One teacher started by showing the class a picture of the last supper and asked what they could see and what could it tell us. Children were very interested.
One teacher had created a parrot which had left clues around the classroom, which led to good writing.
Another good start was to show a Venn diagram with multiples and asking why do you think these multiples are on the board. This led to the learning objective.
Teachers found it had been more effective to stop the lesson at various times and recap the success criteria rather than leaving it to the end.
One teacher started the lesson with a YouTube advert for ‘Plenty’ toilet paper. This led to a discussion about absorbency and they designed an investigation (not using toilet paper!) The LO was to plan a fair test. Children were engaged and more focused because they had planned it themselves and this was more interesting for the teacher.
Another teacher had a letter from Robin Hood asking for help arrive in the classroom. The children planned how to help him (castles theme). Children were very enthusiastic and motivated to write back.
Another teacher had made some Rice Crispy cakes but couldn’t remember the recipe. The children came up with the criteria.
Brighton and Hove
Teachers had shown children excellent and not so good examples of writing which had led to pupil generated success criteria. Children were motivated to generate the criteria and embedded them into their writing.
Some teachers had asked children to generate their own writing ladder to order in terms of importance, which had led to children checking their work more carefully.
One teacher had presented artefacts at the beginning of the lesson, which had hooked their interest and gave them something to discuss immediately. Videos had the same effect.
One teacher deliberately did not mention success criteria for a numeracy lesson and children asked, ‘How will we know if we’ve done the method right?’
One teacher had a child scribing the success criteria while the teacher created the product on the white board. This meant the success criteria had to be precise!
Teachers had used success criteria as a checklist of steps to success, displayed on a working wall. Children are more focused on their learning and much clearer about what they need to do to succeed. They are more able to talk about the skills involved in their learning.
Video had also been used to generate criteria as well as an incomplete invitation. The visualiser had been used to look at good examples of work which could then be used to generate the criteria. Children naturally compare their own work to what they see and strive to improve, thus uplevelling their standard.
Brighton & Hove
Suzanne Morgan | email@example.com
Ellesmere Port, Cheshire
Anne Vickers | firstname.lastname@example.org
Paul Wilson | email@example.com
Amy Parry | firstname.lastname@example.org