gpr syllabus

Cambridge Pre-U Syllabus – International edition

Cambridge International Level 3Pre-U Certificate inGLOBAL PERSPECTIVES AND INDEPENDENT RESEARCH

For examination in 2010, 2011 and 2012

Cambridge Pre-U Syllabus (International edition)

www.cie.org.uk/cambridgepreu 1www.cie.org.uk/cambridgepreu 1

Global Perspectives and Independent Research (9777)Cambridge International Level 3 Pre-U Certificate in Global Perspectives and Independent Research

For examination in 2010, 2011 and 2012

QAN 500/4010/8


www.cie.org.uk/cambridgepreu2

Support

CIE provides comprehensive support for all its qualifications, including the Cambridge Pre-U. There are resources for teachers and candidates written by experts. CIE also endorses a range of materials from other publishers to give a choice of approach. More information on what is available for this syllabus can be found at www.cie.org.uk

Syllabus Updates

This syllabus is for teaching from 2008 and is valid for examination in 2010, 2011 and 2012.

If there are any changes to this syllabus CIE will write to Centres to inform them. This syllabus will also be published annually on the CIE website (www.cie.org.uk/cambridgepreu). The version of the syllabus on the website should always be considered as the definitive version.

Further copies of this syllabus can be obtained by either downloading from our website www.cie.org.uk/cambridgepreu

or contacting:Customer Services, University of Cambridge International Examinations,1 Hills Road, Cambridge CB1 2EUTelephone: +44 (0)1223 553554Fax: +44 (0)1223 553558E-mail: [email protected]

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Copyright © University of Cambridge Local Examinations Syndicate 2008


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Cambridge International Level 3 Pre-U Certificate

Global Perspectives and Independent Research

9777

Contents Page

Section 1: Pre-U Certificate in Global Perspectives and Independent ResearchIntroduction 4Global Perspectives and Independent Research Requirements 5Assessment Objectives 5Assessment, Grading and Aggregation of Global Perspectives and Independent Research 6Entry Options for Global Perspectives and Independent Research 6

Section 2: Global PerspectivesIntroduction 8Global Perspectives: Aims 9Global Perspectives: Assessment Objectives 10Global Perspectives: Scheme of Assessment 11Global Perspectives: Weighting of Objectives 11Global Perspectives: Description of Papers 12Global Perspectives: Curriculum Content 15Global Perspectives: Grade Descriptors 21Appendix GP1: Example Topic 23Appendix GP2: The Teacher’s role and Level of Guidance Permitted 24

Section 3: Independent Research ReportIndependent Research Report: Introduction 27Independent Research Report: Aims 28Independent Research Report: Assessment Objectives 29Independent Research Report: Scheme of Assessment 29Independent Research Report: Curriculum Content 32Independent Research Report: Marking Criteria 36Independent Research Report: Sample Topic 40Independent Research Report: Sample Guidance for Candidates 42Independent Research Report: Grade Descriptors 45

Appendix: Additional Information 47



Section 1: Pre-U Certificate in Global Perspectives and Independent ResearchIntroduction

The Cambridge Pre-U components: Global Perspectives and the Independent Research Report seek to add value to post-16 programmes in terms of coherence, depth and breadth, through:

Expanding creative, critical and responsible awareness through the tackling of global issues • in Global Perspectives.

Encouraging focused personal exploration and increased depth of study through the • Independent Research Report.

Global Perspectives places academic specialisation in a practical, real-world context, being a seminar-based opportunity to research and explore a range of issues challenging people across the globe. Developing critical/analytical, research, and problem-solving skills essential to higher education, candidates will learn to place their personal perspectives in a global context, finding new inspiration and challenges for their studies. Candidates will submit a presentation and an essay from their portfolio and sit an examination.

The Independent Research Report gives candidates the chance to dig still deeper into a particular subject, or to cross boundaries by doing interdisciplinary work, or to make a new departure by investigating a subject not covered by traditional school syllabuses. Candidates submit a single piece of extended work on their chosen theme.

The two components can be certificated as Cambridge International Pre-U Certificate in Global Perspectives and Independent Research (GPR).



Global Perspectives and Independent Research Requirements

Candidates qualify for the Cambridge Pre-U Certificate in Global Perspectives and Independent Research if they pass both Global Perspectives and the Independent Research Report. They are not available for certification separately.

Assessment Objectives

Global Perspectives seeks directly to assess generic skills and dispositions relating to critical thinking and enquiry.

The Independent Research Report assesses some generic study skills at a high level, while also giving credit for advanced subject (and where appropriate interdisciplinary) knowledge and understanding.

Assessment Objective

DetailSubject

SyllabusesGlobal

PerspectivesIndependent

Research Report

KnowledgeSubject-specific * *

Cross-curricular *

UnderstandingSubject-specific * *

Cross-curricular *

SkillsSubject-specific *

Generic study skills * * *

DispositionsInterdisciplinarySelf-reflective

Critical thinking

***

**

Detailed assessment objectives for both Global Perspectives and Independent Research Report are provided in the relevant sections in this syllabus.



Assessment, Grading and Aggregation of Global Perspectives and Independent Research

A candidate taking Global Perspectives must take all the components for that subject in one session. The Independent Research Report can be taken in a different session to Global Perspectives but should be taken within 13 months to claim the Global Perspectives and Independent Research certificate.

Candidates wishing to improve their performance in Global Perspectives must retake all three assessments. They will not be allowed to resit individual components.

The Cambridge International Level 3 Pre-U Certificate is graded on a scale of nine grades: D1 (Distinction 1), D2, D3, M1 (Merit 1), M2, M3, P1 (Pass 1), P2, P3. Grades achieved for the four components will be aggregated to provide a single grade for the Cambridge Pre-U Certificate in Global Perspectives and Independent Research.

Entry Options for Global Perspectives and Independent Research

Candidates should be entered for Global Perspectives and Independent Research using the syllabus code 9777 and the appropriate option from the table below.

Further details about component and option codes can be found in the Appendix on page 47.

Options

All of the options below will be available from the 2010 examination sessions onwards.

A All four components taken in the same session.

B The three Global Perspectives components taken in one session and not certificated.

C IRR submitted, and GP components carried forward from the previous June session.

D GP components taken, and the IRR mark carried forward from the previous June.

F IRR submitted, GP components carried forward from previous November.



Routes for Candidates

Year 1 Year 2

Staged GPRGlobal Perspectives only

(9777 Option B)

IRR only (carry forward earlier GP mark) (9777 Option C – from previous June)

OR(9777 Option F – from previous November)

Linear GPR – 9777 Option A

Candidates who wish to improve their performance on Global Perspectives may take all three components again in the same session as submitting the Independent Research Report (Option A). Candidates should be aware however that only the most recent result will count towards certification.



Section 2: Global PerspectivesIntroduction

Rationale

Cambridge Pre-U Global Perspectives aims to equip candidates with the critical and analytical skills needed to allow them to make a successful transition to study in higher education and to broaden their understanding of the world.

Global Perspectives provides:

an introduction to critical thinking skills•

a practical application of rigorous research skills•

a chance to explore connections between academic subjects•

a focus on real-world challenges and opportunities.•

Today’s candidates live in a rapidly changing world, confronted by a multiplicity of competing ideas, arguments and information. Everyday interactions and the university studies of young people today promise to take them out of their intellectual comfort zone, away from the relatively secure world of sedate change and reception of received wisdom, and into an environment of competing ideas where perspectives are challenged and subject to change. Global Perspectives seeks to develop the skills and cognitive frameworks that enable candidates to comprehend and interact positively with these changes.

Positive engagement with this rapidly changing world of ideas, arguments and information constitutes a skill-set in itself, and involves the ability to follow and deconstruct arguments and assertions, to separate fact, argument and opinion, and to assess and evaluate claims. Other essential skills involve knowing how to research and evaluate the reliability and usefulness of information, how to assemble, assess and handle evidence, and how to construct further arguments. Through an investigation of challenging topics, candidates will also develop skills in lateral and creative thinking in the resolution of dilemmas.

The need to be able to assess information and ideas critically and constructively is one that transcends academic subjects, yet is fundamental to developing as successful candidates in an increasingly globalised world. Global Perspectives prioritises these skills, but recognises that they cannot be taught in a vacuum, that they need to be developed within an authentic environment of real-world challenges and debates.

The content base of the syllabus is drawn from some of the key issues around which ideas, arguments and information revolve in today’s world. Researching the contexts and examining the premises of established perspectives will broaden understanding, sympathy and tolerance, while offering candidates the chance to develop their own points of view.

