Global Perspectives stage 7 executive preview.

Executive Preview Cambridge Lower Secondary

Global Perspectives MULTI-COMPONENT SAMPLE – STAGE 7 Keely Laycock

Together with teachers

™

We are delighted to introduce our new series for Cambridge Lower Secondary Global Perspectives. By engaging with real world issues, these resources help your students to develop the key skills at the heart of the Global Perspectives curriculum framework, and think about their place in the global community. The series will support you as you facilitate your students’ learning journey and prepare them for the individual research report at the level 9 Checkpoint.

The series includes a write-in learner’s skills book and an accompanying teacher’s book for levels 7, 8 and 9. Each learner’s skills book is structured around the six skills of research, analysis, evaluation, reflection, collaboration and communication, and can be adapted to your choice of Global Perspectives topic. Tasks and activities are scaffolded to help students gradually build up their understanding and put each skill into practice. Students are also encouraged to record their experiences and evaluate their progress. In doing so, they build a record of their achievements.

While developing this new series, we carried out extensive research with international Global Perspectives teachers through lesson observations, teacher interviews and work with our online research community, the Cambridge Panel. Teachers have tried and tested our resources in classrooms around the world to ensure that they meet your teaching needs.

In response to what you have told us, our books and resources have been specifically written to support English as a second language learners, with key term definitions and accessible language throughout. We have also provided support and opportunities to help you with active learning, assessment for learning and student reflection - with diagnostic questions and reflection opportunities to help develop self-aware learners.

Core to the series is the teacher’s book, which will help you to support your learners through the syllabus in a clear and structured way. For each skills-focused lesson in the learner’s skills book, there is a detailed support section in the teacher’s book. For every lesson, there are suggestions for starter ideas, activities, plenary sessions and wrap-up tasks, as well as worked examples with reference to a topic linked to the syllabus. The teacher’s book also includes reflection tips, differentiation support and a range of help with assessment for learning so that you can monitor learning and assess progress.

This preview sample shows you how our resources have been carefully crafted and developed to work effectively together. We are dedicated to providing a flexible and accessible set of teaching and learning resources to best meet the needs of your classroom, timetable and students, setting you and your students up with the right elements for future success!

Rebecca Lovell Senior Commissioning Editor – Global Perspectives

Global Perspectives

Global Perspectives

Global Perspectives

Global Perspectives

Global Perspectives

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

• 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 Elevate [enhanced] editions are digital versions of your Cambridge University Press books. For information on how to access and use the Cambridge Elevate [enhanced] platform, please see inside the front cover.

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE and

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide.

To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Cambridge Lower Secondary

Cambridge Lower Secondary

Global Perspectives • 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

™

LEARNER’S SKILLS BOOK 7 Keely Laycock

Cambridge Elevate [enhanced] editions are digital versions of your Cambridge University Press books. For information on how to access and use the Cambridge Elevate [enhanced] platform, please see inside the front cover.

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE and

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide.

To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Together with teachers

Global Perspectives • 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

TEACHER’S BOOK 7 Keely Laycock

Cambridge Elevate [enhanced] editions are digital versions of your Cambridge University Press books. For information on how to access and use the Cambridge Elevate [enhanced] platform, please see inside the front cover.

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE and

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ ✓ For Cambridge schools worldwide Developed by subject experts

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide.

To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Together with teachers

Global Perspectives • 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

™

LEARNER’S SKILLS BOOK 8 Keely Laycock

Cambridge Elevate [enhanced] editions are digital versions of your Cambridge University Press books. For information on how to access and use the Cambridge Elevate [enhanced] platform, please see inside the front cover.

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE and

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

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.

Cambridge Lower Secondary

Cambridge Lower Secondary

Cambridge Lower Secondary

™

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide.

To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Together with teachers

Global Perspectives • 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

™

TEACHER’S BOOK 8 Keely Laycock

Cambridge Elevate [enhanced] editions are digital versions of your Cambridge University Press books. For information on how to access and use the Cambridge Elevate [enhanced] platform, please see inside the front cover.

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE and

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide.

To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Together with teachers

Global Perspectives • 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

™

Global Perspectives

LEARNER’S SKILLS BOOK 9

TEACHER’S BOOK 9

Keely Laycock

Keely Laycock

™

Cambridge Elevate [enhanced] editions are digital versions of your Cambridge University Press books. For information on how to access and use the Cambridge Elevate [enhanced] platform, please see inside the front cover.

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE and

O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide.

To find out more about Cambridge University Press visit cambridge.org/cambridge-international

Together with teachers

Cambridge Lower Secondary Global Perspectives™ is a transformational programme designed to help students develop a range of key skills that will aid them not only in their school and academic life, but also in their future career. At the heart of the course is a varied and active learning approach, which inspires students to explore a wide range of issues and different points of view.

This approach is what I have kept in mind whilst writing a learner’s skills book and teacher’s book for each stage of lower secondary. Stages 7 and 8 are structured around six skills: research, analysis, evaluation, reflection, collaboration and communication. Stage 9 is structured around five skills (collaboration is not assessed at this stage), and a section dedicated to planning, writing and reviewing the Checkpoint assessment.

The learner’s skills books are write-in resources, so each learner can create and keep a portfolio of their work and track their progression through each skill and stage. Every skills section follows the same approach, guiding learners through a ‘Starting with’, ‘Developing’ and ‘Getting better at’ scaffold, building their awareness of their own progress and encouraging them to take charge of their own learning journey. A range of activities and tasks are included, with plenty of opportunities for peer-to-peer and group work, and to encourage students to reflect upon progress, track action and achievements and record their next steps.

The teacher’s book includes useful guidance around teaching techniques and pedagogical approaches, with information and tips about assessment for learning, differentiation and language for learning. The substance of the book, however, is dedicated to supporting you as your students use the learner’s skills book. It includes suggestions for how to plan each stage of a lesson and how to motivate learners and monitor their progress against learning goals. Worked examples are included for each lesson to illustrate how to build and teach a skill through a relevant Global Perspectives topic.

By using this scaffolded approach through each skill and each stage, I hope that you will find a solid framework upon which to build. I also hope that it will support you as an effective facilitator of Global Perspectives, enabling your learners to enjoy exploring ideas in the classroom that they can then apply to their lives outside of school and into the future.

Keely Laycock Author of Cambridge Lower Secondary Global Perspectives & IGCSE™ and O Level Global Perspectives

Together with teachers

Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted.

Thanks to the following for permission to reproduce images: Cover Gina Pricope/Getty Images Unit 1: Portra/GI; track5/GI; Maarten Wouters/GI; apcuk/GI; idimair/GI; Gannet77/ GI; triloks/GI; Ruth Jenkinson/GI; Nakhorn Yuangkratoke/EyeEm/GI; bymuratdeniz/ GI; Shoyeb Azim/500px/GI; Jon Arnold/GI; Mark Murphy/GI; svetikd/GI; scibak/GI; Nora Carol Photography/GI; spooh/GI; Avalon/Universal Images Group via Getty Images; Peter Dazeley/GI; franckreporter/GI; Aaltazar/GI; Hero Images/GI; Richard Sharrocks/ GI; LUIS ROBAYO/AFP via Getty Images; Epoxydude/GI; Education Images/Universal Images Group via Getty Images; Christopher Hopefitch/GI; ryasick/GI; kyoshino/GI; Unit 2: FARSHAD USYAN/AFP via Getty Images; Richard Drury/GI; Vectorig/GI; CGinspiration/GI; Westend61/GI; Patra Kongsirimongkolchai/EyeEm/GI; Flavio Coelho/ GI; Hero Images/GI; Ian McKinnell/GI; Mordolff/GI; kali9/GI; Nodar Chernishev/EyeEm/ GI; AMAURY HAUCHARD/AFP via Getty Images; Erik Dreyer/GI; enot-poloskun/GI; Richard Drury/GI; Carol Yepes/GI; Klaus Vedfelt/GI; Unit 3: MIXA/GI; Henrik Sorensen/ GI; Hero Images/GI; hh5800/GI; EVERSOFINE/GI; Mike Brinson/GI; Aumphotography/ GI; AskinTulayOver/GI; PeopleImages/GI; kali9/GI; porcorex/GI; Unit 4: Hero Images/GI; Emilija Manevska/GI; mikroman6/GI; Uwe Krejci/GI; Compassionate Eye Foundation/ Martin Barraud/GI; Greg Kessler/GI; Mario Regalado/EyeEm/GI; Busà Photography/GI; ollo/GI; Peter Dazeley/GI; Caiaimage/Robert Daly/GI; iMrSquid/GI; SolStock/GI; pidjoe/ GI; SERGII IAREMENKO/SCIENCE PHOTO LIBRARY/GI; Unit 5: Klaus Vedfelt/ GI; aydinmutlu/GI; Richard Drury/GI; FatCamera/GI; anucha sirivisansuwan/GI; Martin Barraud/GI; kate_sept2004/GI; Kameleon007/GI; lvcandy/GI; Frédéric Soltan/Corbis via Getty Images; malerapaso/GI; StockPlanets/GI; Hero Images/GI; filo/GI; Hero Images/GI; Unit 6: Hero Images/GI; jayk7/GI; Jason Hawkes/GI; Kanok Sulaiman/GI; Fairfax Media via Getty Images; Robert Armstrong/GI; mixetto/GI; Alina555/GI; Dmitry Feoktistov\TASS via Getty Images; Caiaimage/Robert Daly/GI; timsa/GI Key: GI= Getty Images.

