Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shape the curriculum around how they want students to learn with a wide range of subjects and flexible ways to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for students to progress from one stage to the next, and are well supported by teaching and learning resources.
We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching practice and take account of the different national contexts in which they are taught.
We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with leading universities has helped us make sure our syllabuses encourage students to master the key concepts in the subject and develop the skills necessary for success in higher education.
Our mission is to provide educational benefit through provision of international programmes and qualifications for school education and to be the world leader in this field. Together with schools, we develop Cambridge learners who are confident, responsible, reflective, innovative and engaged equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with the Cambridge Pathway.
Christoph Guttentag , Dean of Undergraduate Admissions, Duke University, USA
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within a centre.
Contents
2 Syllabus overview 5
Aims 5
Skills overview 5
Assessment overview 6
Assessment objectives 8
Component 1 Written Exam 17
Component 2 Essay 18
Component 3 Team Project 20
Component 4 Cambridge Research Report 24
Command words 30
5 What else you need to know 31
Before you start 31
Making entries 32
After the exam 33
How students, teachers and higher education can use the grades 34
Grade descriptions 34
Changes to this syllabus for 2023, 2024 and 2025 35
Key benefits
The best motivation for a student is a real passion for the subject theyre learning. By offering students a variety of Cambridge International AS & A Levels, you can give them the greatest chance of finding the path of education they most want to follow. With over 50 subjects to choose from, students can select the ones
they love and that theyre best at, which helps motivate them throughout their studies.
Following a Cambridge International AS & A Level programme helps students develop abilities which universities value highly, including:
Cambridge International AS & A Level Global Perspectives & Research develops a set of transferable skills. These include critical thinking, deconstructing and differentiating arguments, evaluating claims and developing strong reasoning. Learners can apply these skills across a range of subjects and complex real-world issues. These skills equip students well for progression to higher education or directly into employment.
Our approach in Cambridge International AS & A Level Global Perspectives & Research encourages learners to be:
confident , explaining, analysing and evaluating global issues and communicating arguments
responsible , researching extensively and selecting suitable material from a globally diverse range of sources, directing their own learning
reflective , developing a critical awareness of their personal standpoint and how that impacts on their response to different opinions and diverse ways of thinking
innovative , thinking creatively to propose solutions to issues
engaged , working collaboratively to develop each individuals potential in pursuit of a common goal.
Principal, Rockledge High School, USA
International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our programmes and qualifications around the world. Every year thousands of students with Cambridge International AS & A Levels gain places at leading universities worldwide. Our programmes and qualifications are valued by top universities around the world including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to be comparable to the standard of AS & A Level in the UK. There is no similarly focussed subject to AS & A Level Global Perspectives & Research in the UK.
Cambridge International AS & A Level Global Perspectives & Research is interdisciplinary and has a strong focus on the acquisition of skills.
Cambridge International AS Level Global Perspectives & Research makes up the first half of the Cambridge International A Level course and provides a foundation for the study of Global Perspectives & Research at Cambridge International A Level. Depending on local university entrance requirements, it may permit or assist progression directly to university courses in a range of subjects. It is also suitable as part of a course of general education.
The skills developed by Cambridge International A Level Global Perspectives & Research provide a foundation for a wide range of courses in higher education. Equally it is suitable as part of a course of general education.
For more information about the relationship between the Cambridge International AS Level and Cambridge International A Level see the Assessment overview section of the Syllabus overview.
We recommend learners check the Cambridge recognitions database and university websites to find the most up-to-date entry requirements for courses they wish to study.
Learn more at www.cambridgeinternational.org/recognition
Yale University, USA
Supporting teachers
We provide a wide range of resources, detailed guidance and innovative training and professional development so that you can give your students the best possible preparation for Cambridge International AS & A Level. To find out which resources are available for each syllabus go to our School Support Hub.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates
We support teachers through:
The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:
Cambridge International AS & A Level Global Perspectives & Research develops learners thinking skills of analysis, evaluation and synthesis through considering a range of global topics. Learners will develop skills of independent enquiry and learn about appropriate research methods and methodology.
Learners will be encouraged to develop research, reasoning and communication skills systematically, using an approach called the Critical Path. This approach helps them to interrogate information, explore different perspectives and communicate personal reflections.
