Intent, Implementation and Impact: A curriculum guide

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What are the 3 I's of curriculum design in education?

The 3 I's refer to Intent (what is taught and why), Implementation (how the curriculum is delivered), and Impact (the measurable difference it makes to student learning). These concepts form the core of Ofsted's 2019 inspection framework and guide schools in developing effective curricula.

The 3 'I's' of education or 'Intent, Implementation and Impact' have been derived from the Ofsted inspection framework 2019. Intent indicates what is taught in schools and why it is taught. Implementation is to apply a framework within an institutional context to help children thrive and impact shows what the results will be and how something is going to make a difference.

This language has been used a lot when talking about the engagement of pupils, This guide will attempt to unpick what it actually means and how you can design for curriculum impact. It's one thing making your curriculum intentions clear, but how do you make sure that your disadvantaged pupils and higher performing pupils are both developing their cognitive skills? If your teaching staff are in the process of rethinking how are you deliver a broad curriculum approach then you need to explore the Universal Thinking Framework. Our tools and resources will enable school leaders to build the background knowledge of their pupils alongside the academic skills needed to become lifelong learners.

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Ofsted Framework: Key Changes & Curriculum Impact

Since September 2019, Ofsted inspectors are spending less time with the senior leaders. They are talking more to the middle leaders about curriculum intent, implementation and impact and they are more interested to know what happens in the classroom. Hence, it is much needed than ever that the middle leaders are prepared and confident. Many subject leaders have been questioned by inspectors and weren't ready for depth needed in the 'examinations'. Just to remind us, the following are the four inspection categories of Ofsted:

• Quality of education;
• Personal development;
• Behaviour and attitudes;
• Leadership and management.

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Quality of Education: Intent, Implementation & Impact Subcategories

This category has 3 'I's: Intent, Implementation, Impact that work as subcategories and are not separately graded. The category 'Quality of education' requires more time to familiarise oneself with and is likely to cause the most interest in the new framework.

1. Intent: In Curriculum Intent the inspectors will look for the curriculum and the aspirations education institutes have for their learners.

The New Inspection Framework emphasises that each primary school needs to have equal or higher expectations, providing a balanced curriculum for all.

There appears to be more focus on making the knowledge-rich and varied curriculum; nonetheless, the new framework strongly insists that the learning curriculum must not be limited to, or confused with, merely memorising facts. There must not be excessive and unnecessary attempts to ask students to learn long lists or glossaries of disconnected facts.

The other main curriculum aspect is that it must provide cultural capital demonstrated in the handbook as the fundamental knowledge that students need to be informed citizens, providing them with the best that has been said and thought and helping them to show the best of achievement and human creativity.

There is also more emphasis on teaching the inclusion of strong>disadvantaged pupils, including those with SEND, to achieve.

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Implementation: Curriculum as a vehicle for learning

The implementation of a curriculum encompasses how the curriculum's intent is delivered, learned, and assessed. Inspectors will consider how effectively the school's curriculum is taught and assessed in order to support pupils to build their knowledge and apply that knowledge as skills.

During the inspection, Ofsted will be looking at how teachers check pupils’ understanding, identify misconceptions and provide clear, direct feedback. Inspectors will also be keen to understand how teachers adapt their teaching and support so that all pupils, including those with SEND, can access the curriculum. Furthermore, they will look at how the teaching develops pupils’ understanding and fluency in reading, writing and mathematics. These are the foundations that allow pupils to access a full curriculum.

Ultimately, the implementation phase is about bringing the intended curriculum to life in the classroom. It's about ensuring that all teachers understand the curriculum's goals and have the skills and resources to deliver it effectively, while also catering to the diverse needs of all learners.

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Impact: Measuring Curriculum Success

Curriculum impact is the measurable difference that a curriculum makes to student learning, progress, and attainment. Inspectors want to see how well pupils have learned the curriculum, assessing whether they are developing detailed knowledge and skills across the range of subjects. They'll want to see that pupils are ready for the next stage of education, employment or training and that they have the knowledge and cultural capital they need to succeed in life.

Evidence of impact can be gathered through various means, including assessment data, pupil work, and observations of teaching and learning. However, remember that data is just one piece of the puzzle. Inspectors will be looking for a rich and nuanced picture of student learning that goes beyond simple test scores.

Demonstrating impact requires a clear understanding of the curriculum's goals and a robust system for monitoring student progress. It also requires a willingness to reflect on what's working well and what could be improved and, crucially, making adjustments to the curriculum as needed. The focus should always be on ensuring that all pupils are making good progress and achieving their full potential.

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Practical Steps for Schools

So, how can schools ensure they are meeting the requirements of the Ofsted framework and, more importantly, providing a high-quality education for all pupils?

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What Role Does Assessment Play in Curriculum Intent, Implementation and Impact?

Assessment serves as the vital bridge connecting curriculum intent, implementation and impact, providing the evidence needed to evaluate whether ambitious plans translate into meaningful learning. Formative assessment strategies embedded within daily teaching, such as exit tickets, mini-whiteboards and strategic questioning, offer real-time feedback on implementation effectiveness. Dylan Wiliam's research demonstrates that when teachers use assessment information to adapt their instruction immediately, learning accelerates significantly. These responsive assessment practices ensure curriculum delivery remains aligned with intended outcomes whilst identifying students who need additional support.

