Global Perspectives Report Comments for Cambridge Stages 7-9

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 7-9: 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

In [his/her/their] individual research, [Name] gathers evidence from a wide range of sources and organises it under helpful headings.
When a research question is unfamiliar, [Name] independently decides where to look, finds relevant information and organises it clearly.

Next step

Evaluating the outcome of the team project against the original plan, and suggesting how it could be improved, would deepen [Name]'s reflection.

Secure S

Strengths

When two arguments disagree, [Name] can explain which evidence is most convincing and why.
[Name] can find the main facts in a familiar type of source and sort them to help answer a question.

Next step

Reflecting on how the team made decisions, and what [he/she/they] could do to help next time, will deepen [Name]'s understanding of teamwork.

Developing D

Strengths

Working with classmates who hold different views, [Name] is developing the skill of listening respectfully, with some support.
Thinking about group work, [Name] can describe [his/her/their] own part with some prompting from the teacher.

Next step

Comparing [his/her/their] notes with the original research question, using a checklist, will help [Name] remove details that do not answer it.

Beginning B

Strengths

Using a note frame from the teacher, [Name] is starting to pick out key facts from a source for [his/her/their] research.
In Global Perspectives, [Name] is beginning to share simple ideas in drawings and labels, with adult support for writing.

Next step

Choosing a sentence starter about how the team reached a decision, then completing it with an adult, will help [Name] begin to reflect on teamwork.

Support at home

Talking about easy ways to save water or reduce waste at home, and why they matter, links your child's learning to daily life.

How to write Global Perspectives comments for Stages 7-9

In Stages 7-9, evaluation becomes central. Describe how the student judges a source, such as asking who wrote it and why, and set a target such as comparing two sources on the same issue.
Comment on individual research towards a research question and on how the student reflects on a change in their own view. Keep the focus on the skill, not on the view itself.
If your school reports a project outcome separately, leave it out of the comment and describe the skills the student showed during the project instead.

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.