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 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 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 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)

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 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 creates discussion about when ‘life’ begins. Analysis of arguments for and against legalising abortion. Analysis of global patterns regarding this issue. Analysis and evaluation of an online article (exam Q2a and Q3) Simplified article and scaffolding provided. Mark scheme for self/peer assessment. Suggestion extension using a different online source.

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 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.

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

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.

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.

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

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.

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.