Syllabus: Cambridge IGCSE Global Perspectives

SYLLABUS
Cambridge IGCSE®
Global Perspectives
0457
For examination in June and November 2017.
Also available for examination in March 2017 for India only.
Cambridge Secondary 2 Version 1

Changes to syllabus for 2017
This syllabus has been updated. Significant changes to the syllabus are indicated by black vertical
lines either side of the text.
You are strongly advised to read the whole syllabus before planning your teaching
programme.
Cambridge International Examinations 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.
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations 2015

Contents
1. Introduction .................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Global Perspectives?
1.4 Cambridge International Certificate of Education (ICE)
1.5 How can I find out more?
2. Teacher support .............................................................................................................. 5

2.1 Support materials
2.2 Resource lists
2.3 Training
3. Assessment at a glance ................................................................................................. 6
4. Syllabus aims and assessment objectives...................................................................... 8

4.1 Aims
4.2 Assessment objectives
4.3 Grade descriptors
5. Description of components .......................................................................................... 11

5.1 Component 1: Individual Research
5.2 Component 2: Group Project
5.3 Component 3: Written Paper
6. Syllabus content ........................................................................................................... 15

6.1 Skills
6.2 Topics
6.3 Choice of topics
6.4 Questions from different perspectives
6.5 Exemplar questions
7. Coursework .................................................................................................................. 22
7.1 Assessment Criteria for Individual Research (Component 1)
7.2 Mark Scheme: Individual Research (Component 1)
7.3 Assessment Criteria for the Group Project (Component 2)
7.4 Mark Scheme: Group Project – Group Element
7.5 Mark Scheme: Group Project – Individual Element
7.6 The role of the teacher in Components 1 and 2
7.7 Moderation procedures for the Individual Research report and the Group Project
8. Other information ......................................................................................................... 30

Introduction
1. Introduction
1.1 Why choose Cambridge?

Cambridge International Examinations is part of the University of Cambridge. We prepare school students
for life, helping them develop an informed curiosity and a lasting passion for learning. Our international
qualifications are recognised by the world’s best universities and employers, giving students a wide range of
options in their education and career. As a not-for-profit organisation, we devote our resources to delivering
high-quality educational programmes that can unlock learners’ potential.
Our programmes set the global standard for international education. They are created by subject experts,
are rooted in academic rigour, and provide a strong platform for progression. Over 10 000 schools in 160
countries work with us to prepare nearly a million learners for their future with an international education
from Cambridge.
Cambridge learners
Cambridge programmes and qualifications develop not only subject knowledge but also skills. We
encourage Cambridge learners to be:
t confident in working with information and ideas – their own and those of others
t responsible for themselves, responsive to and respectful of others
t reflective as learners, developing their ability to learn
t innovative and equipped for new and future challenges
t engaged intellectually and socially, ready to make a difference.
Recognition
Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international
passport to progression and success. It provides a solid foundation for moving on to higher level studies.
Learn more at www.cie.org.uk/recognition
Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Support for exams officers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cie.org.uk/examsofficers
Our systems for managing the provision of international qualifications and education programmes
for learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
2 Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017.

Introduction
1.2 Why choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide
opportunities for contextualised learning and the content has been created to suit a wide variety of schools,
avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that learners have about 130 guided learning
hours per subject over the duration of the course, but this is for guidance only. The number of hours
required to gain the qualification may vary according to local curricular practice and the learners’ prior
experience of the subject.
1.3 Why choose Cambridge IGCSE Global Perspectives?

Cambridge IGCSE Global Perspectives provides opportunities for enquiry into, and reflection on, key global
issues from a personal, local/national and global perspective.
Young people globally face unprecedented challenges in an interconnected and information-heavy world,
not least in how they will gain a sense of their own active place in the world and cope with changes that will
impact on their life chances and life choices.
Students will have opportunities to acquire and apply a range of skills, including:
t gathering, synthesising and communicating information
t collaborating with others to achieve a common outcome
t analysing and evaluating planning, processes and outcomes
t developing and justifying a line of reasoning
Students will explore stimulating topics that have global significance. They will assess information critically
and explore lines of reasoning. They will learn to collaborate with others from another culture, community or
country, directing much of their own learning and developing an independence of thought.
The syllabus emphasises the development and application of skills rather than the acquisition of knowledge.
Students will develop transferable skills that will be useful for further study and for young people as active
citizens of the future.
Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017. 3

Introduction
Cambridge IGCSE Global Perspectives encourages awareness of global problems and offers opportunities to
explore possible solutions through cooperation and collaboration. The course is not about getting everybody
to think identically; rather it is a matter of opening minds to the great complexity of the world and of human
thought, and opening hearts to the diversity of human experience and feeling.
Prior learning
We recommend that candidates who are beginning this course should have previously studied a broad
curriculum.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in Cambridge IGCSE Global Perspectives are well prepared
to follow courses leading to Cambridge International AS and A Level or the equivalent in a wide variety of
subjects, especially across the humanities and social sciences. In particular, this IGCSE syllabus allows
progression to Advanced level Global Perspectives qualifications.
1.4 Cambridge International Certificate of Education (ICE)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in a number of different subjects.
Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2
1.5 How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at info@cie.org.uk
If you are not yet a Cambridge school

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

Teacher support
2. Teacher support
2.1 Support materials

We send Cambridge syllabuses, past question papers and examiner reports to cover the last examination
series to all Cambridge schools.
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).
Online learning area for teachers and learners

For Global Perspectives we offer a secure online space for teachers to access bespoke online course
content, to collaborate and to reflect. To create a teacher account for the teacher area please complete an
online form: www.cie.org.uk/registergp
2.2 Endorsed resources

We work with publishers providing a range of resources for our syllabuses including print and digital
materials. Resources endorsed by Cambridge go through a detailed quality assurance process to ensure
they provide a high level of support for teachers and learners.
We have resource lists which can be filtered to show all resources, or just those which are endorsed by
Cambridge. The resource lists include further suggestions for resources to support teaching.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.

