Success Criteria Strips are a strip of 4-5 success criteria that the students and teachers use to monitor, assess and provide feedback on a learning piece related to the success criteria. 

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THE ROUTINE IN ACTION

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Learners have the strips included on their work or glued into their books where they are able to refer back to and reference the success criteria. Combining this strategy with pause points would assist students to connect the learning task with the criteria and focus efforts on highlighting evidence to support their achievement of the criteria. For younger learners, teachers may include visuals to support students to understand the criteria, such as the hand given in the example to show finger spaces between words is required. 

​In the Kindergarten writing example, the teacher might pause the lesson and ask the learners to identify one way they have been successful and highlight it or draw a line underneath. For example, this learner might identify their use of capital letters as their example. This enables the learner to recognise what they have done well and what they might need to work on next as the learning progresses.

Even in the early years, educators are able to support students to know where they are going, recognise how they are going and identify where they need to go next. Engaging this routine alongside the use of pause points, allows learners to understand that reflecting on learning doesn’t just happen when we complete something. It happens regularly as we progress through learning and providing them with routines and structures gives them the space to learn how to do that in a supportive environment.