How your Year 10 cohort learns
Every student’s individual Learning Profile, aggregated into teaching intelligence for your faculty — where the strengths are, where the load is, and where to focus support. No student is reducible to a number here; this is the pattern across the year group.
Cognitive profile of the cohort
Share of students in each band, per measure. Reviewed by a registered psychologist — a relative-strength screen, not a standardised cognitive test.
Signature strengths across the year
Character strengths that showed up most often as students’ top strengths.
How they take information in
Preferred processing channel.
Worth noting: a visual-leaning cohort — board-only verbal instruction will under-serve nearly half.
Where the study-skill gaps are
Share of cohort flagged as needing support in each area.
Interest mix (RIASEC)
Helps with elective planning & careers conversations.
What this means for your teaching
With 38% at working-memory load risk, break tasks into visible steps and post them — don’t rely on a single spoken run-through.
A visual-leaning cohort (44%) responds to diagrams, worked examples and anchor charts alongside verbal explanation.
47% flag low self-regulation and 52% are under-slept — a short, whole-cohort study-skills block would lift a lot of students at once.
Curiosity is the year’s top strength — inquiry hooks and ‘why’ questions will get more traction than compliance framing.
Flagged for a learning-support conversation
14 students (12%) combine two or more risk markers. Shown to authorised staff only; initials used here.
| Student | Year-group percentile band | Flags |
|---|---|---|
| A.K. | Working memory: Developing | WM load Self-reg |
| J.M. | Processing speed: Developing | WM load Environment |
| S.P. | Reasoning: Solid · low metacognition | Self-reg Sleep |
| T.N. | Working memory: Developing | WM load Motivation |
| + 10 more — open the cohort list to view and assign follow-up. | ||