CAMBRIDGE UNIVERSITY PRESS Cambridge Lower Secondary Global Perspectives LEARNER'S SKILLS BOOK 8 Keely LaycockCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 88S, United Kingdom ne Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Willamstowm Road, Port Melbourne, VIC 3207, Austala 314-321, 31d Floor, Pot 3, Splendor Forum, Jasola District Centre, New Delhi ~ 110025, Inia 79 Anson Road, #05-4/06, Singapore 079905 Cambridge University Press is part ofthe University of Cambridge Ie furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research atthe highest international levels of excellence. wwwnw.cambridgeorg Infoxmation on thistle: www. cambridge org/9781 108790543 ‘© Cambridge University ress 2020 This publication isin copyright. 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NOTICE TO TEACHERS ‘The photocopy master in this publication may be photocopied or distributed [electronically] fee of charge for classroom use within the school or institution that purchased the publication, Worksheets and copies of them remain inthe copyright ‘of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution,>» Contents Introduction How to use this book Section 1: Research Section | overview Starting with research skills: Lesson 1 Starting with research skills: Lesson 2 Starting with research skills: Lesson 3 Developing research skills: Lesson 4 Developing research skills: Lesson 5 Developing research skills: Lesson 6 Getting better at research skills: Lesson 7 Getting better at research skills: Lesson 8 Getting better at research skills: Lesson 9 Section 2: Analysis Section 2 overview Starting with analysis skills: Lesson | Starting with analysis skills: Lesson 2 Starting with analysis skills: Lesson 3 Developing analysis skills Developing analysis skills: Lesson 5 Developing analysis skills: Lesson 6 Getting better at analysis skills: Lesson 7 Getting better at analysis skills: Lesson 8 Getting better at analysis skills: Lesson 9 Lesson 4 Section 3: Evaluation Section 3 overview Starting with evaluation skills: Lesson | Starting with evaluation skills: Lesson 2 Starting with evaluation skills: Lesson 3 Developing evaluation skills: Lesson 4 vi 13 19 23 28 36 40 sl 52 56 61 69 2B oH 84 89 93 99 100 105 109 1s ee a a >Developing evaluation skills: Lesson 5 119 Developing evaluation skills: Lesson 6 123 Getting better at evaluation skills: Lesson 7 129 Section 4: Reflection Seetion 4 overview 135, Starting with reflection skills: Lesson 1 136 Starting with reflection skills: Lesson 2 141 Starting with reflection skills: Lesson 3 144 Developing reflection skills: Lesson 4 151 Developing reflection skills: Lesson 5 157 Developing reflection skills: Lesson 6 162 Getting better at reflection skills: Lesson 7 169 Getting better at reflection skills: Lesson 8 173 Getting better at reflection skills: Lesson 9 178 Section 5: Collaboration Section 5 overview 185 Starting with collaboration skills: Lesson 1 186 Starting with collaboration skills: Lesson 2 191 Starting with collaboration skills: Lesson 3 196 Developing collaboration skills: Lesson 4 204 Developing collaboration skills: Lesson 5 209 Developing collaboration skills: Lesson 6 213 Getting better at collaboration skills: Lesson 7 219 Section 6: Communication Section 6 overview 207 Starting with communicat 228 Starting with communication skills: Lesson 2 233 Starting with communication skills: Lesson 3 237 Developing communication skills: Lesson 4 244 Developing communication skills: Lesson 5 249 Developing communication skills: Lesson 6 253 Getting better at communication skills: Lesson 7 259 Glossary 264 [LLL a w >> Introduction Global Perspectives is all about helping you to develop a range of important skills that will aid you not only in your school and academic life but also in your future career. For example, in any job it's likely that you'll need to collaborate with others and of course you'll need to communicate when doing this. Getting a job might seem a long way off now, but even at school, working well with your classmates is really important. For example, when ca preparing a group presentation about a piece of literature. As you get older, you will increasingly be asked to reflect on how well an activity or a piece of work has gone, In studying Global Perspectives, you learn how to develop these really important practical skills as you explore fascinating topical issues and learn about different points of view from around the world ing out a science experiment or ‘This Learner's Skills Book follows on from Learner's Skills Book 7 and is designed so that you can continue to develop skills in research, analysis, evaluation, reflection, collaboration and communication as well as to understand what is meant by each of these terms. As in the Learner's Skills Book for Stage 7, each skills section follows the same approach, guiding you through a ‘Starting with’, ‘Developing’ and ‘Getting better at’ scaffold, building your awareness of your progress and allowing you to take charge of your own learning journey. A range of activities and tasks is included, with plenty of opportunities for peer-to-peer and group work, and to enable you to reflect on your progress, track your achievements and record your next steps. The learner's skills books for Global Perspectives 7-9 are write-in resources, 50 you can create and keep a portfolio of your work and track your progression through each skill and each stage as you head towards the Checkpoint assessment at the end of Stage 9. When responding to the Independent reflection activities at the end of each lesson and to the Self-assessment activities to set learning targets, I encourage you to take the time to answer these questions about your own learning as honestly as possible, Being aware of how you learn will help you to learn more effectively, and this will be a very valuable skill for you to have. Thope that you will continue to enjoy exploring a wide range of global topics and discovering different viewpoints from around the world — these, and the skills you will learn and develop, will equip you in countless ways ~ in school, in your career and in your life, Keely LaycockHow to use this book How to use this book > ‘This book contains lots of different features that will help your learning. ‘These are explained below. ‘These are the learning objectives that will ans eh asm | Ree Gell Ninaey 14 Secomcmmantaataitonsnenenctne | ‘This list sets out what you will learn in each lesson, You can use these. ____» learning goals to identify the important topics for the lesson, eee Ke ‘This will help you to know when you have met your learning goals. ___ | Fenow some ways oftaling whether act a nov ston fe unt can dey isin a Sour. resize that nowe toras may contin bie resize that be agurentia vou should make onc is bo ted ‘These are questions or tasks to help 11 How do you check if information that looks ike a fact in a source is reel o fe? check your level of understanding before Dieu wih pane beginning a lesson. —— 2 Check with nathr pie Da they agree orhave ifernt ideas? Each tip provides useful information aT and key points to consider. > | source's a source that cannot be ttusted tobe tue.b> ‘This focuses on how you are learning, rather than what you are learning, and Wy do you tka you can set yourself learning targets for the nextlesson/s, ————————>_| na cits tn you edo? | Which partf tea leon you fed te most ii ‘These are check-ins at the end of each lesson, to encourage you to reflect on your progression through the. ———> opt th How wl ka if rach my goa? ble learning goals, and relate this to your Challenge topic. ih Nt ere yet or 'Achleve. Don forget oa exemple on your allege, This allows you to consider your progress through the learning goals. ‘The red-amber-green checklist. encourages you to think about where you are on your learning journey, and to Jook back at past self-assessments to see clearly how you are progressing, Tan eplan how (coat to teamwork elering tomy perona bent can exp ome target for improvement vith he ‘Think about the challenge topic ou have been expr and complet the flowing ‘This provides an opportunity to reflect paaee on your Challenge topic as you progress | siya dcoer tt RirovgHeaciskil eee een ST NL, > Register to access free supporting resources through Cam the home forall of your Cambridge digital content. Visit eambridge.orgigo vii >> Section 1 ACetsietel celal This section of your Learner's Skills Book 8 helps you to develop your research | interesting global topics. ‘Ing with As you start developing your research skills in Stage 8, you will be learning to explain to others what the term ‘research’ means and the steps you need to take towards conducting effective research using a search engine on the internet, You will recognise good and bad research questions, and begin to write your own relevant research questions. You will also be able to explain what certain texts are about and summarise the information gained from research in your own words. As you further develop your research skills in Stage 8, you will discuss different research methods for different purposes and how to write relevant questions to gain the information you need, You will design and give feedback on others’ questionnaires to see if the questions asked help to answer the research questions posed, You will also continue to develop your ability to reference information sources accurately. As you get better at research during Stage 8, you will be exploring the uses of primary and secondary research methods for different purposes. You will also focus on how to record the information gained from both primary and secondary research. You will be analysing and creating graphs to present your findings after conducting primary research using a questionnaire, You will also be presenting an argument to convince others of a particular perspective,Starting with research skills: Lesson 1 Construct relevant My learning goals are to start t © explain the term ‘research’ arch questions * recognise a good research question * write a good research question leved your learning goals, tick k it how you are going to show your learning goals in your le from your challenge once you have achieved each learning goal. | think I can explain the term ‘research’. I can recognise a good research question. I can write at least one good research question, LL a IE TE1 Research > 11 Which of these statements helps explain the term ‘research’? Di A B c D iscuss this with a partner and write down your thoughts. Copying information from the internet. Studying information sources to find facts. Asking people what they think about something. Finding information to help answer a research question, 3. Add one further idea to help explain what research is. Starter activity The t ‘opic | am working on today is ... 