0457 Scheme of Work (For Examination From 2025)

Scheme of Work
Cambridge IGCSE™
Global Perspectives 0457
Cambridge O Level
Global Perspectives 2069
For examination from 2025
© Cambridge University Press & Assessment 2023 v1
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Contents
Introduction .................................................................................................................................................................................................................... 4
1. Developing skills for Component 1: Written Exam ...................................................................................................................................................... 7
2. Developing skills for Component 2: Individual Project .............................................................................................................................................. 22
3. Developing skills for Component 3: Team Project .................................................................................................................................................... 34
Scheme of Work
Introduction
The aim of this scheme of work is to give teachers ideas for developing the skills of their learners in lessons. Learners will be assessed on these skills in the written
examination and coursework components. The topics listed in the syllabus can be explored for any of the three components. The skills can be developed using any
of the topics. You can choose what approach to take according to the nature of yo ur institution and the abilities of your learners. What follows is one possible
approach you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are included. Throughout the scheme of work we have included reference to the Sustainability
Development Goals (SDGs 1–17), if and where they are relevant and applicable.
Opportunities for differentiation are indicated as Extension activities; there is the potential for differentiation by resource, grouping, expected level of outcome, and
degree of support by teacher. Timings for activities and feedback are left to the judgment of the teacher. The timings of activities will vary according to the skills levels
of your learners and how you decide to use the activities. Some activities can be incorporated into longer lessons; others may need more than one lesson and can
include independent work outside class time.
Guided learning hours
Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours of classroom time. The number of hours may vary depending on local practice and your learners’ previous experience of the subject.
You may decide to miss some sections/activities out or carry out the components/activities in a different order. Activities may be adapted for different purposes or to
support different areas of the syllabus. Please note that skills are provided at a lower level (1) and then at a higher level (2) for each component, allowing you the
option to teach level 1 skills first for each component, if you choose.
Component Skills focus (Level 1) Skills focus (Level 2)

• Analysis • Analysis
• Communication – Writing • Evaluation
• Analysis – Conclusions • Research
Component 1 – Written Exam • Evaluation • Research / Analysis – Decision
• Information skills – Synthesis making
• Empathy • Analysis / Evaluation – Conclusions
• Analysis / Communication – Synthesis
• Reasoning • Information – Research
• Questioning • Reflection – Perspectives
• Reflection • Questioning
Component 2 – Independent Project • Problem solving • Reasoning
• Reflection / Creative thinking • Reading
• Information – Reading • Communication – Writing
• Communication • Research
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Component Skills focus (Level 1) Skills focus (Level 2)

• Collaboration • Teamwork
• Goal setting • Communication – Listening
• Planning • Communication – Speaking
• Listening • Problem solving
Component 3 – Team Project
• Communication – Speaking • Decision making
• Information – Research • Goal setting
• Teamwork
• Reflection
Resources
Endorsed resources are available on the Published resources tab of the syllabus page on our public website
Endorsed textbooks have been written to be closely aligned to the syllabus and have been through a detailed quality assurance process. All endorsed textbooks are
the ideal resource to be used alongside this scheme of work. Teachers should also refer to both the syllabus and specimen assessment materials.
Suggested resources are listed on the School Support Hub. These have not been through the Cambridge quality process but have been found suitable for use with
various parts of the syllabus by teachers. This list includes links providing direct access to internet resources.
School Support Hub

The School Support Hub is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question
papers, mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of forthcoming training opportunities are
posted online. This scheme of work is available as PDF and an editable version in Microsoft Word. If you are unable to use Microsoft Word you can download Open
Office from www.openoffice.org
Websites
This scheme of work and the suggested resources list include website links providing direct access to internet resources. Cambridge Assessment International
Education is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood
to be an endorsement of that website or the site's owners (or their products/services).
The website pages were selected when the scheme of work / resource list was produced. Other aspects of the sites were not checked and only the particular
resources are recommended.
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Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
This scheme of work provides some ideas and suggestions of how to cover the content of the syllabus. The following features help guide you through your course.
Learning objectives help your learners by making it

clear the knowledge they are trying to build. Pass
these on to your learners by expressing them as ‘We Suggested teaching activities give you lots of
are learning to / about…’. ideas about how you can present learners with
new information without teacher talk or videos.
Assessment objectives Learning objectives Suggested teaching activities Try more active methods which get your
learners motivated and practising new skills.
AO1 Research, analysis to understand how Give pairs of learners an example of decision making relevant to their own lives. Give different examples toIndependent
and evaluation decisions are made different pairs.
study (I) gives
AO3 Communication and to make a group your learners
Learners work in pairs to follow the process for the example you give them. They share their ideas with another
collaboration decision pair with a different example. the opportunity
Discuss the answers learners had at each step of the decision-making process. to develop their
Peer feedback on whether process has been followed and how well. (F) own ideas and
Extension activities provide your
understanding
more able learners with further Extension activity: learners consider the following scenario and reach a decision about the priority:
without direct
challenge beyond the basic content of
input from you.
Learners should work as a team, but some independent research might be needed to complete this task well.
the course. Innovation and
independent learning are the basis of Peer feedback. (F)
these activities. Learners come up with examples of decisions they have made and/or give them examples from the global
topic areas, e.g. ‘You want to give money to charity, which charity are you going to give it to and why?’ (I)
SDGs 7, 11 and 12
Past and specimen papers
Past/specimen papers and mark schemes are available to download from the School Support Hub (F)
Formative assessment (F) is on-going assessment
Past papers, specimen papers and mark schemes which informs you about the progress of your learners.
are available for you to download from the School Don’t forget to leave time to review what your learners
Support Hub have learnt, you could try question and answer, tests,
Using these resources with your learners allows you to quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
check their progress and give them confidence and activities can be found in the scheme of work.
understanding.
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1. Developing skills for Component 1: Written Exam
Assessment objectives Learning objectives Suggested teaching activities
Skills focus: Analysis (1)
AO1 Research, analysis to identify the Give groups of learners a short text that contains the author’s position and some claims and a table to
and evaluation author’s position and complete.
begin to evaluate
claims Evaluating arguments
Author’s position
Claim 1
Evidence
Claim 2
Evidence
For example, give learners the following text from the ‘Education for all’ topic:
I think the Head’s decision to introduce a school uniform will hurt students more than help them. Even though
school officials and parents argue that uniforms will help us focus more on our studies, this may not actually
be the case. In a survey I did of one hundred students from all four grades, only five thought that wearing a
uniform would help them get better grades.
Learners complete the following:
• Identify the author’s position by highlighting the correct part of the argument and then state it in their
own words in the table.
• Identify a claim and write it in the table in using their own words and stating what reasons and
evidence are used to support this claim.
• Identify a further claim and write what reasons and evidence support this claim.
Notes: differentiate the task by giving different levels of text from different global topics.
The author’s position is the main idea the author is trying to convince readers to agree with – in this case, to
be against the Head’s decision to introduce a school uniform.
Learners discuss in small groups and then swap the text and completed table with another group for
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feedback.
As a class, discuss how learners identified the author’s position, claims and evidence (e.g. structuring of
argument in the text, language used).
Peer assessment. (F)
Skills focus: Communication – Writing (1)
AO3 Communication and to plan to write Learners discuss in pairs or small groups, whether planning is a useful activity or not. Learners consider what
collaboration coherently and could happen if things were not planned. Give the example of air travel. What would happen if no-one
logically planned flights? Learners think of other systems that are planned and think of the effects of lack of planning.
They may be as outlandish as possible.
Learners write for five minutes, any ideas that come into their mind about anything they have just discussed.
They should write as much and as quickly as possible.
Once the five minutes has passed, learners read what they have written to their partner. Their partner gives
feedback about whether the piece makes sense, and whether they can follow it easily. Class feedback.
Suggest that learners should always plan before they start writing, explaining that this will generally result in a
more coherent and focused piece of writing that includes all the necessary and relevant points.
Give learners a title to plan a piece of writing for, e.g. ‘Should all schools have school uniforms?’ or ‘Should all
cars be electric?’ and guide them through the following stages:
• Identify the audience.
• Identify the purpose.
• Identify the information readers want to know – at the planning stage the information does not need to
be in any particular order, it is more important that all the relevant information is identified.
• Organise the information into a possible outline – at this stage learners should reflect on the
information that they gathered during the previous stage and decide on the best order to
communicate that information. When writing a non- narrative text, learners should identify a logical
pattern to their information, making clear links between their points when appropriate.)
• Expand the information. For each piece of information identified, learners expand their plan by
identifying what they will say about that piece of information.
Notes: learners do not need to actually write anything beyond the plan at this stage. Learners write the piece
up for homework or as an extension activity or ask them to exchange plans and try to write using their
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partner’s plan.
Peer feedback on plan. (F)
AO1 Research, analysis to begin to analyse Give learners a text from one of the global topic areas in the syllabus. Learners work in pairs to discuss
and evaluation given information answers to the following questions:
• How recent is the information?
• What is the source of the information?
• Are there other sources presented to corroborate what we are being told?
• What is the purpose of the text? Does it inform, entertain, persuade, describe?
• Is the text easy to follow and understand? Why? Why not?
• Is the author presenting a point of view? If so, how do they use the information to support their
own view?
• Does the author present different/opposing viewpoints?
• If the text is presenting an argument, is it convincing? Why? Why not? Discussion in pairs and
then as a class.
Learners work in pairs to discuss the text. They can write their answers to the questions and either peer or
self-assess after the class discussion. (F)
Extension activity: simplify questions for some learners and provide more complex or challenging questions
for others. Present one set of questions and ask different learners to answer different questions and then
exchange findings, to make the activity more collaborative and allow learners to learn from each other.
Skills focus: Analysis – Conclusions (1)
AO1 Research, analysis to draw conclusions Give learners a series of pictures related to one of the global topics, for example, ‘Law and criminality’.
and evaluation
Learners work in groups to draw conclusions based on what is happening in the pictures. They might draw
conclusions about the setting the pictures take place in, the relationships of the people in the pictures, the
emotions that each person in the picture feels, etc.
Help learners make connections to reading a story. Explain that reading a story is like seeing a snapshot in
time and that drawing conclusions about the observations the author presents us with in the story can help us
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to better understand the story, just like drawing conclusions about the pictures helped us better understand
what was happening in the picture.
Peer feedback. (F)
Notes: using pictures can be a good way of introducing a new concept and starting to develop a new skill. A
series of pictures will get learners discussing what is in them and inferring what they are about so that they
are also able to draw conclusions especially after they are given the topic area, which does not need to be
given at the start of the activity.
Each group could have a different set of pictures and write a summary of their conclusions to pass on to
another group, who look at the pictures and draw their own conclusions before reading the summary of the
other group. They can then decide whether they agree or disagree with the conclusions made.
Skills focus: Evaluation (1)
AO1 Research, analysis to begin to evaluate Give learners a flawed argument and ask them questions about it (these can be on a worksheet or as a class
and evaluation arguments/data discussion). Example argument:
Everyone knows that technology is the answer to all our problems. With robots to work for us, we do not have
to do difficult and dangerous work.
I would prefer to relax at home and have robots doing all the work while I enjoy my life doing the things I
enjoy, like watching Netflix and playing football.
Businesses will make more money and be more successful using robots because they don’t cost as much as
paying people wages. Also, robots won’t make the mistakes that people make, and they don’t need to have
time off for sickness, pregnancy, or holidays. Robots are much more sustainable for business and
manufacturing. That is good for the economy. If businesses make more profits, we will all be wealthier.
Learners work in pairs to discuss and answer the questions:
• What is the claim?
• What reasons does the author give for the claim?
• Does the author provide evidence to support the reasons?
• Does the argument make sense?
• Is the argument (reasoning) convincing? Why? Why not?
Ask learners for their thoughts and discuss the questions about the argument. (F)
When you have looked at a flawed argument, show learners another argument that is stronger and compare it
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with the first argument, for example:

