Checkpoint Instructions

Cambridge Lower Secondary

Global Perspectives 1129
For first assessment in 2023.

Version 1.0
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Contents

1 Cambridge Lower Seconary Checkpoint Global Perspectives .................. 1

Assessment overview .............................................................................................................. 1

Assessment objectives ............................................................................................................. 2

Weighting for assessment objectives ....................................................................................... 2

Assessment purposes .............................................................................................................. 3

Role of the teacher ................................................................................................................... 3

Internal moderation .................................................................................................................. 4

Submitting marks and evidence ............................................................................................... 4

2 Assessment criteria .................................................................................. 5

3 Assessment outcomes ............................................................................. 9

4 Glossary ................................................................................................. 10

5 Changes to Lower Secondary Checkpoint Global Perspectives ............. 11

Changes to Cambridge Lower Secondary Checkpoint Global Perspectives

There are changes to the assessment criteria for Cambridge Lower Secondary Checkpoint Global
Perspectives for first assessment in 2023. You are strongly advised to read this document
carefully. For more information go to page 11.

The latest document is version 1.0, published May 2022. Previously, information about Cambridge
Lower Secondary Checkpoint Global Perspectives was included in the curriculum framework.
 1 Cambridge Lower Secondary Checkpoint Global Perspectives

1 Cambridge Lower Seconary Checkpoint Global

Perspectives

This document provides a detailed description of the requirements for Cambridge Lower Secondary
Checkpoint Global Perspectives. It explains what learners need to do and the criteria teachers need
for marking their work.

Cambridge Lower Secondary Checkpoint Global Perspectives is intended for the final year of lower
secondary education, Stage 9. It is designed to assess the skills described in the Cambridge Lower
Secondary Global Perspectives Curriculum Framework, with a particular emphasis on research,
analysis and evaluation.

Cambridge Lower Secondary Checkpoint Global Perspectives is assessed through a Research

Report. The reports are marked by teachers and moderated by Cambridge International. Unlike
other Cambridge Lower Secondary subjects with Checkpoint assessments, there are no written
tests provided for Cambridge Lower Secondary Global Perspectives.

Assessment overview
Learners work individually to write a Research Report that must be between 800 and 1000 words.

With the support and guidance of their teacher, learners identify an issue that is global in nature.
This means they identify something that is a problem for countries or groups of people throughout
the world. They then formulate a research question based on that issue.

Learners then respond to the research question, exploring both a global perspective and a national
perspective on the issue. The national perspective does not have to be from the country in which the
learner lives. It is important that they identify and explain a clear difference or similarity between the
global and national perspectives chosen. It is also important that both are clearly perspectives on
the issue, i.e. a viewpoint on an issue based on evidence and reasoning. The report should also
explain how the global perspective chosen is genuinely global in nature. This could be because it is
a viewpoint held by many people in different countries or a business or organisation operating
across a number of different countries.

Learners should conduct their own independent research on the issue, using a range of sources,
and analyse the issue, identifying and discussing its causes and consequences. In cases where an
issue does not have clear causes learners may consider wider explanatory or contributory factors or
reasons.

They should then propose one national or local course of action (for the country from which their
national perspective was drawn) which is likely to help to resolve the issue.

Learners should also evaluate some of their sources of information, fully explaining their credibility.
This should include reasons why they consider their sources to be credible, while also commenting
on any limitations to the credibility of each source.

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 1 Cambridge Lower Secondary Checkpoint Global Perspectives

The conclusion of the Research Report should reflect upon how the research conducted has
impacted on the learner’s own personal perspective.

While different learners may conduct research on the same topic, each learner’s report must be a
distinct piece of work on a specific issue within their chosen topic, which comprises only their own
research and ideas. Each learner must devise their own research question (with guidance from their
teacher). This research question must be used as the title for their report.

For example, a report could be based on the topic of Employment. The research could focus on the
following issue as a question: Should there be a legal minimum wage?

There are 40 marks available for the Research Report, which is internally assessed by teachers and
externally moderated by Cambridge International.

Assessment objectives
The assessment objectives (AOs) are:

AO1 Research, analysis and evaluation

AO2 Reflection

AO3 Communication and collaboration

The skills in the assessment objectives match the strands in the Cambridge Lower Secondary
Global Perspectives Curriculum Framework.

Weighting for assessment objectives

The mark and percentage weightings allocated to each of the assessment objectives for the
Research Report are:

Assessment objective Number of marks (% of marks available)

AO1 Research, analysis and evaluation 32 (80%)

AO2 Reflection 4 (10%)

AO3 Communication and collaboration 4 (10%)

Total 40 (100%)

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 1 Cambridge Lower Secondary Checkpoint Global Perspectives

Assessment purposes
Purpose of the assessment:
• To reward learner achievement in relation to the Global Perspectives programme, with particular
weight on achievement within the skills of research, analysis, reflection and communication.
• To provide a formal synoptic assessment of the skills developed throughout the programme.
• To provide formal feedback to the school and the learner’s parents or carers about the learner’s
achievement.
• To give the learner an assessment experience that is preparatory for the IGCSE™ or O Level
Global Perspectives.
• To provide some diagnostic feedback to teachers in relation to their internal moderation, and
strength of learner evidence present in the sample.

