Oa mmunicatio! lp to make UP Iearners tsar Starting with co! ures that on 2 focuses on the feature {Structured argument o enable kare creating their own well-structured argu CAMBRIDGE STAGE 8 COMMUNICATION NING OBJECTIVES How will | know if | reach my goals? Good for: Learners to give examples of their learning from the lesson. They can complete the table at. point in the lesson but might doit at the end, Resources needed Leamer’s Skills Book 8; your own Langu: Support handout i appropiate; Challense opi GE Sustainailiy’s see the Worked Examples po Starter activity and the Main activi a : con ews atts as appropiate) and intope ee Prior learning (approx. 5-19 mins) Good for: Building on ‘Previous kn learning and understanding, This might Det fe peciia from Stage 7 Global Perspective so oP8l ‘other subject areas orf i Perspectives kseonn, a — oon n skills: Lesson 2 i iscuss the features, tick ivity: Learners discuss tl , tic PAH eta eli srectur pines they think these features are important, Differentiation: Learners can look back to the work done inthe last lesson and refer to the Tips Lessons | and 2. Suggested answersfideas: All the features contribute y a well-sructured argument. A reference lists nce, forthe supporting evidence, Perspectives are necway but the argument may be from only one perspective ‘A conclusion is necessary to sum up the key ideas and give personal perspective after research in Glob Perspectives. The main outcome of the activity isha earners understand, through discussion, the features id their importance in constructing an argument, which they will be doing in subsequent lessons, the ones meet Starter activity (approx. 5-10 mins) Good for: Stating claims about a sub-topic. Activity: 1 Give learners various sub-topies. You can use tno or three different sub-topics so that learners can work in pairs to come up with claims and then find another pair that has produced claims forthe same sub-topic (see the Worked Example below for suggestions). Ask learners to discuss ther sub-opi in pairs and to come up with three related claims Learners then find another pair with the same sub-topic and discuss the claims (six in total). AS Broup, they choose one claim to create an argumt inthe Main activity, SusRested answers: Any reasonable and relevant E eae ‘You can list all the claims on the board as) slicit them from, Tearners at the end of task |. Worked Example for the Starter and Main activities Challenge topic: Sustainability Devel 1 NoPoverty 2 Choice of sub-to i jinable pies (taken from the UN Sustl lopment Goals): TESOL ES tt ty lis a aca in cet Hunger S00d Health ana Well-beingsy Education er Baty 40° waterand Sanitation 1 glean Clan EDETEY 1 WM etwoor three oF these goals or any of the 3 uate Development Goals hc from sya is (an assertion that something is Jasin teclaims learners come up with a em to research for reasoning for the Sa are can Foe forthe goal std: | ssinpoetion forall cilen s esental or splicing Poverty. 1 Tie should be an end to world food hunger. 4 Goeth should be available to all. { Brqone should have access to free primary cluation. { Hemustempower all girls and women. {Chan safe drinking water isa right for everyone. 1 Eaegy sources will soon run out if they are not rowwable, Vin activity (approx. 20-25 mins) Utdfor Starting to write a structured une in pairs. ‘iy: Each small group choses one claim in the activity. In small groups, learners now do Shand complete the table with ideas for the ion, middle and conclusion of an argument itcirclim, They should give reasoning for their find some evidence to support their claim and ‘Point they make in the middle section of ns/perspectives: Encourage learners viewpoints/opinions/perspectives Consider the perspective their argument is se and feedback: Learners help each Totes for the introduction, middle and Starting with communication skills: Le skill: Lesson 2 Worked Example for the Main activity | Challenge topic: Sustainability Claim ideas: See the Worke m ies: See the Worked Example or the ta activity. All hese claims lend themes aap ae an introduction, middle and conclusion, sade: | Suggested answer: Claim: There should be an end to world food hunger. Currently, about 850 million people around the world go to bed hungry. Many ofthese are children, World food hunger is not due to a shortage of food. Everybody needs to recognise that there is a problem and start doing something to help. In some countries, lack of adequate nutrition is responsible for 45% of deaths in children under the age of 5 years. Evidence from the World Health Authority. There could be enough food in ‘the world, but we would need to stop food going to waste through poor storage or address the lack of transport to gett ‘to where it is most needed. Evidence from a reputable and reliable newspaper. People can help by petitioning ynments to help StoP world Food hunger. Evidence from an international M ‘We have seen from . that food r exists globally today. Particularly, children are suffering from malnutrition in some pats ofthe world and many dor’ Ne asthe age of 5 year ld ue to nutrit ion-related illnesses.Independent reflection activity (approx. 5-10mins) Good for: Encouraging. learners to: consider a Jearnt best in the lesson; for example, by: si a) ‘something to someone else ‘and how they ee somone ee to eam, ncourag eae (01 Starting with communica’ ‘Lesson 3 focuses on creating the arguments from the notes made in Lesson 2. Po ees keoun neaee Frac Ncho)-s ea LEARNING GOALS. How will | know if | reach my goals? cal Mee gears 10 give examples of their learning the lesson. They ean complete the table at any © Point in the lesson but might do it at the end, Resources needed 1's Book (5) they have used this lesson; forex Isto search for reasoning and ey on the s research sh support a cl ‘ample idence ‘This activity can be done in class, at home or in seifstudy time, tion skills: Lesson 3 Prior learning (approx. 5-10 mins) Good for: Building on previous knowledge, learning and understanding, This might be from Primary Gla Perspectives, from Stage 7 Global Perspectives, from other subject areas or from previous Stage 8 Global Perspectives lessons (especially Lessons 1 and 2) ‘Activity: Learners write down three features of a well-structured argument. After class discussion, they can add a further two features. Differentiation: Learners work in pairs. Discuss responses in class. Suggested answers: Any reasonable and relevant response, Ideas covered in Lesson 2: introduction, middle, conclusion, supporting evidence, reference list, titlefheading, punctuation, correct spelling, topie-specific words/phrases, paragraphs etc. Not topic specific. Starter activity (approx. 10 mins) Good for: Reviewing notes made in the Main activity in Lesson 2. Activity: Learners review their notes, They can ad ica if they want to (perhaps after homework ‘© 0 further research), The same groups of four (om {aot 2 at this activity) will work together © we i argument in the Main activity. Differentiation: Lea in pairs and in sm : a in sl ution: Learners workin paisa Suggested answers: chosen/given, e claim ill vary according to th Main activity (approx. 20-25 mins) Good ‘ ° rene alo erking as a team to create an argument loud oF record as.a podcast.Git eg are used to write a final draft of the ates 18? rqument elated (© the claim, fears complete a self-assessment on their 5 gumentusing the table [earer give feedback to another team, st: Learners work in teams to write the eam member can be allocated a different eit for example, one team member does the 40! on another the conclusion and the others the aide ‘The team meets to share and amend Ieee afial review once it’ all put together gpl orig: In teams/small groups. it pnionsperspectives: Stress that the argument prals the opinion/perspective of the team based (itereearch done and the different perspectives ‘Also encourage learners to look at different. sepeces ofthe ideas they include in their argument; fraample the perspective of a non-governmental ‘mansion might be different to that of a sponsored. sxguyor that given on a government website lemner response and feedback: Learners ask each other Sans they are working as a team according to the ‘Geist in task 3. Sgjsied answers: Will vary according to the claim ‘tlinfomation gained by learners (see the Worked ample below. ‘ Motked Example for the Main activity Galenge topic: Sustainability ‘There should be an end to world food hunger. ms AN THERE BE AN END TO WORLD func vill explore the issue of world hunger, its ad consequences, and present a global and epective on the issue of world hunger. il present evidence to help reach an ‘Can there be an end to illion people around the world ‘many of these are children. world food hunger is not due and that everybody needs to pr plem and start doing Causes and consequences Some ofthe main eases of word hu (@s people simply cat aford to eat banks for some oftheir mititonalntoy shortages ciate change warand eter wane Hoveve opinions