When several primary pupils show very low working-memory scores, a strategy group can teach them ways to manage everyday tasks. This intervention should teach pupils how to keep important information available during real tasks. It should not claim to increase working-memory capacity.

Identify the task demand

Observe where each pupil loses information. Examples include:

• forgetting part of a spoken instruction;

• losing the next step in a calculation;

• forgetting an idea while writing;

• abandoning a multistep task;

• repeatedly asking what to do next.

Check whether unclear language, insecure knowledge, attention or processing speed better explains the difficulty.

Choose a shared strategy target

Pupils can work together when they need a similar strategy, such as:

• breaking instructions into a small number of steps;

• repeating or paraphrasing an instruction;

• keeping steps visible on the board or a mini whiteboard;

• checking off completed actions;

• using a worked example;

• drawing a brief plan or diagram.

Teach one strategy at a time through ordinary curriculum tasks.

Model, practise and transfer

Explain why the strategy helps. Model it, practise together and then ask pupils to select and use it with decreasing prompts. For example, give a three-step classroom task, help pupils record the steps, then ask them to check the list rather than waiting for another verbal reminder.

A brief session outside class can be useful for initial teaching, but practice must continue in normal lessons.

Plan and monitor

Record the strategy, target tasks, baseline, frequency, staff, review date and exit criteria. A typical pattern is two to four pupils, two short sessions a week to teach the strategy, with daily use in class. How long it runs depends on how quickly pupils use the strategy without prompts. Decide where it fits and when you'll review progress; many schools review after six to eight weeks. Track task completion, lost steps, prompts and independent strategy use. Share the same language and supports with class teachers.

Avoid decontextualised “memory games” as the main intervention. A review of working-memory training studies (Melby-Lervåg and Hulme, 2013) found that gains on the trained tasks did not reliably carry over to reading, maths or attention. Progress should be visible in meaningful schoolwork.

Guidance and resources

• EEF: Metacognition and Self-Regulated Learning: free guidance on modelling strategies and reducing working-memory load in lessons.

• EEF: Special Educational Needs in Mainstream Schools: free guidance on targeted small-group and one-to-one support alongside high-quality teaching.

A branded programme is not automatically required. The objective is improved access and independence in real learning tasks.