Interactive

Learner Guide

Cambridge International AS Level

Global Perspectives and Research 9239
For examination from 2023
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Contents
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 Learner Guide

About this guide

This guide explains what you need to know about your Cambridge International AS Level Global Perspectives & Research
9239 course and examinations.
This guide will help you to:
9 understand what skills you should develop by taking this AS Level course

9 understand how you will be assessed

9 understand what we are looking for in the answers you write and the coursework you produce.

Following a Cambridge International AS Level programme will help you to develop abilities that universities value highly,
including a deep understanding of your subject; higher order thinking skills (analysis, critical thinking, problem solving);
presenting ordered and coherent arguments and independent learning and research.
Studying Cambridge International AS Level Global Perspectives & Research will help you develop a set of transferable skills.
These include critical thinking, deconstructing and differentiating arguments, evaluating claims and developing strong
reasoning. Learners can apply these skills across a range of subjects and complex real-world issues. These skills will equip you
well for progression to higher education or directly into employment. In particular, studying Cambridge International AS Level
Global Perspectives & Research will help you to be:
confident, explaining, analysing and evaluating global issues and communicating arguments
responsible, researching extensively and selecting suitable material from a globally diverse range of sources, directing their
own learning
reflective, developing a critical awareness of their personal standpoint and how that impacts on their response to different
opinions and diverse ways of thinking
innovative, thinking creatively to propose solutions to issues
engaged, working collaboratively to develop each individual’s potential in pursuit of a common goal.

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Learner Guide

1. Syllabus content - what you need to know

This section gives you an outline of the syllabus content for this course. The aims of the course are to help you to:
• acknowledge and understand the diversity of perspectives on global issues
• develop the ability to evaluate claims and evidence
• make independent judgements supported by reasoning and evidence, and understand the importance of justifying your
own opinions
• become an effective researcher, using appropriate sources to support judgements and understanding of research processes
• develop your ability to reflect on your own learning and judgements and on your work with others
• develop a range of effective written and spoken communications skills.
Make sure you always check the latest syllabus, which is available from our public website.

Prior knowledge
We recommend that learners starting this course should have completed a course in English equivalent to Cambridge IGCSE™
or Cambridge O Level First Language English.

Skills overview
As a Cambridge AS Level Global Perspectives & Research learner, you will have opportunities to gain and apply a range of skills
to support you in these challenges, including:
• thinking skills of analysis, evaluation and synthesis through considering a range of global topics
• independent enquiry and learning about appropriate research methods and methodology
• developing research, reasoning and communication skills systematically, using an approach called the Critical Path
• working both independently and collaboratively, with respect for and understanding of different cultures and perspectives.
Cambridge International AS Level Global Perspectives & Research has a strong focus on the acquisition of skills rather than the
learning of knowledge. You will develop skills that will be useful for further study, work and as an active citizen of the future.

The Critical Path

The Critical Path is an approach to teaching and learning that will provide you with a systematic way of developing the
skills of research, reasoning and communication. By using the Critical Path you will develop the ability to deconstruct and
reconstruct arguments about global issues through personal research and interrogation of evidence.
Deconstruction is the first step on the Critical Path and involves breaking down topics into smaller areas through analysis. At
this stage in the process you might ask questions such as:
• what issues arise from this topic?
• what are the different points of view?
• who is saying what, where and why are they taking that point of view?
Reconstruction is the second step on the Critical Path and involves synthesising or combining different arguments and
evidence into coherent perspectives.
Reflection is the final step on the Critical Path and at this point you will consider what you think and why, and how has your
viewpoint changed. During the reflection stage you will also reflect upon your own performance as an effective researcher and
collaborative team member.
The Critical Path is underpinned by the skills of communication and collaboration. You will be required to communicate in
different ways such as written and oral communication. Collaboration may be seen as a form of interpersonal communication
arising from team work.

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The Critical Path

Deconstruction Reconstruction Reflection

Communication and collaboration

The Critical Path is best seen as a sequence of repeated steps, which need to be practised. Each time you repeat the process
you will be improving your ability to apply the transferable skills that are at the heart of the Global Perspectives & Research
course.

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Learner Guide

2. How you will be assessed

Cambridge International AS Global Perspectives & Research makes up the first half of the Cambridge International A Level
course and provides a foundation for the study of Global Perspectives & Research at Cambridge International A Level.

About the examinations

You will be assessed through the completion of three compulsory components:
• Component 1 – Written Exam
• Component 2 – Essay
• Component 3 – Team Project.

About the components

Percentage of
Component Time and marks Details
qualification
Component 1 1 hour 30 minutes You will answer three compulsory questions based
on sources provided with the exam paper.
Written Exam 45 marks
Question 1: 5 marks 36% of the AS Level
Question 2: 15 marks
Question 3: 25 marks
Component 2 40 Marks You will write a 1750–2000 word essay based on a
global issue of your own choice arising from topics
Essay (your teacher
studied during the course.
will give you the
deadline date) You must choose an essay title that is a single
32% of the AS Level
question.
Your choice of essay question must provide
opportunities to develop globally contrasting
perspectives.
Component 3 40 Marks You will work in teams of two to five members to
identify a local problem that has global relevance.
Team Project (your teacher
will give you the Each team member researches the problem from a
deadline date) distinct perspective and suggests a solution based
on their research findings.
Presentation (30 marks)
You will present your individual research and 32% of the AS Level
proposed solution to the problem in a presentation
(maximum of 10 minutes in length).
Reflective paper (10 marks)
You will write a reflective paper (maximum of
800 words) focusing on your experience of team
work and the learning gained from completing the
project.

