Employ strategies to develop 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 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).

Explicit teaching of metacognitive strategies, following the seven-step model:

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.

Organise and structure classroom talk and dialogue, including talk partners and debating e.g. Kagan.

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

Provide sensitive levels of challenge and mediation based on the child's needs, promoting independence as a learner where possible.

Whole-class input using visual, kinaesthetic (clapping patterns) and auditory cues to support attention and listening

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).

Use of visual organisation strategies at a whole-class level - structured task plans, writing frames or use of colour coding system [red- task done; amber-current; green-to do], and visual timers.

Use of visual displays and posters for key information in the classroom.

Provide examples of the expected outcome of a task ('What a good one looks like' [WAGOLL]) displayed on working walls.

Use of multi-sensory learning opportunities and access to concrete apparatus across the curriculum (e.g., cubes, counters, number lines, spelling or word mats).

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

Teach and model working memory strategies (information rehearsal, chunking information, use of visual imagery, and creating narratives/stories to remember information).

Use of frameworks and mnemonics, displayed visually, to support children to plan and review their work (e.g. Plan, Organise, Write, Edit and Review- POWER; Capitalise, Organise, Punctuate, Spell check- COPS).

Whole-class intervention around memory and recall strategies (e.g. Lucid Memory Booster).