ABSTRACT

This chapter examines the teaching and learning strategies to support the progression of pupils, addresses specific challenges relating to a range of subject areas and discusses more general challenges that cross the subject areas.

There is a focus on memory, metacognition and the use of learning sciences such as retrieval practice, cognitive load theory and spacing to support neurodivergent pupils. The chapter refers to up-to-date research and practical and supportive examples that teaching assistants/learning support assistants can implement.