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Introduction iv Summary 97
Acknowledgements viii Practising essay writing 98
1 Getting started with the Critical Path l 6 Collaboration: introducing the team project 101
Introduction 2 Introduction 102
6.01 Working with other people 102
1.01 Skills and knowledge 2
6.02 Introducing the team project 108
1.02 Global issues 3
6.03 Selecting suitable problems and identifying
1.03 Following the Critical Path 8
solutions llO
Summary 12
6.04 The team project and the Critical Path ll4
2 Introducing deconstruction: analysing Summary ll5
and evaluating arguments and evidence 13 Practising collaboration for the team project ll6
Introduction 14 7 Communication: team project presentations 118
2.01 Advanced reading skills 14
Introduction ll9
2.02 What is an argument? 15
7.01 Audience and purpose 120
2.03 Evaluating arguments 19
7.02 Preparing for your presentation 121
2.04 Evaluating the structure of arguments 20
7.03 Structuring your presentation 123
2.05 Evaluating the evidence supporting an
7.04 Expressing your points in the main body 125
argument 23
7.05 Supporting your presentation with visuals 127
2.06 Evaluating the context of arguments 29
7.06 Developing an effective personal performance 131
Summary 35
Summary 134
Practising deconstruction 36
Practising presentation for your team project 135
3 Deconstruction with reconstruction:
8 Reflection: reflecting on your team project 136
organising sources and perspectives 38
Introduction 137
Introduction 39
8.01 The process of reflection 137
3.01 What are perspectives? 39
8.02 Reflecting on collaboration 142
3.02 Locating sources of perspectives 46
8.03 Reflecting on learning 145
Summary 55
Summary 148
Practising deconstruction and reconstruction 56
Practising reflection for your team project 149
4 Deconstruction, reconstruction
9 The research report 150
and reflection: planning the essay 61
Introduction 151
Introduction 62
9.01 What is the research report? 151
4.01 Why essays? 62 9.02 Choosing and developing your topic 15 4
4.02 Choosing and building essays for Global 9.03 The research process and log 159
Perspectives & Research 64 9.04 The research process and research
4.03 Effective essay questions 69 methodologies 161
4.04 Writing questions and clarifying terms 73 9.05 Writing and referencing your report 167
Summary 77 9.06 What happens next? 171
Practising question planning 78 Summary 172
5 Communication: writing the essay 80
Glossary 173
Introduction 81 Index 176
5.01 Structuring your essay 81
5.02 Effective introductions 84
5.03 The main body of the essay 86
5.04 Effective conclusions 92
■
5.05 Citation and referencing 94
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_OceanofPDF.com_cambrigde_Global_perspectives_AS_and_A_level_-_David_Towsey.pdf_OceanofPDF.com_cambrigde_Glo
Who is this book for?
This book is designed to support students and teachers with the Cambridge International AS
& A Level Global Perspectives & Research syllabus (9239). Global Perspectives & Research is an
unusual course in that it has several distinctive purposes:
• It is designed to be global in scope, introducing you to issues which affect a range of different
people across the world, and are of sharp contemporary relevance for our planet in the 21st
century.
• It encourages you to explore different perspectives - alternative ways of seeing particular
situations - and to appreciate that there is usually more than one perspective on any issue we
encounter.
• Although intended to be a valuable experience in itself, it is also intended to support the
development of academic skills which you can apply to other subjects you are doing, and that
will also support you with the next stage of education or work.
By completing this course, you will acquire specific ways of working and attitudes to study that will
change the way you approach all of your academic studies, not just this AS or A Level.
The nature of Cambridge Global Perspectives®
Global Perspectives & Research is unlike most AS & A Level courses in that it is cumulative and
integrated. It is cumulative in that each stage builds on the previous one, and your success in each
of the assessments depends in a very direct way on the ones you have previously completed,
and the work you have done before. It is integrated in that the course as a whole fits very closely
together, and the skills and attitudes you learn will depend on everything that you have done,
and not individual units or assessments taken separately.