Cambridge Lower Secondary Checkpoint Global Perspectives should not inform judgements related
to:
• school admissions
• division of learners into different class or tutor groups (also known as setting or streaming)
• performance of teachers or centres
• employment.

Role of the teacher

The teacher should support each learner in their initial preparation to:
• understand the nature of the task; compiling a written Research Report of an investigative nature
• choose a global issue which complements the learner’s interest, enthusiasm and skills base
• formulate an appropriate research question
• develop planning, research and organisational skills
• develop analytical, evaluative and reflective skills
• develop learner’s ability to cite and reference sources of information.

While the learner is working on the report, the teacher should:

• give regular and supportive feedback aiming to enhance motivation
• give general feedback once first drafts have been written
• plan for sessions where learners can work independently using reference materials as
appropriate
• monitor time management and assist learners to meet deadlines set.

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 1 Cambridge Lower Secondary Checkpoint Global Perspectives

The teacher should carry out all of the above with the class as a whole and in small groups.

All work submitted must be learners’ own work, but teachers can support and guide learners in a
general way.

Teachers must not:

• undertake any research on behalf of learners
• prepare or write any notes or drafts for learners
• correct any part of a learner’s work or any draft work or notes used.

The teacher must ensure that the ownership of the work lies with the learners.

Internal moderation
If more than one teacher in your centre is marking Research Reports, you must make arrangements
to moderate or standardise your teachers’ marking so that all learners are assessed to a common
standard. You can find further information on the process of internal moderation on the samples
database at www.cambridgeinternational.org/samples

Submitting marks and evidence

Marks and evidence are submitted through the Online Learning Area at
learning.cambridgeinternational.org. If you do not have a login for the Online Learning Area, this
will be sent to you once you have submitted entries.

The marking process is straightforward and the system automatically calculates the total marks for
each learner. Descriptors are provided to help teachers select the marks that most accurately reflect
each learner’s work.

Further guidance on how to submit work and marks through the Online Learning Area is available on
the Exams Officer section of our website.

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 2 Assessment criteria

2 Assessment criteria
The Research Report must be between 800 and 1000 words. Where work exceeds the word limit, teachers must not credit beyond the first 1000
words.

There are 40 marks available for the Research Report. These descriptors are on the Online Learning Area at learning.cambridgeinternational.org.
Teachers select the descriptors that most accurately reflect each learner’s work and the total marks are automatically calculated by the system.

AO1 – Research, analysis and evaluation

A Constructing (4 marks) (3 marks) (2 marks) (1 mark) (0 marks)
research Formulates a well- Formulates a research Attempts to formulate a Focuses their research No creditable response.
questions constructed and question which is research question with around a title which has
focused research relevant to the issue some relevance to the some relevance to the
question which is chosen but not focused issue chosen but the issue chosen but is not
relevant to the issue enough to be fully content of the report formulated as a
chosen. answered in the report. may not be fully research question.
relevant to the question
chosen.
B Analysis (5–6 marks) (3–4 marks) (2 marks) (1 mark) (0 marks)
Analyses the issue Analyses the issue, Analyses the issue, Attempts to analyse the No creditable response.
effectively, explaining a explaining some identifying some issue, identifying one
range of clear and causes* and causes* and/or cause* or
relevant causes* and consequences. consequences. consequence.
consequences.
*In cases where an issue does not have clear cause(s) learners should be given credit for considering wider explanatory or
contributory factors or reasons.

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 2 Assessment criteria

AO1 – Research, analysis and evaluation continued

C Evaluation (4 marks) (3 marks) (2 marks) (1 mark) (0 marks)
Evaluates relevant Evaluates relevant Evaluates one relevant Attempts to evaluate No creditable response.
sources, fully sources, fully explaining source, fully explaining one relevant source,
explaining the the credibility of at least its credibility. partially explaining its
credibility of at least one source and partially credibility.
two sources. explaining another.
D Information (4 marks) (3 marks) (2 marks) (1 mark) (0 marks)
skills Cites three or more Cites two sources of Names at least two Mentions information No creditable response.
sources of relevant relevant factual sources of factual from one source.
factual information. information. information in the
report, but these are
not clearly relevant to
the research.
E Global (4 marks) (3 marks) (2 marks) (1 mark) (0 marks)
perspective Presents a clear and Presents an explicit Attempts to present a Attempts to present a No creditable response.
explicit global global perspective on global perspective on global perspective on
perspective on the the issue, supported the issue, supported the issue but based on
issue, supported with with evidence and an with some evidence. assertion rather than
evidence and an attempt to explain how evidence.
explanation of how the the perspective is
perspective is global in global in nature.
nature.

