Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/4-1-2-threshold-concepts [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Subject Level Curriculum - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified.md) › Threshold Concepts # Threshold Concepts CPD: Subject Level Curriculum (by Kat Howard and Claire Hill), topic 4.1.2 ## 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](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/AQA%20New%20Modules/8.1.1/earth%20orbits%20sun.jpg) - 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 ![Transformative](https://image-v2.cdn.app.senecalearning.com/2018-11/afcc1b0b-e788-4e21-b03c-d73afba1f61e/tv-.jpg) - 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 ![Irreversible](https://image-v2.cdn.app.senecalearning.com/2019-04/09ce2239-91a0-494a-8bf0-785586512aba/-leaf-plant--min.jpg) - 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 ![Questions to ask yourself](https://image-v2.cdn.app.senecalearning.com/2018-03/829a31cb-fa6c-427c-b7a7-13bdf59c6083/shutterstock_361753976.jpg) - 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? ## Test yourself on Threshold Concepts [Practise this topic for free](https://app.senecalearning.com/classroom/course/f3a2c6ae-e04a-4fb5-8f9e-1d3a02b00049/section/d35981db-04e4-470c-83bc-1557f5731266/session) - Previous topic: [4.1.1 Cognitive Load Theory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/4-1-1-cognitive-load-theory.md) - Next topic: [5.1.1 Meaningful Assessment](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/5-1-1-meaningful-assessment.md) ## CPD: Subject Level Curriculum (by Kat Howard and Claire Hill) contents ### 1 Introduction - 1.1 Introduction - [1.1.1 Shaping the Curriculum](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/1-1-1-shaping-the-curriculum.md) ### 2 Curriculum Rationale - 2.1 Curriculum Rationale - [2.1.1 The Role of Subject Leaders](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/2-1-1-the-role-of-subject-leaders.md) - [2.1.2 Curriculum Rationale](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/2-1-2-curriculum-rationale.md) ### 3 Curriculum Knowledge - 3.1 Curriculum Knowledge - [3.1.1 Core Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-1-core-knowledge.md) - [3.1.2 Hinterland Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-2-hinterland-knowledge.md) - [3.1.3 Substantive Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-3-substantive-knowledge.md) - [3.1.4 Disciplinary Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-4-disciplinary-knowledge.md) - [3.1.5 Declarative & Procedural Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/3-1-5-declarative-and-procedural-knowledge.md) ### 4 Curriculum Sequencing - 4.1 Curriculum Sequencing - [4.1.1 Cognitive Load Theory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/4-1-1-cognitive-load-theory.md) - [4.1.2 Threshold Concepts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/4-1-2-threshold-concepts.md) ### 5 Assessment - 5.1 Assessment - [5.1.1 Meaningful Assessment](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/5-1-1-meaningful-assessment.md) ### 6 Instruments of the Curriculum - 6.1 Instruments of the Curriculum - [6.1.1 Instruments of the Curriculum](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-subject-level-curriculum-seneca-certified/6-1-1-instruments-of-the-curriculum.md)