Welcome to Cambridge Class Projects

Exclusively for the

After Schools Programme

We want to create opportunities for your learners to Stages can be split up in the best way that works for you
communicate, collaborate, be creative, practise the language and of course depending on how much time you want to
they know and of course, learn some new words too! dedicate to them. Activities can be skipped, repeated or
even moved to a different place in the project if you like.
Over four stages, learners create something unique to
present to their classmates. You might like to add your own ideas and links but the
projects have been designed with minimal preparation time
As we know each class is different, we haven’t given timings required from the teacher.
for each stage - we know this needs to be your decision. We
recommend assigning a little time each week to the project, These projects have been designed with your learners’ age
building towards the presentation stage which could be at and level in mind but we know that each class is different.
the end of the term. You might like to skip some of the language if it’s a bit
tricky. On the other hand you may want to encourage your
learners with more vocabulary if you feel they need to be
challenged a bit more.
To the teacher

In this project, the students are going to work in groups to discuss various
social issues, research a particular issue that they feel needs action and
prepare a campaign advert to encourage young people to get involved in
tackling that issue, which they will then present to their classmates.

The project is divided into four stages:

Stage 1: Preparation
Stage 2: Development
Stage 3: Presentation
Stage 4: Reflection
 Icon guide

think talk/discuss oracy work in groups

share digital literacy reflection

Oracy is the ability to express oneself well. It is about having the right words to say what you
want to say, being able to structure your thoughts so that they make sense to others, and the
ability to communicate with others in a mutually respectful way. Those who have good oracy
skills fare better in life. In short, oracy is to language what numeracy is to maths, and is a
skill that we should all be helping our learners to develop. In this project, students have the
opportunity to develop their oracy skills through discussions, debates, collaborative group
work and presentations. Please flag these sections and encourage the students to use the tips
and useful language provided, ensuring that they understand why it is important.
Digital literacy does not refer to the ability to use a mouse, upload a file to an email or create
a strong password. It is different to the simple technical skills necessary to use computers
and the internet. Digital literacy refers to the ability to find and evaluate information online,
to clearly communicate information using digital media and to ensure our online interactions
are respectful and safe. This includes using search engines effectively, assessing sites
for accuracy and/or bias, checking sources, using presentation software appropriately
and maintaining a good digital footprint. Students are likely to do some online research
as part of this project as well as use presentation software, which are ideal opportunities
to raise some of these issues and help them develop their digital literacy.
 It’s important for students to reflect on what they have been doing – and how they have
been doing it - as this can lead to deeper and more satisfying learning as well as fostering
a stronger sense of achievement or helping to clarify where improvements need to be made.
It can also help students to work out what does and doesn’t work for them in terms
of learning styles and activities. Reflection activities have been included throughout
the project. However, reflection can be on any aspect of any activity – the topic content,
the language content, the type of exercise and so on – but is not a test, so any response,
as long as it is genuine, is valid.
 climate change discrimination

How much do these issues

affect your community?

poverty pollution

lack of intergenerational
understanding
The students’ slides start after this.
To the students

In this project, you’re going to work in groups to discuss various social issues,
research a particular issue that you feel needs action and prepare a campaign
advert to encourage young people to get involved in tackling that issue, which
you will then present to your classmates.

The project is divided into four stages:

Stage 1: Preparation
Stage 2: Development
Stage 3: Presentation
Stage 4: Reflection
What does this project aim to achieve?

By the end of the project, you will have:

had the opportunity to think about and discuss a range of social issues.
learned about a number of young people who are making a positive
difference to society.
researched an issue of particular interest to you.
created and presented a campaign advert about that issue.
reflected on all of the above.
 Stage 1

Preparation
Stage 1 Preparation

You will see some statements.

Think about them (in silence!) and write down your
answers a-d. Don’t tell your classmates yet what you
have written.
a - I completely agree
b - I agree to a point
c - I largely disagree
d - I completely disagree

1 - Individuals are responsible for protecting the environment, not governments.