The learning objectives in this publication are reproduced from the Cambridge International Lower Secondary Global Perspectives curriculum framework. This Cambridge International copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.

Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Lower Secondary. Visit www.cambridgeinternational.org/lowersecondary to find out more.

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

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Cambridge Lower Secondary

Global Perspectives

™

LEARNER’S SKILLS BOOK 7

SA M

Keely Laycock

Together with teachers

Contents Introduction

v

How to use this book

vi

Section 1: Research 1

Starting with research skills: Lesson 1

2

Starting with research skills: Lesson 2

7

Starting with research skills: Lesson 3

13

Developing research skills: Lesson 4

21

Developing research skills: Lesson 5

25

Developing research skills: Lesson 6

30

Getting better at research skills: Lesson 7

38

Getting better at research skills: Lesson 8

42

Getting better at research skills: Lesson 9

46

Section 2: Analysis

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Section 2 overview

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Section 1 overview

53

Starting with analysis skills: Lesson 1

54

Starting with analysis skills: Lesson 2

59

Starting with analysis skills: Lesson 3

63

Developing analysis skills: Lesson 4

70

Developing analysis skills: Lesson 5

74

Developing analysis skills: Lesson 6

78

Getting better at analysis skills: Lesson 7

84

Getting better at analysis skills: Lesson 8

89

Getting better at analysis skills: Lesson 9

94

Section 3: Evaluation Section 3 overview

101

Starting with evaluation skills: Lesson 1

102

Starting with evaluation skills: Lesson 2

106

Starting with evaluation skills: Lesson 3

110

Developing evaluation skills: Lesson 4

118

6

iii

1 Research

Contents

Developing evaluation skills: Lesson 5

121

Developing evaluation skills: Lesson 6

125

Getting better at evaluation skills: Lesson 7

132

Section 4: Reflection 137

Starting with reflection skills: Lesson 1

138

Starting with reflection skills: Lesson 2

142

Starting with reflection skills: Lesson 3

146

Developing reflection skills: Lesson 4

153

Developing reflection skills: Lesson 5

157

Developing reflection skills: Lesson 6

161

Getting better at reflection skills: Lesson 7

167

Getting better at reflection skills: Lesson 8

171

Getting better at reflection skills: Lesson 9

175

Section 5: Collaboration Section 5 overview

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Section 4 overview

181 182

Starting with collaboration skills: Lesson 2

186

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Starting with collaboration skills: Lesson 1 Starting with collaboration skills: Lesson 3

191

Developing collaboration skills: Lesson 4

198

Developing collaboration skills: Lesson 5

202

Developing collaboration skills: Lesson 6

206

Getting better at collaboration skills: Lesson 7

213

Section 6: Communication Section 6 overview

221

Starting with communication skills: Lesson 1

222

Starting with communication skills: Lesson 2

227

Starting with communication skills: Lesson 3

231

Developing communication skills: Lesson 4

237

Developing communication skills: Lesson 5

241

Developing communication skills: Lesson 6

245

Getting better at communication skills: Lesson 7

251

Glossary

iv

257

7

1 How Research to use this book

How to use this book

Starting with research Starting with research skills: Lesson 1 skills: Lesson 1

This book contains lots of different features that will help your learning.

These are explained below.

1.1 Construct relevant research questions

1.2 Identify and begin to reference a range of print and multimedia sources and use them to 1.1 Construct relevant research questions locate relevant information and answer research questions

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

1.2 Identify and begin to reference a range of print and multimedia sources and use them to My learning goals are to start locate relevant information and to: answer research questions • understand what the term ‘research’ means My learning goals are to start to: • understand how to write some basic questions about a topic • understand what the term ‘research’ means • recognise a good research question • understand how to write some basic questions about a topic • identify some of the features of a good research question • recognise a good research question

This list sets out what you will learn in each lesson. You can use these learning goals to identify the important topics for the lesson.

•

identify some of the features of a good research question

Starting with research skills: Lesson 1

2

Starting with research skills: Lesson 1

2

How will I know if I reach my goals?

As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your How will I know if I reach my goals? learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start As you work through thisare lesson, the ‘Achieved’ box goals to show you have achieved to think about how you goingtick to show your learning in your challenge.

Addyour an learning If you haven’t quite learning tickgoal.

‘Not there yet’. Start example goals. from your challenge once achieved you have your achieved eachgoals, learning to think about how you are going to show your learning goals in your challenge. Add an Lesson 1from your challenge Not there yet have Achieved example once you achievedExample each learning goal.

I think I know what the Lesson 1 Not there yet Achieved Example term ‘research’ means.

I think I know what the I can write some basic term ‘research’ means. questions about a I can write some basic topic. questions about a I can recognise topic. a good research Tip I can recognise question. a good research Subject-specific I can identify some question. features are of a good words words I can identify some research question. that areofrelated features a good to research question. the main idea.

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This will help you to know when you have met your learning goals.

1 Research

Main idea

Subject-specific words

Prior learning

These are questions or tasks to help check your level of understanding before beginning a lesson.

Peer feedback c

Share your information with a partner. Do they have the same ideas as you? Add to your ideas in a different colour.

Prior learning What do you think the term ‘research’ means?

Tip do you What think the term ‘research’ means?

Research is ...................................................................................... .

Research is key Look for ...................................................................................... . ...........................................................................................................

words that tell the reader about the Starter topic. activity

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

Which do activity you think is the best research question? Put the questions Starter 1

2

Read each paragraph of the text again. Discuss what the text is about with your partner. a b

WriteEach the main from eachuseful paragraph into the table below. tipidea provides information

Nextand to each paragraph, notes about the key information. key pointswrite to consider.

Text title .....................................................................................

Main idea

Notes about the key information

1

A–D in order (the best at number 1 and the worst at number 4).

Which do you think is the best research question? Put the questions A do children school?1 and the worst at number 4).

A–DWhen in order (the beststart at number Tip B wechildren remove start all sugar from our diet?

A Should When do school?

Bullet point notesall sugar from our diet?

C is we poverty?

B What Should remove should be a fewnetworking sites bad?

D Why are social C What is poverty? words only, not D Why are social networking sites bad? full sentences.

3 3

Paragraph 1:

• •

8 Paragraph 2:

• •

Class discussion discussion Class As aa class, class, discuss discuss all all the the best best questions. questions. Which Which do do you you as as aa class class 33 As think isis the the best best question question and and why? why? think Best question: question: ................................................................................... ...................................................................................

Best

How to use this book

Reason: ............................................................................................. .............................................................................................

Reason: Independent reflection reflection activity activity Independent

This focuses on how you are learning, rather than what you are learning, and you can set yourself learning targets for the next lesson/s.

What do do you you think think has has helped helped your your learning learning in in this this lesson? lesson? Explain Explain why, why, ifif you you can. can.

What Getting better at research skills: Lesson 9 A Working Working on on my my own: own: ...........................................................................................................

A ...........................................................................................................

Working with with aa partner: partner: ......................................................................................................

BB Working ......................................................................................................

Independent reflection activity C Whole Whole class class discussion: discussion: ......................................................................................................

C Something that helped you ...................................................................................................... learn today: D Writing Writing things things down down in in my my Learner's Learner's Skills Skills Book: Book: .............................................................. ....................................................................................................................................................

D ..............................................................

Other skills you have used today Other skills skills you you have have used used today today Other .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................

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These are checkpoints at the end of each lesson, to encourage you to reflect on your progression through the learning goals, and relate this to your Challenge topic.

Check your learning Check your your learning learning Check

If you haven’t already done so, complete the ‘How will know reach my goals?’

Table you haven’t haven’t already already done done so, so, complete complete the the ‘How ‘How will will III know know ififif III reach reach my my goals?’ goals?’ table table IfIf you with ‘Not there yet’ or ‘Achieved’.

Don’t forget to add examples from your challenge. with ‘Not ‘Not there there yet’ yet’ or or ‘Achieved’.

‘Achieved’. Don’t Don’t forget forget to to add add examples examples from from your your challenge. challenge. with Self-assessment 3

Look back at self-assessments 1 and 2. How much further progress do you feel you have made so far in developing your research skills?

66 For

each learning objective below, shade in the response that matches yours most closely.

Getting better at research skills: Lesson 9 Give one example for this response. Eventually, you are aiming for green!

Learning objectives: RED AMBER GREEN Continued to get better at . . .

I can write research I can write at least I know the features 1.1 Construct Reflect on your responses in your self-assessment and identify two areas for questions and help one good research of a good research relevant research improvement. Set yourself two learning targets; how you will improve upon the two others with their question. question and can questions. areas. For example, ‘I will make sure that I understand what I read and write notes in my research questions. write a research own words’. question with help.

Learning targets: I understand the I am getting better at I know why I need 1.2 Identify and

SA M

This allows you to consider your progress through the learning goals.

The red-amber-green checklist encourages you to think about where you are on your learning journey, and to look back at past self-assessments to see clearly how you are progressing.

importance of knowing why I need to add a reference begin to reference 1 Area for improvement: .................................................................................................. reference lists list to all my to say where I get a range of print and and can reference . from and written work and multimedia sources How I will improve: information ....................................................................................................... some sources of and use them to locate can reference author, can reference at information with least one source date.................................................................................................. and title of an relevant 2 Areainformation for improvement: some accuracy. of information with article. and answer research How I will improve: ........................................................................................................ some accuracy. questions.

