Cambridge Assessment International Education Scheme of Work Cambridge IGCSE™ / Cambridge O Level Global Perspectives 0457 / 2069 For examination from 2018 version 2 >ee ee eee ee ened Bene nea een ety rr eaters a Re RE ie Preece Se ee a eee ee ene CCopyight © UCLES 2015 (updated Nov 2020) Camidge Asseseretintrational Eucaton is par of tho Cambrpo Assessment Group. Cambridge Assessments the brand name ofthe Univesity of Camisioge Local Examinations Syndioste (UCLES),ahich ise a department a! he Ulversy of Cambrlge LUCLES retain the copyright en alts publications. Registered Contes are permite to copy materi rom tis booklet fo: hor wn intemal use, However, we tart ve permission To Contos to photocopy any materal als acknowledged Wo @ Cd pay, even Tr eseol use within 8 Cone.Contents. Contents Invodueion Year 1 — Developing sil ortho naval Pract Year 1 ~Develooing sis othe Team Projet Year Developing sis othe Wren Examination. ‘Your 2 Developing sk forthe Inivicua Projct ‘Year 2~ Developing sks forthe Tam Prject. ‘Year 2 Developing sis forthe Writen Examination 2 49 26 1 stScheme of Werk Introduction ‘The am of i sonome of work ito gv tahoe bas fx developing the sls of tho leamers i esone, is intend that any of the gota tops sted inthe syllabus can be used for developing hese sil. Those skis, which maic othe skis within te slabus, ee those tha candidates willbe assessed ona the ‘rami componons “The ops ae divided secon to compart nthe syllabus. The skis can be developed using any fe lpis in the syllabus ‘You can use tho ides in hie scheme of work as thy are, acing ther own resources, formative assessment mathads and nates Thay can adept be tsching and Tearing acti or add thar own. Some aches can ako be repesied using a diferent lal ope area or resource, ‘The skis matic below maces the sls wth the assessment obectves (AO) fom the slabs. The maln AO hile (using an), but the sll also Ienifiabl win other ADs as indicated (ushg an). (Fcenotes how the actty might be fomatwely assessed ‘As his i eils-based ratnr than contant-nased cous, suggested tat when planning tha ours, You Star to davlop Kemer’ sk lading Up f @in Invidual Report at the end of tho rst te of earning. Thoy than develop skis which woud lad te a practice Team Project atthe eno the secon term in the Test yar of study. You can tan focus on developing eamor’ skis fo completo a pacts Writon Examinaon ath end ofthe fst yoar of study. Tho scheme of _work gives suggestions fo develning the sks a higher leva rng te second year ef study (kis acivtas are sued wither 21) a2) fonda ‘whether thy are aro highor love respectvely) ls recommanded that he Team Project competed by to ond of Term 1 In Year 2 and tho intial Report bythe end of Term 2s hat preparation forthe Witten Examination tte odo the course canbe done in Tem 3.cf Year 2 Skis mato 1 denotes lnk between a sit and one ofthe assessment oblecves °X dannfes a Ink beeen asi ang the main assessment ebjective to which tis laos Ciitca thinking = reasoning x x x * * Cea thinking — questioning x x x x tea thinking ~problem soWving Steere SHEE: ae Citea thinking claims x x x x Cea thinking argumentsidata x x x x tea thinking ~ conclusions EEG? x aneCftcal thinking ~ empathy Information reading Information — perspectives Information — bias Information research Information synthesis ‘Communication - writing ‘Communication — listening ‘Communication - speaking Imagination and creativity Planning “Teamwork Decision making | ae] ae | [oe | Independent learning Reflection Memory Goal setting Brainstorming Thought ShowersScheme of Werk Resources You can tnd the endorsed resources on the Published resources tb fhe ylabus page on our puble website hee, Endorsed textbocks have been writen tobe closely akgnedt tne syllabus hey suppor and nave been trough a detated quality asuranos procs. Al txtoeckeendorea by Cambrisgeintrnatona