Retrieval, spacing and interleaving in a KS1 classroom

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This case study is written by Matthew Shurlock, a primary school teacher. As you read this case study, reflect on how the teacher uses various approaches to support pupils’ learning. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence your own practice in your own subject or context.  Planning how and when to teach the key skills and knowledge that pupils need is at the very centre of a teacher’s role. This assertion is mirrored in the Early Career Framework (ECF), which references the need to balance exposition, repetition, practice and retrieval of critical knowledge and skills (DfE, 2019 p.10). This article examines the sequencing of key skills and knowledge in the Early Years (EY) and Key Stage 1 (KS1) curricula. The focus here is on the individual teacher and how they plan and prepare learning opportunities to meet the needs of their pupils. The use of retrieval practice, spacing and interleavin

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This Post Has 3 Comments

  1. A
    Abul Kalam Aziz

    great practical tips on how to utilise learning opportunities

    2
  2. A
    Angela Murphy

    Some transferable ideas for secondary within this. Particularly when we consider the need for horizontal, vertical and diagonal cross curricular scheme at whole school level – not easy to achieve!

    1
  3. M
    Mrs Sally Ann Wilcher

    Very relevant to all stages, but especially SEN

    0

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