SYLLABUS

Cambridge International AS Level

Global Perspectives (US)

8275
For examination in June and November 2014

This syllabus is available only to Centers taking part in the

Board Examination Systems (BES) Pilot.

If you have any questions about this syllabus, please contact Cambridge at
international@cie.org.uk quoting syllabus code 8275.
 Note

The subject content of this syllabus is the same as the international version. The range
of components available is limited to make coursework, if applicable, a mandatory part
of the syllabus. Because of this, there may be component numbers omitted in the list of
components.

Administration materials appear in UK English and are standard for all our international
customers. Please read the Cambridge Glossary alongside this syllabus. This is available
from our website.

University of Cambridge International Examinations retains the copyright on all its publications. Registered
Centers are permitted to copy material from this booklet for their own internal use. However, we cannot
give permission to Centers to photocopy any material that is acknowledged to a third party even for internal
use within a Center.

© University of Cambridge International Examinations 2012

Contents

1. Introduction ..................................................................................................................... 2
1.1 Why Choose Cambridge?
1.2 Why Choose Cambridge International AS and A Level?
1.3 Why Choose Cambridge International AS Level Global Perspectives?
1.4 Cambridge AICE (Advanced International Certificate of Education) Diploma
1.5 How Can I Find Out More?

2. Assessment at a Glance ................................................................................................. 5

3. Syllabus Goals and Objectives ........................................................................................ 6

3.1 Goals
3.2 Assessment Objectives
3.3 Weightings of Assessment Objectives

4. Syllabus Content ............................................................................................................. 9

4.1 Description of Components
4.2 Skills in Research, Communication, Thinking, and Reasoning
4.3 Global Topics and Perspectives
4.4 Key Terms

5. The Role of the Teacher ................................................................................................ 17

5.1 Component 1: Written Paper
5.2 Component 2: Essay
5.3 Component 3: Presentation

6. Grade Descriptions ....................................................................................................... 20

7. Additional Information ................................................................................................... 22

7.1 Guided Learning Hours
7.2 Recommended Prerequisites
7.3 Progression
7.4 Component Codes
7.5 Grading and Reporting
7.6 Access
7.7 Support and Resources
Introduction

1. Introduction

1.1 Why Choose Cambridge?

University of Cambridge International Examinations is the world’s largest provider of international education
programs and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for
excellence in education. Our qualifications are recognized by the world’s universities and employers.

Recognition
A Cambridge International AS or A Level is recognized around the world by schools, universities, and
employers. The qualifications are accepted as proof of academic ability for entry to universities worldwide,
though some courses do require specific subjects.

Cambridge International A Levels typically take two years to complete and offer a flexible course of
study that gives students the freedom to select subjects that are right for them. Cambridge International
AS Levels often represent the first half of an A Level course but may also be taken as a freestanding
qualification. They are accepted in all UK universities and carry half the weighting of an A Level. University
course credit and advanced standing is often available for Cambridge International A/AS Levels in countries
such as the USA and Canada.

Learn more at www.cie.org.uk/recognition

Excellence in Education
We understand education. We work with over 9,000 schools in over 160 countries that offer our programs
and qualifications. Understanding learners’ needs around the world means listening carefully to our
community of schools, and we are pleased that 98% of Cambridge schools say they would recommend us
to other schools.

Our mission is to provide excellence in education, and our vision is that Cambridge learners become
confident, responsible, innovative, and engaged.

Cambridge programs and qualifications help Cambridge learners to become:

• confident in working with information and ideas—their own and those of others
• responsible for themselves, responsive to and respectful of others
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.

Support in the Classroom

We provide a world-class support service for Cambridge teachers and exams officers. We offer a wide
range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expert
advice, and learner support materials. Exams officers can trust in reliable, efficient administration of exams
entry and excellent, personal support from our customer services. Learn more at www.cie.org.uk/teachers

Nonprofit, Part of the University of Cambridge

We are a part of Cambridge Assessment, a department of the University of Cambridge and a nonprofit
organization.

We invest constantly in research and development to improve our programs and qualifications.

2 Cambridge International AS Level Global Perspectives (US) 8275

 Introduction

1.2 Why Choose Cambridge International AS and A Level?

Cambridge International AS and A Levels have a proven reputation for preparing students well for university,
employment, and life. They help develop the in-depth subject knowledge and understanding that are so
important to universities and employers.

You can offer almost any combination of 55 subjects. Students can specialize or study a range of subjects,
ensuring breadth. Giving students the power to choose helps motivate them throughout their studies.

Cambridge International AS and A Level gives you building blocks to build an individualized curriculum that
develops your learners’ knowledge, understanding, and skills in:
• in-depth subject content
• independent thinking
• applying knowledge and understanding to new as well as familiar situations
• handling and evaluating different types of information sources
• thinking logically and presenting ordered and coherent arguments
• making judgments, recommendations, and decisions
• presenting reasoned explanations, understanding implications, and communicating them clearly and
logically
• working and communicating in English.

