There’s an increased focus on the quality of the curriculum. Too often we do not place enough demands on our students. This session will make the case that we like doing things that are difficult. An outline of the principles of high challenge, low threat will argue for a curriculum which makes greater cognitive demands. Drawing on the findings from cognitive science there will be an exploration of how these relate to curriculum design. It will show how curriculum plans, underpinned by concepts and big ideas, are both more efficient for teachers and more effective for learning.