TERMLY PLAN OF GLOBAL PERSPECTIVES
TERM 1 ACADEMIC YEAR 2019-2020
CHALLENGE ‘POOR AND RICH’
Success Criteria
 Learners demonstrate evidence of
enquiry, or being curious, and
sensitively encourage and accept
the questions of others
 Learners can articulate and write a
clear mix of open and closed
questions, including a selection of Resource(s):
‘who?’, ‘what?’, ‘why?’, ‘when?’,
‘where?’ and ‘how?’ questions to
guide their enquiries
 Learners demonstrate an ability to
distinguish between fact and
opinion in their selection of
information from primary and
secondary sources
 Learners can explain why they have - Discussing condition of rich
chosen specific information from
particular sources to answer their - Making conclusions of how poor
own or the teacher’s questions
 Learners draw conclusions from
knowledge they have gained and
present action plans on how to
improve personal choices, using
appropriate media
 Learners can explain what changes,
if any, they will make to their own
chocolate buying and eating habits
WEEK 1
15-19 July
Skill Focus: Research
Learning Objective:
Construct own questions to aid
understanding of a topic
- Pictures of rich people and poor
people
Activities:
- Watching the pictures and writing
questions about them as many as
they wish
- Discussing the questions
people and poor people
people and poor people would be
WEEK 2
22-26 July
Skill Focus: Analysis
Learning Objective:
Select, organise and record
information from sources and
findings from research in simple
charts or diagrams
Resource(s):
- Videos/articels showing poor and
rich life in Indonesia
- Videos/articels showing poor and
rich life from around the world
Activities:
- Researching the
characteristics/facts about poor
people and rich people in
Indonesia and around the world
WEEK 3
29 July-2 August
Skill Focus: Analysis
Learning Objective:
Select, organise and record
information from sources and
findings from research in simple
charts or diagrams
Resource(s):
- Videos/articles about lessons to
learn from poor people
Activities:
- Watching a video(s) about the life
of the poor
- Researching:
 The negative side of being
poor: environment, home,
social interaction (bad words),
clothes, safety, few
opportunities, etc.
 The positive side of being
poor: modesty, closeness,
helping parents, being tough,
being grateful, etc.
- Concluding the lessons that can
be learned from poor people
(mindmap/summary)
WEEK 4
5-9 August
Skill Focus: Analysis
Learning Objective:
Select, organise and record
information from sources and
findings from research in simple
charts or diagrams
Resource(s):
- Videos/articles about lessons to
learn from rich people
Activities:
- Watching a video(s) about the
positive side of being rich
- Researching:
 The negative side of being rich:
everything is provided,
showing off, selfish, not
strugglling, demanding, etc.
 The positive side of being poor:
good, healthy & clean
environment, good education,
many opportunities, facilities,
etc.
- Concluding the lessons that can
be learned from rich people
(mindmap/summary)

CHALLENGE ‘POOR AND RICH’
Success Criteria
 Learners demonstrate evidence of
enquiry, or being curious, and
sensitively encourage and accept
the questions of others
 Learners can articulate and write a provided
clear mix of open and closed
questions, including a selection of - Real exposure: traditional market - A video about ‘Rich and Poor’
‘who?’, ‘what?’, ‘why?’, ‘when?’,
‘where?’ and ‘how?’ questions to
guide their enquiries
 Learners demonstrate an ability to
distinguish between fact and
opinion in their selection of
information from primary and
secondary sources
 Learners can explain why they have
chosen specific information from
particular sources to answer their
own or the teacher’s questions
 Learners draw conclusions from
knowledge they have gained and
present action plans on how to
improve personal choices, using
appropriate media
 Learners can explain what changes,
if any, they will make to their own
chocolate buying and eating habits
TERMLY PLAN OF GLOBAL PERSPECTIVES
TERM 1 ACADEMIC YEAR 2019-2020
WEEK 5 WEEK 6 WEEK 7
12-16 August 19-23 August 26-30 August
Skill Focus: Research Skill Focus: Analysis Skill Focus: Analysis
Learning Objective: Learning Objective: Learning Objective:
Locate relevant information and Suggest personal actions that could Suggest personal actions that could
answers to questions within sources make a positive difference to an make a positive difference to an
issue affecting others issue affecting others
Resource(s): Resource(s): Resource(s):
-
people in Indonesia or around the
world
- A video about an initiative/action
by other Indonesian children or
children from around the world
Activities: Activities: Activities:
- Visiting a traditional market: - Watching a video about ‘Rich and - Making a poster:
