global perspectives component 3 and 4

• Engels
• Middelbare school
• vwo
• Leerjaar 5,6

Global Perspectives 

Introduction of

Component 3 and 4

Presentation

Individuals will present their research and preferred solution in a formal live presentation for up to eight

minutes (per individual). (Live recording, one continuing session, no editing allowed).

Candidates are assessed on:

• their presentational methods to an audience of at least 3 their ability to reasearch, identify and present complex global concepts, different local and global perspectives and arguments in a creative and effective manner
  
• their abilitiy to structure and communicate a coherent argument and develop a line of reasoning based on supporting evidence
• their ability to differentiate their personal perspective from the work of the team as a whole present convincing and well-supported conclusions which respond to the overall question posed by the team

Reflective paper

Following the individual presentations, candidates discuss their findings and agree on a set of team solutions to the problem and question posed. Then each team member writes a reflective paper of maximum 800 words in which they:

reflect on how the team worked together, what could be improved, and any changes to their personal views shaped  by the collaborative experience.

 

Candidates are assessed on their ability to:

• evaluate the effectiveness of their work with others in a team to identify an appropriate local problem with global relevance
• work with others in a team to consider a range of effective and workable solutions
• consider the ways in which personal standpoints may have been affected by the research and collaborative experience
• identify the need for further research in light of the research findings.

ten

   

         Explain that your problem           is a problem by looking for

research/ evidence.

   Think of local and global examples. 

Examples of problems

Access to clean drinking water

Rising sea levels

Prices of pharmaceuticals

Lack of acces to the Internet

Case study 1: income equality

Check its global and local relevance.

Can you think of solutions from different perspectives?

Solutions from different angles 

• from an economic theme, e.g., wealth creation through trade,
• from an ethical theme, e.g., restoring fairness by measuring it against a moral standard
• from a political theme, e.g., a minimum wage and taxation

Planning the project (group activity)

As a group:

1. Think about a local problem with global relevance that appeals to you all. 

2. Write down why you all think this to be a problem. Be specific. 

3. Multiple perspectives to be considered by individual team members

making sure the issue has local significance and global implications

• allocating the different research areas

• developing an appropriate question.

Carrying out the research (individual activity)

• focusing the research to consider a range of perspectives

• selecting appropriate and credible sources of information.

Using the research (individual activity)

• analysing research to assess current situation – causes and effects

• drawing conclusions

• developing ways of addressing the issue based on the research.

Report presenting (individual activity)

• reviewing, selecting and organising information

• communicating effectively and concisely.

Reflecting (individual and group activity)

• working reflectively

• evaluating the strengths and weaknesses of the group work

• considering how research findings have impacted positively and/or negatively on personal perspective

• come to an agreed set of solutions to the issue.

On the next slides you find sample presentations and reflective papers.

shshistory.com

Presentation 

and 

Submission Dates

• Presentations in week 10 and 11 
• Reflective paper in week 24 March 2025

Not for now, but simply to be complete. This is your IRR (PWS equivalant).

Component 4

overview of all assessment criteria for componet 4

1A

1B

1C

2

3

1A

1B

1C

2

3

On the next slide you find a link to a sample paper of all components.

www.cambridgeinternational.org

While watching this presentation, fill in the assessment grid

https://vod-progressive.akamaized.net/exp=1643917683~acl=%2Fvimeo-prod-skyfire-std-us%2F01%2F353%2F6%2F151766309%2F465951632.mp4~hmac=06ecb5cbcb89ce004ff512a367fe2f648d8dec15cffb667a5a9066214c9abceb/vimeo-prod-skyfire-std-us/01/353/6/151766309/465951632.mp4?filename=Example+candidate+response.mp4

 The candidate clearly identifies and explains her group’s issue of food insecurity from the outset and

throughout the presentation. The research presented is concisely delivered but dense and detailed,

meeting the requirements for Level 5.

 Her own perspective, or possible solution, is effectively focused on urban agriculture which is

explicitly contrasted with named alternative perspectives taken by other members of her team (such

as aquaponics and genetic modification). Not only this, she also contextualises her approach against

broader economic, environmental and social perspectives. These sharp differentiations within a

number of areas also produce Level 5 achievement.

 That movement from the economic, to the environmental to the social also produces an effective

structure for her presentation, which then allows her to provide effective case studies from a local

then a global context. The combined effect of this is to produce a logically structured and coherent

argument which also merits Level 5.

 Her conclusion is thoroughly justified in the final minute of her presentation and firmly located in the

arguments and evidence she has previously presented in her presentation as a whole. It is an

effective solution and thus achieves Level 4; for Level 5, clear innovation would also be required

within the context of the problem.

 The candidate’s communication methods were also effective: she engages her audience by

speaking fluently without notes, using arm gestures in a focused and expressive way and interacting

with well-chosen images using a pointer. Her intonation is also meaningfully integrated with her

content being delivered and also helps to engage the audience. There may have been some further

opportunities for creativity, but what has been achieved here meets the criteria for Level 4.

• The candidate clearly identifies and explains her group’s issue of food insecurity from the outset and throughout the presentation. The research presented is concisely delivered but dense and detailed, meeting the requirements for Level 5.
   
• Her own perspective, or possible solution, is effectively focused on urban agriculture which is explicitly contrasted with named alternative perspectives taken by other members of her team (such as aquaponics and genetic modification). Not only this, she also contextualises her approach against broader economic, environmental and social perspectives. These sharp differentiations within a number of areas also produce Level 5 achievement.
   
• That movement from the economic, to the environmental to the social also produces an effective structure for her presentation, which then allows her to provide effective case studies from a local then a global context. The combined effect of this is to produce a logically structured and coherent argument which also merits Level 5.

 

• Her conclusion is thoroughly justified in the final minute of her presentation and firmly located in the arguments and evidence she has previously presented in her presentation as a whole. It is an effective solution and thus achieves Level 4; for Level 5, clear innovation would also be required within the context of the problem. 

•  The candidate’s communication methods were also effective: she engages her audience by speaking fluently without notes, using arm gestures in a focused and expressive way and interacting with well-chosen images using a pointer. Her intonation is also meaningfully integrated with her content being delivered and also helps to engage the audience. There may have been some further opportunities for creativity, but what has been achieved here meets the criteria for Level 4.

 

Tex

 Component 3

How?

1. Work in teams of two to five members to identify a local

problem which has global relevance.

2. The team must frame a single question that allows them to address contrasting themes and perspectives on the problem.

3. Candidates allocate areas for each team member to research.

4. Each candidate in the team identifies a solution which arises from a distinctive perspective they have identified, and argues for effective and workable solutions which arise from that perspective.

 

Ready, steady... 

Now go and find somewhere quiet to work. By the end of this class each of you hands in a word document via Teams, include:

• Your own name and the names of the group members
• The research question
• A short description of possible perspectives
• Your perspective and solution
• Logbook of what you've done today, include articles that you've read etc.