The outcome of the course is intended to be transformative, providing young people with the skills needed to structure and shape their understanding in a rapidly changing world.



Global Perspectives: Aims

Cambridge Pre-U Global Perspectives aims to:

1. Prepare candidates for engagement in a rapidly changing intellectual environment, by:

promoting a critical, questioning approach to information that is often taken for granted• developing and promoting disciplined and scholarly research methods• cultivating an interdisciplinary perspective.•

2. Encourage candidates to engage constructively with issues and ideas of global significance, thus:

developing an understanding of some of the key global problems and opportunities that will • face them as adults, wherever they live and workfostering awareness and understanding of, and respect for, the diversity of perspectives on • particular global issuesencouraging an independent outlook and self-reflection through scrutiny of • a priori assumptions.

Articulation and Progression

Cambridge Pre-U Global Perspectives serves as a basis from which a candidate may subsequently embark with confidence on the Independent Research Report, having developed the skills involved in identifying questions, locating and evaluating sources and perspectives, and in setting out a realistic and meaningful research agenda. The Global Perspectives assessment ends at the point where a candidate might be expected to be aware of the issues involved in setting up a research proposal, identifying an appropriate question, and undertaking a literature review or its equivalent. These latter skills are assessed generically in Global Perspectives, and are then assessed in relation to a particular piece of original research, in the Independent Research Report.

The approach taken by Global Perspectives is very different from, but seeks to complement and carry forward subject-specific approaches in post-16 programmes designed to prepare students for university. The focus here is on candidates learning how to learn – on providing them with the tools for independent, pro-active, interdisciplinary study.

Prior Knowledge

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.

The course will equip candidates with a coherent theoretical and practical basis of transferable skills and key knowledge suitable for future lawyers, scientists, medics and academic researchers, whilst providing thought-provoking material that may appeal to those intending to progress to study in higher education and ultimately into a wide range of careers.



Global Perspectives: Assessment Objectives

Throughout the course, candidates will gain knowledge and understanding of the background to selected global issues, and of the diversity of perspectives on them. This knowledge and understanding will underpin and inform the higher order skills, but will not be separately assessed.

Candidates will be expected to demonstrate:

AO1Analysis and evaluation

of arguments

Critical analysis and evaluation of argument structure:to understand and apply the language of reasoning;• to analyse the structure of argument, by identifying the conclusion, • reasons (premises), assumptions and any counter-argument; to assess the technical strength/weakness of the argument by testing • the acceptability, relevance and sufficiency of the premises to support the conclusion.

AO2Analysis and evaluation

of contexts

Situating the argument in its context: identify and evaluate the use of key expressions and ideas, clarifying • them as needed;assess the credibility of sources (collected by the candidate);• identify alternative/rival perspectives and assess their relationship to • the case presented;identify desirable ends/outcomes from which to judge rival • perspectives.

AO3 Communication

Presentation, communication and collaboration:use language and other appropriate media to convey complex concepts • and ideas with clarity;establish a context or framework of understanding sufficient for • audiences to understand and respond to the presentation;demonstrate ability to create a coherent and well-elaborated personal • perspective and articulate its relationship to alternative perspectives.

AO4 Dispositions

Dispositions: Judgement, reason, self-reflection, empathy:sympathetically or intellectually engage with counter-argument or • alternative perspectives;assess the possibility of synthesising varied perspectives as an • alternative to favouring only one;identify areas in need of further information or research;• establish, and reflect on, a personal point of view.•

Note that the skills in AO1 reflect the approach adopted in critical thinking assessments. In AO2 these skills are then demonstrated within a wider context so that they are not applied in isolation. Together, AO1 and AO2 aim to assess the candidate’s ability to look beyond the internal characteristics of one argument or claim, and set it instead in a broader context. AO3 will be assessed through a variety of evidence demonstrating a candidate’s ability to communicate and engage with ideas and arguments. AO4 will be assessed through a piece of written work and a presentation.



Global Perspectives: Scheme of Assessment

Global Perspectives will be assessed through three components, each covering tasks identified within the critical path (see Curriculum Content section for details).

Component Task DurationWeighting

(%)Type of Assessment

01 Deconstruction1 hour 30 minutes

25% Written Paper

02Reconstruction and

Reflection30%

Essay of max 1500 words externally assessed

03 Presentation

max 15 minutes running

time

45%Multi-media presentation externally

assessed.

Components 02 and 03 are submitted in electronic form and marked by CIE. Work must be submitted to CIE by 31 May for assessment in the June session and 31 October for assessment in the November session.

Guidance on appropriate formats and procedures for the submitted work will be provided. Centres are strongly advised to retain securely either a hard copy or an electronic copy of the complete submission.

Global Perspectives: Weighting of Objectives

The relationship between the assessment objectives and the components of assessment is shown in the specification grid below.

The assessment objectives are to some degree inter-dependent. It is not, therefore, feasible to assess them discretely. Accordingly, the weightings indicated in the tables below are approximate.

Component AO1 AO2 AO3 AO4 Total

Paper 15% 7.5% 2.5% – 25%

Essay 3% 12% 3% 12% 30%

Presentation 9% 9% 13.5% 13.5% 45%

Total 27% 28.5% 19% 25.5% 100%



Global Perspectives: Description of Papers

All three assessment components are marked by CIE. Teachers should monitor candidates work sufficiently so they are able to authenticate the work as the candidate’s own.

Component 01: Critical and Comparative Analysis: Written Paper (1 hour 30 minutes)

The written paper will comprise one or more sources for critical and comparative analysis. Candidates will be expected to analyse and evaluate arguments, to sift evidence and compare perspectives. They might be asked to suggest types and sources of evidence to take analysis further. Questions will encourage candidates to demonstrate:

Accurate analysis of the key elements of the structure of the argument by identifying the main • conclusion, some intermediate conclusions, reasons (premises), and any (un-stated) assumptions.Identification of the key and subsidiary evidence on which the argument is based.• Thorough reasoned evaluation of the strengths and/or weaknesses of the reasoning, including • accurately identifying flaws, and assessing use of evidence or analogy.Analysis and evaluation of counter-argument, where it exists.• Identification and analysis of material within a text or article which provides explanation or an • account.Ability to compare perspectives.•

Component 02: Reconstruction and Reflection: Essay (max 1,500 words)

The essay centres on the Reconstruction and Reflection tasks within the critical path and must be based on one of the topics the candidate studied during the course.

Usually, the essay will approach a topic by juxtaposing two alternative perspectives and will proceed by exploring the evidence base and support for each, including as appropriate:

Clarification of expressions and ideas.• Identification of relevant sources and assessment of the credibility of these sources. • Investigation and explanation of relevant alternative perspectives and how their value is • determined.Definition of parameters of evidence needed to support the contrasting argument/s.• Definition and justification of the standards used to judge the reliability of the conclusion.•

The essay would move on to an evaluation and suggestion of ways forward in the debate.

Critical evaluation of the consequences and significance of conclusions.• Identification of further relevant and appropriate arguments that may arise out of the conclusion.• Critical discussion of the impact that further evidence may have on the strength of the • conclusion/s.Reflection on the impact of the conclusion/s on prior views.• Identification of and justification for further supportive research. •



The final section might represent a candidate’s personal reflection.

Consideration of the development of the candidate’s own perspective as a consequence of the • enquiry.

Note that the essay does not constitute a form of research report. It is more akin to a literature review, drawing out and analysing the arguments around a particular issue.

Candidates will be assessed on their ability to synthesise ideas, arguments and evidence from research into their chosen topic in order to produce their own coherent, cogent reasoned argument.

In producing their own analysis and evaluation of the background to the chosen topic, candidates are expected to use a variety of sources, a full list of which must be submitted with the essay.

This essay should be presented as a word-processed document with bibliography. Work beyond the 1500 word maximum will not be included in the assessment. The deadline for submission to CIE is 31 May (June session) or 31 October (November session).

For guidance on the role of the teacher and the level of support that can be given to candidates please see Appendix GP2.

Component 03: Presentation

The presentation will be based on a Resource Booklet or CD issued by CIE containing a range of source materials crossing different Themes. Candidates’ presentations should be firmly based on a question which engages directly with an issue, an assumption, a piece of evidence and/or a line of reasoning in the stimulus material. Presentations should address contrasting perspectives and should be aimed at a non-specialist audience.

