Global Perspectives Learner's Skills Book 7

Cambridge Lower Secondary
Cambridge Global Perspectives™

Developing 21st century skills and understanding perspectives from around
the globe has never been more important in the modern world. Join us as
we take you on a journey through skills development with our stage 7
learner’s skills book. Adaptable to any topic, including sustainability and
the digital world, our write-in books make skills measurable and give you
the foundations to become a global citizen.
This learner’s skills book has been written to support the Cambridge Lower
Secondary Global Perspectives Curriculum Framework (1129).
Cambridge Lower Secondary
• Six sections that develop the key skills of evaluation, reflection, analysis,
Global Perspectives
Global Perspectives™
research, collaboration and communication
• A large collection of collaborative and independent activities to help you
track your skills progress
• Chance to assess others’ work to help improve your collaboration and
reflection skills
LEARNER’S SKILLS BOOK 7
• Specific questions to encourage your thinking – such as, ‘what do you
think the term “research” means?’ Keely Laycock
• A clear language style and opportunities to practise your English
speaking skills, making this book ideal for second language learners
LEARNER’S SKILLS BOOK 7

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the home for all of your Cambridge digital content. Visit cambridge.org/go
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✓ For Cambridge schools worldwide
Second edition Digital Access

How to use this book
How to useStarting
thiswith
book
research
This book contains lots of different features that will help your learning. skills: Lesson 1
These are explained below.
My learning goals are to start to:
This list sets out what you will learn • understand what the term ‘research’ means
• understand how to write some basic questions about an issue
in each lesson. You can use these • recognise a good research question
learning goals to identify the important • identify some of the features of a good research question
topics for the lesson. Starting with research skills: Lesson 1
Starting with research skills: Lesson 1

How will I know if I reach my goals?
4
As
How you work
will through
I know this lesson,
if I reach tick the ‘Achieved’ box to show you have achieved your
my goals?
learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’.
As you
Start towork
thinkthrough
about how thisyou
lesson, tick theto‘Achieved’
are going showcase box
yourto show you
learning have
goals. achieved
Add your
an example
learning
once yougoals. If you haven’t
have achieved eachquite achieved
learning goal. your learning goals, tick ‘Not there yet’. Start
to think about how you are going to show your learning goals in your challenge. Add an
Lesson 1from your challenge Not there yet have
Achieved
achievedExample
This will help you to know when you example
I think I know what the
once you each learning goal.
Lesson 1 Not there yet Achieved Example
have met your learning goals. term ‘research’ means.
I think I know what the
1 Research I can write some basic
term ‘research’ means.
questions about an
Iissue.
can write some basic
questions about a
I can recognise
Main idea Subject-specific words topic.
Tip
a good research
Iquestion.
can recognise
a good research
Subject-specific
I can identify some
question.
words
features are words
of a good
Iresearch
can identify some
question.
that
featuresareof related
a good to
the
researchmain idea.
question.
Prior learning
Prior learning
What do you think the term ‘research’ means?
These are questions or tasks to help
Tip do you
What think the term ‘research’ means?
check your level of understanding before Research is ...................................................................................... .
beginning a lesson. Look for

Research is key
�� .
...........................................................................................................
Peer feedback words that tell the
��
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� Starter
topic. activity
Starter
1 Which do activity
you think is the best research question? Put the questions
2 Read each paragraph of the text again� Discuss what the text is A–D in order (the best at number 1 and the worst at number 4).
1 Which do you think is the best research question? Put the questions
about with your partner� A
A–DWhen do children
in order (the beststart school?1 and the worst at number 4)�
at number
Tip
a WriteEach
the main B
A Should wechildren
remove start
all sugar from our diet?
tipidea from eachuseful
provides paragraph into the table below�
information C
When do
Bullet point notes
school?
B What
Shouldis we
poverty?
remove all sugar from our diet?
b Nextand
to each
keyparagraph,
pointswrite notes about the key information�
to consider. should be a few
D Why are
C What social networking sites bad?
is poverty?
words only, not
Text title ..................................................................................... D Why are social networking sites bad?
full sentences.
5
Main idea Notes about the key information
3
Paragraph 1: •
Paragraph 2: •
viii3:
Paragraph •
•
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?
How to use this book
Best question: ��
Reason: ��
2 Analysis
Independent reflection activity
What do you think

