Cambridge Global PerspectivesTM Challenge - Stage 6 - Skills focus: Collaboration - How can sport be more accessible?

Oct 23, 2026

Uploaded by Patrick

Cambridge Global PerspectivesTM Challenge for Stage 6 develops learners’ collaboration through designing publicity materials for a local sport or recreation activity intended to increase participation. Learners work in teams to plan tasks fairly, manage disagreements, and contribute useful ideas while reflecting on teamwork impact. They investigate participation using interviews or questionnaires, refine survey questions for different respondents, and evaluate their own contributions. Activities connect personal, local, and global benefits of sport and recreation.

LanguageEnglish

CategoryExam

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Learning objectives

Collaboration

Research

Reflection

Success criteria

Activities (sequence)

Benefits of taking part in sport, activity or pastime

Sports or activities learners do

Who takes part and how to encourage participation

Cambridge Primary Cambridge Global PerspectivesTM Challenge – Stage 6 Skills focus: Collaboration – How can sport be more accessible? Topic: Sport and recreation By the end of this Challenge, learners will develop their collaboration skills by working as a team to design their own publicity materials for a sports or other activity to be held in their locality with the purpose of encouraging more people to participate in a particular sport or activity. They will reflect on the success of their collaboration as they work, identifying ways to solve problems in teamwork and eventually evaluating their own contributions to the team. The Challenge will help learners build an awareness about their own interests and skills. | Learning objectives | | --- | | Collaboration | | 56Cl.01 Work positively with team members, contributing useful ideas and helping to solve problems to improve teamwork or to achieve a shared outcome. | | 56Cl.02 The team plans and divides tasks fairly to achieve a shared outcome, considering the skills of team members and the time available, and manages disagreements. | | Research | | 56Rs.03 Conduct investigations, using interviews or questionnaires to test a prediction or begin to answer a research question. | | Reflection | | 56Rf.01 Discuss the impact of personal contribution on teamwork. | | 56Rf.02 Identify benefits and challenges of working together to achieve a shared outcome. | | 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 Primary Global Perspectives Teacher Guide.
Here are some examples of success criteria:
• Learners collectively create and agree a plan that has clear objectives, allocation of tasks and milestones for delivery. | | Success criteria | | --- | | • Within their teams, all learners are actively involved in each activity and can explain their thinking in reflective writing or when asked.
• Learners demonstrate collective decision making, clarify how they have resolved disputes and adopt observable shared behaviours.
• Learners allocate roles and tasks fairly among the individuals in their group, to create publicity materials for a mass participation sports event.
• Learners formulate a research question or big idea to be investigated.
• Learners create open and closed questions, including a selection of ‘who?’, ‘what?’, ‘why?’, ‘when?’,‘where?’ and ‘how?’ questions, to guide their questionnaires and surveys on participation in sporting activities.
• Learners adapt and refine surveys and questions to use with a different group of respondents.
• Learners use appropriate language to define and describe the various roles team members undertook in the task, e.g. using team inventories such as Belbin’s Team Roles.
• Learners explain what went well and what could be improved in their teams for an activity requiring decision making and justification.
• Learners explain empathetically why people do not all enjoy the same types of activity (such as different cultural, family or personal perspectives and interests) .
• Learners share at least one thing they have learnt about how to work together successfully.
• Learners present evidence that their effective collaboration led to a shared outcome. | | | Personal | | Local | | Global | | --- | --- | --- | --- | --- | --- | | Activities (sequence) | | --- | | Note: If the Challenge is delivered as part of an extended day rather than by a series of lessons, ask learners to conduct initial research into a group’s participation in sport or an activity the day before. | | What are the benefits of taking part in sport, an activity or a pastime? | | Learners make a list of the benefits of participating in activities, clubs and pastimes, focusing not just on the benefits to the individual (physical, psychological, social) but also on the benefits to society (e.

FAQs

What collaboration skills do learners develop in this Challenge?

Learners collaborate in teams to contribute useful ideas, solve problems, plan and divide tasks fairly, and manage disagreements while working toward a shared outcome.

How do learners carry out the investigation in this Challenge?

Learners design questionnaires, conduct surveys in class, summarize results, and refine questions to gather more data from different groups of respondents.

What success criteria indicate effective teamwork and participation outcomes?

Learners are actively involved, demonstrate collective decision-making, allocate roles fairly, produce appropriate survey questions, explain personal impact on teamwork, and present evidence that collaboration led to a shared outcome.

Oct 23, 2026

Uploaded by Patrick