Threshold Concepts

Threshold concepts act to help students access the next stage of learning as well as reconfiguring their prior learning.

Threshold concepts

Threshold concepts act as a gateway to more knowledge and understanding and help to form stronger schematic frameworks.
In physics, centre of gravity is a key concept, but it is not a threshold concept.
The concept of gravity itself is a threshold concept as it transforms our understanding.

Transformative

Threshold concepts are transformative in that they result in a significant shift in students’ thinking.
For example, in English, once exposed to the threshold concept of narrative structure, plays, stories, novels or even TV shows and films may take on new meaning.

Irreversible

Threshold concepts are also irreversible. Once learned they are unlikely to be unlearned.
They may still be modified or rejected if they are met with refined or rival conceptual understanding.
For example, The concept of photosynthesis is often modified throughout a students’ primary and secondary education.

Questions to ask yourself

What are the threshold concepts of your curriculum?
How will these be returned to and reinforced?
How will you close the knowledge gaps for students who have not grasped these concepts?
How can your understanding of the threshold concepts in your curriculum help to identify and address ‘bottlenecks’ in learning?

1Introduction

1.1Introduction

1.1.1Shaping the Curriculum

2Curriculum Rationale

2.1Curriculum Rationale

2.1.1The Role of Subject Leaders

2.1.2Curriculum Rationale

3Curriculum Knowledge

3.1Curriculum Knowledge

3.1.1Core Knowledge

3.1.2Hinterland Knowledge

3.1.3Substantive Knowledge

3.1.4Disciplinary Knowledge

3.1.5Declarative & Procedural Knowledge

4Curriculum Sequencing

4.1Curriculum Sequencing

4.1.1Cognitive Load Theory

4.1.2Threshold Concepts

5Assessment

5.1Assessment

5.1.1Meaningful Assessment

6Instruments of the Curriculum

6.1Instruments of the Curriculum

6.1.1Instruments of the Curriculum

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