Retrieval practice and strengthening pupils’ long-term memory

We are currently not running this course but you can book one of our consultants to run this (in your setting, at your choice of venue or online). Please get in touch with our consultancy department for more details consultancy@focus-education.co.uk 

With all schools seeking to improve pupils’ long-term memory, ‘retrieval practice’ has been introduced in many settings. However, what this actually looks like in practice varies considerably between schools, as do the strategies used in different settings and the results of the initiatives.

This half-day course is an opportunity to reflect on what research shows is most effective, and also what does not work well and can have little or no impact. How retrieval practice fits into the learning process will be discussed as well as strategies and techniques that schools can introduce to ensure retrieval practice is effective and research based.

As well as exploring the theory and research, the course will include practical ideas that can inform primary classroom practice. This is a useful course for Primary teachers, subject leaders and senior leaders who want to keep up-to-date with research driven practice and pedagogy.

The half-day training will:

• Define retrieval practice and explore its place in the learning process, and the implications for primary teachers

• Highlight the myths, pitfalls and ineffective practice

• Provide delegates with ideas to use in their own settings to further develop highly effective retrieval practice

• Support teachers in enabling pupils to develop their long-term memory through research informed pedagogy.

 Standards for Teachers’ Professional Development Statement

This course is underpinned by rigorous scholarship and supported by continual development and support. It meets the DfE’s Standards for Teachers’ Professional Development in the following ways:

• This professional development course has a focus on improving and evaluating pupil outcomes;

• It is underpinned by robust evidence and expertise, and is clear on intended outcomes and objectives;

• There is an expectation of collaboration and there will be expert challenge;

• The course is part of a CPD programme designed to equip staff with the knowledge and skills required to effectively implement within their school, and sustain improvements over time.