Promote dialogic teaching at a whole-class and small group level, which emphasises dialogue through which young person learns to reason, discuss, argue, and explain.
Gather observational data and conduct targeted assessment to further clarify strengths and needs (e.g. The Digit Memory Test Automated Working Memory Assessment).
Explicitly teach young person’s how to organise and effectively manage their learning independently and provide guided practice. Provide exam preparation and self-study support in small groups for targeted young people.
Use of self-evaluation and feedback tools such as ‘exam wrappers’ (a pre and post-exam self-evaluation tool).
Small group/individual intervention to develop targeted skills (e.g. working memory instruction/practice: Cogmed. Complement computerised interventions with strategy-based practice within lessons.
Use of personalised work areas/stations with clear systems for organisation and planning (e.g. using task boards or in-out trays).
Teach and model working memory and recall strategies within small groups (rehearsal and chunking of information, visual memory strategies and creating narratives).
Small group-based support around key skills for independence (e.g. time management, self-regulation and self-organisation) to support plans for post-16 education, employment or training.