In September 2020, when we were still grappling with the challenges of the pandemic, we recognised inconsistencies in our pupils’ learning. They were struggling to retain knowledge in some subjects more than in others. We turned to focus on metacognition, drawing upon insights from the EEF’s ‘Metacognition and Self-regulation guidance report’, to address the issue.
We began by focusing upon the cognitive science of learning and ensuring that every teacher understood how long-term memories are made and strengthened. Professional development focused on all teachers establishing a clear understanding of a model of memory, whilst also reflection upon the implications for curriculum design of John Dunlosky’s Strengthening The Student Toolbox, and John Sweller’s Cognitive Load Theory.
Engaging with evidence to inform our thinking on curriculum design helped to develop the following active ingredients for curriculum design across our schools:
- Schema building. Careful thought is given to how schema build, with the right amount of essential knowledge identified, prioritised, and sequenced systematically, deliberately building upon prior learning.
- Spacing content. Opportunities in the short, medium, and long term for retrieval to strengthen memory.
- Organising key concepts with repetition in mind. Developed through planned repeated encounters of key concepts and ‘big ideas’.
