Top 10 Tips for Schools Introducing Cambridge Primary and Lower Secondary Global Perspectives - Global Perspectives support

Oct 23, 2026

Uploaded by Noah

Top 10 tips guide schools introducing Cambridge Primary and Lower Secondary Global Perspectives into their primary or lower secondary curricula. The tips cover identifying curriculum additions, planning for future aims, choosing an appropriate rollout pace, and integrating the programme into existing teaching or offering stand-alone classes. Additional guidance focuses on supporting teachers through relevant materials, collaborating across colleagues, aligning learning rather than language demands, and using discussion prompts so learners lead idea sharing with peers.

LanguageEnglish

CategoryExam

FormatPDF

Pages1

Reading Time3 min

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Top 10 tips for schools introducing Cambridge Primary and Lower Secondary Global Perspectives

Identify what it will add

Look to the future

Choose your own pace

Build into your curriculum

Explain the value

Think about support for your teachers

Collaborate with colleagues

Follow the learning, not the language

Learn with your learners

Connect with others

Top 10 tips for schools introducing Cambridge Primary and Lower Secondary Global Perspectives™ Introducing Cambridge Global Perspectives into your primary or lower secondary curricula will benefit your school, teachers and learners in a range of ways. Our top 10 tips will put you on track for success with this skills-based programme. 1. Identify what it will add Name what Cambridge Global Perspectives will bring to your curriculum. This will help others understand how Cambridge Global Perspectives enhances what your school can offer. 6. Think about support for your teachers The Cambridge Personal Styles questionnaire for teachers and other materials (education briefs, Getting Started With guides) can help your teachers adapt to a skills-based curriculum. 2. Look to the future What do you want to achieve with Cambridge Global Perspectives? Broaden learners’ knowledge? Develop their skills? This can shape how you approach the subject. 7. Collaborate with colleagues Planning the curriculum in collaboration with a range of teachers will help make links across different subjects and make Cambridge Global Perspectives a success. Other subjects will benefit as learners start to make links for themselves. 3. Choose your own pace Introduce Cambridge Global Perspectives at the pace that works best for your school. Starting small is OK! You do not have to do all the stages, Challenges or topics, or Cambridge Checkpoint in the first year. 8. Follow the learning, not the language Cambridge Global Perspectives is skills based and is not designed to bea test of English. The skills can be explored in any language. The level of language support required in the classroom depends on your context and your learners. 4. Build into your curriculum Think about how you will deliver the curriculum – what would be best for your school? Will you integrate Cambridge Global Perspectives into other lessons, or offer a stand-alone class? How much time will learners have? 9. Learn with your learners Use discussion prompts that mean something to your learners and go exploring with them. Cambridge Global Perspectives is designed to encourage learners to express their ideas and opinions, and to look to their peers for ideas rather than the teacher. 5. Explain the value Cambridge Global Perspectives is different and it is exciting! Helping parents, senior leaders and teachers see the value will bring the curriculum to life, and there are lots of ways you can do this. 10. Connect with others Make connections with other schools to find out how they deliver Cambridge Global Perspectivesand share your experiences and resources. Find out more here. © Cambridge University Press & Assessment 2023

FAQs

What is the first step when introducing Cambridge Global Perspectives to a school curriculum?

Identify what it will add by clearly naming what Cambridge Global Perspectives brings to the curriculum, so others can understand how it enhances what the school offers.

How can schools decide the pace for implementation?

Introduce the programme at the pace that works best for the school, starting small if needed, without needing to do all stages, Challenges or topics, or the Cambridge Checkpoint in the first year.

How does the programme handle language in the classroom?

The programme is skills-based and not designed to test English; skills can be explored in any language, and the language support level depends on classroom context and learners.

Oct 23, 2026

Uploaded by Noah