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Metacognition and Self-Regulation Approaches

At Oasis we use metacognition and self-regulation approaches to improve our student’s literacy skills across the curriculum. We are using these approaches as part of our day-to-day practice within the classroom. Metacognition is, put simply, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance. Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner. Metacognition and self-regulation approaches aim to help pupils think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring, and evaluating their learning. Interventions are usually designed to give pupils a repertoire of strategies to choose from and the skills to select the most suitable strategy for a given learning task. Researchers from Sutton Trust (2011) highlighted that ‘Metacognition is one of the most effective strategies to raise attainment and close the achievement gap’ in young pupils.

At Oasis we know that metacognition and self-regulation approaches have many benefits for our young pupils. Our team is using metacognition and self-regulation approaches across all our subjects and ages that have a positive impact on lifelong learning capacity, improving physical health, and improving emotional and psychological health and wellbeing. Children and young people therefore understand themselves as better as learners, and with enhanced assessment practices, we create reflective learners as well as understanding that metacognition has cross-curricular benefits.


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