Assessment at a glance
3. Assessment at a glance
For the Cambridge IGCSE in global perspectives, candidates take three compulsory components: Individual
Research, a Group Project and a Written Paper. Candidates are eligible for grades A* to G.
Component Weighting Raw Nature of

mark assessment
1 Individual Research
Candidates carry out research based on Internal
40% 80
two topic areas and submit an Individual Individual
Research report on each topic.
2 Group Project
The Group Project comprises two elements.
Group Element
Candidates collaborate to produce a plan
and carry out a group project based on
research into one topic area. The topic area
Internal
must be different from the topics studied for
30% 60 Group 33%
the Individual Research.
Individual 67%
Individual Element
Candidates evaluate the plan, process and
outcome of the group project as well as
their individual contributions to the project.
Candidates report on what they have learnt
from cross-cultural collaborations.
3 Written Paper 1 hour 15 minutes

The Written Paper consists of compulsory
questions based on a range of sources External
30% 60
provided with the paper. Individual
Sources will present global issues from a
range of perspectives.

Assessment at a glance
Availability
This syllabus is examined in the June and November examination series. This syllabus is also available for
examination in March for India only.
This syllabus is not available to private candidates.
Detailed timetables are available from www.cie.org.uk/examsofficers
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus.
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.

Syllabus aims and assessment objectives
4. Syllabus aims and assessment objectives
4.1 Aims
This syllabus will appeal to candidates not simply because it will extend their understanding of the world,
but also because it will develop their potential to understand different perspectives and to make reasoned
responses; skills which will be useful in their study of other disciplines and for their life-long learning.
Candidates examine a range of global issues from a variety of different perspectives, drawing on a variety
of subjects. Global issues should be explored from a personal, local/national and global perspective, and
could include almost any discipline, from the literary to the scientific, but should include a cross-cultural
perspective.
Cambridge IGCSE Global Perspectives aims to develop learners who:

t are independent and empowered to take their place in an ever-changing, information-heavy,
interconnected world
t have an analytical, evaluative grasp of global issues and their causes, effects and possible solutions
t enquire into and reflect on issues independently and in collaboration with others from a variety of
different cultures, communities and countries
t can communicate sensitively with people from a variety of backgrounds
t work independently as well as part of a team, directing much of their own learning with the teacher as
facilitator
t consider important issues from personal, local/national and global perspectives and understand the links
between them
t critically assess the information available to them and make judgements
t can support judgements with lines of reasoning
t have a sense of their own, active place in the world
t can empathise with the needs and rights of others

4.2 Assessment objectives

Throughout the course, candidates gather, analyse and present information about a range of global issues,
researching different perspectives.
Research, understand and present global issues from different perspectives,

AO1 including personal, local/national and global, as well as cross-cultural 20%
perspectives.
Analyse and evaluate issues and sources. Explore the current situation, the
AO2 30%
causes and effects, and suggest possible consequences and courses of action.
Explore and reflect on personal perspectives and on the perspectives of others

AO3 on a variety of global issues. Develop a line of reasoning to support a view, 25%
decision or course of action.
Collaborate with others to plan and carry out a project leading to a clear
AO4 outcome. Evaluate the project, personal contributions to the project and 25%
learning from the project.
The quality of communication is not assessed separately, but the ability to communicate accurately,
appropriately, concisely and effectively should be encouraged. Where work is predominantly written, it
should be in continuous prose. Where other media are used, it should be supported by written work in
continuous prose.
4.3 Grade descriptors

Grade A
To achieve a Grade A, a candidate will be able to:
t explore, synthesise and present a broad range of information
t demonstrate use of a range of highly appropriate resources
t understand that some resources may be biased and of limited reliability
t identify a range of relevant issues and demonstrate an understanding of their causes and effects
t show an understanding of a range of perspectives including personal, local/national and global
perspectives
t show considerable awareness and appreciation of different perspectives from other cultures
t make personal responses that are fully supported by evidence
t be a supportive and active member of a group
t make constructive contributions to group activities
t work effectively with others to produce a detailed plan
t evaluate the plan, process and outcome
t identify the successes and shortcomings of group work
t suggest ways to improve the plan, process and outcome
t reflect on personal contributions to group activities
t make judgements based on evidence and personal perspectives
t distinguish between fact and opinion
t formulate a range of relevant questions
t communicate effectively and concisely

Grade C
To achieve a Grade C, a candidate will be able to:
t explore and present a range of information, some of which is synthesised
t demonstrate use of a range of mostly appropriate resources
t appreciate that some resources may be biased and of limited reliability, but take some information at
face value
t identify a range of issues, some of which are relevant and demonstrate an understanding of some
causes and effects
t show an understanding of at least two different perspectives
t show awareness and appreciation of different perspectives from other cultures
t make personal responses that are usually supported by evidence
t support group activities by sometimes taking an active role
t make some constructive contributions to group activities
t work with others to produce a plan
t evaluate some elements of the project
t identify some of the successes and shortcomings of group work
t suggest some ways to improve the plan, process and outcome
t reflect on some personal contributions to group activities
t make some judgements based on evidence and personal perspectives
t distinguish between fact and opinion some of the time
t formulate some relevant questions
t communicate reasonably effectively and concisely
Grade F
To achieve a Grade F, a candidate will be able to:
t present a limited range of information, little of which is synthesised
t demonstrate limited use of resources
t demonstrate a limited understanding that some resources may be biased and so lack reliability and take
most information at face value
t identify a few relevant issues and demonstrate a limited understanding of their causes or effects
t show some understanding of a limited number of different perspectives
t make some personal responses, few of which are supported by evidence
t show some awareness of perspectives from other cultures
t work in a group, often taking a passive role
t make limited constructive contributions to group activities
t work with others to produce a basic plan
t evaluate the plan, process or outcome in a limited way
t identify successes and shortcomings of group work in a limited way
t suggest limited ways of improving the plan, process and outcome
t show limited reflection on personal contributions to group activities
t make limited judgements based on evidence and personal perspectives
t distinguish basic fact from opinions
t formulate a limited number of relevant questions
t communicate in a limited way that lacks conciseness

