Global Perspectives

CAMBRIDGE
UNIVERSITY PRESS
Cambridge Lower Secondary
Global Perspectives
LEARNER'S SKILLS BOOK 7
Keely Laycock
C AMBRIDGE
UNIVERSITY PRESS
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>Contents
Introduction v
How to use this book VI
Section 1: Research
Section 1 overview 1
Starting with research skills: Lesson 1 2
Developing research skills: Lesson 4 21
Getting better at research skills: Lesson 7 38
Section 2: Analysis
Starting with analysis skills: Lesson 1 54
Developing analysis skills: Lesson 4 70
Getting better at analysis skills: Lesson 7 84
Section 3: Evaluation
Starting with evaluation skills: Lesson 1 102
Developing evaluation skills: Lesson 4 118
iii >
1 Research )
---~

Getting better at evaluation skills: Lesson 7 132
Section 4: Reflection
Starting with reflection skills: Lesson 1 138
Developing reflection skills: Lesson 4 153
Getting better at reflection skills: Lesson 7 167
Section 5: Collaboration
Starting with collaboration skills: Lesson 1 182
Developing collaboration skills: Lesson 4 198
Getting better at collaboration skills: Lesson 7 213
Section 6: Communication
Starting with communication skills: Lesson I 222
Starting with communication skills: Lesson 2 227
Starting with communication skills: Lesson 3 231
Developing communication skills: Lesson 4 237
Getting better at communication skills: Lesson 7 251
Glossary 257
iv )
>Introduction
Global Perspectives is all about helping you to develop a range of important skills
that will aid you not only in your school and academic life but also in your future
career. For example, in any job it's likely that you'll need to collaborate with others
and of course you'll need to communicate when doing this. Getting a job might
seem a long way off now, but even at school, working well with your classmates
is really important. For example, when carrying out a science experiment, or
preparing a group presentation about a piece of literature. As you get older, you
will increasingly be asked to reflect on how well an activity or a piece of work
has gone. In studying Global Perspectives, you learn how to develop these really
important practical skills as you explore fascinating topical issues and learn about
different points of view from around the world.
This learner's skills book is designed to help you develop skills in research,
analysis, evaluation, reflection, collaboration and communication as well as to
understand what is meant by each of these terms. Each skills section follows the
same approach, guiding you through a 'Starting with', 'Developing' and 'Getting
better at' scaffold, building your awareness of your progress and allowing you
to take charge of your own learning journey. A range of activities and tasks are
included, with plenty of opportunities for peer-to-peer and group work, and to
enable you to reflect on your progress, track your achievements and record your
next steps.
The learner's skills books are write-in resources, so you can create and keep a
portfolio of your work and track your progression through each skill and each
stage as you head towards the Checkpoint assessment at the end of Stage 9. When
responding to the Independent Reflection activities at the end of each lesson and
to the Self-assessment activities to set learning targets, I encourage you to take the
time to answer these questions about your own learning as honestly as possible.
Being aware of how you learn will help you to learn more effectively, and this will
be a very valuable skill for you to have.
I hope that you will enjoy exploring a wide range of global topics and discovering
different viewpoints from around the world - these, and the skills you will learn
and develop, will equip you in countless ways, both in school, in your career, and
in your life.
Keely Laycock
v >
How to use this book

This book contains lots of different features that will help your learning.
These are explained below.
1 1 Construct relevant research questions

These are the learning objectives that will
1 .2 Identify and begin to reference a range of print and multimedia sources and usc them to
be covered in each lesson. locate relevant information and answer research questions
My learning goals are to start to:
This list sets out what you will learn • understand what t he term ' research' means
• understand h~w to write some basic questions about a t opic
in each lesson. You can use these
• recogn ise a good research question
learning goals to identify the important • identify some of the feat ures of a good research question
topics for the lesson.
How will I know if I reach my goals?
As you work through this lesson, tick the 'Ach1eved' box to show you have achieved your
learning goals. If you haven't q uite achieved your learning goals, tick 'N ot there yet'. Start
to think about how you are going to show your learning goals in your challenge. Add an
example from your challenge once you have achieved each learning goal.
Lesson 1 Not there yet Ach1eved Example

This will help you to know when you I think I know what the
have met your learning goals. term 'research' means.
I can write some basic
questions about a
topic.
I can recognise
a good research
I question.
I can identify some
features of a good
research question.
Prior IHrning
These are questions or tasks to help
What do you think the term 'research' means?
check your level of understanding before
Research is
beginning a lesson.
Each tip provides useful information Bu llet point notes

and key points to consider. should be a few
words only, not
fu ll sentences.
vi )
Wh at do you think has helped your learning in this lesson? Explain why, if you can.
This focuses on how you are learning,
Working on my own: .........................................................................................................
rather than what you are learning, and
Working with a partner: .............. .
you can set yourself learning targets
for the next lesson/ s. --+ Whole class discussion: ................. ................... ................................................................. .
Writing t hing s down in my Learner's Skills Book: .............................................................
Other sku , yo1. t- ve used today
These are checkpoints at the end of

each lesson, to encourage you to reflect
Check your learning
on your progression through the
If you haven't already done so, complete the 'How will I know if I reach my goals?' table
learning goals, and relate this to your with 'Not there yet' or 'Achieved'. Don't forget to add examples from your challenge.
Challenge topic.
Self-assessment 3
Look back at self-assessments 1 and 2. How much further progress do you feel you have
made so far in developing your research skills?
For each learning objective below, shade in the response that matches yours most closely.
This allows you to consider your Give one example for this response. Eventually, you are aiming for green!
progress through the learning goals. Learntng object•ves: RED

to get better at ...
The red-amber-green checklist 1.1 Construct I Know t~e features
relevan t research of a good •esearch
encourages you to think about where questions. quest1on and can
you are on your learning journey, and to wr 1 'a researcb
l <. ·,StiOC\ With he lp .
look back at past self-assessments to 1.2 Identify and gett•ng bette• e·
see clearly how you are progressing. _ . begin to reference know•ng why I need
a range of print and to say where get
multimedia sources Information from and
and use them to locate ·an reference author,
relevant information te and t1tle of an
and answer research ar'•cle
uestions.
This provides an opportunity to reflect Think about the challenge top ic you have b een exploring and complete the follow ing
state ments.
on your Challenge topic as you progress I was surprised t o discover that: .. ...... ...... ................. . .. .. ... .. .. .... .. ... .. .. .. .. .... .. .... .. ... .. ..
through each skill.
I d idn't know: .... ................ . .. ... ... ... ..... . ... .. ... .. ... ...... .. ...... .... ... .... ... .. .. ... ... ... ... ..... .
I now think: .. ... .... .. ... .... .. ... .... .. ... ...... .. .... ....... .... .... ....... .. ... ............ .. .. .
Register to access free supporting resources through Cambridge GO -

the home for aU of your Cambridge digital content. Visit cambridge.org/go
vii )
This section of your Learner's Skills Book helps you to develop your research skills using
interesting global topics.
As you start to develop your research skills, you will learn what the term 'research' means.
and you will start to identify. discuss and write basic questions to help you focus on
information you need to find out. You will practise discussing global topics and making
notes on the information that you find so that you can tell someone about a topic in your
own words. You will start to understand how to select different research methods for
different purposes and give credit to the words of others.
As you develop your research skills. you will begin to start constructing research questions.
There are good and bad research questions and you will discuss the features of a good research
question and begin to be able to tell the difference between good and bad research questions. You
will also explore the difference between primary and secondary research methods and learn how
to produce a questionnaire to get information about local issues from the people you know.
As you get better at research, you will explore different sources of information on a variety
of global issues and use the information you gain in a variety of ways, including creating
presentations. You will increase your understanding of primary and secondary sources of
information and become more confident in using a search engine. You will also understand
why it is important to give credit to other peoples' work and how their work can make yours
even better.
Starting with research
skills: Lesson 1
1.1 Construct relevant research questions
1.2 Identify and begin to reference a range of print and multimedia sources and use them to
locate relevant information and answer research questions

• understand what the term 'research' means
• understand how to write some basic questions about a topic

• recognise a good research question
• identify some of the features of a good research question
2 >
Starting with research skills: Lesson 1
As you work through this lesson, tick the 'Achieved' box to show you have achieved your
learning goals. If you haven't quite achieved your learning goals, tick 'Not there yet'. Start
Lesson 1 Not there yet Achieved Example

