Sharing Learning Intentions

Jenny Smith

& Lianne Rae

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

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

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

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 Henry VIII’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

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

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

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