Introductory Level

• Basic knowledge of the process of learning-to-learn.
• Basic knowledge of the processes of ‘information retention’ and ‘memory development’.  
• Understand the different forms of memory retention 
• Knowledge of the VARK (Visual, Auditory, Read/ Write, Kinaesthetic) system to evaluate personal learning preferences
• Basic knowledge of the different ways in which we can learn (such as through teaching others or using previous learning to promote new learning opportunities).

• Define learning-to-learn. 
• Identify the role of metacognition in our lives. 
• Identify and analyse the steps involved in the knowledge retention process. 
• Identify some of the main methods that can be used to enhance memory development
• Identify the elements of the VARK model. Highlight, compare and contrast the basic ways in which we can learn.

• Awareness of how individuals learn differently 
• Ability to self-analyse one’s own preferred learning style. 
• Willingness to establish a personal learning plan based on learning preferences 
• Openness to improving one’s own learning capabilities by recognising their own strengths and weaknesses. 
• Willingness to reflect on how we learn and how we can teach others.

Intermediate Level

• Knowledge of the role that semantic knowledge plays in our ability to retrieve our pre-existing knowledge (semantic memory) 
• Knowledge of how our life experiences have taught us lessons which we can reflect upon for future events (episodic memory). 
• Knowledge of strategies that can be used to improve memory. 
• Knowledge of the information processes of learning; organising, observing, categorising, forming, perceiving, interpreting, etc.

• Differentiate between semantic and episodic memory. 
• Discuss how semantic and episodic memory can support our ability to learn in future events. 
• Provide opportunities for learners to reflect on their semantic and episodic memories. 
• Identify a range of tools and techniques that can be used to improve memory – such as environment, stimuli and resources. 
• Demonstrate the benefits of personal learning techniques 
• Practice effective learning methods that enhance information retention skills

• Willingness to analyse the effectiveness of different learning strategies. 
• Willingness to reflect on semantic and episodic memory. 
• Openness to using strategies to aid and support memory development. 
• Awareness of factors that affect learners’ ability to retain information (relevancy, difficulty, context, stress, sleep).

Advanced Level

• Knowledge of how the processes of anchoring, processing and dynamic testing can support one’s ability to retain and develop their memory. 
• Understand how a personal learning network can support in the acquisition of new knowledge and skills. 
• Understand how to develop a personal learning network (PLN) 
• Knowledge of how to think flexibly for quicker comprehension and greater memory comprehension

• Discuss using; anchoring key concepts, active processing, dynamic testing, etc.  
• Define and discuss the role of a personal learning network in enabling the memory retention of an individual. 
• Provide learners with an opportunity to establish a PLN

• Ability to identify the benefits that anchoring, active processing and dynamic testing can provide to a learner. 
• Openness to learning from others. 
• Willingness to work with a personal learning network to support the acquisition of new skills and knowledge. 
• Awareness of learning processes; knowledge, comprehension, application, analysis, synthesis, evaluation

Expert Level

• Understand how to develop a self-directed learning strategy to support information retention and memory development. 
• Knowledge of how self-reflection can help learners to retain information 
• Knowledge of mnemonic devices that can be used to support information retention and memory development. 
• Theoretical knowledge of the process of memory consolidation (to turn short term memories into long term memories). 
• Theoretical knowledge of the process of memory reconsolidation.

• Reflect on personal learning strategies 
• Compare and contrast a range of mnemonic devices that can be used to support information retention and memory development. 
• Identify how “mass learning” and “cramming” can hinder memory retention 
• Define and describe how memory consolidation can be used to turn short term memories into long term memories.

• Willingness to consider cognitive learning theory within the learning process 
• Awareness of the importance of self-reflection to reinforce learning materials