You have just finished the second citizenship action of the course. Today is not a test of how much Global citizenship content you can recite. It is a chance to notice what actually shifted: how you see a connection, a definition, a number, a cause or a contribution, and what that means for you. Bring the definition the class agreed earlier in this strand, and the action you ran, into the room with you.

There is a difference between knowing a fact and seeing something differently. You can list causes of a global challenge and still look at your own morning the same way. You can quote a definition and still not mean it.

Read back Our definition of sustainable development, the one sentence this class agreed earlier in the strand. In pairs, name one change the rest of the strand would now make to that sentence: a word you would add, remove or swap, and why. Share two or three of those changes with the room. You are not rewriting the whole definition today; you are noticing what the work did to it.

Before any devices open, work in pairs for two minutes. Each of you name one concrete thing you actually did in the second action (a task, a decision, a conversation, something you made). That is your starter evidence bank.

Then study this worked example together:

• Weak evidence: "I'm quite good at this."
• Strong evidence: "In the footprint chart work I changed my claim about averages after the bars showed the gap between categories."

Open the interactive. Rate yourself on each of the five things this strand set out to teach. For every rating, add one specific piece of evidence: something you did, said, made, plotted, sorted or argued in this strand or during the second action. A short bullet is enough; full sentences are not required. A rating with nothing behind it does not count. Be honest, not modest and not boastful. Nothing is scored.

Finish all five ratings and evidence boxes in this step. The claim and limit sentences come next, in Make sense of it, not here.

On your own, write two short sentences now (these are not optional and they are not on the interactive):

1. Claim: the one sentence you would say to somebody who thinks a class of teenagers cannot affect a global problem.
2. Honest limit: what your class still could not do, or still needed help with.

In pairs, read both aloud. Does the limit make the claim stronger or weaker? Why?

As a class, name one thing the second action changed and one thing it did not. Keep both specific.

You can now:

• tell the difference between knowing something from Global citizenship and seeing it differently
• revisit the class definition of sustainable development and say what the strand would change in it
• rate yourself against what the strand set out to teach with real evidence behind every rating
• state one claim about what a class can do on a global problem, and one honest limit on that claim
• name one thing the second action changed and one thing it did not

That reflection is part of the course, not an add-on. Keep your evidence; you may need it later.