1. Developing the use of Success Criteria
Monday 3rd February 2014

2. Learning Objectives to Success Criteria
“What are we going to learn?”
Activities:
“How are we going to learn?”
Success Criteria:
“How do we know if we have succeeded?”
This is the steps that we should use when considering planning for learning opportunities.
Learning Objective first – identified from framework, either renewed or 1999, or own framework, but not scheme!
Then success criteria. How can children show that they have achieved that objective, what do they have to do. The success criteria should be linked to the learning, not the activity.
Then activity – what activity will allow them to show the SC and therefore achieve the LO.
Shirley Clarke’s success criteria `is to make children absolutely sure about what it is in the teacher’s mind as the criteria for judging their work` She advises the best use of success criteria is for the children, after being told the learning intention, to suggest how the teacher and themselves will `know that this has been learnt or carried out` This serves to clarify the learning goal for pupils and enabling them to recognise how well they have achieved it. Pupils develop into `active` learners as they use the criteria to evaluate their work and then suggest ways to improve. They support feedback as pupils use them in self-evaluation.
‘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)

3. What Are Success Criteria?
‘… success criteria summarise the key steps or ingredients the pupil needs in order to fulfill the learning objective – the main things to do, include or focus on.’
Shirley Clarke
So what are success criteria? What does success look like?
Success criteria let pupils know if they have achieved the learning intention.
They summarise the main teaching points (key ingredients) or processes (key steps) which link directly to the learning intention.

4. Why Are Success Criteria Important?
Improve understanding
Empower pupils
Encourage independent learning
Enable accurate feedback
Establishing success criteria is an important part of Assessment for Learning for a number of reasons. First of all
It improves pupils’ understanding by keeping them informed about how they will be assessed.
This, in turn, empowers pupils because it involves them in their own performance and learning.
In time, pupils who have experience of working to success criteria and contributing to the development of success criteria are more apt to take an independent approach to learning, as they understand how the criteria apply to their learning. They then are able to use these to assess their own achievements, address their own concerns and identify areas for improvement.
Success criteria also allow you and the pupils to give accurate feedback – they keep you and the pupils focused on the criteria that the work will be assessed against.

5. Recipe analogy - “making a cake”
English – the ingredients that need to go into the cake
Maths – the method used to make the cake
Recipe analogy:-
Literacy analogy is - the ingredients needed to make a cake e.g. Writing instructions Remember to include: Title – what you are making or doing, what you need, what to do, use imperative verbs
Maths analogy is the method to make the cake – usually in maths if we are teaching a strategy, the success criteria will be sequential. However there are times when maths success criteria will be non-sequential e.g. LO describe a 3d shape, SC could be how many faces, edges and vertices does the shape have? Can the shape roll/slide/stack? Name the shape.
“How will I know if I have achieved objective”
Objectives – 2 elements – ‘big picture’ across unit and individual lesson
Success criteria – key points to remember
difference between open and closed skills
Closed – can do or not – all success criteria necessary – improvement is correcting errors
Open - continuum of achievement – need to discuss quality
Need modelling to show quality – what does success look like – examples of children’s work !!! Example – being systematic
HANDOUT - A5 booklet what is success criteria
English
Maths
Outcome

6. English - Ingredients of a cake
We are learning to …
Write a story starter
Learning objective
What will you need to do to achieve this?
Remember to :
describe the setting
describe the characters
explain the problem
use powerful adjectives
Success criteria

7. You have one minute to draw a house...

8. Talk Partners
What is successful about your partner’s drawing?
What could be done to improve your drawing?

9. Mark your partner’s work
Four square windows 30
Disabled parking space by gate 20
All rooms on ground floor 10
Shrubs and flowers in garden 10
Intercom on door 20
Flat path leading to garden shed 10

10. Excellence model

11. How do we currently use success criteria in English?
The ingredients of learning objectives
‘Any learner needs to know what they are learning to do and what they will be judged on.’ Gilbert (2010)
Not ‘Guess what is inside the teacher’s head but informed learning.’
Tools for equipping learners to self- and peer-assess.

12. Separate the learning objective from the context of the lesson
Learning objective muddled with context:
We are learning to write a traditional story about Jack and the beanstalk
What should this be ?
Give activity – muddled LO and context

13. Maths - The method or process of making the cake
We are learning to …
use a number line to divide (whole numbers without remainders)
Learning objective
What will you need to do to achieve this?
Remember to :
Draw a number line
Start from 0 and jump in steps of the number you are dividing by
Stop jumping when you reach the target number
Count how many jumps you did
Discuss the following:-
Children need to know aim – what they will be learning in the lesson
Children need to have a shared understanding of criteria by which they will be assessed
How share objectives and success criteria
Make sure clear and explicit – child speak
As a title?
How share with children
Write down to refer to
Phrase as a question
Get children to formulate success criteria – giving you back key points (but still need to plan)
Recap before children start individual work
Return to in plenary – reflect on achievements / difficulties
Activity – need to make sure children can meet success criteria through activity
Lesson should be led by objective not activity
Plenary- Always return to and reinforce your LO at the end of the lesson
Success criteria

