PRIMARY Global Perspectives Sample by Cambridge International Education

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CAMBRIDGE PRIMARY

Global Perspectives Multi-component sample Adrian Ravenscroft & Thomas Holman

Digital Access

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Dear Teacher We are delighted to introduce our new series for Cambridge Primary Global Perspectives Stages 4 to 6. This series is designed to help your students to develop the key skills at the heart of the curriculum. It has also been designed to support you with teaching ideas, tools and templates as you facilitate their learning journey. The series includes a write-in learner’s skills book and an accompanying teacher’s book for levels 4, 5 and 6, available both print and digitally. Each learner’s skills book is structured around the six skills of Research, Analysis, Evaluation, Reflection, Collaboration and Communication. Activities are scaffolded to help students to build their understanding and confidence as they put each skill into practice. Making a difference in the world is central to Cambridge Global Perspectives™, and the series aims to inspire students to apply their skills across the range of topics set out in the curriculum framework. Students are encouraged to record their experiences and evaluate their progress and in so doing build awareness of their learning and a record of their achievements. In developing this new series, we carried out extensive research with international Cambridge Global Perspectives™ teachers through lesson observations, interviews and work with our online research community (the Cambridge Panel) to ensure that these resources meet your teaching needs. In response to what you have told us, our resources have been specifically written to support English as a second language learners, with key command terms, key subject words, accessible language throughout and glossary definitions in context throughout the text. We have also provided support and opportunities to help you with active learning, assessment for learning and student reflection with new features that provide diagnostic questions and reflection opportunities. Our new self-evaluation checklists also help to develop responsible and self-aware learners. Core to the series are the teacher’s books, which will help you to confidently support your learners and teach the curriculum framework. For each skills-focused lesson in the learner’s skills books, there are detailed support sections in the teacher’s books. These include suggestions for starter ideas, activities, plenary sessions and wrap-up tasks, as well as activity templates and worked examples for you to use and adapt to suit your classroom needs. Reflection tips, differentiation support and a range of support for assessment for learning are also provided to help you monitor learning and assess progress. I hope that this sample will show you how our resources work together to provide a flexible and accessible set of teaching and learning resources to best meet the needs of your classroom, and provide you and your learners with the right elements for success!

Janey Webb Senior Commissioning Editor, Cambridge University Press

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

CAMBRIDGE PRIMARY

Global Perspectives

Learner’s Skills Book 6

Adrian Ravenscroft & Thomas Holman

Digital Access

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Contents 1 Research

Contents Introduction v How to use this book

1 Research

Acknowledgements viii

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 Getting better at research skills: Lesson 9

1 5 10 15 19 23 28 33 37

2 Analysis

Starting with analysis skills: Lesson 1 Starting with analysis skills: Lesson 2 Starting with analysis skills: Lesson 3 Developing analysis skills: Lesson 4 Developing analysis skills: Lesson 5 Developing analysis skills: Lesson 6 Getting better at analysis skills: Lesson 7 Getting better at analysis skills: Lesson 8 Getting better at analysis skills: Lesson 9

43 47 52 58 62 67 73 77 81

ii Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Starting with evaluation skills: LessonContents 1 87

3 Evaluation

Starting with evaluation skills: Lesson 1 Starting with evaluation skills: Lesson 2 Developing evaluation skills: Lesson 3 Developing evaluation skills: Lesson 4 Getting better at evaluation skills: Lesson 5

4 Reflection

110 114 120 125 129 134 140 144 149

Starting with reflection skills: Lesson 1 Starting with reflection skills: Lesson 2 Starting with reflection skills: Lesson 3 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

87 92 97 100 105

5 Collaboration

Starting with collaboration skills: Lesson 1 Starting with collaboration skills: Lesson 2 Developing collaboration skills: Lesson 3 Developing collaboration skills: Lesson 4 Getting better at collaboration skills: Lesson 5

6 Communication

155 160 165 170 177

Starting with communication skills: Lesson 1 Starting with communication skills: Lesson 2 Developing communication skills: Lesson 3 Developing communication skills: Lesson 4 Getting better at communication skills: Lesson 5

184 187 192 196 201

Glossary

205

iii Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 How Research to use this book

How to

1 use 11this

book

This book contains lots of different features that will help your learning. These are explained below.

Research learning objectives

1.1 Constructing research questions Research learning objectives Research learning objectives 1.1 Constructing research questions

These are the learning objectives that will be covered in each lesson

Starting with research Starting with with research Starting skills: Lesson research 1 skills: Lesson Lesson 1 1 skills: Lesson learning goals

1.1 Constructing research questions

My teacher/ partner thinks My teacher/ partner thinks My teacher/ partner thinks

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.

Theselearning are the goals Lesson goalsfor this lesson. Use this table for the independent reflection activity. Lesson learning goals These are the goals for this lesson. My learning goals I think Use this table for thefor independent These are the goals this lesson.reflection activity. Tothis start to: for the independent reflection activity. Use table My learning goals I think say what a global issue is To start to: goals My learning I think identifyto:different types of question To saystart what a global issue is make my questions to help me understand say what a own global issueofisquestion identify different types global issues identify different types of question make my own questions to help me understand globalmy issues make own questions to help me understand global issues Prior learning

What comes to mind when you think of ‘global issues’? Prior learning Have a class discussion. Prior learning What comes to mind when you think of ‘global issues’? Take turns to what you think theofmost important What to say mind when you think ‘global issues’?global issues are. Have acomes class discussion. Have a class discussion. Take turns to say what you think the most important global issues are.

These are questions or tasks to help check what you already know before beginning a lesson.

Zara is thinking of questions that she could use for her topic. She’s decided to work on: ‘We need to do more recycling.’ She’s thought of many questions:

1 1

New and important words are orange in the text. You can ﬁnd out what they mean in the glossary at the back of the book

Take turns to say what you think the most important global issues are.

iv Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or 2 ....................................................................................................................................................................... material related to answers, grades, papers3 or....................................................................................................................................................................... examinations are based on the opinion of the authors.

Starting with communication skills: Lesson 2

skills:toLesson use this 1 book 87 Class Starting discussionwith evaluation How 1 What discussion similarities and differences are there in the data for adults and children? Class 2 What improvements did Zara make to her questionnaire? Present your argument to the class. Respond to questions that others ask. 3 How could Zara’s group use their data to try to persuade more children to take an Listen to other groups present their argument for or against zoos to the class. interest in the news? Ask questions if anything is unclear.

This helps you check how you are learning, and think about how well you are progressing with each goal at the end of each lesson.

If sure have them If you you are think youyou have metmet them putand ‘J’ 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’ If you think you are not quite there yet put a ‘K’. 1 Research Self-assessment lessons 4–6 Self-assessment Lessons 1–2 How will I know if I’ve achieved my learning goals? Continued How will I know if I have achieved my learning goals? Use this activity to reflect on how well you have progressed over the last three lessons. Use this activity to reflect on how well you have progressed over the Research learning Not there Achieved Example Tick (✓) ‘Achieved’ last three lessons. if you are sure you have made good progress with this skill and can objectives yet / with give an example. Tick (✓) ‘Achieved’ if you are sure you have made good progress with help To start to: Tick skill (✓) ‘Not yet /an with help’ if you need some further practice so that you can this and there can give example. make more progress. construct research Tick (✓) ‘Not there yet / with help’ if you need some further practice questions If you tick ‘Achieved’, then challenge yourself to make further progress in the next so that you can make more progress. use information skills section. If you tick ‘Achieved’, then challenge yourself to make further progress If you there yet / with help’, there will be the chance to consolidate this skill in in the tick ’Not next section. conduct research future lessons. If you tick ‘Not there yet / with help’, there will be the chance to consolidate this skillfindings in future lessons. record

This allows you to consider your progress through the learning goals in a deeper way. The table encourages you to think about where you are on your learning journey, and give examples to show how you are progressing. You can choose goals to improve on in the future.

Independent reflection activity Independent reflection activity Check your learning goals Check your learning goals If you are sure you have met them and can give a reason why put ‘★’

Communication Not there Achieved Example learning yetin / with Reflect onobjectives your responses your self-assessment and identify one area help for To improvement. start to:

One area I want to improve in is: communicate information .......................................................................................................................................................................

listen and respond How I will improve:

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

189

Challenge topic review

This provides an opportunity to reflect on your Challenge topic as you progress through each skill.

Register to access free supporting resources through Cambridge GO – the home for all of your Cambridge digital content. Visit cambridge.org/go

v Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Starting with research skills: Lesson 1 Research learning objectives

1.1 Constructing research questions Lesson learning goals

These are the goals for this lesson. Use this table for the independent reflection activity. My learning goals To start to:

I think

My teacher/ partner thinks

say what a global issue is

identify different types of question

make my own questions to help me understand global issues

Prior learning What comes to mind when you think of ‘global issues’? Have a class discussion. Take turns to say what you think the most important global issues are.

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1 Research

Starter activity

Marcus is thinking of a global issue that matters in his home area.

Problems

Transport • The school bus is not always on time and we become late.

Issue

• The traffic is really bad when it is time to go to school.

• Trucks in my area make really bad fumes.

Now think of a global issue that matters in your home area.

Write down the name of the issue and some of the problems it causes. Issue

Problems

• • • • • •

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Starting with research skills: Lesson 1

Main activity part 1 The topic I am working on today is: ………………………………………………………………

What gets thrown away in our school?

What does the law say?

What resources is our world running out of?

Zara is thinking of questions that she could use for her topic. She has decided to work on: ‘We need to do more recycling.’ She has thought of many questions:

We need to do more recycling

What problems does waste cause in our area?

What problems does waste cause our planet?

What is the best way people can cut down on waste?

Where is the nearest recycling place? What can we recycle in our country?

How can the government help?

Class discussion What other questions could Zara add to her list?

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1 Research

Main activity part 2 Zara’s group has thought of some good questions: • • •

some are about what happens in her area some are about what happens in her country some are about what happens all around the world.

Which is which? The first three have been done for you.

What gets thrown away in our school? What does the law say?

National question

Global question

Local question ✓

✓

What problems does waste cause our planet?

✓

Where is the nearest recycling place?

What can be recycled in our country? How can the government help?

