Developing the Metacognitive Skills of Learners with Special Educational Needs and Disability

Overview

Framework:
RQF
Level:
Level 4
Unit No:
J/506/6407
Credits:
3
Guided learning hours:
12 hours

Assessment Guidance

The unit should be assessed by a Portfolio of Evidence.

For learning outcome 3, learners must provide assessment evidence that has been produced in a real working environment, while supporting learners aged between 3 and 25 years, with special educational needs and disability.

Simulation is not permitted.

Unit Learning Outcomes

1

Understand metacognitive skills in relation to learners with special educational needs and disability (SEND).

Assessment Criteria

  • 1.1

    Explain what is meant by ‘metacognitive skills’.

  • 1.2

    Explain the importance of metacognitive skills to learners with SEND.

2

Understand strategies that develop metacognitive skills in learners with SEND.

Assessment Criteria

  • 2.1

    Critically compare different strategies that can be used to support learners with SEND to take increasing responsibility for planning, monitoring, reflecting on and evaluating their own learning.

3

Be able to select and apply strategies that help develop the metacognitive skills of learners with SEND.

Assessment Criteria

  • 3.1

    Select appropriate strategies to support the ‘learning to learn’ process for learners with SEND.

  • 3.2

    Apply appropriate strategies in a way that helps learners with SEND develop the ability to plan, monitor and evaluate their own learning.

  • 3.3

    Use language with learners with SEND that enables them to become aware of their strengths and weaknesses as learners and the learning strategies that work for them.