Cambridge Global Perspectives Key Stage 4 Resource
Starter task invites discussion of global internet access (exam Q1a)
Evaluation of benefits of internet access for developing countries (exam Q1d)
Analysis of an argument for perspectives and facts/opinons/generalisations (exam Q1b and Q1c)
Evaluation of a source for reliability (IRR)
Follow up activity connected to research for IRR.
Links to topic of Law and Criminality
Exam skills, examples, scaffolds, and thinking activities built into lessons.
Links to real online sources.
Discussion and extension tasks.
Crime: Causes, consequences, and solutions
Capital Punishment
Laws- Stand Your Ground?
Gun Control
Cambridge Global Perspectives Key Stage 4 Resource
Starter task invites discussion on how much water there is on Earth.
Analysis of graphs in relation to water usage trends in different global regions.
Thinking task related to the amount of water needed to make everyday objects and foodstuff. Pupils can investigate reasons why certain items require a surprisingly large amount of water to produce.
Card sort analysing the consequences of water scarcity through different perspectives.
Pupils complete homework task related to their household use of water and share findings next lesson.
5 lesson with links to topic of Environment, Pollution, and Conservation
Exam skills, examples, scaffolds, and thinking activities built into lessons.
Links to real online sources.
Discussion and extension tasks.
Rainforests
Trophy Hunting
Zoos
Pacific Garbage Patch
Illegal Trade in Wildlife
Starter task to generate ideas and questions based upon Midway albatrosses.
Video introduction to the Pacific Garbage Patch- pupils note down key statistics and facts.
Card sort of causes and consequences of the Pacific Garbage Patch
Pupils investigate different perspectives regarding who is to blame for the garbage patch and who should clean it up.
For this activity the students must pair up each person with the most suitable pen-pal for them. It is necessary to pre-teach vocabulary pertaining to movies, books, sports and hobbies in general. Also explain different ways to say ´like´ and ´dislike´- I brainstorm this beforehand. After the students have had some time to complete the activity, draw a table on the board with each person´s name, likes and dislikes and match them together as a class. This could work well as a test or as a revision activity.
Many students learn English in order to study abroad some day. Begin by asking them what kinds of things make a good study abroad program. Then give them this scenario whereby two people (Chinese- but you can change it to suit your needs) want to study abroad and the students need to select the most suitable course for each one. Make a table on the board with each programs’ good and bad points. If you have time ask your students to choose which course they would prefer if given the money and why they would choose it.
A role play activity where students act-out short phone calls that are mainly based upon business scenarios. It is good for practicing their formal English and for thinking on their feet.
Blind date activity where students decide which of the eligible bachelors Emma should choose to go out on a date with. Good discussion activity and could be used as a role play too.
A mock election roleplay in which students have to represent a made-up political party and explain the benefits of their manifesto. They are then questioned by the other parties. At the end a mock election can be held in which students vote for the party they think has done the best job (they can’t vote for themselves!)
Discussion and negotiation activity where students can roleplay various stakeholders in a city planning group to try and solve the problem of traffic congestion. Good for encouraging debate and constructive argument.
Charles Smith was a self-made millionaire and the founder of
‘Horizon Enterprises’. Charles died last week after a long battle against heart disease. He left no will so nobody knows who should inherit his money, cars, houses and other possessions. His lawyer has arranged a meeting for those closest to him to discuss who should receive the inheritance.
Each student will pretend to be a different person that knew Charles. They must try to persuade the others that they deserve to inherit Charles’ money. At the end of the discussion, each person can vote for the one other person they think should get the money. They cannot vote for themselves.
Good activity for a first-lesson. Each student is given a card with information on- they then take on the role of that person and memorise their information. Then circulate around the room trying to meet as many others as possible. There is an optional form on which to record the information of the people they meet.
Cambridge Global Perspectives Key Stage 4 Resource
Starter task reviews how to analyse a perspective (exam Q1c)
Discussion task with theoretical examples of controversial issues regarding the sanctity of life.
Scaffolded task for testing a knowledge claim (exam Q2b)
Mark scheme for self/peer assessment.
Cambridge Global Perspectives Key Stage 4 Resource
Starter task invites discussion about what ‘art’ is.
Analysis of various perspectives surrounding graffiti including causes, consequences and solutions. (exam Q3)
Final group discussion task.
I use this as part of a Y7 History Unit on Weapons Through Time. Once students have read the information sheet and answered the questions I set them the simulation task to test their understanding. Students receive an A3-sized plan of the battlefield and have to select from multiple-choice answers for each scenario during the battle from the point of view of the British general Wellington. I have tried to make the scenarios as realistic as possible but clearly at this level it has been simplified somewhat. Students need to record their choice by circling their option for each scenario. Then click on each button to reveal the consequence of their actions and points scored. There are some things (placement of soldiers, terrain, impact on other areas of the battlefield, luck) that hopefully will cause them to consider why it would have been difficult commanding a battlefield at this time. At the end I play them a clip of the charge of the French cavalry from the film ‘Waterloo’ and then have a discussion around the questions at the end of the presentation.
Useful Global Village activity to run for a whole year-group of around 100 students. I print the cards and laminate them and place one under each student chair. If you have fewer than 100 students you could included staff or rope in more people where needed. As you go through the presentation ask the students to stand up once their picture for each section appears on the screen. I use this for an introduction to the Global Perspectives course but it could be a good activity for Geography or as a global-mindedness assembly. Cards can be modified each year to reflect changes. I use the UN website for the statistics.
For this selection activity the students act as travel agents and must choose the most suitable type of accomodation for four different kinds of travellers. Although the matching exercise should be pretty straightforward, this activity could lead to a general discussion about the various kinds of accomodation or a role play where students help each other to book a room.