Be careful not to contextualise your learning intentions… Contextualised Learning Intention. What children thought they might learn. Learning Intention separated from its context. What children thought they might learn. To know that household products, such as bleach, can be harmful. “We would learn about safety and science.” To know that chemicals can be harmful. “I would be learning how to be safe and sensible and what could happen if I wasn’t” To write instructions for making a sandwich. “I would learn how to make a sandwich.” To write instructions.“We would be learning how to write instructions. “ To know why Samuel Pepys is important in understanding the events of the Great Fire of London. “ We would be learning about what happened and what he wrote. We would also learn how to put a fire out.” To know how primary sources help us to find out about the past. “We would learn how to find out about how other people lived.”

In Summary…….. DO have a learning intention clear in your mind before you plan your lesson DO feel free to share it with students in as creative and interesting a way as you’re capable of DO have success criteria against which progress can be measured DO refer back to your learning intention at various points in the lesson and get students to explain how far they’ve met it. DON’T just get students to copy them down in their books and tick them at the end of the lesson. copying learning intentions and success criteria for 3 mins per lesson = 10 school days ‘wasted’ per pupil per year. We need to avoid the dreaded ‘copy these in to your book so that we can sit and tut at the slowest writer‘copy these in to your book so that we can sit and tut at the slowest writer So…….’

NAR Flowchart

Success Criteria

‘… 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

Why Are Success Criteria Important? Improve understanding Empower pupils Encourage independent learning Enable accurate feedback

Effective Success Criteria Are linked to the learning intention (avoid repitition 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

Process Stronger than Product 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 look for a pattern Divide the number by two to check

Dylan Williams – Autonomous Learners