1129 Global Perspectives Teacher Guide 2017
Teacher GuideCambridge Lower SecondaryGlobal PerspectivesVersion 1
Why choose Cambridge?Cambridge Assessment International Education prepares school students for life, helping them develop an informedcuriosity and a lasting passion for learning. We are part of the University of Cambridge.Our international qualifications are recognised by the world’s best universities and employers, giving students awide range of options in their education and career. As a not-for-profit organisation, we devote our resources todelivering high-quality educational programmes that can unlock learners’ potential.Our programmes and qualifications set the global standard for international education. They are created by subjectexperts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform forlearners to progress from one stage to the next, and are well supported by teaching and learning resources.Our mission is to provide educational benefit through provision of international programmes and qualifications forschool education and to be the world leader in this field. Together with schools, we develop Cambridge learnerswho are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future withan international education from Cambridge International.Quality managementOur systems for managing the provision of international qualifications and education programmesfor students aged 5 to 19 are certified as meeting the internationally recognised standard forquality management, ISO 9001:2008. Learn more at www.cambridgeinternational.org/ISO9001Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name ofthe University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their owninternal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even forinternal use within a centre.
Contents1 Introduction .32 What is Cambridge Global Perspectives? .42.1 Curriculum Framework52.2 Support for delivering the programme52.3 Suggested long-term plan62.4 Skills development in Cambridge Lower Secondary Global Perspectives73 Planning .83.1 Getting started83.2 Planning for skills-based teaching and learning83.3 A consistent approach93.4 Description of the planning stages113.5 The planning process133.6 Creating a long-term plan153.7 Creating a medium-term plan163.8 Creating a short-term plan (lesson plan)163.9 Collaborative planning174 Teaching approaches .194.1 Active learning194.2 Language and dialogue in the Cambridge Lower Secondary Global Perspectives classroom 204.3 Strategies for developing key Cambridge Lower Secondary Global Perspectives skills224.4 Whole class, group, pair and individual activities264.5 Giving formative feedback to improve learning284.6 The inclusive Cambridge Lower Secondary Global Perspectives classroom304.7 Differentiation315 Digital technologies . 335.1 eSafety345.2 Using digital technologies to support teaching and learning345.3 Connecting with other Cambridge schools356 Assessment provided by Cambridge International . 366.1 Cambridge Lower Secondary Checkpoint (Research Report)36
7 A positive learning environment . 387.1 Classroom layout388 Support and resources . 398.1 Resources available from Cambridge International398.2 Training398.3 Support with administration for Cambridge Lower Secondary Checkpoint39Glossary of key terms . 40Planning40Cambridge Lower Secondary Global Perspectives40Further reading . 42
1 Introduction1 IntroductionWelcome to the Teacher Guide for Cambridge Lower Secondary Global Perspectives . This guide is designed toprovide a suggested approach to the implementation and management of Cambridge Lower Secondary GlobalPerspectives in your school.It offers: an introduction to the Cambridge Lower Secondary Global Perspectives Curriculum Framework step-by-step guidance on the planning process, with exemplification at each point advice and guidance on creating an inclusive interdisciplinary cross-curricular learning environment suggested strategies for implementing formative assessment and integrating this into your lesson planning advice and guidance on monitoring learning advice and guidance on effective classroom practice and creating a positive learning environment advice and guidance on using digital technologies for teaching and learning advice and guidance on resources, including the use of the Challenges information on Cambridge Lower Secondary Checkpoint Global Perspectives guidance on support and training available from Cambridge International guidance on administration.Schools new to teaching a Cambridge programme will find that all sections of the Teacher Guide are relevant tothem. It provides a step-by-step guide through the process of implementing Cambridge Lower Secondary GlobalPerspectives, offering a suggested breakdown of the curriculum across the available teaching time.Existing Cambridge schools may be more familiar with certain aspects covered in this guide, especially if theyalready deliver other subjects in the Cambridge programme or Cambridge Global Perspectives at Upper Secondaryor Cambridge Advanced. This guide is written so that schools can make use of the sections most relevant to them.This Teacher Guide should be read together with the Curriculum Framework to gain a thorough understanding ofthe Cambridge Lower Secondary Global Perspectives curriculum and its philosophy.Cambridge Lower Secondary Global Perspectives Teacher Guide3
2 What is Cambridge Global Perspectives?2 What is Cambridge Global Perspectives?Cambridge Global Perspectives is an innovative and stimulating skills-based programme which places academicstudy in a practical, real-world context. It gives learners the opportunity to develop the transferable skills that theyneed to be successful at school and university, as well as in their future careers.The programme taps into the way today’s students enjoy learning, including group work, seminars, projects andworking with other students around the world. The emphasis is on developing students’ ability to think criticallyabout a range of global and local issues where there is always more than one point of view. Students study topicsthey are interested in – for example, ‘Trade and aid’ and ‘Disease and health’.Cambridge Global Perspectives is a core part of the Cambridge Lower Secondary programme and helps tostrengthen the links across subjects. The focus of the teaching and assessment is completely on the developmentof skills. This means that the learning objectives focus on skills that learners will need rather than knowledge andunderstanding about specific topics. For example, when learners use sources of information, the focus is on the skillof analysing the sources rather than learning about the content of a particular source.4Cambridge Lower Secondary Global Perspectives Teacher Guide
