ROCKET Learning through Metacognition
At Rocklands, we embed metacognitive strategies into our teaching method to help children become reflective, independent learners. Our approach is guided by our Rocklands ROCKET which outlines the strategies and approaches our staff use verses the behaviours children display when using and developing their metacognitive thinking. These approaches and outcomes are differentiated across our departments:
Encouraging children to think reflectively about learning, how they approach tasks, ask questions, and hypothesise.
Supporting learners to seek clues, observe patterns & relationships and demonstrate their thinking through logical reasoning.
Helping children link new learning to prior knowledge and real-life experiences.
Creating opportunities for children to demonstrate their thinking, using verbal, visual, or alternative communication methods.
Guiding children to assess the effectiveness of their thinking and outcomes and consider what could be improved next time based on intrinsic motivating factors.
Providing practical resources and prompts (visual aids, checklists, manipulatives) to scaffold thinking and problem-solving.
We embed these approaches through the use of inclusive, practical and accessible practice such as visual prompts or scaffolding, success criteria, stem sentences and guided discussions. We embed an ‘I do, We do, You, do’ approach in lessons and all staff model metacognition by modelling their thought process and asking thought provoking questions.
By embedding these strategies across our school, we empower our children to become resilient, lifelong learners, develop confidence and take ownership of their own learning.
Metacognition Team
Metacognition Lead
- Kat Adams
Implementation Team
- Beth Styles: Pre-formal
- Lisa Vining: Semi-formal
- Maci Slade: Formal
For further information, please contact Kat Adams , Deputy Headteacher.
Kat.adams@rocklands.mhat.org.uk