Cambridge Global Perspectives Executive Preview Stage 7

Executive Preview Cambridge Lower Secondary

Global Perspectives MULTI-COMPONENT SAMPLE – STAGE 7 Keely Laycock

Second edition

Digital Access

Dear Teacher, Welcome to the new edition of our Cambridge Lower Secondary Global Perspectives series, providing full support for the curriculum framework from 2022. This series has been designed to flexibly meet all of your teaching needs, with a scaffolded skills approach. This preview will help you understand how the learner’s skills book and the teacher’s resource work together to best meet the needs of your classroom, timetable and learners.

This Executive Preview contains sample content from the series, including: • A guide explaining how to use the series • A guide explaining how to use each resource In developing this new edition, we carried out global research with Cambridge Lower Secondary Global Perspectives teachers – through interviews and work on the Cambridge Panel, our online teacher research community. Teachers just like you have helped our experienced authors shape these new resources, ensuring that they meet the real teaching needs of the Cambridge Lower Secondary Global Perspectives classroom.

The learner’s skills book has been specifically written to support English as a second language learners with key subject words, glossary definitions in context and accessible language throughout. We have also provided new features that help with active learning, assessment for learning and student reflection. For example, new skills openers to engage your learners and highlight links to the Challenges, as well as ‘Showcasing your skills’ at the end of each skill section.

Core to the series is the teacher’s resource with digital access. It will help you support your learners and confidently teach to the curriculum framework, whether you are new to teaching the subject or more experienced. Each chapter includes lesson ideas, activities, common misconceptions to watch out for, worksheets and downloadable projects. These resources offer additional opportunities for your learners to practise key skills. You’ll also find answers to the learner’s skills book, extra ideas to extend learning and more.

Please take five minutes to find out how our resources will support you and your learners.

To view the full series, you can visit our website or speak to your local consultant. You can find their contact details here: cambridge.org/gb/education/find-your-sales-consultant Best wishes, Julia Fusi Commissioning Editor for Global Perspectives Cambridge University Press & Assessment

How to use this series This suite of resources supports learners and teachers following the Cambridge Lower Secondary Global Perspectives curriculum framework (1129) from 2022. The components in the series are designed to work together and help learners develop the necessary skills for this subject. With clear language and style, they are designed for international learners.

Cambridge Lower Secondary

Cambridge Lower Secondary

Global Perspectives™

Global Perspectives LEARNER’S SKILLS BOOK 7 Keely Laycock

LEARNER’S SKILLS BOOK 7

dge ienced books teachers .

How to use this series

The Learner’s Skills Book is designed for learners to use in class with guidance from the teacher. It offers complete coverage of Cambridge Lower Secondary Global Perspectives. The Learner’s Skills Book supports students in developing the Global Perspectives skills of analysis, collaboration, communication, evaluation, reflection and research through an active learning approach. Each section also provides opportunities to practise the Global Perspectives skills through engaging topics, discussion activities and independent reflection.

Press

A digital version of the Learner’s Skills book is included with the print version and available separately.

Second edition

Digital Access

Developing 21st century skills and understanding perspectives from around the globe has never been more important in the modern world. Join us as we take you on a journey through skills development with our stage 7 learner’s skills book. Adaptable to any topic, including sustainability and the digital world, our write-in books make skills measurable and give you the foundations to become a global citizen.

This learner’s skills book has been written to support the Cambridge Lower Secondary Global Perspectives Curriculum Framework (1129).

A digital version of the Teacher’s Resource is included with the print version. The digital resource contains worked examples, templates for activities and three projects which give learners further opportunities to develop the six Global Perspectives skills through interesting topics.

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

This resource is endorsed by Cambridge Assessment International Education

✓ Supports the full Cambridge IGCSE,

IGCSE (9-1) and O Level French syllabuses (0520/7156/3015) for examination from 2021

✓ 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.

Cambridge Lower Secondary

Global Perspectives TEACHER’S RESOURCE 7 Keely Laycock

TEACHER’S RESOURCE 7

• Six sections that develop the key skills of evaluation, reflection, analysis, research, collaboration and communication • A large collection of collaborative and independent activities to help you track your skills progress • Chance to assess others’ work to help improve your collaboration and reflection skills • Specific questions to encourage your thinking – such as, ‘what do you think the term “research” means?’

• A clear language style and opportunities to practise your English speaking skills, making this book ideal for second language learners

Global Perspectives

The Teacher’s Resource provides everything teachers need to confidently deliver the course. It is packed full of useful teaching notes and lesson plans, with suggestions for differentiation to support and challenge students, and ideas for formative assessment.

Cambridge Lower Secondary

Cambridge Global Perspectives™

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

Second edition

Digital Access

3

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Cambridge Lower Secondary

Global Perspectives LEARNER’S SKILLS BOOK 7

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Keely Laycock

Second edition

Digital Access

Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Contents vii

How to use this book

x

Section 1 Research

1

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Introduction

2 4 9 15 22 26 31 38 42 46 52

Section 2 Analysis

53

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Let’s start thinking about research!

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 Showcasing your skills Let’s start thinking about analysis!

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

54 56 61 65 71 75 79 84 89 94 100

Section 3 Evaluation

101

Let’s start thinking about evaluation!

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

102 104 108 112

v Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Contents

126 133 138

Section 4 Reflection

139

Let’s start thinking about reflection!

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

140 142 146 150 156 160 164 170 174 178 184

Section 5 Collaboration

185

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Developing evaluation skills: Lesson 6 Getting better at evaluation skills: Lesson 7 Showcasing your skills

186 188 192 197 204 208 212 218 224

Section 6 Communication

225

Let’s start thinking about communication!

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 Showcasing your skills

226 228 233 237 243 247 251 257 263

Glossary

264

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Let’s start thinking about collaboration!

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 Showcasing your skills

vi Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

How to use this book

How to useStarting thiswith book research skills: Lesson 1

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

These are explained below.

My learning goals are to start to:

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.

understand what the term ‘research’ means

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• •

understand how to write some basic questions about an issue

•

recognise a good research question

•

identify some of the features of a good research question

How will I know if I reach my goals?

4

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

Main idea

Subject-specific words

Starting with research skills: Lesson 1

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’.

