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Student remained too passive during lessons. This caused gaps in knowledge/skills.

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Making sure that if I am teaching something new that I have the organisation and the fundamentals really clear so that when I say go the students know exactly what to do rather than it turning into carnage!

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My year 8 class still can’t conjugate the irregular verb ir in the present tense accurately. This means that they also wont be able to use the immediate future tense either.

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Teaching tenses / verb formations that are essential in languages but difficult to use correctly and communication hindered when used incorrectly.

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Media GCSE - cohort struggled to recall information for the short answer questions on Industry. Could have been the difference between a grade for some of them. Will struggle at A Level to develop analyses without foundation knowledge to underpin interpretations.

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Able to anticipate errors and misconceptions from where students have previously expressed mistakes in their written work.

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Year 9 student unable to retrieve basic verb tenses and basic sentence structure. This was evident in his writing and caused a big difficulty for him to build on prior knowledge and acquire new language.

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Students can sometimes misremember quotations, and make up their own version that they will then use in an essay or assessment question. This does not always present a problem, unless of course they wish to analyse the ‘made-up’ word. Doing this will not provide them with many marks awarded.

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DT: Applying practical knowledge to course work and end of unit tests. 

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DT: Applying practical knowledge to course work and end of unit tests. 

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Momentum.. taught in lessons, practiced application, reviewed and revised. Mock exam hardly any students answered the longer writing question.

Problem caused.. students missed opportunity to maximise exam result.

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I thought of a year 7 class and delivering initial lessons on cell biology. We often ask students to recall the signs of something being alive. A common misconception that persists is the term Respiration. This is often misused/confused with breathing and this issue persists as we revisit the concept many times across the curriculum.

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Students have a very shallow knowledge of processes but not an understanding of concepts so they forget or confuse processes easily

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Taking into account The Forgetting Curve, I want to make a commitment at KS4/5 Literature to regularly conduct short recall exercises on topics/texts studied long ago. For example: 'What are the five most important points to make about the character/theme of...?'

Linked to this, I want to continue to make use of Seneca with Year 11, setting a weekly test on a previously studied topic. I would like to see if there are comparable resources for Year 13.

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Am using Seneca as revision tool with Year 11 and will continue to do so.

Will aim to use with Year 13 as there are good Dracula revision resources which I have found.

Need to deliberately factor in more lesson time with Year 11 and 13 for mini checks on previous knowledge, and this becomes more manageable when all course content is covered but I appreciate the benefits or revisiting previous material.

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Theory lesson's to include mini-tests on activities carried out in practical lessons. To use Seneca platform weekly and revision guides.

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I would like to make a commitment linked to my teaching of A-Level Literature and apply the Three Principles of embedding knowledge. I need to adapt my planning and start incorporating 'little-and-often' revision exercises revisiting key topics/texts covered earlier in the course. I could re-purpose some of my Triptico resources and Google forms (Third Principle)

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I would like to focus on the element of the third strategy whereby students are "repeatedly" retrieving knowledge from memory. For this, I will look to incorporate more regular use of short low stakes quizzes/tests.

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I have resequenced some resources to use gap fills and quizzing in future lessons to encourage students to recall information.

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I’m going to look to try and helping students in my year 12 classes embed knowledge by connection with earlier learning (principle 1). Synoptic links and developing a schema is the thing I struggle most to implicitly teach beyond modelling to enable application.

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Yes I’ve increased use of whiteboards and carousel in lessons and I’m spending more time reviewing foundational knowledge with students. Formed part of my obs cycle 1. I guess the jury is out as to whether it’s worked yet but the students are positive and engaged with the increased use of whiteboards and have made the right noises about carousel! Need more summative assessment data to decide if it’s being effective and it’s a king term thing!

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Continue regular testing on key irregular verbs (and ir especially) so that year 8 practise retrieving these conjugations. Ideally building this into an immediate future tense question at the end of each lesson.

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Retested this verb last term with some improvements and we are going to be revisiting ‘ir’ in the new topic both in present and in the immediate future tense so I am hoping that this interleaving will help them realise why the key irregular verbs are so important.

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My Year 11 class (set 6) really struggle to remember over time because their understanding of the number system is shallow.