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 2 Assessment criteria

AO1 – Research, analysis and evaluation continued

F National (4 marks) (3 marks) (2 marks) (1 mark) (0 marks)
perspective Presents a clear and Presents an explicit Attempts to present a Attempts to present a No creditable response.
explicit national national perspective on national perspective on national perspective on
perspective on the the issue with one or the issue with relevant the issue, with some
issue, with two or more more relevant information about the information about the
relevant and examples of the country chosen. country chosen, based
substantiated examples perspective from the on assertion rather than
of the perspective from country chosen. evidence.
the country chosen.
G Different (2 marks) (1 mark) (0 marks)
perspectives Explains a difference or Identifies, but does not No creditable response.
similarity between the explain, a difference or
global and national similarity between the
perspectives chosen. global and national
perspectives chosen.
H Problem (4 marks) (3 marks) (2 marks) (1 mark) (0 marks)
solving Explains a realistic Explains a national or Partially explains a Atttempts to propose a No creditable response.
national or local course local course of action national or local course national or local course
of action which is likely which may help of action which may not of action.
to help resolve the improve the issue but be entirely realistic.
issue. may not be entirely
realistic.

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 2 Assessment criteria

AO2 – Reflection
I Reflection (4 marks) (3 marks) (2 marks) (1 mark) (0 marks)
Reflects on how their Reflects on how their Reflects on how their Attempts to reflect on No creditable response.
personal perspective personal perspective personal perspective how their personal
on the issue has on the issue has on the issue has perspective on the
changed or developed, changed or developed, changed or developed, issue has changed or
making reference to making reference to but with no real developed.
research conducted research conducted or reference to research
and the national or the national or global conducted or the
global perspective perspective analysed. national or global
analysed. perspective analysed.

AO3 – Communication and collaboration

J (2 marks) (1 mark) (0 marks)
Communicating Writes a well-structured Writes a report that is No creditable response.
information and coherent report. structured but at times
difficult to follow.
K Referencing (2 marks) (1 mark) (0 marks)
sources Creates a reference list Creates a reference list No creditable response.
using a consistent but does not include
approach that includes the author and title of
both the author and title each source.
of each source.

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 3 Assessment outcomes

3 Assessment outcomes
Once teachers have marked the individual Research Reports, they are sent to Cambridge
International for moderation. Learners can achieve either Bronze, Silver or Gold.

Bronze Silver Gold

The learner is likely to be able The learner is likely to be able The learner is likely to be able
to: to: to:
• attempt to research an • conduct research, using • conduct research, using
issue, using some some relevant information relevant information from a
information from different sources range of sources

• identify a cause or • analyse an issue by • analyse an issue by

consequence of an issue identifying some of its explaining some of its
causes and consequences main causes and
consequences

• present a global or • compare a global and

national perspective on an national perspective on an
issue issue

• attempt to evaluate a • evaluate sources of

source of information information, explaining
their credibility

• suggest an action aimed at • suggest a course of action • suggest a realistic course

resolving an issue which may help to resolve of action which is likely to
an issue help resolve an issue

• state their opinion on an • present their personal • explain their personal

issue perspective on an issue perspective on an issue,
referring to some of the
evidence presented

• present information with • communicate research • communicate research

some clarity. findings with some clarity. findings clearly.

More information on assessing Cambridge Lower Secondary Checkpoint Global Perspectives can
be found on the Online Learning Area at learning.cambridgeinternational.org.

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 4 Glossary

4 Glossary

This glossary is provided to support your understanding of the content of this curriculum
framework. The definitions are intended to be sufficient to guide an informed reader.

Assessment criteria – refer specifically to the skills assessed in Cambridge Lower Secondary
Checkpoint Global Perspectives.

Issue – an important subject or problem for discussion.

Perspective – a viewpoint on an issue based on evidence and reasoning.

Strand – a collection of learning objectives in the curriculum framework that forms an area of
learning.

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 5 Changes to Lower Secondary Checkpoint Global Perspectives

5 Changes to Lower Secondary Checkpoint Global

Perspectives

The requirements for Lower Secondary Checkpoint Global Perspectives have been amended. The
latest version is 1.0, published May 2022. Previously information about Cambridge Lower
Secondary Checkpoint Global Perspectives was included in the curriculum framework.
• We have removed references to Programme Topics. Research Reports now need to be based
on a global issue, rather than a Programme Topic.
• In cases where an issue does not have clear causes, learners will now be given credit for
considering wider explanatory or contributory factors or reasons.
• For Evaluation, learners are now expected to consider the credibility of sources rather than
only bias.
• When considering different perspectives, learners can now receive credit for explaining a
difference or a similarity.
• The assessment criteria have been edited to make the intended standards clearer. This is
particularly the case for Information skills and Referencing sources.

There may be other minor changes to improve clarity.

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