Challenge topic review

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

Think about the challenge topic you have been exploring and complete the following 49 statements.

I was surprised to discover that: ………............…….……………………………………………

I didn't know: ………………………………………………………………………………………..

I now think: ………………………………………………………………………………...………..

Register to access free supporting resources through Cambridge GO – the home for all of your Cambridge digital content. Visit cambridge.org/go 51

9

Section 1

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Research

This section of your Learner’s Skills Book helps you to develop your research skills using interesting global topics.

Starting with . . .

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As you start to develop your research skills, you will learn what the term ‘research’ means, and you will start to identify, discuss and write basic questions to help you focus on information you need to find out. You will practise discussing global topics and making notes on the information that you find so that you can tell someone about a topic in your own words. You will start to understand how to select different research methods for different purposes and give credit to the words of others.

Developing . . .

As you develop your research skills, you will begin to start constructing research questions.

There are good and bad research questions and you will discuss the features of a good research question and begin to be able to tell the difference between good and bad research questions. You will also explore the difference between primary and secondary research methods and learn how to produce a questionnaire to get information about local issues from the people you know.

Getting better at . . .

As you get better at research, you will explore different sources of information on a variety of global issues and use the information you gain in a variety of ways, including creating presentations. You will increase your understanding of primary and secondary sources of information and become more confident in using a search engine. You will also understand why it is important to give credit to other peoples’ work and how their work can make yours even better.

PL E

1

SA M

Starting with research skills: Lesson 1 1.1 Construct relevant research questions

1.2 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions My learning goals are to start to:

2

•

understand what the term ‘research’ means

•

understand how to write some basic questions about a topic

•

recognise a good research question

•

identify some of the features of a good research question

11

1 Research

Starting with research skills: Lesson 1

How will I know if I reach my goals?

As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to show your learning goals in your challenge. Add an example from your challenge once you have achieved each learning goal.

Example

SA M

PL E

Lesson 1 Not there yet Achieved I think I know what the term ‘research’ means.

I can write some basic questions about a topic.

I can recognise a good research question.

I can identify some features of a good research question.

Prior learning

What do you think the term ‘research’ means?

Research is ...................................................................................... . ...........................................................................................................

Starter activity 1

Which do you think is the best research question? Put the questions A–D in order (the best at number 1 and the worst at number 4).

A When do children start school?

B

Should we remove all sugar from our diet?

C What is poverty?

D Why are social networking sites bad?

12

3

1 Research

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

2

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

3

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

4

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

Look at each of the questions in task 1. Answer the following: a

Is the question something that I and others care about?

b

Is the question too broad, too narrow or too vague?

c

Will I be able to find some information to answer the question?

With your partner, have another look at the order you decided on.

Make any changes based on the answers to the three questions in task 2. Try to say why you have put them in the order you have.

1

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

2

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

3

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

4

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

SA M

3

1

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2

Starting with research skills: Lesson 1

Reason for your order .....................................................................

Do your classmates agree with your order and reasons for this order? ........................................................................................................

4

13

1 Research

Starting with research skills: Lesson 1

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

Produce a mind map of as many questions about the topic as you can think of.

SA M

PL E

1

2

a Work with a partner to discuss your questions. Using what you have learnt so far about a good research question, write down your three best research questions. Remember to check whether each of your questions: •

is something that you and others care about

•

is not too broad, too narrow or too vague

•

is a question you will be able to find some information about to answer.

1

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

2

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

3

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

Does your partner agree with your choice?

14

5

1 Research

b

Starting with research skills: Lesson 1

Why did you choose these three questions?

Question 1 .................................................................................

Question 2 ...................................................................................

Class discussion 3

PL E

Question 3 ...................................................................................

As a class, discuss all the best questions. Which do you as a class think is the best question and why?

Best question: ...................................................................................

Reason: .............................................................................................

Independent reflection activity

What do you think has helped your learning in this lesson? Explain why, if you can.

SA M

A Working on my own: ...........................................................................................................

B

Working with a partner: ......................................................................................................

C Whole class discussion: ......................................................................................................

D Writing things down in my Learner's Skills Book: ..............................................................

Other skills you have used today

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

Check your learning

If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples from your challenge.

6

15

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2

SA M

Starting with research skills: Lesson 2

1.2 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions 1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods My learning goals are to start to: •

understand what research is

•

know how to record the main idea from a text

•

know how to take notes to help write a text summary

16

7

1 Research

Starting with research skills: Lesson 2

How will I know if I reach my goals?

As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to show your learning goals in your challenge. Add an example from your challenge once you have achieved each learning goal.

Prior learning

Example

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Lesson 2 Not there yet Achieved I think I understand what research is.

I can identify and write down the main idea from a text.

I can take notes in my own words to help you write a text summary.

SA M

Which do you think is the best question? .......................................

Reason why it is a good question: .................................................. ........................................................................................................... ...........................................................................................................

8

17

Starting with research skills: Lesson 2

1 Research

Starter activity 1

What different ways are there of finding out information to answer research questions? List as many as you can.

Ways of finding out information 1

3 4 5

Class discussion

After a class discussion about ways of finding out information, look back at your best question from the Prior learning box in this lesson.

What do you think is the best way of finding out information to try to answer this question?

SA M

2

PL E

2

I think the best way of finding out information to answer the question is: ........................................................................................

Main activity

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

1

18

Read the text your teacher gives you. a

Write the main idea of the text in the table on page 10.

b

Underline any subject-specific words and also write them in the table.

Tip To find the main idea, look for words that are repeated in the text.

9

1 Research

Starting with research skills: Lesson 2

Main idea

Subject-specific words

Tip

PL E

Subject-specific words are words that are related to the main idea.

Tip

Peer feedback c

Read each paragraph of the text again. Discuss what the text is about with your partner. a

Write the main idea from each paragraph into the table below.

b

Next to each paragraph, write notes about the key information.

SA M

2

Share your information with a partner. Do they have the same ideas as you? Add to your ideas in a different colour.

Text title .....................................................................................

Main idea

Paragraph 1:

Look for key words that tell the reader about the topic.

Tip

Bullet point notes should be a few words only, not full sentences.

Notes about the key information • • •

Paragraph 2:

• • •

Paragraph 3:

• • •

10

19

1 Research

3

Starting with research skills: Lesson 2

Use the information you have found out and written down. Discuss this information with a partner and then write a short summary of the text. Use these starter sentences to help you write your summary.

Text summary The text is about ..............................................................................................................

PL E

The main idea is ...............................................................................................................

In the first paragraph, we find out ....................................................................................

The second paragraph is about .........................................................................................

The last paragraph tells us ...............................................................................................

Peer feedback

Share your text summary with a partner. Ask your partner the following questions: Is the summary too long/short?

Yes/No

2

Does the summary contain the key information from the text?

Yes/No

3

Is the summary just a copy of the text or has it been written in your own words?

Yes/No

4

What might you do to make the summary better?

SA M

1

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

20

11

1 Research

Starting with research skills: Lesson 2

Independent reflection activity Which part of this lesson have you found difficult? If you can, explain why.

A Knowing where to get information from: ........................................................................... ....................................................................................................................................................

Identifying the main idea of a text: ....................................................................................

PL E

B

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

C Writing down subject-specific words: ................................................................................ ....................................................................................................................................................

D Using my own words to write a text summary: .................................................................. ....................................................................................................................................................

SA M

Other skills you have used today

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

Check your learning

If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples from your challenge.

12

21

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PL E

3

Starting with research skills: Lesson 3 1.2 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions 1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods

22

13

Starting with research skills: Lesson 3

1 Research

My learning goals are to start to: •

understand what research is

•

know the importance of referencing sources of information

•

understand how to choose suitable research methods

PL E

How will I know if I reach my goals?

As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start to think about how you are going to show your learning goals in your challenge. Add an example from your challenge once you have achieved each learning goal.

Not there yet Achieved

Example

SA M

Lesson 3 I think I understand what research is.

I realise the importance of referencing information sources.

I know some different research methods.

Prior learning

Write down what you found difficult last lesson. Share with the class. Then write down one way that you can overcome this difficulty.

What you found difficult: ..........................................................................................................

How you can overcome this difficulty: ..................................................................................... ....................................................................................................................................................

14

23

1 Research

Starting with research skills: Lesson 3

Starter activity 1

If you want to find out what people in your local area think about a local issue, which research method(s) would you use?

Research method

Yes (✓) No (✗)

The Internet Questionnaire Newspaper article Interview Asking people 2

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Book

Why have you chosen this/these research method(s)?

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

SA M

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

Class discussion 3

After a class discussion about different research methods, which do you think is the best research method for the following purposes? a

To find out whether I am right about something ........................

b

To find out what the government of a country thinks about something .................................................................................

c

To find out what my friends and family think about something ..................................................................................................

