Global Perspectives Report Comments for Cambridge Stages 4-6

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 4-6: 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

Reflecting on teamwork, [Name] explains which strategies helped the group succeed and applies them in new tasks.
In class discussions, [Name] compares different views, supports [his/her/their] own view with information and explains [his/her/their] reasons clearly.

Next step

Turning [his/her/their] findings into a short persuasive letter for a real audience, such as the school council, would extend [Name]'s communication.

Secure S

Strengths

Writing about a topic such as the digital world, [Name] organises information into paragraphs with headings.
[Name] works well with a partner or team most of the time, sharing ideas and helping to reach an agreement.

Next step

Sharing the main points from each source with the team, then agreeing which ones answer the question, will help [Name] combine the group's research.

Developing D

Strengths

In a challenge about health and wellbeing, [Name] identifies a cause or consequence with support and is learning to suggest an action.
When researching, [Name] sometimes records useful facts, and a table or note frame helps [him/her/them] keep information organised.

Next step

Checking in with one teammate by asking them to summarise the agreed plan will help [Name] notice and resolve misunderstandings.

Beginning B

Strengths

With one-to-one support, [Name] is starting to notice when [his/her/their] opinion changes after hearing new information.
When the teacher shows two sources, [Name] is starting to point out which one helps answer the question.

Next step

Following a simple group plan with pictures, one step at a time, will help [Name] begin to contribute to a shared task.

Support at home

Looking at a map together and talking about where food or everyday objects come from helps your child think about the wider world.

How to write Global Perspectives comments for Stages 4-6

Pick one skill for the strength and another for the next step: for example, using more than one source, then comparing personal, local and global perspectives. Six skills in one comment is too many.
For team work, describe the role the student took and what they added to the shared outcome. A next step such as agreeing roles before starting is concrete.
When the student presents findings, note whether ideas are supported with evidence. Suggest a step such as giving one reason or example for each point.

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.