Promote dialogic teaching at a whole-class and small group level, which emphasises dialogue through which young people learn to reason, discuss, argue, and explain.

Explicitly teach young people how to organise and effectively manage their learning independently and provide guided practice.

Externalise organisational tasks, task planners, word maps, scaffolding, keyring cards key information to take pressure off working memory.

Provide exam preparation and self-study support in small groups for targeted young peeople.

Use of self-evaluation and feedback tools such as ‘exam wrappers’ (a pre- and post-exam self-evaluation tool).

Teach and model working memory and recall strategies within small groups (rehearsal and chunking of information, visual memory strategies and creating narratives).

Gather observational data and conduct targeted assessment to further clarify strengths and needs (e.g. The Digit Memory Test, Working Memory Rating Scale (WMRS), Automated Working Memory Assessment). (Where working memory and concentration issues are seen, talk to parents about sleep patterns, any anxiety or wellbeing concerns).

Provide explicit instruction and targeted goal setting with individual young person/groups around key skill areas (e.g., self-management or self-organisation skills). Regularly cue young people to remind them of the skills they are focusing on before initiating a task and recognise and reward progress.

Small group/individual interventions to develop targeted skills (e.g. access to small group sessions to practise attention and listening skills, working memory instruction/practice:  Cogmed/Jungle Memory).

Complement computerised interventions with strategy-based practice within the classroom. Use of task plans, mind maps, mnemonics, topic memory plans.

Use of personalised work areas/stations with clear systems for organisation and planning (e.g., using task boards or in-out trays).

Provide regular opportunities for short breaks and use of individual items to support attention and concentration within agreed boundaries across lessons (e.g., brief movement breaks and/or access to fiddle items).