1. Learning Intentions & Success Criteria ENPS Theory of Action If teachers set and make visible the Learning Intention, then students can understand, articulate, connect with and reflect on the purpose of the learning.

2. In this professional learning session we are learning to… understand what learning intentions and success criteria are; be able to identify and frame learning intentions and success criteria; and identify opportunities for using learning intentions and success criteria in our own classroom.

3. Success criteria for this session I can: understand how learning intentions improve student outcomes. separate learning intentions from their context. construct learning intentions in all subject areas.

4. 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’

5. ‘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

6. Learning Intentions Key Characteristics 1.Identify what students will be learning (We are learning to…). 2.Explain the reason for the learning (This is because…). 3.Share (and sometimes negotiate) the learning and the reason with students at the beginning of the lesson or task. 4.Present these in language that students can understand. 5.Revisit the learning intention throughout the task/lesson. 6.Reflect on and connect back to the Learning Intention at the end of the lesson.

7. Matching Activity

8. Tips For Using Learning Intentions Effectively We are ALL consistent with calling it a ‘Learning Intention’. Start small. Separate the learning intention from the task instructions. Tell students why they are learning it. Use child-friendly language (and/or ensure children have the language of learning). Make it visible (display). Allow time for discussion with pupils.

9. Research demonstrates that effective learning intentions improve student achievement significantly (effect size 0.56) Hattie

10. Task Work in your PLT Use your week 3 work program Select either Literacy, Numeracy or your Specialist area for that week Document a Learning Intention for each lesson for the week Be prepared to share your sequence of Learning Intentions

11. Expectation at ENPS 1.Learning Intentions are documented in weekly work programs for each lesson. 2.The Learning Intention is connected to the learning task. 3.The Learning Intention is made visible for the entire duration of the lesson. 4.That the Learning Intention is clearly articulated at the beginning of the lesson. 5.That the Learning Intention is reflected on at the end of the lesson through the share/reflect time. 6. That PLT Leaders will feed back implementation of Learning Intentions to the School Improvement Team (SIT).

12. Summary To take more responsibility for their own learning, students 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.

13. Using Learning Intentions and Success Criteria: creates more self-motivated students; empowers students to become independent learners; improves understanding; and can help focus feedback. This isn’t all new… but we need to be more systematic about using these approaches in our classrooms. Summary cont…