Teaching, Learning and Wellbeing

Retention and Recall

As part of our new RGLPS Explicit Instruction model, teachers are building activities into lessons daily to help children retain and recall new learning. Each lesson begins with a task requiring students to recall relevant prior knowledge. This may be from the previous day's lesson, a lesson earlier that week or or even further back. Students might be asked to define key vocabulary terms, explain a concept to a partner, work out a problem similar to one they have solved before or answer multiple choice or true/false questions. The purpose of these activities is based in the research around retrieval and recall.

Before I elaborate, I will clarify the meaning of these important terms: 

• Retention is the ability to store information in our memory over time 
• Recall is the ability to access and use this information when its needed

Information is stored in our brains in a network of interconnected ideas known as schema. The bigger and stronger this web of connections in our brain, the easier it is to recall information. Regular practise and repetition of concepts expands, strengthens and solidifies new learning into our long term memory. The more times we practise retrieving a concept or idea, the easier it becomes for our brain. Essentially, our brain has more options and stronger pathways to access the desired information. 

Consider, when you first start a new activity or habit. It's like forging a new trail through an overgrown forest. The way is unclear, it takes conscious effort to navigate, and you will likely encounter obstacles, such as fallen trees. It will probably feel awkward, uncomfortable, and challenging. However, each time this trail is used, the ground becomes a little clearer and the path more defined. Similarly, every time a behaviour or thought pattern is repeated, the neural connections in the brain are strengthened. Eventually, with enough repetition, the trail becomes a well-worn, easily accessible path. The route is known by heart, and walking it becomes automatic and almost unconscious. Similarly, this is how recalling new learning works. With practice, it becomes comfortable and efficient for our mind.

Hopefully, this analogy highlights why is is important that we actively plan for retrieval and recall of new learning. It significantly reduces the Cognitive Load on our brains and supports deeper learning long term. 

I will elaborate on the ways that RGLPS teachers are planning for retrieval of new learning in my newsletter item next week. 

ICAS Certificate Presentation (Digitech, Writing and Science)

The 2025 ICAS Certificates have finally been delivered to the school.

Students who achieved a higher place certificate (High Distinction, Distinction, Credit or Merit) in Science, Writing or Digitech will be presented with their 2025 certificates at next Monday's whole school assembly (weather permitting). Students awarded a participation certificate will be presented with these by their classroom teachers. 

RGLPS achieved 104 Higher Place certificates in this year's ICAS. Due to the high number of ICAS certificates to be presented, the Mathematics and English Certificates will be presented at the following school assembly on Monday 17th November. 

Detailed ICAS Results 

Parents and Carers can receive more detailed information about their child's ICAS result by logging into www.icasassessments.com Please login to the Results Portal and select Student Results. You will need your TAP ID and PIN to login. These details are located in the footer on the rear of each ICAS certificate.

I hope everyone has a wonderful weekend!

Kerron Worsdell 

Literacy Learning Specialist