Week 27
Students began watching and answering questions on the documentary 'Food Inc'
Week 26
Students created a persuasive piece of work either for, or against the introduction of lab grown meat
Week 25
Students explored the advantages and disadvantages of lab grown meat
Week 24
Students performed their presentations, evaluating each other against the success criteria
Week 23
Students developed their communication skills by writing a script for their presentations in two languages and actions
Week 22
Students had their final lesson designing their presentations on food beliefs
Week 21
Students continued with their project, identifying the local, national, and global significance of their food beliefs
Week 20
Students began their group project on food beliefs
Week 19
Students held their first meeting, decided on their group roles, and began their project on a food issue of their choice
Week 18
Students were introduced to their final project on investigating food beliefs of their choice
Week 17
Students described beliefs around a single food issue and then explained why people believe them
Week 16
Students researched food beliefs and then categorised and ranked them
Week 15
We began our new topic on Food beliefs, by exploring the importance of teamwork and completing team building activities
Week 10
Learners discuss possible reasons why people from other countries come to live in their country in terms of ‘push’ and ‘pull’ factors.
Week 9
With the support of the teacher, learners research the places of origin of people coming to live in their country from other countries, using interactive maps.
Week 8
With the support of the teacher, learners research the places of origin of people coming to live in their country from other countries, using interactive maps.
Week 7
Learners identify a country that they would like to move to. They give reasons for their choice, and in groups discuss the advantages and disadvantages of moving to that country, using a set of questions to focus their ideas.
Week 6
Learners in groups discuss their ideas about how moving to a new country might be different to moving within the same country. They think about how global differences impact people on a personal level when they move. These could include having to learn a new language, adapt to a new climate, adjust to a different education system, learn new customs and traditions, etc. They use the headings ‘Challenges’ and ‘Opportunities’ to organise their ideas, and try to balance the number of items they include under each heading . They share their ideas with others in the class.
Week 5
Learners interview members of their own family or their relatives about their reasons for moving to the different places that they have lived in, and share the information with others in their group. They compare what they have found out about the reasons why people move or stay in the same place, with what they previously thought.
Week 4
In groups, learners discuss reasons why people move to a different place within the same country, or why they stay in the same place. They compile a list of reasons for moving (work, education, family, etc.), ordering the reasons from those they consider to be the most common, to those they think are the least common.
Week 3
Learners share memories of the experience of moving and settling in a new place, and describe their feelings at the time. Some learners who have not moved, or who were too young at the time to remember it, interviewed expat teachers about their experiences.
Week 2
Learners describe the different places that they and their families have lived in, using maps to identify the locations. They share memories of the experience of moving and settling in a new place, and describe their feelings at the time. Some learners who have not moved, or who were too young at the time to remember it, interviewed expat teachers about their experiences.
Week 1
Students experienced an introduction to the concepts of Global Perspectives-research, communication, analysis, evaluation, reasoning and critical thinking.