This article explores evidence-based strategies to help primary-aged children retain what they learn. It covers three key areas: retrieval practice techniques that strengthen memory, effective teaching methods that support understanding, and practical approaches to independent practice. Each strategy is designed to fit naturally into busy primary classrooms across all key stages.
Why making learning stick matters in primary
Primary school builds the foundations that children will rely on throughout their education. When children forget what they've learned, we end up re-teaching the same concepts repeatedly instead of building on them. By using strategies that help learning stick, we ensure children develop secure knowledge they can apply confidently as they progress through school. This not only improves outcomes but also builds children's confidence as learners who can remember and use what they know.
20 ideas for making learning stick in primary classrooms
Helping young learners remember what they've learned is essential for building strong foundations. Here are practical strategies for primary teachers to make learning stick across all key stages.
1. Ask questions instead of telling
Rather than recapping what was covered yesterday, ask children questions about it. This retrieval practice strengthens memory far more effectively than simply hearing information again. Even simple questions like "Who can remember what we learned about plants yesterday?" engage children's brains in active recall.
2. Revisit topics regularly
Don't teach a topic and never return to it. Build in regular opportunities to revisit previous learning throughout the year. For example, if Year 2 learned about materials in autumn, bring it back in spring through quick questions or activities.
3. Make connections between topics
Help children see how different subjects and topics link together. When teaching about seasons in science, connect it to weather poems in English or seasonal changes in history. These connections help children understand bigger concepts and remember information better.
4. Short, regular retrieval activities
Build a five-minute retrieval slot into every day. This could be a quick quiz, a game, or simply asking children to write down three things they remember from last week. The key is consistency – little and often beats occasional long revision sessions.
5. Keep it low pressure
Make retrieval activities fun and supportive rather than stressful. Avoid public scoring or making children feel bad about wrong answers. Use strategies like traffic light cards (where children can show their confidence privately) or partner discussions before sharing with the class.
6. Include old learning in assessments
When assessing a new topic, include a few questions from previous units. Let children know you'll be doing this so they understand the importance of remembering earlier learning. This encourages them to keep reviewing and helps you identify gaps.
7. Delay giving marks
When marking work, consider giving feedback first and scores later. This encourages children to focus on what they can learn from their mistakes rather than just comparing numbers with their friends.
8. Be flexible with planning
If your quick quizzes reveal that children have forgotten key concepts from earlier in the year, adjust your planning to revisit that learning. Make notes for next year about topics that need more reinforcement or different teaching approaches.
9. Teach children how to test themselves
Show children practical self-testing strategies. In Key Stage 1, this might be covering up answers and trying to remember. In Key Stage 2, children can create their own flashcards or quiz questions. Model these techniques in class so children can use them at home.
10. Share concrete revision ideas
Rather than telling children to "revise at home," give specific suggestions. For younger children, this might be explaining facts to a toy or family member. For older primary children, suggest making mind maps, doing practice questions, or teaching the material to someone else.
11. Plan your explanations carefully
Think about what children need to know before you introduce new concepts. For example, before teaching multiplication, ensure children are confident with counting in groups. Build knowledge step by step, checking understanding as you go.
12. Break explanations into chunks
Don't overload children with too much information at once. Break your explanation into small, manageable parts with opportunities to practise or discuss in between. In Early Years and Key Stage 1, this is especially important – think in terms of minutes, not hours.
13. Use pictures and diagrams
Support your verbal explanations with visuals. Draw diagrams on the board, use photographs, create physical demonstrations, or use manipulatives. Primary children particularly benefit from seeing and handling concrete examples alongside verbal explanations.
14. Direct children's attention
When using visual aids, make sure children are looking exactly where you want them to. Point to specific parts of diagrams, use "Look at this bit here," and consider highlighting or circling key areas. Put labels directly on diagrams rather than in separate keys.
15. Don't read what's already written
If you've written something on the board, don't also read it aloud word-for-word – this can confuse rather than help. Instead, explain it in different words or ask children to read it themselves before discussing what it means.
16. Show examples and models
For calculations and procedures, work through examples step-by-step on the board. For writing tasks, show children examples of good work (anonymised or from previous years). Discuss what makes them good and, where appropriate, look at weaker examples to identify improvements.
17. Support children as they practise
Don't expect children to work independently immediately after your explanation. Provide guided practice first – circulate to offer support, work through the first few questions together, or provide partially completed examples for children to finish.
18. Provide plenty of practice opportunities
Children need lots of practice to truly master new concepts. Start with easier questions and gradually increase difficulty. Link later questions to other topics so children practise making connections. This is where learning really becomes embedded.
19. Build resource banks
As a school or key stage team, create collections of practice activities for each topic. Having worksheets, games, and practical tasks readily available makes it easier to provide the right level of challenge for different children and allows more independent learning.
20. Review work as a class
Go through completed work with the whole class, discussing different approaches and common mistakes. This helps children develop self-reflection skills and learn from each other. It also gives you valuable insight into what needs re-teaching or extra practice.
