These skills are applied in every assessment component (Written Exam, Essay, Team Project, Research Report) and are linked by the Critical Path framework.
2. The Critical Path recap
The GP syllabus follows a five‑stage research cycle. Each stage builds on the previous one:
Deconstruction – break down the issue, identify key concepts and collect raw data.
Reconstruction – organise the data into a coherent structure.
Reflection – examine personal assumptions and the influence of other perspectives.
Communication – choose models, channels and language to share findings.
Collaboration – use feedback to refine arguments and develop joint solutions.
These notes focus on the Communication stage, but each point refers back to the earlier steps to show how they inter‑relate.
3. Why communication is central to Global Perspectives
Global issues cross borders, cultures and disciplines – they can only be understood when ideas are shared.
Clear communication allows research findings to be evaluated, compared and built upon.
Effective communication underpins the collaborative problem‑solving required in the final team project and research report.
4. Key definitions
Term
Definition (AS‑Level)
Communication
The process of transmitting information, ideas or feelings from a sender to a receiver using a shared system of symbols.
Message
The content encoded by the sender and decoded by the receiver.
Channel
The medium through which the message travels (spoken language, text, video, social‑media feed, etc.).
Noise
Any factor that distorts or interferes with the message (language barriers, technical glitches, cultural assumptions, etc.).
Feedback
The response from the receiver that tells the sender whether the message was understood.
5. Models of communication
Models help us visualise how communication works and where problems may arise.
Model
Key features
Strengths for GP research
Limitations
Shannon‑Weaver (1949)
Linear flow: Source → Encoder → Channel → Decoder → Destination; includes noise.
Highlights technical problems; useful for analysing media reliability and signal‑to‑audience pathways.
Over‑simplifies human interaction; ignores feedback loops.
Schramm (1954)
Interactive model; emphasises a shared field of experience and feedback loops.
Shows how cultural context and prior knowledge shape interpretation – vital for global issues.
Less focus on technical media constraints.
Transactional model (Barnlund, 1970)
Simultaneous sending and receiving; communication is a dynamic, co‑constructed process.
Reflects real‑time digital interaction (social media, video calls, live‑streaming).
Complex to diagram; may be harder to apply in simple case studies.
Choosing the right model – quick decision checklist
Technical transmission (signal, medium, interference) is the focus? – Use Shannon‑Weaver.
Cultural context, shared experience and interpretation matter most? – Use Schramm.
Communication is simultaneous, reciprocal and multimodal (e.g., live chat, video conference)? – Use the Transactional model.
More than one aspect is relevant? – Combine models (e.g., start with Shannon‑Weaver to map noise, then layer Schramm to explore cultural decoding).
6. Common barriers to effective communication
Language differences – vocabulary, idioms and grammar can change meaning.
Cultural assumptions – values, norms and non‑verbal cues vary between societies.
Technological limitations – bandwidth, device compatibility and platform access.
Psychological factors – pre‑conceptions, bias and emotional states affect interpretation.
Information overload – too much data can obscure the core message.
7. Communication in the digital age
Digital platforms have transformed how information is produced, shared and evaluated. Key considerations for AS‑Level students:
Speed vs. accuracy – rapid sharing can lead to misinformation.
Algorithmic filtering – social‑media feeds curate content, influencing what is seen.
Multimodality – text, images, video and interactive graphics combine to convey meaning.
Digital footprints – sources leave traces (metadata, timestamps) that can be used to assess credibility.
Fact‑checking & triangulation – cross‑verify claims using multiple independent sources before accepting them.
8. Research approaches for a communication‑focused investigation
Method
What it does
Typical GP component(s)
Key AO(s) addressed
Content analysis
Systematically codes media texts to identify patterns (e.g., frequency of climate‑change terminology).
Essay (Component 2), Research Report (Component 4)
AO1, AO3
Surveys & questionnaires
Collects quantitative or qualitative data on audience interpretation and attitudes.
Team Project (Component 3), Research Report
AO1, AO2
Interviews (structured or semi‑structured)
Explores deeper meanings, cultural nuances and personal perspectives.
Team Project, Research Report
AO1, AO2
Discourse analysis
Examines how language constructs power relations, identities and ideologies.
Essay, Research Report
AO2, AO3
9. Evaluating sources of information
Use the extended CRAAP + Triangulation framework, followed by a five‑step fact‑checking routine.
