CAMBRIDGE PRIMARY

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Global Perspectives

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Learner’s Skills Book 5
Adrian Ravenscroft & Thomas Holman

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SA
Digital Access
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PL
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 Contents

Contents
Introduction v
How to use this book vi

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Acknowledgements viii
1 Research

PL
Starting with research skills: Lesson 1
Starting with research skills: Lesson 2
Starting with research skills: Lesson 3
Developing research skills: Lesson 4
Developing research skills: Lesson 5
Developing research skills: Lesson 6
Getting better at research skills: Lesson 7
Getting better at research skills: Lesson 8
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5
10
15
19
23
29
32
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Getting better at research skills: Lesson 9 36

2 Analysis
Starting with analysis skills: Lesson 1 41
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Starting with analysis skills: Lesson 2 45

Starting with analysis skills: Lesson 3 50
Developing analysis skills: Lesson 4 56
Developing analysis skills: Lesson 5 60
Developing analysis skills: Lesson 6 65
Getting better at analysis skills: Lesson 7 71
Getting better at analysis skills: Lesson 8 77
Getting better at analysis skills: Lesson 9 82

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 Contents

3 Evaluation
Starting with evaluation skills: Lesson 1 88
Starting with evaluation skills: Lesson 2 92
Developing evaluation skills: Lesson 3 97
Developing evaluation skills: Lesson 4 101
Getting better at evaluation skills: Lesson 5 107

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4 Reflection
Starting with reflection skills: Lesson 1 112
Starting with reflection skills: Lesson 2 116
Starting with reflection skills: Lesson 3 122

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Developing reflection skills: Lesson 4
Developing reflection skills: Lesson 5
Developing reflection skills: Lesson 6
Getting better at reflection skills: Lesson 7
Getting better at reflection skills: Lesson 8
Getting better at reflection skills: Lesson 9
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132
136
142
146
151
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5 Collaboration
Starting with collaboration skills: Lesson 1 156
Starting with collaboration skills: Lesson 2 160
Developing collaboration skills: Lesson 3 165
Developing collaboration skills: Lesson 4 170
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Getting better at collaboration skills: Lesson 5 176

6 Communication
Starting with communication skills: Lesson 1 181
Starting with communication skills: Lesson 2 185
Developing communication skills: Lesson 3 191
Developing communication skills: Lesson 4 195
Getting better at communication skills: Lesson 5 201

Glossary 205

iv
 How to use this book 5
1
How to useGetting
thisbetter
book at
These are explained below. evaluation skills:
This book contains lots of different features that will help your learning.
Starting with research
Lesson 5
skills: Lesson 1

E
These are the learning objectives Evaluation learning objectives
Research learning objectives
that will be covered in each 3.1
1.1Evaluating sources
Constructing research questions
3.2 Evaluating arguments
lesson. Lesson learning goals
Lesson
These learning goalsfor this lesson.

PL
You can use these learning goals
to identify what you are learning
in the lesson, and how you know
when you have met your goals.

These are questions or tasks

Use
are the goals
These are the goalsthe
this table

reflection activity.

My
To start to:
saylearning
To get better at:
for

what agoals
forindependent
this lesson. reflection activity.
You will return to this table at the end of the lesson for the independent
My learning goals

global issue is
identify different types of question
discussing a source, its author and purpose,
make my own questions to help me understand
itsglobal
strengths and limitations
issues
giving my opinion about a source, its features
and arguments
3 Evaluation
Prior learning
and

What comes to mind when you think of ‘global issues’?

I think

I think
My teacher/
partner thinks
My teacher/
partner thinks

107
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Prior
Havelearning
a class discussion.
to help check what you A Take
goodturns
argument
to sayneeds
what ..................................................................................................................
you think the most important global issues are.

already know before beginning ...................................................................................................................................................................

...................................................................................................................................................................
a lesson. 2 Analysis
How would you complete this sentence? 1
Zara:
Marcus:
New and important words are
Arun:
Starter
Marcus has activity
SA

been thinking about what different park users need in order to

orange in the text. You can
Sofia:
enjoy
The their
group arevisit. He at
looking uses a Venn
a source. diagram
Can tothem
you help show what each group needs.
find out what they mean in the Complete
sort out theirthe diagram.
opinions? TheyOne example
need to knowhas been
which done for you.
ones
are about the features of the source and which ones are
glossary at the back of the book. about its arguments. The first one has been done for you.

