Scheme of work IGCSE/Global... · Web viewCambridge IGCSE Global Perspectives Specimen Paper 3 2012 syllabus AO1 AO2 AO3 Research and understand health care issues in my local community

– Cambridge IGCSE® [Subject] ([syllabus code])

Scheme of work Cambridge IGCSE® Global Perspectives 0457

v0.2 2Y02 Cambridge IGCSE [Subject] ([syllabus code]) 1

Scheme of work – Cambridge IGCSE® Global Perspectives (0457)

ContentsOverview.................................................................................................................................................................................................................................................. 4

Unit 1: Belief Systems............................................................................................................................................................................................................................ 7

Unit 2: Biodiversity and Ecosystem Loss........................................................................................................................................................................................... 11

Unit 3: Climate Change........................................................................................................................................................................................................................ 16

Unit 4: Conflict and Peace.................................................................................................................................................................................................................... 21

Unit 5: Disease and Health................................................................................................................................................................................................................... 29

Unit 6: Education for All....................................................................................................................................................................................................................... 34

Unit 7: Employment.............................................................................................................................................................................................................................. 41

Unit 8: Family and Demographic Change........................................................................................................................................................................................... 50

Unit 9: Fuel and Energy........................................................................................................................................................................................................................ 55

Unit 10: Humans and Other Species................................................................................................................................................................................................... 59

Unit 11: Language and Communication............................................................................................................................................................................................. 63

Unit 12: Law and Criminality................................................................................................................................................................................................................ 68

Unit 13: Poverty and Inequality........................................................................................................................................................................................................... 71

Unit 14: Sport and Recreation............................................................................................................................................................................................................. 76

Unit 15: Technology and the Economic Divide.................................................................................................................................................................................. 81

Unit 16: Trade and Aid.......................................................................................................................................................................................................................... 85

V1 2Y10 Cambridge IGCSE Global Perspectives (0457) 2

Unit 17: Tradition, Culture and Identity............................................................................................................................................................................................... 92

Unit 18: Transport and Infrastructure................................................................................................................................................................................................. 96

Unit 19: Urbanisation.......................................................................................................................................................................................................................... 100

Unit 20: Water, Food and Agriculture............................................................................................................................................................................................... 105



OverviewThis scheme of work provides ideas and suggestions for constructing and delivering a course for Cambridge IGCSE Global Perspectives. The syllabus has been broken down into teaching units with suggested teaching and learning activities and resources for use in the classroom. Suggestions have also been made for Individual Research and Group Project activities. Some of the units clearly raise ethical issues; teachers should be aware of sensitivities surrounding these. Centres are encouraged to personalise these units to fit their own context and plan to ensure that learners are given plenty of opportunity to develop and apply the skills required throughout this course. This course encourages learners to be aware of global issues and offers opportunities to explore possible solutions through research, cooperation and collaboration. It promotes an open-minded approach to the complexities of the world and human existence. It is not expected that teachers will cover all the topics within the syllabus, but will choose topics of interest to them and their learners to develop the skills as outlined by the Assessment Objectives within the syllabus.

Recommended prior knowledge Learners will bring their own experiences and opinions about many global issues to this course. They should have an awareness of different sources of information that will be useful for this course and also an understanding of the differences between global, national, local and personal perspectives on a global issue and how they are interconnected. The course emphasises the development and acquisition of skills and the topics are a vehicle to develop these skills.

OutlineThe units within this scheme of work are:

Unit 1: Belief SystemsUnit 2: Biodiversity and Ecosystem LossUnit 3: Climate ChangeUnit 4: Conflict and PeaceUnit 5: Disease and HealthUnit 6: Education for AllUnit 7: EmploymentUnit 8: Family and Demographic ChangeUnit 9: Fuel and EnergyUnit 10: Humans and Other SpeciesUnit 11: Language and CommunicationUnit 12: Law and CriminalityUnit 13: Poverty and InequalityUnit 14: Sport and RecreationUnit 15: Technology and the Economic Divide


Unit 16: Trade and AidUnit 17: Tradition, Culture and IdentifyUnit 18: Transport and InfrastructureUnit 19: UrbanisationUnit 20: Water, Food and Agriculture

Within the units, suggested teaching activities focus on whole class (W), Group work (G) and individual work (I). The activities are introduced with Focus questions which are examples of the sort of questions that teachers may use to start discussions. Throughout the units Extension activities are provided for learners who require more challenging tasks and activities. Within the units Group Project activities give teachers ideas of planning activities early in the course, prior to selecting the Group Project they want to follow. Individual Research activities are given in this scheme of work for class and extension work rather than exemplar tasks/titles for the components. This will give learners ideas and experience of the type of work required for the Individual Research.

Teacher supportTeacher Support is a secure online resource bank and community forum for Cambridge teachers which provides access to specimen and past question papers, mark schemes and other support materials. We offer online and face-to-face training; details of forthcoming training opportunities are posted on Teacher Support. Go to http://teachers.cie.org.uk

An editable version of this scheme of work is available on Teacher Support. The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org

ResourcesAn up-to-date resource list can be found at www.cie.org.uk

Global Perspectives (0457) Teaching Pack Cambridge International Examinations. Available to buy from our Publications Catalogue at www.cie.org.uk/docs/profiles/teachers/Publications_Catalogue_Supplement_2012.pdf

Collins Atlas of Global Issues: A visual guide to the world's greatest challenges Collins, UK (2007) ISBN: 9780007243174

Online resourcesEach unit has a comprehensive list of online resources. Below is a list of some general websites that may be useful.www.bbc.co.uk BBC newswww.cafod.org.uk CAFOD www.cbd.int Convention on Biological Diversitywww.cia.gov/library/publications/the-world-factbook/index.html Information about countries world-wide.www.cites.org CITES Convention on International Trade in Endangered Species of Wild Fauna and Florawww. cnn .com/ US news channelwww.conservation.org Conservation Internationalwww.epa.gov USA Environmental Protection Agencywww.foei.org Friends of the Earth


http://www.foei.org/

http://www.epa.gov/

http://www.conservation.org/

http://www.cnn.com/

http://www.cites.org/

http://www.cia.gov/library/publications/the-world-factbook/index.html

http://www.cbd.int/

http://www.cafod.org.uk/

http://www.bbc.co.uk/

http://www.cie.org.uk/docs/profiles/teachers/Publications_Catalogue_Supplement_2012.pdf

http://www.cie.org.uk/

http://www.openoffice.org/

http://teachers.cie.org.uk/

www.fsc.org Forestry Stewardship Councilwww.gapminder.org Data and maps on a range of global issueswww.geographypages.co.uk Provides links to many websites comparing countrieswww.globaleducation.edu.au/redirection.html Global education websitewww.greenpeace.org/international Greenpeacewww.icrc.org International Red Cross and Red Crescentwww.ipcc.ch/ The Intergovernmental Panel on Climate Changewww.iucn.org World Conservation Unionwww.makepovertyhistory.org/takeaction/ Make Poverty History campaign www.newint.org/ New Internationalist http://uk.oneworld.net/guides Guides to global issues, including conflict and peacehttp://uk.oneworld.net/guides Guides to global issueswww.oxfam.org.uk Oxfamhttp://stats.oecd.org/oecdfactbook/ Interactive mapping and statistical information www.un.org UN main websitewww.undp.org UN Development Programmewww.unep.org UN Environment Programmewww.unfoundation.org/ UN Foundationwww.unicef.org/index.php Information on countrieswww.un.org/en/globalissues/index.shtmlwww.un.org/millenniumgoals/ UN Millennium Development Goals www.worldbank.org The World Bankwww.who.int World Health Organisationwww.worldwildlife.org World Wildlife Fund

® IGCSE is the registered trademark of Cambridge International Examinations.© Cambridge International Examinations 2012


http://www.worldwildlife.org/

http://www.who.int/

http://www.worldbank.org/

http://www.un.org/millenniumgoals/

http://www.un.org/en/globalissues/index.shtml

http://www.unicef.org/index.php

http://www.unfoundation.org/

http://www.unep.org/

http://www.undp.org/

http://www.un.org/

http://stats.oecd.org/oecdfactbook/

http://www.oxfam.org.uk/

http://uk.oneworld.net/guides


http://www.newint.org/

http://www.makepovertyhistory.org/takeaction/

http://www.iucn.org/

http://www.ipcc.ch/

http://www.icrc.org/

http://www.greenpeace.org/international

http://www.globaleducation.edu.au/redirection.html

http://www.geographypages.co.uk/

http://www.gapminder.org/

http://www.fsc.org/


Unit 1: Belief SystemsRecommended prior knowledge Learners will bring their own experience of belief systems and that of their family and friends to this unit. They may have specific beliefs that inform their everyday lives. They may have strong opinions about issues in this topic. Sensitivity is required. There are links with Unit 4 Conflict and Peace, Unit 8 Family and Demographic Change, Unit 10 Humans and Other Species and Unit 17 Tradition, Culture and Identity.

ContextThis unit could precede all the units mentioned above. It could be combined with Unit 17 to form one large teaching unit. It provides many opportunities for individual research work and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider people’s differing beliefs and the effects these have on their lives. It encourages them to consider the interactions of people with different beliefs. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.

AO Learning objectives Suggested teaching activities Learning resources

AO3

AO2

Explore and reflect on personal and other people’s perspectives

Analyse the impact of belief systems on people’s lives

Focus questions What is a belief system? Why do people have different belief systems?

W/G. Class/Group discussion to define ‘belief system’ and types of belief system (religious, philosophical, ideological, and political) and why people have belief systems.W. Collate perspectives/ideas on belief systems.

Onlinewww.cftech.com/BrainBank/OTHERREFERENCE/RELIGION/MajorReligion.html

www.religionfacts.com/http://hsc.csu.edu.au/society_culture/#133016 Charles Stuart University New South Wales


http://hsc.csu.edu.au/society_culture/#133016

http://hsc.csu.edu.au/society_culture/#133016

http://www.religionfacts.com/

http://www.cftech.com/BrainBank/OTHERREFERENCE/RELIGION/MajorReligion.html




AO4 Collaborate with others to plan and carry out a project with a clear outcome

ExtensionInvite speakers from different belief systems/religions into school to identify their beliefs and why they hold them.

Individual Research Research two major belief systems: how they originated, key ideas, behaviours of followers and perceptions of other belief systems.

Group Project Compare the main belief system in own country with that in another. Produce a documentary video on how teenagers who follow these beliefs feel about them.

Other resourcesSociology resources and textbooks

AO1 Research and understand different belief systems across the world

Focus question What are some of the different belief systems around the world?

W. Presentation of one major world religious belief system e.g. Hinduism, Christianity, Islam, Buddhism, Shintoism, Judaism, Confucianism. Include location, beliefs, behaviour, and attitudes.G. Research another belief system to present to the class – can be religious or other e.g. humanism, atheism.W. Collate presentation information to have a range of case study material.

Individual ResearchInvestigate the statement ‘Religious harmony is difficult to achieve.’

Onlinewww.religioustolerance.org/var_rel.htm Summary of belief systems

www.learner.org/courses/worldhistory/unit_video_5-1.html Early belief systems

www.nationalgeographic.com/xpeditions/lessons/10/g68/index.htmlNational Geographic website

www.un.org/apps/news/story.asp?NewsID=28620&Cr=ki-moon&Cr1=relig

AO1 Research and analyse belief systems in local community

Focus questions What are the different belief systems in my country and community? How do these belief systems affect the nature of the local

community? How do people show respect for others’ beliefs?

W. Presentation by local representatives of different belief systems who

OnlineNational statistic websites should be able to provide some information on different belief systems followed.

www.un.org/cyberschoolbus/humanrights/declaration/18.asp United Nations school website www.un.org/en/documents/udhr/


http://www.un.org/en/documents/udhr/

http://www.un.org/cyberschoolbus/humanrights/declaration/18.asp

http://www.un.org/cyberschoolbus/humanrights/declaration/18.asp

http://www.un.org/apps/news/story.asp?NewsID=28620&Cr=ki-moon&Cr1=relig

http://www.un.org/apps/news/story.asp?NewsID=28620&Cr=ki-moon&Cr1=relig

http://www.nationalgeographic.com/xpeditions/lessons/10/g68/index.html

http://www.nationalgeographic.com/xpeditions/lessons/10/g68/index.html

http://www.learner.org/courses/worldhistory/unit_video_5-1.html

http://www.learner.org/courses/worldhistory/unit_video_5-1.html

http://www.religioustolerance.org/var_rel.htm



give a summary of key features of their belief system.I. Mapping of places of worship locally and use of census data (if available) to determine what belief systems are present locally.I. Where appropriate conduct a survey of people’s belief systems. Investigate how belief systems manifest themselves locally e.g. schools, places of worship, dress, and food. Present findings to class.W. Class discussion about showing respect for beliefs and how this is done/not done in local community.I. Personal reflection on different belief systems.

ExtensionInvestigate the changing nature of a local community’s belief systems- research the belief systems of new groups of people coming into a community.

Individual Research Investigate how belief systems may differ in rural and urban areas.

Group Project Work with learners in another school to produce a documentary video about different belief systems in each respective community.

United Nations Declaration of Human Rights

http://sociology.about.com/od/Disciplines/a/Sociology-Of-Religion.htmSociology of Religion

Other resourcesLocal mapsFieldwork QuestionnairesInterviews

AO3 Explore and reflect on own and others’ perspectives on belief systems

Focus questions What are the belief systems of my friends and family? How do these belief systems influence their behaviour and those of

others? How do they differ?

W/I. Devise some questions and survey/interview members of family and friends about belief systems.W/I. Collate information and analyse responses. Compare responses with other learners.

ExtensionInvite local religious leaders into school to talk about belief systems and

Onlinehttp://sociology.about.com/od/Disciplines/a/Sociology-Of-Religion.htmStudying the relationship between religion and society

Other resourcesSurvey and interview responses


http://sociology.about.com/od/Disciplines/a/Sociology-Of-Religion.htm






how they influence behaviour and attitudes.

Individual ResearchInvestigate the influence of belief systems on teenagers in your local community.

Group Project Work with learners from another school to produce a guide to local belief systems for teenagers visiting the country on an exchange visit.

AO3 Explore and reflect on personal perspectives on belief systems. Develop a line of reasoning for perspectives

Focus questions What are my beliefs? How have they changed over time?

W/I. Personal reflection on own beliefs. Present a brief summary of own beliefs to class. Take questions from learners with differing beliefs.I. Produce a piece of writing explaining own belief systems.

ExtensionW. Present an assembly on belief systems to school.

Other resourcesLearners could bring in artefacts, food, clothing etc. to support presentation



Unit 2: Biodiversity and Ecosystem LossRecommended prior knowledge Learners will bring their own experience of seeing local media reports about loss of ecosystems such as commercial logging of Tropical Rainforest. Some may have first-hand experience depending on where they are living. They may be aware of both small and large scale damage to ecosystems and the biodiversity within them. There are clear links with Unit 1 Belief Systems, Unit 3 Climate Change, Unit 9 Fuel and Energy, Unit 10 Humans and Other Species, Unit 17 Tradition, Culture and Identity and Unit 20 Water, Food and Agriculture.

ContextThis unit could follow on from or be taught in conjunction with Unit 10 Humans and Other Species or follow Unit 3 Climate Change. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class, as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to investigate and consider the issues associated with the loss of habitats and the biodiversity within them following human interference. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO3

Research and analyse the conditions and causes of biodiversity and ecosystem loss Develop lines of reasoning, in order to provide an explanation or justify a point

Focus questions Why are plant and animal species threatened? How would we judge whether the loss of a number of plant or animal

species constituted a disaster?

W. Use quotes from the Living Planet report to introduce the idea of the impact of human activity on the planet. G/I. Develop an investigation into one plant/animal species under threat detailing such aspects as: status (how threatened) location, distribution, habitat, ecological niche (how narrow/broad are its ecological needs),

Onlinehttp://wwf.panda.org/about_our_earth/all_publications/living_planet_report/Living Planet Report

www.globalissues.org/issue/168/environmental-issuesEnvironmental issues

www.panda.org


http://www.panda.org/

http://www.globalissues.org/issue/168/environmental-issues

http://www.globalissues.org/issue/168/environmental-issues

http://wwf.panda.org/about_our_earth/all_publications/living_planet_report/

http://wwf.panda.org/about_our_earth/all_publications/living_planet_report/


reasons why a species is threatened (e.g. timber/mineral extraction), what conservation action is being taken.G/I. Presentation of findings to class and collation of information by whole class.W/G. Discussion and debate on whether these species should be saved and the long and short-term consequences of their disappearance. (Notion of “flagship species”).

ExtensionW. Produce a world map showing where these threatened species and others are located.

Individual ResearchInvestigate threats to species in local area and a contrasting area in another country.

World Wildlife Fund

www.worldwildlife.org/science/ecoregions/WWFBinaryitem4810.pdf The Global 200: Priority Eco-regions for Global Conservation. Very detailed report.

Other resourcesWorld AtlasPhotographsNewspaper reports

AO2

AO3

Investigate courses of action to combat ecosystem loss and promote biodiversity

Reflect on personal and other perspectives about conservation and biodiversity

Focus question What projects/initiatives are there for promoting biodiversity?

G/I. Present methods used to combat loss of species investigated in previous lesson, including the role of international bodies like the World Wildlife Fund, World Sustainable Development Summits, and Convention on International Trade in Endangered Species of Wild Fauna and Flora and local initiatives. Present findings to class.W. Evaluate the effectiveness of methods to conserve and promote biodiversity. I. Research different perspectives on conservation and biodiversity. Produce a reflection on the perspectives and clarify own perspective.

ExtensionG/I. Develop a glossary of key words with meanings to be displayed and added to during the course of this topic, e.g. species, biodiversity; habitat; ecosystem; eco-region; endemism; biome; ecology; ecological niche; ecological footprint; conservation; development; sustainable development etc.

Onlinehttp://uk.oneworld.net/guides/sustainable_developmentSustainable Development guide

www.un-documents.net/wced-ocf.htm Our Common Future. 1987 but a reference point only

www.cites.org CITES Convention on International Trade in Endangered Species of Wild Fauna and Flora

www.cbd.int Convention on Biological Diversity

www.unep.org UN Environment Programme

www.undp.org




http://www.cbd.int/

http://www.cites.org/

http://www.un-documents.net/wced-ocf.htm

http://uk.oneworld.net/guides/sustainable_development

http://uk.oneworld.net/guides/sustainable_development

http://www.worldwildlife.org/science/ecoregions/WWFBinaryitem4810.pdf

http://www.worldwildlife.org/science/ecoregions/WWFBinaryitem4810.pdf



Individual ResearchResearch different approaches to reducing ecosystem loss in different countries.

Group ProjectA comparison study on attitudes towards ecosystem loss and biodiversity. End product could be a documentary – visual or aural.

UN Development Programme

www.iucn.org World Conservation Union

www.panda.org World Wildlife Fund

www.conservation.org Conservation International

www.greenpeace.org/internationalGreenpeace

www.foei.org Friends of the Earth

www.fsc.org Forestry Stewardship Council

http://traffic.org TRAFFIC Wildlife Trade Monitoring Network

AO2 Analyse and evaluate approaches to sustainable development and alternative resource use to maintain resources and ecosystems

Suggest courses of action to conserve resources

Focus questions How can existing resources be used at a sustainable level? What projects/initiatives are there in my country to maintain

resources or find alternatives?

W. Present information about sustainable development in one ecosystem e.g. Tropical Rainforest in Malaysia/Brazil to show methods used to use resources but maintain them at a reasonable level for future use. G/I. Research examples of sustainable development of resources and/or alternative resource use e.g. ecotourism, agroforestry, recycled materials and present to class. Evaluate the impact of the examples

Onlinewww.worldagroforestry.org/World Agroforestry Centre

www.ecotourism.org/what-is-ecotourism The International Ecotourism Society

www.fsc.org/ Forestry Stewardship Council




http://www.fsc.org/

http://www.ecotourism.org/what-is-ecotourism

http://www.worldagroforestry.org/

http://traffic.org/

http://www.fsc.org/




http://www.panda.org/

http://www.iucn.org/



chosen.

ExtensionI. Write a letter to politicians in a country with ecosystems under threat outlining the issues involved and suggest possible courses of action to reduce the threat.

Individual ResearchCompare three approaches to sustainable development – one locally and two others in different parts of the world.

Group Project Run a promotional campaign with learners from another school to highlight teenage perspectives on ecosystem loss.

www.undp.org UN Development Programme

www.epa.gov/osw/conserve/rrr/recycle.htm US Environmental Protection Agency

AO2

AO3

AO4

Analyse the conditions and causes of the threat to human diversity

Develop reasoned prediction of possible and likely scenarios for the survival of the human race

Collaborate with others to plan and carry out a project with a clear outcome

Focus questionAre humans themselves becoming more, or less, diverse?

