How We Learn
Week 1 – The Model of Simple Memory
Explore how learning moves from the environment into working memory and, ultimately, into long-term memory. Understand why memory is the foundation of learning and how cognitive overload can prevent pupils from retaining new information.
Key Research
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Daniel Willingham
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Richard Mayer – Cognitive Theory of Multimedia Learning
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Sweller – Cognitive Load Theory
Week 2 – Make Learning Stick
Learning isn't complete the moment pupils understand something—it only becomes meaningful when they can remember and use it over time. Research shows that forgetting begins almost immediately after learning unless knowledge is revisited and strengthened. In this session, we'll explore the Ebbinghaus Forgetting Curve and discover how simple strategies such as retrieval practice, spaced repetition and regular review can make learning more memorable and help pupils retain knowledge for the long term.
Week 3 – Developing Schemas
Learning is far more than remembering isolated facts. As pupils gain new knowledge, their brains organise and connect ideas into networks known as schemas. The stronger these connections become, the easier it is to understand new concepts, solve problems and recall learning in the future. In this session, we'll explore how schemas develop, why prior knowledge is so important, and how teachers can deliberately help pupils make meaningful connections that deepen understanding and support long-term learning.