Learners are encouraged to work both independently and collaboratively, with respect for and understanding of different cultures and perspectives.
This is a skills-based subject and schools can make their own selection of global topics to study. Learners can draw upon knowledge and understanding gained from studying other subjects. Learners will develop skills that are interdisciplinary and highly transferable to other subjects.
US Higher Education Advisory Council
Component 1
Written Exam 1 hour 30 minutes
45 marks
Written exam consisting of three compulsory questions based on sources provided with the exam paper.
The source documents present perspectives on an issue of global significance.
Candidates analyse and evaluate arguments, interrogate evidence and compare perspectives.
Externally assessed 36% of the AS Level 18% of the A Level
Component 3
Team Project
40 marks
Candidates work in teams to identify a local problem that has global relevance. Each team member researches the problem from a distinct perspective and suggests a solution based on their research findings.
Each candidate prepares two pieces of work for individual submission. Candidates submit:
Presentation (30 marks)
Each candidate presents their individual research and proposed solution to the problem in a presentation. Team presentations are not permitted.
Reflective paper (10 marks)
Each candidate writes a paper that reflects on the effectiveness of their teams collaboration and on their own learning.
Externally assessed 32% of the AS Level 16% of the A Level
Essay
Component 2
40 marks
Candidates research a global issue of their own choice from topics studied during the course, exploring different perspectives.
Candidates devise their own essay title and write an essay in continuous prose of 1750-2000 words.
Externally assessed 32% of the AS Level 16% of the A Level
Cambridge Research Report
Component 4
85 marks
Candidates undertake independent research on a topic of their own choice. They devise and develop a research question and then conduct personal research to answer that question.
Candidates submit:
Research report (75 marks)
Each candidate writes a research report of up to 5000 words. The topic content and the style of writing should not be highly technical, it should be aimed at a non-specialist reader.
Research log (10 marks)
Each candidate records their progress in a research log.
Externally assessed 50% of the A Level
Information on availability is in the Before you start section.
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Route |
Component 1 |
Component 2 |
Component 3 |
Component 4 |
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1 AS Level only (Candidates take all AS components in the same exam series) |
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2 A Level (staged over two years) Year 1 AS Level* |
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Year 2 Complete the A Level |
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3 A Level (Candidates take all components in |
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the same exam series) |
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* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge Handbook.
Candidates following an AS Level route are eligible for grades ae. Candidates following an A Level route are eligible for grades A*E.
The assessment objectives (AOs) are:
|
Assessment objective |
Weighting in AS Level % |
Weighting in A Level % |
|
AO1 Research, analysis and evaluation |
65 |
65 |
|
AO2 Reflection |
15 |
20 |
|
AO3 Communication |
20 |
15 |
|
Total |
100 |
100 |
|
|
Component 1 |
Component 2 |
Component 3 |
Component 4 |
|
AO1 Research, analysis and evaluation |
89 |
63 |
40 |
65 |
|
AO2 Reflection |
|
22 |
25 |
20 |
|
AO3 Communication |
11 |
15 |
35 |
15 |
|
Total |
100 |
100 |
100 |
100 |
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners. Where appropriate you are responsible for selecting topics, resources and examples to support your learners study. These should be appropriate for the learners age, cultural background and learning context as well as complying with your school policies and local legal requirements.
Cambridge International AS Level Global Perspectives & Research is a skills-based syllabus which uses global issues as a context for study. Following this syllabus will equip students with the skills to be effective, active participants in a rapidly changing intellectual and technical environment. Importantly, this syllabus also prepares and encourages learners to work with confidence both independently and collaboratively, with respect for and understanding of different cultures.
Cambridge International A Level Global Perspectives & Research encourages the development of independent enquiry and an understanding and use of appropriate research methods and methodology. When following this course, learners need to become fully engaged in a research process of their own. The course provides further development and practice of the higher-order thinking skills of analysis, evaluation and synthesis.
To encourage learners to think critically, this syllabus presents an approach to analysing and evaluating arguments and perspectives called the Critical Path. The Critical Path is distinctive to Cambridge International AS and A Level Global Perspectives & Research and provides a central unifying concept linking all parts of the syllabus.
