Thetford
One school has verbal Lis as I can statements, whereas the others have written in children’s books. It was agreed that this should be simpler.
Good and bad examples had been used for all lessons to co-construct success criteria. Having a big difference between the two made it clear why the good one is a good one.
On Day 1 of making number lines, I modelled using tape to make one on their tables. Children had a go with mixed success – numbers were bunched together and not in order. On Day 2 we worked together to make success criteria on our floor book and left it at the front of the room. The child who gave each step became the ‘expert’ so children knew who they could go to if they got stuck. After creating the steps with the children, I could walk around and listen to children repeating the steps to each other confidently! We kept the success criteria up at the front so they could use it in their books as well.
Katie Fox, Wicklewood Primary School
Silent modelling led to good discussion about the process and was used to build the steps. This has made children more confident about what is expected.