Has any academic been as influential in policymaking for England’s schools as John Sweller?

This year, the Australian educational psychologist’s research has underpinned the Early Career Framework, the initial teacher training core content framework and Ofsted’s new inspection framework. It has given theoretical ballast to minister Nick Gibb’s argument that schools should move away from “child-centred” instruction. And it has become the marching song for many in the research-informed teacher movement.

Cognitive load theory

Sweller is the man behind cognitive load theory, the idea that certain approaches can help teachers to avoid overloading (or, indeed, underloading) a pupil’s working memory. If we hit the right balance, so the theory goes, we can make sure children transfer more knowledge to long-term memory: they learn more.

The theory has attracted many supporters but has also been heavily criticised, not least by some teachers. Whether it will hold up against increased scrutiny next year is an interesting question - and a worrying one if you are in the Department for Education.