14. Outcome vs process success criteria:
Outcome based success criteria, which consist of a statement of what the child will be able to do if they meet the learning objective, e.g.
Objective:
To be able to round two-digit numbers to the nearest 10.
Outcome based success criteria
I can round two-digit numbers to the nearest 10.
However, ‘outcome based’ success criteria are far less helpful in maths. Success criteria in the form of ‘I can’ statements e.g. ‘To be able to partition three-digit numbers’ leading to success criteria in the form of ‘I can partition three-digit numbers’ were only useful in terms of enabling the children to recognise if they had achieved the objective. What this type of success criteria fails to do is support the pupil and teacher in identifying barriers preventing the child from achieving the objective; neither does it help to identify the next steps for the child

15. Process success criteria, which are the steps that could help the child achieve the learning objective, e.g.
Objective:
To be able to round two-digit numbers to the nearest 10.
Process success criteria:
- Find the number on the number line
- Identify the multiple of 10 at either side of the number
- Count the jumps to the multiple of 10 before
- Count the jumps to the multiple of 10 after
- Round the number to whichever is nearest
- If the last digit is 5, round the number up to the next multiple of 10

16. Process Success Criteria and Maths
So success criteria in maths are a tool that are particularly useful for learning written methods of calculation – where there is a process or method to undertake a calculation
It is not a method or a list of instructions about how to carry out an activity in a maths.
Remember to….. (skill/method)
Choose/decide whether (strategy/sequence)
AT1 process/problem solving

17. Build the tallest tower you can using spaghetti and marshmallows
Can you write a set of success criteria for making your marshmallow tower – remember to focus of the method you undertook.

18. Discuss what the process success criteria might be for solving a multiplication problem using the grid method might be?

19. Rather than saying ‘I can’t do decomposition’ or ‘I can’t do the grid method’ the use of process success criteria allows children and teachers to identify which aspect of a concept or skill the child had difficulty with.
For example, with difficulties in grid method, the teacher and child might identify that the child could not use related facts. This can bring the barrier to learning into much sharper focus and therefore made it a more manageable step to overcome.

20. Ultimately pupils need to work independently without relying on the steps in place.
If higher ability children don’t need to use process success criteria, teachers should ensure that they are still able to explain methods and strategies, which promotes metacognition and the use of vocabulary.
There is the need to develop the mathematical oracy of all children, including those who had a tendency to verbalise explanations as ‘I just know’.
In maths you should not agonise over putting the process success criteria in place in every lesson. Some learning, like aspects of shape, just don’t lend themselves to the process. If it’s not going to enhance the children’s learning, don’t do it!
It is particularly useful when working with methods of written calculation. To that end, we need to have a written calculations policy in place that is being followed by all staff for the use of process success criteria to be successful (aligned to the New Curriculum).

21. Possible ways to develop pupil generated success criteria
Prove it / doing it wrong
A finished product
Comparison of two products
Investigating why someone has got it wrong
Teacher demonstration
Retrospective generating
Revisiting success criteria
1 Teacher demonstrating, doing it wrongly, chn come up with Suc C
2 Show a good one, read thro with talk partner, tell me what you notice (not focusing on spelling/Cl/Fs etc)
3 What’s in the best one that isn’t in the one that’s as good?
4The work’s been done by the suc criteria (which are wrong0 chn come up with right suc criteria
5 Teacher making or doing (meta cognitive modelling) e.g. using a dictionary, let chn talk and then explain what the teacher did aloud
6Two menus… which is the healthiest. With talk partners what did you do first? Break it down Come back at the end of the lesson and say could the be improved? E.g. Putting up tents-Do then review…

23. Areas of maths were they are especially useful for:
• aspects of place value, ordering and rounding, e.g. multiplying or dividing by 10/100/1000
• many aspects of calculation, including written methods
• areas of the measures curriculum, such as measuring angles using a protractor, using a ruler, calculating area and perimeter and reading a scale
• aspects of shape such as reading and plotting coordinates
• constructing graphs and diagrams, including Venn and Carroll diagrams
• solving word problems, i.e. carrying out the calculation once it has been identified
but was less helpful when:
• exploring properties of number or shape
• interpreting data
• solving word problems, i.e. identifying the operation

24. Final messages Recipe analogy - “making a cake”
English – the ingredients that need to go into the cake
Maths – the process or method used to make the cake. As not every aspect of learning in maths has a clear process - they won’t always be necessary.
Quality success criteria are characterised by these features:
They are closely linked to the learning intention.
They are specific to the activity and will vary with each activity, even if the activities share a common learning intention.
They are agreed with the pupils in advance. This discussion aspect is particularly important in the classroom.
First, it helps foster a positive classroom environment.
It also gets pupils involved in the learning and upcoming activity even before it’s begun.
It can also help build pupil self-esteem by offering them opportunities to contribute.
And it is a useful tool to strengthen the pupil-teacher relationship.
They encourage responsibility and independence by scaffolding peer- and self-assessment.
They are revisited and used to provide pupils with feedback on their learning. This feedback can be provided by both you and the pupils themselves.
Remember to follow through, though, and only assess the pupils on what has been agreed.