rhe syllabus ae the deal resource to be use alongside his scheme of wor a they cower each earning objective. In dion to reading the sau, teaches should Teter th update spocimon assessment maleate. “Tools to support remote teaching and learning ~ Click hts tnd out aut sre the various nin oos ava fr teachers anlar ‘Schoo! Support Hub ‘The Schoo! Support Hu wou cambsgentamatioral rleupooN ea secure onlin resource bak and communty run for Cambios teachers, where You ean download specimen and past questo papers, mark schemes andother each andleerig esources. We ako offer online ae face-to-face raining, das of Terhooming arin oppetuniis are posted one. This scheme of wrk avalabe a POF and an otabie version in MroeoR Word format both are avaiable on the Setoo! Suppor Hub at wu cambidgerdemational oflsugeet you ate unabeto use Micros Word you can downoad Open Of ee of charge rom wun opanote ora Websites ‘Tris scheme of werkinclude wobete Inks proving crc aoaees fo intemal resources. Cambridge AzeesementInlemational Education enc respanibl fer accuracy or conten of niermation contained in these sts. Theincision of nk to an seeal webste shold not be undestond to be an endorsement of hat webata rtho sits ounar [or ter productlsavicn) ‘Te webste pages ttecence nis Scheme of work wore Selected when be Scheme o work wat pred, Oar agpats othe ses Wee rechecked ans only the partici resources are econ mendedYear 1 — Developing skills for the Individual Project, ora Teaching and learning activites ‘Skills focus: Crtcal thinking - Reasoning (1) Sehameof Work Tobe abietojuety | Give aut a worksheet ih statements connacted o one of the lal topics for bo inci ideas Report Leamers docs he order of imzeriance in pats. They justy thelr choice of he most important statomont to the rest ofthe ass. Whole dass identi the statement with the most convincing jst Inevidualylarers ute whether thay agree wth he cass dacisio and why, or why at “They sha the wi hor parte: whe doodes wheter tor reasoning convecing ‘Suggested resources: Use a resource Ist o make satoments forthe worksheet 9. fom ‘bo Unversal delrain of human rhs i: hon ratencocamentsucne sh (7) Poo eodack justyng the statements ‘Skil focus: Critical thinking - Questioning (1) Tobe abl formulate | Explain hat en expert ouside the classroom, This should bean expert connected to one of {uestons to gan ‘he ope areas. ‘The expert has a busy schedule so ony has 10 minutes to arswer qUesions spect intrmaton. eamore wok i groups to formulate questions, knowing Ma they wi have o cat ‘Shona ho typ ef quastions thoy ask to maxmieenformaton gathering. Colt na ‘questions onthe bow and ares device which cuestons mould giv them be best ‘Sppertanty for gathering information, ‘wren te expen ie the room, amma ak hl questions andnote doa the answers When the exbert has lt, igus which questions elite the most infomation ad which ‘licked he most elavan information athe deren between tne 2 {F Obsecvaton ot eames fomusatng questions ‘Skills focus: Information ~ Perspectives (1) You cou tae the rl of he expert or oud in an expat othe ease, 0, loca businessmanScheme of Werk ee ne To understand diferent perspectives onthe Esme hing ‘Werte a word on the board, 0 OCEAN. Leamer close thor eyes andimagine- soa, hear Isat fal Learners ork navel wie dour he wots an phrasesimagos 6 express tel sanses. Thay share in Pwo greups to se he event Images ara decues why toy thie toy have fern! magos Show a video to hihi anole perspective. Suggested resoureas: Soe Suggested nabs resource ist onthe Schoo! Supp Hub at Shumeamordgnnarnsiona arg Suppo Loarers tink f chor wordsphrases and share thom wth tha arnar. Tho paint ‘sidan wha mers o them and partness compare ter Vnages to highight ferent parspectves ont same ing, (F Peer feedback ‘Skil focus: Reflection (1) Wirdsiphrases an come from any of thetopes