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How does Global Perspectives fit within the Cambridge Lower Secondary programme and how does it link to other subjects?

How does the programme relate to the existing subjects in the Cambridge Lower Secondary programme?

The learning objectives of the Cambridge Global Perspectives programme focus on skills which are important for all subjects. This means that the programme offers valuable opportunities to reinforce and apply skills that are also needed for English as a first or second language, mathematics and science.

Is it compulsory to offer Cambridge Global Perspectives if we teach the rest of the Cambridge Lower Secondary programme?

No, all parts of the Cambridge Lower Secondary programme are flexible. You are best placed to know which subjects to offer and at what stages, according to your school context.

How will I be able to timetable another subject in our already full curriculum?

We know this one of the biggest challenges schools will face. To address this, we have designed the programme to be very flexible.

Although there are six Challenges per year (four in Stage 9), you do not need to do them all.

One of the most important aspects of the programme is that it can be successfully delivered in a number of ways. The best way is what works best for you. There are three main options:

  • by setting aside a whole day to work exclusively on a Challenge. This works well at the beginning or end of a semester or term/half term.
  • by introducing a fixed regular timetabled teaching period called Global Perspectives.
  • By embedding it within content-based subjects.

Setting aside a whole day makes everyone in the school focus on the Challenge and can be effective at engaging everyone especially when the regular timetable is already full. Learners at different stages can interact with each other (juniors interviewing seniors for example) and this can reinforce a whole school community feel.

Alternatively, you can offer the programme as a separate subject, timetabled as Global Perspectives. If there is some time that is currently allocated for cross-curricular work (e.g. library, study skills or reading skills) this might lend itself to being adapted for Global Perspectives.

Finally, you can also introduce it as part of other subject lessons. Some of the topics of the Challenges make connections very specifically with a particular subject, or you can deliberately draw out the links. For example, a Challenge that concentrates on the skill of analysis might be appropriate to deliver as part of a mathematics lesson. Equally, the teacher might see links to an English topic they are covering and incorporate the activities of the Challenge into that work. There are many options.

Consider offering a mix of these approaches to see what works well in your setting.

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