Description of components
5. Description of components
5.1 Component 1: Individual Research

Candidates present their research findings based on their investigation of two topics (see Section 5,
Syllabus content).
For each topic, candidates should:

t set an appropriate question to research
t identify the key issues in the context of the chosen topic
t show understanding of the different perspectives on the issues at personal, local/national and global
levels
t analyse and evaluate the issues, giving evidence to show understanding of the current situation and the
possible causes
t identify and evaluate possible future scenarios and identify and develop possible courses of action
t give evidence that they have used and synthesised a range of resources
t provide an evidence-based personal response that explains what they have learned and how it has
affected their personal perspective
t provide a list of the resources used and referenced
t communicate effectively
t submit a research report
Candidates submit two research reports.
Reports can consist of multimedia communication and text, or text only.
Where a report consists of text only, it should be written in continuous prose and be between 1500 and
2000 words long.
Where candidates use multimedia, it should be purposeful and supported by a minimum of 750 words in
continuous prose.
Multimedia could include diagrams, photographs, emails, posters, presentations or podcasts, as appropriate.
All materials for Component 1 must be submitted electronically. Guidance on submitting Global Perspectives
work for assessment is contained in the document ‘Submitting Cambridge Global Perspectives work’,
available from our website www.cie.org.uk/examsofficers
Nature of assessment
Teachers mark the two research study reports using the assessment criteria on pages 22–23. External
moderation of internal assessment is carried out by Cambridge. Centres must submit candidates’ internally
assessed marks to Cambridge. The methods for submitting internally assessed marks are in the Cambridge
Administrative Guide available on our website.

5.2 Component 2: Group Project

Working in groups, candidates investigate one topic and report on a related project. The topic must be
different from the topics chosen for Component 1.
The Group Project is made up of two parts: a group element and an individual element.
Each candidate is awarded 67% of the available marks for this component based on the individual element
and 33% based on the group element. The individual element includes a mark for the constructive
contribution made in the Group Project.
Group element
Candidates must work in groups to complete the Group Project. Groups should be made up of three or four
candidates. More than one group may choose the same broad topic area, but the focus of the project for
each group must be different.
Candidates work together to write a project plan, carry out research and produce an outcome. They must
show evidence that they have collaborated with others from another culture, community or country.
Groups can comprise candidates from different Centres, but a detailed administrative plan must be approved
by Cambridge before Centres make any such arrangements. Centres collaborating in this way will need to
accept and agree that one Centre must take the responsibility for the marking of all the candidates in all
partner Centres and that individual Centres must then submit those marks for their own candidates.
For the group element, each group must produce a collective piece of work that includes: a project plan,
evidence of the process and collaboration, and a description of the outcome.
Plan
The plan should include:
t details of the rationale and aims of the project
t planned activities and proposed time-frames
t roles and responsibilities of group members
t the intended outcome
Process
The piece of work should include evidence of:
t the process, including information gathering, synthesis and evaluation
t collaboration, including cross-cultural
t different perspectives, including global, local/national and personal, as well as cross-cultural
t group activities and individual contributions
t the resources used and referenced

Outcome
The project should have a clear outcome. The outcome could be, for example: a factsheet or poster for the
school; an advertising campaign; a model or design for a device.
For the group element, candidates submit a report.
Reports can consist of multimedia communication and text, or text only.
2000 words.
continuous prose.
Multimedia could include a presentation, a poster, a photographic record or a digital recording of

performances or activities, as appropriate.
Individual element
For the individual element, each candidate must produce their own evaluation of the Group Project.
Candidates must submit an individual evaluation of:

t the project plan and process
t the project outcome
t their own contribution to and learning from the project, including cross-cultural collaboration
The evaluation can consist of multimedia communication and text, or text only.
1500 words long.
continuous prose.
Multimedia could include diagrams, photographs, posters, presentations or podcasts, as appropriate.
All materials for Component 2 must be submitted electronically. Guidance on submitting Global Perspectives
work for assessment is contained in the document ‘Submitting Cambridge Global Perspectives work’,
available from our website www.cie.org.uk/examsofficers
Each candidate must contribute towards the group element and produce an individual evaluation. Teachers
mark the Group Project using the assessment criteria on pages 24–27. External moderation of internal
assessment is carried out by Cambridge. Centres must submit candidates’ internally assessed marks to
Cambridge. The methods for submitting internally assessed marks are in the Cambridge Administrative
Guide available on our website.

5.3 Component 3: Written Paper

The Written Paper lasts 1 hour and 15 minutes.
Candidates answer compulsory, structured questions based on sources provided with the paper. Questions
require both short answers and longer responses, all in continuous prose.
The source material provided with the Written Paper will be based on topics listed in the syllabus.
Candidates are assessed on their ability to:

t identify and analyse key issues
t distinguish between fact, opinion, prediction and value judgement
t identify and evaluate possible future scenarios and courses of action
t take into account different perspectives on issues
t make judgements based on evidence and on personal perspectives
t suggest a line of enquiry, outlining a possible approach to a research project
t evaluate sources, claims and the effectiveness of arguments
t develop a line of reasoning to support a judgement, decision or course of action
The Written Paper is an externally set assessment, marked by Cambridge.

