Page 14 - Unit 2 Brain Control TO SEND_Neat

Strong Working Memory Checklist

SKILL I DEMONSTRATED THIS SKILL

I can remember a series of instructions for long enough to carry them out correctly.
If this is hard for me, I have ways to help me remember the instructions.

I can remember a series of directions for long enough to follow them. If this is hard
for me, I have strategies to help me remember.
I can hold items in my memory (e.g. a shopping list) whilst carrying on with a task. If
this is hard for me, I have ways to help me remember the information.

I can remember the steps of a task in order to complete it correctly. If this is hard for
me, I have strategies to help me remember.
I have ways to remember and keep track of the equipment/resources I need for the
day. If this is hard for me, I have strategies to help me remember.

I remember and keep track of the things I need to get done. If this is hard for me, I
have strategies to help me remember.
I have ways to remember people’s names. If this is hard for me, I have strategies to
help me remember.

I have ways to remember the numbers in a calculation so I can complete it mentally.

I can hold information in my mind and use it to answer questions. If this is hard for
me, I have ways to help me remember such as recording key points using bullet
points or creating a Mind Map.

I learn from and use my past experiences to help me do well.

N.B. Although it is possible to improve Working Memory through repeated and consistent practise, if a child has a specific cognitive difficulty in this area, they may continue to find
it extremely hard to demonstrate the skills detailed above. It may therefore be necessary to provide scaffolds and support the child in learning strategies to support their Working
Memory (see our Strength Based Approach to Executive Function Skills book for details on effective strategies and scaffolds). 13