Cambridge Lower Secondary Global Perspectives Teacher's book 9 by Cambridge International Education

Global Perspectives With travel writing, magazine articles and blogs as well as extracts from writers such as Roald Dahl, Susan Hill and D. H. Lawrence, this coursebook helps you develop your English Language skills through an active and collaborative approach.

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Global Perspectives

™

TEACHER’S BOOK 9 Keely Laycock

• Exam-style questions provide opportunities to practise your reading, writing, speaking and listening skills, helping to boost your confidence with language • The course structure follows a spiral curriculum, providing opportunities for you to consolidate and build on your prior learning • International texts across six continents – such as a panda conservation article from China and a travel guide from Machu Picchu – make reading interesting and relevant

Cambridge Lower Secondary

The first unit in each part covers text analysis and summary writing. The second deals with directed writing and the third looks at descriptive and narrative composition. The third part also includes suggestions for coursework topics if your school follows this pathway. In addition to the development of reading and writing techniques required from the new syllabus, this book also contains two optional units dedicated to speaking and listening.

Together with teachers

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

AF T R D Original material ÂŠ Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary

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Global Perspectives TEACHER’S BOOK 9

Keely Laycock

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

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Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication.

Contents Introduction

How to use this book

Section 1 Research

Section 2 Analysis

3 4 7 9 11 14 16 18 21

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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

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

Section 3 Evaluation

Getting started with evaluation skills: Lesson 1 Getting started with evaluation skills: Lesson 2 Getting started with evaluation skills: Lesson 3 Developing evaluation skills: Lesson 4 Developing evaluation skills: Lesson 5 Developing evaluation skills: Lesson 6 Getting better at evaluation skills: Lesson 7

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. iii

CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 9: Teacher’s Book

Section 4 Reflection 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

Section 5 Communication

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

Section 6 Checkpoint

Planning for checkpoint: Lesson 1 Planning for checkpoint: Lesson 2 Planning for checkpoint: Lesson 3 Writing your checkpoint: Lesson 4 Writing your checkpoint: Lesson 5 Writing your checkpoint: Lesson 6 Reviewing your checkpoint: Lesson 7

Glossary

Acknowledgements

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Introduction

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Global Perspectives is all about helping you to develop a range of important skills that will aid you not only in your school and academic life but also in your future career. For example, in any job it’s likely that you’ll need to collaborate with others and of course you’ll need to communicate when doing this. Getting a job might seem a long way off now, but even at school, working well with your classmates is really important. For example, when carrying out a science experiment, or preparing a group presentation about a piece of literature. As you get older, you will increasingly be asked to reflect on how well an activity or a piece of work has gone. In studying Global Perspectives, you learn how to develop these really important practical skills as you explore fascinating topical issues and learn about different points of view from around the world.

This learner’s skills book is designed to help you develop skills in research, analysis, evaluation, reflection, collaboration and communication as well as to understand what is meant by each of these terms. Each skills section follows the same approach, guiding you through a ‘Starting with’, ‘Developing’ and ‘Getting better at’ scaffold, building your awareness of your progress and allowing you to take charge of your own learning journey. A range of activities and tasks are included, with plenty of opportunities for peer-to-peer and group work, and to enable you to reflect on your progress, track your achievements and record your next steps.

The learner’s skills books are write-in resources, so you can create and keep a portfolio of your work and track your progression through each skill and each stage as you head towards the Checkpoint assessment at the end of Stage 9. When responding to the Independent Reflection activities at the end of each lesson and to the Self-assessment activities to set learning targets, I encourage you to take the time to answer these questions about your own learning as honestly as possible. Being aware of how you learn will help you to learn more effectively, and this will be a very valuable skill for you to have. I hope that you will enjoy exploring a wide range of global topics and discovering different viewpoints from around the world – these, and the skills you will learn and develop, will equip you in countless ways, both in school, in your career, and in your life. Keely Laycock

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. v

Seaction 1 Research

CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 9: Teacher’s Book

Section 1 Research How to use this Teacher’s Book

Getting better at research skills: Lesson 7

about; a question that is not too broad, too narrow Independent reflection activity; or too vague, a question that allows for information Self-assessment; Setting learning Gettinganswer. betterGood at research Lesson 7 to be found/an researchskills: questions: targets; Challenge topic review ‘Is home-schooling better than learning at school?’, Introduction ‘Do humans need animals for survival?’ (approx. 15–20 mins) about; and a question is not too broad, too narrow 1.2 Identify begin tothat reference range of print Independent reflection activity; will learners be developing researcha skills, they will also The learning objectives and learning goals for research Good for: Encouraging learners to consider their or multimedia too vague, asources question that allows for information and and use them to locate be developing their communication skills. skills for and Stage 7 focus on:inSetting Self-assessment; learning progression learning in learning lessons. Ask to be found/an answer. Good research relevant information and answer research questions: questions. them to be as honest as theyquestions can. Encourage learners to targets; Challenge topic review The ideas given in this Teacher Book 7 are suggestions • Constructing research ‘Isacknowledge/recognise home-schooling bettersomeone than learning at school?’, To else’s ideas; reflect on other skills as well as research skills (analysis, This Teacher’s Book contains both general guidance and teaching notes that help youany toofdeliver the content in only, and the activities can be used with the Global ‘Do humans need animals for survival?’ Wiggins (2016). Students Learn Best When You Do (approx. 15–20 mins) • Developing information skills evaluation, reflection, communication, collaboration)

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Cambridge Lower Secondary Global Perspectives Stage 7. Teachthought Perspectives Challenge forAvailable Stages 7 at: toof9, although [online] https:// 1.2This. Identify and begintopics to reference a range print they have this lesson,learners for example, evaluation • Conducting research Good for:used Encouraging to consider their skills Worked Examples are provided for some learning www.teachthought.com/pedagogy/students-learnand multimedia sources andof useteaching them to locate There areand teaching notes for each Skills Each set notes contains the following as they give feedback on each other’s work. progression in learning in lesson lessons. of Askthe Learner’s activities. It is Book. hoped that the in research this Teacher • learning Recording research findings best/ (Accessed 21/09/2018). relevant information andideas answer questions. them to be as honest as they can. Encourage learners to features to help you deliver the unit. Learners also complete the self-assessment to set their Book 7Towill help you structure your lessonselse’s in an active ideas; However, might also opportunities within these 1.3 Selectacknowledge/recognise an appropriate methodsomeone and conduct research reflect onyou other skills as find well as move research (analysis, own learning targets before they on.skills Learners learning way with input from you as the teacher to help Wiggins (2016). Students Learn Best When You Do At the start of each section there is a Skills overview, which summarises the learning objectives each skill and lessons to develop some of the other Global Perspectives to test predictions and begin to answer a research within evaluation, reflection,self-assessment communication, look back at previous andcollaboration) think about guide and support learners[online] to become more at: effective and This. Teachthought Available https:// skills. For example, when recording information, notwithin only that skill. question. Primary research is important to get how these are developed across the lessons It also contains ideas for which Challenge topics can they have used this lesson, for example, evaluation skills and shade where they think they are at this time in their independent researchers. www.teachthought.com/pedagogy/students-learnfirst-hand accounts of events or to gain opinions/ as they give feedback on each other’s work. be used, and how you may be able to make links with other skills across the curriculum. Key points cover common learning. ‘With help’ refers to guidance given (pointing a best/ (Accessed 21/09/2018). viewpoints from different people. Primary research learner in the right direction, although should misconceptions and tips on howexamples to filltolearning Learners also complete the self-assessment set their gaps. The overview also provides language support, highlighting key include interviews, surveys, questionnaires 1.3methods Select an appropriate method and conduct research still come from targets the learner), example, from you, own learning before they move on. Learners terminology needed forfor that section. and blogs. Secondary research to test predictions and begin tomethods answer ainclude research other previous work done by learner looklearners back at and previous self-assessment andthe think about textbooks, internet articles, andto get question. Primary researchnewspaper is important inand the shade Learner's Skills For are the at Challenge where theyBook think7.they this timetopic in their magazine articles, and biographies. first-hand accounts of events or to gain opinions/ review, learners the used inrelevant this section to a questions learning. ‘Withexplore help’ refers to guidance given (pointing Learning 1.1topic Construct research viewpoints from different people. Primary research 1.4 Select, organise and record relevant information from develop research skills. These activities can be done in learner in the right direction, although examples should objectives 1.2 Identify and begin to reference a range of of print and and multimedia sources and use include interviews, questionnaires a methods range sources findings surveys, from research, using class, home or the in self-study still at come from learner), time. for example, from you, them to locate relevant informationappropriate and research questions and answer blogs. methods. Secondary research methods include Any relevant example. Can other learners and previous work done by the learner Suggested examples: textbooks, internet articles, newspaper and 7 examples from their Learner's Skillsand Book in the Learner's Skills Book 7. For an theappropriate Challenge topic 1.3 Select method and use conduct research to test predictions begin to magazine articles, and biographies. 1.1 Construct relevant research questions. of ato from Lesson 5. Check that the question has all the review, learners explore the answer topic used inFeatures this section a research question good research research skills. question: a question listed the Prior learning activity.from 1.4characteristics Select, organise andinrecord relevant information develop These activitiesthat can people be donecare in 1.4 Select, organise and record relevant ainformation fromand a range of from sources and using range of sources findings research, class, at home or in self-study time. findings from research, using appropriate methods appropriate methods. Any relevant example. Can Suggested examples: Challenge topic Education for all; Humans and other species; Disease from and health; ConflictSkills and peace; use examples their Learner's Book 7 1.1 Construct relevant Sport research questions. Features of a ideas and recreation from Lesson 5. Check that the question has all the good research question: question that people Lesson 7 focuses on the use of aprimary research to care characteristics listedbut in the Prior learning LEARNING Key points • Learners think research is about using a searchGOALS engine, often don’t knowactivity. how to gain information and how to organise and record the use aLearning search engine effectively The Learning objectives and goals feature take the objectives from the curriculum framework and the goals information gained from primary research. It follows on To get better at: from the Learner’s Skills Book, to help you communicate to learners what is expected of them. • Learners copy and paste from information sources rather than making notes and from work done in Lessons 5 and 6. • understanding when to use primary writing in own their words research methods Lesson 7 focuses on the• use7Research of primarydoes research to have to be LEARNING CAMBRIDGE STAGE RESEARCH GOALS not just from the internet; learners can use books, selecting which information to use from gain information and how to organise and record the articles,• community LEARNING OBJECTIVES newspaper and magazine newsletters, podcasts, videos, primary research information gained from primary research. follows on To get better at: and questionnaires/surveys interviews with Itfamily, friends, teachers and peers, from in Lessons 5 method and 6. and conduct 1.3 work Selectdone an appropriate • • recording information gained from understanding when use primary • Biased and and begin leading such as: ‘Do youtoagree that Global research to test predictions to questions are questions primary research research methods Perspectives is interesting?’ answer a research question CAMBRIDGE STAGE 7 RESEARCH • selecting which information use from LEARNING OBJECTIVES • that only allow for descriptive responses often start withto ‘How..?’ or 1.4 Select, organise and Questions record relevant primary research ‘What…?’ For example, ‘What How animalswill existIinknow my country?’, ‘How do people learn?’ information from a range of sources if I reach my goals? 1.3and Select an appropriate method • recording information gained from findings from research, usingand conduct research tomethods test predictions and begin to Good for:primary Learners to give examples of their learning research appropriate answer a research question from the lesson. They can complete the table at any point in the lesson, but they might do it at the end. 1.4 Select, organise and record relevant information from a range of sources How will I know if I reach my goals? and findings from research, using Good for: Learners to give examples of their learning appropriate methods from the lesson. They can complete the table at any 1 point in the lesson, but they might do it at the end.