There’s some
emotive language: It is in a clear,
some rhetorical questions, simple present tense: ‘are
Individuals who goyou agree?’ Families confronting’;
e.g. ‘wouldn’t who go to explains why the
to the park
Two to look - each has the parkissue
perspectives to have
matters. The connectives
at nature reasons and a picnic are logical – like ‘therefore’
evidence. and ‘consequently’.

People who need People who need

a lot of space peace and quiet

I like the way the

It seems fair to both conclusion sums up the
perspectives. You get general discussion. You understand
sets of people, e.g. ‘business why they are for the
vi Starter activity owners’, then named ones like
‘Han Chih’.
new law.

The topic I am working on today is:

 2 .......................................................................................................................................................................

3 .......................................................................................................................................................................

Class discussion How to use this book

1 What similarities and differences are there in the data for adults and children?
2 What improvements did Zara make to her questionnaire?
3 How could Zara’s group use their data to try to persuade more children to take an
interest in the news?
This helps you check how you are Independent reflection activity
learning, and think about how Check your learning goals

well you are progressing with If you are sure you have met them and can give a reason why put ‘★’
If you think you have met them put ‘J’
each goal at the end of If you think you are not quite there yet put a ‘K’
each lesson. Developing communication skills: Lesson 4

1 Research
lessons 4–6
Self-assessment Lessons 3–4
How will I know if II’ve
Continued haveachieved
achievedmymylearning goals?
learning goals?

This allows you to consider your Use this activity to reflect

reflect on
onhow
howwell
wellyou
youhave
haveprogressed
progressedover
overthe
thelast three lessons.

E
last
Tick two
Research lessons.
learningif you are
(✓) ‘Achieved’ Not there
sure Achieved
you have Example
made good progress with this skill and can
progress through the learning objectives
Tick
give (✓) ‘Achieved’
an example. if you are yetsure
/ with
you have made good progress with
this skill and help
can give an example.
goals in a deeper way. The table To start to:
Tick (✓) ‘Not there yet / with help’ if you need some further practice so that you can
Tick (✓) ‘Not there yet / with help’ if you need some further practice
make more
construct progress.
research
encourages you to think about so that you can make more progress.
Ifquestions
you tick ‘Achieved’, then challenge yourself to make further progress in the next
If youinformation
tick ‘Achieved’,
skillsthen challenge yourself to make further progress
where you are on your learning use
section.
in the next section.

on in the future.
PL
journey, and give examples to
show how you are progressing.
You can choose goals to improve
If you tick ’Not there yet / with help’, there will be the chance to consolidate this skill in
If

for
One
you tick ‘Not
conduct
future

on your
To develop
there yet / with help’, there will be the chance to consolidate
research
lessons.
this skill in future lessons.
record findings
Communication
learning objectives
Reflect
Not there Achieved Example
yet / with
help
my responses in
improvement.
knowledge
understanding
and
area I wantabout:
communicating
information
your self-assessment and identify one area

to improve in is:
.......................................................................................................................................................................

How I will improve:

listening and
.......................................................................................................................................................................
responding

Reflect on your responses in your self-assessment and identify one area

71
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for improvement.
Challenge topic review
One area I want to improve in is:
This provides an opportunity Think about the Challenge topic you have been exploring and complete
.......................................................................................................................................................................
the following statements.
to reflect on your Challenge I wasI will
surprised to discover/explore that .......................................................................................
How improve:
topic as you progress through .....................................................................................................................................................................
......................................................................................................................................................................
each skill. I did not know ........................................................................................................................................
SA

.....................................................................................................................................................................

I now think ..............................................................................................................................................

.....................................................................................................................................................................

199
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vii
1
2

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Starting with research
skills: Lesson 1
PL
M
Research learning objectives
1.1 Constructing research questions
SA

Lesson learning goals

These are the goals for this lesson.
You will return to this table at the end of the lesson for the independent
reflection activity.

My learning goals I think My teacher/

To start to: partner thinks
identify different types of questions

make my own questions to help me understand

a topic

1
 1 Research

Prior learning
Choice 1: water
What comes to mind when you think of ‘how I use water’?
Compare your list with a partner’s. What similarities and differences are there?
Have a class discussion – how can we categorise the different ways we use water?

Choice 2: our own Challenge topic

What comes to mind when you think of ‘how I use ............................................................ ’?

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Compare your list with a partner’s. What similarities and differences are there?
Have a class discussion – how can we categorise the different ways we use things?

Starter activity
PL
The topic I am working on today is:
……………………………………….………….......
M
Marcus is thinking of how water is used in his home
area, and also some problems that water can cause.

