[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642153-105":59,"doc-detail-642153-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cambridge-global-perspectives-stage-1-skills-focus-communication-growing-and-growing-up","Cambridge Global Perspectives - Stage 1 - Skills focus: Communication, Growing and growing up","","Cambridge Global Perspectives Challenge – Stage 1 focuses on developing communication skills through sharing information, listening to others, and responding to ideas about growing up and getting older. Learners build analysis and connection skills by discussing how they can use their hands to help others and what they want to do in the future. 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Learners develop the skill of analysis and making connections by talking about how they can use their hands to help others and what they would like to do when they grow up. Throughout the Challenge, learners will also develop their ability to think critically and ask insightful questions.  \n\n| Learning objectives |\n| --- |\n| Communication |\n| 1Cm.01 Answer questions with relevant information about a given issue. |\n| 1Cm.02 Listen to others in class discussions and respond with simple questions. |\n| Research |\n| 1Rs.01 Ask basic questions about a given issue. |\n| Analysis |\n| 1A.03 Talk about simple, personal consequences of own actions. |\n\n\n| Success criteria |\n| --- |\n| Success criteria help you and your learners know when a learning objective has been achieved. You can find guidance about using success criteria in the Cambridge Primary Global Perspectives Teacher Guide.\u003Cbr>Here are some examples of success criteria:\u003Cbr>• Learners identify and explain similarities and differences between younger and older people or between themselves and others.\u003Cbr>• Learners begin to formulate and articulate their own questions, using first-hand/primary sources (such as visitors and their own bodies) .\u003Cbr>• Learners give one example of what they can do differently when they are grown up compared to now and one example of how they can use their hands to help people. |\n\n\n| | Personal | | Local | | Global |\n| --- | --- | --- | --- | --- | --- |\n\n\n| Activities (sequence) |\n| --- |\n| What does ‘growing up’ mean? |\n|  Begin with a group discussion on the topic of growing up, inviting learners to raise their own questions during the discussion:\u003Cbr>What does it mean to ‘grow up’? Are you growing up? How do you know? Can you remember being younger? How were you different then? Why do we need to grow up? Why can’t we stay as children? How will you be different in a few years? Will you be able to do different things?\u003Cbr>Take pre-prepared A3 sheets of paper that have been divided into three sections. Ask learners to draw three pictures of themselves showing: 1) What I could do when I was young; 2) What I can do now; 3) What I will be able to do when I am older. Allow learners to draw pictures or write words or sentences. As they are doing the activity, invite them to think carefully about the things that we are able to do as we grow older. Invite learners to share and talk about their pictures in a group; some learners may like to use technology to record themselves talking about growing up.\u003Cbr>End the session by reading a book about growing up. A suggested book and accompanying questions can be found in Teacher Resource – Growing and growing up T1 . 1, but any age-appropriate book on growing up will be suitable. |\n| How do our hands change as we grow older? |\n|  Ask learners to look closely at their hands. Invite them to talk about the lines and patterns they can see on their palms and fingertips. Ask them to compare their hands with someone else’s. Ask them to try and find someone who has hands that are smaller, larger and the same size as theirs. Discuss:\u003Cbr>Are your hands (in the class) all the same size? Why not? Have your hands grown since last year? Are they much smaller than mine (or another adult’s)?\u003Cbr>Invite learners to think about growth and how they are getting physically bigger each year. Then ask them to make handprints with paint. With support, learners cut these out and leave them to dry. Bring in some handprints of younger and older people. Ask learners to compare them. Discuss and compare the handprints, and talk about what we can do with our h","cbCaitRqGYAGe01z","https://ap.wps.com/l/cbCaitRqGYAGe01z","pdf",165588,"English","# Learning objectives\n## Communication\n## Research\n## Analysis\n# Success criteria\n# Activities (sequence)\n## What does ‘growing up’ mean?\n## How do our hands change as we grow older?\n## What is it like to be an older person?","[{\"question\":\"What communication skills do learners develop in this Challenge?\",\"answer\":\"Learners develop communication skills by sharing information, listening to others in discussion, and responding with simple questions and ideas related to growing up and getting older.\"},{\"question\":\"How do the activities help learners analyze and make connections?\",\"answer\":\"Learners analyze by discussing how they can use their hands to help others and by making links between what they could do when young, can do now, and will be able to do when older.\"},{\"question\":\"What are success criteria used for in the Challenge?\",\"answer\":\"Success criteria show learners and teachers when each learning objective has been achieved, including identifying similarities and differences between younger and older people and formulating questions using first-hand sources.\"}]","Cambridge Global Perspectives - Stage 1 - Skills focus: Communication, Growing and growing up | PDF",13]