in particular there are no clear measurable targets to reduce gaps in performance across students and schools from different backgrounds nor are there reliable means to monitor progress clearer targets and more effective monitoring would be helpful in sustaining momentum across policy cycles and ensure resources are targeted towards those most in need the new curriculum marks a profound break with previous approaches to teaching and learning it requires a transformation in pedagogical strategies away from teacherled rotememorisation methods of instruction towards studentfocused competencebased approaches which encourage students to engage in their owrn learning think critically and apply what they know to solve realworld problems