Syllabus content
6. Syllabus content
6.1 Skills
In the context of the topic-based global issues studied, candidates develop and apply a range of skills that
are assessed through their Individual Research, the Group Project and the Written Paper.
Candidates who study the course should develop the following skills:
Planning
t plan and carry out relevant research
t formulate a range of relevant questions
t propose and evaluate a line of enquiry
Analysis
t gather and present information, representing different perspectives
t identify and analyse key issues within a topic
Synthesis
t synthesise information from a range of sources
t provide references to support information presented
Collaboration
t participate constructively in discussions and group work/activities
t engage in cross-cultural collaboration
Evaluation
t identify and evaluate possible future scenarios and courses of action
t develop a line of reasoning to support a judgement, decision or course of action
t evaluate and reflect on the outcome of group work
t evaluate and reflect on the individual contribution to group work
t develop evidence-based personal responses, demonstrating self-awareness
Communication
t communicate effectively and appropriately

Syllabus content
6.2 Topics
The course is built around a series of topics, each containing issues of global importance. The global
issues provide a stimulating context through which candidates can begin to develop the skills necessary to
participate as active, global learners and for practical application in further study.
Candidates are expected to demonstrate an understanding of global issues from personal, local or national
and international perspectives, using research, reasoning and questioning skills to gain this understanding
and form their own judgements.
Candidates choose from the following topics:

Belief Systems Language and Communication
Biodiversity and Ecosystem Loss Law and Criminality
Climate Change Poverty and Inequality
Conflict and Peace Sport and Recreation
Disease and Health Technology and the Economic Divide
Education for All Trade and Aid
Employment Tradition, Culture and Identity
Family and Demographic Change Transport and Infrastructure
Fuel and Energy Urbanisation
Humans and Other Species Water, Food and Agriculture
6.3 Choice of topics

It is not intended for candidates to study all of the topics listed above, rather teachers should choose a range
of topics that has the most relevance to their students.
Learners should show evidence of research into any three topics listed.
The reasons for this open choice are:

t Learners studying this syllabus around the world are in many different contexts where the different
issues will have greater or lesser degrees of impact on their environment. Teachers and learners should
select issues to study based on their own areas of interest. Choice and localisation of the syllabus to the
local context encourages engagement with learning.
t Several of the topics are interconnected to such an extent that teachers and learners may find
themselves getting drawn into studying one as a result of studying another.
t The syllabus aims to develop active global learners. The intention is to give as much scope and
encouragement as possible for learners to discuss and agree with their teachers their own paths of
enquiry into the complex world they are living in.
t Learners are assessed on skills that can be developed through the study of global topics.

Syllabus content
6.4 Questions from different perspectives

To stimulate enquiry and ongoing discussion, the following pages contain questions from different
perspectives for each of the topics listed above. They are not intended to be a list of questions that
the learners work through, but rather examples of the sort of questions that teachers may use to start
discussions.
The syllabus content is to be constructed largely by teachers and learners themselves. They may wish
to develop their own questions for investigation from the given topics. They may prefer to start from a
more immediate, personal or group concern rather than the broad topic area, and see how the concern
subsequently leads into other global issues and areas of study. The actual starting points, therefore, could be
newspaper articles, TV programmes or films, guest speakers or NGO websites, for example.
A topic such as Biodiversity and Ecosystem Loss should not be undertaken only as a piece of empirical
research, e.g. into deforestation. The collection of relevant facts and information is clearly important, but
what is also important is addressing the issues within the topic. What makes deforestation a matter of
global import is not only the fact that about 20 per cent of tropical and sub-tropical forests have disappeared
since the 1960s but also the effect of this loss on human (and animal and plant) life, both locally and globally.
In general, human relations, with the planet and/or with each other, are at the centre of all global issues.
The exemplar questions in Section 6.5 are designed to provide sufficient opportunities for teachers and
learners to explore issues that are relevant to their own interests and circumstances.
If teachers and learners wish to explore other topics not specified in this syllabus, Centres should submit a
completed proposal form (see Appendix) to Cambridge for approval prior to study.
Learners will engage with the topics from different perspectives, including personal, local/national and
global, as well as cross-cultural.
Personal Global
Topic
Local/National