The syllabi are international in outlook but retain a local relevance. They have been created specifically for
an international student body with content to suit a wide variety of schools and to avoid cultural bias.

1.3 Why Choose Cambridge International AS Level Global

Perspectives?
Cambridge International AS Level Global Perspectives aims to prepare young people for positive
engagement with a rapidly changing world, broadening their outlook through the critical analysis of, and
reflection on, issues of global significance.

This syllabus is firmly based on skills rather than specific content. Through the study of global issues,
candidates will explore different and sometimes opposing perspectives and will acquire and develop
thinking and reasoning skills as well as research and communication skills. These skills will enable
candidates to meet the demands of the twenty-first century and to make a successful transition to study in
higher education.

Cambridge International AS Level Global Perspectives encourages candidates to become critically aware
of their own beliefs and assumptions and those of others, developing valid arguments by reflecting on and
interpreting a range of evidence.

Advances in technology have changed our access to information and the way we communicate and work.
Increasingly, young people are faced with a multiplicity of competing ideas, information, and arguments and
they need to be able to think critically to deconstruct arguments, to differentiate between the ways in which
people express their perspectives, to assess and evaluate claims, and to develop lines of reasoning.

Candidates will develop research skills that will enable them to obtain information, evaluate the reliability
and usefulness of this information, and use the evidence gathered to construct their own arguments and
support lines of reasoning.

Cambridge International AS Level Global Perspectives (US) 8275 3

Introduction

Through well-defined stages, called the Critical Path, candidates will apply a logical approach to decision-
making. Candidates will be able to analyze the structure and context of arguments, assess the impact and
limitations of evidence, and make well-reasoned judgments through informed research. Candidates will
learn to organize and communicate their findings in appropriate formats.

Cambridge International AS Level Global Perspectives prepares candidates for further education and for life-
long learning across a range of disciplines by helping them to be:
• confident in working with information and ideas—their own and those of others
• responsible for themselves, responsive to and respectful of others
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference

1.4 Cambridge AICE (Advanced International Certificate of

Education) Diploma
Cambridge AICE (Advanced International Certificate of Education) Diploma is the group award of Cambridge
International AS and A Level.

Cambridge AICE Diploma involves the selection of subjects from three curriculum groups—Mathematics
and Science, Languages, Arts and Humanities.

A Cambridge International A Level counts as a double-credit qualification and a Cambridge International

AS Level as a single-credit qualification within the Cambridge AICE Diploma award framework.

To be considered for an AICE Diploma, a candidate must earn the equivalent of six credits by passing a
combination of examinations at either double credit or single credit, with at least one course coming from
each of the three curriculum areas.

The AICE Diploma is comprised of examinations administered in May/June and October/November series
each year.

Global Perspectives (8275) falls into Group 4, Global Perspectives.

Learn more about the AICE Diploma at http://www.cie.org.uk/qualifications/academic/uppersec/aice

AS Global Perspectives counts towards fulfilling the requirements for six credits. It cannot, however, be
used to meet the requirements to obtain one credit in each of the curriculum groups 1, 2, and 3.

1.5 How Can I Find Out More?

If You Are Already a Cambridge School
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at international@cie.org.uk

If You Are Not Yet a Cambridge School

Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge.
Email us at international@cie.org.uk to find out how your organization can become a Cambridge school.

4 Cambridge International AS Level Global Perspectives (US) 8275

 Assessment at a Glance

2. Assessment at a Glance

This qualification is assessed via three mandatory components.

All three components are available in both the May/June and October/November examination series.

Component Weighting Raw Nature of

mark assessment

1 Written Paper 1 hour, 30 minutes 25% 30 Externally

Assessed
The written paper consists of mandatory questions
based on sources provided with the paper.
Candidates will be required to analyze and evaluate
arguments, interrogate evidence, and compare
perspectives centered on global issues listed in the
syllabus.

2 Essay 30% 30 Externally

Assessed
Candidates explore different perspectives
concerning issues of global significance arising from
their studies during the course and write an essay
based on their research.
The essay should be between 1,750 and 2,000
words and written in continuous prose.

3 Presentation 45% 40 Externally

Assessed
Candidates carry out research based on
pre-released source materials to produce a
15-minute presentation that addresses contrasting
perspectives.
Candidates structure, develop, and present a
reasoned argument, demonstrating personal
reflection.

Availability
This syllabus is examined in the May/June and the October/November examination series.

