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 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.

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 reviews previous learning in analysing a perspective (exam Q1c) Link to video related to the development of robots in fast food sector. Questions related to pros and cons. Evaluation of 2 arguments concerning the use of robots in industry. Analysis scaffold and oracy stems for discussion. (exam Q3)

Cambridge Global Perspectives Key Stage 4 Resource Starter task creates discussion about when ‘life’ begins. Analysis of arguments for and against legalising abortion. Analysis of global patterns regarding this issue. Analysis and evaluation of an online article (exam Q2a and Q3) Simplified article and scaffolding provided. Mark scheme for self/peer assessment. Suggestion extension using a different online source.

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 includes quiz for pupil’s personal opinion before the lesson. Analysis of arguments for and against human genetic engineering. Analysis of global patterns regarding this issue. Analysis and evaluation of a piece of research (exam Q2a) Suggested answers and pupil task to improve the answer.

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.

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.

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.