Developments in science and technology are already affecting patterns of employment throughout the world.
Some workers are being replaced by robots and computers, while other jobs are created.
Factories started being automated during the twentieth century. Production lines were introduced in many
factories to help skilled workers to work more efficiently. In sectors such as car-manufacturing, new machines
and tools were developed for the workers to use. Less time was needed to build a car and the quality
improved. This improved the working conditions of the skilled workers in the factory. It also meant that the
factory needed fewer workers to complete the work and that more cars could be produced more quickly and
efficiently.
Nowadays, automation is even more developed. Production lines use computer-controlled machines and
robots to do most of the work. The number of people needed in factories is getting smaller. But these days
more people are finding work as computer programmers and in developing and applying digital technologies.
There is still plenty of work, but some jobs have changed.
Learners work in pairs to discuss and answer the same questions as previously. Replace some of the
questions, if needed:
• Does the author give specific evidence to support reasons?
• What relevant evidence is there?
• What does relevant evidence mean?
Next, discuss as a class the merits of this argument in comparison with the previous one.
Peer feedback. (F)
Notes: arguments should come from global topic areas – those provided are examples; select longer
arguments on different topics as alternatives. Amend to weaken or strengthen them. The argument can be on
a PowerPoint slide or on a worksheet with the questions.
Extension activity: give more probing questions to those learners who need more challenge.
SDGs 8 and 9
Skills focus: Information skills – Synthesis (1)
AO1 Research, analysis to understand what Explain to learners what synthesis is. Give some examples.
and evaluation synthesis is
Model the use of a T-chart (if your learners will cope without a demonstration, provide them with instructions
AO3 Communication and to begin to and let them get on with the task themselves.) The T-chart for this activity should have two columns, headed
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collaboration synthesise ‘thoughts’ and ‘notes’.

Notes: a T-chart is simply a table with two columns that can be used to compare two different aspects such
as fact and opinion or in this case thoughts and notes, where learners will write their own thoughts in the
thoughts column, prior to reading and then fill in the notes column with relevant details from the text.
After modelling use of the T-chart, ask learners to work in groups.
Each group is given (or draws) a large T-chart with ‘Notes’ and ‘Thoughts’ on it and a text on a global topic.
Each group can be given the same text, or different texts can be given to different groups by way of
differentiation. Learners work together to complete the thoughts column first, discussing their own knowledge
and thoughts. They then read the text together, adding notes as they read. They can take it in turns to read
short sections of the text or can read it all and then discuss their ideas.
As a follow-up activity, each member of the group writes a short summary to explain what they have learnt
from the text in their own words.
Summaries are then compared within the group to see if the same information was recorded and discussions
can be about why someone included a certain piece of information that another team member did not. This
identifies that all group members learnt different things from this activity.
A variation could be a simpler T Chart with notes and questions as headings, where learners come up with a
series of questions about things they are not sure about in the questions column and fill in the answers in the
notes column.
Peer feedback. (F)
Notes: explain that the purpose of the notes/thinking T-chart is to help learners organise their thinking, to
connect what they already know with what they are learning.
Here is one approach to modelling:
• Tell the class that you will be keeping track of your background knowledge, questions, connections
and new information obtained as you demonstrate how to use the chart. Introduce the reading
material (article or text from your chosen global topic). Tell learners first what you notice from the
photographs, illustrations, captions, etc., in the text and what information you may already know
about the subject matter.
• Write your observations, reflections and questions in the thoughts column of the T-chart on flipchart
paper or a PowerPoint slide to demonstrate the process.
• Next read aloud a short passage from the text and as a class paraphrase details/facts and ideas and
record them in the notes column of the T-chart.
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• Check to see if all questions have been answered.

