Proud to be part of the Focus-Trust

Shibden Head Primary Academy

Metacognition

Metacognition/Reflect Ed

Aims and Objectives

 Metacognitive Approach

The approach that we take at Shibden Head is that all of the skills involved in our lessons are metacognitive skills that need developing before we can commence to a new task. This is controlled by resilience, perseverance and motivation which once again are metacognitive skills that will be developed throughout this approach. The evaluating part of the chart corresponds with the reflecting part of the approach and the questions in this box are questions the children should ask themselves when reflecting. Finally by evaluating their performance effectively, the learner can adapt or change their strategy so their next attempt at the task will hopefully be more successful. (Reflect Ed approach 2018)

 Shibden Head Approach

We were selected to be part of the Reflect Ed project in January 2017. Training commenced at Rosendale School in London and schools were asked to take the training and use it to support our children. From this, our Metacognition team trained staff and after following the Reflect Ed approach we incorporated the strands from the diagram above to undertake the following tasks:

Year 1 – Tying shoelaces

Year 2 – Using chopsticks

Year 3 – Learning Sign Language

Year 4 – Sewing

Year 5 – Juggling

Year 6 – Using a compass

The Metacognition lead encouraged staff to embed these skills across the curriculum and reflections were recorded so children and staff could track their learning and experience throughout. We are now undertaking a more formal approach and recording reflections in lessons like Maths and English. We also encourage the children to develop their oracy skills in curriculum areas like PSHCE, where children have a chance to reflect on their personal experiences too. We hope by promoting these conversations that this will help with the development and care around topics like mental health. Reflections in KS1 are recorded orally in the first instance with a progression to writing a sentence about how they feel. In KS2, the reflections are recorded in purple pen and we feel children are becoming more confident in telling staff and visitors alike about how they feel about aspects of their learning.

The Metacognition team have created progression documents for some of our strands, and like for Science, have created these as symbols to use in the classroom environment. The progression documents show what you would expect to see across school from Y1-Y6 in terms of collaborative learning, reflective learning and becoming an effective participator. As a school, we feel these strands need our primary focus.

‘Shibden Head Are Succeeding At Metacognition’

Long Term Plans:

metacognition ltp only.pdf

 

Metacognition Symbols

Metacognition symbols description