In this activity the students play the role of an estate agent. You should start by introducing the topic of homes and neighbourhoods. Ask the students to list the most important parts of a ´dream home´. Then, give them the task. Here, a family is looking for a new home and there are four possible choices. Each has its pros and cons and the students must work in small groups to pick the most suitable home for the family. They should consider whic information is the most important. For example, the lack of a garage may not be such a terrible thing if the family can park their car on the street. Finish by drawing a table on the board and listing each house´s advantages and disadvantages.

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.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of the purpose of real examples of public artworks. Analysis of arguments for and against public artworks. Activity to consider methods of researching perspectives regarding creating a public artwork (exam Q2b)

Cambridge Global Perspectives Key Stage 4 Resource Starter task reviews significant human rights. Analysis of global patterns concerning the legality of euthanasia. (exam Q1a) Sorting task of common arguments for and against legalising euthanasia. Analysing a perspective using an online source. (exam Q1c) Scaffolding and mark scheme for peer/teacher assessment. Group discussion task leading to personal reflection.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of why there are public statues of individuals. Analysis and evaluation of arguments for and against removing statues of controversial individuals. (exam Q2a and Q3) Extension task and discussion.

Starter task to generate questions based upon visual data. Identification of causes of deforestation in rainforests. Consideration of relative significance of causes. Analysis of a perspective, including causes, consequences, and solutions. Consideration of various perspectives related to deforestation. Pupils organise these into for and against ending deforestation in Brazil and reach a conclusion

Starter task to consider examples of wildlife products that may be traded internationally. Card sort of causes and consequences of the illegal trade in wildlife. Pupils consider which causes and consequences may be most significant. Pupils analyse two arguments about solutions to ending the trade in illegal wildlife- including points, language and evidence used. Pupils discuss and evaluate the solutions proposed.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on types of crimes and their prevalence and seriousness. Analysis of cartogram showing global homicide rates. (exam 1a) Scaffolded discussion and writing task concerning the significance of causes of violent crime (exam 1d) Guided example of identifying consequences of violent crime. (exam 1c) Comparison of solutions proposed to violent crime with examples of facts, opinions, generalisations and vested interest. (exam 1b) Discussion to evaluate arguments.

This activity could be included in a lesson about crime. Start by asking the students what evidence the police can collect regarding a crime. Explain that the most common kind of evidence is testimony from witnesses. Then give them the crime situation. The students need to read the statements and decide which witness is the most reliable. In addition, the students can try to figure out what the criminal looked like, and perhaps where he or she went after the crime. If you have a smaller class you could give one student one of the testimonies and conduct a real interview with the others acting like policemen.

This is an activity whereby the students are directors of a company and they must hire one of four applicants. You should start by talking about a job interview including associated vocabulary. This activity is really about choosing the best candidate for the job. I use one Chinese candidate but you can modify it to suit the host country.

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.

Roleplay cards for hotel-related complaints. Good for practicing negotiation skills and fast-thinking.

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.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of the purpose of a museum. Evaluation of purposes of a museum (exam Q1d) Analysis of arguments for and against museums returning items to original countries. Research task into selected objects from the British Museum.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites analysis of graph showing school shootings in the USA. Discussion through video of schools in the USA with extreme safety measures. Research task with weblinks for pupils to create an argument for or against gun control as a way to stop school shootings. (exam Q2a and Q3).

Starter consider the messages and imagery of old adverts for cigarettes. Discussion concerning the banning and regulation of tobacco advertising. Consideration of whether other harmful substances- such as junk food- should also have an advertising ban. Pupils analyse arguments for and against banning junk food adverts. Pupils consider how they could investigate and test a claim concerning the banning of junk food adverts. Pupils investigate a selection of online sources connected to the issue. They consider the perspectives, research methods, types of evidence, key information, and reliability of the online article.

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.

Some students will be prisoners that are applying for parole. The others will be the ‘parole board’ and will decide if the request for early release will be accepted or denied. The prisoner must do their best to persuade the parole board that they deserve to be let out of prison.