1 Look at the research questions your teacher gives you. Which do you think are good research questions, and why? a Good research question: Why? ..... Good research question: Why?Starting with research skills: Lesson 1 2 Look at each research question again. Discuss it with your partner and answer the following questions: a Is the question interesting? b Is the question clear? ° Is the question too broad, too narrow or too vague? Is the question a leading question? © Do you think you will be able to find information to help answer the question? 3 Do youstill think that the questions you chose for task 1 are good research questions? Do your classmates agree? a Yes/No Why? ... b Yes/No Why? Main activity The topic | am working on today is ... 1 Think of as many questions about the topic as you can, and write them on a mind map. ——1 Research > 2 a Discuss your questions with a partner to check that the questions are relevant to the topic. Now write three good research questions. Remember to check whether each of your questions: is imteresting © is not too broad, too narrow or too vague © isclear © can be answered after research, isnot leading Does your partner think that your questions are good research questions? 4 YesINo Why? 2 Yes/No 3 Yes/No Why? Class discussion 3 After class dis. ion on good and bad research questions, write down two more good research questions. 1 2 4 Reword your questions from task 2b to make them even better research questions,Starting with research skills: Lesson 1 What do you think has helped your learning in this lesson, and why? A. Working on my own .. B_ Working with a partner... Whole-class discussion .... D_ Writing things down in my Learner's Skills Book . Which of these other skills do you think you have used today? Give an example. A. Communication skills, as | listened to the ideas of others B Collaboration skills, as | worked with others and gave them some of my own ideas C Evaluation skills, as | explained what was good or bad about a research question D_ Reflection skills, as | thought about what helped me learn this lesson felt re ellal rials) already done so, compl with ‘Not there yet! or ‘Achieved’. Don't forgeStarting with research skills: Lesson 2 4.3. Sclect an appropriate method and conduct research to test predictions and begin to answer a research question 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods My learning goals are to start to: * select appropriate research methods to begin to answer a research question * summarise information from texts into my own words FO _ As you work through this lesson and achieve your learning goals, tick the ‘Achieved! box to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal, Not there yet I can select appropriate research methods. Tecan summarise information from a | [text in my own words. RN O) 8 >Starting with research skills: Lesson 2 1 Which of these is the best research question, and why? A. Does urbanisation result in biodiversity and ecosystem loss? B_ Why are more houses being built? What is responsible for the loss of wildlife? Best research question: . Reason: .,. 2. Do your classmates agree? Yes/No Why? Starter activity 1 What are the best ways of finding out information? Discuss with your partner and list as many ways as you can 1 2 3 4 5 Sa aS TT 21 Research » Class discussion 2 After a class discussion about ways of fin 9 10 ng information, write down your top three ways of finding information to answer the best research question in the Prior learning activity. Explain your answers. 1 because Pease aggtstaornesagesezcre seme because 3 To give a title to a text, you because ... need to read the text to find Main activity out its main ideas. Look The topic | am working on today is ... for words that 1 are repeated throughout the text. Read the text your teacher gives you. a Give the text a title. b Discuss your title with a partner. Agree on the best title for the text LA 10 >Starting with research skills: Lesson 2 ¢ Identify all the topic-specific words in the text and write them in the table. Peer feedback d_ Share your topic-specific words with a partner. Add to your ideas in a different colour. e Share your text title and topic-specific words with classmates. Agree on the best text title and add further topic-specific words to your table in a different colour. 2 Read each paragraph of the text again. @ Discuss each paragraph with a partner and give each onea sub-heading, Write the sub-headings in the table. b Discuss the text with a partner. For each paragraph, summarise the information in your own words, Write two sentences for each paragraph. Paragraph 1 sub-headin Tip Topic-specific words are words that are related to the text title. To write a sub- heading, look for the key idea in the relevant paragraph.1 Research > Paragraph 2 |1 sub-heading: To summarise information given, you need to read it, think about it and write it in your own words. Paragraph 3.1 sub-heading: Moonee canes Which part of this lesson have you found interesting? Choose one option below and explain why you found it interesting. A. Giving the text title D. Giving each paragraph a sub-heading B_ Sharing my ideas for the text title E _Summatising each paragraph in my own words Writing down topic-specific words Choice: Reason: .. Explain how you used evaluation skills today:Starting with research skills: Lesson 3 1.2. Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions 1.3. Select an appropriate method and conduct research to test predictions and begin to answer a research question 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods Ween ie realise the importance of referencing information sources : find relevant i information about a topic i | * reference sources ¢ of DeLee accurately this lesson and ihe your learning goal, tick the ‘Achieved! box to show you have completed this. Ifyou haven't quite achieved your learning goals, tic Not there yet’. Si k about how you are going to show your learning goals in your ample from your challenge 0 once you have achieve eact Not MeaGa there yet | realise the importance of referencing information sources. Tecan find relevant information about a topic. | |Ican reference a source of information with some accuracy.1 Research D 1 Why sit important to give credit to other people's work in your own work? A B c D So that they receive money Because it’s respectful So that you achieve the credit you deserve for your own work Because you wouldn't like it if someone stole your ideas and passed them off as their own Explain your answer() Discuss your answer(s) with a partner. Do they agree? Write down their reasons. 2. Write down another reason why you think it’s important to give credit to other people's work The topic | am working on today is ... Starter activity 41 Look at the reference your teacher shows you. Discuss the reference with your partner. Is it written correctly? Yes/No 2 If itis not written correctly, what is missing? 3. Make up an example of a reference and write it correctly Areference list isa list of all the sources of information you have researched and used in your own work.Starting with research skills: Lesson 3 4 Share it with your teacher to check that it has all the necessary parts. Re-write the reference if it is missing any of the necessary parts. To reference correctly, you need to include 7 a the author, the Main activity title of the article, the date it was published, the website address and the date you 1 Using a search engine, find five newspaper articles containing information relevant to today’s topic. Write down the website address for each article, A looked at the B article. c D E 2 Discuss with a partner to check that each news article is relevant to today’s topic. 3 Choose three of your news articles and write each reference correctly on the first line. Article 1 Article 2: Article Peer feedback 4 Check with your partner that you have written each reference correctly. If not, write out the references above again, in a different colour on the second line,1 Research > Independent reflection activity Which part of today’s lesson did you find the most challenging? A. Explaining why it’s important to give credit to someone else's work B_ Identifying what’s missing from a reference C Writing a reference in the correct way Choic Reason: ... How have you used collaboration skills in today’s lesson? s0, complete the H hieved’. Don’t forget to add examp sur challeng follows, shade in the respons ssponse. Eventually, you ar GREEN 1.1 Construct Iknow the features || know the features |! know the features, relevant research ofa good research ofa goodresearch _| of a good research questions. question, and can —_| question, can question, can recognise good/bad | recognise good recognise good research questions. | and bad research _—_ and bad research questions and can —_| questions and write a good research | can write a good question with help. __| research question.Starting with research skills: Lesson 3 Kereta alte) 1.2 Identify and begin to reference a range of print and | multimedia sources | |and use them to locate relevant information and answer research questions. Vunderstand why | need to give credit to someone else's work. | can reference at least one source of information with help, although this might not be completely accurate. Junderstand why [I understand the Ineed to adda importance of reference list to my | reference lists and written work and can | can reference at reference sources _|least one source of information with _| of information some accuracy, accurately. 1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question. Tknow some of the places | can get information from to start to answer a research question, and can use a search engine with help. Tknow where to find || know how to use relevant information |a search engine to start to answera__| to gain relevant research question, _| information to start and can use a search | to answer a research engine. question, and can help others find relevant information. 