Research skills overview

Getting better at research skills: Lesson 7

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Learner response feedback: Encourage learners Lesson 1 focuses and on understanding what the term to work CAMBRIDGE 7 how RESEARCH in pairs/small groups when presenting information so ‘research’ means andSTAGE knowing totheir identify and write LEARNING OBJECTIVES they can provide continual feedback to each other. basic questions. Suggested answers/ideas: Remind learners to conduct consider 1.3 Select an appropriate method and theCAMBRIDGE purpose and audience for information they 7 the RESEARCH research toSTAGE test predictions and begin to have LEARNING answer aOBJECTIVES research question

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Getting better at research skills: Lesson 8

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CAMBRIDGE STAGE 7 RESEARCH LEARNING GOALS OBJECTIVES LEARNING Reflecting the activities in Learner’s Skills Book, each lesson 1.3start Select appropriate and conduct consists of advice on how to work themethod Prior learning To to: an through research to test predictions and begin to activity, Starter activity, activity, Class discussion andmeans • Main understand what the term ‘research’ answer a research question

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Handouts can also have Suggested answers: Based on the features, so point Suggested answers/ideas: Anyother reasonable relevant Perspectives lessons (especially Lessons 5and and 6).as this research ques Global Perspectives or from subject areas disadv explanations and on. learners to these if examples they are finding this activity a response. All oflearners’ the suggestions A–D are correct. The might be your first Lower Secondary Global group Activity: Review learning primary and its Differentiatio challenge. They should askabout themselves: Isresearch theto question Ways of working: Individually and in pairs share intention is tolesson. stimulate learners’ own ideas. Perspectives purpose Lesson 6. as 4starting interesting? Is it too broad? Is it too narrow? Isdiscussion it too Onepo po ideas andfrom clarify own thinking. Whole-class Not topic specific. and how. Giv vague? Can it be answered? parent about features of a good research question. 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Starting with research skills: Lesson 1

Peer assessment. To help you plan, a suggested time is given • understand how to write some basic Select, organise record relevant against each elementLesson 1 of1.4 the lesson, aaand list of resources you focuses onand understanding what the term questions about topic information a range ‘research’ meanseach and from knowing how of to sources identify and write will need has been included with lesson. and findings fromresearch research,question using • questions. recognise a good basic appropriate methods • identify some of the features of a good CAMBRIDGE STAGE 7 RESEARCH researchadvice question notes provide on where your

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The prior learning LEARNING learners should be in their learningOBJECTIVES before beginning the LEARNING GOALS activity. 1.1 Construct relevant research questions

To get better at: How will I know if I reach my goals?

1.2 Identify and begin to reference a range of • for: understanding theexamples difference between Good Learners to give ofand theiruse learning print and multimedia sources them primary and secondary information sources from the lesson. They can complete the tableanswer at any to locate relevant information and point in the lesson but they might do it at the end. research questions • knowing how to do an internet search to find information

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The Main activity Prior learning (approx. 5 mins) • with recognise a good research question execution of the activity, differentiation advice, Good for: Building on previous knowledge, learning suggestions for feedback and answers where relevant. • understanding. identify someThis of the features of Primary a good and might be from

question Global research Perspectives or from other subject areas as this might be your learners’ first Lower Secondary Global Perspectives lesson.

How will I know if I reach my goals?

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At the end of each lesson there are ideas on how to use Prior activity, learning (approx. 5 mins) the Independent reflection Self-assessment, Setting for: Building previous knowledge,on learning learning targets andGood Challenge topic on review, depending This might from Primary which lesson you areand in understanding. and if your learners arebecompleting Perspectives or from other subject areas as this these in the lesson orGlobal as homework. These are scaffolded might be your learners’ first Lower Secondary Global throughout each section. Perspectives lesson.

Original material © Cambridge University Press 2019. This material is not

Challenge topic: Education for all

Suggested best research question from the choice is ResearchBQuestion: Should parents be allowed to decide question as it is something people care about, not too 3 whether to home school their children instead of broad, narrow or vague, and learners will be able to find sending them school? information to to answer the question. A is too narrow; BSuggested is too broad and D is too vague and based on a false answers/ideas: premise (bad for what?). 1 I am interested in this topic because I want to find out more about different ways of getting an Independent reflection activity; education. Main activity (approx. 20–25 mins)

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CAMBRIDGE LOWER SECONDARY GLOBAL PERSPECTIVES 7: Teacher Book

Approaches to teaching and learning Active learning

What is active learning?

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Active learning is a pedagogical practice that places student learning at its centre. It focuses on how students learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think hard’, rather than passively receive information. Active learning encourages learners to take responsibility for their learning and supports them in becoming independent and confident learners in school and beyond.

Research shows us that it is not possible to transmit understanding to learners by simply telling them what they need to know. Instead, we need to make sure that we challenge learners’ thinking and support them in building their own understanding. Active learning encourages more complex thought processes, such as evaluating, analysing and synthesising, which foster a greater number of neural connections in the brain. Although some learners may be able to create their own meaning from information received passively, others will not. Active learning enables all learners to build knowledge and understanding in response to the opportunities we provide.

Why adopt an active learning approach?

We can enrich all areas of the curriculum, at all stages, by embedding an active learning approach.

In active learning, we need to think not only about the content but also about the process. It gives learners greater involvement and control over their learning. This encourages all learners to stay focused on their learning, which will often give them greater enthusiasm for their studies. Active learning is intellectually stimulating and taking this approach encourages a level of academic discussion with our learners that we, as teachers, can also enjoy. Healthy discussion means that learners are engaging with us as a partner in their learning. Learners will be better able to revise for examinations in the sense that revision really is ‘re-vision’ of the ideas that they already understand.

Active learning develops learners’ analytical skills, supporting them to be better problem solvers and more effective in their application of knowledge. They will be prepared to deal with challenging and unexpected situations. As a result, learners are more confident in continuing to learn once they have left school and are better equipped for the transition to higher education and the workplace.

What are the challenges of incorporating active learning? When people start thinking about putting active learning into practice, they often make the mistake of thinking more about the activity they want to design than about the learning. The most important thing is to put the learner and the learning at the centre of our planning. A task can be quite simple but still get the student to think critically and independently. Sometimes a complicated task does not actually help to develop the students' thinking or understanding at all. We need to consider carefully what we want our learners to learn or understand and then shape the task to activate this learning. Cambridge Lower Secondary Global Perspectives Stage 7 includes many opportunities for active learning such as pair and group work, discussions, working with a variety of texts; written and spoken, and producing a variety of shared outcomes to raise awareness about global issues, like posters, video clips and podcasts.

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Approaches to teaching and learning

Assessment for Learning What is Assessment for Learning? Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used to improve learnersâ&#x20AC;&#x2122; performance. Learners become more involved in the learning process and, from this, gain confidence in what they are expected to learn and to what standard. We, as teachers, gain insights into a learnerâ&#x20AC;&#x2122;s level of understanding of a particular concept or topic, which helps to inform how we support their progression. We need to understand the meaning and method of giving purposeful feedback to optimise learning. Feedback can be informal, such as oral comments to help learners think through problems, or formal, such as the use of rubrics to help clarify and scaffold learning and assessment objectives.

