Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on how much water there is on Earth. Analysis of graphs in relation to water usage trends in different global regions. Thinking task related to the amount of water needed to make everyday objects and foodstuff. Pupils can investigate reasons why certain items require a surprisingly large amount of water to produce. Card sort analysing the consequences of water scarcity through different perspectives. Pupils complete homework task related to their household use of water and share findings next lesson.

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.

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 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 invites discussion of unusual laws around the world. Discussion of the meaning of ‘self-defence’ and analysis of 6 scenarios for pupils to decide whether self-defence may be justified or not. Discussion of USA stand your ground laws and context of the Trayvon Martin case. Analysis of the elements of an effective argument with two examples. (exam Q2a and Q3).

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 examples of and reasons for digital surveillance. Video task using real news report on CCTV in the USA. Scaffolded task for analysing content and reliability of an argument (exam Q2a and Q3) Summary table for note taking. Discussion to evaluate arguments.

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 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 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.

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 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 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 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 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.