2 What is Cambridge Global Perspectives?2.1 Curriculum FrameworkThe Curriculum Framework document provides a comprehensive set of learning objectives for Cambridge GlobalPerspectives. These give a structure for teaching and learning and a reference against which learners’ ability andskills development can be checked.The learning objectives are divided into six main skill areas called ‘strands’ which run through every stage.Each strand corresponds to one of the skills: Research, Analysis, Evaluation, Reflection, Collaboration andCommunication:Global PerspectivesCurriculum borationCommunicationIn Stages 7 and 8 the same objectives can be used to structure learning but the range of materials and contextsprovided to the learners will be increasingly complex. This allows learners to revisit a skill and engage with conceptsat a deeper level and in different contexts as the learners become more confident. The learning objectives at Stage9 will prepare learners for the expectations of the Checkpoint assessment at the end of Lower Secondary.It may be appropriate to introduce this framework at slightly different ages to suit your own particularcircumstances.2.2 Support for delivering the programmeAs well as the support provided in this guide, a set of medium-term plans are available on the Cambridge LowerSecondary support site to help you get started. These are called ‘Challenges’. Each Challenge provides a sequenceof activities which can be taught in about six hours to support the development of a particular skill. The Challengesshould be considered as the starting point in your planning process rather than a rigid structure. They are notcompulsory, so use them as working documents and amend them to meet the needs of your learners and to fityour context. The sample long-term plan on the next page shows how you could cover a range of skills and topicsin each stage of Cambridge Lower Secondary.Cambridge Lower Secondary Global Perspectives Teacher Guide5
6Cambridge Lower Secondary Global Perspectives Teacher GuideSemesterCommunication:Tradition, culture andidentityResearch:Humans and otherspeciesStage de and aidAnalysis:Belief systemsStage 8Analysis:GlobalisationEvaluation:Language andcommunicationResearch:Disease and healthReflection:Conflict and peaceStage 9TermResearch:Education for allEvaluation:Digital worldAnalysis:Sport and recreationLower Secondary angingcommunitiesTermReflection:Human rightsEvaluation:MigrationCheckpoint: Research ReportThe table below shows a sample long-term plan supported by the Challenges. Each Challenge has been designed to focus on one main skill. However, there aremany opportunities to explore other skills within each of the Challenges. As Challenges are updated by Cambridge International updated examples of long-termplans will be added to the Cambridge Lower Secondary support site.2.3 Suggested long-term plan2 What is Cambridge Global Perspectives?
2 What is Cambridge Global Perspectives?2.4 Skills development in Cambridge Lower Secondary GlobalPerspectivesThe Curriculum Framework is a planning tool for teachers which enables skills to be developed by revisitingand engaging with concepts at deeper levels and in different contexts throughout the programme. The learningobjectives in the Curriculum Framework have been designed to support learners’ progression through the differentstages. The sub-strands divide the skill areas into more specific and measurable targets for teaching and learning.The table shows some examples of how skills development can be traced through the Curriculum Framework:Stages 7 to 8Stage 9Research:Recording findingsSelect, organise and record relevantinformation from a range of sources andfindings from research, using appropriatemethodsSelect, organise and effectively recordrelevant information from a wide rangeof sources and findings from research,justifying the method chosenEvaluation:EvaluatingargumentsDiscuss the effectiveness of a source,making explicit reference to itsdevelopment of an argumentEvaluate the reasoning of an argument ina source, considering the structure andtechniques usedCollaboration:Cooperation andinterdependenceThe team assign roles and divide tasksfairly, considering skills of team membersand time available, and work together toachieve a shared outcomeThe team assign roles and tasks with anappropriate rationale and respond flexiblywhen required to help each other achieve ashared outcomeMore information about the definition of each skill and their progression through Stages 7 to 9 can be found in theCurriculum Framework. The strands of the Curriculum Framework have been selected in order to provide balancedcoverage of the fundamental skills in the subject at this level. This means that by the end of Stage 9, learnersshould be ready to move on smoothly to Cambridge IGCSE Global Perspectives.Learners will develop and show varying degrees of competence in each skill over the course of a year. In order todevelop these skills, learners need lots of opportunities to practise them in different contexts. They will not beasked to demonstrate specific content knowledge in this subject, although knowledge from other subjects may beused as a context for learners to practise particular skills.Purpose of the topicsIt is important to provide learners with opportunities to practise and review specific skills, but to make the learningmore meaningful, the Challenges combine a number of different skills in the context of a selected topic. Teacherscan choose other topics of interest to them and their learners to develop their learners’ skills. The topics alsoprovide a way of introducing interdisciplinary learning into the classroom.Cambridge Lower Secondary Global Perspectives Teacher Guide7