1.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods. | can state the main ideas contained within a text with help and can make notes in my own words to help summarise some of atext. | can state the main || can tell someone ideas contained _| the main ideas within a text and —_ | contained within can use my own {a text and use my words to write some J own words to write short sentences toa paragraph to summarise some of | summarise a short a text text1 Research > Examples: 4,1... 12 13... # l 14... Reflect on your responses in your self-assessment and identify two areas for improvement. Set yourself two learning targets ~ how you will improve upon the wo | || areas. For example: ‘I will make sure that | add "(no date)” if there is no date formy | reference.’ | Learning targets: 1. Area for improvement: || How | will improve: ..... 2 Area for improvement: || How | will improve: ..... Mite Think about the challenge topic you have been exploring and complete the following statements. | was surprised to discover that I didn’t know , I now thinkDeveloping research skills: Lesson 4 4.1 Construct relevant research questions Peer eeu nite nee (ce the features of a good research question * how to write a good research question * how to write sub-questions to help answer a research question Pec ens ‘As you work through this lesson and achieve your learning goals, tick the ‘Achieved! box to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. ey, NosmCnoee sca ECR eu understand the features of a good research question. Lean write a good research question. I can write sub-questions to help answer a research question.1 Research 2) Discuss what a good research question is with your partner, then finish the sentence below with as many ideas as you can. A good research question Starter activity 1 Explain why these are bad research questions: a What is biodiversity and ecosystem loss? b Why are there so many homeless people in my town? ¢ Do you agree that tourism is good for a community? Do your classmates agree with you? Yes/No ions, 2. Work with your partner to make questions a-c in task 1 better research que Share with another pair. Do they have similar or better research questions?Developing research skills: Lesson 4 Main activity The topic | am working on today is ... Choose one of the sub-topics your teacher gives you. In pairs, work through the following tasks. 1 What interests you about the topic? 2 Write three questions to do with the topic. 4 2 3 Look at your questions. What do they have in common? 4 Write down one possible research question 5 Evaluate your question. (Is it interesting, clear and focused, and can it be argued?) 6 Reword your question. 7 Ask your teacher if your research question is a good question and suitable for the topic. A good question is interesting, clear and focused, and can be argued. A clear research question is a question that someone else can understand and would know what you are asking A focused research question is a question that is not too broad, too narrow or too vague. A question that is too broad makes it hard to find a clear answer. ‘Aquestion that is too narrow makes it hard to find enough information. A question that is too vague makes it difficult to know what to research.1 Research y 8 Reword your question if needs be. A research question that can be argued allows 9 Now write down as many sub-questions as you can, to help you start | you to develop | your research to answer your research question. or change your ‘own personal perspective on the issue, supporting this personal perspective with evidence from research. Meriter Do you think this is a good research question? How do young people become unemployed? Why?, Explain how you have used communication skills in today’s lesson: Check your learning yen't already done so, complete the How will | know if | ‘with ‘Not there yet’ or ‘Achieved. Don't forget to add examples fiDeveloping research skills: Lesson 5 4.1. Construct relevant research questions 1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question eee Ce oee enon * different research methods * good questions for a questionnaire/survey * writing questions to gain relevant information Manta ualeee mun aeee ees ‘As you work through this lesson and achieve your learning goals, tick the ‘Achieved box on the following page to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. LE a TE] 23>1 Research > I can explain the difference between research methods. I can identify good questions to put in a questionnaire. I can write good questions to gain relevant information. When you want to develop a local perspective about an issue, which research methods) do you choose? Discuss this with a partner and explain your choice(s). A Questionnaire C Internet E Other . B Interview D_ Newspaper Starter activity 1 Number these five options (A-E) in order, with 1 as the most important when writing questions for a questionnaire, Questions to gain information should: A moo use words that have clear meanings be short be able to be answered quickly eodingee not offer too many options not be leading or contain bias.Developing research skills: Lesson 5 2 After a class discussion about questions for questionnaires to gain information, did you change your mind about the order of the options in task 1?—-Yes/No Why? .. Main activity The topic | am working on today is ... Look at the questionnaire your teacher gives you. Discuss it with a partner and answer the following questions. 1 Is this a good questionnaire? Yes/No Why? ...... i Good questions should not be leading. Good questions should not contain bias. ‘Why don’t more people use public transport and leave their cars at home? is an example of a biased question. ie Good questions should be clearly worded ie Good questions should not give too many options.1 Research > 2. Answer the questions on the questionnaire. Which ones did you find difficult to answer? Why? Some questions will require a ‘yes’ or ‘no’ answer. Others will ask for more detail. Class discussion 3 Asa class, discuss the features of good and bad questions. 4 Do you still think this is a good questionnaire? Yes/No Why? 5 Using what you have learnt from class discussion, write five questions to gain relevant information about today’s topic. 4 6 Share your questions with a partner. Do they think your questions are good? Yes/No Why? ..Developing research skills: Lesson 5 ieee What helped you learn today? How did you develop your reflection skills in today’s lesson? eee a conic F if you haver "with ‘Not there yetDeveloping research skills: Lesson 6 1,2. Identify and begin to reference a range of print and multimedia so to locate relevant information and answer research questions ces and use them 1,3. Select an appropriate method and conduct research to test predictions and begin to answer a research question 41.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods oe eee one eee nonce * recognising good questions to test predictions © writing questionnaires to gain relevant information * selecting information to write questions * referencing sources of information LAN] 28 >Lesson 6 Developing research ski I'can recognise good questions to | test predictions. can write questions to gain relevant information. || can select relevant information to write questions. I'can reference the sources of information | use to write questions. Gaacileclenine) 1 Which of these are good questions to find out whether cars are the main source of air pollution in a city? Discuss these questions with a partner before recording your responses in task 2 A_ Do you agree that air pollution is a problem in our city? Yes What do you think is the main cause of air pollution in our city? Industry [_] Cars (] Other a © Do you think Yes No LE] Maybe [_] pollution is harmful to animals? D_ Do you think air pollution would decrease if there were fewer cars in our city? Yes] No [J Why?1 Research » Continued Aprediction isa statement about what you think will happen or what you think is causing something 2 What do you think about the questions in task 1? A. I think question ......... is a good question because B I think question is a good question because to happen; for example, ‘Increased traffic 3 Do your classmates agree with you? Why, or why not? will increase levels of air pollution’, or ‘People living in poverty suffer from poor health’, The topic | am working on today is . Starter activity 1 Work on one of the statements your teacher shows you. Discuss it with a partner and write down some questions to find information related to the statement WM aecsscee scenes tae itiecaet ities leet What Which Who Where Why fietacsian: ee 2 How »)Developing research skills: Lesson 6 2 Share your questions with your classmates. Which question do you think is the best? Why? Question Reason Main activity 1 Using a separate piece of paper and appropriate sources, write a questionnaire to gain information related to your topic. 2. Write out the reference for each of the sources of information you used to write your questions, 3° Read and evaluate another pair's quest Ask the following questions. A. Are there any leading questions? Yes/No B_ Do any of the questions contain bias? Yes/No C Areall the questions clearly worded? Yes/No To testa prediction, the right type of question needs to be asked. Primary research enables the researcher to gain a first-hand account of events or opinions about issues, Tip A primary research source is usually gained by talking with someone or asking them to complete a survey or questionnaire about a topic. a>1 Research > D Are there too many/too few options for any of the questions? YesINo Secondary E 1s there a balance between questions requiring ‘yes/no? research comes answers and those needing more detail? Yes/No from secondary 4. Before the next lesson, give your questionnaire to ten people to complete. | sources of Collect the completed questionnaires and bring them to the lesson. information, which are created after a [eee oeoeaie specticdvancky someone who did not experience it first-hand or is reporting someone else’s aie Seshraltaneatt viewpoint or How did you overcome this challenge’ opinion. What did you find challenging about today's lesson? What other skills have you used today? Give examples. ee otaeeaielDeveloping research skills: Lesson 6 1.4 Construct relevant research questions. iknow the features of a good research question and can write a good research question with help. Iknow the features of a good research question and can write good research questions. know the features of a good research question, can write good research questions and can help others write good research questions, 1.2 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research juestions, J understand the importance of reference lists and can reference some sources of information with some accuracy. Tunderstand the importance of reference lists and can reference at least one source of information accurately. l understand the importance of reference lists, can reference at least one source of information accurately and can help others with referencing. TaeEne: Ronee eine i about how to 1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question. I know one of the research methods to use when starting to develop a local perspective on a topic/issue and can write a question to test a prediction with help. I know which research methods to use to develop a local perspective on a topic/issue and can write a question to test a prediction. GREEN know which research methods to use to develop a local perspective on a topic/issue and can write questions to test more than one prediction. | can help others write questions to test predictions. 