Sharing learning outcomes and
success criteria
This course is about helping teachers to work
together to tease out learning intentions and
success
criteria
for
selected
national
experiences and outcomes in a way that
students (and teachers) can understand.
Students can then use these to discuss their
progress, the quality of the evidence and their
next steps with their teachers and their peers.
Sharing Learning Outcomes and Success Criteria
Contents Page
Title
Page
Setting the context
1
Activity 1
2
Sharing existing practice activity
Activity 2
4
What makes for good learning intentions and success criteria?
Carousel activity
Examples from groups working on learning intentions and success criteria
Generating intentions and success criteria: why and how on a page
Juggling case study
Advice & generating success criteria
Activity 3
12
Generating intentions and success criteria from selected national outcomes
Quality Check
Further reading
20
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Sharing Learning Outcomes and Success Criteria
Setting the Context
Sharing outcomes and success criteria with students is one of the four practical areas of
assessment for learning:




Sharing learning intentions and success criteria with students
Asking better questions: using questions that cause thinking and giving students more
support to answer them
Making feedback count: improving the quality of verbal and written feedback you give to
students
Promoting assessment by students: developing peer and self assessment to help
students to give each other feedback as they are learning
The diagram below shows the close link between sharing learning intentions and success
criteria and promoting assessment by students. If students don’t know what they are trying to
achieve and how they cannot take responsibility for their own and each other’s learning.
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Sharing Learning Outcomes and Success Criteria
“It makes you think before working –
you know what’s important.”
-Student
“It has made me look at things from the
child’s perspective.”
-Teacher
“Although at first it seems like extra
work, planning the learning intention
and success criteria in advance plans
the lesson and soon reduces the
workload.”
-Clare Lee
“Success criteria help students to give
each other much more detailed and
effective feedback.”
-Adviser
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Sharing Learning Outcomes and Success Criteria
Setting the context
Sharing outcomes and success criteria with students is one of the four practical areas of
assessment for learning:




Sharing learning intentions and success criteria with students
Asking better questions: using questions that cause thinking and giving students
more support to answer them
Making feedback count: improving the quality of verbal and written feedback you
give to students
Promoting assessment by students: developing peer and self assessment to help
students to give each other feedback as they are learning
The diagram below shows the close link between sharing learning intentions and
success criteria and promoting assessment by students. If students don’t know what
they are trying to achieve and how they cannot take responsibility for their own and each
other’s learning.
Formative assessment
has four crucial elements
1. Learners being clear
about what they can do
now that shows they are
operating at level X
3.
4.
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2. Learners knowing
what they need to do in
the future to show they
have reached level Y
Learners knowing what strategies they need to use to
bridge the gap between X and Y and being able to use
these strategies to bridge the gap for themselves
Actively involving learners in assessment rather than
promoting assessment by students: developing peer and self
assessment to help students give each other feedback as
they are learning
3
Sharing Learning Outcomes and Success Criteria
Activity 1
Sharing existing practice: Write, pair and share
What have you done so far? (2 mins)
Successes
Challenges
.
.
.
.
.
.
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Sharing Learning Outcomes and Success Criteria
What makes good learning intentions and success criteria?
A good learning intention:
1. Is well-expressed in child-speak.
2. Is not too broad or too narrowly focused, not too short or too long term.
3. Is at the right level for the learners (just beyond what they do on their own).
4. Contains words associated with learning (e.g. know that, understand, know how).
5. Is closely linked to the success criteria that help the learner to achieve it.
Good success criteria…
1. Are well linked to the learning intention.
2. But avoid using the same words as the learning intention.
3. Emphasize the process of learning where possible –what learners specifically
need to do to know or to think about to produce the end product.
4. Where they do describe an end product or a performance, give details about
what will make that product or performance effective or successful.
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Sharing Learning Outcomes and Success Criteria
Activity 2
Learning intentions and success criteria carousel
Station 1
Write down as many learning outcomes as you can on the topic you have been given.
Go for quantity not quality: the pen-holder does not have the power of the pen: they just
write down what they hear, no critiquing at this station.
Station 2
Same again. Read the question and the existing outcomes and add as many more as
you can.
Station 3
You do now have the power of the pen. We are going to peer assess and look out for
quality. Check if the learning intentions are:

