Students will be able to acknowledge different perspectives on a global issue and evaluate their impact on the learner’s own standpoint. This demonstrates the three core aims of the Cambridge International AS & A Level Global Perspectives & Research (9239) syllabus:
AO2 – Reflective thinking: consider how new evidence reshapes personal views.
AO3 – Clear communication: present a reasoned, evidence‑based argument in the required format.
1. Syllabus Structure – From Topic to Perspective
The syllabus organises content as a hierarchy:
Topic → Theme → Issue → Perspective
Global Topics (full list)
Topic
Key Themes
Climate Change
Mitigation, Adaptation, Energy
Human Rights
Freedom of expression, Equality, Refugees
Sustainable Development
Poverty, Education, Health
Sport in an International Context
Globalisation, Ethics, Economics
Global Health
Pandemics, Nutrition, Access to care
Technology & Society
Digital divide, Privacy, AI
2. Critical Path for a Reflection Task
Component Weighting (AO % per component)
Component
AO1
AO2
AO3
1 – Research Report (1500‑2000 words)
89 %
0 %
11 %
2 – Presentation (10 min)
30 %
30 %
40 %
3 – Investigation (1500‑2000 words)
70 %
15 %
15 %
4 – Reflection (800‑1000 words)
15 %
75 %
10 %
3. Key Terminology (≈ 120 words)
Argument – A claim supported by evidence and reasoning (e.g., “Renewable energy reduces emissions because it emits no CO₂”).
Claim – A statement that can be accepted or rejected (e.g., “Renewable energy reduces emissions”).
Assumption – An underlying belief taken for granted (e.g., “Governments will fund renewable projects”).
Provenance – The origin, ownership and context of a source.
Credibility – The degree to which a source can be trusted.
Bias – A systematic partiality that influences presentation of information.
Perspective – A particular point of view shaped by culture, values, or interests.
Synthesis – Combining different pieces of evidence to form a new understanding.
Limits of Inquiry – Constraints (time, data, ethics) that affect the depth of investigation.
4. What Is Reflection?
Reflection is a purposeful, critical process where learners:
Examine their own ideas alongside those of others.
Analyse how evidence, assumptions and biases shape each idea.
Synthesise new insights that may modify the original standpoint.
This moves beyond description to evaluation and synthesis, fulfilling AO2 of the syllabus.
5. Why Acknowledge Different Perspectives?
Broadens understanding of complex global issues.
Develops empathy and cultural awareness.
Tests and strengthens arguments by confronting alternative viewpoints.
Supports the development of independent, well‑informed judgments.
6. Contextualising the Task – Choose a Global Issue
Every reflection must be anchored in a specific global topic from the list above. Select an issue within that topic, then identify at least four contrasting perspectives.
Example: Funding the Olympic Games (Sport – International Context)
National government – sees the Games as a catalyst for economic development and prestige.
Local community groups – worry about displacement, rising costs of living and environmental impact.
International NGOs – raise human‑rights concerns (e.g., labour standards, forced evictions).
Private sponsors – focus on commercial returns and brand exposure.
7. Research & Analysis (AO1)
Research Methods Checklist
Method
When to Use
Ethical Considerations
Interviews
When personal insight or stakeholder opinion is needed.
Informed consent, anonymity, right to withdraw.
Surveys/Questionnaires
To gather quantitative data from a larger sample.
Data protection, clear purpose statement.
Literature Review
When secondary evidence is sufficient for the issue.
Accurate citation, avoidance of plagiarism.
Official Statistics
For reliable quantitative benchmarks (e.g., GDP, emissions).
Check for methodological notes and limitations.
Evaluating Evidence – 5‑point criteria (AO1)
Authority – Is the author an expert or recognised institution?
Accuracy – Are data and facts verifiable and up‑to‑date?
Bias & Objectivity – What viewpoints are evident? Are alternative views acknowledged?
Relevance – Does the source directly address the chosen issue?
Depth – Does the source provide detailed analysis or merely superficial statements?
8. Reflection Framework (AO2)
Step
Prompt (Reflective Journal)
Notes / Evidence
1. Identify
Who holds this perspective? What are their main arguments?
2. Analyse
What evidence supports the view? What assumptions underlie it?
3. Compare
How does this perspective align with or contradict other viewpoints?
4. Evaluate
Is the perspective credible? What biases might be present?
5. Reflect
How does this affect your own viewpoint? What changes might you make?
6. Limits of Inquiry
Identify at least one aspect you could not explore fully (e.g., time, data availability, ethical constraints) and explain why.
Evaluating Impact on Your Own Standpoint (AO2)
Do new facts strengthen or weaken your original view?
Has your understanding deepened, narrowed, or shifted?
Which assumptions have you reconsidered?
How might you modify your argument or propose a new synthesis?
What limitations did you encounter, and how do they affect the reliability of your conclusion?
9. Classroom Activities (Mapping to the Critical Path)
Perspective Mapping – In small groups, create a stakeholder map for a chosen global issue. This fulfills the Deconstruction stage and develops AO1 skills.
Structured Debate + Reflection Journal – Conduct a formal debate representing different perspectives. Afterward, each learner completes the Reflection Framework, linking Reconstruction to Reflection (AO2).
Case‑Study Investigation – Individually analyse a real‑world case, identify at least three contrasting perspectives, evaluate them, and write a reflective report that includes a “Limits of Inquiry” paragraph. This activity covers AO1, AO2 and AO3.
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