Learning about learning in the primary school

In the recent UK Government policies that aim to raise standards at all levels of education, the drive for lifelong, independent learners has diminished in favour of prescription and consistent teaching approaches. Nonetheless, the ideal outcome of learners who understand, and take responsibility for, their own learning persists, and can be observed implicitly in policies and more explicitly in practice. This paper explores the frameworks and processes of independent learning in the current context. Drawing on previous research, it takes the view that independent learning occurs when pupils have a clear understanding of their own learning needs and strategies; when they are able to recognize and overcome problems in their learning and when they are encouraged to make informed decisions about the nature and conduct of their learning. The study is based on semi‐structured interviews with 24 pupils before their transition from primary to secondary schools. Pupils were asked to reflect on personal strategies and approaches to study in literacy, numeracy and science. Data were analysed in order to identify: (1) the level of responsibility pupils assume for their own learning at the end of Year 6; (2) the skills and strategies for independent learning identified by the pupils; (3) the educational relationships they had (who supported them and how); and (4) pupils' perceptions of promoters and inhibitors of independent learning.