• Provide clear, direct instruction, cueing and positive reinforcement of key skills (e.g. good listening, putting hand up, waiting etc.)

• Use spaced learning (content/topics which are taught and revisited at spaced intervals) at a whole-class level.

• Organise and structure classroom talk and dialogue, including active listening and the use of learning partners, and opportunities for constructive conversations through collaborative earning (e.g. Kagan Groups).

• Provide whole-class input using visual, kinaesthetic and auditory cues to support attention memory and listening. Incorporate regular movement / reset breaks.

• Use visual organisation strategies at a whole-class level (e.g., timetables, planners, knowledge organisers, task plans, self-evaluation tools).

• Reduce load on working memory –break instructions down into chunks, offer repetition and visual cues. Use whole-class initiatives which also improve memory and recall skills (e.g., Talk for Writing).

• Provide examples of the expected outcome of a task ('What A Good One Looks Like' [WAGOLL]), displayed on working walls.

• Use multi-sensory learning approaches and access to tangible resources across the curriculum (e.g., cubes, counters, number lines, spelling, or word mats).

• Employ strategies at a whole class level to encourage children’s metacognition and self-regulation (i.e., the ability to monitor, direct and review their own learning, through explicitly thinking about their own learning, setting goals, and evaluating progress) and support executive function skills (these are a set of skills and mental processes that develop throughout childhood and adolescence, which support children to self-regulate, initiate, attend to, and persevere with activities successfully).

This can be through explicit teaching of metacognitive strategies, following the seven-step model (please use this link to access the Education Endowment Foundation’s guide on metacognition and self-regulated learning). The seven-step model involves:

1. Activating prior knowledge;

2. Explicit strategy instruction;

3. Modelling of learned strategy;

4. Memorisation of strategy;

5. Guided practice;

6. Independent practice;

7. Structured reflection.

Teachers/ adults model own thinking and understanding at a whole-class level (e.g., modelling self-talk when preparing for a task, making mistakes, and monitoring own levels of reading comprehension).

Provide sensitive levels of challenge and mediation based on the child's needs, encouraging independence where possible.