• As a class, write a short summary of the information from the T-chart on another PowerPoint slide.
Skills focus: Empathy (1)
AO1 Research, analysis to define and Write on the board: ‘Empathy: the ability to understand and share the feelings of another person.’ Learners
and evaluation understand empathy discuss how this compares to the word ‘sympathy’. What is the difference, if any?
AO2 Reflection Learners think of a time when someone showed them empathy or when they showed someone else empathy.
List responses on the board. Note which responses are similar.
Introduce the five skills to develop empathy:
Step 1 Watch and listen – What is happening, what is the other person saying, what do they feel, how can
you tell and what is their body language? Does what they say match their body language?
Step 2 Remember – When did you feel the same way?
Step 3 Imagine – Imagine how you might feel in that situation. (Validate the wide range of emotions that
come up.)
Step 4 Ask – Ask how the person is feeling.
Step 5 Show you care – Let them know that you care through your words and actions.
Show learners an emotional-stimulus picture from a magazine or newspaper or a video clip (from a global
topic, e.g. a picture of poverty), and use the five skills to analyse the picture and practice developing empathy.
In groups, learners analyse and discuss their stimulus.
After feedback, learners produce a piece of writing to show empathy with the situation in the stimulus and
have this peer assessed to see if their partner agrees that the piece of writing shows empathy. (I)
Notes: before the activity, create five cards listing the five skills to develop empathy in numerical order or a
worksheet with them on.
Use A4 cards with the steps for empathy on them or have the steps for empathy on the board or on a
worksheet (learners can keep them if they are on a worksheet). Give each group a different stimulus to
analyse. Each group shares their stimulus and analysis with another group for feedback.
1. Watch and listen: Discuss strategies to work out the stimulus, such as asking: ‘What do their words
say?’ ‘What does their body language say?’ ‘Does what they say match their body language?’
2. Ask ‘When did something like this happen to you?’
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3. Ask the class for examples of what it might feel like, and how they might act.
Learners provide examples of what they could say to someone, such as ‘Are you OK?’ ‘What happened to
you?’ ‘How do you feel?’ ‘How are you doing?’
Ask learners how to show someone that you care and list answers on the board. Examples may be: listen
with all your attention; spend time with them; stay with them (do not leave); say, ‘I’m sorry you’re feeling this
way’. Encourage them: ‘Let us get help’, ‘How can I help?’, ‘I’m here for you’.
AO1 Research, analysis to recognise and Ensure that everyone is clear what bias means.
and evaluation understand bias
In pairs, learners discuss the reasons people or sources might be biased.
Give learners statements to practise analysing for bias. Learners work in pairs and consider the statements in
light of the following:
• exaggeration and/or understatement
• emotive words
• generalisation
• selection of specific examples to support a general outlook
• opinion disguised as truth
• lack of or inadequate evidence
• lack of or inadequate reasoned argument and judgement. Share and discuss answers as a class.
Learners find articles from different newspapers about the same issue or give learners articles and they
analyse for bias using the bullet points above. Discuss findings in groups.
Peer feedback. (F)
Notes: spend some time exploring bias, what it means, why it matters and why people are biased. Simple
familiar ideas such as parental bias might be a way into the concept.
Examples of statements:
• Technology has got us into this mess and technology will get us out of it.
• Statistics show that more students are going into higher education than ever before.
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• In the last decade, the popularity of reality TV has coincided with the fall in intelligence of the
population.
Explain to learners that they should not believe everything they read as newspapers tend to be biased.
Consider what other things are biased and ask for feedback from learners.
Use a similar approach to explore other possible flaws.
Skills focus: Analysis / Evaluation (2)
AO1 Research, analysis to evaluate claims Learners work in small groups to discuss and answer the following questions:
and evaluation and give evidence
1. How do we gather information about the world around us?
2. What do observations and experimentation provide us with? (data)
3. What can we do with data? (draw conclusions/make predictions)
4. What is a claim? (a statement of something as a fact)
Discuss answers. Include some claims that are inaccurate. For example, here are some claims about
Sustainability:
• If everyone on earth ate like the average American, there would not be enough water in the world to
sustain the global population.
• 70% of the world is covered by water, yet only 2.5% of it is fresh and only 1% of it is easily accessible
for human use.
• The United States, Russia and Japan are the world’s top polluters.
• Mpumalanga province in South Africa has the highest levels of air pollution in the world.
• 15% of global electricity is used in lighting. Switching to LEDs would use 90% less energy.
• Changing our diet could reduce agricultural emissions by 70% with a vegan diet and 63% with a
vegetarian diet.
• Germany has the best recycling rate in the world.
• Recycled paper produces about 90% fewer total emissions than conventional paper.
• Recycling one ton of paper saves 17 trees.
Learners identify which claims they think are the most believable and which might not be accurate. They can
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rank their top three most believable claims. Elicit why they think these are more believable (seen in the news,
heard from friends, etc.) Each group can research one or two of the claims to establish whether they are
actually true and accurate (what evidence there is). Give a time limit for this and ask groups to report back
their findings to the whole class.
Give the class the following options for why people believe claims and see which option is the most popular:
• it sounds believable
• they trust the source
• they hear the claim made from various sources
• the claim is supported by experimental data (evidence).
Learners then work in small groups and each group is given a different global topic. Their task is to find some
data to make claims about. Each group should make five claims and state the evidence to support their claim
– give the website or print off the data.
Peer feedback as learners are finding data to make claims. (F)
Learners identify that we get information from first-hand experiences, what people tell us, what we read,
observation and experimentation.
SDGs 1, 2, 3, 6, 7, 8, 9, 11 and 12
Skills focus: Research / Analysis (2)
AO1 Research, analysis to understand and Learners work in pairs. In each pair, one learner plays the role of a talk-show host, the other plays the role of
and evaluation express empathy the guest on the show.
AO2 Reflection Give possible scenarios for pairs:
AO3 Communication and • A rumour about you is spreading around the school.
collaboration
• You were in a fight with your best friend at lunch today.
• You liked your new shoes, but people laughed when they saw them.
• You thought your best friend would invite you to their party, but they didn’t.
Present each pair with a scenario that challenges the guest to demonstrate empathy for the scenario. The
goal is for the host to elicit an empathetic response by drawing ideas from the guest about some of the
experiences, feelings and attitudes associated with that scenario. The host interviews the guest for one to two
minutes. After the time expires, stop the activity and learners switch roles and take up a new scenario. The
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process is repeated: the new roles and topic are used within a one to two-minute time frame.
Interview example
Scenario: a student does not do well on a test.
Host: How do you feel about your grade on the test? Guest: I am disappointed and mad at myself.
Host: What grade did you hope to receive? Guest: At least a C.
Host: How does it feel when you're mad? What happens inside you?
Guest: I get tense and angry. Right now, I can't think about anything but that test.
Host: Have you felt this way before?
Guest: Yes – every time I get a bad grade.
Host: What do you say to yourself or think about yourself?
After both learners have played both roles, give them a few minutes to reflect with each other about the
activity: how easy/difficult they found it to empathise and why.
Extension activity: show/play an interview with someone that is being discriminated against because of their
race/gender (Social identity and inclusion / Poverty and inequality) Learners to listen out for whether the
interviewer is empathetic to the person being interviewed and to give examples of what they say. Discuss
findings as a class. Learners work in pairs to discuss how they might be more empathetic to the situation in
the interview.
Peer feedback. (F)
Notes: give guidance and model a role play with another learner: The host is practising empathy by imagining
himself or herself in the specific situation and trying to identify what it would feel like.
The host should not give advice but should try to ask questions to explore the guest’s feelings.
Because this is a challenging line of questioning, in the beginning interviews are likely to be short, composed
of perhaps four or five questions. As learners' skills develop, they will extend the questioning period.
When learners have role played empathy, ask them to listen to an interview from one of the global topics and
decide whether the interviewer was empathetic, or not, to the situation of the person being interviewed.
Skills focus: Research / Analysis – Decision making (2)
AO1 Research, analysis to understand how Give pairs of learners an example of decision making relevant to their own lives. Give different examples to
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and evaluation decisions are made different pairs.

AO3 Communication and to make a group Learners follow this process:
collaboration decision
• Identify the decision to be made.
• Decide whether the decision can be broken down into smaller and more easily managed parts. If so,
prioritise the order in which the parts need to be dealt with.
• List the advantages and disadvantages of the options to be decided on.
• Explore strategies for reaching a decision (prioritise in terms of usefulness, value, cost (time and
money).
• Review the decisions made and understand the reasons you decided on that option.
Learners work in pairs to follow the process for the example given. They share their ideas with another pair
with a different example.
Discuss the answers learners had at each step of the decision-making process.
Peer feedback on whether the process has been followed and how well. (F)
Extension activity: learners consider the following scenario and reach a decision about the priority:
It is 2050 and the shortage of fossil fuels has become a crisis. To solve this crisis, you must decide which of
the following uses of energy should have the highest priority and which should have the lowest:
• business (factories, offices, etc.)
• domestic (household appliances, lighting, etc.)
• services (hospitals, schools, etc.)
• transport (cars, trains, etc.)
• State the highest and lowest priorities and give supported reasons for decisions.
Learners work as a team, but some independent research might be needed to complete this task well.
Peer feedback. (F)
Decision-making examples relevant to learners (around four in total).
For example:
My friend is very ill in hospital, and I can only visit at weekends. Should I visit my friend in hospital this
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weekend or go on the school trip?