I think I know what the
term 'research' means.
I can write some basic
questions about a
topic.
I can recognise
a good research
question.
I can identify some
features of a good
research question.
I
Prior learning
What do you think the term 'research' means?
Research is
Starter activity
1 Which do you think is the best research question? Put the questions
A- D in order (the best at number 1 and the worst at number 4).
A When do children start school?
B Should we remove all sugar from our diet?
C What is poverty?
D Why are social networking sites bad?
3 >
___
1 Research
______.
)
2 Look at each of the questions in task 1. Answer the following:

a Is the question something that I and others care about?
b Is the question too broad, too narrow or too vague?
c Will I be able to find some information to answer the question?
3 With your partner, have another look at the order you decided on.
Make any changes based on the answers to the three questions in
task 2. Try to say why you have put them in the order you have.
1
Reason for your order ..... .. ...... .. ... ... .. ...... ........ ... ... ......................... .
Do your classmates agree with your order and reasons for this
order?
4 >
Main activity
The topic I am working on today is ...
1 Produce a mind map of as many questions about the topic as you

can think of.
2 a Work with a partner to discuss your questions. Using what you

have learnt so far about a good research question , write down
your three best research questions. Remember to check whether
each of your questions:
• is something that you and others care about
• is not too broad, too narrow or too vague
• is a question you will be able to find some information about
to answer.
1
Does your partner agree with your choice?
5 >
___
1 Research
____,
)
b Why did you choose these three questions?
Question I ............. ... .................................................. .............. .
Question 2 .................................................................. ........... .... ..
Question 3 ..................................... ...... ..................... .................. .
Class discussion
3 As a class, discuss all the best questions. Which do you as a class
think is the best question and why?
Best question: .................................................................................. .
Reason: ............................. .... ... .............................. ... ........ ............. .. .
What do you think has helped your learning in this lesson? Explain why, if you can.
t Working on my own: .......................................................................................................... .
E Working with a partner: ...................................... ... ....... .............................. ....................... .
C Whole class discussion:
[ Writing things down in my Learner's Skills Book: ..............................................................
Other skills you have used today
Check your learning
with 'Not there yet' or 'Achieved'. Don't forget to add examples from your challenge.
6 >
skills: Lesson 2
1.3 Select an appropriate method and conduct research to test predictions and begin to answer a
research question
1.4 Select, organise and record relevant information from a range of sources and findings from
research, using appropriate methods
• understand what research is
• know how to record the main idea from a text
• know how to take notes to help write a text summary
7 >
_1 Research
__ )
______..
learning goals. If you haven't quite achieved your learning goals, tick 'Not there yet' . Start

I think I understand
what research is.
I can identify and write
down the main idea
from a text.
I can take notes in
my own words to
help you write a text
summary.
Prior learning
Which do you think is the best question? ...................................... .
Reason why it is a good question: ................................................. .
8 >
Starting with research skills: lesson 2
Starter activity
1 What different ways are there of finding out information to answer
research questions? List as many as you can.
Ways of finding out information
Class discussion
2 After a class discussion about ways of finding out information, look
back at your best question from the Prior learning box in this lesson.
What do you think is the best way of finding out information to try
to answer this question?
I think the best way of finding out information to answer the
question is: ............................. ................. ......................................... .
Main activity
The topic I am working on today is
1 Read the text your teacher gives you.

a Write the main idea of the text in the table on page 10.
To find the main
~ Underline any subject-specific words and also write them in idea, look for
the table. words that are
repeated in the
text.
9 >
1 Research )
- -- -------'
Main idea Subject-specific words
Subject-specific
words are words
that are related to
th e main idea.
Look for key

Peer feedback words that tell t he
c Share your information with a partner. Do they have the same reader about the
ideas as you? Add to your ideas in a different colour. topic.
2 Read each paragraph of the text again. Discuss what the text is
about with your partner.
a Write the main idea from each paragraph into the table below.
Bullet point notes
b Next to each paragraph, write notes about the key information. should be a fe w
words onl y, not
Text title ................................................................................... .. full sentences .
Main idea Notes about the key information
Paragraph 1: •
•
•
Paragraph 2: •
•
•
Paragraph 3: •
•
•
10 >
3 Use the information you have found out and written down. Discuss this information with a
partner and then write a short summary of the text. Use these starter sentences to help you
write your summary.
Text summary
The text is about ............... ... ... ... ........ ... ... ........ ... .... .... .... ....... ..... .... .... .......... ... ............... .
The main idea is .. ....... ... ... ... .............. .............. ........... ................ ........ ........................ ..... .
In the first paragraph, we find out ........ ... .... ....... .... .... .... ....... ..... ... ............. ..... ................ .
The second paragraph is about ...... ... ... ........... ................... ..................... ................... ...... .
The last paragraph tells us .... ... ... ........ ... ... ........... ........ ........... ............. .......... ..... ..... ..... .. .
Peer feedback
Share your text summary with a partner. Ask your partner the following questions:
1 Is the summary too long/short? Yes/No
2 Does the summary contain the key information from the text? Yes/No
3 Is the summary just a copy of the text or has it been written in your own words? Yes/No
4 What might you do to make the summary better?
11 >
________1__R_e_se_a_r_ch______________ ~:>
Which part of this lesson have you found difficult? If you can, explain why.
A Knowi ng where to get information from: ..................... ............ .................... ........ ..... ........ .
8 Id entifying the main idea of a text: ....................................... ...................................... ..... ..
C Writing down subj ect-specific words: ........................ ....................................................... .
C Using my own wo rds to w rit e a text summ ary: .. ... .... ........ ................. ...................... ...... ... .
Check your learning
12 >
skills: Lesson 3
1.- Identify and begin to reference a range of print and multimedia sources and use them to
1. Select an appropriate method and conduct research to test predictions and begin to
answer a research question
1.4 Select, organise and record relevant information from a range of sources and findings
from research, using appropriate methods
13 >
1 Research )
-------.J
• understand what research is

• know the importance of referencing sources of information
• understand how to choose suitable research methods

I thi nk I understand
what research is.
I realise the
imp ortance
of referencing
informat ion sources.
I know some different
research methods.
Prior learning
Write down what you fou nd difficult last lesson. Share with the class. Then write down one
way that you can overcome this d ifficulty.
What you found difficult: .......................... ................. .................................... ...... ............ ..... ... .
How you can overcome this difficulty: ............... .. ................................................................... .
14 >
Starter activity
1 If you want to find out what people in your local area think about a
local issue, which research method(s) would you use?
Research method Yes (.f) No (X)
Book
The Internet
Questionnaire
Newspaper article
Interview
Asking people
2 Why have you chosen this/these research method(s)?
,., .ta
Class discussion
3 After a class discussion about different research methods, which do
you think is the best research method for the following purposes?
a To find out whether I am right about something ............. ..... ..... .
b To find out what the government of a country thinks about

something ............ .................. ... .... .... ... .. ... ... ..... ... ..... .. ...... ..... .. .
c To find out what my friends and family think about something
15 >
Research )
-----------'
Main activity
A reference list
1 Answer the following question:
is a list of all
When you do research, why is it important to have a reference list at the sources of
the end of a piece of written work? information you
have researched
and used in your
2 Discuss the question as a class. Now do you still think the same? own work.
When you do research , why is it important to have a reference list at

the end of a piece of written work?
To reference
correctly, you
3 For each of the website addresses given to you by your teacher, discuss
need to include
with your partner and then write a sentence in your own words to tell
the author, the
someone else the main idea of the content on the website.
title of the article,
Website I: ......................... ................................ ................................. the date it was
published, the
Website 2: .... ........... ..................................................................... .... .. website address
and the date
Website 3: ............................................................. ........ ........... .... ..... .
you looked at
the article. An
Website 4: .............. .......... ...... .... ............................... ............. ... ........ .
example would
be: Jacobs
Website 5: ............................................. .............. ............................. . .
(2018) . How
Do your classmates agree with you? Students Learn
Best. [Online]
Available at:
https://www.
4 Include each of the website addresses given to you by your teacher
howstudents
in a correct reference.
learnbest.com
Website I: ........................................ ...... ........ ............................... ... .. (Accessed
21/09/2018).
Website 2: ...... .............................. .... .... .. ... ..................... .......... ..........
16 >
Website 3: .... .... .......... .................................... ................................... .
Website 4: ............ ....... ............... .............. .... ... .................................. .
Website 5: .......... ..... ............................. ..... ........................................ .
Peer feedback
D oes your partner have the same references as you?
D id you miss anything out?
Website 1: .................................................... .. .... ................. ............ ........ .
Website 2: .............. .... ......... ...... ......... .............. ................. ........ ...... .... .... .
Website 3: .. .......... .............. ................................................... .................. .
Website 4: .......... ................. .. ............................... ....... .. .......................... .
Website 5: .... ................. ................................ .................... ................... ....
Which of these skills do you find the most challenging at the moment?
P. Knowing what to put in a reference.
B Identifying the main idea from a t ext.
C Knowing where to look for information for a specific purpose.
Check your learning
If you haven't already d o ne so, complete the 'How will I know if I reach my goals?' table
17 >
________1__R_e_s_e_a_rc_h______________ __J:>
Self-assessment 1
How much progress do you feel you have made so far in developing
your research skills?
For each learning objective below, shade in the response that matches
yours most closely. G ive one example for this response. Eventually, you are
aiming for green!
Learning objectives: RED .

