LEARNER’S SKILLS BOOK 7 Cambridge Lower Secondary Global Perspectives Keely Laycock Second edition Digital Access We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Prior learning
Starting with research skills: Lesson 1
Prior learning
Research is Starter activity Which do you think is the best research question? Put the questions D in order (the best at number 1 and the worst at number 4). When do children start school? Should we remove all sugar from our diet? What is poverty? Why are social networking sites bad? Starting with research skills: Lesson 1 5
D
A
Text title ..................................................................................... Main idea Notes about the key information
B
1
C
This book contains lots of different features that will help your learning. These are explained below. This list sets out what you will learn in each lesson. You can use these learning goals to identify the important topics for the lesson. This will help you to know when you have met your learning goals. These are questions or tasks to help check your level of understanding before beginning a lesson. Each tip provides useful information and key points to consider.
How to use this book
2 Read each paragraph of the text again� Discuss what the text is about with your partner� a Write the main idea from each paragraph into the table below� b Next to each paragraph, write notes about the key information�
As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to show your learning goals in your challenge. Add an example from your challenge once you have achieved each learning goal. Lesson 1 Not there yetAchievedExample I think I know what the term ‘research’ means. I can write some basic questions about a researchfeaturesIquestion.aItopic.canrecognisegoodresearchcanidentifysomeofagoodquestion.
Howviii to use this book
My learning goals are to start to: • understand what the term ‘research’ means • understand how to write some basic questions about an issue • recognise a good research question • identify some of the features of a good research question 4 How will I know if I reach my goals?
SAMPLE
What do you think the term ‘research’ means?
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As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to showcase your learning goals. Add an example once you have achieved each learning goal. Lesson 1 Not there yetAchievedExample I think I know what the term ‘research’ means. I can write some basic questions about an researchfeaturesIquestion.aIissue.canrecognisegoodresearchcanidentifysomeofagoodquestion.
Tip Look for key words that tell the reader about the topic. Tip Bullet point notes should be a few words only, not full sentences. 1 Research How will I know if I reach my goals?
Paragraph 1: ••• Paragraph 2: ••• Paragraph 3: ••• Tip thethatwordsSubject-specificarewordsarerelatedtomainidea.
What do you think the term ‘research’ means? Research is Starter activity 1 Which do you think is the best research question? Put the questions A D in order (the best at number 1 and the worst at number 4)� A When do children start school? B Should we remove all sugar from our diet? C What is poverty? D Why are social networking sites bad? Starting with research skills: Lesson 1 3 Main idea Subject-specific words Peer feedback c Share your information with a partner� Do they have the same ideas as you? Add to your ideas in a different colour�
A
Independent reflection activity
I know what a graph is. I can identify ainformationsomefromgraph. I am starting to understand how graphs can be used to present research findings. I can identify relevant information from a graph with help. I understand how to create a basic graph to present research findings. I can fromrelevantidentifyinformationagraph.
Using the table below, shade in the box that matches your progress most closely. Eventually, you are aiming for green! Research skills: I am getting better at . . . RED AMBER GREEN Writing questionsresearchthatlink to an issue. I know the features of a good research question and can write a questionresearchwithhelp. I can write at least one good research question. I can write research questions and help others with their research questions.
74 2 Analysis Continued Analysis skills: I am starting to . . . RED AMBER GREEN Explain supportevidencehowcanarguments.
Best Reason:question: Independent reflection activity What do you think has helped your learning in this lesson? Explain why, if you can.
Self-assessment 3
ix How to use this book
Your teacher will have access to downloadables that can be used with all the activities in this Learner Skills Book.
• How connected do I think we are?
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If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ Table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples.
Identify and explain causes and consequences of different issues. I am starting to understand what analysis is. I understand what it means to analyse something and can identify a consequencecause/with help. I understand what it means to analyse something and can identify a cause and a consequence.