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Why use Assessment for Learning?

By following well-designed approaches to AfL, we can understand better how our learners are learning and use this to plan what we will do next with a class or individual learners (see following diagram).We can help our learners to see what they are aiming for and to understand what they need to do to get there. AfL makes learning visible; it helps learners understand more accurately the nature of the material they are learning and understand themselves as learners. The quality of interactions and feedback between learners and teachers becomes critical to the learning process.

Where the learner is now

Where the learner is going

How to get there

We can use AfL to help our learners focus on specific elements of their learning and to take greater responsibility for how they might move forward. AfL creates a valuable connection between assessment and learning activities, as the clarification of objectives will have a direct impact on how we devise teaching and learning strategies. AfL techniques can support learners in becoming more confident in what they are learning, reflective in how they are learning, more likely to try out new approaches, and more engaged in what they are being asked to learn.

What are the challenges of incorporating Assessment for Learning? The use of AfL does not mean that we need to test learners more frequently. It would be easy to just increase the amount of summative assessment and use this formatively as a regular method of helping us decide what to do next in our teaching. We can judge how much learning has taken place through ways other than testing, including, above all, communicating with our learners in a variety of ways and getting to know them better as individuals. Cambridge Lower Secondary Global Perspectives Stage 7 provides teachers and learners with opportunities to check learners' progress against learning goals, give peer feedback and improve work after feedback. For example, improving an argument after peer feedback.

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Improving learning though questioning Thinking is driven not by answers but by questions. Learners do best when they are given adequate opportunities to engage with, and respond to questions. As a teacher, you can use questions effectively in the classroom to: •

review student learning

•

challenge learner thinking

•

stimulate interest and motivate learners to become actively involved in the lesson

•

cultivate critical thinking skills

•

encourage learners to ask their own questions.

There are a number of ways in which you can do this.

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Depending on the content and aims of the lesson, it is likely that you will use different types of question. Three types of question are explained and exemplified below.

TIP

You should consider the wording of questions in advance to ensure that they are accessible to all learners. This will be particularly important in contexts where the language of instruction is not the dominant language of learners in you class. For help with language awareness, see the document called 'Developing student learners' skills' in this introduction.

Discussion questions

These facilitate debate and allow teachers to dig deeper into learner reasoning (in some situations, their imagination) by asking probing questions. Example: Why do you think that?

Activity: could be used in pair, small group or whole-class discussion. Discussion questions do not need to have a ‘correct answer’ as their value is in helping learners to think through, share and discuss their own response.

Diagnostic questions

These give you a quick insight into whether what you have taught has been learned. Responses may identify parts of the curriculum that warrant re-teaching to clarify misconceptions and fill gaps. They can identify specific gaps in learner understanding while learning is still taking place. Example: True or false?

Activity: could be a lesson starter (using mini-whiteboards or Post-it notes) or part of a quiz or other form of assessment. All diagnostic questions must have a clear purpose; you must use the information gathered to help inform your next steps. See below for suggestions on how to use diagnostic results in feedback.

Hinge-point questions The ‘hinge’ is the point where you move from one key idea/activity/point on to another. Hinge-point questions are a specific type of diagnostic question that are most useful after a period of learning to help you decide whether to continue, recap or re-teach. It is usually the case that understanding the content that occurs before the hinge is a prerequisite for the next chunk of learning. This is

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Approaches to teaching and learning

important because moving on is dangerous if key concepts are not fully understood, yet if you get this wrong and re-teach pointlessly then engagement will slip and time will be wasted. Example: What did we learn today? Why does it matter? Activity: list of ideas (timed), either individually or in a pair. These could be written on poster paper or shared orally. For hinge-point questions to be useful, you have to be able to elicit the information from learners immediately and be able to understand and act on it quickly. Dylan Wiliam suggests that learners should respond within one minute and teachers should be able to view and interpret responses within 15 seconds. Hinge-point questions seek a response in the form of a snapshot, not an essay. Experienced teachers will use a range of question types in their professional practice, appropriate to the level, subject and learners they are teaching.

Using feedback to optimise teaching and learning

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Questions help learners to challenge and explore their understanding of a particular topic. Questions can also help learners identify areas where their knowledge is less secure. This is a valuable part of the learning process. You can help them to move beyond ‘struggle zones’ in their learning by providing feedback which helps them to fill the gaps in their knowledge, thereby boosting both their competence and their confidence. Feedback should: • be oral or written • be appropriate to the learner • include information about where to go (which pages in the learner’s book, for example) to revise the problematic material. Once it is clear to learners what must be done to move beyond their current limits of learning, young people often make significant progress. You can facilitate this progress via feedback and help ‘close the loop’ of learning.

Feedback is powerful: to optimise teaching and learning, you should create an environment in which learners are encouraged to reflect on their learning experiences and identify next steps during the learning process. These next steps may take the form of further questions on the topic, to which the learners might like to research answers, or the next steps may be connected with their experiences of learning (for more information about metacognition, see the document in this introduction).

Self/peer assessment

Rather than always relying on teacher judgement, by assessing their own (and each other’s) work, learners independently assess progress with confidence. Learners who can look at their work, and judge the degree by which it reflects explicitly stated goals or criteria, can assess the quality of their work and revise it accordingly. They are actively involved in the learning process and their independence and motivation is improved.

Further reading

Gaunt, A. and Stott, A. (2019) Transform teaching and learning through talk: the oracy imperative, Rowman and Littlefield Education, Lanham, MD. Gershon, M. (2013) How to use questioning in the classroom: the complete guide, Amazon Media. Paul, R.W. and Elder, L. (2000), Critical thinking: basic theory and instructional structures handbook, Foundation for Critical Thinking, Tomales, CA. Wiliam, D. (2011), Embedded Formative Assessment, Solution Tree Press, Bloomington, IN. Cambridge Lower Secondary Global Perspectives Stage 7 develops learners' ability to not only ask questions like 'what, 'when', 'where' and 'who', but also questions which require more thinking

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about like 'how' and 'why'. For example, 'How does the amount of water an individual uses impact the issue of global water shortage?

Differentiation What is differentiation? Differentiation is usually presented as a teaching practice where teachers think of learners as individuals and learning as a personalised process. Although precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning outcomes.

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It is about using different approaches and appreciating the differences in learners to help them make progress. Teachers therefore need to be responsive, and willing and able, to adapt their teaching to meet the needs of their learners.

There is no one style teachers should adopt. Teachers do not need to differentiate everything for everyone every day; instead, they should select appropriate moments in the instructional sequence to differentiate. In other words, effective differentiation is part of an experienced teacher’s daily lesson plan. It is important that teachers are able to respond to the needs of their learners and use the techniques they deem to be most suitable. It can be difficult to fit in all the syllabus content and support all learners, keeping them engaged in their learning. This is a challenge for teachers the world over. Although there is no single formula that creates a differentiated classroom, when differentiation is in place opportunities for innovation and ongoing reflection are created that boost teaching and learning in a way which would not be possible in a ‘one size fits all’ lesson.

It is clear how much overlap there is between differentiation and Assessment for Learning methodology. Both aim to support all learners to improve their learning, using similar techniques such as questioning, providing feedback and a learner-centred approach. Ongoing assessment in class is fundamental to differentiation; teachers need to see what the learner currently knows or can do, and then work out what the learner needs to know or do next. It is an approach that incorporates a variety of strategies and depends very much on the individual teacher’s school and classroom culture to guide practical implementation and outcomes.

Effective differentiation is heavily reliant on teachers being able to respond to each individual and fully understand their needs to best support their next steps. The viability of this will depend on each teacher’s specific context, motivation, obstacles to overcome, and training.

Role of the learner

Understanding individual learners is vital for successful differentiation. In order to be effective, figuring out what the individual already knows or can do is a vital step in the process. Getting to know learners is, however, more than just finding out what they know. It is also about a broader understanding of learner difference. Learners and their learning can be different for a number of reasons: they may have different levels of interest in the topic; they may have differences in their levels of motivation, their ability to remember information, their confidence, the accuracy of their handwriting, their levels of vocabulary acquisition. Having knowledge of the individual helps teachers to plan for learning rather than teaching, and ensures that they are always supporting progress. In a differentiated classroom, teachers and learners collaborate in learning and learners have ownership and responsibility. Offering choice can encourage ownership of individual work and learning, creating a learning environment in which learners ‘have no fear’ and apply effort.

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Techniques Learning outcomes Since differentiation aims to support all learners in working towards particular outcomes, it is important to carefully consider what those outcomes are and maintain focus on the overarching learning intention and success criteria. Teachers can then formatively assess against these and gauge learner needs. A shared concept of quality between the learner and teacher is vital for learner progress. This includes both clarity of learning outcome and the use of examples of good work. If learners are aware of what good work looks like, they are better able to both self- and peer-assess.

Scaffolding Scaffolding, a metaphor to describe the process of learning support that enables learners to go beyond what they are initially able to do, can be a key component of successful differentiation.

Feedback

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These suggestions include the modelling of work and tasks, use of listening and writing frames, provision of sentence starters and structure guidelines, scaffolded use of questioning and the encouragement of group and pair work.

