In recent years there has been a growing recognition of the importance of learner independence, selfregulation and their role in directing their own learning process. According to Quigley, Muijs and Stringer (2018) metacognition is about the ways learners monitor and purposefully direct their learning. An independent learner is developing metacognitive strategies to monitor or control their cognition. For example, they are able to check if their memorisation technique was accurate or select the most appropriate cognitive strategy for their activity. Elsewhere, the term inter-dependence is used to refer to that learning habit/attitude of balancing self-reliance and sociability (Claxton, Chambers, Powell and Lucas,2011).
Independence or inter-dependence is arguably an important element in the development of a life-long learner in the 21st century. This study explores a range of teaching strategies aimed at supporting pupils with SEND in writing by promoting independence and self-regulation.