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 Learner Guide

About each component

It is important that you understand the requirements of each component and how you should approach them. A general
introduction is below:
Component 1 – Written Exam
This is a formal examination. You will be provided with two source documents both of which will be approximately 500 words
in length. The source documents may present different perspectives on an issue of global significance. You should spend 15
minutes reading the documents. You must answer all the questions on the exam paper.
Note that for the example below Q1(a) is worth 3 marks and Q1(b) worth 2 marks. On the exam paper the marks could also
be awarded as Q1(a) being worth 2 marks and Q1(b) being worth 3 marks.
Question 1 (5 marks) is a structured question based on the two source documents. You are required to read both sources and
answer short questions that demonstrate AO1 skills. An example of a Question 1 is below:

1 (a) Identify three development projects that have been successful in Malawi according to the
author of Document A. [3]

To answer Question 1a, you will need to refer to Document A.

This is a short-answer question asking you to identify three elements of Document A.
One sentence for each identification is enough, there is no requirement to explain.
The answer must come from Document A and not your own knowledge.

1 (b) Identify two ethical problems associated with foreign aid according to the author of
Document B. [2]

To answer Question 1b you will need to refer to Document B.

This is a short-answer question asking you to identify two elements of Document B.
One sentence for each identification is enough, there is no requirement to explain.
The answer must come from Document B and not your own knowledge.
Question 1 will always have two parts, one worth two marks and the other worth three marks. You should spend around 8
minutes answering Question 1.
Question 2 (15 marks) requires a longer response based on Document A. You are required to focus on the evidence in the
document and demonstrate AO1 skills. An example of a Question 2 is below:

2 Assess the strengths and weaknesses of the evidence used by the author of Document A to
support her argument that foreign aid programmes benefit sub-Saharan Africa.
In your answer, explain the impact of the evidence on the author’s perspective. [15]

Question 2 requires you to refer to both strengths and weaknesses of evidence.

You should make explicit reference to Document A when answering the question.
In each paragraph you should:
• identify evidence from Document A
• explain why the evidence is strong or weak (a piece of evidence may contain both strengths and weaknesses)
• explain how the strength or weakness will impact the overall argument put forward by the author.
Question 2 will always refer to Document A and will always be focused on evidence. You should spend around 25 minutes
answering Question 2.

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Learner Guide

Question 3 (25 marks) requires a longer, essay response based on the two source documents. You are required to focus on the
arguments and perspectives given in the documents and provide a reasoned judgement, demonstrating both AO1 and AO3
skills. An example of a Question 3 is below:

3 The two authors present different arguments and perspectives about foreign aid programmes.
Evaluate the arguments and perspectives of both authors. In your answer, include a reasoned
judgement about whether one argument is more convincing than the other. [25]

Question 3 requires you to identify, analyse and compare the perspectives of each document and the key components of their
respective arguments.
You are also required to evaluate the arguments presented before arriving at a final judgement as to which document is
stronger or more convincing.
You should make explicit reference to both documents when answering the question.
This question also assesses your communication skills and requires that you present a clear, well-structured and logical
argument.
In each paragraph you should:
• identify key components of argument or evidence from Document A or B
• explain why this key component makes Document A or B more convincing than the other. It is a good idea to arrive at
intermediary conclusions throughout your answer before presenting your final conclusion.
Question 3 will always require you to evaluate Document A and Document B in order to arrive at a judgement as to which
author’s argument is more convincing or stronger. You should spend around 42 minutes answering Question 3.

Component 2 – Essay
You will devise your own title question that addresses an issue that arises from one of the topics you have studied.
The essay should be between 1750–2000 words.
In the essay you will demonstrate AO1, AO2 and AO3 skills.
You will need to devise a question that sets up a debate between two contrasting perspectives.
Your essay should be informed by varied research using sources that are globally diverse.
You should make links between your source materials to build two coherent perspectives.
The implications of your question should be considered with reference to a globally diverse range of locations.
You must critically evaluate your source material and justify its appropriateness but also recognise any weaknesses it may
contain.
After critically evaluating both perspectives presented you should present a conclusion that follows on logically from the
debate presented.
Your essay should be clearly communicated and well-structured and all sources used should be clearly cited and referenced in
a bibliography.
Your response should be balanced and each perspective treated fairly and evenly.
You should reflect on the work carried out and how engaging with contrasting perspectives has shaped your viewpoint.
Finally, you should make a specific suggestion for further research that is relevant to the essay presented.

Component 3 – Team Project

You will work in teams of two to five members to identify a local problem that has global relevance. The team must outline
their local problem in a single statement that allows different team members to address the problem from different
perspectives.
You will record an individual presentation (maximum of 10 minutes in length) that argues for your distinct solution to the
problem chosen by the team.
You will also write an individual reflective paper (maximum 800 words).
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 Learner Guide

Presentation
Your presentation should offer a full analysis of the team’s problem which is supported by local and global research.
Your presentation will demonstrate AO1 and AO3 skills.
Your presentation should both evaluate and make links between source materials.
You will need to demonstrate the effectiveness of your proposed solution with reference to supporting evidence.
Your presentation should be coherent and well-organised, making clear links between points as your argument progresses.
Your presentation should use methods of visual representation that support the argument and evidence.
You should use language effectively making the presentation engaging for the audience.
Reflective paper
You must evaluate the effectiveness of your team’s collaboration, considering which aspects worked well and which aspects
were less successful.
You will demonstrate AO2 skills.
You should also reflect on what you have learned from the project, this should include; the impact of other perspectives on
your viewpoint; what you have learned about the issue and what you have learned about working as part of a team.