to start to ...
1.1 Construct I am starting to I know so...-.e o-' t'""'e I kn'"'w o+ t'"~e
'"'n"'L
relevant research understa!ld some of -'cdturcs of a good +edtu of a good
questions. the features of a good rese rc-'1 a..Jes+ic,'l ( rd Cl tor
research question. ard am Stortlrg to ...... st '"t1'1g to !8
recog'"'.se good the wr ~ (. good
>f'arc '1 ouestionc;. E cl'"cr k.ok<> I ke.
1.2 Identify and I am starting to ndersta'ld w~y nucrsta'ltl w'ly
begin to reference understand why I ,....eed to ada rE l'O+o ada
a range of print and need to say where I t.'ference list to any refer ( s~ ~o "'Y
multimedia sources get info•mation from, written work tha~ I do wnttcn wo"~ tra~ de
and use them to but am not yet sure and Cd'l '"eference dt cl .... d C"cl'l '"t;-'en:!'lC.e at
locate relevant how to reference eas+ one sodrce of eas+ on so I'"Ce o-'
information and sources of information nformat on Wlt'l I elo. nfo m lt or
correctly.
uestions.
1.3 Select an am starting to fY' sta'"ting to fY'starti11g ~o
appropriate method understand what ... nderstd'ld w .... dt ._.r,der t 1d Vv 1c t
and conduct research research 1s by '"esea'"Ch IS ana es .Jrc s at d
to test predictions knowing at least three ~r-ow wl")ere to get ' row w.., re to get
and begin to answer research methods I lr-'o'"'Tla+io'l fro...-. r-'o'"md+lo.., frvfT'
a research question. can use. aeoe'ld ng O'"' what aeoe'ld rg 0'1 wrat
I wa'lt to ~now. I a~""' I w 'lt to ~row. a""
'10t yLt C.O'lfiOt;C!t I:H tc + I othe 5
erough to te othe s
wrere to ook -'or
ir-'or,......,ation for a pdrtic.t..lar aim or topic.
rt1cular airr- O'" top
18 >
Continued
Learning objectives: RED

to start to . . . •
1.4 Select, organise am starting to I drn starfng to I ai"Y' stc1rtin~ to
and record relevant understand that u'lderstand wh ch derstanCI wi,Jc'"'
information from there are different researc ~ methods to C r"'et O:lScre
a range of sources research methods for use to f nd OLt w CJt le +o
and findings different aims. I am my .,:\Jrr ly a"'d fnerds q
from research, starting to identify ~h l"'k abo ... t some+ ng y
using appropriate the main idea from a : c...,., c, drt.rg to dent hy
methods. text. +he '11ai'l dea a ci
sorne s... b,ect-spec.ific.
>rds from a :ex:.
Example:
1.1
1.2 ........................................................................................................................... ..... ...... .. .
1.3 ·········································································································································
1.4 ·········································································································································
Reflect on your responses in your self-assessment and identify two areas for improvement. Set
yourself two learning targets; how you will improve upon the two areas. For example, 'I will
make sure that I include the date of the article when referencing an information source'.
Learning targets:
1 Area for improvement:
How I will improve: ........................................................................................................ .
2 Area for improvement: ...................................................................................................
How I will improve: ... ......................................................................................................
19 >
1 Research )
_ _ ______,
Think about the challenge topic you have been exploring and complete the following
statements.
I was surprised to discover that: .... ...... ................................. ....... ..... ....................... .
I didn't know: ....................................................... ....... ... .... ............................... .
I now think: ... .......................................................... ....... ....... ..... ... .... ................ .
20 >
Developing research
skills: Lesson 4
1. Construct relevant research questions
My learning goals are to develop my knowledge and understanding about:
• the features of a good research question

• how to write a good research question
• how to write sub-questions to help answer research questions

I understand some of
the features of a good
research question.
I can writ e a good
research question.
I can write sub-
questions to help
answer research
questions.
21 >
___
1 Research
_...
)
Prior learning
What three things do you need to remember when writing research questions?
(Refer back to Lesson 1 .)
Starter activity
Discuss with your partner. Are these good or bad research questions?
Research question Good (.1) Bad (~)

1 What are the environmental effects of
using plastic water bottles?
2 What are the causes of air pollution in
Neverland?
3 Does watching violent television
programmes cause violent behaviour in
young people?
Do your classmates agree with you?
Main activity
Work through the following tasks.

1 What interests you about the topic?
22 >
Developing research skills: Lesson 4
2 Write three questions to do with the topic.

a .................................... ............. ............ ....... .... ............ ........ ...... ?
A good question is
b ............................................................................ ........ ........ ...... ? clear, focused and
can be argued.
c ···· ······· ········ ··············· ································································?
3 Look at your questions. What do they have in common?

A clear research
question is a
question that
4 Write down one possible research question.
someone else can
understand and
would know what
5 Evaluate your question . (Is your question clear and focused and can you are asking .
it be argued?)
6 Reword your question.
A focused research
question is a
question that is
Peer feedback not too broad
7 Ask a classmate to evaluate your question. (Is your question clear or too narrow. A
and focused and can it be argued?) question that is
too broad makes it
8 Reword your question if need be.
hard to find a clear
answer. A question
that is too narrow
9 Now write down three sub-questions to help you start your research makes it hard
to answer your research question. to find enough
information.
a ··················································································· ···············?
b ·· ··· ·····························································································?
A research question
c .......................... ..... .......... ..... ............. ......... .............................. ?
that can be argued
10 Ask your teacher if your research question and three sub-questions allows you to form
are suitable for the topic. an opinion and
support your opinion
with evidence.
23 >
--------
1--Re_s_e_a_rc_h________________:>
Do you think this is a good research question:
Can sporting events bring about world peace? Yes/No
Why?
Check your learning
If you haven't already done so, complete the ' How will I know if I reach my goals?' table
with ' Not there yet' or 'Achieved'. Don't forget to add examples from your challenge.
24 >
Developing research
skills: Lesson 5
research question
• the difference between different research methods

• the characteristics of good and bad research questions
• writing questions for a questionnaire to gain information about an issue
learning goals. If you haven't quite achieved your learning goals, t ick 'Not there yet'. Start

I am starting to
understand the difference
between different
research methods.
I can identify good and
b ad research questions.
I can write questions for
a questionnaire to gain
information about an
ISSU e.
25 >
_1 _
Research
_ ___,
)
Prior learning
1 When you want to find out what different people think about an issue, wh ich research
method do you choose? Match (A- D) with (1-4) for the most suitable research method
(Refer back to Lesson 2). Discuss with a partner. Explain your choices.
A Teacher 1 Questionnaire
B Peers in a different school 2 Survey
c National government 3 Interview
D Local people 4 Internet
Why? ........................ .............................. ... ................. ............... ......................... .... ... ... .
Why? ........................................... ..... ..... ....................................................................... .
Why? .............................................................................................................................
Why? ............................................................................................................................ .
2 Discuss your ideas with your classmates.
Starter activity
1 Which two of these five options (A- E) do you think are the most
important?
Questions should:
A be worded so that the researcher gets the information they need
B relate to the purpose of the study
C be able to be answered quickly
26 >
D be clear in what they are asking

E not be leading .
. . . . . . . . . . . .. . is important because ... ... ......................................... .
. . . . . . . . . . . . .. is important because ... ... ... ... ................ ................... .
2 After discussion about the features of questions, did you change

your mind? Why?
Main activity
The topic I am working on today is A good question

should not be
leading.
Look at the questionnaire your teacher gives you.
1 Is this a good questionnaire? Yes/No
Why?
A good question
should give the
researcher the
information they
2 Answer the questions on the questionnaire. Which ones did you find need.
difficult to answer?
Why?
A good question
should relate to
the topic and
purpose of the
study.
27 >
1 Research )
---~
Class discussion
3 Do you still think this is a good questionnaire? Yes/No
A good question
Why? should be clear in
what it is asking. J
4 Using what you have learnt from class discussion, improve the
A good question
questionnaire.
should be able to
be answered fairly
quickly.
1 I
---~
10
28 >
How did you help someone else learn today?
Check your learning
29 >
Developing research
skills: Lesson 6
research question
• how to write a questionnaire to gain information

• recording information gained from primary research

I can write questions t o gain
information related t o my research.
I can identify good and bad
questions for primary research .
I understand t he importance of
recording information gained from
primary research.
30 >
Prior learning
1 Which of these questions are good questions for finding out what your classmates
think about the issue of 'litter' at your school? Discuss with a partner.
A Do you agree that there is a litter problem in school?
Yes ................... .
B What do you think are the most common items of litter at school?
Food packaging ................... .