Criterion
Questions to ask
Example of good practice (AS‑Level)
Currency
When was the information published or last updated?
Use the latest IPCC report (2023 + updates) for climate data.
Relevance
Does the source directly address the research question?
Select studies that focus on communication strategies, not just outcomes.
Authority
Who is the author/organisation? What are their credentials?
Prefer peer‑reviewed journals or reputable NGOs (WHO, UN).
Accuracy
Is the information supported by evidence? Are references provided?
Cross‑check statistics with at least two independent datasets.
Purpose
Is the aim to inform, persuade, sell, or entertain?
Identify bias in advocacy campaigns (e.g., corporate “green” branding).
Triangulation
Can the claim be confirmed by different types of sources (academic article, official report, reputable news outlet)?
Validate a claim about sea‑level rise using a scientific paper, a UN report, and a major newspaper article.
Quick fact‑checking routine (5 steps)
Check the source (who, when, why?).
Look for evidence (citations, data, methodology).
Search for independent confirmation (triangulation).
Assess bias (purpose, sponsorship, language).
Record the digital footprint (URL, date accessed, archive link).
10. Assessment objectives and command‑word reminders
Activity
AO(s) addressed
Relevant command words
Weighting note
Apply the CRAAP test to an online article
AO1 – Identify & evaluate information
Identify, evaluate, assess
AO1 = 30 % of the final grade
Reflect on how algorithmic “noise” reshapes your own viewpoint on a global issue
AO2 – Analyse the impact of perspectives
Analyse, discuss, evaluate
AO2 = 30 % of the final grade
Present findings in a slide deck using multimodal media (text, image, video)
AO3 – Communicate findings effectively
Communicate, present, illustrate
AO3 = 40 % of the final grade
Choose a communication model for a research question and justify the choice
Economic‑development – cost concerns for emerging economies, phased transition.
Communication focus: How government reports, activist videos and corporate press releases convey urgency or down‑play the issue.
Example 2 – Sport in an international context
Global theme: Culture, identity & globalisation.
Issue generated: Debate over the commercialisation of the Olympic Games.
Contrasting perspectives:
Sport‑governance – emphasises legacy, global unity.
Local community – worries about displacement, rising costs.
Communication focus: How media narratives, social‑media campaigns and official statements shape public opinion.
12. Case study: Climate‑change communication on social media
Collect a sample of 50 recent tweets using #ClimateAction.
Code each tweet for:
Tone – alarmist, hopeful, neutral.
Visual element – photo, infographic, video, text‑only.
Apply a chosen model (e.g., Schramm) to identify sources of noise such as misinformation, algorithmic bias or cultural idioms.
Analyse feedback: retweets, likes, replies – note how they reinforce or challenge the original message.
Reflect (AO2) on how your own digital habits filter the feedback you see.
Present the analysis in a concise slide deck (AO3) and include a CRAAP + triangulation check for any external links cited in the tweets.
13. Ethics, authenticity & citation
All GP work must be ethical and properly attributed:
Obtain consent when interviewing or surveying individuals.
Use only publicly available material unless permission is granted.
Reference every source using a consistent citation style (e.g., Harvard). Failure to do so breaches Cambridge’s academic honesty policy and can affect AO1 marks.
14. Summary
Understanding communication models, barriers and digital dynamics enables AS‑Level students to:
Analyse how information about global issues is constructed and spread.
Select the most appropriate model and research method for a communication‑focused investigation.
Critically evaluate sources using CRAAP, triangulation and a systematic fact‑checking routine.
Reflect on the impact of perspectives (AO2) and present findings clearly for diverse audiences (AO3).
Integrate communication skills seamlessly into the Critical Path and all assessment components.
15. Suggested further reading
Title
Author(s)
Year
Relevance to GP
Communication Theory: Media, Technology and Society
David Holmes
2020
Overview of classic and contemporary communication models.
Digital Media and Society
John Pavlik & Shawn McIntosh
2021
Impact of digital platforms on public discourse.
Research Methods for Global Issues
Helen Smith
2019
Guides selection of appropriate methods for AS‑Level projects.
Fact‑Checking for Students
Caroline Hargreaves
2022
Practical checklist for verifying online information.
Suggested diagram: side‑by‑side comparison of the Shannon‑Weaver, Schramm and Transactional communication models.