W. Discussion of case studies where groups of people are losing their culture/ way of life due to development and threat from the outside world e.g. indigenous groups in Amazonia.W. Discussion of possible future scenarios where humans in general are put in danger e.g. climate change events.

ExtensionI. Investigate historical cases where people and/or cultures have been lost to outside influences.

Individual ResearchInvestigate groups of people in own country whose livelihood or way of life may be under threat from outsiders and compare these to those in another country.

Group Project Work with learners from another culture to compare the impact of outside influences on the respective cultures and produce a guide for

Onlinehttp://indigenouspeoplesissues.com/Indigenous issues around the world

www.globalissues.org/article/693/rights-of-indigenous-peopleRights of indigenous people


http://www.globalissues.org/article/693/rights-of-indigenous-people

http://www.globalissues.org/article/693/rights-of-indigenous-people

http://indigenouspeoplesissues.com/

http://www.epa.gov/osw/conserve/rrr/recycle.htm




people to respect and maintain these cultures.

AO3

AO4

Explore and reflect on personal perspectives about biodiversity and ecosystem loss


Focus questions How do I and my family use resources? How do I threaten species’ diversity? What steps can I take to reduce ecosystem and biodiversity loss?

W/G/I. Devise a questionnaire for family and friends about attitudes to local ecosystems and biodiversity. I. Analyse life over a week e.g. by making a diary to investigate how a learner can threaten a plant species, consider more than just actions also consider things used like perfume, furniture in home medicines etc.W. Introduce the ‘The Ecological Footprint’. Calculate, analyse and present ways for reducing the ecological footprint of an individual, family, friends, school, community etc.

ExtensionW/G. Green School: Developing plans for and organising a greener school: school environmental club to raise awareness; to make the school environment greener – tree nursery; school garden; recycling; waste management; keeping a school environmental log etc.

Voluntary Work and hands-on involvement with a local/international NGO working locally/nationally on biodiversity conservation.

Group Project Joint schools campaigning: planning, developing and implementing a school campaign on a local environmental issue, perhaps for World Environment Day.

Onlinewww.globalonenessproject.org/Information on Ecological Footprint

www.conservation.org Conservation International

www.greenpeace.org/internationalGreenpeace

www.foei.org Friends of the Earth

www.eco-schools.org Greener Schools

Other resources Contacts with local environmental NGOs or the local offices of international environmental NGOs such as WWF, Greenpeace etc. may provide opportunities for campaigning and volunteer work


http://www.eco-schools.org/




http://www.globalonenessproject.org/people/mathis-wackernagel?gclid=COjH2rLJ_a0CFYELfAodBy1Itg


Unit 3: Climate ChangeRecommended prior knowledge Learners will bring their own knowledge and experience of climate change to this unit. There are clear links with Unit 2 Biodiversity and Ecosystem Loss, Unit 9 Fuel and Energy and Unit 20 Water, Food and Agriculture.

ContextThis unit could follow on from Unit 2 Biodiversity and Ecosystem Loss or precede Unit 20 Water, Food and Agriculture. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to examine the issues associated with Climate Change and the different attitudes individuals and countries have towards it. It also encourages them to consider the role of the individual and family in Climate Change. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO2

Research and understand the nature of Climate Change

Analyse the causes of Climate Change

Focus questions What is Climate Change? What are the causes of Climate Change? Is current Climate Change natural or human-induced?

W. Quiz to assess prior knowledge. Compare answers with group. This could be done online.W. Clarify what Climate Change is and what evidence could be used to measure it.W. Show temperature graphs from past and discuss the patterns shown. I. Research and summarise the causes of Climate Change – both human and natural.

Onlinehttp://news.bbc.co.uk/1/hi/sci/tech/3579492.stm Online quiz about Climate Change

http://www.environmentlaw.org.uk/ Summary of nature, causes and effects of Climate Change




http://www.environmentlaw.org.uk/

http://news.bbc.co.uk/1/hi/sci/tech/3579492.stm



Individual Research Research the myths and realities about Climate Change and how these influence people’s perspectives.

Research the contribution own country makes to Climate Change e.g. pollution levels, participation in treaties, strategies to reduce emissions of greenhouse gases etc.

www.epa.gov/osw/conserve/rrr/recycle.htm US Environmental Protection Agency

www.epa.gov/climatechange/science/pastcc.html Past Climate Change information

www.metoffice.gov.uk/climate-change/resources Portal website for links to range of Climate Change websites

www.guardian.co.uk/environment/climate-changeClimate change

www.guardian.co.uk/environmentGuardian newspaper environmental web pages

AO2 Analyse the impacts of Climate Change at different levels

Focus question What are the impacts of Climate Change at the local, national and

international level?

G/W. Learners investigate the potential and actual impacts of Climate Change in a range of locations at different levels. Each group takes one area and then presents to class. Collation of different case studies.

ExtensionW. Invite a local expert from a university to speak to learners about the most recent research into Climate Change.

Individual ResearchResearch different perspectives in local area on the impacts of Climate Change. Analyse how and why attitudes may vary.

Onlinewww.trust.org/alertnet/climate-change/Case studies on the impact of Climate Change


http://www.trust.org/alertnet/climate-change/?gclid=CPbSvaHR_a0CFcEntAodqkebtA

http://www.guardian.co.uk/environment

http://www.guardian.co.uk/environment/climate-change

http://www.guardian.co.uk/environment/climate-change

http://www.metoffice.gov.uk/climate-change/resources

http://www.metoffice.gov.uk/climate-change/resources

http://www.epa.gov/climatechange/science/pastcc.html

http://www.epa.gov/climatechange/science/pastcc.html





Group ProjectCompare the impact of Climate Change with learners living in another part of the world. Produce a documentary about each area to inform other teenagers.

AO1

AO2

Research approaches to reduce the impacts of Climate Change

Evaluate the measures used to tackle Climate Change

Focus questions How do different countries approach Climate Change? What measures are taken by non-governmental organisations and

governments to reduce the impacts of Climate Change? How effective are these measures?

W. Present the aims of intergovernmental agreements e.g. the Kyoto protocol and the more recent Durban Climate Change conference. G/I. Analyse information to determine whether targets have been met.W. Discuss the difficulties of international agreements and suggest solutions for better agreements and decision making.G. Investigate the responses of non-governmental organisations e.g. Friends of the Earth to Climate Change.

ExtensionW. Invite a local expert in Climate Change to speak to learners about developments in reducing Greenhouse Gas emissions.W. Class debate ‘Climate Change is inevitable and we should do nothing’.

Individual Research Evaluate the effectiveness of intergovernmental conferences and treaties on reducing Climate Change.

Onlinehttp://unfccc.int/kyoto_protocol/items/2830.phpKyoto Protocol 2005

http://news.bbc.co.uk/1/hi/sci/tech/4269921.stmBBC news on the Kyoto protocol

http://unfccc.int/meetings/durban_2011Durban Climate Change Conference 2011

www.ipcc.ch/The Intergovernmental Panel on Climate Change

http://uk.oneworld.net/guides/lThe impact of KyotoError! Hyperlink reference not valid.www.iiea.com/blogosphere/The institute of International and European Affairs

www.greenpeace.orgYou can save the Arctic

www.friendsoftheearth.orgFriends of the Earth International

AO2 Explore and evaluate national response to Climate Change

Focus questions How does my country approach Climate Change

OnlineNational government, local authority,


http://www.friendsoftheearth.org/

http://www.greenpeace.org/

http://www.iiea.com/blogosphere/art-of-the-possible-the-outcome-of-the-durban-climate-negotiations?gclid=CNeYj4zR_a0CFUNTfAod9QdSrw

http://uk.oneworld.net/guides/climate-change?gclid=CMLT8qDV_a0CFaEntAodNy5vsg#Kyoto_Protocol

http://www.ipcc.ch/

http://unfccc.int/meetings/durban_2011



http://unfccc.int/kyoto_protocol/items/2830.php

http://unfccc.int/kyoto_protocol/items/2830.php


AO3

AO4

Develop own perspective on national response and develop a course of action


What instruments are present to reduce the impact of Climate Change nationally and in my local community?

How effective are these measures?

W/I. Watch news and videos extracts, read newspaper extracts, interpret statistics etc. to determine the approach taken by national government to Climate Change e.g. trading emissions.I. Analyse the level of response and evaluate its effectiveness.

ExtensionW/I. Interview local politician(s)/experts on the national response to Climate Change.

Individual Research Using class work and further research, recommend a course of action for your government to take to increase its commitment to Climate Change reduction. Justify your recommendations.

Group Project Produce a documentary comparing the approaches of government and individuals in own and another country towards Climate Change.

news associations websites will have information on approaches to Climate Change

Some examples:http://greenhousegas.nsw.gov.au/Australian exampleError! Hyperlink reference not valid.www.internationaltransportforum.org/jtrc/environment/environment.htmlNGO example

www.wwf.org.uk/what_we_do/tackling_climate_change/WWF – good information on tackling Climate Change at range of levels

Other resourcesNational newspaper articlesTV documentaries

AO3

AO2

Explore and reflect on personal and other people’s perspectives on Climate Change

Analyse the consequences of Climate Change on personal life

Focus questions How aware are my friends and family about the issues of Climate

Change? How do I and my family contribute to Climate Change? How does Climate Change impact on our lives?

W/I. Survey friends and family to find out level of awarenessW. Collate findings; analyse from male/female; age groups to see if there are differences in attitude. I. Calculate ecological footprint using http://footprint.wwf.org.uk/W. Collate class Ecological Footprint information to compare results.

Extension

Onlinewww.globalonenessproject.org/people/Information on Ecological Footprint

http://blogs.guardian.co.uk/observer/archives/2006/lBlog from Observer newspaper in UK


http://blogs.guardian.co.uk/observer/archives/2006/l

http://blogs.guardian.co.uk/observer/archives/2006/l

http://www.globalonenessproject.org/people/mathis-wackernagel?gclid=COjH2rLJ_a0CFYELfAodBy1Itg

http://footprint.wwf.org.uk/

http://www.wwf.org.uk/what_we_do/tackling_climate_change/

http://www.wwf.org.uk/what_we_do/tackling_climate_change/

http://www.internationaltransportforum.org/jtrc/environment/environment.html

http://www.internationaltransportforum.org/jtrc/environment/environment.html

http://greenhousegas.nsw.gov.au/



G. Present an assembly on Climate Change and its impact on daily lives.

Individual Research Investigate the reasons for different perspectives on Climate Change in local area.

Group Project Compare attitudes amongst teenagers and their families in own country and another. Produce a campaign to raise awareness.



Unit 4: Conflict and PeaceRecommended prior knowledge Learners will bring a variety of experiences to this topic. They may be living in a country with an ongoing armed conflict or they may have friends and/or relatives in the military. Many learners may have seen conflicts on the news and so will have some knowledge and opinions about it. They will experience conflict on a daily basis with their family and peers. Some of the issues that may arise within this topic will need to be treated with particular sensitivity depending on learners’ circumstances. There are clear links with Unit 1 Belief Systems, Unit 12 Law and Criminality and Unit 17 Tradition, Culture and Identity.

ContextThis unit could follow on from Unit 1 Belief Systems and Unit 17 Tradition, Culture and Identity. It provides many opportunities for Individual research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to explore and reflect on the causes and effects of different conflicts both at home and abroad. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO2

AO3

Analyse and evaluate the nature of conflict

Explore personal experiences and perspectives of conflict and consider some solutions

Focus questions What is conflict? What causes conflicts within my family and between friends or

peers? How can personal conflicts be resolved?

W. Brainstorm different forms of conflict and different levels of conflict.W. Watch several soap opera clips showing conflict between people in everyday interaction.G. Role Play different school, community and family scenarios involving

Onlinehttp://helpguide.org/mental/eq8_conflict_resolution.htm Conflict resolution strategies in relationships.


http://helpguide.org/mental/eq8_conflict_resolution.htm

http://helpguide.org/mental/eq8_conflict_resolution.htm


conflict. Teachers should produce a range of different situations for exploration. Conduct the role plays in two ways assuming:1. The participants do not want to resolve the issue causing the conflict2. The participants do want to resolve the issue causing the conflictDiscuss the spoken language and body language used in each scenarioI. Research advice on how to create effective relationships and resolve conflict. Analyse and evaluate the main methods suggested.W/G. Discussion about everyday conflict and methods that can be used to resolve/prevent these conflicts. I. Write a guide on creating effective relationships and resolving differences between individuals and small groups in everyday life.

ExtensionW. Organise a visit from a professional counsellor to talk about conflict resolution in relationships.W/G. Explore the issue of conflict in schools, for example bullying.

Individual Research Write a short drama and video the subsequent production of a successful conflict resolution in an everyday life scenario.

Group Project Collaborate with a group from another school in another country to compare sources of conflict in family life and/or between friends. Produce a documentary (visual or aural).

Collaborate with a group from another school in another country to research learner opinions about what personal qualities, attitudes and behaviours promote good relationships. A comparison of gender and age differences could be undertaken.

AO1

AO2

Research and understand the nature of conflict around the world

Analyse the causes and effects of

Focus questions Why do conflicts and wars begin? Where is there conflict in the world today? What forms do large scale conflicts take?

W/G. Research, analyse and interpret material on different conflicts

Onlinewww.irinnews.org/film/ Film clips on conflict

www.icrc.org International Red Cross and Red



http://www.irinnews.org/film/


particular conflicts around the world. Present findings to classExamples of conflicts: Conflict between Israel and Palestine Trade conflict and sanctions, for example between the USA and

China Conflicts in Africa, for example in Zimbabwe or the Sudan Conflict in Afghanistan Conflict between Tibet and China Conflict between different ethnic groups in Northern India Conflict over nuclear armament proliferation with Iran

Example questions for group research: Which groups of people are in conflict? How did the conflict begin? What are the reasons for the conflict? What form does the conflict take? What are the views of each party in the conflict? How could the conflict be resolved? How accurate are the media versions of the situation? How could

they be verified or tested? What is the impact of the conflict on people, local communities, the

country, and international relations? How accurate are the accounts of the conflict situations? What forms does conflict take?

W/I. Follow-up class discussion to analyse the similarities and differences between the conflicts to produce a summary of the different causes or reasons for conflict.

ExtensionI. ‘The main cause of war and conflict is differences in culture and religion.’ Evaluate this point of view.

Individual Research Research and analyse an example of a conflict, past or present, and analyse the causes. Suggest possible ways to resolve the conflict and

Crescent

http://uk.oneworld.net/guides Guides to global issues, including conflict and peace

www.oxfam.org.uk/education/resources/category.htm?22 Oxfam resources on conflict

www.cafod.org.uk/secondary/conflict CAFOD resources on conflict

www.newint.org/ New Internationalist – articles related to conflict

www.oasisofpeaceuk.org/Supporters of an Israeli village where Jewish and Palestinian Israeli citizens live together peacefully

Other resourcesNewspaper cuttings, magazine articles, TV documentaries; TV news clips

Atlas of Global Issues: A visual guide to the world's greatest challenges. The World Bank for Development and Reconstruction. Collins illustrated edition (5 Mar 2007)

Past paper Cambridge IGCSE Global Perspectives Paper 3 November 2011


http://www.oasisofpeaceuk.org/


http://www.cafod.org.uk/secondary/conflict

http://www.oxfam.org.uk/education/resources/category.htm?22





evaluate the likelihood of success for each.

Research and describe different forms of conflict. Describe the conditions in which different forms of conflict are likely to arise, for example war, terrorism, protest, political campaigns and social movements, like environmental and human rights.

Group Project For two different countries, learners could contrast and compare the causes and history of a significant current conflict in each country, including an evaluation of different possible solutions.

AO3 Explore and reflect on different perspectives about the source and nature of human conflict

Focus question Are conflicts and wars an inevitable part of being human?

W/G. Group and Class discussion on the focus question above. Other key questions to consider: What are the main causes of conflict? Is conflict part of human nature? Are humans aggressive by nature? To what extent do people learn to be aggressive? What evidence exists about human behaviour and

aggression/conflict? Can we control conflict so that it is used creatively rather than

destructively?G/I. Read the short article summarising some psychological views on human aggression and comment on it.G. Consider and discuss the work of Jane Goodall on chimpanzees (website and/or film).W. Identify the characteristics of human conflict that make it distinct.

ExtensionI. Explore the degree to which human aggression is innate or learnt. Evaluate the arguments for both points of view.

G/I: Write a dialogue or short play involving two people arguing for and

Onlinehttp://en.allexperts.com/q/Psychology-2566/2009/7/Violent-Nature.htmShort article summarising some psychological views on human aggression

www.pbs.org/wnet/nature/episodes/jane-goodalls-wild-chimpanzees/our-closest-relatives/1909/ Jane Goodall’s Wild Chimpanzees

Past paper Cambridge IGCSE Global Perspectives Paper 3 June 2010http://teachers.cie.org.uk



http://www.pbs.org/wnet/nature/episodes/jane-goodalls-wild-chimpanzees/our-closest-relatives/1909/



http://en.allexperts.com/q/Psychology-2566/2009/7/Violent-Nature.htm

http://en.allexperts.com/q/Psychology-2566/2009/7/Violent-Nature.htm



against the view that human beings will always create aggression and conflict.

Group Project Work with learners from another school to conduct an opinion poll/questionnaire for two countries to compare public opinion about human nature and conflict in each location. Produce presentation to show comparison of opinions.

AO1

AO2

Research and understand different ways to resolve large scale conflict

Analyse and evaluate attempts to resolve conflicts other than using violence

Focus questions How can conflict and wars be resolved? What is the role of the United Nations in times of conflict?

W. Brainstorm ways to resolve conflicts. Carry out Red Cross activity – Checkpoint Charmers.

W. Present some examples of conflict resolution e.g. non-violent examples such as a case study of peaceful protest and the work of Mahatma Ghandhi and Martin Luther King. Watch clips from the film ‘Ghandhi’ that illustrate the philosophy of non-violent resistance and protest, and the use of the method in action.And/or watch film footage and read information about the life and work of Martin Luther King.

Example questions for group discussion: What were Ghandhi and Martin Luther King trying to achieve? Why? What is meant by non-violent protest and resistance? Why did Ghandhi and King use this way of promoting their cause and

views? Was it successful? Is it better than using violence? Why? Is it effective? What other methods of resolving conflict might be available?

I. ‘Non-violence is always better than violence as a way to resolve conflict.’ Explain and assess this view.W/I. Explore and evaluate the role of the United Nations (UN) through a variety of resources, as available locally. Focus on:

Onlinewww.redcross.org.uk/What-we-do/Teaching-resources/Quick-activities/Checkpoint-charmersCheckpoint Charmers activity.


www.ehl.icrc.org/ Useful site on human rights, conflict and the law.

www.peaceoneday.orgResources on conflict resolution.

www.oxfam.org.uk/get_involved/campaign/conflict-and-disaster/index.html Oxfam information on peace and conflict

www.ppu.org.uk/ Peace Pledge Union

www.un.org/en/peace/ United Nations Peace and Security pages


http://www.un.org/en/peace/

http://www.ppu.org.uk/

http://www.oxfam.org.uk/get_involved/campaign/conflict-and-disaster/index.html



http://www.peaceoneday.org/

http://www.ehl.icrc.org/


http://www.redcross.org.uk/What-we-do/Teaching-resources/Quick-activities/Checkpoint-charmers





What is the United Nations? How does the UN try to prevent conflicts and war? How does the UN try to resolve serious conflict and stop wars? How effective is the UN? How could it be improved?

ExtensionI. Examine different religious teachings about conflict and violence and how peace can be created.I. Write a letter to the UN about a conflict studied, suggesting ways in which the UN might get involved in order to bring resolution to the issues.I. Explore the history of attempts to create international bodies designed to promote world peace and resolve conflict between nations. Evaluate their success.

Individual Research Produce a critical evaluation of different ways to resolve conflict and war. This might include: Political processes – formal and informal Arbitration and conciliation services Legal processes Informal and formal discussion and negotiation Seeking compromise

Group Project Evaluate attitudes towards the UN in two different countries collaboratively through questionnaire research.

Past paperCambridge IGCSE Global Perspectives Paper 3 November 2010http://teachers.cie.org.uk

AO1

AO2

Research and understand the nature of conflict within own country

Analyse and evaluate the

Focus questions Which groups are in conflict in my country and community? What are the reasons for the conflict? How might the differences be resolved or tolerated?