Showcasing your skills
• What do I think about globalisation?
Issue review
If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples from your challenge. 6 Independent reflection activity Do you think you might be better able to come up with courses of action to help resolve issues after this lesson? Why? skills you have used today Check your learning
Look back at Self-assessments 1 and 2. How much further progress do you feel you have made so far in developing your research skills?
If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples.
Getting better at research skills: Lesson 9 49
I’m so used to seeing certain brands that it had never occurred to me that they might have a negative impact on the environment – or on me! Exploring the topic ‘Globalisation’ helped me to notice the consequences of seeing these brands all the time.
Think about the issue you have been focusing on and complete the following statements. I was surprised to discover that: I didn’t know: I now think: 70 2 Analysis
2 Analysis
Once I knew what my own perspective was, I could identify the perspectives of other people much more easily.
This focuses on how you are learning, rather than what you are learning, and you can set yourself learning targets for the next lesson/s. These are checkpoints at the end of each lesson, to encourage you to reflect on your progression through the learning goals, and relate this to your issue. This allows you to consider your progress through the learning goals. The red-amber-green checklist encourages you to think about where you are on your learning journey, and to look back at past self-assessments to see clearly how you are progressing. This provides an opportunity to reflect on your issue as you progress through each skill. This shares the experiences of other learners with you. It also models ways in which you might reflect on your work.
• What do I feel about it?
It was so helpful when I realized that ‘causes’ means ‘reasons that things happen’. And that I only needed to explain each reason with one or two sentences. It’s important to understand that perspectives aren’t just pieces of information or research from a particular country or place. A perspective is what someone thinks or feels about an issue once they know a bit about Itit.was interesting to discover that my perspective is just as important as other people’s perspectives. In the Challenge ‘Global brands’, I just needed to ask myself:
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SAMPLE
A Working on my own: B Working with a partner: C Whole class discussion: D Writing things down in my Learner's Skills Book: Other skills you have used today Check your learning
Question 3 Class discussion 3 As a class, discuss all the best questions� Which do you as a class think is the best question and why?
Something that helped you learn today: Other skills you have used today Check your learning
International
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SAMPLE
Original
Section
Starting with . . .
This section of your Learner’s Skills Book helps you to develop your analysis skills using interesting global issues.
Analysis 2
As you get better at analysing issues, you will explore how to use information from different perspectives to address specific issues. You will identify the people that might be interested in a particular issue and who want to try to help resolve this issue. You will also produce a questionnaire to find out learners’ perspectives about an issue of importance to them. We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication.
SAMPLE
Developing . . .
As you start to develop your analysis skills, you will learn what the term ‘analysis’ means, the difference between an issue and a perspective and how to identify the causes and consequences of situations and issues. You will also start to understand how to analyse data by exploring bar graphs.
Getting better at . . .
As you develop your analysis skills, you will discuss the basic problem-solving steps needed to help resolve an issue. You will explore the difference between a national and global perspective and consider how to identify information from each of these perspectives. You will also develop your ability to give your own perspective about an issue.
Can you think of one problem that needs a solution? What is it? Why is it an issue? Can you think of another reason? Are there localconsequencesdifferentforproducersandglobalproducers?
54 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource.
SAMPLE
Let’s think about global brands … Can you see an issue in this photo? Why are these brands so well known? What are some of the consequences of these brands everywhere?being Who might have a view or aboutperspectivethis?
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Let’s start thinking about analysis!
In Section 2: Analysis, you might choose to focus on the Challenge ‘Global brands’ and the topic ‘Globalisation’. If you take on this Challenge, you will learn what globalisation is, and identify and explain its causes and consequences. You’ll find out what the issues (problems) of globalisation are for different groups of people and think about globalisation from their perspectives. You’ll then start to think of solutions to improve globalisation issues for those groups of people.
Are there buyersperspectives,differente.g.andworkers?
