Learning Intentions and Success Criteria

Learning Intentions:

This is a way of sharing the criteria for learning and ensuring that pupils are clear about what is to be learned and what success should look like.

Teacher introduces the lesson, topic or unit and the aspect of learning to be undertaken throughout. They can then be used in different ways to reinforce key elements of the learning tasks in follow-up work including marking.

Research shows that teachers are good at telling pupils what to do and how to do it (the task or activity) but not so good at making clear what is to be learned (the learning intention or outcome) and how to recognise success (the success criteria).

It is very important to set a clear distinction between what they are doing and what they will learn from it. Don’t express the learning intention as an activity.  For example, avoid saying “We are going to…”, “We are going to be using…”  It is better to say, “We are learning to...”  Written in the first person it is more likely to engage the pupil.

Success Criteria:

Pupils should be clear about what is to be learned and what success should look like.  This is a way of helping children to relate specific success criteria (differentiated) to the learning intentions identified for the task in hand.

These shared criteria are displayed in the classroom and are repeated by the children at the beginning of the lesson, thus appealing to all types of learners. (Aural, visual, etc.) For example, learning intentions can be written up in advance and then used to settle the class at the start of the lesson. Alternatively, a blank bubble can be prepared and the actual intention written in consultation with the children. A number of teachers have developed imaginative ways of reinforcing the Learning Intentions and Success Criteria, for example on flip charts at the front of the room, printed on worksheets, on laminated bookmarks, etc. It is not thought enough just to tell them.

Success criteria can be used when completing peer and self-assessment activities.  Any marking by the teacher should be based on the success criteria. Pupils need to understand how to progress with their learning and, more importantly, identify their next steps in learning.