Independent has helped
reflection your learning in this lesson? Explain why, if you can.
activity
This focuses on how you are learning, Do Working
A you thinkon you mymight
own:be better able to come up with courses of at
action to help resolve
Getting better research skills: Lesson 9
��
rather than what you are learning, and issues after this lesson?
B Working with a partner: ��
you can set yourself learning targets ��
for the next lesson/s. C Whole class discussion: ��
Why?
Something that helped you learn today:
D Writing things down in my Learner's Skills Book: ��
....................................................................................................................................................
��
Other
Other skills
skills you
you have
have used
used today
today
��
....................................................................................................................................................
��
These are checkpoints at the end of
each lesson, to encourage you to reflect
2 Check
Analysis
your learning
on your progression through the Check your learning
IfIf you
you haven’t
haven’t already
already done
done so,
so, complete
complete the
the ‘How
‘How will
will II know
know ifif II reach
reach my
my goals?’
goals?’ table
Table
learning goals, and relate this to with
with ‘Not
‘Not there
Continued there yet’
yet’ or
or ‘Achieved’.
‘Achieved’. Don’t
Don’t forget
forget to
to add
add examples
examples.from your challenge.
table
your issue. Analysis skills: I am RED AMBER GREEN

starting to . . . 3
Self-assessment
Explain how I know what a I am starting to I understand how
Look back can
evidence at Self-assessments
graph is.1Iand
can 2. How understand
much further progress do
how to you feela you
create basichave
This allows you to consider your 6
made
supportso far in developing
arguments. yoursome
identify research skills?
graphs can be used graph to present
Using the table below, information box thatto
shade in thefrom presentyour
matches progress research
research findings.
most closely.
progress through the learning goals. Eventually, you are aiminga graph.
for green! findings. I can identify I can identify
The red-amber-green checklist Research skills: I am RED
relevant information
AMBER
relevant information
GREEN
from a graph with help. from a graph.
encourages you to think about where getting better at . . .
Identify research
Writing and I am starting
I know to
the features I understand at least I understand
I can writewhat what
I can write research
you are on your learning journey, and to explain causes
questions andto understand
that link research it means
of a good what one good research it questions
to analyse means to analyse
and help
consequences
an issue. of analysis
questionis. and can something
question.and can something
others with and can
their
look back at past self-assessments to different issues. write a research identify a cause/ identify a cause
research and
questions.
see clearly how you are progressing. question with help. consequence with help. a consequence.
Issue review
This provides an opportunity to reflect Think about the issue you have been focusing on and complete the following statements.
I was surprised to discover that: ………............…………….……………………………………
on your issue as you progress through
each skill. 74
I didn’t know: ………………………………………………………………………………………..
I now think: ………………………………………………………………………………...………..
2 Analysis
Showcasing your skills

49
This shares the experiences of other

I’m so used to seeing
learners with you. It also models certain brands that it had never
occurred to me that they might have a
ways in which you might reflect negative impact on the environment – or on me!
Exploring the topic ‘Globalisation’ helped me
on your work. to notice the consequences of seeing
these brands all the time.
It was so helpful
when I realized that ‘causes’
means ‘reasons that things happen’.
70 And that I only needed to explain
each reason with one or two
sentences.
It was interesting
to discover that my perspective is just
as important as other people’s perspectives.
Your teacher will have access to downloadables that can be In the Challenge ‘Global brands’, I just needed to
ask myself:
used with all the activities in this Learner Skills Book. • What do I think about globalisation?
• How connected do I think we are?
• What do I feel about it?
Once I knew what my own perspective was,
I could identify the perspectives of other
people much more easily.
It’s important to understand

ix
that perspectives aren’t just pieces
of information or research from a particular
country or place. A perspective is what
someone thinks or feels about an issue
Section 2
Analysis
This section of your Learner’s Skills Book helps you to develop your analysis skills using
interesting global issues.
Starting with . . .
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.
Developing . . .
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.
Getting better at . . .
As you get better at analysing 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.
2 Analysis
Let’s start thinking

about analysis!
In Section 2: Analysis, you might choose to focus on the Challenge ‘Global
brands’ and the topic ‘Globalisation’.
If you take on this Challenge, you will learn what globalisation is, and identify
and explain its causes and consequences. You’ll find out what the issues
(problems) of globalisation are for different groups of people and think about
globalisation from their perspectives. You’ll then start to think of solutions
to improve globalisation issues for those groups of people.
What is it? Why is it an issue? Can you think of another reason?
Can you see an issue in this photo? Why are these brands so well known?
What are some of