I want to commit that every week I do an activity that gets them to recall the basics of number that will not only allow them to gain marks in their exam but also serve them well in their life after school

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I have been doing weekly numeracy tasks and more regular practice of the basics. This is beginning to bear fruit with all bar 1 of them being more able to make correct links between topics and select the right operation to carry out. I sadly continue to be confounded by the 1.

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Linking together the Civil Rights topic ( from September/ October) and the Vietnam topic ( current) at the start of every double lesson has proved helpful- both making the students aware of what they’ve forgotten as well as helping them to remember it. It has also had the added bonus, for example with tasks like ‘what year?’ it has also given the students a greater understanding of the events we will learn about today eg now we know why Johnson was so keen to make the Gulf of Tonkin Resolution because we’ve recalled the issues he had at home.

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We have to learn about the causes of the English Civil war. Students appear to 'know' when I teach the individual lessons which show the build up, however when it comes to linking all of this together to them consider significance/reflect on the causes it seems to be held back because they can't recall/ retain from the previous lessons.

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Year 11:

Taking into account the impact of the forgetting curve on GCSE students, (especially as we progress onto another new topic) I will actively attempt recall on previous topics, and also with tasks that require students to apply knowledge in some way eg which era in warfare are these objects from? What is the link between these things? White boards have previously been used with success in this class to get an answer from every student (or they can leave it blank if they don't know) and can I respond to this depending on what they write.

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For my Year 11 LS students to use the support times to use retrieval practice in their revision.

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Y13 Students find the Superpower's unit complex; whilst they understand geographical concepts they find it difficult to retain evidence (numerical facts) to support thier points.

This is can be evident in timed essays where they might be lacking supportive evidence to reach higher level bands.

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It’s hard with the LS sessions as each student maybe focusing on a certain subject and I struggle to be able to help them unless it’s PE or KS3 sparx maths(just)! Each student needs 1:1 too.

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I would like to focus on A level Students embedding their knowledge of human themes (globalisation, superpowers and health and human rights) and their ability to make synoptic links between topics and case studies.

Drawing on Principle 1 and 3 I am committed to developing  regular exam question retrieval and short review tasks (e.g. mini white boards, study card challenges, article reviews) of case studies and concepts as starters and short lesson activities.

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Ensure all students are engaged and not 'coasting' in lesson to avoid gaps in their knowledge.

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I have implemented regular’Geog your memory’ retrieval starters to review knowledge/skills linked to learning from last year, last month and last lesson. Links are then made to how it connects to today’s lesson (synoptic links). This has been working well and has become routine within lessons.

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KS4/5 at the start of the lesson carry out short recall activity so students can identify key terms from the previous topics covered and the build on that knowledge so any gaps are filled/consolidated.

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Mind map as a starter activity where students write prior knowledge for the topic linked to the one we will cover. Starter multi choice testabout linked or prior topic covered.

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GCSE Media Studies: Challenge - recalling information specifically about the Media Industry (Question 3 in the Component 1 Exam)

I'll work with 11D/Me during the revision process and 10T/Me for first teaching.

Students struggle to recall terminology and relevant examples, even though we have used repeated retrieval over an extended period of time and active vocaulary learning activities.

Princliple 1. Students embed knowledge by connecting it with what they already know.

Having previoiusly approached this topic from the perspective of: the exam questions are all about retrieval and examples, students should just go away and learn/remember the information - we know that this hasn't worked effectively at all. However, if we approach Industry as a core element of the theoretical framework, and explore how it is linked to both the real world and the other elements of the framework (media language, representation and audience), I hope that developing a more interconnected schema, would achieve better results.

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Will be teaching this term. Am in the planning stages and have begun rewriting the SOW. I have created some resources. Will refine as I teach.

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Foundation sets can sometimes struggle to remember vocabulary from one topic to another and also the grammar and tenses. I have lists and resources using common words regularly but I need to remember to get the students to use them as a starting point in their written and speaking skills. To revise "smartly" by reducing the amount they are having to learn and then knowing how to use this affectively.