The ideas that each stage of the course builds on the one before, and that the whole of the
course can be seen together, are brought together in a metaphor called the Critical Path. This is
introduced in detail in Chapter 1, but the book will continue to use it as a representation of the
skills you are developing and how they fit together. It is a metaphor because it uses the idea of a
path as a representation of a route towards a destination, but one which connects that end point
with where we started from, and shows how each step along the route builds on the one that
went before. It is a 'critical' path because the linked skills you will be building up will encourage
you to be critical, or to question what you find around you.
How to use this book
Because of the nature of the course, this is not the sort of book that you can just dip into in order
to find out how to accomplish a specific task, or to retrieve a particular piece of information
you need. The first chapter is an essential starting point, because it explains the idea of the
Critical Path and models how it works in bringing together a set of linked skills and activities to
interrogate and explore questions of global relevance. Chapter 1 then needs to be read together
with Chapters 2 and 3: these contain teaching on core skills from the Critical Path which are most
immediately useful for tackling the texts and questions you will find in the written examination
paper. However, they are equally essential for all of the other components, and the later chapters
will make less sense if you are not familiar with what is contained within the first three.
■
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, -�-----�--�- - -
---------- - -----=------ - =-- -- - -_- -_ -_- _-_ _ _ - -_-_-_ - - - -
Introduction
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i=.. - - - - - - --
--=-- - - - - -
Chapters 4 and 5 are focused on researching for and writing the essay. Chapters 6, 7 and 8 each
focus on an aspect of the team project. Once you are familiar with the approach of the Critical
Path and its core skills, it will then be possible to read either of these sets of chapters as a unit in
order to prepare for the other components. By working through to the end of Chapter 8 you will
have covered everything required for the AS if your learning aim is to complete that only.
In order to also undertake the A Level, you will also need to complete the research report, which is
covered in Chapter 9. It is important to realise, however, that the Global Perspectives & Research
A Level is also staged: this means that the requirements of the research report assume that you
have previously experienced all three of the AS components. The report requires you to bring
together all of the skills and approaches from the AS components and apply them in one piece of
work. As the final stretch of the Critical Path, you can embark on the report with confidence once
you have worked through everything else the course has to offer.
Key features of this book
Each chapter contains the following features, designed to help you get the most from your study.
Learning aims
By the end of this chapter, you should be able to:
■ understand the relationship between skills and knowledge
■ ask questions about a number of different global issues
■ explain the Critical Path
Learning aims: Each
■ make use of the Critical Path to understand issues
■ relate the Critical Path to the core academic skills of analysis and evaluation
chapter begins with a short
■ reflect on how the Critical Path can be used to develop skills and make decisions about issues and debates.
list of the areas of learning
aims for you to achieve.
Activities: Activities are designed so that you can work
For example, these are the
learning aims for Chapter 1.
independently, in pairs or in small groups. There may also be
occasions when a teacher wants to use one or more of the
activities with students at the same time, or as a task for you
to complete alone or together outside the classroom.
ACTIVITY 1.01
1 Make a list of some of the knowledge you have acquired from your studies so far. This
might include scientific knowledge, such as the boiling point of water, knowledge about
different countries and cultures, or knowledge of specific information which is useful in the
study of a subject.
2 Now make a list of some skills you think you already have as a student. These might be
skills of writing, note-taking or organising your study notes and revision, or skills you have
in speaking or interacting with others.
