iPrimary

GLOBAL CITIZENSHIP
SPECIFICATION
Pearson Edexcel International Award in Primary Global Citizenship (JGL11)
For first teaching September 2021
First examination June 2024
Issue 1
About Pearson
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All information in this specification is correct at time of publication.

Publication code: GQ000001

All the material in this publication is copyright
© Pearson Education Limited 2023
Contents
1 Introduction 1
Why choose the Pearson Edexcel International Award in Primary
Global Citizenship? 1
Supporting you in planning and implementing this qualification 2
Qualification at a glance 3

2 Subject content and assessment information 4

Content 5
Assessment objectives 25

3 Administration and general information 26

Entries 26
Access arrangements, reasonable adjustments, special consideration and
malpractice 26
Awarding and reporting 29
Student recruitment and progression 29

Appendices 31
Appendix 1: Glossary 33
Appendix 2: Command word taxonomy 39
Appendix 3: Codes 40
1 Introduction

Why choose the Pearson Edexcel International Award in

Primary Global Citizenship?

We have listened to feedback from all parts of the international school subject
community, including a large number of teachers. This qualification has been developed
to ensure that it will engage students and give them skills that will support progression to
further study in citizenship and a range of other subjects. Our content and assessment
approach to Primary in Global Citizenship has been developed alongside Primary in
English, Mathematics, Science and Computing to ensure a consistent approach across
the whole Pearson Edexcel iPrimary programme. The content and assessment approach
for Primary in Global Citizenship has been designed to meet students’ needs in the
following ways:
• content is interesting and engaging, and is designed to ensure good preparation for
further study of the Pearson Edexcel International Award in Lower Secondary in
Global Citizenship
• opportunities are provided to localise the content to make it more relevant for
students
• achievement tests are clear and straightforward – our achievement tests are clear and
accessible for students of all ability ranges and for all learning styles; our mark
schemes are straightforward, so that the assessment requirements are clear
• students’ skills are broadly developed – the skills developed will be assessed through
questions in written examinations – by demonstrating and applying knowledge and
understanding of citizenship concepts and principles, as well as by interpreting and
evaluating information.

Progression to iLower Secondary and to International GCSE

The Pearson Edexcel iPrimary programme is the ideal preparation for progression to the
Pearson Edexcel iLower Secondary programme and for laying the foundation for success
at International GCSE level.
Through our World Class Qualification development process, we have consulted with
international teachers and examiners to validate the appropriateness of the qualification,
including its content, skills development and assessment structure.
More information on all our qualifications can be found on our Pearson Edexcel iPrimary
and iLower Secondary pages at qualifications.pearson.com

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Supporting you in planning and implementing this qualification

The Pearson Edexcel iPrimary programme is more than just a curriculum and
specification – it is a complete toolkit for teachers comprising the following elements to
improve student outcomes.

Planning
• Full, editable schemes of work are supplied for all six years of the iPrimary curriculum.

Teaching and learning

• Subject-specific teacher guides at each level provide support for specialist and non-
specialist teachers, and also cover teaching techniques, pedagogy and short-,
medium- and long-term planning.
• Example schemes of work and lesson plans are provided to help teachers with their
planning.
• Print and digital learning and teaching resources mapped to the iPrimary curriculum
promote ‘any time, any place’ learning to improve student motivation and to
encourage different ways of working.

Training and professional development

• Teacher professional development is included as part of your iPrimary subscription.
● Additional, ongoing online and interactive webinar support is also included as part of
the programme.

Preparing for assessments

Exam support
We will provide you with resources to help you prepare your students for their
assessments, for example: examiner commentaries following each examination series.

ResultsPlus
ResultsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you identify the topics and skills where further learning would
benefit your students.

Get help and support

Get support from both Pearson and the wider iPrimary community via our dedicated
online forum.

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Qualification at a glance

Content and assessment overview

The Pearson Edexcel International Award in Primary Global Citizenship consists of one
externally set achievement test.

Achievement test (JGL11/01*)

Externally assessed
Written examination: 1 hour 15 minutes
Availability: June
First assessment: June 2024
60 marks
Content overview
• Topic 1 – Social Justice
• Topic 2 – Identity and Diversity
• Topic 3 – Globalisation and Interdependence
• Topic 4 – Peace and Conflict
• Topic 5 – Human Rights
• Topic 6 – Power and Governance
• Topic 7 – Sustainable Development
Assessment overview
The test consists of closed-response and short open-response questions.
Students must answer all questions.

*See Appendix 3: Codes for a description of this code and all other codes relevant to this
qualification.

