I can statements had been changed to ‘I am learning to’ which had stopped children saying ‘I can’t’.
The visualiser had been used for co-constructing success criteria.
It was felt that Y1 children need to have more modelling before being able to construct success criteria. They have become reliant on a list being given to them. The criteria were typed out for children, usually with a maximum of 3 criteria. Most of the time was spent modelling how to achieve the criteria.
One teacher has created little strips of pictorial symbols for ‘every time we write’ which children place at the top of their writing so they can easily refer to them. This has resulted in the teacher’s feedback no longer related to capitals, full stops and so on, but more to whether the writing makes sense.
Teachers had reworded the learning objective to ‘I am learning to..’ rather than ‘I can..’ and get children to help create the learning objective resulting in them having more control.
There is now a greater focus on purpose and audience which has real life value.
Success criteria have clarified tasks and enabled children to self-assess.
‘What makes a good one’ was practised by all teachers, modelling excellence. This had empowered children, enabled them to improve and helped them to grow resilient.
Children all perform actions to explain the LO in my school. By saying ‘We are learning to…’ they realise they are learning rather than doing. All adults in the school ask the children ‘What are you learning/’ not ‘What are you doing?’ Children who can confidently explain what they are learning find it easier to self-assess more accurately.
Sammy Comiskey, Sretham Primary
Fiona Large | firstname.lastname@example.org
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