As you this lesson, the ‘Achieved’ box to show you goals. have achieved your Start towork thinkthrough about how you aretick going to showcase your learning Add an example learning you haven’t quite achieved once yougoals. have Ifachieved each learning goal.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 Lesson 1from your challenge Notonce thereyou yethave Achieved Example example achieved 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 an I can write some basic issue. questions about a I can recognise topic. a good research I can recognise question. a good research I can identify some question. of a some good Ifeatures can identify researchof question. features a good

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1 Research

Starting with research skills: Lesson 1

Tip research question.

Subject-specific

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

Prior learning words are words Prior learning What think the that do areyou related toterm ‘research’ means?

What do you think the term ‘research’ means? the main idea.

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

Research is �������������������������������������������������������������������������������������� . ........................................................................................................... �����������������������������������������������������������������������������������������������������������

Starting with research skills

Main activity

The issue I am focusing on today is …

Tip

New and important words are orange Peer feedback in the text. You can find out what c Share your information with a partner� Do they have the same mean theideas glossary at the back ideasthey as you?

Add toin your in a different colour� of the book.

2

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

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

b

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

Each tip provides useful information and key points to consider.

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

Main idea

Notes about the key information

Paragraph 1:

•

Starter activity .................................................................................................................

Look for activity key Starter 1 words Which do youtell think is the best research question? Put the questions that the 1 1Which you (the think is the research Put questions a mind map of1 and asquestion? many questions about the issue as you A–DProduce indo order best at best number the worst at the number 4). reader about the A–D in order (the best at number 1 and the worst at number 4)� can think of. start school?

A When do children topic.

A When do children start school?

B Should we remove all sugar from our diet?

B Should we remove all sugar from our diet?

C What is poverty?

C What is poverty?

D Why are social networking sites bad?

D Why are social networking sites bad?

Tip

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

3

5

• •

a Work with a partner to discuss your questions. Using what you have learned so far about a good research question, write down x your three best research questions. Remember to check whether • Original material © Cambridge University Press & Assessment 2023. This material notquestions: final and is subject to further changes prior to publication. each of is your Paragraph 2:

•

2

Class discussion 3

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

How to use this book

Best question: �����������������������������������������������������������������������������������

Reason: ��������������������������������������������������������������������������������������������� 2 Analysis

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

Independent reflection activity

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).

Do Working you thinkon you better able to come up with courses of at action to help resolve A mymight own:be Getting better research skills: Lesson 9 ����������������������������������������������������������������������������������������������������������� issues after this lesson?

B Working with a partner: ������������������������������������������������������������������������������������������������������ ���������������������������������������������������������������������������������������������������������������������������������������������������� Independent reflection activity C Whole class discussion: ������������������������������������������������������������������������������������������������������ Why? Something that helped you learn today: D Writing things down in my Learner's Skills Book: �������������������������������������������������������������� ����������������������������������������������������������������������������������������������������������������������������������������������������

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

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These are opportunities at the end of each lesson to reflect on your progression through the learning goals, and relate this to your issue.

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

‘Achieved’. Don’t Don’t forget forget to to add add examples examples.from your challenge.

Continued

Analysis skills: I am RED AMBER GREEN Self-assessment starting to . . . 3 I understand how am starting I know what a 2. How Imuch Explain how Look back at Self-assessments 1 and furthertoprogress do you feel you have to create a basic understand how graph is. research I can evidence can made so far in developing your skills?

6 support arguments. identify some graph to present graphs can be used Using the table below, shade in the box that matches your progress most closely. research findings. to present research information from Eventually, you are aiming for green! findings. I can identify I can identify a graph.

I am getting better RED AMBER GREENinformation relevant relevant information at . . . from a graph with help. from a graph.

I can write research I can writewhat at least I understand I know the features Writing what I understand I am starting to Identify research and and help one good research it questions of a good what research it means questions that link means to analyse to analyse explain causes andto understand others with their question. question and can an issue. something and can something and can analysis is. consequences of research questions. write a research identify a cause and identify a cause/ different issues. question with help. consequence with help. a consequence.

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.

Check Check your your learning learning

your learning 2 Check Analysis

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

Issue review

Think about the issue you have been focusing on and complete the following statements.

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

74I didn’t know: ………………………………………………………………………………………..

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

2 Analysis

49

Showcasing your skills

This shares the experiences of other learners with you. It also models ways in which you might reflect on your work.

70

Your teacher will have access to downloadables that can be used with all the activities in this Learner’s Skills Book.

I’m so used to seeing certain brands that it had never occurred to me that they might have a negative impact on the environment – or on me!

Exploring the topic ‘Globalisation’ helped me to notice the consequences of seeing these brands all the time.

It was so helpful when I realized that ‘causes’ means ‘reasons that things happen’.

And that I only needed to explain each reason with one or two sentences.

• What do I think about globalisation?

• How connected do I think we are?

• What do I feel about it?

Once I knew what my own perspective was, I could identify the perspectives of other people much more easily.

xi Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

It’s important to understand that perspectives aren’t just pieces

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 issues.

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 issues and making notes on the information that you find so that you can tell someone about an issue 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.

Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

Let’s start thinking about research!

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In Section 1 Research, you might choose to focus on the Challenge ‘Is school the best place to learn?’ and the topic ‘Education for all’.

If you take on this Challenge, you will try to find out as much as you can about different types of education and schooling. You will learn how to ask a range of questions that will help you to find out more about your system of education from your perspective, as well as finding out about learners in other places.

And you can then decide if there are other ways to educate learners that might be as good as yours – or even better!

What might we ask?

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Where do we learn?

Who helps us learn?

What is learning?

What would our ideal school be like?

Do other young people in other places learn in different ways?

Should we have choices about when we learn?

Where we learn?

How we learn?

When do we start to learn?

Do we learn better alone or with others?

2 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

Films Who could we ask?

Where might we look?

People

Internet

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Newspapers

Books

Alternatively, you might choose to focus on the topics ‘Education for all’ and ‘Health and wellbeing’, which are explored in this section of your Learner’s Skills Book.

Think about your answers to these questions: What might we ask?

•

Who could we ask?

•

Where might we look?

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•

What is 'research'?

Research: a way of collecting information Research is about learning how to: •

ask the right questions

•

find the best pieces of information from the most interesting places to answer those questions

•

record your sources properly.

Remember!

You can use any of the Challenges or topics as the starting point to develop your research skills. Your teacher may direct you to focus on a specific Challenge or topic, or you may be able to choose for yourself.

