Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/4-1-1-cognitive-load-theory

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Subject Level Curriculum - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified.md) › Cognitive Load Theory

# Cognitive Load Theory

CPD: Subject Level Curriculum (by Kat Howard and Claire Hill), topic 4.1.1

## 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

![Memory](https://image-v2.cdn.app.senecalearning.com/2020-06/1c8ce830-8ae4-4a9d-8ef0-583bdee4d77b/brain-thinking-reasoning-.jpg)

- 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

![Cognitive load theory](https://image-v2.cdn.app.senecalearning.com/2018-08/517f300c-e208-4473-bce1-c646457752fe/man-thinking-forget.jpg)

- 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

![Curriculum and CLT](https://image-v2.cdn.app.senecalearning.com/2018-09/e4dc28ad-27f8-4c91-8820-1dc5aed3fbcc/teach-teacher-learn-.jpg)

- 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.

## Test yourself on Cognitive Load Theory

- How should we sequence a curriculum to reduce cognitive load?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/f3a2c6ae-e04a-4fb5-8f9e-1d3a02b00049/section/81297b90-6b5c-4746-968d-afd0b1f974be/session)

- Previous topic: [3.1.5 Declarative & Procedural Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-5-declarative-and-procedural-knowledge.md)
- Next topic: [4.1.2 Threshold Concepts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/4-1-2-threshold-concepts.md)

## CPD: Subject Level Curriculum (by Kat Howard and Claire Hill) contents

### 1 Introduction
- 1.1 Introduction
  - [1.1.1 Shaping the Curriculum](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/1-1-1-shaping-the-curriculum.md)

### 2 Curriculum Rationale
- 2.1 Curriculum Rationale
  - [2.1.1 The Role of Subject Leaders](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/2-1-1-the-role-of-subject-leaders.md)
  - [2.1.2 Curriculum Rationale](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/2-1-2-curriculum-rationale.md)

### 3 Curriculum Knowledge
- 3.1 Curriculum Knowledge
  - [3.1.1 Core Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-1-core-knowledge.md)
  - [3.1.2 Hinterland Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-2-hinterland-knowledge.md)
  - [3.1.3 Substantive Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-3-substantive-knowledge.md)
  - [3.1.4 Disciplinary Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-4-disciplinary-knowledge.md)
  - [3.1.5 Declarative & Procedural Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-5-declarative-and-procedural-knowledge.md)

### 4 Curriculum Sequencing
- 4.1 Curriculum Sequencing
  - [4.1.1 Cognitive Load Theory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/4-1-1-cognitive-load-theory.md)
  - [4.1.2 Threshold Concepts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/4-1-2-threshold-concepts.md)

### 5 Assessment
- 5.1 Assessment
  - [5.1.1 Meaningful Assessment](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/5-1-1-meaningful-assessment.md)

### 6 Instruments of the Curriculum
- 6.1 Instruments of the Curriculum
  - [6.1.1 Instruments of the Curriculum](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/6-1-1-instruments-of-the-curriculum.md)