All teachers had co-constructed success criteria for maths, typing up and displaying on the whiteboard. Children were able to self-assess and be more motivated and independent. Most teachers made 2 or 3 points at the start of the lesson then children worked independently, with higher achievers being extended.
Funky fingers had been used for creating success criteria for writing and some teachers had used ‘top tips’ based on ‘how are we going to get there?’
The visualiser had been used to share good examples, with some teachers making deliberate mistakes in order to generate criteria.
Fiona Large | email@example.com
Nicola Parker | firstname.lastname@example.org