The Resource Booklet will be made available to schools by 1 March to allow candidates four weeks to complete their presentation. Each Centre may determine the precise timing of the four-week period to fit their own circumstances. The deadline for submission to CIE is 31 May (for the June session) or 31 October (for the November session). All work is submitted electronically.

Candidates may produce their presentation in a variety of formats (e.g. PowerPoint, video, weblog, or webpages) and should normally include an oral presentation or commentary. Where this is not possible accompanying written notes must be provided.

The speaking or running time of the presentation should be a maximum of 15 minutes. Work beyond the maximum 15 minute running time will not be included in the assessment. In the case of a website, the content should be viewable within a time period of 15 minutes. Guidance on suitable formats for the presentation will be provided.

The presentation need not cover all the steps in the Critical Path. The candidate may identify a particular question or issue to explore arising out of the material provided. The presentation must explore alternative perspectives on the question or issue. While it might take and defend a particular line, it must take into account and deal with conflicting views and evidence.



Presentations will be assessed on the candidate’s ability to:

Present the information in a balanced, coherent and well structured way.• Demonstrate the ability to evaluate and reflect on different perspectives and develop his/her own • viewpoint.Present information in a variety of appropriate ways and/ or media.• Communicate in a sophisticated way with few if any errors of grammar, punctuation or spelling. • Provide information that is easy to absorb by a non-specialist audience. • Use appropriate technical terms throughout and reference sources.•

For guidance on the role of the teacher and the level of support that can be given to candidates please see Appendix GP2.



Global Perspectives: Curriculum Content

Course Content

The course is built around a series of topics, each one representing a key global challenge that will face candidates as adults, wherever they live and work. The topics are organised into broad generic themes.

Schools should build a suitable programme by choosing at least four topics, each from different Themes (see Table 1 below). Candidates do not have to cover all the topics from a particular Theme but may select a topic that engages their interest.

It is expected that candidates will focus on the international context throughout the course.

Table 1

Themes Topics

Ethics

Genetic engineering

Medical ethics and priorities

Standard of living or quality of life

Ethical foreign policies

The religious-secular divide

Economics

Globalisation of economic activity

Migration and work

Impact of the internet

The speed of change in technology and global trade

The ethics and economics of food

The economic role of women

Environment

Global climate change: science and politics

Industrial pollution

Biodiversity and threats to the world’s natural heritage

The challenge of GM crops

Urbanisation and the countryside



Technology

Alternatives to oil

Artificial intelligence

Futures

Incorporating technology into buildings

On-line and interactive communities

Politics and culture

The emergence of China and/or India as a global superpower

Endangered cultures

International law

Transnational organisations – UN, World Bank, EU, NATO

Globalisation versus new nationalisms

Integration and multi-culturalism

The approach to each topic will be along generic lines. For example, within the industrial pollution topic, an article written from an environmentalist perspective might serve as the basis for initial discussion. This could lead to a definition of the terms used and an identification of the implicit assumptions and logical coherence of the arguments used and conclusions reached. Candidates would then be encouraged to identify alternative perspectives on the topic, consider the competing arguments and evaluate the evidence for each. There should be opportunities for candidates to reflect critically on the process undertaken and to make a presentation to the group.

Skills and dispositions

The global issues that form the content of the course provide a meaningful and stimulating context through which candidates can begin to develop the skills necessary to prepare them for embarking on their own independent research. Through structured explorations of selected topics, candidates can be guided towards development of the critical thinking and research skills and reflective dispositions that are fundamental to the aims and assessment of this course.

Candidates should be able to:

identify relevant sources and assess the credibility of these sources• investigate and explain relevant alternative perspectives and how their value is determined• define parameters of evidence needed to support the contrasting argument/s• define and justify the standards used to judge the reliability of the conclusion• critically evaluate the consequences and significance of conclusions• identify further relevant and appropriate arguments that may arise out of the conclusion• critically discuss the impact that further evidence may have on the strength of the conclusion/s• reflect on the impact of the conclusion/s on their own prior views• identify and justify possibilities for further supportive research• present information in a balanced, coherent and well structured way• demonstrate the ability to evaluate and reflect on different perspectives and develop his/her own • viewpoint



present information in a variety of appropriate ways and/ or media• communicate in a sophisticated way• provide information that is easy to absorb by a non specialist audience• use appropriate technical terms and reference sources.•

Level of critical thinking skills

Candidates will require an introduction to basic critical skills, including an understanding of how arguments are constructed and common errors in patterns of reasoning.


differentiate between argument, explanation, account, fact, opinion and belief• recognise that fact, opinion or belief may act as reasons in support of an argument• recognise and apply the language of reasoning:•

conclusion• reason (premise)• intermediate conclusion (acting as a reason in support of a main conclusion)• assumptions• evidence and examples• counter-argument and counter-assertion•

analyse the structure of argument by identifying key elements in source material:• conclusion• reasons (premises)• counter-argument or counter-assertion• evidence and examples• any assumptions (unstated reasons) which are needed to make the argument work• any principles (e.g. “it is wrong to trade with governments which are not democratic”)•

evaluate the strengths and weaknesses of arguments which support differing viewpoints, by • strategies such as:

identifying flaws in the reasoning (e.g. conflation, confusing cause and effect, confusing • necessary and sufficient conditions, circularity, attacking the arguer (ad hominem))assessing the relevance, reliability and use of supporting evidence• evaluating the credibility of sources of evidence (individuals and organisations), and thereby • the strength of the evidence, through applying commonly-used credibility criteria (expertise, bias, vested interest)assessing whether conclusions follow from reasons given in support• identifying and evaluating alternative conclusions which might follow from the reasoning.•

In using critical techniques to analyse and evaluate reasoning, candidates are not expected to produce detailed analyses of structure, but to demonstrate understanding of the main reasons used by the writer in arguing for the conclusion. The emphasis is on candidates using critical skills to develop understanding of issues and their background, to assess alternative perspectives and to synthesise material to reach their own conclusions.

Candidates are not required to be able to use argument notation or argument structure diagrams and are not required to apply formal logic.



Level of research skills


Plan:clarify research subject by establishing its scope and identifying key concepts and words• clarify research process by identifying tasks and creating a schedule• identify and use relevant tools for the research process: catalogues, databases, bibliographies, • search enginesidentify relevant resources for the research process: books, journals, theses, web sites.•

Locate and Gather:select and store relevant resources for the research process efficiently and appropriately• evaluate the usefulness and reliability of resources consulted• keep records and notes on strategies, tools and resources used: dates, author details, publisher, • URL, Library.

Select and Appraise:organise and utilise information from multiple sources only to suit the purpose of the research• check gathered materials against criteria identified at the planning stage• return to ‘Locate and Gather’ stage if required.•

Evaluate:evaluate the research process itself• write bibliography.•

Delivery Approach

The whole course should have a clear international focus and be built around a series of topics which are organised into broad generic themes. A suitable programme will incorporate at least four topics, each chosen from a different theme. It is suggested that tutors may wish to deliver an introductory course in critical thinking skills before embarking on selected topics from the five themes. A sample scheme of work is available in the accompanying Global Perspectives teacher guide.

Candidates are encouraged to explore each topic (where appropriate in groups) with direction from the teacher, and engage in seminar-style discussions and presentations. It is important that sufficient direct teaching is provided to support candidates in developing the skills identified above.

The approach taken is highly distinctive. Candidates are encouraged to explore each chosen topic by following a critical path marked out by a series of stages: from a base in the critical analysis of arguments and assertions embedded in a particular perspective on a topic, candidates are encouraged to move on to explore and evaluate alternative perspectives in terms of their arguments and evidence, develop research frameworks to push the debate forward, and reflect on the development of their own attitudes and approaches. Courses can be constructed by taking candidates through the stages of this critical path with each topic.



This is an approach which is very demanding of candidates more used to traditional teaching and learning styles, and candidates will need considerable support in the first iteration. Thereafter, it is expected that the candidate will become increasingly capable of initialising and carrying forward research strands in the way described.

An example is given in Appendix GP1, which teachers can use if they wish to show candidates how to plot a route through a topic. Candidates will be introduced to the means of deconstructing an argument, identifying its premises and conclusions, and evaluating the coherence of the argument. The evidence base will be explored, with candidates being asked to develop a strategy to identify, gather and evaluate relevant material. Candidates will be encouraged to consider alternative points of view. The conclusions will then be subjected to further scrutiny – how confident can we be? How significant are they? How much do they alter the candidate’s own a priori assumptions?