I haven’t got enough time to go to the cinema with my friend and do all my homework. If I don’t go, my friend
can’t go alone. Should I go to the cinema and do some of my homework, or stay home and do all of it?
Learners come up with examples of decisions they have made and/or give them examples from the global
topic areas, e.g. ‘You want to give money to charity, which charity are you going to give it to and why?’
SDGs 7, 11 and 12
Skills focus: Analysis / Evaluation – Conclusions (2)
AO1 Research, analysis to draw conclusions Tell the class that you will be describing someone’s bag and its contents. Read out the description or use a
and evaluation range of pictures of bags and their contents to make the activity clearer at first.
AO3 Communication and Examples of bags:
collaboration
• a tiny pink purse lined with sequins and feathers with a tube of lipstick and mirror in it.
• a bulky gym bag with a sweatband and a set of hand weights
• a rucksack filled with library books about global warming.
Explain that it will be their job to draw conclusions about the person based on what is in the person’s bag.
Give several examples. Learners note their answers and evidence they used and share conclusions and
reasoning as a class.
In groups, learners come up with their own descriptions of bags. Learners share descriptions with other
groups and see whether groups have the same conclusions.
Class discussion about whether any of their conclusions lacked enough support to be probable. Draw
attention to the fact that we all draw conclusions based on the evidence we have.
Divide the class into groups. Each group has a card with an emotion on it. Groups come up with ‘hints’ that
would describe a person who is feeling that emotion, e.g. the group that has the emotion ‘angry’ might list
‘red-faced’ and ‘fists clenched’. Groups share hints to see whether they can draw conclusions about how the
person feels based on the given hints.
Give learners short texts about global issues and ask them to draw a conclusion from each text. Each group
swaps their text and conclusion with another group for peer assessing. Groups present to the class,
highlighting where their conclusions agree or disagree with the original group which studied the text. They
discuss why this might be.
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Notes: before teaching, prepare:

• Index cards with emotions written on them (one set per group).
• Short texts about global issues (from which to draw conclusions).
These activities relate drawing conclusions to real-life experiences so that learners can see more easily how
they might draw conclusions from what they read, watch, and listen to.
Skills focus: Evaluation (2)
AO1 Research, analysis to analyse and Discuss the different types of representation of data and their uses.
and evaluation present data in
Provide a few exemplar questions that could be asked to elicit information graphs or charts. Work through an
different forms
example as a class.
to analyse data
Give learners some data (source some sets of data and some graphs and charts; these should relate to one
presented in different
of the global topics) and ask them to present it in different ways (bar graph, table, line chart, pie chart, etc.)
forms
The data can come from any global topic area, for example, statistics about unemployment/ employment in a
particular country. Learners work in pairs to present this data using three different methods. Once they have
their charts, they write at least one question to elicit information from each chart.
Learners pass their charts and questions to another pair. This pair answers the three questions and
discusses whether the charts are an effective way of presenting the data used. They then continue to pass
their charts to different pairs for further feedback.
Peer feedback. (F)
Extension activity: data can be used from primary research already conducted by learners.
Depending on your learners distribute different charts or graphs and different sets of information to different
pairs. Select smaller samples and simpler graphs for those who need it and more complex material for those
who already have skills in this area.
Skills focus: Analysis / Communication – Synthesis (2)
AO1 Research, analysis to synthesise Choose one of the global topics and select some short video clips about the topic, for example: ‘Social
and evaluation information for a identity and inclusion’.
purpose
AO3 Communication and Before watching the clips, learners complete the ‘thinking’ part of their T-chart about what they already know
collaboration about the topic globally and any questions/observations they have. They might already have been given a
text or some pictures related to the video clips/topic. While watching the clips, learners complete the ‘notes’
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part of their T-chart.