14 Select, organise and record relevant information from Ja range of sources and findings | from research, using appropriate methods. Tean record some relevant information from an information source in my own words with help. I can record some relevant information from an information source in my own words. I can record relevant information from an information source in my own words and can help others record relevant information Examples: WwW 12 1.3 114.Developing research skills: Lesson 6 Reflect on your responses in your self-assessment and identify two areas for improvement. Set yourself two learning targets ~ how you will improve upon the two areas. For example: ‘I will help someone in class to write a good research question.’ Learning targets: 1 Area for improvement: How | will improve: . 2 Area for improvement: ,, How | will improve: . Think about the challenge topic you have been exploring and complete the following statements. | was surprised to discover that . I didn’t know ...., | now think ,.... a pave OrGetting better at research skills: Lesson 7 1.3. Select an appropriate method and conduct researeh to test predictions and begin to answer a research question 4.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods IWant Romer ee tat * understanding how research helps test a prediction * recording information gained from primary research * presenting information gained from primary research Pea eee ‘As you work through this lesson and achieve your learning goals, tick the ‘Achieved! box. to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. | Not rere scala eee | understand how research helps test a prediction I can select and record relevant information. Ican present information gained from primary research in an appropriate way. a A TE] 36 >Getting better at research skills: Lesson 7 Discuss predictions with your partner and then finish these sentences. a Aprediction is b To test a prediction, you need to Share your ideas in class. Using what you have learnt, summarise in your own words how research helps test a prediction Starter activity 1 Study the source of information your teacher gives you, Discus with your partner and then answer the following questions. a What kind of information source is it? b Who created the source? What do you know about them? ¢ When was the source created? d_ Why do you think the source was created?1 Research Ds e Who do you think is the audience for the source? f Do you think the source is clear? Yes/No Why? .. Class discussion 2 Using your learning from class discussion, add to or change any of your answers in task 1 with a different coloured pen. You need to find the most appropriate way : non of presentin: Main activity aa eek findings, according to the purpose of your research and your audience. Try to present your research findings as clearly as you can. Include headings and clear titles. The topic | am working on today is ... 4 Discuss and decide with your partner how you might present your research findings from your questionnaire in Lesson 6. 2 Doyourclassmates agree? Yes/No Why? 3 Choose a way of presenting your findings and check with your teacher if this is suitable.Getting better at research skil : Lesson 7 4 Summarise in your own words your research findings from Lesson 6. eee What has helped you learn today? How have you helped someone else learn today? Celerra er lal eaatiye) Ifyou haven't al done so, complete the How w with ‘Not there yet ed’. Don’t forgetGetting better at research skills: Lesson 8 1.1 Construct relevant research questions 4.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question 4.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods CSA cal are to get better at . theee endie. en touse primary and Sony information ¢ sources | ¢ doing an internet search to find relevant information | + judging the quality of an information source to help answer a research question _ Asyou work through th to show you have completed this. Ifyou haven't quite achieved your ‘learning goals, tick ‘Not there yet', Start to think about how you are going to show your learning goals in your chal ‘Add an example from your challenge once you have achieved each learning goal. eer Ly Achieved Example | there yet | understand when to use primary and secondary sources of information. | know how to do an internet search to find relevant information | Tean judge the quality of an information source to help answer a research question.Getting better at research skills: Lesson 8 1 Discuss with your partner examples of primary and secondary sources of information. PHIM ALY oo esses b Secondary 2 Using what you have learnt from class discussion, answer this question When might you need to use primary and secondary sources of information? a Primary b Secondary Starter activity Describe the missing steps for research If the name of a website ends ig information on the internet, dh... 1 Decide what inj mation, you need to with ‘.gov’ and 2 then a country abbreviation 3 (e.g. uk’ or my’), it 4 is probably a reliable 5 government website.1 Research > Main activity Tip Ifthe website The topic | am working on today is ... ends in ‘.org', it is probably the website of a non-profit Look at the text your teacher gives you. organisation. 1. Discuss the source with a partner and answer the following These websites questions. are good information a What is the title of the source? sources but are probably biased b Who is the author? pe oe If the website ¢ When was the source written? address contains ‘wiki’, be careful, as wiki and social ain idea? media websites can be edited by anyone so the information might not be @ What do you think the author’s opinion about the topic is? true. Always cross-reference information obtained from this type of website. d- What is the topie and the { What evidence is there to support the author's opinion?Getting better at research skills: Lesson 8 9 Overall, do you think the author’s argument is convineing? Why, or why not? Areliable source is one that lacks bias, is kept updated, is h How reliable do you think the source is? complete and error-free, and the author and publication can be checked. i Write a research question that this source of information will help to answer. Class discussion 2 Using what you have learnt from class discussion, add to or change any of your answers for task 1 with a different coloured pen. Independent reflection activity What have you found challenging today? How have you addressed this challenge? How have you used communication skills today?Getting better at research skills: Lesson 9 4.2. Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions ions and begin 1.3. Select an appropriate method and conduct research to test predi to answer a research question 4.4 Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods Wiehe ed ceca * referencing sources of information * finding relevant information to answer a research question * recording relevant information LL a P| “>Getting better at research skills: Lesson 9 econ Neel I can reference some sources of information accurately. |I'can find some relevant information using a search engine can record some relevant [information in my own words. Why is a search engine useful? Discuss this with a partner. A search engine is useful because... To use a search engine you need to ....... The topic | am working on today is1 Research > Starter activity Look at the picture your teacher has given you, 4 Discuss the picture with a partner. What words/phrases, issue(s) and perspective(s) come to mind when looking at it? Word: Phrases’ Issue(s): Perspective(s): Class discussion 2. After a class discussion, add to your lists in task 1 ina different colour. Main activity 1 Work in teams of four with your picture from the Starter Activity. Look at the website addresses your teacher has given you, then find a fourth website that is relevant to your issue. 2 Each team member chooses one website to use for research. Write down the website you are using to gain information, You need to be clear about your reason for looking for information. 3. Give the full reference of the article you are using.Getting better at research skills: Lesson 9 4 Write notes on what you have learnt about the topic from your website. Read the information on the website first. Then read each paragraph again and make notes on its content in your own words. Tip Share infomation you hese wth youre, You don't need all the information from a website, just the most relevant information for your purpose, 6 Inyour team, decide on the best presentation method for your perspective, Explain why. Method: , Why: .. Explain the most important thing that helped you learn today. List the skills you have used today. Explain how you used these skills.1 Research > Cees If you haven't already done so, complete the How will | know if | reach my goals? table with ‘Not there yet’ or ‘Achieved’, Don’t forget to add examples from your challenge. ath lear 3s object below, shade in 1 the response that matches yours most closely. hi nse. Eventually, you are aiming for green! 