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The chapter outlines the programme’s focus on argument, evidence, research skills, and evaluating perspectives. It also describes curriculum continuum expectations for critical engagement, research, written work, and spoken presentations, alongside opportunities to integrate themes across subjects.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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world and learning challenges does Chapter 7 describe as the context for learner attributes?","Question",{"text":61,"@type":62},"It describes an increasingly digitised and interconnected world where information access changes learning, communication, and work, and where young people face many competing ideas.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What does Cambridge Global Perspectives aim to develop in students?",{"text":66,"@type":62},"It aims to develop skills and habits related to argument and evidence, research and information literacy, respectful understanding of others’ perspectives, and the ability to build and communicate well-reasoned arguments.",{"name":68,"@type":59,"acceptedAnswer":69},"How is learning in Cambridge Global Perspectives structured across stages?",{"text":70,"@type":62},"The curriculum continuum follows a developmental spiral, requiring students at all stages to critically engage with information and sources, complete research, and communicate 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recognised that we live in an increasingly digitised and interconnected world. The means by which we access information and the pace with which this takes place are profoundly changing the way we learn, communicate and work. Increasingly, young people are faced with access to a multiplicity of competing ideas. In such an information-rich society, young people need the skills and dispositions to be able to think critically..   \nExtract from Cambridge International A Level Global Perspectives syllabus  \n2017–19  \nOverview  \nThis guide has argued throughout that the learner attributes need to be at the heart of approaches to teaching and learning in all disciplines and activities the school provides. This chapter focuses on two programmes that Cambridge offers that complement a discipline-focused curriculum. They are specifically designed to support habits and skills development associated with preparing students for the modern global information age and the world of work.  \nCambridge Global Perspectives  \nCambridge Global Perspectives is an interdisciplinary programme, currently offered through Cambridge IGCSE , Cambridge International AS & A Level and Cambridge Pre-U syllabuses. It focuses on the nature of argument and evidence, develops research and information literacy skills and encourages understanding and respect for the perspectives of others. Global Perspectives will become available for Primary and Lower Secondary (5–14 year olds) for first teaching from June 2018.  \nStudents learn to appreciate alternative perspectives on global issues where ideas and interests compete and there are no easy answers. They learn how to evaluate arguments, in particular the evidence and reasoning used to support them, as well as improve the quality of their own arguments.  \n106 Developing the Cambridge learner attributes  \nChapter 7 continued  \nThrough studying a variety of authentic and significant case studies students become better informed about the world and better able to make informed and sensitive judgements. The course develops the skills of flexible, reflective, creative and critical thinking, and students learn how to research issues and arrive at well-reasoned and evidenced conclusions. They also learn to work collaboratively with others and effectively communicate and critique ideas so that they become, in support of the Cambridge learner profile, more confident, responsible, reflective, innovative and engaged.  \nSpecifically Cambridge Global Perspectives aims to develop learners who:  \n• understand the nature of evidence in a variety of forms and effectively evaluate evidence in deciding what conclusions can be reasonably reached  \n• can support their own arguments with sound reasoning and the appropriate use of evidence  \n• enquire into and reflect on issues both independently and in collaboration with others from a variety of cultures, communities and countries  \n• generate and express clearly in written and spoken forms their own well-reasoned arguments  \n• use disciplined and scholarly research skills to investigate issues of global significance  \n• consider issues from personal, local, national and global perspectives, and analyse the links between them  \n• communicate sensitively with people from a variety of backgrounds, empathising with the needs and rights of others  \n• can transfer their thinking and planning skills to unfamiliar contexts  \n• develop a sense of their own responsibility as active citizens.  \nFor a video introduction to Cambridge Global Perspectives, go to [www.cambridgeinternational.org/globalperspectives](www.cambridgeinternational.org/globalperspectives)  \nWatch a higher education perspective on Global Perspectives at Cambridge International A Level and Cambridge Pre-U by Stuart Schmill, the Dean of Admissionsat the Massachusetts Institute of Technology in the US at: [www.yout","cbCaivTp6Ec3ZdNb","https://ap.wps.com/l/cbCaivTp6Ec3ZdNb","pdf",974794,"English","# Overview\n## Cambridge Global Perspectives\n## Learning outcomes and learner attributes\n## Curriculum continuum and assessment\n## Case study 17: Suffern School","[{\"question\":\"What world and learning challenges does Chapter 7 describe as the context for learner attributes?\",\"answer\":\"It describes an increasingly digitised and interconnected world where information access changes learning, communication, and work, and where young people face many competing ideas.\"},{\"question\":\"What does Cambridge Global Perspectives aim to develop in students?\",\"answer\":\"It aims to develop skills and habits related to argument and evidence, research and information literacy, respectful understanding of others’ perspectives, and the ability to build and communicate well-reasoned arguments.\"},{\"question\":\"How is learning in Cambridge Global Perspectives structured across stages?\",\"answer\":\"The curriculum continuum follows a developmental spiral, requiring students at all stages to critically engage with information and sources, complete research, and communicate ideas through writing and spoken presentations.\"}]","Chapter 7: Developing the Cambridge learner attributes through Cambridge Global Perspectives and Enterprise - Overview | PDF",25]