What could producers do? What could buyers do? Would your solution make things better for producers, workers, or buyers?
Remember! You can use any of the Challenges or topics as the starting point to develop your analytical skills. Your teacher may direct you to focus on a specific Challenge or topic or you may be able to choose for yourself. What is ‘analysis’? Analysis: breaking down a global topic into issues and exploring the causes and consequences of these issues Analysis is a big skill area. It includes: • identifying global issues (problems) • identifying the causes and consequences of these problems and explaining them • identifying and explaining different perspectives about this issue • exploring possible solutions and deciding on one solution that might help to solve the problem. The topic ‘Globalisation’ is explored in this section of your Learner’s Skills ThinkBook.about your answers to these questions: •In what ways are we more connected now than we were in the past? • •AreWhy?the consequences always good? •What do people think about this? 55 We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Starting with analysis skills: Lesson 1 My learning goals are to start to: • understand what the term ‘analysis’ means • identify how to analyse something • make notes of relevant information in my own words How will I know if I reach my goals? As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to showcase your learning goals. Add an example once you have achieved each learning goal. Lesson 1 Not there yetAchievedExample I am starting to understand what the term ‘analysis’ means. I am starting to know what to look for when analysing something. I can make some relevant notes in my own words.561 We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Prior learning
The issue I am focusing on today is … .................................................................................................................
and is
1 57 We are
1
Look at the picture your teacher has given you. Discuss with a partner. Write down as many words and phrases as you can about the picture in the time limit. pair with with analysis skills: Lesson working with Cambridge Assessment International Education towards endorsement of this resource. University Press & Assessment 2022. material is not final subject to further changes prior to publication.
Original material © Cambridge
and add further words/phrases to your list. Starter activity Using words/phrases from your prior learning, work
This
SAMPLE
your partner to complete the following sentences: a The picture shows b This situation is due to .................................................................... .......................................................................................................... c As a result of the action in the picture, Starting
.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 2 Discuss with another
Main activity 1 In a small group, each choose one of the questions your teacher gives you to find out more about your picture. Carry out your own research, making notes to answer your question. NotesQuestion: 654321 References (author, date, title, website address) 21 2 As a group, share your information. 58 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Starting with analysis skills: Lesson 1 59 are working with Cambridge Assessment International Education towards endorsement of this resource.
SAMPLE
an
Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication.
Consequence(s)Other
informationrelevant 54321
3 Write a commentary for your picture. Then record your ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................commentary. 4 Listen to each of the commentaries and record the information gained under each heading. Situation/IssueCause(s)
We
Tip A cause is the reason or reasons why event or situation is happening or has happened. Tip A consequence is the result or effect of something that has happened or is happening.
Independent reflection activity Which part of today’s lesson did you find the most difficult? .................................................................................................................................................... Why do you think this was? .................................................................................................................................................... Other skills you have used today .................................................................................................................................................... Check your learning If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples. 60 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Starting with analysis skills: Lesson 2 My learning goals are to start to: •understand what an issue is •understand what a perspective is •identify an issue •identify a perspective How will I know if I reach my goals? As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to showcase your learning goals. Add an example once you have achieved each learning goal. Lesson 2 Not there yetAchievedExample I think I understand what an issue is. I think I understand what a perspective is. I can identify an issue. I can identify a perspective. 61 2 We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
to issues and which to perspectives? Write
This
changes
62 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original
learning 1 Discuss
Tip To identify an issue, think about whether a course of action is needed. For example, having a shower rather than a bath would be a course of action to take to help resolve the issue of lack of water. material 2022. material is not final and is subject to further prior to
© Cambridge University Press & Assessment
Prior with a partner and then write down words/phrases that signal a cause. with a partner and then write down words/phrases that signal a consequence. have the same words/phrases as your classmates? your lists in a different colour. of these words relate them in the column of the table.
