15th May 2019, Central London


Session 1 – Chris Quigley
The legacy of levels and how it is hindering long-term memory

  • Learning is a change in long-term memory; in other words, nothing has been learned until it rests in the long-term memory.
  • ‘Levels’ pushed us into ‘rapid progress’ that was often delicate and temporary rather than durable and permanent.
  • How must our curriculum design, and our view of progress, change for long-term, ‘durable’ learning?

Session 2 – David Didau
The role of knowledge in the curriculum

  • Thinking through the purpose of the curriculum
  • How knowledge makes everything easier
  • Considering the opportunity cost of what we teach

Session 3 – Chris Quigley
Curriculum structure for long-term memory

This is a highly practical session that will enable delegates to visualise curriculum design from its over-arching aims to its delivery in the classroom. It will include:

  • Threshold concepts – the unifying ideas that students will return to over and over.
  • Conceptual vocabulary – the language required to think conceptually and to progress in their conceptual understanding.
  • Topic breadth – the ways in which students will explore the concepts.
  • Topic knowledge – the practical application of the concepts and demonstrate progress in their conceptual understanding.
Chris will also guide you through a unique and exciting way to move away from KPIs (Key Performance Indicators) towards a more qualitative assessment of long-term retention.

Session 4 – Chris Quigley
Implementing your curriculum

  • The problems with ‘blocking’ curt content.
  • The architecture of long-term memory and the limitations of working memory and the implications for curriculum design.
  • The advice from cognitive scientists around spacing, interleaving and retrieval practise.
  • The potential dangers of cross-curricular topics.
  • The role of longitudinal learning





020 7732 2650