At Dallimore, we recognise that learning is about knowing and remembering more. As a result, we have developed our approach to the curriculum to ensure that learning is successfully transferred to the long-term memory. 

• Objectives are mapped out on medium term plans. Subject leaders and the wider curriculum lead are currently in the process of developing the component parts for each subject.
• Units of learning are mapped out on medium term plans and clear learning objectives (WALTs) are specified for each lesson.   
• Small steps are planned for to ensure that children are able to build on previously learnt knowledge and skills. 
• We aim to reduce the chances of cognitive overload by breaking learning down into small steps and ensuring that we think carefully about the learning tasks we provide children with. 
• Learning is designed so that children develop effective schema with knowledge coherently linked. 

Making it stick strategies

• Retrieval practice takes place at the start of wider curriculum lessons. This allows teachers to recap previously taught knowledge and address any gaps in children's learning quickly and efficiently. It also provides a valuable opportunity for assessment of children's retention of key knowledge and vocabulary as outlined in knowledge organisers. 
• Make it stick summaries are used across a range of subjects to ensure that children have a final opportunity to rehearse and review key sticky knowledge and vocabulary. This strategy also provides teachers with a snapshot of children's performance during lessons and gives valuable assessment information. 
• In history, geography, RE and science, BAD (basic, advancing and deep) tasks are used to ensure that children progress through the cognitive domains. Children's responses to these task demonstrate what they have learnt during any given lesson. 
• Flashback Fridays provide a monthly review of learning - as advocated by Rosenshine's Principles - and take place across a range of wider curriculum subjects. These provide assessment information for teachers, informing them of whether learning is being retained in the long-term memory. They also strengthen children's memory of previously taught knowledge and concepts. Flashbacks take place and cover learning taught in previous year groups and learning taught within the current academic year. 
• End of unit quizzes are an effective strategy used in multiple subjects to ensure that teachers are provided with valuable information to inform assessments and next steps. We also recognise the benefits of the 'testing effect' which contributes to the retention of knowledge and newly taught material.