dived abou wich as orcause of w isulicent ood are acts ada Jack of adequate nutrition, chronic diseases and, of course, death from malnutrition, In ‘some countries, lack of adequate nutrition is respon: for 4 percent of deaths nchilen under beng ‘S years (World Health Organization, 2018). mger are poverty nd ely on fod Perspectives According to a report issued by the United Nations (2018), te world prociuces enough food to fed the 7.5 billion peopl that inhabit it and yet onein nine people globally go hungry every day. The United ‘Nationsisa global organisation with slobal influence, so therefore presents global perspective Itargues that food hunger is a global issue and more needs doing quickly ifthe Sustainable Development Goal of Zero Hunger isto be reached by the year 2030. This perspective is supported by many governments around the work and other slobal organisations and charities Fry, 2018), ‘Whilst some claim that food hunger is due toa shortage of food (Barker, 2018), others insist that thisis not the case (Greene, 2019). According to Greene (2019), reporting in a well-known British newspaper, thee could ‘be enough food in the world, but we need to put an end. to the amount of food wast, ether from poor storage ‘or lack of transport to get ito where itis most needed ‘or by educating people about the importance of nok ‘wasting food. Greene suppors bis views by stating nthe UK, many people are unaware thatthe choices make impact others globally: Portion sizes ae 00 ia ean hat food is wasted in estaans Fenalis thrown out once it gts pastitssel by do Feopleallow food tron thbotom of mE 2 sue of To help raise world hunger people not waste foods dand supermarkets can e0sure throwing it ava 1) rte that help feed the ==aives 8: Teacher's Book lary Global Perspect poe > cambridge Lower Second ieterancs fs old due Barker (2018), There’ not enough food for age of 5 year sanyo wo don tive pst the age of S384 PA tomo Then rant at everyone’. [Online], httpsi/Avww.notenoughtgy einminctnieees HB Seg Ae! 109200) tink about what of food they ae Fry (2018), We need to do more towards meet ‘and try to reduce the amount of y : ing sang to help others, Our ov perspective about this Seainable Goal 2. {Online}, httpsilwwy, aanere changed a we thought at ist that word food sustainablegoalszerohunger! (Accessed 2005200 hanger was just about tere not being enough ood Be 0) ecucation needed in Gren Brnig the world. Now, we know that this i ‘were shocked by the research we did perspective, particularly as the report we used was nt theease and We Oaline, htps./sww.greatbritain/education/onyy for our national taal (Accessed 20/09/2019) a United Nations (2018), ‘There is enough food for tional ln by 22 nd everyone”. (Online), https:/www.foodforal/lobty newspaper We wil try to ensure that our far fiends know not to waste food so that we know we are Fhelping in some small but active way to resolve the issue ‘of world food hunger. ‘Suggested answers: Til ‘un (Accessed 19/09/2019), World Health Organization (WHO) (2018), ‘Word food hunger’. Online}, https:/www.worldioodhunge slobatlwho (Accessed 18/09/2019) ‘Claim: There should be an end to world food hunger Can there be an end to world hunger? an ntoductonncdng | 4 Clear title and clear introduction about what the report will ov 2 conclusion (neluding 7 Sums up — no new material apart from I perspective personal perspective) Which is linked to the Raia ee ‘middle with cl v Section on perspectives — claims include: ‘food hunger is due to a shortage of food’; ‘there could be enough food in the worl, ‘but we need to put an end to the amount of food waste’; ‘portion sizes too large’ bsdsonig io RM ie cee Wisting trough ‘poor storage or lack of transport to gett whee Aes needed ood is wasted in restaurais’ ood tn ee e0ple's fridges Seep acemeentiee (ig Greene (2019) ~ newspaper article for th | perspective United Nations (gl paper article for the national persp: - ace ; (global perspective) pe author/organisation, date, ttle, website address an4 an accessed wsition words/phrases (e.g. | 7 Bes therefore, so in summary) 4 #01 ‘we have seen’, ‘now" accurate spelling 7 relevant topie-specific word and phrases Bee World food hi ete oe s lunger; causes; consequences; shortage’ “25"°! paragraphs | Z different perspectives 7 a logical structure a Global nd national = some contrast 118 > Each point follows the next with transition words linking @@ making it easy to read SS ——,, ——" skills they need impr example in forcollabe Learners 4 own learn: about and in their ls (pointing Deve Lesson 4 and givinetext isan exemplar and that they are es efio wite a perfect text. The checklist is a etre tei own Work andthe Work of 01g inthe review ofthe text and the Ge ich will help learners create and improv So, wi prove a ructured arguments. indent reflection activity; passessment; alenge topic review ee 15-20 mins) a Encouraging learners to think about the {isi improed this lesson and those that still felinpoving, Encourage learners to give an fend nsupport ofthe skill improved; for example, fection, ‘shared relevant ideas with team fakes’ for evaluation, ‘be able to give examples to ‘gblght some of the strengths’. {umes so complete the self-assessment to set their seaaing targets before they move on. They think thandshade where they think they are at this time irleamsing ‘With help’ refers to guidance given (niga lamer inthe right direction, although < ‘ample, from you, other learne ee: For the Challenge topic review, earr a Spine teuntctiearnam, ‘communication skills, et ‘Suggested examples: in class, at home orn St Pro tne poe car ihe Example‘Communiationisavayaf tore namo ‘Co of ransering mation from on plas to sna, cer by sng or wites s ory eera means such as pictures and Gagrams Lam good Knowing some of the eatussa wesc argument, such as an introduction, smd wth claims, reasoning and suporing idence anda concusion 6.2 Listen to ideas and information and offer relevant tnd welded contro ht demonste understanding of the issue. Example ‘I was able to share my ideas about foo big wasted by suermatiets” Developing communication skills: Lesson 4 lista ffouses on listening to each other’ arguments ‘lgig feedback to improve the arguments. nest teo oo How will | know if | reach my goals? Good for: Learners to give examples of their aming Seer eson, Tey ean complete the tableat any Foi in dhe lesson but might do at he ed Resources needed ‘own Language SuPPOF earner’ hls ok 308 so a Sls Bay hans Ope anion ape plone oP) tivity). Good or Bullies adunderstanding 7 espa rom SAE pets gon rom pesos ater ube orn Less 2 a0)lobal Perspectiv ary GI > cambridge Lower Secondary GI suited neers: Depends on te arunen pg faa erento ncn nea tien Le ay, Strasse oes aie Dit sei ne ‘a aeelopmert a : Sonptd averse Any 504 etn reponse ack important ita nos 1 Renae pfu 1 RAPSSOL Se ein eliand wba Jou eed nn wt amb encvrogngand mous io outa ave ou sig start with the 2 You need to remember to always start ‘ postive, to be prepared to give an example for any ee ake atl pmo soe ee ie e tives than else's work, to always give more posit negatives, and to remember that good feedback is not personal —it's about the work produced. Not topic specific. lows you to improve Starter activity (approx. 10 mins) Good for Improving work ater feedback. Activity: Learners review the feedback on theit argument from Lesson 3 and make changes to make the fngument better according to the checklist. ‘Ways of working: In eams/small groups. ‘Suggested answersfideas: Depends on the argument created in Lesson 3, Main activity (approx. 20-25 mins) Good for: Listening to and eval team’s argument. another Activity: Learners listen to each others arguments ~ citer read or payed asa podcast. They complete the table with their observations and nots (notes ean include the content ofthe argument, depending gn the ttemenlaim chosen), They can then resow the completed table and dics ih each other inorder fo give overall feedback on highlights (stars) end a, improvement (shes) A) areas for Differentiation: Learners work i i and feedback wtheach other» ating ideas Ways of working: In teamsmat groups, Different opinions/perspectives: Leat whether the argument ha diferent pepe Sout Encourage leamers io state what theseee sat Learer response and feedback: : Enc help and support each other in teams THs ae 10 4uestion linked tothe criteria nthe cheakign so 2) i 8: Teacher's Book (Gee the Worked Example below). Worked Example for the Main Challenge topic: Sustainability/Fuel ang energy aim: Everyone should have access to afordabe ayy reliable energy: pert etcotacac aern Penrod ace UT ENERGY? Introduction ‘This report is about having affordable and reliabie energy, and the reasons why this is important. Iwi explorea global and a national perspective about the issue of having affordable and reliable ener It will present evidence to help reach an answer to question, ‘Is it possible for everyone to have access toaffordable and reliable energy?” The claims ve wll ‘explore