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The Gateway School & Technology College
'working for maximum success for each individual'

Global

Global is the umbrella term given to three subjects found within Humanities; History, Geography and Religion & Ethics. These are primarily taught to KS3 students, however there remains scope for KS4 to maintain basic instruction within these fields.

 

The curriculum is structured around and guided by threshold concepts (a TC is something that is fundamentally transformative; it may be considered ‘akin to a portal, opening up a new and previously inaccessible way of thinking about something). In total there are 10 threshold concepts underpinning the Global curriculum which not only provides a vehicle for knowledge and skill acquisition but also serves as a model for progression. This is a crucial part of whole school policy with threshold concept ‘maps’ being an integral element of all subjects being taught at the Gateway.

 

T1 - Reading Sources

Name:

Date:

Step 1

Step 2

Step 3

Step 4

Step 5

Beyond

Highlight words identified by teacher.

Locate dates and figures that relate to a task.

Use information from text to answer questions.

Use extracts from a text as an example when answering questions.

Find information that is significant to an argument being made by someone else.

Can find contradictions and invalid arguments within a source.

 

E

A

EW

U

M

E

A

EW

U

M

E

A

EW

U

M

E

A

EW

U

M

E

A

EW

U

M

E

A

EW

U

M

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Above is the 1st of 10 threshold concepts we start with reading because it is the primary skill used in order to convey information to students. Active reading is a technique used to extract important information from text, aid working-memory (easing extraneous cognitive load) and orient attention to words or passages that are of most importance.

 

Each of the 10 threshold concepts (TC) are divided into a sequential set of steps which essentially get harder as students’ progress through the concept. There are a total of 5 steps with the 6th being called ‘beyond,’ this ensures that pupils are expected to achieve their maximum potential (there is in effect no ceiling to the amount of step that can be created). The main purpose of the steps is that it ensures sequential, layered knowledge acquisition in the areas I believe are most vital to Global.

 

Attached to each TC is a secondary element which is used to shape ‘live feedback’ (feedback/dialogue between teacher-student that is immediate, relevant and crucially generates greater effort on behalf of the student). The labels/letters denote language used among students and teachers to convey depth of understanding and independence in terms of the way in which concepts and therefore steps have been attempted. It is a common language being developed in order to warrant a general, school wide understanding of what progression in terms of outcomes in class looks like.

 

All students have a TC map there accompanies them throughout their journey, ensuring that a depth to my subject-specific progression model is in place. It maintains a focus on progression through the content to be learned (curriculum = progression model). As subject lead I am able to monitor in real time my expectations of what students need to know at each particular stage of their journey. It is clear, accurate and responsive.

 

Year 7

Autumn 1 (weekly topic/content/knowledge interleaving overview)

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

History

Geography

RE

History

Geography

RE

Romans

Tornadoes

Roman Gods

Romans

Tornadoes

Roman Gods

Autumn 2

Boudicca

Map Skills

Origins of Universe

Boudicca

Map Skills

Origins of Universe

Spring 1

1066

Extreme Weather

Poverty

1066

Extreme Weather

Poverty

Spring 2

1215 – Black Death

Ebola

Death

1215 – Black Death

Ebola

Death

Summer 1

Wars of Roses

Climate change

Secular philosophy

Wars of Roses

Climate change

Secular philosophy

Summer 2

Reformation

Migration

Troubles

Reformation

Migration

Troubles

 

 

Year 8

Autumn  1 (weekly topic/content/knowledge interleaving overview)

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

History

Geography

RE

History

Geography

RE

Spanish Armada

Biodiversity

Catholicism vs. protestant

Spanish Armada

Biodiversity

Catholicism vs. protestant

Autumn 2

Plague (1664)

Tsunami

Dangers of religion

Plague (1664)

Tsunami

Dangers of religion

Spring 1

Stuarts – civil war

Rainforests/climate

Animal rights

Stuarts – civil war

Rainforests/climate

Animal rights

Spring 2

Industrial rev.

Population – empire

Origin of species

Industrial rev.

Population – empire

Origin of species

Summer 1

British empire

Rivers

Prejudice & discrimination

British empire

Rivers

Prejudice & discrimination

Summer 2

Slavery

Plate tectonics

Human rights

Slavery

Plate tectonics

Human rights

 

 

 

Year 9

Autumn 1 (weekly topic/content/knowledge interleaving overview)

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

History

Geography

RE

History

Geography

RE

WW1 intro

Development

Problem of evil

WW1 intro

Development

Problem of evil

Autumn 2

WW1 – Somme

Japan

Religion & Peace

WW1 – Somme

Japan

Religion & Peace

Spring 1

WW2 – Intro

China – Renewable energy

Terrorism

WW2 – Intro

China – Renewable energy

Terrorism

Spring 2

WW2 – Aftermath

Ecosystems

Human rights

WW2 – Aftermath

Ecosystems

Human rights

Summer 1

Cold war – Intro

Spanish Flu

Comm vs. Cap

Cold war – Intro

Spanish Flu

Comm vs. Cap

Summer 2

Cold war – Vietnam (end)

Glaciation

Refugee crisis

Cold war – Vietnam (end)

Glaciation

Refugee crisis

 

The intention of the global curriculum is to provide students with a breath of topics while maintaining a high degree of depth. This is achieved by spacing and interleaving threshold concepts throughout their time here whilst providing a coverage of key topics which we feel are important factors in developing students cultural capital. Although not explicitly shown in the tables above, topics and content are reviewed/revisited multiple times throughout a student’s journey. For example Black Death, plague, Ebola and Spanish flu are all interlinked and recalled spanning from year 7 to year 9.  

 

 

 

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