I use this as part of a Y7 History Unit on Weapons Through Time. Once students have read the information sheet and answered the questions I set them the simulation task to test their understanding. Students receive an A3-sized plan of the battlefield and have to select from multiple-choice answers for each scenario during the battle from the point of view of the British general Wellington. I have tried to make the scenarios as realistic as possible but clearly at this level it has been simplified somewhat. Students need to record their choice by circling their option for each scenario. Then click on each button to reveal the consequence of their actions and points scored. There are some things (placement of soldiers, terrain, impact on other areas of the battlefield, luck) that hopefully will cause them to consider why it would have been difficult commanding a battlefield at this time. At the end I play them a clip of the charge of the French cavalry from the film ‘Waterloo’ and then have a discussion around the questions at the end of the presentation.

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.

Here are six job adverts that I have used to practise job interviews in the classroom. I brainstorm the questions that interviewers and interviewees may ask at a job interview and divide the class into applicants and employers. The applicants cycle between the various employers and the interviewers must eventually choose the best person for the job. Although I use this as a speaking activity you could also use it to practise writing letters of application.

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 reviews significant human rights. Analysis of global patterns concerning the legality of euthanasia. (exam Q1a) Sorting task of common arguments for and against legalising euthanasia. Analysing a perspective using an online source. (exam Q1c) Scaffolding and mark scheme for peer/teacher assessment. Group discussion task leading to personal reflection.

Cambridge Global Perspectives Key Stage 4 Resource Starter task includes quiz for pupil’s personal opinion before the lesson. Analysis of arguments for and against human genetic engineering. Analysis of global patterns regarding this issue. Analysis and evaluation of a piece of research (exam Q2a) Suggested answers and pupil task to improve the answer.

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 of the purpose of a museum. Evaluation of purposes of a museum (exam Q1d) Analysis of arguments for and against museums returning items to original countries. Research task into selected objects from the British Museum.

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 reviews previous learning in analysing a perspective (exam Q1c) Link to video related to the development of robots in fast food sector. Questions related to pros and cons. Evaluation of 2 arguments concerning the use of robots in industry. Analysis scaffold and oracy stems for discussion. (exam Q3)

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.

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites discussion of global internet access (exam Q1a) Evaluation of benefits of internet access for developing countries (exam Q1d) Analysis of an argument for perspectives and facts/opinons/generalisations (exam Q1b and Q1c) Evaluation of a source for reliability (IRR) Follow up activity connected to research for IRR.

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).

Cambridge Global Perspectives Key Stage 4 Resource Starter task invites analysis of graph showing school shootings in the USA. Discussion through video of schools in the USA with extreme safety measures. Research task with weblinks for pupils to create an argument for or against gun control as a way to stop school shootings. (exam Q2a and Q3).