- To consider how learning occurs, is reinforced and can become part of the long-term memory.
- Explore AfL strategies which enable key concepts to be understood and remembered.
- Explore a range of resources and techniques which can be used to adapt teaching, encourage deeper learning and improve questioning and thinking skills.
- Consider how children can record their learning to provide evidence of thinking, understanding and progression.
- Discuss how effective sequencing of learning can address misconceptions, enhance understanding and ensure effective use of vocabulary.

“Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned.” Ofsted School Inspection Handbook, May 2019.

What makes one concept sticky and another concept seem to disappear? This course will equip delegates with a greater understanding of 'sticky' learning in science whilst providing a wealth of strategies that reinforce, enhance and transform learning and support day to day assessment.

The course will introduce strategies which support making learning more visual and concrete and will consider ways to practise, consolidate and apply learning to help ensure it is embedded. The promotion of talk and discussion and the role of vocabulary development and how it is taught and used within a sequence of learning to contribute to 'sticky learning' will be identified and discussed along with effective questioning strategies. Delegates will consider when and how best to make links to previous learning and revisit and retrieve learning in a meaningful way. Many of the strategies modelled can be used to support day to day AfL in lessons to help adapt teaching, scaffold pupil recording and as a 'check back' on pupil understanding where children can identify how they have improved. A practical day full of ideas to immediately transfer to classroom practice.