Combining This with Other Syllabi

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:
• syllabi with the same title at the same level

Cambridge International AS Level Global Perspectives (US) 8275 5

Syllabus Goals and Objectives

3. Syllabus Goals and Objectives

3.1 Goals
Cambridge International AS Global Perspectives will appeal to young people because it enables them to
explore issues of global significance and offers them opportunities to acquire, develop, and apply skills in
critical thinking, research, and communication.

Not only does Cambridge International AS Global Perspectives equip candidates with the skills they need in
a rapidly changing intellectual and technical environment, it also prepares and encourages them to engage
confidently with issues and ideas of global significance.

To encourage candidates to think critically, this syllabus presents an approach to analyzing and evaluating
arguments and perspectives called the Critical Path.

Candidates will learn how to deconstruct and reconstruct arguments by researching global issues and
interrogating evidence. They will reflect on the implications of their research and analysis from a personal
perspective and communicate their findings and ideas as reasoned arguments.

The Critical Path

Deconstruction Reconstruction Reflection

Communication

Cambridge International AS Global Perspectives aims to develop candidates by:

• providing opportunities to acquire disciplined and scholarly research skills
• promoting a critical, questioning approach to information that is often taken for granted
• encouraging self-reflection and an independence of thought
• encouraging an understanding of, and engagement with, some of the key global issues that they will
face wherever they live and work
• encouraging an awareness and understanding of, and respect for, the diversity of perspectives on global
issues
• encouraging an interdisciplinary approach to global issues.

6 Cambridge International AS Level Global Perspectives (US) 8275

 Syllabus Goals and Objectives

3.2 Assessment Objectives

Throughout the course, candidates will gain knowledge and understanding of the background to a range
of global issues and will appreciate the diversity of perspectives within them. This knowledge and
understanding will underpin and inform the skills they will acquire, but will not be separately assessed.

AO1 Deconstruction • critically compare different perspectives

Analyze and • analyze the structure of arguments, reasoning, or claims and
evaluate identify the key components
conclusions,
• evaluate the implications of the conclusions, arguments,
arguments,
reasoning, or claims.
reasoning, or claims
• analyze and evaluate the strengths and weaknesses of
arguments, reasoning, or claims
• evaluate the validity of the conclusions, arguments, reasoning, or
claims

AO2 Reconstruction • research and analyze evidence to support conclusions,

Analyze the arguments, reasoning, or claims
evidence for • evaluate sources used to support conclusions, arguments,
conclusions, reasoning, or claims
arguments,
• research and analyze alternative perspectives and conclusions
reasoning, or claims
against the supporting evidence
• identify and analyze the context upon which arguments have
been based
• evaluate the reliability and credibility of sources

AO3 Reflection • state personal perspectives before carrying out research

Assess the impact • research alternative perspectives objectively, and with
of research sympathy and empathy
on personal
• evaluate the impact of alternative perspectives and conclusions
perspectives
on personal perspectives
• identify the need for further research and suggest its likely
impact on personal perspectives

AO4 Communication • select and present relevant information in a balanced,

Communicate coherent, and well-structured way to a nonspecialist audience
views, information, • present complex global concepts and perspectives effectively,
and research using appropriate media
effectively and
• develop and present convincing and well-supported lines of
convincingly
reasoning based on supporting evidence
• use appropriate technical terms and cited references
effectively

Cambridge International AS Level Global Perspectives (US) 8275 7

Syllabus Goals and Objectives

3.3 Weightings of Assessment Objectives

The relationship between the assessment objectives and the components is shown in the table below.

Assessment Component Whole

Objective Assessment
1: 2: 3: (raw marks)
Written paper Essay Presentation
(raw marks) (raw marks) (raw marks)

AO1 18 3 6 27

AO2 12 12 6 30

AO3 0 10 16 26

AO4 0 5 12 17

Total 30 30 40 100

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 Syllabus Content

4. Syllabus Content

4.1 Description of Components

Component 1: Written Paper
The written paper lasts 1 hour and 30 minutes.

Candidates answer mandatory, structured questions based on two or more sources provided with the
paper. Questions will require both short and longer responses.

The stimulus material provided with the written paper may express different perspectives on issues of
global significance taken from the topics listed in the syllabus.

Candidates will not be assessed on their knowledge and understanding of the specific issues represented
in the stimulus material. Instead, candidates will be assessed on their thinking and reasoning skills focused
mainly on analyzing and evaluating arguments, evidence, and contexts. See Section 5 for the role of the
teacher.

In carrying out a critical and comparative analysis of the stimulus material, candidates will be assessed on
their ability to:
• identify and analyze the structure and context of arguments, reasoning, and claims
• evaluate the strength of the arguments
• identify the key components of arguments
• identify and evaluate the strengths and weaknesses of arguments
• assess the validity of conclusions or claims
• assess the credibility of sources
• identify and evaluate different perspectives.

