are taught key number skills. An effective balance between child led and adult led learning allows the children to flourish and become confident and creative learners with the necessary skills, dispositions and attitudes to successfully continue their learning journey into Year 1 and beyond. They need to know more, remember more and do more at each and every stage. Pupils explore ideas, develop techniques and produce creative Arts and Craft work using a range of media. Intent, Implementation, Impact for the Early Years; Healthy Bodies, Healthy Minds, Healthy Futures. In the EYFS, pupils learn through a balance of adult-directed and child-initiated learning experiences which focus on the development of core skills alongside celebrating the unique child. We widen our social sciences offer in Sixth Form to include psychology, economics and politics A levels as well as GCSE and BTEC L3 Extended Diploma in business studies. They learn to appreciate the work of famous scientists and the role they play in today’s world. This, perhaps predictably, has caused some school leaders to panic and insist that planning documents be rewritten taking the ‘three Is’ into account, massively adding to teachers’ workload and stress. Our curriculum planning ensures that all pupils have equal opportunities to take part in all aspects of our curriculum. Through our History curriculum develops our learners’ knowledge of Britain’s past and that of the wider world. Our pupils are scientists who are developing a deeper understanding of the world around them. Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. Literacy – Intent, Implementation and Impact . Also, we aim for our pupils to develop their Mathematical reasoning by recognising relationships, making generalisations and proving their thinking using Mathematical vocabulary which is carefully planned from one year group to another. Develops life-long learning skills including: reciprocity, resilience, reflectiveness and resourcefulness through the Building Learning Power approach. Our curriculum planning ensures that all pupils have equal opportunities to take part in all aspects of our curriculum. Quality first teaching, delivered and supported by dedicated and motivated staff, enables all pupils to access our curriculum and to become independent learners. Engaging – Our learners are inspired, engaged and immersed in their learning. We sometimes even hear of a school that has chosen or felt pushed to abandon all other subjects in Year 6, in the pursuit of better test scores. Posted: 16/12/19. Vocabulary is carefully planned from one year group to another to ensure a progressive approach. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. It covers sequential and developmental themes: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. Upper KS2 pupils act as Play Leaders on the KS1 playground to encourage fitness and active play in our younger children. computing-curriculum-intent-implementation-and-impact-statement.pdf history-curriculum-intenet-implementation-and-impact-statement.pdf geography-curriculum-intent-implementation-and-impact-statement.pdf dt-intent-implementation-and-impact-statement.pdf

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