Embedded Files
A lot of our thinking has been driving the idea of building long term memory in learning. Previous reflections with our children, parents, staff and governors, identified themes in their experiences that led them to remember a certain piece of learning. These elements focus us when we are designing our
Living Curriculum:
Connected, Collaborative, Purposeful, Full of Choice and Voice, Real Life, Hands On, Challenging and Legacy building.
Review of Living Curriculum Summer 2021
We have then considered the practical element of delivering/presenting/engaging children into these forms of learning:
Work on Curriculum and Long term memory from John Fowler at Equipping Kids
A Learning Framework
A Learning Framework
We have been making sense of our Curriculum and Curriculum implementation and systems over the last four years. This has led to a range of modernisations and efficiencies allowing further time to reflect on the quality of teaching and learning. How do we know learning has taken place? How do we know this learning will be remembered?
Our answers to these questions have been in a range of forms to support the Curriculum development and implementation. We recognise that these elements are all interconnected.
We have created a clear narrative to ensure we have clarity within complexity.
Our thinking has driven three core concepts that we encounter in a range of other domains and across all subject areas:
INTENT - MODEL - NARRATE
We are currently developing our systems to offer even greater opportunity for clearly communicating our intent, modelling our intent and capturing the children's own voice around intent. All of these elements support us in offering repetition of learning as model, as reflection, as assessment. These forms drive the idea of the retention curve in promoting long term memory of learning - see forgetting curve image. See the focused page for the narrative implementation and impact:
SLT Long Term Memory Research Discussions:
SLT Long Term Memory Research Discussions:
SLT Curriculum meeting: 14.11.2022
Long Term Memory debate: How do these ideas (and any other sources we can find) drive our own research, thinking and our evidenced and justified approach?
https://neu.org.uk/blog/why-ofsted-venturing-so-far-detail-cognitive-science “Perhaps the findings from science are so powerful that school inspectors feel it is their job to ensure they are being implemented in classrooms. If that is the case, Ofsted should surely state this clearly, explain why and point us all to the detailed evidence base.
Without this, concerns that the inspectorate has been captured by a particular viewpoint, usually associated with the traditionalist side of England’s polarised prog-trad argument, seem unlikely to go away.”
https://www.tes.com/magazine/archive/are-learning-and-memory-same-thing “If only it were so simple.
Before we can begin to determine the validity of such an approach, there are a whole array of questions that need to be considered.For example, exactly how much should an inspector expect pupils to remember?How much about the Romans topic from last year does a Year 4 child need to be able to recall for us to judge that a satisfactory amount of learning has taken place? What proportion of the curriculum do we realistically expect pupils to remember by the end of their time at primary school?”
https://www.theguardian.com/theobserver/commentisfree/2022/apr/10/observer-letters-ofsted-take-note-learning-is-about-more-than-recall “People’s memories are patchy. If school inspectors can’t remember things, why should they expect children to?”
https://educationinspection.blog.gov.uk/2019/02/13/developing-the-education-inspection-framework-how-we-used-cognitive-load-theory/ “As with all theories, it has come in for legitimate criticism. This has been around issues such as:
Criticism does not invalidate the theory, which as mentioned above is supported by a large body of research. It does, however, show that we would be misguided if we relied solely on CLT as the basis for our evidence. We have therefore steered clear of doing this.”
Researching Leadership
Researching Leadership
A critical focus in the support for our staff is the support for our leaders to effectively implement and impact change. A critical element of our approach to learning is that it also applies to staff. We use the complimentary GROW model from Sir John Whitmore's 'Coaching for Performance' in school and this model is also the chosen approach by our NPR provider: Best Practice Network. Ten teaching staff are signed up for NPQs as part of the DfE funded route allowing the school to access £40,000 of Post Graduate Education at no financial cost.
To find out more, click the button below to take you to the Year Group Leader Page.
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