Metacognitive and self-regulation skills will increase pupil progress across the school. Research indicates that improving pupils’ metacognitive and self-regulation skills (that is, ‘learning to learn’) helps accelerate their progress, as well as leading to greater motivation and independence.

How do you embed the development of these skills in your teaching? How do you teach an understanding of how to learn and what to do when learning is not straightforward?

aims and outcomes

  • Understand what is meant by metacognitive and self-regulation skills and why they are so valuable for developing learners.
  • Build in strategies for improving pupils’ ability to set goals, monitor performance and evaluate outcomes.
  • Develop strategies for improving pupils’ motivation and ability to learn independently.
  • Try out different approaches and find what works for your pupils.

Course content

  • Unit 1: What is metacognition?
  • Unit 2: Benefits of metacognition
  • Unit 3: Developing metacognition
  • Unit 4: Beyond planning and refining
  • Unit 5: Embedding a metacognitive approach


David Leat is the Executive Director of the Research Centre for Learning and Teaching (CfLaT) at Newcastle University and Professor of Curriculum Innovation.  His 13 year geography school teaching career took him round the country, before...

Dr Anna Reid is a visiting lecturer at Newcastle University, where she currently leads three core postgraduate modules in Education; Research in Practice, Critical Thinking about Research Methodology, and Practices of Enquiry.  Anna’s doctorate,...