3 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

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1

Starting with research skills: Lesson 1 My learning goals are to start to: •

understand what the term ‘research’ means

•

understand how to write some basic questions about an issue

•

recognise a good research question

•

identify some of the features of a good research question

4 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

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 showcase your learning goals. Add an example once you have achieved each learning goal.

Example

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

I can write some basic questions about an issue.

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?

5 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

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

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

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3

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

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2

1

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

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

6 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 1

Main activity The issue I am focusing on today is … .................................................................................................................

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

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1

2

a Work with a partner to discuss your questions. Using what you have learned 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?

7 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

b Why did you choose these three questions?

Question 1 ��������������������������������������������������������������������������������� Question 2....................................................................................

Class discussion 3

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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.

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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.

8 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

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2

Starting with research skills: Lesson 2 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

9 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

How will I know if I reach my goals?

As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’.

Start to think about how you are going to showcase your learning goals. Add an example once you have achieved each learning goal.

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.

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

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

10 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 2

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?

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2

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2

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

Main activity

The issue I am focusing on today is … .................................................................................................................

1

Read the text your teacher gives you. a

Write the main idea of the text in the following table.

b

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

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

11 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

Main idea

Issue-specific words

Tip

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

Tip

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.

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.

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2

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

Main idea

Notes about the key information

Paragraph 1:

•

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

Tip

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

• •

Paragraph 2:

• • •

Paragraph 3:

• • •

12 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 2

3

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

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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

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

13 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

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: ....................................................................................

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B

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

C Writing down issue-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.

14 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

SA M

PL E

3

Starting with research skills: Lesson 3 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

15 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

How will I know if I reach my goals?

As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’.

Start to think about how you are going to showcase your learning goals. Add an example once you have achieved each learning goal.

I think I understand what research is.

I realise the importance of referencing information sources.

I know some different research methods.

Prior learning

Not there yet Achieved

Example

PL E

Lesson 3

SA M

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: ..................................................................................... ....................................................................................................................................................

16 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

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 (✗)

Book

Questionnaire Newspaper article Interview Asking people 2

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The internet

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

17 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

Main activity The issue I am focusing on today is … ���������������������������������������������������������������������������������������������������������������� 1

Answer the following question:

���������������������������������������������������������������������������������������������������������� Discuss the question as a class. Now do you still think the same?

2

When you do research, why is it important to have a reference list at the end of a piece of written work?

����������������������������������������������������������������������������������������������������������

For each of the website addresses given to you by your teacher, discuss with your partner and then write a sentence in your own words to tell someone else the main idea of the content on the website.

SA M

3

Website 1: ������������������������������������������������������������������������������������������ Website 2: ������������������������������������������������������������������������������������������ Website 3: ������������������������������������������������������������������������������������������ Website 4: ������������������������������������������������������������������������������������������ Website 5: ������������������������������������������������������������������������������������������ Do your classmates agree with you?

����������������������������������������������������������������������������������������������������������

4

A reference list is a list of all the sources of information you have researched and used in your own work.

PL E

When you do research, why is it important to have a reference list at the end of a piece of written work?

Tip

Include each of the website addresses given to you by your teacher in a correct reference.

Website 1: ������������������������������������������������������������������������������������������ Website 2: ������������������������������������������������������������������������������������������

Tip

To reference correctly, you need to include the author, the title of the article, the date it was published, the website address and the date you looked at the article. An example would be: Jacobs (2023). How Students Learn Best. [Online] Available at: https://www. howstudents learnbest.com (Accessed 21/09/2023).

18 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 3

Website 3: ..........................................................................................

Website 4: ..........................................................................................

Website 5: ..........................................................................................

Peer feedback

PL E

Does your partner have the same references as you?

Did you miss anything out?

Website 1: ................................................................................................

Website 2: ................................................................................................

Website 3: ................................................................................................

Website 4: ................................................................................................

Website 5: ................................................................................................

SA M

Independent reflection activity

Which of these skills do you find the most challenging at the moment?

A Knowing what to put in a reference.

B

Identifying the main idea from a text.

C Knowing where to look for information for a specific purpose. ....................................................................................................................................................

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.

19 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

Self-assessment 1 How much progress do you feel you have made so far in developing your research skills?

Using the table below, shade in the box that matches your progress most closely. Eventually, you are aiming for green!

AMBER I know some of the features of a good research question and am starting to recognise good research questions.

GREEN I know some of the features of a good research question and am starting to tell others what a good research question looks like.

I understand why I understand why I am starting to Locate a range of I need to add a I need to add a understand why sources that will reference list to any reference list to any I need to say where help me to find written work that I do written work that I do information that links I get information and can reference at and can reference at to my issue and start from, but am not yet least one source of sure how to reference least one source of to reference them. sources of information information with help. information. correctly.

I am starting to I am starting to I am starting to Choose methods understand what understand what understand what of research that will research is and research is and research is by help me to answer know where to get knowing at least three know where to get my question. information from information from research methods depending on what depending on what I can use.

I want to know. I am I want to know. I am able to tell others not yet confident enough to tell others where to look for information for a where to look for particular issue. information for a particular issue.

PL E

RED I am starting to understand some of the features of a good research question.

SA M

I am starting to …

Write research questions that link to an issue.

20 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 3

Continued

Issue review

RED AMBER GREEN I am starting to I am starting to I am starting to understand that understand which understand which there are different research methods to research methods are research methods for use to find out what suitable for finding different aims. I am my family and friends facts. I am starting starting to identify think about something. to write down key the main idea from I am starting to identify information from a text. the main idea and a text in my own some issue-specific words. words from a text.

PL E

I am starting to …

Choose information that is relevant to my issue using the most useful method, and start to record this information.

Think about the issue you have been focusing on and complete the following statements.

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

SA M

I didn’t know ………………………………………………………………………….……………..

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

21 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

1 Research

Showcasing your skills

PL E

When I was exploring the topic ‘Globalisation’, I really enjoyed writing my own questionnaire. I was trying to find out what my friends and family knew about the different brands of food we all buy.

I liked it when we started researching education and schools as part of the Challenge because we started with our own experiences. It meant I could relate to it and it helped me to think of the questions I wanted to find the answers to.

