Creating a Statement of Curriculum Intent (Morning)(CSCI)

Provider: Focus Education UK Ltd
£105.00 + VAT
£95.00 + VAT

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Description This half-day training is aimed at primary, infant and junior school and academy leaders, putting an emphasis on leaders’ role in creating a clear statement about their curriculum intent. There will be an emphasis on creating a ‘whole-school’ ethos that embraces the principles of ‘harnessing and maximising the geographical, cultural and historical context of the school within its community.’ (Amanda Spielman 2018)
Duration 09:00 - 12.00

Focus Education UK Ltd's website
Categories Primary, Leadership and Management, Sciences, Mathematics / Numeracy, KS1, KS2, Arts, Languages, PE / Sport, Management, Deputy Headteacher, Headteacher, Business Manager, Out of school
Learning outcomes for participants/users and, where relevant, pupils or students
  • As you are no doubt aware, the new Ofsted framework will put much emphasis on your curriculum intent, implementation and impact. The inevitable part of this, going forwards, is that school’s will have to be clear about their curriculum intent and how the needs of the learners have been taken into account.
  • This is a workshop session where you will be encouraged to use a proforma to outline the way your curriculum is bespoke to your school, starting with your context. This will then be used to help you create your curriculum intent statement.
  • The half-day will focus on the context of your school, considering the positive features that pupils bring, as well as the barriers they may have to learning. In addition, it will look at the curriculum and recognise the decisions you have taken because of the pupils’ context.

The statement will be along the lines of: ‘Because we know this about our pupils, we are doing ...’  This will focus on both contextual and academic features.
Here is an example of one feature.
Our pupils have limited life experiences
What are the key features?
What are we currently doing

  • The vast majority of our children have limited general knowledge because they do not have access to: daily local or national news; going to places of interest; or, have familiarity with theatres, zoos, etc.
  • Financial constraints on parents is partly to blame but also too many parents do not see the reason why they need to take their children to places of interest.
  • Many are coming from homes where there are very few books, magazines or newspapers available.
  • There is generally a very negative view of other cultures.


  • Our Year 5 and 6 pupils access news-round on a daily basis.
  • This is followed by a discussion on the main issues raised.
  • Reading sessions are often focused on  non-fiction, so that they are in a good position to deal with issues that they will meet in later learning.
  • There are assemblies which focus heavily on general knowledge issues.
  • Children have access to national and local newspapers on a regular basis.
  • The school has developed a bespoke PSHE curriculum that intentionally focuses on aspects of knowledge.
  • The school funds Holiday-time outings for pupils and their parents for events such as seaside visit and the theatre.
  • The school also subsidises school visits.
  • The school provides a range of ‘unusual’ after school clubs, e.g., the fairy club.

What are we planning to do in the near future?
Standards for Teachers’ Professional Development Statement
This course is underpinned by rigorous scholarship and supported by continual development and support. It meets the DfE’s Standards for Teachers’ Professional Development in the following ways:

  • This professional development course has a focus on improving and evaluating pupil outcomes;
  • It is underpinned by robust evidence and expertise, and is clear on intended outcomes and objectives;
  • There is an expectation of collaboration and there will be expert challenge;
  • The course is part of a CPD programme designed to equip staff with the knowledge and skills required to effectively implement within their school, and sustain improvements over time.


Evidence underpinning this approach The provider has not supplied this information
How users/participants can evaluate success The provider has not supplied this information
Follow-up activities and support The provider has not supplied this information

This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.