What is the best way people can cut down on waste? What problems does waste cause in our area? What resources is our world running out of?

Now with your group, think of questions that you could use for your topic. Check you have thought of a good range of questions: some about what happens in your area some about what happens in your country some about what happens all around the world.

• • •

Use the template the teacher will give you to write your questions. 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’.

4 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Starting with research skills: Lesson 2 Research learning objectives

1.2 Information skills

1.3 Conducting research

1.4 Recording findings Lesson learning goals

These are the goals for this lesson. Use this table for the independent reflection activity. My learning goals To start to:

I think

My teacher/ 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 choose a suitable way of selecting, organising and recording what I find out

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1 Research

Prior learning Which of these questions is about a local issue, which is about a national issue and which is about a global issue? Question

Local, national or global

What is the government doing to protect rare animals in our country?

Which countries are doing most to prevent climate change?

How can our school persuade learners to recycle more?

Starter activity

Sofia and Marcus are deciding on a topic to investigate. They have thought of three questions. Where could they find information about each question? What did people who are old now learn when they were at school?

They could fi nd out about this by ......................................................................................................

What transport is the most popular way for learners to travel to our school?

They could fi nd out about this by ......................................................................................................

What is the average size of classes in schools in different countries?

They could fi nd out about this by ......................................................................................................

Now share your ideas with a partner. Decide the most useful source of information for each question and write it below. 1

What did people who are old now learn when they were at school?

The best way to fi nd out would be ...................................................................................................

What transport is the most popular way for learners to travel to our school?

The best way to fi nd out would be ...................................................................................................

What is the average size of classes in schools in different countries?

The best way to fi nd out would be ...................................................................................................

6 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Starting with research skills: Lesson 2

Class discussion 1

What are some of the best ways of fi nding the answer to a local question?

2 How is fi nding the answer to a local question different to fi nding the answer to a national or global question?

Main activity part 1 The topic I am working on today is: ………………………………………………………………

Sofia and Marcus investigated the topic ‘What is the most popular way for learners to travel to school?’ They asked other learners at their school about it. This is how they recorded the other learners’ answers: HOW DO YOU TRAVEL TO SCHOOL? 3 boy

s and

s bu y b es m o c

d me h A

2 girls

take th

e train

nny n it’s su e h w e bik with their mum I use my Jan and Hanna walk

taxi

Ken a

nd h

on foot = 4 is fri

ends

trave

+ Usain

l in h

is da

d’s c ar

7 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

1 Research

Class discussion 1

Is this the best way to record the information? Give some reasons for your answer.

What other method could the learner use to collect and organise the information?

Zara and Arun suggest collecting and recording information like this:

Investigation: What is the most popular way for learners to travel to our school? Question we will ask: How do you travel to school? Transport

Tally

Taxi Bus Train

Bicycle

Car

Total

Walk

5 2 5 1 2

Other 3

What are the advantages of collecting and recording information like this?

Main activity part 2 Think of a similar type of question that you and a partner could ask your classmates. Write your question in the template your teacher gives you to make your own questionnaire. Now think of some of the different answers people could give to your question. Write these in the left column.

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Starting with research skills: Lesson 2

When you thought of the answers that people might give, you made a prediction. You thought about something that was likely to happen. Now make another prediction. What do you think the most common answer to your question will be? Why do you think this? My prediction: ………………………………………………………………………………………………………………………………

Peer feedback

Why I think this: ………………………………………………………………………………………………………………………….

Show your questionnaire to a partner, and ask them to tell you… Two things that they like about it (write what they tell you here):

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

★ ★

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

……………………………………………………………………………………….……………………………………………………… 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 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Starting with research skills: Lesson 3

Research learning objectives 1.2 Information skills

1.3 Conducting research

1.4 Recording findings Lesson learning goals

These are the goals for this lesson. Use this table for the independent reflection activity. My learning goals To start to:

I think

My teacher/ 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 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Starting with research skills: Lesson 3

Prior learning Make a prediction about: • • •

the weather tomorrow your fi rst job the next world record to be broken.

Talk to a partner. What is a prediction?

Starter activity

Share your predictions with your partner. Which of your predictions are the same and which are different? Why?

At Zara and Arun’s school, learners are often late in the morning. They want to investigate why this happens. What do you think?

Class discussion

Why are learners sometimes late to school in the morning?

What sources could you use to investigate this question?

What questions could you ask?

How could you record the results?

11 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

1 Research

Main activity The topic I am working on today is: ………………………………………………………......................................……… Zara and Arun have designed a questionnaire for their investigation: Questionnaire: Travelling to school 1

Type of transport

Car

Time taken

Less than 15 mins

People you travel with

Bicycle Walk

15–30 mins

A By yourself

R Late arrival

Other

Never late

More than 30 mins

With other children

With adults

Sometimes late

Often late

Train

Bus

Reason for late arrival

Zara and Arun are going to interview other learners and record their answers on the questionnaire.

12 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Starting with research skills: Lesson 3

What questions will they ask? Write the questions here:

1 ............................................................................................................................... ? 2 ............................................................................................................................... ? 3 ............................................................................................................................... ? 4 ............................................................................................................................... ?

5 ............................................................................................................................... ? Now interview a partner using your questions. Record their answers on the questionnaire. Share your findings with 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’.

Self-assessment Lessons 1–3

How will I know if I have achieved my learning goals?

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 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

1 Research

Continued Research learning objectives To start to:

Not there Achieved Example yet / with help

construct research questions use information skills

conduct research record findings

Reflect on your responses in your self-assessment and identify one area for improvement. One area I want to improve in is:

....................................................................................................................................................................... How I will improve:

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

Challenge topic review

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 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Developing research skills: Lesson 4

Research learning objectives

1.1 Constructing research questions

1.2 Information skills

Lesson learning goals

These are the goals for this lesson. Use this table for the independent reflection activity. My learning goals I think To develop my knowledge and understanding about:

My teacher/ partner thinks

making questions that help me investigate a topic deciding what sources will help me find out more about a topic

15 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 Research

Prior learning Sort these ideas into two groups in the table below: • • • •

• • • •

interviewing people making a graph or chart making a prediction making a table

Ways of recording results

Ways of carrying research

making a tally chart reading articles online taking notes using a questionnaire.

Check your results with a partner to see if you agree.

Starter activity

At Sofia and Marcus’s school, there is a problem with litter on the playground. Sofia and Marcus have different perspectives on why this happens. Read what they say about the problem:

I do not agree. The problem is there is only one bin. When it gets full, there is nowhere to put your litter.

Kids round here do not care. They see so much litter they think it is normal.

16 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Developing research skills: Lesson 4

Class discussion Whose perspective do you share most? Marcus’s or Sophia’s? Why?

Main activity

The topic I am working on today is: ……………………………………………………………… Zara and Arun have been listening to Marcus and Sofia’s discussion. They would like to find out more so that they can decide whose perspective they agree with.

1 What sources would help them decide if they agree with Marcus or Sofi a? Number these sources from 1 (most helpful) to 6 (least helpful). Articles in the local newspaper

•

Documentaries on local TV

•

Other children at their school

•

Teachers and parents of children at their school

•

Textbooks in the school library

•

The school’s website and blog

•

What questions could they ask? ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... .......................................................................................................................................................................

17 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 Research

Class discussion 1

Which source do you think would be most helpful to Zara and Arun? Why?

Who would be most useful for Zara and Arun to talk to? Why?

What other actions could they take to get a full understanding of the problem? 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’.

18 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Developing research skills: Lesson 5 Research learning objectives 1.2 Information skills

1.3 Conducting research 1.4 Recording findings

Lesson learning goals

These are the goals for this lesson. Use this table for the independent reflection activity. My learning goals I think To develop my knowledge and understanding about:

My teacher/ partner thinks

reading a tally chart using the results of a questionnaire looking at results and using them to suggest a course of action

19 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

1 Research

Prior learning 1 In Lesson 4, what was the issue that Sofia and Marcus were trying to resolve? 2 What was Sofia’s perspective? 3 What was Marcus’s perspective? 4 Who did you agree with most? What were your reasons for thinking this?

Starter activity

After they talked to 20 children at their school, these are the results obtained by Sofia and Marcus.

There is too much litter on the school playground at break time. Strongly agree Agree IIII II

Disagree

Strongly disagree

IIII IIII II

Do not know

Disagree

Strongly disagree

IIII IIII

IIII II

Children drop litter because they do not care about the environment. Do not know

Strongly agree Agree

There are not enough litter bins on the playground for everyone’s rubbish.

Strongly agree Agree

IIII IIII IIII I

Do not know

III

Disagree

Strongly disagree

What do we know for sure from the information? Can we draw any conclusions from this evidence? Make notes ready for the class discussion.

Class discussion What do we know for sure from these results?

20 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Developing research skills: Lesson 5

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

Sofia and Marcus looked at their results and talked about what it might all mean.

It is time to do something about all this litter now!

Yes, but we need to be clear about what the data is telling us.

Statement

Can you help them make up their minds about these statements? Complete the table to show what the data is telling them. Is certainly Is likely to true be true

A lot of children think the playground is messy.

Is certainly false

✓

A lot of adults agree that the playground is messy.

We cannot Is likely to be sure be false

There are some bins.

More bins would help.

Children do not care about the environment. The playground is too windy. Banning snacks with wrappers could help.

21 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 Research

Peer feedback Show your table to a different partner and ask them to tell you … Two things that they agree with you about (write what they tell you here):

★ ★

One thing that they think you could have done better (write what they tell you and if you agree with them here):

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’.

22 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Developing research skills: Lesson 6 Research learning objectives

1.3 Conducting research 1.4 Recording findings Lesson learning goals

These are the goals for this lesson. Use this table for the independent reflection activity. My learning goals I think To develop my knowledge and understanding about:

My teacher/ partner thinks

how to conduct a survey and record my findings using a tally chart how to interpret the results of a questionnaire how to look at results and use them to see if my prediction was accurate

23 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

1 Research

Prior learning Look back to Lesson 1 of this unit. 1 What was the name of the global issue that you decided matters in your home area? 2 What did you decide were some of the problems it causes?

