All teachers had co-constructed success criteria but felt they needed to work more on decontextualized skills as well as knowledge based learning. One teacher saw that the children knew the format of a newspaper report but were weak in the knowledge content.
Co-constructing helps children take more ownership and builds a class community of learning. Raised engagement and investment in learning. Co-constructing means children’s own ideas emerge in the success criteria. Children use the success criteria to self-edit and self-assess.
Three teachers had used toolkits for everlasting success criteria for maths and English. Students refer to these and it means the teacher has less to remind children of.
Mid lesson learning stops were used to come back to the success criteria which had been effective.