Tarro Public School

Creating Opportunities

Telephone02 4966 1255


Learning Culture

Effective Strategies

Learning Cultre

A Tarro learner is a student who:

  • Can articulate what they are learning and why

  • Can talk about how they are learning and the strategies they are using

  • Can articulate their next learning step

  • Understands assessment tools used and what the results mean

  • Asks questions and clarifies

  • Sees errors as learning opportunities

  • Actively seeks feedback

  • Sets learning goals.

Students need to know what they are learning, and what is needed in the task to make them successful. These are known as :


What am I learning?

At Tarro Public School we want to have the greatest influence on student learning.  We put our efforts into evidence-based strategies that have the strongest impact on learning.

Learning Intentions are a clear statement that explains to the students what concept, skill, strategy or approach they will be learning.

Learning Intentions may be short term (developed in a lesson) or longer term (developed over a series of lessons). Eg. To recognise the punctuation used at the end of a sentence.  Or longer term: To work collaboratively in a team.

Learning Intentions allow the students to focus on a specific goal.


How will I learn it?

The second effective strategy is for the students to understand what they have to achieve to be successful with the learning intention. The success criteria explains the pathway in simple terms for the student to gain the new concepts, skills or attitudes. Students can be actively involved in determining the success criteria for a learning experience.

Understanding what it takes to become successful in a learning task enables students to develop their confidence as learners and set higher expectations for themselves.  This encourages confident, motivated learners. Eg. Success Criteria for Working in a Team

Eg, I can share ideas, I can listen to others, I can take turns, I can be fair, I can stay on task.


Where am I going? How am I going? Where to next?

Our third effective strategy is feedback. Feedback is about how students are progressing is critical in the learning process. Feedback relies on clearly defined goals (including learning intentions and success criteria) and on learning tasks or activities to track a student’s progress towards those goals. The information gathered through these activities provides the basis for feedback to our students.

We provide feedback at three different levels:

  1. 1. The learning activity – how well the task is understood or performed
  2. 2. The process of learning – what the student has to do to perform the task effectively
  3. 3. The student’s management of their learning – planning and self-monitoring (learner qualities used)