Syllabus content
6.5 Exemplar questions

Possible Questions/Issues for Investigation
Topic Global/International Local/National Family/Personal
Perspectives Perspectives Perspectives
Belief Systems Why do people have different What are the different belief What differing beliefs do my
belief systems? What are systems in my country and friends and family have? How
some of the different belief in my community? How do these beliefs affect their
systems held in different do these belief systems behaviour and how other
countries? How do belief affect the nature of the local people view them? Have my
systems affect a country’s community? Is respect shown own beliefs changed over
political system and culture? for other people’s beliefs? time?
Biodiversity Why are plant species How can habitats (plant and How do I and my family and
and Ecosystem threatened? How can existing animal) be maintained? What friends use existing material/
Loss material/mineral resources projects/initiatives are there mineral resources? Do I do
be maintained? How would in my country for maintaining anything to threaten plant
we judge whether the loss of resources and/or finding species? What steps can I/
a number of plant or animal alternative sources? we take to reduce ecosystem
species constituted a disaster? loss?
Are humans themselves
becoming more, or less,
diverse?
Climate Change What causes climate change? How does my country Are my family and friends
What are the effects of climate approach climate change? really aware of the issues? Do
change? Is the present climate What facilities or laws exist to I, my family or my friends do
change a natural phenomenon help reduce the impact? What anything that might contribute
or human induced? How do measures are taken in the to climate change? Are there
different countries approach local community? further steps we could take?
climate change?
Conflict and Why do wars and conflicts Which groups seem to be What causes conflicts
Peace begin? Are wars an inevitable in conflict within my own between me and my family
part of being human? Where country or community? Is it or peers? How are these
is there conflict in the world their interests or ideas that conflicts best resolved?
today? What is the role of the are conflicting? What political/ How can this help me to
UN in times of conflict? ethical systems enable people understand conflict on a wider
to live with their differences? scale?
Disease and How do infant mortality How good are my local health What can I do to keep
Health rates and expected life spans care and sports facilities? myself healthy? Do I have a
compare in different countries? Are they equally available to responsibility to keep myself
What are the reasons for this? everyone? Which people in healthy, and if so, why?
What are the major health my locality have the greatest Where should I go if I have a
problems facing the world health care needs? How well health worry or need advice
today? Is access to good does my community cater for about staying healthy?
health care a right? people with disabilities?

Syllabus content

Education for What is education for? What What types of education How much do I value my
All is the relationship between a are available in my area? own education? What do I
country’s wealth and its rate Who uses them? How is most want to learn as I grow
of literacy? What effect does education funded? What older? If I could change the
illiteracy have on a person and are the educational options education system, what
on a country? Does everyone available for people with changes would I make to the
have the right to an education? learning difficulties or physical curriculum?
disabilities?
Employment Why is employment What are the employment How are my extended
important? Which countries levels in my country and family and friends’ parents
have the highest/lowest local community? How do employed? How does this
employment levels? Why do they compare with other affect my/their lifestyle and
employment levels differ? countries? What is done to choices? What is important
What causes unemployment? help the unemployed? to me about the kind of job I
have?
Family and Why do some countries What sorts of families live What responsibilities do my
Demographic have a high proportion of in my local area? What parents have to me? What
Change children, or of elderly people? proportion of households responsibilities do I have to
What difficulties can this are single people? Has this them? What sort of parent do
cause? What is a ‘family’? changed in recent decades? I want to become, if at all?
What responsibilities do What support is there in my How would I choose to be
family members have to one area for families in need? How cared for when I am elderly?
another? How or why has the is this funded?
family changed?
Fuel and What are the world’s mineral Who are the biggest fuel- Which fuels/resources do I
Energy resources used for? Which users in my locality? Where regularly use at home and at
countries provide the most/ do local fuel supplies come school/college? How can I, my
least? Which countries use the from? Is my community family and friends contribute
most/least? Who controls the taking action to reduce fuel to reducing fuel consumption?
prices? What kinds of fuels consumption? Does my
are the most environmentally community use solar power,
friendly? wind power, hydro-electric
power?
Humans and How well do humans share the What are the laws in my What are the attitudes of my
Other Species planet with other species? Are country relating to humans friends and family to animals
certain species more important and other species? Do people and other creatures? Do my
than others? Should humans in my country show respect to friends/family have strong
be permitted to ‘use’ other animals and other creatures? beliefs about keeping pets,
species to make human life being vegetarian, experiments
easier/better? on animals?

Syllabus content

Language and How has the internet How do people in my country How does the way I
Communication transformed the world? communicate differently communicate with my family
Why is it not always easy to with each other? How does and friends differ? How easy
make yourself understood in the role of the media affect is it to be misunderstood?
another country, even if you political decisions in my Why is it important to speak
speak the language? Do other country? What investment other languages?
societies have different means has my country made in
of communication to those communication systems?
available in my country?
Law and Why do people make laws? What are the crime rates in Do I or my family or my
Criminality Do we need laws? What my country/community? What friends break any laws?
causes some people to break are the major crimes? What Do I feel safe in my local
laws? Who decides which schemes are there to protect community? Has crime
laws should be in force? What people from crime? How affected me or my family and
are the problems caused effective is the national/local friends? Can I do anything to
by different law systems in police force? help prevent crime?
different countries?
Poverty and Why are some countries How does local society treat How would I define being
Inequality poorer than others and are all people differently? What is poor? Why do I feel superior
the people in these countries my country doing to combat or inferior to other people?
poor? How has the gap in poverty? How have some How do the roles in my
equality changed between people in my country become family demonstrate equality/
countries in recent years? wealthier than in comparison inequality?
In what way should richer to other countries?
countries be concerned about
poverty in other countries?
Sport and Has the Olympic movement How might leisure What part does sport play in
Recreation contributed to global well- facilities be improved in my life? What would be an
being? Why do some countries my community? What role ideal work-life balance for me
have more of a tradition in the does sporting success play and how would I sustain it?
arts than others? What is the in a nation’s development? Why do I or members of my
purpose of museums? Why do professional artists, family support a particular
musicians or sportsmen and team?
sportswomen earn so much
money?
Technology and Which are the most/least How does my country stand What technology do I have
the Economic technological nations? Why in comparison with others access to at home/school?
Divide do nations have differing with regard to levels of How does the level of
levels of technology? Which technology and economic technology and economic
are the wealthiest/poorest status? How does this affect status of my family affect me,
nations? What are the effects the level of development and my family and friends?
of differing levels of technology living standards of my region?
and economic status?

