Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of unusual laws around the world. Discussion of the meaning of ‘self-defence’ and analysis of 6 scenarios for pupils to decide whether self-defence may be justified or not. Discussion of USA stand your ground laws and context of the Trayvon Martin case. Analysis of the elements of an effective argument with two examples. (exam Q2a and Q3).

For this activity the students must pair up each person with the most suitable pen-pal for them. It is necessary to pre-teach vocabulary pertaining to movies, books, sports and hobbies in general. Also explain different ways to say ´like´ and ´dislike´- I brainstorm this beforehand. After the students have had some time to complete the activity, draw a table on the board with each person´s name, likes and dislikes and match them together as a class. This could work well as a test or as a revision activity.

A role play activity where students act-out short phone calls that are mainly based upon business scenarios. It is good for practicing their formal English and for thinking on their feet.

Blind date activity where students decide which of the eligible bachelors Emma should choose to go out on a date with. Good discussion activity and could be used as a role play too.

A mock election roleplay in which students have to represent a made-up political party and explain the benefits of their manifesto. They are then questioned by the other parties. At the end a mock election can be held in which students vote for the party they think has done the best job (they can’t vote for themselves!)

Discussion and negotiation activity where students can roleplay various stakeholders in a city planning group to try and solve the problem of traffic congestion. Good for encouraging debate and constructive argument.

Charles Smith was a self-made millionaire and the founder of ‘Horizon Enterprises’. Charles died last week after a long battle against heart disease. He left no will so nobody knows who should inherit his money, cars, houses and other possessions. His lawyer has arranged a meeting for those closest to him to discuss who should receive the inheritance. Each student will pretend to be a different person that knew Charles. They must try to persuade the others that they deserve to inherit Charles’ money. At the end of the discussion, each person can vote for the one other person they think should get the money. They cannot vote for themselves.

Good activity for a first-lesson. Each student is given a card with information on- they then take on the role of that person and memorise their information. Then circulate around the room trying to meet as many others as possible. There is an optional form on which to record the information of the people they meet.

Roleplay cards for hotel-related complaints. Good for practicing negotiation skills and fast-thinking.

Cambridge Global Perspectives Key Stage 4 Resource Starter task reviews how to analyse a perspective (exam Q1c) Discussion task with theoretical examples of controversial issues regarding the sanctity of life. Scaffolded task for testing a knowledge claim (exam Q2b) Mark scheme for self/peer assessment.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion about what ‘art’ is. Analysis of various perspectives surrounding graffiti including causes, consequences and solutions. (exam Q3) Final group discussion task.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of the purpose of real examples of public artworks. Analysis of arguments for and against public artworks. Activity to consider methods of researching perspectives regarding creating a public artwork (exam Q2b)

Useful Global Village activity to run for a whole year-group of around 100 students. I print the cards and laminate them and place one under each student chair. If you have fewer than 100 students you could included staff or rope in more people where needed. As you go through the presentation ask the students to stand up once their picture for each section appears on the screen. I use this for an introduction to the Global Perspectives course but it could be a good activity for Geography or as a global-mindedness assembly. Cards can be modified each year to reflect changes. I use the UN website for the statistics.

For this selection activity the students act as travel agents and must choose the most suitable type of accomodation for four different kinds of travellers. Although the matching exercise should be pretty straightforward, this activity could lead to a general discussion about the various kinds of accomodation or a role play where students help each other to book a room.

Cards that can be used as a basis of a travel-agent roleplay activity.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of why there are public statues of individuals. Analysis and evaluation of arguments for and against removing statues of controversial individuals. (exam Q2a and Q3) Extension task and discussion.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion on types of crimes and their prevalence and seriousness. Analysis of cartogram showing global homicide rates. (exam 1a) Scaffolded discussion and writing task concerning the significance of causes of violent crime (exam 1d) Guided example of identifying consequences of violent crime. (exam 1c) Comparison of solutions proposed to violent crime with examples of facts, opinions, generalisations and vested interest. (exam 1b) Discussion to evaluate arguments.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites analysis of the global perspective about the death penalty. Survey task for pupils to identify their own perspectives at the start of the lesson. Card sort of arguments for and against the death penalty. Analysis of the elements of an effective argument with two examples. (exam Q2a and Q3) Review of personal perspective.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of the importance of the internet in our daily life. Identification of consequences in a source. (exam Q1c) Analysis of elements that make good and bad research- sorting activity. Application to sample exam question and article (exam Q2a). Extension task to improve the answer.