Intent: an overview

Introduction

The new Education Inspection Framework (EIF) and its 3Is, which was launched by Ofsted in September 2019, has been a focal point for much discussion and action within the majority of, if not all, schools this academic year.

On this page, we will explore what the first of the 3Is, namely ‘intent’ actually implies.

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With the launch of the new Education Inspection Framework (EIF) by Ofsted in September 2019, many schools are now reflecting upon and evaluating their curriculum offering.  The new framework has a 'quality of education' judgement, which focuses strongly on curriculum and the specialist knowledge, understanding and skills required to teach and learn subjects, such as geography.

Heather Fearn, Inspector Curriculum and Development Lead, discusses ‘curriculum’ in some detail here: https://www.youtube.com/watch?v=xZhhPLsO8mY.  There is also a post on Oftsed’s own blog that is an interesting read too: https://educationinspection.blog.gov.uk/2019/07/01/busting-the-intent-myth/

So what is your 'vision' for geography in your school?

Most schools have decided to make this clear by producing a 'vision statement' that reiterates their overriding ethos, sets out the broad aims of geography in their curriculum and draws on sources, such as the first couple of sections from the DfE's National Curriculum Programme of Study for Geography (https://www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study/national-curriculum-in-england-geography-programmes-of-study), as well as the Geographical Association's 'Manifesto for geography' (https://www.geography.org.uk/GA-Manifesto-for-geography).   They have also mentioned how they are supporting less able pupils to access their curriculum, in addition to ensuring that more able students are adequately 'stretched and challenged'.  Furthermore, links to 'cultural capital' have been emphasised.  For those who need further clarification about 'cultural capital', then have a read of Helen Moylett’s guest blog, which appeared on Early Education’s website not long ago; useful for teachers at any stage in education (https://www.early-education.org.uk/news/guest-blog-helen-moylett-ofsted’s-thinking-cultural-capital-some-concerns-and-questions).

A clear whole school curriculum map is beneficial to share with SLT, Governors and Ofsted inspectors.  There are some great examples available to view online, e.g. Rising Stars' version in conjunction with their recently published geography and history series (https://www.risingstars-uk.com/subjects/historyandgeography); new resources created on Oddizzi’s website (https://www.oddizzi.com/teachers/help/) and a rather innovative 'geography journey' within Michael Chiles' Twitter feed (https://twitter.com/m_chiles/status/1180860906244321281).  The four page progression and assessment framework document published by the Geographical Association when the new National Curriculum came into being may also be worth glancing over at this stage: https://www.geography.org.uk/download/GA%20Assessment%204pp%20flyer-3.pdf.

Ofsted inspections

The above documentation may facilitate dialogue with SLT, Governors and any visitors from Ofsted.  However, inspectors are likely to pursue some quite challenging lines of enquiry too.  For instance:

• Why have specific themes, topics and content been included in the geography curriculum?  What makes this content the most appropriate and useful?
• How does the sequencing of this content help to build pupils' knowledge, understanding and skills in geography over time?
• Are there clear expectations around what pupils will know and be able to do with their geographical knowledge and skills at curriculum 'end points', e.g. end of Key Stage 1; end of lower Key Stage 2; end of upper key Stage 2?

Subject Leaders should consider the way the content they have selected reflects the goals of their curriculum and the way in which it serves their professional ideas relating to progression in geography.

Role of the Geographical Association

If you are a member of the Geographical Association, then do have a read of the article entitled 'The new Education Inspection Framework through a geographical lens' written by Alan Kinder and Paula Owens and published in the Autumn 2019 edition of their 'Primary Geography' journal.  There is also a wealth of support for curriculum 'intent' on the Geographical Association's website: https://www.geography.org.uk/Curriculum-intent