Memory Key Objectives (MKO) – Why They Matter for Our Curriculum

Over the past few years, we have learned a great deal about what helps pupils remember the knowledge that really matters. Research, such as Evidence-Based Education’s Target Memory, shows that pupils learn more effectively when we clearly identify substantive knowledge and revisit it deliberately through short, regular retrieval. Our Memory Key Objectives (MKOs) are built with exactly that intention.

MKOs highlight the specific facts and ideas pupils need to recall with confidence so they can access the deeper concepts in each subject. When pupils know these building blocks securely, the rest of the curriculum opens up.

What MKOs are

Every subject contains certain pieces of knowledge that carry more weight than others. These are the facts and ideas pupils must hold in long-term memory so they can follow explanations, tackle new material and apply their understanding without overload.

MKOs capture this essential knowledge in clear, bite-sized steps. They are high-value factual knowledge, sequenced in the order pupils will need them, designed to reduce cognitive load, and directly linked to the weekly curriculum.

Most subjects work with around thirty MKOs across the year, which keeps expectations manageable and purposeful, and reflects what evidence tells us about memory and learning.

Why remembering key knowledge matters

When pupils can recall essential knowledge quickly and accurately, everything else becomes easier. They follow lessons with greater ease, make stronger connections and have more working memory available for new ideas. Retrieval strengthens memory, and secure memory supports deeper thinking and understanding across the curriculum.

How MKOs work each week

Our MKO routine follows a simple rhythm rooted in evidence-based memory practices such as retrieval, spacing and interleaving.

1. Lesson exposure

2. Homework that focuses on memorising one MKO

3. A homework recall check at the start of the next lesson

4. Retrieval starters that revisit both current and previous MKOs

5. Interim assessments that sample MKOs across the year

This steady pattern builds durable knowledge without overwhelming pupils.

How teachers update MKOs in DPR

During the MKO recall check, teachers scan the class to see who has remembered the MKO and who may need more support. They may acknowledge one or two pupils in the moment to recognise effort, then continue the lesson smoothly. The full class update happens later during P and P or after school and takes only a few minutes.

A key part of this approach is that teachers do not mark any homework. The recall check itself is the assessment. If pupils can remember the MKO, it shows they have studied. If they cannot, it tells us immediately that they need more support. This removes the need for written marking and is a significant workload win for Years 7, 8 and 9.

This simple routine keeps workload low, gives teachers an accurate picture of learning and effort, and provides parents with clear, timely information. Parents check MKO updates regularly and often step in early when they see their child is not keeping up. This creates a strong partnership between home and school and helps pupils build better habits over time.

A common mistake to avoid

MKO starters should last no more than five minutes. They are designed for memory retrieval, not extended practice. When teachers begin assessing application or disciplinary knowledge during the starter, it quickly grows into a mini-SLOP session (Shed Loads of Practice) - and eats into core lesson time. The starter is for recall. The lesson is for application.

Reflection prompts for classrooms and departments

• What makes an MKO high-value?

• How does secure recall change the way pupils feel in lessons?

• What does a strong MKO homework check look like?

• How do MKOs support deeper learning over the long term?

• How can we make retrieval feel purposeful, quick and consistent?