Learning intentions and success criteria
Also known as: visible learning, LISC, WALT
Learning Intentions are explicit descriptions of what learners should know, understand and be able to do by the end of a lesson or sequence of lessons. Otherwise known as WALT, "We are learning to", assists students to track their own progress, self-assess and understand their own learning path. Learning intentions may be used for a whole class or differentiated for groups or individuals in the class.
Success criteria are positive markers of achievement of the learning intentions.
Practical implementation of learning intentions and success criteria may include:
- rubrics
- bump-it up wall
- What a good one looks like
- student designed assessment
ICT templates
Make sure you are logged into your Microsoft account (new window) or Google account (new window) before accessing these templates. For more support refer to Getting started with technology (new window)
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Office 365 |
PowerPoint - LISC with WAGOLL (new window)
PowerPoint - LISC multiple templates (new window)
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Google G Suite |
Slides - LISC with WAGOLL (new window)
Slides - LISC multiple templates (new window)
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Apple |
Pages - Success criteria rubric (new window)
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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.
Single computer
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.
External resources
| Title | Link | Description |
|---|---|---|
| AITSL Learning intentions and success criteria | Learning intentions and success criteria- PDF (new window) |
Comprehensive guide to explain LISC and the purpose of using in education. |
| Strong start, Great teachers | Learning goals and success criteria - PDF (new window) | Comprehensive guide with examples to explain LISC and the purpose of using in education. |
Disclaimer
Links to third-party websites:
If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party websites.
Personalised learning
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.
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. |