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Global Perspectives 0457 IGCSE Ebooks

Cambridge IGCSE Global Perspectives (0457) Ebooks

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Cambridge IGCSE Global Perspectives (0457)

Meeting government ministers, organising a local river clean-up project and writing to the United Nations about climate change, are just some of the activities learners are pursuing through the Cambridge IGCSE Global Perspectives course. 

Cambridge IGCSE Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including team work, presentations, projects, and working with other learners around the world. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.

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Global Perspectives

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Global Perspectives courses in the spring quarters investigate several different global phenomena, enabling you to make comparative analyses and locate your own actions within a global context. Most courses are 4 units and structured with faculty-led lectures (2x/week, 50 minutes) and fellow-led sections (2x/week, 50 minutes), but some courses are taught as 3-unit seminars meeting twice a week for 80 minutes. Unlike autumn and winter, most spring courses have required lectures. 

Students placed in spring quarter in August will receive an email during winter quarter to submit course preferences before spring enrollment opens.

Globally Queer

The progress of LGBTQ+ rights over the last half century has been remarkably swift and absolutely global. Pride parades and marriage rights have become emblems of a global movement that seems to transcend culture. This course asks what has allowed LGBTQ+ issues to become leading indicators of a certain kind of liberalization and modernization. What is the road LGBTQ+ rights took from the Stonewall Inn in 1969 to Pride Parades in Minsk, Kolkata and Nuuk, Greenland by 2015? This course will highlight the concepts by which historians, social scientists and political theorists have interrogated the problematic underbelly of this story of global triumph. What gets left out when we frame the course of LGBTQ+ history as somehow moving from Lower Manhattan to the rest of the world? Many academics studying LGBTQ+ history worry about the eurocentrism inherent in this way of telling the story this way, and about how it truncates our understanding of LGBTQ+ culture. After all, are LGBTQ+ identities and rights one size-fits-all?

Maxe Crandall, Feminist, Gender and Sexuality Studies

Adrian Daub, German Studies and Comparative Literature

Environmental Sustainability: Global Predicaments and Possible Solutions

How do we balance the benefits of industrialization against environmental justice? Is technological innovation a reason for optimism about the future of the environment? What do we lose as the biodiversity of the planet declines? This course engages with the big questions around the future of environmental sustainability from a global perspective, touching on climate change, energy, natural resources, waste, and technology, as well as the human impacts. Students will not only consider how global citizenship is informed by a responsibility towards the environment, but will have the opportunity to develop a practical solution to one of the key sustainability challenges.

 William Barnett, Graduate School of Business 

 Chris Field, Earth System Science

Preventing Human Extinction

Killer epidemics, climate change, nuclear war, hostile artificial intelligence: is human extinction inevitable? Is it necessarily bad for the planet? What might we do to prevent it?  You will have the chance to explore several plausible scenarios by which human extinction could occur within the next 100 years. We’ll study the psychological, social, and epistemological barriers that frequently derail efforts to avert these catastrophes.

Paul Edwards, Science, Technology & Society

Stephen Luby, Medicine (Infectious Diseases)

The Spirit of Democracy

What has led to the remarkable spread of democracy around the world? And why do freedom and democracy now appear to be receding in the world? How are the original debates on the design of constitutional democracy in the United States relevant to the current challenges it faces? The class is a unique opportunity to not only study democracy in the United and around the globe but also participate in a practical experiment in “deliberative polling.” You will help develop and organize a focus group and run through a simulation of the deliberative democracy process.

Larry Diamond, Freeman Spogli Institute for International Studies

James Fishkin, Communications

The Ethical Challenges of the Global Climate Crisis

Climate change is now a global crisis. The notion that countries can each individually deal with it and ignore the fact that it ignores borders has long been recognized as unrealistic and counterproductive. Yet the international community has time and again for more than three decades fallen far short of what the global scientific community warns is necessary to stave off catastrophe soon. Fortunately, governments and the fossil fuel industry that still holds undue influence over them are not the only entities that will determine whether humanity can survive on the only planet in the universe known so far to support life. Thanks to massive global activism, especially among youth and people on the frontlines of the climate crisis, and a revolution in ever more affordable and scalable clean energy, especially solar, wind, geothermal, electric vehicles, and battery storage, the global political climate surrounding what is “economically and technologically” possible is rapidly changing.

Mikael Wolfe, History

Living with Viruses

What is a virus? How do viruses affect our lives? Does the virus make us distinctly human?  This course challenges you to think beyond conventional disciplinary distinctions through questions about the impact of biology on human behavior as well as the potential of humans to shape biology through genetic engineering. Through creative projects, students will engage the study of individual viruses in their microbial as well as cultural context.

Julie Baker, Genetics

Utopia, Dystopia, and Technology in Science Fiction

Science fiction thinks about how science and technology transform human society, values, and everyday experiences in ways good or bad. By projecting both utopia and dystopia, sf reveals and critiques technology-induced social malaises and keeps hopes alive by projecting better futures, testifying to the ceaseless human potential for self-renewal in sustaining civilization on Earth. This course asks the two-fold question: How can humans of diverse cultures harness technoscientific innovations while preserving humanist values and maintain a sustainable economy and civilization? How do narratives of utopia and dystopia depict the anthropocentric domination of nature and the exploitation working classes through the misuse and abuse of technology?