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

The problem:

Working in your group, discuss why you think this problem is happening. List some possible reasons below:

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

Possible reasons:

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

Main activity Your group is going to carry out an investigation to find out what other people think about the problem. Make some predictions about what you think the results will be.

24 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Developing research skills: Lesson 6

Write your predictions here: .............................................................................................................................................................................. Use the reasons that you thought of in the starter activity to make three statements about the causes of your problem. Step 1: Write the three statements in the table below. Step 2: Ask others what they think of the statements. Step 3: Record their answers in the table by tallying.

Strongly agree

Agree

Statement 2:

Statement 3: Strongly agree

Agree

Do not know

Disagree

Strongly disagree

Do not know

Disagree

Strongly disagree

Strongly agree

Statement 1:

Agree

Do not know

Disagree

Strongly disagree

1 What have you learnt from carrying out your investigation? ........................................................................................................................................................................

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

2 Which of your predictions is correct?

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

3 How could you present the results of your investigation?

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

25 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

1 Research

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’.

Self-assessment Lessons 4–6

How will I know if I have achieved my learning goals?

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. Research learning objectives

Achieved

Example

To develop my knowledge and understanding about:

Not there yet / with help

constructing research questions information skills

conducting research recording findings

26 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Developing research skills: Lesson 6

Continued Reflect on your responses in your self-assessment and identify one area for improvement. One area I want to improve in is: ....................................................................................................................................................................... How I will improve:

Challenge topic review

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

Think about the Challenge topic you have been exploring and complete the following statements.

I was surprised to discover/explore that .......................................................................................

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

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

27 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Getting better at research skills: Lesson 7

Research learning objectives 1.3 Conducting research 1.4 Recording findings

Lesson learning goals

These are the goals for this lesson. Use this table for the independent reflection activity. My learning goals To get better at:

I think

My teacher/ partner thinks

deciding whether a prediction is correct as a result of carrying out an investigation giving reasons for choosing a way of selecting, organising and recording information from a source

28 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Getting better at research skills: Lesson 7

Prior learning Which of these are predictions? Prediction (✓) Our team is going to win the championship this year.

Over 2 000 people went to the swimming pool yesterday.

If more people used public transport, there’d be fewer traffi c jams.

I think our survey will show that most people prefer chocolate.

The library closes at 5 o’clock on Wednesdays.

Check with a partner to see if you agree. How do you know it is a prediction?

Starter activity

Read the following two paragraphs:

Scientists say that when children do not drink enough, they become dehydrated. As a result, it becomes harder for them to concentrate on their lessons, they feel tired and they may also suffer from headaches and dizziness.

At Arun and Sofia’s school, there are drinking fountains on the playground and in the school corridors. In addition, children are allowed to bring their own drinks from home. They have to keep these in their school bags, and they are only available at break times.

Class discussion 1

What can schools do to stop children becoming dehydrated?

How do you prefer to stay hydrated while you are at school?

What are the advantages and disadvantages of the system at Arun and Sofi a’s school?

29 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 Research

Main activity part 1 The topic I am working on today is: ……………………………………………………………......................................… Arun and Sofia are going to carry out an investigation. They want to find out what changes their classmates would like to make to this system.

They discuss what changes they think would be most popular.

I think most children would prefer to keep their own drink with them at all times, even during lessons.

I do not think the school would agree to that. Some children bring unhealthy sugary drinks with them.

As a result of their discussion, Sofia and Arun make this prediction:

OK, so maybe they would be happy to drink only water, if they could have it with them all the time.

Most children would prefer to drink only water at school, so long as it is available at all times.

Class discussion 1 How could Arun and Sofi a check to see if their prediction is correct? 2

What questions do you think they should ask?

30 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Getting better at research skills: Lesson 7

Main activity part 2 This is the questionnaire Arun and Sofia use in their investigation: HYDRATION QUESTIONNAIRE Currently, it is a school rule that pupils can only have a drink at break times. 1

Are you happy with the current system at our school?

If you answered ‘No’ to Question 1, which of these changes would you prefer? a

to be allowed to go to the drinking fountain at all times?

OR b 3

YES/NO

to have your own drink with you at all times?

If you answered ‘b’ to Question 2, would you change your mind if you could only have water to drink?

YES/NO

In their survey, Arun and Sofia ask 20 children to complete the questionnaire. They use a bar chart to show their results: HYDRATION INVESTIGATION FINDINGS 20

16 14 12 10

Number of interviewees

8 6 4 2 0

Yes No Question 1

a b Question 2

Yes No Question 3

Responses to questions

31 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 Research

Class discussion 1

Was the prediction correct? How do you know?

2 Why do you think Sofi a and Arun chose a bar chart to show their results? 3 How could Sofi a and Arun use these results to bring about change in their school?

Check your learning goals

Independent reflection activity 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’.

32 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Getting better at research skills: Lesson 8 Research learning objectives

1.1 Constructing research questions 1.2 Information skills Lesson learning goals

I think

My teacher/ partner thinks

My learning goals To get better at:

These are the goals for this lesson. Use this table for the independent reflection activity.

understanding what makes a global and local issue making my own questions in order to understand global and local issues

identifying useful sources for finding answers to my questions

Prior learning 1

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

How do they have an impact in your area?

Have a discussion. Take turns to say what you think the most important global issues are to you and what their local impact is.

33 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 Research

Starter activity It can be useful when we are researching local and global issues to think about causes and consequences. The list below has got jumbled up – global issues, causes and consequences are all mixed up. Can you sort it out? The first one has been done for you. Cross them off as you work through.

People can do their shopping online; Polar ice caps are melting; Local shops go out of business; Greenhouse gases are released; People have to reduce the amount they use; Children eat too much sugar; Sea levels are rising; There is not enough water; Children become obese; Coal is burnt to produce electricity. Cause

Energy

Coal is burnt to produce electricity.

Greenhouse gases are released.

Technology

Consequence

Issue

Water

Climate change

Food

34 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Getting better at research skills: Lesson 8

Class discussion 1

What local consequences do these global issues have in our area?

What can be done about these local consequences?

3 How can we fi nd out more about the local consequences?

Main activity

Thinking about the causes and consequences of an issue can help you to develop questions with a good focus. In the end, you want to be able to take an action that will make a positive change. Zara and Marcus have been thinking about the causes and consequences of local traffic problems in their area to come up with questions. They used a mind-map to organise their ideas. They have put a * next to questions that would help them take action.

Could we ask them to share?

Could we put up signs?

Why do people not think about children when they drive on the pavement?

Transport

When did the train station close?

What does the law say about car fumes? Why do we start school at 9?

Why did it?

What time do children start off?

Could it be re-opened?

Who decides? Could we organise a petition?

What % of parents drive children to school?

Could we organise a ‘walking bus’?

How long does it actually take to walk? Is walking that much slower than coming by car anyway?

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 Research

The topic I am working on today is: ………………………………………………………......................................……… Now think of an issue in your area and come up with some questions. You can use a mind-map like Zara and Marcus. Put a * next to questions that would help you take action.

Peer feedback

What sources could you use to find the answers to your questions? Add this information to your mind-map.

Ask a partner to look at your mind-map and to tell you the answers to these questions: Is the issue important in your area?

YES/NO

•

Does the mind-map include three or more questions about the issue?

YES/NO

•

For each question, is there a source that will help to find the answer?

YES/NO

•

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’.

36 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Getting better at research skills: Lesson 9

Research learning objectives 1.2 Information skills

1.3 Conducting research

1.4 Recording findings Lesson learning goals

These are the goals for this lesson. Use this table for the independent reflection activity. My learning goals To get better at:

I think

My teacher/ partner thinks

giving reasons for choosing a source to help me find out about a topic deciding whether a prediction is correct as a result of carrying out an investigation choosing a way of clearly showing what I have learnt from my research

37 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

1 Research

Prior learning Marcus and Sofia are doing research into why children travel to school by car. They would like to reduce the number of journeys made by car, to reduce air pollution near their school. Which of the following do you think would be the most useful things for them to do? Put them in order from 1 (most useful) to 6 (least useful). • Carry out a survey to find out how many children travel to school by car.

• Find out what other schools are doing about the problem of air pollution. • Look at a local map to see where children live, and how far they have to travel. • Observe children arriving at school in the morning.

• Talk to children about what they think is the best way to travel to school.

• Talk to parents to find out why they bring their children to school by car.

Look at the one you have chosen as ‘most useful’ and tell a partner why you think this.

Starter activity

Zara and Arun have carried out an investigation to find out if the distance that families live from the school is important when it comes to choosing a way to travel to school. Before the investigation, Zara made a prediction: ‘The further away a family lives, the more likely they are to travel to school by car.’ Zara and Arun chose different ways to present what they found out from the investigation.

38 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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Getting better at research skills: Lesson 9

Zara: ‘I showed our results using a bar chart.’ HOW DO YOU TRAVEL TO SCHOOL?

1–2 km

Less than 1 km 0

Distance from school

More than 2 km

Car

Number of families

Walk

Public transport

Other

Arun: ‘I put our results into a table.’

Distance from school

Car

Method of travelling

Walk

Public transport (e.g. bus)

Other (e.g. bike)

1–2 km

Less than 1 km

More than 2 km

Class discussion 1 Which way of presenting the results do you prefer, and why? 2 Is Zara’s prediction correct? How do you know?

39 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

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1 Research

What action could Zara and Arun now take? Here are a couple of suggestions: Zara: ‘We could ask people to share their cars, so they take fewer journeys.’ Arun: ‘Why don’t we try to persuade more people to use public transport?’

Main activity

The topic I am working on today is: ………………………………………………………......................................……… In your group, think of something that you would like to change in your local environment. 1

What would you like to change?

....................................................................................................................................................................... What changes could be made?

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

5 Write some questions you could ask to fi nd out if your prediction is correct. .......................................................................................................................................................................

What sources could you use in your investigation? .......................................................................................................................................................................

What method would you use to show your results, and why? .......................................................................................................................................................................

40 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Getting better at research skills: Lesson 9

Self-assessment Lessons 7–9

How will I know if I have achieved my learning goals?

