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Learning Intentions andSuccess Criteria
Learning Intentions
Participants will:
Understand the benefits of using Learning
Intentions and Success Criteria
Explore how to design learning intentions and
success criteria suitable for your classes
Success Criteria
have an increased knowledge on how to design
Learning Intention and Success Criteria to suit your
context
have an increased confidence in creating and using your own Learning Intentions and Success
Criteria
have an increased knowledge of the relationship between Learning Intention,
Success Criteria and assessing evidence
BTC 5 Assessment needs to be planned as part of learning and teaching activities. In planning activities and experiences with young people, staff need to:
consider and share the outcomes towards which young people are working
agree success criteria through discussion with each other and with learners
design learning experiences and activities that are likely to challenge and motivate and give opportunities to children and young people to provide evidence that demonstrates their knowledge and understanding, skills, attributes and capabilities
Building the Curriculum 5
Planning: Curriculum, Learning and Teaching and Assessment
Experiences and Outcomes
Learning Intentions
Success Criteria
Evidence to support Learning and Teaching
SAY WRITE MAKE DO
Moderation
Skills
What is a Learning Intention?
‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’
(Learning Unlimited, 2004)
Learning Intentions• Identify new learning• Focus on transferable skills
Why Are Learning Intentions and Success Criteria Important?
‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.’
- (An Intro to AfL, Learning Unlimited, 2004)
Learning Intentions
‘What’ and ‘Why’
Success Criteria‘How to recognise success’
Why?
Good Learning Intentions are:
Expressed in simple language that every pupil can understand.
Focused in nature.
Composed using words that are closely related to learning e.g. Understand that, know how to etc.
Directly linked to the Success Criteria.
Learning Intention – Key Vocabulary
extend/extending
develop/developing
consolidate/consolidating
revise/revising
explore/exploring
investigate/investigating
expand/expanding
broaden/broadening
strengthen/strengthening
reinforce/reinforcing
examine/examining
consider/considering
The pupil will (be)
apply/applying
Knowledge and Understanding, Skills, Attributes and Capabilities
Learning Intentions may be written as follows:
• We are learning to … or about...
• To know that …
• To understand and explain...
• To share and discuss...
• Today we will be able to …
Defining the Learning Intention
• Activity: What are we doing?
- Playing a game of snap.
• Learning Intention: What are we learning?
- To take turns.
• Context: Vehicle for the learning
- The Game
Early Level – Examples
Activity Learning Intention Context
Painting a snowy picture using white paint
To develop fine motor skills and mark making
What snow looks and feels like
Making repeat patterns with coloured cubes
To be able to recognise and continue a sequential pattern
Number Patterns
Give a talk about my favourite toy.
To give information in a clear and interesting way.
Personal opinions
Learning Intentions
Strong Learning Intentions
Not linked to context
Not simply a description of the activity
Often describe transferable skills
Activity 1 – Learning Intentions • 20 Questions
• From the given Learning Intentions identify which learning intentions are strong, weak and unsure
© PMB 2007
Success Criteria‘How to recognise success’
Learning Intentions
‘What’ and ‘Why’
Success criteria
© PMB 2007
‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’
- Shirley Clarke
What are success criteria?
© PMB 2007
are linked to the learning intention (avoid repetition of same language)
are specific to an activity
are discussed and agreed with pupils prior to undertaking the activity
provide a scaffold and focus for pupils while engaged in the activity
are used as the basis for feedback, peer-/self-assessment and teacher judgements
Evidence should clearly link to Success Criteria
Effective Success Criteria
Learning Intention:
To be able to identify odd and even numbers
Product Success Criteria:
Your answers will be correct
Process Success Criteria:
Look at the last digit in the number to check the pattern
Divide the number in two to check
Process stronger than Product
Modelling Success Criteria
• Learners need to know what a good piece of work looks like.
• Share the standard by using examples– e.g. ‘This is a good piece of work because…’
You may use your own work as examples.
• Involve the children in the process of identifying success criteria.
Planning: Curriculum, Learning and Teaching and Assessment
Experiences and Outcomes
Learning Intentions
Success Criteria
Evidence to support Learning and Teaching
SAY WRITE MAKE DO
Moderation
Skills
Possible ways of gathering evidence
Experience and Outcome
Learning Intention
Context Activity Success Criteria
Evidence
I have the freedom to discover and choose ways to create images and objects using a variety of materialsEXA 0-02a
To develop fine motor skills and mark making
What snow looks and feels like
Painting a snowy picture using white paint
Hold my brush between thumb and forefinger
Move my brush in lots of ways to make different marks
Use paint and water to create different shades of white
Painting, teacher observation & recording of pupil speech during painting
Possible ways of gathering evidence
Experience and Outcome
Learning Intention
Context Activity Success Criteria
Evidence
I have the freedom to discover & choose ways to create images & objects using a variety of materialsEXA 0-02aWithin real & imaginary situations, I share experiences & feelings, ideas & information in a way that communicates my message.LIT 0-09a
To develop knowledge and understanding of the qualities of snow
To develop the use of descriptive language
What snow looks and feels like
Painting a snowy picture using white paint
Self and peer assessment at plenary session
Use the paints and brush to show what lying and falling snow look like
Use a range of naming & describing words during painting
Describe what is good about my own and others’ paintings
Painting, video of pupils at work, teacher recording of self and peer assessment
Further information
www.dylanwiliam.net
• Inside the black box: raising standards through classroom assessment
By Paul Black, Dylan Wiliam
• Assessment for learning: putting it into practice
By Paul Black, Chris Harrison, Clara Lee, Bethan Marshall, Dylan Wiliam