are that, currently, not everyone in the word thas access to electricity, many people don’t have adequate cooking facilities and there is stil imited use of renewable energy in many parts of the worl It is important that everyone has access to alfordsbe and reliable energy because, without it, our safety and security are threatened. Energy is needed for education, the production of food, as source of heat, for healthcare systems and many othet services that we sometimes take for granted, like entertainment. However, not everyone has access to electricity in the world, due to unequal provision. The United Nationsiis a global organisation with global inven 4nd its Sustainable Development Goal 7 aims for affordable and clean energy for all. According tothe United Nations (2019), approximately 16 per cet Of the world’s population (1.2 billion people) ba little or no access to electricity, which is unacteph Another interesting fact i that more than 803 Of those with inadequate energy supplies livein™ “48s Lack of energy means that people ou" L particularly those in rural areas findit ak out of the cycle of poverty they artim ‘People don’t have adequate cooking! facilities Y Use wood stoves for cooking and heh tomes. Using a wood stove to cook levels of air pollution from wood sm ses the risk of disease, as does: note and, Cs Tt ble twill ut ‘tothe cess re will world ited orld. rdable ety Sok many foods. The World Health Oto019), whichis another global ties that is simply unacceptable that lion people elobally stil breathe in ily basis just by using stoves in ‘countries have a high usage of renewable Me solar and wind power, use of these rnergies is stil limited in many parts of es ike we do here in... generate all vusing renewable energy because the jscommitted to slowing down climate ensuring that energy is available once run out. Our government is proud to boast dice most of our energy from geothermal, nd sources (Wikipedia, 2018). ‘not having access to affordable and ny sources is a big global issue. We all Sigel ansmers: need to be more aware of using, and governments should do mone tO ensure that we have ren renevabe energy s ut of energy sources in the uae SoM References how much energy we a United Nations (2019), ‘Acces "Access to energy i unequal [Online], https: iwulackofenery gal ee (Accessed 20/09/2019. ee httpsi/ow.deadlysmokelstoves/globalinho httpsi/wwys wikipedia org/wikiRenewablenergy Stress thatthe text is far from perfect (eg there could 'be more transition words) and learners should look at the strengths and the areas that need developing. ‘You might like to ask learners to compare this text with the Worked Example for the Main activity in Leson 3. ‘The learning isin the review of the texts and the discussion, which will help leamers create and improve their own structured arguments 1 |Gisim: Everyone should have access to affordable and reliable energy imintoduction including title) | 7 Tite sit eae for everyone to have access to affordable and reliable eneray? ‘Clear title and clear introduction about what the port will over l2condlusion (including Z Gives personal perspective but is not linked to the: ‘evidence |pesonal perspective) presented and doesn't actully answer the question amide i re are no sub-headings but there are dims, which incude eee: 7 |The eo a onfoutle mle ‘energy: Many people don't have adequate cooking facilites, $0 they use wood stoves for co a Gf these renewable energies is sil limited a (orig to justly the claims | 7 “because without it our safet the mide Oe ara roune the wold finde edo beak Sut of the cycle of poverty they are in 4 disease, as does not bel ‘and security are threatened’ ing able to cook many _ | Sporting eviden Be eae forthe v ‘United Nations (liable, global nization (reliable, global Ps Organization (of cou have been ETE conclusion to che ive); World Heath -Fepectvel Wikipedia (ure ange/develop personal v However; Anather, 07th whist Compare) = etc could add v Renewable eneray; electricity pocess; solar wind more, e.g, To conclude ~ 7 Tlobatand national = sore const a & Each poi making t Follows the next with wansivon iy ea5y 10 22dJ al Ping communicati tion skis: Lesson § smersconsider how they can tll when sei tening actively pei thinking YT rs: Any reasonable and relevant ge tening i fully concentrating on seid ater than jst passively hearing. It phasing to show understanding and giving pack soch as affirmations like ‘I see’, ‘Iknow? Moiestand, and non-verbal feedback such as og bain forward and making eye contact. garter activity (approx. 10 mins) {lfc Presenting information clearly so that the perundestands what's in the picture/what the sires about Ai Give each pair two different pictures; one each. Viingin urn, and without showing their partner, Janesdesrie the content of their picture (see the Vriel Example below) to their partner, who tries to slerseich the picture or to write down the detail ‘itu by listening carefully but septa Mase working: Individual and pairs. Sastel anoversfdeas: Depends on the topic and Fiasssien (ce the Worked Example below for ideas). < sion about the importance of speaking clearly Ig tinelseserbing, bu aso about actively cP Hobelp understanding. Encourage learners to Sand use afirmations as wel as non-verbal Temgsiow active listening. Learners may have Sages Mi challenging because they got distracted Up cag tls or they are not used to listening lb oF the person describing the picture eco Peon ceerbing es Example for the Starter activity ® topic: Sustainability relate to the 17 UN Sustainable Goals, Develo 7 Affordable and Clean Energy 8 Devent Work and Economie Gro th 9 Industry, Innovation and Infrast 10 Reduced Inequalities 11" Sustainable Cities and Communities 12 Responsible Consum ; ‘sumption and Producti 13° Climate Action & 14 Life Below Water 15 Lifeon Land 16 Peace, Justice and Strong Institutions 17 Partnerships Infrastructure Suggested answersfideas: Learners can sketch or write the details of the picture as their partner describes i, You might ask learners to find their own picture about the topicfissue and then do this activity, but it will take longer. Main activity (approx. 20-25 mins) PI Good for: Developing listening skills and gaining key information ‘Activity: Learners watch or listen to thre video/audio clips to identify the main message ofeach clip and any further information provided (see the Worked Example below for ideas). Differentiation: Learners can discuss in pairs after each clip, A Language Support handout might be useful for some learners Ways of working: Individual/pairs and whole-lass discussion Different opinions/perspectives: Encourage learners fo try to identify the perspective fom which the eas in the clips come and to record this in thet information’ column. Encourage learners 0 ‘Learner response and feedback: discuss their ideas between clips. ca Gene Suggested answersideas: Depends on the clips = Worked Example for sees Sa a Sea F the ideas of others helps for g he ‘and perhaps a different perspective and to: ‘own thinking. Worked Example for the Challenge topic: Sustainability ‘Video ciip dens: (Please check that est videos: suitable for your earners) is on the clips (see the Main activitychoices: asks guests t ‘climate conscious choices: guests to bring make cls never lets food go to waste, shops at ene feproduce, uses cloth bags and avoids plastic ey, ore plant-based diet (personal perspective). —_ ~~ he workforce boosts the economy cng women’s participation Int = 2 | Gene ea mateup hal Raising wer womens heath leeds to higher stander of ving Foie Women and gis make uP Pa ren with equal access to education, healthcare and opportuni: 5 the worlds population and hall | WSTTES Cid of violence towards women (globe perspective world’s potential | the works peter are dying, Biodiversity is being lost. Ony rine She tries to containers for le markets for seas Things that you ca d0°2 : e toe sustainable - 2 chef ‘shares what she does: 3. | Biodiversity is the way we connect with plant and wildlife, Without these connections, we wouldn't have ees and other pollinators crops account for 66% oft forests disappear 5 peo ak extinction. 3396 of fish stocks are overished. Act by buying food. jocal and seasonal (global perspective). otal crop production. Forests are shrinking ‘odo plants, insects and animals. 26% of livestock, + ‘ActNow Climate Campaign — Chef Grace Ramirez’ from Sustainable Development Goals page on United Nations website (httpsifwwwvxun.ore! sustainabledevelopment/blog2019/07/actnow- climate-campaign-chef-graceramitez) + Gender Equality: Sustainable Goal S'from Sustainable Development Goals page on United Nations website (httpsifwwv.un.org) sustainabledevelopment/blog/201903/gender- equality-sustainable-development-goal-S) + ‘Without biodiversity we wouldn't have the food ‘we eat today! But i's disappearing before our yes’ from Sustainable Development Goals page ‘on United Nations website (htpslwww.un.org! sustainabledeyelopment/bog/2019/02ithout- biodiversty-we-wouldnt-have-the-food-we-eat- today-but-its-disappearing-before-our-eyes)) Independent reflection activity (approx. 