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GP5_Teacher notes - Teaching Stage 5 learners project management

The document provides guidance for teaching Stage 5 of the Cambridge Primary Global Perspectives curriculum, focusing on developing teamwork and project management skills among learners. It outlines a structured approach to project planning, introducing specific team roles such as Project Leader and Quality Manager to enhance collaboration. Additionally, it emphasizes the use of reciprocal teaching to foster effective teamwork and provides resources for planning and role responsibilities.

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7 views

GP5_Teacher notes - Teaching Stage 5 learners project management

The document provides guidance for teaching Stage 5 of the Cambridge Primary Global Perspectives curriculum, focusing on developing teamwork and project management skills among learners. It outlines a structured approach to project planning, introducing specific team roles such as Project Leader and Quality Manager to enhance collaboration. Additionally, it emphasizes the use of reciprocal teaching to foster effective teamwork and provides resources for planning and role responsibilities.

Uploaded by

logapriya
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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CAMBRIDGE PRIMARY GLOBAL PERSPECTIVES 5: TEACHER’S RESOURCE

Teacher notes: Teaching Stage 5


learners project management
through team roles
Developing teamwork
The Stage 5 projects focus on developing teamwork.
Projects 5.1 and 5.2 focus on enabling learners to all contribute to team tasks through a ‘pair–share’ approach
in which ideas and tasks are developed firstly as a pair and then worked on with another pair to refine ideas.
This can continue with other pairs joining a team to create teams of six or eight. This leads to a greater range
of ideas and support.
As the teams grow, ask learners to sort ideas, combining those that are similar into one idea. Then ask them
to agree the best ideas so that they further refine their ideas.
This approach helps to create conversation, develop learners’ language skills and encourages them to talk
about their learning.

Planning
In Stage 5, learners are also introduced to project planning.
Begin by creating a class plan for each section of the Learner’s Project Document: Preparation, Discovery,
Action and Reflection. Do this section by section, modelling how you might plan, and then ask for class
contributions. Use the following questions:
• What might we need to do in our Discovery section?
• How long do you think you need for this activity?
• How might you share out the work in your pairs to contribute to the team effort?
Gradually build a large class plan to display by combining all four sections.
Review each section at the end of each lesson, model your thinking with the class and check the progress
of each group. Then, when the project is complete, you can do a whole plan review as a plenary discussion.
As confidence grows, ask teams to begin to create their own plan for one of the sections. Discuss these plans
and add new ideas to the class plan. The Learner’s Project Documents prompt teams to think of the jobs
they need to do in the Discovery and Action sections.

Introducing team project management


Project 5.3 will prepare learners for Stage 6 by introducing a team project management approach,
where learners all take on a specific role to contribute to the project:
• The Project Leader organises the planning and coordinates the team actions.
• The Discovery Manager covers all the activities in the Discover section.
• The Action Manager makes sure the course of action takes place in the Action section.
• The Quality Manager covers the Reflection section and makes sure the work is of good enough quality
throughout the whole project.
If your groups are larger than four you could always have more than one learner covering each role.
This will be particularly helpful in Stage 5 as the learners will already be used to paired work.

1 Cambridge Primary Global Perspectives 5 Second edition – © Cambridge University Press & Assessment 2024
CAMBRIDGE PRIMARY GLOBAL PERSPECTIVES 5: TEACHER’S RESOURCE

Reciprocal teaching to support the development


of team working
A key focus of the projects is on developing effective collaboration in order to achieve the project goals.
A useful approach you can use to achieve this is to train learners to take on responsibility for specific team
roles. A separate resource provided comprises a set of team role cards that you can use to help support learners
in the development of this approach.
It is recommended that teachers use a ‘reciprocal teaching’ approach to help train teams to work together
effectively by developing clear team roles.
How to run a reciprocal teaching approach in your classroom:
• Learners in teams take on one of four roles, (these roles could be shared in groups larger than four):
Project Leader, Discovery Manager, Action Manager, Quality Manager.
• Each take a role in running the team project and are asked in the Learner’s Project Document to provide
a plan relating to the delivery of their responsibilities.
• It is suggested that roles are allocated to ensure that all learners experience all four roles over four projects.
This activity is found in the Preparation section of Project 5.3 and the three Stage 6 projects.
• A set of team role cards outlining the key duties of each role is provided as an additional resource.
This resource could be printed and pasted on card, to enable reuse for each team project.
• The first duty of each role is to contribute to the team plan. The learners each prepare a section of the
plan according to their role.
• Support completing the team plan is also provided in two further additional resources:
• Learner handout: Help with planning: This should be used initially with Project 5.3, but if learners
struggle with the planning in Stage 6 it can be reused. It can be adapted to suit your own classroom
needs.
• Learner handout: Team planning checklist: A template plan for each role is provided. A complete worked
example of each is also provided.
• After identifying the roles each team member will take during a project, ask the learners to meet with others
in the class taking on the same role and go through the tasks. Encourage them to ask questions and support
each other on how they will approach the tasks.
• The teacher should meet with each group to check understanding and build confidence.
• Learners then return to their own teams and help the team to complete the project goals by supporting
each other through their responsibilities.
• The Preparation section of the project asks them to work on their own section of the project plan.

2 Cambridge Primary Global Perspectives 5 Second edition – © Cambridge University Press & Assessment 2024

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