24

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Cambridge Lower Secondary

Global Perspectives

™

TEACHER’S BOOK 7

SA M

Keely Laycock

Together with teachers

Contents Introduction

v

How to use this book

vi viii

Active learning Assessment for learning Improving learning though questioning Differentiation Language awareness Metacognition Skills for Life

viii ix x xii xiv xv xvi

Section 1 Research

PL E

Approaches to teaching and learning

SA M

Introduction Research skills overview Starting with research skills: Lesson 1 Starting with research skills: Lesson 2 Starting with research skills: Lesson 3 Developing research skills: Lesson 4 Developing research skills: Lesson 5 Developing research skills: Lesson 6 Getting better at research skills: Lesson 7 Getting better at research skills: Lesson 8 Getting better at research skills: Lesson 9

1 1 3 5 8 11 13 15 17 19 21

Section 2 Analysis

Introduction Analysis skills overview 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

62

24 24 26 27 29 32 33 36 38 41 43

iii

Contents

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Section 3 Evaluation

Section 4 Reflection

Introduction Reflection skills overview 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

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Section 5 Collaboration

46 46 48 50 52 54 56 58 60

PL E

Introduction Evaluation skills overview 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

Introduction Collaboration skills overview Starting with collaboration skills: Lesson 1 Starting with collaboration skills: Lesson 2 Starting with collaboration skills: Lesson 3 Developing collaboration skills: Lesson 4 Developing collaboration skills: Lesson 5 Developing collaboration skills: Lesson 6 Getting better at collaboration skills: Lesson 7

63 63 65 67 68 71 73 75 77 79 82 84 84 86 88 90 92 94 96 99

Section 6 Communication

Introduction Communication skills overview 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

iv

101 101 103 105 107 108 111 113 115

63

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Seaction 1 Research

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 Getting better atthan research skills: Lesson 7 ‘Is home-schooling better learning at school?’, Introduction ‘Do humans need animals for survival?’ (approx. 15–20 mins) about; and a question is not atoo broad, too narrow 1.2 Identify begin tothat reference range of print Independent reflection activity; will learners bequestion developing skills, they will also The objectiveslearners and learning goals for research Goodlearning for: Encouraging to consider their about; thatresearch is not too broad, too narrow or multimedia too avague, asources question that allows for information and and use them to locate Independent reflection activity; be developing their communication skills. skills for and Stage 7 focus on:inSetting Self-assessment; learning progression learning in learning lessons. Ask or vague, a question that allows for questions: information to too be found/an answer.

Good research relevant information and answer research questions.

Self-assessment; Setting learning to be as honest as they can.

Encourage learners to targets; Challenge topic review The ideas given in this Teacher Book 7 are suggestions •them Constructing research questions to be found/an answer.

Good research questions: ‘Isacknowledge/recognise home-schooling better than learning at school?’, To someone else’s ideas; reflect on other skills as well as research skills (analysis, This Teacher’s Book contains both general guidance and teaching notes designed to help you to deliver the content in targets; Challenge topic review only, and the activities can be Learn used any of the Global ‘Is home-schooling better than learning at school?’, ‘Do humans need animals forwith survival?’

Wiggins (2016).

Students Best When You Do (approx.

15–20 mins) •evaluation, Developing information skills reflection, communication, collaboration) Cambridge Lower Secondary Global Perspectives Stage 7.

‘Do humans need animals for survival?’

Perspectives Challenge topics for Stages 7 to 9, although Teachthought [online] Available (approx.

15–20 mins) 1.2This.

Identify and begin to reference a rangeat:ofhttps:// print have this lesson, for example, evaluation •they Conducting research Good for:used Encouraging learners to consider their skills

PL E

Worked Examples aresources provided learning 1.2 www.teachthought.com/pedagogy/students-learnIdentify and begin to reference range oflocate print and multimedia andfor useasome them to There areand teaching notes for Skills Each set of notes contains the following as theyfor: give feedback on each other’s work.

Encouraging toeach consider theirof learning progression in learning in lesson lessons.

Askthe Learner’s activities.

It is Book. hoped that the ideas inteaching this to Teacher • Good Recording research learners findings best/ (Accessed 21/09/2018). and multimedia sources and use them locate relevant information and answer research questions. learning and progression in learning in lessons.

Ask 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 relevant 7Towill help you structure your lessonselse’s in an active answer acknowledge/recognise someone ideas; However, you might also find opportunities within these 1.3 Select an information appropriate and method and research conduct questions. research them toon be astargets honest as can.

Encourage learners to reflect other skills asthey well as move research (analysis, own learning before they on.skills Learners learning way with input from you as the teacher to help To acknowledge/recognise someone else’s ideas; 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 reflect on at other skills self-assessment ascommunication, well as research skills evaluation, reflection, look back previous andcollaboration) think(analysis, about guide Wiggins and support learners to become more effective and (2016).

Students Learn Best When You Do This.

Teachthought [online] Available at: 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 evaluation, reflection, communication, collaboration) they have used this lesson, for example, evaluation skills and shade where they think they are at this time in their independent researchers. [online] Available at: https:// This.

Teachthought www.teachthought.com/pedagogy/students-learnfirst-hand accounts ofthe events or to gain opinions/ they have used this lesson, forguidance example, evaluation skills asused, they give feedback on each other’s work. be and how you may be able to make links skills across curriculum.

Key points cover common learning.

‘With help’ refers to given (pointing a with other www.teachthought.com/pedagogy/students-learnbest/ (Accessed 21/09/2018). viewpoints from different people. Primary research as theyingive feedback each other’s learner the right direction, although examples should misconceptions andontips on howwork. to filltolearning overview also provides language support, highlighting key Learners also complete the self-assessment set their gaps. The best/ (Accessed 21/09/2018). include interviews, surveys, questionnaires 1.3methods Select an appropriate method and conduct research still come from the learner), example, from Learners also complete the self-assessment to you, set their own learning targets before they move on.

Learners terminology needed forfor that section. blogs.

Secondary research methods 1.3 and Select an appropriate method and conduct research to test predictions and begin to answer ainclude research other learners previous work learner own targets before they done move by on.the Learners looklearning back at and previous self-assessment and think about textbooks, internet and articles, newspaper and to test predictions begin to answer a research question.

Primary research is important to get inlook the Learner's Skills Book 7.

For the Challenge topic back atwhere previous and and shade theyself-assessment think they are at thisthink timeabout in their magazine articles, and question.

Primary research is important get first-hand accounts ofbiographies. events or to gainto opinions/ review, learners explore the used this section to a questions and shade where they refers think they are atinthis time in their learning.

‘With help’ to guidance given (pointing Learning 1.1topic Construct relevant research first-hand accounts of events or toinformation gain opinions/ viewpoints from people.

Primary research 1.4 Select, organise anddifferent record relevant from develop skills.

Thesetoactivities be done in a learning. help’ refers guidance given (pointing learnerresearch in‘With the right direction, althoughcan examples should objectives 1.2 Identify and begin to reference a range of of print anddifferent multimedia sources andresearch use from people.

Primary methods include interviews, surveys, questionnaires aviewpoints range sources and findings from research, using class, home or in self-study learner in the right direction, although examples should still at come from the learner), time. for example, from you, them to locate relevant informationappropriate and research questions methods include interviews, surveys, questionnaires and answer blogs.

Secondary research methods include methods.

Any relevant example.

Can still come fromand the learner), example, you, other learners previous for work done byfrom the learner Suggested examples: and blogs.

Secondary research methods include textbooks, internet articles, newspaper and examples from their Learner's Skillsand Book 7 to other and previous done by the learner in thelearners Learner's Skills Book 7. For theappropriate Challenge topic 1.3 work Select an method and use conduct research to test predictions begin textbooks, internet articles, newspaper magazine articles, and biographies.

1.1 Construct relevant research questions. of ato from Lesson 5.

Check that the question and has all the in the Learner's Skills Book 7. For the Challenge topic review, learners explore the answer topic used inFeatures this section a research question magazine articles, and biographies. good research question: a question that listed inrecord the Prior learning activity.from 1.4characteristics Select, organise and relevant information review, learners explore the topic used in thispeople to develop research skills.

These activities can besection donecare in 1.4 Select, organise and record relevant from arecord range of from sources and using 1.4 Select, andand relevant information from ainformation rangeorganise of sources findings research, develop These activities can be done in class, atresearch home orskills. in self-study time. findings from research, using appropriate aappropriate rangemethods of sources and Any findings from example. research, Can using methods. relevant class, at home or in self-study time.

Suggested examples: Challengeexamples: topic Education for all; Humans and other species; Disease and health; Conflictexample. and peace; appropriate methods.

AnyLearner's relevant Can7 use examples from their Skills Book Suggested 1.1 Construct relevant Sport research questions.

Features of a use examples from theirthat Learner's Skills Book ideas and recreation from Lesson 5.

Check the question has all7the 1.1 Construct relevant research questions.

Features a good research question: question that people Lesson 7 focuses on the use of aprimary research to ofcare from Lesson 5.

Check the question hasactivity. all theto characteristics listed inthat the Prior learning LEARNING GOALS Key good points • Learners think research is about using a search engine, but often don’t know how research a question people gain information andquestion: how to organise andthat record thecare characteristics listed in the Prior learning activity. use search engine The Learning objectives andaresearch.

Learning goalseffectively feature take the better objectives information gained from primary It follows on To get at: from the curriculum framework and the goals fromwork the done Learner’s Skills Book, help communicate to learners what is expected them.