1.1 Construct | know some of the |! know the features | can write a good relevant research | features ofa good of a good research _| research question questions. research question | question andcan —_| and can help others and can write @ write a good, write good, relevant good, relevant relevant research _| research questions research question | question with help. 12 Identify and [I know the Tknow the Tknow the | begin to reference _| importance of importance of importance arange of print and | reference lists and | reference lists and _| of reference multimedia sources | can reference at | can reference at__| lists and can anduse themto least one source —|least one source _| reference sources, locate relevant of information with | of information of information information and —_| some accuracy. | can | accurately. | can accurately. | can use answer research use areference to use areferenceto _|a reference to find questions. find some relevant | find some relevant _| relevant information information fora information fora __J and help others find specific purpose with | specific purpose. _| relevant information help. for a specific purpose.Getting better at research skills: Lesson 9 Coit] | eeuiuches cae anding how ‘| 1.3 Select an appropriate method and conduct research to test predictions and begin to answer a research question Tenow what a prediction is and have some understanding of how research can help test a prediction. | can do an internet search to find some relevant information with help. I know what a prediction is and understand how research can help test a prediction. | can do an internet search to find some relevant information aan Vunderstand what a prediction is and can explain this to others. | understand how research can help test a prediction. I can do an intemet search to find some relevant information and can show others how to do an internet search. 1.4 Select, organise and record relevant information from | range of sources i and findings || from research, _| using appropriate | methods. {can select and record relevant information from at least one information source with help. | can present some of this information in some of my own words in a suitable way, can select and record relevant information from more than one information source. | can present relevant information from these sources in my own words ina suitable way. I can select and record relevant information from some different information sources. I can present relevant information from these sources in my own words in a suitable way and I can help others select, organise and record relevant information.1 Research » err Examples: 1 Area for improvement ...camuneener How | will improve:... 2. Area for improvement: How | will improve: Think about the challenge topic you have been exploring and complete the following statements. 1 was surprised to discover that ......, | didn’t know ,. I now think .> Section 2 Analysis This section of your Learner's Skills Book 8 helps you to develop your analysis skills using interesting global topics As you start to develop your analysis skills in Stage 8, you will be learning how to explain the term “analysis’ and how to analyse something, You will summarise relevant information gained from discussion with classmates, You will learn the difference between an issue, a perspective and a course of action, and be able to explain these and give relevant examples, ‘You will also learn how to analyse data to help support an argument and create your own bar graph to present research findings, Developii As you further deyelop your analysis skills in Stage 8, you will discuss the type of questions you might ask before being able to resolve an issue and how you might take action to help resolve or make a positive difference to an issue, You will focus on understanding the - difference between a global, a national, a local and a personal perspective, You will be able | to give examples for these perspectives and explore how the evidence gained from graphs can be used io support an argument and explain the causes and consequences of issues As you get better at analysing topics and issues in Stage 8, you will be focusing on understanding key Global Perspectives terms, identifying different groups of stakeholders and explaining the perspective of a specific group of stakeholders. You will focus on gaining information from different perspectives by analysing texts and designing questionnaires. You will then analyse the data gained from your questionnaire and use your research findings to suggest a course of action and produce an outcome to help resolve or make a positive difference to an issue,Starting with analysis skills: Lesson 1 2.1. Identify ideas and evidence from different perspectives within different sources on a given topic 2.3. Explain causes of a local or global issue and consequences on others aoe eee | * explain the term ‘analysis’ tox y | * explain how to analyse something | + summarise relevant information POM eerie ‘As you work through this lesson and you achieve your learning goals, tick the ‘Achieved! box to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. eee ies Neer lcmae | there yet I can explain the term ‘analysis’. Ican explain how to analyse something. |.can summarise relevant information. SE ED ETT 2 >Starting with analysis skills: Lesson 1 1. Lock at the picture your teacher shows you. Discuss it with a partner. Write down as many words and phrases as you can about the picture in the time your teacher gives you. Discuss the picture and your words and phrases with another pair. Add further words and phrases to your list The topic | am working on today is ... Starter activity 11 Using your list of words and phrases from your prior learning, work with your partner to explain what you think the picture shows. ‘The picture shows 2 What do you think the term ‘analysis’ means? Peer feedback 3 Does your partner agree? Yes/No2 Analysis > Main activity 1 Choose one of the sub-topies your teacher gives you for discussion When analysing with your group. As a group, answer the following questions: a topic or sub- topic, break it down into the sess important parts that make it up. a What is the sub-topic about? b Why do you think the sub-topie might be of nationalocal anes is importance? explain the topic “ - or sub-topic in more detail. ¢ Why do you think the sub-topic might be a global issue? vs : ~ d_ What are your group's views about the sub-topic? Analysis can focus ‘on the causes of or reasons for a @ Why did you choose this sub-topic? situation or issue. It can show the Serre consequences 2 Asa result of your discussion, write a commentary for your ofa situation or issue. For sub-topic, Then record your commentary. e example, gaining weight can be a consequence of eating too much fatty food. Analysis can also be perspectives, viewpoints or reactions to a situation or issue.Starting with analysis skil 3. Listen to some of the commentaries and write notes to record the information gained. 4 What type of information have you gained? 5 Reflecting on what you have learnt, what do you need to do to analyse something? oe eee Which part of today’s lesson did you find the most difficult? Why do you think this was? What skills have you used today?Starting with analysis skills: Lesson 2 2.1, Identify ideas and evidence from different perspectives within different sources on a given topic (REM erence * explain what an issue is ‘explain what a perspective is Pence ‘As you work through this lesson and you achieve your learning goals, tick the ‘Achieved’ box to show you have completed this, If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. I.can explain what an issue is. I can explain what a perspective is. 56 >Starting with analysis skills: Lesson 2 11 Discuss with a partner and then write down any words and/or phrases that signal a cause oF reason for something happening. 2 Discuss with your partner and then write down any words and/or phrases that signal a consequence or result of something happening. 3 Do you have the same words and/or phrases as your classmates? ‘Add to your list in a different colour. The topic | am working on today is ... . An issue is Starter activity an important rece topic/sub-topic 1 Look at the sub-opie your teacher shows you, Diseusit witha partner, | Sem How many issues to do with this sub-topic can you come up with? eae discussion. Anissue often needs a solution For example, the issue of increased greenhouse gas emissions might be resolved by planting more trees. 87>2 Analysis » Peer feedback is 2 Share your mind map with another pair. Have they identified issues | perspective is a you had not thought of? Yes/No cartalniworld ew Further issues: or way of looking at an issue. 3 Using what you've learnt from your discussion about issues, in your own words explain what an issue is. s : Tip An issue is Apersonal 4 How do you think an issue differs from a perspective? perspective is the view that a aie z person has on Does your partner agree? Yes/No an issue after H exploring different 6 Check with your teacher that you know the difference between an puaneiven end issue and a perspective. jeheng a the causes and Main activity consequences of an issue. 1. Using the text your teacher gives you, answer the following a | a What is/are the issue(s)? A national perspective is the view that a particular country has on an issue. This is usually explained by the laws, policies and/ or speeches made by politicians of that country and might be supported by other groups within that country. b What is/are the perspective(s)? What other information is included in the text?Lesson 2 Starting with analysis skills: Class discussion 2 Using what you have learnt from class discussion about issues and perspectives, give three further examples of issues and perspectives for the topic/sub-topie you are working on. 1 Share your three issues and perspectives with your partner. 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 interesting? Why? Explaining an issue Explaining a global perspective Explaining a national perspective Other How have you used research skills today?Starting with analysis skills: Lesson 3 2.1. Identify ideas and evidence from different perspectives within different sources on a given topic 2.2. Explain how graphical or numerical data supports an argument 2.4 Suggest and justify different actions to make a positive difference to a national or global issue My learning goals are to start to: * understand the difference between an issue, a perspective and a course of action * explain how data from a graph can support an argument * suggest courses of action to make a positive difference to an issue Reem nneeniiece mere ‘As you work through this lesson and you achieve your learning goals, tick the ‘Achieved! box to show you have completed this, If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. 