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2 Subject content and assessment
information

Qualification aims and objectives

Most of us identify primarily with the country, language and culture into which we are
born or perhaps a new home where we may choose to settle. Yet we cannot and should
not be isolated from other people, cultures or regions of our world. Globalisation has
been a dominant feature of the latest stages of the twentieth century and increasingly
throughout the twenty-first century. This process has been driven by visual and print
media and more recently through all forms of information and communication
technology.
We cannot escape the influence and impact of other peoples, values, cultures and belief
systems. It is vital, if we are to be effective citizens of the twenty-first century, that we
understand and appreciate the different forces that are shaping our lives and will shape
our futures. The purpose of this programme of study is to inform, raise awareness and,
where appropriate, question these varied factors. At the end of the course students
should have a better understanding of the world in which we live and what it means to be
a global citizen.
The aims and objectives of this qualification are to enable students to:
• consider contemporary issues and challenges faced by peoples in all parts of the
globe and develop awareness and understanding of how they are affected by them
• understand that communities interact locally, nationally, regionally and internationally
and that this has an impact on all individuals and societies
• develop and apply skills of enquiry to different global issues and challenges
• demonstrate and apply knowledge and understanding of citizenship concepts, terms
and issues
• review and evaluate information.

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Content

The Pearson Edexcel International Award in Primary Global Citizenship requires students
to demonstrate knowledge, understanding and application of the learning objectives
drawn from the Pearson Edexcel iPrimary Curriculum in Global Citizenship.
The Glossary (Appendix 1) is an expansion of this content and should be referred
to in conjunction with it.

Overview
Global Citizenship is the exercise of rights, responsibilities and values in a world which we
all share and in which we are in ever closer contact. There are different definitions and
expectations of the meaning of global citizenship, but it embraces the recognition of the
interdependence of all sections of society and of different societies with each other. The
course will consider some of the challenges faced by our world and the actions taken at
school and on a local, national and international level by individuals, groups and
organisations to respond to these challenges. It will outline the responsibility that each of
us has for the health and wellbeing of society and the world.
Students will study key, interconnected themes including: Social Justice; Identity and
Diversity; Globalisation and Interdependence; Peace and Conflict; Human Rights; Power
and Governance and Sustainable Development.

Topic 1 – Social Justice

This topic will investigate the meaning of a just society and the importance of equality of
opportunity. Students will understand aspects of equality and inequality, fairness and
unfairness, and justice and injustice in a school and in a local, national and international
context. It shows that inequalities can exist because of social status, power, education,
ethnicity and wealth, and will consider reasons for such inequalities.

Subject content Students should: Curriculum

reference
SJ.1 Justice and SJ.1.1 be able to distinguish between fair SJE2.1A
injustice and unfair actions and in the process
recognise the importance of truth
and honesty and that dishonesty and
cheating are unfair
SJ.1.2 be able to recognise (in different SJE2.1A
settings) the negative outcomes of
others' unfair actions for individuals
and the community

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SJ.1.3 understand injustice and unfairness SJE3.1A
in a local context and the problems it
may create
SJ.1.4 be able to recognise acts of kindness SJE4.1A
by both individuals and groups in
promoting and providing fairness
SJ.1.5 know that the problems and impact SJE5.1A
of unfairness affects many countries,
and know the help and support
available for those who need it
SJ.1.6 understand that different societies SJE6 .1A
prioritise different aspects of social
justice according to their needs and
requirements.
SJ.2 Wealth and SJ.2.1 understand the difference between SJE3. 1B
poverty in what are described as needs in order
society to live, and wants as desires after
needs have been met
SJ.2.2 understand that there is inequality in SJE2. 1B
wealth in every country, and that
people have basic needs which must
be met
SJ.2.3 know that people live in different SJE2. 1B
financial circumstances in society, and
that some people need support
SJ.2.4 understand that those who are better SJE4. 1B
off in society and across the globe
should consider how (and whether)
they should help and support those
who cannot create or provide wealth
for themselves
SJ.2.5 understand the benefits of wealth SJE5. 1B
and wealth creation for all members
of society

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SJ.2.6 know that wealth is not a final and SJE6. 1B
best indicator of a person’s character
and worth, and that some values are
prized by many above the possession
of wealth.
SJ.3 Equality of SJ.3.1 know that in all societies individuals SJE1 1C
opportunity experience a difference in life
chances and opportunities
SJ.3.2 understand that the concept of ‘equal SJE2 1C
opportunities’ has a different SJE3 1C
meaning for different sections of
society and cultures, and that each
country defines its own priorities in
this area
SJ.3.3 know that there are barriers and SJE4 1C
limits in all societies and groups in
providing equality of opportunity
SJ.3.4 understand how equality of SJE5 1C
opportunity has been successfully SJE6 1C
overcome in the past, and
understand the current challenges
both locally and globally.
SJ.4 Challenging SJ.4.1 understand the difference between SJE1.1D
injustice right and wrong actions in life and
society
SJ.4.2 understand the benefit of developing SJE2.1D
confidence in promoting fairness
SJ.4.3 know that judgments about others SJE3.1D
can only be made when all the facts
are revealed
SJ.4.4 understand that people should not SJE4.1D
be judged based on their appearance
SJ.4.5 understand that prejudice and SJE5.1D
mistrust may arise from the danger of
having stereotypes and false
information about others

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SJ.4.6 be able to recognise that the actions SJE6.1D
of others may not always be made by
free will.