In exploring a topic, a candidate might be expected to undertake the following types of assignment:

Deconstruction Tasks• : The detailed analysis of a perspective contained in an extract or article;Reconstruction Tasks• : Structured fact-finding through independent research and organisation of information about alternative perspectives, possibly in the form of a literature review, with an evaluation of the evidence for and against competing points of view;Reflection Tasks• : Focusing on the extent to which the candidate’s own views have been challenged by their findings, and how that challenge has been dealt with;Presentation Tasks• : presentation in different formats, with space for discussion and debate.

The candidate will not be expected to follow exactly the same process for each topic covered. The course should provide sufficient opportunities to allow for the development of appropriate skills for each task in preparation for final assessment. The diagram on page 20 shows the tasks mapped against the critical path – the investigation process that lies at the heart of the Global Perspectives approach.

Schools are encouraged to facilitate opportunities for their candidates to communicate and collaborate with candidates in another country in the course of their investigations. Such engagement would make it possible to explore different perspectives on a topic or issue and extend the international context in study.

Further support and information is provided in the Global Perspectives teacher guide.



The Critical Path

Text containing a particular perspective on a topic

Critical analysis of an argumentIdentify the conclusion• Identify the reasons and (un-stated) assumptions supporting the • conclusionDoes the conclusion follow from the reasons and evidence?• Is the argument valid by definition?• Does the evidence give strong or weak support to the conclusion?•

Type of assignmentDeconstruction

tasks: analysis of an argument or

reasoning

Critical reconstruction of the context of an argumentWhat evidence or further clarification of terms or concepts do we • need?Where do we get the evidence?• Are the sources reliable and credible?• Are there alternative perspectives?• How can we adjudicate between them?• Does the evidence lead to a single conclusion?• What are the alternative conclusions or explanations?• How sure can we be of our conclusion?•

Type of assignmentReconstruction

tasks: discussion and evaluation

of evidence and of alternative

perspectives and their contexts

Reflection: exploring the implications of the argumentWhere do our conclusions lead?• Are the conclusions significant? • What impact do they have on prior views?• What further research might help to take this forward?•

Type of assignmentReflection tasks:

discussion of lessons learned and challenges faced.

Presenting, Communicating, CollaboratingWhat is the most appropriate way of communicating the findings of • the analysis?What questions or challenges arise in discussion, and how might they • be answered?

Type of assignmentPresentation

tasks: PowerPoint with commentary

or web-based presentation

The four stages of the critical path correspond approximately with the Assessment Objectives for this syllabus. The relative weightings of the assessment objectives in the question paper, essay and presentation are shown on page 11.



Global Perspectives: Grade Descriptors

The following grade descriptors indicate the level of attainment characteristic of the given grade. They give a general indication of the required standard at each specified grade. The descriptors should be interpreted in relation to the curriculum content in the syllabus, they are not designed to define that content.

The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the assessment may be balanced by better performance in others.

Distinction (D2)

Candidates characteristically:

apply the language of reasoning in an appropriate, confident and precise way to the context• demonstrate a secure understanding of the overall structure of subtle or complex argument, • identifying key components accurately and, for example, distinguishing intermediate from main conclusion and recognising counter-argument where presentdemonstrate the ability to make perceptive critical evaluation of argument in terms of their • strengths, weaknesses, flaws, implicit assumptions, use of evidence, etc.where appropriate, interpret and clarify key expressions and ideas with precision• critically assess the credibility of sources of evidence and the impact of those sources on the issue• recognise contrasting points of view and identify the reasoning underpinning those points of • view, recognising and evaluating clearly the arguments on each sideconstruct and communicate their own cogent complex arguments synthesising concepts and • ideas fluently and accurately in a logical mannerprovide persuasive reasoned responses to challenges, questioning and counter-argument• show clear evidence of perceptive/original reflection and/or reasoned opinion;• respond with sensitivity and respect to counter-argument• reflect on the development of their own viewpoint showing balance and self-awareness.•

Merit (M2)


apply the vocabulary of reasoning to the context with understanding of its correct usage• demonstrate understanding of the overall structure of the argument, identifying most key • components accuratelydemonstrate the ability to make some critical evaluation of the argument in terms of obvious • strengths, weaknesses and flawsinterpret and clarify expressions generally with accuracy• assess the credibility of sources of evidence and their impact with some relevance to the issue• recognise at least one other contrasting point of view and the gist of the reasoning underpinning • that point of view, but evaluation is incomplete or imprecise



construct and communicate their own arguments showing some ability to synthesise concepts • and ideas mainly accurately and logically, but argument may lack balanceprovide sound information in response to challenges, questioning and counter-argument, but may • lack perceptionshow some evidence of reflection and/or their own reasoned opinion• respond with respect to counter-argument• show some capacity to reflect on their own viewpoint with self-awareness•

Pass (P2)


apply the vocabulary of reasoning with some instances of correct usage• demonstrate understanding of the gist of the argument and/or some of the reasons, identifying • one or more key components correctlydemonstrate some evidence of critical evaluation of argument, for example identifying an obvious • weakness or flawmake some comments about expressions and ideas, but these may be simplistic or superficial• make superficial comments about the sources of evidence• recognise the gist of contrasting points of view and/or some of the reasoning, but comments may • be superficialmake some attempt to construct an argument which may include relevant ideas and information, • but lack depth or coherence, or include digressionprovide a response to challenges, questioning and counter-argument, but may lack relevance• develop their own presentation using collaborative working methods which are effective at times• show evidence of reflection and/or their own reasoned opinion but this may be limited• respond to counter-argument, but response may show lack of thought• show some capacity to reflect on their own viewpoint but conclusions may be superficial•



Appendix GP1: Example Topic

It is suggested that, before embarking on the full seminar programme, candidates are led through an induction unit to introduce them to the ‘Critical Path’ approach. Support material for this unit will be provided by CIE. The extract below gives a brief example of how the topic might be approached. This unit encourages candidates to think critically about the idea that English is a global language. This is not a compulsory unit of study.

Topic:Exploring the argument that English has attained the status of world language, with an unprecedented global importance.

Using an article such as, ‘Across cultures, English is the word’, from the International Herald Tribune, which included the quotation below:‘English and globalisation have spread hand in hand through the world. Having a global language has assisted globalisation, and globalisation has consolidated the global language. The process started with the dominance of two successive English-speaking empires. British and American, and continues today with the new virtual empire of the internet…English has become the second language of everybody. It’s gotten to the point where almost in any part of the world to be educated means to know English.’

Possible steps1 Deconstruction: Critical analysis of the perspective.

What are we to understand by the terms ‘world’, ‘global’ and ‘international’ languages?• What specific claims about English are being made by terms like ‘global language’?• How is the importance of English being measured?• What conclusions/implications are being drawn?• Do the premises support the conclusions?•

2 Reconstruction and Reflection: Critical reconstruction of the broader context:Reconstruction: identifying and evaluating alternative perspectives:•

i. Are there alternative ways of measuring the importance of a language? Where would we get the information? How would we assess its reliability?

ii. Does everyone agree that English is the global language? Are there alternative perspectives, and on what evidence are they based?

iii. Are there contrasting views on the consequences of the status of English? Are these views based on different evidence, or competing interpretations of the same evidence? Are some views more soundly-based than others?

Reflection: have any of the findings been surprising; has anything caused the candidate • to reappraise his/her own initial views – e.g. about the importance of learning a foreign language?

3 PresentationDelivering a presentation on some aspect of the investigation, but particularly on comparing different perspectives. This provides an opportunity to put forward an individual point of view, and to take part in discussion.



Appendix GP 2: The Teacher’s role and Level of Guidance Permitted

Global Perspectives Component 2 Essay

Paper 2 involves a single piece of extended writing resulting from independent thinking and learning within a supported environment. A class may share a general area or theme and conduct background work together, but each candidate must then settle on her/his own individual question. Each candidate must have an individual focus and each candidate’s question must be different.

Each essay must include a bibliography and full bibliographical references must be given for any quotations. The maximum length permitted is 1500 words, excluding only the bibliography and the citations for quotations in any footnotes. A word-count must be declared and any work beyond 1500 words will not be included in the assessment.

The role of the teacher

Before undertaking their own reconstruction of and reflection about a topic, candidates should be given direct and active assistance in:

understanding the nature of the task• finding a suitable subject• identifying the main issues, problems and possible research strands in their chosen area/theme• refining that subject into a formal question• understanding and developing appropriate research methodologies• understanding and developing the necessary organisational skills.•

If a class is working together on a common area/theme, this may be conducted in a formal teaching environment. Candidates should certainly be taught together:

the necessary research and organisational skills for this task• the proper academic conventions for presentation of the essay• the meaning and significance of plagiarism.•

Significant time should be allocated to this important part of preparation for Component 2.