Feedback is a key tool in helping all learners to make progress in their learning. Good feedback can help move learners towards their learning outcomes, provided learners understand, act upon and learn from it. Feedback should address any misconceptions that are exposed during learner activities.

Group work

Teachers should employ variety in their classrooms, using a mixture of whole-class instruction, oneto-one work, small group work and peer tutoring. Group work is suggested by many as a good way to differentiate as learners working in groups are able to create knowledge with their peers, help each other to learn, use discussion and apportion tasks based on the relative strengths of the group.

A balance needs to be met between the use of group work and teacher instruction. As John Hattie (2008) argues, direct instruction done properly has a greater impact on learning than group work done incorrectly or inappropriately.

Differentiation support in our materials

Our materials will contain frequent opportunities for ongoing assessment in class to help teachers see what the learner currently knows or can do and then work out what the learner needs to know or do next. This will help to identify misconceptions or misunderstandings and guide actions. Through the course of the activities in the resources, we will support differentiation predominantly in the following ways: •

differentiation by questioning (embedding questioning strategies to inform better next steps)

•

differentiation by grouping (using mixed ability groups)

•

differentiation by outcomes (multiple modes of learner output or how learners demonstrate/ show their learning)

•

differentiation by task (additional worksheets).

There is no single, optimum way to conduct differentiated teaching. However, we can provide a selection of strategies to help teachers to become more confident in their teaching practice. Cambridge Lower Secondary Global Perspectives Stage 7 supports differentiation in a number of ways. for example, with each skill section divided into getting started with ..., developing... and

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getting better at... and by offering learners support via their peers, their Skills Book or by using an appropriate Language Support handout.

Language awareness What is language awareness?

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For many learners, English is an additional language. It might be their second or perhaps their third language. Depending on the school context, learners might be learning all or just some of their subjects through English. For all learners, regardless of whether they are learning through their first language or an additional language, language is a vehicle for learning. It is through language that learners access the learning intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure that language doesn’t present a barrier to learning. One way to achieve this is to support our colleagues in becoming more language-aware. Language awareness is sensitivity to, and an understanding of, the language demands of our subject and the role these demands play in learning. A language-aware teacher plans strategies and scaffolds the appropriate support to help learners overcome these language demands.

Why is it important for teachers of other subjects to be language-aware?

Many teachers are surprised when they receive a piece of written work that suggests a learner who has no difficulties in everyday communication has had problems understanding the lesson. Issues arise when teachers assume that learners who have attained a high degree of fluency and accuracy in everyday social English therefore have a corresponding level of academic language proficiency. Whether English is a learner's first language or an additional language, learners need time and the appropriate support to become proficient in academic language. This is the language that they are mostly exposed to in school and will be required to reproduce themselves. It will also scaffold their ability to access higher order thinking skills and improve levels of attainment.

What are the challenges of language awareness?

Many teachers of non-language subjects worry that there is no time to factor language support into their lessons, or that language is something they know little about. Some teachers may think that language support is not their role. However, we need to work with these teachers to create inclusive classrooms where all learners can access the curriculum and where barriers to learning are reduced as much as possible. An increased awareness of the language needs of learners aims to reduce any obstacles that learning through an additional language might present. This doesn’t mean that all teachers need to know the names of grammatical structures or need to be able to use the appropriate linguistic labels. What it does mean is that we all need to understand the challenges our learners face, including their language level, and plan some strategies to help them overcome these challenges. These strategies do not need to take a lot of additional time and should eventually become integral to our process of planning, teaching and reflecting on our practice. We may need to support other teachers so that they are clear about the vocabulary and language that is specific to their subject, and how to teach, reinforce and develop it. Cambridge Lower Secondary Global Perspectives Stage 7 provides a glossary of terms for use by teachers and learners. Each section in this Teacher Book outlines the subject-specific words and phrases for that section and teachers are encouraged to produce their own Language Support handouts for learners as appropriate.

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Approaches to teaching and learning

Metacognition What is metacognition? Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours. These processes help learners to think about their own learning more explicitly and ensure that they are able to meet a learning goal that they have identified themselves or that we, as teachers, have set. Metacognitive learners recognise what they find easy or difficult. They understand the demands of a particular learning task and are able to identify different approaches they could use to tackle a problem. Metacognitive learners are also able to make adjustments to their learning as they monitor their progress towards a particular learning goal. The following diagram shows a helpful way to think about the phases involved in metacognition.

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Planning

Reflection

Evaluation

Monitoring

During the planning phase, learners think about the explicit learning goal we have set and what we are asking them to do. As teachers, we need to make clear to learners what success looks like in any given task before they embark on it. Learners build on their prior knowledge, reflect on strategies they have used before and consider how they will approach the new task. As learners put their plan into action, they are constantly monitoring the progress they are making towards their learning goal. If the strategies they had decided to use are not working, they may decide to try something different.

Once they have completed the task, learners determine how successful the strategy they used was in helping them to achieve their learning goal. During this evaluation phase, learners think about what went well and what didn’t go as well to help them decide what they could do differently next time. They may also think about what other types of problems they could solve using the same strategy. Reflection is a fundamental part of the plan–monitor–evaluate process and there are various ways in which we can support our learners to reflect on their learning process. In order to apply a metacognitive approach, learners need access to a set of strategies that they can use and a classroom environment that encourages them to explore and develop their metacognitive skills.

Why teach metacognitive skills? Research evidence suggests that the use of metacognitive skills plays an important role in successful learning. Metacognitive practices help learners to monitor their own progress and take control of their learning. Metacognitive learners think about and learn from their mistakes and modify their learning strategies accordingly. Learners who use metacognitive techniques find it improves their academic achievement across subjects, as it helps them transfer what they have learned from one context to another context, or from a previous task to a new task.

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What are the challenges of developing learnersâ&#x20AC;&#x2122; metacognitive skills? For metacognition to be commonplace in the classroom, we need to encourage students to take time to think about and learn from their mistakes. Many learners are afraid to make mistakes, meaning that they are less likely to take risks, explore new ways of thinking or tackle unfamiliar problems. We, as teachers, are instrumental in shaping the culture of learning in a classroom. For metacognitive practices to thrive, learners need to feel confident enough to make mistakes, to discuss their mistakes and ultimately to view them as valuable, and often necessary, learning opportunities. Cambridge Lower Secondary Global Perspectives Stage 7 encourages learners to develop their metacognitive skills by providing opportunities for individual reflection at the end of each lesson, for example by asking learners to consider what helped them learn best in the lesson and what skills they still need to work on.

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Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people from around the globe? To create innovation as technology increasingly takes over routine work? To use advanced thinking skills in the face of more complex challenges? To show resilience in the face of constant change? At Cambridge, we have been working on how we can help you with this.

The Cambridge Framework for Life Skills

So, we analysed the basic components of these global competencies frameworks and interpreted the different approaches and initiatives to create a common framework of life skills and competencies that can be successfully delivered through teaching at all levels of the Cambridge Pathway.

We have grouped these skills into six main Areas of Competency that can be incorporated into teaching, and have examined the different stages of the learning journey, and how these competencies vary across each stage.

Creativity

Areas of Competency

Many frameworks exist that aim to address the skills and competencies learners' need to succeed through the levels of their education and on into the world of work for the 21st century. At Cambridge, we are responding to educators who have asked for a way to understand how all these different approaches to life skills and competencies relate to their teaching at all levels and support development of the Cambridge Learner Attributes, and how they can support and evidence the development of these skills by their learners through their learning.

Critical Thinking

Learning to Learn Communication

For each of these areas, we have broken down the practical component skills, to help you to understand what each competency involves.

Collaboration Social Responsibilities

The six key Areas of Competency The six key skills areas that we will be supporting in our Teacher's Book and Learner's Skills Book are explained below.

1 Creativity The ability to generate original and innovative ideas or alternatives that are viewed as being valuable and meaningful. Some attributes of creativity are: divergent thinking, imagination,

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Approaches to teaching and learning

cognitive flexibility, tolerance for ambiguity or unpredictability and intrinsic motivation. We have identified three key competencies within the area of creativity in an educational context: •

the skills needed to participate in creative activities

•

creating new content from one’s own ideas or other resources

•

discovering and expressing one’s personal identity and feelings through creative activities.

2 Collaboration

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Collaboration is often described as being a key skill for 21st century education. Some advantages of collaboration over individual problem-solving are effective division of labour, use of information from multiple sources, perspectives and experiences, higher level of creativity and quality of solutions. When people are involved in verbal interaction, they are not simply sharing information but they are supporting each other in collective thinking. This collaborative allows participants to achieve more than they can get alone. We have identified three key competencies within the area of collaboration: •

taking personal responsibility for one's own contribution to a group task

•

listening respectfully and responding constructively to others’ contributions

•

managing the sharing of tasks in a project.

3 Communication

Communication is a vital professional and life skill, involving sharing information, ideas and knowledge between people. It is an active process in which elements such as non-verbal behaviour and individual styles of interpreting and ascribing meaning to events have significant influence. Mastering effective communication is a skill learners need for effective and efficient sharing of information, ideas or knowledge in educational and work settings which can be developed and honed at all levels and stages. We have identified seven key competencies within the area of communication: using appropriate language/register for context

•

managing conversations

•

overcoming one's own language gaps

•

participating with appropriate confidence and clarity

•

supporting others to communicate successfully

•

structuring content

•

using language for effect.

