Curriculum

How do we make learning 'Stick'?

Working Memory vs Long-Term Memory: Why Chunking, Sequencing, and Retrieval Matter

When it comes to learning, our brains have two main “storage systems”:

1. Working Memory – This is like your brain’s notepad. It holds a small amount of information for a short time—just long enough to use it. For example, when you try to remember a phone number long enough to dial it, you’re using working memory. It’s powerful but very limited—most people can only hold about 5–7 pieces of information at once.

2. Long-Term Memory – This is more like a library. It stores knowledge, skills, and experiences for days, months, or even a lifetime. But to get information into long-term memory, it needs to first pass through working memory and be processed in meaningful ways.

Why We Chunk, Sequence, and Retrieve

• Chunking – Breaking learning into small, meaningful “chunks” reduces the load on working memory. Instead of overwhelming students with too much at once, we present smaller, connected steps.
• Sequencing – Ordering learning in a logical, scaffolded way allows each new piece of information to build on what’s already been learned. This makes it easier for the brain to connect and store ideas.

• Retrieval – Regularly bringing information back from long-term memory strengthens those connections. This is why your child might be asked to recall or apply what they learned last week or even last term—it’s a vital part of making learning stick.

   

Why It Matters

If we skip these steps, students can become overloaded and frustrated because working memory gets overwhelmed. But when learning is carefully chunked, sequenced, and revisited, students are far more likely to remember and apply their knowledge—leading to stronger, more confident learning over time.

At Skye Primary School, our instructional model is deliberately designed to provide these scaffolds every day. This ensures learning is delivered in manageable steps, in the right order, and revisited regularly—helping students not just learn in the moment, but remember and use their knowledge for years to come.

How does this help me support my child?

When supporting your child with learning, it can be helpful to pause and ask yourself a few questions: Am I expecting too much? Have they ever done this task before? Have I shown them how it’s done? Have they had a chance to practise? If the answer to any of these is “no,” they may not yet be able to complete the task successfully—simply because it’s still new. Understanding this can reduce frustration for both you and your child, and instead allow you to guide them step-by-step through any new learning, whether it happens at school or at home.

Understanding this key part of learning (cognitive science), was a 'game-changer' for my journey in education and as a parent. It forces us as educators and parents to pause and think, can my child/student be successful with what I am expecting them to learn? If you are able to that, then you start to realise the impact of methodical steps in support a student or your child to be successful in their daily learning lives.

Mr Snow