5-10 mins) Good for: Encouraging learners to reflect on how tey know they have been actively listening; for example, by gaining further knowledge and understanding about the topie/sub-topic. Encourage earners to refs. ‘on other skill (research, analysis evaluation, refiston collaboration) they have used this lesson as wells communication skills (eg collaboration skills asthe ‘worked with a partner), This activity can be done in class, at home or it selfstudy time. Developing communication skills: Lesson 6 Lesson 6 focuses on nein to ain the ling to gain further informatic about the topic to produce a she ie jin Lesson 7. Fee LEARNING GOALS 2 4 als’ How will | know if | reach my 97° Good ici for: Learners to give examples of the ns the lesson, They can complete the Pointin the lesson but might do it at the e™spore oe ‘own Language Support ' 3 8; your OW sus Bo challenge topic (8 fhe Worked Example ce armere Mebane 2 the Worked Example ic, eats 9 | Seeman internet € . i 10 mins) omy, jgaming (approx. 5-10 mins) bee singon previous knowledge, learning ery eae This might be from Primary Global Sa pa rom Stage 7 Global Perspectives, from sab nine aes eeasr fom previous Sage 8 Global ea seer isons (2. L800 5). buying a about giving and receiving vio: The same apart from the last sentence. ett : ‘esd anor Any reasonable and relevant = ste «Gig fedbackhelps others to improve their work ae ordi skills ing + sing ndbackc helps us identify the highlights to reflect, inurwork and areas that might need improving ee + gig feedback, we should remember to use ft the positive and focus on the quality of Z thework produced, * * Wasnrecsiving feedback, we should remember to Fella and know that feedback can allow us to fate beter quality work. Sater activity (approx. 5-10 mins) pve or: Developing active listening skills. and ask learners to write each statement down . ees the statement is true or false. They qe check their answers in the Main activity, Y the im is not about stating correctly if is right or wrong, it is about ensuring that the statement, Se Tine: Individual work. Pte Depends on the statements rked Example). {ihRead out each statem ee ac tote! Developing communication sh kills: Lesson 6 Statement ideas: 1 Sustainability is something rom th envronm that people use. a 2 Oilisa natural resource. 3 Riding a bicycle is not sustainable 4 ‘No Poverty’ is Sustainable Development Goal 3, 5 Since 2000, 15.6 million children have died of measles. 6 There are 17 Sustainable Development Goals in total 7 Globally, more than 3 billion people depend ‘on marine and coastal biodiversity for their livelihoods 8 Globally, about 26 million children do not currently attend school. 9 Women earn 12.5 per cent more than men in 40 out of the 45 countries that provide data. 10. More than 80 per cent of all land-dwelling species of animals, plants and insects rely on forests for their natural habitat Suggested answers: 1 False ~it's the avoidance of the depletion of natural resources in order to maintain an ecological balance 2 True 3. False —no resources are used in riding a bieycle, part from people pedaling, False —itis Sustainable Development Goal | False ~ 15,6 million deaths have been prevented. bby vaccines 6 True True 8. False —_more than 265 million children are currently ‘out of school 9, False the opposite is true: women earn less 10. True Explain that learners will clarify their own responses with research in the Main activity Main activity (approx. 20-25 mins) Good for: Researching to clarify understanding of an issue, Activity: This leads Tearners wil needa write down the origin: Tearers work in ‘on from the Starter activity and fst ofthe original statements of A ral statements in the starter activi ae source of informalthat supports (or cores) thee truce jit with a true statement airs alst < Differentiation: Learners workin pairs to hae ideas and Date min cess ee Se me Independent reflection activity; Self-assessment; Challenge topic review (approx. 15-20 mins) Good for: Encouraging learners to consider what the used to think about the topic and how thei inking. ae aceasta This encourages personal perspective and how itis infu verona perspec and ow tis inured by esearch Getting better at communication skills: Lesson 7 focuses on ting ir ki boa aes on presenting information amt rom VE estar es LEARNING OBJECT, UTeNrolN) ‘8: Teacher's Book rspectives > cambridge Lower secondary Global Pers earners also complete the self-assessment Set thie earning targets before they Move on, They yt oad shade whee they think they are at es fn their earning. ‘With help’ refers to guidance given” (pointing a learer in the right direction, altough oops should still come from the learner) for example, From you, other learners, previous work dng fy the learner in their Learners Skils Book For the Challenge topic review, learners gxplore the topic used inthis section to develop communication skills "These activities can be done in clas, at home orn self-study time. Suggested examples: 6.41 Present information and arguments clearly with some reasoning, referencing sources where appropriate Example; ‘Communication isa way of transfering information from one place to another, ether by using spoken or written texts or by non-verbal ‘means such as pictures and diagrams’ Feedback s important as it helps to develop skills and improw syork, Any reasonable response from Lessons I-6 showing reasoning; for example, ‘I's important toue renewable sources of energy for sustainability bras natural sources like oil will eventually tun out” 62. Listen to ideas and information and offer relevant ‘and welludged contributions that demonstrate understanding of the issue. Any reasonable respon from Lessons 1-6. Example: ‘I was abe to iden Which statements were true and which were falss and help others correct the false ones by asking them questions like “Does it sound likely Lesson 7 LEARNING GOALS a How will | know if | reach my 992°, Good for: Learners to gi 3 iar 2 Learners to give examples o 2 from the lesson, They can complete the abl at! Point in the lesson but might do it at the €”situation and perhaps st resolve or make a positive “Activity: Learners writ @ POEM ‘Worked Example below) to raise aking the world a more sustain Town the references of the sources they ™ their poem/songhrap. Sn: Learners work in pairs/small grOUPS ptepport and share deus, Use a Language SUPPOTE handout if appropriate. You might want t0 give 4 Enmple poemisong/ap to start with (se the Workes Example below). ‘Ways of working: In pars/small groups. Different opinions/perspectives: Encourage learners to consider the perspective their poem/songlrap is ‘coming from, ‘Learner response and feedback: Encourage earners to ask each other questions such as: able place. They write ey used to create ‘What are we trying to say? Is the message relevant tothe topic? Does the message make people aware of the issue? Do we give a reason why someone should do this? + Dowegivea clear course(s) of action that people can take? + Is the message clear? + _Isthe message short and to the point? Also encourage groups to give feedback on other roupt iessThe bt poomsenpuaps cn be ut ‘onto papercard and displayed around the school Suggested answers: Answers will ; ee meet Worked Example for the Main activity Challenge topic: Sustain ability Poem/songirap ideas: Seai ‘i ch for websites using searc and ecccr ere songs’ and ‘Sustainability ae terms ‘Sustainability Example: as spjgges thing better than a good hike Ta or uur generations isa of ah, ea shower. y aid governments 0 provide renewable owe, Pei ater and soar areal better than ol Siataiability -that’ our goal, Reference LUN (nd), About the Sustainable Development Goals’ [Online], https:/iwww.un.orgl cetainabledevelopment/sustainable-development goals! (Accessed 23/09/2019). Independent reflection activity; Self-assessment; Challenge topic review (approx. 15-20 mins) ‘Good for: Encouraging learners to consider the skills they have improved this lesson and how they improved this skill for example, this might be communicating = sharing ideas and joining in discussions; evaluation judging the best poemi/song/rap, giving feedback for {improvements etc. Learners also complete the self-assessment to set their ‘own Jearning targets, They think about and shade where they think they are at this time in their learning, “With help’ refers to guidance given (pointing a learner in the right direction, although examples should still come from the learner); for example, from you, other leamnes previous work done by the learner in their Learner’ Skills Book aie Challenge topic review, learners explore the 10? in this section to develop communication skills These activities, i can be dor home or in seirstaay ne in class, at hor Suggested exampl 61 Present information and arguments clear vith ‘et ining referencing sources where ator ng inom: ‘Communication isa way of Eee aes ia at ‘one place to another, eithet meng oken or written texts or by none peas Such as pictures and diagrams’ Te sent information clearly; for example, “'°" Using si le single-use plastic, use cloth bags” a tt U2 ideas and informarin and afer re id Weljudged conmbusion that demons, Mag tanding of the tsa. Example: 125 and lite 0 our song, which sugzes’4 ** A reason for this action. 