SEND Five-a-day

· Teacher Explanation: When teaching new content, we need to avoid introducing too much material at once and break the material down into manageable chunks and provide scaffolds where needed. Remove any unhelpful distractions like unnecessary classroom noise or redundant words in our explanation. · Research shows that explicit instruction is more effective and efficient for teaching new content and skills to novices. · Give pupils plenty of opportunities to practise when learning new content. Initially practice should be fully guided. This ensures that pupils achieve a high level of success: literature suggest a success rate of approx. 80% during the initial practice is optimum (Archer and Hughes, 2012). · Retrieve content from our long term memory helps to make it stick. · Drawing students attention to the core content of the lesson and repeating this. · Making purposeful connections to students' prior knowledge within the lesson and the curriculum. · Sequencing your curriculum purposefully and planning opportunities to retrieve the core content.

Forgetting Curve

For more information to manage cognitive load and some of the infor mation described in this stand see link:

https://d2tic4wvo1iusb.cloudfront.net/production/documents/ beneath_the_surface_of_cognitive_science.pdf