Once the candidate embarks on researching and writing the essay, there must be minimum intervention by the teacher.

The essay must be the candidate’s own work. Candidates will be expected to carry out their research on their own and, once drafting has begun, the candidate must complete the process without further subject-specific assistance. While teachers may monitor progress to check that the candidate remains on schedule, they may not:

offer or provide detailed subject guidance for a candidate• undertake any research for a candidate• prepare or write any subject-specific notes or drafts for a candidate•



correct any part of a candidate’s written/electronic subject-specific notes or drafts• prepare, suggest amendments to, or comment on any part of a candidate’s essay.•

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 CIE.

Global Perspectives Component 3 Presentation

Paper 3 involves one fifteen-minute presentation that is based squarely on the pre-release material issued by CIE and is the result of independent thinking and learning within a supported environment. A class may conduct background work together, but each candidate must then settle on her/his own individual question or issue. Given that candidates have to devise their question from common pre-release materials, the same subject area may be tackled by more than one candidate within a Centre. That said, questions must be determined individually so even in large Centres there should be few, if any, instances of common questions because every pre-release collection will contain a very large number of issues, assumptions, pieces of evidence and lines of reasoning with which candidates may engage.

The maximum length permitted is a 15-minute speaking or running time and any work beyond that limit will not be included in the assessment.

The role of the teacher

Before the pre-release material is issued, candidates will need direct support to help them:

to understand the nature of the task• to understand appropriate research methodologies• to develop the necessary organisational skills and• to understand the meaning and significance of plagiarism.•

This is to take place in the formal teaching environment of the classroom (including group discussions and seminars). Teachers should allocate significant time to this important preparatory work.

When the pre-release material has been received, candidates may be supported in:

identifying the main issues, problems and possible research strands (e.g. through class • discussion)refining a suitable question/issue.•

The presentation must be the candidate’s own work. Candidates will be expected to carry out their research on their own and, once drafting has begun, the candidate must complete the process without further subject-specific assistance. Teachers may not:

offer or provide detailed subject guidance for a candidate• undertake any research for a candidate• prepare or write any subject-specific notes or drafts for a candidate•



correct, suggest corrections to, or identify shortcomings in any part of a candidate’s written/• electronic subject-specific notes or draftsprepare any part of a candidate’s presentation.•

Candidates will need to sign a declaration statement 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 CIE.



Section 3: Independent Research ReportIndependent Research Report: Introduction

Rationale

For the Independent Research Report candidates submit a report based on work done beyond individual subject syllabuses, on a topic chosen by the candidate. It gives the candidate the opportunity to:

1. dig deeper in a chosen specialism, or 2. cross boundaries with an inter–disciplinary enquiry, or 3. make a new departure with a study in a non–school subject, perhaps one that the candidate

plans to read at university.

The Independent Research Report:

is submitted in the form of an extended essay or report• adds breadth and depth to the candidate’s programme of study• articulates with and provides progression from studies in the Global Perspectives • componentprovides the opportunity to explore a specialist area of study, an unrelated topic or an • interdisciplinary themeenables candidates to develop practical skills in research methodology, thinking skills and • the skills to manage a sustained piece of academic workdeepens the academic experience.•

Candidates submit a single report of between 4,500 and 5,000 words. The report itself is a single piece of extended writing in the form of a dissertation or a report based on an investigation or field study. The precise nature and format of the report, and the research and reporting convention adopted, will be those most appropriate to the subject of the enquiry. Equally, whether the work is based in primary or secondary material or both will depend on the subject matter and the approach.

The assessment of the Independent Research Report will focus on the ability to design, plan and manage a research project; to collect and analyse information; to evaluate and make reasoned judgements; and to communicate findings and conclusions.

Articulation and Progression

The approach taken by the Independent Research Report is very different from, but seeks to complement and carry forward subject-specific approaches in post-16 progrmammes designed to prepare students for university. The focus here is on candidates applying the tools for independent, pro-active, interdisciplinary study.



Cambridge Pre-U Independent Research Report builds on and reinforces the learning outcomes of the Global Perspectives component, taking forward the emphasis on an interdisciplinary, independent and reflective approach, and focusing on the need for rigour in the analysis and construction of arguments.

Cambridge Pre-U Global Perspectives provides a basis from which a candidate can embark with confidence on the Independent Research Report, having developed the skills involved in identifying questions, locating and evaluating sources and perspectives, and in setting out a realistic and meaningful research agenda. Candidates who have completed the Global Perspectives components can be expected to be aware of the issues involved in setting up a research proposal, identifying an appropriate question, and undertaking a literature review or its equivalent. These skills are assessed in the Independent Research Report in relation to the candidate’s piece of own original research.

Candidates can produce the Independent Research Report at any time during the academic year, but it is essential that they are appropriately prepared beforehand by undertaking the Global Perspectives course.

Independent Research Report: Aims

The Independent Research Report aims to:

Prepare candidates for a way of working in Higher Education:• Promoting familiarity with the research conventions current in higher education; understanding of the different modes of research enquiry; readiness to reflect critically and respond to review; a capacity for autonomous study and self-management.

Develop generic and higher order skills of research and analysis:• Including the ability to design research proposals; understanding and planning data collection methods; ability to interpret, analyse and base conclusions on results; ability to communicate complex findings.

Encourage intellectual curiosity:• Providing the means of acquiring a deeper knowledge and understanding of the subject matter of the research.

Thus the candidate will carry on to Higher Education not just high order study skills, but enhanced knowledge of the subject, and a more widely applicable self-discipline in independent self-study.



Independent Research Report: Assessment Objectives

Domain Task WeightingMark

allocation

AO1Knowledge and understanding of the research process

Design, plan, manage and conduct own research project using techniques and methods appropriate to the subject discipline

15% 9

AO2 AnalysisSelect, assess and synthesise information, concepts, arguments and evidence from a range of source material

30% 18

AO3 Evaluation

Evaluate alternative perspectives and interpretations and make independent reasoned judgements, demonstrating the capacity to reflect on own learning and achievement

30% 18

AO4 Communication

Communicate clearly in negotiating and conducting the research project, and in presenting own research, interpretations and judgements, using appropriate format and conventions

15% 9

AO5Intellectual challenge

Demonstrating additional skills, knowledge or understanding that shows particular intellectual engagement with the subject of the report.

10% 6

100% Total 60 marks

Independent Research Report: Scheme of Assessment

The Independent Research Report submission must comprise:

A single piece of extended writing in the form of a dissertation or a report based on an • investigation or field study normally comprising between 4,500 and 5,000 words. Where a project has involved extensive field study, manipulation of data, or laboratory experiment, the resulting report length may fall below these guidelines (further guidance will be provided). Alternative forms of submission will not be accepted. CIE IRR Monitoring Form completed by the tutor. This form provides a means for tutors to track • the candidate’s progress in developing and producing the Independent Research Report and will assist in the process of authenticating that the Report is the candidate’s own original work.Outline Proposal Form (if one was submitted) with the CIE’s moderator’s comments.•

Centre assessment and Quality Assurance

The Independent Research Report should be marked by tutors according to the criteria given on pages 36–39.



Once Centres have registered to take GPR, they will be allocated a Verifier who will provide advice (e.g. on procedures, suitable titles and applying the marking criteria) and verify that appropriate co-ordination activities have been arranged to run the programme.

Questions may be submitted to CIE for approval using the Outline Proposal Form if the Centre wishes. Forms should be received by CIE no later than the end of January for submission in the summer session and no later than the end of June for the winter session. Centres should allow up to four weeks for their return.

Notwithstanding the tutorial/supervision arrangements that the Centre puts in place, it is expected that initial assessment of Reports will be undertaken by a subject specialist with procedures for internal standardisation being put in place before marks are submitted to CIE for quality assurance.

Internal standardisation

Where more than one teacher in a Centre has marked Independent Research Reports, arrangements must be made within the Centre to ensure that all teachers interpret the marking criteria in the same way. The arrangements for internal standardisation should normally include:

a standardisation meeting at the start of the marking period, at which the application of the • marking criteria is discussed in detail, using examplesthe mutual monitoring of marking during the marking period by all of the teachers involved to • ensure consistency of marking.

It is essential that all candidates in the Centre are assessed to a common standard so one teacher in each Centre will need to act as lead marker whose professional judgement on the application of the marking criteria must guide his/her colleagues.

