Thinking Metacognitively: What difference does age make? - Changes as you grow - Year 5

As part of a Year 5 curriculum, students are encouraged to think metacognitively about the effects of ageing through a structured investigation. The process is divided into three stages: Planning, Doing, and Evaluative. In the Planning stage, students are prompted to clarify their goals, assess the challenges they might encounter, and reflect on their existing knowledge about the ageing process and bodily changes. They must also consider if they have all the necessary resources and whether their ideas have been agreed upon by their partners or if there are alternative approaches that could be more effective.

During the Doing stage, students actively engage in the investigation, remaining open to modifying their approach based on their findings and the input of their partners or group members. This stage is crucial for learning about themselves as learners and for the development of their investigative skills. In the Evaluative stage, students review the outcomes of their investigation, discussing what worked well and what could be improved for future scientific inquiries. They also reflect on how the investigation has contributed to their understanding of human and animal life cycles, the ageing process, and their overall development as young scientists. These reflective practices are designed to enhance their problem-solving abilities and to prepare them for future scientific challenges.