■
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and_A_level_-_David_Towsey.pdf@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
_OceanofPDF.com_cambrigde_Global_perspectives_AS_and_A_level_-_David_Towsey.pdf_OceanofPDF.com_cambrigde_Glo
Introduction iv Summary 97
Acknowledgements viii Practising essay writing 98
1 Getting started with the Critical Path l 6 Collaboration: introducing the team project 101
Introduction 2 Introduction 102
6.01 Working with other people 102
1.01 Skills and knowledge 2
6.02 Introducing the team project 108
1.02 Global issues 3
6.03 Selecting suitable problems and identifying
1.03 Following the Critical Path 8
solutions llO
Summary 12
6.04 The team project and the Critical Path ll4
2 Introducing deconstruction: analysing Summary ll5
and evaluating arguments and evidence 13 Practising collaboration for the team project ll6
Introduction 14 7 Communication: team project presentations 118
2.01 Advanced reading skills 14
Introduction ll9
2.02 What is an argument? 15
7.01 Audience and purpose 120
2.03 Evaluating arguments 19
7.02 Preparing for your presentation 121
2.04 Evaluating the structure of arguments 20
7.03 Structuring your presentation 123
2.05 Evaluating the evidence supporting an
7.04 Expressing your points in the main body 125
argument 23
7.05 Supporting your presentation with visuals 127
2.06 Evaluating the context of arguments 29
7.06 Developing an effective personal performance 131
Summary 35
Summary 134
Practising deconstruction 36
Practising presentation for your team project 135
3 Deconstruction with reconstruction:
8 Reflection: reflecting on your team project 136
organising sources and perspectives 38
Introduction 137
Introduction 39
8.01 The process of reflection 137
3.01 What are perspectives? 39
8.02 Reflecting on collaboration 142
3.02 Locating sources of perspectives 46
8.03 Reflecting on learning 145
Summary 55
Summary 148
Practising deconstruction and reconstruction 56
Practising reflection for your team project 149
4 Deconstruction, reconstruction
9 The research report 150
and reflection: planning the essay 61
Introduction 151
Introduction 62
9.01 What is the research report? 151
4.01 Why essays? 62 9.02 Choosing and developing your topic 15 4
4.02 Choosing and building essays for Global 9.03 The research process and log 159
Perspectives & Research 64 9.04 The research process and research
4.03 Effective essay questions 69 methodologies 161
4.04 Writing questions and clarifying terms 73 9.05 Writing and referencing your report 167
Summary 77 9.06 What happens next? 171
Practising question planning 78 Summary 172
5 Communication: writing the essay 80
Glossary 173
Introduction 81 Index 176
5.01 Structuring your essay 81
5.02 Effective introductions 84
5.03 The main body of the essay 86
5.04 Effective conclusions 92
■
5.05 Citation and referencing 94
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_OceanofPDF.com_cambrigde_Global_perspectives_AS_and_A_level_-_David_Towsey.pdf_OceanofPDF.com_cambrigde_Glo
Who is this book for?
This book is designed to support students and teachers with the Cambridge International AS
& A Level Global Perspectives & Research syllabus (9239). Global Perspectives & Research is an
unusual course in that it has several distinctive purposes:
• It is designed to be global in scope, introducing you to issues which affect a range of different
people across the world, and are of sharp contemporary relevance for our planet in the 21st
century.
• It encourages you to explore different perspectives - alternative ways of seeing particular
situations - and to appreciate that there is usually more than one perspective on any issue we
encounter.
• Although intended to be a valuable experience in itself, it is also intended to support the
development of academic skills which you can apply to other subjects you are doing, and that
will also support you with the next stage of education or work.
By completing this course, you will acquire specific ways of working and attitudes to study that will
change the way you approach all of your academic studies, not just this AS or A Level.
The nature of Cambridge Global Perspectives®
Global Perspectives & Research is unlike most AS & A Level courses in that it is cumulative and
integrated. It is cumulative in that each stage builds on the previous one, and your success in each
of the assessments depends in a very direct way on the ones you have previously completed,
and the work you have done before. It is integrated in that the course as a whole fits very closely
together, and the skills and attitudes you learn will depend on everything that you have done,
and not individual units or assessments taken separately.
The ideas that each stage of the course builds on the one before, and that the whole of the
course can be seen together, are brought together in a metaphor called the Critical Path. This is
introduced in detail in Chapter 1, but the book will continue to use it as a representation of the
skills you are developing and how they fit together. It is a metaphor because it uses the idea of a
path as a representation of a route towards a destination, but one which connects that end point
with where we started from, and shows how each step along the route builds on the one that
went before. It is a 'critical' path because the linked skills you will be building up will encourage
you to be critical, or to question what you find around you.
