- To explore the research around meaningful learning and the importance of diagnosing existing starting points, particularly Ausubel
- To identify strategies for use in the classroom to help explore the fluency and mastery of existing schema
- To consider the impact of new learning on prior learning, including the cognitive load model
- To exemplify strategies for diagnosing prior learning in a range of key stages and curriculum subjects

Delegates will have the opportunity to undertsand how:
- evidence informs a school’s approach to assessment; for example, that assessment is used to help pupils embed and use knowledge fluently, to check understanding and inform teaching, or to understand different starting points and gaps
- any gaps in pupils’ knowledge or skills can be identified and tackled quickly