This document discusses success criteria and how they can be used effectively to raise standards. Success criteria are learning objectives broken down into smaller, measurable steps that clarify expectations for students. They include WALT (We Are Learning To), WILF (What I'm Looking For), and TIB (This Is Because). Effective success criteria are linked to learning objectives, specific to activities, shared with students beforehand, provide scaffolds for learning, and form the basis for assessment. Examples of success criteria in different formats are provided. The benefits of success criteria for both teachers and students are outlined. Teachers are encouraged to start using and involving students in developing success criteria.

1. Success Criteria/WILF/TIB
December 2010

2. Objectives
To understand what success criteria are and how
they can be used effectively to raise standards.
To consider the progression needed in success
criteria to be effective.
To consider how you will use success criteria in
your class.

3. What are Success Criteria?
They are nothing new- you already do it!
We have always asked children ‘what are
the key things you need to remember?’
Good teachers have always shared the
smaller ‘steps to success’.
In some schools, pupils know
them as ‘WILF’ (What I’m
Looking For...)

4. What are Success Criteria?
WALT- ‘We are Learning to’ or Learning Objective (LO)
WILF- ‘What I’m looking for’ or Success Criteria
TIB- ‘This is because’ or real life scenario/context

5. What are Success Criteria?
Enable children to be successful
Link to the learning objective
Clarify and add extra information to
the LO
They don’t take long to
create or share at the
beginning of a lesson

6. Benefits for teachers
Once the success criteria are planned the
activities fall into place.
OR... once the activities are planned, creating
the success criteria focuses your thinking on
the outcomes for pupils.
The focus is on learning as
opposed to activities.
It clarifies your expectations.
You know what you are going to be looking for
when marking!

7. Success criteria summarise the key points that children
need to understand as steps to success in achieving the
learning objective.
‘Step by Step’ ‘Product’
Description of the
The process -
overall outcome or
E.g. calculation end product.
methods
‘Ingredients’
‘It should be what you
What needs to go are going to judge the
into your work to children on at the end of
make it good. the task’
E.g. instructions Shirley Clarke

8. Effective Success Criteria…
Are linked to the learning objective
Are specific to an activity
Are shared and agreed with pupils
prior to undertaking the activity
Provide a scaffold and focus for pupils while engaged in
the activity; and
Are used as the basis for marking/feedback and peer
or self-assessment.

9. Examples of Effective
Success Criteria (WILF)
LO: write a narrative ghost story.
WILF: Children who have
WILF: Children who produce a • set the scene in the opening
story that… paragraph;
• built up tension/suspense;
• People enjoy reading.
• used spooky adjectives and
• Frightens the reader!
powerful verbs; and
• ended with a cliff hanger.
‘PRODUCT’ WILF ‘INGREDIENTS’ WILF

10. Examples of Effective
Success Criteria (WILF)
L.O: to present an LO: calculate the passing of
argument. time in 5-minute intervals.
WILF: Children who… WILF: Children who can…
• include opening and closing • count from the minute hand
statements • stop where the minute hand
• give reasons for and against finishes
• use evidence to support • count in fives
• use language to persuade • go clockwise
‘INGREDIENTS’ WILF ‘STEP BY STEP’ WILF

11. WALT/LO: write a newspaper report.
LA Most HA
Written in 3rd
person Shows an
Has a headline
Includes a element of
and picture
headline, picture, viewpoint or
Tells the story
quotes from key opinion/bias
after the event has
people involved Evidence of
happened.
Is set out in Level 5 VCOP
columns

12. WALT/LO: create a balanced meal.
LA Most HA
Show examples
Show a range of of foods from Identify proteins
different foods. different groups and carbohydrates.
Say if your plate Explain why Create a
is healthy or not, you chose the balanced meal plan
and explain why. items for a whole day.

13. Writing Success Criteria
Use the 3-box method to write a set of Success Criteria
for one of the LO’s below, or one you are using over the next
few days...
LO: to write an account of the Great Fire of London
LO: to use column addition to solve problems
LO: to create a sequence of travel-balance-travel
WALT: use formula in Excel to carry out calculations
WALT: write a list
WALT: create a freeze-frame for an event in a story

14. Benefits for Children
Success Criteria enable children to:
Keep track of what has been done and what still
needs to be done.
Know the expectations of the teacher.
Start to self-evaluate.
Be in a position to mark work with a response
partner.
Confidently work with others who share the
same success criteria.

15. Using TIB’s
TIB’s tell the children why we doing
this lesson or learning activity.
It links their learning with real life
contexts.
It helps them to make links to their
future plans, aspirations or careers.
It raises expectations and gives them reasons to
succeed.

16. Example TIB’s
In a maths lesson focusing on mental calculations;
“This will help you to calculate quickly in your head
when you’re out shopping or help you in jobs such as
accountant, carpenter or MP (!)
In a literacy lesson focusing on writing;
“This will help you to get the best results in your exams
which will help you go to university. You might also use
these skills when you become an author, journalist or
lawyer.

17. Example TIB’s
In a PE lesson focusing on balances;
“This will help you ride a bike, skateboard or surf-board
or become a ballet dancer, footballer or gymnast.
In a Science investigation;
“You can use the skills we learn today in lots of jobs
where you need to make predictions and solve problems;
scientist, archaeologist, detective. Can you think of any
more?

18. Next steps...
Start to share your ‘Success Criteria’ for one or two subjects
(Maths/Literacy?) after you’ve shared the LO.
Once embedded, begin to use them for other subjects
Get the children to write the WILF and TIB with you after
sharing the WALT for some lessons.
Tell them WHY you are doing this lesson/activity.