5 Not Achieved Example Lesson 3 Run ia) | I think | know the difference between an issue, a perspective and a course of action. I'can explain how data from a graph can support an argument can suggest a course of action to make a positive difference to an issue.2 Analysis » Prior learning 1 Use your prior knowledge and any new learning about issues, perspectives and courses of action, to explain the following terms to your partner. AN issue iS o.esseeeeneteeen a 2 a EDPrenenenerrs b Aperspective is A course of action is ... 7 caneeniptp saa uaniaeeeetes c Is your own understanding about the difference between issues, perspectives and courses of action now clearer? Yes/No Why? ... Give an example for each of the following: @ an issue 4. eeeeneaeeaaeanaven eseavevessasensansnnaneensrten b aperspective ¢ acourse of action The topic | am working on today is ... Starter activity 1 Look at the graph your teacher shows you. Discuss it with a partner 2. Write down and answer the questions your teacher gives you. aStarting with analysis skills: Lesson 3 3 What argument do you think the information gained from this graph might help support? A course of action is something you can do to help make a positive difference to an issue. Main activity 1 Look at the data your teacher gives you. Discuss it with your partner. Make some predictions based on the data. a We predict Abbar graph can help you present your research findings, but you should also add some text to explain what your bar graph shows. b We predict... We predict 63 >2 Analysis > 2 Create a double bar graph Title You can use a bar graph as evidence Data (draw bars to support #4 and label each L Scale one on the x axis) a peiey (mark intervals on the y axis) argument you make. For ‘example, the graph shows that family upbringing isa key factor for people choosing the foods they eat. babel; A double bar graph allows for comparison; 3 Check your predictions against your graph. Answer the following for example, questions. between male and female or between two different countries. A prediction is a ‘statement about what you think might happen or what you think might cause something to happen. a How does the data compare with your predictions? b Which of your predictions were close to the actual data? ¢ Which of your predictions were not close to the actual data? 4 What action(s) might you take to influence people in a positive way about the topic/sub-topic you have learnt about in this lesson?Starting with analysis skills: Lesson 3 Class discussion 5 Discuss your graph with your classmates. Do the graphs look similar? If not, discuss where the differences are and why there might be differences, eee eae e What have you learnt today? What has helped you to learn today? What skills have you used today? eee)2 Analysis > sctive in the table, shac iple for this resp [isp) I can identify ideas and evidence from different perspectives with help. | can summarise relevant information with help. ng your analysis skills? in the response that matches yours most NWE= I can identify ideas and evidence from different perspectives. | can summarise relevant information. GREEN I can identify ideas and evidence from different perspectives, | can summarise relevant information. | can help others identify ideas and evidence from different perspectives and help them summarise relevant information 2.2 Explain how graphical or numerical data supports an argument. Tknow why graphs are used. I can identify information from a graph with help. can create a graph with help. Tunderstand the importance of graphs as evidence to help support an argument. I can identify relevant information from a graph. | can create a graph to show research findings. Tunderstand the importance of graphs as evidence to help support an argument. | can identify relevant information from graph. | can create a graph to show research findings and | can help others create graphs.Starting with analysis skills: Lesson 3 Corrie to start to | ]2.3 Explain causes |I know what the — [I knowwhat the | know what the term || ofa local or term ‘analysis! term ‘analysis’ ‘analysis’ means. | can global issue and | means. | can means. | can explain | explain how to analyse consequences on _| explain how to how to analyse something, I can others. analyse something |something.|can | recognise causes and with help. I can recognise causes _| consequences of an recognise causes | and consequences _ | issue and help others. and consequences | of an issue. recognise the causes of an issue with and consequences of I help. an issue, 2.4 Suggest and || can explain {can explain can explain the justify different the difference the difference difference between an actions to make a | between an issue, between anissue, | issue, a perspective positive difference a perspective and | perspective anda | and a course of action || to a national or a course of action | course of action and | and give examples for global issue. with help. I can give an example for | each. | can suggest suggest an action | each. | can suggest | relevant actions to make a positive | relevant actions —_| to make a positive difference toan | to make a positive _| difference to an issue with help. difference toan _ issue and help others issue. propose relevant actions to make a positive difference to an issue Examples: FA 22: 23, 2.42 Analysis > Cerne) Reflector Noles orsas\r yall sel asexmnanrtand Carty two areas for improvement. Set yourself two learning targets ~ how you will improve upon the two areas. For example, 'I will try to help others understand the difference || between a global and national perspective J Leaming targets 1 Area for improvement: How | will improve |2 Area for improvement: How | will improve: .. etrlemeckes ste Think about the challenge topic you have been exploring and complete the statements. Iwas surprised to discover that .. I didn't know I now think ,Developing analysis skills: Lesson 4 2.4 Suggest and justify different actions to make a positive difference to a national or global issue Wren eer mic oren entree * questions to ask to decide on suitable courses of action to help resolve an issue * taking action to help resolve or make a positive difference to an issue >w you have De this. Ifyou He ‘t quite achieved Var learning an tick | Not there yet’, Start to think about how you are going to show your learning goals in your challenge. Add an example from your challenge once you have achieved each learning goal. yiecuse I know some questions to ask to decide on a suitable course of action to help resolve an issue. I-can suggest different actions to help resolve or make a positive difference to an issue.2 Analysis > 1 Work with a partner or in a small group. Read the text your teacher gives you. What are the issues? 2 Do your classmates agree with you? Make any changes to your list of issues in a different colour. Starter activity 1 What questions might you ask before attempting to solve a problem? a What ..... Courses of action b Why ea raeeegrtorae eee ssn’? | need to be realistic, e.g. giving < Who a presentation to help raise d- Which 2 | awareness to make a positive e Where ... difference to an issue. f How .......Developing analysis skills: Lesson 4 2 Do your classmates have different questions? Write down the best three questions. When considering ‘ actions to help 2 resolve issues, ask yourself: ‘What 3 is the issue?’; ‘Why is the issue important?’; ‘Who does the issue affect?’; ‘When is action needed?’; “Which resources do | need to take action?’; ‘How will | know if my action is effective?” The topic | am working on today is ... Main activity 1 Choose one of the issues your teacher has given you and complete the following table. Issue (as a question)2 Analysis » Class discussion 2. Using what you've learnt from partner and class discussion about courses and action, decide on your best possible course of action to help resolve your chosen issue and give reasons for your choice, There may be many different actions that can help make a positive difference to an issue. Choose one most Course of action: ., Reasons for this choice: econo Do you think it might now be easier for you to come up with different types of action to help resolve issues? WHY Preseneresarsece As well as analysis skills, which other skills have you used today?Developing analysis skills: Lesson 5 2.1 Identify ideas and evidence from different perspectives within different sources on a given topic 2.2. Explain how graphical or numerical data supports an argument 2.3. Explain causes of a local or global issue and consequences on others (Wek cenit * the difference between a local and a personal perspective * how graphs can be used as evidence to support an argument * how to explain the causes and consequences of issues LACM VLUM Mute S-ToA ‘As you work through this lesson and you achieve your learning goals, tick the ‘Achieves box to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. Nes eevee acts there yet understand the difference between a local and a personal perspective. I can recognise how a graph can be used as evidence to support an argument. I can explain some causes and consequences of an issue.1. Discuss with a partner. What do you think each of these terms means? a Alocal perspective: b_ Apersonal perspective Discuss your ideas with your classmates. Do they agree? Yes/No, Do you now understand the difference between a local and personal perspective better? Yes/No Give an example for each. a Alocal perspective: ...... b personal perspective: , Different communities can have different or similar local perspectives depending on the topic or issue. A local perspective isnot simply information about a ‘community or what a community is doing, itis the view that a particular community has about an issue. The topic | am working on today is ... Starter activity Look at the graph your teacher shows you, 41 What does the graph show? 2) What argument might the evidence in the graph help support?Developing analysis skills: Lesson 5 3 What do you find interesting about the evidence in the graph? 