1. Learning Intentions and Success Criteria
National support for moderation
This presentation looks at Learning Intentions and Success Criteria together with a focus on how they relate to each other. There are separate presentations for each of these areas if you wish to look at them in more depth individually before working through this presentation.

2. Aims
Develop an understanding of effective Learning Intentions and Success Criteria
Explore the relationship between Learning Intentions and Success Criteria
Explore and understand the importance of Learning Intentions and Success Criteria
Evaluate existing practice and identifying areas for improvement
Notes for presenter:
Purpose is to build on existing understanding and reflect on current practice

3. NQTs have already covered this in the August CLPL they attended but it will be a useful refresher.
We have to plan our learning intentions and success criteria and plan our assessment at the same time as we plan for learning and teaching.
EMIS

4. What is the difference between Learning Intentions and Success Criteria and how do they link together? (5 minutes to discuss)
What is the difference between Learning Intentions and Success Criteria and how do they link together? Pause the presentation and take 5 minutes to discuss this together.

5. Learning Intentions and Success Criteria – definition and relationship
Clearly states the intended learning and what learners should know, understand or be able to do. Reflects the expected standards within the Es and Os.
To use persuasive language in writing
Success Criteria
Clear, relevant and measurable definitions of success to achieve the Learning Intention.
*Clearly state my argument in the opening paragraph
*Write in the present tense
*Link ideas to my argument using connectives
*Use techniques such as rhetorical question, alliteration, sensational word choice,
Notes for presenter:
Does this support our existing understanding?
Does this reflect our current practice?

6. Why are Learning Intentions and Success Criteria important
Why are Learning Intentions and Success Criteria important? (5 minutes to discuss)
Why are Learning Intentions and Success Criteria important? Pause the presentation and take 5 minutes to discuss this together.

7. Why are Learning Intentions and Success Criteria important?
Provide a focus for learning which allows learners to be clear about what is being asked of them
Provide scaffolding and a framework to ensure learners are actively engaged in their own learning and the assessment of their own progress
Allow both practitioners and learners to give quality feedback specifically on what has been learned and to identify next steps in learning
Provide a framework for learners to engage in evaluative dialogue
Inform learning conversations and profiling at key points.
Notes for presenter:
Emphasise the link between Learning Intentions, Success Criteria and the assessment of progress
Emphasise the importance of Success Criteria in order to provide learners with a clear framework in order to take part in evaluative discussion around progress and next steps

8. ‘Staff should discuss with learners what they are expected to learn
‘Staff should discuss with learners what they are expected to learn. They should clarify and share learning intentions and success criteria and appropriate experiences for achieving these. Both staff and learners should foster a sense of achievement by sharing challenging and realistic expectations. Sharing success criteria along with learning intentions allows learners to ‘see what success looks like’. With practice, success criteria can often be devised by the learners themselves.’
Notes for presenter:
This quotation from Building the Curriculum 5 outlines:
the process of sharing Learning Intentions and Success Criteria in order to allow learners to see what success looks like
the need to allow learners the opportunity to develop the understanding and skills needed to help devise the Success Criteria
(Building the Curriculum 5)

9. The language of Learning Intentions and Success Criteria
There are many different ways to frame Learning Intentions and Success Criteria. There is no one correct way, however consistency of language used across the establishment is important.
How to
To…..
I am learning…
We are learning to….
Create/design/write/demonstrate..
Learning Intentions
Remember to……
I have/will/can….
I must/should/could…..
What a good one looks like….
Success Criteria
Notes for presenter:
Learners must be clear about the language used
If using ‘characters’ and acronyms such as WALT and WILF, learners must know and understand the wording and what it means
There should be consistency in the language used across the establishment (consider if this is currently the case in your setting/school/dept./faculty)

10. Learning Intentions National support for moderation
N.B.  Practitioner, senior and middle leader and learner self-evaluation pro-formas on learning intentions can be found in the joint learning intentions and success criteria presentation as well as in the Self-Evaluation (LI & SC) section of this page.

