​In January, Matt Bromley gave us the low-down on curriculum intent. He now turns his attention to the second Ofsted ‘I’ –implementation. In part two of this two-part article, he focuses on what it means for classroom practice

In the first instalment in this two-part series, I explained what we might interpret by Ofsted’s assertion that curriculum implementation is the way in which “the curriculum is taught at subject and classroom level” (SecEd, 2020a).

Here, we might consider the ways in which teachers articulate the end-points to be learned in their subject discipline. What are the key concepts? Who decides? When are they taught? How and how often are they returned to and expanded upon? Do key concepts feature in learning objectives? Do key concepts feature in knowledge organisers? Are they used in low-stakes quizzes, hinge questions, exit tickets, homework tasks and so on in order to ensure they form part of retrieval practice activities?

Register now, read forever

Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcast

  • New content and e-bulletins delivered straight to your inbox every Monday and Thursday


Already have an account? Sign in here