How to write learning goals and success criteria (with examples for every subject)

Learning goals and success criteria are at the heart of assessment for learning in Growing Success. Done well, they tell students exactly what they're learning today and what success looks like, before they start.

Learning goals: what we're learning

A learning goal describes the learning, not the activity, in student-friendly language. Most teachers start with "We are learning to…".

✅ We are learning to analyse how an author uses imagery to create mood.
❌ We are reading chapter 3 and answering questions. (That's the task, not the learning.)

Tips:

Start from the curriculum expectation, then translate it into words a student would use.
One or two goals per lesson is plenty.
Use a verb that matches the thinking: identify, explain, compare, analyse, evaluate, create.

Success criteria: how we'll know

Success criteria break the goal into specific, observable steps, usually as "I can…" statements.

Goal: We are learning to write an argument supported by evidence.

I can state a clear, arguable thesis.
I can support each point with specific evidence.
I can explain how my evidence proves my point.
I can address a counter-argument.

Good criteria are specific enough that a student could check their own work against them.

Examples by subject

English: We are learning to analyse a character's motivation. I can identify what the character wants; I can support my interpretation with a quotation; I can explain how the author reveals the motivation.

Math: We are learning to solve linear equations. I can isolate the variable using inverse operations; I can show each step of my solution; I can check my answer by substitution.

Science: We are learning to design a fair test. I can identify the independent and dependent variables; I can list the controlled variables; I can write a testable hypothesis.

History: We are learning to assess the historical significance of an event. I can describe the event and its context; I can explain its short- and long-term consequences; I can support my judgement with evidence from sources.

Co-construct them with students

Students understand criteria better when they help build them. Try this:

Show two or three examples of work (strong, middle and weak).
Ask: "What makes the strong one strong?"
Group student ideas into criteria and word them as "I can" statements.
Post them and refer back during the lesson and the exit ticket.

Make them do the work

Refer back at the start, middle and end of the lesson.
Use them for self-assessment: students rate themselves Not yet / Getting there / Got it on each criterion.
Match your rubric to the same criteria so the summative feels familiar.

Build them in seconds

The free learning goals and success criteria builder writes goals and "I can" criteria for your subject and topic, with a verb bank, co-construction prompts and a self-assessment checklist you can print or project.

Every lesson in a K9solutions course opens with a learning goal and success criteria and closes with an exit ticket that checks them. Try a free lesson.