ABSTRACT
Metacognition, self-regulated and study skills are effective when used across the curriculum. This chapter will look at a piece of research which took preceding literature and developed the ideas within Chapter 3 to ensure the approach’s effectiveness within the UK context. We will track the school’s journeys as teachers attended training and implemented its ideas with the support of a coaching model. The chapter will discuss how the programme was evaluated, with outcomes showing it as highly effective across all outcome measures. We will discuss how teachers felt about learning and using this approach. The chapter will discuss implications that other schools may wish to consider when rolling out a similar metacognitive, self-regulatory study skills approach as outlined in this book.