62| CAMBRIDGE Osa 0 ath) ee Cambridge Lower Secondary ; OC Re ede Keely Laycock Cambridge ica 4 ic ee enathe benefits and challenges of teamwork ae need when working together to achieve a Ay utcome. For example: nore ideas; not ing alone; mutual support; workload equally; can use individual strengths “fora collective whole; some tasks can be ‘completed faster, and so on, lenges of teamwork: personality clashes; “conifict over who does what; not agreeing on “ideas; team members absent; team members as committed to the team as others, 0 0n. her, support and help each othe uestions; be more organised; have a respect the team: state ideas clearly: at reflection skills: Lesson 9 or exploring. different perspectives. A personal Perspective is what you think about atopiissue a8 result of yourexperienoes and what you learn from others and from research. Your Personal Perspective can change or develop as you become ‘More informed about a topiclissue. Example: ‘I used to think that bullying was part of normal ‘school life. I didn’t realise the awful effects it had ‘on people, sometimes for the rest of their life. My Personal perspective has changed as a result of the research I did into the effects of being bull Identify skills learnt or improved during an activity ‘and relate to personal strengths and areas for ‘improvement. Example: ‘lam getting better at reflecting on my personal perspective due to being. asked to consider if my opinion about bullying had changed or not. It had and I could say why. I must ‘get better at evaluating by not only saying what's {good about something but also pointing out areas for improvement. I will try to do this the next time we give feedback on each other's work.”Collaboration Introduction ‘The learning objectives for collaboration skills for Stage 8 are the same as those for Stage 7 and focus on the following: + cooperation and interdependence + engaging in teamwork, However, you might aso find opportunities within these lessons to develop some of the other Global Perspectives skills For example, when completing teamwork, not only wll learners be developing collaboration skill, itis likely that they will also be developing their reflection skills The ideas given in this Teacher's Book are suggestion, only, and the activities can be used with any of the Global Perspectives Challenge topics for Stages 79 9, although Worked Examples are provided for some earning activities. It is hoped that the ideas in this book will help you structure your lessons in an active learning way with input from you as the teacher to help guide and support learners to become more collaborative learners, Collaboration skills overview m assign roles and divide tasks f time available, and work together to achi 5.2 The team member introduces useful Works positively to resolve conflict, solve to wired Water, food and a ecosystem loss ly, considering skills of team members and ve a shared outcome ideas to help achieve a shared outcome and sues and encourage other team memberstopics — Water, food and agric ecosystem loss, Research Construct relevant research questions Identify and begin to ref trey bc ean cage mummers Select an appropriate meth Suse eee ete hed alae cesta eatesr2 Select, organise and record rl sa record relevant information from a range of sources and findings from research using appropriate methods 3 ee Analysis Ler eta viene for fant amen leer tes or Explain how graphical or numerical data supports an argument Explain causes of a local or global issue and consequences on others Suggest and justily diferent actions to make a postive difference toa national or global issue Evaluation Evaluate sources, considering the author and purpose, recognising that some sources may be biased Discuss the effectiveness of a source, making explicit reference to its development of an argument Reflection Explain personal contribution to teamwork and identify targets for improvement Consider the benefits and challenges of eamwork experienced when working {Cajather to achieve a shred outcome Consider ways that personal perspective on n ssie 71 have changed as 2 result Pee ducting research or exploring diferent perspectives Identify sills learnt or improved during 20 ‘activity and relate to personel strengths and areas for improvernent Communication resent information and arguments deat! ith some reasoning, referencing sources where appropriate Listen to ideas and information and offer relev: seret strate understanding of he S500 ant and welljudged contributions thatpectves 8: Teachers Book > Cambridge Lower Secondary Global Per n skills: Lesson 1 Prior learning (@PProx. 5~10 ming Starting with collaboratio Lesson I focuses on explaining what the term ples of eollaboratiOA 544 for; Building on previous knowledge learning ‘coloration’ means ving examples of co ind understanding. This might be fom Prima i Global Pests sons an exploring te Paspeatves from Stage 7 Global Persp" Gy eiue Nn eanes) LEARNING OBJECTIVES Acti Perspectives lessons. ‘Activity: Learners reflect on what the term ‘collaboration’ means and give examples of collaborate in Global Perspectives lessons Differentiation: Learners work in pairs fr s ‘can work individually for challenge. Suggested answerslides Collaboration is working with others toward ‘outcome, Examples in Global Perspectives include team projects, working towards and prodasng «shared outcome such as a presentation, video ip podcast, poster and 50 on, ‘Not topie specific. UPpor swers wil vary 5a shay Starter activity (approx. 10 mins) Good for: Enabling learners to identify and expsiashe type of characteristics needed for effective teamwork. ‘earners decide which characteristic are ‘important for a team to have when organising acai event. They should try to explain why they think be team should have these characteristics, ‘Ways of working: Individual and pair feedback. il i S fed answers: Answers will vary. Any reasonible How will know if | reach my goals? ants" Answers wil vary. Any rs Good for: Learners t {rom the lesson. Th Point inthe lesson but might d loitat theend, ee they might have changed their view end ag Other it Partner that sharing good ideas tse Resources needed eee beng organised ae the thee ne Learner’ Skills Bok 8; your aracteristic as, without these, an event is unlit ® handout (i appropriat) Challenges sete StPpon happen, Learners wi probably identify A.B, food and agriculture’ tet EH. Vand Las important because they all nap ‘Worked Example forthe effective teamwork. F, G, J and K are not helt © internet access 4nd relevant response. Encourage learners os 8} 1 she tape of taming these characteristics are importantinecessry of yan compete beeen For example after they have discussed wit thie ‘effective teamwork. Main activity (approx. 20-25 mins Good for: Enabling learners to work together it smal ‘Oups to ollabor ‘gain and share information and deve"? ration skills, acti 1 ith fearns wally Fi ve each tem 3 Gia for de en Se es pifferentiation: Mixe fof text (see th Choice: fothe Tips about cla uN od peer Teron Ly reywa De rel crest tsoigh Gs pnt thm to aer the Gsans Bia ints ests Wored Ext) Beta lleeat question (the Worked Be es) Each eam dct er Oey acho he KW and pars ge gpnuracelamers tobe pec ep Me cst ow prt at han jt SE odo thesDllet pon foreach y ceton of the table serpin Med abiiy soup Work 8 support : Me pe Worked Exp Ree eres a nn soning, evens nba bal ) ee ALON ES nog oy Ends fhe Poet, We ned to act non it peter ater ee eee oa ge oe many esas: sme od proce, Vo’ Scheenral ght! Starting with collaboration skills: Lesson 4 rae Ff working Indy rin puso spo andihenin smal goupseams ns NPP Diet pnd pops Esco ene sere ciften opens empolparprie alors inte en eevcheioona hens qari Ur th: oe occas te ees pant Gas eee es bias) in the text, * Suggested ansmersfideas: See the Worked Example below. Worked Example for the Main activity Challenge topic: Water, food and agriculture Suggested text See below Get omen to fix those loking fps. For crea, ht ies raed ovyoeywek, oun you shoves snd save rey rin ound ie men 0 17 ites of wt Urine yp Cao et ten cltrawier0 econo 50D irs of wl oe Pats et eed ish den kin wt Fat ess mat on dy. Prod eto oe adc your ou ‘them at only te aig 9 dairy prof> cambridge Lower Secondary Global F Question ideas for team discussion: “ae Should governments restrict the amour! pe use? si «Tak ora sat can inking water slobal issue? ‘ + Caman individual do anything about water shortages sue? + Is water scarcity a nation + Does water sears impet lob society? + Does climate change impact water availability? Suggested ansierlideas 1a The textis about issues to do with water: lack ‘of acess to sae, clean drinking water, disease by drinking unsanitary water supplies water shortages ete b Example claims: ‘Water rumning out’; ‘We need to act now if theres to be enough water for future generations’; The human race cannot exist without water’ “Waters essential for food production’. € Example reasoning: We need water because each one of us ‘needs at east 20-50 litres of clean, safe water a day for drinking, cooking and keeping themselves lean Example evidence: Friends of the Planet’; Starting with collaborat! Lesson 2 focuses on usi {esson I to plan and present arguments ta, develop MBRIDGE STAG LEARNING OBJEC ‘Only 3% of water on Of this, only 0.5% is according to the Unit 2.5% of fresh water is inacessibe 5000-20 000 litres of meat and 500-4000 fi kg of wheat.” n Earth sf sale, drinking ited Nations. The, 4 sh way ate, ly repeat tres of wate to py {© Bias: Yes, as the source is Friends of ty Planet, an organisation concerned planet wanting to make people ay; they can do to save water. About he ae of wh Independent reflection activity (approx. 