OnlineWebsites for the country’s national and local government, relevant agencies and non-government organisations should provide information and




AO3

AO4

different approaches to conflict resolution that exist

Develop opinions and understand different perspectives on conflicts in own country

Collaborate with others to plan

W. Class discussion on conflicts within national borders – could be military, environmental, and political.G. Group work activity to use the internet and other media to research information about a chosen current national/local conflict. Include: the nature of the conflict the groups involved background and history of the conflict the impact of the conflict on people, communities and the country evaluation of possible solutions to the problem, including the views of

each interested party in the conflict predictions of likely outcomesPresentation of findings and collation of information by others to gather a range of case studies.I. Personal reflection on discussion and conflicts studied. Propose a course of action showing awareness of different opinions and perspectives towards the conflict. Consider the conditions needed for people to live with their differences.

ExtensionSelect a local conflict and write to your politicians seeking to persuade them to adopt your preferred solution to the conflict – process and outcome.

Individual Research Explore and evaluate different methods of conflict resolution within learners’ own society, including: Legal justice Political processes Promotion of issues and interests by pressure and interest groups Specialised disputes procedures e.g. at work and in industrial

relations Arbitration and conciliation services Protest movements Ethical systems

Group Project

resources. In addition country based and international media organisations also provide useful material e.g. BBC, allafrica.com, etc.

www.geographypages.co.uk/dev.htmProvides links to many websites comparing countries

www.worldbank.org/html/extdr/thematic.htmInformation and links about conflict worldwide

www.unicef.org/index.phpInformation on countries

www.irinnews.org/film/ Film clips on conflict

www.icrc.org International Red cross and Red Crescent

http://uk.oneworld.net/guidesGuides to global issues, including conflict and peace

www.oxfam.org.uk/education/resources/category.htm?22 Oxfam resources on conflict


www.newint.org/New Internationalist – articles related to








http://www.irinnews.org/film/


http://www.worldbank.org/html/extdr/thematic.htm


http://www.geographypages.co.uk/dev.htm


and carry out a project with a clear outcome

Compare the nature and impacts of and perspectives on a conflict in own country with that of another. Produce presentation on the similarities and differences.

conflict

www.oasisofpeaceuk.org/Supporters of an Israeli village where Jewish and Palestinian Israeli citizens live together peacefully


http://www.oasisofpeaceuk.org/


Unit 5: Disease and Health Recommended prior knowledge Learners will bring their own experience of Disease and Health and that of their family and friends to this unit. They may have suffered illness or have family members who are ill and so received health care about which they may have opinions. Therefore this may be a very sensitive area for learners to discuss. There are clear links with Unit 6 Education for All, Unit 20 Water, Food and Agriculture, Unit 13 Poverty and Inequality and Unit 14 Sport and Recreation.

ContextThis unit could follow on from Unit 14 Sport and Recreation or precede Unit 20 Water, Food and Agriculture. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider the major health problems facing the world today and the variations in the provision of health care. It encourages them to consider their own lifestyles and health need as well as those of others. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO2

Research and understand a range of different health issues from a range of perspectives

Analyse and evaluate methods to combat health issues

Focus question What are the major health problems facing the world today?

G. Brainstorm ideas about major health issues world wide e.g. diseases such as cancer, heart disease, malaria, cholera, AIDS, malnutrition, obesity.W. Consider the type of health issue – developed or developing world, cause of disease, access to health care and prevention of disease.G. Research and present different perspectives on one world health issue (distribution, causes, socio-economic impact, methods to reduce

Onlinewww.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround/health.shtml Stories from children about health issues in their country

www.bbc.co.uk/scotland/education/int/geog/health/health/index.shtml Interactive map to look at cholera, cancer, malaria and coronary heart


http://www.bbc.co.uk/scotland/education/int/geog/health/health/index.shtml

http://www.bbc.co.uk/scotland/education/int/geog/health/health/index.shtml

http://www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround/health.shtml




AO4 Collaborate with others to carry out a project with a clear outcome

the problems). Learners make notes during the other presentations to ensure a complete set of information. G/I. Read and analyse several case studies of people talking about the importance of health care in their local community.

ExtensionI: Interview members of the family about their views about health and disease and how they developed them.

Individual Research Select a country and prevalent disease. Investigate policies and evaluate the effectiveness of government initiatives and international organisations e.g. World Health Organisation from a national, local and personal perspective.

Group Project Create an advertising campaign to educate fellow citizens about how to avoid the problems of a chosen health issue (the end result could be a poster/TV advert/radio advert etc.).

diseasewww.who.int/features/2005/chronic_diseases/en/ Malri’s story: facing obesity (Kenya)

www.who.int/topics/child_health/en/index.html WHO Child health website

www.who.int/dietphysicalactivity/en/index.html WHO diet and physical activity campaign

www.prb.org/Publications/Datasheets/2007/2007WorldPopulationDataSheet.aspx Population Research Bureau statistics including report on malnutrition


AO1

AO2

Research and understand the variations in infant mortality rate (IMR) and life expectancy (LE) span around the world and within countries Explore the causes of High IMR and LE

Focus questions How do IMR and LE rates vary around the world and within

countries? Why do such variations occur? How can such variations be reduced?

W. Interpret choropleth (shading) maps or tables showing IMR and LE illustrating global and regional variations. Compare rates of IMR and LE. (See Indiatogether web link.)W/I. Discuss and explain factors affecting the rates.

Individual Research Research programmes in different countries aimed at reducing IMR and

Onlinewww.bbc.co.uk/scotland/education/int/geog/health/development/social/life_expectancy/index.shtml An example of low life expectancy

www.indiatogether.org/health/infofiles/life.htm An Indian life - life expectancy in our nation

www.indiatogether.org/photo/2003/inf-mortal.htm In pictures infant mortality across India. Example of India and variation in life expectancy between


http://www.indiatogether.org/photo/2003/inf-mortal.htm

http://www.indiatogether.org/photo/2003/inf-mortal.htm

http://www.indiatogether.org/health/infofiles/life.htm

http://www.indiatogether.org/health/infofiles/life.htm

http://www.bbc.co.uk/scotland/education/int/geog/health/development/social/life_expectancy/index.shtml




http://www.prb.org/Publications/Datasheets/2007/2007WorldPopulationDataSheet.aspx



http://www.who.int/dietphysicalactivity/en/index.html

http://www.who.int/dietphysicalactivity/en/index.html

http://www.who.int/topics/child_health/en/index.html

http://www.who.int/topics/child_health/en/index.html

http://www.who.int/features/2005/chronic_diseases/en/

http://www.who.int/features/2005/chronic_diseases/en/



increasing LE. Devise a list of effective measures.

Group Project Work in collaboration with another school in a contrasting country to devise a poster campaign aimed at promoting infant health care and immunisation programmes

states and also infant mortality

http://news.bbc.co.uk/1/hi/health/4850986.stmExample of UK variations in infant mortality

www.beta.undp.org/content/undp/en/home/mdgoverview/mdg_goals/mdg4.html UN site about reducing child mortality

AO1

AO2

AO4

Research and understand the current situation of unequal access to health care and consider solutions

Analyse the reasons for and effects of unequal access to health care

Collaborate with others to carry out a project with a clear outcome

Focus questions Is access to good health care a right? If so, what is the reality?

W. Present some statistics about health care provision in different countries. Highlight that health care is not free in all countries. Class discussionW. Investigate statistics that could be used to measure access to health care e.g. people per doctor, number of clinics in an area etc.W/G. Class debate ‘Access to health care is a basic right for all’.

ExtensionI. Follow up the debate by writing a reflection on the debate, putting forward own perspective and own experience of health care.

Individual Research Investigate the organisation of health care and differences in access in own country.

Group Project Work with another group or learners in another country to identify issues around health care and propose solutions to those issues. This could be in the form of a presentation, video, blog, poster campaign, letter to MP.

Onlinehttp://news.bbc.co.uk/1/hi/world/americas/7018057.stm Article about a young boy who died through lack of access to health care

http://news.bbc.co.uk/1/hi/world/4885714.stm World shortage of health care workers

www.ruf.rice.edu/~hmokenya/orientation.html Humanitarian Medical Outreach. Information on differences in access to doctors, hospitals etc.

Past paper Cambridge IGCSE Global Perspectives Specimen Paper 3 2012 syllabushttp://teachers.cie.org.uk



http://www.ruf.rice.edu/~hmokenya/orientation.html

http://www.ruf.rice.edu/~hmokenya/orientation.html

http://news.bbc.co.uk/1/hi/world/4885714.stm

http://news.bbc.co.uk/1/hi/world/4885714.stm

http://news.bbc.co.uk/1/hi/world/americas/7018057.stm

http://news.bbc.co.uk/1/hi/world/americas/7018057.stm

http://www.beta.undp.org/content/undp/en/home/mdgoverview/mdg_goals/mdg4.html



http://news.bbc.co.uk/1/hi/health/4850986.stm

http://news.bbc.co.uk/1/hi/health/4850986.stm


AO1

AO2

AO3

Research and understand health care issues in my local community

Investigate how well local health care provide for particular groups

Explore and reflect on own and others’ perspectives on health care provision

Focus questions Which people in my local community have the greatest health care

needs? How well does my community cater for them?

W. Discuss which social groups are likely to have global health care needs. Identify those with greatest need for health care through discussion e.g. elderly, young, chronically ill, disabled, etc. G. Take a particular group and identify the type of care these people may have – present findings to the class.G. Research and evaluate local health provision for particular group and feedback findings to the class.

ExtensionI. Investigate community provision (including health care, social care, recreational facilities) for people with disabilities. Evaluate the provision and suggest improvements.

W. Similar study can be undertaken into sports facilities and links to health in the local area.

Individual Research Investigate health care provision for a particular group in own locality and that of another country.

OnlineLocal government and health care authority websites will be useful here.

National Census data online sites could be useful in determining the structure of local populations and hence the different needs. e.g. www.ons.gov.uk/ons/guide-method/census/2011/index.htmlUK Office of National Statistics

www.cia.gov/library/publications/the-world-factbook/index.htmlInformation about countries world-wide

Other resourcesLocal pamphlets, directories, adverts cold be useful in collating information about health provision

AO3

AO3

Investigate perspectives on own health and needs

Reflect on how healthy lifestyle is and ways to become more healthy

Focus questions How healthy am I? How can I keep myself healthy? How well does my local community cater for my health needs? Do I have a responsibility to keep myself fit and healthy?

W/I. Class survey into teenage lifestyle and health issues e.g. eating disorders, obesity, smoking, drug and alcohol abuse, fitness levels etc. Devise a survey, collate and summarise findings. I. Compare own health to those of peers. Reflect on own attitude/perspective to health and fitness.

Online www.netdoctor.co.uk/teenagehealth/index.shtml Teenage health issues

www.teenagehealthfreak.org/

http://kidshealth.org/teen/Linked websites discussing real life teenage health issues

www.bbc.co.uk/health/treatments/healthy_living/nutrition/


http://www.bbc.co.uk/health/treatments/healthy_living/nutrition/life_adolescence.shtml


http://kidshealth.org/teen/

http://www.teenagehealthfreak.org/

http://www.netdoctor.co.uk/teenagehealth/index.shtml

http://www.netdoctor.co.uk/teenagehealth/index.shtml



http://www.ons.gov.uk/ons/guide-method/census/2011/index.html




I. Devise a plan of action to live more healthily e.g. diet, exercise etc.I. Research local provision for teenage health care issues.

ExtensionPresent an assembly about teenage health issues for the whole school.

Individual Research Research health and fitness issues amongst teenagers in a different country and compare them to own experience.

Research health issues amongst teenagers in other countries and evaluate methods used in different countries to promote healthy lifestyles to them.

Group Project Work with another school to devise an international campaign to promote healthy lifestyles for teenagers.

life_adolescence.shtml Healthy eating information

Other resourcesLocal help e.g. school nurse, health clinics, youth workers




Unit 6: Education for AllRecommended prior knowledge Learners will bring their own experience of education and that of their family and friends to this unit. They may have attended more than one school and may have strong opinions about education generally. There are clear links with Unit 17 Tradition, Culture and Language, Unit 7 Employment, Unit 5 Disease and Health and Unit 15 Technology and the Economic Divide.

ContextThis unit could follow on from Unit 17 Tradition, Culture and Language and precede Unit 7 Employment. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider the purpose of education and the effect it can have on people. It encourages them to consider how education impacts directly on them and others. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1 Identify and understand different views about the purpose and benefits of education

Focus questions What is education for? What are my perspectives on education? What are my family’s perspectives on education?

W. Watch several short clips from films about schools and teachers with inspirational teachers and/or difficult circumstances for the learners.G. Collate positive and negative perspectives seen in extracts. Compare perspectives to own experience.

Onlinehttp://youthink.worldbank.org/issues/education World Bank site. Explores issues and provides resources on education issues

www.voicesofyouth.org/sections/education/pages/education-the-big-picture UNICEF pages on education

v0.3 2Y10 Cambridge IGCSE Global Perspectives (0457) 34

http://www.voicesofyouth.org/sections/education/pages/education-the-big-picture



http://youthink.worldbank.org/issues/education

http://youthink.worldbank.org/issues/education



G/I. Read and analyse several case studies of people talking about the importance of education in their community.I. Interview members of the family about their views of education or school and how they developed them.

ExtensionI. Write a short story, poem or song illustrating: how education can liberate/help people OR why some people reject education.I. Research and evaluate the policies of different political parties on education in your country. Explain which policies you support.

Group Project Investigate different people’s experience of school in different countries via the internet. Compare the strengths and weaknesses of both systems. Propose ways in which the systems could improve.

www.bbc.co.uk/worldservice/people/features/ Egyptian case study

www.bbc.co.uk/worldservice/people/ Côte d’Ivoire case study

www.bbc.co.uk/worldservice/people/ Brazilian case study

FilmsGood Will Hunting (1997)Coach Carter (2005)Mona Lisa Smile (2003)Dead Poets Society (1989)

Cambridge IGCSE Global Perspectives Teaching Pack pages 21–32 http://teachers.cie.org.uk

AO3 Explore own perspective and demonstrate self-awareness about personal educational aspirations and goals

Focus question What do I want from my education?

W/I. Use a worksheet to produce a life map (see web link opposite), outlining view of own future life. Reflect on how far education can support these goals and review of personal educational goals and achievements to date.Share findings with a partner/groupI. Carry out a ratings exercise to reflect on how much value is placed on own education

Onlinewww.readwritethink.org/classroom-resources/lesson-plans/graphic-life-74.html Life map information and software

AO2 Analyse and evaluate personal attitudes towards education and preferred learning styles

Focus question How do I get the best out of my education?

I. Carry out a learning styles questionnaire such as the one listed in the

Onlinewww.vark-learn.com/english/page.asp?p=questionnaire Example of learning styles questionnaire


http://www.vark-learn.com/english/page.asp?p=questionnaire

http://www.vark-learn.com/english/page.asp?p=questionnaire

http://www.readwritethink.org/classroom-resources/lesson-plans/graphic-life-74.html




http://www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround/education_brazil.shtml

http://www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround/education_cotedivoire.shtml

http://www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround/education_egypt.shtml

http://www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround/education_egypt.shtml


AO3

AO4

Explore personal perspectives towards education

Collaborate with others to carry out a project with a clear outcome

resources column.Learners conduct an individual review of their preferred ways of learning. Use this as a basis for reflection on current approaches to learning and how to improve. Encourage learners to identify three ways to improve their work using their preferred leaning styles e.g. a visual learner could think about using more diagrams to explain things.I. Carry out a reflection exercise e.g. ratings 1–5 for how learners feel about school and how well they are doing. I. Use the life map and reflection exercise to create an action plan for improvement in learning and to enable the learner to achieve their goals in education and life.

ExtensionI. Using the format from the learners’ own school, write final school report and reference. This should highlight achievements and positive qualities.I/G. Research into the qualities of an effective learner – personal qualities and attitudes, organisational and study skills, learning styles, thinking skills. Present a self-evaluation using the created profile of an effective learner.

Individual Research Write your own charter for education expressing your views about the importance of education.

Group Project Compare definitions of educational success in two different countries. Learners might explore educational outcomes in terms of entry to higher education and entry to jobs and careers.

AO1

AO3

Research and analyse the provision of education world wide

Develop lines of enquiry into educational provision worldwide

Focus question Does everyone have a right to education?

W. Discuss the facts found at: www.voicesofyouth.org/sections/education/pages/page--2

Onlinewww.globaleducation.edna.edu.au/globaled/go/pid/27 Range of resources on education.

www.un.org United Nations website


http://www.un.org/

http://www.globaleducation.edna.edu.au/globaled/go/pid/27

http://www.globaleducation.edna.edu.au/globaled/go/pid/27

http://www.voicesofyouth.org/sections/education/pages/page--2



W. Read and discuss the United Nations Declaration of Human Rights in relation to the key questions: Why is education so important to individuals, local communities,

countries and the world? What barriers exist to universal education for all?G. Research provision of education in particular countries and present findings to class.

ExtensionI. ‘Poverty is the greatest barrier to education in all parts of the world.’ Explain and assess this point of view.

Individual ResearchResearch into the education system of a country where education is not available to many people. Suggest ways in which the system could be improved for the future.

Group Project Work with learners from another school to investigate barriers to education. Evaluate different policies to remove these barriers and improve access to education. Produce a charter to guide governments in their policy making about education and access to it.

with links to many materials.

www.campaignforeducation.org/Pressure group for global education.

www.streetchildren.org.uk/Pressure group for street children with links to education issues.

www.bbc.co.uk/worldservice/people/features/childrensrights/index.shtmlChildren’s stories and case studies

Cambridge IGCSE Global Perspectives Teaching Pack pages 21–32 can be found on the Cambridge Teacher Support website at http://teachers.cie.org.uk

Past paper June 2009 IGCSE Global Perspectives Paper 3http://teachers.cie.org.uk

AO1

AO2

Research and understand patterns of educational organisation and provision within own country

Analyse and evaluate provision for particular groups

Focus questions What types of education are available in my area? How is education funded? What provision is there for people with special needs, for example,

learning difficulties and disabilities?G/I. Learners analyse a range of published materials from local schools, the local government education authorities and national government describing education in their area or country. The aim is to learn about and summarise the pattern of education available locally.

Key Questions for analysis: Is education widely available to everyone?

Online Websites for the country’s national and local government, relevant agencies and non-governmental organisations should provide information and resources. In addition, country based and international media organisations also provide useful material e.g. BBC, allafrica.com etc.

www.geographypages.co.uk/dev.htm Links to many websites comparing





http://www.bbc.co.uk/worldservice/people/features/childrensrights/index.shtml

http://www.bbc.co.uk/worldservice/people/features/childrensrights/index.shtml

http://www.streetchildren.org.uk/

http://www.campaignforeducation.org/


Are there any barriers to education? How can education in my area be improved? Should people have to pay for education? Should people be allowed to pay for their education? Does this

create privilege and inequality? Are there equal opportunities for all? How accurate and reliable are the materials?I. Write a guide/brochure for parents about the educational opportunities available in your area or country..

Extension I. Investigate home schooling in your local area and compare it with that in another country.I. Analyse and evaluate the differences between different types of school, for example state and private, or comprehensive and selective, by reviewing the prospectuses and websites of the schools.W. Visit another local school that contrasts with learners’ own experience and education – by age, selection, or social background; or visit a college or university. During the visit interview staff and learners about their experience of teaching and learning in that environment. Compare the strengths and weaknesses of each type of educational institution.

Individual ResearchResearch into the educational provision in the local area or the country for people with a specific type of disability. Evaluate this provision and suggest improvements for the future.

countries

www.worldbank.org/html/extdr/thematic.htm Information and links about education worldwide

www.unicef.org/index.phpInformation on countries world-wide

www.dpi.org/ General information on disabled people worldwide

AO1AO2

Research and evaluate types of educational organisation and provision in another country/region

Focus questions What types of education are available in other countries? How is education funded in different countries?

G/I. Learners research and analyse a range of information in a chosen country. Liaison with learners in chosen country to gain information and perspectives on education there.

OnlineWebsites for the country’s national and local government, relevant agencies and non-government organisations should provide information and resources. In addition, country based and international media organisations also provide useful material e.g.


http://www.dpi.org/






Example questions for group research: What types of school are there? Do schools select by ability? Is education widely available to everyone? Are there any barriers to education? How can education in my area be improved? Is education free for everyone? Should people have to pay for education? Are their equal opportunities for all? How accurate and reliable are the sources you have used in

researching your chosen country?

Present findings to rest of the class.

Individual Research Compare educational provision or a type of school in three different countries. Evaluate the strengths and weaknesses of each approach and suggest what might happen in the future.

