We have focused on KS3, particularly Y7 and Y8. Students have the opportunity to use the skill steps weekly to understand where they are succeeding and what they could do next. This subtle but consistent approach means that all KS3 students are engaged with the development of metacognition and relating it to problem solving in STEM. This has not explicitly involved parents.

Metacognition is now part of a half-termly department SEF as well as a focus on student feedback. This allows us all to discuss and refine areas of problem solving that have been challenging; estimation, comparing viable methods, translating subject specific skills into other areas of the curriculum. Students receive verbal feedback daily, and written feedback at least half-termly. Learning walks have demonstrated a more consistent use of language and a greater increase in planning and monitoring techniques, though less on evaluation. Student surveys have demonstrated a development in: awareness of STEM, understanding of what planning and monitoring of work looks like, noticing when metacognition is a focus in lessons, cross-curricular skills (STEM).

Direct instruction comes in the form of class task with Plan-Monitor-Evaluate modeling/ focus, indications to the P-M-E cycle diagram along with the skill step statements, written feedback and specifically designed problem tasks. The framework skill steps were useful in the development of the tool.

The opportunities are in class and set around curriculum progress. There are extra-curricular activities that utilise the skills they are developing on a day-to-day basis.

Both Y7 and Y8 have had STEM and career related sessions ranging from contact with employers to national competitions (maths challenge, TeenTech etc). As mentioned above, the language and approach is starting to be ingrained in most STEM lessons, so translating it to these bespoke events has become easier.