1. INSET Professional Learning
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

2. Learning Intention!
To increase knowledge of how to design Learning Intentions and Success Criteria to suit your context
To develop confidence in creating and using your own Learning Intentions and Success Criteria in your subject area.
‘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 AifL)

3. Planning the Learning: Why?
share the outcomes for learning with pupils so that they know WHAT they are learning and HOW they are going to achieve it
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 take charge of their own learning so that they can demonstrate their knowledge and understanding and skills.
Assess the learning using the success criteria agreed with the pupils.

4. Effective learning intentions
‘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 Intentions should:
Identify new learning
Focus on transferable skills
Be expressed in simple language that every pupil can understand.
Composed using words that are closely related to learning e.g. Understand that, know how to etc.
Directly linked to the Success Criteria.

5. Learning Intentions: types
Learning intentions that focus on knowledge
Learning intentions that focus on understanding
Learning intentions that focus on skills √

6. Learning Intentions: Knowledge
Thinking about the different kinds of knowledge, and being specific about the kind of knowledge that is required in a particular situation, will help teachers design their learning intentions.
knowledge of how something is done, of the steps involved in producing something (know how to construct a pie graph)
knowledge of why something happens (know why rabbits are an ecological disaster)
knowledge of what causes something to happen (know what causes thunderstorms)

7. Learning Intentions: Understanding
Understanding builds on knowledge and requires some kind of processing.
For instance, a student might be able to list the causes of an historical event - thereby showing knowledge of them - but understanding requires analysis and, perhaps, interpretation.
understand the causes of an historical event
understand the effects of diet on health
understand how persuasive language can position the reader to agree with the author
understand how the internet can be used for research purposes
understand what happens when our bodies consume carbohydrates
understand why X causes Y.

8. Learning Intentions: Skills
Learning intentions that focus on skills always start with the words 'to be able to' followed by a verb. For example:
to be able to write a recount of events using key phrases, writing tools and specific topic vocabulary
to be able to solve a problem using more than one strategy
to be able to work as part of a team to identify causes of the First World War
to be able to identify persuasive strategies used by the author or an argument
to be able to experiment with a variety of media in order to achieve a stated effect
to be able to work in a group taking a leadership role and making my own decisions
Often learning intentions that focus on skills will also imply the acquisition of certain knowledge or understandings. For instance, to be able to write a recount, students must have a knowledge of the structures and features of a recount.

9. Key vocabulary Explore Investigate Examine Consider Reinforce
Extend
Apply
Build on
Share
Show knowledge of
Develop understanding
Create
Explore
Investigate
Examine
Consider
Reinforce
Learn the skill of
In depth

10. How to compose success criteria:
I can identify strategies
I can recognise issues
I can show ways
I can classify
I can discuss
I can sort
I can predict that
I can clarify
I can suggest ways
I can make links between
I create
I can interpret
I can construct
I can build
I can decide
I can present my findings
I can determine key points
I can use evidence
I can show understanding of …
I can explain fully...

11. Defining the learning intentions
Activity: take part in a talk activity to argue whether brexit will affect the Scottish economy and report back to the class.
Skills: discussing, leadership, knowledge and understanding, developing confidence, debating, talking skills
Learning intention: WHAT
We are learning about the arguments for and against brexit.
We will report back to the class using our talking skills
Success criteria: HOW
I can show clear knowledge of the key points in favour of and against brexit providing detailed information and sources.
I can explain each of the arguments clearly providing evidence to back up my ideas
I can speak fluently, discuss sensibly, build on others’ points, argue effectively ( literacy)
I can show respect for others’ opinions ( HWB)
HWB: I can show understanding that other people can hold different views from myself

12. Physical Education Topic: Hockey
Learning Intention: We are learning how to drag on the move. WHAT
Success Criteria HOW
We will aim to:
Keep stick and ball in contact
Move towards the left hand marker
Shift body weight and step left
Rotate the wrist anti clockwise
Turn the toe of the stick
Step right and drag ball to marker

13. Skills within the Es and Os and Benchmarks
Numeracy
Social and emotional HWB
I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions.
Benchmarks:
Learners can use strategies to manipulate an appropriate range of numbers and apply these to solve open-ended problems.
I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
Benchmarks: Talks about own strengths, interests and skills and links these to career ambitions.

14. Applying and creating task: Improving weak learning intentions
Look at each example of a learning intention on the sheet provided
Rewrite each learning intention so that it focuses on skills or knowledge and understanding

15. Applying and creating: Benchmarks
Look at your own benchmarks for ONE area
Think of ONE topic in your subject area and write down the learning intentions and success criteria on the CGS planning sheet
Now finish your planning in your departments covering all aspects of learning including Literacy, Numeracy and Health and Wellbeing: next session’s workshop will be on how to include these successfully in all areas of the curriculum
Planning should now be completed for every topic from now until next May 2019.

16. Benchmarks
exemplars/Benchmarks%20exemplification Exemplification of benchmarking in subject areas. All departments should be familiar with your own curricular benchmarks as well as those for literacy, numeracy and HWB.

17. Planning across the school
NEW CGS PLANNING SHEET FOR ALL DEPARTMENTS
Experiences and Outcomes
Benchmarks
Learning Intentions
Success Criteria
Assessment of skills ( based on success criteria)
Benchmarks LIT/NUM/HWB
Review of Learning: Teacher
Review of Learning: Pupil

18. Planning for Learning
Shulman, L., Knowledge and teaching: Foundations of the new reform.Harvard educational review, 57(1), pp.1-23.
Clearly defined lesson objectives
Check prior knowledge
Use context
Use questioning to probe understanding
Challenge all students appropriately 
Use direct instruction to provide clear explanations
Model abstract ideas in concrete ways
Check for understanding – give and get feedback
Troubleshooting  – why did it not work?!