Group Project Work with learners from another school to compare the strengths and weaknesses of education system in own and second country. Propose ways in which the systems could improve.In many countries there are attempts to include people with disabilities in mainstream schools. Evaluate the strengths and weaknesses of inclusion in education in two countries and produce a poster to create awareness.

allafrica.com, BBC etc.

http://web.worldbank.org/ Information and links about trade worldwide

www.cia.gov/library/publications/the-world-factbook/index.htmlInformation about countries world-wide

www.unicef.org/index.phpInformation on countries world-wide

http://stats.oecd.org/oecdfactbook/Interactive mapping and statistical information

www.geographypages.co.uk/dev.htm Links to many websites comparing countries

AO3 Explore and reflect on own and others’ perspectives of education

Develop a line of reasoning to support a view

Focus questions How could education in my country or school be improved? What changes would I make to the curriculum and the way people

learn? How and where will people learn in the future?

G/I. Design ‘A School of the Future For Your Community’.

Onlinewww.microsoft.com/education/schoolofthefuture/ Project to build a school of the future in the USA

www.youtube.com/ A number of videos on schools of the future


http://www.youtube.com/results?search_query=future+schools&search_type=&aq=f

http://www.microsoft.com/education/schoolofthefuture/

http://www.microsoft.com/education/schoolofthefuture/






http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,menuPK:282391~pagePK:149018~piPK:149093~theSitePK:282386,00.html


In groups, learners design a school for the future and prepare a presentation explaining the reasons for their design. This could be in the form of a portfolio, classroom display or PowerPoint presentation. Each learner should prepare their own presentation of the outcomes of the design process, including the rationale and educational views behind the design. An evaluation of the work should be included.

ExtensionI. Create a report describing and explaining the proposed school of the future to accompany the presentation of the design.

Group Project Work with learners from another school to compare approaches to different aspects of schooling in different countries; for example: school behaviour and discipline uniform homework school councils extra-curricular activities curriculum teaching styles setting or mixed ability teaching

www.telegraph.co.uk/culture/7658278/The-future-of-schools.html UK newspaper article about future schools

http://news.bbc.co.uk/1/hi/education/ News article on good teachers

www.consultingpupils.co.uk/Resources/ Accessible article on good teachers

www.quotegarden.com/teachers.html Quotations about good teachers

www.helium.com/knowledge/134714-the-characteristics-of-a-good-teacher Series of articles on good teaching

http://givekidsgoodschools.org/main/ US material on good schools

www.edutopia.org/what-makes-good-school-students-speak-leadership-forum Learners talking about their views of good schools

Other resourcesExamples of school prospectuses


http://www.edutopia.org/what-makes-good-school-students-speak-leadership-forum



http://givekidsgoodschools.org/main/learn.cfm?Category=What_Makes&Section=Main

http://www.helium.com/knowledge/134714-the-characteristics-of-a-good-teacher

http://www.helium.com/knowledge/134714-the-characteristics-of-a-good-teacher

http://www.quotegarden.com/teachers.html

http://www.consultingpupils.co.uk/Resources/November%201%20Conference/Jean%20nov%201.htm

http://news.bbc.co.uk/1/hi/education/7209096.stm

http://www.telegraph.co.uk/culture/7658278/The-future-of-schools.html

http://www.telegraph.co.uk/culture/7658278/The-future-of-schools.html


Unit 7: EmploymentRecommended prior knowledge Learners should bring some knowledge of employment amongst their family and friends to this unit. They may have family members who are in full or part-time employment or may even be unemployed. Learners may have a job themselves. Learners may be aware of employment issues e.g. unemployment figures or industrial action from the media. There are clear links with Unit 6 Education for All, Unit 20 Water, Unit 13 Poverty and Inequality and Unit 15 Technology and the Economic Divide.

ContextThis unit could follow on from Unit 6 Education for All and Unit 15 Technology and the Economic Divide. It could precede Unit 13 Poverty and Inequality. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to explore the nature of employment at local, national and international levels. It encourages them to consider the importance of employment in their own lives and that of their family and friends. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO2

AO3

Understand the reasons for employment

Analyse the nature and conditions of different types of work

Reflect on the key elements of work which create job satisfaction

Focus questions Why is employment and work important? What is work like in different types of employment?

W. Show film/video clips of people at work describing their jobs and the reasons why they work. I. Read two or three case studies of different people at work.W/I: Consider and prepare answers to the following questions: What is the type of work being done by these people?

Onlinewww.bizhelp24.com/you-and-work/motivation-in-the-workplace.htmlSummary article on sources of job satisfaction

www.careerkey.org/asp/career_options/job_satisfaction.htmlJob satisfaction


http://www.careerkey.org/asp/career_options/job_satisfaction.html

http://www.careerkey.org/asp/career_options/job_satisfaction.html

http://www.bizhelp24.com/you-and-work/motivation-in-the-workplace.html

http://www.bizhelp24.com/you-and-work/motivation-in-the-workplace.html



What are their reasons for working? What are the aspects of their work they enjoy? How could their experience of work be improved? Would you like to do their job? Why? Should everyone have paid employment? Why?I. Analyse the case studies to produce a summary of the different reasons for paid employment. This could be in the form of a table or spider diagram.

ExtensionG. Find and read articles summarising research or theory of job satisfaction and why people work. Use this material to produce a guide for young managers about how to motivate and improve job satisfaction for a team of workers.I. Research a type of work or job available to people in the locality. Analyse typical working conditions and what the work is like for the employees. Suggest ways in which working conditions could be improved.I. Select a local employer and produce a case study of the different types of jobs available and working conditions. Suggest ways in which working conditions could be improved from the point of view of different workers/management.

Group Project For two countries, analyse the working conditions and job satisfaction of a group of workers in similar employment to produce recommendations for improving their experience of work.

Other resourcesCareers resources may provide some useful case studies of different sorts of jobs and what they involve.

AO3 Explore and reflect on personal perspectives and the perspectives of others about employment.

Focus questions How are my family and friends employed? How does their employment affect their lifestyle, choices and beliefs? I. Research into the employment experience of their current family, as well as previous generations of their family using questionnaire and/or interview. For some learners an alternative may be more appropriate, for example researching the employment patterns of friend’s parents or other adults in the community with whom they have secure relationships.

Onlinewww.bbc.co.uk/familyhistory/Background to researching family trees

www.kindredtrails.com/US website about worldwide family history research


http://www.kindredtrails.com/

http://www.bbc.co.uk/familyhistory/



For each generation, the interviews/questionnaires should include: Type of work Career path Major changes of work When work started and finished Any periods of unemployment Reasons for the choice of work How their work has affected their life and family, for example wealth,

housing, leisure, consumption of goods and services, health, friendships, etc.

I. Construct a ‘family tree’ of employment over three or four generations. Analyse any patterns present (see web link opposite).

ExtensionChoose two contrasting people from the family/friends and write a short biography of their working lives.

Individual Research Research and explore the effect of beliefs and values on employment choices. These could be political, religious or other beliefs and values.

Group Project Research the impact of different levels of wealth and income on lifestyle. For example for groups in poverty or the very rich. Compare the differences in wealth and lifestyle in different countries collaboratively. Present findings to the rest of the class e.g posters, roleplay, websites.

www.bbc.co.uk/familyhistory/Background to researching family trees

AO1

AO2

Research and understand differential employment rates in different countries

Analyse and evaluate the causes and effects of different employment rates

Focus questions Which countries have the highest/lowest employment levels? Why do employment levels differ? What are the consequences of these differences?

W: Introduce examples of statistics about employment/ unemployment, full employment, underemployment, primary, secondary, tertiary sectors.G: Research into employment in a specific country to create a classroom

Onlinehttp://data.worldbank.org/topic/labor-and-social-protectionWorld Bank website with many statistics on employment

www.ilo.org/public/english/employment/strat/download/get08.pdfGlobal employment trends


http://www.ilo.org/public/english/employment/strat/download/get08.pdf

http://www.ilo.org/public/english/employment/strat/download/get08.pdf

http://data.worldbank.org/topic/labor-and-social-protection

http://data.worldbank.org/topic/labor-and-social-protection

http://www.bbc.co.uk/familyhistory/



display showing different patterns across the world. Select developing and developed countries with different sources of wealth and contrasting patterns of employment. For example Canada, the UK, India, South Africa and Kenya.

ExtensionI. Using examples, explain why employment rates vary between different countries across the world.I. Evaluate attempts to provide aid for developing nations to improve work opportunities.

Individual Research Produce a case study of a country showing changing rates of employment and future trends. Suggest ways in which the government could improve employment opportunities.

Group Project Produce a case study of employment rates and patterns in two different nations collaboratively with a group of learners from another country; critically evaluate strategies for future development and improvement and present findings.


www.cia.gov/library/publications/the-world-factbook/index.htmlInformation about countries worldwide

Past papersCambridge IGCSE Global Perspectives paper 3 June 2011

Cambridge IGCSE Global Perspectives paper 3 June 2009http://teachers.cie.org.uk

AO1

AO2

Research and understand the nature of unemployment

Analyse and evaluate the causes and impact of unemployment

Focus questions What causes unemployment? How does unemployment affect people

W. Present some statistics on world unemployment levels. Present the data on graphs/charts/maps.

W. Watch film and video extracts (e.g. from YouTube/news websites, Brassed Off (1996)) on unemployment and its impact on people.

Example questions for discussion: What are the main reasons for unemployment? What are the effects of unemployment on individuals and families? What are the effects of unemployment on communities and

Onlinewww.eldis.org/Institute of Development studies, University of Sussex. Website containing many sources of information on development and employment

www.indexmundi.com/world/unemployment_rate.htmlStatistics on world unemployment

www.cia.gov/library/publications/the-world-factbook/rankorder/2129rank.htmlUnemployment rates worldwide


http://www.cia.gov/library/publications/the-world-factbook/rankorder/2129rank.html

http://www.cia.gov/library/publications/the-world-factbook/rankorder/2129rank.html

http://www.indexmundi.com/world/unemployment_rate.html

http://www.indexmundi.com/world/unemployment_rate.html

http://www.eldis.org/







countries? How can unemployment be avoided? What is the different role of

individuals, employers and government? How can unemployed people be supported? Should we share work and pay more widely so that everyone has a

chance to work?I. Read and summarise several case studies on unemployment.

ExtensionI. Write a story or short drama portraying the feelings of a person who has just heard that they will lose their job and become unemployed.W. Invite a person who has experienced unemployment to talk to the class and be interviewed.

Individual Research Produce a case study of an individual or group of workers who have become unemployed. Explore the reasons for becoming unemployed, the impact on their lives and make suggestions about how they could be supported to find work.

Group Project Compare two countries collaboratively to: Analyse the impact of high levels of unemployment on a local

community through research into specific examples. Analyse the reasons for unemployment and compare government

policies to improve employment levels and support the unemployed.

AO1 Research and understand rates and patterns of employment and unemployment in own country and local area

Focus questions What are the levels of employment in my country and local

community? How do they compare with other countries? What help is available for the unemployed?

G. Use the internet to research a particular sector of employment including agricultural, industrial and manufacturing, finance and services, services, raw materials and commodities: Information about the different types and levels of employment in the

OnlineWebsites for the country’s national and local government, relevant agencies and non-government organisations should provide information and resources. In addition country based and international media organisations also provide useful material e.g. BBC, allafrica.com, etc.




learners’ country, including different sectors and regions How the pattern of employment is changing How the pattern is similar or different to other countries Ways the government are trying to increase employment Ways the government are trying to help unemployed people Local issues about employment, for example the impact of recent

world recession or local situationsW. Use the information to create a classroom display of the pattern of employment in the country, outlining the main issues currently being considered. I. Use the displays to construct their own summary of the overall pattern of employment using statistical tables, graphs and diagrams.

ExtensionI. Design and create a guide for unemployed young people on how to get help in getting a job; this could be a pamphlet, web site, poster or other form of presentation.W. Interview a representative from a local government office whose responsibility is to help unemployed people.

Individual ResearchResearch and explain changing patterns of employment in a sector of employment, region or country. Suggest how employment opportunities and job security could be improved.

Group Project Work collaboratively with learners from another school to contrast and compare patterns of unemployment and evaluate schemes to help the unemployed in two different countries. Make suggestions for improvement.

www.ilo.orgInternational Labour Organisation information on global trends in employment and unemployment

www.ilo.org/global/Themes/lang--en/index.htm ILO activities to support employment


www.worldbank.org/html/extdr/thematic.htm Information and links about employment worldwide


www.unicef.org/index.phpInformation on countries worldwide

http://stats.oecd.org/oecdfactbook/Interactive mapping and statistical information worldwide

AO2 Evaluate inequalities in the work place, identifying causes, impacts and proposing courses of action to address issues.

Focus question Does everyone have equal access to work?W. Statistical/Article ReviewReview of media material, government publications and information, and academic research on inequality at work.

Onlinehttp://stats.oecd.org/oecdfactbook/Interactive mapping and statistical information on work and inequality










http://www.ilo.org/global/Themes/lang--en/index.htm

http://www.ilo.org/global/Themes/lang--en/index.htm

http://www.ilo.org/


G. Research into patterns of employment for different social groups in their community; this might include gender, social class, age, religion and ethnicity. The research should consider: Employment rates Types of work Levels of pay Job security Opportunities for promotion and career development Other benefits, like holidays, sick pay, health insurance, pension

entitlements

Each group prepares a PowerPoint presentation of their findings to share with the class.G/I: Follow up presentations with discussion focused on: Which groups experience privilege at work? Which groups experience disadvantage at work? What forms does inequality take? How does this inequality affect individuals, employers, communities

and the country? What should be done to improve the situation? How effective are strategies to create change likely to be?

ExtensionI. ‘Within the workplace there should be equal opportunities for all.’ Explain and assess this view.

W. Invite representatives from a pressure group or political party campaigning for improvements to the working lives of an occupational group (e.g. miners, low paid agricultural workers) or social group (e.g. women, child labourers, ethnic minorities) to address the class about their views and activities. Assess the effectiveness of their strategies and predict the future of the group’s position and possible changes.

Individual Research Produce a report on a group experiencing inequality at work assessing different explanations for their position. Make suggestions for improving the situation in the future.

www.unicef.org/sowc07/profiles/inequality_employment.phpWomen and employment inequalityUnion websites e.g. UNISON in UK

Past paperCambridge IGCSE Global Perspectives paper 3 June 2011http://teachers.cie.org.uk



http://www.unicef.org/sowc07/profiles/inequality_employment.php

http://www.unicef.org/sowc07/profiles/inequality_employment.php



Group Project Produce a comparison of the position of a group experiencing inequality at work in two countries assessing different explanations for their position. Make suggestions for improving the situation in a presentation.

AO2

AO3

AO4

Analyse and evaluate the role of unions in the workplace

Reflect on own and others perspectives on union activities

Collaborate with others to plan and carry out a project with a

Focus question Who controls the workplace?

W/G. Highlight a current/old workplace dispute to stimulate thinking.Class discussion Which groups have an interest in the workplace? Which groups have most power and control? What is the basis of their power? Should all groups have similar levels of power and control? How should issues at work be resolved? What should be done to improve the situation? How effective are strategies to create change likely to be?I. ‘Owners and managers should control the workplace.’ Explain and assess this view; or, ‘Evaluate the effectiveness of trade unions in promoting the rights of workers.’

ExtensionI. Explore attempts to create alternative organisational structures at work that emphasise equality and shared decision-making for different groups and levels of workers.W. Invite a local Union representative into school to explain the role of unions in the workplace.

Individual Research Analyse a current work place dispute that has attracted media interest. Explore the perspectives of different interest groups and evaluate different solutions to the problem.

Group Project Compare the work of trade unions and/or the role of governments in

Onlinewww.eycb.coe.int/compass/en/chapter_2/2_44.aspTrade Union simulation on pay, alongside other resources for human rights education

Other resourcesLocal footage/newspaper reports of employment disputes

Past paperCambridge IGCSE Global Perspectives Paper 3 June 2011http://teachers.cie.org.uk



http://www.eycb.coe.int/compass/en/chapter_2/2_44.asp

http://www.eycb.coe.int/compass/en/chapter_2/2_44.asp


clear outcome promoting the rights of workers in two different countries. Assess their effectiveness.



Unit 8: Family and Demographic Change Recommended prior knowledge Learners will bring their own experience of their family and friends to this unit. There are clear links with Unit 1 Belief Systems, Unit 5 Disease and Health, Unit 13 Poverty and Inequality and Unit 17 Tradition, Culture and Identity.

ContextThis unit could follow on from Unit 1 Belief Systems or precede Unit 5 Disease and Health. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to investigate the issues surrounding family structure and responsibilities to family members particularly the elderly. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO3 Reflect on personal perspectives and those of others on the family and the role of parents

Focus questions What is a family? What responsibilities do family members have to one another? What responsibilities do parents have? What responsibilities do children have towards parents?

W/I. Survey on family composition. Discuss close/extended family and domestic set up.W. From this, question the class on their understanding of the term family and create a class definition of ‘family’.G. Discuss the role of parents and their responsibilities to children and

Onlinehttp://social.un.org/index/Family.aspxUnited Nations site on family




http://social.un.org/index/Family.aspx


AO4 Collaborate with others to plan a project with a clear outcome

the responsibilities children have towards parents. Produce a list of four key responsibilities for each. Present to the class. Collate a class set.

ExtensionI: Discuss list of parent/child responsibilities with parents at home. Reflect on their reaction.

Group Project Work with learners from another school to compare the effect of different cultures on the roles of parents and children. Produce a guide for the other learners on the roles in the respective country.

AO2 Analyse and evaluate the role of a parent.

Focus questions What makes a good parent? How easy is parenting? What sort of parent do I want to become, if at all?

W. Use some material from ‘The World’s Strictest Parents’ to stimulate discussion about what makes a good parent.G. Produce a parent’s and children’s charter to encourage mutual respect and good relationships in families. I. Questionnaire/ interview with parents/carers about what it is like to be a parent. Pair work to brainstorm some questions. Homework to collect information and write up a summary of answers, e.g. what do you enjoy about being a parent, least enjoy, is it hard work, why?I. Produce a list of actions/qualities that learners would like to do/have if they became parents.

ExtensionW/I. Class debate or individual perspective on ‘being a parent is the toughest job in the world’.

Individual Research Compare different parenting styles in your local area/community and evaluate their effectiveness. Produce a guide for parents to promote good parenting and positive relationships between parents and children.

Onlinewww.bbc.co.uk/programmes/b00nd2f3The World’s Strictest Parents

There is a range of parenting websites that can be researched.

Other resourcesQuestionnaire/interview materials


http://www.bbc.co.uk/programmes/b00nd2f3


AO4 Collaborate with others to plan a project with a clear outcome

Group Project Work with learners in another school to compare parenting styles in two communities. Produce a documentary (visual or aural) on the similarities or differences.

AO1

AO4

Research and understand the makeup of families locally and appreciate different perspective on family life

Collaborate with others to plan a project with a clear outcome

Focus questions What sorts of families live in my local area? How has family composition changed? What support is there for families in my local area?

W/I. research and interpret census data on local families and present information on maps and graphically. I. research key changes in family structure happening nationally.

ExtensionI. Investigate government policy towards the family.

Individual Research Research the question ‘Is the traditional family unit a thing of the past?’

Group Project Work with learners in another school to investigate similarities and differences in changing family structure in respective countries. Produce a video documentary about the work undertaken.

OnlineLocal government and healthcare authority websites will be useful here

National Census data online sites could be useful in determining the structure of local populations and hence the different needs e.g. www.ons.gov.uk/ons/guide-method/census/2011/index.htmlUK Office of National Statistics


http://news.bbc.co.uk/1/hi/uk/7078004.stm BBC article on changing family life

www.xnat.org.uk/CrossNatResesearchPapers/XNAT6(5).PDF Changes in European family structure

AO2

AO3

Analyse and evaluate examples of care for elderly people

Reflect on personal perspectives and those of others about care for

Focus questions How are elderly people cared for locally? How would I choose to be cared for as an elderly person?

OnlineSome examples of charities working on behalf of the elderly:

www.ageuk.org.uk/ UK charity for


http://www.ageuk.org.uk/

http://www.xnat.org.uk/CrossNatResesearchPapers/XNAT6(5).PDF



http://news.bbc.co.uk/1/hi/uk/7078004.stm







AO4

the elderly

Collaborate with others to plan a project with a clear outcome

G. Research local examples of care for the elderly. Rank them in terms of perception of the best to worst and explain why.I. Interview elderly relatives/ friends elderly relatives about how they look after themselves of are looked after. Analyse the information and compare it to group work discussion.G. Investigate the work of charities in helping the elderly I. Reflect on the type of care a learner would prefer when they are elderly.