The Critical Path offers a systematic approach to teaching and learning where learners develop the ability to deconstruct and reconstruct arguments about global issues through personal research and interrogation of evidence. By reflecting on the implications of their research and the personal judgements it leads them to make, students learn to communicate their findings and ideas through a range of appropriate formats.
The Critical Path
The Critical Path is an approach to teaching and learning that provides a systematic way for learners to develop the skills of research, reasoning and communication. These valuable thinking and reasoning skills are useful for a range of subjects and can also be used in higher education and a wide range of careers.
As a teaching and learning tool, the Critical Path provides an effective approach to interrogating information, exploring different perspectives and communicating personal reflections. For students, the Critical Path is best seen as a sequence of repeated steps, which need to be practised.
The Critical Path as a learning process
To follow are examples of the sort of questions that teachers and learners might think about at each stage of the Critical Path.
The skills of the Critical Path can be mapped to each component, as shown below:
The syllabus includes a broad range of global topics and themes which together provide meaningful and stimulating contexts for skills development. By engaging with these topics and themes, learners can begin to develop the skills necessary to become active global participants with a capacity and disposition for understanding and acting on global matters.
Learners will practise the Critical Path approach by identifying and studying global issues arising from at least three topics from the list below.
Animal rights- Impact of technology
Arts in an international context- Industrial pollution
Changing identities- International aid
Climate change- International law
Crime- Media and communication
Cultural heritage- Medical ethics and priorities
Demographic changes- Migration and work
Distribution of wealth- Political power and resistance
Economics of food- Quality of life
Endangered cultures- Scientific innovation
Energy- Social change and development
Environmental priorities- Social inequality
Ethical foreign policies- Sport in an international context
Ethics of food- Sustainable futures
Globalisation- Tourism
Global inequality- Transport
Health issues- Urbanisation Human rights
Learners research global topics through relevant themes. The number of themes will vary from topic to topic. Themes are not the same as perspectives. For details see Key terms below.
Exploring a global topic through different themes will reveal a range of global issues, which in turn will help learners to identify different perspectives.
Consider the topic Sport in an international context through the themes of economics, politics, culture and ethics. Global issues emerge, such as who should be responsible for funding events such as the Olympics?
Different perspectives could emerge from this issue, for example:
Perspective 1: Funding Olympic events is a drain on taxpayers money. This perspective may be based on different arguments about the value of the Olympics, the needs of the taxpayer, the possible economic benefits, and the political popularity or unpopularity of spending public money. Behind this perspective may be assumptions and beliefs about the importance of international sport relative to the costs of the Olympics.
This perspective draws on the themes of economics and politics.
Perspective 2: Funding Olympic venues is worth the investment and a good use of taxpayers money because of the profit the venues produce after the event. The key word in this perspective is worth and the assumption
that the Olympics is worth the investment for the resulting economic and financial benefits and for the political prestige it brings to the host country. Behind this perspective there is a general outlook on the funding of
the Olympics which contains different assumptions, views, justifications and beliefs to those associated with Perspective 1.
This perspective draws on the themes of economics, politics, culture and ethics.
Global topics are broad potential areas for study. Learners can use topics as starting points for identifying issues.
Themes are approaches to topics or issues, for example culture, economics, the environment, ethics, politics, science and technology. A specific thematic approach to an issue can help to identify a perspective on that issue.
Issues are specific, more narrowly defined areas within a topic that are suitable as subjects for an essay or other piece of work. An issue often has global interest or relevance and can combine specific areas of different topics or themes.
A perspective is a coherent world view which is a response to an issue. A perspective is made up of argument, evidence and assumptions and may be influenced by a particular context.
Arguments consist of one or more reasons that lead to a conclusion. These reasons may be supported by evidence : facts or other data which can be primary (first-hand information) or secondary (which may be based on primary evidence but are not from the situation itself). Learners will make judgements about arguments they find and create arguments of their own.
Assumptions are reasons which are not stated but are still part of an argument. The provenance of a source includes its author and where or when it was written.
Written paper, 1 hour 30 minutes, 45 marks
This component is an externally set assessment, marked by Cambridge International.
Component 1 contains three questions based on two source documents provided with the exam paper. The source documents may present different perspectives on an issue of global significance.