Assessment data functions as a powerful lens for examining curriculum intent, revealing whether learning objectives are appropriately ambitious and sequenced. When Year 7 geography students consistently struggle with map skills assessments, this signals a potential gap in curriculum design rather than individual failings. Summative assessments should be carefully designed to measure deep learning and skill transfer, not merely content recall. For instance, asking students to apply mathematical reasoning to unfamiliar contexts provides stronger evidence of curriculum impact than reproducing practiced procedures.

The most valuable assessment practices create feedback loops that inform future curriculum planning and highlight discrepancies between intended and actual outcomes. Regular analysis of assessment patterns across classes and year groups reveals whether curriculum implementation is consistent and effective. When assessment shows that students can recall historical facts but struggle to construct historical arguments, teachers can adjust their pedagogical approaches whilst curriculum leaders consider whether the intent adequately emphasises analytical skills development.

• Develop a Clear and Coherent Curriculum Intent: This should be a shared vision that is understood by all stakeholders.
• Invest in Teacher Training and Development: Ensure that all teachers have the skills and knowledge they need to deliver the curriculum effectively.
• Monitor Student Progress Regularly: Use assessment data and other evidence to track student progress and identify areas for improvement.
• Reflect on Curriculum Impact and Make Adjustments as Needed: Be willing to adapt the curriculum in response to student needs and feedback.

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How Can School Leaders Support Effective Curriculum Design Across the Three I's?

Effective curriculum design across the Three I's requires strategic leadership that begins with establishing a clear, shared vision of curriculum intent. School leaders must articulate what students will learn and why it matters and how it connects to the school's broader educational values. This involves engaging all stakeholders in meaningful dialogue about curriculum priorities, ensuring that intent is understood and embraced by teachers, support staff, and the wider school community. Leaders should model the reflective practice they expect from their teams, regularly questioning whether current approaches truly serve their stated curriculum intentions.

Building staff capacity demands a commitment to sustained professional development that goes beyond one-off training sessions. Leaders should establish collaborative planning time where teachers can examine their implementation strategies, share effective practices, and collectively analyse student outcomes. This might involve subject leaders facilitating regular departmental reviews of how curriculum intent translates into classroom practice, or cross-curricular teams exploring how different subjects reinforce shared learning goals. As Michael Fullan emphasised, meaningful change requires ongoing support and opportunities for teachers to learn from one another.

Monitoring and evaluation systems must capture both the quality of implementation and evidence of impact across all three dimensions. Leaders should develop assessment frameworks that examine whether teaching strategies align with intended outcomes, while also tracking student progress and engagement. This requires moving beyond simple data collection to developing a culture where teachers feel helped to adapt their practice based on evidence, creating sustainable improvement cycles that strengthen curriculum effectiveness over time.

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Conclusion: A complete Approach

The 3 I's framework provides a valuable structure for thinking about curriculum design and implementation. However, remember that it's just one piece of the puzzle. Ultimately, creating a high-quality education requires a complete approach that considers the needs of all pupils and is driven by a commitment to continuous improvement.

By focusing on intent, implementation, and impact, schools can ensure that their curriculum is not only compliant with Ofsted requirements but also is truly effective in preparing pupils for future success. It is about creating a learning environment where every child can thrive, develop their potential, and become lifelong learners.

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How Can Teachers Successfully Implement the Three I's Framework?

Successful implementation of the Three I's framework begins with systematic planning that creates clear pathways from curriculum intent to classroom practice. Teachers should start by mapping their subject's key concepts and skills onto a coherent sequence, using backward design principles to ensure each lesson contributes meaningfully to intended outcomes. Create simple curriculum maps that identify essential knowledge, prerequisite skills, and assessment opportunities across each unit. This foundational work enables teachers to make explicit connections between daily activities and broader learning goals, helping students understand the purpose behind their learning journey.

Effective implementation requires adaptive flexibility whilst maintaining curriculum coherence. Rosenshine's research on effective instruction emphasises the importance of responsive teaching that adjusts to student needs without compromising core content. Develop a toolkit of differentiation strategies, including varied questioning techniques, flexible grouping arrangements, and alternative assessment approaches. For example, when teaching photosynthesis, one teacher might use practical experiments for kinaesthetic learners whilst providing detailed diagrams for visual learners, ensuring all students access the same essential concepts through different pathways.

Common implementation challenges include time constraints, resource limitations, and varying student abilities. Address these through collaborative planning with colleagues, sharing resources and strategies across departments. Dylan Wiliam's work on formative assessment provides practical solutions: use exit tickets to gauge understanding, implement peer feedback systems, and adjust lesson pacing based on real-time student responses. Regular reflection cycles, examining both implementation effectiveness and student impact data, enable continuous refinement. Remember that successful curriculum implementation is iterative; expect initial attempts to require adjustment as you better understand your students' needs and your school's unique context.