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Learner Guide

3. What skills will be assessed

The examiners take account of the following skills areas (assessment objectives) in the examinations:
• AO1 Research, analysis and evaluation
• AO2 Reflection
• AO3 Communication
You will find explanations of some words in the Glossary at the end of this guide.

Assessment
What does the AO mean?
objectives (AO)
AO1 Research, analysis • identify and analyse arguments, evidence Find a diverse range of relevant research
and evaluation and perspectives material. Through analysis identify key
• synthesise and evaluate arguments, arguments and evidence.
evidence and perspectives Make judgements about the quality and
• locate through research a range of appropriateness of research material.
appropriate sources and perspectives Make links between source materials to develop
• use research to support judgements about broad and coherent perspectives.
arguments and perspectives Conclusions and solutions should be supported
by the research materials selected.
AO2 Reflection • acknowledge different perspectives and Reflect upon how your viewpoint has
evaluate their impact on the learner's own been impacted by engaging with different
standpoint perspectives.
• consider the extent and limits of the learning Reflect upon what you have learned, this could
and research that has been undertaken be knowledge or skills.
• reflect on and evaluate the effectiveness of Reflect upon the limitations of your research
collaboration with others and consider how it might be improved or
further developed.
Reflect upon the process of working as a team,
considering what worked well and what aspects
could have been improved.
AO3 Communication • produce structured, written arguments using Organise essays and longer examination
appropriate terms and referencing where responses in a logical and balanced manner.
applicable Write a conclusion that reaches a supported
• produce a structured presentation using judgement.
language appropriate for the audience Ensure that your presentation is well-organised
• communicate information visually in order and that it clearly communicates the argument
to engage an audience you are presenting.
The combination of oral and visual elements
should complement one another and engage
the audience rather than confuse.

It is important that you know the different weightings (%) of the assessment objectives, as this affects how your work will be
assessed.

Assessment objective Component 1 % Component 2 % Component 3 % Weighting at AS Level %

AO1 Research, analysis and evaluation 89 63 40 65
AO2 Reflection - 22 25 15
AO3 Communication 11 15 35 20
Total 100 100 100 100

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 Learner Guide

4. Command words
The table below includes command words used in the assessment for this syllabus. The use of the command word will relate
to the subject context.

Command word What it means

Assess make an informed judgement

Compare identify/comment on similarities and/or differences

Contrast identify/comment on differences

Demonstrate show how or give an example

Develop take forward to a more advanced stage or build upon given information

Evaluate judge or calculate the quality, importance, amount, or value of something

set out purposes or reasons / make the relationships between things evident / provide why and/or
Explain
how and support with relevant evidence
Identify name/select/recognise

Justify support a case with evidence/argument

Phrases such as ‘To what extent…?’ and ‘Make an overall judgement’ may also be seen in the assessment for this syllabus.

As well as understanding the command words for each question, you should also make yourself aware of how many of your
marks are for AO1, AO2 and AO3 skills so that you answer the question or complete the project appropriately.

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Learner Guide

5. Example response
This section takes you through an example essay for Component 2. It will help you to understand what is required when
researching and writing your essay. Understanding the different criteria you will be assessed against will help you to
structure your essay more effectively.

All information and advice in this section is specific to the example essay being demonstrated.
It should give you an idea of how your essay might be viewed by an examiner. In your own
essay, you will need to focus carefully on the issue you have chosen to research.

This section is separated as follows:

Question
Command words have been highlighted and their
meaning explained. This will help you to understand
clearly what is required. For more information go to www.
cambridgeinternational.org/exam-administration/what-to-
expect-on-exams-day/command-words

Example response
This is a sample answer of a middle standard. Points have
been highlighted to show you how to answer a question.

How the answer could have been improved

Here we have suggested possible improvements to the
answer.

Common mistakes
We have highlighted some typical errors which candidates
may make when attempting this question.

General advice
These tips will help you to answer questions in general.

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 Learner Guide

Component 2 – Essay

Example response Examiner comments

Topic: Human Rights

Are governments effectively working towards limiting hate

crimes? 1 1 The title sets up a debate. There
Imagine participating in a protest and all of a sudden paint is clear potential for contrasting
perspectives regarding how effective
is being thrown all over you. That is exactly what happened
governments are at limiting hate
to Vitalina Koval. She was participating in a protest on crimes.
International Women’s Day on March 2018 in Ukraine
when six people from a radical group called "Karpatska Sich"
drenched her in red paint. “The paint ended up getting into
her eyes and caused chemical burns. Vitalina was attacked
for speaking up for her and other’s rights at the protest.”
(Amnesty, 2018) 2 When questioned she stated “I've been 2 The citation is clear; however, the
attacked so many times but I'm not afraid anymore”. What full reference is not easily found in the
bibliography.
Ms. Koval experienced was a hate crime. 3
3 The introduction is presented in
Hate crime can be defined as “a criminal offence committed an engaging style but the reader as yet
against a person, property, or society that is motivated, does not know what the debate will be
in whole or in part, by the offender's bias against a race, about.
religion, disability, sexual orientation, or ethnicity/national
origin.” (National Institute of Justice, 2018)4 Sadly, crimes 4 Again the citation is clear but the
like the one committed to Vitalina Koval happen all around reference is not easily found in the
the globe. In the United States, “more than 7,100 hate bibliography; therefore, referencing is
not accurate. (AO3)
crimes were reported in 2017.” (The Guardian, November
2018) In the United Kingdom, the number of hate crime
victims reported in 2012 was 7,164. (Who is hosting This,
2019 ).

