This set practises four skills from integrity and responsible assistance: telling discussion from completing work, recording help, protecting participants and preparing questions before a paid lesson. All people and places are invented.
Write your own answer first, then open the worked answer. Your school’s rules always come before any answer here.
Questions
Q1 (easy). Fictional student Nadia asks a helper, “What would someone who disagrees with me say?” Is this permissible discussion or completing the work?
Show answer
Permissible discussion. The question prompts Nadia to think. She must still write her own response to the counter-argument.
Q2 (easy). Name the four layers of assessed work used in this module.
Show answer
Ideas, evidence, reasoning and wording. Help is safest on the first three as questions and feedback, and the wording stays with you.
Q3 (easy). A helper emails a finished conclusion paragraph “as a model”. Nadia changes five words and submits it. Explain the problem.
Show answer
The ideas, structure and judgement came from the helper, so light rewording does not make it Nadia’s work. She should write from her own notes and ask for feedback on her draft.
Q4 (medium). List the five parts of a useful assistance log entry.
Show answer
Date, who helped, what was discussed, what they did, and what the student did next.
Q5 (medium). Improve this entry: “Got help from tutor.”
Show answer
For example: “5 June, tutor, source credibility. Showed on an invented article how to spot a one-sided source. I re-checked my own two sources and added notes on viewpoint.” It is dated, specific and shows the student’s action.
Q6 (medium). Fictional student Jun’s school gives a form that asks for less detail than the five-part log. Which should Jun use?
Show answer
The school’s form, because applicable school rules come first. Jun can keep a fuller private note as a memory aid if the school allows.
Q7 (medium). Anonymise: “Puan Salmah, 42, who runs the stall outside Hilltop School, says sales fell after the new rule.”
Show answer
“A local stall owner says sales fell after the new rule.” Name, age, school and exact location are removed.
Q8 (harder). Jun wants to show a tutor real survey replies, each with a classmate’s name. Describe a safer plan.
Show answer
First ask the school what sharing is allowed. Then use an invented sample for skill practice, or remove names and identifying details before sharing anything. Real participants’ data stays under the school’s rules.
Q9 (harder). Rewrite this request to a teacher so it keeps authorship with the student: “Can you improve my report?”
Show answer
For example: “I find it hard to word cautious claims. Can we practise on an invented example, and then I will revise my own claims?” It names a skill and uses a separate example.
Q10 (harder). A parent says that having a tutor means a private candidate can enter Global Perspectives 0457 under the 2025 to 2027 syllabus. What is the correct response?
Show answer
Entry is not decided by tuition. The Cambridge 2025 to 2027 syllabus excludes private-candidate entry for this subject, and later years must be checked on the Cambridge page and with the school or exam centre.
If you got these wrong
- Q1 to Q3: revisit permissible discussion versus completing assessed work.
- Q4 to Q6: revisit documenting assistance.
- Q7 and Q8: revisit keeping participant information out of public examples.
- Q9 and Q10: revisit preparing questions about tuition boundaries.
Next steps
Return to the module overview or the Global Perspectives learning guide. For help practising these skills on separate examples, see online one-to-one Global Perspectives tuition.