forthe Indiadual Report tho satus: amy, tele, a9, dtl vor. Tobe able relent on cumieamng and perspectvet). ‘sk loamers to wok Independent fo research eferetvlewpons about ther elon they have one, oF araign,@3, Bucchism, Skier, Catholesm Loarers make nos on he bolts f his religion accong tothe owpeins. Thay thon summarise what the bles ae accoang toe eupets Leamers tink azout thas vewporus and thelr con, and decide whether tho oun view has cnanged, ad ie, how and why, They als consider which medum of information they found most convincing text they rad, nod or sored 1) Learner journals: names shoul ‘nd development of kis. journal trcughout he course to not ther leaing Learers make noes in their jural, referencing tho sources they used incase they want to Teter them star or an visual Report “Thay thn discus in pis tha sourcos they found, and which toy thought was the bos and wn. (7 Peer feodbackcscussons on perspectives, suc, st Encourage ears io ok fr afrent sources snd iewpoins. The purpose ‘tthe acl for taraes to condor haere vewpoint has changec 1s foul of whal hey have read ae try The sources could be podcasts that eames listen oor a ideo cp Encourage leamers fo koop 2 journal forthe rfecions This can best Into wo one so for nial Tatlacionsandleaming ae thy o0 though the couse, andthe otha ee forwhen thy work teams so that, they ean og tok thoughts ezout teamwork, nels ane chatenges ar ther oun roam ctaent eam et. “This activity ean be dare with any topes Useflfor elleston on thor ‘tm perspesuos an how hoy have hanged using evidence Fom research forthe india’ Repo,Sehameof Work You can ave eset. o the ss (soo cits mati) as a chcklst > dena when sls hey aro ‘dovelopng andthe ove! Py ate a 'Besiner NDaveoping ‘ Bsabiahad ‘Skil focus: Critical thinking ~ Problem solving (1) To uso problam- ‘groe'o eal to werk fou and to oly reall ames. Sugget tha! n step to they ‘vantto como up i as mary posible salsions as thoy can In lop oo hey war 0 ‘choose a solon() tals w-wh. Encourage lamers 9 dena preboms in away Pat ‘oes nat ax blame, ‘At the you hav clecussod te steps nits learner, they can act ou a conti oe ply Learnare work neal groups and ach group comes up wth a dant eolson which thoy etout “Thay can presen thse othe lass. Tha class decides onthe soko hey tik works bes ‘Wan al fhe rols lays have been pavermed, condi a class dscussion sng the toting questons 1+ What makes the cerfics inthe 00 pays escalate? {Wat ners ean people ay fonda tt hey want to sop tha fight any to ove the problem? + Have you ever had a conf ie this one? How di you resolve I? (Peer feedback ‘Skills focus: Imagination and creativity (2) To understand how Imagination used to soe riers new wa, ‘Choose an inspFaional que. Ask loamar fo work pais orefet ent and how it relates {oral own experince. For exe fom fe tone of sport and recreation Muammed Al Thal eve'y minuto of tang, Ut sal, "Dont qu. Sule Now ad ve Me eso your Me asachampon” Loarers wot in groups to dein ‘maginatonin their own words and share tei efits. They then rainstorm anything they Won that uses imeginaion~ books they've reee, movies tnoyve walchod. or ganes they Played. Learners might also meio convareatons ‘aye had with creabve people, sparcing te places ht tigger that naghation and inspro cathy. Team Proj. The acy also 5 wih the op of conic and peace in the satus. ‘Groups olearers might porto thei rola plae to younger arate in 3 ‘Sa8e assembly to ighigh sues of Confit relation, Nake links fo working catabeatvaly thinge mht net stays go smoothy buat so be expeced as there are always dfferarsparsonalesn tars ‘Stossel eflacve teamaork resoves ssaes, Inspirational quctes, Wen working on tot eas fora Crealve cutie, gue broad paramotr oer wth an thon Prove more space dears oF oven Ideas to leomers whe ne mere Scie ‘Think about how leaner are grouped and por know of lamers, 1(Cralenge