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. Research learning objectives To get better at:

Not there Achieved Example yet / with help

constructing research questions constructing research questions conducting research recording findings

41 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

1 Research

Challenge topic review

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

Think about the Challenge topic you have been exploring and complete the following statements.

I was surprised to discover/explore that .......................................................................................

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

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

42 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

CAMBRIDGE PRIMARY

Global Perspectives

Teacher’s Resource 6

Adrian Ravenscroft & Thomas Holman

Digital Access

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors.

Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Contents Introduction

How to use this Teacher’s Resource

vii

Active learning Assessment for learning Developing learners’ language skills Differentiation Improving learning through questioning Language awareness Metacognition Skills for life

Section 1 Research

Approaches to teaching and learning

1 3 5 7 9 10 12 14 15

Section 2 Analysis

17 19 21 23 24 26 29 30 32

Section 3 Evaluation Starting with evaluation skills: Lesson 1 Starting with evaluation skills: Lesson 2 Developing evaluation skills: Lesson 3 Developing evaluation skills: Lesson 4 Getting better at evaluation skills: Lesson 5

35 37 39 41 42

iii Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Section 4 Reflection

45 48 49 51 53 55 57 59 61

Section 5 Collaboration

Section 6 Communication

63 65 67 68 70

73 75 76 78 80

iv Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

SKILLS SECTION

CROSS‑CURRICULAR LINKS

This text has not been through the Cambridge International endorsement process. Any references or Learners haveopinion opportunities apply their knowledge material related to answers, grades, papers or examinations are based on the of thetoauthors.

TOPIC

and understanding of, and skills in:

Starting with

Geography: (human How to use thisgeography) Teacher'sunderstanding Resource human characteristics of places. Language skills: (speaking and listening) listening carefully to what others say in discussions.

Movin

Reduc

How to use this Research

Maths: extracting and interpreting data in tables and tally charts. Science: making predictions.

Teacher’s Resource Developing

SKILLS SECTION

CROSS‑CURRICULAR LINKS

Learners have opportunities to apply their knowledge and understanding of, and skills in:

Language skills: (reading) demonstrate understanding Sharin of explicit and implicit meaning in texts; (speaking TOPICS MODELLED Movin and listening) using spoken language to make a case.

Maths: extracting and interpreting data in tables and tally charts. Starting with Geography: (human geography) understanding Moving goods and people human characteristics of places. Science: making predictions. Re‑use, Recycle This Teacher’s Resource contains both general guidance and teaching notesReduce, that help you to deliver better at Science: making predictions; understanding human Keepin Language skills: (speaking andGetting listening) listening the content in Cambridge Primary Global Perspectives Stage 6. Starting with effects research skills: Lesson 1 on the environment; (health and nutrition) carefully to what others say in discussions. Movin diet. notes There are teaching notesMaths: for each lesson of the Learner’s Skills Book. Each sethealthy of teaching extracting and interpreting data in tables and contains the following features to help you deliver the unit. Maths: (handling data) extracting and interpreting tally charts. data in tables and bar graphs; (understanding Science: making predictions. measurements). At the start of each section there is a table of cross-curricular links and topics modelled, give a Sharing Planetto Earth Developing Language skills: (reading) demonstrate understanding Geography: (human geography) finding different clear oversight of coverage and potential use meaning within each skill.(speaking of explicit and implicit in texts; Moving goods people solutions to and environmental issues. and listening) using spoken language to make a case. SKILLS SECTION CROSS‑CURRICULAR LINKS TOPICS MODELLED Maths: extracting and interpreting data in tables and Learners tally charts.have opportunities to apply their knowledge and understanding of, and skills in: Science: making predictions. Starting with Geography: (human geography) understanding Moving goods and people Getting better at Science: predictions; understanding human Keeping In Lesson 1, learners focus on startinghealthy to construct humanmaking characteristics of places. LESSON LEARNING GOA Reduce, re‑use, recycle effects on the environment; (health and nutrition) research questions, by considering what is meant Moving goods and people Language skills: (speaking and listening) listening healthy diet. by ‘global issues’ and identifying different types of To start to: carefully to what others say in discussions. question, and by starting to make their own questions Maths: (handling data) extracting and interpreting • say what a global issue is Maths: extracting andgraphs; interpreting dataissues. in tables and about such data in tables and bar (understanding tally charts. • identify different types of measurements).

Research

Starting with research skills: Lesson 1

•

make my own questions t understand global issues.

At the start of each lesson is a summary of the Science: making predictions. CAMBRIDGE STAGE 6 RESEARCH Geography: (human geography) finding different relevant learning objectives and learning goals for LEARNING OBJECTIVES Developing Language skills: (reading) issues. demonstrate understanding Sharing Planet Earth solutions to environmental the lesson. The learning objective feature takes of explicit and implicit meaning in texts; (speaking Moving goodsBegin and people 1.1 Constructing research questions: to the objectives from the curriculum framework and listening) using spoken language to make a case. construct research questions with support and the lesson learning goals feature takes the Maths: extracting and interpreting data in tables and more learner friendly goalstally as they are set out charts. in the Learner’s Skills Book.

Starting with research skills: Lesson 1

Science: making predictions. In Lesson 1, learners focus on starting to construct LESSON LEARNING GOALS Reflecting the activities in the Learner’s Cambridge Lower Secondary Global Perspectives 6: Teacher’s Book Keeping healthy Getting better by at consideringScience: makingSkills predictions; understanding human research questions, what is meant Book, issues’ each lesson consistsdifferent of advice onof how to effects on the environment; (health andto: nutrition) by ‘global and identifying types To start Moving goods and people healthy diet. question, and by starting to make their own questions work through the Prior learning activity, • say what a global issue is Differentiation: Support learners by about such issues. Resources needed Starter activity, Main activity, Class discussion Maths: (handling data) extracting and interpreting understanding of the example based identify different types of question • and Peer assessment. To help plan,and a bar graphs;Learner’s datayou in tables (understanding Skills Book 6 by using questioning. Continuing wi CAMBRIDGE STAGE 6 RESEARCH measurements). ownand questions to help me • make my 1.1 suggested time is given against each element of transport, they can then consider ho Downloadables 1.2 LEARNING OBJECTIVES understand global issues. the lesson, and a list of resources you (human will need personally in order to complete the t Geography: geography) finding different Challenge topic (e.g. Moving goods and people, learners to come up with another glo solutions to environmental issues. has been included with each lesson. 1.1 Constructing research questions: Begin to Reduce, re‑use, recycle). has local consequences and complet construct research questions with support their answers.

Prior learning (approx. 5–10 mins)

Starting with research skills: Lesson 1 Good for: Building on previous knowledge. The Prior learning activities allowtoyou to build In Lesson 1, learners focus on starting construct research questions, by considering whatready is meant on learners' previous knowledge to move by ‘global in issues’ different types of forward the and skillidentifying development. question, and by starting to make their own questions about such issues.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES 1.1 Constructing research questions: Begin to construct research questions with support

Activity: Ask learners to discuss what ‘global LESSON LEARNING GOALS issues’ means. To start to: Ways of working: Give learners time to discuss global 17 issues pairs or asmall groups staging a plenary • insay what global issuebefore is session in which learners share and respond to each • ideas. identify different types of question other’s • make mySupport own questions to showing help me pictures of Differentiation: learners by understand global issues. global issues and asking them to identify what the issue is from the picture. Challenge learners to come up with their own examples of global issues and to rank global issues according to which they see as being the most important.

and responses Original material © Cambridge University Press 2021. ThisSuggested materialanswers: is not Look final for and isencourage subject to further

Suggested answers: Look for and en that clearly identify a local issue wit Encourage learners to talk about the experiences of any such issues.

Main activity (approx. 20

Good for: Helping learners to start id types of question that can be asked making up their own questions to de understanding of it.

Activity: After looking at an exampl mind‑map can be used to generate q issue, ask learners to identify differe vii as local, national or global. Then as different topic make up their ow changes prior toand publication.

a large number of people around the world (e.g. Ways of This text has not been through the Cambridge International endorsement process. Any references orworking: Learners work in technological developments, such as humans being to identify different types of quest material related to answers, grades, papers replaced or examinations based on the opinion of the authors. by machinesare in the workplace) or which impact on the planet itself (e.g. deforestation, pollution, climate Contrast these with issues that are specific to Cambridge Primary Global Perspectives 6:change). Teacher’s Resource the learners’ local community (although these too may a globalBook dimension). Cambridge Lower Secondary Global Perspectives 6:have Teacher’s

The ideas for the Starter activity are designed to grab your learners’ attention and create Resources needed interest and engagement. They include advice Learner’s Skills Book 6 for, how to diagnose on what to listen out Downloadables 1.2 decisions about what issues and how1.1toand make to do next. Challenge topic (e.g. Moving goods and people, Reduce, re‑use, recycle).

Prior learning (approx. 5–10 mins) Good for: Building on previous knowledge. Activity: Ask learners to discuss what ‘global issues’ means.

Differentiation: Support learners by checking their Good for: Starting to understand the difference understanding of the example based on transport between and global issues, and how may by using local questioning. Continuing with thethey issue of be inter‑related; identifying different how typesitofaffects questions transport, they can then consider them that can be in asked about an issue.the table. Challenge personally order to complete

learners to come up with global thatlesson Activity: Read through theanother learning goalsissue for this has local consequences and complete the tableAfter using with learners at the beginning of this activity. their answers. looking at an example, ask learners to identify another local issue answers: that has global dimensions and complete a Suggested Look for and encourage responses table by listing some of the problems it causes. that clearly identify a local issue with global dimensions. Encourage learners to talk about their personal Ways of working: Learners work in pairs or small groups experiences such to complete of theany table. In issues. a plenary session, encourage learners to share and respond to each other’s ideas.

Main activity (approx. 20–25 mins)

Learners then work in pairs or sma up with a different topic and write to complete another table (a templ Downloadable 1.2). Follow this wi encouraging learners to share and other’s ideas. (If time allows, ask e read out one of their questions, ge whether it is a local, national or gl

Differentiation: Support learners b understanding of the questions in using questioning. Give them a top to focus on, and encourage them to example of each type of question ( global). Challenge learners to com topic and to identify a number of l global questions about it.

