AICE Global Perspectives AS Level

AICE Global Perspectives AS Level contains 3 components, and this course AS/A level are required for AICE Diploma. 

Component 1: Written Exam

It's worth 45 marks (36% of the course), and consists of "three compulsory questions" from different sources/texts on the exam paper. The sources will show perspectives of a significant global issue. It is your job to analyze, show judgement, evaluate arguments, compare perspectives and see what strengths and weaknesses are in the texts. The exam will include an insert of two documents, a booklet for where you write, and what the questions might look like. 

The questions are always going to be the same layout. Question 1 will contain identify questions that can be looked for in the documents, Question 2 will tell you to assess the strengths and weaknesses of evidence in Document A/B (only the document they state), and Question 3 is to evaluate the arguments, perspectives and judgement of both Documents.

Here is the breakdown of the rubric, and what they look for in your answers to gain full marks! 

Question 1: (5 marks)

  Identify questions 

Question 2: (15 marks)

AO1(a) Identify evidence - 5 marks

  4 or more examples of type of evidence (EG)

AO1(b) Analyse strengths and weaknesses of evidence - 5 marks

  2 or more + (Strength of evidence recognized but with limited explanation)

  2 or more - (Weaknesses of evidence recognized but with limited explanation)

  2 or more EXP (Strength or weakness of evidence clearly explained)

Example:

The author supports his argument by giving authoritative evidence of a survey by world animal protection WAP of 10,900 people across the world which does include international tourists who had frequently visited South Africa. This survey also included South African citizens. The HSI survey also found objection to trophy hunting; the most important point is that people were asked of all races and gender groups, six language groups and a range of ages and household incomes both in rural and urban areas.

AO1(c) Evaluate evidence - 5 marks

  2 I or more (Evaluation of impact of evidence on argument/perspective)

  I J (Evaluation of impact of evidence on argument/perspective and includes judgement)

Example:

The document includes a number of both local and international sources, for example the Hunters register and the HSI Africa; this firstly negates any doubt regarding the source of statistics and this in turn makes the arguments more reliable and professional, due to the use of renowned and credible sources, improving the chance of acceptance and its impact on the readers who then have greater trust.

Question 3: (25 marks)

AO1a Identify and compare key components of arguments - 5 marks

     3 C or more (Comparison of key components from both documents)

Example:

The authors of Document B work at the International Centre for Integrated Mountain Development. This is a global organisation which makes it a strong source of information. And as the author works there, they must have expertise. Additionally, their expertise in the mountains makes them a relevant stakeholder to write about the issue of hunting and population of animals. However the author of Document A on the other hand is an investigative journalist and photographer. He is a research fellow at the Centre for Criminology; this shows the reader that he may not have relevant information about the topic which can reduce his credibility

AO1b Analyse and compare perspectives - 5 marks

     1 PE or more (Analyses by comparing and explaining perspectives in both documents)

Example:

The authors of Documents A and B present contrasting views on trophy hunting and wildlife conservation. In document A the author advocates for the banning of trophy hunting in South Africa in order to fulfill the goal of wildlife conservation in Africa while maintaining a good reputation for the African country. In contrast, the author of Document B argues that encouraging and giving control of trophy hunting to local residents of the Gilgit Baltistan area Pakistan would help conservative increase the population of ungulate wildlife such as the Siberian ibex.

AO1c Evaluate arguments - 5 marks

     4 or more EVAL (at least one or more per Doc) (EVAL = Evaluation of key components of argument - BALANCE reference to both documents)

Example:

Document A has made use of statistical data from international organisations for example, surveys by the World Animal Protection and Humane Society International Africa. This is a strength as they can support the author’s views and claims with data from internationally reliable organisations. On the other hand, Document B has also presented statistical information, but the author has not referred to the source of it, for example it is stated that the population of markhor in Gilgit Baltistan increased from 1900 in 2012 to 2800 in 2016. This is a relevant statistic which backs up the author’s view, however it is a weakness as no reference is provided. This does not enable the reader to check the source and whether or not it is true. This weakens the author's argument making it unlikely to be trusted.

AO1d Judgement about argument and perspective - 5 marks

     J or J^ intermediate and J in the final conclusion (J = supported judgement - with reasoning / J^ Partly supported judgement - with reasoning)

Example:

Overall, I believe Document B is much stronger and more convincing than Document A. Document B creates a connection with the readers by stating how animals are a source of income meat and hides, which allows readers to clearly understand the value of hunting the animals and creates a connection between the reader and the topic. Furthermore, Document B is a well-structured argument, as it starts with an introduction by Shah, that moves on to the history of trophy hunting in Pakistan presenting the proposal given and also giving qualitative data about the aftermath of this proposal. Document A on the other hand lacks any counter argument and even though it has secondary evidence from surveys, it is very narrowly focused and thus creates a certain kind of bias, whereas in contrast Document B does present a counter argument and also mentions how Shah’s work has been given much scrutiny. Therefore, Document B is stronger for showing a better structure a better connection with the readers and a solution for the issue

Communication - 5 marks

     Meets the descriptor - and contains no NAQ (Not answering the question)

Component 2: The Essay

This component is worth 40 marks, and when you decide to start your essay, make sure to choose from one of these Global topics:

• Animal rights Impact of technology

• Arts in an international context Industrial pollution

• Changing identities International aid

• Climate change International law

• Crime Media and communication

• Cultural heritage Medical ethics and priorities

• Demographic changes Migration and work

• Distribution of wealth Political power and resistance

• Economics of food Quality of life

• Endangered cultures Scientific innovation

• Energy Social change and development

• Environmental priorities Social inequality

• Ethical foreign policies Sport in an international context

• Ethics of food Sustainable futures

• Globalisation Tourism

• Global inequality Transport

• Health issues Urbanisation

• Human rights

When you are starting to create an essay title, make sure it is one question that can give space for developing contrasting perspectives worldwide. During your research process, Cambridge wants you to "identify and explore the context and basis of arguments that respond

to the question from different global perspectives". Making sure you find sources that support the judgement being made, and evaluating the sources is very important to earning extra marks! Additionally, Cambridge wants you to "identify globally contrasting perspectives,

understand the arguments, reasoning or claims upon which these perspectives are based and offer a critical

view of them". At the start of the essay, and the end, you should reach an opinion on your question. This can mean that you don't believe urbanization created health issues, or that you believe it did cause health issues.

