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.
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