‘But how and why does it “work”?’: A primary school study into the impact of metacognitive strategies on disadvantaged learners
Written by: Kathryn Atkins and Jonathan Doherty
6 min read
Kathryn Atkins, School Improvement Adviser, Leeds, UK
Jonathan Doherty, Leeds Trinity University, Institute of Childhood Education, UK
Renewed interest in curriculum design to maximise student learning, along with the publication of the revised Ofsted framework in 2019, has led many schools to review their curriculum and how it is taught. The overview of research (Ofsted, 2019) underpinning the 2019 ‘Education inspection framework’ (EIF) made frequent reference to the ‘learning sciences’. The drive to embed evidence-based practices that have real impact in classrooms in the areas of cognition and learning (Muijs, 2020; Willingham, 2019) is often closely linked to such curriculum reviews. In the primary author’s role as a school adviser, the schools worked with are routinely making subject-based decisions about the key knowledge, vocabulary and concepts that students should know and understand. Alongside this, decisions made about classroom pedagogy are often linked to c
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