High Performance Learning: How to become a world class school

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The publication presents analysis of the further and higher education sectors after combining two separate data sources: Shors TJ, Anderson ML, Curlik DM 2nd, Nokia MS. Use it or lose it: how neurogenesis keeps the brain fit for learning. Behav Brain Res. 2012;227(2):450-458. doi:10.1016/j.bbr.2011.04.023 Highly able learners are those who are working, or have the potential to work, ahead of other learners their own age. They may be working, or have potential to work, at the higher level across the whole curriculum or in one or more curricular area. There has been much debate about how to describe this group of learners who have been referred to using a range of terminology including: highly able, exceptionally able, more able, gifted, talented, bright, learners with marked aptitude, high learning potential, high achievers. The terminology currently used is highly able learners. To produce these statistics, information has been standardised across both the ILR and HESA datasets. Extensive data processing is required to harmonise the information across the HESA and ILR data and remove duplicate records.

Metacognitive skills and self-regulation are being promoted in many schools at present, and rightly so. The Education Endowment Foundation’s research and analysis, chiming with findings across the world, have found that explicit teaching of these skills can mean pupils make as much as an additional 7 months’ progress within a school year and are low-cost to implement. They are particularly effective for disadvantaged learners. This article gives an understanding of what metacognition and self-regulation is, why it is beneficial to teach these skills and how this applies particularly to high potential (more able) learners. What are Metacognition and Self-Regulation? Pastotter B, Bauml KHT. Retrieval practice enhances new learning: the forward effect of testing. Front Psychol. 2014;5. doi:10.3389/fpsyg.2014.00286

Analysis is presented for English domiciled learners to reflect funding eligibility more closely and allow for consistent comparisons across both HESA and ILR sources. This statistics publication presents an overview of participation and achievements in higher-level learning at Further Education Providers (FEPs) and Higher Education Providers (HEPs) for English-domiciled learners in England in the academic year 2021/22. There were 859,280 English-domiciled learners entering higher-level study in England in 2020/21 with known IMD domicile, Strategic learners organise their thinking by using problem-solving, grouping and classifying, evidence-seeking and decision-making etc. They know and apply the strategies that help them to learn. How can you teach yourself to learn? As you approach a new subject, incorporate some of the following tactics:

Metacognition – the process a learner goes through when they plan, monitor and evaluate and make changes to their own learning behaviours In what ways do we use the flexibility offered within Curriculum for Excellence to support highly able learners? Standardized tests matter a lot in high school. PSAT, ACT, and SAT scores can affect college eligibility, and even regular in-school tests can significantly impact GPA. If your student understands the course material but has trouble testing well, a tutor can help. Our test prep tutors review the material and provide practical tips for studying and test-taking. Optimal learning environment

Highly able learners are entitled to additional support under the Education (Additional Support for Learning) (Scotland) Act 2004 as amended 2009. Access to student finance can be impacted by whether the relevant course is at the same or below the level of an award the learner already holds. This is determined by the Equivalent or Lower Qualification (ELQ) status. This information is derived for OfS-recognised HE learners as prior qualifications are less well recorded on entry to other learning types.