A Cognitive Science–Informed Instructional Architecture for Secondary Education: Integrating Curriculum Sequencing, Retrieval Practice, Feedback Loops, and Workload Sustainability

Educational research has established a robust body of evidence supporting retrieval practice, spaced learning, direct instruction, feedback, and cognitive load management. However, classroom implementation often remains fragmented, leading to limited impact and unsustainable teacher workload. This paper presents a coherent instructional architecture developed within secondary physics education but designed for cross-disciplinary applicability. The system integrates structured curriculum sequencing, routine retrieval, metacognitive feedback cycles, AI-resistant independent practice, and workload-efficient assessment. The framework operationalises cognitive science principles into a predictable lesson structure andmemory-optimised learning cycle. Evidence-informed rationale is presented for each design component, alongside practical implications for subject departments. The model demonstrates how research synthesis can be transformed into scalable classroom practice that enhances learning while maintaining teacher sustainability. While preliminary implementation evidence is promising, systematic evaluation of learning outcomes and cross-disciplinary transferability remains necessary to establish the model’s empirical validity.