earners 9 uss er maghaton fo seve s problem © create a seston reed {2 global tp area, e.g. create visual epresertation ofa global eve or poem /=0n9 iyi to raise an ss fg. arly to hight npertance of lenguagelcomimunicaton) Provide unin cass fr learner 0 comple tha prec, ‘You could ak eames fo spay ther workin an maghaion fir. This works he a gallery wa lgcups lke ure exianng fer creations and walking aroun e oe and hot about {hair poors work. They coud aso showcase the work fo cho lear lower down the school ‘Ask lamers to retect on how tang imaginations alowed them to approach tw problem Eahvng proces aunque wey. Hols 9 oho class dseusion and connect his wth Rew {aml approach he Team Proj (FGroups axe he cratons with he ass, activites Pave more cresbve earars i those that ack ati, Encourage leaner o hnk ouside the bor, use tel magation approach he opin afte way ‘Skil focus: Planning (2 Tobe abl to create @ Planet acon, Revit why itis imoertant open inking the Kato something personel to leamers, Ike Planning abitnay saxty oF 3 holiday Learners wor in sal g-oups to Invsstigato some tmplatos ta thay could use for planning, Thay evaluate them, Lo corsidar thar seengie and weakness for tor purpose (to pan Team roe \When working on a Team Proje, eames need to pu together a plan of action, n grou, thoy caneisr wna nes to go ths plan an why. They Ut te ngroens of Pa plan ‘team A! sheet of paper and ina cere’ coeur post explain any tay nave cludes ‘ech tom: You ean Grits to give eo nopded, {Al plans arc exlanations can be places onthe wal a the end ofthe acy for al names {oconsior tafe they start work on thet Team Project, (Peer feedback Intemet to researc templates and gain ideas or what goos ra an A plans not part ofthe assessment ‘equremant butts god practon for Tears t workin teame en pan the Team Projec, Learners come up with tings hey need to neuge belo ging nam Ideas (om of oueome,raonae, te tf outenme, take, incu fing ‘ut about afro cura perspectives, deadines, reasons for fitrent meron rales, ne) ‘Skills focus: Decision m aking (1) Tobe able 10 ove reasons ana rosove frgumonts reach 2 fectlon Leamers worn small ups. Tell lserars that hey ave gong to doce who shoud wh he next Nobol Peace Pio, Each menibor of tho group shuld daede who odo er naval Fosoarch about et. Tho group docda wnch membor cto group I resoarching which Potton so that ferent people are invesigaed Inte aoaess and suggestions for posse nome This ety ould be done wth rneminaton forthe person who wouldSa When ears inauat has done et research, they preset Pat parson ioe est of Tar ‘10up jastyg why this person shuld be nominated forthe Nobel Ponce Pl. A doco ‘made inthe group abou! he bs! chee ard mae reason are given Each group presents Is ndings tothe rst fhe class. The paople ae hen placed I rank der sang wh he ‘ost worthy, according othe reasons give. Indidual xoup members oan hen summative whether thy agree wth he rank oder ond ‘yi not and they woud change t and why (F1 Peer feedback using the best nomination, and why. Sehameof Work De mest effecive nlaaaeg the ‘oun, oF What meney should be ‘penton within a county (og ‘sation, heather, employment ‘pportntes) The mai fore sat tha groupe reach a docsion based on the arguments presented foreach, ‘Skills focus: Goal setting 2) Tobe abioto et cfiecve and achievable foal ‘kits focus: Brainstorm ‘Ask each ou of eam to thnk bout tek Team poectin tems of SMART objectives ‘Specie define the goal of he projet ae spesty owt willbe accomplished 1 Moasurabie~ define how sucoss wil bo mogeurod and progross quand {Assignable nscate who willbe responsbe for ach element tho prject or process + Role — ensure hat goals short andong-orm) are achevabla, that resoures, {eam sls and cher constant ao consisted + Timely set out schedules for each goal leading othe project goal, ensuing that those ae