ExtensionVisit elderly people in the community and interview them about how they are cared for.

Individual Research Research government policy about care for the elderly. Evaluate its effectiveness and propose improvements.

Group Project Work with learners in another school to produce a fund raising campaign for a charity (charities) involved in helping the elderly.

elderly

www.wrvs.org.uk/how-we-help UK charity for elderly

www.littlebrothers.org/ USA charity for the elderly

www.helpinghand.org.hk/category.php?pid=5&gid=12&lang=en Hong Kong charity working with the elderly

www.helpageindia.org/index.phpIndian charity for the elderly

Other resourcesInterview transcripts, local documents, newspaper articles

AO1

AO2

Research and understand the issues around high birth rates and declining death rates and increasing life expectancy

Analyse the reason for population changes linked to birth and death rates

Focus questions Why do some countries have a higher proportion of elderly and of

children than others? What are the impacts of this?

W. Listen to the pod casts about demographic and family change and make notes on differences between the developed and developing world.G/I. Investigate changes in fertility rates and life expectancy. Use websites such as: www.census.gov/population/international/data/idb/informationGateway.php.Present and interpret maps, graphs and population pyramids for a chosen range of countries e.g. more and less developed examples. W. Present the ideas of the Demographic Transition Model (http://geography.about.com/od/culturalgeography/a/demotransition.htm)

Onlinewww.bbc.co.uk/worldservice/sci_tech/features/essentialguide/theme_fam.shtml BBC world service web link- population and family structure change – two pod casts. One on global demographic change, one on changing family structure

www.census.gov/population/international/data/idb/informationGateway.php USA government site on population

Population pyramids can be drawn for


http://www.census.gov/population/international/data/idb/informationGateway.php



http://www.bbc.co.uk/worldservice/sci_tech/features/essentialguide/theme_fam.shtml



http://geography.about.com/od/culturalgeography/a/demotransition.htm



http://www.helpageindia.org/index.php

http://www.helpinghand.org.hk/category.php?pid=5&gid=12&lang=en

http://www.helpinghand.org.hk/category.php?pid=5&gid=12&lang=en

http://www.littlebrothers.org/

http://www.wrvs.org.uk/how-we-help


to explain how birth and death rates change over time. G. Draw up a list of negative and positive impacts of changing fertility rates and life expectancy to include dependency ratio.

Extension I. Create future population pyramids based on knowledge and hypothesise their shape.

Individual Research Investigate the impact of changing fertility rates in rural and urban parts of the country.

Investigate the impact of increasing numbers of elderly people in the population. Propose a range of actions to help deal with increasing numbers of elderly.

different countries



Unit 9: Fuel and Energy Recommended prior knowledge Learners will bring their own experience of Fuel and Energy and that of their family and friends to this unit. For example they will be using particular fuels in their homes; they will travel around using different forms of transportation; they may live near a source of fuel or a power station generating electricity. They will have developed opinions both through their own experience and that of others and the media. There are clear links with Unit 3 Climate Change, Unit 7 Employment, Unit 20, Unit 13 Poverty and Inequality, Unit 16 Trade and Aid and Unit 18 Transport and Infrastructure.

ContextThis unit could follow on from Unit 18 Transport and Infrastructure or precede Unit 3 Climate Change. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to explore the issues surrounding Fuel and Energy production and consumption. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO2

Identify and locate the main sources of energy resources around the globe

Analyse the patterns, global production and consumption of energy resources

Focus questions What are the main energy resources around the globe? Where are they located? What is the pattern of their consumption? How are prices controlled?

W. Class discussion on types of energy resources used in the world and where they are found – coal, oil, natural gas, nuclear, wood, wind, solar.W. Quick quiz on definitions e.g. non-renewable and renewable energy, fossil fuel, resource.

Onlinewww.worldenergy.org/publications/3040.asp World Energy Council Survey of Energy Resources (SER) 2010

www.consumerenergyreport.com/2010/08/24/energy-resources-consumption/ Consumer Energy Report 2010


http://www.consumerenergyreport.com/2010/08/24/energy-resources-consumption/



http://www.worldenergy.org/publications/3040.asp

http://www.worldenergy.org/publications/3040.asp



G. Groups investigate the global pattern, distribution, and production of a given energy resource. Present findings to the other group to produce a classroom display and individuals note down points in order to have full set of notes.G. Investigate the different pricing activities for energy resources e.g. OPEC, international markets for coal and gas, role of politics in determining price and availability.

ExtensionI. Investigate the activities of one multinational company involved in the extraction and production of energy.

Individual Research Research the contribution own country makes to production and consumption of one major energy resource.

Group Project Work with learners from another school to compare national energy production and use with another country. Evaluate which country has the better approach. Produce a checklist for future governments about effective energy resource exploitation and use.

www.bp.com/assets/bp_internet/globalbp/ BP report on world energy consumption

www.un-energy.org/ UN Energy pages

www.bloomberg.com/energy/Bloomberg- up to date prices of different energy resources

http://energy.gov/prices-trends US website on trends on energy

http://theenergycollective.com/energyjobline/73237/energy-prices-predictions-2012 The Energy Collective. Think tank on energy with some price predictions

Other resourcesAtlas of Global Issues: A visual guide to the world’s greatest challenges. The World Bank for Development and Reconstruction. Collins illustrated edition ( 2007)

AO1 Research and understand the impacts of energy consumption at different scales

Focus question Which energy resources are the most environmentally friendly?

W/G. Distribute a range of statements about the impact of different energy resources on the environment. Learners sort them, feedback and make notes.

Onlinewww.energy4me.org/energy-facts/Society of petroleum engineers – lots of resources on different type of energy and impact


http://www.energy4me.org/energy-facts/

http://theenergycollective.com/energyjobline/73237/energy-prices-predictions-2012



http://energy.gov/prices-trends

http://www.bloomberg.com/energy/

http://www.un-energy.org/

http://www.bp.com/assets/bp_internet/globalbp/globalbp_uk_english/reports_and_publications/statistical_energy_review_2011/STAGING/local_assets/pdf/statistical_review_of_world_energy_full_report_2011.pdf

http://www.bp.com/assets/bp_internet/globalbp/globalbp_uk_english/reports_and_publications/statistical_energy_review_2011/STAGING/local_assets/pdf/statistical_review_of_world_energy_full_report_2011.pdf



ExtensionI. Identify social and economic impacts of energy production. W. Invite a local expert e.g. from a university to present most recent research to learners on energy resources and their impact. I. Produce a cost benefit analysis of the use of a particular energy resource.

Individual Research Investigate the actual impacts (economic, social and environmental) of different energy use in own country and consider future developments.

Group Project Work with learners from another school to compare the impacts of national energy policy in respective countries. Produce a summary pamphlet in each country.

AO1

AO3

Analyse and evaluate local energy consumption and conservation

Explore different perspectives on energy use in local area

Focus questions What energy resources are used in my local community? Where do they come from? How is my local community reducing its energy consumption? How effective are these measures?

W. Collate information on energy uses locally from discussionG. Take one energy resource used locally and identify where it originates from and how it is used.W/I. Questionnaire of local businesses/local people on how they are reducing energy consumption. This could be done through fieldwork.W/G. Collation of results and evaluation on how effective energy use reduction strategies are.

ExtensionInvite local representatives in from an energy producer or local authority to give their perspective on energy resources.

Individual Research Report on local measures to reduce energy use and evaluation of their

OnlineLocal government websitesEnergy producers websites

Other resourcesLearner survey of energy use locallyMaps and information leaflets about the local area




effectiveness.

Group Project Compare energy reduction measures in two contrasting communities. Produce guidelines for teenagers in each community on how to reduce their energy use.

AO1

AO3

AO4

Explore own energy consumption and attempts to conserve energy

Be aware of different perspectives on energy consumption


Focus questions What energy do I/my family regularly use at home and/school? What is my family’s perspective on energy? How can I and my family/friends reduce our energy consumption?

W/I. Learner survey of own and family/friends patterns of energy consumption and methods to reduce consumption.W/G. Create a list/booklet of top 20 ways to conserve energy.

ExtensionInvestigate Green Homes.

Individual Research Investigate national policy on energy consumption and conservation. Evaluate its effectiveness.

Group Project Compare the methods used to conserve energy in two contrasting locations. Produce a top 20 guide to energy conservation that could be used in either location.

Onlinewww.nrdc.org/air/energy/genergy.asp Natural Resources Defense Council based in US – tips on reducing energy use

www.epa.gov/greenhomes/ReduceEnergy.htm US Environmental Protection Agency website on Green Homes

www.powerscorecard.org/reduce_energy.cfm Twenty things to conserve energy


http://www.powerscorecard.org/reduce_energy.cfm

http://www.powerscorecard.org/reduce_energy.cfm

http://www.epa.gov/greenhomes/ReduceEnergy.htm

http://www.epa.gov/greenhomes/ReduceEnergy.htm

http://www.nrdc.org/air/energy/genergy.asp


Unit 10: Humans and Other Species Recommended prior knowledge Learners will bring their own perspectives and that of their family and friends to the issues in this unit. They may have strong or ambivalent views on the relationship between humans and other species. There are clear links with Unit 1 Belief Systems, Unit 2 Biodiversity and Ecosystem Loss and Unit 17 Tradition, Culture and Identity.

ContextThis unit could follow on from Unit 1 Belief Systems and Unit 17 Tradition, Culture and Identity and precede Unit 2 Biodiversity and Ecosystem Loss. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider and investigate the issues surrounding the relationship between humans and other species. It may evoke strong opinions and heated debate. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1 Research and understand the overall picture of human/other species interaction

Focus questions How well do humans share the planet with other species? Are some species more important than others? What is the impact of human use of some other species?

W. Class discussion on the key question – include how do humans use other species, importance of some species?G. Groups investigate a particular use/concern/response about other species and their relationship with humans e.g. endangered species, whale hunting, overfishing, animal experimentation, fur trade,

Onlinewww.peta.org.uk/ People for the Ethical Treatment of Animals

http://iwcoffice.org/index.htmInternational Whaling Commission

www.greenpeace.org/international/en/campaigns/oceans/whaling/Greenpeace whaling information


http://www.greenpeace.org/international/en/campaigns/oceans/whaling/


http://iwcoffice.org/index.htm

http://www.peta.org.uk/


AO4

AO2


Analyse and evaluate different perspectives towards the relationships between animals and other species in my country/locality

conservation activities, being vegetarian/vegan etc. In each case information on nature of relationship and impact of relation is needed. Present to class.

W/I. Make notes on different presentations to have a range of case studies.

ExtensionInvite speakers from local wildlife centre to identify impact of humans (positive or negative) on local species of wildlife.

Individual Research Investigate a particular activity related to the use of animals and present different perspectives on it.

Group Project Compare the approach in two different countries/cultures to a particular issue e.g. whaling. Evaluate the different perspectives shown and produce a factsheet for each country.

Focus questions What are the laws in my country relating to humans and other

species? Do people in my country show respect to animals and other

creatures?

W. present information from the UK (as an example) or own country laws about animal welfare law. Hold a class discussion about this.W. Discussion about how people treat animals in general (from own experience).I. Survey perspectives about animal welfare in the wider community.

ExtensionInvite a local representative from an animal rescue charity to present about their work.

http://overfishing.org/ Information on overfishing

www.worldwildlife.org/home-full.html World Wildlife Fund

www.rspca.org.uk/home

Leading UK animal welfare charity with an international element: www.rspca.org.uk/in-action/international

Other resourcesNational and local newspaper articles, news footage, documentary

Onlinewww.bbc.co.uk/ethics/animals/defending/legislation_1.shtml Example of UK law and animal ethics. Links here to other websites (UK based on animal welfare and protection)

www.rspca.org.uk/homeLeading UK animal welfare charity with an international element: www.rspca.org.uk/in-action/international

www.peta.org.uk People for the Ethical Treatment of Animals


http://www.peta.org/

http://www.rspca.org.uk/in-action/international

http://www.rspca.org.uk/home

http://www.bbc.co.uk/ethics/animals/defending/legislation_1.shtml




http://www.worldwildlife.org/home-full.html

http://overfishing.org/


AO4

AO3

AO4

AO2

AO3


Explore and reflect on personal and others perspectives about animal welfare.


Analyse and evaluate the issues surrounding humans and other species

Explore perspectives on animal welfare

Group Project Work with learners from another school to compare the laws that protect animals in respective countries. Produce a factsheet and poster campaign for each.

Focus questions What are the attitudes of my family and friends to animals and other

creatures? Do they hold strong beliefs about issues relating to animals e.g.

vegetarianism, animal experimentation etc.?

W. Prepare questionnaire for use in data collection.I/W. Carry out questionnaire and collate results. I. Evaluate findings.

Individual Research Investigate whether opinions about animals and welfare have changed over time in the country.

Group Project Investigate the perspectives people have about vegetarianism and animal rights in two different cultures. Produce a report highlighting similarities and differences.

Focus question Should humans be allowed to use other species to make human life

easier?

W. Discuss the role of a charities like PETA, Endangered Species International, PAWS etc. Do learners agree or disagree with their stance?W/G. Debate on focus question. Groups prepare an argument for or against and present to class.

Individual Research

Onlinewww.bbc.co.uk/ethics/animals/defending/legislation_1.shtml Example of UK law and animal ethics. Links here to other websites (UK based on animal welfare and protection)

www.rspca.org.uk/homeLeading UK animal welfare charity with an international element: www.rspca.org.uk/in-action/international

www.peta.org.uk People for the Ethical Treatment of Animals

Other resourcesSurvey and results

Onlinewww.peta.org.uk/People for the Ethical Treatment of Animals

http://iwcoffice.org/index.htmInternational Whaling Commission

www.greenpeace.org/international/en/campaigns/oceans/whaling/Greenpeace whaling informationhttp://overfishing.org/


http://overfishing.org/



http://iwcoffice.org/index.htm

http://www.peta.org.uk/

http://www.peta.org/







Investigate the role of other charities in raising awareness of animal rights and conservation.

Group Project Work with learners from another school to compare support for animal rights and conservation in two different countries. Produce a documentary (visual or aural) of your findings.

Information on overfishing

www.worldwildlife.org/home-full.htmlWorld Wildlife Fund

Other resourcesSurveys from class, friends and family


http://www.worldwildlife.org/home-full.html


Unit 11: Language and Communication Recommended prior knowledge Learners will bring their own experience of Language and Communication and that of their family and friends to this unit. They may be in a school situation where different languages are spoken at home by learners whereas they receive their education in English. They will have good personal insight into the issues involved in translating and conversing in different language and the nuances that exist in each one. They will also have experience and opinions of using the internet for communication for example by email or social networking sites. There are clear links with Unit 6 Education for All, Unit 7 Employment and Unit 15 Technology and the Economic Divide.

ContextThis unit could follow on from Unit 15 Technology and the Economic divide or precede Unit 6 Education for All and Unit 7 Employment. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider the importance of communication between people and the influence of the internet on how people communicate. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO3 Explore and reflect on personal approaches to communication and language

Focus questions How does the way I communicate with my family and friends differ? How easy is it to be misunderstood?

W. Discussion on ways of communicating with family and friends e.g. verbally, written, through body language, via technology. G. List examples of different ways to communicate to different people;

Onlinewww.importanceofcommunication.org/barriers-in-communication/Some ideas for communicating effectively and barriers to communication

www.typesofcommunication.org/


http://www.typesofcommunication.org/

http://www.importanceofcommunication.org/barriers-in-communication/

http://www.importanceofcommunication.org/barriers-in-communication/



identify the factors that determine the method of communication e.g. age, technical knowledge, relationship etc.G. Collate some incidents where individuals in the group have been misunderstood – identify why this happened and what was learned from the experience. W. Produce a class summary of communication barriers and some solutions to them.

Individual Research Investigate the role age plays in the way people in your community communicate with each other.

Group Project Compare your approaches to communication with friends and family and with learners in another school in a different culture. Prepare a guide for visiting teenagers about communication ’etiquette’.

Other resourcesCartoons/TV footage showing poor communication

AO2 Analyse and evaluate perspectives on acquiring a second language

Focus question How important is it to speak other languages? Why is it not always easy to be understood in a foreign language? In what ways do other societies communicate differently to my own?

W. Show some of the YouTube adverts about learning languages. Take some initial responses from learners.W. Survey the class to find out the range of languages spoken. I. Present and analyse the results. Consider the impact of the results. G/W. Groups prepare arguments for and against: ‘Speaking another language is an essential skill for future success.’ Class debate. W/G. Consider some non-verbal forms of communication that have different meanings in different cultures. Identify other forms of non-verbal communication that may have different meaning and in some cases may cause offence in different cultures.

ExtensionAdd friends and family languages to the survey to get a wider sample on perspectives about language learning.

Onlinewww.youtube.com/watch?v=qssm02-7F1U Short animation on learning foreign languages

www.youtube.com/watch?feature=endscreen&NR=1&v=A8cs_cD9zeEInterviews with language teachers about why it is important to learn a language

There are several videos on YouTube about learning foreign languages that may be useful here:

Other resourcesSurvey/interview results


http://www.youtube.com/watch?feature=endscreen&NR=1&v=A8cs_cD9zeE



http://www.youtube.com/watch?v=qssm02-7F1U

http://www.youtube.com/watch?v=qssm02-7F1U



Individual Research Research and analyse the trends for foreign language acquisition in the local community.

Group Project Compare perspectives on speaking foreign languages between learners in an international school and those in a school in a different culture. Produce a series of posters about why speaking another language could be beneficial.


AO1

AO4

Research and understand the nature of communication in own country


Focus questions How do people in my country communicate with each other? What investment has my country made in communication? What other forms of communication do societies use?

W. Class discussion on forms of communication: radio, television, face to face, internet (email, social network sites, telephone, video conferencing, etc.).G. Prepare a survey to carry out in school and wider community to find out the range of communication and which dominates and why. Carry out survey.G/I. Present, analyse and evaluate survey results.I. Suggest improvements to communication infrastructure in own country.I. Investigate other forms of communication not used in own country but used in others.

ExtensionInvite local authority representative to discuss policy towards communication development especially internet.

Individual Research Investigate the impact of internet access on communication in local community.

Group Project

Online

www.unesco.org/new/en/communication-and-information/UNESCO communication and information pages

www.gapminder.org/data/Search this website for data on internet use

Other resourcesSurvey/interview results


http://www.gapminder.org/data/

http://www.unesco.org/new/en/communication-and-information/





Compare the use of the internet with learners in a different country. Analyse the reasons for the similarities and differences. Produce a campaign to persuade local authorities to ensure all have access to the internet in each country.

AO1

AO2

AO4

Research and understand the nature of global internet use

Analyse and evaluate the issues surrounding the internet


Focus question What is the global impact of the internet?

W. Show some statistics, facts about the history of the internet and its use worldwide.G. List ways in which internet use can be both positive and negative.W/G. Class discussion/debate. ‘The development of the internet has been a force for good’.

ExtensionInvestigate how some regimes try to restrict internet use.

Investigate how development can be promoted through greater internet access.

Individual Research As above in extension work.

Group Project Work with learners from another school to investigate how influential the internet is on the lives of teenagers and their families.

Onlinewww.internetsociety.org/internet/internet-51/history-internet/brief-history-internet Internet Society

www.unesco.org/new/en/communication-and-information/ UNESCO Communication and Information pages

www.gapminder.org/data/

Various articles about the Internet and development can be found at:

www.economist.com/node/21530612 Internet in developing countries – hailing the Google Bus

www.isoc.org/oti/articles/1196/sadowsky.htmlThe internet society and developing countries

www.conversationsforabetterworld.com/2010/05/mobile-internet-access-in-developing-countries/Mobile internet access in developing countries


http://www.conversationsforabetterworld.com/2010/05/mobile-internet-access-in-developing-countries/



http://www.isoc.org/oti/articles/1196/sadowsky.html

http://www.isoc.org/oti/articles/1196/sadowsky.html

http://www.economist.com/node/21530612




http://www.internetsociety.org/internet/internet-51/history-internet/brief-history-internet




Past paperCambridge IGCSE Global Perspectives Paper 3 June 2010 http://teachers.cie.org.uk




Unit 12: Law and Criminality Recommended prior knowledge Learners will bring their own experience of law and criminality and that of their family and friends to this unit. They may have been the victim of a crime(s) or know someone who is the victim of crime; they may have relatives who work in the police force or know people who have been convicted of a crime. There are clear links with Unit 1 Belief Systems, Unit 4 Conflict and Peace and Unit 17 Tradition, Culture and Identity.