2 - All students should have access to the same learning opportunities.
3 - Young people have a responsibility to help their local community.
4 - Everyone should have access to free health care.
5 - Fashion brands don’t promote diversity of physical appearance.
6 - People should be free to express any opinion they like on social media.

© Cambridge University Press 2021 13

Stage 1 Preparation

In groups, share what you wrote down for each

statement and discuss your opinions.

1 - Individuals are responsible for protecting the environment, not governments.

2 - All students should have access to the same learning opportunities.
3 - Young people have a responsibility to help their local community.
4 - Everyone should have access to free health care.
5 - Fashion brands don’t promote diversity of physical appearance.
6 - People should be free to express any opinion they like on social media.

Remember:
It’s OK to disagree with one another, even strongly, but you should:

> ensure everyone has the chance to speak

> remain polite
> avoid interrupting Useful Language
> always show respect and avoid being offensive - X, what do you think?
- I see what you’re saying but…
- That’s true, but on the other hand…
© Cambridge University Press 2021 14
Stage 1 Preparation

What did you talk about in your groups?

Let’s share some ideas.

© Cambridge University Press 2021 15

Stage 1 Preparation

Think about the following:

1 - Which issues did I feel the most strongly about?

2 - Which ones had I not really considered before?

3 - How did I feel about discussing social issues with my classmates?

Why did I feel that way?

not very comfortable / I felt OK / I enjoyed it / (something else)

4 -Discussing issues with people whose opinion is different to our own

can be challenging, especially when the issue in question is controversial.
Nevertheless, it’s often important. Why do you think that is?

© Cambridge University Press 2021 16

Stage 1 Preparation

Look at the statement on the card.

How far do you agree? Again, think about your answer
(in silence) and write it down.

a - I completely agree
b - I agree to a point
c - I largely disagree
Young people d - I completely disagree
can make
a difference.
Why did you choose a, b, c or d?
Who would like to share their thoughts?

© Cambridge University Press 2021 17

Stage 1 Preparation

You are going to watch three short videos

about young people who are trying to make a
difference to society in some way. As you watch,
decide which statement(s) from the previous
exercises they most relate to.

Here are the statements again:

1 - Individuals are responsible for protecting the environment, not governments.

2 - All students should have access to the same learning opportunities.
3 - Young people have a responsibility to help their local community.
4 - Everyone should have access to free health care.
5 - Fashion brands don’t promote diversity of physical appearance.
6 - People should be free to express any opinion they like on social media.

© Cambridge University Press 2021 18

Stage 1 Preparation

Zach Selby

Click here

© Cambridge University Press 2021 19

Stage 1 Preparation

Danielle Boy
e r

Click here

© Cambridge University Press 2021 20

Stage 1 Preparation

Sanele Xaba

Click here

© Cambridge University Press 2021 21

Stage 1 Preparation

In groups, discuss these questions.

1 - Which of the three people (Zach, Danielle and Sanele) do you find
the most inspiring? Why?

2 - Do you know anyone in your own life – a family member a friend,

a classmate, a teacher etc. – who is tackling social issues?

What did you talk about in your groups?

Let’s share some ideas.

© Cambridge University Press 2021 22

Stage 1 Preparation

Look at the statement on the card

again. Now you have watched the
three videos, have you changed
your mind at all?

Young people
can make
a difference
.

© Cambridge University Press 2021 23

Stage 1 Preparation

These pictures show people trying to bring about

change. Compare the pictures A and B or C and D
and say why the people might have chosen to take
action in these ways.

A B

C D

© Cambridge University Press 2021 24

Stage 1 Preparation

Here are some different ways people

can bring about change. Which ones
are illustrated by pictures A-D?
A B C D

1 - Writing to local politicians 5 - Liking and sharing posts about social

2 - Organising and signing petitions issues on social media
3 - Marching 6 - Donating money etc. to NGOs
4 - Going on strike and charities

With a partner, rank the different ways of taking action

in order of effectiveness, with 1 being most effective.

