Long-Term Memory & Schemas

In this module trainees explore how learning connects new concepts to existing knowledge in long-term memory. The module emphasises that new knowledge is fragile and requires consolidation through practice. Trainees will learn to structure lessons around key concepts, link new information to prior learning and sequence content effectively. Techniques like modelling, scaffolding and explicit teaching are highlighted to support durable learning.

 

This module covers the CCF 'Learn that...' statements:

• 2.2. Prior knowledge plays an important role in how pupils learn; committing some key facts to their long-term memory is likely to help pupils learn more complex ideas.
• 2.5. Long-term memory can be considered as a store of knowledge that changes as pupils learn by integrating new ideas with existing knowledge.
• 2.9. Worked examples that take pupils through each step of a new process are also likely to support pupils to learn.
• 3.3. Ensuring pupils master foundational concepts and knowledge before moving on is likely to build pupils’ confidence and help them succeed.
• 3.5. Explicitly teaching pupils the knowledge and skills they need to succeed within particular subject areas is beneficial.
• 3.7. In all subject areas, pupils learn new ideas by linking those ideas to existing knowledge, organising this knowledge into increasingly complex mental models (or “schemata”); carefully sequencing teaching to facilitate this process is important.
• 3.8. Pupils are likely to struggle to transfer what has been learnt in one discipline to a new or unfamiliar context.