4 Critical thinking

The higher levels of thinking that learners need to develop enable them to think effectively and rationally about what they want to do and what they believe is the best action. It consists of identifying links between ideas, analysing points of view and evaluating arguments, supporting evidence, reasoning and conclusions. We have identified six key Critical thinking competencies: •

analysing to understand key points and links between ideas.

•

evaluating texts, ideas and arguments

•

synthesising ideas and information

•

identifying and prioritising problems

•

evaluating options

•

asking effective questions .

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5 Learning to learn It is essential that we continue to learn new skills and knowledge throughout our working lives. The aim of education has to focus as much on the skills of learning as on the outputs of learning. We have identified six key competencies within the area of Learning to learn: •

developing skills for participating in learning

•

taking control of one's own learning

•

reflecting on and evaluating one's own learning success

•

identifying and using effective learning techniques and strategies

•

making notes, storing and retrieving information

•

managing exam preparation.

6 Social responsibilities

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The ‘globalised’, fast-changing, and multicultural world offers clear opportunities for young people to interact with others and to access information across time and space. However, it also brings challenges of a magnitude no other generation has faced. Climate change, war and conflict, refugees, poverty, gender and social inequality demand global action and a new practice and discourse in the education of young people. Social responsibilities refer to the rights and duties that come along with being a citizen of a particular nation or state, as well as of a broader global entity. We have identified six key competencies within the area of Social responsibilities: understanding one's personal and social responsibilities as a global citizen

•

behaving consistently with one's personal and social responsibilities

•

showing leadership skills

•

understanding one's own and others’ cultures

•

understanding and discussing global issues

•

understanding and managing career development options and techniques

•

Cambridge Lower Secondary Global Perspectives Stage 7 supports all six key areas of competency. Collaboration and communication are the focus of sections 5 and 6 of the Learner's Skills Book. Activities to develop these skills are also contained within other sections of the Learner's Skills Book as are activities to develop creativity, critical thinking, learning to learn and social responsibilities.

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Research skills overview

Section 1 Research Introduction •

constructing research questions

•

developing information skills

•

conducting research

•

recording research findings.

Please note that the Stage 9 learning objectives differ slightly to the learning objectives for Stages 7 and 8. As well as opportunities for developing research skills in this section, you will also find opportunities within these Lessons to develop some of the other Global Perspectives skills. For example, when recording and presenting information, not only will learners be developing their research skills, they will also be developing their communication skills.

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The Lessons in the Learner's Skills Book which accompanies this Teacher Book will enable you to guide and support your learners to become more effective researchers. The Lessons enable your learners to build on the research skills developed in Stages 7 and 8 of the Lower Secondary Global Perspectives programme. By the end of Stage 9, they will be more prepared to move into study at Secondary level as they will be more secure in their ability to identify and ask research questions, know where and how to look for information, and be able to record and present the information they find. The learning objectives and learning goals for research skills for Stage 9 focus on:

Research skills overview Learning objectives

1.1 Construct a range of relevant research questions and identify the most appropriate one to follow up

1.2 Identify and accurately reference a wide range of print and multimedia sources and use them to locate relevant information and answer research questions 1.3 Select most suitable methods and conduct research to test predictions and answer a research question

1.4 Select, organise and effectively record relevant information from a wide range of sources and findings from research, justifying the method chosen

Disease and health; Sport and recreation; Language and communication; Conflict and peace

Challenge topic ideas

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•

Learners know that they can use a search engine, but are often unsure how to use a search engine effectively

•

Learners should make their own notes and write in their own words when searching for and presenting information

•

Research does not just have to be from the internet; learners can use books, newspaper and magazine articles, community newsletters, podcasts, videos; interviews with family, friends, teachers and peers; and questionnaires/surveys

•

Learners are encouraged to use a range of different information sources such as audio and visual sources, blogs, news articles and reports, and to learn how to reference these accurately

•

Research can be presented in many ways, such as presentations, podcasts, leaflets, posters, brochures, graphs. Learners should find the most suitable way of presenting their research. This might be a combination of a graph and some written text

• •

•

Biased and leading questions are questions like ‘Do you agree that society is unhealthy?’ and ‘Why should we do more sport?’ Questions which only allow for descriptive responses often start with ‘How …?’ or ‘What …?’. For example, ‘What sports do people do?’ and ‘How do people communicate with each other?’ Pre-teach key vocabulary: main ideas; topic-specific words; question; statement; identify; effective; explain; evaluate; evidence; features; judgment; primary/ secondary research; primary/secondary sources of information; summarise; newspaper; article; sub-heading; title; broad; narrow; vague; bias; leading question; prediction; relevant; reliable; characteristics; data; argument; balance; option; convincing; outdated; global perspective; national perspective; personal perspective; cause; consequences; course of action; issue; reference; presentation; any topic-specific vocabulary for the Challenge topics: Disease and health; Sport and recreation; Language and communication; Conflict and peace

Language support

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Key points

Section 1 Research

•

Cross-skills links

Handout of question words with some examples from the topics/subjects: when, what, which, who, where, why, how, does, is, should

2 Analysis

2.1 Identify perspectives and synthesise arguments and evidence from a range of sources on a given topic 2.2 Identify patterns and trends in graphical or numerical data in order to support an argument 2.3 Make some links between causes and consequences of an issue at personal, local and global levels 2.4 Recommend an appropriate course of action and explain possible consequences for a national or global issue

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Research skills overview

Cross-skills links

3 Evaluation 3.1 Evaluate a range of sources, considering the author and purpose and how well they are supported by other sources, explaining why some may be biased 3.2 Evaluate the reasoning of an argument in a source, considering the structure and techniques used 4 Reflection 4.1 Explain personal contribution to teamwork and relate to own strengths and areas for improvement 4.2 Relate benefits and challenges of teamwork to personal experience of working together to achieve a shared outcome and identify targets for improvement

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4.3 Explain how personal perspective on an issue has changed as a result of conducting research and exploring different perspectives 4.4 Identify skills learned or improved during an activity and consider strategies for further development 5 Collaboration

5.1 The team assign roles and tasks with an appropriate rationale and respond flexibly when required to help each other achieve a shared outcome 5.2 The team member introduces useful ideas to help achieve a shared outcome, and works positively and sensitively to resolve conflict and solve problems, supporting and encouraging other team members to participate, when required 6 Communication

6.1 Present coherent, well-reasoned and clearly structured arguments with detailed referencing of sources where appropriate

6.2 Listen to ideas and information and offer well-judged contributions that shape the discussion and enhance understanding of the issue

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Starting with research skills: Lesson 1 Lesson 1 focuses on starting to discuss the features of effective research and being able to evaluate and write research questions.

CAMBRIDGE STAGE 9 RESEARCH LEARNING OBJECTIVES

LEARNING GOALS To start to:

Suggested answers/ideas: Options A, C and D are all features of effective research. Encourage discussion about why option B is not a feature, referring learners back (if appropriate) to Stages 7 and 8. Further features include putting three to six words into the search engine; not only looking at the first page of results; checking the date of the article; checking the author is an expert by looking for other articles, and so on.

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1.1 Construct a range of relevant research questions and identify the most appropriate one to follow up

information sources rather than just accepting the first few that come up; copy and paste the website address onto a Word document; adding the author, date and title of the article for use as a reference, and so on.

Not topic specific.

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discuss the features of effective research

Starter activity (approx. 10 mins)

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evaluate research questions

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write relevant research questions.

Good for: Evaluating research questions according to the features of good research questions and other features.

Resources needed

Learner's Skills Book; your own Language Support Handout (if appropriate); Challenge topic and research questions (e.g. ‘Disease and health’; see Worked example for the Starter activity below).

How will I know if I reach my goals?

Good for: Learners to give examples of their learning from the lesson. They can complete the table at any point in the lesson, but might do it at the end.

Prior learning (approx. 5 mins) Good for: Building on previous knowledge, learning and understanding. This might be from Primary Global Perspectives, from other subject areas or from Stages 7 and 8 Lower Secondary Global Perspectives. Activity: Examine statements to identify what is and is not effective research. Differentiation: For support, give learners further options to choose from if they are struggling to come up with their own ideas for task 3. For example: dismiss any sources that have ‘Ad’ in front of them as these websites are trying to sell something; scroll down to the end of the page or to the next page to check for further

Activity: Give learners a series of five research questions related to the topic (including some good and some bad research questions; see Worked example below). You can give an example, using the features of a good research question, before learners do the activity. Suggested answers: 1 2

It depends on the questions. Learners should ask themselves questions a–e listed in their Skills Book. It depends on the questions. Learners should ask themselves whether their question allows them to do the things in the bullet list in the Learner's Skills Book.

Worked example for the starter activity Challenge topic: Disease and health Ideas for good research questions: • Do environmental factors cause chronic disease? • Does society focus more on disease than on health? • Is chronic disease a global issue? • Are diet and lifestyle responsible for chronic disease? • Does stress lead to chronic disease? • Is conventional medicine the only treatment for chronic disease? These are all interesting questions from a Global Perspectives viewpoint, are clearly worded, not leading

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Starting with research skills: Lesson 1

and can be answered after research. They also allow the features (causes and consequences, global and national perspectives, and course of action) to be included in a report to answer these questions. Ideas for bad research questions:

Ways of working: In pairs, to share ideas and clarify own thinking. Individually and then in pairs as preferred. Different opinions/perspectives: Learners also consider whether their questions allow for different (global and national) perspectives. For example, the good research questions from the Worked example for the Starter activity all allow for the development of both global and national perspectives, whilst the bad research questions do not.

