Cambridge International AS & A Level

Global Perspectives & Research (9239)

for examination from 2023

What you need to know

We’ve created new resources ready for Cambridge International AS & A Level Global Perspectives (9239) for examination
from 2023. This brochure explains how these resources will help you. Full syllabus details can be found on the Cambridge
Assessment International Education website cambridgeinternational.org. We are working with Cambridge International
towards endorsement of these titles.

Key changes What this means for you How we support you

Small changes largely relate to emphasis/weighting of The coursebook has been fully updated to match the requirements and emphasis of the updated syllabus. This will enable students to
Assessment Objectives (AOs). build skills and understanding, which are accurately aligned with the AOs.
The teacher’s resource includes ideas for how to plan the course as a whole. Each chapter also highlights common misconceptions
and closely maps lesson ideas to syllabus content and learning objectives. Starters, plenaries, and detailed lesson plans with worksheets
Syllabus content

and suggested resources are all included. These will help you to plan your teaching and develop your role as a facilitator within the
classroom.

Syllabus aims, AOs and key terms have been updated Support students in: Chapter 1 of the coursebook outlines each skill and the stages of the Critical Path. These are linked to the syllabus and key terms
and clarified. using detailed examples and activities. The series is written in accessible language with English as a second language (ESL)
• Understanding what’s required of them
learners in mind.
• Having a solid understanding of key terms
Key terms are used throughout the coursebook in activities to enable students to practise recognising and using them. Command words
are highlighted where appropriate, defined and linked to assessments.

List of global topics updated. Select from and use the topics appropriately within The topics and source extracts used in the book have been extensively updated throughout so that they are current and fully
classroom activities and when setting tasks. reflect the updated list of global topics.
The set of learner attributes has been updated.
Development of these attributes is at the heart of the approach to help develop confident and responsible learners.

Assessment Objectives Provide opportunities for students to: Chapter 7 has been extensively updated to reflect the increased focus on communication skills in the Team Project presentation.
Assessment

The weighting of AOs has changed: • Develop different forms of communication skills Increased coverage of the skill of reflection, with regular reflective tasks and self-evaluation checklists, helps students build practical
experience of reflecting upon individual and group collaboration.
content

• Less emphasis on AO1 (written, oral)

(Research, Analysis and Evaluation) • Build reflective skills Throughout the coursebook skill development is scaffolded and a practice section at the end of each chapter will help students to
• More emphasis on communication (AO3) in the Team build skills geared towards AOs.
Project (component 3) The teacher’s resource includes suggestions for starter/main activities with assessment ideas, worksheets and ideas for differentiation
• More emphasis on reflection (AO2) in the Research to help you facilitate skill development.
Report (component 4)

Component 1: Written Exam The coursebook includes activities geared around analysing and evaluating sources and organising information/arguments.
Requires students to demonstrate thinking and reasoning A new section on developing skills for communication in academic writing is included in Chapter 4.
skills, by analysing and evaluating arguments and
perspectives.
More heavily weighted at AS Level.
Q1 requires candidates to read both sources.
Components

Q3 is more heavily weighted and requires a longer

essay-based response than Q2. Candidates must also
show communication skills.

Component 2: Essay Support students in: The coursebook includes detailed guidance around approaching the essay (Chapter 4) with tasks, discussion points and visuals
to help students build a deep and practical understanding.
Students must choose an essay title based on a • Formulating good essay questions
global topic. • Carrying out research using appropriate sources Coverage includes:
New guidelines around authenticity and academic • Developing organisational skills • Forming a question, considering perspectives, synthesising arguments, using sources, referencing and citing sources
honesty. • Using appropriate academic language
• Example extracts of essay writing with annotated comments highlighting effective approaches
• Citing and referencing sources appropriately
• Ensuring authenticity and academic honesty • A dedicated section on academic language with examples of appropriate use
• Starter and main activities with worked examples in the teacher’s resource to help teachers facilitate and monitor
skill development and provide effective feedback
We’ve created new resources ready for Cambridge International AS & A Level Global Perspectives (9239) for examination
from 2023. This brochure explains how these resources will help you. Full syllabus details can be found on the Cambridge
Assessment International Education website cambridgeinternational.org. We are working with Cambridge International
towards endorsement of these titles.

