Despite growing interest in spaced retrieval methods, a research gap has been discovered, with insufficient data to support best practises in year-one science. After analysing five systematic action cycles, four interrelated themes emerged: dual coding, cognitive load, peer communication, and feedback-driven metacognition. While literature emphasises the need to take a child's cognitive load into account, the themes of peer communication and dual coding provoked debate among participants. Despite this conflict, an agreement was reached on how limited reading abilities affect retrieval practise. While this small-scale study cannot draw definitive conclusions, I discovered that by optimising cognitive load, teachers can ensure that a task is desirably difficult using dual coding, discussion, and feedback-driven metacognition, all of which contributed to the success of knowledge acquisition methodologies. According to my research, ensuring a retrieval task is challenging, increases children’s development of retention of scientific knowledge. However, minimising literacy constraints is critical to avoid thinking being exhausted by writing or reading, rather than recalling and applying. Consequently, the relevance of the study for education and society is illustrated by the findings, which emphasise the necessity to reduce extraneous load (reading and writing) during retrieval tasks and propose potential solutions to this issue.