Topic 2 – Identity and Diversity

This topic is about self-identity and valuing differences. It will consider equality and diversity
and the factors that unite humankind. Students will consider how to recognise and
challenge values and beliefs on which prejudices may be based. They will understand the
work of others who have challenged discrimination, prejudice and brought about change.

Subject content Students should: Curriculum

reference
ID.1 Who am I? ID.1.1 know a perspective of self-identity ID2.2A
ID.1.2 understand the value of self-identity ID3.2A
and promoting self-esteem
ID.1.3 understand the positive benefits and ID3.2A
uniqueness of being different and the
wonders of a diverse society and
cultures
ID.1.4 understand that identity is multi- ID4.4A
layered and that there are more
aspects of identity that unite than
separate
ID.1.5 know that identity and family patterns 1D5.5A
naturally vary in different cultures
ID.1.6 know that identity can unite and give ID6.6A
a sense of direction, community and
progress.
ID.2 Humankind: all ID.2.1 know that humankind is based on a ID1.2B
equal, all belief in universal equal worth and
different merit
ID.2.2 understand the value of differences in ID2.2B
the background and identity of
others, both locally and globally

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ID.2.3 understand that diversity is a ID3.2B
strength, and that different views and
perspectives can be combined for the
benefit of the community
ID.2.4 know that equality is a broad concept ID4.2B
and covers a vast range of factors –
and the importance or order will vary
within and between cultures
ID.2.5 understand that despite considerable ID5.2B
differences in humankind, there is far
more that unites than divides
ID.2.6 be able to identify individuals who ID6.2B
have stood up for and promoted
equality across various cultures.
ID.3 Challenging ID.3.1 know what constitutes prejudice and ID1.2C
prejudice and discrimination
discrimination
ID.3.2 understand possible prejudice and ID2.2C
discrimination in everyday settings
such as school and community
venues
ID.3.3 understand the importance of being ID3.3C
able to hear and show tolerance for
other points of view and feelings
ID.3.4 understand that prejudice and ID4.4C
discrimination hide behind false
assumptions and stereotypes and
that these can harm others
ID.3.5 know that people from all sections of ID5.5C
society may suffer prejudice and
discrimination, and understand how
this might feel for them
ID.3.6 understand the benefits and ID6.6C
achievements in the work and stance
of others, who have successfully
challenged discrimination and
prejudice and brought about change
(locally and globally).

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Topic 3 – Globalisation and Interdependence
This topic explores connections between one’s own common values and culture which
are also shared by other countries. It will investigate global trade and ethics, together with
global wealth and poverty. Students will discuss information, technology and
communication, together with global health, food and wellbeing.

Subject content Students should: Curriculum

reference
GI.1 People and GI.1.1 know their locality and home GI1.3A
places around country is an integral and connected
the world part of the wider world
GI.1.2 understand the benefits in making GI2.3A
connections with other people and
places in the wider world
GI.1.3 know common values and aspects GI3.3A
of culture which are shared by other
countries
GI.1.4 understand the benefits of common GI4.3A
leisure activities, which reduces
barriers and connects communities
in the wider world
GI.1.5 know common features between GI5.3A
different languages and similar
communication patterns
GI.1.6 understand the benefits of making GI6.3A
and recognising connections across
a range of human activities – such as
careers, the arts, sciences, fashion,
culture and food.
GI.2 Global trade, GI.2.1 understand what global trade is and GI1.3B
ethics why it is important
production and
GI.2.2 understand the effects of consumer GI2.3B
consumption
choice and the impact of purchasers
on production and sales
GI.2.3 distinguish between the need to buy GI3.3B
items which are essential for life,
and purchases which may be
considered non-essential or a luxury