Who might have a
the consequences of Let’s think about global brands …
view or perspective
these brands being
about this?
everywhere?
Are there different

Are there different
consequences for
perspectives, e.g.
local producers and
buyers and workers?
global producers?
Can you think of one problem that needs a solution?
What could producers do? Would your solution make things better
What could buyers do? for producers, workers, or buyers?
54
The topic ‘Globalisation’ is explored in this section of your Learner’s
Skills Book.
Think about your answers to these questions:
• In what ways are we more connected now than we were in the past?
• Why?
• Are the consequences always good?
• What do people think about this?
What is ‘analysis’?
Analysis: breaking down a global topic into issues and exploring the
causes and consequences of these issues
Analysis is a big skill area. It includes:
• identifying global issues (problems)
• identifying the causes and consequences of these problems and
explaining them
• identifying and explaining different perspectives about this issue
• exploring possible solutions and deciding on one solution that
might help to solve the problem.
Remember!
You can use any of the Challenges or topics as the starting point to
develop your analytical skills. Your teacher may direct you to focus on a
specific Challenge or topic or you may be able to choose for yourself.
55
1
Starting with analysis

skills: Lesson 1
• understand what the term ‘analysis’ means

• identify how to analyse something
• make notes of relevant information in my own words
As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your
Start to think about how you are going to showcase your learning goals. Add an example
once you have achieved each learning goal.
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.
56
Starting with analysis skills: Lesson 1
The issue I am focusing on today is …

��
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, ��
��
57
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.
Question:
Notes
1
References (author, date, title, website address)

1
2 As a group, share your information.
58
3 Write a commentary for your picture. Then record your commentary.

Tip
��
A cause is the
�� reason or reasons
why an event
�� or situation is
happening or has
�� happened.
��
Tip
��
A consequence is
the result or effect
��
of something that
�� has happened or
is happening.
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
59
2 Analysis
Which part of today’s lesson did you find the most difficult?
....................................................................................................................................................
Why do you think this was?
....................................................................................................................................................
Other skills you have used today
....................................................................................................................................................
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.
60
2

skills: Lesson 2
• 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.
61
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.
Tip
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
1
62
Class discussion Tip

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 ��
Tip
Main activity Perspectives help
us develop our
The issue I am focusing 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
63
2 Analysis
3 Share your three issues and perspectives with your partner.

4 Do you think your partner understands the difference 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 perspective: ��
C Explaining what an issue is: ��
D Explaining what a perspective is: ��
��
Check your learning
64
3

skills: Lesson 3
• 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.
65
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 ��
B ��
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 ��
2 ��
3 ��
4 ��
5 ��
6 ��
66
2 Write four more questions.

1 ��
2 ��
3 ��
4 ��
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
The issue I am focusing on today is …
��
1 Look at the data your teacher gives you. Discuss with your partner.
Make some predictions based on the data. Tip
I predict �� A bar graph can
help you present
I predict ��
your research
findings.
I predict ��
67
2 Analysis
2 Create a double bar graph using the data.

Tip
You can use a bar

Scale Data (bars)
graph as evidence
(intervals on the y axis) Title to support any
argument you
make.
Tip
A double bar
graph allows
for comparison;
for example,
Label: between boys
x axis and girls or
two different
countries.
3 Check your predictions against your graph. Answer the questions: Tip
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.
68
What have you learnt today?
��
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?
Using the table below, shade in the box that matches your progress most closely.
Eventually, you are aiming for green!
Analysis skills: I am RED AMBER GREEN
starting to . . .
Identify I am starting to I know what the I know what the
perspectives, understand what a difference between difference between
evidence and claims perspective is. I think an issue and a an issue and a
from different I know the difference perspective is and perspective is
sources. between an issue can identify ideas and can identify
and a perspective. from at least one ideas from one
perspective with perspective.
help.
69
2 Analysis
Continued
Analysis skills: I am RED AMBER GREEN