Nature of assessment
This component is an externally set assessment, marked by Cambridge.

Cambridge International AS Level Global Perspectives (US) 8275 9

Syllabus Content

Component 2: Essay
Candidates write an essay on a global issue of their choice from the topics studied during the course.

The essay must be framed as a single question which is clearly focused on a global issue that lends itself
to global treatment in 1,750 to 2,000 words. Candidates should be supported in formulating an appropriate
question. See Section 5 for the role of the teacher.

Candidates should focus their individual research on identifying and exploring the context and basis of the
arguments from different global perspectives. They should identify different perspectives, understand the
arguments, reasoning, or claims upon which these perspectives are based, offer a critical view of them, and
reach a personal, supported view.

In the essay, candidates will be assessed on their ability to:

• identify and synthesize relevant sources
• assess the credibility of sources used
• analyze at least two conflicting perspectives
• identify and evaluate the evidence that supports the perspectives
• explain how the research has affected their personal perspectives
• show an awareness of the limitations of the arguments considered
• present convincing and well-supported conclusions that answer the question posed
• suggest further relevant research
• communicate effectively and concisely, using technical terms where appropriate.

The essay must be written in continuous prose, include a list of sources used, and be submitted in an
electronic format. Quotations must be fully referenced. The essay must not exceed 2,000 words and an
accurate word-count must be clearly stated on each essay. The word-count excludes the title, references,
and footnotes. Work beyond the 2,000 word maximum will not be included in the assessment.

Nature of Assessment
Candidates decide on their own essay question for this component, which is externally marked by
Cambridge. All materials for Component 2 must be submitted electronically. The deadline and methods for
submission are in the Cambridge Administrative Guide, available on our website.

Component 3: Presentation
Candidates produce a presentation based on prereleased source materials provided by Cambridge. The
stimulus material consists of a range of sources about at least one global issue seen through a variety of
perspectives.

Candidates use the stimulus material to identify and research a topic for their presentation. Candidates
must frame a single question that allows them to address contrasting perspectives on an issue derived from
the stimulus material. They may research one or more perspectives for themselves. Candidates should be
supported in formulating an appropriate question. See Section 5 for the role of the teacher.

Candidates should reflect on the alternative perspectives found in the source materials and from their own
research. The focus of the presentation is mainly reflection and communication. In their presentation,
candidates establish and present a coherent, personal perspective that shows an understanding of, and
empathy with, alternative perspectives.

10 Cambridge International AS Level Global Perspectives (US) 8275

 Syllabus Content

In the presentation, candidates will be assessed on their ability to:

• communicate a coherent argument
• engage with different perspectives, showing any relationships between them
• develop a line of reasoning based on supporting evidence
• express a relevant personal perspective
• evaluate their own personal perspective
• justify their own personal perspective
• present convincing and well-supported conclusions that answer the question posed

The presentation should:

• include relevant stimulus material
• communicate effectively to a nonspecialist audience
• cite sources and references clearly and accurately

Candidates are normally expected to deliver their presentation to a live audience and candidates may choose
any appropriate format to communicate their research (e.g., poster, PowerPoint, video, weblog, webpages,
or a mixture of different media). Teachers must ensure that the quality of any recording will permit accurate
marking of the work.

Whether presented or not, the submission must include a verbatim transcript of the presentation. The
running time for the presentation must not exceed 15 minutes. Work beyond the maximum 15 minutes
running time will not be included in the assessment.

The prereleased source material will be available to Centers by March 1 to allow candidates four weeks to
complete their presentation. Each Center may determine the precise timing of the four-week period to fit
their own circumstances.

Teachers must ensure that, for each candidate, sufficient and appropriate supporting evidence is submitted
to Cambridge to permit accurate marking of the work.

Nature of Assessment
Candidates decide on their own presentation question based on the stimulus material provided by
Cambridge. The presentation is marked by Cambridge. All materials for Component 3 must be submitted
electronically. The deadline and methods for submission are in the Cambridge Administrative Guide,
available on our website.

Cambridge International AS Level Global Perspectives (US) 8275 11

Syllabus Content

4.2 Skills in Research, Communication, Thinking, and Reasoning

This syllabus uses global issues to develop the Critical Path approach to interrogating information, exploring
different perspectives, and communicating personal reflections. These practical skills are transferable
across other subjects of study at the same level and provide candidates with valuable thinking and reasoning
skills for use in higher education and for a wide range of careers.

The example questions below are designed to support teachers and candidates in developing skills in
research, communication, thinking, and reasoning.

