# Learning goals and success criteria

This model of planning embraces the concept of backwards design where the learning is headed in a direction towards deeper understanding and action. Before designing learning engagements, it can be helpful to have an idea about how the learning will be evidenced and assessed. This success criteria is not intended to be a large scale project, but rather a way for students to show their evolved understanding of the central idea.

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Learning Goals - Connections
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![Establishing learning goals, https://courses.minipd.com/courses/PYP-unit-planning-foundation](/files/oImRQGnN79ZEYjvK3xuz)

![Example of learning goals that can inform the planning and implementation of learning experiences. https://courses.minipd.com/courses/PYP-unit-planning-foundation](/files/cF1KfEP94EPnWdFA7fm2)

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Learning Goals - Know, Understand, and Do
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By identifying what students will be able to know, understand and do, educators can determine the task, criteria and tool that will best capture the evidence of student growth and progress. Depending on the readiness of students, this may be an opportunity for students to engage in co-constructing success criteria for their learning as well.

![https://courses.minipd.com/courses/PYP-unit-planning-foundation](/files/P35fV5q5fdyxRqEtTHCD)

* **Task:** What students will create or demonstrate as a result of their inquiries and learning. This may also include a scenario or context to make the task authentic and transferable.
* **Criteria:** Clear requirements, or “look fors” to showcase learning. This should also include the evidence that may best indicate understanding.
* **Tool:** The method in which student proficiency will be measured (for example: rubric, checklist, etc.). This may also include ways in which students will receive feedback.

![Example of success criteria, https://courses.minipd.com/courses/PYP-unit-planning-foundation](/files/67dPZi0nRL933GLRBSq2)

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Success Criteria
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