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What is chronic disease? (leads to description rather than analysis and is too narrow)

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Do you agree that chronic disease is a growing problem? (a leading question and quite vague)

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What chronic diseases might affect young people? (quite narrow and leads to description rather than analysis)

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Do you think doctors in America do enough for people with chronic disease? (not very clear [what’s ‘enough’?] and quite narrow as the focus is just America)

How can chronic disease be cured? (quite vague and too broad)

Once they have three research questions, they check with another pair using the features.

Learners choose one research question. They might reword it after feedback to allow their research question to include all the other features (causes and consequences, and so on).

Any suggested questions about the topic should be accepted for the mind map activity.

Encourage learners to focus on the features of good research questions to produce their three research questions.

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Learner response and feedback:

All these questions lend themselves to description rather than analysis, will be difficult to answer after research and do not allow for the features (causes and consequences, global and national perspectives, and course of action) to be included in a report to try to answer these questions.

Main activity (approx. 20–25 mins)

Good for: Writing relevant research questions about a topic.

Activity: Learners produce a mind map of questions about a topic (can be any topic but should be a different topic from that chosen for the Starter activity).

Good for: Encouraging learners to consider what helped them develop their research skills in the lesson. Ask them to be as honest as they can. There is no correct response and they can choose more than one option. Encourage learners to choose the other skills they think they have used in this lesson and give an example of how they used each one. This activity can be done in class, at home or in self-study time.

Differentiation: Discuss different types of question words as a starting point: when, what, which, who, where, why and how. Also point to the use of the following as suitable starters for good research questions: ‘Is …?; Does …?; Should …?; Can …?’. Refer to the good and bad research questions in the Starter activity.

Independent reflection activity (approx. 5–10 mins)

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Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book

Starting with research skills: Lesson 2 Lesson 2 focuses on starting to select suitable research methods to answer a research question and on selecting and summarising relevant information from a text.

CAMBRIDGE STAGE 9 RESEARCH LEARNING OBJECTIVES 1.3 Select most suitable methods and conduct research to test predictions and answer a research question

LEARNING GOALS To start to:

Differentiation: To challenge, give learners further questions that test a prediction and ask: ‘Does this question test a prediction?’ Ask learners to formulate their own questions that test predictions. Suggested answers/ideas: Elicit what it means to test a prediction (learners can review work done in Stage 7 or look at the Tip in the Stage 9 Skills Book). A question that tests a prediction is one where the researcher thinks they know the outcome before they do research. Questions A and C test predictions. A because the researcher thinks that junk food does lead to chronic disease in the United Kingdom and C because the researcher thinks that environmental factors are responsible for chronic disease.

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1.4 Select, organise and effectively record relevant information from a wide range of sources and findings from research, justifying the method chosen

Activity: Learners choose which question(s) they think tests a prediction. Encourage learners to look at the work they did on research questions last lesson and to share their choice with the class and the reasons for this choice.

select suitable research methods to help answer a research question

Does not need to be topic specific. Learners can make up their own questions.

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select relevant information from an information source

Starter activity (approx. 5 mins)

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summarise relevant information from an information source.

Good for: Exploring questions that allow for the development of a global and national perspective.

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Activity: 1

Learner's Skills Book 9; your own Language Support Handout (if appropriate); Challenge topic and information source (e.g. ‘Disease and health’; see Worked example for the Main activity below).

Learners decide which is the best question in the Prior learning activity to allow for the development of a global and national perspective. Pair and then whole class discussion to decide on the question.

How will I know if I reach my goals?

Learners discuss and decide which might be the most suitable methods to find information to help answer the question identified in task 1.

Good for: Learners to give examples of their learning from the lesson. They can complete the table at any point in the lesson, but might do it at the end.

Learners decide on three to six key words to put into a search engine to find sources of information to help them answer the question.

Suggested answers:

However, not everybody will suffer from lack of energy, aches and pains or a chronic disease in their lifetime. People who eat well, exercise daily, limit the amount of stress they have by meditating and taking time out in nature can increase their chances of a healthy, disease-free life. For example, the healthiest diet in the world is reputed to be the Mediterranean diet. It includes fresh fruit and vegetables; nuts and seeds; wholegrain cereals such as rice; fish; dairy; and olive oil as the main source of fat. People who eat a Mediterranean diet are reported to live longer than those that follow a diet of burgers, chips and very few fruits and vegetables.

People in Spain have long been advising of the benefits of their diet for longevity. The human body is like a machine that needs fuel. Give it the wrong fuel and it breaks down but give it the right fuel – like a Mediterranean diet – then it will keep going for longer. These are the thoughts of the Spanish government when asked why it thinks Spanish people live longer than people from other countries. One way of increasing your energy, avoiding muscle aches and pains, and trying to ensure that you are fit and healthy into later life is to do more exercise. A brisk walk of 20–25 mins per day (perhaps out in nature, in a park or along the coast) will help you maintain your fitness and health, along with ensuring that vegetables take up half of your plate at each mealtime. Do this daily for a month until it becomes habit and you will never look back.

Suggested national perspective: Spanish government: Mediterranean diet is the healthiest in the world; Spanish people live longer. Suggested course of action: 20–25 mins fast walking per day; more vegetables at each meal. Suggested paragraphs

Causes: Serious illnesses like cancer and heart 3 a disease are often caused by the food we eat, a lack of movement and too much stress. Consequences: Consequences of a diet lacking fruit and vegetables include fatigue and aches and pains in the body. A shorter life can also be a result of not eating a healthy diet, not getting enough exercise or having too much stress in life. Global perspective: The World Health Organization states that unless preventative measures are taken, such as a change in diet and lifestyle, the numbers suffering from chronic illness globally will continue to increase. UK, German and French health systems also support this perspective. National perspective: The Spanish government thinks that the Mediterranean diet, which includes plenty of fruits, vegetables, wholegrains and nuts is the healthiest in the world and this is why the Spanish population is so healthy.

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Starting with research skills: Lesson 3

Course of action: If we do approximately 20–25 mins of exercise every day and change our diet so that we eat a lot of vegetables at mealtimes, we can help to prevent chronic disease in the future.

Independent reflection activity (approx. 5–10 mins)

be as honest as they can and to choose just one option. There is no correct response. Encourage explanation, but not all learners will be able to do this. Encourage learners to reflect on how they used communication skills this lesson, for example working with a partner and listening to their ideas; writing a summary using own words to convey the text message. This activity can be done in class, at home or in self-study time.

Good for: Encouraging learners to consider what they found most interesting during the lesson. Ask them to

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Starting with research skills: Lesson 3 Lesson 3 focuses on understanding how to reference information sources accurately and using references to find relevant information to help answer a research question.

CAMBRIDGE STAGE 9 RESEARCH LEARNING OBJECTIVES

1.2 Identify and accurately reference a wide range of print and multimedia sources and use them to locate relevant information and answer research questions

1.4 Select, organise and effectively record relevant information from a wide range of sources and findings from research, justifying the method chosen

LEARNING GOALS

To start to: •

understand how to reference information sources accurately

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use references to find relevant information

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record relevant information.

How will I know if I reach my goals? Good for: Learners to give examples of their learning from the lesson. They can complete the table at any point in the lesson, but might do it at the end. At the end of this lesson, learners will set their mini targets before they move on.

Prior learning (approx. 5–10 mins) Good for: Building on previous knowledge, learning and understanding. This might be from Primary Global Perspectives, from other subject areas, from Stages 7 and 8 Global Perspectives or from previous Stage 9 Global Perspectives lessons. Activity: Learners choose which of the references is incorrect. There is only one incorrect answer. Differentiation: Learners can work in pairs and then share with another pair/in class. Refer learners to the tips in the Starter activity for guidance about what to include in a reference. Suggested answers: The only incorrect reference is D, which is missing a date of publication and also the title of the publication.

Starter activity (approx. 10 mins) Good for: Writing references accurately.

Resources needed Learner's Skills Book; your own Language Support Handout (if appropriate); Challenge topic and three information sources (e.g. ‘Disease and health’; see Worked example for the Starter activity below); three references for the Main activity (see below); computers and internet access (if applicable).

Activity: Learners look at all three information sources (on the board or a handout) and write a correct reference for each source (see Worked example below). You might want to discuss with the class what needs including in a reference before this activity or you can do it after the activity to see what learners remember from previous work on referencing. You might also

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Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book

use your own information sources. The key aim is for learners to start referencing a wide range of sources from multimedia as well as articles from newspapers and journals.

Worked example for the starter activity

Suggested answers: Answers will vary according to the three sources of information given (see Worked example below).

Ideas for information sources:

Should be topic specific.

Challenge topic: Disease and health Source A: Infographic (poster) about healthy living, see below.

Tips for healthy living

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Jane King, 2019 http://www.healthy-living/infographic.org

At least half of what’s on your plate for dinner should be vegetables.

Sleep well for 7–8 hours a night.

Eat two servings of fruit and five of vegetables every day – in a rainbow of colours. Laugh more and talk to a friend or adult about any problems.

Choose water to drink – and make sure you drink plenty every day.

Switch off the screen and exercise for at least 20 mins every day.