achievable, aut so ong that ty could rest lk focus ach group completo a SMART pln for their Team proj in posta format. ing or Thought Showers (2) SMART is 2 common vsed mode! thin businesses ad organieations wnidide “Tharo are many vaatons onthe SMART scronym, but he one chosen har sono ofthe onigral versions and Ieappleata ta bon group and Iran se, You might condor the SMARTER acronym, which acs Evauabon and Reon ho he tena To support iho development of me rumbers fides Loamers use the doas toe format to putidoos they have about hot Team preoctinis @ {orm th il sow thm to organise end rose them, Leamers candut a brainstarming Thou shower activity as on ther projec tpi, wring ‘vn Inaidatdeas on post oles. Five minutes snout sufi Tor ia eas (Once the ideas have been generated by the group of eames, using a wal or whiteboard on nc fo sick the post-t notes the eas ae placed into groups of eatod ideas. H mig be ‘woth suggesting hee thatthe project groups can ont choose furor fe slaonshp a ‘hs mil make the not stage otis process aaser. DO net give too much tme to ths stage so {hat tholoamere are fren fo mae cecisene aout dea ralasonene quicky snd afc. Five minutes shou sue This is sing tee stage process + Developing ideas + Grouping mia ideas + Organising icoas and groups ta use o stat any new projet and canbe adaptod as necessary.Scheme of Werk Sa “Teaching and learning activites Notes aly thing lage set of paper, as he earners to daw a vee on be paper. The Woe should dpi a unk and branches deveeping of the Vuk, The trunk recrosnts the coe idoas forthe project wih thos falar the most important naar! the tom of he rank, “he branches represent th vous flatoships dace upon ine sage rerloned bow. Thos ideas places nearest herrea the most key. wi ess mperint eas placed toware th acs ofthe branones. Lowe el branche shou raprecent latona! ‘roups that are deemed the most mporsan, eo tat ees paced towards the ends ofthe tppar branches ar consterod ts lest important ides. Loarers ean annotate tha Vee ‘wth further ivoraton a8 requted Groups prosent ther tr otha wider acs to gather furhor support or aifretporepectves wich they can use fo adapt helt tree, The groups ean thon use the tee asthe Des for ‘Setning and parang thor project Psvepecimen panes ad mak schemes ave avalabie to download at wae cambidaenternatlonal raeunoor (F)Year 2 — Developing skills for the Written Examination ‘Skil focus: Information ~ Bis (2) Sehameof Work To uncerstand howto analyso forbs (Ghe leamers statements practise analysing fr bas (s98 Notes) Ask lamers to work in fais and conser be satoments igh! he folowing ‘exaggeration andlor understatement ‘mete nerds ‘eneralsaton Selec of spciic exams t support a general outlook ‘pion disguised as ruth leck of or inadequate evidence lec of or Inadequate reason argument augment. ‘Share anc decuee answers a a clas, Loamers fi artle rom foro nwspapers about the same issu or give larnars ‘ats, and they analyse fo bias Ung the Duel pas above, Discus Mlngs i fours (F)Pecr feedback Examples ef statements: + Tecnology has got us into this 55 an ochrcogy wl gos onete + Stotetesenow that more students {are going ne higher education than ove before + nine ast decade, he poutenty ofrealty TV has comet with tha all itaigence ofthe opuleton, Poin cut that esmere should nt bolave everytung thy rad at newspapers end tobe biased, CConster wat he hinge are biased fan ask or fendbace ro esmare ‘Skil focus: Critical thinking _ Claims (2) Tobe able evaluate Sains and Ove ‘done. Loamers wot in smal groups o escuss and answor ho following questons 1. How do we gata intrmation about ie word around us? 2. What o ceserations and experimentation provio us with? (ata) 4) What cn we do vith data? (draw conlsionlmake predictor), 46 Whatl6 cain? (a statement of someting as ac) Disows ancnare a8 a whole ace. Give lamers some claims. For