Many countries are in the process of adopting radical changes to the purpose, nature and organisation of the school curriculum as the principles of lifelong learning are transferred to schooling. One of the most fundamental changes lies in the emphasis on learning how to learn as a transferable skill set that underpins the whole curriculum. On this basis we are seeing the importation into schools of ideas and practices drawn from adult education and the commercial sector. In particular those that posit that the most effective relationship between those who learn and their learning lies in self-direction through the mastery of the performativity cycle (goal setting, activity, evaluation). The second radical change, also cross-curricular in its focus, consists in formalising learning in schools that, in the latter half of 20th century, had been identified as part of the implicit, or hidden curriculum. Learning outcomes under such themes as Health and Wellbeing relate directly to the "socialisation" of students with a focus on developing their personal qualities and their social conduct. Both these changes place an increased emphasis on children and young people's capacity for self-regulation which has profound implications for teachers and their professional practice. In recognition of these implications there has been an expansion of advice on pedagogic issues in both policy documents and in the educational literature. Drawing from policy and educational literature this paper explores the nature of this advice and discusses how effective or otherwise it may be in helping teachers to understand and fulfill a new role in their classrooms.