• 5 Learners copy andyou paste from information sources rather than making of notes and from in Lessons and 6. to • 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 Lesson 7 focusesOBJECTIVES on thehow useto of primaryand research tothe articles,•LEARNING gain information and organise record LEARNING GOALS podcasts, videos, newspaper and magazine community newsletters, primary research gain information andfrom howprimary to organise and record the on information gained research. follows To get better at: and questionnaires/surveys interviews with Itfamily, friends, teachers and peers, information gained from primary It follows on from in Lessons 5 method andresearch.

6. and conduct 1.3 work Selectdone an appropriate get better information at: •To recording gained from • understanding when use primary • 5Biased and begin leading such as: ‘Do youtoagree that Global from work doneto intest Lessons and 6.and research predictions to questions are questions primary research • understanding when to use primary research methods Perspectives is interesting?’ answer a research question CAMBRIDGE STAGE 7 RESEARCH research methods • selecting which information use from CAMBRIDGE STAGE 7record RESEARCH LEARNING OBJECTIVES •and Questions that only allow for descriptive responses often start withto ‘How..?’ or 1.4 Select, organise relevant • selecting which information to use from primary research LEARNING OBJECTIVES ‘What…?’

For example, ‘What How animalswill existIinknow my country?’, ‘How do people learn?’ information from a range of sources if I reach my goals? primary research 1.3and Select an appropriate method • recording information gained from findings from research, usingand conduct 1.3 appropriate Select an to appropriate method and conduct research test predictions and begin to Good Learners to give examples of their • for:recording information gained fromlearning primary research methods research test predictions answer atoresearch question and begin to from theprimary lesson. They can complete the table at any research answer a research question point in the lesson, but they might do it at the end.

1.4 Select, organise and record relevant 1.4 Select, organise and record relevant information from a range of sources How will I know if I reach my goals?

Each How will I know if I reach my goals? information range of sources and findingsfrom froma research, using How will I know if I reach my goals? headingand contains advice on how students can Good for: Learners to give examples of their learning findings methods from research, using appropriate Good Learners to give interactappropriate with the success from for: the lesson.

They can examples complete of thetheir tablelearning at any methodscriteria laid out in from lesson.

They can complete theittable any1 pointthe in the lesson, but they might do at theatend. the Learner’s Skills Book. point in the lesson, but they might do it at the end.

17

Research skills overview

SA M

Getting better at research skills: Lesson 7

Getting better at research skills: Lesson 7 Getting better at research skills: Lesson 7

17 17

vi 64

•

identify some of the features of a good

1.1 Construct better relevant research research questionAny reasonable and relevant Suggested answers/ideas: Getting atquestions research skills: Lesson 8 response. All of the suggestions A–D are correct. The 1.2 Identify and begin to reference a range of Lesson 8 focuses on the use of secondary information print and multimedia sources and use them sources to gain information to help answer a to locate relevant information and answer research question. research questions

CAMBRIDGE STAGE 7 RESEARCH

LEARNING OBJECTIVES Reflecting the activities in Learner’s Skills Book, each lesson LEARNING GOALS consists of advice on how to work through the Prior learning 1.3 Select To start to: an appropriate method and conduct activity, Starter activity, Main activity, Class discussion andto research to test predictions and begin understand what the term answer question Peer feedback. To help• you plan,a aresearch suggested time‘research’ is givenmeans • the understand how a tolist write basic you against each element of lesson, and ofsome resources 1.4 Select, organise and record relevant Lesson 1 focuses on understanding what the term questions about aatopic information from range of sources will need has been included with each lesson. ‘research’ means and knowing how to identify and write

intention is toI stimulate own my ideas.goals?

How will know learners’ if I reach Not topic specific.

How will I know if examples I reach How to use thisofmy Teacher’s Book Good for: Learners to give theirgoals? learning from They table learning at any Goodthe for:lesson.

Learners to can give complete examplesthe of their point in the lesson, butcan they might do it table atmins) theatend. from the lesson.

They complete the any Starter activity (approx.

10 point in the lesson but they might do it atskills: the end.

Developing research Lesson Good for: Identifying good questions and some of the 1 Resources needed features of a good question.

Ways of worki discussion on this order.

Suggested answ learners to the challenge. The interesting? Is vague? Can it

Suggested best question B as Resources needed broad, narrow Activity: Putting questions into order from best to worst Learner's Skills Book 7; your own Language Support information to based on some specific features.

Explaining what a good handout appropriate); text own and Challenge topic (e.g.

Learner's(if Skills Book 7; your Language Support B is too broad research question looks like in a basic way: a question Education for all; see Worked Example for the Main handout (if appropriate); Challenge topic (e.g.

Cambridge Lower Secondary Global Perspectives 7: Teacher B premise (bad f that people care about; a question that is not too broad, activity ).

‘Education forout all’;what see Worked for theabout Main Activity: Find learnersExample already know too narrow or too vague, a question thatmean allows activity ). What research: does the term ‘research’ tofor you? information to be found.

Mainthemsel activ Differentiation: Learners can work in pairs for support.

Differentiation for support: Give learners options: Prior learning (approx.

5–10 mins) Ways of working: Individual, pairsall and whole-class arguable You could create a handout with the features of a Prior learning 5 and mins) Good for: Prod Research is … A Gaining new knowledge; Blearning Using a Good Building on(approx. previous discussion on the order of questions reasons also len good for: research question on it information; (Isknowledge, it interesting?

Is for it too search engine; C Finding out Dlearning Gaining and understanding.

This might be from Primary Global Activity: Good for: Building on previous knowledge, this order. an Learn argu broad, narrow or vague?

Can it be answered? Is it clear? different opinions on a topic.

Perspectives, from other subject areas, or from Global about a topicF( and understanding.

This might be from Primary focus.

Is it focused?

Is it arguable?)

Handouts Suggested answers: Based on the features,can so also pointhave Perspectives lessons (especially Lessons 5 and and 6).as this research quest Suggested answers/ideas: Anyon. reasonable relevant Global Perspectives or from other subject areas disadva explanations andifexamples learners to these they are finding this activity a response.

All oflearners’ the suggestions A–D areresearch correct.

The its might be your first Lower Secondary Global Activity: Review learning about primary and Differentiation group o challenge.

They should ask themselves: Is thetoquestion Ways of working: Individually and in ideas. pairs share intention is tolesson. stimulate learners’ own Perspectives purpose from as starting poi interesting?

Is Lesson 6. it too broad?

Is it too narrow? Is it too 4 One pos ideas and clarify own thinking.

Whole-class discussion and how. Give Not topic specific. vague?

Can it be answered?

Differentiation: Allow learners to work together for parents about features of a good research question. them on the bo this activity.

Encourage tofrom come with more Suggested best research learners questionEncourage theupchoice is to school t Different opinions/perspectives: learners words/phrases that relate to primary and/or secondary question B as it is something people care about, not too to schoo Starter activity (approx.

10 mins) see if their questions can betoanswered from different information sources to add their lists. broad, narrow or vague, and learners will be able to find 5 The que perspectives: global, local, national.

Good for: Identifying questionsAand some of the information to answergood the question. is too narrow; Perspec features of a good question.

Learner response Encourage to B is too broad andand D isfeedback: too vague and basedlearners on a false to analy give feedback to each other based on the features of a premise for what?).

Activity:(bad Putting questions into order from best to worst narrow good research based on some question. specific features. Explaining what a good 7 Learner research question like basic way:topic a question Suggested answerslooks based on in thea Challenge Main activity (approx.

20–25 mins) classma that people care about; a question that is not too broad, ‘Education for all’: question 19 too narrow or too vague, a question allows for Good for: Producing questions aboutthat a topic.

Learners aretodeveloping information be found. their ability to write good 8 A rewor Activity: a mind mapquestions of questions research Learners questionsproduce so any reasonable to to be ho Ways of working: pairs and whole-class about a topic (canIndividual, be any the topic) in order to do with the topic.

Stress importance ofproduce using the environm discussion on the order of questions and reasons for research questions. features when judging the quality of research questions this 9 Three su (see order.

Worked Example Differentiation: Discuss).question words already known Suggested Based on the features, pointwhy whether as starting answers: point: when, what, which, who,so where, learners these if they are finding this activity a or put of child and how.toGive handout of question word starters Worked Example for the Main challenge.

They should ask themselves: Is the question them on the board. children interesting? activity Is it too broad? Is it too narrow? Is it too vague? Can it be answered?

Starting with research skills: Lesson 1

and findings from research research,question using • questions. recognise a good basic appropriate methods

The prior learning notes advice your • provide identify some of on thewhere features of a good CAMBRIDGE STAGE 7 RESEARCH research question learners should be in their learning before beginning the LEARNING OBJECTIVES activity.

LEARNING GOALS 1.1 Construct relevant research questions

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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 Good Learners to give ofbetween theiruse learning print and multimedia sources and them primary and secondary information sources from the lesson.

They can complete the tableanswer at any to locate relevant information and point the lesson butto they do it atsearch the end.

• inknowing how domight an internet to research questions

The ideas for the Starter activity are designed to grab your find information learners’ attention and create interest and engagement.

Resources needed • recording information gained fromThey LEARNING GOALS include advice on what to listen out for, how to diagnose any secondary information sources Learner's Skills Book 7; your own Language Support issues and how to make decisions about what to do next. handout (ifto: appropriate); Challenge topic (e.g.