 Observing the condition of a Poor’ people in Indonesia or  Facts about ‘Poor and Rich’
traditional market around the world People in Indonesia and in
 Questioning the life of people - Watching a video about an the world
who work in a traditional initiative/action that is done by  An initiative/action to make a
market: potter, parking man, other Indonesian children/children positive difference
etc. from around the world
- Buying things they never bought - Initiating an action that can make
themselves/they never saw before a positive difference
 TERMLY PLAN OF GLOBAL PERSPECTIVES
TERM 1 ACADEMIC YEAR 2019-2020
CHALLENGE ‘WATER, FOOD AND FARMING’
WEEK 8 WEEK 9 WEEK 10 WEEK 11
Success Criteria
2-6 September 9-13 September 16-20 September 23-27 September
 Learners can describe the purpose of a Skill Focus: Evaluation Skill Focus: Evaluation Skill Focus: Evaluation
source and whether it might be written from a Learning Objective: Learning Objective: Learning Objective:
particular point of view Discuss a source, recognising Discuss a source, recognising that the Discuss a source, recognising that
 Learners are beginning to explain, with that the author has a clear author has a clear viewpoint on the topic the author has a clear viewpoint on
teacher support, how to distinguish between viewpoint on the topic the topic
fact and the author’s opinion in the sources Resource(s): Resource(s): Resource(s):
they use - Food labels students bring - Interviewees (the school’s caterers) - Internet articles
 Learners start to use language and concepts from home (1 food + 1 drink)
such as bias, validity and reliability when
discussing a particular source Activities: Activities: Activities:
 Learners can justify why they have chosen
specific information from particular sources to
- Discussing food production
process:
- Writing a set of questions to ask the
school’s caterers: STUDEN - Discussing farming in Indonesia in
general
 Teacher’s question: are  What ingredients do they usually use? - Researching farming centres in
answer their own or the teacher’s questions
about the origins of their food and the
challenges faced in growing it
you aware of where the  Where do you buy them? T-LED Indonesia (the geographical
food you eat come from?  Where are they grown? condition, the facilities, etc):
 Learners can start to formulate a research
question or big idea they want to investigate
- Reading food label
- Listing where the food is
- Interviewing the school’s caterers and
writing their answers
CONFER  Rice: Klaten/Karawang
 Vegetables: Dieng
 Learners can articulate and write a clear mix
of open and closed questions in interviews,
produced (city/country):
worksheet
- Making conclusions about where the food
they eat at school is grown/produced:
ENCE  Fruits: Malang
- (Each group) presenting the result
including a selection of ‘who?’, ‘what?’, ‘why?’,
‘when?’, ‘where?’ and ‘how?’ questions to - Noting and concluding which relating it to the place of origins’ of the research)
guide their enquiries country(ies) produce most of - Comparing the places of origin of where
 Learners show that they can devise and use a the food students eat the food they eat at home and the one
simple questionnaire: creating relevant - Concluding: they eat at school
questions; recording answers and results;  Why is most of the food
looking for simple patterns; discussing the
data and presenting their findings in a visual you eat produced in that
and creative way (such as labelled foods, a city/country?
class blog or learning wall)
 A GLOBAL PERSPECTIVE CHALLENGE STAGE 4
“WHAT DOES MY LUNCH COST?”
ACADEMIC YEAR 2019-2020
Topic : Water, Food, and Farming`
WEEK 12 WEEK 13 WEEK 14
30 Sept – 4 Oct 7-11 Oct 14-18 Oct
Success Criteria Skill Focus: Evaluation Skill Focus: Evaluation Skill Focus: Evaluation
 Learners can describe the purpose of a Learning Objective: Learning Objective: Learning Objective:
source and whether it might be written Discuss a source, recognising that the Discuss a source, recognising Discuss a source, recognising that
from a particular point of view author has a clear viewpoint on the topic that the author has a clear the author has a clear viewpoint
 Learners are beginning to explain, with viewpoint on the topic on the topic
teacher support, how to distinguish Resources : Resources : Resources :
between fact and the author’s opinion in Media : students leptop all resources (book and internet )
the sources they use Activities: Activities : Activities :
 Learners start to use language and Indentifying country’s condition and the Discussing the possible impact on Write an article about
concepts such as bias, validity and
reliability when discussing a particular impact to the crop grown. the planet as a whole of growing Clue questions :
source - Students select one country to food. 