SA M

I used to think that ‘research’ was something you had to do in a library with huge books. Now I know that research just means finding out about anything that I want to discover or explore! I liked that I had the freedom to research in any way I wanted to.

I know you will be excited to start your research. Looking on the internet can be interesting and fun.

Focus on gathering the information you need.

It’s easy to end up with too much information.

It’s a good idea to create two lists: 1 a list of the specific questions you want answers to

2 a list of websites that have a good reputation.

Ask your teacher to guide you.

52 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

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Cambridge Lower Secondary

Global Perspectives TEACHER’S RESOURCE 7

SA M

Keely Laycock

Second edition

Digital Access

Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

Contents vii ix x xiii xv

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Introduction How to use this series How to use this Teacher’s Resource About the curriculum framework Curriculum mapping Approaches to teaching Cambridge Lower Secondary Global Perspectives

xxix

xxxi xxxi xxxii xxxiii

Approaches to teaching and learning

xxxv

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

xxxv xxxvi xxxvii xxxix xli xlii xliii

SA M

Alternative approaches to teaching Cambridge Lower Secondary Global Perspectives Teaching Cambridge Lower Secondary Global Perspectives within the wider curriculum Integrating the theme of sustainability Assessment guidance Transferring your skills as a teacher

Acknowledgements

xxix

xlvi

Section 1 Research

Introduction Research skills overview Let’s start thinking about research!

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 Showcasing your skills: Research

1 1 2 3 5 8 11 13 15 17 19 21 24

iv Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Contents

Section 2 Analysis

Section 3 Evaluation

25 25 27 27 29 31 33 35 37 39 42 44 47

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Introduction Analysis skills overview Let’s start thinking about analysis!

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

SA M

Introduction Evaluation skills overview Let’s start thinking about evaluation!

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

48 48 49 50 52 53 56 58 60 61 64

Section 4 Reflection

Introduction Reflection skills overview Let’s start thinking about reflection!

Starting with reflection skills: Lesson 1 Starting with reflection skills: Lesson 2 Starting with reflection skills: Lesson 3 Developing reflection skills: Lesson 4 Developing reflection skills: Lesson 5 Developing reflection skills: Lesson 6 Getting better at reflection skills: Lesson 7 Getting better at reflection skills: Lesson 8 Getting better at reflection skills: Lesson 9 Showcasing your skills: Reflection

65 65 66 67 69 70 73 75 76 78 80 83 85

v Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

Section 5 Collaboration

Section 6 Communication

86 86 88 88 90 92 94 96 98 101 103

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Introduction Collaboration skills overview Let’s start thinking about collaboration!

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 Showcasing your skills: Collaboration

SA M

Introduction Communication skills overview Let’s start thinking about communication!

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 Showcasing your skills: Communication

104 104 106 106 108 110 111 114 116 118 121

Digital resources

The following items are available on Cambridge GO. For more information on how to access and use your digital resource, please see front cover.

Active learning Assessment for learning Developing learners’ language skills Differentiation Improving learning through questioning Language awareness Metacognition Skills for life Letter for parents Downloadable resources, worked examples and activity templates Projects

vi Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

PL E

SA M Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Section 1 Research

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

Section 1 Research

How to use this Introduction Teacher’s Resource

Getting better atResource research7skills: Lesson 8 The ideas given in Teacher’s are suggestions Getting better at research skills: Lesson 7 only, and the activities can be used with any of the Cambridge Global Perspectives Challenges or topics for • Constructing research questions in pairs/small when presenting their information Stages 7 to 9.groups Downloadables and Worked Examplessoare Main activity (approx. 20–25 mins) about; a question that is not tootobroad, too narrow or •This Developing skills activity; they can provide continual feedback each Independent reflection Self-guidance provided for many learning activities.

They link toyou the Teacher’sinformation Resource contains both general and teaching notes designed toother. help too vague, a question that allows for information to be Good for: Starting to analyse information gained from topics ‘Education for all’Remind and ‘Health andtowellbeing’.

It •to deliver Conducting research Suggested answers/ideas: learners consider assessment; Issue review the content in Cambridge Lower Secondary Global Perspectives Stage 7. found/an answer.

Good research questions: ‘Is homeprimary research and recording this information. is hoped thatand theaudience ideas in for Teacher’s Resource they 7 willhave help the purpose the information • (approx.

Recording research findings 15–20 mins) schooling better than learning at school?’, ‘Do humans There teaching notes forofeach lesson of the Learner’s Skills Book.

Each teaching Activity:are Discussion about ways recording you structure your lessons inset an of active learningnotes way with gathered.

Either give learners the same presentation need animals for survival?’

However, you might also find opportunities within information gained.

Good for: Encouraging learners to consider their input from you as the to teacher totheir help own guideway and support contains the following features to help you deliver the unit. method or allow them choose these lessonsand toLearners develop some of the other Cambridge 78Rs.02 Identify and begin to reference atheir range of learning progression learning in lessons.

Ask learners to become more effective and independent of presenting the information gained from Differentiation: canin work in pairs/small groups At the Perspectives start of each section there iswhen a Skills overview, which summarises theposter, learning objectives Global skills. example, recording print and multimedia sources and leaflet, use them to locate to be as honest as they can.

Encourage learners to questionnaire. researchers.

For example, presentation for them support.

Give choice of For presentation method. information, not only will learners beare developing relevant information questions. within skill and how developed across(set the lessons within that skill.research It also contains reflecteach on other skills as wellthese as research skills (analysis, a maximum numberand of answer slides), blog, summary, bar Ways of working: Individually and in pairs/small To acknowledge/recognise someone else’s ideas; research skills, they will also be developing theirgroups evaluation, reflection, communication, collaboration) graph, pieyou chart, table. ideas for which Challenges or topics can be used, and how may be able to make links with for they support. discussion about ways of Wiggins (2016). Students Learn Best When You Do communication skills. haveWhole-class used thisthe lesson, for example, evaluation other skills across curriculum.

Key pointsskills cover common misconceptions and tips on how recording from research.

This. Teachthought [online] Available at: https://www. as theyinformation give feedback on primary each other’s work. to fill learning gaps.