ContextThis unit could follow on from Unit 1 Belief Systems or Unit 12 Tradition, Culture and Identity or precede Unit 4 Conflict and Peace. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to explore issues related to crime and the law. They will be able to consider why laws are made and why they are broken at a range of levels. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO2

Understand why laws are made and how they are made nationally and internationally

Analyse and evaluate the process of law making

Focus questions Why do we need laws? How are laws decided? What are the problems caused by having different laws in different

countries?

G. Group activity to understand the need for laws such as that atwww.curriculum.edu.au/cce/default.asp?id=9478W/G. Produce 10 reasons why laws are a good thing.W/G. Watch an extract from a TV programme or film about a community

OnlineThe process of law making in each country will need to be researched using local sites and resources.Example website from UK:www. historylearningsite.co.uk/how_laws_are_made_in_great_brita.htm

Example website from USA:


http://www.historylearningsite.co.uk/how_laws_are_made_in_great_brita.htm



http://www.curriculum.edu.au/cce/default.asp?id=9478



and how they make laws e.g. Lord of the Flies. Share thoughts on what seen. Discuss what makes a good law. G. Research how laws are made in resident country. W/I. Investigate the role of international law and how this is made.

ExtensionW. Invite a local magistrate/legal representative to speak to learners about their work and how the law works.

Individual Research Compare the laws covering a particular issue in two different countries. Comment on which laws are the most effective and what developments may happen in the future.

Group Project Work with learners from a different school to compare the laws that affect teenagers e.g. smoking and alcohol laws. Compare attitudes towards them and punishments linked to them in each country. Produce an awareness and crime reduction campaign for teenagers in each country based on these laws.

http://kids.clerk.house.gov/grade-school/lesson.html?intID=17

International lawwww. un.org/en/law/index.shtmlUnited Nations international Law website

www. ila-hq.org/International Law Association

Past papersCambridge IGCSE Global Perspectives Paper 3 November 2010

Cambridge IGCSE Global Perspectives Paper 3 June 2011http://teachers.cie.org.uk

AO2

AO3

AO4

Analyse and understand peoples’ attitudes to and perspectives on the law

Explore and reflect on personal perspectives about the law and develop a line of reasoning to support views/opinions/actions


Focus questions Why do people break the law? Has crime affected me or my family and friends? What can I do to prevent crime?

W/I. Read and discuss the article at www. bbc.co.uk/news/uk-15574189 about why people obey the law. G. Make a list of crimes that teenagers are most like to commit and be victims of. G. Make a list of ways to prevent these crime and dissuade teenagers from committing them

Group Project Work with learners in another school to compare attitudes to crime amongst peers and create a poster campaign to prevent crimes against

Onlinewww. bbc.co.uk/news/uk-15574189BBC article on why people obey the law

Other resourcesSurvey resultsInterview transcripts


http://www.bbc.co.uk/news/uk-15574189

http://www.bbc.co.uk/news/uk-15574189


http://www.ila-hq.org/

http://www.un.org/en/law/index.shtml




teenagers.

AO1

AO2

AO4

Understand the incidence of crime in local community

Analyse the causes of crime and the effectiveness of measures to protect people


Focus questions What is crime like in my local community? Why does it occur? What measures are there to protect people locally from crime? How effective are they?

I. Research and present national/local crime figures using published data; consider the reliability of the data. Use graphs, tables, maps to show information for locality.W. Interview a local police officer on measures used to protect people locally from crime. G/I. Survey friends, relatives, local people of their experience of crime and methods to prevent it. Summarise the results and evaluate whether protection measures are working.

Individual Research Investigate the incidence of a particular crime in two different countries and evaluate the responses to it (prevention, punishment and support for victims).

Group Project Work with learners from another school to compare crime figures for particular offences in their locality. Investigate the causes of the crime and devise some strategies that may be used to reduce the incidences of the offence in each place.

OnlineNational crime statistic websites have a range of data that can be used to investigate this:

http://bjs.ojp.usdoj.gov/index.cfm USA example

http://ncrb.nic.in/ India example


http://ncrb.nic.in/

http://bjs.ojp.usdoj.gov/index.cfm


Unit 13: Poverty and Inequality Recommended prior knowledge Learners will bring some of their own experience of poverty and inequality and that of their family and friends to this unit. . This unit has connections to many units within the course and could be described as over-arching. There are clear links with Unit 5 Disease and Health, Unit 20 Water, Food and Agriculture, Unit 8 Family and Demographic Change, Unit 15 Technology and the Economic Divide, Unit 16 Trade and Aid and Unit 19 Urbanisation.

ContextThis unit could precede or follow Unit 16 Trade and Aid and follow on from Unit 15 Technology and the Economic Divide or Unit 19 Urbanisation. It might be possible to combine this unit with Unit 16 Trade and Aid. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider the differences in wealth between countries and within countries. They are given opportunity to think about their own position on the wealth spectrum. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO2

Research and understand some of the issues linked to global poverty

Analyse the differences in levels of poverty between and within countries

Focus questions What is poverty and what does it mean to be poor? Why are some countries poorer than others? Are all people in poorer counties poor?

G. Work together to define poverty and list some indicators of poverty.I. Research factors that affect development rates in countries and wealth generation. Online articles listed may be useful here. Compile a list or mind map of factors affecting development with some examples.W/G. Investigate inequality within a given country and present findings to

Onlinehttp://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/0,,menuPK:336998~pagePK:149018~piPK:149093~theSitePK:336992,00.htmlWorld Bank website with information from all over world

www. rgs.org/OurWork/Schools/Teaching+res


http://www.rgs.org/OurWork/Schools/Teaching+resources/Key+Stage+3+resources/Who+wants+to+be+a+billionaire/Why+does+Africa+have+so+few+billionaires.htm


http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/0,,menuPK:336998~pagePK:149018~piPK:149093~theSitePK:336992,00.html




AO4 Collaborate with others to plan and carry out a project with a clear outcome.

the class e.g. Nigeria, China (www.globaleye.org.uk/secondary_spring04/eyeon/gowest.html), India

ExtensionInterview a local charity representative about the work they carry out to alleviate poverty in poorer countries.

Individual Research Investigate rates of poverty in local community. Evaluate existing strategies to alleviate poverty and suggest future strategy(strategies).

Group Project Work with learners in another school to produce an awareness raising campaign about child poverty.

ources/Key+Stage+3+resources/Who+wants+to+be+a+billionaire/Why+does+Africa+have+so+few+billionaires.htmRoyal Geographical Society (UK) article on billionaires in Africa

www.globalissues.org/article/4/poverty-around-the-world Global issues site about poverty and inequality

www.iadb.org/idbamerica/InterAmerican Development Bank book review article on why some countries are poorer than others

www. poverty.com/ Website showing deaths from hunger and certain illnesses worldwide

www. poverty.org.uk/ Joseph Rowntree Foundation website with specific details on UK

www. bbc.co.uk/news/world-africa-17015873 Article on Nigeria and % people living in poverty

www. bbc.co.uk/news/education-12965167 Article on child poverty in the UK with maps

Other resourcesDictionary

Past papersCambridge IGCSE Global Perspectives


http://www.bbc.co.uk/news/education-12965167

http://www.bbc.co.uk/news/education-12965167

http://www.bbc.co.uk/news/world-africa-17015873

http://www.bbc.co.uk/news/world-africa-17015873

http://www.poverty.org.uk/

http://www.poverty.com/

http://www.iadb.org/idbamerica/index.cfm?thisid=2541

http://www.globalissues.org/article/4/poverty-around-the-world#WorldBanksPovertyEstimatesRevised

http://www.globalissues.org/article/4/poverty-around-the-world#WorldBanksPovertyEstimatesRevised



http://www.globaleye.org.uk/secondary_spring04/eyeon/gowest.html


Paper 3 November 2009


AO2 Analyse the wealth gap between rich and poor countries

Evaluate the relationship between rich and poor countries

Focus questions In what ways has the gap between rich and poor changed? Should richer countries be concerned about poverty in other

countries?

W. Present the UN Millennium Development goals. Take feedback from learners on them. Use a cartoon/graph to demonstrate the difference between rich and poor around the world. I. Interpret data given on poverty and inequality. Reflect on changes that have been made and suggest ways to decrease the gap between rich and poor. G. Investigate a strategy used by a government or NGO charity to try to reduce poverty. Evaluate how effective the strategy is/was.W. Make clear the link to the unit on Trade and Aid here.

ExtensionQuestion a local representative for a charity e.g. Save the Children on their work to alleviate poverty.

Individual Research Investigate the national rich/poor divide and try to explain why it has occurred. Suggest strategies to reduce it.

Onlinewww.un.org/millenniumgoals/UN Millennium Development Goals

www. gapminder.org/ Statistics on world poverty

www.akepovertyhistory.org/takeaction/ Make Poverty History campaign

www.undp.org/content/undp/en/home/UN site on poverty

www. atlapedia.com Information about countries across the globe

www. worldbank.org/ Information about countries across the globe


www.worldbank.org/html/Information and links about trade worldwide








http://www.atlapedia.com/

http://www.undp.org/content/undp/en/home/ourwork/povertyreduction/overview.html

http://www.akepovertyhistory.org/takeaction/

http://www.gapminder.org/

http://www.un.org/millenniumgoals/



www.unicef.org/index.phpInformation on countries worldwide


NGO websites e.g. Oxfam.org have useful information on poverty eradication

AO1

AO2

AO4

Research and understand the causes of a gap between rich and poor at national/local level

Analyse and evaluate national strategies to combat poverty


Focus questions Why is there a gap between rich and poor in my country? What is my country doing to combat poverty?

W/I. Interpret and present statistics to demonstrate presence of rich/poor gap. Suggest reasons for the gap.G. Investigate the work of government or an NGO in alleviating the differences in wealth in own country. Evaluate how effective the work is. I. Produce a piece of personal reflection on the rich/poor gap in own country.

ExtensionG. Produce an advert for a charity targeting young adults to donate.

Individual Research Investigate how the rich/poor gap manifests itself in local community. Evaluate the work of agencies in reducing the gap. Suggest new strategies to reduce the gap further.

Group Project Investigate the relative similarities and differences in the poor/rich gap in own and another country by working with learners from another school. Produce a documentary to highlight the issues found. This can be visual and/or aural.

OnlineEach country will have national statistics that could be accessed for this.

http://web.worldbank.org/World Bank website with information from all over world

www.atlapedia.com Information about countries across the globe

www.worldbank.org/ Information about countries across the globe

www. geographypages.co.uk/dev.htm Links to many websites comparing countries:

www. worldbank.org/html/extdr/thematic.htm Information and links about trade worldwide

www.cia.gov/library/publications/the-world-factbook/index.html













Information about countries worldwide

www. unicef.org/index.phpInformation on countries worldwide


AO3 Reflect on personal perspectives of wealth and povertyReflect on position in society and in family

Focus questions Do I feel wealthy in relation to others? Are the roles in my family equal/unequal?

I. Learners identify indicators in their lives that would help them to say if they felt wealthy/poor in relation to others. NB indicators could be economic, social, emotional etc. Learners could share their thoughts if appropriate.I. Reflect on family and different roles therein. Is their equality/inequality in family? How could things be improved/ changed if need be?

Individual Research Investigate whether perspectives on wealth and social position change with age.

Group Project Compare perspectives on poverty and wealth with other learners in a different school. Produce a wall display of findings in each school.

Onlinewww. poverty.org.uk/Joseph Rowntree Foundation website with specific details on UK

www.christianaid.org.uk/images/Facing_Challenges_of_Poverty.pdf Facing challenges of poverty, unemployment, and inequalities in the Arab region


http://www.christianaid.org.uk/images/Facing_Challenges_of_Poverty.pdf

http://www.christianaid.org.uk/images/Facing_Challenges_of_Poverty.pdf

http://www.poverty.org.uk/




Unit 14: Sport and Recreation Recommended prior knowledge Learners will bring their own knowledge and experience of Sport and Recreation to this unit. They will play sport in school, may be members of sport teams inside and outside school and spectate regularly at matches and other sporting competitions. During their recreation time they may pursue other hobbies. Members of their families and/or friends may be particularly involved in a sport or hobby. There are clear links with Unit 6 Education for All, Unit 13 Poverty and Inequality and Unit 17 Tradition, Culture and Identity.

ContextThis unit could follow on from Unit 6 Education for All and Unit 17 Tradition, Culture and Identity or precede Unit 13 Poverty and Inequality. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research. Learners should investigate both sport and other recreational activities such as those linked to the Arts and Music.

OutlineThis unit gives learners the opportunity to consider the impact at different scales of sport and recreation on the lives of people. Large sporting events such as the Olympic Games are investigated. As with all Global Perspectives work learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO3 Explore and reflect on personal perspectives on sport and recreation. Develop a course of action

Focus questions What role does sport and recreation (leisure) play in my life? How do I achieve a school work-life balance?

G. Discussion about Sport and Recreation- types of activity that can be done and benefits of it. Consider any drawbacks as well. I. Personal reflection on own leisure time and how it is spent e.g. Sport,

OnlineLocal sports’ providers websites

Other resourcesSurvey/diary results

Past paperCambridge IGCSE Global Perspectives




Arts, Complete a survey/diary of a typical week and produce a graph(s) to summarise activities completed during leisure time. Analyse pattern and propose ways to change/improve use of leisure time.

Individual Research Investigate variations in leisure time activities between teenagers in your area. Investigate government response to teenage health issues and how sport is being promoted to teenagers.

Group Project Compare and contrast leisure time activities with teenagers from a different culture. Produce a guide to teenage leisure in respective country for visiting learners.

Paper 3 November 2009http://teachers.cie.org.uk

AO2

AO4

Analyse and evaluate the issues surrounding supporting teams and the pay for sports men and women


Focus questions Why do people support particular teams? Why do some professional artists/sportspeople earn so much

money?

W/G. Compile ideas about reasons for supporting particular teams e.g. family tradition, locality, favourite players.W. Survey the class about reasons for supporting/not supporting teams.W/G. Prepare arguments for class debate: ‘ The amount of money paid to some sporting personalities is immoral.’

ExtensionInvite local team players into school to describe the daily routines/expectations etc. of professional sports men and women

Individual Research Investigate the impact a successful team can have on a locality.

Group Project Investigate different perspectives on high paid sports personalities with learners from a different culture. Produce a documentary (visual or aural on your findings).

OnlineLocal sports teams websitesNews coverage

www. paywizard.co.uk/mainWebsite allowing comparison of salaries

www. telegraph.co.uk/sport/football/competitions/premier-league/8265851/How-footballers-wages-have-changed-over-the-years-in-numbers.html Example article from UK newspaper article on footballers’ salaries

Other resourcesNews articles about earnings of sports stars


http://www.telegraph.co.uk/sport/football/competitions/premier-league/8265851/How-footballers-wages-have-changed-over-the-years-in-numbers.html



http://www.paywizard.co.uk/main



AO1

AO4

Research and present issues about sport and recreation in local community


Focus question What are leisure facilities like in my local area? How could leisure facilities in my local area be improved?

W. Compile a class map of local leisure facilities – sport, arts, music etc.G. Investigate one facility and summarise its advantages and disadvantages. Present to the class.W/G. Prepare a plan for improving facilities in local area.

ExtensionInvestigate possibility of meeting local politician and lobbying for changes/improvements in some of the facilities.

Individual Research Investigate the impact of recent improvements to leisure facilities in a chosen area and formulate an action plan for improvements in own area.

Group Project Work with learners from another school to investigate the provision of leisure facilities and services in the two countries. Evaluate provision in both and produce recommendations for improvements for teenagers in both areas.

Onlinewww. sportandrecreation.org.uk/about/what-sport-and-recreation-allianceUK based Sport and recreation alliance- an umbrella organisation for governing and representative bodies of UK sport.

www.sportnz.org.nz Sport New Zealand

Local internet searches

Other resourcesTelephone directoriesLocal theatre, galleries, museum leaflets etc.


AO1

AO4

Research and understand the hosting and impact of international sporting events


Focus questions What is the purpose and impact of international sporting events? What role does sporting success have in a nation’s development and

industry?

W/G. Groups research and present an answer to key questions for a particular international sporting event. W/G. Analyse medal tables against development indicators to look for and suggest reasons for patterns.

Extension

Onlinewww. olympic.org/www. london2012.com/http://news.bbc.co.uk/sport1/hi/olympics/default.stm Beijing Olympicswww. fifa.com/www. iaaf.org/www. thecgf.com/www.rio2016.com

Other resourcesTelevision extracts/ newspaper extracts of events e.g. Olympic opening


http://www.rio2016.com/

http://www.thecgf.com/

http://www.iaaf.org/

http://www.fifa.com/

http://news.bbc.co.uk/sport1/hi/olympics/default.stm

http://news.bbc.co.uk/sport1/hi/olympics/default.stm

http://www.london2012.com/

http://www.olympic.org/


http://www.sportnz.org.nz/

http://www.sportandrecreation.org.uk/about/what-sport-and-recreation-alliance





Consider the impact of hosting an international sporting event.Invite a local sports personality into school to talk about their experience and the impact of participating in international sporting events.

Individual Research Investigate the impact of national participation in a chosen international event.

Group Project Compare the impact of participation in an international sporting event with learners from another school. Identify particular impacts on youth population and prepare a guide for young people as to how they can get more involved in sport.

ceremony

AO2

AO4

Explore and analyse variations in the tradition for Arts in different locations


Focus question Why do some countries have a greater tradition in the Arts than

others?

W. Definitions of what 'The Arts’ are through discussion. Identify local Arts and debate their international significanceG. Work together to give perspectives on various examples of art e.g. a painting, a piece of music, a piece of sculpture, opera, a play. These can be shown through video, photos, and artefacts. Group to give information about what each shows, what they are called, who produced them, what country they are from etc.G. Work to investigate one aspect of art identifying its origins and some examples of key pieces of work. Rate the international significance of the area being examined.

Individual Research Investigate the influence of local art and artists in the national and international Arts scene.

Group Project Work with learners from another culture to devise an advertising campaign to promote greater visitor numbers at a local Arts venue.

OnlineLocal websites for the Arts e.g. www. artscouncil.org.uk/ UK Arts council andhttp://globalartscollective.org/ Global Arts Collective

Other resourcesLocal brochures, videos of examples of opera, orchestras etc.


http://globalartscollective.org/

http://www.artscouncil.org.uk/

http://www.artscouncil.org.uk/



Unit 15: Technology and the Economic Divide Recommended prior knowledge Learners will bring their own experience of using technology in school and at home to this unit. There are clear links with Unit 7 Employment, Unit 11 Language and Communication, and Unit 13 Poverty and Inequality.

ContextThis unit could follow on from Unit 11 Language and Communication and precede 13 Poverty and Inequality. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider the importance of technology in driving economic development and wealth generation. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO3

Research and understand technology from personal perspective

Explore and reflect on personal and other people’s perspectives of technology

Focus questions What is technology? What technology do I have access to at home and school?

W. Discuss and create a definition of technology.W. Devise a questionnaire and survey class on types of technology used at school and home.G. Discussion to list factors that determine access to and the ability to use different types of technology. Feed back to class. Produce a wall display of class findings on technology at home and in school.

Other resourcesSurvey results from class and school

Past papersCambridge IGCSE Global Perspectives Paper 3 June 2010





ExtensionComplete a similar survey in the local community and compare results.

Individual Research Investigate how and why use and access to technology varies in local community. Consider how to make access more equitable.

AO1

AO2

AO4

Research and understand the differences in access and use of technology across the globe

Analyse and evaluate the issues lack of access to technology creates

Suggest courses of action to improve unsatisfactory situations


Focus questions How does technology vary between nations? What impact does technology have on development? What are the impacts of different levels of technology and economic

status? How can levels of technology be improved to aid development?

W. Examine statistics to show variations in technology use e.g. mobile phone, internet use etc.G. Identify factors that affect the level of technology in a country.I. Complete the exercises at www. globaleye.org.uk/secondary_autumn05/focuson/index.html

Individual Research Investigate the extent of the Digital Divide in own country.

Investigate the increasing use of mobile phones in developing countries to increase access to the internet.

