2019 in England was the year when our schools re-set their curriculum statements. You see there are the three Is – Intent; Implementation; Impact.
These are the markers set down by Ofsted, the school’s inspection body in England.
Ofsted is the piper that calls the tune in England. 
Sean Harford HMI, National Director for Education at OFSTED clarifies what is to be understood by the three Is.
‘The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (Intent); for translating that framework over time into a structure and narrative, within an institutional context (Implementation); and for evaluating what knowledge and understanding pupils have gained against expectations (Impact.achievement)’ 
Knowledge and understanding. No mention of skills.
Just think about the wonder of what we understand as a musical skill. The crafting of a musical phrase, the placing of a sound within a sea of silence …
And what kind of knowledge will Ofsted have in mind?
And what of musical understanding?
Musical understanding is defined by cognitive psychologist John Sloboda as akin to getting a joke – music understood without the mediation of language.
Perhaps behind the scenes is an ideological conflation of a narrow conception of culture with a narrow conception of knowledge.
 Many of my world-wide readers may find it difficult to comprehend how it is that a school’s monitoring body can be such a powerful agent of change, acting as the chief re-contextualiser of the field. (See Basil Bernstein on the Official Re-contextualising Field ((ORF)))
Ofsted operate without fear or favour creating fear and trembling.
 Source not known but taken from a consultant’s powerpoint slide.