correct
Globalisation National Cultural Crime Homelessness Pollution Personal Local Poverty Global Issue Perspective 54321
............................................................................................................................................. 3 Do you
Add to
............................................................................................................................................. 2 Discuss
Starter activity 1 Which
publication. SAMPLE
Class discussion 2 Using what you’ve learnt from class discussion about issues and perspectives, complete these statements. a An issue is ................................................................................. b A perspective is Main activity The issue I am focusing on today is … ................................................................................................................. 1 Using the text your teacher gives you, answer the following questions:. a What is/are the ........................................................................................................................................................................................................issue(s)? b What is/are the ....................................................................................................perspective(s)? Class discussion 2 Using what you have learnt from class discussion about issues and perspectives, give three further examples of issues and perspectives Issue Perspective 321
SAMPLE
Starting with analysis skills: Lesson 2 63 We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication.
Tip A perspective is a certain world view or way of looking at something. Tip Perspectives help us develop thinkingperspectiveAaboutunderstandingouranissue.nationalisabout a situation or issue as it relates to a specific country and a thinkingperspectiveglobalisabout a situation or issue as it relates to the whole world.
3 Share your three issues and perspectives with your partner. 4 Do you think your partner understands the difference between an issue and a perspective? Why do you think so? Reason:Yes/No ............................................................................................. Independent reflection activity Which part of this lesson did you find easy? If you can, explain why. A Identifying an issue: ............................................................................................................ B Identifying a perspective: C Explaining what an issue is: ................................................................................................ D Explaining what a perspective is: ....................................................................................... Other skills you have used today Check your learning If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples. 64 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Starting with analysis skills: Lesson 3 My learning goals are to start to: •understand what a perspective is •identify important information from a graph •understand the importance of graphs as evidence How will I know if I reach my goals? As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to showcase your learning goals. Add an example once you have achieved each learning goal. Lesson 3 Not there yetAchievedExample I think I understand what a perspective is. I can identify some relevant information from a graph. I think I understand the importance of graphs as a source of evidence. 65 3 We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Prior learning 1 Look at the picture your teacher shows you. Read the list of people your teacher gives you. Discuss with a partner. How might the different people react to the photo? A ....................................................................................................................................... DCB ....................................................................................................................................... 2 Using your prior knowledge and new learning from class discussion about issues and perspectives, what is your understanding of: a a perspective? .............................................................................................................. b an issue? ....................................................................................................................... Starter activity 1 Look at the graph your teacher shows you. Discuss with a partner and answer the questions your teacher gives you. 1 .......................................................................................................................................... 32 .......................................................................................................................................... 4 .......................................................................................................................................... 5 .......................................................................................................................................... 6 66 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
2 Write four more questions. 1 .................................................................................................. 2 .................................................................................................. 3 .................................................................................................. 4 Class discussion 3 Using what you have learnt from class discussion about graphs, do you feel more confident about analysing data from a graph? Try to give a reason and/or example if you can. Yes, because No, because 4 What would help you ..........................................................................................................further? Main activity The issue I am focusing on today is … ................................................................................................................. 1 Look at the data your teacher gives you. Discuss with your partner. Make some predictions based on the data. I predict I predict I predict .......................................................................................... Tip A bar graph can help you present your findings.research Starting with analysis skills: Lesson 3 67 We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
2 Create a double bar graph using the data. Title x axis Scale (intervals on the y axis) Label: Data (bars) 3 Check your predictions against your graph. Answer the questions: a How does the data compare with your .....................................................................................................predictions? b Which of your predictions were close to the actual .....................................................................................................data? c Which of your predictions were not close to the actual .....................................................................................................data? Peer feedback 4 Share your graph with your classmates. Do the graphs look similar? If not, discuss where the differences are and why there might be differences.
any
68 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University
Assessment
Tip You can use a bar graph as evidence to support argument you make. Tip A double bar graph allows for comparison; for countries.twoandbetweenexample,boysgirlsordifferent Tip A prediction is a happen.somethinghaveyouhappenthinkaboutstatementwhatyoumightorwhatthinkmightcausedto Press & 2022. material is not final
This
and is subject to further changes prior to publication. SAMPLE
Independent reflection activity What have you learnt today? .................................................................................................................................................... What has helped you to learn today? .................................................................................................................................................... Other skills you have used today Check your learning If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples. Self-assessment 1 How much progress do you feel you have made so far in developing your analysis skills?