The overview also provides language support, highlighting terminology Independent reflectionkey activity teachthought.com/pedagogy/students-learn-best/ Different opinions/perspectives: Stress that primary Learners also complete the self-assessment to set their (Accessed 2/12/2019). needed for that section. research methods are a great way of gaining opinions (approx. 5–10 mins) own learning targets before they move on. Learners andlook viewpoints different groups of people about 78Rs.03 Select an appropriate and conduct back atfrom previous self-assessment and think about Good for: Encouraging learners tomethod consider their an issue and can form evidence as part perspective.

Learning 78Rs.01 Construct relevant research questions. research to test predictions and begin to answer a research and shade where they think they areofatathis time in their learning from the lesson, what they think they have For example,‘With the information from teachers question.

Primary research isonimportant tojoining get first-hand objectives learning. help’ refersgained to guidance given (pointing a done well in terms of working their own, 78Rs.02 Identify and begin to reference a range of print and multimedia sources and use andlearner students whether school is the best place for accounts ofasking events for or to gain opinions/viewpoints in about the right direction, although examples should discussions, help/support, helping their from themfor to the locate relevantthat informationinand answer research questions. learning can provide evidence perspective different people.

Primary research methods include still come from the learner), for example, from you, partner, and so on.

Encourage learners to reflect ‘yes,other school is the and best previous place for work learning’, which interviews, surveys, questionnaires and blogs.

78Rs.03 Select and conduct research to test predictions and learners donean byappropriate thethe learner method on other skills as well as research skills (analysis, Secondary learner might use asSkills the national orreview, ‘no question. research reflection, methods include textbooks,collaboration) internet articles, begin answer a research in the Learner’s Book to 7.perspective, For the Issue evaluation, communication, schools are not the best placeused for learning’, whichtothe and articles, and biographies. learners explore the topic in this section develop theynewspaper have used thismagazine lesson.from This can be doneand in 78Rs.04 Select, organise and record relevant information aactivity range of sources learner might use for their global perspective. research skills.

These activities can be done in class, at class, at home or in self-study time.

78Rs.04 Select, organise and record relevant information findings from primary research, using appropriate methods.

Learner and feedback: homeresponse or in self-study time.Encourage learners to work from a range of sources and findings from primary Topics Education for all; Change in culture and communities; Health and wellbeing; Conflict and research, using appropriate methods. Any relevant Suggested examples: peace; Sport and recreation example. Can use examples from their Learner’s Skills 78Rs.01 Construct relevant research questions. Features Book 7 from Lesson 5. of a good research question: a question that people care

PL E

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

SA M

Research skills overview

Getting better at research skills: Lesson 8

The Learning Learning goals features take the objectives from the curriculum Lesson 8 focuses objectives on the use ofand secondary information LEARNING GOALS sources to gainand information to from help answer a framework the goals the Learner’s Skills Book, to help you communicate to learners research To get better at: what is question. expected of them.

Getting better at research skills: Lesson 7 •

Lesson 7 focuses on the use of primary research to

CAMBRIDGE STAGE 7 RESEARCH gain information and how to organise and record the LEARNING OBJECTIVES information gained from primary research. It follows on

get better • Toknowing howat:to do an internet search to information when to use primary • findunderstanding

from work donean in appropriate Lessons 5 andmethod 6.

78Rs.03 Select and conduct research to test predictions and begin CAMBRIDGE STAGE 7 RESEARCH to answer a research question

LEARNING OBJECTIVES 78Rs.04 Select, organise and record relevant information from a range of sources 78Rs.03 Select an appropriate method and andconduct findingsresearch from primary using to testresearch, predictions and begin appropriate to answermethods a research question 78Rs.04 Select, organise and record relevant information from a range of sources and findings from primary research, using appropriate methods

understanding the difference between

LEARNING GOALS primary and secondary information sources

•

research methods gained from recording information

information sources to use from • secondary selecting which information primary research

•

recording information gained from

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

How I know I reach goals?

1 Good for: Learners to give examples of their learning Resources needed from the lesson.

They can complete the table at any point in the lesson, but they might do it at the end.

• Learner’s Skills Book 7 •

Downloadable 1.6

19

17

x Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

sources to gain information help6.answer a from work done in Lessonsto 5 and research question.

•

understanding when to use primary

To get better GOALS at: LEARNING research methods

Starting with 1 the difference between CAMBRIDGE STAGEresearch 7 RESEARCH skills: Lesson • understanding CAMBRIDGE STAGE 7 RESEARCH

LEARNING OBJECTIVES Lesson 1 focuses on understanding what the term LEARNING OBJECTIVES ‘research’ means and knowing how tomethod identify and and write 78Rs.03 Select an appropriate basic questions.

78Rs.03 Select an to appropriate method and conduct research test predictions and begin conduct research to test predictions and begin to answer a research question to answer a research question CAMBRIDGE STAGE 7 RESEARCH 78Rs.04 Select, organise and record LEARNING OBJECTIVES 78Rs.04 Select, organise record relevant information fromand a range of sources Each How will I knowrelevant if I reach myfrom goals? heading information from a research, rangecontains of sources and findings primary using 78Rs.01 Construct relevant research questions and findings from primary using advice on how learners can interact with the research, success criteria appropriate methods appropriate methods 78Rs.02 and begin to reference a laid out in the Learner’s SkillsIdentify Book. range of print and multimedia sources and use them to locate relevant information and answer research questions

Reflecting the activities in Learner’s Skills Book, each lesson consists of advice on how to work through the Prior learning LEARNING GOALS activity, Starter activity, Main activity, Class discussion and Peer feedback, where appropriate.

To help you plan, a recommended To start to: amount of time to spend each lesson given note, • on understand whatis the term(please ‘research’ means this is only a recommendation and may need to be altered • understand how to write some basic depending on the structure youron school list the of term Lessonquestions 1 of focuses understanding about anday). issue Awhat resources you will need has been included withhow eachtolesson. ‘research’ means and knowing identify and write

To to: and • start selecting which information to use sources from primary secondary information Differentiation forresearch support: Give learners options: primary •• understand the term ‘research’ Howhow towhat use this Teacher’s Resource knowing to do an internet searchmeans to Research is … A Gaining new knowledge; B Using a • find recording information gained from information • engine; understand how to write some basic search C Finding out information; D Gaining primary research an issue different opinions about on an issue.

• questions recording information gained from

estion that is n question that a

Ways of worki secondary sources • recognise ainformation goodAny research question discussion on Suggested answers/ideas: reasonable and relevant this order. response.

All of the suggestions A–D are correct.

