Assistant Principal's Report 

Supporting Student Learning Through Cognitive Load Theory

Last Friday, our staff engaged in a rich day of professional learning focused on unpacking the Victorian Learning and Teaching Model 2.0 with a particular focus on Cognitive Load Theory. Cognitive Load Theory is a research-informed approach to understanding how students learn best.

Led by Anthony Keatch and supported by our School Improvement Team and Learning Area Leaders, the day explored how teachers can design lessons that optimise student thinking and memory. At the heart of this work is the idea that learning happens when students think deeply about content, and that working memory is limited, so we must be deliberate in how we present information.

Teachers examined strategies to:

• Pre-teach key concepts and vocabulary to reduce unnecessary mental effort.

• Segment and sequence learning so students build understanding gradually.

• Minimise distractions in the classroom to help students focus.

• Use retrieval practice to strengthen long-term memory and deepen understanding.

   

We also discussed common misconceptions—such as the idea that students learn best through discovery or that teaching should match individual learning styles—and explored why explicit instruction is often more effective, especially for novice learners.

This professional learning is part of our ongoing commitment to evidence-based teaching and ensuring every student has the best chance to succeed. Parents can support this at home by encouraging regular review of learning, asking students to explain what they’ve learned, and helping them build strong study routines.

Thank you for your continued support as we work together to create focused, purposeful, and engaging learning environments for all students.

Aidan Message, Assistant Principal