 Learners can justify why they have research the condition found in this
chosen specific information from country, then consider : Galery Walk
particular sources to answer their own or a) the water condition
the teacher’s questions about the origins b) the growing session - Student answer some
of their food and the challenges faced in
growing it
c) geografical condition prompt questions:
 Learners can start to formulate a
( planteau/lowland) - They walk to have a look
research question or big idea they want d) what impact this may have on at another group
to investigate the growing of food crop answer : they may add or
 Learners can articulate and write a clear ask for confirmation
mix of open and closed questions in - students create a power point in a
interviews, including a selection of ‘who?’, group (they have to cite every
‘what?’, ‘why?’, ‘when?’, ‘where?’ and
information source)
‘how?’ questions to guide their enquiries
Learners show that they can devise and use a - present
simple questionnaire: creating relevant
questions; recording answers and results;
looking for simple patterns; discussing the data
and presenting their findings in a visual and
creative way (such as labelled foods, a class blog
or learning wall)

Topic : Living and Working together
Success criteria
 Learners can confidently
express their thoughts and
feelings before, during and after
each stage of their
investigations or creative
learning experiences
 Learners can describe
similarities and differences
between their own experiences
and those of their peers or other
children locally, nationally and
globally
 Learners can explain what
changes, if any, have occurred
in their own understanding
about other children’s lives with
respect to belonging
 Learners demonstrate empathy
and thoughtfulness when
discussing or listening to the
experiences of others
A GLOBAL PERSPECTIVE CHALLENGE STAGE 4
WEEK 15
21-25 oct
Skill focus : Reflection
Learning objectives :
Talk about what has been learned
during an activity and consider how
personal ideas have changed
Resources :
https://www.youtube.com/watch
?v=u3EyCN-ipOc
Activities :
Who do I live with ?
 Watch video (upin ipin)
 Discussion who do they live
with , when they really enjoy
being together, how they help
each other, how activities are
shared.
 Draw a simple picture and
label the person 1 by 1.
 Presentation
- explain the relationship
to the students
- describe hows activities
are shared at home.
- When they have time
together.
“HELPING PEOPLE TO BELONG”
ACADEMIC YEAR 2019-2020
WEEK 16
28- oct -1 Nov
Skill focus : Reflection
Learning objectives :
Talk about what has been learned
during an activity and consider how
personal ideas have changed
Resources :
Learner resource - Helping people
to belong - L4.1_tcm142-467705
Teacher resource - Helping people
to belong - T4.2_tcm142-467714
Activities :
Creating a poster of the group they
live with
 Completing a questionnaire
( printed from learning
resource)
 Discuss :
Make a poster about the group
they live with. (look at the
teacher resources)
Stick the photos and write
short description based on the
quesionnaire
 Classroom display
T
WEEK 17
4 -8 Nov
Skill focus : Reflection
Learning objectives :
Talk about what has been learned during
an activity and consider how personal
ideas have changed
Resources :
questionare
Activities :
Analyse the data and drawing a chart of
family groups
 Continue the previous
activities. (finishing poster )
 Collceting questionare data in
a group.
 Analyse data by group
 By those data, students make
a chart of the popular activities,
different size of group, and
people’s hobby.
 Discussion/ reflection :
Do we all live in the same type
of group? How do family differ?
How do you live with them
harmoniously?
WEEK 18
11 -15 nov
Skill focus : Reflection
Learning objectives :
Talk about what has been learned during an
activity and consider how personal ideas
have changed
Resources :
Activities :
How do the people I live with help me?
 Draw a mini comic.
 Guide the students to write
sequence story of helping hands
with the people they live with. (a
real story)
 Class display/ presentation
Possible questions to guide:
 How do we help those we live
with?
 How do we show we care about
someone?
Reflection :
What is a good group member like?
 A GLOBAL PERSPECTIVE CHALLENGE STAGE 4
“HELPING PEOPLE TO BELONG”
ACADEMIC YEAR 2019-2020
Topic : Living and Working together
WEEK 19 WEEK 20 WEEK 11
18-22 nov 25-29 nov
Skill focus : Reflection Skill focus : Reflection
Learning objectives : Learning objectives : Exam
Talk about what has been learned during an activity and consider how personal Talk about what has been learned during an activity and consider
ideas have changed how personal ideas have changed
Resources : Resources :
https://www.youtube.com/watch?v=--kTBJD5ybo

https://www.youtube.com/watch?v=CphMTWMlSTY
Activities : Activities :
Identifying community groups
- watch a video ...
- Playing game grouping by numbers - discuss
- Make a list of what community groups around us are ( sport, religion, group work ( ppt project)
school, teams) - list what are the differences and similarities between the
- Students make a map of all community group and write their name in what learners own situation and the situation they have found out
groups they belong to. about ?
- Discuss - think about how it might be possible to help children out
1. Do people belong to more than one group ? there, students list some possible projects then choose the
2. Are the groups connected? How ? best one in group.
3. What are the differences between the group? - Presentation time.
4. How do you get the benefit by joining the group? - Do whole discuss to choose 1 the project to be
Bridge: what do you feel when firstly joining the group. implemented.
- Discuss for class role play.
1 student becomes a new member the other the old members
They (the old) act how to help the new member in positive ways.
Conclusion : list the ways to help others join the class in a positive way.