11. What is a Learning Intention?
The Learning Intention states what pupils should know, understand or be able to do by the end of a learning experience.
Notes for presenter
Learning intention should be focused on what the learner should know, understand or be able to do
Should be clear and make sense to learners – as straight forward as possible
Standards and wording taken from bundle of Es and Os
Should focus on further practice of previous learning or moving to new learning

12. Key features of effective Learning Intentions
Directly drawn from the selected bundle of Experiences and Outcomes
Reflect the standards in the selected bundle of Experiences and Outcomes
Clearly state what learners should know, understand or be able to do
Written in clear language the learners will understand
Are shared with learners and referred to throughout the learning process
Are appropriately challenging for the learners
Linked to planned assessment activities
Notes for presenter:
Emphasise the importance of identifying Learning Intentions from the bundle of Experiences and Outcomes
Emphasise clarity and involvement of the learner
Sharing throughout lessons is very important – helping learner make the links between what they are doing and what they are learning
Emphasise link with assessment – assessment being integral part of learning and teaching

13. The process of creating Learning Intentions
Look at the selected bundle of Experiences and Outcomes.
Consider:
What do I want the learners to know, understand and/or be able to do?
Create the Learning Intentions, reflecting the standards in the Experiences and Outcomes.
Notes for presenter:
Are we planning in this way across our establishment/dept./faculty?
Do we draw our Learning Intentions from the bundle of Es and Os?

14. Sharing Learning Intentions
The Learning Intention can be shared:
Most commonly:
At the beginning of the lesson/block of lessons
Occasionally:
Following exploration of a problem, concept or challenge
Notes for presenter:
Learning Intentions should be shared at the beginning of the lesson but also referred to throughout the lesson and in plenary
It may be that the Learning Intention is relevant to a short block of lessons, so shared at the start of this block and referred to again during the block of lessons.
On occasion, sharing the Learning Intention at the start of a learning activity/lesson would have an adverse effect on the planned learning – where it hints at or gives the intended outcome when this should be reached through investigation or exploration for example. In this instance it would be better to discuss and share the Learning Intention later in the lesson or during the plenary.

15. Common issues with Learning Intentions
Unclear and too wordy
Focused on the task, activity or context rather than the learning
Do not reflect the standards within the selected bundle of Experiences and Outcomes
Are not shared effectively with the learners
Notes for presenter:
Have you come across any of these issues?
What can lead to these issues / what can be done about it?
Discussing Learning Intentions or taking time to develop these collaboratively with colleagues at points in the year as part of moderation activity can support a shared understanding of good quality Learning Intentions.

16. Common issues with Learning Intentions
These Learning Intentions include some of the issues outlined in the previous slide.
Issues identified within these Learning Intentions
Learning Intentions
Task, activity or context, rather than learning focused
Too wordy
Intended focus for learning is not made clear
To draw a cat x
To complete all of the addition questions on P56 correctly using strategies we have learned
To take part in a game of basketball
To design a poster giving information about the Spring Fair for display around the local area
Notes for presenter:
Discuss each learning intention and the issues highlighted – do you agree?

17. Activity 1
Look at the bundle of Experiences and Outcomes on the next slide.
Discuss these with colleagues and create possible Learning Intentions.

18. Creating Learning Intentions
Look at these Experiences and Outcomes. Create appropriate Learning Intentions.
Experiences and Outcomes
Possible Learning Intentions
To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a
To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a
Notes for presenter:
You may not be covering all of the E and O and that is ok.
Reminder to look at standards and wording within the Experiences and Outcomes when creating Learning Intentions

19. Activity 2 Look at the Learning Intentions on the next slides
Discuss with colleagues any issues they may have

20. Improving Learning Intentions Discuss these Learning Intentions.
Give a speech for or against smoking
Draw a bar chart to show how pupils in our class come to school
Work effectively in a group to design a leaflet to promote healthy eating
can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a
can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a
Notes to presenter:
Think about issues highlighted earlier in presentation (not separated from task/context/activity, too wordy, focus for learning not clear)

21. Activity 2
Look at the comments highlighting issues and points for improvement. Do you agree with these comments? Do your suggestions fit with these comments?

22. Improving Learning Intentions Do you agree with these comments?
Draw a bar chart to show how pupils in our class come to school
Work effectively in a group to design a leaflet to promote healthy eating
Give a speech for or against smoking
Too wordy
Focus for learning isn’t clear as involves a range of learning
Context should be removed
Too wordy
Describes the activity rather than the learning.
Context should be removed
Describes the activity rather than the learning
Context (smoking) should be removed

23. Success Criteria National support for moderation
N.B.  Practitioner, senior and middle leader and learner self-evaluation pro-forma on success criteria can be found in the joint learning intentions and success criteria presentation as well as in the Self-Evaluation (LI & SC) section of this page.

