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Learning Intentions and Success Criteria. Learning Intentions Participants will: Understand the benefits of using Learning Intentions and Success Criteria.

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Presentation on theme: "Learning Intentions and Success Criteria. Learning Intentions Participants will: Understand the benefits of using Learning Intentions and Success Criteria."— Presentation transcript:

1 Learning Intentions and Success Criteria

2 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

3 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

4 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

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

6 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

7 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?

8 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.

9 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

10 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 …

11 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

12 Early Level – Examples Activity Learning IntentionContext 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

13 Learning Intentions Strong Learning IntentionsNot linked to contextNot simply a description of the activityOften describe transferable skills

14 Activity 1 – Learning Intentions 20 Questions From the given Learning Intentions identify which learning intentions are strong, weak and unsure

15 © PMB 2007 Success Criteria ‘How to recognise success’ Learning Intentions ‘What’ and ‘Why’ Success criteria

16 © 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?

17 © 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

18 Learning Intention: To be able to identify odd and even numbers Product Success Criteria: Your answers will be correctProcess Success Criteria:Look at the last digit in the number to check the patternDivide the number in two to check Process stronger than Product

19 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.

20 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

21 Possible ways of gathering evidence Experience and Outcome Learning Intention Context ActivitySuccess Criteria Evidence I have the freedom to discover and choose ways to create images and objects using a variety of materials EXA 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

22 Possible ways of gathering evidence Experience and Outcome Learning Intention ContextActivitySuccess Criteria Evidence I have the freedom to discover & choose ways to create images & objects using a variety of materials EXA 0-02a Within 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

23 Further information 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


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