Thetford
Reception
One teacher has a sticker in children’s books with the learning intention and success criteria. This helps other adults see what is expected.
Most teachers give success criteria verbally or visually. Co-construction is not always possible with this age group.
Two teachers were combining the construction of the success criteria with demonstration. This has been successful and made children more independent.
All teachers agreed that more general steps to success criteria seem to be more applicable to reception rather than non-fiction skills. These can be helpful for children remind children what they’ve learnt.
Year 1
Learning intentions can be written or stuck in children’s books which gives more time for their learning.
Co-constructed success criteria were given on a widget board by one teacher. This has given children independence as they can follow the steps as a tick list.
Teachers had used silent modelling and good v bad examples to co-construct the success criteria. All children are engaged because they know exactly what to do. Looking at a bad example targets misconceptions.
Generic non-fiction skills have made it clear what children need to include.