Learning intentions and success criteria
Also 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.
ICT templates
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Google templates |
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Microsoft templates |
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How to use with ICT
- Use Classroomscreen to display learning intentions and success criteria.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| AITSL Learning intentions and success criteria | Learning intentions and success criteria- PDF |
Comprehensive guide to explain LISC and the purpose of using in education. |
Disclaimer
Links to third-party websites:
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The department accepts no responsibility for content on third-party websites.
Personalised learning
Students with disability
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.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
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.
Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.
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
Professional learning
| Provider | Course name | Link | Description |
|---|---|---|---|
| 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. |