The • identify some of the features of a good How will I know if I reach my goals? intention is to stimulate learners’ own ideas.

Suggested answ research question Good for: Learners to give their learning How will I know if Iexamples reach ofmy goals? learners to the Not issue specific. from the lesson. They can complete the table at any challenge. The Good Learners give examples of ittheir learning pointfor: in the lesson,tobut they might do at the end. interesting? Is from the lesson.

They can complete the table at any How will I know if I reach my goals?

Starter activity (approx. 10 mins) vague? Can it point in the lesson,Lower but they might do Global it at thePerspectives end.

7: Teacher’s Re GoodCambridge for: Identifying Learners togood giveSecondary examples their learning Good for: questionsof and some of the Suggested best from theof lesson.

They can complete the table at any features a good question. question B as Resources needed point in the lesson, but they might do it at the end. broad, narrow withtoo research skills: Lesson 3 Depends o • Focused: IsStarting the question broad, making it hard 1 find informati • Learner’s Skills Book 7 questions a to answer? Is the question too narrow, making it narrow; C is to Resources needed • Downloadable 1.6 information? themselves hard to find enough on a false prem 17 arguable, a •• Learner’s Skills Book 7 Arguable: Does research question allow you to estion that is not tooyour broad, too narrow or too vague, a also lends form an opinion?

Does it allow you to support this question that allows for information to be found. an arguabl Main activ opinion with Differentiation forevidence? support: Give learners options: Prior (approx. mins) focus. For Ways oflearning working: Individual, pairs5and whole-class Good for: Prod Differentiation: work in and pairsreasons forUsing support.

Research …the ALearners Gaining new knowledge; B a disadvanta discussion on order ofcan questions for Good for: is Building on previous knowledge, 19 You could create a handout with all the features of a Activity: search engine; C Finding out information; D Gaining groupLear of p this order. learning and understanding. This might be from good research question it (Is itfrom interesting?

Is it too about an issue different opinions on anonissue.

Primary Global Perspectives or other Suggested answers: BasedCan on the so point 4 One possib broad, narrow vague? itreasonable befeatures, answered?

Is it clear? research quest subject areas asorthis might be your learners’ Suggested Any and relevant learners to answers/ideas: these ifarguable?) they are finding this activity ahave parents be Is it focused?

Is it Handouts can also first Cambridge Lower Secondary Global response.

All of the suggestions A–D are correct.

The challenge. They should ask themselves: Is the question school the explanations and examples on. own ideas.

Perspectives lesson. intention is Is to learners’ interesting? itstimulate too broad?

Is it too narrow? Is it too to school?’

Ways ofCan working: Individually and in pairs to share vague? it be answered?

Not issue specific.

5 The questi ideas and clarify own thinking. Whole-class discussion Suggested best research question from the choice is Cambridg about features of a good research question. question B as it is something people care about, not too lends itself Starteropinions/perspectives: activity (approx.

10 mins) Different Encourage to broad, narrow or vague, and learners will learners be able to too broad Good for: Identifying good questions andAsome see ifinformation their questions can be the answered from different find to answer question. is tooof the 7 Learners c features C ofisatoo good question. perspectives: global, local, narrow; broad andnational.

D is too vague and based classmates on a false premise (bad for what?).

Learner response and feedback: Encourage learners to question o give feedback to each other based on the features of a 8 A reworde good research question.

Main activity (approx. 20–25 mins) to be hom Suggested answers based on the Topic ‘Education for all’: environme Good an issue. estionfor: thatProducing is not tooquestions broad, tooabout narrow or too vague, a Learners are developing their ability to write good question that allowsproduce for information be found.

9 Three subActivity: Learners a mind to map of questions research so be anyany reasonable questions about anquestions issue (can issue) totoproduce whether ch Ways of working: Individual, pairs in andorder whole-class do with the issue. Stress the importance of using the research questions. of children discussion on the order of questions and reasons for features when Starting judging the quality of research questions with evaluation skills: Lesson 3 children be this order. (see Worked Example ).

Suggested answers: Based on the features, so point learners to these if they are finding this activity a Independe Peer feedback about blogs to determine the Worked Example the Main challenge.

They should askfor themselves: Iswhether theactivity question (approx. 5 information theIssources actuallyIsstarts interesting? Isgained it too from broad? it too narrow? it tooto Topic: Education for question all help answer given. vague?

Can itthe beresearch answered?

Good for: Enco Research Question: Should parents be allowed to decide learning from t Suggested answers: Answers will vary as different Suggested best research question from the choice is whether to home school their childrensources insteadof of have learned to learners websites question will B asuse it isdifferent something people/ care about, not too sending them to school?can explore how and why sporting events information. broad, narrowLearners or vague, and learners will be able to blogs are differenttoinanswer relation the otherAinformation find information thetoquestion. is too3 The question is sources narrow; used.

C is too broad and D is too vague and based might be a little on afind falseout premise (bad for what?).ways of getting an events’ to ‘The more about different mostly well-foc education.

Independent reflection activity; good question.

Main activity 20–25 mins) 2Self-assessment; Questions to do(approx. with the topic: Issue review and national pe Gooda for: Producing an issue.

What are the questions benefits ofabout home-schooling? on other skills a (approx.

15–20 mins) evaluation, refl Activity: Learners produce a mind map of questions b What are the disadvantages of home-schooling?

Good for: Encouraging learners to consider their they have used about an issue (can be any issue) in order to produce learning in lessons.

Encourage learners to reflect c Why do parents decide to home school class, at home o research questions. on othertheir skillschildren? as well as evaluation skills (research, analysis, reflection, communication, collaboration) they have used this lesson, for example, research skills as they selected which websites to use.

PL E

Starting with research skills: Lesson 1

• recognise a good research question basic questions.

• provide identify some of the of a good The Prior learning notes advice on features where your research question CAMBRIDGE STAGE 7 RESEARCH

learners should be in their learning before beginning LEARNING OBJECTIVES the activity.

78Rs.01 research How willConstruct I knowrelevant if I reach myquestions goals?

78Rs.02 Identifytoand to reference a Good for: Learners givebegin examples of their learning range of print and multimedia sources and use from theactivity lesson. They can complete the table at any The ideas for the Starter are designed to grab your them to locate relevant information and answer point in the lesson, but they might do it at the end. learners’ attention andresearch create questions interest and engagement. They

include advice on what to listen out for, how to diagnose any Resources issues and how to make decisionsneeded about what to do next.

