Threshold concepts are spaced and interleaved throughout the 'Global' curriculum. This not only ensures the best possible chance of retention of knowledge, whilst encouraging balance and breadth. Students encounter a host of topics and materials in subjects, including history to religion and ethics.

Questioning is an integral part of the 'Global' classroom. Students and staff incorporate both verbal and written questioning in order to communicate ideas, skills and knowledge. Students are expected to demonstrate the acquisition of key concepts in multiple contexts.

The subjects taught in Global are the predominant means of taking students beyond their own experiences and ‘borders’. From capital punishment to early human migration, content and a knowledge-rich curriculum are at the forefront of this core theme. However, trips such as those to the Imperial War Museum in London ensure that students refine what has been taught in the classroom.

Low-stake testing is an integral part of Global’s strategy for ensuring that knowledge is embedded in long-term memory. However, making learning ‘stick’ requires resilience on behalf of students as they are expected to demonstrate knowledge acquisition in multiple contexts, spaced over extended periods of time. Trips and curriculum content also target and encourage the resilience of students.

Encouraging students' inclination for introspection and searching for answers to difficult questions is a core principle within the 'Global' curriculum.  Lessons are designed to be challenging. The rewards are that students begin to develop their identity and sense of self when relating thoughts to complex issues (i.e. Capital Punishment, Euthanasia).

Students are expected to continually drive towards ‘mastery’ within the Global Threshold Concept curriculum. In order to access and flourish beyond the classroom, Global strives to equip students with the skills and knowledge required in other aspects of their provision, such as external exams.