If you need a snack, eat a healthy one and eat fewer sugary foods.

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Starting with research skills: Lesson 3

Source B: Interview/podcast below (can be recorded and played or used as a magazine interview). Interview with Sabrina Shaw about ‘Healthy lifestyle’ – New You Health Magazine, July 2019. Interviewer: Do you think it would be a good idea if you started to eat more healthily? Then tune in now to our live interview with Sabrina Shaw who will tell us all about her fun and easy way of eating healthily and maintaining a healthy lifestyle. Welcome, Sabrina.

Sabrina: A friend of mine asked me to do a charity run with her – 5 K, I think. I did it and really easily, and that got me thinking about how amazing the body is and how it needs activity to function well. So I started to run regularly and have competed in a lot of races, raising money for various charities around the world. This is when I started thinking that being healthy is not just about food, it’s about exercise and rest. Getting enough sleep is also important, as is not having stress in our lives and enjoying what we love doing.

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Sabrina: Thank you for inviting me.

Interviewer: You’re now passionate about natural health, aren’t you? How did this start?

Interviewer: How old were you when you thought that health was important?

Sabrina: Growing up I didn’t really know much about nutrition. I knew it was important to do sport but hated sport at school, although I came to love it afterwards and I started swimming and running in my late teens. As far as food went, I made the decision to become vegetarian when I was 16 but looking back this was more about restricting food choices because, like many teenage girls, I was concerned about my weight. When I left home and went to university, I didn’t eat very well at all and seemed to survive on pizza! It wasn’t until a close family friend got sick that I thought it was about time I looked carefully at what I was putting into my body and the way I was treating it.

So, what does your diet Interviewer: look like now?

Sabrina: Now, I eat a lot of raw food – but not 100%, more like 80% – as I eat only one cooked meal per day, generally in the evening, and the rest of the time I eat fruit and vegetables. I eat a lot of delicious salads with a bit of healthy fat, like nuts and seeds, and some protein, like fish or beans. Of course, I try to avoid heavily processed foods like cakes and biscuits, and fried foods like chips.

Interviewer: All useful things for us to take note of. Thank you, Sabrina. I enjoyed talking to you and I know our listeners will be inspired to take action to clean up their own lives.

Source C: Blog below.

Living with a chronic disease

Living with a chronic disease isn’t what we plan – it just happens. One day, you go to the doctor with a pain and the next, you’re rushed into hospital for tests and scans for this and that. And then, that pain becomes something more series – a chronic disease that’s life-threatening – wow! Nobody plans for an illness. I certainly didn’t. It wasn’t something I’d planned for and it wasn’t something I wanted. But, it was something I got and now have to live with if I want to live – which I do. I’m not done yet, so I keep going, doing what I can when I can. Doing what my body needs and my mind tells me is the right thing to do. One of which is to write this blog in the hope that I can inspire others in the same situation. Sometimes, it feels like one step forward and two steps back, but my body amazes me in its resilience to keep going.

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Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book

Hayley Greene, 2019

http://hayleygreene.com/blog/ Suggested answers:

Ask learners to predict the content of each source just from looking at the reference.

Learners use one of the references to find information to answer the questions in their Skills Book.

Ways of working: Learners work in pairs for discussion and support and to clarify own thinking. Different opinions/perspectives: Learners will be looking for different perspectives in their source. Encourage them to think about what their own perspective on the issue might be. Learner response and feedback: Stress that often references given at the end of an article can lead to further interesting information sources which might help them to answer a research question. You could also refer to wiki websites here, in that they might be edited so cannot always be reliable and trustworthy, but the reference list given at the bottom might lead them to further information sources that are more reliable.

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I shan’t go into details but suffice to say that, in the last year, I’ve had four lots of surgery and my body is remarkable in that it has recovered from all of them. Now, I am doing what I love doing to keep myself fit and healthy. I have started to practise meditation and yoga, which I find calming and the movement is keeping me in shape physically as well as mentally. My family and friends have been a great support and I enjoy meeting up with them and going out to enjoy myself – there’s nothing better than a funny film or an uplifting piece of music to dance to! I also give my body and mind healthy, nourishing foods. I love a great big salad with plenty of colour – the colours of the rainbow in fact. Life is good and I’m grateful.

A King, J. (2019). ‘Tips for healthy living’. Online: http://www.healthy-living/infographic.org (Accessed 23/07/2019). B New You Health Magazine (2019). ‘Healthy lifestyle’. Interview/podcast.

C Greene, H. (2019). ‘Living with a chronic disease’. Blog. Online: http://hayleygreene.com/blog/ (Accessed 23/07/2019).

Main activity (approx. 20–25 mins)

Good for: Enabling learners to predict the content of information sources from a reference and to select relevant information from information sources.

Activity: You can either give learners references of internet sources for them to find information from online or you can give them references of articles in newspapers/community newsletters that they have access to in class. All references should include the author, the date the article was published (or ‘(n.d.)’ if there is no date), the title of the article, the website address (if appropriate) and the date accessed (if an internet source). They should also lead learners to articles or information to enable them to answer the questions in task 2.

Suggested answers: These will depend on the chosen references.

Independent reflection activity; Self-assessment; Challenge topic review (approx. 15–20 mins) Good for: Encouraging learners to consider their learning in lessons. Ask them to be as honest as they can. There is no correct response and they should choose only one option. Encourage learners to reflect on how they have used collaboration skills in the lesson, for example by sharing ideas with a partner or in a small group or by helping someone else in the lesson. Learners also complete the self-assessment to set their own learning targets before they move on. Learners think about and shade where they think they are at this time in their learning. ‘With help’ refers to guidance given (pointing a learner in the right direction, although examples should still come from the learner), for example from the teacher, other learners, previous work done by the learner in the Skills Book. For the Challenge topic review, learners explore the topic used in this section to develop research skills. These activities can be done in class, at home or in selfstudy time.

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Developing research skills: Lesson 4

Suggested examples: 1.1 Features of effective research: looking at an author’s webpage to see where they work, their expertise and what else they have published; making notes from an information source to answer questions relevant to a research study; recording the title of an article, the date published and the author’s name to add to a reference list. To evaluate a research question: check that it’s interesting; can be answered after research; is arguable; is not too broad, narrow or vague; is not leading and does not contain bias. Example of a research question: ‘Is chronic disease caused by environmental factors?’

1.2 To acknowledge/recognise someone else’s ideas, give credibility to own ideas, and so on.

For example: Kaffy, J. (2019). ‘The impact of the environment on human health’. Online: https:// www.humanhealth.com (Accessed 23/07/2019).

1.3 A prediction is a statement about what you think might happen in the future or what you think might be the cause or consequence of something that has happened. Places to get information to test a prediction include interviews, questionnaires/ surveys, internet searches, newspapers, magazines, books. For example, to test the prediction that burgers are unhealthy, ask a nutritionist.

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1.4 Any relevant example.

Developing research skills: Lesson 4 Lesson 4 focuses on discussing and explain the features of good research questions, evaluating and rewording research questions, and writing research questions that help write reports including specific features.

CAMBRIDGE STAGE 9 RESEARCH LEARNING OBJECTIVES

1.1 Construct a range of relevant research questions and identify the most appropriate one to follow up

LEARNING GOALS

To develop knowledge and understanding about: the features of good research questions

• •

rewording questions to make them good research questions

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writing relevant research questions to help write reports including specific features.

Resources needed Learner's Skills Book; your own Language Support Handout (if appropriate); Challenge topic and a series of sub-topics (e.g. ‘Sport and recreation’; see Worked example for the Main activity below).

How will I know if I reach my goals? Good for: Learners to give examples of their learning from the lesson. They can complete the table at any point in the lesson, but might do it at the end.

Prior learning (approx. 5 mins) Good for: Building on previous knowledge, learning and understanding. This might be from Primary Global Perspectives, Stages 7 and 8 Global Perspectives, from other subject areas or from previous Stage 9 Global Perspectives lessons. Activity: Learners discuss the features of a good research question with a partner and then finish the definition in no more than ten words. A good research question is one that that is interesting, clear, not leading, not too broad, too narrow or too vague, and a question that allows for information to be found/an answer. Differentiation: Allow learners to look back in their Skills Book to Lesson 1. Some will not need to. Learners work in pairs for support. Each pair can share with another pair for further ideas. Suggested answers/ideas: Any reasonable and relevant response. For example, a good research question … is interesting, can be researched and answered, and is focused/clear. (10 words) Not topic specific.

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Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book

Starter activity (approx. 10–15 mins) Good for: Judging the quality of research questions and giving reasons for this judgment. Activity: 1

Learners decide which is the best research question and why.

They share with their classmates.

They then make the other two questions better.

Individual, pair and whole class discussion. Suggested answers/ideas:

C. This is a good question as it is clear, interesting, focused, can be argued and answered after research. It can also allow for different perspectives and a course of action.

B. This is a leading question as it says, ‘Do you agree …’ and assumes that football can help bring nations together. The question is interesting, clear and focused, and it can be argued. A better question would be: ‘Can football help bring nations together?’

Arguable: Does your research question allow you to form an opinion? Does it allow you to support this opinion with evidence?

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Perspectives: Does your research question allow for the development of different perspectives (global and national)?

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Course of action: Does your research question allow for a course of action?

Main activity (approx. 20–25 mins) Good for: Developing learners’ own research questions that allow for the inclusion of different perspectives, a course of action and a conclusion (personal perspective) in a written report.