5-10 mins) Good for: Learners to give examples of how they ‘might have participated in team discussing the main ideas in the work; for example, by text; by contributing claims, reasoning, evidence or examples of bias tote discussion about the text; by participating in dicusion about the question given; by completing the KWH chart. Encourage learners to-also give examples of bor they could improve their participation in teamwork, This activity can be done in class, at home or in self-study time, ion skills: Lesson Z LEARNING GoALs How will | kni Ow if | reach my goals? niten iv ir lease from the JescarnS ©© give examples of thei >m the lesson, Point jn: 2%: They can comple Tesson but might do it te the table at 39 at the end.vyces needed ils Book 8; your own Language Support es if if approprate); Challenge topic (¢. ‘Water, so lure Biodiversity ‘and ecosystem loss’); ja ee the Worked Examples below ue esa ‘and Main activities); computers and. oa porlearing (approx. 5-10 mins) ie Buiding on previous knowledge, learning Glntandng. This might be from Primary Global from Stage 7 Global Perspectives, from (protect reas or from previous Stage 8 Global epee kssons (especially Lesson 1) ‘ei: Leamers identify the strengths that different ether oftheir team possess. ‘Minatition: Learners work in teams. ‘gated ansversideas: Any reasonable and relevant puie Different teams will have different strengths! tines. The aim of the activity is to get learners ‘iingabout the strengths in their team. Sater activity (approx. 5-10 mins) ‘halfor Reviewing words/phrases relevant to the topic ‘ied question, The question can be the one fom tesinactvty in Lesson 1 or a new question related ‘othetopic, Learners will prepare arguments for a eatation based on this question in the Main activity. ‘iy: Learners brainstorm relevant words/phrases (© igems to the question in readiness for the eat. lansmers: Any reasonable and relevant depending on the question (see the Worked below for question ideas). Example for the Starter activity topic: Water, food and agriculture/ and ec¢ loss oo Starting with collaboration skills: Lesson 2 Can an individual do anything a one thing about water Is water scarcity a national issue? Does water scarcity impact global society? Does climate change impact water availability? Are humans responsible for biodiversity and ecosystem loss? ‘Does water scarcity impact biodiversity and ecosystem loss? Isthe protection of the Amazon rainforest a slobal issue? + Isclimate change responsible for biodiversity and ecosystem loss? Main activity (approx. 20-25 mins) Good for: Getting teams to work together to come up with arguments from a certain perspective for a research question and to produce a presentation, ‘Activity: Teams need to decide which perspective they are presenting and relate their arguments fo this perspective [Learners can do research, discuss their arguments and choose up to five arguments/pointslclaims. They should justify their claims with reasoning and support theit Claims with evidence. They then create their presentation, ting the checklist provided in task 2 to check their work. Differentiation: Team members support each other. ‘Ways of working: In teams/small groups. inions/perspectives: Encourage learners to Different value all the viewpoints/opinions/perspectives explored. “Learner response and feedback: Learners help each other prepare arguments forthe perspective chosen. Suggested ansmers: These wil vary according t the suestion and perspective chosen (see the Worked Example below). Worked Example for the Main activity Challenge topic: Water, food and agriculture/ Biodiversity and ecosystem loss fon ideas: As for the Worked Example for ore act ‘All these questions can be ‘explored from the YESINO perspective 10 ‘allow learners to produce frguments foreach:Our question: Are humans responsible for biodiversity and ecosystem loss? <= Yes, humans are responsible (Our perspecti biodiversity and ecosystem los 1 Loss of wildlife habitats isthe biggest threat to by the ecosystem. Urban development caused D Fresone reates changes to natural areas, which cause loss of vegetable species and therefore animal extinction. Source: Bartlett (2019). ‘Causes of biodiversity and ecosystem loss’. [Online, https://www. lossofwildife/science/ (Accessed 05/09/2019). ca change is threatening the ecosystem Climat * ite change causes the planet to warm u Climat quickly, yecies as re climatic conditions. species extinction’. [Online], https:/Awww, climatechange/speciesexti 06/09/2019). Pollution harms the ecosystem. All pollution pollution as it robs species of oxygen. wildlifethreat/ (Accessed 06/9/2019). 2, Introduction of genetically modified organisms and exotic species causes biodiversity and cosy loss This can lead to an imbalance I system with loss of existing/ tative species, and ths can allow in pathogens that destroy species. ree Source: Green (2019). ‘invasive. ie Srentobodsy: Onna pees a ‘ ae is Seamseracis treabiciversty(Acossed 3. Overexploitation of resource: ajor threat ‘ole, Orersploting aspecee oe || 2sfsh,canhave detrimental eects cote ve ectson the | Independent reflection activity (approx. 5-10 mins) Good for: Encouraging learners to consider the strengths they brought to the team (e.g. organising oe does what) and areas they need to. improve on to an effective member (e.g. trying not to dominate discussions). This activi i i sea ae, be done in class, at home or in which could harm many species ang, extinction as species struggle to sunjy. = in Source: James (2019). ‘Climate change cause \ction/org (Accesseq affects the survival of species, particulary ar Source: Cotter (2019). ‘Pollution and species survival’. [Online], https://www.pollution/global)Starting with collaboration skills: Lesson 3 gating with collaboration skills: Lesson 3 seuss on presenting the perspectives and from Lesson 2and reflecting on the strengths 3 a Aes ees Mercer meNcke sell How will | know if | reach my goals? ‘tsdfer Learners to give examples of their learning Pateleson, They can complete the table at any Mtheleson but might do it atthe end eso “ources needed ‘eae Skills Book 8; your own Language Support cat tPpropriate); Challenge topic and ght from Lesson 2 (se the Worked for the Main activity); space for teams to tach other; equipment for presentations, for computers, on previous knowledge, learning ning, This might be from Primary Globe! from Stage 7 Global Perspectives, from {areas or from previous Stage 8 Global (especially Lesson 2). Activity: Learners put the criteria for presenting an argument in a presentation in order from most to least important. They can use this as a checklist for their own presentation in the Starter activity. Differentiation: Learners work in pairs/teams, Discuss responses in class. Suggested answersfideas: Any reasonable and relevant response. There may be some disagreement, which isfine, and some of the criteria might be equally as important as others. The main thing is the discussion and the thinking that the activity generates. Not topic specific. Starter activity (approx. 10 mins) ‘Good for: Reviewing the presentation of arguments from Lesson 2. ‘Aetiviy: Learners review their presentation, making any ‘changes according to the criteria rating from the Prior earning activity, They could also use the questions in the Main activity as a checklist. Differentiation: Learmers are working in teams. ‘Suggested answers: Will vary Main activity (approx. 