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Spaced Practice: For example, low stakes quizzes at start of each lesson to check on prior knowledge and retention. Returning to things we have studied at regular intervals (e.g. continents, oceans, specific locations, geographical vocabulary, specific geographical data, skills, concepts...)....and breaking up the study of a topic over time rather than studying it in a block ('massed practice') https://portal.geography.org.uk/downloads/journals/TG_SPR_2020_ENSER.pdf

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Here are some ways in which geographical enquiry relates to Constructivism/ Socio-constructivism & Meta-cognition:

1. Active learning: Geographical enquiry encourages learners to actively engage in the learning process. Instead of passively receiving information, students take an active role in formulating questions, conducting research, and interpreting data.

2. Prior knowledge and experiences: Constructivism recognizes the importance of learners' prior knowledge and experiences in constructing new understanding.

3. Social interaction: Constructivism/ Socio -constructivism highlights the social aspect of learning, emphasizing the importance of interactions with peers and teachers. Through these social interactions, learners can engage in dialogue, negotiate meaning, and construct knowledge together.

4. Authentic context: Constructivism emphasizes the importance of learning in authentic contexts that reflect real-world situations.

5. Reflection and metacognition: Constructivism recognizes the role of reflection and metacognition in the learning process. Geographical enquiry encourages students to reflect on their learning experiences, evaluate their understanding, and think about the strategies they used during the enquiry process.

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Children find it difficult to apply new knowledge if their short term memory is being overloaded (cognitive load theory), or if there are too many elements to consider. In a lesson, good guides and scaffolds are important to reduce cognitive load.

Subject specific example: KS1 English lesson on storywriting

Pupils will struggle to simultaneously come up with ideas for characters, setting, plot, and remember capital letters, full stops, finger spaces, etc.

Providing 'cheat sheets' for pupils which will take some of the thinking process away for example character and setting cards that they can choose from, problem/solution prompts where they can fill in the gaps etc. This will allow them to focus on other literacy related elements such as using adjectives, verbs, transitional storytelling language etc.

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Schema – links to both constructivism and cognitive science. This is because both have similar suggestions to the accumulation and assimilation of knowledge and how the frameworks relating to an idea or concept are developed from new knowledge or experiences being accumulated then assimilated into the pre-existing knowledge. This links to how aspects of English are taught such as grammar. For example, children might already have an understanding that capital letters are used at the start of sentences and for names, however they may not know that capital letters are also used for proper nouns such as names of places. When this information is presented to children, this accumulates and then would assimilate into their existing mental framework about how to use capital letters.

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Dual coding relates to verbal and visual materials and helps to provide two opportunities to remember information. For example, in Languages, when learning new vocabulary, you can provide children with images (visual) as well the verbal helps to support children with memorising information. Other examples include posters, which can combine images, writing and diagrams in one.