examgle: Ine Late States ‘moc than tvio 2s many mals di in moor voice cashes than fomales Ciaim | Evidence eames idnity hat we get Intrmation fom ftnana experiences, what people tl us, what tweed, cbsewvaton and 7Scheme of Werk Sa ee Notes more fatal motor venice casos coos drng he Nght ie {more fatal mater otic cashes occur whan i's aang than whan’ snowing a Seeing ‘+s maprty of fla mor vila crashos occur when the weather is noma ouside foner older peopled in motor vehiciacrases than younger pecsle. ‘Ask eames only which lis thay ink ate te mos! baiavabe, Thay can an her {op ten. Ein ny toy ncaa are more believable (seen n news, head fam wen, ‘a Each grup can research ono cf he came te asableh abet e actaly We (hat ‘vidance thar). ive atime iit fer ts ar ask groups fc roprt back th frngs to he ‘who cass. Gv ne hols elas a olowing options for hy people baleve cams, and see wich ‘opton eth mst popular + ttsounds ballvable f meytustine sous ‘hey hear the clam made em various sources ‘he Gaim ls supprie by experimental eta (evdence), Leamers than werk n small guns and each croup is gon a diferant global tpi. Thar tak fo nd wae daa to make cans about Each group should ma ve coms ar ‘ale the ovidonce to suppor tat clam ~givo the webte or perf he dat, Thay an ‘complete a table, (F) Peer feedback os lsrmers are fring data tomas claims ‘Skil focus: Critical thinking “empathy (2) Tobe able‘ oxpress | Learers wok n pairs. n each pi, on lays tho rle of atak-show host. Tho ether plays and understand ‘he talof the guest onthe som ‘rpatny, Give possible coenar for pie: ‘ai who hear some gossip appears upset ‘rumour about you spreading areuna th schoo, You were ina fght ith your bes fend at neh today, You kes your new soes when you put thon this Mosring, bt somebody made funot tem + You tno your bet frend would have inte youto their pty, bu thay didn, fxpermertaton. Tall te folowing aneodote by way of fuer ‘ranaton ‘A carpenter, shel teacher ane ‘beter were avelng by tan through Seotand when toy saw black sheep through the window ofthe tran “Aa sid he carpenter wth 2 smie. “Tee tat Seotsh sheep ore lack “tim. sid the shoo! teacher “You ‘pean iat some Scotts Shemp are Boe “No,” said the scons guy. “Al wo snows that here a! east ene ‘Sheep in Scan, and ha teat toned oftnaone aneep lace (Give guidance and mae role play ithaca lane: the gost teh practising empathy by Imagining hoa or hasan tho ‘pece stanton and wig te identty what out fete, ‘The nest should not ve aden, but shoul ty to ask qusebor that ait the guest n gota in touch wih what {phd te eine te fen saznara, Hoss onSa ee Preset each ptr wih scenario tat challenges the ques to deronstato empathy forthe ‘sonato. The goal for tho host eal anempatheterespense by drawing eas for he ‘Quest about some ofthe eaperienoes, fesings, ad atiudes associates wih that scenario. “Ta hoetintrvws a ques for one tote mins, Afra te axes, tp he acti, {and eamers sh oes, and ake up anew scenario, The procoss is repeated the new Foes ad opi are used within a one io woman tine rama Interview example ‘Scenano's student dose not do wallon@ test Host How do you fee about your rade on he tst? Gave: am dsappanted and mad at so? Host ihe grade cd you hope fo receive? Guns! at easta Fost How does fel when youre maa? What happens insie yu Guest getters aa angry igh on, cent hn abot Soviet et Fost Have you fot ns way Guest Yos“evey tne |Get bad rade. Host What do you say yourslfor ink about yourser?” ‘Aor both learners each pa have playes both oes, ive them few minutes to reflect ‘wth each cher abou the acy: how easyificut hey found ito empatuse and why (Poor reotback. Extend the actvty by showinglaying an inorvaw wth someone tha i boing eeerinates ‘gaint because of ther raca gander (bal topic of Poverty and ioqualy). Ak loner fo ister cut fr wher the nevener enpaPwsc to the person beg interviewed