However, the focus of this research is on the issue of whether

governments are doing enough to limit hate crimes. It is
important to look at what the different governments are
doing to deal with the ethical issues associated with the hate
crimes against the different religions; social issues, dealing
with the LGBTQ+ community; and the cultural issues related
to hate crime based on race. The research will be comparing
the policies and actions of the different governments in the
United States and the United Kingdom,5 to see what each 5 Outlines the implications of the
focal question. The debate is going
country is doing to solve the issue and whether the solutions
to be located in the UK and the US.
are effective. (AO1)
In the United States, there are laws and acts against hate
crime at the federal level but each state has its own local 6 The candidate engages with a
laws when dealing with specificities of hate crimes. The relevant source and demonstrates
6 reasonable understanding. (AO1)
National Association for the Advancement of Colored People

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Learner Guide

Example response Examiner comments

(NAACP) is a non-profit organization that is working to
secure equality of rights in order to eliminate discrimination
against race. Their argument is that some states do not
have comprehensive laws and four states (Georgia, Indiana,
Utah, and Wyoming) do not have any hate crimes laws on
the books and that needs to change in order to prevent hate
crimes. They have stated that “Hate crime totals for the 10
largest cities rose for four straight years to the highest level
in a decade”. (NAACP, 2018 )

The above statement argument is credible because the

information is coming from an organization that has been
around since 1909 advocating for equality of rights. The
president of the organization, Derrick Johnson, received
training through fellowships with the Congressional Black
Caucus Foundation, the George Washington University School
of Political Management, and the Massachusetts Institute of
Technology. In addition, he is a guest lecturer at Harvard
Law School speaking about social movements and also a
professor at Tougaloo College. His experience along with the
reputation of the organization itself, allows his argument to
be seriously taken into consideration. 7 7 The candidate justifies the
8 appropriateness of the source
Concurrently, in the United Kingdom, a fact-checking
material. The provenenace of the
charity organization, “Full Fact, reported that “There organisation and the credibility of
was a “clear spike in hate crime” around the time of the D Johnson are used to support the
EU referendum,” and racial and religious offences “were appropriateness of using this source.
(AO1)
44% higher in the month following the referendum result
compared to the same month in the previous year.” This 8 The use of discursive markers,
such as concurrently, help structure
data supports the argument that the government is not
the essay and guide the reader
doing enough because hate crime rose substantially in the through the debate. (AO3)
past year. (Full Fact, 2018) The information provided
9 Here the justification of the
by this organization is considered reliable as they have source is merely assertive. The reader
9
established a reputation as being objective and without bias. is not told why objectivity makes the
They do not take sides on any issue. Recently, the Guardian source appropriate.
newspaper article of Mar 22, 2019, stated that “Anti 10 By linking the evidence from
Muslim hate crimes soared in the UK after the Christchurch the 'Full Fact' with the evidence
10in New Zealand by almost “593%.” (Vikram from the 'Guardian' (written by
shootings.”
Dodd) the candidate is synthesising
Dodd, 2019 ) source material into a more coherent
perspective. The referencing of Dodd
While these sources have argued that government is not
is effective and the citation is easily
doing enough, others like (Home Office, 2018) have made found in the bibliography – see point
the argument that “Trends over the longer term suggest 23. (AO1/AO3)
reductions in the number of hate crime incidents.” They

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 Learner Guide

Example response Examiner comments

have indicated that the recent laws being implemented
11Baroness Susan Williams
are helping to limit hate crimes. 11 The essay moves to the
of Trafford, Minister of State for Countering Extremism contrasting perspective without a
and Parliamentary Under Secretary of State, in an article, clear discursive marker. The strucuture
of the essay is not helping the reader
‘Government Launches New National Hate Crime Awareness
to follow the debate. (AO3)
Campaign’ explained that government is serious about the
subject and believes that a better understanding by the
populace about what constitute hate crimes should result in
tolerance and thus a decrease in this activity. Laws enacted
in the UK like the Criminal Justice and Public Order Act 0f
1994 and the Racial and Religious Hatred Act of 2006 have
served to cover and includes more offences as hate crimes.
(Baroness Susan Williams of Trafford, 2018) 12 12 The candidate continues to
engage with a range of appropriate
The United States Department of Justice under President sources. However, the understanding
Obama signed into law on October 28, 2009 ‘Hate Crime of the source material is not always
Law’. Called The Hate Crimes Prevention Act, which “removed well-developed. (AO1)
then existing jurisdictional obstacles to prosecutions of a
certain race- and religion-motivated violence and added new
federal protections against crimes based on gender, disability,
gender identity, or sexual orientation”. (Hate Crime Laws,
2019) The Act gives the justice department the power to
investigate and prosecute anyone who chooses the victim
of their crime based on race, colour, gender, disability,
etc, etc.. This law is an expansion of the National Defense
Authorization Act. Over many years, a number of laws
against hate crimes have been created in the United States
but unfortunately, there are still too many instances of such
crimes. 13 13 More evidence is presented
but there is no clear development
Human Rights Campaign has taken the view that even though of a perspective. It is not clear
which perspective this evidence is
there are laws in place, hate crimes continue unabated. ‘In
supporting.
2017, 1,130 hate crimes were based on sexual orientation
bias and 119 on gender identity bias. These numbers reflect
a five percent increase in reporting of hate crimes motivated
by sexual orientation bias and a four percent decrease in
reporting of hate crimes motivated by gender identity bias.
Hate crimes motivated by anti-religious bias increased 23
percent, largely driven by a 37 percent increase in anti-
Jewish hate crimes. The FBI reported that anti-Black hate
crimes increased by 16 percent, from 1,739 incidents in
2016 to 2,013 incidents in 2017. Every other racial and 14 The evidence is relevant but it is
presented without explanation. The
ethnic group also saw increases in the number of reported
14 engagement with the source material
hate crimes in 2017.’ (Human Rights Campaign, 2018) lacks development. (AO1)

