intent, implementation impact eyfs examples

Pupils learn through a balance of child-initiated and adult-directed activities. Which ones do you chuck out first? At Holy Family Catholic School we believe in providing a secure foundation for future learning and development for our children. – this involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. In line with the rest of KSA, both Nursery and Reception have a big question to answer over the course of the year which is broken down into a question for each half-term unit. At Norman Pannell our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs. An easy example might be getting out a jigsaw puzzle. September 2020. Our EYFS curriculum allows children to develop interpersonal skills, build resilience and become creative thinkers. This is delivered through a holistic curriculum which maximises opportunities for meaningful cross-curricular links and learning experiences as well as promoting the unique child by offering extended periods of play and sustained thinking following children’s interests and ideas. Early Years; primary. – involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. We use learning journals across the EYFS, supplemented with exercise books in Reception, which evidence to the children and their families the successes of the children throughout their time in Early Years. Home; School Information; Curriculum; Design and Technology; Intent, Implementation & Impact ; Design and Technology. At King Solomon Academy we place great value on the development of children as individuals and providing them with the skills, knowledge and understanding they need to prepare them for the challenges in Key Stage One and beyond. Last year we were externally moderated and the GLD exhibits the impact of the learning and teaching in the EYFS at Norman Pannell. Curriculum research: assessing intent, implementation and impact This research sets out what we have done in phase 3 of our research into the quality of curriculum in schools. We believe our high standards are due to the enriched play-based exploration alongside the rigour of assessment and teaching the children have as they move through the early years – a rich diet of balanced learning experiences is undoubtedly the best way to develop happy, curious children. With the new Ofsted Inspection Framework announced, schools will be looking to reinforce the intent behind their curriculum design. Maths – Intent, Implementation and Impact Intent Implementation Impact The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason This is alongside fortnightly PD sessions with our Speech and Language therapist who helps to build subject knowledge of working with children who have communication and language difficulties. This bite-sized online course will help you understand the terms intent, implementation and impact, which fall under the Ofsted judgement area Quality of Education (Education Inspection Framework 2019). Our children will grow to be confident, competent lifelong learners and good citizens. Let’s look more closely at those terms: Intent: What does the curriculum intend to do? In our Foundation Stage we have two reception classes. What do you want the children to learn, and what skills do you want them to acquire? The impact we intend to achieve by developing this intention is seen by how the children approach challenges every day. At St Joseph’s Catholic Primary, the EYFS curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. These early mathematical experiences are carefully designed to help pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts. The aim of this course is to help you understand the Ofsted terms 'Intent’, ‘Implementation’ and ‘Impact’ and how to apply these to your practice. Our EYFS curriculum aims to enable our children to be: Competent and creative learners; who are curious about the world around them. Intent: At Norman Pannell our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs. At Norman Pannell we follow the Early Years Foundation Stage framework. The new framework statesthat “[p]rovision should only be judged ‘outstanding’ in a particular area if it is performing exceptionally, and this exceptional performance is consistent and secure”. Our curriculum is therefore the cultural capital we know our pupils need so that they can gain the knowledge, skills and understanding they require for success. Consider intent, implementation and impact through the lens of child-initiated learning in this area. Kym Scott, Early Years Consultant Curriculum: Intent, Implementation & the Impact - Wootton Park School. Explore developmentally-appropriate examples of what ‘progression’ and ‘stretch’ looks like for young children, within the context of early mark-making and writing. Intent, Implementation & Impact Report for Physical Education (PE) Intent. Many of our pupils arrive well below national expectations for their age and a high proportion come from disadvantaged backgrounds and with complex needs. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest. The impact should be that children don’t give up, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this. Intent, Implementation & Impact. The characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations of children. The curriculum is planned in a cross-curricular way to enable all aspects of the children’s development including understanding the world and expressive art and design as well as to promote sustained thinking and active learning. This focused group time means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. In my mind, the best way to do this is to use a tool like iAbacus. Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. In the next two blog posts I will be looking further at the implementation and measuring its impact. Curriculum Intent Our statement of intent for our whole school curriculum is to ensure our pupils develop the necessary skills, knowledge and attitude to achieve fulfilling lives. Key Values and Skills at Hayfield School We want all o… You then ‘implement’ the activity by doing it. It’s as simple as that. Intent. We use this information on a weekly basis to plan learning experiences and next steps so that knowledge and skills are built cumulatively. At Norman Pannell we follow the Early Years Foundation Stage framework. Our investment in specialist teachers for music, art and forest school mean that children continually receive high quality teaching. Pupils learn through games and tasks using concrete manipulatives which are then rehearsed and applied to their own learning during exploration. Nursery pupils begin to develop these key skills during daily maths meetings where they explore sorting, quantities, shape, number and counting awareness. The intent of the curriculum is synonymous with many of the Academy [s core aims: To provide a broad and balanced curriculum that is accessible to all pupils. For instance, try to describe a word (‘skeleton’, for example) without using specified words related to it (‘bone’, for instance). Consider intent, implementation and impact through the lens of child-initiated learning in this area. – Children develop and learn in different ways. Intent. Rich first hand experiences (inside, outdoors, visitors and school trips) to widen experiences, awe and wonderment. Author: Sue Scott, EYFS Lead Review Date: September 2020 NB: This document should be looked at alongside our EYFS Policy 1 Sand Hutton and Warthill Federated Church of England (VC) Primary Schools Early Years Curriculum Statement of Intent Our Early Years Curriculum aims to lay a secure foundation for future learning. The inspectorate has said that it will assess curriculum through intent, implementation and impact. Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. Intent . EYFS Curriculum - Intent, Implementation and Impact . We work closely with the feeder nurseries and pre-schools and have begun to build links with a new on site nursery, run by Smiles, which opened in September 2019. The Intent, Implementation and Impact of our Curriculum . Our EYFS Curriculum Statement . It’s as simple as that. From this, we have chosen multiple high-quality texts to create an integrated approach to learning from which pupils can experience the full curriculum. Our inclusive approach means that all children learn together but we have a range of additional intervention and support to enhance and scaffold children who may not be reaching their potential or moving on children who are doing very well. Maths – Intent, Implementation and Impact Intent Implementation Impact The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason mathematically and solve problems. Intent, Implementation and Impact: how does your school's curriculum score on the three ‘I’s? – the early teaching of mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and describing shapes, spaces, and measures. We tailor our staff PD to be early years specific and are focused on moderating outcomes across the phase so that every member of our team feels confident in making accurate judgements about where individual pupils are and their next steps for learning. An easy example might be getting out a jigsaw puzzle. The Early Years Foundation Stage incorporates the period of learning and development from birth to 5 years old. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. Our Intent, Implementation, and Impact targets for the Early Years Foundation Stage (EYFS). Doing the jigsaw is how you are ‘implementing’ the idea of ‘promoting maths skills’. the EYFS l explore Ofsted expectations for a setting’s self- evaluation and cycle of improvement. If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? To ensure children make outstanding progress in Norman Pannell EYFS, it is our intent to take into consideration their starting points and needs of our pupils as they begin their learning journey. The 3 I's are – Intent; Implementation; Impact They are nothing new for early years providers who have been around a … EYFS Quality of Education, Intent, Implementation, Impact. Secure and confident; who enjoy coming to school and learning new skills and knowledge building on their existing learning. Curriculum Intent. Reading is at the heart of our curriculum. After you have finished doing the jigsaw you should ask yourself what ‘impact… We work closely with the feeder nurseries and pre-schools and have begun to Curriculum Intent – ‘The heart and mind of every child’ At Scholar Green Primary School we aim to develop the heart and mind of every child. These three can easily be looked at from a child development perspective. EYFS curriculum Implementation . This post was extracted from Exploring the Education Inspection Framework — a practical guide that aims to provide practitioners with a good understanding of the process of being inspected and the changes that the new EIF has brought into place. Personal, Social and Emotional Development. As a team, we carry out regular internal moderation sessions and also ensure that staff attend external meetings and training to ensure that we feel confident with our judgements and that these judgements are consistent with a range of other settings. Intent. Intellectual preparation and co-planning is led by the phase leader every week with short 15 minute ‘child-led’ planning sessions happening three times a week. Supporting children to be active and to develop physically including giving clear messages to children why it is important to eat, drink and exercise as well as to be kind to others. The EYFS department is the start of our pupils school journey towards achieving this important purpose. Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. We value imagination and creativity and seek to create a sense of enjoyment and fascination in learning through a vibrant continuous indoor and outdoor provision, alongside trips, visits and regular forest school sessions. Leadership and management. Every child has access to a broad, balanced and differentiated curriculum which prepares them for now and for the future in terms of opportunities and experiences. – the early teaching of literacy involves encouraging children to link sounds and letters and to begin to read and write. Art and Design provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thought and ideas. The new framework is really centred around curriculum – what is being taught and how – with inspections focusing less on results and instead more on the intent, implementation and impact of the curriculum. These are: Children benefit from meaningful learning across the curriculum and staff plan resourcefully for opportunities for communication, sustained shared thinking and physical challenge to build on existing skills taking into account the Characteristics of Effective Learning. 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