To start

‘Education for all’; see Worked Example for the Main • understand what the term ‘research’ means activity ).

The Main activity ideas give instructions successful • understand how tofor write some basic execution of the activity, with differentiation questions about a topicadvice,

Prior learning (approx. 5 mins)

suggestions for feedback answers where relevant.

• and recognise a good research question

Good for: Building on previous knowledge, learning identify some of the features of Primary a good and• understanding.

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

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In each lesson thereHow is alsowill a Worked example for the Starter I know if I reach my goals? activity or Main activity, to demonstrate how the activity Good for: Learners to give examples of their learning could work with a relevant Challenge topic. This serves as an from the lesson. They can complete the table at any example of what success like,but butthey you do not point inlooks the lesson might do ithave at theto end. use the topic given in the example.

Resources needed

Learner's Skills Book 7; your own Language Support handout (if appropriate); Challenge topic (e.g.

‘Education for are all’; ideas see Worked Example for the Main At the end of each lesson there on how to use activity ). the Independent reflection activity, Self-assessments and

Challenge topic review, depending on which lesson you are in learningthese (approx. mins) and if your learnersPrior are completing in the 5 lesson or as Good for: Building on previouseach knowledge, learning homework. These are scaffolded throughout section.

and understanding. This might be from Primary Global Perspectives or from other subject areas as this might be your learners’ first Lower Secondary Global Perspectives lesson.

Register to access free supporting resources through Cambridge GO – digital content. Visit cambridge.org/go

Challenge topic: Education for all

Suggested best research question from the choice is Research BQuestion: Should parents allowed decide question as it is something people be care about, to not 3 too whethernarrow to home schooland theirlearners children instead ofto broad, or vague, will be able find sending themtotoanswer school? information the question. A is too narrow; B is too broad and D is too vague and based on a false Suggested answers/ideas: premise (bad for what?).

1 I am interested in this topic because I want to find out more about different activity; ways of getting an Independent reflection education.

Main activity (approx. 20–25 mins)

Self-assessment; Challenge topic

Sub-questions: Good for: Producing questions about a topic. review (approx.

15–20 mins) a What are produce the benefits of home-schooling?

Activity: Learners a mind map of questions Good for: Encouraging learners to consider their about (can any topic)learners in order toreflect produce b a topic What are be the disadvantages oftohome-schooling? learning in lessons.

Encourage research questions. on other skillsdo as parents well as evaluation skills (research, c Why decide to home school analysis, their reflection, communication, collaboration) they Differentiation: Discuss question words already known children? have used this lesson, forwhat, example, research skills as they as starting point: when, which, who, where, why 3selected Depends the questions.

In this example, which websites to and how.

Give on handout of use. question word starters or put questions a and b are ‘What’ questions that lend them on the Learners alsoboard. 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 3 examples should still come from the learner), for from previous work done theexample, home for allyou, of other your learners, Cambridge

Indepen (approx.

Good for: En learning from have learned sporting even byThe the question learner Challenge might betopi a li this section events’ to to ‘Th can be done in mostly well-f Suggested exam good questio andEvaluate nationals 3.1 on recognisin other skil evaluation, Using ther they have use author exi class, at hom informatio has not be explored m

3.2 Discuss th reference t learning o is covered

Developing evaluation skills: Lesson 12 Lesson 4 focuses on understanding what an argument is in Global Perspectives. It follows on from work done to evaluate an information source in Lessons 1–3. 65 vii

CAMBRIDGE STAGE 7 EVALUATION

Resources

Learner's Skill handout (if ap ‘Employment’)

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Section 1 Research

Section 1 Research Introduction will learners be developing research skills, they will also be developing their communication skills.

•

Constructing research questions

•

Developing information skills

•

Conducting research

•

Recording research findings

The ideas given in this Teacher’s Book 7 are suggestions only, and the activities can be used with any of the Global Perspectives Challenge topics for Stages 7 to 9, although Worked Examples are provided for some learning activities. It is hoped that the ideas in this Teacher’s Book 7 will help you structure your lessons in an active learning way with input from you as the teacher to help guide and support learners to become more effective and independent researchers.

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The learning objectives and learning goals for research skills for Stage 7 focus on:

However, you might also find opportunities within these lessons to develop some of the other Global Perspectives skills. For example, when recording information, not only

Research skills overview

1.1 Construct relevant research questions

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

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Learning objectives

1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods

Challenge topic ideas

Education for all; Humans and other species; Disease and health; Conflict and peace; Sport and recreation

Key points

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Learners think research is about using a search engine, but often don’t know how to use a search engine effectively

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Learners copy and paste from information sources rather than making notes and writing in own their words

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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

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Biased and leading questions are questions such as: ‘Do you agree that Global Perspectives is interesting?’

•

Questions that only allow for descriptive responses often start with ‘How..?’ or ‘What…?’ For example, ‘What animals exist in my country?’, ‘How do people learn?’

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1

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Language support

Cross-skills links

Section 1 Research

•

Pre-teach key vocabulary: advantages; disadvantages; main idea; subjectspecific words; identify; explain; evaluate; home-schooling; evidence; evaluation; judgement; primary research; secondary sources of information; bias; leading question; features; characteristics; data; argument; convincing; reference. Also include any topic-specific vocabulary for the Challenge topics – Education for all; Humans and other species; Disease and health.

•

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

2

Analysis

3

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2.1 Identify ideas and evidence from different perspectives within different sources on a given topic.

Evaluation

3.1 Evaluate sources, considering the author and purpose, recognising that some sources may be biased.

3.2 Discuss the effectiveness of a source, making explicit reference to its development of an argument.

4

Reflection

4.4 Personal learning: Identify skills learned or improved during an activity and relate to personal strengths and areas for improvement.

5

Collaboration

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5.2 The team member introduces useful ideas to help achieve a shared outcome and works positively to resolve conflict, solve problems and encourage other team members to participate, when required.

6

Communication

6.1 Present information and arguments clearly with some reasoning, referencing sources where appropriate.

6.2 Listen to ideas and information and offer relevant and well-judged contributions that demonstrate understanding of the issue.

2

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Starting with research skills: Lesson 1 Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Starting with research skills: Lesson 1 Lesson 1 focuses on understanding what the term ‘research’ means and knowing how to identify and write basic questions.

CAMBRIDGE STAGE 7 RESEARCH LEARNING OBJECTIVES 1.1 Construct relevant research questions

Differentiation for support: Give learners options: Research is … A Gaining new knowledge; B Using a search engine; C Finding out information; D Gaining different opinions on a topic.

Suggested answers/ideas: Any reasonable and relevant response. All of the suggestions A–D are correct. The intention is to stimulate learners’ own ideas.

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

Activity: Find out what learners already know about research: What does the term ‘research’ mean to you?

Not topic specific.

Starter activity (approx. 10 mins)

LEARNING GOALS To start to:

understand what the term ‘research’ means

•

understand how to write some basic questions about a topic

•

recognise a good research question

•

identify some of the features of a good research question

Activity: Putting questions into order from best to worst based on some specific features. Explaining what a good research question looks like in a basic way: a question that people care about; a question that is not too broad, too narrow or too vague, a question that allows for information to be found.

Ways of working: Individual, pairs and whole-class discussion on the order of questions and reasons for this order.

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Good for: Identifying good questions and some of the features of a good question.

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 they might do it at the end.

Resources needed

Learner's Skills Book 7; your own Language Support handout (if appropriate); Challenge topic (e.g.

‘Education for all’; see Worked Example for the Main activity).

Prior learning (approx. 5 mins)

Good for: Building on previous knowledge, learning and understanding. This might be from Primary Global Perspectives or from other subject areas as this might be your learners’ first Lower Secondary Global Perspectives lesson.

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Suggested answers: Based on the features, so point learners to these if they are finding this activity a challenge. They should ask themselves: Is the question interesting? Is it too broad? Is it too narrow? Is it too vague? Can it be answered?

Suggested best research question from the choice is question B as it is something people care about, not too broad, narrow or vague, and learners will be able to find information to answer the question. A is too narrow; C is too broad and D is too vague and based on a false premise (bad for what?).

Main activity (approx. 20–25 mins) Good for: Producing questions about a topic.

Activity: Learners produce a mind map of questions about a topic (can be any topic) in order to produce research questions.

Differentiation: Discuss question words already known as starting point: when, what, which, who, where, why and how. Give handout of question word starters or put them on the board.

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Starting with research skills: Lesson 1 Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Ways of working: Individually and in pairs, to share ideas and clarify own thinking.

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What are the disadvantages of going to school to learn?

Whole class discussion based on criteria for a good question (a question that people care about; that is not too broad, too narrow or too vague; that allows for information to be found to answer it). List the best questions from individuals on the board. Encourage learners to identify which question they think is the best question and to give reasons (based on features) why they think this.

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Why is learning important (for me, for my community, for my country, for the world)?

Worked Example for the Main activity Challenge topic: Education for all Sub-topic: The importance of learning

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Different opinions/perspectives: Also, encourage learners to look at their questions from different perspectives.

For example, question 9 in the suggested answers/ questions below will get different responses depending on which perspective it is answered from.

10 How do I/we learn best?

Learner response and feedback: Any suggested questions about the topic should be accepted for the mind map activity. Then encourage learners to focus on the features of a good question to produce their three best questions.

Suggested questions based on the Challenge topic ‘Education for all’: What is learning?