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Learner Guide

Example response Examiner comments

It is a fair point to conclude that both governments have
made efforts to limit hate crimes. However much more needs
to be done to effectively tackle this monster. Many hates
crimes begin with hate speech and this is one area which is
complex. In the United States, the first amendment allows for
freedom of speech and many people use this right to defend
hate speech. They complain that their right to free speech
is being curtailed. The government is sometimes conflicted
trying to protect free speech and protecting the victims of
hate speech. 15 15 There is some limited evaluation
of one of the perspectives. Phrases
In recent times the rhetoric by the government has not such as 'tackle this monster' are not
been helpful in limiting hate crimes even though there are appropriate and do not demonstrate
still laws in place. With the popularity of smartphones and strong communication skills.
other electronic devices, we are seeing first-hand the many
instances of hate speech and crimes. We are also witnessing
the results of such cases brought before the courts. In most
cases, there is further public outrage due to the many not
guilty verdicts. Today, more than ever before, the media is
highlighting these cases of hate crime, people are more aware,
more involved in the discussion but hate crimes continue. 16 16 The candidate attempts to
consider the implications of the
After assessing both sides of the argument put forward, the question in terms of communication
sad truth is, hate crimes are still happening, far too often technology developments. However,
and the numbers are frightening. I appreciate the fact that there is no citation and the claim
new laws are being made to educate the people but more made is merely an assertion.
needs to be done to effectively limit hate crimes. People in
both countries live in a climate of hatred. There are too many
inflammatory statements especially by those in leadership
positions and the intolerance in our discussions only serves to
further divide us. There must be a condemnation of all forms
of hatred and one of the top priorities of each country’s
government must be addressing hate crimes. 17 17 The critical comparison of
contrasting perspectives is limited
When I first started the research, I immediately took the with very little engagement with
position that more can be done to limit hate crimes. But, the perspective that governments
are being effective.(AO1) The essay
as I found information regarding the number of laws, acts,
has not demonstrated balance in
and bills being considered, I became conflicted. Although considering contrasting perspectives.
the argument put forward by Baroness Williams was well (AO2)
supported with evidence it was in the end not enough to
change my initial opinion. However, what really swayed me
back to my original thought was the fact that yes, bills and
acts have been passed but hate crimes continued to soar. 1818 The essay has a reflective tone
and the candidate considers the
This research is limited because the data regarding the impact of engaging with contrasting
number of hate crimes is not accurate. Unfortunately, the perspectives on their personal
government has acknowledged that many hate crimes are not viewpoint. (AO2)

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Example response Examiner comments

reported so they are unable to determine an exact number
committed each year. However, just because the information
does not depict the whole story doesn't mean that the crimes
that have been recorded aren't a problem. Based on the
statistics given, everyone can agree that something needs to
be done because hate crime should not become the norm for
19 There is some undeveloped
any civilized society. 19
evaluation of statistics in relation to
When looking at the global issue of hate crime, there hate crime. However, the intermediary
conclusion is not explicitly linked
are often more than one perspective to consider but it’s
to the question of how effectively
important that we view all sides so as to arrive at a full governments are at addressing hate
understanding of the issues. One can argue that the United crimes. At this point the essay loses
States could be viewed to support the perspective that the focus.
government is not effectively tackling hate crimes because
cases are rising. Also, there are states that still don’t 20 The comparison of perspectives
20
have any hate crime laws. On the other hand, the United is more developed here but does not
Kingdom could be viewed to support the perspective that move beyond being descriptive. (AO1)
the government is becoming more effective by introducing The use of discursive markers such as,
‘on the other hand’ are useful, they let
the National Hate Crime Awareness Campaign. When all is
the reader know that there is a change
said and done both can do more to limit hate crimes and the of perspective. (AO3)
sooner, we find a solution, then we can achieve some measure
of global peace. On the evidence presented I conclude that
governments are not effectively tackling hate crimes and
21 The final conclusion follows on
much more needs to be done. 21
logically from the preceeding essay.
Although the range of source material used was credible and However, the candidate never seemed
likely to arrive at any other conclusion
relevant it was largely focused on the US and the UK and this
given the weight of evidence and
is perhaps a limitation of my research. Though I did manage argument presented to support this
to include some references to New Zealand and Ukraine particular perspective. (AO1)
for the most part my essay lacked a globally diverse range
of evidence. Further research that included more diverse
countries would help in forming a more widely generalisable
conclusion. It would be useful to explore how governments in
Africa and Asia are tackling hate crimes so as to arrive at a
more holistic conclusion. 22 22 The development of further
research is effective. It arises explicitly
Bibliography from a weakness of the essay and is
23 both relevant and well justified. (AO2)
Dodd, V. (2019, March 22). Anti-Muslim hate crimes soar
23 Here the candidate has correctly
in UK after Christchurch shootings. Retrieved from https:// referenced the citation used in the
www.theguardian.com/society/2019/mar/22/anti-muslim- essay – see point 10. (AO3)
hate-crimes-soar-in-uk-after-christchurch-shootings

Hate Crime. (n.d.). Retrieved from https://www.nij.gov/

topics/crime/hate-crime/pages/welcome.aspx

Hate Crime Laws. (2019, March 07). Retrieved from https://

www.justice.gov/crt/hate-crime-laws
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Learner Guide

Example response Examiner comments

Hate Crime Online: Here's Everything You Need To Know In
2019. (2019, February 12). Retrieved from https://www.
whoishostingthis.com/resources/hate-crime/

