Matthew Godman, Joint Assistant Head of Berkhamsted Sixth, on why independent learning and metacognition is prioritised throughout the educational journey

Since two thirds of current school pupils are likely to work in jobs that do not yet exist, it is vital for schools to prioritise opportunities to build resilience, independence, and motivation among young people. At Berkhamsted – the group of independent schools in Hertfordshire – we promote independent learning and metacognition throughout a pupil’s educational journey.

At the start of this journey, pupils at Berkhamsted Pre-Prep develop a basic understanding of how their brains work through core neuroscientific texts that shape this learning. Once they progress to Prep, further development of metacognitive strategies and the science of how we learn is taught to shape pupils’ thinking, providing a greater understanding of their agency over their own learning and how they can develop core skills. Evidence shows that pupils who have strong metacognitive skills can make an additional seven months+ progress over an academic year. Our pupils learn how to plan, monitor, and adapt their learning from the earliest years.

“Allowing pupils this level of autonomy means they turn up to class eager to discover more and develop a passion for learning”

While metacognitive concepts are woven through the curriculum throughout the school years, it’s in their final years of senior school that Berkhamsted pupils enjoy lessons dedicated to independent learning and metacognition. Years 10 and 11 complete a two-year Learning Pathways programme comprised of two elements: Guided Discovery and Coached Study. Diverting from the standard teacher-led KS4 courses, Learning Pathways prepares Berkhamsted pupils for the self-governed approaches they will encounter during Sixth Form and university, and in the world of work.

During Guided Discovery, pupils steer their learning as they pursue a topic of their choice (choosing from Applied Science, Digital and Creative Media, Global Perspectives, and Human, Social, and Political Sciences). They complete their own TED-Ed-style talk, a university-accredited FutureLearn course, and can complete the Higher Project Qualification (a dissertation-style project) on the topic they choose.

The Coached Study pathway builds on this independent learning style as teachers introduce neuroscientific texts such as James Clear’s Atomic Habits and Robert Bjork’s Desirable Difficulties, each steering pupils to become self-regulated, adaptable people who know how and why they learn. Teachers also introduce a range of revision methods – from Cornell note-taking to flashcards – to help pupils discover how they best retain information. Beyond helping pupils succeed in exams, this trial-and-error approach to learning equips pupils with soft skills, such as resilience and self-management.

Why would a school of qualified teachers encourage pupils to conduct and discover their own learning? Based on research by motivation expert, Daniel Pink, human motivation is not derived from external rewards like good grades or material goods. Instead, the intrinsic motivation to learn stems from the opportunity to pursue our interests. Allowing pupils this level of autonomy over their education means they turn up to class eager to discover more about the topic that interests them and develop a passion for learning beyond their school years.

In a dynamic world, young people’s ability to be flexible, self-directed, and motivated will be the key to their success. By handing pupils the reins when it comes to their education, schools can ensure they become intrinsically motivated to work, learn and adapt, wherever the future takes them.

Berkhamsted School berkhamsted.com

Further reading: Queen Ethelburga’s Collegiate on intelligence thinking

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