Which skills does the programme cover? Why did Cambridge choose these skills in particular?
We have identified six skills which are important for success in school and later life. The programme provides learners with the opportunity to develop these skills. It focuses on research, analysis, evaluation, reflection, collaboration and communication. The skills are the ones we already assess for Cambridge Global Perspectives at Upper Secondary and Advanced levels.
Why isn’t ICT and technology included as one of the skills?
Technology is an integral part of all our lives. We expect that in delivering the programme, technology will be used both in and out of the Global Perspectives classroom wherever it is appropriate to do so.
Our Cambridge ICT Starters programme introduces learners aged 5 to 14 years, to the key ICT applications they need to achieve computer literacy and to understand the impact of technology on our daily lives. Find out more about Cambridge ICT Starters programme here.
How can teachers measure the development of skills?
Measuring skill development is very different from measuring subject knowledge. The best way to support learners in developing their skills is not by formally testing them. Instead it is by having regular communication with them, referring to the Learning Objectives and Success Criteria in the Challenge they are working on, helping them to see where they are doing well and what they can do to improve. This means teachers should refer to the relevant Learning Objectives and Success Criteria in every lesson.
The Learning Objectives describe the skills learners should be able to demonstrate in each stage of the programmes. These show progression through Lower Secondary and prepare learners for IGCSE.
The Teacher Guide has more information on giving feedback to learners in Section 4.5.
Should we benchmark learners in Stage 7 when they start? If we don’t, how will we evidence their skill development and the value of the programme?
It is really important that class teachers are able to show that learners have made progress in their learning during their school year. However, with skills development the evidence for the progress will not be marks on a written test. Regularly trying to summarise a learner’s skills by giving a grade or number is not the most useful way to show the value of the programme.
Instead, learners may demonstrate their skills developments in a range of ways. For example, a learner may communicate more confidently, listening and taking turns to speak and reflect on what others say. Or they may demonstrate their evaluation skills in another subject such as science. Parents might comment that learners are asking them thoughtful questions at home about some of the topics that the Challenges cover. These are the kind of ways schools have told us that they see the programme supporting and developing learners.
These are skills that we all learn and practise throughout our lives. For example, no-one has ever ‘finished’ learning to communicate!