Element Example Questions

Deconstruction What are the different perspectives represented? Critically compare

different perspectives.
Analyze and What are the key components of the argument or claim? Differentiate
evaluate between fact, argument, opinion, rant, speculation, prediction, explanation,
conclusions, hypothesis, account, and belief. Identify the conclusions, reasons
arguments, (premises), assumptions (stated and unstated), assertions (and counter-
reasoning, or assertions), and supporting evidence.
claims
What are the implications of the conclusions, arguments, reasoning,
or claims? Suggest the consequences of the conclusions, arguments,
reasoning, or claims in a global context.
What are the strengths and weaknesses of arguments, reasoning,
or claims? Evaluate the strengths and weaknesses in the arguments,
reasoning, or claims. Assess the use of analogy and identify any flaws.
Is there a valid conclusion or claim? Identify whether any evidence gives
strong or weak support to the conclusion or claim. Suggest other evidence
required to substantiate or refute claims or counterclaims.

Reconstruction What evidence is there to support different perspectives? Analyze the

evidence base and support for different perspectives.
Critically analyze What are the sources used as supporting evidence; how credible are
and interpret they? Identify, synthesize, and evaluate sources of research to support the
the context and evidence.
evidence of
Does the evidence lead to a single conclusion? Research and evaluate
arguments
alternative explanations and perspectives. Make a reasoned and balanced
judgment based on evidence.
What is the context of the arguments? Explain the global context in
which the arguments have been made.
How reliable is the conclusion? Evaluate the reliability and credibility of
the sources, making it clear how reasoned judgments are made.

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 Syllabus Content

Element Example Questions

Reflection What were the personal viewpoints before carrying out the research?
Reflect on personal perspectives prior to undertaking the research.
Explore the impact How do the personal viewpoints relate to the perspectives identified
of the research in the research? Evaluate personal viewpoints against alternative
on personal perspectives on global issues.
perspectives
What impact has the research had on any prior viewpoints? Evaluate
the extent to which personal viewpoints have changed after carrying out the
research.
Why has the research had an effect on prior views? Justify the reasons
why personal perspectives have changed as a result of research.
What additional research might be useful? Identify and justify possible
further research directions.

Communication What is the most effective way to structure the presentation? Select
and organize relevant information in a logical and coherent way.
Present research How can research findings be presented to a nonspecialist audience?
findings effectively Explore appropriate media to present complex global perspectives.
How can arguments be presented effectively and persuasively? Use
well-supported lines of reasoning based on supporting evidence.
How can research findings be presented reliably? Use appropriate
technical terms and cite references accurately and clearly.

Cambridge International AS Level Global Perspectives (US) 8275 13

Syllabus Content

4.3 Global Topics and Perspectives

The global topics provide meaningful and stimulating contexts through which candidates can develop the
skills necessary to participate as active, global citizens and to prepare them for independent research and
further study. The topics are viewed through different perspectives that help candidates find pathways
through the issues and the connections between them.

A suitable study program can be devised by choosing a range of topics set within a global context and
viewed through different perspectives. Candidates should select the topics that engage their interest and
explore each chosen topic through the four elements:
• deconstruction
• reconstruction
• reflection
• communication

Candidates research global topics through different themes. Candidates should explore a range of topics
from the list below.

Global Topic
• Alternatives to oil • Migration and work
• Artificial Intelligence • On-line and interactive communities
• Biodiversity and threats to the world’s natural • Standard of living/quality of life
heritage • Sustainable futures
• Endangered cultures • Technology and lifestyles
• Ethical foreign policies • The challenge of GM crops
• Genetic engineering • The economic role of women
• Global climate change • The emergence of a global superpower
• Globalization of economic activity • The ethics and economics of food
• Globalization versus new nationalisms • The religious-secular divide
• Impact of the internet • The speed of change in technology and global
• Incorporating technology into buildings trade
• Industrial pollution • Transnational organizations (UN, World Bank,
• Integration and multiculturalism EU, NATO)
• International law • Urbanization and the countryside
• Medical ethics and priorities

By studying at least four topics, candidates will develop the Critical Path to interrogating information and
acquire and develop a range of skills, including thinking critically, reasoning, and communication.

14 Cambridge International AS Level Global Perspectives (US) 8275

 Syllabus Content

Candidates research global topics through as many different themes as is relevant.

Theme
Culture
Economics
Environment
Ethics
Politics
Science and Technology

Global issues are complex, multifaceted, and multilevel challenges, and through the structured exploration
of global topics, candidates research alternative perspectives from different themes. Candidates will be
guided toward development of research, communication, thinking, and reasoning.

Cambridge International AS Level Global Perspectives (US) 8275 15

Syllabus Content

4.4 Key Terms

A global issue is one that goes beyond the local or national context and would be experienced by people
wherever in the world they live or work. For example, migration is an issue of importance around the
world, and to examine it in its global context from different perspectives would require a question such as
“Is immigration control ever justified?” rather than “Should immigration policy in Germany be changed?”
The latter is based on one country whereas the former has the potential to be global.

