Global Perspectives Report Comments for Cambridge Stages 1-3

Global Perspectives develops six skills through short challenges on personal, local and global topics: research, analysis, evaluation, reflection, collaboration and communication.

Below are 13 sample sentences for Stages 1-3: two strengths and one next step for each of the 4 comment levels (Extending / Secure / Developing / Beginning), plus a tip for families. They are a small selection from the 440 Global Perspectives sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Extending · Secure · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Extending E

Strengths

Working with a partner, [Name] shares relevant ideas, responds to suggestions and helps combine the ideas in one finished task.
Before using information, [Name] asks who made it and why, then explains how well it helps to answer the class question.

Next step

[Name] is ready to share findings with a different audience, such as another class, using a simple chart or poster.

Secure S

Strengths

[Name] asks simple questions about a topic, such as "Where does our water come from?", and looks for answers in pictures.
In group work, [Name] listens to others, takes [his/her/their] turn and completes [his/her/their] share of the task reliably.

Next step

[Name] could practise saying what might happen next in a situation, using the words "if" and "then" in a sentence.

Developing D

Strengths

With a model, [Name] is learning to say which picture tells us more about a class question.
In Global Perspectives, [Name] is learning to turn curiosity about a topic into questions and, with some support, finds short answers in a book or picture.

Next step

The next goal is to say one thing that went well and one thing to change, using a smiley face chart to help.

Beginning B

Strengths

Alongside a talk partner, [Name] is beginning to listen first and then add one simple idea of [his/her/their] own.
Using short examples read by an adult, [Name] is beginning to sort facts and opinions.

Next step

To make [his/her/their] idea clear, [Name] could hold up a drawing and say one word or a short phrase about it.

Support at home

Sharing family stories about how life has changed over time, in English or any language you use at home, helps your child see different perspectives.

How to write Global Perspectives comments for Stages 1-3

Name the skill and the challenge: asking a question about a topic, finding information in a picture or short text, or sharing an idea with a partner. Families can then talk about the same topic at home.
Reflection starts small at this age, such as saying what went well in a group task. If the student did this, say so, and suggest one step, such as saying what they would do differently next time.
Describe collaboration as actions: taking turns, listening to a partner, helping the group finish. Avoid personality words such as 'shy' or 'bossy'.

Watch out: Avoid commenting on a student's own beliefs, culture or circumstances when topics touch on values, migration or wealth. Describe the skill, such as comparing perspectives with evidence, respectfully.

The four levels describe how independently and securely the student shows what has been taught, never a grade or a test result. Extending suits accurate, independent work applied to unfamiliar tasks, with reasons explained; Secure suits accurate work in familiar tasks with occasional support; Developing suits learning shown sometimes, or with a model, word bank or worked example; Beginning names what is starting to show and the support that helps. Show the level through the work rather than writing the level word.

What Global Perspectives covers

Strands and skills covered for Global Perspectives:

Research: asking questions, finding and recording information from different sources
Analysis: identifying and comparing perspectives, causes and consequences, and possible solutions
Evaluation: judging sources and arguments
Reflection: considering their own learning, viewpoint and contribution
Collaboration: working in a team towards a shared outcome
Communication: presenting information and ideas clearly to an audience

More Cambridge Primary and Lower Secondary comments

How these sentences were made, and what has been checked: About these comments.

Not affiliated with or endorsed by Cambridge University Press & Assessment or Cambridge International Education. "Cambridge" is used only to describe the curricula these comments are written for.