Having already tackled intent and implementation in SecEd this year, Matt Bromley now turns his attention to the third Ofsted ‘I’ – impact – offering practical advice for schools in this two-part article. He begins in part one with a focus on curriculum end-points, design and sequencing among other key topics...

According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact.

In January, I tackled curriculum intent in an in-depth SecEd Best Practice Focus free download (Bromley, 2020a) In particular, I defined that slippery term “curriculum” and argued that a curriculum is not a singular entity; rather, it is a composite of at least four different elements: the national, the basic, the local, and the hidden curriculums.

I explored what a broad and balanced curriculum might look like in practice. I analysed the importance of creating a culture of high aspirations and I considered the centrality of social justice to effective curriculum design, concluding that a curriculum is a means of closing the gap between disadvantaged pupils and their more privileged peers.

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