3 Planning3 Planning3.1 Getting startedThis section will look at the process of planning, to assist you with developing your learners’ skills across and withinthe stages.We will start by identifying what you need to plan: the skills your learners need to learn and develop progression and continuity of skills how to choose the Challenges detailed lessons, led by learning objectives.And why you need to plan: to ensure that appropriate skills are learnt and developed according to your learners’ needs to ensure consistency across different groups of learners and different teachers to be clear about what can be assessed and methods of assessment and feedback to ensure a variety of teaching approaches to meet different learners’ needs to ensure a positive and inclusive learning environment to ensure all necessary resources are available before starting to deliver the lesson(s).The following sub-sections lay out a step-by-step guide to the planning process, including how you can build inflexibility to allow you to adapt coverage, delivery style and timing to suit you and your learners’ needs.3.2 Planning for skills-based teaching and learningSkills can and should be developed in all subjects across the curriculum but you will need to think differently aboutplanning when developing skills-based lessons. Instead of thinking, ‘Which activity shall I use to teach my learnersabout globalisation?’, we switch to, ‘Would globalisation be a good context for my learners to develop analysisskills?’ If you look at the Challenges you will see that this shift in thinking is supported by the identification of theskill focus developed together with relevant learning objectives.For all of the Cambridge Global Perspectives learning objectives, learners need repeated practice to becomeconfident and proficient, therefore you need to include several opportunities to develop each skill within yourplanning. Your aim will be to enable learners to think for themselves, including setting their own goals andmonitoring the achievement of these goals.Since the skills of Cambridge Global Perspectives can be applied to many subjects, the programme also offersvaluable opportunities to reinforce skills learnt in other areas of the curriculum, including English, mathematics andscience.8Cambridge Lower Secondary Global Perspectives Teacher Guide
3 PlanningCase study: the role of the Cambridge Global Perspectives teacherTeachers at our school, Bombay Cambridge International School, began by making lesson plans for each ofthe Challenges. We read through each Challenge a few times together and spent time discussing the aims andlearning objectives. We spent a lot of time thinking about how we as teachers would teach the programme orhow we would manage group work.We worked on our lesson plans in small groups and listed questions that would support learners to develop theirskills. This helped us to focus on engaging the learners actively.We found that if we carefully planned the grouping of learners, the use of resources, and the key questionsfor each teaching session, the learners responded positively by being curious, interactive, and by sharing theirlearning with enthusiasm.As we worked through the Challenges, we found that our teaching role in the classroom had shifted tofacilitating and supporting learners. We helped them through activities, asked questions to clarify what theywere doing, how confident they felt in particular skills and how well they understood local and global issues. Wewere able to observe the skills develop in our learners and reflect on how skill development was possible.At the end of the first term, when we prepared the term report, we realised that some of our observations oflearners and their participation in the sessions needed to be more detailed so that we could comment on theirskill development effectively.The progression of the learning objectives in the programme really helped us to understand how the skillsdeveloped across the stages. We use them to cross-check our activities for the development of the skill andimportantly to give feedback to the learners.By the end of the academic year, as teachers we felt more enriched with the content that the learners explored,more competent in managing groups, and we recognised the value of skill development.3.3 A consistent approachFirstly, you need to download the Cambridge Lower Secondary Global Perspectives Curriculum Framework org/curriculum-frameworks and familiarise yourself with thecoverage and structure of the programme. We would suggest working with colleagues at your school to coordinatea consistent approach and support learners’ progression from Lower Secondary to IGCSE. You can do this in threeclear stages (long term, medium term and short term). But first it is worth getting all the teachers who are going tobe delivering the Cambridge Lower Secondary Global Perspectives programme together.Cambridge Lower Secondary Global Perspectives Teacher Guide9
3 PlanningHave a look at the diagram below. Start by thinking about the decisions in the white box: approach, terminologyand formats.PRODUCELONG-TERM ORMATSPRODUCESHORT-TERM PLANSEVALUATEAGREEAPPROACHCREATE ACHECKLIST OFRESOURCESTEACHApproach: The general approach to delivering the Cambridge Lower Secondary Global Perspectives programmewill largely be decided by discussion with colleagues and management. Your school will decide how frequently thissubject can be delivered in your timetable, how long for and by which teachers. You will find examples of how otherschools have implemented Cambridge Lower Secondary Global Perspectives in their curriculum in this TeacherGuide. The suggested long-term plan on page 6
Cambridge Lower Secondary Global Perspectives Teacher Guide 7 2.4 Skills development in Cambridge Lower Secondary Global Perspectives The Curriculum Framework is a planning tool for teachers which enables skills to be developed by revisiting and engaging with concepts at deeper levels and in different contexts throughout the programme. The learning
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2 Cambridge International AS Global Perspectives and Research 9239 . Examiner Reports and other teacher support materials are available on Teacher Support at https://teachers.cie.org.uk Question Mark scheme Example candidate response Examiner comment . Assessment at a glance Cambridge International AS Global Perspectives and Research 9239 3 Assessment at a glance Teachers are reminded that .
Recently, the Perspectives Global Desk has been formed to serve the increasing need to adapt and multiply the course in settings beyond North America. The IIS carries out other educational efforts. It serves as the governing and guiding structure supporting the global extension of the Perspectives course. Both the Perspectives Study Program
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