starting to . . .
Explain how I know what a I am starting to I understand how
evidence can graph is. I can understand how to create a basic
support arguments. identify some graphs can be used graph to present
information from to present research research findings.
a graph. findings. I can identify I can identify
relevant information relevant information
from a graph with help. from a graph.
Identify and I am starting to I understand what I understand what
explain causes and understand what it means to analyse it means to analyse
consequences of analysis is. something and can something and can
different issues. identify a cause/ identify a cause and
consequence with help. a consequence.
Issue review
Think about the issue you have been exploring and complete the following statements.
I was surprised to discover that: ………............…………….……………………………………
I didn’t know: ………………………………………………………………………………………..
I now think: ………………………………………………………………………………...………..
70
4
Developing analysis
skills: Lesson 4
My learning goals are to develop my knowledge and understanding about:
• basic problem-solving steps

• how to approach resolving an issue
I understand some problem-
solving steps.
I can describe how to
approach resolving an issue.
71
2 Analysis
Prior learning
Work with a partner/in a small group. Read the text your teacher gives you.
What are the issues?
1 .............................................................................................................................................
2 .............................................................................................................................................
3 .............................................................................................................................................
4 .............................................................................................................................................
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.
72
Developing analysis skills: Lesson 4
Main activity Tip
When considering
The issue I am focusing 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 Tip

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 action need to
and give reasons for your choice. be realistic. For
Course of action: �� example, raising
awareness to help
Reasons for this choice: �� resolve an issue.
��
Tip
�� There may be many

different courses of
�� action for the issue.
Choose the most
�� suitable one for the
issue.
��
73
2 Analysis
Do you think you might be better able to come up with courses of action to help resolve
issues after this lesson?
....................................................................................................................................................
Why?
....................................................................................................................................................
....................................................................................................................................................
Check your learning
74

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Cambridge Lower Secondary

Cambridge Global Perspectives™

LEARNER’S SKILLS BOOK 7

This resource is endorsed by

✓ For Cambridge schools worldwide

Second edition Digital Access

Starting with research skills: Lesson 1

beginning a lesson. Look for

What do you think

your issue. Analysis skills: I am RED AMBER GREEN

I now think: ………………………………………………………………………………...………..

Showcasing your skills

This shares the experiences of other

It’s important to understand

Let’s start thinking

What is it? Why is it an issue? Can you think of another reason?

What are some of

Are there different

Can you think of one problem that needs a solution?

Starting with analysis

• understand what the term ‘analysis’ means

How will I know if I reach my goals?

The issue I am focusing on today is …

b This situation is due to ��������������������������������������������������������������������

c As a result of the action in the picture, ��������������������������������������������

References (author, date, title, website address)

2 As a group, share your information.

3 Write a commentary for your picture. Then record your commentary.

Independent reflection activity

Why do you think this was?

Other skills you have used today

Check your learning

Starting with analysis

• understand what an issue is • identify an issue

How will I know if I reach my goals?

3 Do you have the same words/phrases as your classmates?

Class discussion Tip

3 Share your three issues and perspectives with your partner.

Independent reflection activity

D Explaining what a perspective is: ���������������������������������������������������������������������������������������

Other skills you have used today

Check your learning

Starting with analysis

• understand what a perspective is

How will I know if I reach my goals?

2 Write four more questions.

No, because ������������������������������������������������������������������������������������

4 What would help you further?

2 Create a double bar graph using the data.

You can use a bar

Independent reflection activity

What have you learnt today?

Other skills you have used today

Check your learning

Analysis skills: I am RED AMBER GREEN

I didn’t know: ………………………………………………………………………………………..

I now think: ………………………………………………………………………………...………..

• basic problem-solving steps

How will I know if I reach my goals?

Do your classmates agree with you?

2 Using what you’ve learnt from class discussion about problem-

Main activity Tip

Possible courses Reasons for/against Other factors

Class discussion Tip

Global Perspectives Learner's Skills Book 7

Global Perspectives Learner's Skills Book 7

b This situation is due to ��

c As a result of the action in the picture, ��

D Explaining what a perspective is: ��

No, because ��