Teachers found ‘We are learning to’ better than ‘I can’. Skills were the main focus.
All teachers had co-constructed success criteria via modelling although some success criteria were also given, such as what makes good writing criteria. Children were easily able to identify elements of success form a good example. Next steps were vital for learning within lessons and at the end.
Three teachers highlighted the ‘must do’ success criteria. There was a comment that maybe success criteria could be more explicit (have examples in brackets?) It was also stated that some children forget them if they are not high profile in the room.
All teachers had co-constructed success criteria with the class. Children chose to write them in their books and tick off at the end. The children came up with them so like to take ownership of them. They often came up with different criteria – ideas the teacher would not have thought of. Children said they remembered them better by being involved in their creation.
Having visualiser stops to show where children have met the success criteria encouraged other children to ‘magpie’ ideas from each other.
All teachers showed good and not so good examples, used to build the success criteria. Children were focused and were able to offer their ideas. They enjoyed picking holes in the bad example! This made the children determined to do much better than the bad example.
“Children were used to co-constructing success criteria. When persuading me they should be allowed to go to the shop, they focused on persuading me why they should go. They told me they would buy me presents, that it would be good for maths (my favourite topic) and that they would buy my wife presents. Some children included sad music in their writing. They really understood what makes a good and effective piece of writing.” Jo Kerkham Middleton C of E Primary Academy