In this presentation, success criteria will be positioned as central to supporting student agency and success in Mathematics classrooms. Participants of this workshop will be immersed in stories of practice from primary school settings. Teachers can reframe success criteria statements as questions that are both content and proficiency focused, to provide an effective feedback system for students and enable them to achieve the aligned and intended mathematical outcomes. Participants will be challenged to reposition success criteria as the centrepiece of planning and will explore the importance of developing their Mathematical Content Knowledge in preparation for explicit teaching opportunities. Research about aligning and explicitly stating mathematical expectations with assessment will be used to support this presentation and also demonstrate how peer feedback and peer assessment systems can be enhanced.

Key takeaways:
1. Success criteria can be helpful in students assessing themselves against content and proficiency strands.
2. Alignment between expectations and assessment of mathematical understandings is needed for student success.
3. Success criteria statements are for teachers, questions are for students.