Is schema theory the answer to gaps in knowledge for both students and staff?

At present, the learning gap is something that is of great focus in schools. While cognitive strategies and retrieval practice are embedded parts of teaching, how much are these strategies explicitly taught to students from a meta-cognitive angle? In focusing on schema theory as a particular strand of cognitive science, we can form specific strategies and resources that are geared towards it. For example, do we use acronyms for guiding writing or could we use meta-cognitive questioning which specifically triggers strong schematic connections? Furthermore, how much do staff consider their personal schemas when addressing curriculum design, pedagogy and subject knowledge? Drawing on schema theory, a branch of cognitive science concerned with how the brain constructs knowledge, and the study of English in secondary schools, I aim to combine both scientific schemas and pedagogy to present a new perspective when tackling learning gaps in schools. Beginning at the heart of the English cla