Ban Wang, East Asian Languages and Cultures

Equity & Justice in Biotechnologies: Who Benefits and Who is Left Behind

Advances in genomics, artificial intelligence and neurotechnologies are expected to transform biomedicine. Genomics has been applied to prenatal testing in order to screen for genetic disorders, improve cancer treatment, and diagnose rare disorders. Artificial intelligence has been applied to improving areas of healthcare such as diagnostic tests and developing potential medical treatments. Neurotechnologies have generated hopes of providing improved prosthetics or treatment for people with neurological and mental health disorders. However, as these biotechnologies are developed and implemented, they raise important questions regarding justice and equity. Who benefits from these advances in science and technology, and who is excluded? Is research and development in these areas proceeding in ways that are inclusive of diverse perspectives and populations?

Daphne Martschenko, Stanford Center for Biomedical Ethics

Nicole Martinez-Martin, Stanford Center for Biomedical Ethics  

Global Capitals: How Cities Shape Cultures, States, and People

This course takes students on a trip to major capital cities at different moments in time: Renaissance-Florence, Transnational-Accra, Imperial Beijing. While exploring each place in a particular historical moment, we will also consider the relations between culture, power, and social life. How does the cultural life of a country intersect with the political activity of a capital? How do large cities shape our everyday experience, our aesthetic preferences, and our sense of history? Why do some cities become cultural capitals? Primary materials for his course will consist of literary, visual, sociological, and historical documents (in translation).

Dan Edelstein, French and Italian  

Making of the Modern World

It is often stated that we live in a global age. What does this mean? How new is this phenomenon? What does it mean to think about the human experience from a global perspective? And, why does it matter? In this course, we will examine globalism and globalization in historical and contemporary contexts; engage with theoretical frameworks and a range of case studies from a variety of national/regional contexts; and use these to analyze global economic, political, environmental, and socio-cultural networks, trends, and issues, exploring the interconnectedness of the local and the global. We will consider how universal is the human experience and how the answer to this question might impact the future of humanity.

Grant Parker,Classics

Jovana Lazic, Global Studies  

IGCSE Global Perspectives .net

2018-24 syllabus

Category: Sustainable Living

Example IR on Sustainable Living with Commentary

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Example Individual Report – Sustainable Living

This Individual Report demonstrates the requirements outlined in the IGCSE Global Perspectives Syllabus, Coursework Handbook, and Mark Schemes, as well as and the latest recommendations from Examiner Reports.

OUT OF THE BOX – SUSTAINABLE LIVING: CLIMATE CHANGE

This unit teaches students to recognise, collect and create the ingredients of an IR on Climate Change (which could be within the topic of Sustainable Living or others).

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GLOBAL PERSPECTIVES (GS)

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• Undergraduate Fall 2012
• General Education

2012 Fall Term

General education 140.

This course introduces students to key terms, concepts, issues and relationships in economics, geography and political science. The course investigates how increasing globalization impacts issues such as the authority and competence of the nation-state, population growth and migration, economic development and trade and patterns of international cooperation and conflict. May not be taken on an S/NC grade basis.

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Programmes & Qualifications

Cambridge o level global perspectives (2069).

• Syllabus overview

Available in Administrative zone 4.

Cambridge O Level Global Perspectives encourages learners to think about and explore solutions to significant global issues.

The syllabus:

• develops learners’ ability to consider significant global issues from different perspectives
• encourages learners to work collaboratively and individually and to apply their knowledge in different contexts
• develops transferable skills to complement learning in other curricular areas.

The syllabus year refers to the year in which the examination will be taken.

• -->2022 - 2024 Syllabus (PDF, 271KB)
• -->2025 - 2027 Syllabus update (PDF, 143KB)

Syllabus updates

To better meet the needs of learners, we have introduced a single list of topics to be used in all three components.

We have increased the weighting for the Team Element in the Team Project to support the importance of the work done as a team. We have also included a list of command words in the syllabus.

For full details of the changes, please see the 2025-2027 syllabus above.

Coming soon

We are developing a comprehensive range of resources to help teachers deliver this updated syllabus.

We aim to provide a scheme of work and other relevant classroom resources. Example Candidate Responses will be available following the first examination in 2025. Visit the School Support Hub from June 2025 onwards for details

Endorsed resources

Cambridge IGCSE™ Global Perspectives (Collins)

This course fully covers the Cambridge IGCSE and O Level Global Perspectives syllabuses (0457/2069). It develops students’ skills, preparing them for assessment as they explore contemporary global issues, rich international texts, data and case studies.

Read more on the Collins website

Cambridge IGCSE™ Global Perspectives 2nd edition (Cambridge University Press)

Help your students become global citizens and develop 21st century skills, including communication and analysis. Encourage students to value and understand other peoples’ perspectives, exploring global topics such as climate change. Digital teacher’s resource available.

Read more on the Cambridge University Press website

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