Authentication

The Independent Research Report must be entirely the candidate’s own work. Candidates will need to sign the declaration statement on the IRR monitoring form indicating that the report is their own work. The teacher responsible will be required to countersign this declaration, verifying that these regulations have been observed. For guidance on the role of the teacher and level of support permitted see page 34.

External moderation

Marks for all candidates should be submitted electronically to CIE no later than 30 April (for the summer session) or 1 October (for the winter session).

After the marks have been submitted, CIE will provide a list of candidates whose work is required for external moderation. The number of candidates in the sample will be as shown in the table overleaf.



number of candidates entered number of candidates whose work is required

1–10 all candidates

11–50 10

51–100 15

101–200 20

More than 200 10% of the candidates

An additional sample of candidates’ work may subsequently be requested by CIE if necessary.

For each candidate in the sample, reports should be sent to CIE. In addition, the completed Coursework Assessment Summary Form and a copy of mark sheet MS1 (a computer-printed mark sheet sent from CIE) should be enclosed with the sample of work.



Independent Research Report: Curriculum Content

Candidates will complete an Independent Research Report in the form of an essay or report of between 4,500 and 5,000 words in length. Work beyond the 5000 word maximum will not be included in the assessment.

While it is not a requirement that a full research log be submitted, teachers will be asked to verify that the work is the candidate’s own, and that the candidate did undertake the necessary preparation in advance. Tutors should encourage their candidates to cover the following elements of research design and execution:

1 Planning and preparation:

identification of the area of study• initial literature search• methods and techniques of literature review• development of a research idea • research methods through a consideration of definitions and purposes of research, • approaches to framing the enquiry, and designing the research project on a topic of the candidate’s own choice consideration of research approaches and conventions and alternative approaches to • researchresearch ethics and ethical constraints• research planning including time scales, activities • focusing ideas• understanding key issues which are common to all scholarly research projects; identifying • and assessing further planning issuesquestionnaire design and data collection• survey analysis• personal research management•

2 Production of the Report

The Report will contain the evidence of the candidate’s engagement with the following elements of the research process:

methods, analysis and writing up the research project • critical assessment of a range of research methods• presenting research results and evaluating research• presentation skills (writing for various audiences)• referencing conventions appropriate to the subject discipline• summarising and presenting results in a variety of formats• demonstrating awareness of good practice in conducting research, including research ethics • and, where appropriate, ‘good science’making informed judgements about research methods and evidence. •



Candidates are expected to apply research methods appropriate to their chosen subject discipline. Equally, whether the work is based on primary or secondary material will depend on the subject matter and the approach. The report itself will be a single piece of extended writing based on an investigation or field study. The precise format and referencing conventions used should be appropriate to the subject discipline and production of a bibliography is a requirement.

Research Methods

Successful research projects generally focus on a specific question. For example “ ‘A poet of fragments’ – how far is this an accurate assessment of the work of TS Eliot?” is more likely to generate focussed analysis than “The religious poetry of TS Eliot”.

Candidates should select and apply research methods appropriate to the discipline they are working within and the nature of the selected topic. It is expected that some, but not all, of the research methods listed below will be used in their Report.

literature searches• internet searches• interviews e.g. with subject specialists, witnesses• collection of primary data – quantitative and qualitative – through surveys, questionnaires, etc• laboratory experiment• computer modelling• case study• fieldwork•

Either primary or secondary research may be appropriate depending upon the nature of the enquiry.

Research should normally be the individual candidate’s own unaided work: the requirements of the Research Report mean that group work is unlikely to be appropriate or acceptable.

It is, however, anticipated that candidates will draw on their strengths in other areas of study.

Health and Safety issues

Field study and laboratory experiment undertaken while doing the Independent Research Report will require risk assessments to be carried out. Responsibility for safety matters rests with Centres.

The teacher’s role and the level of guidance permitted

The Report involves a single piece of extended writing resulting from independent thinking and learning within a supported environment. Each candidate’s question must be different.

Each Report must include a bibliography and full bibliographical references must be given for any quotations. Each Report must be between 4500 and 5000 words long, excluding only the bibliography and the citations for any quotations. A word-count must be declared. Any work beyond 5000 words will not be included in the assessment.



The teacher will need to assist with determining the subject and scale of the Report so that the topic selected provides sufficient opportunities to meet the Assessment Criteria while being neither too large nor too complex. In the initial stage when topics are being selected, teachers might conduct seminar-style workshops for candidates to discuss subject-specific issues and approaches. As topics are refined and questions developed, seminars might be used to share ideas. Once questions have been defined, teachers should ensure any necessary Outline Proposal Forms are submitted to CIE for approval.

The teacher will need to assist candidates in:

understanding the nature of the task [e.g. the need for formal reflection AO3]• finding a suitable subject and then refining it into a formal question• identifying the main issues and possible research strands in their topic• identifying and locating appropriate sources of information/evidence• understanding and developing appropriate research methodologies• understanding and developing the necessary organisational skills.•

Teachers should also encourage candidates to show originality in their choice of investigation, approach and conclusion(s) [AO5].

Candidates should certainly be taught together:

the necessary research and organisational skills for this task• the appropriate academic conventions for presentation of the Report• the meaning and significance of plagiarism.•

Significant time should be allocated to this important preparatory stage.

While candidates will be expected to carry out their research on their own, that work should be supported by on-going opportunities in group or individual tutorials to discuss progress and ask questions. Teachers may monitor progress to check that the candidate remains on schedule, and will need to take the supervisory steps necessary to be able to authenticate with confidence that each Report is the unaided work of the individual candidate. The IRR Monitoring Form should be used to record any assistance given to the candidate. It may be helpful to see the teacher’s role as analogous to that of a tutor in HE who is supervising undergraduate dissertations. Centres are thus advised to consider whether a team of tutors across different subject specialisms should be identified.

Once the candidate embarks on researching and writing the Report there must be minimum intervention by the teacher. The Report must be the candidate’s own unaided work. Candidates will be expected to carry out their research on their own and, once drafting has begun, the candidate must complete the process and prepare their Report without further subject-specific assistance. The teacher may not:

offer or provide detailed subject guidance for a candidate• undertake any research for a candidate• prepare or write any subject-specific notes or drafts for a candidate• correct any part of a candidate’s subject-specific notes or drafts• prepare any part of a candidate’s Report.•



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

Teachers are recommended to hold a brief (five to ten minute) informal viva when completed Reports are submitted for marking within their Centre. This will assist tutors to be confident about authenticating (or not) each Report as the candidate’s own unaided work.



Independent Research Report: Marking Criteria

Independent Research Reports should be marked using the criteria on the following pages.

Applying the Level Descriptions

In general terms, progression through level descriptions is underpinned by:increasing breadth and depth of understanding• increasing coherence of argument and synthesis• increasing independence and originality.•

Candidates can perform at different levels across the assessment criteria. Within each assessment criterion, shortcomings in some aspects of the assessment requirements may be balanced by better performance in others. Teachers should select appropriate levels not on the basis of a ‘tick list’ but on the overall response as it relates to the requirements stated within each performance description level. Teachers should adopt a holistic, best-fit approach and apply their professional judgement.

Marking must be positive. Marks are not to be deducted for inaccuracies. Part marks are not to be used. Marking must be done in red. Teachers must annotate the work to show that every page has been read. They must also show clearly in the margin where each level per assessment objective has been met (e.g. AO1 L2/5). If a piece of work reaches a level then the candidate must be rewarded with a mark in that level. It is not necessary to work up through the levels.

Only where the candidate’s work does not meet any of the required criteria should no points be awarded.

Initial guidance and tutorial support should be available to all candidates when they are planning and producing their Independent Research Report. In this context, the following guidelines should be applied when the Report is marked:

– ‘Some support and guidance’: the candidate has to be guided and advised throughout to ensure that progress is made. The candidate relies heavily on the support of the teacher, who has to assist in many aspects of the work. This degree of support restricts the candidate’s work to Level 1, irrespective of the quality of the outcomes.

– ‘Limited assistance’: the teacher supports the candidate initially in the choice of topic for investigation. The candidate frequently checks matters of detail or may need significant prompting to make progress. The teacher needs to assist in some aspects of the work. This degree of support restricts the candidate’s work to Level 1 or 2, irrespective of the quality of the outcomes.