Topic Water
Uses • Drinking it – especially on a hot day • Cleaning our teeth
SA

• Watering the plants • Cooking

• Cleaning the house • Swimming pool
• Washing ourselves • In the factory, the workers cool
• Washing the car metal – it makes a lot of steam!
• Washing our bikes • Keeping the cricket pitch healthy
• Filling the canal and green
Problems • When it rains a lot, the drains • We can’t play football on the
overflow and the bottom of the road grass when it is too muddy.
gets flooded. • When I was in Stage 2, the river
• Cars can’t get past. flooded and people down the
road had to move out.

2
 Starting with research skills: Lesson 1

Now think about either water in your home area or your own Challenge topic
(e.g. Transport, Energy, Education).
Write down how it is used and some problems it can cause.

Topic Water
Uses

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Problems

Main activity part 1

PL
Zara is thinking of questions that she could use for her
M
topic on ‘water – uses and problems’.
She has thought of many questions. Read her thoughts below:
SA

What do we Who supplies the

use water for school’s water?
in our school?

?
When does it rain Where does the
too much so that the water in our school
river floods? come from?

Why did it flood at How did they make

the bottom of the bridge better?
the road?

3
 1 Research

Class discussion
1 What other questions could Zara add to her mind-map?
or
2 What questions could you ask about your topic?

Main activity part 2

Zara’s group has thought of some good questions.

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• Some are about how water is used.
• Some are about how water can cause problems.
Which is which? Fill in the table below. Two have been done for you.

PL
What do we use water for in our school?
Who supplies the school’s water?
Where does the water in our school come from?
When does it rain too much so that the river floods?
Why did it flood at the bottom of the road?
Using water Problems caused by water

✓
M
How did they make the bridge better?

With your group, think of questions that you could use for either your
topic about water or your own Challenge topic.
Check you have thought of a good range of questions:
SA

• some about uses • some about problems.

Use the download that your teacher will give you to write your questions.
Tick (✓) whether the question is about uses or about problems.
Share your ideas with others in the class.

Independent reflection activity

Check your learning goals
If you are sure you have met them and can give a reason why put a ‘★’.
If you think you have met them put a ‘J’.
If you think you are not quite there yet put a ‘K’.

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2

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Starting with research
skills: Lesson 2 PL
Research learning objectives
1.2 Information skills
M
1.3 Conducting research

Lesson learning goals

These are the goals for this lesson.
SA

You will return to this table at the end of the lesson for the independent
reflection activity.

My learning goals I think My teacher/

To start to: partner thinks
recognise different sources that can help me to
find out about a topic
design a questionnaire to use in an investigation

make simple predictions about what I think I will

find out in an investigation

5
 1 Research

Prior learning
Sofia has been thinking of questions about her topic on water in her area.

i. Ask some parents

1 Who uses the most water in our class? .................................................................................

2 What do they use to clean our water? ...................................................................................

3 How do we waste water in our school? .................................................................................

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4 Where can we find water locally? ............................................................................................

5 Where does our tap water come from? .................................................................................

b An atlas of the country

c A world atlas
PL
6 When does it rain most in our area? .......................................................................................

7 Why did it flood at the bottom of the road? .........................................................................

Arun has been collecting some possible sources of information.

a The website of the local newspaper f A map of the city
g The website of the local water board
h A questionnaire to ask pupils
M
d Ask school staff i Ask some parents
e A dictionary
Can you help Sofia and Arun match the questions to the sources that would
give them answers?
SA

Tips: you might need some more than once. Some might not be so useful.
The first one has been done for you.

Starter activity
The topic I am working on today is:
………………………………………………………......................................………

6
 Starting with research skills: Lesson 2

Work in pairs.
One person should make a list of questions about your Challenge topic.
One person should make a list of sources of information.
Then get together to match the questions to the sources.

Questions Sources of information

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PL
M
Main activity part 1
Sofia and Arun have thought of
SA

a question that they could answer

by asking the children in their class.

How often do we
use water in our
class?

7
 1 Research

They have designed a questionnaire to help them gather information.

Study their questionnaire below.

How often do we (or does Several Once a Several Once a Less

someone in your house) …? times a day times a week often
day week than…
Brush their teeth
Make tea

E
Make coffee
Put the washing machine on
Water the garden
Wash the car
Wash the dishes
Take a bath
Take a shower
PL
What do you predict the results of Sofia and Arun’s questionnaire might show?
M
..............................................................................................................................................................................

