Following Rosenshine’s Principles of Instruction, retrieval practices are embedded across the curriculum as a teaching tool to ensure children know and remember more. We also use this teaching tool as a method of assessment.
Daily/Weekly retrieval practices are used every lesson to review prior learning. This may be used at the start of the lesson in the form of a quadrant, cherry picking or Fast 5. It might also be done through a paired/Kagan discussion. Reviews are also be used throughout the lesson as a mini plenary or as an exit task. This is embedded practice throughout school and demonstrates how well children can remember and recall key knowledge. It also enables teachers to identify gaps in knowledge and/or address misconceptions with in the moment feedback.
Spaced retrieval is used in a similar way to the daily and weekly tasks however a longer period of time is left before asking children to recall knowledge. Progress is demonstrated by children knowing and remembering more and by them being able to keep up with the demands of the curriculum.
Post Learning quizzes are used at the end of the unit. The purpose of these quizzes is to assess how much key knowledge the children have remembered. The questions focus on the knowledge children can remember and not the activities completed. Post learning quizzes allow teachers to identify any gaps in knowledge and ensure appropriate children are targeted for support.
SEND children are assessed in the same way however their barriers are removed. For example, if a child’s specific needs relate to writing, they may have a scribe/multiple choice to help them answer the same questions as the other children. Additional time may be given; breaks and smaller.
Children working 2 years or more below their chronological age are tracked using our BSquared progress tracker and next steps planned for bespoke provision or small group sessions on the child’s Individual Learning Plan (ILP). This helps SEND pupils achieve in line with their personalised trajectory from their starting points. Our curriculum is ambitious and challenging for all children.
Formative assessments are used as ongoing assessment tool. These opportunities throughout the lesson allow teachers to identify gaps in knowledge, misconceptions and where knowledge may not be embedded. Teachers use in the moment feedback and adaptations to planning to address these as they arise.
Our curriculum is both ambitious and challenging. If children are able to keep up with the demands of their lessons, they will make progress.