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More sheets used in class to look at the tenses. Key words on board when doing work. Students can use it at the time but then in test conditions, they are not putting it into their work 🤷‍♀️

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Challenge: embedding 5 magical powers for success with productive skills at GCSE Spanish (E. Salgado) with 10X/SP2 (mixed ability class). Students will specifically struggle to embed verb forms across three tenses, and this is an important requirement of the AQA specification (it is also the first magical power!). I want to instill in this group a desire to aim high and an ability to recognise how, with some language universals and some strategies to manipulate linguistic elements, they can access the higher bands of the mark scheme in the reading and writing components. I consider principles 1 and 3 to be the most promising for this endeavour as it will require a suitable balance between using pre-rehearsed material or routines with novel ones so that students can build new schemas as they navigate the course content. My commitment involves providing extensive implicit exposure to the structures and patterns that constitute these magical powers across four skills.

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Year 12

Too many passive students, particularly new students who have joined from Loreto (bigger proportion than usual). They work hard on written work and are organised but difficult to tell on a lesson by lesson basis how well they have embedded knowledge when they are so passive. I anticipate gaps in their knowledge as we move through topics but I want to be able to instantly recognise when this is the case and what the gaps are, without just relying on an end of topic essay.

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Pupils in my Y10 mixed set really struggle to remember conjugation across three tenses (even in the first person of the verb). I have been focusing on drilling opinion phrases with infinitives across, past, present and future as this requires them to remember just three items they can use in combination with any infinitive. This means that if they get stuck they can still produce sentences across tenses. I have also been doing short targeted pieces of writing on one of the five 'magical powers' incorporating new vocabulary and reusing learnt pieces of language.

For starters or plenaries, I often ask them to take a sentence from Foundation level to Higher using what they have learnt in the lesson or in previous sessions.

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I aim to apply principle 3 by more regularly conducting short recall tasks, weekly short quizzes and revision exercises and make more use of mini whiteboards,

This will particularly focus on key concepts, theories and their associated philosophers and any specific analogies studied. Hopefully any gaps in knowledge can be filled or consolidated along the way so it is not left to students to re-learn it or self-teach it again at the end of the year at exam time.

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Before I start my next topic in Y13, I will identify a small group of key concepts that underpin understanding across that topic but crucially ones that are based on fundamental concepts they met in Y12. I will focus reguarly on retrieval practice on these, but build in complexity over time how they use this knowledge (start with recall, then recall + application, then hopefully unfamiliar context application). I hope this will help them develop a topic-based schema but eventually help them see how certain concepts come up in nearly every topic they study at A Level.

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Focusing on principle 3 of embedding knowledge, I will include on a regular basis retrieval practice with my Year 12C Physics set. The aim of this is to improve their basic Physics knowledge and improve their confidence in the application of this knowledge to exam style questions. I am thinking particularly of certain students in this group who have shown through assessment that there are gaps in their knowledge and they would therefore benfit from this strategy.

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I'd like to explore how to get students to make the leap from knowing the narrative of a text to being able to write about it critically - the use of their knowledge in a different context.

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I have been doing work on how to structure an essay, using their prior knowledge, but they still aren’t applying it to their own writing. There’s a disconnect between the building blocks and the building!

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I would like to make more of a commitment to more regularly and consistently conduct retrieval opportunities in the classroom, and ensure that this is a leading part of the KS4 home learning programme I am developing. I find that I don't do this enough, or with sufficient regularity to make it as effective as it could be.

I will continue to build on the third principle, namely, through more consistent use of image/quotation-based retrieval activities, google form low stakes quizzes, and Triptico starters; but would also like to explore how all three principles can be used in combination through the KS4 home learning unit/scheme.

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With Year 10, I have been trying to include more opportunities to embed knowledge, focus on retrieval, and embed skill-based analytical practice via home learning predominantly, as well as sometimes in lessons.

I have found that fact/quotation/recall of information has been easier to reflect upon, talk through with students.

More detailed skills-based responses have not been as easy to go through in class - still thinking about how best to do this - so that students have meaningful editing/reflection time.

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I will use recall tasks and low stakes quizzes to support Year 12 students when studying their set text. Linked to this will be the development of their independent learning so that when we move onto another unit they have acquired skills to help themselves beyond the classroom.

