Cognitive Load Theory

Cognitive load theory (CLT) informs our curriculum sequencing by revealing the role of memory in helping students build the cognitive architecture required to access the curriculum effectively.

Memory

Working memory is limited.
This means we need to sequence our curriculum to reduce cognitive load by drawing on prior knowledge.
We need to logically sequence episodes of learning so they accumulate in small stages, securing understanding at one stage before moving on to the next.

Cognitive load theory

Our ability to use information already stored in long-term memory is unlimited.
We need to reduce cognitive load as students can draw more effectively from their long-term memory, reducing the load for their working memory.
Although activating prior knowledge is an effective method for reducing cognitive load, this needs always to serve new learning.

Curriculum and CLT

Logical sequencing of the curriculum supports the activation of prior knowledge, which can reduce cognitive load.
Activation of prior knowledge should be carefully planned to ensure this does not unintentionally contribute to extraneous load.
Making explicit connections between pre-existing knowledge and new knowledge strengthens students’ cognitive architecture.

1Introduction

1.1Introduction

1.1.1Shaping the Curriculum

2Curriculum Rationale

2.1Curriculum Rationale

2.1.1The Role of Subject Leaders

2.1.2Curriculum Rationale

3Curriculum Knowledge

3.1Curriculum Knowledge

3.1.1Core Knowledge

3.1.2Hinterland Knowledge

3.1.3Substantive Knowledge

3.1.4Disciplinary Knowledge

3.1.5Declarative & Procedural Knowledge

4Curriculum Sequencing

4.1Curriculum Sequencing

4.1.1Cognitive Load Theory

4.1.2Threshold Concepts

5Assessment

5.1Assessment

5.1.1Meaningful Assessment

6Instruments of the Curriculum

6.1Instruments of the Curriculum

6.1.1Instruments of the Curriculum

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