Decide your boundaries before the lesson, not during it. Write down what your school allows, what you want to learn and what you will keep as your own work. Then ask the teacher how they work.
This is the last lesson in integrity and responsible assistance. The questions below are prompts, and your school’s answers always come first.
Who answers which question?
Different people hold different parts of the answer.
- Cambridge sets the qualification rules. Check the current Cambridge IGCSE Global Perspectives 0457 syllabus page.
- Your school or exam centre applies them to your assessed work, handles entry and decides what outside help is allowed.
- A teacher explains how they teach and what they will and will not do.
Entry is also a school or centre matter. Cambridge’s 2025 to 2027 syllabus excludes private-candidate entry for this subject, and tuition does not change that. Check the page for later years.
A checklist to prepare
Fill this in before the lesson.
| Ask | Who | Why it matters |
|---|---|---|
| Is outside help allowed on my assessed task? | School | Sets your limits |
| Must I record any help, and how? | School | See documenting assistance |
| Which skills do I want to practise? | Me | Keeps the lesson focused |
| Will we use separate, non-assessed examples? | Teacher | Protects your authorship |
| What will you not do for me? | Teacher | Makes boundaries clear |
| How will we handle participant data? | Teacher | See participant information |
Worked example (invented)
Fictional student Priya wants help with a report on plastic bag use in a made-up town. Her filled checklist reads:
- School said: outside discussion is fine, but drafts must be her own and any help recorded.
- Skills wanted: judging whether a source is biased, wording a cautious claim.
- Question for the teacher: “Can we practise on a different topic, then I apply it myself?”
- Boundary she set: no one edits her draft text.
Priya now walks into the lesson knowing what a good session looks like. If the teacher offered to rewrite her paragraphs, she already knows the answer.
A mistake to avoid
A common slip is asking “can you help with my report?” and leaving the teacher to guess.
Mistaken request: “Please help me finish my report this week.”
This is too open. It does not say which skill is needed, and it invites help that may cross your school’s limits.
The correction is a specific request: “I want to learn how to compare two viewpoints fairly. Can we practise on a different topic first?” Specific requests keep help on the skill side of the line from the first lesson.
Check yourself
All people and places are invented.
1. Fictional student Omar’s school has not said what help is allowed. What should he do first?
Show answer
Ask his Global Perspectives teacher or exam officer, and note the answer, before booking help for assessed work.
2. Rewrite this request to be specific: “Fix my project.”
Show answer
For example: “I want to practise checking whether a source is credible. Can we use an invented article, and I will then check my own sources?”
3. Who decides whether feedback on a draft is allowed: Cambridge, the tutor or the school?
Show answer
The school, applying Cambridge’s rules to your assessed work. The tutor should follow the school’s answer.
Where this leads next
Put the whole module together with the integrated practice set. To see how a trial works, read about online one-to-one Global Perspectives tuition.
The paid one-hour trial starts from RM80 at the assigned teacher’s confirmed rate, and the rate is confirmed before the lesson. Ongoing lessons continue at the same rate, and the schedule is arranged with the teacher.