APPENDIX 2
Sharing Learning Objectives and Learning Outcomes / Success Criteria*
Information and advice for teachers:
Assessment for learning requires children to have a clear understanding of what they are
trying to learn (learning objectives), how they can recognise achievement (learning
outcomes), what ‘good’ looks like (success criteria) and why they are learning this in the
first place (i.e. the big picture, sometimes linked to personal curricular targets).
Learning Objectives in lessons are important because they help secure progress towards
the medium-term and longer-term objectives. They support planning and help focus the
teaching on what children need to learn. They help children see the point of individual
lessons or sequences of lessons.
Learning Outcomes are important because they focus on children’s achievement and
help teachers design lessons that enable children to do well. As important as clear
learning objectives are, it is the clarity of learning outcomes that most helps children make
good progress over a sequence of work.
Success Criteria are the refinement of the learning outcomes. They provide the detail
needed to help children understand how to evaluate the quality of their work and improve
it. Children’s progress is accelerated when they are clear about the success criteria for the
intended outcomes, are able to judge the quality of their work and know how to improve it.
This requires teachers having a good understanding of progression in the key concepts
and skills in their subject.
When teachers are clear about success criteria they are able to support whole-class and
individual progress through questioning, dialogue and written feedback.
Beginning of the lesson
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Learning objectives and success criteria / learning intention will be shared with all
children, using child friendly language.
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The learning objectives and learning intention / success criteria will also be given to
the assistants through their daily book or through the lesson plan.
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The learning objective should inform children what they are learning in that lesson
and should also be put in the wider context of their learning
e.g. Learning Objective: We are learning to write in paragraphs in a nonchronological report.
Explanation to the children: Paragraphing is an important skill in lots of forms of
writing because it is a way of organising information. At the end of next week, we will
all be writing our own non-chronological reports with paragraphs, so this week we will
learn the skill and next week we will practise it.
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The learning intention is very important because it defines the children’s achievement
and gives them a measure of how well their learning is progressing. The learning
intention should be clear and allow the children to self-assess.
The teacher may need to have different learning outcomes for different ability groups:
Learning Intention:
HA / can …. OR By the end of this lesson I will be able to … write a series of
paragraphs using a main sentence and several supporting sentences.
MA / can …. OR By the end of this lesson I will be able to … write a paragraph
using a main sentence and several supporting sentences.
LA / can …. OR By the end of this lesson I will be able to … group information
under different sub headings.
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The Success Criteria is the refinement of the learning intention and may be for a
specific purpose (e.g. for a piece of writing or a maths investigation). Again, welljudged success criteria help children judge their own learning and give them
information about their progress. The success criteria must be carefully tailored to
give the children guidelines on how to achieve.
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The Learning Objective could be introduced using the phrase: “We are learning ..”
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The Learning Intention could be introduced with the phrase: “I can” or “By the end
of this lesson I will be able to ….”
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Success Criteria will be introduced to the children with the phrase: “Remember to”
or “I am looking for ….”
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Teachers will use WALT to introduce learning objectives and learning intentions.
WALT = We are learning to …
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The learning objectives and learning intention / success criteria can be displayed or
as part of a SMART notebook document.
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Learning objectives must be present at the top of each piece of work (or on
worksheets) for literacy and maths.
End of the lesson / Plenary
Assessment for learning (this is on-going)
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At the end of the lesson, teachers should refer back to the learning intention in order
to focus the children’s thinking about their learning.
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Assessment for learning should take place during and at the end of the majority of
lessons.
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Teachers should refer back to the learning intentions or success criteria (which could
include their personal target) and ask the children to look at their own work with this
in mind. This should be the opportunity for children to reflect on their learning and
their progress. This self-assessment may take the form of paired discussion, paired
marking or individual marking.
•
Self-assessment should be a positive, affirming process and the children should have
careful training if doing peer assessment.
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Teachers may wish to spend more time than a plenary when reviewing substantial
pieces of work.
All classes:
Teachers will need to carefully shape the learning for the pupils to meet the learning
objectives and to ensure that all children have the opportunity to learn and succeed.
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