A perspective is a viewpoint or standpoint, sometimes embedded in or strongly informed by a world

view. Underlying any perspective are concepts, principles, uses of language, and attitudes, which are often
implicit and may be emotional and subconscious as well as rational and conscious. Perspectives tend to be
colored by the circumstances in which people live, the language they use, and the ideas that surround them.

Different perspectives should be genuinely contrasting (i.e., they should come from a different world view
rather than represent subtly different takes on an issue). Although there is no absolute requirement that
alternative perspectives be rooted in different geographical areas, genuinely different global perspectives
are likely to be informed by different cultural, geographical, and political environments. Looking at materials
from different countries and/or cultures would therefore be a good way of accessing different global
perspectives.

It is also possible for two contrasting perspectives (rooted in different world views) to be exemplified by
particular “local” contexts (for example the views of a local Muslim community versus those of a secular
background). Teachers should note, however, that while local contexts can be used as exemplification, this
exemplification should be used to consider implications more globally. Candidates need to empathize with
viewpoints that differ from their own while not necessarily accepting the viewpoints of others.

Arguments and evidence often express a perspective and can be used to support a perspective. There
needs to be some form of evidence base underlying and/or supporting all perspectives. This evidence
base is likely to consist of a variety of arguments, sources, and evidence, which may or may not be of good
quality. Candidates need to sift and select evidence. Evidence is likely to come in two forms: primary
evidence such as historical texts or results of scientific evidence, and secondary evidence such as the
arguments and opinions of historians or scientists. The assessment objectives put weight on the second
of these. Candidates should be aware of the strengths and potential weaknesses of all types of evidence.
Primary is not necessarily better than secondary. When assessing the credibility of particular sources,
candidates should bear in mind that this is a way of assessing the evidence presented for a perspective and
is not an end in itself.

Candidates research and analyze different perspectives based on issues of global significance. They
examine the structure of arguments, considering the strengths and weaknesses. They will use research
skills to search, collect, and synthesize their findings into well-supported lines of reasoning, drawing
together evidence from a variety of sources into a balanced argument or conclusion. Candidates evaluate
evidence, arguments, reasoning, conclusions, or claims in the context of different perspectives, including
their own. They make reasoned and value judgments based on evidence and personal viewpoints prior to
and after carrying out their research. Candidates consider the validity of evidence, reasoning, conclusions,
or claims.

The Critical Path is an approach to thinking critically. It consists of deconstruction, reconstruction, and
personal reflection. Deconstruction is the analysis of an argument or reasoning; reconstruction is the
analysis of the context and evidence of an argument; and personal reflection is the exploration of the
impact of research on personal viewpoints.

16 Cambridge International AS Level Global Perspectives (US) 8275

 The Role of the Teacher

5. The Role of the Teacher

5.1 Component 1: Written Paper

1 hour, 30 minutes

The written paper consists of mandatory questions, based on sources provided with the paper.

Candidates will be required to analyze and evaluate arguments, interrogate evidence, and compare
perspectives centered on global issues.

Although this is a skills-based paper that does not require candidates to have been taught any specific
content, teachers should consider and explore the skills candidates need for this paper during class work.
Teachers should prepare candidates for the types of questions they are likely to meet in the paper by
using specimen and past papers and mark schemes, which can be obtained from the Cambridge website
http://www.cie.org.uk/

Cambridge International AS Level Global Perspectives (US) 8275 17

The Role of the Teacher

5.2 Component 2: Essay

Candidates write an essay on a global issue of their choice from the topics studied during the course.

A class may work together to carry out background research on a common theme, but each candidate must
devise his/her own question. Each candidate must submit a different question.

Candidates should be given sufficient time to plan and prepare their research. During this preparation,
teachers should support each candidate in:
• understanding the nature of the task
• identifying a suitable topic to research
• formulating an appropriate question
• developing a suitable approach to the research
• developing organizational skills
• citing and referencing his/her sources
• focusing on reconstruction and reflection
• writing effectively and concisely to stay between 1,750 and 2,000 words
• including an accurate word count.

Questions for essay titles may be submitted to Cambridge for approval using the Outline Proposal Form.
Further details are available in the Cambridge Administrative Guide.

The essay must be the candidate’s own work. Once candidates embark on researching and writing the
essay, they must seek assistance only from their teacher, but there must be minimum intervention by the
teacher. Candidates must not cut and paste large amounts of text from sources without showing evidence
of reworking.

Teachers must not:

• offer or provide detailed subject guidance to candidates
• undertake any research on behalf of candidates
• prepare or write any subject-specific notes or drafts for candidates
• correct any part of a candidate’s essay or notes used for the essay
• suggest amendments to, or comment on, any part of the essay

Candidates must be taught the meaning and significance of plagiarism.

