1. Process Success Criteria for Girls

2. Assessment for Learning Assessment for learning: Using the teacher’s assessment of pupils’ performance to inform planning and future teaching. Involving the children in this process to ensure that they really understand.

3. Success Criteria Planning success criteria makes planning the activity easier, because the criteria form the essential ingredients for modelling and teaching. Children are therefore able to: ensure appropriate focus; clarify understanding; identify success; determine difficulties; discuss strategies for improvement; reflect on overall progress.

4. Learning Objectives, Activities and Success Criteria Learning Objectives: “What are we going to learn?” Activities: “How are we going to learn?” Success Criteria: “How do we know if we have succeeded?”

5. Different Types of Success Criteria The success criteria is a statement of what the child will be able to do if they meet the learning objective It should also be linked to an age-related example which children can attempt to show whether they are successful The process success criteria are the steps which could help the child achieve the learning objective Process Criteria: “What steps do we need to take to reach success?”

6. Process Success Criteria A set of criteria written to guide pupils through the learning process in mathematics, in order to support and develop their understanding of the concept and achieve the learning intention. The best criteria will relate to learning as opposed to task instructions and include examples of what the pupils have to do.

7. Simultaneous Equations Find the values of x and y that satisfy both the equations 3x + 2y = 22 x = 29 – 5y

8. Simultaneous Equations Have a go at this: Find the values of x and y that satisfy both the equations 9 = 5x + 2y x = 3y – 5

9. Simultaneous Equations Process criteria substitute the value of x into the other equation multiply out any brackets collect like terms – collect all the y together make sure all numbers are on one side and letters on the other – isolating and calculating the y value substitute the value of y back into one of the equations calculate the value of x check that the value for x and y solve both equations

10. Simultaneous Equations Was it easier to answer the question with the steps of the process outlined for you?

11. Effective Process Success Criteria Effective criteria will: Be written to support understanding Include examples Be short Be clearly laid out and visible Relate to the learning and not the task May be different for different children

12. Effective Process Success Criteria Effective use will be when pupils: Know their purpose Use as and when they need to, either to: - support learning - act as a reminder Use as a check

13. Impact of success criteria for Girls Children get better at generating success criteria Children begin to identify a ‘good piece of work’ Children automatically start to mark their own work against the criteria Girls achieve better because they are able to access the success criteria

14. Children gradually take ownership of criteria and their learning Highlight the success criteria which are most important Pin down individual steps as focus for improvement Girls are more able to work independently Teacher assistants are more focused on what is appropriate

15. Grid Multiplication

16. It is important not to become too rigid when using process success criteria. It may turn some of the children off learning if they have to follow each step of the process, especially more able children. Some children may become over reliant on them, and therefore unable to function when not given a set of process success criteria. It does not lend itself to all areas of mathematics, so trying to impose it in every lesson would be counter productive. Teachers need to have good subject knowledge to be able to identify the steps in learning. Barriers

17. Summary If the use of process success criteria is to work, assessment for learning needs to be well established in school. The end goal is about the learning and the links in learning, so children need to understand that ultimately they 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 the use of vocabulary.

18. Summary The implementation of the use of process success criteria in maths should be supported by the senior leadership of the school. This will ensure that time is given to allow the mathematics subject leader to discuss with and support other teachers. There is no one fixed model to implementing the use of process success criteria in mathematics. Schools should apply the elements flexibly and develop them to fit their school situation. Each school should agree on certain ‘non-negotiable’ elements, e.g. format, name etc to promote and ensure consistency..