Cambridge Primary Global Perspectives

(0838)

Introduction
Day 1

Housekeeping

• Health and safety

• Fire alarms

• Fire safety

• Washrooms

• Refreshments

• Timetable

3
 Your questions and aims

Please write on the sticky notes

• any questions that you would like to be answered
• any particular aims you want to achieve by the end of the course.

Global Perspectives working wall

• Identify three personal training objectives and share these with a partner.
• Join a group of four and agree a final set of three training objectives.
• Add these to our ‘working wall’.

• Add as many additional notes to the wall notes as you want as the training
progresses.

Training overview – Day 1

• Session 1 – Introduction to Cambridge Primary Global Perspectives®

• Session 2 – Approaches to Global Perspectives

• Session 3 – Global Perspectives Challenges

• Session 4 – Objective-led planning

6
 Training overview – Day 2

• Session 5 – Lesson planning for Global Perspectives

• Session 6 – Teaching Global Perspectives

• Session 7 – Assessing learner progress in Global Perspectives

• Session 8 – Creating an action plan

Day 1 Session 1

Introduction to Cambridge Primary Global Perspectives

Aims
• Identify participant training needs
• Understand the aims and benefits of Cambridge Global Perspectives
• Understand the skills approach to Cambridge Global Perspectives
• Begin to experience the Cambridge approach.

Global Perspectives – curriculum aims

In Cambridge Primary Global Perspectives, learners:

• explore personal, local and global perspectives to make sense of, and feel
connected to, the world around them
• develop an understanding and awareness of global issues, their causes and
consequences
• make decisions about the information they read, hear and see
• work together as a team to achieve shared goals
• engage with others’ ideas, ask questions and communicate their own views
• use information and sources to suggest solutions for problems faced by their
community.

9
 Global Perspectives and the Cambridge learner attributes
• Responsible – learners contribute to group problem solving and are responsible for completing
specific tasks allocated to them. They recognise and respect others’ contributions.
• Innovative – learners think of innovative solutions to problems, informed by their understanding of
an issue and their local community. Their presentations to classmates may make innovative use of
technology or other resources.
• Confident – learners begin to gain the skills they need to analyse and evaluate information which
allows them to confidently choose information sources to use in their own research. They are given
opportunities to present their work to peers which helps them to become confident communicators.
• Engaged – learners consider issues that affect them and those in their local community. They also
discuss how these issues affect others around the world. As learners better understand the causes
and consequences of local issues they engage with solutions and actions to improve the situation.
• Reflective – learners are reflective about their own learning, about their behaviour in relation to
others and how their behaviour and habits can affect people locally and even globally. They also
reflect on how information changes or reinforces their personal perspectives about issues.

10

Cambridge learner attributes

• Engaged:
• learners consider issues that affect them and those in their local
community. They also discuss how these issues affect others around the
world. As learners better understand the causes and consequences of local
issues they engage with solutions and actions to improve the situation.

https://www.cambridgeinternational.org/support-and-training-for-schools/teaching-cambridge-at-your-
school/cambridge-learner-attributes/

11

Cambridge Primary Global Perspectives skills

Transferable skills:
• analysis
• collaboration
• communication
• evaluation
• reflection
• research.

12
The syllabus
Global Perspectives enables learners to:
• study topics they are interested in, for
example climate change, sports or
technology
• explore personal, local, national and global
perspectives to make sense of, and feel
connected to, the world around them
• think critically about a range of global and
local issues where there is always more
than one point of view.

13

Perspectives and issues

• Issue – an important subject or problem for discussion.

• Perspective – a viewpoint on an issue based on evidence and reasoning.

Cambridge Primary Global Perspectives provides opportunities for learners to

consider:
• personal
• local, and
• global perspectives
about the issues that they investigate.

14

Cambridge Primary Global Perspectives skills

• Analysis
• Collaboration
• Communication
• Evaluation
• Reflection
• Research.

Cambridge Primary support site:

https://primary.cambridgeinternational.org/

15
 The Cambridge Pathway

https://www.cambridgeinternational.org/programmes
-and-qualifications/cambridge-global-perspectives/

16

Strand > sub-strand > learning objective

Analysis (Making connections)

56A.03 Talk about simple causes of a local issue and consequences on others.

17

Activity: See – think – wonder

Analysis (Making connections)

56A.03 Talk about simple causes of a

local issue and consequences on
others.

18
 Active learning

• Learners are actively involved in their own learning.

• Teachers need to involve learners, as teachers should not be just ‘transmitters of
information’.
• Teachers are ‘activators’ of learning.
• Start with what learners already understand and build on this.