24. What are Success Criteria?
Success Criteria outline the ways in which the learner can achieve the Learning Intention. Success Criteria are clear, relevant and measurable definitions of success.
Notes for presenter:
Practitioners should be clear about how they will know learners are successful before co-constructing the Success Criteria with learners
Success Criteria must focus on learning from the Learning Intention

25. What are the key features of Success Criteria?
Success Criteria are clear, relevant and measurable definitions of success.
Clearly linked to the Learning Intention
Written in appropriate language for the learner
Differentiated according to the needs of the learners
Are created and agreed with the learners
Outline the ‘key ingredients’ or steps to success
Focus on key elements or steps of the process, not the product
Notes for presenter:
Did we consider all of these points in our discussions?

26. Co-constructing Success Criteria
Practitioners should be very clear about what successful learning will look like before co-constructing the Success Criteria with learners.
Co-constructing Success Criteria with learners will:
Ensure learners have a clear picture of what success looks like and how to achieve it
Encourage learners to be fully involved in the process and actively engaged with the Success Criteria throughout the learning
Notes for presenter:
Emphasise the importance of practitioners being clear about the intended learning and how they will know learners have been successful in order to be able to properly support learners when co-constructing Success Criteria
Emphasise the need to build in time to co-construct Success Criteria, ensuring learners understand and are clear about what they mean and how to identify success
Emphasise the need to revisit/discuss Success Criteria frequently throughout lessons

27. ‘Peer assessment and other collaborative learning enables learners to support and extend each others’ learning, for example by being aware of what is expected of them from looking at examples and devising and sharing success criteria.’
(Building the Curriculum 5)

28. Keeping the Success Criteria focused
Success Criteria should focus on ways to achieve the specific Learning Intention in order to:
Provide a focus for learning
Ensure feedback discussions are focused and learners are clear about their progress and next steps
It is therefore important to ensure Success Criteria don’t include aspects of learning outwith the Learning Intention.
Notes for presenter:
Make link between Success Criteria and feedback/next steps
Success Criteria must be clearly focused on the Learning Intention to avoid asking learners to consider too much at one time
Emphasise the importance of not assessing everything all the time – keeping assessment focused around intended learning

29. Keeping the Success Criteria focused
Success Criteria should relate to the body of knowledge or skills that are being taught on that day or block of learning, e.g. teaching paragraphs.
If children and young people are learning to write in paragraphs, feedback should be restricted to comments on paragraphing.
Although we might want to comment on spelling and grammar, if these are not the focus of the learning for this lesson/block of  learning, they should not be the focus of the feedback for this lesson/block.
Notes for presenter: Marking codes, wtc
Read from slide/discuss.
Spelling and grammar are of course important and if there is prior learning in these areas that you expect learners to demonstrate in all writing, this can be displayed as an expectation when that learner/group or class is writing.

30. Ensuring Success Criteria focus on the Learning Intention
In this example the 3 Success Criteria relate to the Learning Intention.
Learning Intention:
To use descriptive vocabulary
Success Criteria:
I have used adjectives to describe physical appearance
I have used adjectives to describe personality
I have used adverbs to describe actions and movement
Whilst these aspects below might be important, they should not be included as they do not directly relate to the Learning Intention outlined above for this lesson/block of learning
My handwriting is clear and legible
I have checked my spelling
I have written in paragraphs
Notes for presenter:
Share the example/discuss

31. Ensuring Success Criteria focus on the Learning Intention
In this example the Learning Intention is: To write using persuasive language
Success Criteria
Expectations
State your argument or point
Write in present tense
Use conditionals – would, should, might…
Link ideas to arguments using connectives – because, so, therefore
Use rhetorical questions – Are we to believe that…?
(For all extended writing)……..
Write in paragraphs
Clear structure – introduction, development, conclusion
Use a dictionary to check spelling
Write in clear, legible handwriting
Notes for presenter:
In this example the Success Criteria in the first column are clearly linked to the Learning Intention.
The criteria in the second column might be expectations for all extended writing but are not directly linked to the Learning Intention (to write in persuasive language)

32. Co-constructing Success Criteria
It is important to support and train learners to be able to co-construct Success Criteria. Some examples of how to support learners in doing this are:
Scaffolding through looking at finished examples of work
Comparing a ‘good’ with a ‘not so good’ example
Demonstrating or modelling the technique
Improving poor examples
Notes for presenter:
Highlight importance of ‘training’ and supporting learners in being able to co-construct Success Criteria
Constructing Success Criteria can be challenging and involves higher order thinking – this could be modelled and appropriately supported, particularly for new learning

33. Using Success Criteria throughout the lesson
Remember to ensure there is a continuous dialogue around Success Criteria. Success Criteria should be referred to throughout the lesson and used in the plenary to identify what has gone well and discuss possible next steps.