Candidates will be required to sign a declaration indicating that the essay is their own work. The teacher
responsible will be required to countersign this declaration, verifying that these regulations have been
observed. This declaration must accompany the essay on submission to Cambridge.

18 Cambridge International AS Level Global Perspectives (US) 8275

 The Role of the Teacher

5.3 Component 3: Presentation

Candidates produce a presentation based on prereleased source materials provided by Cambridge. The
stimulus material consists of a range of sources about a global issue seen through a variety of perspectives.

A class may work together to carry out background research on a common theme, but each candidate must
devise his/her own question that has its own focus.

Candidates should be given sufficient time to interrogate and discuss the prerelease material, and to plan
and prepare their research. During this preparation, teachers should support each candidate in:
• understanding the nature of the task
• discussing the issues, problems, and research opportunities based on the prerelease material
• formulating an appropriate question
• developing a suitable approach to the research
• developing organizational skills
• citing and referencing their sources
• focusing on reflection and communication
• developing an empathetic approach to alternative perspectives

The presentation and associated materials must be the candidate’s own work. Once candidates
embark on researching and producing the presentation, they must seek assistance only from their teacher,
but there must be minimum intervention by the teacher. Candidates must not cut and paste large amounts
of text from sources without showing evidence of reworking.

Teachers must not:

• offer or provide detailed subject guidance to candidates
• undertake any research on behalf of candidates
• prepare or write any subject-specific notes or drafts for candidates
• correct any part of a candidate’s notes used for the presentation
• prepare any part of the presentation
• produce any part of the transcript to accompany the oral commentary
• suggest amendments to, or comment on, any part of the presentation

Candidates must be taught the meaning and significance of plagiarism.

Candidates will be required to sign a declaration indicating that the presentation is their own work. The
teacher responsible will be required to countersign this declaration, verifying that these regulations have
been observed. This declaration must accompany the presentation on submission to Cambridge.

Cambridge International AS Level Global Perspectives (US) 8275 19

Grade Descriptions

6. Grade Descriptions

A Grade A candidate:
• shows detailed evidence of identifying and critically evaluating different perspectives
• understands the structure of an argument, reasoning, or claims and identifies the key components
accurately, distinguishing between claims and counterarguments, where appropriate
• demonstrates the ability to make perceptive critical evaluation of an argument, identifying strengths,
weaknesses, and flaws even if subtle
• demonstrates evidence of critical evaluation of the implications and validity of conclusions, arguments,
reasoning, or claims
• locates and analyzes a range of relevant supporting evidence
• evaluates a range of relevant sources of evidence
• recognizes contrasting perspectives and identifies the reasoning that supports them, recognizing both
sides of an argument
• recognizes and understands the context upon which arguments are based
• can construct an argument that has coherence and depth
• evaluates the reliability and the credibility of sources with relevance to the issue
• shows extensive evidence of personal reflection and reasoned opinion
• shows extensive awareness of alternative perspectives
• carries out a thorough evaluation of the impact of alternative perspectives on personal viewpoints with
precision, sympathy, and empathy
• selects and presents information from relevant sources
• organizes and presents ideas with clarity
• presents an argument with clarity and with relevant supporting evidence
• uses appropriate media in an effective and persuasive way
• uses appropriate technical terms effectively
• uses relevant sources effectively, citing references accurately

A Grade C candidate:
• shows some evidence of identifying and critically evaluating different perspectives
• understands some of the structure of an argument, reasoning, or claims and identifies most of the key
components
• demonstrates some evidence of critical evaluation of an argument, identifies obvious strengths,
weaknesses, and flaws
• demonstrates some evidence of critical evaluation of the implications and validity of conclusions,
arguments, reasoning, or claims
• locates and analyzes a range of supporting evidence, most of which are relevant
• evaluates a range of sources of evidence, some of which are relevant
• usually recognizes contrasting perspectives and the main points of reasoning that supports them
• usually recognizes the context upon which arguments are based
• can construct an argument that has some coherence and/or depth
• evaluates the reliability and the credibility of sources with some relevance to the issue
• shows some evidence of personal reflection and reasoned opinion

20 Cambridge International AS Level Global Perspectives (US) 8275

 Grade Descriptions

• shows some awareness of alternative perspectives

• evaluates the impact of alternative perspectives on personal viewpoints, but it may be incomplete,
imprecise, or lacking in sympathy or empathy
• selects and presents information from sources of some relevance
• organizes and presents ideas with some clarity
• presents an argument with some clarity and with supporting evidence, although it may lack balance
• uses appropriate media in an effective way, but lacking in persuasiveness
• uses appropriate technical terms to some effect
• uses some sources effectively, citing some references accurately

