Taunton
All teachers had removed contexts in learning intentions to enable a transferable skill. Skills can now be transferred and children’s writing is of higher quality.
Most teachers had stopped children writing the LI in their books replacing it with a short title. Children seem to know the LI better because they don’t have to struggle to write it.
Co-construction of success criteria, sometimes using the ‘doing it wrong’ strategy has led to children owning and using the criteria more than they were before. Having co-constructed the criteria has reduced the cognitive load.
Most teachers give all children the same LI. Children are now more positive and up for a challenge. There is no limit to their achievement in lessons.
Three teachers use pictures rather than words for the criteria and this has led to greater understanding. Two teachers focus on children 1-1 and verbally talk about the criteria, allowing children to edit their work.
Wandsworth
Two teachers have a working wall next to the whiteboard with tacky back squares which are the key steps for each lesson. This is a visual prompt for children.
Having a working wall next to the IWB has allowed me to add key points or steps from the lesson as it progresses. We can refer back to it and use our wall to inform the success criteria for the lesson. The children are part of the process so they are more aware of the expectations and where they can look for additional support.
Dai – Earlsfield Primary
One teacher has abbreviated learning intention titles and dates in children’s books but no success criteria. The success criteria are displayed in the room. This has made no difference to children but eased the workload for teachers.
In Nursery teachers use ‘remember to..’ in relation to tasks as well as picture prompts.