GOALS • LEARNING Learner’s Skills Book 7

SA M

To start The Main activity ideas give to: instructions for successful Prior learning (approx.

5‘research’ mins) means • with understand what the term execution of the activity, differentiation advice, Good for: Building on previous knowledge, suggestions for feedback answers where relevant.

• and understand how to write some basic learningquestions and understanding.

This might be from about an issue Primary Global Perspectives or from other • recognise a good question subject areas as this might research be your learners’ first• Cambridge Lower Secondary Global identify some of the features of a good Perspectives lesson. research question

Main activity (approx.

20–25 mins) In each lesson there is also a Worked example for the Starter activity or Main activity, demonstrate how the activity Good for:to Finding relevantifinformation sources for a How will I know I reach my goals? purpose (research question given by you). could work with aspecific relevant topic.

This serves as an example Good for: Learners to give examples of their learning of what success looks like, butlearners you doacan not havequestion, tothe use the Activity: research forat any from theGive lesson.

They complete table example: you think continue point in ‘Do the lesson, but scientists they mightshould do it at the end.to issue given in the example. develop robots?’

1 Resources Learners search for three websites where they might needed find reliable information to do with the topic/help • them Learner’s Skills Book 7 answer the question.

At the end of each2 lesson therecomplete are ideas how to use Learners the on checklist table to the help Prior learning (approx.

5 mins) them judgeSelf-assessments whether each information source is Independent reflection activity, and Issue reliable or not. you Good for: Building on previous knowledge, review, depending on which lesson are in and if your learning and understanding.

This be from 3 Learners decide newor knowledge from learners are completing these in the with lesson asmight homework.

Primary Global Perspectives or from other their completed table whether or not to use the These are scaffoldedsubject throughout each section. areas as this might be your learners’

information sources originally chosen. first Cambridge Lower Secondary Global 4 Perspectives Learners should check the question and only lesson. include details in the blog that relate to the question. They note the key points in their own words; keep it relatively short (no more than 100 words) and include linking words as necessary (because, due to, this means, etc.)

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 Differentiation: Learners can work individually and given (pointing a learner in the right direction, although share in pairs once complete or work in pairs and 12 examples should still come from the learner), forxi share in fours. other learners, previous work3 done Original material © Cambridge University Press & Assessment 2023.

This material isexample, not finalfrom and you, is subject to further changes prior to publication.

Ways of working: Individually or in pairs for support by the learner in the Learner’s Skills Book 7. For the

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

At the end of each section, there is advice about how to use the Showcasing your skills pages that feature at the end of each Learner’s Skills Book section. These passages in the Teacher’s Resource also indicate which of the three projects could be used to help learners demonstrate and practise the skills they have developed in each section.

Showcasing your skills: Research Good for: Showing learners how others felt at the end of the research tasks. These young people have practised and developed their research skills and learned a lot about how conducting research and asking key questions can make them even better at Cambridge Lower Secondary Global Perspectives.

SA M

PL E

Activity: This is an opportunity for your learners to reflect on elements of their work in this section that they are particularly pleased with. Read through and discuss the reflections with your class. Then try one of these reflection tasks with your learners:

24

Supporting resources including worksheets, worked examples and a set of three projects are available on Cambridge GO. For more information on how to access and use your digital resource, please see front cover.

xii Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Section 1 Research Introduction •

Constructing research questions

•

Developing information skills

•

Conducting research

•

Recording research findings

The ideas given in Teacher’s Resource 7 are suggestions only, and the activities can be used with any of the Cambridge Global Perspectives Challenges or topics for Stages 7 to 9. Downloadables and Worked Examples are provided for many learning activities. They link to the topics ‘Education for all’ and ‘Health and wellbeing’.

It is hoped that the ideas in Teacher’s Resource 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.

PL E

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 Cambridge Global Perspectives skills. For example, when recording information, not only will learners be developing research skills, they will also be developing their communication skills.

Research skills overview

78Rs.01 Construct relevant research questions.

78Rs.02 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions.

SA M

Learning objectives

78Rs.03 Select an appropriate method and conduct research to test predictions and begin to answer a research question.

78Rs.04 Select, organise and record relevant information from a range of sources and findings from primary research, using appropriate methods.

Topics

Education for all; Change in culture and communities; Health and wellbeing; Conflict and peace; Sport and recreation

Key points

•

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

•

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

•

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

•

Biased and leading questions are questions such as: ‘Do you agree that Cambridge Global Perspectives Stage 7 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?’

1 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

Language support

Cross-skills links

•

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 topics – Education for all; Change in culture and communities; Health and wellbeing.

•

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

Analysis

Evaluation

PL E

78A.01 Identify ideas and evidence from different perspectives within different sources on a given issue.

78E.01 Evaluate sources, considering the author and purpose, recognising that some sources may be more credible than others.

78E.02 Discuss the effectiveness of an argument, making explicit reference to its structure and use of evidence.

Reflection

78Rf.04 Identify skills learned or improved during an activity and relate to personal strengths and areas for improvement.

Collaboration

78Cl.02 The team assign roles and divide tasks fairly, considering the skills of team members and time available, and work together to achieve a shared outcome.

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Communication

78Cm.01 Present information and arguments clearly with some reasoning, referencing sources where appropriate.

78Cm.02 Listen to ideas and information and offer relevant and well-judged contributions that demonstrate understanding of the issue.

Let’s start thinking about research!

Good for: Enthusing your learners about the skill they are going to work on. The questions give learners ideas about the issues they might explore as they develop their research skills. The first idea suggested is the Challenge ‘Is school the best place to learn?’ and the topic ‘Education for all’. The second idea is based on the topics ‘Education for all’ and ‘Health and wellbeing’.

Although they are not linked to a specific Challenge, the downloadables provide everything your learners need to complete the activities in Section 1 and become proficient at research.

Activity: Begin with a quick question and answer session. Ask learners: • What does ‘research’ mean?

• What kind of questions could we ask?

• Where might we get our information?

• What issue shall we explore?

Ask learners to each write down one question they have about this section – for example, on a sticky note.

Collate and display their questions so that they are easy to refer to as you work through this section. In that way, learners can see their questions being answered.

