This document discusses the importance of sharing learning intentions with students and separating learning intentions from the context. It provides examples of closed and open learning intentions and how to break down learning intentions into long term and short term goals. By separating the learning intention from the context or activity, the focus is kept on the learning rather than the context. This allows learning intentions to be applied to multiple contexts. The document also provides an example for modern studies that separates the learning intention from the context and links it to Experiences and Outcomes.

1. Sharing Learning Intentions
Jenny Smith
& Lianne Rae

2. Learning Intentions
 There are often multiple learning intentions in play at any
one time e.g. long term and short term knowledge and
related skills
 Knowledge learning objectives need to explicitly linked
with a key skill so that success criteria focus on the skill
rather than the knowledge
 Closed learning intentions are achieved simply by meeting
the success criteria – there are rarely quality issues
 Open learning intentions require discussions with pupils
about quality
 Learning objectives need to be separated from the context
to promote a focus on the learning not the context

3. Closed Learning Intentions
To be able to:
•Use question marks
•Catch a ball
•Use an index
•Subtract using
decomposition
•Use references in an
essay
To know:
•The definition of
photosynthesis
•Colours in French
•Major rivers in Africa
•Key events of the
Gunpowder plot

4. Open Learning Intentions
To be able to:
•Write a persuasive argument, letter etc
•Think of an effective simile, personification etc
•Solve a geometric / numerical problem
•Compare data, reports, pieces of artwork etc
•Draw an effective conclusion

5. Breaking down Learning Intentions
- Knowledge
Long term Short term Key skill (with SC
generated by pupils)
To know the significant
events of Tudor times
To know the impact
of HenryVIII’s reign
on people’s lives
To select and organise
historical data
To know the duties of
religious leaders
To know the duties
of a Rabbi and a
Priest
To draw a conclusion

6. Breaking down Learning Intentions
- Skills
Long term (often several
years)
Short term (individual
lessons)
To be able to punctuate
properly
To be able to use commas
To be able to design a science
experiment
To be able to record
observations

7. The impact of separating Learning Intentions
Learning Intentions– what you want pupils to learn
To create a graph
To analyse data
Context – the activity or vehicle through which the LI will be taught
To create a graph About pollution levels in our town over
the last 20 years(research plus ICT skills)
To analyse data By comparing climate in Edinburgh and
Cairo using graphs.
Muddled LI’s
To create a graph about pollution levels
To analyse data about climate in Edinburgh and Cairo

8. Modern Studies Example
-Separating Learning Intentions from Context
-Linking to EOs
Learning Intention plus context in Modern Studies
Present an informed view
SOC 3-15a
Relevant to many contexts e.g.:
Banning Headscarves in public in
France
The Scottish Independence
Debate
Select relevant information and use
suitable vocabulary to communicate
effectively with my audience
LIT 3-26a
Explore issues, persuade, and express an
informed opinion
LIT 3-29a