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 importance of the internet in our daily life. Identification of consequences in a source. (exam Q1c) Analysis of elements that make good and bad research- sorting activity. Application to sample exam question and article (exam Q2a). Extension task to improve the answer.

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).

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on trophy hunting. Analysis of graph related to the issue. Card sort analysing arguments for and against trophy hunting. Research group task to investigate different websites and articles related to the topic. Analysis using summary note table. Pupils discuss different perspectives related to the issue and formulate their own perspective based on the research from the lesson.

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.

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 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.