locate through research a range of appropriate sources and perspectives

Locate through research a range of appropriate sources and perspectives

1. Aims & Core Skills of the Global Perspectives & Research (GPR) syllabus

• Develop an informed, balanced understanding of global issues.
• Identify, locate and evaluate a wide variety of sources.
• Analyse arguments, recognise assumptions and assess provenance.
• Reflect on personal bias, ethical considerations and methodological limitations.
• Communicate findings effectively in written, oral and visual forms, and collaborate with peers.

2. Assessment Overview

2.1 Components & Weightings (AS & A‑Level)

2.2 Assessment Objectives (AO) & Weightings

3. The Critical Path (Cambridge GPR framework)

4. From Global Topic → Theme → Issue → Perspective

Use the table below to narrow a broad topic into a focused research question and identify at least three distinct perspectives.

4.1 Full list of approved Global Topics (2024‑2025 syllabus)

For the complete list see the Cambridge GPR syllabus. The current catalogue includes, for example:

• Climate Change
• Global Health
• Human Rights
• Migration
• Food Security
• Technology & Society
• Water Scarcity
• Energy
• Poverty & Inequality
• Education
• Conflict & Security
• Gender Equality
• Urbanisation
• Population Dynamics
• Environmental Degradation
• Economic Development
• Culture & Identity
• Ethics & Morality
• Science & Technology
• Governance & Democracy
• Disaster Risk Reduction
• Globalisation
• Sustainable Development Goals (SDGs) – cross‑cutting

5. Mapping to Assessment Objectives

6. Types of Sources (with examples)

1. Primary sources – raw, uninterpreted material.
   Examples: interview transcripts, survey data, official statistics (World Bank, UN), eyewitness videos, original legislation, field notes.
2. Secondary sources – analysis or synthesis of primary material.
   Examples: peer‑reviewed journal articles, academic monographs, policy reports (IPCC, WHO), reputable news analyses.
3. Grey literature – non‑commercial, often unpublished material.
   Examples: NGO briefs, conference papers, theses, government white papers, think‑tank policy briefs.
4. Multimedia sources – audio‑visual or interactive formats.
   Examples: documentaries (“Before the Flood”), podcasts, webinars, data‑visualisation dashboards (Our World in Data).

7. Research Methods Toolkit

• Primary vs. Secondary – decide which will best answer your research question and justify the choice (AO2).
• Qualitative vs. Quantitative
  • Qualitative: interviews, focus groups, content analysis – ideal for exploring perspectives, values and assumptions.
  • Quantitative: surveys, statistical datasets – ideal for measuring trends, correlations and scale.
• Methodology justification (AO2) – in the research report include a brief paragraph explaining:
  • Why the chosen method(s) suit the issue.
  • Any limitations (e.g., sample size, access, language barriers).
  • How ethical safeguards were applied.

8. Ethics, Academic Honesty & Authenticity

• Obtain informed consent for all interviews or surveys; record date and method of consent.
• Maintain anonymity and confidentiality where required.
• Declare any conflicts of interest (e.g., personal connections to a stakeholder group).
• Use a consistent referencing style (Harvard, APA or Chicago) and include a full bibliography.
• Complete the Declaration of Authenticity required for Component 4 – the research report must be the student’s own work.
• Teachers must not give detailed content guidance for the research report; they may only advise on research skills and citation.

9. Strategies for Locating Sources

• Search academic databases: JSTOR, Scopus, Web of Science, Google Scholar.
• Use the school/college library catalogue for books, e‑books and official reports.
• Visit reputable organisational websites: UN agencies (UNDP, WHO), World Bank, OECD, national statistics offices.
• Apply advanced search techniques:
  • Boolean operators (AND, OR, NOT)
  • Quotation marks for exact phrases
  • Filters for date, language, document type, peer‑reviewed status
• Follow citation trails – check reference lists of high‑quality articles and use “cited by” tools.
• Explore specialised portals for grey literature: OpenGrey, NGO websites, institutional repositories.
• For multimedia, search platforms such as YouTube (filter by upload date and channel credibility), Vimeo, and official broadcaster archives.

10. Evaluating Credibility & Relevance (Provenance Checklist)

11. Incorporating Diverse Perspectives

To achieve a balanced analysis, deliberately seek evidence from at least three of the following categories:

• Stakeholder groups – governments, NGOs, affected communities, industry, academia.
• Geographic diversity – sources from different continents or regions relevant to the issue.
• Cultural & ideological variety – differing value systems, political orientations, religious beliefs.
• Temporal range – historical documents for context and contemporary data for current relevance.

12. Command Words & Marking‑Criteria Quick Reference (AO‑focused)

13. Practical Activities

13.1 Source Hunt (Extended)

1. Choose a global issue and formulate a precise research question.
2. Locate at least three primary and three secondary sources that represent a minimum of two distinct perspectives.
3. Complete the Provenance Checklist (Section 10) for each source.
4. Record any gaps (missing perspectives, outdated data) and plan how to address them.

13.2 Claim‑Evidence‑Assumption (CEA) Worksheet

For each source, fill in:

• Claim – the main argument or statement.
• Evidence – data, quotations, statistics that support the claim.
• Assumption – the underlying belief linking evidence to claim (often implicit).

Use the worksheet to compare how different perspectives construct their arguments.

13.3 Argument Mapping (AO3 – Communication & Collaboration)

1. Create a visual map (mind‑map or flowchart) linking claims, evidence, assumptions and counter‑claims from all collected sources.
2. Present the map in a 2‑minute oral explanation to a peer or small group – focus on clear language, logical flow and citation of sources.
3. Reflect on the mapping process: Which perspectives dominate? Where are the evidential gaps?

13.4 Team Project Mini‑Workshop

• Form groups of 2‑5 students (as per Component 3 guidelines).
• Allocate roles: researcher, analyst, visual designer, presenter, reflective writer.
• Develop a shared slide deck (max 10 slides) and rehearse the 8‑10 minute presentation.
• After the presentation, each member writes a 200‑word reflective paragraph on collaboration and bias.

14. Checklist for the Research Process

15. Summary

Effective research for Cambridge Global Perspectives & Research requires a systematic approach:

• Understand the syllabus aims, assessment components and AO weightings.
• Choose a balanced mix of primary, secondary, grey and multimedia sources.
• Apply rigorous search strategies and an ethics‑aware methodology.
• Evaluate each source with the credibility & provenance checklist.
• Deliberately integrate multiple stakeholder, geographic and cultural perspectives.
• Justify methods, reflect on bias and limitations, and communicate findings clearly in both written and oral forms.

Following this structured process equips students to build robust evidence bases, demonstrate critical reflection, and meet the demanding expectations of all GPR components.