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.

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.