Scheme Of Work - Global Perspective
– Cambridge IGCSE [Subject] ([syllabus code])Learning planCambridge IGCSE Global Perspectivesv0.2 2Y02Cambridge IGCSE [Subject] ([syllabus code])1
Learning plan – Cambridge IGCSE Global PerspectivesContentsOverview . 3Global Perspectives Framework Diagram . 5Questions/Issues for Investigation . 6Unit 1: Belief Systems . 7Unit 2: Conflict and Peace . 11Unit 3: Disease and Health . 19Unit 4: Education for All . 24Unit 5: Family and Demographic Change . 32Unit 6: Language and Communication . 37Unit 7: Law and Criminality. 42Unit 8: Water, Food and Agriculture . 45Cambridge IGCSE Global Perspectives2
Learning plan – Cambridge IGCSE Global PerspectivesOverviewThis scheme of work provides the construct for Mr Johnson’s Cambridge IGCSE Global Perspectives course. The syllabus has been broken down into units withteaching and learning activities and resources for use in the classroom, or as supplements for homework or other assignments. This course has been personalizedto fit the context of Busan International Foreign School to ensure that students are given plenty chances to develop and apply the skills required throughout thiscourse. This course encourages you to be aware of global issues and offers opportunities to explore possible solutions through research, cooperation andcollaboration. It promotes an open-minded approach to the complexities of the world and human existence.Recommended prior knowledgeStudents will bring their own experiences and opinions about many global issues to this course. They should have an awareness of different sources of informationthat will be useful for this course and also an understanding of the differences between global, national, local and personal perspectives on a global issue and howthey are interconnected. The course emphasizes the development and acquisition of skills with topics acting as a vehicle to develop these skills.OutlineThe 20 possible unit choices from within IGCSE Global Perspectives are: Belief SystemsBiodiversity and Ecosystem LossClimate ChangeConflict and PeaceDisease and HealthEducation for AllEmploymentFamily and Demographic ChangeFuel and Energy Humans and Other SpeciesLanguage and CommunicationLaw and CriminalityPoverty and InequalitySport and RecreationTechnology and the Economic DivideTrade and AidTradition, Culture and IdentifyTransport and InfrastructureUrbanizationWater, Food and AgricultureWithin the units, teaching activities focus on Whole class (W), Group work (G) and Individual work (I). The activities are introduced with Focus questions which areexamples of the sort of questions that will be used to prompt prior knowledge, start discussions and build upon your course portfolio.Within the units Group Project activities the opportunity to work collaboratively with classmates and students from other schools. Individual Research activitiesare focused task to better help students apply research skills individually. And, Extension activities challenge students to dig deeper into a particular topic. Thesegive students ideas and experience of the type of work required for the Group/Individual Research in Grade 10.Cambridge IGCSE Global Perspectives3
Online resourcesEach unit has a comprehensive list of online resources. Below is a list of some general websites that may be useful. NOTE: this is a research-oriented course, so avariety of reliable resources and knowledge were to retrieve information is vital.www.bbc.co.uk BBC newswww.cafod.org.uk CAFODwww.cbd.int Convention on Biological d-factbook/index.html Information about countries world-wide.www.cites.org CITES Convention on International Trade in Endangered Species of Wild Fauna and Florawww.cnn.com/ US news channelwww.conservation.org Conservation Internationalwww.epa.gov USA Environmental Protection Agencywww.foei.org Friends of the Earthwww.fsc.org Forestry Stewardship Councilwww.gapminder.org Data and maps on a range of global issueswww.geographypages.co.uk Provides links to many websites comparing ml Global education websitewww.greenpeace.org/international Greenpeacewww.icrc.org International Red Cross and Red Crescentwww.ipcc.ch/ The Intergovernmental Panel on Climate Changewww.iucn.org World Conservation Unionwww.makepovertyhistory.org/takeaction/ Make Poverty History campaignwww.newint.org/ New Internationalisthttp://uk.oneworld.net/guides Guides to global issues, including conflict and peacewww.oxfam.org.uk Oxfamhttp://stats.oecd.org/oecdfactbook/ Interactive mapping and statistical informationwww.un.org UN main websitewww.undp.org UN Development Programwww.unep.org UN Environment Programwww.unfoundation.org/ UN Foundationwww.unicef.org/index.php Information on .un.org/millenniumgoals/ UN Millennium Development Goalswww.worldbank.org The World Bankwww.who.int World Health Organizationwww.worldwildlife.org World Wildlife FundCambridge IGCSE Global Perspectives4
Cambridge IGCSE Global Perspectives5