4 Do your classmates agree? Yes/No Main activity Look at the text your teacher gives you and discuss it with a partner. 2 Answer the following questions: a What is the main idea of the text? b Write down some topic-specific words and phrases. © Are specific issues mentioned? If so, what are they? d_ Are any causes of the specific issues mentioned? If so, what are they? Are any consequences mentioned? If so, what are they? A local perspective is usually explained by local policies and speeches made by local politicians of a country and might be supported by other groups within that community, such as religious groups. A personal perspective is what you think about a topic/ issue as a result of any research findings. Your personal perspective can develop or change as you become more informed about a topic or issue.2 Analysis > f What different perspectives are given? Peer feedback 3. Share your answers with your classmates. Change or add to your answers in a different colour if necessary. lent reflection activity What helped you to learn today? How did you help someone else learn today? As you conduct research, different perspectives will impact your ‘own personal perspective. For example, the global perspective you develop might not change your personal perspective, but it might strengthen it. Greece su haven't already done n Ww will | knc h ‘Not thereDeveloping analysis skills: Lesson 6 2.1. Identify ideas and evidence from different perspectives My learning goals are to develop my knowledge and understanding about: * the difference between a global, a national and a personal perspective thin different sources on a given topic * identifying and explaining different perspectives from an information source * explaining my own personal perspective PE ees ‘As you work through this lesson and you achieve your learning goals, tick the ‘Achieved! box to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. een Kos Guee lect there yet I know the difference between a global, national and personal perspective. I can identify and explain some different perspectives from an information source. I'can explain my own personal perspective on an issue.2 Analysis » 3. Is what you think considered as a global, national or personal perspective? 1 Think about the topic you worked on in the Main activity in Lesson 5 to develop your skills. Complete these sentence starters: |used to think ..., Now I think because ,.,. 2. Share your thinking with your partner. Has your partner's thinking changed or developed? How? Starter activity 4 Look at the picture your teacher shows you. What perspective does the picture show? A global perspective may come from a specific country, organisation, institution, or even an individual, but it will have influence that spreads beyond any one country. Explain why you think this Using what you've learnt from discussion about perspectives, tell your partner what you think the difference is between a global, a national and a personal perspective.Developing analysis skills: Lesson 6 4 Do you think your partner understands the difference between a global, national and a personal perspective? Yes/No If not, how ean you help them to understand the difference? Tox oma anpese a perspective with evidence and sources of information that support this z ae perspective. Main activity The topic | am working on today is ... A personal perspective must be based on evidence. 1 Look at the text your teacher gives you. Find some ideas and Otherwise it is evidence for each of the perspectives in the table below. just an opinion. Discuss them with a partner. Make notes in the table.2 Anal » Peer feedback 2. Share your findings with your classmates. Add further ideas to your table in a different colour, 3 Choose one of the perspectives. Write a short paragraph to explain the perspective and your opinion of it. Do you agree with it? Why/Why not? a Perspective: ion of the perspective including why you do/do not, agree with it: , Using what you have learnt so far, are you developing your understanding of the following: A. Aglobal perspective? Yes/No B_ Anational perspective? Yes/No C Apersonal perspective? Yes/No Give an example for each: A. Aglobal perspective: ........ B_ Anational perspective: C Apersonal perspective:Developing analysis skills: Lesson 6 ooo What do you now need to do to develop your understanding further? ene) Ifyou haven't already done so, complete the How will | know if | reach my goals? table with ‘Not there yet or ‘Achieved’, Don't forget to add examples from your challenge. Look back at self-assessment 1. How much further progress do you feel you have made 80 far in developing your analysis skills? For each learning objective in the table below, shade in the response that matches yours most closely. Give one example for this response. Eventually, you are aiming for green! re Teese Mecca es how to 2.1 Identify ideas and evidence from different perspectives within different sources on a given topic. can identify ideas and evidence from different perspectives within different sources with help. | can summarise different perspectives with help. I'can identify ideas and evidence from different perspectives within different sources. | can summarise different perspectives. and evidence from different perspectives within different sources. | can summarise different perspectives. | can help others summarise different perspectives.meee eee 2.2. Explain how graphical or numerical | data supports an argument. I can identify relevant information from a graph with help. I can explain how graphs can be used as evidence to support an argument with help. I can identify relevant information from a graph. | can explain how graphs can be used as evidence to support an argument. \'can identify relevant information from a graph. I can explain how graphs canbe — | used as evidence to support an argument. | can help others recognise how graphs can be used as evidence to support an argument. 2.3 Explain causes of _|a local or global issue | and consequences on others. ean explain causes and consequences of an issue with help. can explain causes and consequences of an issue. T'can explain causes and consequences of an issue. | can help others explain causes and consequences of an issue. 2.4 Suggest and | | justify different | actions to make a | positive difference to Wg agora nr global issue. Tean ask some suitable questions to decide on a course of action with help. | can suggest at least one action to help resolve or make a positive difference to an issue with help. Tean ask some suitable questions to decide ona course of action. | can suggest at least one action to help resolve or make a positive difference to an issue T'can ask some suitable questions to decide ona course of action. I can suggest different actions to help resolve or make a positive difference to an issue | can help others to come up with different actions to help resolve or make a positive difference to an issueDeveloping analysis skills: Lesson 6 Reflect on your responses in your self-assessment and identify two areas for | improvement. Set yourself two learning targets ~ how you will improve upon the two areas. For example, ‘I will try to come up with more than one course of action | |to make a positive difference to an issue.’ Learning targets: 1 Area for improvement: . How | will improve: 2. Area for improvement: How | will improve: Challenge topic review Think about the challenge topic you have been exploring and complete the statements. | was surprised to discover that .. | didn’t know | now thinkGetting better at analysis skills: Lesson 7 2.1. Identify ideas and evidence from different perspectives within different sources on a given topic een ecu * understanding Global Perspectives key terms «identifying different groups of stakeholders «explaining the perspective of a group of stakeholders i MU aera rtenn meter leta is lesson and you achieve your learning goals, tick the ‘Achieved! sompleted this. If you haven't quite achieved your learning goals, tick ‘0 think about how you are going to show your learning goals in your om your challenge once you have achieved each learning goal. | understand some Global Perspectives key terms. I can identify different groups of stakeholders, Tean explain the perspective of a group of stakeholders. 84 >Getting better at analysis skills: Lesson 7 Answer the quick quiz questions your teacher gives you. 1 Starter activity Class discussion 1 After class discussion about answers to the questions in the Prior lea write down all five questions and answers. 1 g activity,2 Analysis > 4 2 Discuss the list with a partner. Write down five further questions with answers. * 3. Ask your questions to another pair to check they know the answers. Did they get all the answers to the questions right? ‘Yes/No Which one(s) did they get wrong? Why do you think this was?Getting better at analysis ski Main activity A group of people who share common knowledge and values that influence their perspective are called stakeholders, The topic | am working on today is ... 1 Look at the issue your teacher shows you. Write the issue in the middle of the diagram. Brainstorm all the groups of people who might have an interest in this issue. Add as many circles and arrows to the diagram as you need to record your ideas. A stakeholder is someone with a vested interested ina topic/issue. The topic/issue affects them somehow.2 Analysis » 2 a Choose one of the groups of people from your diagram. There will b Discuss the chosen group in your team. Summarise what be different perspective you think this group of stakeholders might have on | Perspectives within a group of stakeholders. For example, learners could make up a group of stakeholders, but itis likely that learners in Grade 7 will have a different perspective about a topic to learners in Grade 10. the issue. Peer feedback 3. Share your summary with your classmates. Add any further ideas to your summary. econ, What have you done well today? What skills have you used today?Getting better at analysis skills: Lesson 8 2.1 Identify ideas and evidence from different perspectives within different sources on a given topic 2.2. Explain how graphical or numerical data supports an argument My learning goals are to get better at: * giving examples of different groups of stakeholders * finding ideas and evidence from different perspectives * asking questions to gain information from a specific group of people cence As you work through this lesson and you achieve your learning goals, tick the ‘Achieved’ ‘box to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. Rens) Not Reeve eel) RCN ee I’can give examples of different groups of stakeholders. I can find ideas and evidence from different perspectives T can ask questions to gain information from a specific group of people.2 Analysis 5 1 What do you think is meant by the term ‘stakeholder? Discuss it with a partner. Write your definition A stakeholder is ........... 