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Grade-8 Final End Term GP

The document outlines the Cambridge Assessment International Education curriculum for Delhi Public School Nacharam for the academic year 2024-2025, focusing on Global Perspectives for Grade 8. It includes learning objectives, success criteria, group and individual project tasks related to poverty and hunger, and assessment rubrics. The document emphasizes teamwork, analysis, and research skills while providing guidelines for project presentations and reports.

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inapanurivrinda
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31 views15 pages

Grade-8 Final End Term GP

The document outlines the Cambridge Assessment International Education curriculum for Delhi Public School Nacharam for the academic year 2024-2025, focusing on Global Perspectives for Grade 8. It includes learning objectives, success criteria, group and individual project tasks related to poverty and hunger, and assessment rubrics. The document emphasizes teamwork, analysis, and research skills while providing guidelines for project presentations and reports.

Uploaded by

inapanurivrinda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Delhi Public School

- Nacharam
CAIE
Cambridge Assessment International
Education AY 2024 – 2025
THIS CONTENT IS THERESOURCE OF
DPS– NACHARAM
CAMBRIDGEASSESSMENTINTERNATIONALEDUCATION

(CAIE)
IN174

NO PART OF THIS CONTENT SHOULD BE


COPIED/CHANGED/ FORWARDED/REUSED

IT IS ONLY FORTHEINTERNALPURPOSE, USED BY THESTUDENTSANDSTAFF AT DPS –


CAIE – IN174 FOR TEACHINGLEARNINGPURPOSE
CAIE IN174 - PARENTS FOR VIEW ONLY PURPOSE

• IMAGES AND PICTURES CREDIT TO INTERNET CONTENT AVAILABLE THROUGH GOOGLE SEARCH
ENGINE
• Cambridge Content - https://www.cambridgeinternational.org/
Hello!!! Hello!
Teacher Name – Ms. Uma Devi
Cambridge Global Perspective Facilitator
Cambridge Social ScienceGrade-8
Facilitator

GP Quote:
Learning objectives

Analysis

9A.03 Make some links between causes and consequences of an issue at


personal, local and global levels.

9A.04 Recommend an appropriate course of action and explain both its


implementation and possible consequences for a national or global issue.

Communication
9Cm.01 Work positively and sensitively within a team to achieve a shared
outcome and improve teamwork, for example by contributing useful ideas,
offering solutions to problems, supporting and encouraging other team
members to participate and being open to others' ideas.

Research

9Rf.01 Explain personal contribution to teamwork and relate to own strengths


and areas for improvement.
9Rs.02 Relate benefits and challenges of teamwork to personal experience of
working together to achieve a shared outcome and identify targets for
improvement.
Success Criteria:
Success criteria help you and your learners know when a learning
objective has been achieved. You can find guidance about using
success criteria in the Cambridge Lower Secondary Global
Perspectives Teacher Guide.
Here are some examples of success criteria:
• Learners contribute to a team list of creative solutions to remove a
cause of hunger.
• Learners present and justify their recommended course of action to
address the problem of food inequality and hunger and can explain
possible consequences of their course of action.
• Learners complete an action plan for their recommended course of
action.
• Learners identify examples from their own experience of working in
a team that illustrate the benefits and challenges of teamwork they
identified at the start of the Challenge.
• Learners identify one target for improvement when they next take
part in teamwork.
Global Perspectives
Skills
Challenge-5

Skills focus: Analysis:


Enough food for
everyone?

Topic: Poverty and


inequality
Challenge: 5
Global
Perspectives
Cambridge Primary

1
"Spreading Awareness on Hunger“
(15 Marks)

Task: Group Project


Create a poster on reducing hunger:
• Highlight the problems of hunger with visuals.
• Highlight the steps to reduce food waste, improve food distribution,
or support the needy people.
• Highlight global level solutions (e.g., supporting local farmers,
reducing food waste) for the problems of hunger.
• Explore the role of SDG 2 (Zero Hunger) in addressing the
challenges.
• Present your project in the class to bring awareness on reducing
hunger.
Cambridge Primary

1
Report on Your Contribution to the Group
Activity (10 marks)
Write a report on your individual contribution to the group activity. The
report should include the following:
• Describe your role in the group. What specific tasks or responsibilities
did you take on?
• Explain how you collaborated with your team members. How did you
contribute to the overall success of the poster?
• Reflect on the challenges you faced during the activity and how you
overcame them.
• Discuss what you learned from the group activity and how you could
improve your teamwork skills in future tasks.
Cambridge Primary

2
"Success Stories in Combating
Poverty"(15 Marks)

Task: Individual Report


Choose the country
• Choose a country and research about provision of facilities to
reduce a country’s poverty.
• The programs and policies implemented by that country.
• Achievements and challenges faced of that country.
• Collect statistical data in reducing the poverty of that country
• Explore the role of SDG 1 (No Poverty) in addressing the
challenges.
Instructions for Task 2: 2
Your report should include the following:
• Introduction (3 marks): Provide a brief introduction to the topic and explain its
relevant to today’s society.
• Argument and Research (15 marks): Present a clear argument on the topic,
supported by at least one expert opinion, newspaper article, or a research paper.
. Use relevant data, statistics, or real-life examples to strengthen your
argument. Ensure you include citations and references properly.
• Conclusion (5 marks): Summarize the key points from your report and provide
recommendations or solutions based on your findings.
Rubric
Criteria Accomplished Partially Accomplished Developing Beginning

Student is fully engaged and Student shows limited


1. Student Participation (15 Student is mostly engaged Student shows little to no
contributes significantly to the engagement and few
Marks) with some contributions. engagement or contribution.
project. contributions.

Student provides accurate, Student provides mostly Student provides somewhat Student provides mostly
2. Content Quality (10
detailed, and well-researched accurate information with accurate information but lacks inaccurate or very basic
Marks)
information. some detail. detail. information.

Student does full research and Student collects less Student collects very poor
3. Research and analysis (10 Student mostly does research
analysis and collects in depth information in his research and information in his research and
Marks) of the task.
information. analysis. analysis.

Student delivers an unclear,


Student delivers a clear, well- Student delivers a mostly clear Student delivers a somewhat
4. Presentation of poorly organized presentation,
organized presentation with presentation, with some unclear presentation, and
information (15 Marks) with missing or irrelevant
effective visuals. effective visuals. visuals are less effective.
visuals.
Reminder - Don’t Forget to submit the work before 10th FEBRUARY, 2025
&- Write to me, if you need further Subject
Support
You can find me at:
[email protected]

Thanks!
Any questions?

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