For your essay, this is the rubric and what they are looking for in your essay:

• Analyse their chosen question (AO1)

• Synthesise arguments to build contrasting perspectives (AO1)

• Select and refer to a range of sources (AO1)

• Assess and justify the appropriateness of the sources selected (AO1)

• Compare and evaluate contrasting perspectives (AO1)

• Reflect on the impact of alternative perspectives on their viewpoint (AO2)

• Suggest further relevant research (AO2)

• Write a clear, structured essay using effective referencing (AO3).

Make sure to keep in mind that the essay should include prose, and a list of sources used (using styles like MLA or APA). If you are using quotations, make sure they are referenced correctly. Your essay should be 1750 -2000 words, and include a word count at the end of your essay. This word count excludes title, references and citations, BUT make sure to NOT exceed 2000 words (otherwise Cambridge won't score it). The essay is submitted electronically and by your AICE Global Perspectives teacher! So ensure you give your final copy of your works cited page and essay to your teacher!

Component 3: The Presentation + Reflection Paper

The presentation is worth 30 marks, and the reflection paper is 10 marks, which makes this component 40 marks. 

   When you start on the presentation, it requires a group of 2 to 5 members to see a local problems with relevance worldwide. This doesn't mean that you all with be collaborating on a presentation, but you all can help each other research. The research should be broad enough to allow individuals to explore problems from a local, global, or one of the themes like social, environmental, economic, etc. Feel free to ask LearnWithCat or your teachers to formulate on an appropraite statement if you're confused. Each team member should present based off of different perspective for an effective solution to the problem.

    Each teammate is required to give a presentation about their research and preferred solution. They also need to write a reflective paper after their presentation is completed. This will be used to "reflect on the effectiveness of the collaboration undertaken by the team and on their individual learning". Additionally, "their learning may be about the problem itself, the research skills they have developed, and/or presentation skills".

Presentation:

   You can decide on whether to get a live recording of yourself presenting or a presentation with a recorded voiceover. I'd recommend to do the voiceover, so you can do as many retakes, whereas the presentation requires at least three people (one of them being your teacher).

Here is the exact instructions to each method from Cambridge's website:

Live recording

It is important that the presentation is recorded in one session and in an area that is quiet with no background

noise to ensure what the candidate is saying can be heard.

The presentation should be supported by audio and/or visual materials appropriate to the live presentation and

delivered to an audience. The size of the audience can be determined by the centre but must include at least

three people, one of whom must be the class teacher.

Presentation with recorded voiceover

For a presentation with a recorded voiceover, candidates should create a presentation using appropriate

presentational software and attach an audio recording of themselves speaking to their presentation. It is

important that the recording is carried out in an area that is quiet with no background noise to ensure what the

candidate is saying can be heard.

The presentation whether it's live recorded or a voiceover should be no MORE than 10 minutes!!

Here is the rubric on what Cambridge is looking for:

• Individual analysis of the problem identified by the team (AO1)

• Range of research undertaken (AO1)

• Evaluation of sources (AO1)

• Justification for their individual solution (AO1)

• Production of a well-argued, well-organised argument (AO3)

• Use of visual information (AO3)

• Use of language to address the audience. (AO3)

Make sure your video/presentation is engaging to people who may not be familiar to the topic discussed, it provides audo and visual elements in a useful way, and to add appropriate terminology, and accurate cite references. Additionally, you need to have a verbatim transcript of the presentation, any audio and/or visual materials used.

Reflective paper

10 marks

•Evaluating what went well and what they could have improved on and why.

•Provide detailed and wide-ranging evaluation of what you know about the issue outside of the project and after your research.

•Include what you learned from your research, your teammates’ perspectives, about teamwork and presenting.

•Should be no more than 800 words.

Here is the 2025 rubric:

• reflection on the effectiveness of the team collaboration (AO2)

• reflection on the learning (AO2).

Extra: The Statement of Originality

This is something your AICE Global Teacher has to give you before your electronic work gets sent off to Cambridge for grading. This is to ensure that no cheating, copying another person's own work, and plagiarism is allowed, and that you signed off saying you didn't do any of this.

For any teachers, submit the following pieces of work to Cambridge International for each candidate:

1 Recording of the live presentation OR presentation with recorded voiceover

2 Audio and/or visual materials to support a live presentation

3 A transcript of the presentation

4 The reflective paper.

A statement of originality must be included for each candidate

Sources for this page is posted on the reference page underneath the contacts.

Here's some free resources/past papers and high scoring components:

https://core-docs.s3.us-east-1.amazonaws.com/documents/asset/uploaded_file/4493/RHS/3981915/Component_2_-_Essay_-_Example_Candidate_Responses.pdf

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-global-perspectives-and-research-9239/

https://learning.cambridgeinternational.org/classroom/course/view.php?id=4813