20-25 mins) Good for: Judging the quality of another team’s resentation and arguments rrtty: One team presents to another team and each ‘team completes the grid to give feedback (see the ‘Worked Example). Differentiation: Learners work in teams to discuss and Pas eedbackon another tums presentation. In teams/small groups. for the presenting team (0 reco! self assessment and targets for developments nse and feedback: Whilst they work as fen, learners ask each other questions a5 BSS on the grid. ‘Suggested answers: nd eedback ee he ‘will vary according to presentations ‘Worked Example).Worked Example Challen: nd ecosystem loss op lenge topic: Biodiversity 2 sy al 2 Team: Jack’ team and ecosystem loss? biodiversity ‘Question: Are humans responsible for Sauer aen ee zi Perspective: Yes, humans are responsible for Bl jm | Well-chosen visuals Was there a range of visuals (text, images)? © \Was the type of font and size suitable for the @ Yes, easy to read 2 oe end)? Was the content relevant? @ [ever Did the content answer the question? @ _[ Notrealyas there was no conclsn Were the arguments supported with evidence? @ _| Some but not all points had evidence Did the presenters make eye contact with the | aude! 8 | Did they speak clearly? @ [re Were all members of the team actively involved? @ _| Jack did more than the others and Maria did very little Peer feedback comments: Highlight): Engaging presentation with lots of ideas relevant to the to pic. Area(s for development: Needs Co eee @ conclusion to answer the ‘Stestion and would benefit from further evidence Teacher feedback comments; Agree with peer feedback SelF-assessment comments; Asree with peer feedback ac Targets for development; 1 Add a conclusion SH2A2SeeoOr sasseggea gm gq Pe eedent reflection activity; Pe sment Challenge topic #tariapprox: 15-20 mins) sie ® jeemnureing eset think about the strengths Gal ol this lesson. Encourage learners to give an i spport ofeach strength and skill used; for He Naiaoration’ and ‘worked effectively with team ote sogive feedback from the whole team’. Also, eee toidentify the skills each team Sipe eed work On. also complete the self-assessment to set their seasing targets before they move on. They think tan shade where they think they are at this time ‘iviekaring. ‘With help’ refers to guidance given fagalearner in the right direction, although tarps should still come from the learner); for tame fom you, other learners, previous work done byelearae in their Learner's Skills Book. Fre Challenge topic review, learners explore the ‘pause inthis section to develop collaboration skills Tesactvites can be done in class, at home or in stud ime Developing collaboration skills: Lesson 4 ‘sim focuses on developing an understanding about oresolve conflict during teamwork as learners. a shared outcome. LLABORATION E STAGE 8 C NG OBJECTIVES Suggested examples: 5.1 The team assign roles and divide tasks fairly considering skills of team members and time available, and work together to achieve a. shared outcome. Example: ‘Collaboration in Global Perspectives is working together to achieve a shared outcome like a presentation. Iam good at listening to others. This helped when I made my presentation Page as I knew to add reasoning and evidence to ‘support the claims I made,” 5.2 The team member introduces useful ideas to help ‘achieve a shared outcome and works positively 10 resolve conflict, solve issues and encourage other team members to participate, when required. Example: ‘Including the facts from sources was my idea and they were all included in our final presentation to add evidence to the points made. There was a disagreement about which was the biggest threat to biodiversity and ecosystem loss, 0 we decided to look for the information in three different sources and this resolved the disagreement.” LEARNING GOALS How will | know if | reach my goals? ‘Learners to give examples oftheir learning son. They ean complete the table at any ght do it at the end. Good for: from the les point in the lesson but mi Resources needed Learner's Skills Book 8; your own Language ‘Support yut (if appropri h Ce ste eater Starter activity (see the Worked aa ne poe )pt interview ‘questions (see the Wo ce for the Main ‘activity); computers and int access.ins) 5-10 mi Prior learning (ep aie . ious knowles Gad a Buln ht be OP sa ne lage 7 nb POPS Pens eas or rom previous SU Perspectives essons 3 iy: Leamers consider het earning OM Lesson a : 2s ith th 5 ok ba Dileettion: Lares tensa eesti, Srasesnent tats om Lesion 3 oe, rsversas: Any easonbleand eleva See erage ears respond oes ad {ook ack ugh Lesons I-30 ei they ae Soetoying th clboraon kil 3) Suge that inthe Action column cach ermer res one goal that th can ahiee ths son. Thy shoulcome back oth goin the Independent elton eyo eft on heir tehienent thi goal Not topic specific. ick at their and Learning Starter activity (approx. 10 mins) Good for: Reviewing topic-speciic vocabulary. Activity: Learners give ideas and thoughts to answer the Auestons you provide (se the Worked Example below), ‘Ways of working: Individualipair and class discussion, ‘Suggested answersdeas: Depends onthe top Wed Ears Depends on the tape (ete Worked Example for the Starter activity Challenge topic: La Sabstope: Youth crime Example questions: 1 Doyou think W and criminality ithonne eee ime is major issue in global What sort of crimes, do. Young people commit? 'Syouth crime a big issue in Why do you = Gnsert county)» Cinser county ne 2 crimes big ‘What do you think committing crimesp 00 > cou think can be done about y, 1 doy 5 Out 6 Waa nsert country) ing swers: suggested a ar about it a lot in the 1 Yes as we hear about i the news rom ay over the world. ary; for example, robbery, by answers will vary; n Tne 2 mfalism, trashing/throwing litter in the yea violence against another person, fraud," “Answers will vary depending on country “Answers will vary; for example, young people hay become disillusioned due to cuts in services tht affect them (eg. after-school clubs and active, ommunity services such as youth clubs and loc ure facilities), the increasing cost of living a leis Gaal living in disadvantaged areas. ‘5 Answers will vary; for example, providing more activities for young people to participate in ater school, ensuring that young people are receivinga relevant and useful education — including learning about social responsibility, involving community law enforcement officers and parents in talks and activities in the local community. 6 Answers will vary; for example, training and education programmes, proper support and guidance for families from affected communities tackling the issue of gangs. Main activity (approx. 20-25 mins) Good for: Working in pairs and in teams to write ‘uestions to gain information about an issueltopic. et gamers work in pairs to formulate questions They *Pecific purpose (see the Worked Example). ae the table with their questions. They eat ate the questions as a team with another pair qUestions cag ne Ne best questions, As a class al the Noateen be discussed and the best five questions re? Wind learners of question starters (What? Die ss? When? Who? Why? How?) en iia Learners can work in pairs for supP2t Might be neve their team, Some further researth heeded to come up with questions. Ways : 3 of working: Individually/pairs and in teams Different o inio formulating quant lop a local pe; Learners will be ‘ons to gain information to sta! *sPective about an issue. 110se and feedback: Encourage learners to eer fach other in teams. They can ask one trying to find out? 5 | think they will know the answer to that? 3 think there is an answer to that? +m sthat question help us find out ... ? + tt question too difficult? «Bestia question require afacVopinion as tenner angwersfideas: Depends on the topic scenario pe (868 the Worked Example below). joked Example for the Main activity tialenge topic: Law and criminality Sipe The iter problem Sea Interviewing community leaders or local ennai officer (it might be a video interview or nie face-to-face) about littering in the community tie ayareness of the problems of littering, reduce ‘exmoun of ltter/rubbish in the area and pledge not hop literrubbish (f0 be developed in Lesson 5). laser qustions: * Tlitesrubbish a big problem in the commu * How mch itter/rubbish is dropped on average Pet ‘taper week/per month? Developing collaboration skills: Lesson § Where do people mostly drop their litter/rubbish? Why do you think young people drop litter/rubbish? ‘What is the main source of litter/rubbish? What happens to dropped liter/rubbish? How can we reduce the amount of litter/rubbish that people drop? ‘Suggested answers: Answers will vary. Questions can. be given to the community leaders/officer beforehand to give enough time for learners to process the answers ready for Lesson 5. Independent reflection activity (approx. 5~10 mins) Good for: Encouraging learners to refer back to their Prior learning to see if they have achieved their goal to improve their collaboration skills. They also identify any conflict whilst working in teams to produce questions ‘and say how this conflict was resolved. For example, rot listening to the ideas of others can create conflict as people don't feel that their ideas are being heard. A way to resolve this is to listen and make brief notes as each ‘person speaks. This activity can be done in class, at home or in self-study time. Developing collaboration skills: Lesson 5 ‘S2Sonson from Lesson 4, Leamers use the they have gained to create a shared outcome, Wann encroyaes i 2 How will | know if | reach my goals? i Jes of their learning Good for: Learners to give exampl a from the lesson. plete the table at any ‘They can comple point in the lesson but might do it at the end.Resources needed Learner's Skils Book 8:yOUr O™" handout eG Lesson 4, forex a he pee Example the Malt ac) a ride questions in Lesson 4s cOMPUETS AN in esto create shae ute (8 pens tc). Prior learning (approx. 