and 0 ‘ie exampes of wha! hey $3 Disouse ndings asa oes, Thon ack ears to workin pas to deus how they might bo more empathet otha station in th exontow. (Poor reotback. Sehameof Work questone whic probe he ceils f= fooing Because his 6 a chaeging ne of ‘questioning, inthe begining interes ar kel tobe shod, ‘composed of perhaps fou ove (quastone. Ae learners sls dovlep, thoy wil extend he questioning, id Encourge tho hosts not to v9 why (qusstone dur the interiow rocess. Often when we ack oho 0 fxpain wy they oe a catan vay, Wwe ar ating them to ratnalise 3 onaonal experience. This can be ‘confusing and may no advance the ‘mac experience Won amars have oi plays empathy, ask thm olsen fo an into flor ane f fe gical topics land desce whether he rtotower tas empath, ora, to the station tthe person beng ntervewes, ‘Skil focus: Decision m aking (2) To understand how deciscns are mad, ‘Gv learners in pate an example of docsion maki elvan oar Onn les (¢00 Notes). Gh diferent exams to cfaront pars. Ack thm flow this process: 4+ onary te docson to ba made Decision-making examples teovant to Toarers(rcund four ta, Fer example, rave £1000 spare money. Shed |g 2Scheme of Werk Sa ee Notes Dosco whetor to cots canbe bokan down lo smaler and more oasly ‘managed prs 0, pita the ederin when tho pars need tobe Seal with + Ustne advartagas and csadvaniages cf the options tobe decided on. {Explore erage for reaching 2 ceosion (poses nt of usstlnees, valve, ‘ost (ine and mene), + Revie the decisions made, And understand the reasons you decided on that opin. Leamers wor in pais tofolow th process fr te example you gv them. They share her Idbae wth nother pak witha dire eam, Discuss the answers names haa each step othe dedsln-mshng process (F) Peer feedback on wheter process hasbeen folowse and how wat Folow-up acy: leamars conser ho clowing sonaro and reach a decision about tho roy In 2050 and tha shortage o ssi tls has become 2 ens. To save this ris you must decide whch ofthe flonng uses of energy shouts have he nghestprenty ang which ‘Should have te onset + business (actors ofes, sc) + domeste nousehold appliances lighting, et) + serioes hoses, schools ete) + tanscer (ears, rains otc) ‘State the highest and lowest ponte and give supported reasons for decisions Leaners should ork team but some independent esearch minh be needed 0 ‘completes task wo (Foor foodback ‘Skills focus: Critica thinking ~ Conclusions (2) Tobe able to draw | Tel he dass tha! you willbe deserbing somecne’s bag endif contents concise, Examples of bags: + ainy pink puso ined wih sequins and feathers wih a tubo of fpstick and mor init {a buly gym bag wit a swoatband and aso of ha woights 1B uckeack tg wit rary books abou Barack Obama 0 (ecarale my Neuse Foxy ew larger TV?" You coud ask eames to come up wih gxampies of desions Oey Nave made andlor ge them exams fem the global ope ares, eg. You went to give manay to carey. which charty ‘are you ging to gve wt a why Index cards with emotions writen on thom (one st por group) ‘Shor toxts about global ses rom whieh to taw conclusions) ‘These actos eat drawing Canctstone to eat expaincas 20 that leaner can 690 moo eaely noSa ee Sehameof Work Notes Explain that il be tok oo raw conlusons about he petwon aged on what ithe potsr's beg. Gn savaral examples. Laamars not thar answare ana evidence oy sod ‘Sd sha conclusions and Yessoning a a cas, Example text for drawing conclusions: He had alas wanted to seve his country. but this seemed lke madass. He was supposed fo fghta wari afreign land, habing to protect pecole whom he dt even krow Joh hed 2 sforg sense of paritsm ut he nas mores about ie bores death, anécarrage na! oul ava rin rag. He pondered wheter he wou avr soe his family agar What conclusions can you craw about how Jo is feeling about going o war? 1 Ho oats proud of his county. 