Human Rights Campaign. (2018, November 13). New FBI

Statistics Show Increase in Reported Hate Crimes.

https://www.hrc.org/blog/new-fbi-statistics-show-alarming-
increase-in-number-of-reported-hate-crimes

NAACP Sees Continued Rise in Hate Crimes, Legacy of

Trump's Racism. (2018, June 30). Retrieved from https://
www.naacp.org/latest/naacp-sees-continued-rise-hate-
crimes-legacy-trumps-racism/

Office, H. (2018, October 31). Government launches new

national hate crime awareness campaign. Retrieved from
https://www.gov.uk/government/news/government-
launches-new-national-hate-crime-awareness-campaign

Office, H. (2018, October 16). Hate Crimes, England and

Wales 2017/18. Home Office . Retrieved from https://
assets.publishing.service.gov.uk/government/uploads/system/
uploads/attachment_data/file/748598/hate-crime-1718-
hosb2018.pdf

Team, F. F. (2018, October 16). Hate crime in England and

Wales. Retrieved from https://fullfact.org/crime/hate-crime-
england-and-wales/
24 The referencing here is not
24
Vitalina Koval, LGBTI activist from Ukraine. (n.d.). effective. The citation in the essay
reads Amnesty 2018 (see point 2) yet
Retrieved from https://www.amnesty.org/en/latest/
the listing in the bibliography is under
campaigns/2018/06/vitalina-lgbti-activist-in-ukraine/ the name Vitalina. (AO3)

Examiner comments
Overall this is typical of an essay that would gain a middle-range mark.
The essay successfully sets up a debate between two contrasting perspectives which is a fundamental requirement. The title
question also raises an issue that has the potential for contrasting perspectives. However, the title refers to how, ‘effectively’
governments are working towards limiting hate crime and the notion of ‘effectively’ is never clearly defined. Consequently,
the essay does lack some focus.
The implications of the question are explored within the geographical contexts of the US and the UK. The Component 2 Essay
should consider the title question beyond the boundaries of one location. However, by locating the debate within just two
culturally similar countries, the range is limited.
There is some implicit synthesis of source materials (see point 10). Candidates should not treat each of their source materials
in isolation, building perspectives is very much about weaving arguments and evidence together into a coherent whole. The
essay could have made clearer links between source materials.
There is a range of relevant source material used to support the perspectives. Throughout the essay several sources are
referenced. The candidate partially engages with their material but in some cases does not move beyond presenting data. The
link between the source material presented and the title question is not always clear. Having located the debate in the UK and

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 Learner Guide

US understandably the range of source material does not cover diverse global contexts. This decision has prevented the essay
from being awarded higher marks.
The essay evaluates the appropriateness of two of the sources used (see point 7). It would have been better to evaluate four
sources, two from either side of the debate. The candidate has considered the provenance and credibility of the organisation
and key personnel respectively. This has merit, but by only using two criteria to evaluate the appropriateness of the source this
limits the range.
There is some comparison of perspectives (see point 20) but this needs further development and does not move beyond
description. For higher marks the comparison should really examine the strengths and weaknesses of each perspective before
arriving at a final judgement. The essay never really fully supports the perspective that governments are able to effectively
tackle hate crimes and this has hampered the essay throughout. This should underline the importance of framing the title
question carefully.
The essay has some strong reflective qualities. The impact of r esearch and contrasting perspectives on the candidate’s
viewpoint are clearly expressed. There is scope for some further detail but the reflective tone is good (see point 18). T he essay
also demonstrates some well thought out further research that is clearly linked to the essay and arises out of the limitations
of the research identified by the candidate (see point 22).
The essay does not demonstrate a high level of communication skills. The structure of the essay needs to be more balanced.
There needs to be a more logical flow to the essay and the candidate needs to use clear discursive markers to guide the reader.
That said the essay does present a debate between two contrasting perspectives that is on the whole understandable. Sources
are cited throughout but the citations are not easily found in the bibliography. Therefore, referencing is present, but not
effective.

How the answer could be improved

To be awarded a higher mark the essay needed to be more focused. A more considered title would have helped. A better title
might have been, ‘Can legislation be successful in limiting hate crime?’. This would have allowed the candidate to research
countries where legislation has been successful in reducing hate crimes and contrasted those with countries where legislation
has not reduced hate crimes. By researching different countries’ approaches to the problem of hate crime the essay would
have developed a global dimension. The original essay is too narrow in its outlook with the focus located within the US and
the UK with just a fleeting reference to the Ukraine.
Another way to broaden the perspectives is to take a thematic approach. The syllabus identifies seven themes although you
might come up with others. They are culture, economics, the environment, ethics, politics, science and technology. The issue
of hate crimes could be explored through the themes of culture (cultural clashes in multicultural society), politics (what is the
potential political fallout for leaders who impose new legislation), technology (how has the rise of social media increased the
amount of hate crime) or ethics (is freedom from hate crime a human right).
Engagement with the source material is important. The essay is informed by credible and relevant sources but the candidate
needed to fully explain their arguments. The candidate puts forward a lot of data but should use the quantitative evidence
to further the perspectives. The candidate needed to make more explicit links between the source materials and instead of
treating each source in isolation. Synthesising arguments and evidence into a coherent perspective is a key skill and as such
would have improved the essay.
The source material is only partially critically evaluated and then only in terms of credibility and provenance. Justifying the
source materials you use is important and needs to be done with reference to a wide range of criteria. You should justify
why the source you have selected is appropriate but at the same time acknowledge any weaknesses. The essay needed
to be systematic in its approach to critical evaluation. You should critically evaluate four different sources, two from each
perspective. Consistent citation and a clear bibliography are the fundamentals of successful referencing. This essay needs an
effective relationship between the citation and bibliography.
The essay is not balanced. This is probably a result of a poorly defined title. It is important to engage fairly with two
contrasting perspectives. A good essay should be presented objectively and you need to engage with perspectives that
challenge your existing point of view.
Consider the structure of the essay. The example presented is not well organised and moves between different perspectives
without clear signposting. If the essay had been more structured the candidate would have seen more clearly that they gave
more emphasis to the one perspective. Use discursive markers such as; ‘firstly’, ‘secondly’ or ‘finally’. Let the reader know that
you are moving to another perspective with signposts such as; ‘on the other hand’, ‘in contrast’ or ‘conversely’. Use discursive
markers to demonstrate links between source materials such as, ‘furthermore’, ‘this is corroborated by’ or ‘moreover’.
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Learner Guide