After watching the clips, learners reflect individually on what they have written and what questions they still
have and want to know. They share their findings with their partner to gain further information and feedback.
As a follow-up activity, learners research any remaining questions or any new questions they have after
watching the video clips.
Peer feedback. (F)
Notes: use this activity after learners have looked at a text or done other work on the topic area.
When learners have completed their T-charts, see what questions learners still have to inform their planning
of further activities.
Learners produce a poster / leaflet / advert to inform others about the situation and persuade them to do
something to help, e.g. donate money.
Past and specimen papers
Past/specimen papers and mark schemes are available to download from the School Support Hub (F)
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2. Developing skills for Component 2: Individual Project
Assessment objectives. Learning objectives Suggested teaching activities
Skills focus: Reasoning (1)
AO1 Research, analysis to begin to justify Give learners a worksheet with statements connected to one of the global topics from the syllabus for the
and evaluation ideas Individual Report. These could include informative statements and statements of opinion about the topic.
AO2 Reflection Learners decide the order of importance in pairs. They justify their choice of the most important statement to
the rest of the class.
The class identifies the statement with the most convincing justification.
Learners write whether they agree with the class decision and why, or why not. (I)
Learners share this with their partner who decides whether their reasoning is convincing.
Peer feedback justifying the statements. (F)
Notes: use a resource list to make statements for the worksheet, e.g. from the universal declaration of human
rights: www.un.org/en/about-us/universal- declaration-of-human-rights
Extension activity: for mixed ability levels, prepare more than one list with the level of demand varying –
give simpler informative statements to one set of learners and more complex statements of opinion to the
others.
Skills focus: Questioning (1)
AO1 Research, analysis to formulate Explain to learners that an expert is outside the classroom. This should be an expert connected to one of the
and evaluation questions to gain syllabus topic areas. The expert has a busy schedule so only has 10 minutes to answer questions.
specific information
Learners work in groups to formulate questions, knowing that they will have to carefully choose the type of
questions they ask to maximise information gathering. Collect the questions on the board and learners decide
which questions would give them the best opportunity for gathering information.
When the expert is in the room, learners ask their questions and note down the answers.
When the expert has left, discuss which questions elicited the most information and which elicited the most
relevant information and the difference between the two.
Observe learners formulating questions. (F)
Either take the role of the expert or invite an expert to the class, e.g. a local businessman.
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Extension activity: later in the course flip the activity so that one or two of your learners do the research and
act as experts.
Skills focus: Reflection (1)
AO1 Research, analysis to understand Write a word on the board, e.g. OCEAN. Learners close their eyes and imagine – see it, hear it, smell it, feel
and evaluation different perspectives it.
on the same thing
AO2 Reflection Learners write down/draw the words and phrases/images to express their senses. (I)
Learners share in their groups, compare what they came up with and discuss why they think they have
different images.
Show a suitable video to highlight another perspective.
Learners think of other related words/phrases and share them with their partner. Their partner writes/draws
what the word/phrase means to them and partners compare their images to highlight different perspectives on
the same thing.
Peer feedback. (F)
Words/phrases can come from any of the list of topics in the syllabus: arts in society, values and beliefs,
development, trade and aid, transport, travel and tourism, health and wellbeing, etc.
If needed this activity can be differentiated, some learners can be given word and image cards to help them
formulate their thoughts.
AO2 Reflection to begin to reflect on Learners research different viewpoints about values and beliefs. They can research viewpoints about their
own learning and own religion, if they have one, or a different religion, e.g. Buddhism, Sikhism, Catholicism. (I)
perspective(s)
Learners make notes on the beliefs of this religion according to the viewpoints they find. They then
summarise what the beliefs are according to the viewpoints.
Learners think about these viewpoints and their own and decide whether their own viewpoint has changed
and if so: how and why. (I)
Learners also consider which medium of information they found most convincing (text they read, viewed, or
listened to). (I)
Learners could keep a journal throughout the course to note their learning and development of skills.
Learners make notes in their journals, referencing the sources they used in case they want to refer to them
later for an Individual Report. (I)
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They then discuss in pairs the sources they found and which they thought was the best and why.
Peer feedback discussions on perspectives, sources, etc. (F)
Notes: encourage learners to look for different sources and viewpoints. The aim is that learners consider
whether their viewpoint has changed as a result of what they have read and why.
Learners could keep a journal of reflections. This can be split into two: one side for their individual reflections
and learning as they go through the course and the other side for when they work in teams so that they can
log their thoughts about teamwork, benefits and challenges and their own role in different teams, etc.
This activity can be completed with any topic, reflecting on their own perspectives and how they have
changed using evidence from research for the Individual Report.
Skills focus: Problem solving (1)
AO1 Research, analysis to begin to use Problem scenarios: These can come from the global topics, for example:
and evaluation problem-solving
A family of five people live in a house that is too small for them. They cannot afford to move. They are starting
strategies
AO2 Reflection to get angry with each other.
Present learners with a problem, or problems and ask them for ideas about how they would go about solving
them.
Then give learners basic problem-solving strategies as follows:
• Define a problem as clearly as you can. Check to see if the problem can be broken down into smaller
pieces. If so, prioritise the order in which you will tackle them.
• Decide what else you need to find out to arrive at a solution.
• Look at the problem in different ways and from different perspectives.
• See the problem as positive (a challenge) rather than negative (something that limits or frustrates
you).
• Understand that you will solve the problem.
• Begin to think about the strategies you are going to use and stages you are going to go through to
solve the problem.
• If still unsure, use metaphors and symbols to look at the problem (see notes).
Give learners some problems and ask them to use the strategies above to try to solve them. (I)
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Discuss how learners applied the strategies, and how useful these strategies were. Learners share their ideas
and give feedback in pairs. (F)
Notes: select a range of different scenarios so that different groups are considering different problems.
Ensure that you have elicited some strategies for problem-solving from the class before they start work.
Skills focus: Reflection / Creative thinking (1)
AO1 Research, analysis to develop ideas for Start the activity with a fantastical statement, e.g. ‘What if all colours changed once a year without warning?’
and evaluation consequences and Then add the three following questions:
solutions
AO2 Reflection 1. What might the world be like?
2. What problems could we have?
3. How will we solve these problems?
Learners work in pairs to answer the three questions for this statement, then share the answers as a class.
Divide the class into small groups and give a different statement to each group. Groups discuss the answers
to the questions and present to the rest of the class.
The class decide on the best creative ideas as they listen to each other.
Learners choose one of the topics from the list in the syllabus and come up with a ‘What if’ statement and
answers to the three questions. (I)
Learners share their ‘What if’ statement and answers in pairs and give each other feedback on whether the
responses are logical given the statement.
The ‘What If’ activity encourages prediction, speculation, creativity and the asking of open questions.
Encourage learners to use topics from the list in the syllabus.
Examples of ‘What If’ statements:
• What if gravity switched off unexpectedly for ten minutes each day?
• What if petrol stations were all shut on Saturdays and Sundays?
• What if there was a non-human species that had evolved on Earth with ten times our intelligence?
• What if animals could talk?
• What if children could choose what they learn at school?
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• What if wealth was redistributed evenly so that nobody owned more than anyone else and everyone
was paid a standard wage regardless of what job they did?
Another way of focusing discussion after a ‘What if ‘statement is to use a ‘What If’ star:
• Choose five topic areas (these should come from the topics listed in the syllabus).
• Learners work in groups and draw a five- pointed star on a large sheet of paper. They put one of the
topic headings at each point.
• Learners write ‘What if’ in the middle of the star.
• Learners write notes about the questions they would ask and the solutions they can think of, for each
topic.
• As a group, learners discuss their ideas for questions and answers and write on the star, the ones
they think best.
Peer feedback about the quality of the ‘What if’ statement and the answers to the three questions. (F)
Skills focus: Information – Reading (1)
AO1 Research, analysis to use some reading Divide learners into groups and give each group part of a text. Texts can come from any of the global topic.s
and evaluation strategies in the syllabus.
Learners read their group’s text part. (I)
Learners work as a group to become ‘experts’ on their text part by identifying:
• the theme or main idea of the text
• any issues
• the cause(s) of issues
• any consequences
• the perspectives/viewpoints held within the text.
Rearrange learners into groups of five, so that each group contains one ‘expert’ from each of the groups.
Each member of the group explains their part of the text to the other members of the group, using their
answers to the five bullet points above.
Class discussion on how useful they found the five points for directing how they read, and gathered
information from, the text.
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Self-assessment. (F)
Extension activity: give learners the complete text and ask them to summarise it in their own words,
covering the five points and using a maximum of 100 words.
Self-assessment against success criteria defined by class checking that the five points have been covered in
the 100-word summary. (F)
Skills focus: Communication (1)
AO1 Research, analysis to summarise a short Use a short text related to a global topic. Different texts can be given to different learners. Learners read their
and evaluation text text and are given the following instructions:
AO3 Communication and 1. Create a title for the passage related to the main idea.
collaboration
2. Highlight or underline key ideas in each passage.
3. Accurately summarise the text in your own words.
4. Your summary must describe all key ideas from the text.
5. Do not include opinions or personal information in your summary.
When learners have self-assessed against the checklist (below), they swap their text and summary with a
partner for peer assessment.
Self-assessment using a checklist of the five points:
1. Is the title relevant to the main idea of the text?
2. Have I described all the key ideas?
3. Is the summary in my own words?
4. Is my summary accurate?
5. Have I included opinions or personal information? (F)
Notes: differentiate the texts given, according to level of language and ideas and ask learners with similar-
level texts to peer assess each other’s summary.
Skills focus: Information – Research (2)
AO1 Research, analysis to work Give learners four minutes to identify the benefits of research. Learners brainstorm in small groups and
and evaluation independently to discuss the ideas they come up with as a class.
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select and present Use the following with any of the global topics, as a starting point for researching and presenting information:
information. (for a
1. Defining the task: What do I do? What do I already know? What do I need to find out? How will I
mini-IR)
present my work?
2. Locating the information: Where do I go to find the information? Who can help me?
3. Selecting appropriate resources: Is this information useful? What do I keep? What do I leave out?
How trustworthy are the sources?
4. Organising information: Can I take notes in my own words? How will I organise them? Have I noted
where the information came from? Have I got enough information?
5. Presenting ideas: How have I been asked to present my work? How should I set it out? Who will I
be presenting work to? Am I communicating?
6. Evaluating the final product: Did I miss anything? Does my work make sense? Have I checked
spelling and grammar? Would I feel proud for someone to see my work? What have I learnt?
Guide learners once they have planned their Individual Report.
Learners research any topic of interest and write up their findings outside class time. (I)
A practice mini–Individual Report including just one perspective is a good starting point. The task could be
limited to 500 words. Suggested questions might be:
• Is freedom of speech necessary?
• Is sustainable living important?
• Has the internet changed society?
Learners use the guidelines above to self-assess their work.
SDGs 9, 11 and 12
Skills focus: Reflection – Perspectives (2)
AO2 Reflection to identify how Share with learners that the point of understanding others’ perspectives is to come up with the best answer to
personal a particular question or problem.
perspectives can
Divide learners into groups of five. Give each group a topic card and five or six cut up ‘Perception’ cards
change
which have words on them to do with the topic – cards with words connected to the chosen topic on them
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(five or six per group).

Groups choose three of the words to define. For example, ‘Inclusion’ could be the topic word.
Each learner writes their definition of the word. When they have finished, individual learners say what they
have written.
Learners ask each other questions to clarify their understanding of the definitions.
Learners do the same with the next word. Each round takes about 10 minutes.
At the end of the activity, ask learners whether they have individual thoughts about the words changed after
they had been discussed and draw attention to different perspectives if this has not emerged naturally from
the discussions.
Peer feedback on their understanding of what it means to have different perspectives on an issue. (F)
Extension activity: give each group a different topic card. Those needing more support have perception
cards. Other learners can be challenged to produce their own perception cards.
Skills focus: Questioning (2)
AO1 Research, analysis to formulate effective Give pairs of learners a short text relating to one of the topic areas. Pairs read the text together helping each
and evaluation questions other understand the content. Each pair predicts three questions that could be asked about the text.
Ask for a volunteer to sit on a chair at the front of the class (the ‘hot seat’). Learners take turns to ask
questions. Encourage different types of question (what, when, where, who, how, why).
Discuss in pairs or groups which questions were easy to answer/easy to understand.
Learners think about which questions caused difficulties and come up with some reasons why that might be.
As a follow-up activity, learners summarise the text.
Peer feedback to identify answers to the questions (what, when, where etc.) in the summary. (F)
Extension activity: use the flipped classroom approach and select some learners to research a topic and
prepare to be experts in the lesson. Experts say which questions are difficult for them to answer and why.
Skills focus: Reasoning (2)
AO1 Research, analysis to identify issues and Ask learners: ‘If you could choose one thing that costs money and make it free for everyone, what would you
and evaluation justify choices choose and why?’
Give learners a list of things that could be free using the global topics in the syllabus, e.g. food, education,
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media, healthcare, sports, transport, accommodation, computer.