What did you decide and why?

© Cambridge University Press 2021 25

Stage 1 Preparation

In groups, choose an issue you would like

to focus on for this project.

Remember, you are going to make a campaign advert to encourage young

people to get involved in tackling that issue, which you will then present
to your classmates.

You are free to choose the issue but it should be one that you all care about.
If you need some ideas, think back to the statements we discussed and the
videos we looked at earlier. The issue can be local, national
or international. But…

Remember:
You need to choose your issue together and make sure everyone
is comfortable working on it. Therefore:

> ensure everyone has a chance to give their ideas

– avoid interrupting
> make sure you reach a decision as a group Useful Language
(rather than let one or two members dictate) - Can I just say something?
- Does anybody feel differently?
- Shall we vote?
- Is everybody happy with that?
© Cambridge University Press 2021 26
Stage 1 Preparation

So… what issue are you going to focus

on? Let’s share what we all decided.

© Cambridge University Press 2021 27

Stage 1 Preparation

In the next stage of the project,

you will develop your campaign
advert. How do you feel?

Not quite ready…

!
yet Ready to go
Excited!

© Cambridge University Press 2021 28

 Stage 2

Development

29
Stage 2 Development

These are some questions that a person who

sees a campaign advert might have.
In your group, see if you can answer them
for the issue you have chosen for the project.

1 - What exactly is the issue, in simple terms? What are its causes?
2 - Which people – individuals or groups – does the issue affect?
3 - How does it affect them?
4 - Is it an issue in just one place or is it more widespread?
5 - Is it getting better or is it getting worse? Why?
6 - Why is it important to tackle it?
7 - Are there any statistics to back up what you’re telling me?

© Cambridge University Press 2021 30

Stage 2 Development

Watch this campaign video by two

Indonesian sisters. Which of the questions
from the previous exercise does their
video answer? What are the answers?

Click here

© Cambridge University Press 2021 31

Stage 2 Development

Here are the questions we looked at earlier.

Together, find out as much as you can to make
sure you can answer them about your issue
as fully as possible.

1 - What exactly is the issue, in simple terms? What are its causes?
2 - Which people – individuals or groups – does the issue affect?
3 - How does it affect them?
4 - Is it an issue in just one place or is it more widespread?
5 - Is it getting better or is it getting worse? Why?
6 - Why is it important to tackle it?
7 - Are there any statistics to back up what you’re telling me?

© Cambridge University Press 2021 32

Stage 2 Development

Digital literacy tip

When you’re doing research online, whenever

possible always refer to more than one website or
check more than one article. This helps you find
out more. In particular, try to avoid getting all your
information from online encyclopedias, as these are
not always 100% complete – or 100% accurate.

© Cambridge University Press 2021 33

Stage 2 Development

These are some more questions that a person

who sees a campaign advert might have.

1 - What does your campaign hope to achieve?

2 - How are you trying to achieve it?
3 - How can I help? / What do you want me to do?

© Cambridge University Press 2021 34

Stage 2 Development

Watch Isabel and Melati’s video again

and answer the questions for their
ByeBye Plastic Bags campaign

Click here

© Cambridge University Press 2021 35

Stage 2 Development

Now compare your answers.

Then answer these further questions:

1 - Would you have liked and shared their video?

2 - Would you have signed their petition?
3 - How successful do you think their campaign was in the end?

Isabel and Melati campaigned hard in various ways, including collecting

signatures for their petition. In 2016, they successfully demanded a meeting
with the governor of Bali, after which he gave into pressure from both the
ByeBye Plastic Bags campaign and other organisations and signed an order
to ban styrofoam, plastic bags and straws from the island, which came into
effect in 2018. Melati and Isabel have since gone on to speak at international
conferences and now run their own NGO (www. byebyeplasticbags.org)
whose mission is to create ‘a world free of plastic bags and where
the young generation are empowered to take action.’

