Cambridge IGCSE Global Perspectives (0457): Topic: Political power and action – Revision Notes

For the full explanation and worked paragraphs, read the Political power and action study guide first.

These notes cover the topic Political power and action in the Cambridge IGCSE Global Perspectives (0457) syllabus for examination in 2025, 2026 and 2027, Version 2 (published April 2025), sections 2 to 4. The topic list applies to all three components: the Written Exam (Component 1), the Individual Report (Component 2) and the Team Project (Component 3). Knowledge of content is not assessed. These notes show how to use the topic to practise the assessed skills: research, analysis, evaluation, reflection, communication and collaboration.

Test yourself afterwards with the practice questions. Course overview: hub and checklist.

The skills, in the syllabus’s own words

Assessment objective	What it asks for	Where
AO1 Research, analysis and evaluation	Identify and analyse issues, arguments and perspectives; evaluate evidence, reasoning and sources; develop a line of reasoning	All three components; all of Component 1
AO2 Reflection	Consider perspectives objectively and with empathy; justify your own perspective	Components 2 and 3
AO3 Communication and collaboration	Clear, structured presentation; citations and references; contribute to the Team Project	Components 2 and 3

Command words printed in the syllabus: Analyse, Describe, Evaluate, Explain, Identify, Suggest.

Key terms

Term	Short definition
Issue (syllabus)	An important subject or problem for discussion
Perspective (syllabus)	A viewpoint on an issue based on evidence and reasoning
Argument (syllabus)	Statements containing reasons and evidence that support a claim
Power	Ability to make decisions or influence others
Authority	Power people accept as rightful
Legitimacy	Belief that a government or decision has a right to be obeyed
Turnout	Share of eligible voters who vote
Referendum	Citizens vote on a single question
Lobbying	Pressing decision-makers on behalf of an interest
Participatory budgeting	Residents vote on how part of a public budget is spent
Citizens’ assembly	Randomly selected citizens discuss an issue and make recommendations

Real examples at a glance

Use these to show perspectives and courses of action. They are context, not content you will be tested on.

Example	Level	What happened	One evaluation point
UN Security Council veto	Global	Five permanent members (China, France, Russia, UK, US) can each block a resolution	Supporters say it keeps major powers involved; critics say it lets one state block action
Compulsory voting, Australia	National	Required in federal elections since 1924	High turnout, but compulsion does not guarantee informed votes
Votes at 16, Austria	National	Voting age lowered to 16 for national elections in 2007	Years of data, but results may not transfer to other countries
Votes at 16, Scotland	National	16-year-olds vote in Scottish Parliament and local elections	Supporters cite it as a working model; critics ask whether early turnout lasts as voters get older
Popular initiative, Switzerland	National	100,000 signatures in 18 months can force a national vote on a constitutional change	Direct power for citizens, but critics argue well-funded campaigns find signatures easier
Petitions, UK Parliament	National	Government response at 10,000 signatures; debate considered at 100,000	Open and cheap, but a debate is not a decision
Participatory budgeting, Porto Alegre	Local	Residents helped decide spending from 1989	Direct power, but participants may not represent everyone

Judgement words for Component 1

The syllabus lists eight: bias, claim, fact, generalisation, opinion, prediction, value, vested interest.

• Fact v opinion: a fact can be checked (“turnout was 48%”); an opinion cannot (“the result was a disgrace”).
• Claim v fact: a claim is put forward as true but still needs evidence (“votes at 16 build a voting habit”).
• Prediction: a claim about the future (“turnout will rise next time”). It cannot yet be checked.
• Generalisation: a claim stretched to a whole group (“young people don’t care about politics”).
• Value: what someone believes matters (freedom, equality, order). Values explain why perspectives differ.
• Vested interest v bias: a vested interest is what the author gains; bias is one-sided presentation. A vested interest makes bias more likely, but you still have to show it in the source.

Perspectives map: one issue, three levels

Issue: should young people have more direct power over local decisions?