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1 A . Questions starting with ‘Why …?’ tend to lend themselves to description and explanation (analysis), but not evaluation, and to one answer. This question is not very interesting from a Global Perspectives view point, it is too narrow and, although it can be answered, this will only be in a factual way after research. The question is also leading, assuming that sport is important. There is no element of argument or debate to reach a conclusion about. It also does not allow for the development of different perspectives (global or national/local). A better question would be: ‘Is sport important for long-term health?’

•

ou can ask learners to start each of their ‘better’ Y questions with ‘Is …?’, ‘Can …?’ or ‘Does …?’ to see if they can come up with questions that are interesting and can be argued and answered. You might also do this part of the activity as a whole class after further discussion about the features of a good research question. Learners should ask themselves if the question is:

Activity: Learners choose one of the topics you show/ give them. They work through the tasks in pairs. Allow some time for some initial research in task 5 (10–15 mins). For ideas for sub-topics for the Challenge topic ‘Sport and recreation’, see Worked example below. Differentiation: Learners work in pairs for support. You could create a handout with all the features of a good research question on it. (Is it interesting? Is it leading, too broad, narrow or vague? Can it be answered? Is it clear? Is it focused? Is it arguable? Does it allow for a global and a national perspective? Does it allow for a course of action? Does it allow for a conclusion (personal perspective)?) The handout can also include explanations and examples. Ways of working: In pairs and small groups to share ideas and clarify own thinking. Different opinions/perspectives: Encourage learners to see if their questions allow for the development of different perspectives: global, national and personal. Learner response and feedback: Encourage learners to give feedback to each other based on the features of a good research question. Suggested answers/questions based on the Challenge topic ‘Sport and recreation’: Learners are developing their ability to write a relevant research question (see Worked example below for answers to the different tasks).

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Clear: Does the sentence structure of the question make sense? Is it a question? Would someone else know what you are asking?

Worked example for the main activity

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Focused: Is the question too broad, making it hard to answer? Is the question too narrow, making it hard to find enough information?

Sub-topics for learners to choose from: Football; The World Cup; Tennis; The Olympic Games;

Challenge topic: Sport and recreation

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Developing research skills: Lesson 5

Possible research questions:

• Do the benefits of hosting the Olympic Games outweigh the costs?

• Do the Olympic Games benefit society as a whole?

b When are the Olympic Games held?

• Can the Olympic Games resolve global conflict?

c Why are the Olympic Games important?

3 a This question is interesting from a Global Perspectives viewpoint and clear but does not allow for the development of different perspectives and is not arguable.

• What are the advantages and disadvantages of hosting the Olympic Games?

6 Learners check that their research question is a good question with you.

The Paralympic Games; Inequality in sport; Sport and peace; Cricket; Use of technology in sport. 2

Three questions for the sub-topic ‘The Olympic Games’.

a What are the Olympic Games?

Reworded question: Are there more advantages to hosting the Olympic Games than disadvantages?

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b This question is interesting and clear but does not allow for the development of different perspectives and is not arguable. (It is also too narrow.)

c This question is interesting, clear and does allow for the development of different perspectives (as different groups of people might give different reasons for why the Olympics are important). However, it is not arguable and is a leading question as it assumes that the Olympic Games are important.

Independent reflection activity (approx. 5–10 mins) Good for: Encouraging learners to consider their learning in lessons. Ask them to be as honest as they can. There is no correct response and they should choose only one option but give reasons for their choice. Encourage learners to reflect on their use of communication skills during the lesson, for example by discussing the features of good research questions with a partner to clarify own thinking. This activity can be done in class, at home or in self-study time.

Developing research skills: Lesson 5 Lesson 5 focuses on selecting the most suitable research methods depending on the aim and writing questions to gain information about a topic from both the internet and other people.

CAMBRIDGE STAGE 9 RESEARCH LEARNING OBJECTIVES

1.1 Construct a range of relevant research questions and identify the most appropriate one to follow up

LEARNING GOALS To develop knowledge and understanding about: •

selecting the most suitable research methods

•

writing questions to gain relevant information from the internet

•

writing questions to gain relevant information from other people

•

referencing sources of information accurately.

Resources needed Learner's Skills Book; your own Language Support Handout (if appropriate); picture for the Prior learning activity (see below); Challenge topic (e.g. ‘Sport and recreation’; see Worked example for the Main activity below); internet access and computers.

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Cambridge Lower Secondary Global Perspectives 9: Teacher’s Book

How will I know if I reach my goals?

Starter activity (approx. 10 mins)

Good for: Learners to give examples of their learning from the lesson. They can complete the table at any point in the lesson, but might do it at the end.

Good for: Discussion about how to write good questions to gain information about a topic from other people.

Prior learning (approx. 5–10 mins) Good for: Building on previous knowledge, learning and understanding. This might be from Primary Global Perspectives, from Stages 7 and 8 Global Perspectives lessons, from other subject areas or from previous Stage 9 Global Perspectives lessons.

Suggested answers/ideas: Responses will vary. Encourage discussion about what makes a good question to gain information from other people (as opposed to from the internet). Questions should: use words that have clear meanings/ use understandable words; be short and concise; be able to be answered quickly/not take too long to answer; not have too many options; not be leading or contain bias.

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Activity: Learners look at the picture you show them. For the Challenge topic ‘Sport and recreation’, for example, it could be a photo or short videoclip of a paralympic basketball/football game. Learners discuss it with a partner and then write down three relevant research questions.

Activity: Learners discuss with a partner and then list the features of good questions to gain information from other people.

Not topic specific.

Main activity (approx. 20–25 mins)

Differentiation: Learners can work in pairs and share their ideas with another pair or whole class.

Good for: Writing sub-questions to enable research to help answer a research question.

Suggested answers/ideas: Any reasonable and relevant response.

Activity: 1

Learners refer to the research question they wrote in the Prior learning activity in this lesson. They write as many sub-questions as they can so that they can start their research to help answer their question.

Learners divide their questions into two categories: ones that are useful for internet research and ones that are useful for gaining information from other people.

• Do the Paralympics inspire young people globally?

Learners share their 2 sets of questions with their classmates to gain feedback to improve their questions.

• Do the Paralympics have the power to change attitudes towards people with disabilities?

It depends on the questions. It is likely that learners will notice that the questions to ask other people are about their opinion in order to get personal perspectives, whereas the questions for internet research will help to develop a global or national perspective or find out facts.

Learners find useful sources of information to help answer questions that might be answered with internet research and reference them accurately.

For the suggested photo or videoclip, example questions are likely to be: ‘What is the Paralympics?’; ‘When are the Paralympics?’; ‘Why do the Paralympics exist?’ These are fine at this stage.

Encourage learners to think about a good research question, for example:

• Is it important to have the Paralympics?

Learners might need help to formulate a question like this so remind them of the features of a good research question or elicit these from learners. Stress that they don’t just need to focus on the actual sport but should focus more generally on the Paralympics.

Answers will vary. Reasons will also vary but should be linked to the features of good research questions discussed in this section.

Can be topic specific.

Differentiation: Encourage learners to ask for support if they need it. Refer learners to the question words (what, when, which, who, why and how) to help them formulate questions. Individual work for challenge or in pairs for support. Ways of working: Individually and/or in pairs to share ideas and clarify own thinking.

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. 16

Developing research skills: Lesson 5

Different opinions/perspectives: Encourage learners to see that any questions where they want to know what people think will be in the second column in task 2 (to develop a national or local perspective) and any more general questions or to develop a global perspective in the first column (see Worked example for the Main activity below). Learner response and feedback: Encourage learners to discuss their questions in pairs/as a class so that they can make changes if need be.

The two sets of questions should be different. Encourage learners to see how the questions in the first column are more general to get a global perspective and/or information. The questions in the second column are mostly asking what people think, and why, to get more of a national/local perspective.

Any relevant response. The references should include the title of the source, the date published, the author, the website address and the date accessed.

AF T

Suggested answers/questions based on the Challenge topic ‘Sport and recreation’: Any reasonable response (see Worked example below).

3 Learners share their questions with classmates to gain feedback and make any improvements.

Worked example for the main activity Challenge topic: Sport and recreation

Suggested answers for the question ‘Are there more advantages to hosting the Olympic Games than disadvantages?’: 1

Learners write as many sub-questions as they can think of before dividing them into two categories.

Example for the question above:

Questions to ask other people

How much does it cost to host the Olympic Games?

What do you think about the Olympic Games?

Good for: Encouraging learners to consider what helped them learn today, for example sharing ideas with a partner to clarify thinking or gain new ideas, evaluating their classmates’ questions, and so on. Encourage learners to reflect on how they have used reflection as well as research skills this lesson, for example by considering what has helped them learn best today. This activity can be done in class, at home or in self-study time.

Questions suitable for internet research

Independent reflection activity (approx. 5–10 mins)

Why do think the Olympic Games exist?

What are the disadvantages of hosting the Olympic Games for the people of the host country?

Do you go to the Olympic Games? Why?/Why not?

What does a country need to do once it is chosen to host the Olympic Games?

Would you change anything about the Olympic Games? If so, what?

What are the benefits of hosting the Olympic Games for the people of the host country?

Do you think the Olympic Games are important? Why?/Why not?

How is a country chosen to host the Olympic Games?

Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. 17