34. Differentiating Success Criteria
In order to meet the needs of different learners it is often necessary to differentiate the Success Criteria.
This can be done in many ways including:
developing the same aspect of learning with Success Criteria appropriate to the complexity of challenge (eg addition and subtraction with 2/3/4 digit numbers in numeracy)
creating different sets of Success Criteria with particular groups or individuals
broadening the Success Criteria for additional challenge
the use of phrases like must/should/could
It is important that Success Criteria provide the appropriate support and challenge for all learners.
Notes for presenter:
Consider how Success Criteria are differentiated in your own establishment/dept./faculty
It may not always be necessary to differentiate, however you must ensure Success Criteria provide the appropriate support and challenge for all learners

35. Common issues with Success Criteria
Repeat the Learning Intention rather than defining how to achieve it
Focus on the product or completion of the task (e.g. ‘complete P75’)
Do not reflect the learning within the Learning Intention
Are too wordy and not measurable
Have involved asking learners to co-construct them ‘cold’  (e.g. without support or scaffolding)
Notes for presenter:
Have you come across any of these issues?
What can cause these issues?
Discussing/sharing or working on ideas for Success Criteria linked appropriately to Learning Intentions as part of the moderation of planning can provide support and ensure a shared understanding amongst colleagues.

36. Activity 1
Look at the Learning Intentions and Success Criteria on the next slide.
Discuss these with colleagues how the Success Criteria might be improved.
Look at the comments on the following slide. Do you agree?

37. Improving Success Criteria Discuss these Success Criteria
Improving Success Criteria Discuss these Success Criteria. How might they be improved?
Learning Intention
Success Criteria
To display information in a bar graph
I have displayed the information
I have created a bar graph
My bar graph is neat
We are learning to write compound sentences
I have included a capital letter and full stop
My sentence makes sense
I have written in neat handwriting
Discuss the Success Criteria.
How could they be improved?

38. Improving Success Criteria Do you agree with these comments?
Learning Intention
Success Criteria
Comments
To display information in a bar graph
I have displayed information in a bar graph
I have created a bar graph
My bar graph is neat
Repeats Learning Intention rather than giving ways of achieving it.
Specifies the need for the graph to be ‘neat’ but doesn’t explain how.
We are learning to write compound sentences
I have included a capital letter and full stop
My sentence makes sense
I have written in neat handwriting
Success Criteria don’t link well to focus of Learning Intention (compound sentence).
‘Neat handwriting’ is not a particular focus and more an on-going aspect.

39. Look at the examples of Success Criteria from early to fourth levels.
Activity 2
Look at the examples of Success Criteria from early to fourth levels.
2. Pick a level to work on.
3. Look at and improve the Success Criteria for each Learning Intention.
Notes to presenter: Give out printed examples - if finished quickly, feel free to try some of the other levels.
The task is to improve the Success Criteria only, not the Learning Intentions

40. Moderating Learning Intentions and Success Criteria
Think about your next block of learning in a chosen curriculum area
Select an appropriate bundle of Experiences and Outcomes
Create Learning Intentions and Success Criteria for your selected bundle
Select some of the moderation questions on the next slide to discuss the Learning Intentions and Success Criteria.
If required, make changes to improve the Learning Intentions and Success Criteria where appropriate
Work with your stage partner to create LI and SC for a selected bundle of Es and Os that you would like to cover this coming term.

41. Moderation questions.
The following slide contains some examples of questions that could be used when moderating planning for learning, teaching and assessment.
This is not a prescriptive or exhaustive list and in practice these questions would not all be used at one time, rather a few pertinent ones chosen depending on the focus or purpose of the moderation activity.
The full set of moderation questions for each stage of the moderation cycle are available within the materials for each step.