2 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 1

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

LEARNING GOALS To start to:

Not issue specific.

Starter activity (approx. 10 mins) Good for: Identifying good questions and some of the features of a good question.

PL E

78Rs.01 Construct relevant research questions

Suggested answers/ideas: Any reasonable and relevant response. All of the suggestions A–D are correct.

The intention is to stimulate learners’ own ideas.

•

understand what the term ‘research’ means

•

understand how to write some basic questions about an issue

•

recognise a good research question

•

identify some of the features of a good research question

How will I know if I reach my goals?

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

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?).

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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.

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.

Resources needed •

Learner’s Skills Book 7

Prior learning (approx. 5 mins)

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

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

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 an issue.

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

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

Differentiation: Discuss question words already known as starting point: when, what, which, who, where, why and how. Write a list of question word starters on the board.

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

3 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

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.

Learner response and feedback: Any suggested questions about the issue 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.

Worked Example for the Main activity Topic: Education for all

Suggested questions based on the 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?

7

What are the benefits of going to school to learn?

8

What are the disadvantages of going to school to learn?

9

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

10 How do I/we learn best?

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.

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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1

What helps us to learn?

PL E

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

For example, question 9 in the Worked Example will get different responses depending on which perspective it is answered from.

6

4 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 2

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

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

Why/Why not?’

PL E

78Rs.02 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions

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.

78Rs.04 Select, organise and record relevant information from a range of sources and findings from primary research, using appropriate methods

Example question from topic ‘Change in culture and communities’: Do humans need animals to survive?

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 issue specific.

LEARNING GOALS To start to:

Starter activity (approx. 5 mins)

Good for: Identifying where learners might find information.

understand what research is

•

know how to record the main idea from a text

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

•

know how to take notes to help write a text summary

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.

SA M

•

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

•

Downloadable 1.1

Prior learning (approx. 5 mins)

Good for: Building on previous knowledge, learning and understanding. This might be from Cambridge Primary Global Perspectives, from other subject areas, and from their last Cambridge Global Perspectives Stage 7 lesson.

Suggested answers/ideas: Based on the question ‘Do humans need animals to survive?’: internet websites, specifically organisations such as One Green Planet: https://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’.

5 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

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.

1

Different opinions/perspectives: Encourage learners to see if there are any different perspectives in the text. For example, for Downloadable 1.1 and 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 issue started in Lesson 1; for the topic ‘Education for all’ see Downloadable 1.1 and Worked Example.

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.

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

SA M

2

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.

PL E

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).

they want to complete, or you can tell them which sentence starters you want them to complete.

3

Topic: Education for all See Downloadable 1.1: THE BENEFITS OF LEARNING AT SCHOOL

Learners create a text summary using the sentence starter prompts.

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 summary. They could choose which sentence starters

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

Here are just three of them: 1

The first benefit is that you have a lot of teachers

6 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 2

in one place so can learn many different subjects, such as Maths, Languages and Cambridge 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.

3

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.

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: 1

Suggested summary:

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

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

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

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

PL E

2

3

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

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.

SA M

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.

2

The ideas for this response appear in the suggested summary.

7 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

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

78Rs.03 Select an appropriate method and conduct research to test predictions and begin to answer a research question

LEARNING GOALS To start to:

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

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 activity (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 issue specific.

PL E

78Rs.02 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions

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.

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) 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.

SA M

•

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

•

Downloadable 1.2

Prior learning (approx. 5 mins)

Good for: Building on previous knowledge, learning and understanding. This might be from Cambridge Primary Global Perspectives, from other subject areas, or from previous Cambridge Global Perspectives Stage 7 lessons.

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 issue specific.

Activity: Find out what learners found difficult during Lesson 2. Ask learners to write down one area of

8 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Starting with research skills: Lesson 3

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? (Bad or no grade, suspended from 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?

•

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.

PL E

•

See Downloadable 1.2. Give a pair 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

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.)

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 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.

SA M

•

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.

•

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.

Suggested answers based on the 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).

9 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.

Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

Worked Example for the Main activity Topic: Education for all See Downloadable 1.2.

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.

1

(main idea – benefits of being educated/learning at home rather than at school)

2

(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 21/05/2023).

(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 Issue review, learners explore the issue used in this section to develop research skills. These activities can be done in class, at home or in self-study time.

Suggested examples:

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/thegurugram-school-that-has-one-class-for-96-students/ story-BFPAt9HvBCjvXX9gvAwpSK.html (Accessed 21/05/2023).

78Rs.01 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 homeschooling better than learning at school?’ ‘Do humans need animals for survival?’

(main idea – the problems of education in China)

78Rs.02 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 2/06/2023).

SA M

3

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

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 21/05/2023).

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

4

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 21/05/2023).

5

(main idea – the use of technology for learning)

Full reference: Kelly (2013). Technology can empower children in developing countries – if it’s done right. The Guardian. [online] Available at: https://www.theguardian.com/sustainable-business/ technology-empower-children-developing-countries (Accessed 21/05/2023).

78Rs.03 Select an appropriate method and conduct research to test predictions and begin to answer a research question. Research methods include: Interview, questionnaire/survey, internet search, Look in newspaper, magazine, book. To know what family/ friends think, use interview, questionnaire, survey.

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Cambridge Lower Secondary Global Perspectives 7: Teacher’s Resource

Showcasing your skills: Research Good for: Showing learners how others felt at the end of the research tasks. These young people have practised and developed their research skills and learned a lot about how conducting research and asking key questions can make them even better at Cambridge Lower Secondary Global Perspectives.

Projects: If learners have had ample opportunities to practise the other skills required, they could also showcase their research skills by attempting any of the three projects available at cambridge.org/go, all three of which have learning goals based on research learning objectives.

‘Two stars and a wish’ means ‘Two things I am pleased with and one thing I want to improve on’.

Ask your learners to write their own ‘two stars and a wish’ on a sticky note and stick it on the board.

SA M

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Ask each learner to draw two speech bubbles.

In one they write, ‘What went well’ and fill in their thoughts, and in the other they write ‘Even better if’, which they complete. Create a class display of speech bubbles on the classroom wall.

PL E

Activity: This is an opportunity for your learners to reflect on elements of their work in this section that they are particularly pleased with. Read through and discuss the reflections with your class. Then try one of these reflection tasks with your learners:

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24 Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.