* Statements of attainment: These describe the knowledge, skills, and understanding pupils are expected to demonstrate at the end of each key stage (or year group depending on the subject). These effectively act as *success criteria* at a broader, summative level. They define what a successful learner should be able to do.
* Working at the expected standard: The curriculum specifies what is expected of pupils at the end of each key stage. Meeting these expectations is a key measure of success. This again acts as a form of success criteria.
* Programme of study content: The detailed subject-specific content within the programme of study acts as a baseline. Successfully covering and mastering this content is implicit in achieving success.
* Assessment objectives (AOs): In subjects like English and maths, assessment objectives clearly outline the different skills and abilities pupils need to demonstrate. These AOs are essentially specific success criteria, guiding assessment and teaching.
In essence, the National Curriculum doesn't provide a definition of "success criteria," but the elements listed above provide the framework from which teachers *derive* their own success criteria. Teachers will then break down the broader attainment statements into more manageable and specific success criteria for individual lessons or units of work. These would focus on the specific knowledge, skills, and understanding pupils need to demonstrate to show their learning is progressing towards meeting the expectations of the National Curriculum. Therefore, success criteria are context-specific and teacher-defined within the framework provided by the curriculum itself.