Promote and develop metacognitive talk in the classroom and in interactions with young people. Dialogic teaching, for example, emphasises classroom dialogue through which young people learn to reason, discuss, argue and explain.

Explicitly teach young people how to organise and effectively manage their learning independently – provide guided practice. Provide exam preparation and self-study support in small groups for targeted young people.

Use of self-evaluation and feedback tools such as ‘exam wrappers’ (a pre- and post-exam self-evaluation tool).

Small group/individual intervention to develop targeted skills (e.g. working memory instruction/practice: Cogmed)

Skills learned during targeted provision should be complimented with strategy -based practice within classes.

Teach and model working memory and recall strategies within small groups (rehearsal and chunking of information, visual memory strategies and creating narratives).

Small group-based support around key skills for independence (e.g. time management, self-regulation and self-organisation) to support plans for employment or training.

Small group support focused on study skills.