Furthermore, I would like to explore the use of muscle and movement memory when learning quotes for use in the examination.

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Repeating the same quiz with the class has worked really well for embedding key info on the set text. Evidence seen in timed essays.

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Ensuring that misconceptions are clearly identified in a topic so they can be applied accurately to sporting examples. It is the application of knowledge that is the most challenging aspect and relies heavily on a detailed understanding of key concepts

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I would like to embed and link knowledge to help students with synoptic questions and to complete their written coursework more effectively. I run Friday lunchtime revision sessions and can use this time to signpost specific knowledge that needs to be applied to both key areas of the syllabus.

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I have reviewed 9 mark questions and signposted links to specific topic areas to the students. I am going through the coursework element of the commitment this half term. I am looking to break each section down and link specifically to key topic areas.

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Science content moves on very quickly, with this in mind principal 3' 'repeated memory recall, will be most effective. We are using the carousel whiteboard at the beginning of the lesson and so thinking of the time-scale all classes will benefit.

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Knowledge of different regulatory bodies for media industries.

Lost out on low mark question in GCSE exam

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Low stakes recall quizzing to test knowledge… this will be applied to teaching this term, so don’t have anything to report yet.

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Recall of Media Industry regulations and regulatory bodies.

Yr10 Media Studies

Retrieval from memory

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Mini tests have improved first half of mock paper. Seneca learning will be implemented in January until GCSE paper. Students have been focusing on NEA.

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I planned a revision lesson covering the previous 2 topics. The starter and plenary used mini whiteboards and involved a quiz based on retrieval practise.

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I started incorporating mini Triptico starters revisiting the topics we covered in Year 12s - Gothic conventions, Gothic texts, Victorian (mono-)drama. I would also do the occasional exit pass/revision game linked to the prior topics but there was a very varied degree of success.

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I will continue to drill the 'five key elements' that students have to manipulate successfully to do well in languages with a specific focus on securing two tenses (preterite and simple future) in the I form. I will also work with pupils on developing independent study skills to build confidence when tackling listening tasks as this has been a common question since the beginning of the year (' Miss, how can I revise to do well in listening?')

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I will continue to quick check the tenses with the students but I will also focus on this in their speaking and writing skills, so that they are reminded to add it to their work.

Couple of apps on their phones to practise.

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Am using Seneca as revision tool with Year 11 and will continue to do so.

Will aim to use with Year 13 as there appear to be good Dracula revision resources which I have found.

Need to deliberately factor in more lesson time with Year 11 and 13 for mini checks on previous knowledge, and this becomes more manageable when all course content is covered (but I appreciate the benefits or revisiting previous material frequently).

Now want to explore MCQ after JMo demonstration of its use.

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I have felt that recall back to the most recent topic was successful and had the positive side effects of creating a strong routine and way to praise at the starts of lessons. Now I need to ensure that I'm going back to the first topic that we did way back in year 10. I also need to explicitly say how and why these short tasks are useful methods of revision for those who struggle with this. If time permits I will collate them into a ppt for the students so they can use them independently for this purpose.

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After cold calling in class and a vocab quiz a few gaps in learning were identified. I got the students to draw pictures to go alongside the knowledge they were revising. I have posted a KO on google classroom linked to this and tomorrow they are going to fill out a revision sheet I have made in prep for their test on Friday.

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I'm going to continue looking at ways to embed knowledge by connection. I'm going to try and continue use of strategies I've already developed and implement new ideas from the T & L sessions.

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Start each lesson with a time-limited recall activity. This will support students linking the new knowledge back to the basics of number and will also combine with my 'soft reboot' about punctuality expectations

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I'm going to take my scaffolding back a level, making greater use of the visualiser to demonstrate how to apply existing knowledge when writing essays.

I'm also going to produce some smaller starter activities to link existing knowledge to exam questions to help forge links.

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Evolve from the recall of knowledge to recall of skills. Present opportunities for students to practice the repeated use of a skill learnt in a prior lesson.

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MCQ questions/test at the start of the lesson KS4 working well. Setting weekly homework which I go over with them in lesson really improving consolidation. Posting on GC news articles and having a quick discussion and linking to parts of the topics we have covered helps develop application skills and at the end of a topic focusing on an exam question is helping develop exam technique.