Group Project Compare the level of access to the internet and mobile phones amongst learners in own and one/two other countries.

www. internetworldstats.com/links10.htm Information on the Digital Divide

www. digitaldivide.net/Digital Divide Network

www.globaleye.org.uk/secondary_autumn05/focuson/index.html Resource on Telecommunications and development

http://practicalaction.org/ Uses of technology to relieve poverty. Range of resources and an useful definition of technology

http://stats.oecd.org/Index.aspxWebsites for the country’s national and local government, relevant agencies and non-government organisations should provide information and resources. In addition country based and international media organisations also provide useful material e.g. BBC, allafrica.com, etc.




http://stats.oecd.org/Index.aspx

http://practicalaction.org/

http://www.globaleye.org.uk/secondary_autumn05/focuson/index.html



http://www.digitaldivide.net/

http://www.internetworldstats.com/links10.htm

http://www.internetworldstats.com/links10.htm



www. worldbank.org/ Information about countries across the globe

www. geographypages.co.uk/dev.htm Links to many websites comparing countries

www. worldbank.org/html/extdr/thematic.htm Information and links about trade worldwide

www.cia.gov/library/publications/the-world-factbook/index.html Information about countries worldwide



AO1

AO2

Research and understand the position of own country amongst the rest of the world in terms of technology and development

Analyse and evaluate the issues around unequal access to technology and propose actions that could reduce any differences

Focus questions How does my country compare with others in terms of levels of

technology and economic development? What is the impact of technology on the level of development and

living standards in my region?

W. Identify with learners the indicators they would use to decide whether a country was more or less developed e.g. statistics/maps/graphs to show links between levels of technology and economic development.G/I. investigate World Bank dataW/G. Discuss the term ‘digital divide’. Consider if it exists in own country (cite evidence) and what its impact is. G/I. Evaluate methods to even up access to technology that

Onlinehttp://data.worldbank.org/data-catalog/world-development-indicatorsCollection of World Bank development indicators report 2011

www. unrisd.org/UN short report on technology in less developed countries

www. unrisd.org/publicationsA range of UN reports on development and technology


http://www.unrisd.org/80256B3C005BB128/(httpProjectsForResearchHome-en)/A2C02484CD29933980256B5A0044EE67?OpenDocument&panel=publications

http://www.unrisd.org/80256B3C005BCCF9/(httpPublications)/19B0B342A4F1CF5B80256B5E0036D99F?OpenDocument

http://data.worldbank.org/data-catalog/world-development-indicators

http://data.worldbank.org/data-catalog/world-development-indicators










AO4 Collaborate with others to plan and carry out a project leading to a clear outcome

governments may have done e.g. broadband speed projects. G/I. Propose new solutions to improve issues of access to technology in own country.

Extension

Individual Research Investigate the extent to which the Digital Divide exists in own country.

Group Project Compare government policy aimed at reducing differences in access to technology in two countries. Prepare a speech urging government representatives in each country to improve technological access for all.

www.unesco.org/new/en/communication-and-information/ UNESCO communication and information pages

www. gapminder.org/data/Search this site for data on internet use






Unit 16: Trade and Aid Recommended prior knowledge There are clear links with Unit 7 Employment, Unit 18 Transport and Infrastructure, Unit 15 Technology and the Economic Divide and Unit 13 Poverty and Inequality. There is a link here that learners may recognise with multinational companies as key organisations in trade and charities as organisers of aid distribution.

ContextThis unit could follow on from or precede Unit 19 Poverty and Inequality and Unit 7 Employment or could precede Unit 18 Transport and Infrastructure. It could be possible to combine this unit with Unit 19 Poverty and Inequality. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider the nature, reasons for and impacts of Trade and Aid at international and national levels. It encourages them to consider how Trade and Aid impacts directly on them and how they might influence it themselves. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1 Identify and exemplify different types of Trade and Aid

Understand the difference between Trade and Aid

Focus question What is the difference between trade and aid?

G. Give learners some examples of trade and aid activities and ask them to sort them. Follow up with discussion.W. Generate definitions of Trade and Aid through class discussion. Clarify the differences between Trade and Aid.W. Play the Trading Game with the class and discuss the experience, identifying any issues that arose.W. Class discussion: ‘What can be traded?’ Encourage them to exemplify.

Onlinehttp://learn.christianaid.org.uk/Source of the ‘The Trading Game’ simulation

http://learn.christianaid.org.uk/ Source of ‘Trade Rules’ trading game


http://learn.christianaid.org.uk/

http://learn.christianaid.org.uk/TeachersResources/secondary/trading_game.aspx



Extension Learners collate list of products/commodities from home that have been traded e.g. food, electronics etc. identifying the company/country of origin.

Individual Research Produce a report on the benefits of increasing trade and business for the local community and country.

Group Project Work with learners from another school to research into a current major issue in world trade that affects two countries or regions and produce a critical review of possible improvements from the point of view of people living in both places.

AO2 Understand how and why trade occurs

Analyse the impacts of trade

Identify and evaluate the role of different organisations involved in trade

Focus questions How do countries trade? What are the main benefits of world trade? What are the main problems of world trade? Who influences trade?

W. Review the information about the role of the World Trade Organization. Gather opinions about it. G. Draw a diagram to show different organisations and people involved in producing and selling a chosen good e.g. bar of chocolate, pair of jeans. Identify the trade route. Possible organisations involved: multinationals, government, small companies, producers, consumers.I. Review the work and impact of the World Trade Organization or another similar international agency.

ExtensionI. Research into several pressure groups trying to promote justice in world trade. Critically evaluate their message and impact.

Individual Research Produce a presentation about international trade in their country;

Onlinewww. wto.org/ World Trade Organization home page

www.wto.org/english/tdescription of WTO

www. global-issues.co.ukSource for booklet on world trade and the World Trade Organization


http://www.global-issues.co.uk/

http://www.wto.org/english/thewto_e/whatis_e/inbrief_e/inbr00_e.htm

http://www.wto.org/


suggest areas for further development and assess current situation.

Group Project Compare patterns of international trade in two countries collaboratively with a group of learners from another country, preferably one which is a trading partner. Suggest areas for further development of trade between the countries

AO2

AO3

Analyse and evaluate the term ‘Fair Trade’

Explore own perspective and that of others about fair tradeEvaluate whether trade is fair

Focus questions What are the reasons for inequalities in trade? How can trade be made fairer? What is the Fair Trade Movement?

W/I. Investigate Fair Trade International. Bring in some Fair Trade products or invite a Fair Trade producer or importer into school to present their perspective on the process of fair trade.W/G. Class debate: ‘Can trade ever be fair?’

ExtensionW. Watch and discuss a documentary film or video explaining world trade and development issues from a leading charitable organisation or pressure group.I. Write a letter to your local political representative asking them to lobby for changes to world trade that would help developing countries.

Individual Research Explore an ethical issue or product related to fair trade. For example: Assess relative benefits and concerns about local and/or international

trade as a source of consumer products and services e.g. food. Environmental concerns associated with international trade e.g.

transport and pollution. Research and evaluate the growth and impact of the Fair Trade

Movement. Research and evaluate the growth and impact of Fair Trade product

or business in two countries e.g. chocolate; cotton; bananas; coffee

Onlinewww. wto.org/World Trade Organization home page

www. fairtrade.netFair Trade


http://www.fairtrade.net/

http://www.wto.org/



Group Project Work with learners from another school to produce an advertising campaign for fair trade. This could be focused upon written or digital materials e.g. a website or video or photographic exhibition with commentary.

AO1

AO3

Research and explore trade in own country at national and international level

Investigate different perspectives on trade in own country

Focus questions What does my country import and export? Which countries do we trade with? Why? Why are goods traded internationally, even when they are made in

my country?

W. Bring a shopping basket of products from a local supermarket (realia or virtual). Ask the learners to look at the labels and other sources of information if available to record the source of the product i.e. country of origin of raw materials and manufacture. Create a world map showing the origin of the products and/or their raw materials.I. Produce a presentation about international trade in their country; suggest areas for further development and assess current situation.I/G. Internet research: Information about imports to the learners’ country, including where

from, types of goods and services, and amounts. Information about exports from the learners’ country, including where

from, types of goods and services, and amounts. How the pattern of trade is changing. How the government are trying to develop trade. Local issues about trade, for example competition, tariffs, problems,

sanctions, etc.

Each group researches a different sector of trade, including agricultural, industrial and manufacturing, finance and services, services, raw materials and commodities, other for their country. Use the information to create a classroom display of the pattern of trade in the country, outlining the main issues currently being considered.

Learners use the displays to construct their own summary of the overall pattern of trade using a global map with arrows indicating the flows of

Onlinehttp://stats.oecd.org/Index.aspxWebsites for the country’s national and local government, relevant agencies and non-governmental organisations should provide information and resources. In addition country based and international media organisations also provide useful material e.g. BBC, allafrica.com, etc.


www. worldbank.org/Information about countries across the globe


www.worldbank.org/html/extdr/thematic.htmInformation and links about trade worldwide



https://www.cia.gov/library/publications/the-world-factbook/index.html

https://www.cia.gov/library/publications/the-world-factbook/index.html






http://stats.oecd.org/Index.aspx


imports and exports.

ExtensionExplore the historical development of trade in the local country/area.



Other resourcesProducts – food, clothing, photos, magazine and newspaper adverts

AO3

AO4

Identify and examine own and others’ perspectives on trade


Focus questions How do my purchases affect people in other countries? How should I make decisions about whose products to buy?

W. Whole class survey of shopping habits individually and in rest of family.I. Suggest solutions to promote fairer trade.I. Reflection piece of what learned and how trade could be improved.

Group Project As above Work with learners in another school (preferably one which is in a trading partner country) to produce a video documentary which compares patterns of international trade in respective countries. Suggest areas for further development of trade between the countries.

Onlinewww. fairtrade.netFair Trade

Other resourcesSurvey

AO1

AO2

Research and understand different forms of Aid

Analyse and evaluate the reasons for and impacts of aid

Focus questions Should rich countries help poorer countries? How do richer countries help poorer countries?

W. Present newspaper resources or video to show some examples of aid projects.I. World Vision Resource sheet activities on types of aid.W/I: Read and analyse three case studies of aid projects funded by government and non-governmental organisations in developed

Onlinewww.worldvision.org

www.wvi.org Global portal of World Visionwww.worldvision.com.au/Libraries/.pdfResource sheet clearly showing different types of aid


http://www.worldvision.com.au/Libraries/3_1_1_-_Issues_-_Aid/What_are_the_different_types.pdf

http://www.wvi.org/

http://www.worldvision.org/

http://www.fairtrade.net/





countries. Use film and video documentaries and newspapers to research the information, as well as website research.Include the following: Why did the projects begin? What were the main aims? What was done to help? What were the benefits to the local community or country receiving

aid? What were the benefits to the community or country giving aid? How could the programme be improved?

I: From the experience of the research, create a table summarising the main benefits and potential problems of aid programmes.

ExtensionW. Class debate: ’Should rich countries/individuals help poorer countries/individuals?’

Individual Research Produce a media presentation on a topical issue in a developing country in which aid might be part of the solution.

Group Project Produce a critical evaluation collaboratively with a group of learners from another country.

AO3 Develop a line of reasoning to support a solution to an aid problem

Examine own and others’ perspectives on aid

Focus question Is aid an effective form of help for poorer countries?

I. Present a personal reflection on the effectiveness of aid supported by reasoned argument.

G. Canvas and analyse the opinions and experiences of different groups of people to aid e.g. donors (individual or organisation) and receivers; government and individuals. Present findings to the class.

Online www.worldvision.org

www.wvi.orgGlobal portal of World Vision

www. tveap.org/index.htmExcellent media and video resources on development, aid and case studies throughout the world (Also through


http://www.tveap.org/index.htm

http://www.wvi.org/

http://www.worldvision.org/



G: Propose a course of action for a topical issue in a developing country in which aid might be part of the solution. Present the action to the class.

Individual Research Research an aid project and produce an assessment of its effectiveness. This could be for a governmental or non-governmental organisation.

Group Project Compare small scale NGO aid projects in two countries collaboratively with a group of learners from another country. Produce an evaluation and information leaflet for each.

YouTube)

www. comicrelief.com/how-we-help#/p1UK based charity with examples based in UK and poorer countries

www.Oxfam.orgCase studies of international aid and related projects Questionnaire


http://www.Oxfam.org/

http://www.comicrelief.com/how-we-help#/p1


Unit 17: Tradition, Culture and Identity Recommended prior knowledge This could be a very personal unit for learners. They will bring their own tradition, culture and identity and that of their family and friends to this unit. They may have strong opinions or little opinion about the issues raised. As many will be resident in countries other than their home nation, they may have more than one perspective on the issues. . There are clear links with Unit 1 Belief Systems, Unit 10 Humans and Other Species and Unit 11 Language and Communication.

ContextThis unit could follow on from Unit 1 Belief Systems or precede Unit 10 Humans and Other Species. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to explore the role of tradition and culture in their lives and also encourages them to consider what determines identity. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO3

Research and understand the nature of Tradition, Culture and Identity

Explore personal experiences of the above and different perspectives on them

Focus questions How do we define tradition, culture and identity? Why do people value tradition? What traditions does my family have and where do they come from? How does my family feel about its traditions?

W/G. Discuss the meaning of the words tradition, culture and identity. Photographs of traditions and cultural mores e.g. special meals, types of dress etc. could be used. Use dictionaries to confirm/ change definitions. Clarify the links between the three and give examples.

Onlinewww. unesco.org/new/en/culture/United Nations Educational, Scientific and Cultural Organization

Other resourcesDictionariesPhotographs of traditions and cultures


http://www.unesco.org/new/en/culture/



G. Discuss why people value tradition. Feed back ideas to classG/I. Collate examples of traditions in each learner’s family and the reasons for them.

Individual Research Investigate particular traditions in local community and a contrasting location. Explain their origins and their impacts on the people, as well as considering future changes.

Group Project Work with a group of learners to share information about local traditions to produce a guide for visiting exchange learners.

AO3

AO4

Explore and reflect on own and others perspectives of identity


Focus questions What does national identity mean to me and my friends? What traditions give my country a sense of national identity? What makes me proud of my country and why?

W. Survey and class discussion.I. Personal reflection on aspects of national identity. G. Discuss ideas about traditions that underpin identity. Present ideas to class and come up with a definitive list.G. Discuss and make notes on what makes learners proud of own country and the one they are currently resident in. Consider where they feel most at home and why.

ExtensionInterview different age groups with the same questions. Compare the responses – are they different and why?

Individual Research Investigate changing perceptions of national identity and the reasons behind it.

Group Project

Other resourcesThere will be lots of resources within situ to help discuss national identity e.g. songs, flags, artefacts

Past PaperCambridge IGCSE Global Perspectives Paper 3 June 2010http://teachers.cie.org.uk





Produce a video documentary in conjunction with learners from another school about national identity.

AO1

AO2

Research and understand the different perspectives on the status of countries

Analyse the reasons for changes in political status quo in some countries e.g. separatist movements and joining a political group of countries

Focus questions What is the difference between a country and a nation? What is a nation state? How are countries and nations decided? What changes are occurring in the status of nations/countries?

W. Discussion on country and nation; present information on how resident country was decided and what nations exist therein.G. Investigate a case study of how a nation state and/or country came into being- historical, geographical, political, cultural factors etc. Present this to the other groups. I. Investigate devolution by some countries or the role of the European Union in determining nation status or the break-up of the USSR.

ExtensionInvestigate separatist pressures in a chosen country e.g. Canada, Scotland.

Onlinehttp://geography.about.com/cs/politicalgeog/a/statenation.htmExamples of National parties

www. snp.org/ Scottish Nationalists

http://pq.org/ Party Quebecois in Canada

AO1

AO2

Research and understand the reasons for international migration

Analyse and evaluate the impact international migration has on migrant, origin and destination with particular focus on culture

Focus questions Why do people move from one country to another? How does this affect their lives and the lives of others?

W. Survey the class and find out the range of countries the learners come from. I. Present the information on graphs and maps.G. Share perspectives on reasons for migration and collate a list of factors that encourage people to move from one country to another. Share with class and rest of learners add to notes.I. Research through examples the positive and negative impact migration has on the migrant, the origin and the destination. Produce a table of impacts.

Onlinewww. iom.int/jahia/Jahia/lang/en/pid/1 International Organization for Migration

www. imi.ox.ac.uk/International Migration Institute, University of Oxford, UK

www. oecd.org/topic/OECD migration pages

www.un.org/esa/population/migration.htmlUN Pages


http://www.un.org/esa/population/migration/index.html

http://www.un.org/esa/population/migration/index.html

http://www.oecd.org/topic/0,3699,en_2649_37415_1_1_1_1_37415,00.html

http://www.imi.ox.ac.uk/

http://www.iom.int/jahia/Jahia/lang/en/pid/1

http://pq.org/

http://www.snp.org/

http://geography.about.com/cs/politicalgeog/a/statenation.htm

http://geography.about.com/cs/politicalgeog/a/statenation.htm



ExtensionInvestigate the proportion of migrants living in own country.

Individual Research Investigate in detail the presence of three groups of people who have migrated to own country and evaluate their impact.

Group Project Work with learners in another school to compare migrant population in a different country. Produce a guide for new migrants to the respective country.

Examples of websites on multiculturalism: http://news.bbc.co.uk/1/hi/uk/3600791.stm BBC article on multiculturalism

www.cic.gc.ca/english/multiculturalism/index.asp Canadian Government website

AO1 Research and understand the ideas behind global citizenship

Focus questions Is it possible to be a ‘Global Citizen’?

W/I. Following some online research, discuss the idea of being a citizen of a large regional grouping of countries e.g. a European Citizen. Identify pros and cons.G. Consider what a good ‘global citizen ‘should do. Draw up a list of guidelines.W/I. Investigate the ‘World Citizen Foundation’. Draw up a charter for World/Global Citizens to aspire to.

ExtensionInvestigate the work of other charities that try to promote global citizenship. Evaluate how successful they are.

Individual Research Investigate how effective global citizenship is in the local community.

OnlineExamples of European Union citizen websites:www. european-citizenship.org/

http://eudo-citizenship.eu/

www. worldcitizen.org/World Citizen Foundation

www.oxfam.org.uk/education/gc/Oxfam global Citizenship resources


http://www.oxfam.org.uk/education/gc/

http://www.worldcitizen.org/

http://eudo-citizenship.eu/

http://www.european-citizenship.org/

http://www.cic.gc.ca/english/multiculturalism/index.asp

http://www.cic.gc.ca/english/multiculturalism/index.asp




Unit 18: Transport and Infrastructure Recommended prior knowledge Learners will bring their own experience of transport and infrastructure and that of their family and friends to this unit. They may use public or private transport to come to school and travel around at the weekends. There may be differing levels of access to transport within the class depending on where learners live. There are clear links with Unit 3 Climate Change, Unit 9 Fuel and Energy and Unit 16 Trade and Aid.

ContextThis unit could follow on from Unit 16 Trade and Aid or precede Unit 3 Climate Change or Unit 9 Fuel and energy. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to investigate different forms of transport in different countries and its importance to people’s lives. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO3 Explore personal experiences and perspectives on transport use

Focus questions What methods of transport do I regularly use? How is my family influenced by transport infrastructure? What is more important to me – the speed of journey or the quality of

journey?

W/I. Survey of transport use. Collate findings and identify and explain patterns of use. I. Map location of home in relation to transport provision – public and private. Evaluate how accessible home location is. Consider any issues this might raise for the family.

OnlineLocal public transport provider websites specific to locality

Other resourcesSurvey of transport useMap of local area.



AO4 Work with learners form another school to collaborate on a project with a clear outcome

I. Personal reflection on speed/quality of journey. Feedback to class and compare perspectives.

Individual Research Investigate whether the provision of public transport in local area is accessible to all. Make recommendations to local government about improvements.

Group Project Compare transport use with learners from another culture and attempt to explain patterns of use. Produce a guide for visiting learners of local transport.

AO1

AO2

Research and understand changes to transport and infrastructure

Analyse and evaluate the impact of transport and how it can be improved

Focus questions How has transport use changed in my country over the last century? How could public transport be improved in my country? How does transport impact on life chances?

G/I. Research into historical changes in transport in the country.W. Present some issues associated with modern day transport e.g. congestion on roads, cost of fuel, air pollution, unreliable public transport.G. Devise some transport problems. Present ideas to class. Class vote on which are deemed most viable suggestions.I. Read article based on northern cities in the UK. Reflect on issues raised and write a personal perspective on findings.

ExtensionResearch how public transport may impact on life chances in this country.

Individual Research Compare the transport systems in two cities in the country. Identify which is the most effective and for what reasons.

