The examination consists of three components: a portfolio, a project and a written paper.

Component 1:Portfolio

Candidates should use the Portfolio to collect evidence of engagement with four areas of study and the issues within them. In two of the areas of study candidates are also expected to present and evaluate a range of possible actions (including policies) at different levels (from the personal to the global), clearly developing and articulating a perspective of their own.

These areas of study could be explored through a variety of stimuli, such as films or images, some of which might raise issues that are more personal than global – though global implications should always be born in mind.

Credit in assessment will be given for quality of personal reflection and response, rather than quantity of information produced – though the reflection needs to be clearly in response to facts, as well as expressive of a personal point of view.

As part of the Portfolio, candidates complete the self-evaluation form which requires them to reflect on the development of their ideas. Teachers assess the evidence provided on the form along with the rest of the Portfolio using the Portfolio Assessment Criteria. Candidates must keep a record of the development of their ideas throughout the course (e.g. web log, scrapbook, diary) to facilitate the completion of this form.

The Portfolio will take approximately 80 to 100 hours to complete including work both in and out of the classroom. Submission may take various forms but for a written response, it should be:

• 1000–1500 words for each of the two basic studies
• 1500–2500 words for each of the two extended studies.

For each area of study, candidates could structure the Portfolio along the following lines:

• Identification of the area to be investigated, including possible reasons for the choice;
• Information gathering, demonstrating an understanding of the different perspectives on the issues arising and the impacts at a personal, local and global level;
• Analysis and evaluation of information, highlighting and even ranking the key elements;
• Prediction of possible scenarios and an evaluation of the likelihood and effects of the outcomes.

The extended studies could proceed along these lines:

• Identification of possible courses of action;
• A personal response to the issues, clearly based on an understanding of the information collected.

It is not necessary for all these headings to be included in the submitted work, but this structure provides a framework against which the criteria will be applied.

Compiling the Portfolio

• Store all materials for the Portfolio electronically so you can submit it to CIE via the internet for moderation.
• The Portfolio must consist of some extended writing but candidates should also be encouraged to construct, for example, written dialogues or posters or other vehicles to present different perspectives.
• The expression of their own perspective might be provided via digitised audio or video tapes, for example, or pictures or graphics which, if not originally in digital form, should be digitally scanned or photographed.
• All digitised items must be accompanied by titles and short written explanations connecting them to the particular area of study.
• Candidates should include an appendix showing the approximate number, and general goals, of internet
• searches made during the course, plus any other main resources that were used.

Component 2:Project

The Project must be explicitly connected with an issue which is not considered within the Portfolio. The whole class may consider the same project or individual groups may select different areas of study. Individual groups should contain between three and six students.

Each Project group should produce a collective representation of the thinking behind, the aims of, the planning and progression of the Project (i.e. the activities undertaken), and the obvious outcomes of their Project. This must include evidence that the candidates have collaborated with others from another culture and/or country. The final representation should be in electronic form for submission to CIE for moderation via the internet. The Project is marked by the teacher using the Project Assessment Criteria.

Each candidate should submit an individual evaluation of their own contribution to the Project, such as information and ideas they contributed, as well as an evaluation of, and personal reflection on, the Project as a whole. The group will be awarded 50% of the available marks for this component based on the group submission and individuals will be awarded the final 50% based on the individual submission.

The Project will take 20–30 hours of time to complete including time in and out of the classroom. The final outcomes could be provided in different forms but if based largely on written work this should not exceed 2000 words for the group submission and a further 1000 words for the individual submission. The Project could be structured along the following lines:

• Discussion of the aims of the Project and possible reasons for the choice of area of study;
• Development of Project Plan, including roles and responsibilities and intended outcomes;
• Information gathering, including cross-cultural collaboration, and ongoing evaluation of information;
• Discussion of ideas for action, implementation and ongoing development of Project Plan;
• Evaluation of Project outcome, including individual contribution and learning.

All these headings do not need to be included in the submitted work, but this structure provides a framework against which the criteria will be applied.

Component 3: Written paper

Time: 2 hours

The Written Paper lasts 2 hours and consists of data and arguments, not necessarily balanced, in respect of two complex global issues. Candidates will be assessed on their ability to:

• identify key concepts and aspects in each issue in respect of which it might be appropriate to make a provisional judgement, making clear one’s criteria for judgement;
• formulate a range of questions, from questions of interpretation/meaning, to questioning of knowledge claims (in respect of assumptions, assertions and nature or source of knowledge), to questions of validity of argument or of value judgement;
• propose a plan of enquiry or research that might be helpful towards making a more considered judgement;
• commit to a line of reasoning towards a conclusion or proposal for moving towards a resolution of some of the key considerations surrounding a global issue.