Breaking Down The Learning: Modelling

Following our October Workshop, take a look at the below to continue your learning on the topic. If you want to develop your teaching practice even further then take our Planning Lessons to Reach All Learners course.

Activity 1

In the workshop, we defined success criteria. Download a free poster that reminds you what the difference is between this and a learning objective.

Activity 2

Below is a quick classroom scenario that outlines why it is important to provide success criteria to our students.

Consider carefully Mr Molengo’s role: 

  • How does he demonstrate how to complete the task successfully?
  • How does the success criteria help the students? 
  • How does Mr Molengo check that the class has understood the success criteria?


Mr Mulengo is teaching his geography class about population line graphs. 

He begins his lesson by saying, “Class, draw a line graph using this data about the population of Nigeria.”

The students turn to him confused.

Mr Mulengo immediately realises that he had not provided the success criteria that was needed for the class to be able to achieve this task. So, he walks to the chalkboard and draws a graph out. He states out loud what he is doing, as he is doing it, modelling the learning.

“First, I need to draw two axes. This is the ‘X axis,’ which I draw horizontally. I am using a ruler to keep it straight. This represents the population number of Nigeria and I will write the numbers up the side 10, 20, 30. Each of these represent numbers in millions. Then, I draw the ‘Y axis,’ vertically, up the left side. So, this Y axis will represent the year, and I will write the years from 2020 until 2035 up the left. Now, I need to plot little dots on the graph, like this.

Ok, now your turn. I have shown you how to complete the task and the steps you need to do. 

  1. Draw the X axis horizontally using a ruler.
  2. Write the population numbers at the side at an equal distance apart.
  3. Use a ruler to draw the Y axis vertically.
  4. Write the years at the side an equal distance apart.
  5. Plot the dots on the graph to show where the population predictions are.

Now, I’d like you to draw a line graph that plots the population of Zambia. Remind me. What do you have to do to complete this task successfully?”

Amaka puts her hand in the air, “Sir, we will need to draw the X and Y axis. Then, we will need to use the statistics that you have given to us. We need to put them into the graph.”

“Excellent, Amaka.”

If you want to develop your teaching practice even further then take our Planning Lessons to Reach All Learners course.

Would you like more tips on Success Criteria? Watch this video below.