Teachers' Standards

Student-Led AfL: Building Metacognition Through Formative Practice

What if your pupils could confidently explain how they are learning, identify what to improve and take action without waiting for you to tell them? ‘Student-Led AfL: Building Metacognition through Formative Practice’ is a research-informed course for teachers that explores how formative assessment can be designed to develop pupil independence, self-regulation and long-term retention. Through a clear progression from theory to embedded classroom practice and immediate, manageable actions, the course shows how modelling, visual tools, peer feedback and protected reflection time can shift assessment ownership from teacher to pupil – without increasing workload – while supporting inclusive, high-quality teaching for all learners.
Write your awesome label here.

Yiotina Achilleos-Dania,
 Jess Hursit & Carly Watkins

2 hours

Online Course


By completing this course, you will:

understand how Assessment for Learning (AfL) develops metacognition, self-regulation and learner independence, and why these skills matter for confidence and long-term retention;
use modelling and structured ‘think-alouds’ to make success explicit, helping pupils understand what quality looks like and how to achieve it;
apply practical AfL tools such as checklists and success ladders to enable pupils to monitor, evaluate and take ownership of their own progress;
facilitate effective peer feedback using sentence stems and scaffolded structures, ensuring feedback is purposeful, supportive and learning-focused;
reflect on and implement strategies that shift aspects of assessment from teacher to pupil, evaluating the impact on workload, pupil confidence and independent learning behaviours.

Course Lessons

Course Lessons

Written by: Yiotina Achilleos-Dania 

Empty space, drag to resize
Yiotina has spent over a decade immersed in the world of primary education. Most of her teaching career, she juggled the roles of Science and Maths subject leader, while working across key stage 1 and 2 (mainly based in years 2 and 6). Armed with degrees in Marketing Communications, Business Analysis and Primary Education (plus a National Qualification of Middle Leadership), she’s been at the forefront of introducing new initiatives, reshaping curricula and championing practical, hands-on learning to ensure every pupil thrives.

From training staff to supporting long-term skill progression, Yiotina has always been passionate about helping both pupils and teachers grow. Now, as a Twinkl CPD Content Writer and Editor, she’s swapped the classroom for the creative space of professional development, using her expertise to craft engaging, impactful resources that continue to support educators and learners.

Presented by: Jess Hursit 

Empty space, drag to resize
Jess Hursit is an experienced teacher with a strong background in maths education. As a former maths lead, she worked closely with Maths Hubs and supported the development of her school’s maths curriculum. Jess has worked in a leading training school, where her teaching was regularly observed by visiting educators, and she served as a mentor to trainee teachers and early career teachers.

In collaboration with: Carly Watkins 

Empty space, drag to resize
Carly Watkins has over twenty years of experience as a primary school teacher, including several years as an assistant headteacher, with responsibility for whole school curriculum development and overseeing pupil progress and attainment. She also holds a Master’s Degree in Education Practice and an NPQ in Leading Teacher Development.

Carly has been a mentor for both student and Early Career Teachers and currently facilitates the Early Career Framework for ECTs and their mentors, delivering training at conferences and via online seminars. At Twinkl PD, Carly heads up pedagogical professional development, a role which means she can support educators to develop their personal practice and pedagogy, something she is passionate about, on a national scale.