2

When do we learn?

3

Where can people learn?

4

Where do we learn most?

5

Who helps us to learn?

6

What helps us to learn?

7

What are the benefits of going to school to learn?

Independent reflection activity (approx. 5–10 mins)

Good for: Encouraging learners to consider how they are learning best in lessons. 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 reflect on other skills (analysis, evaluation, reflection, communication, collaboration) they have used this lesson, as well as research skills. For example, they could say: ‘I solved problems with my partner’ (the Starter activity), ‘I worked in a group sharing ideas for a mind map’, ‘I thought about and wrote down what helped me learn’, and so on. This activity can be done in class, at home or in self-study time.

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Suggested best question: Are there more advantages to going to school to learn than disadvantages? It is an interesting question: not too broad, narrow or vague, and can be answered.

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Starting with research skills: Lesson 2 Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Starting with research skills: Lesson 2 Lesson 2 focuses on further understanding of the term ‘research’ and being able to find and record information in the learner’s own words.

CAMBRIDGE STAGE 7 RESEARCH LEARNING OBJECTIVES

1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods

LEARNING GOALS To start to:

Activity: Ask learners to remind you what they did last lesson by looking back in their Learner's Skills Book 7. Encourage learners to look at what they thought the best question was in the last lesson and to share with their partner the reasons why they chose this question.

Differentiation for Challenge: Give learners a research question and ask, ‘Is this a good research question?

Why/Why not?’

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

Perspectives, from other subject areas, and from their last Global Perspectives lesson.

understand what research is

•

know how to record the main idea from a text

•

know how to take notes to help write a text summary

Suggested answers: Remind learners of the features of a good research question from Lesson 1: Is it interesting?

Is it too broad? Is it too narrow? Is it too vague? Can it be answered?

Does not need to be topic specific.

Starter activity (approx. 5 mins)

Good for: Identifying where learners might find information.

Activity: Listing where they might find information to answer their research questions.

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Example question from Challenge topic ‘Humans and other species’: Do humans need animals to survive?

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 they might do it at the end.

Resources needed

Learner's Skills Book 7; your own Language Support handout (if appropriate); Challenge topic (e.g.

Education for all) and text for that topic (see the Worked Example for the Main activity ).

Prior learning (approx. 5 mins) Good for: Building on previous knowledge, learning and understanding. This might be from Primary Global

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Ways of working: Individually or whole-class discussion to produce a list on the board and for learners to consider and write down the best way of finding information for the question chosen for the Prior learning activity.

Suggested answers/ideas: Based on the question ‘Do humans need animals to survive?’: internet websites, specifically organisations such as One Green Planet: http://www.onegreenplanet.org; newspaper articles such as The Guardian and The Huffington Post, interviews with family and friends, and so on.

Main activity (approx. 25–30 mins) Good for: Identifying the main idea and subject-specific vocabulary in a text; recording the key information from a text to help write a short text summary.

Activity: Write a sentence on the board twice, such as ‘Learning new things can help us try new experiences which might be the best ones we ever have.’ In the first of the two sentences cross out all the words apart from ‘can’, ‘us’, ‘which’, ‘might’, ‘have’.

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Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book Starting with research skills: Lesson 2

Ask learners: •

Do these words provide information about what the sentence is about?

•

Can you guess what the sentence is about, using only these words?

Now cross out all the words from the second version of the sentence leaving ‘learning’, ‘new’, ‘things’, ‘help’, ‘try’, new’, ‘experiences’. Ask learners the same questions as before. This time, you will get a different response from learners. These words are the ‘informational’ words that give the main information about the content of the sentence.

Tell learners that when they take notes from informative texts, they should only note down the content (subjectspecific) words and not the connectors.

Different opinions/perspectives: Encourage learners to see if there are any different perspectives in the text. For example, for the Worked Example, the perspective is very much that going to school is a good idea. This text is written from a personal perspective.

Give learners a text so that they can identify the main idea and the subject-specific vocabulary.

The text should be one from the topic started in Lesson 1; for example, the Challenge topic ‘Education for all’. See the Worked Example , ‘The benefits of learning at school’.

Learner response and feedback: The text summary should be in the learner’s own words and should include words/phrases from the tables in tasks 1 and 2.

Encourage learners to look back at these two tables to write their text summary.

Encourage peer feedback for the text summary.

Summaries should not be too long or short (50–100 words), include the key information and use the learner’s own words. Learners should identify one way of making their summary better; e.g. avoid using words/phrases from the text.

Suggested answers: These will vary according to the text.

Worked Example for the Main activity

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Ways of working: Individually, in pairs and whole class to share ideas and clarify their own thinking. Wholeclass modelling of working with the text to identify the main idea and subject-specific vocabulary.

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You can make links to English here by asking learners what these types of words are (connector words that don’t tell us what the sentence is about and can be used in many sentences, but provide no information about the content of the sentence).

summary. They could choose which sentence starters they want to complete, or you can tell them which sentence starters you want them to complete.

2

3

Read through the first paragraph together as a class.

Discuss and model note-taking strategies. For example, highlight the informational words only, not the connector words; learners note the key facts and details as single words or short phrases in their own words to show understanding of the information.

Learners create a text summary using the sentence starter prompts.

Challenge topic: Education for all Sub-topic: The importance of learning Resource for Lesson 2: Text about the benefits of learning at school THE BENEFITS OF LEARNING AT SCHOOL

Peer feedback: Learners answer the questions in the Learner's Skills Book 7 to assess understanding of what a summary involves.

Differentiation: Text lengths can vary. Three paragraphs are suggested, but they can be shorter or longer according to learners. You might read the text together as a class, perhaps displaying it on the whiteboard.

You can discuss and model reading-comprehension strategies: For example, look at the title, subheadings, illustrations and repeated words for clues about the main idea of the text, find the words that are related to the main idea, and so on.

If learners find producing the summary a challenge, ask them to write a couple of sentences instead of the full

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Learning can happen anywhere, but there are many benefits of learning at school.

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Starting with research skills: Lesson 2 Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Here are just three of them:

3

1

The first benefit is that you have a lot of teachers in one place so can learn many different subjects, such as Maths, Languages and Global Perspectives. Teachers love the subject they teach and spend a long time learning it themselves.

They are trained well to teach their subject to different age groups, and they know about the talents of the learners in their class.

The text is about three reasons why learning is better at school.

Another advantage of learning at school is that you are with other people who are the same age as you are. Your classmates might have the same interests which you can do together or they might introduce you to other experiences such as sporting activities like tennis, gymnastics or football. So, as well as learning school subjects, you can also learn how to do other interesting things.

The second paragraph is about being with others who might have the same interests as you or who can introduce you to new activities.

3

Sometimes you have questions about what you are learning and if you go to school there will always be someone there who can answer your questions. You might also be scared of asking a teacher so you can ask a friend in your class to ask instead until you feel more confident.

Suggested answers:

In the first paragraph, we find out that we can study many different subjects at school and that teachers are well trained.

a

Main idea of text: there are advantages of going to school to learn.

b

Subject-specific words: teachers; subjects; trained; talents; classmates; interests; experiences, and so on.

The last paragraph tells us that we can ask our classmates if we’re afraid of asking the teacher a question and can learn this way too.

Independent reflection activity (approx. 5–10 mins)

Good for: Encouraging learners to consider what they found challenging during 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 explanation but not all learners will be able to do this. Encourage learners to reflect on other skills as well as research skills (analysis, evaluation, reflection, communication, collaboration) they have used this lesson. This activity can be done in class, at home or in self-study time.

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The main idea is that it is a good idea to go to school to learn.

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2

Suggested summary:

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The ideas for this response appear in the suggested summary.

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Starting with research skills: Lesson 3 Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Starting with research skills: Lesson 3 Lesson 3 focuses on further understanding of what research is, understanding how to select appropriate research methods and referencing sources of information.

CAMBRIDGE STAGE 7 RESEARCH LEARNING OBJECTIVES

1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods

LEARNING GOALS To start to:

Activity: Find out what learners found difficult during Lesson 2. Ask learners to write down one area of difficulty and share with the class. Refer learners to the tips in the Learner's Skills Book 7 (Lesson 2) for how they can overcome these difficulties.

Differentiation: Ask specific learners to give the class tips on overcoming any difficulties from the last lesson.

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

Perspectives, from other subject areas, or from previous Global Perspectives lessons.

understand what research is

•

know the importance of referencing sources of information

•

understand how to choose suitable research methods

Starter activity (approx. 10–15 mins)

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•

Suggested answers/ideas: Any reasonable and relevant response. Ideas might include: • to practise with each text at reading through once and then coming up with own headline for the text (main idea) • to build a list of topic/subject-specific vocabulary for each Challenge (in a notebook) • to practise reading short texts/paragraphs and writing summaries of no more than 20 words using only own words.

The intention is to stimulate learners’ own ideas.

Not topic specific.

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 they might do it at the end.

Resources needed

Learner's Skills Book 7; your own Language Support handout (if appropriate); Challenge topic (e.g.

Education for all) and website addresses (see Worked Example for the Main activity ).

Prior learning (approx. 5 mins) Good for: Building on previous knowledge, learning and understanding. This might be from Primary Global

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Good for: Identifying suitable research methods for specific aims/purposes.