42. Moderating Learning Intentions and Success Criteria
Why did you select these Learning Intentions and Success Criteria?
In what ways are they appropriate for this group of learners?
Do they reflect the key learning?
How did you involve the learners in developing the Success Criteria?
Do they clearly outline what learners need to do to be successful?
In what ways are they reflected in the assessment activities?
Are they at the correct level of challenge?
How do you know?
Do the Learning Intentions and Success Criteria focus on the learning?
Are there any ceilings in your Learning Intentions and Success Criteria?
Do they reflect the wording of the Es and Os? (ie understand, use, explain)
How did you share the Learning Intentions with the learners?
How did you agree the Success Criteria with the learners?
Here are some examples of questions that could be considered when moderating Learning Intentions and Success Criteria. This is not prescriptive or exhaustive and in practice these questions would not all be used at one time, rather a few pertinent ones chosen depending on the focus or purpose of the moderation activity.
Select some of these questions depending on your own context / those you feel would be most useful

43. The Moderation Hub
To support the moderation cycle, Education Scotland released The Moderation Hub to support practitioners and management with each aspect of the Moderation Cycle.
We are going to spend a bit of time looking at the Moderation Hub and how it can effectively support staff.
I am using sections of it to deliver training across the authority but it can also be used at cluster, school or individual level. There are lots of presentations and self-evaluation tools to support staff with their development.
Show Assessment Animation – you might have seen this before but it has recently been redeveloped and updated.
Look at Learning, Teaching & Assessment area and all the materials to go along with it. Highlight the self-evaluation documents and explain that these are great for taking a good honest look at our approaches and looking at where we can improve. Explain that these self-evaluation tools are included in almost all of the sections. Give staff some of the templates to look at.
EMIS

44. Self-evaluation
The following self-evaluation pro-formas can be used to inform improvements across the establishment.
The following self-evaluation pro-formas are designed for use by Senior and Middle Leaders, Practitioners and to record discussions with Learners. They can be used to inform continuing professional learning for individuals as well as improvements across the establishment. You may wish to discuss them at the end of the presentation however they are designed so they can be printed off and completed separately.

45. Learning Intentions and Success Criteria self-evaluation - Practitioners
Key features of effective Learning Intentions and Success Criteria.
Within my own practice where am I now?
Where do I want to be?
How am I going to get there?
I plan Learning Intentions to reflect the standards in the chosen bundle of Es and Os.
The Learning Intentions describe what learners are going to learn, rather than what they are about to do. They focus on the learning and not the task, activity or context.
The Success Criteria describe how both myself as a practitioner and the learners themselves will know that they have been successful in achieving the Learning Intention.
Learners are engaged in sharing and co-constructing Success Criteria for the Learning Intentions.
Learners in my setting confidently engage in effective peer and self-assessment  based on Learning Intentions and Success Criteria.

46. Learning Intentions and Success Criteria self-evaluation – Senior and Middle Leaders
Key features of effective Learning Intentions and Success Criteria.
Across our dept./ establishment where are we now?
Where do we want to be?
How will we get there?
Learning Intentions are consistently planned to reflect the standards in the chosen bundle of Es and Os within our planning processes across the dept./faculty/establishment.
Learning Intentions describe what learners are going to learn, rather than what they are about to do. They focus on the learning and not the task, activity or context.
Success Criteria effectively describe how both practitioners and learners will know that they have been successful in achieving the Learning Intention.
Learners at all stages across our establishment are engaged in sharing and co-constructing Success Criteria.
Learners confidently engage in effective peer and self-assessment  based on Learning Intentions and Success Criteria.
There are opportunities for staff to work together , moderating Learning Intentions and Success Criteria to ensure consistency of approach and a shared understanding of standards.

47. Learning Intentions and Success Criteria – Learner
*This grid is designed for recording discussions with groups of learners
Suggested Questions to prompt discussion
Notes from learner responses
Areas for development
What is a Learning Intention?
How are Learning Intentions shared with you?
Are Learning Intentions are made clear to you? Do you think Learning Intentions help you to focus on your learning?
(If yes in which ways/ If no why not or what would help you?)
Do Success Criteria help you know what you need to do to achieve the Learning Intention?
Do Success Criteria help you to identify your next steps in learning?
Do you take part in creating Success Criteria?
Do you find this helpful?
 (If yes in which ways/ If no why not or what would help you?)
Do you feel confident when talking about your progress in learning using Success Criteria?
*This grid is designed for recording discussions with groups of learners
It can be changed and adapted as appropriate depending on the age and stage of your learners and to suit your own context.