Learners first work on their own to make their choice and justify it using sound reasoning (logical argument,
facts, examples). (I)
Learners then share their choice and reasoning in pairs, choose one and discuss and improve their argument.
Learners work in groups to discuss which of the pairs’ choices is most important and why. The group must
agree and justify their choice using as good an argument as possible. They create a one slide presentation to
convince others in the class of their choice.
Each group presents while the rest of the class makes notes. After all presentations, the class decides which
argument was the most convincing and why.
Learners summarise whether they agree with the class choice and share their summary with a partner for
comment. (I)
Peer feedback on use of reasoning and argument in presentations. (F)
Skills focus: Reading (2)
AO1 Research, analysis to use some reading Give learners the title of a text from one of the global topics from the syllabus. Learners work in pairs to
and evaluation strategies predict the content.
Give learners the full text and ask them to highlight what X content predictions were correct and which they
did not predict.
Learners discuss why their predictions might have differed from what actually appeared in the text.
Provide learners with guidance about how to read for specific information and for thorough understanding
(see notes). Learners find and list the following:
• the theme or main idea of the text
• one issue
• the cause(s) of this issue
• any consequences
• the perspectives/viewpoints held within the text
• whether the argument is logical (one idea follows on from another)
• whether the argument is convincing and why/why not.
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Learners work in pairs and then discuss their findings with another pair. They then construct a pictorial
representation of their text using a flow chart or concept map.
Peer feedback on whether the pictorial representation represents the text. (F)
Notes: when reading for specific information, learners should ask themselves:
• Have I obtained the information I was looking for?
Differentiate the texts provided and possibly the challenge of the task – different learners may identify
different aspects.
When reading for thorough understanding (intensive reading), learners need to ask themselves:
• Do I understand each main idea and how the author supports it?
• Does what I am reading agree with my predictions and, if not, how does it differ?
To check comprehension in this situation, learners might stop at the end of each section to review and check
their predictions, restate the main idea and summarise the section.
Skills focus: Communication – Writing (2)
AO3 Communication and to edit written work Using a piece of written work already completed, guide learners through the peer editing process. This can
collaboration also be used for self-editing. The first rule of peer editing assessment is to be positive. The editing process is
intended to support another person to improve their work, therefore all feedback needs to be constructive.
Step 1: Compliments
Begin by telling the writer what you think they did well, using phrases such as:
• You have used a lot of good details, especially…
• The use of the word … was particularly effective because…
• You really engage the reader because…
Step 2: Suggestions
When you have identified the positives, you need to give specific ideas about how to improve the piece of
writing. The suggestions for improvement should always reflect the focus of the writing and the agreed
success criteria.
Remember, stay positive and be specific.
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Step 3: Corrections
‘Corrections’ means checking your partner’s writing for spelling errors, grammar errors, missing punctuation,
incomplete sentences, etc.
Peer editing of each other’s written work. (F)
Notes: in addition to improving their written communication skills, peer editing will also develop learners’ skills
of paraphrasing, asking for clarification, providing relevant and responsive feedback and clarity and precision
during communication.
In addition, learners are encouraged to demonstrate sincere interest in their partner and their work, which in
turn will develop their own confidence.
Skills focus: Research (2)
AO1 Research, analysis to organise Introduce learners to the research topic. Learners might complete a Know/Want/Learnt (KWL) chart:
and evaluation information and
make notes K W L
What I know What I want to know What I have learnt
Learners brainstorm information they already Know about, e.g. ‘Values and beliefs’ and list it in the K column.
Brainstorm a list of questions learners Want to know about values and beliefs and write them in the W
column. Save the KWL chart for use at the end of the activity. The learner's list of questions might include
some of the following:
• Do different values and belief systems exist in all countries?
• Do people with different values/beliefs behave differently and how?
• Are there core values and beliefs in your country?
• Why do different values and beliefs exist?
• Do people with different values and beliefs dress differently and why?
• Why are values and beliefs important?
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• Should we accept and respect others’ values and beliefs and why?
• What can be done to protect different values and beliefs?
Learners select from their brainstormed list the three questions they are most interested in learning about or
assign one question to each learner (so at least one learner is researching each of the brainstormed
questions) and let learners choose the other two questions.
Learners use an editable note-taking template and a word processing program. A note-taking template helps
learners collect and organise information related to a research topic.
Research question Research sources
1.
2.
3.
Learners then type the three questions into the ‘Research question’ field on the note-taking template.
Learners use the library or internet resources to search for the information to answer the three questions on
their template. They identify three ‘Research sources’ and write the answers they find in those sources in the
appropriate column in the note-taking template.
Learners use the information from their note-taking template to write a report that includes a summary
paragraph or two about each of the questions they researched. They then fill in the L column on their KWL
chart with the information they have Learned about ‘belief systems’. When completing the graphic organiser
encourage learners to write notes (using key phrases and words) rather than entire sentences; that way,
when they use their notes to write their reports, they will have plenty of content and be more likely to write in
their own words.
Notes: for the purpose of this activity the topic ‘Values and beliefs’ is used, but any global topic can be used.
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3. Developing skills for Component 3: Team Project
Skills focus: Collaboration (1)
AO3 Communication and to co-operate to Present learners with a simple item such as a paperclip, paper or plastic cup, piece of paper etc.
collaboration develop a large
Give learners a couple of minutes to write down as many ideas as possible about how the item could be used
numbers of ideas
– they should think of a range of uses, not including the original use it was designed for.
When the minute is up learners read out their ideas to the class. Each learner reads one idea in turn, one by
one, going around and around the class until all ideas have been read out.
While learners are reading out their ideas keep a tally, or ask one of the learners to do so. At the end, count
out the uses that were most frequently suggested. Take a class vote on whether those most frequent choices
were the most innovative ideas. Give time for discussion.
This activity could be used each time the class meets.
Collaborative creative idea generation can also be improved through practice.
Skills focus: Goal setting (1)
AO3 Communication and to begin to set Learners think about a project or process they want to complete, or something they want to achieve. It could
collaboration achievable goals be personal, general, or related to a global topic from the syllabus.
Learners write their aim as a heading, then write down what they think would be the short-term goals that will
help them achieve the long-term goal.
A good way to help learners visualise this is to ask them to draw a stairway (or ladder) with landings that
correspond with the short-term goals. The top of the stairway is the long-term goal. Steps could even be used
to represent more processes and information within each short-term goal.
Asking the learners to share their ‘stairways’ with each other for discussion and revision is a good way of
adding focus to this activity and helping to ensure positive outcomes.
Ask learners: ‘Why is it helpful to think of the steps or short-term goals on the way to achieving an aim?’
Lead a discussion around why achieving a long-term goal requires the learner to determine and achieve
short- term goals and that breaking down a project or process into steps = short-term goals and helps
learners to plan and manage their project effectively.
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Skills focus: Planning (1)
AO3 Communication and to plan simple guided Learners work in small groups. Using sheets of paper, drinking straws and sticky tape (and no other
collaboration teamwork materials) they build the tallest free-standing structure they can in fifteen minutes.
After fifteen minutes, review the structures. Discuss:
• which group/s planned out their structure
• which group/s ran out of time
• what was learnt
• what could be done differently next time.
Give learners a scenario (see Notes). Give different themes/topics to different teams. Learners work as a
team to work out a plan of what they need to do to carry out the task.
Each team shares its planning with another team for feedback about any missing steps. (F)
Notes: give each team a different scenario to differentiate this task, or the same task for all the teams.
Example scenarios:
• You have been asked to raise money for a local charity. Plan as a team.
• Show a poster on a theme such as healthy eating, explaining that team used this to spread
awareness about healthy eating. Learners plan how their team could create such a poster and how
they could use it to spread awareness.
SDGs 1, 2 and 3
Skills focus: Listening (1)
AO3 Communication and to listen actively to Introduce the importance of listening for collaboration. Outline a range of listening strategies (see Notes).
collaboration work collaboratively
Learners work in groups of three, swapping roles in the different exercises.
1. One learner talks about something of their choice connected to a global topic for two minutes, the
second learner listens and the third learner observes. The observer identifies how the listener
showed that they were listening.
2. Two learners talk simultaneously for one minute and the third learner observes.
3. Discuss: How did the people talking feel during the activity? As a class, discuss how might the
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experience of listening in 1) and 2) be improved?