Activity: Group brainstorm and feedback to the whole class. Some learners might find it a challenge to say why they chose the methods they did so this can be used as differentiation for those that can answer at this point.

You could come back to this at the end of the lesson.

Suggested answers: 1

Responses will vary

2

I need to find out what local people think and the best way of doing this is to ask some local people.

Discussion: 3

a

To find out whether I am right about something – internet, books, ask teacher/friend/parent

b

To find out what the government of a country thinks about something – internet, government websites, newspaper article

c

To find out what my friends and family think about something – questionnaire, interview.

Not topic specific.

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Starting with research skills: Lesson 3 Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Main activity (approx. 20–25 mins) Good for: Seeing the importance of giving credit to other people’s work and not just copying it as your own.

Activity: You might start by having a discussion and asking learners the following questions (Some suggested answers have been put in brackets): Do you think anything bad might happen to you if you copy someone else’s words or ideas and don’t give them any credit? (No or bad grade, kicked out of school, lose people’s faith/trust in you as they think you are a cheat, etc.)

•

How do you think you might feel if someone stole your words and ideas and didn’t give you any credit? What do you think should happen to them if they do? Should they get a bad or no grade?

•

Why do you think it might be unfair to use someone else’s work without giving them any credit?

•

How would you feel if you posted something on social media and your friends shared it as if it were their own post and didn’t give you any credit?

•

How does it help you if you say where you got your information from? (Shows I know where to look and what I am talking about and that I have understood the information I have read from the source.)

You can also use newspaper articles if you have no access to the internet. For each article, learners record the main idea. For task 4, learners can write a reference for each newspaper article. For this, they need to record the author, the title of the article, the date it was published and the title of the news agency that published the article.

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•

of learners the same website address or addresses; they might work on their own and then share. Or give the whole class a set of website addresses, and for each one they note the main idea and then share. You might make up some website addresses with the main idea in them, e.g. https//whatcanwedo/plastic/use/local.by

Ways of working: Individually and in pairs to share ideas and clarify own thinking. Whole-class discussion based on the importance of referencing and how to reference sources of information.

Different opinions/perspectives: Also, encourage learners to look at the website addresses and think about which perspective they think the ideas on the website come from. For example, for the Worked Example below: 1 Home-schooling/parents/global; 2 Australian government/national; 3 The Gurugram school/India/ national; 4 China/national; 5 Technology/global

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Learner response and feedback: Stress that, at the moment, it doesn’t matter that learners don’t do referencing correctly as this is a skill that can be developed over the next levels (Developing … and Getting better at … ) and Stages 8 and 9, but they should try to reference other people’s work and keep a list of sources of information they use. Peer feedback so learners can clarify their own understanding and gain ideas from their peers – an important part of learning about referencing.

•

How does it help someone who reads your work if you say where you got your information from? (They can learn more from the sources of information you have used, they can see that you have used good sources so can trust what you are saying, etc.)

•

How do you think you might give credit to other people’s words and ideas in your own work? (By citing and by including a reference list at the end of a piece of work.)

•

What information do you think you need to give credit for? (Someone else’s idea or opinion, any facts, statistics, graphs and drawings, quotations of someone else’s spoken or written words, paraphrases of someone else’s spoken or written words.)

After class discussion, learners can do the activities in their Learner's Skills Book 7, sharing with a partner why a reference list is important.

Differentiation: For task 3, revisit the work on the main idea, referring learners back to Lesson 2. Give a pair

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Suggested answers based on the Challenge topic ‘Education for all’: There are many different systems for citing and referencing sources of information. One in common use internationally is Harvard. To cite in Harvard in the text, the author and date go in brackets after the information within the written work (Wiggins, 2016). The full reference including author, date and title of the article, web address and date accessed go in an author alphabetical reference list at the end of the piece of work. Footnotes are not used in the Harvard system.

So the full reference for the citation given is: Wiggins (2016). Students Learn Best When You Do This. Teachthought [online] Available at: https://www. teachthought.com/pedagogy/students-learn-best (Accessed 2/12/2019).

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Starting with research skills: Lesson 3 Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

Worked Example for the Main activity

The Guardian. [online] Available at: https://www. theguardian.com/sustainable-business/technologyempower-children-developing-countries (Accessed 21/09/2018).

Challenge topic: Education for all Sub-topic: The importance of learning The weblinks below are examples of how to reference web addresses correctly – they may not necessarily be active links, as these often change. You can either use these, or find your own and follow the same formatting. https://www.theguardian.com/lifeandstyle/2016/ sep/10/10-good-reasons-to-home-school-your-child (main idea – benefits of being educated / learning at home rather than at school)

Full reference: Barbieri (2016). 10 good reasons to home school your child. The Guardian. [online] Available at: https://www.theguardian.com/lifeandstyle/2016/ sep/10/10-good-reasons-to-home-school-your-child (Accessed 21/09/2018).

2

http://raisingchildren.net.au/articles/learning_primary_ secondary_school.html (main idea – how children and teenagers learn) Full reference: Raising Children Network (2016).

Learning: Primary and secondary school years. Raising Children Network. [online] Available at: https:// raisingchildren.net.au/articles/learning_primary_ secondary_school.html (Accessed 21/09/2018).

https://www.hindustantimes.com/gurugram/thegurugram-school-that-has-one-class-for-96-students/ story-BFPAt9HvBCjvXX9gvAwpSK.html (main idea – No space and crumbling building forces learning in an area with a leaking roof)

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 you, other learners or previous work done by the learner in the Learner's Skills Book 7. 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 self-study time.

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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 can choose more than one option. Encourage learners to reflect on other skills as well as research skills (analysis, evaluation, reflection, communication, collaboration) they have used this lesson, for example, collaboration skills as they discussed with a partner.

PL E

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Independent reflection activity; Self-assessment; Challenge topic review (approx. 15 –20 mins)

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Full reference: HT correspondent (2018). The Gurugram school that has one class for 96 students.

Hindustani Times. [online] Available at: https:// www.hindustantimes.com/gurugram/the-gurugramschool-that-has-one-class-for-96-students/storyBFPAt9HvBCjvXX9gvAwpSK.html (Accessed 21/09/2018).

1.1 Construct relevant research questions. Features of a good research question: a question that people care about; a question that is not too broad, too narrow or too vague; a question that allows for information to be found/an answer. Good research questions: ‘Is home-schooling better than learning at school?’

‘Do humans need animals for survival?’

https://www.dragonsocial.net/blog/education-in-china (main idea – the problems of education in China)

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

To acknowledge/recognise someone else’s ideas; referencing, for example, Wiggins (2016). Students Learn Best When You Do This. Teachthought [online] Available at: https://www.teachthought.com/ pedagogy/students-learn-best/ (Accessed 2/12/2019).

Full reference: Thai (2017). Education in China: The Good, The Bad & The Big Opportunities. Dragon social. [online] Available at: https://www.dragonsocial. net/blog/education-in-china (Accessed 21/09/2018).

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https://www.theguardian.com/sustainable-business/ technology-empower-children-developing-countries (main idea – the use of technology for learning)

Full reference: Kelly (2013). Technology can empower children in developing countries – if it’s done right.

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Suggested examples:

1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question. Research methods include: Interview,

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Developing research skills: Lesson 4 Cambridge Lower Secondary Global Perspectives 7: Teacher’s Book

questionnaire/survey, internet search, Look in newspaper, magazine, book. To know what family/ friends think, use interview, questionnaire, survey.

1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods. Any relevant example.

Developing research skills: Lesson 4 question that is not too broad, too narrow or too vague, a question that allows for information to be found/ an answer.

Differentiation: Allow learners to look back in their Learner's Skills Book 7. Some will not need to. Learners can work in pairs for support.

PL E

Lesson 4 focuses on the features of a good research question and how to start constructing research questions. It follows on from work done in Lesson 1 to develop learners’ understanding of what a good research question looks like and how to write as well as identify good and bad research questions.

CAMBRIDGE STAGE 7 RESEARCH LEARNING OBJECTIVES

Suggested answers: Any reasonable and relevant response, but responses will be from Lesson 1.

Not topic specific.

1.1 Construct relevant research questions

Starter activity (approx. 10 mins)

LEARNING GOALS

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

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how to write a good research question

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how to write sub-questions to help answer research questions

Activity: Giving reasons for their judgement of the quality of the research questions.

Ways of working: Individually, in pairs and whole-class discussion.

Suggested answers/ideas:

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Good for: Judging the quality of research questions using features already discussed.

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A fairly good question. People care about this topic; it is not too broad, too narrow or too vague, and information can be found. However, you might want learners to consider whether it is arguable (for later in the lesson).

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Not such a good question. People do care about the issue, but it’s a little narrow as it focuses just on Neverland. There is unlikely to be very much information to answer the question.

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A good question. People care about this issue; it’s not too broad, narrow or vague, and there is information about it. It can also be argued.

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 they might do it at the end.

Resources needed

Learner's Skills Book 7; your own Language Support handout (if appropriate); Challenge topic (e.g.

‘Education for all – Learning at home instead of at school’); see Worked Example for the Main activity.

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 Global Perspectives lessons (especially Lesson 1).

Activity: Review learning from Lesson 1: Features of a research question – a question that people care about, a

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Main activity (approx. 20–25 min) Good for: Making research questions even better.

Explores further features of a good research question.

Activity: Discussion about all the features of a good research question, including: •

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

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