Syllabus content

Trade and Aid How do countries trade with What does my country What should I consider when
one another? Who makes import and export? Which I make decisions about whose
the rules? Why are some countries do we trade with products to buy? What effect
countries with plenty of natural the most? Why are some does this have on the lives
resources poorer than some goods imported even though of others around the world?
other countries? Do richer we produce similar goods at Are there some companies I
countries have a responsibility home? should specially support, or
to help poorer countries? boycott?
Tradition, Why do people value tradition? What traditions give my What makes me proud of my
Culture and Why do people divide into country a sense of national country? What traditions does
Identity nations? Why do some people identity? What role does my family have? What does
move from one country to culture play in the values of national identity mean to me
another? How does this my society? How are people and my friends? What cultural
affect their lives? If we have from my country identified traditions have I inherited?
‘European citizens’, should we when they are abroad?
aim eventually for all people to
be ‘world citizens’?
Transport and Why do countries maintain How could the system of What methods of transport do
Infrastructure transport links between public transport be improved I regularly use? In what way
each other and when might in my country? How has does transport infrastructure
they close them? Why do transport changed in my affect where my family lives?
some countries have better country over the last century? Why is the speed of a journey
public transport systems and How are some people more important to me than its
infrastructures than others? In disadvantaged in my country quality?
what way might land-locked because of where they live?
countries be disadvantaged?
Urbanisation Why are more houses being What provision is there in my What kinds of homes do I
built in many countries in country for homeless people? and my family and friends live
the world? Should there be What kind of homes are there in? What is important to me
restrictions on house building? in my community? Does the about my home? How would I
What different types of houses housing meet people’s needs? feel about new houses being
are there in the world? What What happens to people in built near my home?
are the rules in different my area if they are homeless?
countries for building houses?
Water, Food Why do some countries have What foods are important How much water do I use
and Agriculture an inadequate supply of clean in my community and why? each day and for what
water? Why do some countries What emergency measures purpose? How much food
have a surplus of food and are in place for coping with does my family waste each
others do not have enough droughts and floods in my day and why? What decisions
food? How can growing community or country? What does my family have to make
genetically modified (GM) causes famine and drought about food on a daily basis?
crops solve food shortages and how do they affect my
around the world? community?

Coursework
7. Coursework
7.1 Assessment Criteria for Individual Research (Component 1)

A total of 80 marks are available for Component 1, which contributes 40% of the overall mark. 40 marks are
available for each individual research topic.
Marks should be awarded, for each research report, against the following assessment criteria:
Assessment Criteria Marks
Gather and present information, representing different perspectives 10
Analyse issues within the topic as identified by the question posed for the study 10
Identify and evaluate possible scenarios and formulate possible courses of action 10
Develop an evidence-based personal response, demonstrating self-awareness 10
Recording candidates’ marks

Candidates’ marks for Individual Research (Component 1) must be recorded on the Individual Candidate
Record Card produced by Cambridge. This form, and the instructions for completing it, may be downloaded
from www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0457) and your Centre
number, after which it will take you to the correct forms. Follow the instructions when completing each form.

Coursework
7.2 Mark Scheme: Individual Research (Component 1)

Marks are awarded against each assessment criterion using the statements within the bands.
A mark of zero should be awarded for non-creditworthy responses.
Assessment Band 1 Band 2 Band 3 Band 4

Criteria 1–2 marks 3–4 marks 5–7 marks 8–10 marks
Gather and t presents t presents t presents a range t presents a broad range
present limited, relevant some relevant of relevant of relevant information
information, information information information t shows use of a range
representing t shows a limited t shows some use t shows use of a of highly appropriate
use of resources of resources range of mostly resources
different
t gives few t gives some appropriate t gives a wide variety of
perspectives
perspectives perspectives resources perspectives, including
t gives a variety of global, local/national
perspectives and personal
Analyse issues t identifies few t identifies some t identifies mostly t identifies highly
within the topic relevant issues of the relevant relevant issues relevant issues
as identified by t shows little issues t shows sound t shows thorough
the question analysis of the t shows some analysis of these analysis of these
issues within the analysis of these issues issues
posed for the
topic issues t considers the t considers the causes,
study
t gives little t considers some of causes, effects effects and current
consideration the causes, effects and the current situations in depth
to the causes, and/or current situations in some
effects and/or situations detail
current situations
Identify and t identifies few t identifies some t identifies a range of t identifies a broad
evaluate relevant possible simple possible possible scenarios range of possible
possible scenarios scenarios t shows some scenarios
scenarios and t shows little t shows limited evaluation t shows sound
evaluation evaluation t proposes some evaluation
formulate
t proposes few t proposes some appropriate t proposes a range of
possible
relevant courses possible courses courses of courses of action which
courses of of action of action which action which are well developed
action are simplistic in are sometimes
approach and not developed
developed
Develop an t little evidence t some evidence t sound evidence t detailed evidence of
evidence- of a personal of a personal of an appropriate an appropriate personal
based personal response response personal response response
response, t little reference t some reference t some reference t full reference to the
to the considered to the considered to the considered considered evidence
demonstrating
evidence evidence evidence which which fully justifies the
self-awareness
t minimal t some evidence of sometimes justifies response
evidence of self- self-awareness the response t significant evidence of
awareness t sound evidence of self-awareness
self-awareness

Coursework
7.3 Assessment Criteria for the Group Project (Component 2)

A total of 60 marks are available for Component 2, which contributes 30% of the overall mark.
Marks should be awarded for the group and individual elements against the following assessment criteria:
Assessment Criteria Element Marks
Group Individual
Production of a project plan 10
Representation of different perspectives, including 10

cross-cultural
Constructive participation in group work/activities 10
Evaluation of project plan and process 10
Evaluation of project outcome 10
Evaluation of individual contribution and learning 10
Recording candidates’ marks

Candidates’ marks for the Group Project (Component 2) must be recorded on the Individual Candidate
Record Card produced by Cambridge. This form, and the instructions for completing it, may be downloaded
from www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0457) and your Centre
number, after which it will take you to the correct forms. Follow the instructions when completing each form.