Questions/Issues for InvestigationTopicBelief SystemsConflict andPeaceDisease andHealthEducation for AllFamily andDemographicChangeLanguage andCommunicationLaw andCriminalityWater, Food and AgricultureGlobal/International PerspectivesLocal/National PerspectivesFamily/Personal PerspectivesWhy do people have different belief systems? Whatare some of the different belief systems held indifferent countries? How do belief systems affect acountry’s political system and culture?What are the different belief systems in my countryand in my community? How do these belief systemsaffect the nature of the local community? Is respectshown for other people’s beliefs?What differing beliefs do my friends and family have?How do these beliefs affect their behavior and howother people view them? Have my own beliefschanged over time?Why do wars and conflictsbegin? Are wars an inevitable part of being human?Where is there conflict in the world today? What is therole of the UN in times of conflict?Which groups seem to bein conflict within my own country or community? Is ittheir interests or ideas that are conflicting? Whatpolitical/ ethical systems enable people to live withtheir differences?What causes conflictsbetween me and my family or peers? How are theseconflicts best resolved? How can this help me tounderstand conflict on a wider scale?How do infant mortalityrates and expected life spans compare in differentcountries? What are the reasons for this? What arethe major health problems facing the world today? Isaccess to good health care a right?How good are my local healthcare and sports facilities? Are they equally available toeveryone? Which people in my locality have thegreatest health care needs? How well does mycommunity cater for people with disabilities?What can I do to keepmyself healthy? Do I have a responsibility to keepmyself healthy, and if so, why? Where should I go if Ihave a health worry or need advice about stayinghealthy?What is education for? What is the relationshipbetween a country’s wealth and its rate of literacy?What effect does illiteracy have on a person and on acountry? Does everyone have the right to aneducation?Why do some countrieshave a high proportion ofchildren or elderly people? What difficulties can thiscause? What is a ‘family’? What responsibilities dofamily members have to one another? How or whyhas the family changed?What types of education are available in my area?Who uses them? How is education funded? What arethe educational options available for people withlearning difficulties or physical disabilities?How much do I value my own education? What do Imost want to learn as I grow older? If I could changethe education system, what changes would I make tothe curriculum?What sorts of families livein my local area? Whatproportion of households are single people? Has thischanged in recent decades? What support is there inmy area for families in need? How is this funded?What responsibilities do myparents have to me? Whatresponsibilities do I have to them? What sort of parentdo I want to become, if at all? How would I choose tobe cared for when I am elderly?How has the internettransformed the world? Why is it not always easy tomake yourself understood in another country, even ifyou speak the language? Do other societies havedifferent means of communication to those available inmy country?How do people in my countrycommunicate differently with each other? How doesthe role of the media affect political decisions in mycountry? What investment has my country made incommunication systems?How does the way Icommunicate with my family and friends differ? Howeasy is it to be misunderstood? Why is it important tospeak other languages?Why do people make laws?Do we need laws? What causes some people to breaklaws? Who decides which laws should be in force?What are the problems caused by different lawsystems in different countries?What are the crime rates inmy country/community? What are the major crimes?What schemes are there to protect people fromcrime? How effective is the national/local police force?Do I or my family or myfriends break any laws? Do I feel safe in my localcommunity? Has crime affected me or my family andfriends? Can I do anything to help prevent crime?Why do some countries have an inadequate supply ofclean water? Why do some countries have a surplusof food and others do not have enough food? How cangrowing genetically modified (GM) crops solve foodshortages around the world?What foods are important in my community and why?What emergency measures are in place for copingwith droughts and floods in my community or country?What causes famine and drought and how do theyaffect my community?How much water do I use each day and for whatpurpose? How much food does my family waste eachday and why? What decisions does my family have tomake about food on a daily basis?Cambridge IGCSE Global Perspectives6