Level	Who	Likely perspective	Why they hold it
Personal	A 17-year-old student	Wants a say on spending that affects her	Values fairness; directly affected
Local	A councillor	Supports consultation but wants final control	Elected and accountable for the budget
National	A government minister	Cautious about changing who can vote	Values consistency in the law across the country
Global	An international youth organisation	Supports wider youth participation	Its purpose is to promote young people’s voice

Use a grid like this to plan any source answer or report: who, what they think, and why.

Must-know distinctions

• Topic v issue v question. Topic: political power and action. Issue: whether voting should be compulsory. Question: “Should voting be compulsory in democratic countries?”
• Perspective v opinion. A perspective rests on evidence and reasoning; a bare opinion does not.
• Global v local issue. The Individual Report needs a global issue with local and/or national and global perspectives. The Team Project needs a local issue.
• Intention v action. “82% say they will vote” is not the same as 82% voting.
• Participation v influence. Signing a petition is participation; whether it changes a decision is a separate question.
• Analysing an argument v agreeing with it. In Question 3 you judge how well an argument is supported, not whether you like its conclusion.

Mini essay plan: assessing actions (Question 4 style)

Task: a fictional town’s young people rarely vote in local elections. Assess which action would best increase their participation.

1. Set out the issue from the sources: who is affected, how big the problem is, and why it matters (legitimacy of the council).
2. Action one: votes at 16 for local elections. Evidence for (new voters, habit-forming). Evidence against (overall turnout can fall when a low-turnout group is added). Who benefits.
3. Action two: a youth council with a real budget. Strength: direct, visible results. Limit: only a few young people take part.
4. Action three: easier registration and school sessions on how to vote. Strength: cheap, removes a practical barrier. Limit: depends on schools’ time.
5. Compare against the same criteria: effectiveness, cost, fairness, sustainability.
6. Judgement: choose one, explain why it beats the others, and state one condition under which you would change your mind.

The real exam marks extended answers with levels of response. A clear, supported judgement that weighs actions against each other reaches the top levels; a list of actions does not.

Quick self-test

1. What does the syllabus say about knowledge of content?
2. Give the syllabus’s meaning of “perspective”.
3. Name the eight terms Component 1 says candidates will benefit from understanding.
4. Is “If the voting age is lowered, turnout will rise” a fact, prediction or opinion?
5. What is the difference between a vested interest and bias?
6. Which assessment objective is not assessed in the Written Exam?
7. Name one country that lowered the voting age to 16 for national elections, and the year.
8. Why is “Democracy” a weak Individual Report title?
9. What kind of issue must a Team Project address?
10. Give one limitation of participatory budgeting as a course of action.
11. Why is a survey of intentions weaker evidence of turnout than official results?

Answers

1. Knowledge of content is not assessed in this syllabus.
2. A viewpoint on an issue based on evidence and reasoning.
3. Bias, claim, fact, generalisation, opinion, prediction, value and vested interest.
4. A prediction (it is about the future and cannot yet be checked).
5. A vested interest is what the author stands to gain; bias is one-sided presentation in the source itself.
6. AO2 Reflection (Component 1 is 100% AO1).
7. Austria, in 2007.
8. It is a topic, not a question; it does not divide opinion or point to perspectives.
9. A local issue.
10. Turnout can be low, and those who take part may not represent everyone affected.
11. People often say they will vote and then do not; official results record what actually happened.

Where marks are usually lost

• Writing what you know about governments instead of using the sources provided.
• Labelling a source “biased” without quoting the words or data that show the bias.
• Mixing up a claim and a fact: if it still needs evidence, it is a claim.
• Ignoring sample size and who carried out a survey when evaluating research.
• Suggesting a way to test a claim without naming a method, a sample and a comparison.
• Listing courses of action without comparing them against the same criteria.
• Giving a party-political view in place of a judgement about the quality of arguments.
• Choosing an Individual Report question with only one possible answer.
• Planning a Team Project action with no way to measure success.

Official syllabus

These notes follow the Cambridge IGCSE Global Perspectives (0457) syllabus for examination in 2025, 2026 and 2027, Version 2 (published April 2025). Related pages: Written Exam revision notes, Individual Report revision notes and Team Project revision notes.