How to use this book
Because of the nature of the course, this is not the sort of book that you can just dip into in order
to find out how to accomplish a specific task, or to retrieve a particular piece of information
you need. The first chapter is an essential starting point, because it explains the idea of the
Critical Path and models how it works in bringing together a set of linked skills and activities to
interrogate and explore questions of global relevance. Chapter 1 then needs to be read together
with Chapters 2 and 3: these contain teaching on core skills from the Critical Path which are most
immediately useful for tackling the texts and questions you will find in the written examination
paper. However, they are equally essential for all of the other components, and the later chapters
will make less sense if you are not familiar with what is contained within the first three.
■
@@@@@@@@@@@@@@@@@@@!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$@
F.com_cambrigde_Global_perspectives_AS_and_A_level_-_David_Towsey.pdf@@@@@@@@@@@@@@@@@@@@@@@@@
9/25/2026, 3:32:07 PM_OceanofPDF.com_cambrigde_Global_perspectives_AS_and_A_level_-_David_Towsey.pdf@@@@@@
, -�-----�--�- - -
---------- - -----=------ - =-- -- - -_- -_ -_- _-_ _ _ - -_-_-_ - - - -
Introduction
@@@@@@@@@@@@@@@@@@@!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$@
and_A_level_-_David_Towsey.pdf@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
_OceanofPDF.com_cambrigde_Global_perspectives_AS_and_A_level_-_David_Towsey.pdf_OceanofPDF.com_cambrigde_Glo
i=.. - - - - - - --
--=-- - - - - -
Chapters 4 and 5 are focused on researching for and writing the essay. Chapters 6, 7 and 8 each
focus on an aspect of the team project. Once you are familiar with the approach of the Critical
Path and its core skills, it will then be possible to read either of these sets of chapters as a unit in
order to prepare for the other components. By working through to the end of Chapter 8 you will
have covered everything required for the AS if your learning aim is to complete that only.
In order to also undertake the A Level, you will also need to complete the research report, which is
covered in Chapter 9. It is important to realise, however, that the Global Perspectives & Research
A Level is also staged: this means that the requirements of the research report assume that you
have previously experienced all three of the AS components. The report requires you to bring
together all of the skills and approaches from the AS components and apply them in one piece of
work. As the final stretch of the Critical Path, you can embark on the report with confidence once
you have worked through everything else the course has to offer.
Key features of this book
Each chapter contains the following features, designed to help you get the most from your study.
Learning aims
By the end of this chapter, you should be able to:
■ understand the relationship between skills and knowledge
■ ask questions about a number of different global issues
■ explain the Critical Path
Learning aims: Each
■ make use of the Critical Path to understand issues
■ relate the Critical Path to the core academic skills of analysis and evaluation
chapter begins with a short
■ reflect on how the Critical Path can be used to develop skills and make decisions about issues and debates.
list of the areas of learning
aims for you to achieve.
Activities: Activities are designed so that you can work
For example, these are the
learning aims for Chapter 1.
independently, in pairs or in small groups. There may also be
occasions when a teacher wants to use one or more of the
activities with students at the same time, or as a task for you
to complete alone or together outside the classroom.
ACTIVITY 1.01
1 Make a list of some of the knowledge you have acquired from your studies so far. This
might include scientific knowledge, such as the boiling point of water, knowledge about
different countries and cultures, or knowledge of specific information which is useful in the
study of a subject.
2 Now make a list of some skills you think you already have as a student. These might be
skills of writing, note-taking or organising your study notes and revision, or skills you have
in speaking or interacting with others.
■
@@@@@@@@@@@@@@@@@@@!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$@
F.com_cambrigde_Global_perspectives_AS_and_A_level_-_David_Towsey.pdf@@@@@@@@@@@@@@@@@@@@@@@@@
9/25/2026, 3:32:07 PM_OceanofPDF.com_cambrigde_Global_perspectives_AS_and_A_level_-_David_Towsey.pdf@@@@@@