19

Cambridge teaching and learning approaches

• Education briefs – https://www.cambridgeinternational.org/support-and-training-for-

schools/teaching-cambridge-at-your-school/education-briefs-and-animations/
• Getting started with – https://www.cambridgeinternational.org/support-and-training-for-
schools/teaching-cambridge-at-your-school/getting-started-with/

20

End of Session 1

Reflection
• What have you discovered from this session?
• How could you implement your discoveries in the classroom?

• Complete the Reflection sheet handout for this session.

21
 Day 1 Session 2

Approaches to Global Perspectives

Aims
• Understand the factors that affect approaches to teaching Cambridge Primary
Global Perspectives
• Understand the importance of skills in long-term planning
• Understand how topics provide context, and the importance of cross-curricular
planning.

22

School level planning decisions

• Why Cambridge Primary Global Perspectives is being offered as part of the school curriculum
• How to engage teachers, parents and learners
• What support or training will be provided to teachers
• How to support teachers to plan and work collaboratively
• How Cambridge Primary Secondary Global Perspectives will be included in the school timetable
(e.g. standalone subject or integrated)
• How much teaching time will be available (we recommend 36 hours of teaching to cover all the
learning objectives for each stage)
• How teaching time will be structured (e.g. one hour a week, one day each term or semester)
• Language(s) learners are expected to use in Global Perspectives lessons.

Top tips: https://www.cambridgeinternational.org/Images/684935-top-10-tips-for-cambridge-primary-

and-lower-secondary-global-perspectives.pdf

23

Planning
Long-term plan Medium-term plan Short-term plan
Curriculum Framework Challenges Lesson Plan

Consider Suggested Lesson led

coverage activities by learning
of skills for selected objectives
learning rather than
objectives activities
within a
specific
topic

24
 Long-term plan example
Stage 1 Communication: Analysis: Research: Collaboration: Evaluation: Reflection:
Growing and growing up Fun with fruits Working and having a Working together Looking after our world Learning new things
(Family, friends, community (Water, food and job (Improving (Looking after planet Earth) (Education for all)
and culture) farming) (The world of work) communication)

Stage 2 Research: Collaboration: Evaluation Communication Reflection: Analysis:

Healthy living Helping animals What is it like to grow What we do outside of school Sports and games
(Health and wellbeing) (Looking after planet older? (Family, friends, community (Sport and recreation)
Earth) (Family, friends, and culture)
community and culture)
Stage 3 Reflection: Analysis: Research: Collaboration: Communication: Evaluation
Can we use less? How do homes provide Looking at our school Let’s form a band Be water-wise
(Looking after planet Earth) shelter? (Education for all) (Sport and recreation) (Water, food and farming)
(Health and wellbeing)
Stage 4 Research: Evaluation: Collaboration: Analysis Communication: Reflection:
Where does my food come What does my lunch How healthy is your Making peace Helping people to belong
from? cost? diet? (Family, friends, community (Family, friends,
(Moving goods and people) (Water, food and (Health and wellbeing) and culture) community and culture)
farming)
Stage 5 Collaboration: Analysis: Evaluation: Communication: Reflection: Research:
Will a robot do your job? How can we stay How are countries What is the cost of my Where does all our packaging How much water do we
(The world of work) healthy? different? stuff? go? use?
(Health and wellbeing) (Working with other (Looking after planet (Looking after planet Earth) (Water, food and farming)
countries) Earth)
Stage 6 Communication: Reflection? Evaluation Collaboration: Cambridge Primary Checkpoint Global Perspectives (Team
Respecting myself and others How do I communicate If I were a world leader How can sport be more Project)
(Obeying the law) with people? (Values and beliefs) accessible?
(Improving (Sport and recreation)
communication)

25

Progression grid extract

26

Stage 4 Challenge

27
 Approaches to delivery and case studies

What are the challenges and opportunities of including Global Perspectives as:
• a separate subject
• an integrated subject
• extra-curricular activities?

28

Some possible scenarios

• If learners have different levels of English proficiency

• If the school is interested in engaging with UN SDGs
• If interdisciplinarity is an aim (English, Maths, Science)
• School events and fairs
• If learners demonstrate more proficiency in research, analysis and evaluation
• If learners demonstrate lower proficiency in reflection, communication and
collaboration.

29

Skills-based teaching and learning

• Select three of the suggested topics:

• that you would like to teach
• that you would be less likely to teach.

• Gather in groups to discuss, and justify, your choices.

• Use your own Global Perspectives skills, plus negotiation, to agree a final three
topics in each of the ‘likely’ and ‘not likely’ to teach categories.
• Remember to base your discussions around the development of learners’ Global
Perspectives skills.