Coursework
7.4 Mark Scheme: Group Project – Group Element


Production of a t the plan is t the plan is basic t the plan is detailed t the plan is detailed
project plan simplistic and with some details t a sound rationale is and well formulated
lacks detail t the plan includes a provided and aims t a well thought-out
t the rationale for basic rational and a are specific rationale is provided
the project and its simple aim t a concrete and specific aims are
aims are unclear t a concrete outcome is articulated clearly
t a concrete outcome is identified which is t a concrete outcome
outcome is not identified, but appropriate to the is identified which
identified or the it may not be project aim is well-suited to the
outcome is vague appropriate to the t timeframes are project aim
t timeframes and aim realistic and some t timeframes are
planned activities t there is some planned activities realistic and
are not given or indication of are detailed appropriate and
are vague timeframes and t roles and details of all planned
t details of roles and planned activities responsibilities are activities are included
responsibilities are t some details clearly defined t roles and
not given or are of roles and responsibilities are
vague responsibilities are fully defined with
given some reasoning given
Representation t research t research t research t research information
of different information has information has information has been used
perspectives, not been used been used to has been used effectively and
including cross- to support the support the effectively to thoughtfully to
outcome outcome, but with support the support the outcome
cultural
t there is limited limited effect outcome t there is considerable
evidence of t there is some t there is sound evidence of cross-
cross-cultural evidence of evidence of cultural collaboration
collaboration cross-cultural cross-cultural t there is awareness
t there is limited collaboration collaboration and appreciation
awareness t there is some t there is awareness of a wide range
of different awareness and appreciation of of different
perspectives of different a range of different perspectives,
perspectives perspectives, including cross-
including cross- cultural, and
cultural these differences
are treated with
empathy and
understanding

Coursework
7.5 Mark Scheme: Group Project – Individual Element


Constructive t is usually a passive t is sometimes an t is usually an active t is always an active
participation member of the active member of member of the member of the
in group group the group group group
work/ t plays a minimal part t plays some part in t needs little t needs no prompting
in group discussions group discussions prompting to to contribute to
activities
and activities, even and activities, when contribute to group group discussions
when prompted prompted discussions and and activities
t contributions to t contributions activities t contributions to
group work are not to group work t contributions to group work are
usually constructive are sometimes group work are always constructive
t shows little or no constructive usually constructive t shows
support for other t shows some t shows support for considerable
members of the support for other other members of support for other
group members of the the group members of the
t shows little group t shows group
commitment to t shows some commitment to t shows
the successful commitment to the successful considerable
completion of the the successful completion of the commitment to
project completion of the project the successful
project completion of the
project
Evaluation of t the evaluation is t the evaluation is t the evaluation is t the evaluation is
project plan simplistic basic with some detailed detailed and well
and process t the evaluation details t the evaluation formulated
identifies one t the evaluation identifies some of t the evaluation
strength and/or identifies one main the main strengths identifies most of
one weakness in strength and one and weaknesses in the strengths and
the project plan main weakness the project plan and weaknesses in the
and/or the process in the both the the process project plan and the
t there are no project plan and the t there are a few process
suggestions for process suggestions for t there are several
improvement t there is one improvement, some suggestions for
suggestion for of which are well- improvement, most
improvement considered of which are well-
considered
Evaluation t the evaluation is t the evaluation is t the evaluation is t the evaluation is
of project simplistic basic with some detailed detailed and well
outcome t the evaluation is not details t the evaluation is formulated
linked to the project t the evaluation is not consistently linked t the evaluation is
aims consistently linked to the project aims consistently and
t there is a limited to the project aims t there is a sound clearly linked to the
understanding of t there is some understanding of project aims
the successes understanding of the successes t there is
or failures of the the successes and failures of the considerable
outcome or failures of the outcome insight into the
outcome successes and
failures of the
outcome

Coursework

Evaluation t the evaluation is t the evaluation is t the evaluation is t the evaluation is
of individual simplistic basic with some detailed detailed and well
contribution t there is a limited details t there is awareness formulated
and learning awareness t there is some of strengths and t there is
of personal awareness of how weaknesses of own considerable
responsibility in the own contribution contribution to the insight in evaluating
project affected the project own contribution to
t there is little progress of the t there is some the project
reflection on project reflection on both t there is insightful
either the benefits t there is some the benefits and reflection on both
or challenges of reflection on either challenges of the benefits and
working as a group the benefits or working as a group challenges of
t there is little challenges of t there is a sound working as a group
reflection on own working as a group reflection on own t there is insightful
learning from cross- t there is some learning from cross- reflection on own
cultural collaboration superficial cultural collaboration learning from cross-
reflection on own cultural collaboration
learning from cross-
cultural collaboration