Drink bottles ................... .
Other .................. .......................................................................................................... .
C Do you think litter can harm humans?
Yes ... .. ...... .. ...... .
No ................... .
Maybe ................... .
D Who do you think leaves the most litter?
Teachers ................... .
Students .... ............... .
2 What do you think?
a I think question .................... is a good question because
b I think question ........ .... ........ is a good question because
31 >
_ 1_
Research
_ _______,
)
Starter activity
1 Look at the picture your teacher shows you. What questions can you ask about this picture?
When ........................................................... .............. .. ............ ............................................. .?
What ... .... .. .... .... .. ... ........ .. ...... .. ... ... .. ...... .. ......... ....................................... ... ... ... .. ..... ............. ?
Which .................................. ............................................. ....................................... .............. ?
Who ....................................................................................... ...................................... ....... ... ?
Where ................. ..... ............. .... ........ ..... ... ... ...................................................................... ....?
Why ...... ..... .. ........ ... .. ....... .. .. .. ................................................ .. .......... .... ... ............................. ?
How ....................................................... .. ...... .. .. .......... ....... ............... ... ... .... .......................... ?
2 Share with your partner. Which one of your partner's questions do you
think is the best? Why?
Question .............................................................................................. .
Reason
32 >
Main· activity
1 Work in pairs to write a questionnaire to gain information related to Primary research
your topic. enables the
researcher to
gain a first-hand
1 account of events
or opinions about
1ssues.
2
3
Secondary
research comes
4 from secondary
sources of
information,
5 which are created
later by someone
who did not
6 experience an
event first-hand
or is reporting
7
someone else's
viewpoint or
8 op1n1on.
10
.. ....
33 >
1 Research )
--------J
2 G ive feedback to another pair's questionnaire. Ask the fo llowing

questions:
1 Are the questions all clear?
2 Are any of the questions leading?
3 D oes each question relate to the topic and p urpose of the study?
4 How might you improve your questionnaire?
3 Before next lesson, give your questionnaire to ten of your classmates

to complete. Collect in the completed questionnaires and b ring them
to the lesson.
What did you find difficult in today's lesson? ....... ..... ... ....... .... ...... ............... ..... ...................... .
Check your learning
If you haven't already done so, complete the 'How will I know if I reach my goals?' t able
Self-assessment 2
Look back at self-assessment 1. How much further progress do you feel you have made so
far in developing your research skills?
Give one example for this response. Eventually, you are aiming for green!
34 >
Continued
1.1 Construct I know some of the I can wr-ite at least Ica,., wnte a research
relevant research features of a good one good researc'1 quest1o~ and help
questions. research question question other-s w t'"l their
and can write a research quest o'ls.
research question
with hel
1 .2 Identify and I am starting to nderstand wry nder-stal'ld wry
begin to reference understand why I I need to add a I nE.:ed to ddd a
a range of print and need to say where reference list to any reference st ~o "'Y
multimedia sources get information written worK that I written wo~K thdt I do
and use them to from, but am not do and can reference and car reference at
locate relevant yet sure how to at least one source east one source of
information and reference sources of of mformat on with l'lfo~,..,..ation.
answer resea rch information correctly. help.
uestions.
1 .3 Select an I am starting to now when to use ,.,ow when to use
appropriate method understand the primary research to or md'Y resear(h
and conduct 1mportance of gar informat1on, rnetrods to gam
research to test primary research to and am starting informdtion and
predictions and gain information . to understand the can tell sol'l"eo'le
begin to answer a difference between else t'"'e a fferenc
research question. pnmary and betweer pr mary ar.d
secondary research secondary researcl,
ethods. met"'ods.
35 >
1 Research )
---------"
Continued
1.4 Select, organise I can identify a I can identify good/ I caf'l wr te some
and record relevant bad question on a bad at...estions on good questiOf"'S for
information from primary research onma'Y research a pnmary researcb
a range of sources questionnaire with questionna1res and quest onna "e to ga r
and findings from help. ·can write a good ,.elevant informat on
research, using question with help. to 'le,p answer my
appropriate methods. search quest on.
Example:
1.1
1.2 .........................................................................................................................................
1.3 ..... ...... ..................................................... .... ... ........ ...... .............. ... .................................. .
1.4 ··················································································································· ······· ··· ········ ··· ·

Reflect on your responses in your self-assessment and identify two areas for
improvement. Set yourself two learning targets; how you will improve upon the two
areas. For example, 'I will make sure that my questions are not leading questions by
avoiding use of "agree/disagree" in the question'.
Learning targets:
2 Area for improvement: ...... .. ...... ............. .................. ..................................................... .
36 >
Challenge topic review _

statements.
I was surprised to discover that: ...... ............ ...... .. ..... .... ....... .... ................................ .
I didn't know: . ..... ... ..... . ..... ...... ....... .. .... .......... ... ...... ... ........ ... .. ......................... . .
I now think: .................................................................. ............... .. .................... .
'\
37 >
Getting better at
research skills: Lesson 7
research question
My learning goals are to get better at:
• understanding when to use primary research methods

• selecting which information to use from primary research
• record ing information gained from primary research
As you work through this lesson, tick the 'Achieved' box to show you have achieved you r

I understand when to use primary
research met hods.
I can select which information I
need to use from primary research.
I can record some of the
information gained from primary
research .
38 >
Getting better at research skills: Lesson 7
Prior learning
1 Finish this sentence:
Primary research helps us .................................................................................................. .
Share your ideas in class.
2 Using what you have learnt, now finish this sentence in less than ten words.
Primary research helps us .... ...............................................................................................
Starter activity
1 Read the source of information your teacher has given you, then
answer the following questions.
a What kind of information source is it?
b Who created the source? What do you know about them?
c When was the source created?
d Why do you think the source was created?
e Who do you think the audience for the source is?
39 >
___
1 Research
____,
)
Class discussion
2 Using your new learning from class discussion about the source and
a different colour pen, add to or change any of your answers (a-e).
You need to find
the most suitable
Main activity way of presenting
you r findings.
J
•
How you present
your find ings will
1 How might you report your findings from your questionnaire?
depend on your
• audience .
•
• Your presentation
method w ill
• depend on the
2
•
Does your partner have further ideas?
information
you've gained. J
•
•
40 >
3 Choose a way of presenting your findings and check with your teacher if this is suitable.
4 Write down your primary research findings.
Something you have done well today:
Check your learning
If you haven't already done so, complete the 'How will I know if I reach my goals?' Table
41 >
Getting better at
research question
• understanding the d ifference between primary and second ary informat ion sources
• knowing how to do an internet search to find informatio n
• record ing information gained from secondary inf ormation sources
As you work through this lesson, t ick the 'Achieved' box to show you have achieved you r
t o t hink about how you are going to show your learning goals in your challenge. Add an
example from your cha llenge once you have achieved each learning g oal.

I understand the difference
between primary and secondary
sources of information.
I know how to do an int ernet
search to find information.
I can record some of the
information gained from
secondary information sources in
my own words.
42 >
Prior learning
Look at the words below. Discuss with a partner and then answer the questions.
first-hand direct second-hand textbook interview

indirect reported questionnaire existing data face to face
a Which five words relate more to primary sources?
Primary ... .......... ............... .................................................................................................... .
b Which five words relate more to secondary sources?
Secondary .... ............. .... ............. ............................. .. ......................................................... .
c Using what you have learnt from class discussion about primary and secondary
information sources, answer this question.
What's the main difference between primary and secondary sources of information?
Starter activity
Put these steps to finding secondary information sources in order starting with the first.
A Type between three and six important key words into the search engine.
B Click on the website to open it.
C Decide what information I need to look for.
D Skim read the text. Is it easy to follow? Do I understand it? Might it be useful?
Bookmark it if so.
E Look further down the page beyond the first few results of the search.
Check your order with your partner's.
43 >
1 Research )
- - - - - - - "
Main activity
If the name of
The topic I am working on today is ... a website ends
with .gov and
then a country
abbreviation
Look at the information source your teacher gives you. (e.g .. au or .in),
Answer the following questions. it is probably
a reliable
a What is the title of the source?
government
website.
b Who is the author?
If the website
c When was the source written? ends in .org,
it is probably
the website of
d What is the topic and the main idea? a non-profit
organisation.
These websites
are good
information
e What do you think the author's opinion about the topic is? sources.
If the website
address has 'wiki'
f What evidence is there to support the author's opinion?
in it, be careful,
as wiki and social
media websites
can be edited by
anyone so the
information might
not be true.
44 )
Getting better at research skills: lesson 8
g Overall, do you think the author's argument is convincing?

