Effective use of Learning objectives and success
criteria
• My lesson objective is for the whole school to have a
consistent approach to sharing learning objectives with
it’s classes.
Success criteria
• All staff need to use WALT in every lesson this year.
• Sharing ways of using plenaries to ensure that the
whole class take part and have learnt something from
your lesson.
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Learning objectives
• Both teacher and student need to be clear
about what is being learnt.
• Don’t confuse the objective with the task. So
what's the difference?
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• The learning objective is what you want the
students to learn or understand.( How is this
relevant to the NC levels or GCSE Grade
boundaries)
• The task are the activities the student will
carry out to learn.
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Can your students answer the
following questions?
What am I learning?
Why am I learning it?
How can I learn? ( Process)
How will I know I’ve learnt it? ( Product)
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“
For students to be able to take responsibility for their
learning, both teacher and students need to be clear
about what is being learnt, and how they should go about
it.
Students motivation improves, they stay on task, their
behaviour improves and they are able to take more
responsibility for their own learning”
Absolum, M (2006)
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What do we mean when we talk
about WALT and WILF?
WALT refers to "We are learning today..." and WILF stands for the phrase "What I am looking
for..." Reference to WALT and WILF was introduced in primary schools as a way to
communicate to children what the learning objectives for a particular lesson are, and what
things the teacher will be looking for in a piece of work or during an activity.
We shouldn’t expect students to second guess the
purpose of the lesson
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• WALT We are Learning today
“ Skill” being learned
“ Aim” of the lesson
“Topic” being covered
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• WILF What am I looking For
Learning outcomes
Particular things students need to focus on
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Focus on assessment
• It is vital that teachers are aware that simply writing
objectives on a board (or even asking students to copy them
down) does not mean that they have been shared. Sharing
objectives can only be successful if students have thought
about them and understand what they mean.
• Provide assessment or success criteria for significant piece of
work.
• Dig out some old exam essays or exemplar work from
students tippex name out.
• Refer to pupils targets and attainment helping them to
understand what they need to do to get to the next level.
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• Estyn will look at plenaries and they can be
the least successful part of the lesson. If it’s
you just telling them what they have learnt.
• To get Excellent is for the pupils to tell you
what they have learnt and actively
participating in reminding themselves and
others in the room what they have
accomplished.
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AF1 – write imaginative,
interesting and thoughtful texts
Level 5
Level 6
relevant ideas and
materials developed
with some
imaginative detail
imaginative
treatment of all
appropriate
materials
Level 5
Level 6
Examples:
–The scissors was
blue like the sea.
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Examples:
– The scissors sounded
like the soundtrack to
a horror movie as they
cut through thin air.
– It felt like my fingers
had been handcuffed
for a crime they didn’t
commit.
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Sensory Language
Language that uses words from the five senses
Smell
Sight
Touch
Sound
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Taste
Sensory Language
•You are about to see a series of images...
•For each image, you must write two
sentences to describe what you see.
•Use at least two examples of sensory
language.
Sensory Language: Level 6 description
Using the picture to help you, write a short paragraph bringing the hotel
room to life using all five senses.
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What have you
learnt this lesson
that can be linked
to previous
lessons?
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What were the key
words used in this
lesson – can you
define them?
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Talk for 30 seconds
about what has
been learnt in this
lesson.
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Think of a question
relevant to todays
lesson and ask one
person in the class.
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Name three things
you have learnt this
lesson.
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What has been the
most effective way
you have learnt in
this lesson?
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Say one thing you
would like to study
further after
today’s lesson
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Hot Seat – you are
the teacher… tell
us what has
happened in the
lesson.
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Think of three main
pieces of
information from
the lesson and put
them in order of
importance.
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Plenary
• Discussion in pairs what sort of plenaries are
used in your classes that you feel have
worked best .( Write these on yellow post its)
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Pairs task – Can you write a sample 5 min lesson plan including opportunities
for mini plenaries and a final plenary for a lesson you will be teaching this
week or next
The big picture : How does the lesson fit into your scheme of work / topic? What knowledge are pupils coming to the lesson with
already? What links have you made / can you make? Describe the lesson in 30 seconds!
Objectives : Your objectives for the current lesson. The arrow is just a visual reminder that your lesson is building on what’s gone
before. I’d always try to incorporate at least 2 different leveled objectives – perhaps allowing students to choose their own.
Engagement : What’s the starter? How will you gain student attention at the start
Stickability’ : What key point(s) do you want them to remember and bring back to the next lesson?
AfL : How will you assess where your learners are at during the lesson, so as to know how to take them where you want to go?
What AfL strategies are you going to use? What key questions will help you to lure pupils into learning?
Key words : Plan what key-words you want students to learn.
Differentiation / Groupings : Plan – at a glance – what activities you will provide for different abilities of student
Learning episodes : What is going to happen in the lesson from start to finish? Identify as many opportunities for pupil-led
learning as possible.
Literacy and Numeracy opportunity in activities highlighted
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The BIG picture?
Pupils have just
finished looking at
atomic structure and
bonding in chemistry
Differentiation
Provide a list of
key terms only
to José and
Mafer
Provide a
writing frame
for Pedro
Activity 1: Teacher or Student Led?
Go outside and roleplay
particle arrangement in
solids liquids and gases
Emphasis properties
linked to structure
Solids, liquids and gases
Objectives
• State that substances
are made up of tiny
particles
• List the properties of
solids, liquids and
gases
• Explain the difference
between solids,
liquids and gases can
be explained using
the particle model
Draw particle
diagrams of
the 3 states of
matter
Brainiac video of custard
powder swimming pool
AfL
Self assessment
using rubric
Split pupils into teams
Each member takes turns
to narrate the roleplay
Other members act and
correct the narrator
Differentiated
questioning during
roleplay
Peer assessment
during group work
along the way….
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Learning Episodes
Engagement?
vibrate, kinetic energy, compressed , diffuse, particle
Mini plenary: Teacher or Student Led?
Stickability!
Activity 2: Teacher or Student Led?
Pupils brainstorm a list of
key terms for each phase.
Pupils draw their own
annotated particle model
for each phase referring
to the key terms
Final plenary: Teacher or Student Led?
Pupils use the rubric to
self asses s their diagrams
Rubric will be set up to
allow pupils to judge the
grade their drawings
would achieve
The BIG picture?
The 5 minute Lesson Plan
Objectives
Stickability!
Engagement?
AfL
Differentiation
along the way….
Activity 1: Teacher or Student Led?
Learning
Mini plenary: Teacher or Student Led?
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Episodes
Activity 2: Teacher or Student Led?
Final plenary: Teacher or Student Led?