Learning plan – Cambridge IGCSE Global PerspectivesUnit 1: Belief SystemsRecommended prior knowledgeStudents will bring their own experience of belief systems and that of their family and friends to this unit. They may have specific beliefs that inform their everyday lives.They may have strong opinions about issues in this topic. There are links with Unit 2 Conflict and Peace and Unit 5 Family and Demographic Change.ContextThis unit provides many opportunities for individual research work and collaborative work for the Group Project. Students are encouraged to share their work andfindings with others in the class as they explore issues and undertake research.OutlineThis unit gives students the opportunity to consider people’s differing beliefs and the effects these have on their lives. It also encourages them to consider theinteractions of people with different beliefs. As with all Global Perspectives work, students will be given opportunities wherever possible to research and critique sourcesof information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important andopportunities to do this are built into the planning.AOLearning objectivesTeaching activitiesLearning resourcesAO3Explore and reflect on personaland other people’s perspectivesFocus questions: What is a belief system? Why do people have different belief NCE/RELIGION/MajorReligion.htmlWorlds Major Religion & Belief Systemswww.religionfacts.com/Religion Facts: Just the facts on religionAO2Analyze the impact of beliefsystems on people’s livesW/G. Class/Group discussion to define ‘belief system’ and types of beliefsystems (religious, philosophical, ideological and political) and whypeople have belief systems.W. Collate perspectives/ideas on belief systems.Cambridge IGCSE Global Perspectiveshttp://hsc.csu.edu.au/society culture/#133016Charles Sturt University; New SouthWales, Australia7
AOLearning objectivesTeaching activitiesLearning resourcesExtensionSpeakers from different belief system/religions will be invited to school toidentify their beliefs and why they hold them. (*dependent on availability)Other resourcesSociology resources and textbooksIndividual ResearchResearch two major belief systems: how they originated, key ideas,behaviors of followers and perceptions of other belief systems.AO1AO1Research and understanddifferent belief systems acrossthe worldResearch and analyze beliefsystems in local communityFocus question: What are some of the different belief systems around the world?Onlinewww.religioustolerance.org/var rel.htmSummary of belief systemsW. Presentation of one major world religious belief system (e.g.Hinduism, Christianity, Islam, Buddhism, Shintoism, Judaism,Confucianism, etc.). Include location, beliefs, behavior and attitudes.G. Research another belief system to present to the class – can bereligious or other (e.g. humanism, atheism, etc.).W. Collate presentation information to have a range of case /unit video 5-1.htmlEarly belief systemsIndividual ResearchInvestigate the statement ‘Religious harmony is difficult to achieve.www.un.org/apps/news/story.asp?NewsID 28620&Cr ki-moon&Cr1 religA short essay from the UN SecretaryGeneralFocus questions: What are the different belief systems in my country andcommunity? How do these belief systems affect the nature of the localcommunity? How do people show respect for others’ beliefs?OnlineNational statistic websites should beable to provide some information ondifferent belief systems followed.Cambridge IGCSE Global lessons/10/g68/index.htmlNational Geographic ration/18.aspUnited Nations school website8
AOLearning objectivesTeaching activitiesLearning resourceswww.un.org/en/documents/udhr/United Nations Declaration of HumanRightsW. Presentation by local representatives of different belief systems togive a summary of key features of their belief system. (* dependent onavailability)I. Mapping of places of worship locally and use of census data (ifavailable) to determine what belief systems are present locally.I. Where appropriate conduct a survey of people’s belief systems.Investigate how belief systems manifest themselves locally (e.g.schools, places of worship, dress and food). Present findings to class.W. Class discussion about showing respect for beliefs and how this isdone/not done in local community.I. Personal reflection on different belief a/Sociology-Of-Religion.htmSociology of Religion: Studying therelationship between religion andsocietyOther resourcesLocal stigate the changing nature of a local community’s belief systemsresearch the belief systems of new groups of people coming into acommunity.Individual ResearchInvestigate how belief systems may differ in rural and urban areas.AO4AO3Collaborate with others to planand carry out a project with aclear outcomeGroup ProjectWork with students in another school to produce a documentary videoabout different belief systems in each respective community.Explore and reflect on own andothers’ perspectives on beliefsystemsFocus questions: What are the belief systems of my friends and family? How do these belief systems influence their behavior and thoseof others? How do they differ?Cambridge IGCSE Global sciplines/a/Sociology-Of-Religion.htmSociology of Religion: Studying therelationship between religion & society9
