Cognition & Learning
How children think, learn, remember and organise information — working memory, executive function, attention and beyond.
Working Memory
Working memory is the ability to temporarily hold and use information while completing a task. Adapting teaching — rather than expecting pupils to compensate — is the strongest lever for classroom impact.
Executive Function
Executive function is the set of thinking skills that help children plan, organise, initiate, monitor and adapt while working towards a goal. The strongest classroom impact comes from teaching routines explicitly and scaffolding independence — not from expecting pupils to self-organise.
Attention
Attention is the collection of cognitive processes that allow pupils to focus on relevant information, sustain concentration, shift focus and manage distractions. Attention is not a fixed amount a child has — it is something that can be supported or hindered by the way we design learning.
Cognitive Load
Cognitive load is the mental effort learning demands. Adapting lesson design — not lowering expectations — is the strongest lever for making learning accessible to every pupil.
Processing Speed
Processing speed is the rate at which a pupil takes in, understands and responds to information. Adapting classroom pace — not asking pupils to work faster — is the strongest lever for participation and confidence.