Why? I Why not?
h Write the reference for this source of information.
Class discussion
2 Using your new learning from class discussion about the information source and a different
colour pen, add to or change any of your a nswers (a-h).
Something you fou nd easy today:
Something you needed help with t oday:
Check your learning
45 >
Getting better at
research question
1.4 Select, o rganise and record relevant information from a range of sources and findings from
• referencing the sources of information I use

• finding relevant information
• recording relevant information in my own words

I can include the author, title of
article, date and website when
writing a reference for a source.
I can find some relevant information
using a search engine.
>
46 >
Continued

I can record some of the information
gained from secondary information
sources in my own words.
Prior learning
What are some key steps to consider when using a search engine to find information?
(Refer back to the Starter activity in Lesson 8.)
Starter activity
Look at the picture your teacher has given you.
1 What words/phrases come to mind when looking at the picture?
47 >
___
1 Research )
______.
Peer feedback
2 Share your words/phrases with a partner and then in a small group.
Add to your list in a different colour.
Main activity
1 Look at the website addresses your teacher has given you. Write out
the website that you have chosen to focus on.
Read the
information on
2 Give the full reference of the article you are using. the website first.
Then read each
paragraph again
and make notes
on its content in
3 Write notes on what you have learnt. your own words.
You don't need all

the information
from a website,
just the most
relevant for your
purpose.
4 What presentation method have you and your team decided on

and why?
Method: ......................... ........ ..................... ............ ............. ............ .
Reason: ............................................................................................ .
48 >
Something that helped you learn today:
Check your learning
Self-assessment 3
Look back at self-assessments 1 and 2. How much further progress do you feel you have
made so far in developing your research skills?

1. 1 Construct I know the features I can wr teat least I can wnte resea'"cn
relevant research of a good research one good researcr o uest1ons and help
questions. question and can quest1on . others with tre·r
write a research research questions.
question with help.
1.2 Identify and am getting better 'lOW wry I 'leed nderstand the
begin to reference knowing why I need to add a refererce importance of
a range of print and to say where I get list to a my re-~=ere'lce lists
multimedia sources ·nformation from and writtef' work and a'ld can reference
and use them to locate can reference author, ca'l reference at sofY'e sources of
relevant information date and title of an least one source in-~=ormat on with
and answer research article. of i'lformat1on with sofl"e accuracy.
uestions. some accL.racy.
49 >
1 Research )
- - - -
Continued
Learning RED
objectives: to get
better at ...
1.3 Select an I am gettmg better I Know 'low to <..~se I know how to use
appropriate at using a search a search engi'le a searcn engl'le
method and engine to gain some to ga1n re:evant to gain re evant
conduct research information, but this information ·~formatio'l a'ld car
to test predictions mformation may not show othe'"S row to
and begin to always be relevant. <..!Se a searcr eng1'1e.
answer a research
uestion.
1.4 Select, organise I am getting better a'1 reco'"d some an record relevant
and record relevant at knowing which releva'lt inforrratio'1 informat on fro...,., ar
information from mformation to record from an i'lformat on mformat1on source
a range of sources from an information source rn my ow'1 in my own words.
and findings source. words.
from research,
using appropriate
methods.
Example:
1.1
1.2 ······· ·· ·· ··········· ·· ·· ····· ········· ··· ····· ··· ···· ······· ···· ························ ··············································
1.3 ··································································· ·····································································
1.4 ······················································· ······················································· ········· ··· ··············
50 >
Continued
improvement. Set yourself two learning targets; how you will improve upon t he two
areas. For example, 'I will make sure that I understand what I read and w rite notes in my
own words'.
Learning targets:
How I will improve: ....................................................................................................... .
How I will improve: ............................................................. ......... .... ............................. .
T hink about the challenge topic you have been exploring and complete the following
statements.
I was surprised to discover that: ................................................. .. ..... . .. ... ................ .
I didn't know: . .... . .. ............... ......................................................... .............. . .. ... .
I now think: ... .. .... ... .... ............ ....... .. ..... .......... ......... ............................. ............. .
51 >
This section of your Learner's Skills Book helps you to develop your analysis skills using
interesting global topics.
As you start to develop your analysis skills, you will learn what the term 'analysis' means,
the difference between an issue and a perspective and how to identify the causes and
consequences of situations and issues. You will also start to understand how to analyse data
by exploring bar graphs.
As you develop your analysis skills, you will discuss the basic problem-solving steps
needed to help resolve an issue. You will explore the difference betWeen a national
and global perspective and consider how to identify information from each of these
perspectives. You will also develop your ability to give your own perspective about an issue.
As you get better at analysing topics and issues, you will explore how to use information
from different perspectives to address specific issues. You will identify the people that
might be interested in a particular issue and who want to try to help resolve this issue.
You will also produce a questionnaire to find out learners' perspectives about an issue of
importance to them.
Starting with analysis
skills: Lesson 1
2.3 Explain causes of a local or global issue and the consequences on others
• understand what the term 'analysis' means

• identify how to analyse something
• make notes of relevant information in my own words
As you work th rough this lesson, tick the 'Achieved' box to show you have achieved your

I am starting to understand what
the term 'analysis' means.
I am starting to know what to look
for when analysing something.
I can make some relevant notes in
my own words.
54 >
Starting with analysis skills: Lesson 1
Prior learning
1 Look at the picture your teacher has given you. Discuss with a partner. Write down as
many words and phrases as you can about the picture in the time limit.
2 Discuss with another pair and add further words/phrases to your list.
Starter activity
Using words/phrases from your prior learning, work with your partner
to complete the following sentences:
a The picture shows ........ ....................... :.......................................... .
b This situation is due to .......... ... ........ .. ........ ... ................ ........ ......... .
c As a result of the action in the picture, ..... ........... ........ ........ ........ ... .
55 >
___
2 Analysis )
____..
Main activity
1 In a small group, each choose one of the questions your teacher gives you to find out more
about your picture. Carry out your own research, making notes to answer your question.
Q uest ion:
Notes
1
References (author, date, t itle, website address)

1
2 As a group, share your information.
56 >
3 Write a commentary for your picture. Then record your commentary.
A cause is the
reason or reasons
why an event
or situation is
happening or has
happened.
A consequence is
the result or effect
of something that
has happened or I
is happening. _j
4 Listen to each of the commentaries and record the information

gained under each heading.
Situation/Issue Cause{s) Consequence{s) Other relevant
information
1
57 >
___
2 Analysis )
______,
Which part of today's lesson did you find the most difficult?
Why do you think this was?
Check your learning
llf you haven't already done so, complete the 'How will I know if I reach my goals?' table
with 'Not there yet' or 'Achieved'. Don't forget to add examples from your ch allenge.
58 >
skills: Lesson 2
2.1 Identify ideas and evidence from different perspectives within different sources on a given topic
• understand what an issue is • identify an issue

• understand what a perspective is • identify a perspective

I think I understand what
. .
an ISSUe IS.
I think I understand what
a perspective is.
I can identify an issue.
I can identify a
perspective.
59 >
___
2 Analysis
_____,
)
Prior learning
1 Discuss with a partner and then write down words/phrases that signal a cause.
2 Discuss with a partner and then write down words/phrases that signal a consequence.
3 Do you have the same words/phrases as your classmates? Add to your lists in a
different colour.
Starter activity
To identify an issue,
1 Which of these words relate to issues and which to perspectives? think about whether
Write them in the correct column of the table. a course of action is
needed. For example,
Globalisation National Cultural having a shower
rather than a bath
Crime Homelessness Pollution
would be a course of
Personal Local Poverty action to take to help
resolve the issue of
Global lack of water.
Issue Perspective
5 .
60 >
Class discussion
2 Using what you've learnt from class discussion about issues and A perspective is a
perspectives, complete these statements. certain world view
a An issue is .... .... ........... .. ... ...... .. ... ... ..... ... ... ........ ....................... . or way of looking
at something .
___,
b A perspective is .......................... ...................... ........................ .
Main activity Perspectives help

us develop our
The topic I am working on today is understanding
about an issue.
A national
perspective is
1 Using the text your teacher gives you, answer the following questions:. thinking about a
a What is/are the issue(s)? situation or issue
as it relates to a
specific country
and a global
perspective is
b What is/are the perspective(s)? thinking about a
situation or issue
as it relates to the
whole world.
Class discussion
2 Using what you have learnt from class discussion about issues and
perspectives, give three further examples of issues and perspectives.
Issue Perspective
61 >
2 Analysis )
---------'
3 Share your three issues and perspectives with your partner.

