Learning to Learn
Empowering students to deepen their understanding of how they learn and discover the why behind learning.
Queen Elizabeth’s High School, Lincoln
SITUATION
Tutor Time had become the “graveyard of initiatives.” Students lacked clarity about how to learn and revise, with feedback from parents and pupils exposing gaps in study habits, self-motivation, and wellbeing. The challenge: transform Tutor Time into purposeful Learning to Learn provision.
THEORY
If students understood how learning works, then they could build effective routines, so that competence and independence improved. Learning Walkthrus provided a structured framework across six domains, combining metacognitive strategies, study habits, and wellbeing practices with a clear progression from Years 7–13.
ACTION
In January 2025, leaders launched WalkThru Wednesdays: a weekly, tutor-led curriculum of Learning WalkThrus. Each term had a single overarching focus, sequenced across six domains:
Term 1: How We Learn
Term 2: In the Classroom
Term 3: Feedback and Improvement
Term 4: Study Habits and Techniques
Term 5: Reading and Writing
Term 6: Independent Learning
Students experienced two Learning Walkthrus per term, each delivered through a three-week cycle: Week 1 introduced and modelled strategies; Week 2 embedded them in class activities; Week 3 consolidated with reflection and application.
The curriculum differentiated by phase: Years 7–9 developed note-taking, organisation, and collaboration; Years 10–13 focused on self-regulation, critical thinking, and autonomous study. Launch activities included parental engagement – sharing the curriculum, distributing the book, and running workshops. The “Golden Thread” was introduced at Options Evening to connect subject choices to learning strategies.
To strengthen impact, staff linked Walkthrus directly to classroom practice. For example, using Acting on Feedback alongside CRAFT Time, or embedding Whole-Class Feedback with Redraft, Edit, Return to scaffold student reflection. Challenges included ensuring consistency, shifting Tutor Time culture, and implementing mid-year.
RESULTS
Students began articulating the why of learning in class. Staff reported their own learning deepening as they taught the programme. Walkthrus were increasingly integrated into daily pedagogy, strengthening the link between teaching and study skills. Implementation hurdles remained, but culture was shifting.
TAKE-AWAYS
Insight: formalising Tutor Time around evidence-based learning builds student ownership. Best practice: sequence Walkthrus through clear cycles and link to whole-school priorities. Reflection: launching mid-year adds complexity; alignment with CPD will strengthen sustainability. Recommendation: integrate Learning Walkthrus into both student curriculum and staff professional development.
PROFILE
Case story from Queen Elizabeth’s High School, led by Assistant Headteacher Josh Burge. The initiative reframed Tutor Time as Learning to Learn, embedding Learning Walkthrus to strengthen student metacognition, study habits, and classroom application.
Written by
Josh Burge, Assistant Head Teacher