The purpose of the project I describe here was to create a sustainable model for the English department to improve exam technique for all students across Key Stage 4. This would both improve student confidence in, and outcomes for, the English language and literature GCSE examinations. The retention of information is key to success in examinations. Tom Sherrington's book on Barak Rosenshine's 'principles of instruction' was enlightening in its explanation of students' retention, and the idea of how little, frequent and low-stakes testing helps build both subject knowledge and confidence in the material being taught (Sherrington, 2019). The idea of using cognitive science was new to me and I thankfully had the opportunity to discuss it in depth with a more experienced colleague at school, who introduced me to an article from the American Physiological Society about collaborative-group testing - an approach that encourages interaction and discussion (Cortright et al., 2003). These tex
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