5-10 mins) Good for: Building on previous knowledge, earning and understanding, This might be from Primary Global Perspectives, from Stage 7 Global Perspectives, from other subject areas or from previous Stage 8 Global Perspectives lesson (especially Lesson 4). ‘Activity: Review earning about what a shared outcome {sand examples of a shared outcome. Differentiation: Learners can work in pairs and share with another pair (their team), ‘Suggested answers: Any reasonable and relevant response, 1a A shared outcome sa product produced by team fo meet a specific aim or purpose. It {sthen presented toa specific audience/group 102 \ tions abo Leamers answer quest aie sprgpmation they gained in Lesson 4 Wave of working Individual Pair and whole gy, discussion. suggested ansmers: Depends on topic and information gained. Main activity (approx. 20-25 ming) Good for: Creating a shared outcome to address a local issue. ‘Activity: Learners work in teams to create a first dratg¢ their shared outcome (see the Worked Example) The, can share their first draft in Lesson 6 for feedback bse finalising their outcome. ifferentiation: Learners work in teams to create a shared outcome, Different teams can produce diferent outcomes. Learners can refer to the answers to their questions in the Starter activity. Encourage them to share the workload; for example, one pair might need {to do some further research whilst another pair starts o ‘write sentences, Ways of working: In teams/small groups. Different opinions/perspectives: Learners are creating an outcome using information gained from a local perspective, eae Fesponse and feedback: Encourage learners to liscuss their progress, Suggested ideas: it shoul nts: Teams can produce any outcome, bit Por exams ettibute to the issue they are investigating FamPle to raise awareness about the issue; 0os Developing collaboration skills: Lesson 5 xample for the Main activity IP ge topic: Law and criminality Beane Pledge to not drop litter acion to help stop litter/rubbish dropping in our community mye, pledge to do the following thi tof litter dropped. We will also encourage our families to help oe Be aes ‘suggestions for action we can take. ool about the litter issue(problem) and not. pping ltterubbish. 2a presentation to our peers in sch ss about the issue(problem)s created by dro} fnubbish home with us. gto the shop to avoid buying @ plastic carier bag. +o school in a reusable container. vee in the street to pick up any litter/rubbish they th take all the rubbish to the recycling week to pick up 3 bin to put any ltter/rubbish itter/rubbish bin,ectives 8: Te 1 PersP' i cerecondary Global . < > cambridge Low’ igen an how they Have wed communicating i ivit) Independent reflection activity (approx. 5-10 mins) S Encouraging learners to reflec to teamwork by asking them fr their vor their best Developing collaboration skil Lesson 6 follows on rom Lesion 5 and fests On completing shared outcomes after feedback, * Learners ive examp| ir learny from the lesson, They can, ‘comy ae ee Print inthe son but migh dpa the end, Resources needed Learner's Skills By handout Gr ap Pook 8: 30ur 104 jacher’s Book isson for example by sharing some relay gud to their shared outcome. ‘his activity ean be done in class at home ory self-study time. st, easty Is: Lesson 6 Prior learning (approx. 5-10 ming) Good for Building on previous knowledge, earsng and understanding, This might be from Primary cry Perspectives, from Stage 7 Global Perspectives fon other subject areas or from previous Stage 8 Glob Perspectives lessons (especially Lessons 4 and 5) Activity: Review learning about the importance of iving and receiving feedback. Differentiation: Learners can work in pars for suppor and share ideas with another pair, Suggested answersfideas: Any reasonable and relevant response, Feedback gives learners clear guidance on how to improve their learning. Feedback also ‘helps learners understand the skill being developed and the topic taught. It provides learners with the necessary information to improve their learning towards achieving learning objectives, Starter activity (approx. 10-15 mins) food for: Developing understanding about how tsi both positive and helpful feedback on each others Wo: Fe ainets look at the example shared outcom® fogatent (ee the Worked Example) and decide on? Fehlihts and one area for improvement, An auth Bie au CaERET Work might be used. Learners tet ‘give and receive feedback ‘on their draft outcome from ineatS Teams will then incorporate this feedback mip! the final Version of their shared outcome in the Main activity Ways of wor king: Team and whole-class discusio™ ee the Worked slideas: Depen rk giver fieeseer oepeuteon the Wor : ample).Sapeaee —— wa Develo loping collaboration skills: = ple for the Starter activity Law and criminality oe ering red ‘outcome do jcument for feedback: to take action to reduce the amnoi our conunaunity al ‘ wit fr ptliter i our pocket until we see a Litter/nablish bin | paige in the conernunity cleanup aay. | pekon costal nuedia about the dangers of Utering. lemeckanpions at not dropping Litter leqlaige to do at least five of these Enis terre. oJ ' (pi No Food waste Chanepion s Weseigeto do at least three of these this tem fl ork. [SLE No Food waste Chaveplow ie Jitlidos todo at Least one of these this ter (al tic PRONZEE No Food waste champion ones: a Mes: King i led Helpful Spedfic and detalles : ‘eekind f fwhere and | Give: ‘suggestions for improvements |words and be positive. Give an exact idea of wher Ga fe nd be postive. | ENT work can be improved Fike tothe learing objecivel ca Yabeide tops you could have rilhsetopiespecfc words | Inthe fer 1 ae well included .» arcs Sagres | eee igheet to help wi ) ‘some great suggestions, | You need evidence to Su ge you proresd Ae chee Wehighlighted, your claim. What “acts did you ie oe ye events find out?her's Book tives 8: Teacher > cambridge Lower S .condary Global PersP® a ige Lower Se ndependent reflection activ; Main activity (approx. 20-25 mins) Good for Giving feedback and fishing shared outcome ater edback, leads on rom he Starter activity where learners recap on the value of judging work and giving feedback. Fly they share thir outcome with another icamand give feedback, Teams then incorporate this feedbacknt th final version of thei shredoxtome They sare thei outcome vith another eam and se fedback. Highlights can bein one colour and aseas for improvement in notes, salva good esto encourge more highs than areas of improvement Aakleaners to eet th amingobletvogole hen judging the shred outa Ditfeentation Learners workin ‘and improve shared outcome, ape Was of working In cams groups, Learner response and : - tsa oenh bce nn = ing ‘Suggested answers: Feedback will vary, See i for giving feedback j Starter activity, M® Worked Example forthe Self-assessment; Challenge topic review (approx. 15-20 mins) Good for: Encouraging learners to consider what hy ‘used to think teamwork wats and how their thin might have developed. Encourage learners ogi example from any of Lessons 1-6. Leamers also complete the self-assessment to sett ‘own learning targets before they move on. They ts, about and shade where they think they are at thi tne in their learning, “With help’ refers to guidance giex (pointing a learner in the right direction, although examples should still come from the learner); for example, from you, other learners, previous work done by the learner in their Learner's Skills Book For the Challenge topic review, learners explore the topic used in this section to develop collaboration sis ‘These activities ean be done in class, at home or in selfstudy time, Suggested examples: S. The team assign roles and divide tasks fair, considering skills of team members and tine available, and work together o achieve a shared outcome. Example: Lam good at organising who does what. This helped when we completed our pledge as we managed to meet the deadlines” 5.2. The team member introduces useful ideas bel? Achieve a shared outcome and works positive) resolve conflict, solve isues and encourage othr team members to participate, when required. Example: ‘Some of the suggestions were my it, Which meant that we used the information ste! from the interview in our outcome. There W282 Pit of confiet as we were all talking at once S0 I suggested we take it in turns. This helped wemade our outcome better after the feedbast How will Good for: Les from the less Point in the Resource [eamer's Ski indout (if a Hee the Work