– ‘Independently’: the teacher supports the candidate initially in defining and refining the scope and title of the Independent Research Project. Thereafter the teacher reacts to questions from the candidate and suggests a range of ideas that the candidate acts upon. The teacher monitors progress throughout. This degree of support gives access to all three levels.

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Task Clarification Level 1 Level 2 Level 3

AO1Knowledge and understanding of the research

process

Design, plan, manage and conduct own

research project using techniques

and methods appropriate

to the subject discipline

Knowledge of research methods and conventions.Applies subject-specific knowledge to refine issue for investigation, identify question and conduct research.Own independent research using techniques and methods appropriate to the subject discipline i.e. literature search, relevant statistical/ data handling and modelling techniques

The research question is identified with significant support from tutor.Some application of basic research techniques which are appropriate to the subject.

Some research as planned is carried out with significant support from tutor.

The research question is identified and developed with some support from the tutor.

Planned research is carried out with some support.Research techniques applied are appropriate to the subject and the question.

The research question is identified, developed and refined in a constructive dialogue with the tutor.

Detailed research is carried out, with creative use of appropriate techniques and methods which are relevant to the subject discipline and serve to illuminate the question.

1–3 marks 4–6 marks 7–9 marks

AO2 Analysis

Select, assess and synthesise

information, concepts,

arguments and evidence from a range of source

material

Clarification of expressions and ideas e.g. defining key terms.Analysis of structure of argument in source material e.g. identifying reasons, conclusions, assumptions, evidence and examples.

Analysis of arguments and evidence to draw reasoned conclusions

Source materials selected may be narrow in scope and of limited relevance to the question.Some evidence of application of critical thinking techniques to analyse source material.Limited reference to theories and concepts.Data analysis is superficial and may contain inaccuracies.

Source materials are generally relevant.Source materials are analysed using critical thinking techniques, but with some omissions, irrelevancies or inaccuracies.Some reference is made to theories and concepts, but these are not necessarily relevant or analysis is sketchy.Data analysis is generally accurate and fit for purpose.

Materials selected are wide-ranging and relevant to the question.Analysis of source materials uses robust critical thinking techniques, and is thorough and coherent with links to appropriate theories and concepts.Data analysis is technically accurate and uses well-chosen techniques with flair.


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AO3Evaluation

Evaluate alternative

perspectives and interpretations

and make independent

reasoned judgements,

demonstrating the capacity to reflect on own learning and achievement

Evaluation of different types of claims e.g. whether a source is reliable, whether the claim is credible and is supported by the evidence.

Evaluation of arguments and evidence to draw valid conclusions.

Evaluation of alternative perspectives and interpretations and making own valid, reasoned judgements.

Reflection on own research techniques and project management.

Limited use of critical thinking techniques to assess claims in source material.

Conclusions are drawn, but may be superficial or not supported by arguments or evidence.

Limited discussion of alternative interpretationsJudgements may be superficial and not supported by evidence.

Reflection on own research and conclusions is limited or superficial.

Some relevant use of critical thinking techniques to assess strength of claims in source material, credibility of sources and strength/weakness of evidence.

Conclusions relate to arguments and evidence.

Some relevant alternative perspectives and interpretations are considered.Judgements relate to sources and evidence but may overlook key aspects.

Reasoned reflection on own research and conclusions.

Accurate and comprehensive use of critical thinking techniques to assess strength of claims in source material, credibility of sources and strength/weakness of evidence.

Conclusions are incisive, and supported by reasons and evidence in a structured argument.

Synthesises arguments, evidence and alternative interpretations to construct own cogent, coherent argument.

Reflection on own research is rational and supported by the content of the essay.


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AO4 Communication

Communicate clearly in

negotiating and conducting the

research project, and in presenting

own research, interpretations

and judgements, using appropriate

format and conventions

Negotiation with tutor: proposing and refining topic/issue, finalising research proposal, determining research methods.Explanation and presentation of research methods, findings and conclusions.Academic report/essay conventions; quality of written communication; use of appropriate method (e.g. graphs, charts, photographs) to present findings clearly.

Clarification needed when negotiating with tutor.Communication of own argument is impeded by errors and inaccuracies in spelling, punctuation and grammar.Subject terminology and conventions used, but not always accurately.

Communicates effectively when negotiating with tutor.Communicates own argument with some errors in spelling, punctuation and grammar, but these do not impede understanding or are not intrusive.Subject terminology and conventions mainly used accurately.

Communicates in a highly effective manner when negotiating with tutor.Communicates own cogent, coherent argument, with a high level of accuracy in spelling, punctuation and grammar.Subject terminology and conventions used accurately and appropriately.

1–3 4–6 7–9

AO5 Intellectual Challenge

Demonstrating additional skills, knowledge or understanding that shows particular intellectual engagement with the subject of the report.

Evidence of one or more of the following:New ways of synthesising information – • creating new linksSubject-matter which is non-standard for • level 3 qualificationsLooking at epistemological debates and • the wider implications of the chosen methodology Innovative use of research techniques.•

Report shows evidence of one or more of the following:

limited synthesis, or • synthesis is predictable and lacks real insight.Deals with subject • matter that extends slightly beyond standard level 3 qualifications in the subject area.Shows a limited • consideration of epistemological and methodological issues.Research techniques • are applied to new examples but in a predictable way.


Some synthesis of • information showing some insight.Deals with subject • matter that extends beyond standard level 3 qualifications in the subject area.Shows some • consideration of epistemological and methodological issues.Research techniques are • applied showing some innovative ideas.


Innovative and • insightful synthesis of information.Deals with subject • matter that extends significantly beyond standard level 3* qualifications in the subject area.Detailed consideration • of epistemological and methodological issues.Research techniques are • applied in an innovative way.

1–2 3–4 5–6

Maximum [60] marks

* level 3 qualifications include A Levels and IB HL



Independent Research Report: Sample Topic

In the UK, trial by jury is no longer relevant now that many criminal cases rely on forensic or specialist evidence. How far is this true?

Interdisciplinary links: science, politics, philosophy (e.g. ethical principles) and possible future study of law or psychology at university.

Refining the focus of the topic - Critical analysis of the claim

In this sample essay title the statement is intentionally somewhat tendentious to provoke critical analysis and suggest a variety of possible routes which candidates can follow in their research.

The claim “Trial by jury is no longer relevant now that many court cases rely on forensic or specialist evidence” invites critical analytical questioning:

What proportion of criminal cases is “many”? Possibly this perception is influenced by a few high • profile newspaper reports of serious crimes.“Trial by jury” is regarded as a fundamental right which safeguards citizens, but has it already • been undermined by the increasing proportion of cases dealt with by magistrates?What is an expert? What happens when experts are discredited, new evidence is found, or the • “forensics” are later re-interpreted?

These are just a few of the routes which candidates could pursue to refine the focus of the research and the wording of the essay title to reflect their own interests.

Literature search

The literature search could start very usefully with the POST note “Science and the Courts” by The Parliamentary Office of Science and Technology www.parliament.uk/parliamentary_offices/post/pubs2005.cfm. This document provides a wealth of areas for further investigation. (Teachers may find that POST notes are an excellent source of information on a wide variety of current science and technology topics.)

The POST note provides web addresses which would provide further reading. This could be supplemented with an internet search (e.g. www.police.homeoffice.gov.uk/news-and-publications) and a visit to a law library in a local university which delivers degrees in law.

Potential methods of candidate’s own research

visiting the local Magistrates’ Court (where less serious criminal cases are heard by magistrates • not by a jury) and the Crown Court (where the jury, directed by the judge, decides more serious criminal cases), and perhaps using a case study approach;interviewing a local solicitor who undertakes defence work in the Magistrates’ Court;• evaluating the statistical evidence in the POST note, and possibly further data from the Home • Office website;using newspaper reports to study one or two high profile cases where the original verdict has •



been overturned e.g. the Birmingham pub bombings, cases involving the deaths of young children. The purpose here could be to identify whether the process failed because the jury did not understand the expert evidence, or because the evidence was flawed.

Writing up and conclusions

The “How far?” prompt in the essay title is designed to encourage critical analysis and reasoned, rather than black-and-white, conclusions. Candidates’ essays would also benefit from the inclusion of realistic proposals for further research on the topic.



Independent Research Report: Sample Guidance for Candidates

The Independent Research Report is a compulsory component of the Cambridge Pre-U Certificate in Global Perspectives and Independent Research, and is designed to be stimulating and enjoyable. It is also intended to enable you to use and to develop skills which universities and employers are looking for – not least the ability to learn critically and independently. The assessment of your essay will reflect how clearly you have demonstrated these skills.