Suggested answers: See the worked table in Downloadable 1.1.

Good for: Helping learners to start identifying different types of question that can be asked about an issue and making up their own questions to develop a deeper understanding of it.

WaysMain of working: Give learners to discuss global The activity ideas givetime instructions issues in pairs or small groups before staging a plenary for successful execution of the activity, with session in which learners share and respond to each differentiation advice, suggestions for feedback other’s ideas. and answers where relevant. Differentiation: Support learners by showing pictures of

Starter activity (approx. 10–15 mins)

their answers in a plenary session b the second part of the activity.

global issues and asking them to identify what the issue is from the picture. Challenge learners to come up with their own examples of global issues and to rank global issues according to which they see as being the most important.

Activity: After looking at an example of how a 2mind‑map can be used to generate questions about an issue, ask learners to identify different types of question as local, national or global. Then ask them to choose a different topic and make up their own questions about it, following this model.

Suggested answers: Look for and encourage responses that acknowledge ‘global issues’ as those which affect a large number of people around the world (e.g. Ways of working: Learners work in pairs or small groups technological developments, such as humans being to identify different types of question in the table. Check replaced by machines workplace) or which Suggested answers in arethegiven in each lessonimpact for their answers infor a plenary Worked Example the Mainsession activitybefore moving on to on the planet itself (e.g. deforestation, pollution, climate the second part of the activity. the each of these activities. Where appropriate, Local question National Global question change). Contrast these with issues that are specific to there is also a Worked the Starter Cambridge Lower Example Secondaryfor Global Perspectives 6: Teacher’s Book quegroups stion Learners then work in pairs or small to come the learners’ local community (although these too may up a different Whatwith gets thrown away in ourtopic andü write their own questions activity or Main activity, to demonstrate have a global dimension). school? to complete another table (a template is provided as how the activity could work with a relevant What the law say?questions ü Downloadable 1.2). Follow thisbewith a plenary session, Thedoes following could asked: Main activity (approx. 15–20 mins) Challenge topic. This serves as an example encouraging learners to to share and respond to each Starter activity (approx. 10–15 mins) 1 How do you travel school? ofGood what like, but you do not What problems does waste cause for:success Startinglooks to think of what questions to ask ü to other’s ideas. (If time allows, ask each pair or group our planet? Good for: Starting toanunderstand difference 2 out Howone long take? whento carrying interview inthe order to elicit relevant have use theouttopic given in the example. read of does theiritquestions, getting others to identify Where’s the nearest recycling between local and global andresponses how they to may be ü information, andExamples of howissues, to record whether it travels is a local, national or you? global question.) 3 Who to school with These Worked are provided as the place? inter‑related; questions. identifying different types of questions downloadables. Differentiation: Support learners by checking their What can be recycled in our 4 How often are you late? ü that can be asked about an issue. country? Activity: Ask learners to look at the questionnaire form understanding of the questions in the mind‑map by 5 Why are you late? Activity: Share the learning goals for this lesson and come up with appropriate questions to ask with in order How can the government help? using questioning. Give them a topic ofülocal interest learners of this activity. After looking to elicitat allthe thebeginning relevant information. Learners then Answers to the four questions be up recorded to focus on, andfirst encourage them tocan come with one atcomplete an example, ask learners tobyidentify another local What’s best way people can the questionnaire using their questions with the a tick in thetype appropriate box,(local, but thenational fifth question ü example of each of question and cut down on waste? issue that has aglobal dimensions and complete a table by to interview partner, and recording their partner’s requiresChallenge a written response. global). learners to come up with their own What problems does waste cause ü listing some of the problems it causes. responses. topic to identify a number of local,questionnaire, national and see For aand worked example of a completed in our area? Ways in pairs or small groups Waysofofworking: working:Learners Learnerswork can work individually at first global questions about it. Downloadable 1.4. totocomplete In a plenary session, encourage come up the withtable. appropriate questions, then in pairs Suggested answers: See the worked example for Zara’s learners share to anddecide respond to each other’s ideas.be or smalltogroups which questions would table in Downloadable 1.1. most appropriate and efficient at eliciting the relevant learners that they can conduct Atinformation. the end ofPair each sub so section (Starting with, interviews using the questionnaire. learners Developing, Getting better at),Encourage there is advice to use polite forms of address when carrying out their oninterviews Taking (e.g. it further. This contains ideas on ‘Would you mind if I ask you some How do your learners travel to school? Based on their how to draw on, go deeper into and getHaving creative questions?’, ‘Thank you for your time’, etc.). work in Lesson 2, encourage learners to think of the with presented each lesson. usedthe the ideas questionnaire to interview a partner, learners pros and cons of each method of travel that is used can then report back to the class in a plenary session, 18 by their classmates. Stage a debate, with learners sharing their experience of conducting an interview arguing in favour of their preferred method of travel, and discussing how this method of research might pointing out its advantages and the disadvantages of be improved. other methods. Differentiation: Support learners by checking their understanding of the questionnaire format by using What have your learners discovered about the questioning. Challenge learners by asking them to refine reasons for lateness among their peers in Lesson 3? their questions to find the most efficient way of eliciting Encourage them to work in groups to present their the relevant information in an interview. findings in creative ways, for instance by producing a poster (‘Don’t be late!’) offering advice on how to Suggested answers: There can be some variety in viii avoid lateness. the form the questions take, but learners should be

Taking it further: Lessons 1–3

Original material © Cambridge University Pressin 2021. is not final and is subject to further changes prior to publication. encouraged to elicit the relevant information the mostThis material Alternatively, they could script a short dramatic

Research SKILLS SECTION

CROSS‑CURRICULAR LINKS

TOPICS MODELLED

Learners have opportunities to apply their knowledge and understanding of, and skills in: Starting with

Geography: (human geography) understanding human characteristics of places. Language skills: (speaking and listening) listening carefully to what others say in discussions.

Moving goods and people Reduce, re‑use, recycle

Maths: extracting and interpreting data in tables and tally charts. Science: making predictions. Developing

Language skills: (reading) demonstrate understanding Sharing Planet Earth of explicit and implicit meaning in texts; (speaking Moving goods and people and listening) using spoken language to make a case. Maths: extracting and interpreting data in tables and tally charts.

Science: making predictions.

Getting better at

Science: making predictions; understanding human effects on the environment; (health and nutrition) healthy diet.

Keeping healthy Moving goods and people

Maths: (handling data) extracting and interpreting data in tables and bar graphs; (understanding measurements). Geography: (human geography) finding different solutions to environmental issues.

Starting with research skills: Lesson 1 In Lesson 1, learners focus on starting to construct research questions, by considering what is meant by ‘global issues’ and identifying different types of question, and by starting to make their own questions about such issues.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES

LESSON LEARNING GOALS To start to: •

say what a global issue is

•

identify different types of question

•

make my own questions to help me understand global issues.

1.1 Constructing research questions: Begin to construct research questions with support

1 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Resources needed Learner’s Skills Book 6 Downloadables 1.1 and 1.2 Challenge topic (e.g. Moving goods and people, Reduce, re‑use, recycle)

Prior learning (approx. 5–10 mins) Good for: Building on previous knowledge. Activity: Ask learners to discuss what ‘global issues’ means.

Suggested answers: Look for and encourage responses that clearly identify a local issue with global dimensions. Encourage learners to talk about their personal experiences of any such issues.

Main activity (approx. 20–25 mins)

Ways of working: Give learners time to discuss global issues in pairs or small groups before staging a plenary session in which learners share and respond to each other’s ideas.

Differentiation: Support learners by checking their understanding of the example based on transport by using questioning. Continuing with the issue of transport, they can then consider how it affects them personally in order to complete the table. Challenge learners to come up with another global issue that has local consequences and complete the table using their answers.

Differentiation: Support learners by showing pictures of global issues and asking them to identify what the issue is from the picture. Challenge learners to come up with their own examples of global issues and to rank global issues according to which they see as being the most important.

Activity: After looking at an example of how a mind‑map can be used to generate questions about an issue, ask learners to identify different types of question as local, national or global. Then ask them to choose a different topic and make up their own questions about it, following this model.

Suggested answers: Look for and encourage responses that acknowledge ‘global issues’ as those which affect a large number of people around the world (e.g. technological developments, such as humans being replaced by machines in the workplace) or which impact on the planet itself (e.g. deforestation, pollution, climate change). Contrast these with issues that are specific to the learners’ local community (although these too may have a global dimension).

Good for: Helping learners to start identifying different types of question that can be asked about an issue and making up their own questions to develop a deeper understanding of it.

Starter activity (approx. 10–15 mins)

Good for: Starting to understand the difference between local and global issues, and how they may be inter‑related; identifying different types of questions that can be asked about an issue.

Activity: Read through the learning goals for this lesson with learners at the beginning of this activity. After looking at an example, ask learners to identify another local issue that has global dimensions and complete a table by listing some of the problems it causes. Ways of working: Learners work in pairs or small groups to complete the table. In a plenary session, encourage learners to share and respond to each other’s ideas.

Ways of working: Learners work in pairs or small groups to identify different types of question in the table. Check their answers in a plenary session using the Worked Example in Downloadable 1.1. Learners then work in pairs or small groups to come up with a different topic and write their own questions to complete another table (a template is provided as Downloadable 1.2). Follow this with a plenary session, encouraging learners to share and respond to each other’s ideas. (If time allows, ask each pair or group to read out one of their questions, getting others to identify whether it is a local, national or global question.) Differentiation: Support learners by checking their understanding of the questions in the mind‑map by using questioning. Give them a topic of local interest to focus on, and encourage them to come up with one example of each type of question (local, national and global). Challenge learners to come up with their own topic and to identify a number of local, national and global questions about it. Suggested answers: See the Worked Example for Zara’s table in Downloadable 1.1.

2 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 2 In Lesson 2, learners focus on starting to develop information skills, by identifying different types of source relevant to a topic; conducting research, by designing questionnaires to use in an investigation and making simple predictions about the outcome of an investigation; and recording findings, by choosing an appropriate method of selecting, organising and recording research findings.