KS5 - mcq test once a week from topics covered- students know they need to be going over topics covered as lots of topics over link. Homework-to correct any mistakes made and explain the reason for the answer (this has reduced the number of mistakes because they are going over the topics) in addition to work to help consolidate what we have covered in lesson/topic

CTEC - templates/guidance sheets given to help students with structure and at the start of the lesson we have a mind map starter 'what need so be included in x criteria and key terms that need to be included in our work'.

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My retrieval practice has been successful but it has been taking too long in most lessons - problem being that it ends up being an openended activity (depending what what they can/can not retrieve successfully and thus merit me doing a recap with them). This is something I need to work on going forward

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following the KO, it became apparent that a shortened version was needed for the next end of unit test. Continued with starter and plenary quiz check ins.

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Have utilised Seneca as HL tool for revision and retrieval. Now that curriculum content has been covered, I am able to incorporate more frequent retrieval questions and have also experimented with an exercise called ‘Odd one out’ to try and make recapping a bit more interesting.

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Recall activities every lesson have supported about 50% of students to improve their understanding of how numbers work, make links between topics and apply this to foundation exam questions. The other 50% can recall from 1 lesson to the next but not across a weekend or after more than a week.

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Recalling knowledge has gone really well, quick quizzes being really effective. However, my year 11 students are still really struggling to apply this knowledge in essay writing context - I’ve attempted to manage this by doing a lot of scaffolding work to show them how this is done, and they can retrieve my exemplars, but they can’t create their own.

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Successful resequencing of lessons to better incorporate resources that test recall. The regular use of different styles of lower stakes quizzing has supported students to recall information well and in different contexts. Struggles remain in developing tasks to ensure students are further stretching their recalled knowledge to create meaning.

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Yr 8 are now used to Thursday afternoon verb practice and settle well to get on with them at the start of the lesson. So far ser and tener are reasonable well embedded, or is almost there with most and they are starting to be more confident with modal verbs poder and querer. Test results are improving for all but some students still find that they can’t remember the verbs. Verb training with specific verbs set for HL is helping but One issue is that the more able students are finding the repetition slightly dull.

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Focus has been on embedding knowledge and making synoptic links between A level human geography themes. Retrieval has been embedded as rountine as starters as well as throughout the lesson. Recall has improved and this is being shown in questioning and class discussion. I would like to build on this further to ensure this is transferred to exam questions and students recognise knowledge can be applied across the spec.

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Year 10 are able to remember success criteria for producing a good piece of writing, however tenses are still an issue for them.

Focusing on five key aspects and referring to them constantly has really paid off. They can come up with a structured paragraph quickly.

I am aiming at implementing some of the strategies (in a reduced scale) with year 7.

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PLv Science. Definitely employing strategies more consistently. Use of IWB and carousel have increased and kids have responded well. Hard to gauge the success though I do find I’m further back in the course than perhaps I have historically been and have some concerns about finishing the curriculum in the depth I’d like with the same attention to embedding knowledge. I’m certainly more aware of the progress of students and their individual strengths and have done more to address gaps in knowledge across the whole class.

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Mini quizzes on earlier topics (split in half) have supported students in their recall and helped them to embed knowledge. They also highlight areas of knowledge not fully embedded and provide opportunity for further learing/development of understanding.

I have also been making detailed mark schemes to everyday tasks for a group of Yr 12 Physics students to support them in developing their understanding of the questions answering process and the application of their knowledge.

I believe these strategies have supported students in their recall and how well knowledge is embedded to some extent but for some students their are large gaps in their knowledge/understanding which although these methods are supporting them to devleop and embed their knowledge the gaps remain substantial.

Although relatively short activities they still take up both lesson and teacher time and with a large amount of curriculum to deliver it is not always possible.

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I have found that the students have appreciated the routine nature of this task and have responded well. I feel that compared to previous years students have much better recall, and over the last term I have stretched them further with more challenging questions and ones that require them to apply rather than just recall ‘a fact’. Students have responded to this well, however, we shall see in the exam!