4 Do you think your partner understands the d ifference between an
issue and a perspective? Why do you think so?
Yes/No
Reason : .................................................. ........ ......... ......................... .
Which part of this lesson did you find easy? If you can, explain why.
A Identifying an issue: .............................................................................. .. ............... .............
B Identifying a perspect ive: ........................ ........................................... ........................ ....... .
C Explaining what an issue is: ............................. .......... ........................................................ .
C Explaining what a perspective is: ............................................... ............. ... ........ ........ .. ..... .
Check your learning
62 >
skills: Lesson 3
2 .1 Identify ideas and evidence from different perspectives within different sources on a given topic
2.2 Explain how graphical or numerical data supports an argument
• understand what a perspective is

• identify important information from a graph
• understand the importance of graphs as evidence

I think I understand what a
perspective is.
I can identify some relevant
information from a graph.
I think I understand the importance
of graphs as a source of evidence.
63 >
2 Analysis )
---~
Prior learning
1 Look at the picture your teacher shows you. Read the list of people your teacher gives
you. Discuss with a partner. How might the different people react to the photo?
A
c
D
2 Using your prior knowledge and new learning from class discussion about issues and
perspectives, what is your understanding of:
a a perspective?
b an issue?
Starter activity
1 Look at the graph your teacher shows you. Discuss with a partner and answer the questions
your teacher gives you.
1
64 >
2 Write four more questions.

1
Class discussion
3 Using what you have learnt from class discussion about graphs,
do you feel more confident about analysing data from a graph?
Try to give a reason and/or example if you can.
Yes, because ................................................................................... .
No, because .. ... ... ........................................................................... .
4 What would help you further?
Main activity
1 Look at the data your teacher gives you. Discuss with your partner.
Make some prediction based on the data.
I predict ... ... ...... .............. ... .............. ... ........ ........... ........ ................ . A bar graph can
help you present
I predict ...................... .......... ....... .... .............. .. ................. .. ........... . your research
findings.
I predict ......................................................................................... .
65 >
_2 Analysis
_ __ _ ,)
2 Create a double-bar graph using the data.
You can use a bar

Scale Data (bars)
graph as evidence
(intervals on they axis) Title
/ I to support any
argument you
make.
J
A double-bar
graph allows
for comparison;
for example,
Lab el: _ _ _ _ _ _ _ __ r
x ax1s
between boys
and girls or
two different
countries.
3 Check your predictions against your graph. Answer the questions:

a How does the data compare with your predictions?
A prediction
is a statement
about what you
b Which of your predictions were close to the actual data?
think might
happen or what
you think might
c Which of your predictions were not close to the actual data? have caused
something to
happen.
Peer feedback
4 Share your graph with your classmates. Do the graphs look similar?
If not, discuss where the differences are and why there might be
differences.
66 >
ctiviit
What have you learnt tod ay?
What has helped you to learn today?
Check your learning
Self-assessment 1
How much progress do you feel you have made so far in developing your analysis skills?
Learning objectives: RED -

to start to ... -
2.1 Identify ideas I am starting to I know what the I krow what the
and evidence understand what a difference between d ffere'lce between
from different perspective is. I think an issue ana a ar issue and a
perspectives within ' know the difference perspective 1s and perspect ve is
different sources on between an issue can 1dentify ideas ard can ide"'tlfy
a given top ic. and a perspective. from a~ least ore ideas frorr one
perspective with perspect ve
he"p.
67 >
2 Analysis )
--------"
Continued

to start to ...
2.2 Explain how I know wha~ a I am start1T"'g to I u'laerst~ "d "'ow
graphical or graph IS. I can understand row to create a basic
numerical data identify some g"'aohs ca'l be -.~sed graph to oresP'lt
supports an mformation from a ~o p ..ese'lt research research f rd1ngs
argument. graph. ~i'ldir.gs I ca'l •dentify ca'l 1de'ltify re evant
re> eva'lt nformatio., m~ormation f.-om c
from a graoh w th help gra::>h
2.3 Explain causes rn starting to ndersta'ld w'lat nde,. +a'la what

of a local or understand what ~ means to aralyse It means tO analyse
global issue and ana'ysis is. sometri'lg ana can something a,.,d can
consequences on dent +y a cause/ 1denti+y a cause and a
others. corseauence wit~-) help. consequence.
Example:
2.1
2.2 ....... .... ...... ..... ........ ..........................................................................................................
2.3 ................. ... ... .. ... .. ...... .. ..... ...... .. ... ... .. ... ........ ... .... .. .. ... ... .... .. ... ..... ... ... ... ... ........... ... ... ... . ..
areas. For example 'I will check the difference between a cause and a consequence with
my teacher'.
Learning targets:
How I will improve: .. .. ........ ........ ... ....... .. ......... .. ......... .... ... ......... .. ...... .... ......... ..... .. ...... . .
How I will improve:
68 >
- ------ - _-- -- -
Chc:tiJe_nge t9plc review ~- __ ___ _

statements.
I was surprised to discover that: ....................................................... . ...................... .
I didn't know: .. .... . .. .... .. ..... . ...... . ...... . .................................................... .... .. . ...... .
I now think: .. ..... . .... ... .... .. ..... . .............................................................................
69 >
/
Developing analysis
skills: Lesson 4
2.4 Suggest and justify different actions to make a positive difference to a national or global issue
• basic problem-solving steps

• how to approach resolving an issue
learning goals. If you haven't quite achieved your learning goals, tick ' Not there yet'. Start
to thin k about how you are going to show your learning goals in your challenge. Add an

I understand some problem-
solving steps.
I can describe how t o
approach resolving an issue.
70 >
Developing analysis skills: Lesson 4
Prior learning
Work with a partner I in a small group. Read the text your teacher gives you. What are the
issues?
1
Starter activity
1 What order, starting with the first step, do you think
these problem-solving steps go in?
A Search for and organise information.
B Explain the issue.
C Evaluate the course of action.
D Identify the resources needed.
E Identify the issue.
F Form a plan.
My order: ........................... ... ........... ... ........ ... ........ ........ ... .. ... ..... .. .
Do your classmates agree with you?
2 Using what you've learnt from class discussion about problem-

solving, make any changes to your order.
71 >
_______2__A_n_a_l_ys_i_s______________ _J:>
Main activity
When considering
The topic I am working on today is ... a course of action
to help resolve an
issue, ask yourself:
'What is the issue?'
1 Choose one of the issues your teacher has given you and complete
the table.
Issue (as a question)
Possible courses Reasons for/against Other factors

of action
1
Class discussion
2 Using what you've learnt from partner and class discussion about Courses of
courses of action, decide on your best possible course of action and action need to
give reasons for your choice. be realistic. For
example, raising
Course of action: ............................................................................. .
awareness to help
Reasons for this choice: ........................ ....................... ................. .... . resolve an issue. _j
There may be many

different courses of
action for the issue.
Choose the most
suitable one for the
ISSUe .
- __ j
72 >
Do you think you might be better able to come up with courses of action to help resolve
issues after t his lesson?
Why?
Check your learning
73 >
Developing analysis
skills: Lesson 5
• the difference between a national and a personal perspective

• how different information sources contain d ifferent perspectives
• to identify a national perspective in a source of information
As you work through this lesson, tick the 'Achieved' box to show you have achieved you r
example from you r challenge once you have achieved each learning goal.
Lesson 5 Not th ere yet Achieved Exa mple

I am starting to understand the
difference between a national
and a personal perspective.
I can identify a national
perspective.
I can gain some information
from a national perspective and
summarise it in my own words.
74 >
Prior learning
Discuss with a partner. Write what each of these terms means.
A national perspective:
A personal perspective:
Discuss your ideas with your classmates. Do they agree?
Starter activity
Look at the pictures your teacher shows you.
a Which picture shows a positive perspective?
Why? .............................................................................................. ????

•
b Which picture shows a negative perspective? .......... ........ ............. .... . •
Why? ..... .................... ... ........... ... ... ................... ............................. .
Different
Main activity countries can
have different or
similar national
The topic I am working on today is ... perspectives
depending on the
topic or issue.
75 >
2 Analysis )
----------'
Look at the text your teacher gives you. Answer the following questions:
1 What is the main idea of the text?
A personal
perspective is what
you think about
a topidissue as
a result of any
2 Give some topic-specific words/phrases.
research findings.
Your personal
3 Are specific issues mentioned? If so, what are they? perspective can
change as you
become more
informed about a
topic or issue.
4 Are any causes mentioned? If so, what are they?