Key changes What this means for you How we support you

Component 3: Team Project Presentation Organise students into appropriate teams. Chapters 6, 7 and 8 address the different aspects of the Team Project with distinct sections on key requirements.
Students must work in teams of 2–5 to identify a local Support students in: Dedicated coverage on how groups work and what makes them successful (or not) appears alongside practical activities and
problem, conduct research, address contrasting individual and peer-based reflection tasks to help students build and work effectively in a group.
• Understanding the task and selecting a research topic
perspectives and present findings and solutions.
• Managing perspectives Chapter 7 has been extensively revised with guidance on the updated communication skills for both live and recorded presentations.
The presentation can be live or recorded.
• Developing skills in collaboration and As well as Chapter 8, which is dedicated to the skill of ‘Reflection’ and how to develop this in the Team Project, there
Reflective paper
communication to enable effective team progress are activities and discussion tasks throughout to encourage reflection on collaboration to scaffold and build student
Components

Candidates are now assessed on reflection and understanding and confidence in what is required of them.
• Preparing a well-argued oral presentation
evaluation of the effectiveness of collaboration
with others. • Focusing on reflection

Component 4: Research Report Support students and monitor progress in: Chapter 9 focuses on the Research Report and includes practical and detailed coverage around key requirements of this.
Now externally assessed. • Selecting an appropriate question and scope for Examples of effective approaches to aspects of the report (e.g. research log) help students better understand what’s required
10 marks allocated for the research log and 75 for the research task of them.
the report. • Developing ideas and arguments The chapter has been fully updated to reflect the focus of the component on developing a question, recording progress in the
Students must formulate an appropriate question, • Research methods and methodology research log, identifying relevant concepts, and applying appropriate research methods and using a methodology. There is
plan their research and demonstrate research, analysis, • Structuring the report, using appropriate language, also detailed guidance on communication skills for the Research Report, including academic citations and references.
evaluation, reflection and communication skills in a references and citations Throughout the book, there are new sections highlighting the importance of organisational and planning skills such as time-
well-structured written report.
• The development of organisational skills such as management. Regular checklists encourage a practical focus on building these skills.
They must also produce a research log which records planning and time management
and reflects upon the research process. Each chapter includes a ‘Transferring your skills’ section to reinforce application of skills beyond academic studies.
• The meaning and significance of academic honesty
Lesson ideas and guidelines around success criteria are designed to help manage and monitor progress.
and plagiarism
 Content will be available in print and digital resources

Coursebook with digital access

The coursebook includes a variety of pedagogical
approaches such as enquiry-led projects to
enable assessment for learning and self and peer
reflection activities to improve metacognition.
It has a strong practical focus with activities and
checklists that help improve essay writing and
time management, and offer guidance on forming
research questions. Additionally a ‘transferring your
skills’ section at the end of each chapter highlights
the relevance and application of skills beyond the
classroom. Advice on scholarly language helps
students put their ideas into academic prose, and
key phrases help keep their answers focused.
Essay extracts with commentary help students
with writing skills and synthesising ideas. Special
activities encourage students to understand
the view points of other people, to help them
develop a better appreciation of opinions. Real-life
This is the second edition of our Cambridge viewpoints and thought-provoking examples also
International AS & A Level Global Perspectives encourage them to consider alternative viewpoints
and Research coursebook and teacher’s on a range of issues.
resource. We are working towards endorsement
from Cambridge Assessment International Digital teacher’s resource
Education, so you can be confident this series The comprehensive teacher’s resource includes
fully supports the syllabus and helps develop a variety of supplementary resources including
critical thinkers with the ability to understand lesson plans, worksheets and guidance around
multiple perspectives. The first series author activities, assessment and cross-curricular links.
returns for these new editions. David Towsey is an Critical Path checklists help you understand
experienced teacher and educational consultant, your students’ progress and extracts from
and is Head of Teaching and Learning at his school. essays help you provide a clear picture of what
‘good’ looks like and formulate your feedback
The series provides accessible and for students. Guidance on effective questioning
comprehensive coverage, with units dedicated and providing feedback helps you understand
to teaching key skills including deconstruction your role as a facilitator and adapt your
and collaboration, as well as writing the teaching style to suit. Differentiation guidance
Research Report. All our resources are written for every lesson helps you adapt your lessons
in accessible language with features to support for individual needs.
our English as a second language learners.

Brighter Thinking, Better Learning

Brighter Thinking drives our approach to global we publish to support students learning global
perspectives: a solid foundation of research from perspectives. Through a flexible suite of resources,
leading educational thinkers, expert authors designed to meet a wide range of needs in the
and global perspectives teachers in Cambridge classroom, Better Learning is possible. Students can
and around the world underpins the resources accelerate their learning and develop skills for life.

Contact your local Cambridge University Press representative:

cambridge.org/education/find-your-sales-consultant
cambridge.org/education