Our learners understand what they are learning and why  

PUPIL COMMENTS 

Almost all our pupils feel that learning intentions are shared in the majority of lessons.

Almost all of our pupils understand the skills they are developing in the majority of lesson. 

How do we ensure this happens for all learners? 

Dylan Wiliam says “If you don’t know where you are going, you’ll never get there”. 

• Learning Intentions and Success Criteria are shared with young people as an integral part of the learning. The Learning Intention clarifies what we want all young people to know and be able to do while the success criteria show them what excellence would look like. Success Criteria are constructed with the pupils where appropriate. This goes beyond a one-line Learning Intention on the board at the start of a lesson permeating all stages of the learning including assessment. 

• Staff share long term plans for teaching and learning with young people to ensure that they have a map of the learning and can track their progress throughout the year. 

• Learning in classes and out with is linked to the school skills framework (further discussed in section 2) to ensure that young people understand the skills they are gaining for life, learning and work. 

• Pupil assessment of the learning is based on the success criteria to ensure that pupils know what learning has taken place and what their next steps in learning are. 

Examples of Effective Practice

• Initial pupil engagement/interaction routines are in place

• Engaging starter tasks use prior learning

• Clear LI and SC are shared, and learners understand the reason for learning and how they can be successful

• Low stake assessments, retrieval practice, ‘I know’… ‘understand’… ‘be able to’... statements are used

• Clear explanations support learner engagement

• ‘Rounding off’ routines are in place, e.g. meaningful consideration of LI and SC at the end of the lesson; Exit passes; show me boards etc