51ºÚÁÏ

In this activity the students play the role of an estate agent. You should start by introducing the topic of homes and neighbourhoods. Ask the students to list the most important parts of a ´dream home´. Then, give them the task. Here, a family is looking for a new home and there are four possible choices. Each has its pros and cons and the students must work in small groups to pick the most suitable home for the family. They should consider whic information is the most important. For example, the lack of a garage may not be such a terrible thing if the family can park their car on the street. Finish by drawing a table on the board and listing each house´s advantages and disadvantages.

Some students will be prisoners that are applying for parole. The others will be the ‘parole board’ and will decide if the request for early release will be accepted or denied. The prisoner must do their best to persuade the parole board that they deserve to be let out of prison.

Starter task to guess some of the main topics explored in GP. Discussion of how the topics could link or overlap in terms of global issues. Pupils identify the 17 UN SDGs. Discussion of links and overlaps between the SDGs and the GP topics. Teacher models analysis of a current global issue through an online article relating to M Pox. Pupils work in pairs to investigate one or more of the other articles by identifying: the perspectives, the issue, links to the GP topics and UN SDGs, key facts. Pupils present findings to each other.

Starter task to consider global data about minimum wage. Discussion on why this differs between countries. Analysis of potential pros and cons of increasing the minimum wage within a country. Analysis of an argument for increasing the minimum wage. Pupils identify fact, opinion, generalisation, prediction, value judgement and vested interest. (exam Q1b) Pupils formulate methods and types of evidence to test a knowledge claim (exam Q2b). Pupils examine a sample research project to explain strengths and weaknesses (exam Q2a) Pupils consider ways to improve the research project based upon their own ideas.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on how much water there is on Earth. Analysis of graphs in relation to water usage trends in different global regions. Thinking task related to the amount of water needed to make everyday objects and foodstuff. Pupils can investigate reasons why certain items require a surprisingly large amount of water to produce. Card sort analysing the consequences of water scarcity through different perspectives. Pupils complete homework task related to their household use of water and share findings next lesson.

Here are six job adverts that I have used to practise job interviews in the classroom. I brainstorm the questions that interviewers and interviewees may ask at a job interview and divide the class into applicants and employers. The applicants cycle between the various employers and the interviewers must eventually choose the best person for the job. Although I use this as a speaking activity you could also use it to practise writing letters of application.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on trophy hunting. Analysis of graph related to the issue. Card sort analysing arguments for and against trophy hunting. Research group task to investigate different websites and articles related to the topic. Analysis using summary note table. Pupils discuss different perspectives related to the issue and formulate their own perspective based on the research from the lesson.

Cambridge Global Perspectives Key Stage 4 Resource Starter task reviews previous learning in analysing a perspective (exam Q1c) Link to video related to the development of robots in fast food sector. Questions related to pros and cons. Evaluation of 2 arguments concerning the use of robots in industry. Analysis scaffold and oracy stems for discussion. (exam Q3)

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of the importance of the internet in our daily life. Identification of consequences in a source. (exam Q1c) Analysis of elements that make good and bad research- sorting activity. Application to sample exam question and article (exam Q2a). Extension task to improve the answer.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of unusual laws around the world. Discussion of the meaning of ‘self-defence’ and analysis of 6 scenarios for pupils to decide whether self-defence may be justified or not. Discussion of USA stand your ground laws and context of the Trayvon Martin case. Analysis of the elements of an effective argument with two examples. (exam Q2a and Q3).

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on types of crimes and their prevalence and seriousness. Analysis of cartogram showing global homicide rates. (exam 1a) Scaffolded discussion and writing task concerning the significance of causes of violent crime (exam 1d) Guided example of identifying consequences of violent crime. (exam 1c) Comparison of solutions proposed to violent crime with examples of facts, opinions, generalisations and vested interest. (exam 1b) Discussion to evaluate arguments.

Starter consider the messages and imagery of old adverts for cigarettes. Discussion concerning the banning and regulation of tobacco advertising. Consideration of whether other harmful substances- such as junk food- should also have an advertising ban. Pupils analyse arguments for and against banning junk food adverts. Pupils consider how they could investigate and test a claim concerning the banning of junk food adverts. Pupils investigate a selection of online sources connected to the issue. They consider the perspectives, research methods, types of evidence, key information, and reliability of the online article.