Common mistakes
• Not establishing contrasting perspectives. It is really important to pose a title question that offers the opportunity to build
contrasting perspectives. Title questions that begin with ‘how’ often lead to descriptive essays. For example, ‘How will
the development of AI robotics impact the workforce?’, is unlikely to lead to an essay with a debate between contrasting
perspectives.
• No critical evaluation of source material. Sometimes candidates forget to justify the appropriateness of the source
material they have selected. It is important to consider the strengths and weaknesses of source material on both sides of
the debate and use a range of criteria.
• Essays without a global dimension. Examiners are looking for essays that have perspectives that are informed by evidence
and argument that relate to globally diverse countries. Your research material too should be selected from globally diverse
sources.
• Essays without reflection. A key part of the essay and indeed the whole course is the skill of reflection. Some candidates
miss out a reflective section. It is important to consider what you have learned, how your viewpoint has been affected and
suggestions for further research that derive from your essay.

General advice
• Give plenty of thought to the title question. Having chosen a topic that interests you, complete some background research
to identify an issue that is contested by different points of view. Only then write your title question.
• Be methodical in your approach to research. Keep a list of all the materials you have found, this will help you have an
overview to make sure that the sources are varied and cover diverse geographical contexts. It is also important to note
down all research for your referencing.
• Try not to use too many sources, effective research means discarding some materials. It is difficult to engage fully with all
your research material if you have too much. The essay is only 1750–2000 words so six relevant and appropriate sources
should be enough.
• The essay requires careful planning. You will be assessed against a wide range of criteria and it is important to fulfil all the
demands of the component in your essay.

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 Learner Guide

6. Revision
This advice will help you revise and prepare for the examinations. It is divided into general advice and specific advice for each
of the papers.
Use the tick boxes to keep a record of what you have done, what you plan to do or what you understand.

Component 1 – Written Exam

Preparation for the Written Exam (Component 1)
Find out when the examination is and plan some practise evaluations. A revision timetable will help you.
Find out how long the paper is and how many questions you have to answer.
Know the meaning of the command words used in questions and how to apply them to the information given. Highlight
the command words in past papers and check what they mean.
Make sure you practise lots of past examination questions so that you are familiar with the format of the examination
papers. You could time yourself when doing a paper so that you know how quickly you need to work in the real
examination.
Look at mark schemes to help you to understand how the marks are awarded for each question.
Revise the key criteria used to evaluate evidence and argument.
Practise analysis and evaluation of arguments. Opinion pieces in newspapers are a useful source for practice papers.
During the examination (Component 1)
Read the instructions carefully and answer all the questions.
Check the number of marks for each question or part question. This helps you to judge how long you should be spending
on the response. You don’t want to spend too long on some questions and then run out of time at the end.
Do not leave out questions or parts of questions.
You do not have to answer the questions in the order they are printed in the answer booklet. You may be able to do a
later question more easily then come back to an earlier one for another try.
Read the two documents carefully. The examination time of 90 minutes includes 15 minutes reading time.
Do not assess elements of argument when answering a question about evidence. Question 2 will always be about
evidence from Document A.
As you read the documents underline or highlight evidence and key aspects of the argument. You could use one colour for
evidence and another for argument.
Your answers must come from the documents and not your own knowledge.
Read each question very carefully. Misreading a question can cost you marks:
• identify the command words – you could underline or highlight them
• identify the other key words and perhaps underline them too.
Read all parts of a question before starting your answer. Think carefully about what is needed for each part.
Answer the question. This is very important. Make sure your answer is responding to what the question asks.