Class discussion
Share your thoughts in a class discussion.
SA

Main activity part 2

The topic I am working on today is:
………………………………………………………......................................………

In your group, decide on a question you could answer by asking the children in your class.
How often do we .................................................................................................................. in our class?

8
 Starting with research skills: Lesson 2

Use the download that your teacher will give you to design a
questionnaire to help you gather information.
Sofia and Arun have been thinking about what their results might show:

In my house,
they’re always drinking tea.

E
I think most people in the
class will be the same.

PL
My uncle’s taxi
is always clean. I predict
most children will say
they clean the car
every day.
M
SA

Discuss with your group what you think you might find.
Give reasons for your answer.

Independent reflection activity

Check your learning goals
If you are sure you have met them and can give a reason why put a ‘★’.
If you think you have met them put a ‘J’.
If you think you are not quite there yet put a ‘K’.

9
 3

Starting with research

E
skills: Lesson 3
1.2 Information skills
1.3 Conducting research
PL
Research learning objectives
M
1.4 Recording findings

Lesson learning goals

These are the goals for this lesson.
SA

You will return to this table at the end of the lesson for the independent
reflection activity.

My learning goals I think My teacher/

To start to: partner thinks
find information in sources to answer my
own questions
think of my own questions to ask when
interviewing someone
recognise different ways of selecting, organising
and recording information from sources

10
 Starting with research skills: Lesson 3

Prior learning
Sofia and her group are planning an investigation. They thought of some steps they
should take. What steps do you think have been missed out from their table?

Step Action
number
1 Decide on a topic we can investigate.

E
2

6
PL
Tell others what we found out.
M
Starter activity
Sofia and Arun have been using their questionnaire to ask others in their class about
their water use.
SA

Marcus says: ‘Everybody in my family brushes their teeth twice

a day. My dad makes tea all the time. My mum drinks coffee once
a day, but no one else likes it. We put the washing machine on
several times a week. We water the garden every day in the summer.
To be honest, we might not wash the car that much – maybe once a
month. We wash the dishes several times a day. My sister takes
a bath once a week, but the rest of us take showers.’
1 Is there any information they can record on their table based on
what Marcus has said?
2 Are there any additional questions they might need to ask before
they can fill in the table?

11
 1 Research

How often do we (or Several Once a Several Once a Less often

does someone in your times a day times a week than…
house) …? day week
Brush their teeth
Make tea
Make coffee
Put the washing

E
machine on
Water the garden
Wash the car
Wash the dishes
Take a bath
Take a shower

Class discussion
1
PL
What difficulties might you come across when you ask people questions for your survey?
M
2 How can you overcome these?

Main activity
SA

The topic I am working on today is:

………………………………………………………......................................………

Use the questionnaire that you

designed in Lesson 2 to find out
about your Challenge topic from
other members in your class.

12
 Starting with research skills: Lesson 3

Peer feedback
When you have finished your survey, find someone who answered your questions and
ask them to tell you:
Two things that they like about your persuasive powers (write what they tell you here):

★ ……………………………………………………………………………………….………………………………………………………

★ ……………………………………………………………………………………….………………………………………………………

E
One thing that you could do better (write what they tell you here):

……………………………………………………………………………………….………………………………………………………

PL
Independent reflection activity
Check your learning goals
If you are sure you have met them and can give a reason why put a ‘★’.
If you think you have met them put a ‘J’.
If you think you are not quite there yet put a ‘K’.
M
Self-assessment Lessons 1–3
How will I know if I have achieved my learning goals?
SA

Use this activity to reflect on how well you have progressed over the
last three lessons.
Tick (✓) ‘Achieved’ if you are sure you have made good progress with
this skill and can give an example.
Tick (✓) ‘Not there yet / with help’ if you need some further practice
so that you can make more progress.
If you tick ‘Achieved’, then challenge yourself to make further progress
in the next section.
If you tick ‘Not there yet / with help’, there will be the chance to consolidate
this skill in future lessons.

13
 1 Research

Continued

Research learning Not there Achieved Example

objectives yet / with
To start to: help

construct research
questions
use information skills

E
conduct research

record findings

One area I want to improve in is:

PL
Reflect on your responses in your self-assessment and identify one area
for improvement.

.......................................................................................................................................................................

How I will improve:

M
.......................................................................................................................................................................

Challenge topic review

SA

Think about the Challenge topic you have been exploring and complete
the following statements.
I was surprised to discover/explore that .......................................................................................

.....................................................................................................................................................................

I did not know ........................................................................................................................................

.....................................................................................................................................................................

I now think ..............................................................................................................................................

.....................................................................................................................................................................

14