© Cambridge University Press 2021 36

In your groups, decide the following.

1 - What does your campaign hope to achieve?

2 - How do you plan to achieve it?
3 - How can people help? / What do you want them to do?

And lastly… What is your campaign called?

Stage 2 Development

You now have time to plan, put together and

practise your campaign advert.
Your advert needs to…
> be between 2 and 3 minutes long.
> include the information and statistics you discussed and looked up earlier.
> make it clear why the issue is important and what you are trying to achieve and how.
> say how others can help.
> include images that support your campaign.

You can either make a poster or use presentation software.

Useful Language
Remember: You should > rhetorical questions
How would you feel if…? / Have you ever wondered/thought/felt…?
> be passionate > adjectives to describe figures
> be persuasive a staggering 75%, a disturbing number of, shockingly few…
> 2nd person address to the audience
So, what can you do?

© Cambridge University Press 2021 38

Stage 2 Development

Digital literacy tip

When you’re creating something using presentation

software, don’t overload the presentation with too many
images or too much text, especially if you are going to be
talking. Keep it simple. Too many images can be distracting
for the audience and too much text means the audience will
end up reading rather than listening to you.

© Cambridge University Press 2021 39

Stage 2 Development

Now that you’ve prepared your

campaign advert, how ready do you
feel to present it?

e kidding!
You’ve got to b
ready!!
No way are we
I guess we’re re
ady…. Bring it on!

© Cambridge University Press 2021 40

 Stage 3

Presentation
Stage 3 Presentation

You are going to watch each

other’s campaign adverts.

As you watch, consider

the following:
> What am I learning ab
out the issue
in question?
> Is the information clear
ly presented?
> Does the advert make
me care?
> What do they want me
to do?
Would I do it?

© Cambridge University Press 2021 42

Stage 3 Presentation

Now you have seen all the

campaign adverts, which
one(s) would you support?

© Cambridge University Press 2021 43

 Stage 4

Reflection
Stage 4 Reflection

In your groups, discuss and

answer these questions together:

1 - How well did we work together to research and create our campaign advert?
not very well / OK / well / very well

2 - How persuasive was the content of our campaign advert?

not very persuasive / fairly persuasive / very persuasive

3 - How well did we present our campaign advert?

not very well / OK / well / very well

4 - What could we do to improve next time we do a project?

© Cambridge University Press 2021 45

Stage 4 Reflection

Individually, think about

and answer these questions:

1 - How much English did I speak during the project?

not as much as I could’ve done / a lot / I only spoke in English

2 - How much did I personally contribute to the project?

not as much as I could’ve done / not as much as I wanted to /

a lot / as much as everyone else

3 - What can I do to improve next time I do a project?

© Cambridge University Press 2021 46

Stage 4 Reflection

So… what are you going to do now?

© Cambridge University Press 2021 47

Acknowledgements
The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made; it
has not always been possible to identify the sources of all the material used; or to trace all copyright holders. If any omissions are brought to our notice; we will be
happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition; as applicable.
Photography
Westend61; fstop123/E+; AndreyPopov/iStock/Getty Images Plus; tacojim/E+; Westend61; fstop123/E+ AndreyPopov/iStock/Getty Images Plus;
tacojim/E+; Westend61; fstop123/E+; AndreyPopov/iStock/Getty Images Plus; tacojim/E+; Camille Tokerud/Stone; danbailey/DigitalVision Vectors; FangXiaNuo/E+;
Andersen Ross Photography Inc/DigitalVision; reklamlar/DigitalVision Vectors; Lane Oatey/Blue Jean Images; Eskay Lim/EyeEm; zaricm/DigitalVision Vectors;
Brian A Jackson
Typesetting: Chefer