Candidates answer all the questions.
Question 1 (5 marks) is a structured question based on two source documents. Candidates are required to read both sources and answer short questions that require candidates to demonstrate AO1 skills.
Question 2 (15 marks) requires a longer response based on one of the source documents. Candidates are required to focus on the evidence in the document and demonstrate AO1 skills.
Question 3 (25 marks) requires a longer, essay response based on the two source documents. Candidates are required to focus on the arguments and perspectives given in the documents and provide a reasoned judgement, demonstrating AO1 and AO3 skills.
Candidates are assessed on their thinking and reasoning skills focused on analysing and evaluating arguments, interrogating evidence and contexts and comparing perspectives centred on global issues. Candidates are not assessed on their knowledge and understanding of the specific issues represented in the source material.
In carrying out a critical and comparative analysis of the source material, candidates are assessed on their ability to:
40 marks, externally marked
Candidates write an essay of 17502000 words on a global issue of their own choice from topics studied during the course.
Candidates must choose an essay title that is a single question. The choice of essay question must provide opportunities to develop globally contrasting perspectives.
In their research, candidates should identify and explore the context and basis of arguments that respond to the question from different global perspectives. They should identify globally contrasting perspectives, understand the arguments, reasoning or claims upon which these perspectives are based and offer a critical view of them. Sources selected should offer firmly supported judgements or conclusions. Evaluation of sources and perspectives should form a substantial element of candidates essays. Candidates should reach a personal, supported view on the question.
In the essay, candidates should demonstrate AO1, AO2 and AO3 skills. They will be assessed on their ability to:
The essay must be written in continuous prose and include a list of sources used. Quotations must be fully referenced. The essay must be 17502000 words and an accurate word count must be clearly stated on each essay. The word count excludes the title, references and citations. Work beyond the 2000 word maximum will not be marked. The essay must be submitted electronically.
Teachers should support candidates in formulating an appropriate global question. The question should:
Further support in formulating appropriate and effective global questions can be found in the online AS course available on our online Learning Area https://learning.cambridgeinternational.org/
A general discussion on the progress of coursework is a natural part of the teachercandidate relationship, as it is for other parts of the course. If plans and first drafts are completed under teacher supervision, the teacher can be sure of the authenticity of the final coursework. Candidates can draft and redraft work, but teachers should only give brief summative comments on progress during this drafting phase.
Coursework must be a candidates own, unaided work. Teachers can support candidates by reviewing their work before it is handed in for final assessment. You can do this orally or through written feedback. Teachers advice should be kept at a general level so that the candidate leads the discussion and makes the suggestions for any amendments. Teachers must not give detailed advice to individual candidates or groups of candidates on how their work can be improved to meet the assessment criteria. You should not correct or edit draft coursework.
For further information about supervising coursework, see the Cambridge Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide
It is the centres responsibility to make sure all assessed work is the candidates original work. Candidates must not submit someone elses work as their own, or use material produced by someone else without citing and referencing it properly. Teachers should make candidates aware of the academic conventions governing quotation and reference to the work of others, and teach candidates how to use them.
A candidate taking someone elses work or ideas and passing them off as his or her own is an example of plagiarism. Cambridge International use plagiarism detection software packages. It is the teachers responsibility to prevent plagiarism from happening and to detect it if it does happen. For more information, search for Preventing plagiarism guidance for teachers on our website at www.cambridgeinternational.org
At the time of submission, the candidate must sign a statement of originality confirming that they are submitting their own work. The teacher countersigns it to confirm that they believe it is the candidates work.
The essay is externally marked by Cambridge International. Candidates work must be submitted electronically.
The deadlines and methods for submission are in the Administrative Guide. This is available from the Exams Officers Guide section of our website: www.cambridgeinternational.org/eoguide
Presentation and reflective paper, 40 marks, externally marked
Candidates must work in teams of two to five members to identify a local problem that has global relevance. Each team works together to identify the problem to research. The team must outline their local problem in a single statement that allows the team members to address contrasting perspectives on the problem. The scope of the research should be sufficiently broad to enable teams to explore the problem from local and global perspectives. Teachers should support teams in formulating an appropriate statement.