A national
perspective is
based on the
needs of the
whole country.
5 Are any consequences mentioned? If so, what are they?

A national
perspective can
be positive,
negative or a
J
mixture of both.
6 Is the perspective positive or negative? Explain why.
Different viewpoints
and opinions can
make up a national
perspective.
76 >
What helped you to learn today?
How did you help someone else learn today?
Check your learning
77 >
Developing analysis
skills: Lesson 6
• the d ifference between a national and a global perspective

• how different information sources contain different perspectives
• identifying a global perspective in a source of information
learning goals. If you haven't quite achieved your learning goals, t ick 'Not there yet '. Start
to thin k about how you are going to show your learning goals in you r challenge. Add an

I am starting to understand the
difference between a national
and a global perspective.
I can gain some information
from a global/national
perspective and summarise it
in my own words.
I can identify a global
perspective.
78 >
Prior learning
1 Think about the topic you have been developing your skills through . Complete these
sentence starters:
I used to think:
Now I think: ...................................... ........... ....... ... ................. ..... ................................ ....... .
because: .................................................. ....................... .. .................................................. .
2 Share with your partner. Has your partner's thinking changed or developed? Why?
3 Is what you think considered as a global, national or persona l perspective?
Starter activity
1 Look at the picture your teacher shows you. Does the picture show a
global or a national perspective?
2 Explain why you think this.
3 Using what you've learnt from discussion about perspectives, tell

your partner what you think the difference is between a national and
a global perspective.
A national perspective ......................................... ... ................ ... .... ..
A global perspective ......... ....... ....................................................... .
79 >
___
2 Analysis
__..
)
Main activity
A globa l
The topic I am working on today is perspective may
come from a
specific country,
organ isation,
1 Refer to the list of website addresses your teacher gives you. Discuss institution or even
with a partner. Which websites contain information from a global an individual -
perspective, a national perspective or both perspectives? but it will have
Website Global National Both influence that
perspective perspective perspectives sp reads beyond
any one country.
A
c
A perspective
D is made up
E of different
viewpoints/
F
op1n 1ons.
2 Share your findings.
3 Choose one of the websites. For one piece of information/evidence
from that website, write a sentence or short paragraph to tell
You must support
someone else: a perspective with
a The main idea ... ... ... ..... ... .. ... .. ......... .. ... ... ..... ...... .............. ........ . evidence/ sources
of information,
which support
this perspective.
b The perspective(s) given .. .... .. ... ... .... .... .. .. ...... ..... ...................... .
c Your opinion of the perspective(s) including why you do I do not

agree with it ............ ..................... ....... .. ... .. ....................... .... .. .
80 >
Using what you have learnt so far, are you developing your understanding of the
fo llowing?
~ A global perspective? Yes/No
E A nat ional perspective? Yes/No
( A personal perspective? Yes/No
What do you need to do t o develop your understanding further?
Check your learning
Self-assessment 2
Look back at self-assessment 1. How much further progress do you feel you have made so
far in developing your analysis skills?

to develop my
knowledge and
understanding
about. ..
2.1 Identify ideas I understand what a unde,.c;ta"la wnat lu"der5+dnd W"'c. t d
and evidence perspect ve is. I can a perspectrve s. I pe soectrve rs. I can
from different dentify ideas from at can denti~y ideas iot•"trfy ia 'dS fr >~"""'
perspectives within 'east one perspective fro'11 arfferent d t!e"c t pe spect ves
different sources, on Nrthin an in~ormation perspcct ves wrthrn w thr"' sources , nd
a given topic. source with help. ~formatio'1 sources. h~ p otr.ers d nt iy
iOLd5 f,.orn Olfferpr+
!rspect ves.
81 >
2 Analysis )
---------"
Continued
2.2 Explain how I know what a graph I am starting to I understa'la how

graphical or is. I can identify understand how -::o create a oas1c
numerical data some information graohs car be used gr oh to prec;ent
supports an from a graph . to present resea·d"' researcr f,'ldlrgs
argument. find1'1gs. I can can denti.ry re van+
·denti.ry releva'lt ·rfor'""'c t1or frc,rn d
rformatio'l from a grapr.
~ aph with re~p.
2.3 Explain causes understand what nderstand what nderstand what

of a local or it means to analyse 1t mears ~o a'lalyse .t mears to analyse
global issue and something . something a'la can c;ome+hing cl'ld can
consequences on ident fy a cause or ident fy causes and
others. consequence w t~ consequences.
I •lp
2.4 Suggest and I know some 'lOW some '10w some

justify different problem-solving prob' em-solv1 ng problem so v '19
actions to make a steps, but am not steps : can describe steps. 1 ca11 descr be
positive difference yet sure how to how to approac'1 how to approach
to a national or approach solving an solving an issue with solving a'"' issue.
global issue. ssue. I lp.
Example:
2.1
2.2 ···· ·· ··· ·· ··· ·· ··· ·· ··· ·· ······ ······ ···· ··· ·· ·· ····· ········································································ ··········
2.3 ·········································································································· ··· ···························
2.4 ................ .. ... .. .... ..................... ....... ................................................................................ .
82 >
Continued
areas. For example, 'I will make sure that I know the words that signal causes to help me
identify these in texts'.
Learning targets:
How I will improve: .... ... ... .. ......... ........... ........ ... ..... ..................... ........ .......................... .
How I will improve: .... ... ..... ... ... ..... ... ..... .... .................................................................... .
Think ab out the challenge t opic you have been exploring and complete the following
statements.
I was surprised to discover that: ... .................. ......... ..... . ..... . .... . ........... .... ... ............. .
I didn't know: ...... . ... ... ... . ..... .. ... .... ..... .... ..... ........... ........... ..................... ........ .. ...
I now t hink: ....... ......... ..... ....... .. ..... .. ..... .... .. ... .... .... ... .... .. ....... ...... .... ...... ......... ... .
83 >
Getting better at
analysis skills: Lesson 7
• recognising that different perspectives on a topic/issue exist

• identifying different groups of stakeholders according to the topic/issue
How will I know if I reach my goals? ·

I understand that there are different
perspectives on a t opic/issue.
I can identify some different groups
of stakeholders according to a
specific topic/issue.
I understand that sub-groups within
stakeholder groups can have different
perspectives on a topic/issue.
84 >
Getting better at analysis skills: Lesson 7
Prior learning
Answer the quick quiz questions your teacher gives you.
10
Starter activity
After class discussion about answers to the questions in the Prior learning activity, write down all
the questions and answers.
1
85 >
_______2_A
__na_ly_s_is____________ ~:>
3 ········· ····· ····· ······································ ····················································· ··········· ··· ··· ·················
4 ............ .............................................................. .............................................................. .... ... .
5 ················································································································································
6 ........................... ............. ....................................................................................................... .
7 ·························································································· ··· ···· ·········· ·····································
8 .... .......... ....................... ............... ............................................................................. .... .... ...... .
9 ······························································································································ ·· ················
10 ......... .......... .... .. ........... .. ...... ..... .. ...... ..... .. .. .. ................... ........................................... .. ..... ... ... .
86 >
Main activity
Each group of
The topic I am working on today is ... stakeholders
shares common
knowledge
and values that
Write the issue in the middle of the diagram. Brainstorm all the influence their
stakeholders who might have an interest in the issue. Add as many perspective.
circles and arrows to the diagram as you need to record your ideas.
A stakeholder is
someone with a
vested interested
in a topic/issue.
The topic/issue
affects them
somehow.
There will
be different
perspectives
within a group
of stakeholders.
For example, it is
likely that learners
in Grade 7 will
have a different
perspective about
a topic to learners
in Grade 10.
87 >
2 Analysis )
---~
Something you have done well today:
Check your learning
with 'Not there yet' or 'Achieved'. Don't f orget to add examples from your challenge.
88 >
Getting better at
2.2 Explain how graphical or numerical data supports an argument
• identifying d ifferent groups of stakeholders according to the topic/issue

• p lanning and carrying out steps to find another perspective
• designing a questionnaire to gain information from a different perspective to help
understand a topic/issue

