Learning to learn: improving attainment, closing the gap at Key Stage 3.
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| Title: | Learning to learn: improving attainment, closing the gap at Key Stage 3. |
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| Authors: | Mannion, James1 (AUTHOR) jwm43@cam.ac.uk, Mercer, Neil1 (AUTHOR) |
| Source: | Curriculum Journal. Jun2016, Vol. 27 Issue 2, p246-271. 26p. 1 Diagram, 5 Charts, 5 Graphs. |
| Subject Terms: | *Learning, *Secondary school students, *Curriculum, *Educational attainment, *Secondary education |
| Abstract: | In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to ‘learning to learn’ (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of students (n= 118) received more than 400 taught lessons throughout years 7–9. The impact of L2L on student attainment at Sea View was evaluated over those 3 years, using the pre-L2L cohort as a matched control group (n= 148). By the end of year 9, a significantly higher proportion of L2L students were either hitting or exceeding their target grades, compared with the control group. There was also a significant closing of the attainment gap between students eligible for the pupil premium and their peers (2%, vs. 25% in the control group). Key features of the L2L approach at Sea View are considered in terms of similarities and differences with other L2L approaches. Conclusions are drawn that the success of this approach lies in the combination of multiple effective practices. Recommendations for further research and development of the field are proposed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to ‘learning to learn’ (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of students (n= 118) received more than 400 taught lessons throughout years 7–9. The impact of L2L on student attainment at Sea View was evaluated over those 3 years, using the pre-L2L cohort as a matched control group (n= 148). By the end of year 9, a significantly higher proportion of L2L students were either hitting or exceeding their target grades, compared with the control group. There was also a significant closing of the attainment gap between students eligible for the pupil premium and their peers (2%, vs. 25% in the control group). Key features of the L2L approach at Sea View are considered in terms of similarities and differences with other L2L approaches. Conclusions are drawn that the success of this approach lies in the combination of multiple effective practices. Recommendations for further research and development of the field are proposed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09585176 |
| DOI: | 10.1080/09585176.2015.1137778 |