2. Give three examples of stakeholders for the issue you worked on in the Main activity in Lesson 7. 3 Do you think each of the groups of stakeholders in task 2 will have the same perspective? Explain your answer. The topic | am working on today is ... When trying to deepen your understanding of an issue, you need to look for groups of people with an interest in the issue whose perspective is likely to be different, Starter activity Look at the text your teacher ha given you. 1 What perspective is suggested in the text? 2 What other groups of people might be affected by or have an interest in this issue?Getting better at analysis skills: Lesson 8 3. How might the perspective of each of the groups in your answer to task 2 be different? 4 How might you find out information about each perspective? 5 Share your ideas with your classmates. Main activity 1 Design a questionnaire to gain information about the issue your teacher gives you, ‘What questions are you going to ask? Questions with aes’ or ‘No’ answer are closed questions. ‘They are easy to analyse. You can present your findings as a graph. Open-ended questions that require more than a ‘Yes’ or ‘No! answer allow you to gain more information, which you can summarise ina paragraph. Tip Open-ended questions often start with ‘Why?’ or'How?’ An example of an open-ended question is, ‘Why do you think young people like social media?’ n>2 Ask for feedback on your questionnaire from your teacher. Make improvements to your questions. 3 Design your questionnaire on a separate piece of paper and give it to a group of 5-10 Stage 8 learners to gain a perspective from them Seca What did you find easy in today's lesson? What did you need help with in today’s lesson? eerie with ‘Not therGetting better at analysis skills: Lesson 9 2.1 Identify ideas and evidence from different perspectives within different sources on a given topic 2.2. Explain how graphical or numerical data supports an argument 2.3. Expl 2.4. Suggest and justify different actions to make a positive difference to a national or global issue uses of a local or global issue and consequences on others Moe eee * using data from research into different erspet ives on an lesue to help support an argument — Rung I'can use data from research to help support an argument. I'can explain the consequences of a local or national issue. I can suggest an action to make a positive difference to a local or national issue |2 Analysis » In teams, discuss your research findings from your questionnaire in Lesson 8. 11 What did you find out? What did the majority think about the issue(s)? Was there a difference between the opinion of boys and girls? Did you get the results you thought you would get? Why do you think that was? Were there any surprises? If so, what were they? What conclusions can you draw? The topic | am working on today is ... Starter activity Di notes below. ss an issue from your questionnaire with your team and make a Your issue: b Information gained from your research:¢ Is further research needed to gain a different perspective? Yes/No d__ If yes, what is your proposed course of action for taking different perspectives into account? Main activity Continuing from the Starter activity, do further research on your issue if necessary. After discu make notes below, n about the issue and course of action, a Course of action: b Reason(s) for this course of action: ¢ Notes from research to include in the outcome: A course of action needs an outcome, e.g. a presentation, leaflet or poster promoting something or raising awareness about something to help make a positive difference. A course of action needs to be related to an issue. A local issue will need a local course of action. An example for a local course of action might be to raise awareness about the need to save water. ‘An outcome to do this might be a presentation to classmates in school,ee enicieaicueeies What skills have you used in today’s lesson? How might you further develop these skills? Cea erie) Ifyou haven't already done so, complete the How will | know if | reach my goals? table with ‘Not there yet! or ‘Achieved’. Don't forget to add examples from your challenge. Sere eae) | Look back at self-assessment 1 and 2. How much further progress do you feel you have made so far in developing your analysis skills? For each learning objective in the table below, shade in the response that matches yours most closely. Give one example for this response. Eventually, you are aiming for green! GREEN (on 2.1 Identify ideas |! know one or I know some I know key Global and evidence from | two Global Global Perspectives key different perspectives | Perspectives Perspectives terms. | can identify different groups of stakeholders. I can explain the perspective of a group of stakeholders. I can help others identify stakeholders and explain their perspective, key terms. | can identify some different groups of stakeholders. Ican explain the perspective of a group of stakeholders within different sources on a given topic. key terms. | can identify some different groups of stakeholders with help. I can explain the perspective of a group of stakeholders with help.Getting better at analysis skills: Lesson 9 Raters 2.2 Explain how graphical or numerical data supports an argument. I can find relevant information on the internet with help. I can ask some questions (although they I.can find relevant information on the internet. I can ask questions to gain some information to help support an I can find relevant information on the internet. I can ask questions to gain information to help support an argument. a local or global issue and consequences on others. least one cause or consequence of a local or national issue with help. may not all be argument. I can help others ask relevant) to gain questions to gain some information relevant information to help support an to help support an argument. argument. 2.3 Explain causes of || can explain at [I can explain can explain some causes or consequences of a local or national issue using appropriate signal words. some causes and consequences of a local or national issue using appropriate signal words and can help others understand how to explain causes and consequences. 2.4 Suggest and justify different actions to make a positive difference to a national or global issue. Ican suggest at least one possible course of action to help make a positive difference toa local or national issue with help. can suggest a relevant course of action and at least one outcome to help make a positive difference toa local or national issue. can suggest relevant courses of action and different outcomes to help make a positive difference to a local or national issue. | can help others come up with relevant courses of action and suggestions for outcomes. 7 >Examples: |[21.. 22) 23 24 Reflect on your responses in your self-assessment and identify two areas for improvement. Set yourself two learning targets - how you will improve upon the two areas. For example, ‘I will try to help someone else think of a suitable outcome to help make a positive difference to a local or national issue.’ Learning targets: 1 Area for improvement: How | will improve: 2 Area for improvement: How I will improve’... Snes Think about the challenge topic you have been exploring and complete the statements. | was surprised to discover that .. I didn't know ,.. I now think> Section 3 Evaluation This section of your Learner's Skills Book 8 helps you to develop your evaluation skills using interesting global topics. ‘As you start to develop your evaluation skills in Stage 8, you will be explaining what the term ‘evaluation’ means and gaining a deeper understanding of the difference between evaluation and analysis. You will learn how to evaluate sources of information, consider the author and purpose of the source and check whether the sources contain bias. You will discuss how to recognise a ‘fake news’ item and learn to recognise that some facts in information sources are real and some are made up. Jevelopins As you further develop your evaluation skills in Stage 8, you will discuss the effectiveness of different sources of information on a variety of global issues. You will be learning what an argument in Global Perspectives is and how to create an argument by exploring what a claim is, giving reasons for a claim and using different sources of information as evidence to support your claims, You will also continue to evaluate sources of inform whether they are reliable or not, or if and why they might contain bias. As you get better at evaluating in Stage 8, you will continue to evaluate different information sourees ~ including ideas and evidence from different perspectives - considering the author and purpose of different text types. You will get better at judging the reliability of sources, furthering your understanding that some sources may contain bias.Starting with evaluation skills: Lesson 1 3.1. Evaluate sources, considering the author and purpose, recognising that some sources may be biased AYE Tint eter Ie coset * explain the term ‘evaluation’ * understand the difference between evaluation and analysis * understand what ‘fake news’ is, why it is created and how to recognise it Pee ees ‘As you work through this lesson and you achieve your learning goals, tick the ‘Achieved! box to show you have completed this. If you haven't quite achieved 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 example from your challenge once you have achieved each learning goal. en) Ne ‘Achieved |Example Ren els Iican explain the term ‘evaluation’ Tunderstand the difference between evaluation and analysis. Vunderstand what ‘fake news’ is, why it is created and how to recognise it AL NL NE 100 >