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Still trying to get the Foundation students to use set vocabulary so (exam) answers contain tenses that score marks but students continue to try and translate from English to Spanish in their work.

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My commitment was to apply principle 3. My 2 observation lessons have included mini whiteboard tests and multiple short tasks to practise recall and retrieval. I have done this at the end of each topic with Year 12. Students are definitely becoming familiar with this end of topic format. The last observation then required students to apply this retrieval to an exam question which will be submitted after the Easter holidays. It will be interesting to see if this has made a difference to their A01 mark. These retrieval tasks have definitely highlighted to me 2 students who have gaps in knowledge and are unable to remember content lesson to lesson. One of these students does well in essay practise but will this be the case in timed essays and threshold exams when she does not have notes in front of her? I need to focus on how I can help these two students more.

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Year 12 essays improving and use of quotes more embedded through quizzes and rewriting essays. Still need to further explore muscle memory and quotes

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I have noticed a boost in confidence amongst the students regarding retrieval of key information/themes/quotations due to regular image-based reflection and retrieval at the end of each Act of Macbeth.

This has presented itself in class discussion, and in recent essay work.

Home learning tasks have provided opportunities to review their knowledge and how they have thought more deeply about it in connection to wider themes and ideas in the play. There are still areas for improvement in skills-based application, which I will continue to work on with the class.

Year 11 have been practising skills-based retrieval by slow writing under the visualiser with me, as well as working through a range of planning grids with varying types of scaffolding (removed increasingly in the run-up to their exams). This has been really successful.

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Being involved in LS means that depending on what subject my students are looking at, I try to help them recall information that they are working on.

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Rewritten lesson plans and created new resources while teaching the unit.

Year 10 - first teaching: they are far more confident and make connections naturally during discussion and questioning. Far better understanding of the significance of industry within the framework.

Year 11- Revision: students seem to be having ‘light bulb’ moments.

Naturally extended methodologies to A Level lessons. Excellent development and progress evident in assessed work.

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Successful retrieval practices put in place completing short/optional questions.

Students are able to discuss, speak about certain topics and definitions.

Problems; Lesson observation on tackling essay style 8 mark questions. Whilst students are able to discuss and know certain topics, are unable to answer these types of questions. Lesson observation mind-maps through revision dump and discussions/books etc. However when answering the 8 mark questions, need more practice/development.

In March we completed essay style questions for classwork and homework most completed this and as a class able to mark and unpick answer/questions. Students struggle with SPAG and ability to write clearly however those students that would usually not answer this question are now attempting and completing the question. Vocabulary being used in answering these questions, students struggle with knowing how to spell words that are not usually used. Areas for development in remembering certain words(spellings) with definition and applying this to exam questions.

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Year 11 making progress some more so than others. Knowledge has improved especially when answering exam questions. Connecting points and evaluation has improved but still working on application and exam technique. Some students are improving at a faster pace than others. Mind maps and MCQ's at the start of the lesson have helped but assessing other students work has been one of the biggest benefits as students are clear with what a 'good' and 'bad' answer looks like. We broke down the answer to identify where knowledge, application, analysis and evaluation was in the answer. This was modeled (depending on how many marks) for all questions (3,6,9 & 12 - with and without context) Year 13 - same strategies have been applied in addition to year 12 and 10. Homework set each week to consolidate topic that has been covered and we go over the answers in lesson to make sure we try and eliminate any misconceptions or incorrect answers (some students not making the progress I would like them to)

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Focus for this term for all my exam classes (10-13) is how to break down what the exam question is asking so we can apply our knowledge. Lots of students have the knowledge but struggle to understand what the question is asking. The deadline will depend of the year group but this needs to be done e.g. before thresholds for year 12 etc

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As we will now be fully focussed on revision in lessons I will ensure that I make sure that these tasks are based on students taking knowledge and applying it to exam answers.

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I liked the final reminder about celebrating 'cognitive effort' and will look to do this with classes that are grappling with exam questions in particular.

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My main focus will be my Y12 class as we are due to start revision for their threshold exams. I have discovered new revision formats on Triptico: Drop Four and Hexagons that are useful for low-stakes revision. I also aim to repurpose the Google Forms I used in the autumn term and set them for home learning alongside other revision tasks.