1. Leah Ellerbruch English teacher and head of Media Studies at Appleton Academy Twitter: @Lellerbruch “It guides you so you aren’t rambling on. It keeps you on track.” “You know what you are doing if you follow it. You can’t get lost.” (Year 11 high ability) Sometimes it helps me because it reminds me of what I need to do. Sometimes if I don’t have success criteria I forget what I am doing. (Low ability year 7) “So you know what to put in your paragraphs. If you didn’t have it, you wouldn't really know to get a high level. Now I have it, it helps me to make sure I have everything in that I need” (Year 7 with dyslexia and Irlens needs) “It helps me to remember to put more interesting words in and add more to my paragraphs. Also to put more adjectives, verbs and nouns in. ” (Low ability year 7) “It tells me what to put in my writing and how to put it and where to put it and stuff. It tells me if I have achieved my capital letters and full stops and commas. Even with dyslexia it helps me by letting me read it and keeping my writing in the right order. (Yr 7 with dyslexia) Using ‘Success Criteria’ to support and guide writing.

2. My journey through success criteria! GCSE grade descriptors Band and gradeWhat do you need to do: Band 4: 10-12 C-B Confident and assured  Identify dramatic technique  Give a hidden meaning.  Give a second possible meaning  Explain in detail how it adds to the drama  Explain how it connects to-and adds meaning to- the language in the quote  Make a less obvious comment about audience’s reaction  Make a comment about Shakespeare’s reasons for using this particular dramatic technique at this time. Band 3: 7-9 E-D Clear and consistent  Identify dramatic technique  Give a lesson obvious meaning  Try to say how it adds to the drama  Make an obvious comment about the audience’s reaction Band 2: 4-6 G-F Some  Identify dramatic technique.  Give one obvious meaning.  Make an obvious comment about what the actor might do AQA Drama coursework

3. My journey through success criteria! GCSE grade descriptors PEE levels

4. PEE levels: 3 4 5 6  Your point is clear and says exactly what you are analysing.  Your quotation supports/proves your point.  Summarise your quotation (in your own words).  Say one way that the quotation proves your point.  Identify one technique the author used.  Say what the less obvious/hidden meaning might be.  Pick out individual important words/phrases that help prove your point.  Explore the suggested meanings of the individual words/phrases.  Explain why the author wanted to hint at the suggested meanings.  Say what they make the reader think or feel (effect).

5. My journey through success criteria! GCSE grade descriptors PEE levels Mastering levels

6. Analytical paragraph Success Criteria Emerging:  Your point as a statement-what your paragraph is about  Use a quotation to support your point (quotation marks!)  Summarise what the quotation means (in your own words) Developing:  Make an obvious comment about the quotation  Basic explanation of what the quotation tells you about the character Securing:  Comment about less obvious or hidden meanings and their effect  Pick out individual words or phrases used in the quotation  Give obvious reasons for using individual words Mastering:  Talk about individual words, their multiple meanings and effects  Link to another quotation within the text and explain what they say  Make connections to the ‘big picture’, themes, or author’s meaning

7. I started to experiment… Personilisation Support Scaffolds Challenge How do I tell the kids everything they need to do to succeed in their writing?

8. Persuasive speech Success Criteria  5 paragraphs minimum  Formal language and tone  Use a reliable source to support  Use 5+persuasive devices: .  Use ambitious and relevant vocabulary  One word/short sentences  One line paragraph  Order connectives SPAG:  Most spellings correct  Topic sentence for each paragraph  Homophones correct  Basics ALL correct  Capitals  Full stops  Commas  Paragraphs  Apostrophes  Advanced punctuation:  Question marks  Exclamation marks  Semi-colons  Colons

9. Analytical paragraph Success Criteria Emerging:  Your point as a statement-what your paragraph is about  Use a quotation to support your point (quotation marks!)  Summarise what the quotation means (in your own words) Developing:  Make an obvious comment about the quotation  Basic explanation of what the quotation tells you about the character Securing:  Comment about less obvious or hidden meanings and their effect  Pick out individual words or phrases used in the quotation  Give obvious reasons for using individual words Mastering:  Talk about individual words, their multiple meanings and effects  Link to another quotation within the text and explain what they say  Make connections to the ‘big picture’, themes, or author’s meaning

11. Then I shared my ideas… We developed our use to include: Peer and self reflection and Metacognition

12. But what about lower ability? I adapted the challenge tasks to support the lower ability pupils! Instead of the analysis being required (as it would be for a top set) I turned them into challenges. Beowulf hero paragraph success criteria  Explain what makes a hero.  Say who Beowulf is. Say if he is a hero or if he is not a hero. CHALLENGE: Give a quotation to support.  1 chilli CHALLENGE: Explain what the quotations means in your own words.  1 chilli CHALLENGE: Explain what words in the quotation show that Beowulf is a hero.  2 chilli CHALLENGE: Explain how other characters see Beowulf in the quotation.  3 chilli CHALLENGE: Explain why he might not be considered a hero.

13. THREE chilli challenge Explain why Beowulf might NOT be a hero. (argue the other side.) You may need to find another quotation to support.

14. But what about lower ability? I adapted the challenge tasks to support the lower ability pupils! Instead of the analysis being required (as it would be for a top set) I turned them into challenges. And of course….the sentence starters to support as well!

15. HELP! Sentence starters A hero is… One thing that makes a hero is… In the Medieval Saga, ‘Beowulf’, the main character, Beowulf, is… One way Beowulf is described as a hero is… This means that Beowulf is… He is described using the word “_____”, this means… This proves that Beowulf is a hero because… Another meaning to this word is… This shows that Beowulf is a hero because… Other characters would think that Beowulf is…because…

16. Success criteria... It’s not just for OFSTED! “You know what you are doing if you follow it. You can’t get lost.” “It guides you so you aren’t rambling on. It keeps you on track.” “It helps me by letting me read it and keeping my writing in the right order.” If you didn’t have it, you wouldn't really know to get a high level. Now I have it, it helps me to make sure I have everything in that I need”