4. One learner talks about something of their choice (from global topics) for two minutes, the second
learner listens, and the third learner observes. The listener should be prepared to report back on the
key points they hear.
Lead a class discussion around how the listener shows that they were listening:
• How did the speaker feel during the activity?
• What do you think are the most effective strategies for listening?
Discussion about how learners felt, how the listening experience could be improved. (F)
Point out that effective collaboration can only take place if learners listen to each other.
Notes: strategies to show listening include:
• look at the person, and stop doing any other things that you are doing
• listen to the content as well as the words
• be sincerely interested in what the other person is talking about
• restate what the person said
• ask clarification questions
• be aware of your own feelings and strong opinions
• if you have to state your views, state them after you have listened.
Skills focus: Communication – Speaking (1)
AO3 Communication and to communicate Ask a question or make a statement to the class. (Ask one or two more confident learners to do this)
collaboration orally to give an
Learners decide when to stand up and give a response. This response could either be to give their own
opinion, ask a
opinion, challenge another opinion or to ask a related question. If more than one learner stands up at the
question, etc.
same time, then learners must decide who will speak first. (I)
Notes: to provide additional structure agree rules in advance, for example:
• every learner must contribute
• learners can give a maximum of two contributions.
Half-way through the activity, discuss as a class which contributions were most effective, e.g. speaking
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clearly, keeping to the point, following a logical argument. Learners then see if they can improve the way they
make their contributions.
Observe learners as they stand up and communicate. (F)
Notes: make up statements/questions from the global topic areas or ask learners to do so in pairs before the
activity.
Extension activity: learners work in pairs to prepare a presentation of their ideas on the question/statement
(e.g. using a poster with key words/phrases) and present to another pair.
Give success criteria for the presentation.
Pair feedback on the highlights of the presentation and how they might improve their presentation. (F)
Skills focus: Information – Research (1)
AO1 Research, analysis to begin to conduct Learners conduct research into the most popular foods at their school – they find out which foods are liked
and evaluation research best by learners in the school, using a quantitative questionnaire (paper or online, e.g. Google Forms). They
compile the results and find the ‘top ten’.
Learners carry out some qualitative research, e.g. interviews or focus groups with a range of learners –
spanning gender and age – on what their feelings are about the quality/nutritional value/health of their
favourite foods.
In pairs learners discuss who likes a particular food and who does not.
Learners look for national data on food consumption. They carry out research, asking 40 people, e.g.
learners, neighbours and family, whether they eat/like the most popular foods indicated by the national data.
Decide how you would like learners to present their findings: in writing, in a poster, verbally to the class or to a
small group. Learners then present theie results.
The example given here is for food, but the area for research could come from any global topic: arts, politics,
culture, languages, jobs, technological gadgets, etc.
Notes: provide learners with guidance in the form of questions about their findings.
Skills focus: Teamwork (1)
AO3 Communication and to begin to Learners work in groups. Present them with a challenge scenario on a worksheet:
collaboration collaborate as a
Set a time frame depending on the complexity of the task and circulate to encourage learners and assess
team
how learners are working together as a team. Encourage groups to give each member of the team a chance
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Scheme of Work
to speak, to listen to each other’s views and to consider everyone’s views carefully. They should note down at
least one thought from each member of the team. Remind them that they need to all agree on the decisions
made.
When they have agreed how they will work as a team, learners carry out the task. Learners judge how well
the team collaborated and whether they really included everyone in the decisions and the work.
Hold a gallery walk or get each team to present what they did and their evidence of everyone’s involvement.
Hold a class discussion after the teamwork activity to reflect on what they have learnt about teamwork. The
following questions will prompt discussion:
• What did you notice in your team?
• Were there any disagreements and how were these dealt with?
• Did anyone dominate the discussion and how did that feel?
• Did you feel that you personally contributed as well as you could? Why/why not?
• What do you feel the challenges and benefits of working as a team are?
• From a teamwork and communication point of view, are there any improvements you would make
next time?
The challenge could be based on the planning activity they did earlier, or an awareness-raising activity for any
of the global topics, or a puzzle or a problem. They should have a finished product, or an answer to the
puzzle or problem at the end and it must be complex enough to take time to do as a group.
Either present the groups with their challenges or put the challenges on cards and ask them to choose one.
Possible challenges could be:
• to raise awareness about bullying
• to raise awareness about inclusion
• to persuade people to recycle.
This is a good activity to get learners to start to think about working collaboratively as a team. Observe the
dynamics within the teams and consider these when organising teams for the Team Project.
When reflecting at the end of the activity, it is important to keep the focus on the process of working as a team
and collaborating rather than the content of the activity itself.
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SDGs 5, 10 and 13
Skills focus: Reflection (1)
AO2 Reflection to reflect on pros and Download and display a poster of the Sustainable Development Goals (SDG) in your classroom, or on a
cons of teamwork screen, as an introduction to the range of goals. A downloadable poster is available here:
AO3 Communication and
and suggest www.un.org/sustainabledevelopment/news/communications-material
collaboration
improvements.
Learners work in small groups and choose an issue from the global topics that has relevance to their local
Includes work on area. They decide on an aim for a team project, e.g. to promote equality in the distribution and use of water.
Collaboration, Each member of the team should keep their own record – this could be in the form of a journal.
research and
Learners decide together what each member of the team is going to research. One member might look in
communication.
depth at some websites, e.g. Water Aid, another might put together a questionnaire to ask children in a local
school about their use of water and arrange to visit the school to give out and collect their questionnaire,
another learner might produce some questions to ask local people, including farmers, hotels, one team
member might contact a partner school in another country to ask questions of fellow students etc.
When the research has been conducted, the team meet to produce an Explanation of Research and Planning
and to decide on their course of action and their Evidence of action e.g. a cartoon with captions depicting
different cultural perspectives on the use of water or photographs of an event.
When their Team Element is complete, each learner refers to their journal to complete a short version of the
Reflective Paper. They should use their notes to write around 500 words.
Learners should concentrate on evaluating the pros and cons of teamwork, explaining what went well and not
so well and suggesting improvements for next time. (I)
When the Reflective Paper is complete, learners peer-assess according to the headings in the assessment
criteria to see if they have included everything and to discuss what else they would have to include in a full
Reflective Paper. Ensure that learners understand that their future full Team Project will include all the
possible headings. (F)
Any of the global topics can be used, but as this is a mini-Team Project, it might be useful to limit the choice
to a few topics from the syllabus.
Notes: this series of activities will take several sessions, divide time according to your own professional
judgement. Encourage learners to keep notes in their journal. Headings could be:
Action
• How successful the action was?
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Scheme of Work
Teamwork
• How successfully I worked with my team.
• Benefits and challenges of teamwork.
• How the teamwork could be improved.
My Learning
• What I learnt from research.
• What I learnt about my own skills.
• How I could improve.
My Research
• What I found out.
SDGs 1–17
Skills focus: Teamwork (2)
AO3 Communication and to recognise that Divide learners into teams of four or five and instruct each learner to share with their team their individual
collaboration different team strengths and the positive attributes they feel they would bring to their team.
members have
Each member of the team writes these strengths and attributes down on a piece of paper.
different strengths
After their team discussion, give each team one large sheet of paper, writing paper, markers, and a pen.
The teams then make the ‘ultimate team member’ by combining all team members’ strengths and positive
attributes into one imaginary person. They give this ‘person’ a name, draw a picture of them and label their
different strengths.
The team should also write a story about this person, highlighting all of the things their imaginary person can
do with all of their amazing characteristics. At the end of the exercise, each team shares their person with the
whole class and reads the accompanying story.
Peer feedback. (F)
This activity helps learners accept any weaknesses from individual team members. Learners will understand
that, as a team, they have more strengths and positive attributes than they have as individuals.
Skills focus: Communication – Listening (2)
AO3 Communication and to listen for Give learners general information about the interview they will listen to, e.g. a news reporter interviews the
40
Scheme of Work
collaboration communication Minister for Health about how people can stay healthy.
Before they listen, learners note what they might expect to hear (vocabulary as well as ideas). Give learners a
table with headings to complete as they listen.
Main idea Facts Opinions Vocabulary
Allow pair discussion after the first listening. Then listen again and learners add to their tables. (The table
could include other aspects.) Learners suggest whether the interview is coherent and logical and whether the
interviewee is convincing.
Extension activity: give a cut up version of the text to small groups to put in the right order. Learners write a
summary (50 words). Or, use the interview questions for a role play with someone giving another perspective,
e.g. a family with a low income and three teenagers.
Peer discussion. (F)
Notes: for this activity, source a relevant listening sample from the global topic areas and prepare a
transcript.
The listener can use their background knowledge of the topic, the situation or context, the type of text and the
language. This background knowledge helps the listener to interpret what is heard and anticipate what will
come next.
Skills focus: Communication – Speaking (2)
AO3 Communication and to communicate with Divide the whole class in two for a class debate. Present a statement connected to a global topic, such as
collaboration others and justify ‘Everyone should work’ or ‘Culture must adapt to the twenty-first century’. Half the class will argue for the
opinions and statement and half against it. Choose the two sides by giving out ‘for’ and ‘against’ cards randomly. Point out
viewpoints that learners may have to argue a view they disagree with.
Split the 2 halves into 3 groups name them Groups A – F and give 10 minutes for preparation. Tell learners
that during this time, they should come up with reasons, evidence and examples to make their case.
Next, invite the learners who ‘agree’ with the statement to stand in a line. The learners who ‘disagree’ should
stand opposite them, so that members of the opposing sides are paired. Give the learners who are ‘for’ the
statement, one and a half minutes to argue their case while their partners listen and make notes. When the
time is up, reverse the roles.
After the first debate/argument, ask half of the class to find a new partner with a different argument from a
41
Scheme of Work
different group. The activity can then run again with the new groups.
Observation of debate. (F)
Notes: choose any of the global topics and come up with ‘for’ and ‘against’ statements on cards or ask
learners to produce their own statements at the start of the activity.
If the class is large enough, repeat this one more time. Learners will have three arguments and three counter-
arguments and could perhaps end with a piece of extended writing centred on the statement.
Skills focus: Problem solving (2)
AO1 Research, analysis to identify and solve Discuss ‘When trying to solve a problem that causes conflict, it can help to understand what is causing the
and evaluation problems problem and to try to fix the cause.’
Place the following steps on the board:
1. Define the problem and its cause.
2. Come up with as many solutions as you can think of.
3. Choose a solution and act on it.
Go over each step with the class.
Learners work in small groups. Provide them with an issue that causes conflict and ask them to work out why
there is a conflict about this issue.
Learners identify the two sides and explain why they feel the way they do. Each group comes up with a
solution that they think would satisfy both sides of the conflict. They prepare a role play to act out, showing
the two sides in disagreement and explaining the solution and why it works for both sides.
Learners present these to the class. The class decides on the solution they think works best. When all of the
role plays have been performed, conduct a class discussion on problem-solving.
Peer feedback. (F)
Notes: relate this to any problems that occur with collaboration, particularly in relation to working together on
the Team Project. The activity also fits with the topic of conflict and peace in the syllabus.
Groups of learners might perform their role plays to younger learners in a class assembly to highlight issues
of conflict resolution.
Make links to working collaboratively: things might not always go smoothly but that is to be expected as there
are always different personalities in teams. Stress that effective teamwork resolves issues.
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Scheme of Work
Skills focus: Decision making (2)
AO2 Reflection to give reasons and Learners work in small groups. Tell learners that they are going to decide who should win the next Nobel
consider others’ Peace Prize. Each group comes up with a list of possible candidates. Each member of the group agrees to
AO3 Communication and
views to reach a research one person on the list. The group makes sure that everyone in their group researches a different
collaboration
decision candidate.
When each individual has completed their research, they present their findings to the rest of their group
justifying why this person should be nominated for the Nobel Peace Prize. A decision is made in the group
about the best choice and more reasons are given. Each group presents its findings to the rest of the class.
The class puts all the candidates in order of who is most suitable and why. Individual group members can
then summarise whether they agree with the rank order and why/why not and how they would change it and
why. Peer feedback judging the best nomination, and why. (F)
Notes: this activity could be completed with nominations for the person who would be most effective in
leading the country, or what money should be spent on within a country, e.g. education, healthcare,
employment opportunities. The main focus is that the groups reach a decision based on the arguments
presented for each.
Skills focus: Goal setting (2)
AO1 Research, analysis to set effective and Groups of learners think about their Team project in terms of SMART objectives:
and evaluation achievable goals
• Specific – define the goal of the project and specify how this will be accomplished.
• Measurable – define how success will be measured and progress quantified.
• Assignable – indicate who will be responsible for each element of the project or process.
• Realistic – ensure that goals (short and long-term) are achievable, that resources, team skills and
other constraints are considered.
• Timely – set out schedule ensuring that all goals are achievable in the overall timeframe.
Each group completes a SMART plan for their Team Project in poster format.
SMART is a commonly used model within businesses and organisations worldwide. There are many
variations on the SMART acronym, but the one chosen here is one of the original versions and is applicable
to both group and individual use.
Consider the SMARTER acronym, which adds Evaluation and Review to the criteria.
43
Cambridge Assessment International Education
The Triangle Building, Shaftsbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: info@cambridgeinternational.org www.cambridgeinternational.org
© Cambridge University Press & Assessment 2023 v1

