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0457 Guidance Document For Team Project

The Cambridge IGCSE Global Perspectives 0457 guidance outlines the process for the Component 3 Team Project, where teams of 2-5 members choose a topic, research cultural perspectives, and plan an action to address an issue. Teams must document their research, present their findings, and evaluate their success in achieving their aims. Teachers will assess collaboration based on teamwork, task division, problem-solving, and communication throughout the project.

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9 views2 pages

0457 Guidance Document For Team Project

The Cambridge IGCSE Global Perspectives 0457 guidance outlines the process for the Component 3 Team Project, where teams of 2-5 members choose a topic, research cultural perspectives, and plan an action to address an issue. Teams must document their research, present their findings, and evaluate their success in achieving their aims. Teachers will assess collaboration based on teamwork, task division, problem-solving, and communication throughout the project.

Uploaded by

easmun2025
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Cambridge IGCSE™ Global Perspectives 0457

(for examination from 2018)

Guidance for Component 3 Team Project


For Component 3 Team Project, learners work collaboratively in teams of two to five members to plan and carry
out a project. The project should follow the process outlined below:

The team chooses a topic from the eight topics outlined in the syllabus.

The team explores different issues within the topic and decides on an issue to focus the
project on.

The team researches different cultural perspectives on the issue. This research can be
primary (e.g. interviews/questionnaires) or secondary (internet or library research). Each
member should keep a record and summary of the research they complete and present this
in their Reflective Paper.

The team then draws on their research into different cultural perspectives on the issue in
order to set an aim and plan a course of action to address the issue; for example to raise
awareness about the issue, to educate people to change their behaviour, or to raise funds
for a charity working to solve the issue.

The team decides on the best way to record and present the action they have completed.
This will be their Outcome. The Outcome must communicate some of the different cultural
perspectives researched be the team. This means that the Outcome must show clearly
what different groups think about the issue.
The team should decide how they will evaluate how successful they have been in meeting
their aim. For example, they may use a quiz or questionnaire after a presentation to
measure how well they raised awareness. If they are raising money for a charity they could
set a target and measure their success against this target.

The team collectively write the Explanation. This must explain the aim of the project, a
description of the action undertaken by the team and recorded in the Outcome, and how
the team’s research into different cultural perspectives influenced the Outcome.

Each team member individually reflects on and evaluates the process in their Reflective
Paper. The Reflective Paper should also summarise the research the learner conducted
into different cultural perspectives at the start of the process.

Throughout the process, team members should be:


• meeting regularly
• setting targets and deadlines
• dividing and sharing work
• supporting each other with tasks
• keeping a personal log to refer to when writing their reflective paper.

Throughout the process teachers should be observing teams and discussing the process with learners. At the
end of the process, teachers will need to award the team a mark for collaboration. Teachers should take into
account how well the team:
• coordinated and planned work
• divided tasks fairly and sensibly
• solved problems they faced
• resolved conflict
• encouraged and supported each other
• communicated positively with each other.

Copyright © UCLES 2019 (updated Nov 2020)

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