Starting with analysis skills: Lesson 3 69
I am starting to understand what a perspective is. I think I know the difference between an issue and a perspective. I know what the difference between an issue and a perspective is and can identify ideas from at least one perspective with help. I know what the difference between an issue and a perspective is and can identify ideas from perspective.one
SAMPLE
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Using the table below, shade in the box that matches your progress most closely. Eventually, you are aiming for green! Analysis skills: I am starting to . . . RED AMBER GREEN evidenceperspectives,Identifyand claims from sources.different
Issue review Think about the issue you have been exploring and complete the following statements. I was surprised to discover that: ………............…………….…………………………………… I didn’t know: ………………………………………………………………………………...………..……………………………………………………………………………………….. ……………………………………………………………………………………….. I now think: ………………………………………………………………………………...……….. 70 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
I know what a graph is. I can identify ainformationsomefromgraph.
Continued Analysis skills: I am starting to . . . RED AMBER GREEN Explain
supportevidencehowcanarguments.
Identify and explain causes and consequences of different issues. I am starting to understand what analysis is. I understand what it means to analyse something and can identify a consequencecause/with help. I understand what it means to analyse something and can identify a cause and a consequence.
I am starting to understand how graphs can be used to present research findings. I can identify relevant information from a graph with help. I understand how to create a basic graph to present research findings. I can fromrelevantidentifyinformationagraph.
Developing skills:Lessonanalysis4Mylearninggoalsaretodevelopmyknowledgeandunderstandingabout: • basic problem-solving steps • how to approach resolving an issue How will I know if I reach my goals? As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to showcase your learning goals. Add an example once you have achieved each learning goal. Lesson 4 Not there yetAchievedExample I understand some problemsolving steps. I can describe how to approach resolving an issue. 71 4 We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Prior learning Work with a partner/in a small group. Read the text your teacher gives you. What are the issues? 1 ............................................................................................................................................. 432 ............................................................................................................................................. Starter activity 1 What order, starting with the first step, do you think these problem-solving steps go in? A Search for and organise information. B Explain the issue. C Evaluate the course of action. D Identify the resources needed. E Identify the issue. F Form a plan. My order: ....................................................................................... Do your classmates agree with you? 2 Using what you’ve learnt from class discussion about problemsolving, make any changes to your order. 72 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
Main activity The issue I am focusing on today is …
SAMPLE
1 Choose one of the issues your teacher has given you and complete the table. Issue (as a question): Possible courses of action Reasons for/against Other factors Class discussion
Course of action: Reasons for this choice:
Developing analysis skills: Lesson 4 73
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Tip Courses of action need to be realistic. For example, resolveawarenessraisingtohelpanissue.
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tip When considering a course of action to help resolve an issue, ask yourself: ‘What is the issue?’
Tip There may be many different courses of action for the issue. Choose the most suitable one for the issue.
321
2 Using what you’ve learnt from partner and class discussion about courses of action, decide on your best possible course of action and give reasons for your choice.
Independent reflection activity Do you think you might be better able to come up with courses of action to help resolve issues after this lesson? .................................................................................................................................................... Why? .................................................................................................................................................... Other skills you have used today .................................................................................................................................................... Check your learning If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples. 74 2 Analysis We are working with Cambridge Assessment International Education towards endorsement of this resource. Original material © Cambridge University Press & Assessment 2022. This material is not final and is subject to further changes prior to publication. SAMPLE