well expressed in child-speak

not too broad or too specific
and if not, change them.
Station 4
You should now have at least one good learning intention. Take one of the good ones
and develop success criteria for it that:

are well linked to the learning intention

but avoid using the same words as the learning intention
Stop there and debrief: say “How is this going?”
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Sharing Learning Outcomes and Success Criteria
Examples from groups working on learning intentions and
success criteria
FIRST ATTEMPT
Learning Intention:
I am learning to use my phonics.
Success Criteria:
I do use my phonics.
SECOND ATTEMPT
Learning Intention:
I know what to do when I am stuck at a word.
Success Criteria:
I sound out the word (child speak for phonics).
I see if it looks like a word I know (child speak for word patterns – ball, call, wall, etc.).
I read the words around it (child speak for context clues, train arrives at the s…..).
I look at the picture (child speak for picture clues).
FIRST ATTEMPT:
Learning Intention:
“We are learning to be able to use common words and phrases to talk about ‘les
vacances’ in French.”
Success Criteria:
“I know what strategies to use to develop my vocabulary on ‘les vacances’.”
SECOND ATTEMPT
Learning Intention:
“I know what strategies to use to develop my French vocabulary.”
Context: ‘les vacances’
Success Criteria:
I can hear the sound of the words in my head.
I can see the written word in my mind’s eye.
I can associate words with the object or concept.
I can use post-it notes to label the objects where appropriate.
I can use words in a real context, including with a native speaker.
Generating learning intentions and success criteria - why and
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Sharing Learning Outcomes and Success Criteria
how on a page
If you want students to be motivated, responsible and successful learners then here is
what they need to know and when…
What they need to
know
Why are we doing this?
What can we expect to
learn or are expected to
learn by the end of the
lesson or series of
lessons - to know,
understand, be able to
do?
How they get to
know
By the teacher telling the
class or drawing out from
the class what can be
thought of as the learning
intention, aim, objective,
target or goal – or the
reason why they are doing
a specific task or
undertaking a particular
piece of work.
How will I know if I have
been successful? How
much do I know, how
deep is my understanding,
how good is my
performance not simply
how fast did I do it?
By the teacher helping the
class to be clear about what
success will look like if they
meet their aim: the
evidence of success, the
outcome, product or
performance that will show
they have been successful
in learning what they set out
to learn.
What do I need to do to
succeed?
What help/resources will I
need? I will I go about it?
By teachers and students
discussing what they will
need to do to be successful,
the means to the end, the
strategies for success
how will they come to know,
understand, be able to do?
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When they get to
know
Usually at the start of a
lesson or a topic or a lesson.
But also being given
reminders during the lesson
and topic, either verbally in
discussion or visually by
intentions or objectives being
displayed on the wall.
But sometimes what is to be
learned can emerge as
students work on the task
and in some circumstances
this is what you might want
to happen.
This will come at the start or
during the learning process
so that they “begin with the
end in mind.”
By the teacher showing end
products, demonstrations of
performances, perhaps of
variable quality and students
generating success criteria
by talking together about
what makes these good bad
or indifferent.
Before, during and after an
activity. By discussing how
the task might be tackled, by
reviewing how it’s being
tackled and looking back on
what worked and what did
not work. All the time linking
the strategies to the
evidence of success.
Sharing Learning Outcomes and Success Criteria
Juggling case study
The juggling activity begins with a demonstration (the evidence of success) and some
instructions e.g. “start with the hand with two scarves in it” (the strategies for success).
Participants are asked to work in pairs to help each other juggle. Most people are being
asked to help a partner juggle, when they cannot juggle themselves. So the strategies
for success discussed in the demonstration are made available to them as a “menu”
(what they need to do in no particular order).
If you have a partner who succeeds you shouldn’t need to use the strategies for
success. If your partner is struggling (despite the fact you can’t juggle yourself) you may
be able to help your partner succeed by pointing out one thing they are getting wrong
(e.g. “start with the hand with two scarves in it”).
Of course some people continue to struggle, particularly because they ignore the
instruction, which the teacher pointed out as crucial, namely “don’t think about it”.
These learners need coaching from the teacher. This may involve the teacher breaking
the task down and asking the learner to begin with one scarf and consciously focusing
on the part of the technique they are getting wrong (e.g. not throwing across).
Evidence of success:

we can juggle three scarves cross-throwing

we can do this for at least ten seconds

we can still do it after a period of time has elapsed
Strategies for success:

I held the scarves palms down

I imagined the “Juggler’s Box”

I started with the hand with two scarves in it

I didn’t think consciously what to do

I kept time to the music

I threw across and flicked them high

With three scarves, I forgot about the catching and concentrated on the
throwing

With three scarves, I used the mantra, “Throw, throw, throw…”

I caught the scarves palms down

I picked up the scarves I dropped and kept going
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Sharing Learning Outcomes and Success Criteria
Success criteria can be the “products” or “performances” which show that the learner
has learned successfully. They can also be the “means” or strategies by which learners
have reached this end or have produced the products or performances. Making these
strategies or means clear is the most important factor in helping students with difficulties
in learning. By doing this, you force students to make their learning explicit, and also
gain access to their strategies.
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Sharing Learning Outcomes and Success Criteria
Advice on developing success criteria for skills development
Think in terms of “whole-part-whole”
Learning to juggle with scarves (see page 7) is a classic example of whole-partwhole in action. This strategy is commonly used by performers who already have
some experience of an activity. It works best when you can perform a version of
the whole skill already. From an overall analysis of the performance any technical
weaknesses can be isolated and practised as parts. Once the specific weakness
has been improved the whole skill can be performed again. This works best for
skills which allow parts of the performance to be isolated. As the hockey example
below shows, having clear strategies for success firmly in mind can help teachers
isolate parts of skill which can be practised in isolation and help them to give
more effective verbal feedback to learners on that aspect of their whole
performance.
Learning intention:
We are learning how to “drag on the move.”
Success criteria:
We will try to:
 keep stick and ball in contact
 move towards left handmarker
 shift body weight and step left
 rotate wrist anti-clockwise
 turn the toe of stick
 step right and
 drag ball to right round markers
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Sharing Learning Outcomes and Success Criteria
Think in terms of strategies for success and evidence of success:
LI:
We are learning how to use a chisel safely and effectively.
SC:

I chisel small sections in a controlled manner (strategy).

I stop short of the final line (strategy).

The finished surface is fairly flat (evidence).

The two sections fit well together (evidence).
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Sharing Learning Outcomes and Success Criteria
Advice on generating success criteria for problem solving
Avoid broad statements that simply tell students what level they are aiming to work at or the
number of right answers you want, for example:
LI:
I can round numbers to the nearest 10 or 100 and estimate a sum or difference.
SC:
I make notes about how I solved this problem.
I can describe to my learning partner or my teacher how I solved the problem.
I can use my notes to do this.
I decide if there is a better way of doing it.
LI:
We are learning how to calculate the area of different triangles.
SC:
I remember to:



Identify and measure the base and height
Multiply the base by the height and divide by two
Record the units in squares
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Sharing Learning Outcomes and Success Criteria
Advice on generating success criteria for knowledge and
understanding
Go beyond words like “state” “know” or “understand” in success criteria. Instead use the action
verb “I can” to show how students will use their knowledge and demonstrate their understanding
and by so doing come to know and understand.
Example 1
Example 1 gives no indication of how students will come to know:
LI:We are learning to know what the seven characteristics of life are.
SC:
I can state the six characteristics of life as being movement,
respiration, growth, reproduction, excretion, nutrition.
Example 2
Example 2 suggests passive memorizing:
LI:We are learning to know what the seven characteristics of life are.
SC: I can complete the worksheet accurately.
I can state the seven characteristics of life as being movement, respiration,
growth, reproduction, excretion and nutrition.
I can use the mnemonic “Mr. Gren” to remember any characteristics I have
forgotten.
Example 3
Example 3 presumes that students are being given a task which
requires students to use their knowledge and develop their
understanding through activity and discussion:
LI: We are learning to be able to tell what is alive and what is not alive.
SC: We know that there is more than one way of telling whether something
is alive or dead. We can put things into three categories “alive,” “once alive
and now dead” and “never been alive.”
We can explain our thinking in writing.
We can describe the rules or reasons we used to tell whether something is
alive or dead.
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Sharing Learning Outcomes and Success Criteria
Generating learning intentions and success criteria from national
standards
No matter where you teach there is a curriculum to follow, or a set of standards that learners are
expected to attain. But don’t simply lift existing standards to use as learning intentions and
success criteria. But remember these were not written for the same purpose or the same
audience and often the language is inaccessible to students… and sometimes teachers!
Make the statements your own, so that they work for you and the students you are teaching
rather than simply accepting what other people give you. But avoid working alone if possible.
It’s a good idea to generate learning intentions and success criteria as part of a team effort.
National Standards
Classroom outcomes and success criteria
What are they?
What are they?
Broad descriptions of the levels of
performance required for grades.
Specific descriptions of what learners can
expect to learn, what quality learning looks like
and the strategies for success.
What are they used for?
What are they used for?
To monitor the progress students are
making against nationally agreed
standards over a period of time.
To help scaffold students’ learning on an
ongoing daily basis.
Who are they for?
Who are they for?
Mainly for school administrators, parents Mainly for teachers to use with students to help
and the wider community for quality
them learn and become more effective
assurance purposes.
learners.
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Sharing Learning Outcomes and Success Criteria
Activity Three: Generating learning intentions and success criteria for
selected national outcomes
In your group choose an outcome from the lists on pages 15 to 17 and write it in below:
Consider the context and activities you might use to investigate/explore this outcome and make
notes below:
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Sharing Learning Outcomes and Success Criteria
Activity Three Cont:
Tease out the child friendly learning intentions– what you really want them to learn – facts,
knowledge, understandings, awareness, skills etc. and the success criteria , product, process
and/or strategies for success (see pages 8-10).
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Sharing Learning Outcomes and Success Criteria
Quality check
How/when will the learning intentions and success criteria be used with students?
Can students use these to discuss their progress, the quality of the evidence and the next
steps?
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Sharing Learning Outcomes and Success Criteria
Early Level experiences and outcomes: (Pre 5 – P1)
I understand there are things I should not touch or eat and how to keep myself safe and I am
learning what is meant by medicines and harmful substances.
Substance misuse HWB 0-38a
As I play and learn, I enjoy exploring interesting materials for writing and different ways of
recording my experiences and feelings, ideas and information.
Tools for writing LIT 0-21b
I am developing a sense of size and amount by observing, exploring, using and communicating
with others about things in the worlds around me.
Estimating and rounding MNU 0-01a
First Level experiences and outcomes: (P2 – P4)
I can follow and understand rules and procedures, developing my ability to achieve personal
goals. I recognize and can adopt different roles in a range of practical activities.
Cooperation and competition HWB 1-23a
I can present my writing in a way that will make it legible and attractive for my reader, combining
words, images and other features.
Tools for writing LIT 1-23a
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as
a guide, then measure or weigh it using appropriate instruments and units.
Measurement MNU 1-11b
Second Level experiences and outcomes: (P5 – P7)
I am identifying and practicing skills to manage changing relationships and I understand the
positive impact this can have on my emotional wellbeing.
Relationships, sexual health and parenthood HWB 2-45a
To help me develop an informed view, I can distinguish fact and opinion, and I am learning to