2 Hate tootingYonvarsto tne craton of being in tne itary 3. Hole stad of gorg into bate. 44 Heregetsjpinng the mikey. In groups, learners come up with thelr on desorption o bags, Leamers share descigtons wth other groups and see water groups Rave the same concsions. Cae discuss whethor any oftheir conclusions lacked enough support ts be probable, Ora ‘aterton tthe fc thal we al draw sonlusions based on the eionce we have Die the cass nto groups and each group has a car wth an emation on. Each group ‘comet up wn hints tat would dosabo a person who is oang tat omoton.E 9. 0 goup ‘fathas the smoton ang’ might ist redfaod’ and fats clanenod. Groupe shar inst see weer toy ean draw conclusion about how the person fess based onthe give Nes (Ge lamers short texts about lob ssues and ak them to daw a canclusion ram each tox Each grup evape a tot and cenclason wih anchor grou for peor assoesrg. Each ‘group proces the cae, hiring whero thal concusons agree or saga wi he ‘Stina rou which sudid the tent. They deeuse why this might De (Peer assessment ‘Skills focus: Critical thinking ~ Evaluating argumentsdata (2) Tobe ablefeanayee | Diso.os as a class the diferent typos ofeprosartation of statistios and wheter some ae ate given infront | move sueble than others and te yes of question ha can be asked fo eet inforesion Toms ofvepresartaion, | Homa chart ae Work trough an axampbas a class. They might craw concusions fom what they fad, watch and Ison fo, (Give a shor text and a sais of ‘Snestons lo choos fom to sa ttn as te gen example, of might {ve shot ent and ook loorer to Grow ner own caclsions, ora Inntue ofboth depend onthe ‘groups. Groupe cou ato tha short fox for une mth ate anc nt ther own multiple-choice questions to (omit and thn sap tha txt are uastone wih anche group, Data an be uso om primary esearch elieedyconaucted by tearers aScheme of Werk Sa ee ‘Skits focus: Information Tobe able sythosso Intrmation for purpose, (Gre lamers some dala andask ero present using technology erent ways at ‘rp table, tne chat, ple chat, ek) The daa can come fam any global top sre, fr ‘Sample statistics about unampleymend employment aparicaar county. Leathers work Ingato present ths dat using tee diferent mstnods. Once they have tel chars, hey ‘ie at east one queston to eet maton am each chat. Lamers pass thelr chats anc questions fo another pal. This pir answer the tee ‘guectons and dacusee nhathor the chris re an afectve wa) of recening ths dota used, ‘They hen continue to pass ee chars oaiferet pat for turer feedback. (Peer feedback skills synthesis (2) (Choose ng f the global topics and slot some sort video clips aout tho tpi, for ‘eample, Ediesten oa Bole watching ho cps, larrs compte tho Thinking pat of thot T-chat about what ‘hoy aready knew about edueaon globally and any questions obeeraons they have, Thoy right aready have coon gen ala or sore pictures rated the video eipstopt- Whe ‘aching he cps, lars compte te Not’ pat othe Tha ‘Aor watohing he cps, learners ectndviduallyon wha they hava writen and what ‘questions they sti have and wantfo know. They sare thet rdngs wh the partner fo gain ‘her sformaton and feedback ‘As. afllowp avy, eamers can research any emaning questions, any new questions ‘may nave ater watching te veo cps. (Peer feedback ene “hart empl (soe syshesis (1) civ) Use his activity after loarare nave looked ta text or done other Work on the tape aoa, nan amar have completed tor Tchais, s what questions lesners sill have to form their piarang of furor sco eames produce a postreale advert inflom ots bout te sition ona poreuade them todo somoting io hap 0g. date money Pasvspecmen panes and mak schemes are avalabie to download at war cambidgentratonal cralsunpor (F) aCamedg essen ternsina Eduson Thetrianle lng Shs fos, canes, C2 EEA, Usted ingen nfoscambnégenterationatorg_ waw-cambrdgemernatonsoe Copy © ULES 2015 unde No 2020