Cambridge Global Perspectives - Stage 9 - Can disease be prevented?

Oct 23, 2026

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Learning materials for Cambridge Lower Secondary Global Perspectives Challenge—Stage 9, focusing on research skills and health and wellbeing. Learners create and refine research questions, select appropriate print and multimedia sources, and evaluate credibility using factors such as author, purpose, and bias. Through teamwork, learners assign roles, collaborate sensitively, resolve disagreements, and reflect on contributions. The challenge uses activities on common diseases, COVID-19-related public health issues, and conditions caused by microorganisms, ending with evaluation and improvement targets.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Skills focus: Research: Can disease be prevented?

Learning objectives

Research

Collaboration

Evaluation

Reflection

Success criteria

Activities (sequence)

What is teamwork?

What diseases are most common in your country?

What human conditions are caused by microorganisms?

Cambridge Lower Secondary Cambridge Global PerspectivesTM Challenge – Stage 9 Skills focus: Research: Can disease be prevented? Topic: Health and wellbeing By the end of this Challenge, learners will develop their critical research skills, including identifying the most appropriate sources of information for their group research task. Learners will have work as part of a research team and at the start of the Challenge they will create a poster of the ten characteristics of good teamwork (top tips) . At the end of the Challenge, learners will revisit their top tips and assess the success of the team and identify targets for improvement. | Learning objectives | | --- | | Research | | 9Rs.01 Construct a range of relevant research questions and identify the most appropriate one to followup. | | 9Rs.02 Identify and accurately reference a wide range of print and multimedia sources and use them to locate relevant information and answer research questions. | | Collaboration | | 9Cl.01 Work positively and sensitively within a team to achieve a shared outcome and improve teamwork, for example by contributing useful ideas, offering solutions to problems, supporting and encouraging other team members to participate and being open to others' ideas. | | 9Cl.02 The team assigns roles and tasks with an appropriate rationale, responding flexibly when required to make adjustments to achieve a shared outcome, and constructively resolves disagreements. | | Evaluation | | 9E.01 Evaluate a range of sources, considering credibility in terms of factors such as the author, purpose, bias and how well they are supported by other sources. | | Reflection | | 9Rf.01 Explain personal contribution to teamwork and relate to own strengths and areas for improvement. | | 9Rf.02 Relate benefits and challenges of teamwork to personal experience of working together to achieve a shared outcome and identify targets for improvement. | | Success criteria | | --- | | 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 Lower Secondary Global Perspectives Teacher Guide.
Here are some examples of success criteria:
• Learners generate a number of research questions that have a clear focus and for which data can be collected, analysed and discussed.
• Learners select and justify their choice of one question that requires both investigation and evaluation, and which will lead the research to address an idea or area of interest.
• Learners demonstrate how they are considering the relevance and accuracy of their sources, asking for teacher support when necessary.
• Learners demonstrate concise notetaking from their sources and, when prompted, are able to summarise the main points they have gleaned from each source.
• Learners create their own bibliography to show which sources they have used for research purposes.
• Learners demonstrate how and why they have allocated roles and tasks that need to be completed to achieve a shared outcome.
• Learners respond to time pressures or unexpected issues by reallocating roles and tasks. | | | Personal | | Local | | Global | | --- | --- | --- | --- | --- | --- | | Activities (sequence) | | --- | | What is teamwork? | | Explain to learners that in this Challenge they will research:
• common diseases in their country
• human conditions that are caused by microorganisms
• how diseases can be prevented.
They will also develop the skill of collaboration including how to work together and be an effective team.
Working in groups, ask learners to make a list of benefits and challenges (problems) of working in a team on this research project (e.g. the task can be divided between the team members, team members do not complete their tasks on time) . As part of this activity, learners can also identify benefits and problems related to research (e.g. they don’t know where to find informa

FAQs

What research skills do learners develop in Stage 9?

Learners construct relevant research questions, choose the most appropriate one, and identify and accurately reference print and multimedia sources to locate information and answer the questions.

How do learners work in teams during the Challenge?

Learners collaborate sensitively to achieve shared outcomes, contribute useful ideas, allocate roles and tasks with appropriate rationale, adjust flexibly when needed, and resolve disagreements constructively.

How are sources evaluated and used for the final research project?

Learners evaluate sources by credibility factors such as author, purpose, bias, and support from other sources. They then use the sources to take notes, summarize main points, and create their own bibliography.

Oct 23, 2026

Upload by Patrick