Onlinewww. bettertransport.org.uk/UK example of campaigns to improve transport

www.guardian.co.uk/uk/UK example of transport impacting on wealth

www.slideshore.net/adtastic2001/transport-and-problems-and-solutions

Other resourcesLocal history books and articlesMaps at different times


http://www.slideshore.net/adtastic2001/transport-and-problems-and-solutions

http://www.slideshore.net/adtastic2001/transport-and-problems-and-solutions

http://www.guardian.co.uk/uk/2008/mar/18/transport.thinktanks

http://www.bettertransport.org.uk/



Group Project Work with learners from another school to compare different public transportation and road infrastructure. Produce a short documentary to suggest improvements to public transport and road infrastructure in these two countries.

AO2

AO4

Analyse and evaluate the provision of transport in different economies


Focus questions Why do some countries have better transport systems and

infrastructure than others? How are landlocked countries disadvantaged?

W/I. Investigate The Geography of Transport website to find different indicators for measuring transport quality along with development indicators e.g. GNP etc. Establish a link between transport and wealth.I. Summarise the article Transport and Economic Development by Dr Jean Paul Rodrigue. W. Identify and study landlocked countries such as Bolivia. As a class try to identify factors that lead to lack of development.

ExtensionMap the major cities of the world and note their proximity to water – rivers or coast.

Individual Research Research a landlocked country explaining why transportation and infrastructure is so difficult. Make suggestions to improve the situation.

Group Project Work with learners from another school to compare different public transportation and road infrastructure. Produce a short documentary to suggest improvements to public transport and road infrastructure in these two countries.

Onlinehttp://web.worldbank.org/World Bank website on transport

www. unece.org/trans/welcome.html United Nations Economic Commission for Europe

http://people.hofstra.edu/geotrans/The Geography of Transport website

http://people.hofstra.edu/geotrans/Transport and Economic Development Dr Jean-Paul Rodgrigue

AO1 Research and understand major trade routes

Focus questions Why are transport links between countries important? When might the links be severed?

Onlinehttp://news.bbc.co.uk/1/hi/8256196.stmhttp://news.bbc.co.uk/


http://news.bbc.co.uk/1/shared/spl/hi/middle_east/03/w_bank_checkpoints/html/

http://news.bbc.co.uk/1/hi/8256196.stm

http://people.hofstra.edu/geotrans/eng/ch7en/conc7en/ch7c1en.html

http://people.hofstra.edu/geotrans/eng/ch7en/conc7en/ch7c1en.html

http://www.unece.org/trans/welcome.html

http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTTRANSPORT/0,,menuPK:337122~pagePK:149018~piPK:149093~theSitePK:337116,00.html


W/G. Discussion and feedback on following: ‘Countries cannot do without clear transport links to the rest of the world’. G. Investigate when transport and trade between countries can be disrupted e.g. trade embargoes and sanctions, checkpoints, war, natural disaster

ExtensionInvestigate perspectives on border checkpoints e.g. Israel/Palestine

Individual Research Research major trade routes between this country and others identifying methods of transport and materials moved. Suggest future developments.

US trade embargo with Cuba

www.cia.gov/library/publications/the-world-factbook/BBC guide to a West Bank Checkpoint


http://www.cia.gov/library/publications/the-world-factbook/

http://www.cia.gov/library/publications/the-world-factbook/


Unit 19: Urbanisation Recommended prior knowledge Learners will bring their own experience of where they and their family and friends live to this unit. Many will see urban life daily on the way to and from school. They may be aware of the positive and negative aspects of living in a large urban area. Many will have visited cities abroad and have some perspective on different places. There are clear links with Unit 13 Poverty and Inequality and Unit 18 Transport and Infrastructure.

ContextThis unit could follow on from Unit 13 Poverty and Inequality or be taught in combination with it. It could also precede Unit 18 Transport and Infrastructure. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to consider the issues around the rapid growth of urban areas across the world, particularly those in less developed countries. They investigate housing and the impact of housing on peoples’ lives. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO1

AO2

Research and understand the process of urbanisation

Analyse the causes of urbanisation on a global scale

Focus questions What is urbanisation? Where is urbanisation happening around the world? What are the causes of urbanisation?

W. Use maps and statistics (see web links opposite) to show urbanisation rates around the world.I. Use Global Eye resources online to further understanding. G. Investigate the main reasons for urbanisation – population increase

Onlinehttp://news.bbc.co.uk/1/shared/Interactive map of world city growth

www.globaleye.org.uk/Global Eye on Urbanisation

www.globaleye.org.uk/secondary/focuson/Global Eye on Urbanisation


http://www.globaleye.org.uk/secondary/focuson/indexh.html

http://www.globaleye.org.uk/secondary/focuson/indexh.html

http://www.globaleye.org.uk/secondary_spring04/focuson/index.html

http://news.bbc.co.uk/1/shared/spl/hi/world/06/urbanisation/html/urbanisation.stm


and migration.

ExtensionInvestigate future city growth in China using www. guardian.co.uk/world/interactive/2011/oct/03/china-urban-development-interactive

Individual Research Investigate rates of urbanisation in own country or another country and explain reasons for growth. Develop ideas for managing growth in the future.

www.guardian.co.uk/world/interactive/2011/Guardian newspaper UK China’s future urban growth


www. worldbank.org/Information about countries across the globe


www.worldbank.org/html/extdr/thematic.htmInformation and links about trade worldwide




Other resourcesPhotos and news footage











http://www.guardian.co.uk/world/interactive/2011/oct/03/china-urban-development-interactive






AO2

AO4

Analyse and evaluate the issues surrounding urbanisation – impact and response


Focus questions What are the impacts of urbanisation? What are the solutions to unchecked urban growth?

W. Introduce ideas of impacts being economic, social and environmental and both positive and negative. G. Classify different impacts into above groups.W. Focus on housing and some case study work e.g. Favelas in Brazil, Kibera in Kenya.

ExtensionOrganise a visit from a local planner to explain some of the strategies which can be used to cope with increasing numbers of people living in cities.

Group Project Work with learners from another school to investigate the issues surrounding urbanisation in respective countries. Produce new proposals to address the issues.

Onlinewww. ourfutureplanet.org/topic-urbanisationArticle on sustainable urbanisation

www.unhabitat.org/categories.asp?catid=254UN site on Urban development and management

http://web.worldbank.org/World Bank urban development website

Other resourcesPhotographs, news footage

AO1

AO2

Research, understand and present variations in housing

Analyse and evaluate the planning process

Focus questions How does housing vary around the world? How is house building controlled around the world?

W/G. Each group investigates housing in a specific country and presents findings to class. Include a range of more and less developed countries and a range of continents. Rest of class makes notes on case studies.W. Organise for local planner to present local planning laws about housing development.I. Investigate a second country’s planning laws with regard to housing development.

Individual Research Investigate and evaluate the effectiveness of local planning laws with regard to housing.

Onlinewww.hgpho.to/wfest/house/house-e.html

www.slideshare.net/ajp/how-to-solve-the-housing-problems-in-brazil-ap

www.shelterpub.com/_wonderful_houses/wh-toc.html

http://housetheworld.org/

www. ifhp.org/ International Federation for Housing and Planning

www. rtpi.org.uk/item/1063/


http://www.rtpi.org.uk/item/1063/

http://www.ifhp.org/

http://housetheworld.org/

http://www.shelterpub.com/_wonderful_houses/wh-toc.html

http://www.shelterpub.com/_wonderful_houses/wh-toc.html

http://www.slideshare.net/ajp/how-to-solve-the-housing-problems-in-brazil-ap

http://www.slideshare.net/ajp/how-to-solve-the-housing-problems-in-brazil-ap

http://www.hgpho.to/wfest/house/house-e.html

http://www.hgpho.to/wfest/house/house-e.html

http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTURBANDEVELOPMENT/0,,menuPK:337184~pagePK:149018~piPK:149093~theSitePK:337178,00.html

http://www.unhabitat.org/categories.asp?catid=254

http://www.unhabitat.org/categories.asp?catid=254

http://www.ourfutureplanet.org/topic-urbanisation

http://www.ourfutureplanet.org/topic-urbanisation


AO4 Collaborate with others to plan and carry out a project with a clear outcome.

Group Project Work with a group of learners from another school to compare the planning laws which govern housing in respective countries. Produce an evaluation of both sets of laws and suggest changes to them with supporting explanations.

Royal Town Planning Institute UK – list of worldwide planning organisations

AO2

AO4

Analyse and evaluate the issues surrounding housing in the local community.

Collaborate with others to plan and carry out a project with a

Focus questions How does urbanisation manifest itself in my country and in my local

community? What are the issues related to housing in my community? What are the issues related to homelessness in my community?

W/G. Investigate statistics of city growth/decline in home/resident country. Present information about urbanisation on graphs and diagrams to create a class display.W/G. Read articles/web extracts/ watch news footage about housing and homelessness issues locally e.g. number of homeless, shelter for the homeless, not enough housing, cost of housing etc. compile a list of issues for local people.W. Reflect on this example from the UK to solve some housing problems www. telegraph.co.uk/news/politicslDo learners think it is a positive or negative strategy?W/G. Devise a strategy(ies) to help improve housing issues locallyI. Investigate the work of a local/national housing charity.

ExtensionInvite a local government housing officer into school to present information about housing locally.

Individual Research Investigate the question: ‘Does housing meet the needs in my local community?’Group Project Work with learners form a different school to produce a promotional

OnlineExamples of websites:www.telegraph.co.uk/news/politics/9019124/UK government response to housing problems

www.abctrust.org.uk/useful-docs/Jubilee-Action-EN.pdf Brazil

www.warchild.org.uk/issues/street-childrenWhy do children end up on the streets?

www. crisis.org.uk/pages/donate UK charity for homelessness

www. shelter.org.uk/ UK housing and homeless charity

Other resourcesNewspaper articles


http://www.shelter.org.uk/

http://www.crisis.org.uk/pages/donate.html?gclid=CPbxv5Koo64CFUZkfAodiWTZQw

http://www.warchild.org.uk/issues/street-children

http://www.warchild.org.uk/issues/street-children

http://www.abc-trust.co.uk/index.php/component/search/?searchword=useful%20docs&searchphrase=all&Itemid=465

http://www.abc-trust.co.uk/index.php/component/search/?searchword=useful%20docs&searchphrase=all&Itemid=465

http://www.telegraph.co.uk/news/politics/9019124/State-to-help-elderly-downsize-as-Government-tackles-housing-crisis.html




clear outcome. campaign for a charity that helps the homeless.

AO3

AO4

Explore and reflect on personal perspectives and those of others in relation to housing

Collaborate with others to plan and carry out a project with a clear outcome.

Focus questions What is my home like? How important is my home to me? How do I feel about new housing being built in my local area (where

appropriate)?

I. Produce an annotated plan drawing/sketch of own home identifying positive and negative features.I. Write a personal reflection on the importance of home.W. Where new building is happening or has happened in the local area, canvas opinion about it- likes/dislikes, possible impacts.

Individual Research Compare housing and urbanisation in own country with one other.

Group Project ‘Home is where the heart is’. Produce a presentation of different teenage perspectives on the home by collaborating with learners in a different school/ culture. Include similarities and differences. Present at an assembly in each school.

Onlinehttp://news.bbc.co.uk/1/hi/uk/6151624.stm BBC programme information about a series on peoples’ perspectives of home





Unit 20: Water, Food and Agriculture Learners will bring their own experience of water, food and agriculture and that of their family and friends to this unit. They may live in a country where food and water shortages are very much an everyday occurrence and have witnessed the impact of this. There are clear links with Unit 3 Climate Change, Unit 5 Disease and Health, Unit 13 Poverty and Inequality, Unit 15 Technology and the Economic Divide and Unit 16 Trade and Aid.

ContextThis unit could follow on from Unit 3 Climate Change and Unit 14 Technology and the Economic Divide or precede Unit 13 Poverty and Inequality. It provides many opportunities for Individual Research and collaborative work for the Group Project. Learners should be encouraged to share their work and findings with others in the class as they explore issues and undertake research.

OutlineThis unit gives learners the opportunity to investigate the issues surrounding food and water supply and consumption. They will be able to consider their own use as well as that of countries and also consider how to provide a reliable supply of food to feed the world’s growing population. As with all Global Perspectives work, learners should be given opportunities wherever possible to research and critique sources of information, present findings appropriately, develop opinions and evaluate information and perspectives. Personal reflection time on their work is important and opportunities to do this should be built into planning.


AO3

AO2

To investigate personal use and perspectives of water

Propose some solutions and analyse ways to reduce water consumption

Focus questions How much water do I/my family use each day? What do I/we use it for? How could I/we conserve/use less water?

W/I. Complete a survey of household water use online, using one of the many sites available. W. Collate some key features of the learners’ use of water. Survey opinions about water use and conservation of it. G. Draw up a list of actions that could be used to conserve/use less water at home and present to the class.

Onlinehttp://news.bbc.co.uk/1/hi/5086298.stmBBC water use calculator

http://ga.water.usgs.gov/edu/sq3.htmlUS Geological Survey water use calculator

www. waterfootprint.orgWater Footprint Network


http://www.waterfootprint.org/

http://ga.water.usgs.gov/edu/sq3.html

http://news.bbc.co.uk/1/hi/5086298.stm



ExtensionW/I. Interview a representative from a water company on how they try to encourage people to use less water.

I. Investigate government policy on water and water conservation.

Individual Research Investigate the different perspectives in your local community on water and water conservation.

Group Project Work with learners from another school to compare average household water usage. Prepare a report and draw up a poster campaign to encourage more conservation of water supplies.

www. energysavingtrust.org.ukUK website for ideas on saving energy and water.

http://tlc.howstuffworks.com/home/gray-water.htm What is gray water, and can it slove the global water crisis?

AO3 To investigate personal use and perspectives of food and possible ways to reduce food waste

Focus questions Does my family waste food? If so, how much each day? How much food does my family waste each day? Why is food wasted? How can we reduce the waste?

W. Prepare learners to carry out a survey at home about how much food they waste each day- this could be by weight or itemised. I. Carry out a survey and interview people at home about food waste to gain perspectives on it.I/G. Collate results of survey in a group and present them to the class. Take notes from other groups on any different points not raised by own work.G. Investigate an example of action to persuade people to waste less food. Draw a list of five reasons why it is better not to waste so much food.

ExtensionI. Bring in a recipe to share with the class that uses up leftovers that would otherwise be thrown away.

OnlineExamples of food waste websites: www. lovefoodhatewaste.com/

http://news.bbc.co.uk/1/hi/uk/7389351.stm BBC news article on food waste

www.guardian.co.uk/environment/2009/ UK Guardian article

www.epa.gov/osw/conserve/materials/organics/US Environmental Protection Agency site on food waste

Other resourcesBring in a pile of waste foodPhotographs of food waste – not only rubbish but also things like food mountains from over production


http://www.epa.gov/osw/conserve/materials/organics/food/index.htm

http://www.epa.gov/osw/conserve/materials/organics/food/index.htm

http://www.guardian.co.uk/environment/2009/sep/08/food-waste



http://www.lovefoodhatewaste.com/

http://tlc.howstuffworks.com/home/gray-water.htm

http://tlc.howstuffworks.com/home/gray-water.htm

http://www.energysavingtrust.org.uk/



I. Research government initiatives in several countries on reducing food waste.

Individual Research Investigate local perspectives on food waste and research initiatives to persuade people to waste less.

Group Project Work with learners from another school to produce a marketing campaign to persuade people to waste less food. Present the campaign to a local politician and the school.

AO1

AO4

Research and understand the importance of particular foods in different cultures


Focus question What foods are important in my country and why?

W/G. Discuss which foods are important for a variety of reasons- religious, cultural, economic, political, and technological. G. Present ideas to the class.W. Produce a wall display of the importance of certain foods to the learners.

ExtensionPut on a food festival for learners at school to celebrate certain foods.

Individual Research Investigate the importance of certain foods for different societies.

Group Project Work with learners from another school to produce a recipe book with national dishes that could be sold to raise money for a chosen charity.

OnlineRelevant website specific to chosen foods and countries

Other resourcesRecipe books, food

AO1

AO2

Research and understand the global situation of food and water supplies

Analyse the causes of these

Focus questions Why do some countries have inadequate supplies of food and clean

water? How my country/community is affected these inadequate supplies? How would I cope without regular food and /or water supplies?

OnlineExamples of water resourceshttp://water.org/

www. worldwatercouncil.org/


http://www.worldwatercouncil.org/

http://water.org/


AO3

AO4

shortages

Explore own perspectives on how it would be to live with shortage of food and/or water


W. Present global picture on food and water shortages/ famine and drought.G/W. Investigate different case studies and reasons for water and food shortages and present to class. Learners take notes on different case studies/ reasons to have a full set of notes. W/I. Investigate and present information on local occurrences of drought and/or food shortages. Summarise the impact and any strategies that were used to alleviate problems.I. Imagine a scenario of shortage of water and/or food. Describe how current lifestyle/behaviour would change and what it would be like to live on a daily basis.

ExtensionI. Compare the approach of more and less economically developed countries to water shortages.

I. Investigate where conflicts have occurred over food/water shortages.

Individual Research Investigate the impact of drought or famine on different communities within own country.

Group Project Work with learners in another school to compare situations in water supply. Produce a documentary about the situation in each country.

www. wateraid.org/ Water charity

www. unwater.org/ United Nations water website

www. un.org/en/globalissues/water/United Nations Global Issues Water website

Examples of food resources:www. ri.org/ Relief International Charity

www. fao.org/ Food and Agriculture Organization of the United Nations

www. wfp.org/ United Nations World Food Programme

www. un.org/en/globalissues/food/United Nations Global Issues Food website

www.un.org/apps/news/story

Other resourcesPhotographs of drought stricken areas

AO1

AO2

Research and understand the approaches to national water management

Analyse and evaluate the success of these approaches

Focus questions What emergency measures are in place in my country to deal water

problems – drought or floods?

W. Present examples of where emergency measures have been needed.I. Evaluate how successful these measures were in alleviating the problem.

OnlineExamples of Water resources:http://water.org/

www. worldwatercouncil.org/

www. wateraid.org/


http://www.wateraid.org/

http://www.worldwatercouncil.org/

http://water.org/

http://www.un.org/apps/news/story.asp?NewsID=40604&Cr=climate+change&Cr1=

http://www.un.org/en/globalissues/food/

http://www.wfp.org/

http://www.fao.org/

http://www.ri.org/

http://www.un.org/en/globalissues/water/

http://www.unwater.org/

http://www.wateraid.org/


AO3

AO4

Explore different perspectives on water management strategies.


ExtensionInterview local representatives of water providers/ charities involved in water provision about their strategies to maintain supply.

Individual ResearchInvestigate different perspectives on drought or flooding in local community and explain them.

Group Project Compare measures to alleviate drought with learners in a different country. Produce a poster campaign to inform people about measure they can take to reduce the problems.

Water charitywww. unwater.org/United Nations water website

www. un.org/en/globalissues/water/United Nations Global Issues Water website

Examples of Food resources:www. ri.org/Relief International Charity

www. fao.org/Food and Agriculture Organisation of the United Nations

www. wfp.org/United Nations World Food Programme

www. un.org/en/globalissues/food/United Nations Global Issues Food website

AO1

AO2

AO3

Research and understand different strategies adopted around the world to try to promote food security

Evaluate the success of these strategies

Reflect on own perspective on such strategies

Focus questions What strategies are in place to solve world food shortages and

promote food security? How successful are they?

G/I. Investigate the use of technology to solve food crisis e.g. Genetically Modified Crops, evaluate their success and present findings.I. Present own perspective of strategies such as GM crops. Investigate others perspectives.

ExtensionInvestigate how such things are presented in the media.

Onlinewww. who.int/trade/glossary/story028/en/World Health Organisation

www. guardian.co.uk/global-development/food-securityUK guardian newspaper

www. un.org/en/issues/food/taskforce/United Nations Global Food Security website

www. fao.org/spfs/en/


http://www.fao.org/spfs/en/

http://www.un.org/en/issues/food/taskforce/

http://www.guardian.co.uk/global-development/food-security

http://www.guardian.co.uk/global-development/food-security

http://www.who.int/trade/glossary/story028/en/

http://www.who.int/trade/glossary/story028/en/

http://www.un.org/en/globalissues/food/

http://www.wfp.org/

http://www.fao.org/

http://www.ri.org/

http://www.un.org/en/globalissues/water/

http://www.unwater.org/



Individual Research Investigate the adoption of new technology in farming to improve food supplies in three countries.

Group Project Compare perspectives on reduction of food shortages with learners in a different country. Summarise findings in a presentation.

FAO food security website

www. wfp.org/food-securityWorld Food Programme


http://www.wfp.org/food-security

Documents

Scheme of work IGCSE/Global... · Web viewCambridge IGCSE Global Perspectives Specimen Paper 3 2012 syllabus AO1 AO2 AO3 Research and understand health care issues in my local community