Age 4-6: Rec/Y1 (Kindergarten US) 2018 Feedback from Day 2

Midlothian

Teachers in one school had created a WELL (what excellence looks like) wall and from these the class success criteria were generated. Because of this modelling, children were far better at being independent and self-assessment as they are clear about what they are aiming towards.

The LI and SC show expectations. The LI is not given at the start to allow for prior knowledge starters and it is OK for the LI to span over several lessons or more.

Through reading the book ‘Teaching Backwards’ in addition to the first day with Shirley, we introduced a WELL wall and gave inputs on clarity, with Blue Peter being the model of knowing what a good one looks like. Talk partners discussed the various examples of excellence and were able to co-construct success criteria from what they saw.

Pupils are more assessment capable, independent and have produced higher quality work.

Jen Gardiner – Tynewater Primary School

North Wales Team 1

All teachers had co-constructed success criteria. Concentration had improved and the quality of work. Comparing good and bad examples gave children a better idea of expectations. Children enjoy seeing mistakes and are more engaged when discussing these.

One teacher had con-constructed criteria for independent challenges which had led to better quality of work and greater engagement.

The success criteria were particularly effective further on in any learning journey as they are constantly assessing and developing their understanding. Having generic criteria meant they could be applied to other contexts.

Intentions are shared verbally constantly so children are better informed and this impacts positively on performance and achievement.

North Wales Team 2

Two teachers use ‘Can I…?’ for learning intentions, then ask children to answer this at the end of a lesson as self-assessment. Four teachers used ‘I am learning to…’. Children know which skill they are developing and can transfer that skill to other contexts.

One school has different success criteria in a bag. Children discuss which are the correct ones. Children are developing more independence and reasoning why they think it should be a success criterion.

Showing a good example next to a bad one had also been used to create success criteria successfully.

Children reflect against the success criteria at the end of a lesson which informs their next steps and how to improve.

Norwich

All teachers had used good and bad examples to co-construct success criteria. Children are able to recognise what excellence looks like.

All have an ‘every time we write’ poster and a bookmark strip to show non-negotiables in writing. These are kept in their literacy books and have symbols for capital letters, full stops, finger spaces etc.

Success criteria are created with the whole class.

Children are now using punctuation more consistently and there is now more focus on the creative aspect of writing rather than just secretarial skills.

Children are now able to assess their own work and edit. They are constantly looking back at the success criteria and comparing to their writing. They edit with a purple pen.

Teachers mention the leaning muscles in the success criteria to link back to the growth mindset.