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Learner Guide

Component 2 – Essay
Before writing the Essay (Component 2)
Write down your initial response to the issue so you can reflect on how it has changed or been consolidated when the
essay is finished.
Look at mark schemes to help you to understand how the marks are awarded.
Revise the key criteria used to evaluate evidence and argument.
Select an issue that raises different points of view.
Select an issue that is globally significant.
Research (Component 2)
Keep a research diary and in particular keep track of all the sources that you have researched. This will ensure you have
accurate referencing in your essay.
Research widely the topic you have chosen. Try and use appropriate sources that are written by globally diverse authors
and published by globally diverse organisations.
The arguments and evidence you select from your research should relate to different parts of the world.
Writing the Essay (Component 2)
Plan the essay carefully so all the assessment criteria are addressed.
Cite all sources as you use them and build the bibliography as you go. It is important that you use source material
correctly. Quotations should be in quotation marks and clearly cited. All essays are checked for plagiarism (see the
Glossary for a definition of plagiarism).
Structure the essay so that it includes:
• an introduction outlining the contrasting perspectives, reasons and evidence
• different lines of argument (these could be theme based or from different countries)
• a main conclusion and a reflective section.
Remain balanced. Another important aspect of the essay structure is to ensure that both sides of the debate are treated
evenly.
Do not go over the 2000 word limit. The bibliography is not included in the word count.
Proof read the essay carefully.
Component 3 – Team Project
Working with others (Component 3)
Listening is a key communication skill. Make sure all members of the team are given the opportunity to voice their
opinion.
Start a WhatsApp group or something similar for the team. This will provide a useful way to set up meetings and record
how the group is functioning.
Base your group on a shared interest in a particular topic rather than a friendship group. This is important, as you will have
to decide as a team which issue to research.
Be flexible. As a team you will have to allocate each member with a specific area of focus from which they will have to
argue for their individual solution to the issue the team identified.
Time-management / keeping a log (Component 3)
Keep a record of what was discussed and decided at team meetings. Having a clear record of what decisions were taken is
a key part of successful collaborative work.
Make a note of your initial response to the issue and record any changes of opinion or other thoughts you have as the
project progresses. This will be useful for the reflective paper.
Record your research. Make a note of all sources used and their relevance to your final solution.

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 Learner Guide

All team members will have competing constraints on their time. Schedule meetings in advance and make sure all team
members put key milestones in their calendars.
The Presentation (Component 3)
The presentation will require effective planning. It needs to be well-organised and effective in arguing for your particular
solution.
Familiarise yourself with any IT equipment that you plan to use so that you are confident when it comes to delivering the
presentation.
Your individual presentation must not be longer than 10 minutes in length.
Your presentation should be engaging for a person without specialist knowledge of the issue being discussed. Language
choices and technical terms should be carefully thought through.
Practise the presentation several times before the final delivery. Ensure that the audio and visual elements complement
each other rather than compete with each other.
Reflection (Component 3)
Your written reflection should be evaluative and not merely a description of what happened.
There are two areas that your reflective paper needs to consider. Firstly, you should reflect upon the effectiveness of the
team collaboration. Secondly, you should reflect upon your learning. This can include learning about the issue, learning
about giving presentations or learning about working collaboratively.
The reflective paper has an 800 word limit. You should give equal space to both of the reflective elements mentioned
above.

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Learner Guide

7. Useful websites
The websites listed below are useful resources to help you study for your Cambridge International AS Level Global
Perspectives & Research course.
Cambridge Assessment International Education is not responsible for the accuracy or content of information contained in
these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or
the site’s owners (or their products/services).
The website pages referenced in this guide of work were selected when the guide was produced. Other aspects of the sites
were not checked and only the particular resources are recommended.
Developing critical evaluation skills is an important part of Global Perspectives and Research and there are several websites
that offer useful advice and support:
www.nuigalway.ie/academic-skills/criticalthinking/evaluatingargumentsandevidence/#
Evaluating Arguments and Evidence – National University of Ireland Galway.
www.futurelearn.com/info/courses/logical-and-critical-thinking/0/steps/9137
Logical and Critical Thinking – Future Learn.
www.khanacademy.org/test-prep/lsat/lsat-lessons/logical-reasoning/a/logical-reasoning--article--types-of-evidence
Types of Evidence – The Khan Academy.
Becoming a reflective learner is an important life skill and is assessed in components 2 and 3. More information of reflective
learning cycles can be found at:
www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle
University of Edinburgh.
Note taking skills are an important part of being a successful researcher:
https://help.open.ac.uk/notetaking-techniques
The Open University.
Developing successful approaches to research is also important:
https://warwick.ac.uk/fac/soc/ier/ngrf/effectiveguidance/research/research_skills
Warwick University.
You should engage with a wide range of research materials that emanate from around the world. Below is a short list of
potential sources of information from around the world. This is not an exhaustive list; it is designed to give you a feel for the
wide range of source material available:
www.scmp.com/
South China Morning Post.
www.aljazeera.com/
Al Jazeera. News and analysis from the Middle East.
www.e-ir.info/
E-International Relations is an international relations website with unique content aimed at academics, general interest
readers and learners.
https://neweralive.na/
The New Era is a daily national newspaper owned by the government of Namibia.
www.cfr.org/
The Council on Foreign Relations is an independent think tank based in the US.
https://apnews.com/
The Associated Press is an independent global news organization dedicated to factual reporting.
www.thejakartapost.com/
The Jakarta Post is a daily English-language newspaper in Indonesia.

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 Learner Guide

8. Glossary
Here are some terms used in Cambridge International AS Level Global Perspectives & Research, along with a short
explanation.
Please note you may find more terms while you are reading, researching or looking at past papers. Look them up in a
dictionary or ask your teacher and add them to your notes.

Arguments Consist of one or more reasons that lead to a conclusion.

Assertion An unsupported claim.

Assumptions Reasons which are not stated but are still part of an argument.

Claim A statement that may or may not be true.

Counter-argument An argument which could be made to challenge another argument.

Global topics Broad potential areas for study. Learners can use topics as starting points for identifying issues.
Specific, more narrowly defined areas within a topic that are suitable as subjects for an essay or
Issues other piece of work. An issue often has global interest or relevance and can combine specific areas of
different topics or themes.
A coherent world view which is a response to an issue. A perspective is made up of argument,
Perspective
evidence and assumptions and may be influenced by a particular context.
Plagiarism is presenting someone else's work as your own, by incorporating it into your work without
Plagiarism
full acknowledgement.
Refers to language which is primarily designed to persuade its reader or listener and often relies on
Rhetoric
stylistic attributes.
Approaches to topics or issues, for example culture, economics, the environment, ethics, politics,
Themes
science and technology.

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