Delivering Our Curriculum

Recapping previously linked learning and retrieving knowledge from previous lessons, either those taught recently or in a previous month or year (4 From Before), helps children to retain knowledge which frees up space in their working memory, avoiding cognitive overload when learning new material. It also helps children make useful links in their learning.

The intended learning is clearly explained to children and focused on the specific knowledge and skill to be learnt, rather than the activity. 

Children are provided with a clear explanation of how this learning fits into their journey: how it is linked to what they already know, how it will prepare them for future learning, its relevance in the wider world and its links to the school’s values. Research indicates that providing new information to pupils by linking it to their previous knowledge allows a quicker understanding, deeper retention and enhances their memory.  

Teachers use questioning, activities and their own observations to regularly check children’s understanding, identify misconceptions and explain things they are still struggling with – and to identify when pupils are ready for the next step in their learning.  

New information is introduced in small steps, with teachers taking time to explicitly teach and explain key vocabulary. Evidence shows that this is most successful when pupils are given time to practice each step before moving on.

Children should be shown and not just told. Teachers use a range of modelling strategies, such as demonstrating skills, thinking aloud and diagrams to support explanations of more complex ideas.  High-quality modelling also sets high expectations in relation to the presentation of work. 

Children are actively involved in learning in all stages of the lesson, through discussions, answering different types of questions and carrying out guided and independent practice, as this has been shown to enhance pupils’ learning.

For learning to be effective, tasks need to be appropriate for their stage of learning. Some pupils will require greater scaffolding or more time to practice fundamental skills whereas others may be ready to move their learning on by applying their knowledge or being introduced to more complex ideas. Creating independent learners is vital, as it helps pupils to improve their educational performance and stay motivated. 

Teachers and other adults check children’s progress throughout the lesson and provide feedback at the point of learning, enabling children to respond to this feedback, enhancing their learning and increasing their chance of success. 

Time is set aside for teachers and children to review learning. This review may take place at the end of the lesson or throughout the lesson, as required and provides opportunities to identify and address misconceptions, summarise learning and consider the next step in their learning journey.