30
 Cross-curricular links and planning

How would you approach planning with other subject teachers?

Consider:
• How could your background subject influence the way you teach Global
Perspectives, and add value to it?
• Could you ask colleagues who teach other subjects to suggest topics or resources
to support Challenges and learning objectives aligned with their subject area?

31

End of Session 2

Think > Pair > Share

• What is your area of expertise and how might it inform your Global Perspectives
planning?
• Think of some strategies for when you don't have an area of expertise when
planning.

32

Day 1 Session 3

Global Perspectives Challenges

Aims
• Understand how to use a Global Perspectives Challenge
• Develop strategies for adapting a Challenge
• Consider the application of Assessment for Learning during Challenges.

33
 Medium-term planning (1)
Long-term plan Medium-term plan Short-term plan
Curriculum Framework Challenges Lesson Plan

Consider Suggested Lesson led

coverage activities by learning
of skills for selected objectives
learning rather than
objectives activities
within a
specific
topic

34

Medium-term planning (2)

35

Medium-term planning and Challenges

36
 Medium-term plans: Challenges

• There are Challenges for each stage.

• Most Challenges include teacher and learner resources.
• Challenges cover more than one skill but focus on one specific skill.
• Challenges are linked to a suggested topic, which provides context for the overall
Challenge and specific activities.
• Each Challenge is designed to take approximately six hours.
• Challenges are designed to exemplify Cambridge teaching and learning
approaches.

37

Adapting a Challenge

Challenges are designed to help learners progress towards the skills described in
the learning objectives. Activities can be used with or without adaptation.

Activity:
• In small groups, select one of the Challenges.
• Make a list of ‘essential’ and ‘optional’ elements. Is there anything you would like to
add?
• Choose one activity from the Challenge and explain how you would use it to make
a lesson plan.
• Should a Challenge always be adapted?

38

The formative assessment cycle

Planning

Formative Learner
assessment achievement

Feedback

• Education briefs – https://www.cambridgeinternational.org/support-and-training-for-schools/teaching-cambridge-at-your-

school/education-briefs-and-animations/
• Getting started with - https://www.cambridgeinternational.org/support-and-training-for-schools/teaching-cambridge-at-your-
school/getting-started-with/

39
 Assessment guidance for Global Perspectives

40

End of Session 3

Reminder:
• There are Challenges for each stage.
• Most Challenges include teacher and learner resources.
• Challenges cover more than one skill but focus on one specific skill.
• Challenges are linked to a suggested topic, which provides context for the overall
Challenge and specific activities.
• Each Challenge is designed to take approximately six hours.
• Challenges are designed to exemplify Cambridge teaching and learning
approaches.

41

Day 1 Session 4

Objective-led planning

Aims
• Understand objective-led planning
• Understand how to write and use success criteria
• Understand why lesson planning is important
• Explore how Global Perspectives lesson planning is similar and different to other
subjects
• Reflect on Day 1.

42
 Objective-led planning

What do we mean by objective-led planning?

Why is this important when planning?

Remember:

Skills
over
topic knowledge

43

Creating success criteria

• What are success criteria?

• Why is it important to share success criteria with learners?

44

Example success criteria

Stage 3 and 4
Research: Constructing research questions
• 34Rs.01 Construct own questions to aid understanding of an issue.

Success Criteria (in learner-friendly language)

• I can show interest in an issue by asking my own questions about it
• I can create a mix of open and closed questions
• I can use questions starters, such as ‘who?’, ‘what?’, ‘why?’, ‘when?’, ‘where?’ and ‘how?’, to guide
my research
• I can discuss my questions with others
• I can work with others to decide which questions are most useful.

45
 Using success criteria

Look at the success criteria that is provided in a Challenge document. Consider:

• How you will share the success criteria with your learners. Think accessibility.
• Whether you would make any changes to the given success criteria for the
Challenge, or would you add additional criteria?
• Would you make any changes or additions to support differentiation?
• How you could support learners to reflect on the criteria, both during and after an
activity, and therefore make personal decisions about their next steps.

46

Lesson planning for Global Perspectives

Review an example lesson plan for Global Perspectives. Discuss:

• How many opportunities for active learning are there?
• What does formative assessment look like in the examples?
• Are the lesson objectives likely to be met? How? Why?
• How would your learners respond to this lesson? What would you change or
adapt?
• How would you expect your learners to reflect on the success criteria? Would you
change or add to these criteria?

47

End of Session 4

Reflection
Think about your future teaching of Cambridge Primary Global Perspectives:
• What will you do less of?
• What new ideas will you try?
• What will you stop doing?
• What will you share?

48
 End of day 1

Thank you for taking part today.

49