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Identify the skill/focus of the lesson being learnt.
Students should be able to explain them, student-centered, should be clearly understandable

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Statements which highlight the skill children are developing.

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The skill that we aim for the class to have acquired/ developed by the end of the lesson

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The skill that we aim for the class to have acquired/ developed by the end of the lesson

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What we intend children to learn.
Include vocab that is key to the learning.
Pitched to be accessible to all learners
Interesting - relevant

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So children know the end goal for the lesson. Also helps the teacher focus the lesson when planning/delivering the lesson.

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So students understnad what skills they are learning.

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So students understnad what skills they are learning.

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So the children understand what skills they are learning and allows them/ me to assess their progress towards it.

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So the children understand what skills they are learning and allows them/ me to assess their progress towards it.

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Talk about learning
Helps them to link tasks and skills

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short, direct
comprehensible
something that students can paraphrase (to a point)

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short, concise, element of challenge, links to APP grids e.g. Can I organise and sequence a narrative?

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short, concise, element of challenge, links to APP grids e.g. Can I organise and sequence a narrative?

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Help students understand the purpose of the lesson
Link to prior and future learning
Ensure coverage of skills
Clear assessment point for teachers.

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Explain them, refer to them, get students to explain them; what do they mean?
Use them as a starting point for a co-constructed success criteria.

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Can I develop an effective learning intention?
(Taken from NC and put into accessible language. Should be at age-related expectations for all learners unless dramatically below ARE - scaffolding to support LA)

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introduce and summarise the lesson. Assessment tool. To aid students in being successful. To link to previous and future learning.

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introduce and summarise the lesson. Assessment tool. To aid students in being successful. To link to previous and future learning.

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Can I x 2d. nos by 2d.?
Can I HTO x TO?

LI would be written in full on the board, but by the time they come to write it in their books, they will abbreviate and have full understanding (hopefully!) of what it means. For those who hate writing in particular, speeds them up.

Students then personalise LI to them, e.g. 'Can I x 3 digit numbers?'
Can I + 2 digit by 2 digit numbers?

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Concise
Skill based
Context free/ transferable

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Skill based
Accessible language
Thrifty
carefully chosen verbs
Can I...

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Use for assessment, focus the children, positive re-enforcement, refer to throughout the lesson, ensure all learners understand it, link to success criteria

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Plenary
Assessment
Share and define/ unpick
Closely linked to SC

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Can I read and write numbers up to a million?

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Can I read and write numbers up to a million?

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Can I solve division problems in context?

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Can I solve division problems in context?

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Differentiated with sc
Shared, discussed, assessed against
Identify next steps

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Can I identify and apply fronted adverbials?
Unpick Identify (find), Apply(use) & Fronted adverbials (.

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Assessment point
Give direction in a lesson
Consistency in taught skills across a team
Used as teaching point to explore the skill being taught.

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Can I purposefully use a range of tenses in a piece of writing?

Can I

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Concise
Comprehensible
Assessed -skill based
Question- Can I..

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Refer to them
Explain them (break it down)
Link to AfL

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Used to identify the skill linked to previous and future learning for assessment purposes.

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SUMMARY --------------------SKILL BASED QUESTION THAT TELLS THE STUDENTS WHAT THEY WILL LEARN.

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SUMMARY --------------------SKILL BASED QUESTION THAT TELLS THE STUDENTS WHAT THEY WILL LEARN.