A Grade E candidate:
• shows limited evidence of identifying and critically evaluating different perspectives
• understands the main points of an argument, reasoning, or claims and identifies some of the key
components
• demonstrates limited evidence of critical evaluation of an argument and identifies an obvious
weakness or flaw
• demonstrates limited evidence of critical evaluation of the implications and validity of conclusions,
arguments, reasoning, or claims
• locates and analyzes some supporting evidence, but some may lack relevance
• evaluates sources of evidence, but only superficially
• recognizes the main points of contrasting perspectives and/or some of the reasoning
• can usually recognize the context upon which arguments are based
• attempts to construct an argument, but with limited coherence and/or depth
• attempts to evaluate the reliability or the credibility of sources, but only superficially
• shows limited evidence of personal reflection or reasoned opinion
• shows a limited awareness of alternative perspectives
• evaluates the impact of alternative perspectives on personal viewpoints, but only in a limited way,
lacking sympathy and empathy
• selects and presents information from sources of limited relevance
• often lacks clarity in organizing and presenting ideas
• presents an argument that lacks clarity and lacks supporting evidence
• uses appropriate media in a limited way
• uses appropriate technical terms to limited effect
• uses sources that are limited and/or not always cited accurately

Cambridge International AS Level Global Perspectives (US) 8275 21

Additional Information

7. Additional Information

7.1 Guided Learning Hours

Cambridge International AS Level syllabi are designed with the assumption that candidates have about
180 guided learning hours per subject over the duration of the course. (“Guided learning hours” include
direct teaching and any other supervised or directed study time. They do not include private study by the
candidate.)

However, these figures are for guidance only, and the number of hours required may vary according to local
curricular practice and the candidates’ prior experience with the subject.

7.2 Recommended Prerequisites

The Cambridge International AS Level Global Perspectives builds on the knowledge, understanding, and
skills typically gained by candidates taking Level 2 qualifications. It is recommended that candidates have
attained communication and literacy skills at a level equivalent to IGCSE/GCSE Grade C in English.

7.3 Progression
The Cambridge International AS Level Global Perspectives develops a range of transferable research skills
that is independent of subject content. The syllabus enables candidates to approach other subjects with an
improved ability to analyze, evaluate, and reflect on issues and reasoning and the Cambridge International
AS Level Global Perspectives will prepare candidates for a wide range of careers, including law, scientific
research, social science, journalism, medicine, business, accounting, and engineering. As a curriculum
subject, Cambridge International AS Level Global Perspectives enables candidates to think critically, to
reason in a disciplined way, and to communicate effectively.

7.4 Component Codes

Because of local variations, in some cases component codes will be different in instructions about making
entries for examinations and timetables from those printed in this syllabus, but the component names will
be unchanged to make identification straightforward.

7.5 Grading and Reporting

Cambridge International AS Level results are shown by one of the grades a, b, c, d, or e, indicating
the standard achieved, Grade a being the highest and Grade e the lowest. “Ungraded” indicates that
the candidate has failed to reach the standard required for a pass at Cambridge International AS Level.
“Ungraded” will be reported on the statement of results but not on the certificate.

The content and difficulty of a Cambridge International AS Level examination is equivalent to the first half of
a corresponding Cambridge International A Level.

22 Cambridge International AS Level Global Perspectives (US) 8275

 Additional Information

7.6 Access
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments and to demonstrate what they know and what they can do. For this reason, very few
candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found
in the Cambridge Handbook, which can be downloaded from the website www.cie.org.uk

Candidates who are unable to access part of the assessment, even after exploring all possibilities through
reasonable adjustments, may still be able to receive an award based on the parts of the assessment they
have taken.

7.7 Support and Resources

Copies of syllabi, the most recent question papers, and Principal Examiners’ reports for teachers are on
the Syllabus and Support Materials CD-ROM, which we send to all Cambridge International Schools. They
are also on our public website—go to www.cie.org.uk/alevel. Click the Subjects tab and choose your
subject. For resources, click “Resource List.”

You can use the “Filter by” list to show all resources or only resources categorized as “Endorsed by
Cambridge.” Endorsed resources are written to align closely with the syllabus they support. They have
been through a detailed quality-assurance process. As new resources are published, we review them
against the syllabus and publish their details on the relevant resource list section of the website.

Additional syllabus-specific support is available from our secure Teacher Support website
http://teachers.cie.org.uk, which is available to teachers at registered Cambridge schools. It provides
past question papers and examiner reports on previous examinations, as well as any extra resources such
as schemes of work (unit lesson plans) or examples of candidate responses. You can also find a range of
subject communities on the Teacher Support website, where Cambridge teachers can share their own
materials and join discussion groups.

Cambridge International AS Level Global Perspectives (US) 8275 23

University of Cambridge International Examinations
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