AOLearning objectivesTeaching activitiesLearning resourcesW/I. Devise some questions and survey/interview members of family andfriends about belief systems.W/I. Collate information and analyze responses. Compare responseswith other students.Other resourcesSurvey and interview responsesExtensionInvite local religious leaders into school to talk about belief systems andhow they influence behavior and attitudes. (* dependent on availability)Individual ResearchInvestigate the influence of belief systems on teenagers in your localcommunity.AO4Collaborate with others to planand carry out a project with aclear outcomeGroup ProjectWork with students from another school to produce a guide to localbelief systems for teenagers visiting the country on an exchange visit.AO3Explore and reflect on personalperspectives on belief systems.Develop a line of reasoning forperspectivesFocus questions: What are my beliefs? How have they changed over time?Other resourcesStudents could bring in artifacts, food,clothing etc. to support presentationW/I. Personal reflection on own beliefs.Present a brief summary of own beliefs to class. Take questions fromstudents with differing beliefs.I. Produce a piece of writing explaining own belief systems.Cambridge IGCSE Global Perspectives10
Learning plan – Cambridge IGCSE Global PerspectivesUnit 2: Conflict and PeaceRecommended prior knowledgeStudents will bring a variety of experiences to this topic. They may be living in/from a country with an ongoing armed conflict or they may have friends and/orrelatives in the military. Many students may have seen conflicts on the news and so will have some knowledge and opinions about it. They will experience conflicton a daily basis with their family and peers. There are clear links with Unit 1 Belief Systems and Unit 7 Law and Criminality.ContextThis unit provides many opportunities for Individual research and collaborative work for the Group Project. Student
Cambridge IGCSE Global Perspectives 7 Unit 1: Belief Systems Recommended prior knowledge Students will bring their own experience of belief systems and that of their family and friends to this unit. They may have specific beliefs that inform their everyday lives. They may have strong opinions about issues in this topic. There are links with Unit 2 Conflict and Peace and Unit 5 Family and .
1. Teaching with a Multiple-Perspective Approach 8 . 2. Description of Perspectives and Classroom Applications 9 . 2.1 Scientific Perspective 9 . 2.2 Historical Perspective 10 . 2.3 Geographic Perspective 11 . 2.4 Human Rights Perspective 12 . 2.5 Gender Equality Perspective 13 . 2.6 Values Perspective 15 . 2.7 Cultural Diversity Perspective 16
One Point Perspective: City Drawing A Tutorial Engineering 1 Tatum. When completing this tutorial, you must use the following items: * White, unlined paper * A ruler or other straight-edge * A pencil. Begin by setting up your paper for a one-point perspective drawing. Draw a horizon line and a vanishing point. Draw two orthogonals (diagonal .File Size: 727KBPage Count: 41Explore furtherOne point perspective city: The step by step guide .pencildrawingschool.comHow to Draw One Point Perspective City Printable Drawing .www.drawingtutorials101.comOne Point Perspective Drawing Worksheets - Learny Kidslearnykids.comPerspective Drawing - An Easy Lesson in 1 Point .www.drawinghowtodraw.comThe Helpful Art Teacher: Draw a one point perspective city .thehelpfulartteacher.blogspot.comRecommended to you b
The brochure is a summary of the UKZN Medical Scheme 2019 benefits, pending approval from the Council for Medical Schemes. A copy of the Scheme Rules can be downloaded from the Scheme website www.discovery.co.za This brochure gives you a brief outline of the benefits, UKZN Medical Scheme offers. This does not replace the Scheme Rules.
CSEC English A Specimen Papers and Mark Schemes: Paper 01 92 Mark Scheme 107 Paper 02 108 Mark Scheme 131 Paper 032 146 Mark Scheme 154 CSEC English B Specimen Papers and Mark Schemes: Paper 01 159 Mark Scheme 178 Paper 02 180 Mark Scheme 197 Paper 032 232 Mark Scheme 240 CSEC English A Subject Reports: January 2004 June 2004
Edexcel KS3 History Scheme of Work* Two-year scheme Year 7: Two-year Scheme of Work . overview of British History * Early Medieval period focus . (9-1) History, however it is not necessary to follow this scheme in order to take the qualification, and other approaches to preparing students for GCSE study may be equally valid and effective. .
One-Point Perspective Cityscape. One-Point Perspective Room. One-Point Perspective Room. One-Point Perspective Hallway. Atmospheric Perspective is the technique of creating an illusion of depth by depicting distant objects as p
CCS Debug perspective is used for execution and debugging of code on the customer EVM. To switch to the CCS Debug perspective, click on Window Perspective Open Perspective CCS Debug (See Figure 2). Figure 1.3.1: Changing the CCS Perspective The current perspective can be seen in the upper right corner of the CCS window, as shown in
Scheme of work Human geography: Changing places This resource is a scheme of work for our accredited AS and A-level Geography specifications (7036, 7037). This scheme of work is not exhaustive or prescriptive, it is designed to suggest activities and resources that you might find useful in your teaching. 3.2 Human geography Core topic
