Curriculum Implementation-Metacognition

Our vision translates directly into our curriculum in that:


Our curriculum promotes a love and appreciation of life and learning in all its fullness, enabling children to realise a passion for the possible.


Our curriculum enables children to learn and retain a body of knowledge to which they can develop and apply key critical thinking and communication skills becoming creative, confident and enquiring learners.


Building on their strengths, interest and experiences our curriculum enables children to grow and flourish both academically, socially and emotionally experiencing success in a range of situations and contexts.


Using Metacognition to Support Implementing Our Knowledge Rich Curriculum

Because of our vision to inspire children to become passionate and inspired leaners we are implementing strategies and approaches that have a clear evidence base of supporting effective learning.

What is Metacognition and self-regulation?

Metacognition refers to children’s ability to be aware of what they are thinking about and choose a helpful thought process.

It captures children’s ability to:

  • Analyse how they think
  • Have high self-awareness and control of their thoughts
  • Choose an appropriate and helpful strategy for the task at hand.

Metacognition and self-regulation approaches help our children think about their own learning more explicitly, by systematically teaching them specific strategies for planning, monitoring and evaluating their learning. Teaching is designed to give children a range of strategies to choose from and the skills to select the most suitable strategy for a given learning task.

How effective is metacognition and self-regulation?

The Education Endowment Foundation has conducted a review of all the research in this area and concludes that metacognition and self-regulation approaches have consistently high levels of impact.

It makes seven recommendations for schools;


Implementing Metacognition and self-regulation.

In line with our curriculum intent we have a systematic whole school approach that allows implementation of all seven recommendations.

ReflectED is an approach to learning, developed by one of the National Research Schools – Rosendale Primary School, that teaches and develops children’s metacognition and self-regulation skills. It supports and improves attainment by enhancing children’s ability to think about their learning, assess their progress, set and monitor goals, identify strengths and challenges in their learning and develop a learning dialogue between child and teacher.

ReflectED teaches children the skills of reflection and how to record their learning moments and strategies. Teachers can also look across these reflections to understand what pupils are enjoying or struggling with, and identify specific pupil needs.

How it Works

The ReflectED approach involves weekly metacognition lesson for every year group that teach children how to break down the learning process, including topics such as growth mindset, failure and perseverance. Children learn how to reflect on their curriculum lessons, saving these reflections in a digital portfolio using our online learning platform DB Primary.

Across all learning children are taught to use consistent language to express how they feel about their learning as outlined below.


Consistency is achieved as a result of a clear and systematic plan of lessons across the year with a clear progression of knowledge as evidence is the documents below.



Click here to access: The ReflectEd Progression of knowledge and skills



Click here to access : ReflectED Sequence of Units for 2020-2021