Competence-orientation and personalization promise sustainable learning. But practical experiences with standards-based and personalized informatics education indicate that sustainable learning does not happen by itself, though. This contribution describes attempts to introduce competence-oriented learning into informatics lessons, addresses the observed lack of sustainability by pointing at the structure of informatics learning content and seeks for further explanations among the findings of neurodidactics. Referring to existing pedagogical patterns for computer science education we conclude that guidelines for sustainable learning at least have to regard considerations of informatics didactics as well as recommendations of neuroscience.