Candidates allocate areas for each team member to research. Each team member is expected to argue from their distinct perspective for an effective and workable solution to the problem.
Each candidate is required to give a presentation about their research and preferred solution. They are also required to write a reflective paper in which they reflect on the effectiveness of the collaboration undertaken by the team and on their individual learning. Their learning may be about the problem itself, the research skills they have developed, and/or presentation skills.
30 marks
Each candidate will give a presentation about their research and preferred solution (10 minutes maximum). The presentation may be either:
It is important that the presentation is recorded in one session and in an area that is quiet with no background noise to ensure what the candidate is saying can be heard.
The presentation should be supported by audio and/or visual materials appropriate to the live presentation and delivered to an audience. The size of the audience can be determined by the centre but must include at least three people, one of whom must be the class teacher.
For a presentation with a recorded voiceover, candidates should create a presentation using appropriate presentational software and attach an audio recording of themselves speaking to their presentation. It is important that the recording is carried out in an area that is quiet with no background noise to ensure what the candidate is saying can be heard.
There does not need to be a live audience. Candidates should use language appropriate for the presentation and sustain the language throughout. The presentation should contain appropriate audio and visual elements.
A presentation (10 minutes maximum) must be submitted for each candidate. Team presentations must not be submitted for assessment.
Candidates will be assessed on how their presentation displays the following skills:
The presentation should:
The presentations must be submitted to Cambridge International along with the audio and/or visual materials used and a verbatim transcript of the presentation. The running time for the presentation must not exceed 10 minutes. Work beyond the maximum running time will not be included in the assessment. Teachers must ensure that the quality of any recording will permit accurate marking of the work.
10 marks
Each candidate will write a reflective paper (maximum 800 words) focusing on how effectively the team worked together, what could be improved, and any changes to their personal views shaped by the collaborative experience. Candidates should demonstrate AO2 skills.
Candidates will be assessed on their:
For each candidate, submit the following pieces of work to Cambridge International:
A statement of originality must be included for each candidate.
The teacher should take an active role in creating teams. The maximum team size is five, the minimum two. Teams of three or four candidates work together well and often find it easier to agree on what problem to research.
Teachers should support each candidate and team in:
Teachers should note that the use of audio and/or visual materials does not need to be extensive but rather should be fit for purpose and reflective of working in the twenty-first century.
The presentation and reflective paper must be each candidates own, unaided work. Once candidates start researching and producing their presentations, they may seek assistance from the teacher, but advice should be kept at a general level so that the candidates lead the discussions and make the suggestions for any amendments. Teachers must not give detailed advice to individual candidates or groups of candidates on how their work can be improved to meet the assessment criteria.
There is also an online AS Level course available on our online Learning Area
https://learning.cambridgeinternational.org/
Teachers must not:
For further information about supervising coursework, see the Cambridge Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide
It is the centres responsibility to make sure all assessed work is the candidates original work. Candidates must not submit someone elses work as their own, or use material produced by someone else without citing and referencing it properly. Teachers should make candidates aware of the academic conventions governing quotation and reference to the work of others, and teach candidates how to use them.
A candidate taking someone elses work or ideas and passing them off as his or her own is an example of plagiarism. Cambridge International use plagiarism detection software packages. It is the teachers responsibility to prevent plagiarism from happening and to detect it if it does happen. For more information, search for Preventing plagiarism guidance for teachers on our website at www.cambridgeinternational.org
At the time of submission, the candidate must sign a statement of originality confirming that they are submitting their own work. The teacher countersigns it to confirm that they believe it is the candidates work.
All materials for Component 3 must be submitted electronically. The deadlines, details of acceptable formats for presentations, and methods for submission are in the Administrative Guide. This is available from the Exams Officers Guide section of our website: www.cambridgeinternational.org/eoguide
Research report, 85 marks, externally marked
For the Cambridge Research Report, candidates complete a research project on a topic and question of their own choice. The project comprises a report of up to 5000 words, supported by a research log.
The report and log are externally marked by Cambridge International. Research report 75 marks
Research log 10 marks
The report must be based around a single question that lends itself to in-depth research. The report should be written for a non-specialist audience.
