Creating a physics teaching sequence with cognitive load theory in mind

Fabio Di Salvo, Science Department, Nexus International School Singapore, Singapore When deciding on the order in which to teach a physics curriculum, it is important to consider both the sequencing of content knowledge and the sequencing of mathematical skills. This article examines how our regular departmental discussions have allowed us to consider ways of optimising intrinsic cognitive load by specifically developing our curriculum sequencing across all secondary year groups. Cognitive load theory (CLT) (Sweller, 1998) discusses working memory and how this affects learning. This can easily be overloaded, so it is important for teachers to be aware of the demands placed on students. CLT has been a source of fascinating discussions within our physics department, where we have created a teaching sequence that places an appreciation of these demands at the forefront. Our departmental process follows the order of creating a sequence, implementing it across our classes, reflecti