TO IDENTIFY ISSUES LINKED TO POVERTY AND INEQUALITY TO IDENTIFY AND EXPLAIN CULTURAL PERSPECTIVES ON POVERTY AND INEQUALITY. TO INVESTIGATE LOCAL, NATIONAL, GLOBAL ISSUES RELATED TO POVERTY AND INEQUALITY & EXPLAIN CAUSES AND CONSEQUENCES. To develop an understanding of the UN Sustainable Development Goals. To investigate issues and cultural perspectives on Poverty & Inequality locally, nationally & globally. To agree collaboratively on the most significant issue & devise an outcome with explanation.

To understand key issues related to Tradition, Culture and Identity To Identify causes and consequences To evaluate possible courses of action To reflect on Malaysian traditions, culture & identity and explain images that best portray this from a personal perspective. To identify and explain different understandings of culture To identify and explain how effective is reasoning Research Skills

To consider and explore local, national and global issues linked to the year 10 themes. To collaborate and discuss personal and cultural perspectives. To share issues and perspectives discussed.

To investigate local, national & global issues linked to Water, Food & Agriculture What are the most important problems in your area related to Water, Food and Agriculture? Do you think milk and meat should be cheap, even if farmers struggle to make a living? How can my country ensure its food security?

Introduction to Team Project activities, topic selection speed dating, step by step guidance, checklists and student planning and recording of evidence documents.

This baseline assessment allows students to demonstrate their current / beginner level of knowledge, understanding and experiences of local, national and global issues. It encourages them to be independent investigators across the Global Perspectives themes and challenges them to research and investigate cultural perspectives on a local, national and global issue of their choice.

Outcomes To have considered how people communicate (D) To have examined language statistics and evaluated their significance (C-B) To have debated the significance of ‘major languages’ identifying pro’s & con’s (C-A/A*) To have discussed the importance of understanding in terms of economic importance and safety (ALL) To identify and explain issues and different cultural perspectives regarding language. To identify, justify and explain Facts, Opinions and Reliable Sources. To Analyse a Team Project on Language and Communication

To identify issues and cultural perspectives in Sport & Recreation Outcomes: In teams of 2-3 choose one issue & prepare a TEAM OUTCOME - A POEM, RAP OR SONG Include ONE issue Local/National or Global - include the country that links to your issue also At least one Cultural Perspective (age, gender, religion, etc)

Plan a City Plan a city that would allow people to live comfortably but sustainably. Would your city be like Raimond De Hullu’s City or would it be very different? Consider the following: Transport / Fuel Heating / Air Con Electricity supply Accommodation https://thefashionglobe.com/oas1s

Developing Research SKills Identifying different cultural perspectives Evaluating Sources Searching for information Reading and recording Setting up research Identifying information and trends Understanding key issues Identifying causes and consequences Identifying and evaluating possible courses of action

Lesson 1 - 3: Investigating Blood Diamonds in Sierra Leone / Team Project practice. Investigating issues and raising awareness for solutions. Lesson 4 - What is conflict? To develop an understanding of conflict and be able to identify the reasons why conflict occurs. To be able to explain why conflict occurs. To examine the factors of conflict and how they can be applied to different situations Lesson 6 - 8 Individual Project investigation on Action Liberia Additonal lesson on Rwandan Conflict / Hotel Rwanda

This is a useful skills audit to have students complete at the beginning of the GP course. It allows them to think of their current skills and qualities and set targets / goals for the course and their team project. I use this in week 1 of the course and in the lead up to the team project (about 5-6 months into the course) they can compare and check their progress and make more informed decisions for roles and responsibilities for the team project.

This resources is useful for IGCSE options advice evenings or assemblies. The PowerPoint cover the content, skills and assessment criteria of the 2 year course. It also includes student voice.

Powerpoint for use at IGCSE Options Advice evening or assembly. This Powerpoint helps to showcase what IGCSE Global Perspectives is all about to potential students and parents. It covers the content, skills, assessment and student voice.

This unit of work encourages learners to investigate a range of Human Rights issues locally, nationally and globally and to view global issues through cultural perspective lenses. The pack contains an introduction lesson on The Freedom Writers - students should watch the film and analyse the different Human Rights issues and perspectives of different cultural groups within their school community. Lesson 1 - Exploring Human Rights Lesson 2 - 4 Human, political & legal rights, investigaton and discussion Lesson 5 - Identifying Human Rights and Cultural Perspectives Lesson 6 - Crime and Punishment / Death Row Lesson 7 - Entitlements of Rights Lesson 8 - 10 - Investigation & Enquiry - Debate - Prisoners Right to Vote

Lesson Objectives: To consider and explore local, national and global issues linked to the year 10 themes. To collaborate and discuss personal and cultural perspectives. To share issues and perspectives discussed 5W’s What is the issue? Who is affected? When did this happen? Where did this happen? Why did this happen?

To analyse the source “Global Junk Food” and consider national and global issues linked to Disease and Health. To collaborate & decide one ONE issue to advocate. To Explain how cultural perspectives will be explored and communicated in team aim & outcome.