Throughout their research, candidates must keep a research log and submit it with their report. The log must be a separate document to the report. In their log, candidates should record information relating to the research process and reflect on their research findings and decisions.
For the Cambridge Research Report, candidates should demonstrate AO1, AO2 and AO3 skills. Candidates will be assessed on their ability to:
The report must be written in continuous prose and must not exceed 5000 words. An accurate word count must be clearly stated. The title and bibliographical references are not included in the word count. Work beyond the 5000 word maximum will not be marked.
The report must include a bibliography and full bibliographical references must be given for any quotations. The format and referencing conventions used should be appropriate to the subject discipline/s.
Each candidate must also complete a research proposal form, and this must be reviewed internally. The research proposal is not externally marked by Cambridge International, but it must be submitted with the materials sent for assessment. For further guidance, see the section Initial preparation and research proposal below.
Candidates are advised to choose a topic that engages them strongly and is of real importance to them. Candidates should develop initial ideas for their research and teachers must support candidates in developing a suitable research question. Each candidate must write a research proposal and discuss this with their teacher. The research proposal should outline:
The teacher must review the research proposal to confirm whether the concepts and debate are relevant and that the research question chosen gives the candidate scope to meet the assessment criteria.
The title of the report must take the form of a question. Formulating a good research question takes time and careful consideration. The report should explain how and why the question was developed. For example, why is the question worth asking, and how did it develop during the research process?
Candidates should also consider the key concepts associated with their research question and area of research. The key concepts are the terms or ideas which are relevant to the topic they have chosen. For example, for a project
on the representation of women in poetry, key concepts might be gender and feminism. Or, for a project which investigates different explanations for the movement of fluids in science, key concepts might be the conservation of energy and Brownian motion.
Candidates must discuss their research proposal with their teacher, to ensure that their research question, concepts, initial thoughts on how they intend to argue for or against the question, and sources are appropriate. Teachers should support candidates in developing their ideas and approve the research proposal form.
It is important that candidates spend sufficient time on this preparatory stage.
Download the research proposal form from the samples database at www.cambridgeinternational.org/samples. For each candidate, a completed research proposal form, with comments from the teacher, must be submitted to Cambridge International along with the materials for assessment.
For further guidance on the initial preparation and the research proposal, see the Teacher Guide or go to our School Support Hub www.cambridgeinternational.org/support
The teachers role is to ensure an understanding of the task, monitor progress, and respond to requests for advice on research and writing in general, but not to guide specific content.
The teacher will need to help each candidate to decide on the subject and scale of their research. The teacher must review the research proposal to confirm the topic is suitable and provides enough opportunities to meet the assessment criteria but is not too large, nor too complex. In the initial stage when topics are being selected, teachers might arrange workshops for candidates to discuss subject specific issues and approaches. As topics are refined and questions developed, workshops might also be used to share ideas.
The teacher is responsible for formally approving each candidates research proposal. Teachers should do this before the candidate starts work on their research. Teachers should be satisfied that the research does not raise safety issues for the candidates. Information on safeguarding is available in the Our standards section of our public website. We recommend that teachers read the booklet Safeguarding: The Protection of Children and Vulnerable Adults.
Throughout the research process the teacher should support each candidate to:
In the production of the report, teachers should support candidates to:
Research must be the candidates own unaided work and findings must be the result of personal reflection and judgement. The work may be supported by ongoing workshops and classes. Candidates may also consult with a subject-specific teacher if they are carrying out research into a specialist topic. However, the report needs to address a non-specialist audience. Teachers should monitor candidates progress by discussion of their research log. It is a teachers responsibility to verify that the work is that of the candidate working alone.
Further support can be found in our online Learning Area https://learning.cambridgeinternational.org/
Teachers/subject-specific consultants must not :
The research report must be evidence-based. Evidence is likely to be primary evidence and/or secondary evidence. Primary evidence is first-hand information and can come from a range of sources, such as historical documents, literary texts, artefacts and data gathered from scientific observation, as well as interviews and surveys. Secondary evidence includes material such as the arguments and opinions of specialists which reflect on or synthesise primary evidence. Candidates should be aware of and explore the strengths and potential weaknesses of all types of evidence.