Coursework
7.6 The role of the teacher in Components 1 and 2

The Individual Research and the Group Project are integral parts of the syllabus so Cambridge expects
candidates to undertake the work for these components in official timetabled lessons with active and
ongoing guidance, support and supervision from their teachers. At the same time, each Individual Research
report submitted must be the product of the candidate and a true reflection of their own effort, and each
Group Project must be the product and a true reflection of the group’s activities and the individual evaluation.
Before any work begins, teachers should introduce Components 1 and 2 to their candidates, providing
detailed guidance on the purpose and requirements of each task and the assessment criteria against which
each will be marked. These explanations should be repeated as the work progresses.
Teacher advice
Teachers should give active assistance to each candidate:
t in selecting the topics/issues for her/his Individual Research and the topic/issue for her/his Group Project
t in identifying the main issues and problems of each topic
t about the feasibility and/or manageability of proposed work
Teachers must ensure that the topic chosen for the Group Project is different from any studied in the
Individual Research.
Candidates should then be given ongoing advice:

t on possible books and other resources that might be useful for each assignment
t to resolve practical and conceptual problems encountered during research
t to ensure that they have identified a specific outcome/outcomes for their work
Throughout, teachers should give verbal feedback and facilitate group dynamics where necessary.
Teachers should give collective advice in class, teaching their candidates as a group about:
t possible ways of structuring an Individual Research report and a Group Project
t appropriate study and research skills and techniques
t working in a disciplined way to meet the word limits
t the meaning and consequences of plagiarism
t referencing resources they have used
t effective time management
Teachers may not:

t offer or provide detailed subject guidance for a candidate
t undertake any research for a candidate
t prepare or write any subject-specific notes or drafts for a candidate
t edit or correct any part of a candidate’s notes or drafts (written or electronic)
t prepare any part of a candidate’s Individual Research report or Group Project
t modify in any way a candidate’s work once submitted

Coursework
7.7 Moderation procedures for the Individual Research report and

the Group Project
Internal Moderation
When several teachers in a Centre are involved in internal assessments, arrangements must be made within
the Centre for all candidates to be assessed to a common standard. It is essential that marks for each skill
assigned within different teaching groups/classes are moderated internally for the whole Centre entry. The
Centre assessments will then be subject to external moderation.
The internally moderated marks for all candidates for both the Individual Research report and the Group
Project must be recorded on the Coursework Assessment Summary Form. These forms, and the
instructions for completing them, may be downloaded from www.cie.org.uk/samples. The database will
ask you for the syllabus code (i.e. 0457) and your Centre number, after which it will take you to the correct
form. Follow the instructions when completing the form.
Teachers may not undertake internal assessment without the written approval of Cambridge. This will only
be given to teachers who satisfy Cambridge requirements concerning moderation. Details are available
in the Cambridge Handbook. Please apply to Cambridge via info@cie.org.uk, quoting 0457 Internal
Assessment.
External Moderation
External moderation of internal assessment is carried out by Cambridge. Individual Candidate Record
Cards and Coursework Assessment Summary Forms must be submitted with the Individual Research
report and the Group Project. Each piece of work must show clearly how and why the marks given by the
teacher have been awarded.
The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative
Guide available on our websites.
Feedback from moderators

Cambridge moderators will comment on a Centre’s application of the assessment criteria in a short report.
Resubmission and carrying forward of internally assesed marks

It is possible for component 01 and/or 02 marks to be carried forward from one series to another within a
13-month period. Details can be found in the Cambridge Administration Guide.

Other information
8. Other information
Equality and inclusion

Cambridge International Examinations has taken great care in the preparation of this syllabus and
assessment materials to avoid bias of any kind. To comply with the UK Equality Act (2010), Cambridge has
designed this qualification with the aim of avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an award
based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk/examsofficer
Language
This syllabus and the associated assessment materials are available in English only.
Grading and reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, A* being the highest and G the lowest. ‘Ungraded’ indicates that the candidate’s performance fell
short of the standard required for grade G. ‘Ungraded’ will be reported on the statement of results but not
on the certificate. The letters Q (result pending), X (no results) and Y (to be issued) may also appear on the
statement of results but not on the certificate.
Entry codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as ‘administrative zones’. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.

Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations February 2015
*5841254001*

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SYLLABUS

Cambridge Secondary 2 Version 1

® IGCSE is the registered trademark of Cambridge International Examinations

© Cambridge International Examinations 2015

2. Teacher support .............................................................................................................. 5

3. Assessment at a glance ................................................................................................. 6

4. Syllabus aims and assessment objectives...................................................................... 8

5. Description of components .......................................................................................... 11

6. Syllabus content ........................................................................................................... 15

8. Other information ......................................................................................................... 30

1.1 Why choose Cambridge?

Support for teachers

Support for exams officers

2 Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017.

1.2 Why choose Cambridge IGCSE?

Guided learning hours

1.3 Why choose Cambridge IGCSE Global Perspectives?

Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017. 3

1.4 Cambridge International Certificate of Education (ICE)

Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2

1.5 How can I find out more?

If you are not yet a Cambridge school

4 Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017.

2.1 Support materials

Online learning area for teachers and learners

2.2 Endorsed resources

Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017. 5

Component Weighting Raw Nature of

3 Written Paper 1 hour 15 minutes

6 Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017.

This syllabus is not available to private candidates.

Detailed timetables are available from www.cie.org.uk/examsofficers

Combining this with other syllabuses

Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017. 7

4. Syllabus aims and assessment objectives

Cambridge IGCSE Global Perspectives aims to develop learners who:

8 Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017.

4.2 Assessment objectives

Research, understand and present global issues from different perspectives,

Explore and reflect on personal perspectives and on the perspectives of others

4.3 Grade descriptors

Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017. 9

10 Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017.

5.1 Component 1: Individual Research

For each topic, candidates should:

Candidates submit two research reports.

Reports can consist of multimedia communication and text, or text only.

Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017. 11

5.2 Component 2: Group Project

12 Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017.

For the group element, candidates submit a report.

Reports can consist of multimedia communication and text, or text only.

Multimedia could include a presentation, a poster, a photographic record or a digital recording of

Candidates must submit an individual evaluation of:

Multimedia could include diagrams, photographs, posters, presentations or podcasts, as appropriate.

Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017. 13

5.3 Component 3: Written Paper

Candidates are assessed on their ability to:

14 Cambridge IGCSE Global Perspectives 0457. Syllabus for examination in 2017.