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Learners compare film, media and statistical sources as evidence, assessing credibility by author and purpose. Activities guide exploration of how digital and other technologies are changing, using science-fiction visions to discuss benefits and dangers. Students also investigate everyday and worldwide internet use, analyze reliability of information, and consider impacts on learning, schools, and different groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cambridge-global-perspectivestm-challenge-stage-8-predicting-the-future/642155/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cambridge-global-perspectivestm-challenge-stage-8-predicting-the-future/642155.png","ImageObject",300,407,{"name":92,"@type":93},"Patrick","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do learners build evaluation skills in Stage 8?","Question",{"text":112,"@type":113},"Learners compare film, media and statistical materials as evidence for predicting the future, evaluating sources by author and purpose to judge credibility.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence do learners use to understand technology trends?",{"text":117,"@type":113},"Learners use science-fiction books, popular film/TV clips, internet research, and statistical data to explore recent developments in digital and other technologies.",{"name":119,"@type":110,"acceptedAnswer":120},"How do learners investigate everyday and worldwide internet usage?",{"text":121,"@type":113},"Learners discuss their internet experience, complete a class survey in small groups, and summarize worldwide trends using provided statistical data with graphs and diagrams.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642155,1792721483,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Cambridge Lower Secondary  \nCambridge Global PerspectivesTM Challenge – Stage 8  \nSkills focus: Evaluation: Predicting the future  \nTopic: Digital world  \nBy the end of this Challenge, learners will develop their evaluation skills by comparing film, media and statistical material as evidence for predicting the future. Learners will explore recent developments in digital and other technologies through film, media and internet research. They will design a school for the future in the light of recent trends in computer use and other technological change.  \n\n| Learning objectives |\n| --- |\n| Evaluation |\n| 78E.01 Evaluate sources, considering the author and purpose, recognising that some sources may be more credible than others. |\n| Analysis |\n| 78A.03 Explain causes of a local or global issue and consequences on others. |\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 Lower Secondary Global Perspectives Teacher Guide.\u003Cbr>Here are some examples of success criteria:\u003Cbr>• Learners explain how they distinguish between fact and opinion in the sources they use.\u003Cbr>• Learners identify the author(s) of a source and draw conclusions about purpose, accuracy and relevance to future research.\u003Cbr>• Learners take notes to summarise the main points from each source.\u003Cbr>• Learners use the outcomes of research to make reasoned predictions about the future.\u003Cbr>• Learners identify the consequences of technological change for learning and schools.\u003Cbr>• Learners consider different perspectives on technological change, e.g. who has access to it and who does not. |\n\n\n| | Personal | | Local | | Global |\n| --- | --- | --- | --- | --- | --- |\n\n\n| Activities (sequence) |\n| --- |\n| How are computers and digital technology changing? |\n|  Give learners extracts from science fiction books or show learners clips from popular science fiction films or television shows (e.g. Star Trek, Back to the Future. Extracts should include reference to technology that was not invented at that time and:\u003Cbr>• are widely available now, e.g. mobile telephones; personal computers;\u003Cbr>• are not yet invented e.g. transporters; scanning devices for the body.\u003Cbr>Ask learners to identify the technology and whether are available now or not:\u003Cbr>Lead a class discussion to illustrate:\u003Cbr>• the power of science fiction and literature to imagine and predict the future based on trends in science and technology\u003Cbr>• the rapidity of developments in technology and their potential to change our lives.\u003Cbr>Give learners extracts from books or show learners clips from science fiction films or other media which portray contrasting visions of the future – good and bad, utopian and dystopian. Use these alternative visions to illustrate that technology may have benefits and dangers and that different groups of people view the impact of technological change in different ways e.g. for progress or harm.\u003Cbr>Possible extension activities:\u003Cbr>• Develop these ideas with additional or alternative local clips from science fiction films or media material. Literature for children and young people has many opportunities for exploration of different visions of the future – utopian and dystopian.\u003Cbr>• Discuss the value of science fiction and the arts as evidence for making predictions about the future. |\n| How do I use computers and technology in everyday life? |\n|  Lead a class discussion of learners’ experience of using the internet. An example survey form is provided as Learner Resource – Predicting the future L8 .1. In small groups learners survey the class (and possibly other learners) about:\u003Cbr>• How many times they use the internet each day\u003Cbr>• Where they use the internet and how it is accessed (computer, mobile, TV etc. )\u003Cbr>• What they use the internet for\u003Cbr>• How much time they use the internet per day, week and year.\u003Cbr>Learners discuss their results in smal","cbCaidwuUpnYdAVO","https://ap.wps.com/l/cbCaidwuUpnYdAVO","pdf",175176,"English","# Skills focus: Evaluation: Predicting the future\n## Topic: Digital world\n# Learning objectives\n## Evaluation\n## Analysis\n# Success criteria\n# Activities (sequence)\n## How are computers and digital technology changing?\n## How do I use computers and technology in everyday life?\n## What are the worldwide trends in internet usage?\n## Does the use of computers and digital technology affect learning?","[{\"question\":\"How do learners build evaluation skills in Stage 8?\",\"answer\":\"Learners compare film, media and statistical materials as evidence for predicting the future, evaluating sources by author and purpose to judge credibility.\"},{\"question\":\"What evidence do learners use to understand technology trends?\",\"answer\":\"Learners use science-fiction books, popular film/TV clips, internet research, and statistical data to explore recent developments in digital and other technologies.\"},{\"question\":\"How do learners investigate everyday and worldwide internet usage?\",\"answer\":\"Learners discuss their internet experience, complete a class survey in small groups, and summarize worldwide trends using provided statistical data with graphs and diagrams.\"}]","Cambridge Global PerspectivesTM Challenge - Stage 8 - Predicting the future | PDF",13]