Candidates should select research methods that are appropriate for their chosen topic. The research can be based on primary and/or secondary evidence, depending on the subject matter and the approach. The types of research methods that might be used are:
The study of the reasons why particular sets of methods are appropriate for specific academic subject areas is known as research methodology. Candidates are expected to engage with the methodology underlying their choice of research methods, and consider the impact of their choice on their report.
Candidates should be taught:
In their research report, candidates must explain their choice and use of appropriate research methods, and consider the methodology which has informed this. Candidates should explain how they carried out the research.
Candidates must use a research log throughout the research process to record information, plan actions and reflect on research findings and decisions. Decisions could include the wording of their research question, their choice of methods, and judgements made during the research based on their findings. Candidates do not need to record all their actions and thinking in their log. The log could contain reminders of things to check, ongoing evaluation of the research, and reflections on how their thinking or their research question may have changed as a result of feedback from the teacher.
The log must be submitted for assessment and must be a separate document to the report. It can be written in note form or a mixture of notes and continuous prose. The log is not included in the 5000 word limit of the report but it should not be seen as a way to extend that word limit.
For further guidance on the log, including length and format, see the Teacher Guide.
A candidates research question should lead to the discussion of different perspectives. A perspective is a coherent world view which is a response to an issue. A perspective is made up of argument, evidence and assumptions, and may be influenced by a particular context. It should be clear from the research question that it will be possible to analyse and evaluate different perspectives.
For example, a candidate may want to choose industrialisation as their research topic. There are different opinions about industrialisation. Some argue in favour of industrialisation because industrial production can manufacture goods more efficiently. However, others argue against it because of the pollution it generates. Each of these views can be supported by different kinds of evidence. The argument for industrialisation based on its efficiency might be backed up by quantitative evidence of rates of production and profitability. The arguments against industrialisation because of the pollution it causes, might be supported by observational evidence of its impact on the natural environment. Each of these views also make different assumptions: unstated reasons which lead them to value different kinds of evidence and come to different conclusions. In each case, the combination of the arguments, evidence and assumptions makes up a distinctive perspective. A judgement between them can, however, be reached by the careful and sympathetic evaluation of the differing yet well-established views.
The research question should lead directly to an assessment of the perspectives. It would not be suitable for a research question to be simply Industrialisation because that is a not a question. The title Has industrialisation been environmentally damaging? is a question, but it would not be suitable because it suggests a one-sided, preconceived view and does not lead directly to a debate. However, an appropriate question and report title would be Is industrialisation a good thing?, because this question could lead to establishing and evaluating different perspectives.
For further guidance, see the Teacher Guide.
The report should contain an introduction, main body and conclusion. It may include sub-headings and must include references. The report needs to be organised so that the argument is well communicated and easy to follow.
Candidates must acknowledge where specific ideas and information come from. They should use an appropriate referencing and citation system related to the academic discipline in which they are working. Many reports will adopt the Harvard, Chicago or APA referencing systems. Whatever referencing system candidates choose, they must use it consistently.
It is the centres responsibility to make sure that all assessed work is the candidates original work. If plans and first drafts are completed under teacher supervision, teachers can be sure of the authenticity of the final report.
Teachers should not correct or edit draft coursework. Candidates can draft and redraft work, but teachers should only give brief summative comments on progress during this drafting phase. A general discussion on the progress of the report is a natural part of the teachercandidate relationship, as it is for other parts of the course.
Candidates must not submit someone elses work as their own, or use material produced by someone else without citing and referencing it properly. Teachers should make candidates aware of the academic conventions governing quotation and reference to the work of others and teach candidates how to use them.
A candidate taking someone elses work or ideas and passing them off as his or her own is an example of plagiarism. Cambridge International use plagiarism detection software packages. It is the teachers responsibility to prevent plagiarism from happening in the first place, and to detect it if it does happen. For more information, search for Preventing plagiarism guidance for teachers on our website at www.cambridgeinternational.org
At the time of submission, the candidate must sign a statement of originality confirming that they are submitting their own work. The teacher countersigns it to confirm that they believe it is the candidates work.
All candidates research reports and research logs are marked by Cambridge International. All work must be submitted electronically.
