Retrieval Practice
What Is Retrieval Practice?
Retrieval Practice is a highly effective teaching and learning strategy that helps pupils remember and recall knowledge over time.
In simple terms, it means bringing information to mind rather than re-reading or reviewing notes. This process strengthens memory and helps pupils to retain key learning for the long term.
Why We Use Retrieval Practice
At Our Lady of the Rosary School, we want every child to build deep, lasting understanding — not just for a test, but for life.
Retrieval Practice supports this by:
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Strengthening long-term memory
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Helping pupils make connections between ideas
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Improving confidence in recalling knowledge
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Allowing teachers to identify gaps and address misconceptions
Through regular opportunities to revisit and recall prior learning, pupils become more confident, fluent, and secure in their understanding.
Our Training and Research
Our approach to Retrieval Practice has been strongly influenced by the work of Kate Jones, a leading educator and author known for making cognitive science accessible and practical for the classroom.
Staff at Our Lady of the Rosary have engaged in extensive professional development and training around her research and guidance, including:
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Understanding the science of memory and the “forgetting curve”
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Designing effective low-stakes quizzes and retrieval routines
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Embedding retrieval opportunities across all subjects and year groups
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Reflecting on how retrieval fits within the wider principles of Rosenshine’s Principles of Instruction
Kate Jones’ practical approach has helped us create consistent, purposeful retrieval strategies that empower pupils to learn more and remember more.
Retrieval in the Classroom
Retrieval Practice happens daily in our classrooms through a variety of techniques, including:
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‘Do Now’ or ‘Recall Starters’ – short tasks at the start of lessons revisiting key content.
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Knowledge quizzes and exit tickets – to strengthen memory and check understanding.
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Spaced retrieval – revisiting content after increasing intervals to prevent forgetting.
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Cumulative tasks – linking current learning to prior units or topics.
Teachers use retrieval not as a test, but as a learning tool creating an environment where mistakes are seen as opportunities to strengthen understanding.
How Retrieval Supports Metacognition
Retrieval Practice does not stand alone - it complements our school’s focus on metacognition and SOLO Taxonomy.
When pupils engage in retrieval, they begin to reflect on:
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What they can recall confidently
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What they need to revisit
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How their knowledge has grown over time
This promotes metacognitive awareness, helping pupils take greater responsibility for their own learning.
Our Ongoing Commitment
Our Lady of the Rosary School continues to build a strong culture of evidence-informed teaching.
Retrieval Practice, inspired by Kate Jones’ research, is now a consistent and embedded feature of our classrooms.
We are proud that our teachers use this approach not just as a strategy, but as part of a broader commitment to cognitive science, reflection, and continual improvement.