1. Junior Global Perspectives Jesus College Cambridge

2. For commercial reasons this pilot cannot be talked about outside school.

3. Reflective Innovative Critical Happy Engaged Responsible Junior Global Perspectives - looks to stimulate early what we want our students to become Chisi students

4. What are they learning about? Significant issues confronting the human population in the modern world.

5. The challenges work on Personal Local And Global levels

6. How ? By doing challenges on topics such as Water, keeping healthy, the digital world, employment, energy, sport, and many more…

7. The method is learner centred Gone is: The sage on the stage Present is: The guide on the side

8. Assessment is primarily formative and skills not knowledge based There is an opportunity to work towards a summative checkpoint assessment: an Individual Report in April 2017 This would be rewarded with a record of achievement from Cambridge. Cambridge would moderate our assessment

9. Reflection – how do I learn?

10. Innovative and Creative Flexible minds which can adapt to solve problems Able to transfer skills they learned at school into any new environment. Many of the jobs of tomorrow don’t exist yet.

11. Critical thinkers Confident with information skills Research Analysis Evaluation Communication Collaboration Reflection

12. making a difference Happy and Engaged - ready to change the world Interviewing people with surveys, questionaires Choosing what interests me Finding out about my community Gathering material Happy because I am involved in meaningful activities Kinetic

13. Responsible for myself and respectful to others The student is at the heart of the educational process. Teachers provide scaffold: we question and prompt they make decisions about where to go for knowledge, how to present it..

14. The programme is a move away from traditional education, getting in early to equip them with 21 st Century skills

15. The latest educational research had gone into the design of this pilot. It shows In the spaces we create for them to explore they become more Resilient emotionally balanced Socially competent

16. challenges have the potential for outdoor activities as learners explore their communities

17. We facilitate great opportunities for harnessing the passion and optimism of youth to problem solve

18. Learners get to hone investigative skills to find valid information.

19. There are opportunities to practice presenting ideas effectively in a variety of media Communication skills

20. What is assessed - skills I know where to find information, I know how things work, I can differentiate what is important, I can work in a team, I can articulate what I am leaning, I am aware of how I learn

21. What develops are broad perspectives Not everyone thinks like I do in my community. When there is a difference, I can… Repeat back to them what I think they said to check I understood it. Respect that what they think is different. Remember we are all on a journey, we can all change our views so I don’t need to be dogmatic. I understand better what world issues we all face; I have some ideas to fix them – what do you think?

22. We are in a ‘liminal space’ We can architect our future as a school of distinction in Zimbabwe. With vision, courage, passion and energy we can do this.

23. Nothing is set in stone We have a unique opportunity at Chisipite to get involved from the outset. To influence this pilot determining how it is shaped around the world. Cambridge want to know what we think. There is huge enthusiasm amongst the 50 schools from many different nations to work together. Carpe Diem!!

24. Finally this is a glimpse of the kind of study environment some of them are going into Sheffield University in the UK looks like this

25. Sheffield University – learner pods of different designs

26. Everywhere students huddle over computers in groups you can almost see brain smoke

27. References; Photography – Nicky Wilkinson Clipart – Microsoft Word Rationale – Cambridge Primary/Secondary 1 Global Perspectives Handbook for Pilot April 2016.