The deadlines and methods for submission are given in the Administrative Guide. This is available from the Exams Officers Guide section of our website: www.cambridgeinternational.org/eoguide
For each candidate, submit the following pieces of work to Cambridge International:
Command words and their meanings help candidates know what is expected from them in the exam. The table below includes command words used in the assessment for this syllabus. The use of the command word will relate to the subject context.
Assess- make an informed judgement
Compare- identify/comment on similarities and/or differences
Contrast- identify/comment on differences
Demonstrate- show how or give an example
Develop- take forward to a more advanced stage or build upon given information
Evaluate- judge or calculate the quality, importance, amount, or value of something
Explain- set out purposes or reasons / make the relationships between things evident / provide why and/or how and support with relevant evidence
Identify- name/select/recognise
Justify- support a case with evidence/argument
Phrases such as To what extent ? and Make an overall judgement may also be seen in the assessment for this syllabus.
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the administrative information with your exams officer so they know when you will need their support. Find more information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
We recommend that learners starting this course should have completed a course in English equivalent to Cambridge IGCSE or Cambridge O Level First Language English.
We design Cambridge International AS & A Level syllabuses based on learners having about 180 guided learning hours for each Cambridge International AS Level and about 360 guided learning hours for a Cambridge
International A Level. The number of hours a learner needs to achieve the qualification may vary according to local practice and their previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable. You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates cannot enter for this syllabus. For more information, please refer to the Cambridge Guide to Making Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The only exceptions are:
Group awards: Cambridge AICE
Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a range of different subjects.
Learn more about Cambridge AICE at www.cambridgeinternational.org/aice
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work closely with you to make sure they enter the right number of candidates for the right combination of syllabus components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making Entries. Your exams officer has a copy of this guide.
To keep our exams secure, we produce question papers for different areas of the world, known as administrative zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify the components the candidate will take relevant to the administrative zone and the available assessment options.
We know how important exams officers are to the successful running of exams. We provide them with the support they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times as they want to. Information on retake entries is at www.cambridgeinternational.org/entries. To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to Making Entries for the relevant series.
Candidates can carry forward the result of their Cambridge International AS Level assessment from one series to complete the Cambridge International A Level in a following series, subject to the rules and time limits described in the Cambridge Handbook.
Regulations for carrying forward entries for staged assessment (Cambridge International AS & A Level) can be found in the Cambridge Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide
Marks achieved in Component 3, Team Project, can be carried forward on their own to future series, subject to the requirements set out in the Cambridge Handbook. This can be done by making entries for either of the following options:
or
The marks from the specific entry options listed above cannot be used as a staged route to complete a full A Level. For information, refer to the Cambridge Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide
We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment materials. In our effort to comply with the UK Equality Act (2010) we have taken all reasonable steps to avoid any direct and indirect discrimination.
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage over others or if they compromise the standards being assessed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.
After the exam
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level. A* is the highest and E is the lowest grade.
Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level. a is the highest and e is the lowest grade.
Ungraded means that the candidates performance did not meet the standard required for the lowest grade (E or e). Ungraded is reported on the statement of results but not on the certificate. In specific circumstances your candidates may see one of the following letters on their statement of results:
These letters do not appear on the certificate
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge International AS Level grade will be awarded if both of the following apply:
On the statement of results and certificates, Cambridge International AS & A Levels are shown as General Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE A Level).
Director of Studies, Auckland Grammar School, New Zealand
Assessment at Cambridge International A Level has two purposes:
Cambridge International AS Level
Assessment at Cambridge International AS Level has two purposes:
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better performance in some other aspect.
Grade descriptions for Cambridge International A Level Global Perspectives & Research will be published after the first assessment of the A Level in 2023. Find more information at www.cambridgeinternational.org/alevel
Changes to this syllabus for 2023, 2024 and 2025
The syllabus has been reviewed and revised for first examination in 2023.
Aglossary of standard command words has been
In addition to reading the syllabus, you should refer to the updated specimen papers. The specimen papers will help your students become familiar with exam requirements and command words in questions. The specimen mark schemes explain how students should answer questions to meet the assessment objectives.
Any textbooks endorsed to support the syllabus for examination from 2023 are suitable for use with this syllabus.
Zhai Xiaoning , Deputy Principal, The High School Affiliated to Renmin University of China
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