Hi everyone, We have spent time looking at robust research surrounding cognitive science and how we can use this to support effective learning during remote learning. Hattie and Yates (Hattie and Yates, 2014) have suggested that if new information makes no sense or meaning, then it is highly unlikely that it will be remembered. This increases with one or the other being present, but if both are part of learning then the chances of getting new information to be encoded into a student’s long term memory is very high – even after several months. We are aware that providing pupils with opportunities for frequent rehearsal allows for greater depth of understanding and helps to strengthen LTM to increase the speed of information retrieval for future use. Spacing is a really effective way to do this, so we have designed some 'retrieval challenge grids' to encourage re-study opportunities throughout the course. Rawson & Dunlosky (2011) found that after an initial learning phase, students benefit from at least three attempts to recall concepts, at widely spaced intervals. For independent revision, too, students would benefit from distributing revision sessions throughout the year rather than immediately prior to an exam. This is a good time to embrace these ideas and ensure that pupils continue to be exposed to a range of topics throughout the year.