Good for: Building on previous knowledge. Activity: Ask learners to identify questions about local, national and global issues. Ways of working: Give learners time to discuss and compare their answers in pairs or small groups before staging a plenary session in which a whole‑class check can be carried out. Differentiation: Support learners by asking them first to identify the question that refers to a local issue by using questioning to check their understanding of each question. Challenge learners to explain how they decided whether a question was global, national or local.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES

Prior learning (approx. 5–10 mins)

1.2 Information skills: Identify sources and locate relevant information and answers to questions within them

1.3 Conducting research: Conduct investigations, using interviews or questionnaires to test a prediction or begin to answer a research question

LESSON LEARNING GOALS

To start to:

Starter activity (approx. 10–15 mins) Good for: Starting to think about different sources that could be used to find out about a topic and how sources about local issues might be different from sources for national or global issues.

1.4 Recording findings: Select, organise and record relevant information from sources and findings from research using an appropriate method

Suggested answers: 1 = national question; 2 = global question; 3 = local question.

recognise different types of 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

•

choose a suitable way of selecting, organising and recording what I find out.

•

Resources needed Learner’s Skills Book 6 Downloadable 1.3 Challenge topic (e.g. Moving goods and people, Reduce, re‑use, recycle)

Activity: Read through the learning goals for this lesson with learners at the beginning of this activity. Ask learners to consider what sources might be useful to investigate each question and to decide the one they think the best. Ways of working: Learners can work individually at first. They then share their ideas in pairs or small groups in order to complete each of the statements beginning ‘The best way to find out would be . . . ’ In a plenary session, encourage learners to share and respond to each other’s ideas. Differentiation: Support learners by checking their understanding of questions 1–3 using questioning. Ask them to focus on the question referring to a local issue and think of ways they could find out more about it. Challenge learners to come up with a variety of different sources for each question and to explain which they think is the best. Suggested answers: Although it isn’t necessary for the learners to know the terms ‘primary research’ and ‘secondary research’, look for an understanding that, in order to answer the first two questions, the learners could gather data directly themselves, for example by

3 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

interviewing people, using questionnaires, to carry out a survey. For the third question, they are much more likely to suggest accessing data produced by other people’s research, and that is available online or in books, newspapers, magazines, and so on. For the class discussion, get feedback from pairs or groups on which sources they think would be most useful for each question and allow discussion of any differences of opinion that might arise. There is no need to insist on a ‘right’ or ‘wrong’ answer, so long as learners can justify the choice they have made.

Main activity (approx. 20–25 mins)

Suggested answers: The first example showing how answers to the question ‘How do you travel to school?’ have been recorded is deliberately designed to show learners an inefficient way of doing this, and is not intended as a model for them to follow. Encourage learners to point out some of the problems with this way of recording data – for example, it’s confusing because it lacks organisation, consists of a mixture of text and numerical data, lacks consistent categories or headings, contains a lot of irrelevant information (e.g. names), is unclear (how many ‘friends’ come with Ken in his dad’s car?), and so on.

Good for: Starting to think about ways of designing questionnaires to make selecting, organising and recording research findings more efficient, and for making simple predictions about the outcome of an investigation.

to record results using questioning (e.g. ‘What is this questionnaire about?’, ‘What question did they ask?’, ‘How did they record people’s answers?’, etc.). Challenge learners to work independently or in pairs or groups to design their own questionnaire on a topic of their choice and make predictions.

Peer feedback (approx. 5–10 mins)

Activity: Ask learners to look at two methods of organising research findings, deciding which is the more efficient. They apply what they have learnt in order to design their own questionnaire and make a simple prediction about what they will find out.

The tally chart has a number of advantages (e.g. use of headings, clear method of recording data in a tally, all data expressed as numbers, etc.). Check also that learners understand that the ‘Other’ heading is a way of dealing with answers that they have not predicted.

Ways of working: Learners work in pairs or small groups to discuss the two different methods of organising research findings before sharing their ideas and responding to others in a plenary session. They continue to work in pairs or small groups to design their own questionnaire (a template is provided in Downloadable 1.3) and make a simple prediction.

Pair each learner with a partner from a different group. Ask them to think about features of each other’s questionnaires, such as their choice of topic, how clear the question is, whether they have predicted the most likely answers to their question, and so on.

Differentiation: Support learners by checking their understanding of the questionnaire and making a tally

4 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 3 In Lesson 3, learners focus on starting to develop information skills, by finding information in sources to answer questions; conducting research, by thinking of questions to ask when interviewing someone; and recording findings, by recognising different ways of selecting, organising and recording information from sources.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES

Ways of working: Learners can work individually, making their own predictions before sharing them with others in pairs or small groups. Stage a plenary session, encouraging learners to share and respond to each other’s ideas. Differentiation: Support learners by checking their understanding of the topics they are to make predictions about by using questioning. Challenge learners to explain the predictions they have made (e.g. by describing what information or knowledge was useful to them).

1.2 Information skills: Identify sources and locate relevant information and answers to questions within them

Activity: Ask learners to recall what they already know about predictions and to make their own predictions on the topics given.

1.3 Conducting research: Conduct investigations, using interviews or questionnaires to test a prediction or begin to answer a research question

LESSON LEARNING GOALS To start to:

Starter activity (approx. 10–15 mins) Good for: Starting to plan an investigation by making decisions about what sources to use, what questions to ask and how to organise research findings.

1.4 Recording findings: Select, organise and record relevant information from sources and findings from research using an appropriate method

Suggested answers: Accept any reasonable predictions, especially where learners can give reasons to support their ideas.

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.

•

Resources needed Learner’s Skills Book 6 Downloadable 1.4

Challenge topic (e.g. Moving goods and people, Reduce, re‑use, recycle)

Prior learning (approx. 5–10 mins)

Activity: Read through the learning goals for this lesson with learners at the beginning of this activity. Ask learners to discuss the topic of lateness among learners arriving at school in the morning and consider how to investigate it. Ways of working: Give learners the opportunity to work in pairs or small groups to discuss the questions before holding a class discussion. Encourage learners to share and respond to each other’s ideas. Differentiation: Support learners by checking their understanding of the discussion topic by using questioning. Encourage learners to speak about their own personal experience of the topic. Challenge learners to explain the possible reasons for lateness and consider how they could be investigated. Suggested answers: Accept any reasonable responses, especially where learners can offer reasons or evidence for their ideas. Encourage learners to draw on what they have learnt in the previous lesson, reminding them of the distinction between ‘primary’ and ‘secondary’ sources and highlighting the importance of the former in an investigation of this type.

Good for: Building on previous knowledge.

5 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Main activity (approx. 15–20 mins) Good for: Starting to think of what questions to ask when carrying out an interview in order to elicit relevant information, and of how to record responses to the questions. Activity: Ask learners to look at the questionnaire form and come up with appropriate questions to ask in order to elicit all the relevant information. Learners then complete the questionnaire by using their questions to interview a partner, and recording their partner’s responses.

How do you travel to school?

How long does it take?

Who travels to school with you?

How often are you late?

Why are you late?

Answers to the first four questions can be recorded with a tick in the appropriate box, but the fifth question requires a written response. For a Worked Example of a completed questionnaire, see Downloadable 1.4.

Ways of working: Learners can work individually at first to come up with appropriate questions, then in pairs or small groups to decide which questions would be most appropriate and efficient at eliciting the relevant information. Pair learners so that they can conduct interviews using the questionnaire. Encourage learners to use polite forms of address when carrying out their interviews (e.g. ‘Would you mind if I ask you some questions?’, ‘Thank you for your time’, etc.). Having used the questionnaire to interview a partner, learners can then report back to the class in a plenary session, sharing their experience of conducting an interview and discussing how this method of research might be improved.

The following questions could be asked:

Taking it further: Lessons 1–3

How do your learners travel to school? Based on their work in Lesson 2, encourage learners to think of the pros and cons of each method of travel that is used by their classmates. Stage a debate, with learners arguing in favour of their preferred method of travel, pointing out its advantages and the disadvantages of other methods.

Differentiation: Support learners by checking their understanding of the questionnaire format by using questioning. Challenge learners by asking them to refine their questions to find the most efficient way of eliciting the relevant information in an interview.

Suggested answers: There can be some variety in the form the questions take, but learners should be encouraged to elicit the relevant information in the most efficient way – for example, by asking one question, such as ‘How do you travel to school?’ rather than by asking ‘Do you come by car? Do you come by bus?’ and so on.

What have your learners discovered about the reasons for lateness among their peers in Lesson 3? Encourage them to work in groups to present their findings in creative ways, for instance by producing a poster (‘Don’t be late!’) offering advice on how to avoid lateness. Alternatively, they could script a short dramatic sketch (e.g. a dialogue between a teacher and a learner arriving late to class) to put their message across and present this in a class assembly.

6 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Developing research skills: Lesson 4 In Lesson 4, learners focus on developing information skills, by clarifying the difference between ways of carrying out research and ways of recording results; and constructing research questions, by investigating which of two contrasting perspectives is most supported by evidence.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES

1.2 Information skills: Identify sources and locate relevant information and answers to questions within them

LESSON LEARNING GOALS

To develop my knowledge and understanding about:

making questions that help me investigate a topic

•

deciding what sources will help me find out more about a topic.

Suggested answers: 1

Litter in the playground.

The lack of bins was the main cause.

Litter is so common that children think it is normal.

1.4 Recording findings: Select, organise and record relevant information from sources and findings from research using an appropriate method

LESSON LEARNING GOALS

To develop my knowledge and understanding about:

The character who learners agree with most will depend on their experience of the issue. A wide range of answers are possible – for example, ‘Marcus is right; around my area, it is so messy that people never bother with bins.’ or ‘Sofia is right; I know our playground bin overflows easily.’

reading a tally chart

•

using the results of a questionnaire

Starter activity (approx. 5 mins)

•

looking at results and using them to suggest a course of action.

Good for: Starting out with facts before making inferences from a set of data.

•

Resources needed

Learner’s Skills Book 6 – this includes Sofia and Marcus’s results Downloadables 1.5, 1.6 and 1.7

Challenge topic (e.g. Sharing Planet Earth, Moving goods and people)

Prior learning (approx. 5 mins) Good for: Activating prior understanding of the issue (litter) and different perspectives on its causes.

