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.

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.

Cards that can be used as a basis of a travel-agent roleplay activity.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites analysis of the global perspective about the death penalty. Survey task for pupils to identify their own perspectives at the start of the lesson. Card sort of arguments for and against the death penalty. Analysis of the elements of an effective argument with two examples. (exam Q2a and Q3) Review of personal perspective.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on taking the knee in various sporting events. Discussion of the 1968 Olympic protest by Tommie Smith and John Carlos using a short documentary. Background to Colin Kaepernick’s protest. Analysis of perspectives surrounding protest in sport- pupils categorise information into global, national, local, and personal perspectives and identify which information could be used to support opposing arguments. Discussion regarding the key question of whether professional athletes should use sporting events as a platform for protest.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on countries that have hosted the Olympics. Analysis of a global perspective that is positive about the Olympics. Interpretation of images of protests against the Olympics. Analysis of an argument for hosting the Olympics including identifying fact, opinion, generalisation and vested interest. Also discussion of the strengths and limitations of the argument. Comparison of 2 arguments- identifying the evidence used. Discussion to evaluated whether the pros of hosting the Olympics outweigh the cons.

Starter task to consider questions related to zoos. Analysis of an online source related to the issue of zoos. Evaluation of the effectiveness and reliability of the perspective presented. Pupils work in groups to explore four different online sources connected to the issue. They consider the perspective, points made, language and evidence used, and the reliability of the source. Pupils sum up different perspectives and reach a personal conclusion.

Starter task to analyse the message of a cartoon. Pupils identify knowledge claims in an argument and formulate methods and types of evidence to test a knowledge claim. Pupils analyse a global perspective connected to the issue for strengths and weaknesses. Pupils investigate an online source connected to the issue and identify potential strengths and weaknesses. Pupils locate their own online sources connected to the issue and annotate strengths and weaknesses of the source to share with the class.

Starter task to consider what defines a sport. Pupils complete a guided analysis of a perspective for facts, opinions, vested interests, etc. Pupils independently analyse an online source for the opposite perspective. Pupils write an answer to the big question.

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.

Starter task to analyse the context of a photograph. Discussion concerning the discovery of the Polio vaccine by Jonas Salk and his desire not to patent it. Analysis of graphical data concerning the eradication of polio globally. Pupils analyse six different perspectives concerning whether vital medicines should be patent free. They need to identify the main points, perspective, evidence and any weaknesses in the arguments. Pupils can then investigate online sources connected to the issue before writing an answer to the big question of whether vital medicine should be patent-free.

Starter task to consider the science and purpose of vaccination. Analysis of global data connected to mandatory childhood vaccination in different countries. Pupils analyse a debate concerning whether vaccination should be mandatory and identify the key points, evidence, and language used by both sides. Pupils discuss and explain which argument they find most persuasive and why. Pupils analyse a research project connected to the issue of vaccination to identify its strengths and weaknesses. Pupils consider how they might improve the research conducted into the issue.

Starter task to consider global data about life expectancy. Discussion on why life expectancy might be an important issue for governments. Pupils consider the requirements of the exam Q4. Pupils work in small groups to formulate potential benefits and downsides to each of the 3 courses of action and report back to the class. Pupils then locate useful evidence in the sources to add to their responses. Each group then creates a model paragraph on one of the courses of action to present to classmates. Pupils peer mark using the tick-list.

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.