0457 Scheme of Work (For Examination From 2025)

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Scheme of Work

Component Skills focus (Level 1) Skills focus (Level 2)

Component Skills focus (Level 1) Skills focus (Level 2)

School Support Hub

Learning objectives help your learners by making it

Past and specimen papers

1. Developing skills for Component 1: Written Exam

Assessment objectives Learning objectives Suggested teaching activities

Skills focus: Analysis (1)

Assessment objectives Learning objectives Suggested teaching activities

Skills focus: Communication – Writing (1)

Assessment objectives Learning objectives Suggested teaching activities

Skills focus: Analysis (1)

Skills focus: Analysis – Conclusions (1)

Assessment objectives Learning objectives Suggested teaching activities

Skills focus: Evaluation (1)

Assessment objectives Learning objectives Suggested teaching activities

with the first argument, for example:

Skills focus: Information skills – Synthesis (1)

Assessment objectives Learning objectives Suggested teaching activities

collaboration synthesise ‘thoughts’ and ‘notes’.

Assessment objectives Learning objectives Suggested teaching activities

• Check to see if all questions have been answered.

Skills focus: Empathy (1)

Assessment objectives Learning objectives Suggested teaching activities

Skills focus: Analysis (2)

Assessment objectives Learning objectives Suggested teaching activities

Skills focus: Analysis / Evaluation (2)

Assessment objectives Learning objectives Suggested teaching activities

Skills focus: Research / Analysis (2)

Assessment objectives Learning objectives Suggested teaching activities

Skills focus: Research / Analysis – Decision making (2)

Assessment objectives Learning objectives Suggested teaching activities

and evaluation decisions are made different pairs.

Assessment objectives Learning objectives Suggested teaching activities

weekend or go on the school trip?

Skills focus: Analysis / Evaluation – Conclusions (2)

Assessment objectives Learning objectives Suggested teaching activities

Notes: before teaching, prepare:

Skills focus: Evaluation (2)

Skills focus: Analysis / Communication – Synthesis (2)

Assessment objectives Learning objectives Suggested teaching activities

part of their T-chart.

Past and specimen papers

2. Developing skills for Component 2: Individual Project

Assessment objectives. Learning objectives Suggested teaching activities

Skills focus: Reasoning (1)

Skills focus: Questioning (1)

Assessment objectives. Learning objectives Suggested teaching activities

Skills focus: Reflection (1)

Assessment objectives. Learning objectives Suggested teaching activities

Skills focus: Problem solving (1)

Assessment objectives. Learning objectives Suggested teaching activities

Skills focus: Reflection / Creative thinking (1)

Assessment objectives. Learning objectives Suggested teaching activities

Skills focus: Information – Reading (1)

Assessment objectives. Learning objectives Suggested teaching activities

Skills focus: Communication (1)

Skills focus: Information – Research (2)