Activity: Read through the learning goals for this lesson with learners at the beginning of this activity. Learners are asked what we know for sure from these results. Ways of working: A good way of a conducting whole‑class assessment for learning would be to give a statement and ask, for example, ‘Point to the window if you think we can be confident this statement is true; point to the door if you think we can’t’, and so on. Differentiation: Support learners by encouraging them to use the data and state facts (e.g. ‘Only one child surveyed disagreed with the statement, ‘there is too much litter on the playground’). Challenge learners to use expressions of degree appropriately (e.g. ‘The overwhelming majority believes that . . . ’, ‘A significant proportion think that . . . ’).

9 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors. Cambridge Primary Global Perspectives 6: Teacher’s Resource Suggested answers: Only one person disagreed with the statement ‘There is too much litter on the school playground at break time.’ The vast majority agreed with the statement ‘There is too much litter on the school playground at break time.’ A significant majority disagreed with the statement ‘Children drop litter because they do not care about the environment.’ Only one person thought that there were enough litter bins on the playground for everyone’s rubbish.

Main activity (approx. 30 mins)

Differentiation: Support learners by working through more of the suggested answers (see Downloadable 1.5) with them. Challenge learners to suggest other possible statements that fit each of the criteria. Challenge learners further by using the activity in Downloadable 1.6, in which learners are asked to select the best action that Marcus and Sofia could take to solve the problem of litter on the playground. Suggested answers: Downloadable 1.5 provides a Worked Example to the Main activity. See Downloadable 1.7 for a Worked Example for the differentiation activity.

Good for: Learners to use data and understand that conclusions can be drawn with varying degrees of certainty. It is OK to infer what data is telling us as long as we understand that is what we’re doing.

partner to rule out the options that have least basis in the results first. Challenge learners to discuss with their partner the likely outcomes of each option based on their own experiences, the results and their perspective.

Activity: Learners read statements based on questionnaire data and decide the best descriptions: ‘certainly true’; ‘likely to be true’; ‘cannot be sure’; ‘likely to be false’; ‘certainly false’.

Pair each learner with a partner from a different group. Ask them to give feedback on whether the decisions ‘certainly true’; ‘likely to be true’; ‘cannot be sure’; ‘likely to be false’; ‘certainly false’ are supported by the results. Alternatively, if you have used Downloadable 1.6, pair each learner with a partner from a different group. Ask them to give feedback on whether their proposed solution is in fact supported by the results.

Ways of working: This would lend itself well to pair work with partners taking turns to give their opinion first before recording. If using the differentiation activity in Downloadable 1.6 (see Differentiation below), support learners by encouraging them to work with their

Peer feedback (approx. 5 mins)

Developing research skills: Lesson 6

In Lesson 6, learners focus on developing their skills in conducting an investigation about an issue, by devising statements that can be used to help test a prediction. They record relevant information and use it to summarise what people think about the problem they are investigating.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES 1.3 Conducting research: Conduct investigations, using interviews or questionnaires to test a prediction or begin to answer a research question

1.4 Recording findings: Select, organise and record relevant information from sources and findings from research using an appropriate method

LESSON LEARNING GOALS To develop my knowledge and understanding about: •

how to conduct a survey and record my findings using a tally chart

•

how to interpret the results of a questionnaire

•

how to look at results and use them to see if my prediction was accurate.

Resources needed Learner’s Skills Book 6 Downloadable 1.8 Challenge topic (e.g. Sharing Planet Earth, Moving goods and people) Mini‑whiteboards (if available)

10 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Prior learning (approx. 5 mins) Good for: Activating prior understanding. Re‑orientating learners to a global issue that has a local impact.

Possible reasons: People use the street by our school as a short cut. There aren’t enough buses and they’re too expensive. People drive to drop their children off when they could walk.

Activity: Learners are asked to look back to Lesson 1 of this unit and give the name of a global issue that matters in their home area. They are prompted to recall some of the problems it causes.

Main activity (approx. 30 mins)

Ways of working: This would lend itself well to a ‘think/pair/share’ approach. Learners could show their responses on mini‑whiteboards to aid Assessment for Learning.

Activity: Learners carry out an investigation to find out what other people think about their issue. They first make some predictions about what they think the results will be. They make three statements and then ask others to agree or disagree with them in order to check their predictions.

Suggested answers: Refer back to Lesson 1.

Differentiation: Support learners by recapping the names (and local impacts) of global issues. Challenge learners to deepen their explanation by exploring how different groups of people are impacted in different ways.

Good for: Practical experience of devising a questionnaire, using it to conduct a survey and interpreting the results.

Starter activity (approx. 10 mins)

Good for: Applying the understanding of local issues developed earlier in the unit and using this to devise statements that can be used in to conduct research.

Ways of working: The people that are surveyed will need to be those who are affected by the issue being considered. If this is to be conducted outside class with members of the community, then appropriate safeguarding policies will need to be adhered to. The survey could be conducted in the lesson with members of the class. If this is the case, then care will need to be given to ensure that the issue under consideration is something about which the learners are able to express an opinion through personal experience.

Activity: Read through the learning goals for this lesson with learners at the beginning of this activity. Learners discuss the local problem and why they think the problem is happening. They list some possible reasons.

Ways of working: This section of the lesson could be divided into discussion time and quiet focused time to record ideas.

Differentiation: Support learners by discussing Worked Examples. Challenge learners to deepen their explanation by exploring a range of long‑ / short‑term causes. Suggested answers:

For a topic on litter:

The problem: There’s a problem with children dropping litter on the playground during break time. Possible reasons: Children drop litter because they don’t care about the environment. They’re so used to seeing litter on the streets, they think it’s perfectly normal. There’s only one litter bin. It gets filled up very quickly and then there’s nowhere to put litter. The bin is the wrong design. For a topic on transport: The problem: The traffic in our area is really bad, so children are late to school.

Differentiation: Support learners by discussing the suggested answers. Challenge learners to deepen their explanation of what they have found out by exploring what impact their findings have on possible solutions to the problem. Challenge them further to consider how different groups of people are impacted in different ways by the problem, for example younger children, older children, adults, the elderly, disabled people, parents with babies. Suggested answers: For litter as the topic: Problem: There’s a problem with children dropping litter on the playground during break time. Prediction: I think most children don’t notice the litter and don’t care. Statements: There’s too much litter on the school playground at break time. Children drop litter because they don’t care about the environment. There aren’t enough litter bins on the playground for everyone’s rubbish. For transport as the topic: Problem: The traffic in our area is really bad, so children are late to school.

11 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.

Predictions: Children don’t like it when people use the street by our school as a short cut. Children do not like going on the bus. More children could walk.

to develop their exchange in the Learner’s Skills Book into a dialogue. How would they justify their perspective? How would the other person respond?

Statements: The street by our school is too busy because people use it as a short cut. Children do not like going on the bus. More children could walk.

This could be set up as a role play in the first instance and could also be developed as a written dialogue as a play script or following narrative conventions.

For a Worked Example showing how a completed survey on transport might look, see Downloadable 1.8. Suggested answers: For the reflection questions using the transport topic: Children think that too many people use the street by our school as a short cut. It is not true that children do not like going on the bus. It is not clear if children could walk.

Children think that too many people use the street by our school as a short cut. I think that they don’t like it, but I can’t prove that – I didn’t ask them.

Bar charts, pie charts.

Learners could benefit from a different local or indeed international comparative perspective by corresponding with learners in a partner school. How does the global issue you identified have an impact in their area? What problems do they experience? Have they experience of any effective solutions?

Taking it further: Lessons 4–6

Taking the tally chart in Lesson 5 as a starting point, challenge learners to handle their data in more sophisticated ways by constructing and reading pictograms with whole and part pictures. Understanding the idea that we can make conclusions to varying degrees of certainty could be reinforced in other subjects, for example science, by exploring the use of statements such as ‘Is certainly true’, ‘Is likely to be true’, ‘We cannot be sure’, ‘Is likely to be false’, ‘Is certainly false’.

In response to Sofia’s and Marcus’s perspectives in the Starter activity in Lesson 4, challenge learners

Getting better at research skills: Lesson 7

In Lesson 7, learners focus on getting better at conducting research, by deciding if a prediction is correct according to the results of an investigation; and on recording findings, by considering the advantages of one way of presenting the results of an investigation.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES 1.3 Conducting research: Conduct investigations, using interviews or questionnaires to test a prediction or begin to answer a research question 1.4 Recording findings: Select, organise and record relevant information from sources and findings from research using an appropriate method

LESSON LEARNING GOALS To get better at: •

deciding whether a prediction is correct as a result of carrying out an investigation

•

giving reasons for choosing a way of way of selecting, organising and recording information from a source.

Resources needed Learner’s Skills Book 6 Downloadable 1.9 Challenge topic (e.g. Keeping healthy, Moving goods and people)

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Prior learning (approx. 5–10 mins) Good for: Building on previous knowledge. Activity: Ask learners to identify from a list which statements are predictions. Ways of working: Learners work individually at first, then in pairs or small groups to discuss their answers. Stage a plenary session to check answers with the whole class.

Main activity (approx. 15–20 mins) Good for: Understanding the decision‑making process when planning an investigation, especially with regard to organising the collection and presentation of data, and then using the data to check whether a prediction is correct. Activity: Ask learners to read some background information about an investigation; learners then look at how data has been collected and presented and decide whether a prediction is correct.

Differentiation: Support learners by checking their understanding of the term ‘prediction’ by using questioning and giving examples before asking them to complete the activity. Challenge learners to give reasons for their answers.

experiences, to express different opinions about the issue and to consider other people’s perspectives.

Suggested answers: For a Worked Example of the table, see Downloadable 1.9. Statements 1, 3 and 4 are predictions because they are statements about the future where the outcome is uncertain.

Ways of working: Learners work in pairs or small groups to discuss the investigation, the way the findings are presented and whether or not the prediction is correct before engaging in a whole‑class discussion of these topics.

Starter activity (approx. 10–15 mins)

Differentiation: Support learners by checking their understanding of the questionnaire and the bar chart by using questioning. Challenge learners to say what the data in the bar chart means and to comment critically on the questionnaire and the bar chart as ways of collecting and presenting data.

