Individual Assignment In A Level History: An Example Of Self-Regulated Learning in Sixth Form Colleges

This paper seeks to explore how students approach their Individual Assignment in A Level History. The paper was informed by theories of self-regulated learning and independent learning. The research involved 84 students and 15 teachers at four Sixth Form Colleges, in which students responded to a structured questionnaire that was drawn from the literature on self-regulated learning. The data was analysed according to ability range. The views of students were supplemented by discussions with teachers and reference to the position taken by the Historical Association over the issue of A Level reform. The conclusion suggests that students adopt a range of approaches, some determined by their innate ability but others by more practical concerns. The paper suggests that teachers plan a skills-based programme that refines students' independent learning prior launching on to the Individual Assignment