# data[].attributes.headline
External - other commitments , lack of support, poor time management skills, lack of resources

# data[].attributes.subject
External - other commitments , lack of support, poor time management skills, lack of resources

# data[].attributes.body
Internal - lack of confidence, motivation, student prior knowledge, self motivated, fear of making mistakes; lack of direction where lesson is going

# data[].attributes.headline
Internal: lack of motivation, confidence due to prior knowledge and understanding, low self esteem, lack of desire, resourcefulness

# data[].attributes.subject
Internal: lack of motivation, confidence due to prior knowledge and understanding, low self esteem, lack of desire, resourcefulness

# data[].attributes.body
External,: Socio-economic background, lack of self learning / independent learning skills, lazy, other interests, peer pressure, lack of support from family, financial conditions and resources.

# data[].attributes.body
teacher and/or student doesn't know HOW to do it
lack of confidence
not embedded so they forget
think that it will take more time

External
lack of resources
lack of time

# data[].attributes.body
INTERNAL
-lack of motivation/interest
-incapability to visualise what they could achieve
-lack of confidence
- SEND or EAL pupils
-lack of structure of how to work without constant directions
-history as passive learners
-fear of mistakes
-lack of time management skills
EXTERNAL
-no support from family
-no support from teachers
-lack of resources
-influence of peers
-home situation
-learning environment

# data[].attributes.body
   Pupils need the motivation to accept challenge
·      Pupils need to have strong schema and prior knowledge

# data[].attributes.body
Internal barriers:
·      Pupils need the motivation to accept challenge

·      Pupils need to have strong schema and prior knowledge
·      Students are at different levels of self-regulated learning

·      Students also need knowledge of task (for example how much time should I dedicate to this task) and knowledge of self (is this task asking for subject knowledge that I can remember or what can I do to keep myself focused
·      Students need self-efficacy and confidence to help them stay motivated

External barriers:

·      For successful implementation it needs to be done school wide
·      Needs consistency: the development of metacognitive strategies is a continual process.

·      Independence is a skill that needs to be built up not a ‘starting point’. Needs teacher to provide guided practice and then move into independent practice

·      Teachers need the time and support to make sure the approaches are implemented

·      Teachers need strong knowledge of metacognitive demands to use opportunities that can develop pupils’ knowledge and skills

·      Students need revision approaches clearly modeled to them (cognitive strategies like flashcards). They can then develop independent techniques.

·      Students need to be taught the reasons behind approaches such as the benefits of spaced practice over massed practice. Or the benefit of using exam wrappers so that students can reflect.
·  Lack of support or resources

# data[].attributes.headline
First thoughts for post sixteen students

# data[].attributes.subject
First thoughts for post sixteen students

# data[].attributes.body
Internal - motivation
-  self organisation to manage ones resources, time ....
- self reliance/ resourcefulness
- confidence to seek help when needed ( it isn't a sign of failure!)
- maturity to realise when help is needed
- overwhelmed by task ( perceived to be too hard, too much at once..)
External- place to study at home, and a distraction free place at school/college to work
-resources :- paperbased, print credits, laptop, sufficient internet access....
-low level of teacher training  and application by teacher leading to insufficient guidance, modelling...for students
- conflicts for their time eg employment, childcare for siblings, carer for parent....
- tasks are actually inappropriate eg too hard, too much at once ... or task instructions/expectations not crystal clear

# data[].attributes.body
Internal:
Not sure what the end goal is/what success in their subject looks like
Lack of motivation
Unable to make curriculum links/see the bigger picture
Prior learning start point
SEN/EAL
Poor teaching
Unwilling/unable to take on feedback and show resilience
Do not enjoy the subject
Scared of participating in discussion/making mistakes infront of others
Teachers setting too much work

External:
Lack of support from home
Lack of resources
Time management (social/work)
Not knowing where to look for
support
Lack of motivation to complete home learning
Work too challenging

# data[].attributes.body
Internal barriers:
- Lack of interest, motivation, engagement and/or curiosity.
- It can be difficult for some EAL/SEND students.
- Lack of understanding.
- Lack of confidence.

External barriers:
- Teachers  that do not support the planning, monitoring and evaluating of students' learning processes.
- Lack of challenge or too much challenge (students don't feel capable to do it).
- Not having a quiet place to study at home.
- Peers interaction.
- Parents not being supportive to school and learning.

# data[].attributes.body
Lack of confidence and fear of making mistakes/giving the 'wrong' answer

Previous negative experiences of education and fear of failure

Unclear what is expected of them and unsure what success in independent learning 'looks like'

Language barriers

External barriers

Lack of support and/or resources (family, environment, books and access to internet)

Pressure on time due to caring responsibilities and/or working.

Lack of clarity from teachers on expectations

Lack of modelling by teachers and peers

Work set that is not relevant/appropriate/interesting/scaffolded/challenging

Failure by teachers to acknowledge, follow-up on independent learning - so devaluing the effort spent.

Lack of opportunity to check out and consolidate learning with teacher and peers.

# data[].attributes.body
Internal Barriers:
- the student is not proactive with their learning and will lack an interest in their own learning and motivation.
- they will have no curosity in what they are studying
- SEND/EAL students
- lack of confidence in themselves and their own understanding/knowledge
- lack of resilence (bounc back ability)

External Barriers:
- home situation - finances and no place to study
- friendship influence - peers
- lack of parental engagement
- lack of resources (books/WiFi/lap top)
- lack of guidance of a role model or teacher
- poor planning by the teacher that leads to the triangle of monitoring/planning/evaluating of students metacognitive and cognitive not being met

# data[].attributes.headline
Please list any barriers that can prevent independent/ self-regulated learning being established successfully in school or college. Highlight which are external and which are internal barriers. Internal relate to the habits and skills of the learner, whilst external relate to other circumstances and factors

# data[].attributes.subject
Please list any barriers that can prevent independent/ self-regulated learning being established successfully in school or college. Highlight which are external and which are internal barriers. Internal relate to the habits and skills of the learner, whilst external relate to other circumstances and factors