Learning intentions and success criteriaAlso known as: visible learning, LISC, WALT, WWLF
Learning intentions are statements that describe what students should know, understand and be able to do by the end of a task. Success criteria are linked to learning intentions and describe what success looks like. They:
- assist educators to articulate the purpose of a learning task and make judgements about the quality of student learning
- help students to focus on the task or activity taking place, what they are learning and also self-reflect
- may be used for the whole class or differentiated for individuals or smaller groups within the class.
Google G Suite
How to use with ICT
Select the scaffold that best suits the online learning platform utilised by the class. Complete a Learning intentions/success criteria template with the class and distribute via Teams, Google classroom or similar with all class members. Alternatively, each student completes their own template and submit through Google Classroom or Teams. It should be referred to and remain visible to the student.
Projecting the Learning intentions and success criteria on the IWB to the class is a method of supporting student learning. Consider the text size when projecting to the class and ensure that it remains visible for students to refer to often during the lesson sequence.
|AITSL Learning intentions and success criteria||Learning intentions
and success criteria- PDF
|Comprehensive guide to explain LISC and the purpose of using in education.|
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Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.
Learn more about the strategy
|Education Services Australia||Assessment for learning||Introduction for assessment for learning||Course provides information and allows for reflection of teacher practice for types of assessment, learning intentions, success criteria, questioning.|