Initial preparation

1 Choose a topic that interests you. It does not necessarily have to be linked to your other courses.

2 Your title should take the form of a question: questions require answers. Give particular thought to this; why, for example, is this a problem worth solving?

3 Your essay or report must be word-processed, and 4500 to 5000 words in length.

4 Ideal presentation is 11 point, 1.5 or double spaced and with default margins. Avoid unusual or fancy fonts - use a standard font such as Arial or Times New Roman.

Writing the essay or report

5 You must include an Introduction in which you identify and explore the terms, issues and scope of the enquiry. Suggest why it is an enquiry worth undertaking.

6 You also need a Conclusion. This need not be extensive, if the essay itself is answering the question posed. You may need only to extract and link strands of argument already presented. You could also suggest routes for further research and consider how your ideas and opinions may have changed during the course of your research.

7 Essays consist of paragraphs. When you are planning, and even more importantly when you have completed a draft and are seeking to highlight the argument, ensure that each successive paragraph is playing its part in answering your question. Better 4500 words, sharply focussed, than 5000 words where many are off the point and surplus to requirements.

The essay should be able to be read by one of your peers. You must be able to explain it to someone who is not a specialist in the subject area.

Sources and references

8 You are not expected to produce anything wholly original; but what you produce must be independent. That is, you must initially seek (in books, articles, the internet etc) information on which you can work; that you then have to process, digest, and interpret. In other words, finding what someone else has discovered, said, written or broadcast about something is only a start: you have to engage intellectually with those sources to come up with an answer to your particular question. Be critical of your sources: be aware of limitations, and especially bias.



Plagiarism

9 Merely assembling other people’s material, extracted from books or downloaded from websites, would miss the point and could constitute plagiarism. You must therefore acknowledge where specific ideas and information come from. Copied chunks from any source will not be marked.

10 At the end of the essay you must add a Bibliography (which is not included in the word limit). It should list all the sources that have guided you in your enquiry – and it must, especially, list every source from which you have taken a particular fact, idea, quotation or interpretation.

11 You should give references to your sources throughout the essay. Conventions vary: whatever style you choose to adopt, be consistent.

For a book, you must give author, title and date of publication. • For the internet, you must give title, url (= the exact website identifier, so that anyone can • find the source), and the date of your consultation. Every quotation has to be referenced/footnoted, preferably with page number.•

Three key steps

12 Determine your title – in consultation with your Independent Research Report tutor and your subject teachers. Your current thoughts on a university course will be a factor here, and you should not hesitate to ask the advice of the relevant Head of Subject.

13 On the basis of your title, identify and consult a member of staff who will read and mark your

Report.

14 By [date to be inserted by centre] you must hand in to your IRR tutor a completed IRR Proposal Form.

What happens next?

15 Ensure you arrange regular tutorials with your IRR Tutor to discuss your ideas and progress, and get advice. It is important that you use initiative and are pro-active here.

16 You must hand in the Report to your IRR Tutor on [date to be inserted by Centre]. Reports will not be accepted after that date.

17 Your IRR tutor will mark your Report.

18 Your IRR tutor will discuss your Report with you in a brief interview (viva) by [date to be inserted by Centre].

19 The mark for your Report will be submitted to CIE (the examination board). At this stage marks are not final and may be adjusted by CIE.



20 You may also wish to make reference to your Report and research in your university/HE applications.

Advice for candidates planning science based reports

21 Reports about the history of science are acceptable.

22 Reports might cover a topic which you have been taught but you should go into much more detail about the subject (its origins, its practical uses and how it has developed) or you might ideally look at an area/topic which you have not previously studied. Alternatively you could consider a different application of something you have studied.

23 When considering the area of your Report you could visit a library and look at the non-school textbooks and magazines on science or mathematics (e.g. New Scientist, Scientific American, Mathematical Spectrum, Mathematical Gazette). In these there are interesting articles (with references) which you could research further. You could also look at undergraduate prospectuses and see what topics are covered in the first year and then research these.



Independent Research Report: Grade Descriptors

The following grade descriptors indicate the level of attainment characteristic of the given grade. They give a general indication of the required standard at each specified grade. The descriptors should be interpreted in relation to the content outlined in the syllabus; they are not designed to define that content.

The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the examination may be balanced by better performance in others.

Distinction (D2)


demonstrate breadth and depth of subject knowledge applied relevantly to the chosen issue• draw selectively on knowledge of research techniques• collect evidence using a variety of appropriate techniques• manage the research process effectively• interpret and synthesise relevant information, concepts and evidence from a range of sources• use a variety of appropriate techniques to analyse arguments and evidence• show insight and intellectual rigour in engagement with concepts and arguments in source • materialevaluate the validity of outcomes and interpretations recognising any limitations• produce cogently-argued reasoned judgements• show clear evidence of perceptive/original reflection on own learning and achievement • demonstrating self-awarenesscommunicate clearly, fluently and accurately in a concise and logical way, selecting and using • appropriate media effectivelyuse format and conventions appropriate to the subject with precision•

Merit (M2)


demonstrate some breadth of subject knowledge which is generally applied relevantly to the • chosen issuedraw on knowledge of research techniques, showing some selectivity• collect evidence using appropriate techniques• manage the research process adequately• interpret and synthesise information, concepts and evidence from sources• use some appropriate techniques to analyse arguments and evidence• show some evidence of engagement with concepts and arguments in source material• provide some evaluation of the validity of outcomes and interpretations• produce reasoned judgements• show capacity to reflect on their own learning and achievement with some self-awareness•



communicate effectively; generally selecting and using media effectively, but communication may • lack accuracy, although errors do not intrude or impede understandinguse format and conventions appropriate to the subject correctly, in general•

Pass (P2)


demonstrate subject knowledge, but this may be of limited relevance or not always applied • appropriatelydraw on knowledge of research techniques• collect evidence• manage the research process, but with limited effectiveness• interpret and synthesise information, concepts and evidence from sources, but this may be • restricted in scope use a limited range of techniques to analyse arguments and evidence• show limited evidence of engagement with concepts and arguments in source material• provide some comment on the validity of outcomes and interpretations• produce judgements, but these may lack balance or be superficial• show limited capacity to reflect on their learning or reflection may be superficial• communicate mainly adequately, but understanding may be impeded by errors or use of media • may be inappropriate on occasionshow some evidence of use of format and conventions appropriate to the subject•



Appendix: Additional Information

Guided Learning Hours

It is anticipated that Global Perspectives will require approximately 200 hours of guided learning and the Independent Research Report will require approximately 120 hours. This is a notional measure of the substance of the qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time such as directed assignments or supported individual study and practice. It excludes learner-initiated private study.

Certification Title

This qualification is shown on a certificate as:

Cambridge International Level 3 Pre-U Certificate in • Global Perspectives and Independent Research

The qualification is accredited at Level 3 of the UK National Qualifications Framework and provides a solid grounding for candidates to pursue a variety of progression pathways.

Entries

For Entry information for each session please refer to the Pre-U E3 Booklet.

Options

Candidates should be entered for Global Perspectives and Independent Research using the syllabus code 9777 and the appropriate option from the table below.

A 01, 02, 03, 04

B 01, 02, 03Available in June and November from June 2010; not certificated

C 81, 82, 83, 04

D 01, 02, 03, 84

F 91, 92, 93, 04

Components

01 Global Perspectives Paper 102 Global Perspectives Paper 2 (Essay)03 Global Perspectives Paper 3 (Presentation)04 Independent Research Report

81 Paper 1 mark carried forward from previous June82 Paper 2 mark carried forward from previous June



83 Paper 3 mark carried forward from previous June84 Paper 4 mark carried forward from previous June91 Paper 1 mark carried forward from previous November92 Paper 2 mark carried forward from previous November93 Paper 3 mark carried forward from previous November

Language

This syllabus and the associated assessment materials are available in English only.

Procedures and Regulations

This syllabus complies with the CIE Code of Practice and The Statutory Regulation of External Qualifications 2004.

Further information about the administration of Cambridge Pre-U qualifications can be found in the CIE Handbook for Cambridge Pre-U Centres available from CIE Publications or by contacting [email protected]

Avoidance of Bias

CIE has taken great care in the preparation of this syllabus and assessment materials to avoid bias of any kind.

University of Cambridge International Examinations1 Hills Road, Cambridge, CB1 2EU, United KingdomTel: +44 1223 553554 Fax: +44 1223 553558Email: [email protected] Website: www.cie.org.uk

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