Surrey
Teachers found that co-constructing success criteria worked well, particularly with closed maths learning intentions. They found that the toolkit success criteria really improved the quality of children’s writing. By reading and analysing a good climax the children were able to say what types of words/phrases caused tension etc.
By modelling silently the steps for multiplying fractions, children were able to create the success criteria. After the first 2 steps, the teacher wrote 1 and 2 on the whiteboard and the children then wrote what the steps consisted of. This continues. The impact was greater understanding and achievement.
By having transferable generic success criteria, children are remembering the success criteria each time they are used.
Everlasting success criteria posters for writing and maths are probably not being referred to as much as they could be.