produce a structured presentation using language appropriate for the audience (AS Level only)

Resources → Subject Notes → Global Perspectives & Research → Lesson Plan

Communication – A‑Level Global Perspectives & Research (9239)

1. Why study Global Perspectives?

Global Perspectives (GP) develops a global‑perspectives mindset and three core skills that are assessed throughout the course:

  • AO1 – Identify & evaluate information – locate, select and assess sources.
  • AO2 – Analyse perspectives – consider how cultural, ethical and personal viewpoints shape meaning.
  • AO3 – Communicate findings – present arguments clearly, accurately and persuasively.

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:

  1. Deconstruction – break down the issue, identify key concepts and collect raw data.
  2. Reconstruction – organise the data into a coherent structure.
  3. Reflection – examine personal assumptions and the influence of other perspectives.
  4. Communication – choose models, channels and language to share findings.
  5. 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

TermDefinition (AS‑Level)
CommunicationThe process of transmitting information, ideas or feelings from a sender to a receiver using a shared system of symbols.
MessageThe content encoded by the sender and decoded by the receiver.
ChannelThe medium through which the message travels (spoken language, text, video, social‑media feed, etc.).
NoiseAny factor that distorts or interferes with the message (language barriers, technical glitches, cultural assumptions, etc.).
FeedbackThe 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

  1. Technical transmission (signal, medium, interference) is the focus? – Use Shannon‑Weaver.
  2. Cultural context, shared experience and interpretation matter most? – Use Schramm.
  3. Communication is simultaneous, reciprocal and multimodal (e.g., live chat, video conference)? – Use the Transactional model.
  4. 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

  1. Language differences – vocabulary, idioms and grammar can change meaning.
  2. Cultural assumptions – values, norms and non‑verbal cues vary between societies.
  3. Technological limitations – bandwidth, device compatibility and platform access.
  4. Psychological factors – pre‑conceptions, bias and emotional states affect interpretation.
  5. 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)

  1. Check the source (who, when, why?).
  2. Look for evidence (citations, data, methodology).
  3. Search for independent confirmation (triangulation).
  4. Assess bias (purpose, sponsorship, language).
  5. 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 AO1 + AO2 (model selection shows understanding & critical reflection) Justify, explain, select

11. Applying communication to a global issue – two example topics

Example 1 – Climate change
  • Global theme: Sustainability & environmental impact.
  • Issue generated: Public misunderstanding of carbon‑budget limits.
  • Contrasting perspectives:
    • Scientific – peer‑reviewed data, urgent mitigation.
    • 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

  1. Collect a sample of 50 recent tweets using #ClimateAction.
  2. Code each tweet for:
    • Tone – alarmist, hopeful, neutral.
    • Visual element – photo, infographic, video, text‑only.
  3. Apply a chosen model (e.g., Schramm) to identify sources of noise such as misinformation, algorithmic bias or cultural idioms.
  4. Analyse feedback: retweets, likes, replies – note how they reinforce or challenge the original message.
  5. Reflect (AO2) on how your own digital habits filter the feedback you see.
  6. 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.

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