Good for: Focusing learners’ attention on the local consequences of a global issue and thinking about how the local situation can be improved. Activity: Read through the learning goals for this lesson with learners at the beginning of this activity. Ask learners to read the short texts and engage in a class discussion about the local consequences of a global issue.

Ways of working: Give learners the opportunity to work in pairs or small groups to discuss the questions before staging a plenary session. In the plenary, encourage groups to share their ideas and respond to others.

Differentiation: Support learners by checking their understanding of the short texts by using questioning and focusing on any vocabulary that is likely to cause difficulty. Challenge learners to come up with a variety of responses to each question, giving evidence and reasoning where appropriate. Suggested answers: Accept any reasonable responses, especially if supported by evidence or reasoning. Encourage learners to draw on their own personal

Suggested answers: Accept any reasonable responses, especially those supported by evidence or reasoning. Check that learners understand how the questionnaire is structured, so that if an interviewee responds ‘Yes’ to the first question, there is no need to ask the follow‑up questions; similarly, Question 3 is only asked if the interviewee chooses B for Question 2. This is an example of using a sequence of connected questions to structure a questionnaire. The prediction is correct, because a majority of the interviewees were in favour of changing the system to having a drink with them at all times, even if this could only be water. Bar charts provide a clear graphic presentation of these results, which could be used to persuade others that changes are needed, possibly by including them in posters or as part of a presentation delivered in a school assembly.

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Getting better at research skills: Lesson 8 In Lesson 8, learners focus on getting better at constructing research questions, by thinking about the local consequences of global issues and what questions can be asked about them; and on information skills, by considering what sources they could use to find the answers to their questions.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES

1.2 Information skills: Identify sources and locate relevant information and answers to questions within them

LESSON LEARNING GOALS To get better at:

Differentiation: Support learners by checking their understanding of the terms ‘global issue’ and ‘local impact’ by using questioning and giving examples of each. Challenge learners to come up with their own examples of global issues and their local impacts. Suggested answers: Accept any reasonable responses, especially where learners can provide evidence or reasoning to support their ideas.

Starter activity (approx. 10–15 mins)

1.1 Constructing research questions: Begin to construct research questions with support

encouraging learners to share and respond to each other’s ideas.

understanding what makes a global and local issue

•

making my own questions in order to understand global and local issues

•

identifying useful sources for finding answers to my questions.

Activity: Read through the learning goals for this lesson with learners at the beginning of this activity. Ask learners to sort and match causes and consequences of global issues. Ways of working: Learners can work individually at first, then in pairs or small groups to share their ideas. Examples of sources can be used to find out more about local issues. Stage a plenary session to check the activity with the whole class.

•

Good for: Focusing learners’ attention on a number of global issues, their causes and consequence, which can then be linked to local impacts.

Resources needed Learner’s Skills Book 6

Downloadables 1.10, 1.11 and 1.12

Challenge topic (e.g. Keeping healthy, Moving goods and people) Causes and consequences in Starter activity printed onto slips of paper, if needed

Examples of sources that can be used to find out more about local issues (see Starter activity)

Prior learning (approx. 5–10 mins) Good for: Building on previous knowledge. Activity: Ask learners to discuss what they know about global issues and their local impacts. Ways of working: Learners work in pairs or small groups to discuss the questions. Stage a plenary session,

Differentiation: Support learners by checking their understanding of the terms ‘cause’ and ‘consequence’ by using questioning and giving examples. Give additional support by providing copies of each of the causes and consequences printed out on separate slips of paper so that they can be physically sorted and matched. If preferred, sort the causes and consequences into sets first, so that the learners’ task is to match causes and consequences. Challenge learners to come up with additional causes and consequences related to global issues (e.g. plastic pollution, education for all, etc.). Suggested answers: See the Worked Example in Downloadable 1.10. For the class discussion, accept any reasonable responses, especially if supported by evidence or reasoning. Encourage learners to express different opinions about local consequences and the actions being taken to deal with them, and to consider other people’s perspectives on these issues. Be prepared to provide learners with information about sources they could use to inform themselves about local consequences (e.g. secondary sources such as local newspapers – in print and online – local radio and television, authorities or institutions such as the local council, libraries, etc.; and

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primary sources such as people living or working in the local community who could be interviewed, etc.).

Main activity (approx. 15–20 mins) Good for: Thinking about what questions to ask when investigating a local issue and what sources could be used to find the answers.

Suggested answers: This will depend on the issue chosen as the focus of the mind‑map. Encourage learners to come up with at least three or four questions relating to the issue, and for each question, to think of at least one source that they could use to find answer.

Activity: Ask learners to look at an example of how a mind‑map can be used to generate ideas and questions about a local issue; learners can then create a mind‑map of their own (see the template in Downloadable 1.11 and the Worked Example in Downloadable 1.12) based on an issue of local interest.

Differentiation: Support learners by checking their understanding of the mind‑map and what it shows by using questioning. Give additional support by identifying an issue with local relevance for learners to focus on, encouraging them to share their personal experiences of the issue. Challenge learners by asking them to identify an issue of local relevance and to come up with their own questions to ask about it, with ideas about what sources they could use to find answers to those questions.

Ways of working: Learners work in pairs or small groups to create their own mind‑maps focusing on a local issue. When this process is complete, ask each group to report to the whole class on what questions they have come up with and what sources they could use to find answers to the questions. Give learners the opportunity to respond to others’ ideas.

Peer feedback (approx. 5–10 mins) Pair learners with a partner from a different group. Learners give peer feedback on questions about their partner’s mind‑map.

Getting better at research skills: Lesson 9

In Lesson 9, learners focus on getting better at information skills, by considering the usefulness of different sources; conducting research, by deciding whether a prediction is correct on the basis of data collected in an investigation; and recording findings, by making decisions on how to present findings clearly.

CAMBRIDGE STAGE 6 RESEARCH LEARNING OBJECTIVES

1.2 Information skills: Identify sources and locate relevant information and answers to questions within them

1.3 Conducting research: Conduct investigations, using interviews or questionnaires to test a prediction or begin to answer a research question 1.4 Recording findings: Select, organise and record relevant information from sources and findings from research using an appropriate method

LESSON LEARNING GOALS To get better at: •

giving reasons for choosing a source to help me find out about a topic

•

deciding whether a prediction is correct as a result of carrying out an investigation

•

choosing a way of clearly showing what I have learnt from my research.

Resources needed Learner’s Skills Book 6 Downloadable 1.13 Challenge topic (e.g. Keeping healthy, Moving goods and people)

Prior learning (approx. 5–10 mins) Good for: Building on previous knowledge. Activity: Ask learners to decide which would be the most useful source for finding out about a local issue by choosing from a list of options.

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This text has not been through the Cambridge International endorsement process. Any references or material related to answers, grades, papers or examinations are based on the opinion of the authors. Cambridge Primary Global Perspectives 6: Teacher’s Resource Ways of working: Learners can work individually at first, and then in pairs or small groups. Stage a plenary session, encouraging learners to share and respond to each other’s ideas. Differentiation: Support learners by asking them to focus on the last three options only and decide from those which would be the most useful. Check learners’ understanding of the options by using questioning. Challenge learners to give reasons for choosing a particular option as the ‘most useful’.

Main activity (approx. 15–20 mins) Good for: Getting better at making decisions when planning an investigation. Activity: Ask learners in small groups to decide on a local issue where they think change is needed, and to plan an investigation into it with a view to finding out what changes could be made. Ways of working: Learners work in small groups, responding to the question prompts and recording their answers. Stage a plenary when this process has been completed, encouraging each group to report to the whole class, and allowing others the chance to respond.

Suggested answers: The final option (Talk to parents . . . ) is likely to be the most useful, as it is parents who make the final decision about how their children should go to school. Accept any reasonable suggestions for ordering the other options, especially where learners can give reasons to support their ideas.

Zara and Arun could use their findings to take action for change.

Starter activity (approx. 10–15 mins) Good for: Discussing the advantages of presenting findings in different formats and checking whether a prediction is correct based on the findings of an investigation.

Activity: Read through the learning goals for this lesson with learners at the beginning of this activity. Ask learners to read a short text about the background to an investigation before considering the advantages of presenting findings using a graph or a table. Learners then use the data to check the accuracy of a prediction.

Differentiation: Support learners by giving them an issue to focus on. Provide a short text for the learners to extract information from, using it to complete the question prompts in the Learner’s Skills Book (see the Worked Example in Downloadable 1.13). Challenge learners to come up with their own issue, and to complete the question prompts with their own ideas about how to carry out an investigation into it.

Ways of working: Give learners the opportunity to work in pairs or small groups to discuss the questions before holding a class discussion. Encourage learners to share and respond to each other’s ideas.

Differentiation: Support learners by checking their understanding of the text and the way findings have been presented alternatively in a graph and a table by using questioning. Challenge learners to give reasons for preferring either the bar chart or the table as a way of presenting the data. Suggested answers: Accept any reasonable responses, especially where learners can offer reasons or evidence for their ideas. While some learners may prefer the bar chart because it shows the results ‘at a glance’ (i.e. in a clear visual form), others may prefer the table because it gives precise numbers for each response and allows other calculations to be made more easily (e.g. total number of families walking compared to families using their car). The prediction is correct, in that car use is more common among families living further away from the school. Allow time for some discussion of how

Suggested answers: This will depend on the issue each group works on. Encourage groups to think practically about what sort of change might be achievable, rather than just what they would like to see. If time is available, give learners the opportunity to carry out the investigation they have planned.

Taking it further: Lessons 7–9 What local issues have your learners identified that they would like to change? Based on their work in Lesson 9, what further steps could be taken? Look for opportunities to arrange visits outside the classroom or to invite speakers into the classroom to enable learners to find out more about these local issues. Encourage learners to develop a response to their chosen issue by carrying out a course of action that they plan and deliver as a team project. Their response could include activities such as awareness‑raising campaigns, fund‑raising, action in the community, and so on. Give learners the opportunity to share the outcome of their project through class assemblies, parent evenings, poster or video presentations, and so on.

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PRIMARY Global Perspectives Sample

Articles inside

Evaluation

Collaboration