I can identify some different
groups of stakeholders.
I think I understand how to find
a different perspective.
I can design a questionnaire
to gain information from a
different perspective to help me
understand an issue.
89 >
________2__A_n_a_l_ys_i_s______________ ~:>
Prior learning
1 What is meant by the term 'stakeholder'?
2 Give three examples of stakeholders for an issue your teacher gives you .
c
3 Will each group of stakeholders have the same perspective? Explain your answer.
Starter activity
Look at the text your teacher has given you.
1 What perspective is suggested in the text?
2 What other groups of people might be affected by or have an interest in this issue?
3 How might each of the perspectives of the groups of people in your answer to task 2 be
different?
4 How might you find out information about each perspective?
Share your ideas with your classmates.
90 >
Main activity
1 Design a questionnaire to gain information about the issue your When trying to
teacher gives you. deepen your
What questions are you going to ask? understanding
1 of an issue, you
need to look for
groups of people
with an interest in
2 the issue whose
perspectives
are likely to be
different.
3
4
To gain a different
perspective, you
need to actively
5 search for it.
6
Ask questions
with a 'Yes' or
7 'No' answer as
these are easy
to analyse and
you can present
8 findings as a
graph.
91 >
________2__A_n_a_ly_s_is________________ ~:>
9
10
2 Ask for feedback on your questionnaire from your teacher. Make improvements to your
questions.
3 Design your questionnaire on the page and give it to ten people to gain a perspective from that
group of people.
92 >
Getting better at analysis skills: lesson 8
Something you found easy today:
Something you needed help with today:
Check your learning
If you haven't already done so, complete the ' How will I know if I reach my goals?' table
93 >
Getting better at
2.3 Explain causes of a local or global issue and consequences on others
2.4 Suggest and justify different actions to make a positive difference to a national or global issue
• gaining information from different perspectives within different sources

• explaining causes of a local issue and the consequences on others
• suggesting an action to make a positive difference to a local issue

I can gain some info rmation fro m at
least two different perspectives within
different sources.
I can explain the consequences of a
local issue on others.
I can suggest an action t o make a
positive difference to a local issue.
94 >
Getting better at analysis skills: lesson 9
Prior learning
In teams, discuss your research findings from your questionnaire in Lesson 8.

1 What d id you find out?
2 What did the majority think about the issue?
3 Was there a difference between boys and girls?
4 Did you get the results you thought you would get?
5 Were there any surprises?
6 What conclusions can you draw?
Starter activity A course of

action needs an
Discuss your questionnaire issue with your team and make notes below. outcome. For
1 Your issue: ........... ................ ............. ........... ............ ............ .. ... ..... . example, a leaflet
or poster promoting
someth ing, a letter
2 Information gained from your research: .... .. ... ... ... .. ... ... .. ... .. ... .... ... . .
or ema il t o persuade
of som et hing
o r an event or
present ation to raise
awareness about
something.
95 >
________2__A_n_a_ly_s_is________________ ~:>
3 Is further research needed to gain a different perspective?
All perspectives
need evidence
from different
4 Your proposed course of action: information
sources to
support them.
Main activity
Do further research on your issue if necessary. After discussion about
the issue and courses of action, make notes below.
A course of
Course of action: action needs to
be related to an
issue. A local
Reasons for this course of action: issue will need
a local course of
action.
A perspective is
a way of looking
at things, often
shared by a group
of people. An
opm1on IS your
personal thought.
Something that helped you learn today:
96 >
Check your learning
If you haven't already done so, complete the 'How w ill I know if I reach my goals?' table
wit h 'Not t here yet' or 'Achieved '. Don 't forget to add examples from your challenge.
Self-assessment 3
Look back at self-assessment s 1 and 2. How much further progress do you feel you have
made so f ar in developing your analysis skills?

to get better at .. .
2.1 Identify ideas I understand what a I uf'derstand the I understand the
and evidence perspective is. I can d'fference between d ffe ...ence between
from different identify at least one a oersoect ve a pe ...spec.t ve a11d an
perspectives within other stakeholder and an ooinion. op1nio'l I can 1de11tify
different sources on who m1ght have a I can dentify stakerolders wro
a given topic. different perspective staKeholders w~o m g'lt have d fferent
with he p. fY' ght 'lave differen-t perspect ves a'"'d
perspectives. he p ot"'ers 1dent fy
stake'lolders wro
m1g'lt have d1fferent
rspect ves.
2.2 Explain how recognise the ecognise tre c.ognise the
graphical or importance of g raphs imoortarce o+ graphs moorta'lce of grap11s
numerical data for presenting for preserf'lg for presenting
supports an research findings. I researc'l finaings I research f ndi'"'gs I
argument can create a basic ca'l create a graph car create a grap'l for
graph with help. -~-"or my research .-.,y researcr +ndl'lgs
+ind rgs. and helo others credte
3rapr
2.3 Explain causes I can explain at ar. explain cause an explain causes/
of a local or global least one cause/ co11sequences us ng consequences
issue and the co nsequence of an appropriate s gna and help ot~"-ers
consequences on issue with help . woras. u'laerstand how
others to explai11 ca ... ses/
consequences.
97 >
_2 Analysis
_ _____,)
Continued
Learning objectives: RED -

2.4 Suggest and I can suggest at least I can suggest I c,;;r-. "'uggest
justify different one possible course relevant courses of relevant courses of
actions to make a of action to help with actio'"! to help with a de tior. to help w1tr a
positive difference a local issue with local issue. loca. ISSue a'1d help
to a national or help. otrers understand
global issue how these courses
of ac on mig11t help
solvE' t'"'e is5ue.
Example:
2.1
2.2 ..... ... .. ..... ... ....... .... ... ...... ..... ... ..... ... .. ... ... .. ...... ... .. ... ... ... .. ... ...... ... .. ... ...... ... ... ... ... .. ............ .
2.3 ... .. ... ..... ..... ..... .......................... ........ ...................... .............. ... ........... ... ... ... .............. ... .. .
2.4
areas. For example, 'I will try to help others explain the cause of an issue'.
Learning targets:
How I will improve: ................ ... .. ... ... ... .. ......... .. ...... .. ... ... ... ... ... .. ... ... ............................. .
How I will improve: ....... ........ ........ .... ....... .. ...... ... .. ... ............ ... .. ......... ... ... ..................... .
98 >
statements.
I was surprised to discover that: ... ..................... ............. ........... ...... ....... . ............... . .
I didn't know: .....................................................................................................
I now think: ... ... .... . .... ... .... . .. .... . .. .... . ...... . .. ........ . ................. ... .. ... . ...... .... .... . ... .... .
99 >

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CAMBRIDGE

Cambridge Lower Secondary

University Printing House, Cambridge CB2 8BS, United Kingdom

Cambridge University Press is part of the University of Cambridge.

Cambridge University Press has no responsibility for the persistence or accuracy

How to use this book VI

Developing evaluation skills: Lesson 5 121

How to use this book

1 1 Construct relevant research questions

My learning goals are to start to:

How will I know if I reach my goals?

Lesson 1 Not there yet Ach1eved Example

Each tip provides useful information Bu llet point notes

Writing t hing s down in my Learner's Skills Book: .............................................................

Other sku , yo1. t- ve used today

These are checkpoints at the end of

progress through the learning goals. Learntng object•ves: RED

Register to access free supporting resources through Cambridge GO -

My learning goals are to start to:

• understand how to write some basic questions about a topic

How will I know if I reach my goals?

Lesson 1 Not there yet Achieved Example

What do you think the term 'research' means?

2 Look at each of the questions in task 1. Answer the following:

The topic I am working on today is ...

1 Produce a mind map of as many questions about the topic as you

2 a Work with a partner to discuss your questions. Using what you

Does your partner agree with your choice?

b Why did you choose these three questions?

Question I ............. ... .................................................. .............. .

Question 2 .................................................................. ........... .... ..

Question 3 ..................................... ...... ..................... .................. .

Reason: ............................. .... ... .............................. ... ........ ............. .. .

t Working on my own: .......................................................................................................... .

E Working with a partner: ...................................... ... ....... .............................. ....................... .

C Whole class discussion:

[ Writing things down in my Learner's Skills Book: ..............................................................

Other skills you have used today

Check your learning

My learning goals are to start to:

• understand what research is

• know how to record the main idea from a text

• know how to take notes to help write a text summary

How will I know if I reach my goals?

Lesson 2 Not there yet Achieved Example

Which do you think is the best question? ...................................... .

Reason why it is a good question: ................................................. .

The topic I am working on today is

1 Read the text your teacher gives you.

Main idea Subject-specific words

Look for key

1 Is the summary too long/short? Yes/No

4 What might you do to make the summary better?

8 Id entifying the main idea of a text: ....................................... ...................................... ..... ..

C Writing down subj ect-specific words: ........................ ....................................................... .

Other skills you have used today

Check your learning

My learning goals are to start to:

• understand what research is

How will I know if I reach my goals?

Lesson 3 Not there yet Achieved Example

How you can overcome this difficulty: ............... .. ................................................................... .

2 Why have you chosen this/these research method(s)?

b To find out what the government of a country thinks about