recognize when my sources try to influence me and how useful these are.
Understanding, analyzing and evaluating LIT 2-08a
I have worked with others to explore, and present our findings on, how mathematics impacts on
the world and the important part it has played in advances and inventions.
Impact on the world, past, present and future MTH 2-12a
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Sharing Learning Outcomes and Success Criteria
Third and Fourth Level E & O
CURRICULAR
AREA
ART & DESIGN
EXA 3-04a
DANCE
EXA 4-09a
DRAMA
EXA 4-14a
MUSIC
EXA 3-17a
PHYSICAL EDUCATION
HWB 4-26a
FOOD AND HEALTH
HWB 3-33a
SUBSTANCE MISUSE
HWB 4-43c
RELATIONSHIPS,
SEXUAL HEALTH AND
PARENTHOOD
HWB 3-49b / 4-49b
CLASSICAL
LANGUAGES
CLAN 4-01a
GAELIC (learners)
LGL 3-13b
LITERACY AND
ENGLISH
LIT 3-08a
LITERACY AND GAELIC
GAI 3-27a
MODERN LANGUAGES
MLAN 4-04a
MATHEMATICS
MTH 4-17b
RELIGIOUS AND
MORAL EDUCATION
RME 4-04b
OUTCOME
Through observing and recording, I can create material that
shows accuracy of representation
I can select ideas from a range of stimuli to choreograph dance
motifs in creative ways
Having developed ideas from a range of stimuli, I can contribute
to devising, rehearsing and presenting drama or scripts
I can use my voice, musical instruments or music technology to
improvise or compose with melody, rhythm, harmony, timbre and
structure
I can explain the role of sport in cultural heritage and have
explored the opportunities available for me to participate in school
sport and sporting events. I make use of participation and
performance pathways that allow me to continue and extend my
sporting experience in my place of learning and beyond
I can apply food safety principles when buying, storing, preparing,
cooking and consuming food
I understand the local, national and international impact of
substance misuse
I know where to get support and help with situations involving
abuse and I understand that there are laws which protect me from
different kinds of abuse
By applying my understanding of grammatical processes in a
classical language, I can analyze more complex sentences and
longer passages and translate them into appropriate and accurate
English
I can use some Gaelic idiomatic expressions accurately
To help me develop an informed view, I can identify some of the
techniques used to influence or persuade and can assess the
value of my sources
I can engage and/or influence readers through my use of
language, style and tone as appropriate to genre
I can start, support and sustain a conversation by, for example,
asking relevant questions and by seeking help when necessary
Having investigated the relationship between a radius and a
tangent and explored the size of the angle in a semi-circle, I can
use the facts I have established to solve related problems
I can explain the contributions of the beliefs of world religions to
the development of Scotland, now and in the past
RELIGIOUS EDUCATION I have considered the liturgical events of Holy Week, Easter,
IN ROMAN CATHOLIC Advent and Christmastide. I can reflect critically on the central
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Sharing Learning Outcomes and Success Criteria
SCHOOLS
RERC 3-18a/ 4-18a
SCIENCES
SCN 3-02a
SCIENCES
SCN 4-09c
SCIENCES
SCN 3-17b
SOCIAL STUDIES
SOC 4-06a
SOCIAL STUDIES
SOC 3-14a
SOCIAL STUDIES
SOC 4-19b
TECHNOLOGIES
TCH 4-03b
TECHNOLOGIES
TCH 3-07b
TECHNOLOGIES
TCH 3-08b
TECHNOLOGIES
TCH 4-11a
TECHNOLOGIES
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importance of the feast of Easter in the Church’s Liturgical
Calendar
I have collaborated on the investigations into the process of
photosynthesis and I can demonstrate my understanding of why
plants are vital to sustaining life on Earth
Using my knowledge of electronic components and switching
devices, I can help to engineer electronic system to provide a
practical solution to a real life situation
I can participate in practical activities to extract useful substances
from natural resources
I can express an informed view about the changing nature of
conflict over time, appreciate its impact and empathize with the
experience of those involved
I can use a range of maps and geographical information systems
to gather, interpret and present conclusions and can locate a
range of features within Scotland, UK, Europe and the wider world
By examining the role and actions of selected international
organizations, I can evaluate how effective they are in meeting
their aims
I can approach familiar and new situations with confidence when
selecting and using appropriate software to solve increasingly
complex problems or issues
When participating in a collaborative enterprise activity, I can
develop administrative and entrepreneurial skills which contribute
to the success of the activity
I can build a digital solution which includes some aspects of
multimedia to communicate information to others
Showing creativity and innovation, I can design, plan and produce
increasingly complex food or textile items which satisfy the needs
of the user, at home or in the world of work.
Having explored graphical techniques and their application, I can
select, organize and represent information and ideas graphically
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Sharing Learning Outcomes and Success Criteria
Notes
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Sharing Learning Outcomes and Success Criteria
Notes
“This document has been prepared for the titled project or named part thereof by Learning
Unlimited and should not be relied upon or used for any other project without an independent
check being carried out as to its suitability and prior written authority of Mott MacDonald being
obtained. Neither Learning Unlimited nor Mott MacDonald accepts any responsibility for the
consequences of this document being used for a purpose other than the purposes for which it
was commissioned.”
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