Week 27
Week 26
Continued to research different multinational cooperation and where in the world they have factories/ offices etc.
Week 25
Globalisation - Multinational corporations
Week 24
Research task into where products are made.
Week 23
Continued introduction to globalisation.
Week 22
Introduction to globalisation.
Week 21
Students played some adapted sports.
Week 20
Students continued to write their reports.
Week 19
Students continued to write the report.
Week 18
Students started to write the introduction to their reports.
Week 17
Students were given the task for the up and coming weeks. They started to research adapted sports in Malaysia using Ipads.
Week 16
Students did a practical session played adapted sports such as blind football and sit down volley ball.
Week 15
Students researched disability in sport, and how it is betrayed in the media.
Week 14
Students researched women in sport, and how they are betrayed in the media.
Week 13
New topic: Sport for all.
Students discussed participation of sport, including adapted sports.
Week 12
The students this week continues to create a presentation on different types of aid.
Week 11
Learners researched different types of aid and started to create a presentation.
Week 10
Each group presented their research about the Risks in Malaysia.
Week 9
Learners continue to work on their presentation/ research.
Week 8
In groups, learners research the work of a specific aid organisation relevant to their local context (for example because of how it was founded or where it works), and identify the nature of its work (emergency relief or long-term development or both).
Week 7
In their groups, learners pool knowledge of what we mean by international aid, and identify any aid organisations with which they are familiar. They share ideas with the class.
By further research, groups identify different types of aid providers: national organisations (such as the USA’s USAID or UK’s DFID), multilateral or international organisations (e.g. the UN, the World Bank) or NGOs (e.g. Save the Children or WaterAid).
Week 6
Learners look through suitable news websites, world maps and NGO websites to identify the major aid efforts closest to where they live (these may be long term or short term depending on context).
Week 5
Learners recognise that all areas of the world face challenges at different times. The groups pool findings to create a timeline for their region of the years when help from others has been needed.
Week 4
In groups, learners research risks that their region has experienced at various points (at the teacher’s discretion, ‘region’ in this context might mean immediate locality, country or continent, depending on context). Groups might consider health risks (epidemics such as the ‘Black Death’ (plague) in Europe or Ebola in West Africa), or natural disasters (such as earthquakes in California or hurricanes in the Caribbean). If appropriate this might include conflict (such as the two World Wars or the current conflict in the Middle East) but the teacher needs to approach these with sensitivity if they are included.
Week 3
Learners discuss why aid is sometimes needed in order to provide these – in emergencies arising through natural disaster or conflict, or longer term due to under-development, lack of infrastructure (e.g. no clean water), or limited educational opportunities (e.g. few doctors).
Week 2
In their groups, learners discuss and make a collage of the basic physical human needs (clean air, food, water, health, shelter and safety).
Week 1
Introduction to Global Perspectives