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GI.2.4 understand the importance of the GI4.3B
manufacturing process and the
need for safety and fairness in how
goods are produced and sold
GI.2.5 know what is meant by Fairtrade GI5.3B
and why it is important
GI.2.6 understand the impact of GI6.3B
consumers on the
planet/environment.
GI.3 Global wealth GI.3.1 understand the use of money in all GI1.3C
and poverty societies and that it is not evenly
shared, earned or distributed
GI.3.2 be able to distinguish money from GI3.3C
wealth and that wealth take different
forms such as property, knowledge,
values and culture
GI.3.3 understand what is poverty, how it GI4.3C
arises, and how it is measured
GI.3.4 know how poverty can be tackled GI4.3C
and reduced across the world and
how we should prioritise alleviating
poverty in all its forms
GI.3.5 understand the benefits in sharing GI5.3C
wealth to individuals, groups and
governments
GI.3.6 understand why empathy and GI6.3C
kindness may be important
motivators for helping to tackle
poverty.
GI.4 Information, GI.4.1 understand the uses and benefits of GI2.3D
technology and digital technology and its continuing
communication evolvement
GI.4.2 know the dangers to the individuals GI3.3D
presented by digital technology –
and the need for online safety

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GI.4.3 understand the need to verify GI4.3D
information and control forms of
global communication – recognise
the dangers of bias and influence on
facts and events
GI.4.4 know the purpose and limitations of GI5.3D
advertising to the global community,
and the ways it can control people
GI.4.5 know the need for truth, the GI6.3D
identification of bias and how
information can be subject to
human manipulation.
GI.5 Global health, GI.5.1 understand the importance of a GI1.3E
food and healthy lifestyle and the meaning
wellbeing and relevance of human wellbeing
GI.5.2 understand the human need for GI2.3E
food as a source of nutrition and
sustenance
GI.5.3 know where our food comes from, GI3.3E
the various ways of the production
and the sourcing of food supplies
GI.5.4 know the dangers which may arise GI4.3E
in the production of food, the risks
involved and resources used in
production – such as over-fishing
and use of chemicals
GI.5.5 understand the need to work across GI4.3E
cultures and overcome barriers to
food shortages
GI.5.6 know about the spread of diseases GI5.3E
and infections across the world, and
the problems this presents for our
wellbeing
GI.5.7 be aware of initiatives to promote GI6.3E
personal and community wellbeing.

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Topic 4 – Peace and Conflict
This topic will consider the causes of conflict between individuals, in communities and
between nations. It will examine some of the methods that can be used to resolve conflict
and why it is important to work together. This will lead on to a discussion of conflicts
around the world and the impact this can have on peoples’ lives. It will consider the work
of organisations which seek to overcome and resolve conflict.

Subject content Students should be able to Curriculum

reference
PC.1 Conflicts PC.1.1 understand the importance of the PC1.4A
in the need to share, play and work
community together; and make progress
through cooperation
PC.1.2 understand the benefits of working PC2.4A
together and the importance of
honesty as a key human value upon
which to build trust and ensure
progress
PC.1.3 understand that we are judged by PC3.4A
both what we do and what we say;
that all our actions matter and have
consequences, and reflect on our
character
PC.1.4 know the danger of bullying, its PC4.4A
forms of intimidation and their
negative consequences
PC.1.5 be able to recognise early tensions PC5.4A
and possible causes of arguments
and conflict
PC.1.6 understand the nature of power, the PC6.4A
abuse of power, and why it is wrong.
PC.2 Resolving PC.2.1 understand the term ‘empathy’ and PC1.4B
conflicts be able to identify that this value
peacefully aids mutual understanding;
recognise the value of friendship
and extending friendship circles

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PC.2.2 know that certain actions and words PC2.4B
can be hurtful to others – and
recognise the value of working
towards a peaceful solution to
disagreements
PC.2.3 understand that not all conflict can PC3.4B
be eliminated or fully resolved – but
that in order to live together, there
must be respect and consideration
for others
PC.2.4 understand that resolving conflict is PC4.4B
a skill and a positive attribute
PC.2.5 be able to identify some of the skills PC5.4B
and strategies needed for handling
arguments and avoiding retaliation
PC.2.6 know that a person may not wish to PC6.4B
take sides in a contested dispute,
and understand the value of a
neutral position.
PC.3 Conflicts around PC.3.1 understand that enemies can PC1.4C
the world overcome their differences and
build friendship
PC.3.2 be able to identify current situations PC2.4C
of conflict around the world
PC.3.3 understand the plight and PC3.4C
difficulties which people endure if
they are caught up in conflict, and
the impact on their lives and life
chances
PC.3.4 know that conflicts can be new or PC4.4C
have existed without resolution for
many years
PC.3.5 know about the work of PC5.4C
organisations and groups that strive
to overcome and then resolve
conflict – such as the United Nations
(UN) and the work of the Norwegian
Nobel Committee

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PC.3.6 be able to identify the significant PC6.4C
contributions of the above
organisations (and any others) that
seek to resolve conflicts across the
world.

Topic 5 – Human Rights

Human rights are the natural rights of all individuals throughout the globe, including the
rights of the child. This topic considers the meaning and importance of human rights and
will show that they may be viewed, interpreted and applied differently in different cultural
contexts. The topic will discuss human rights violations and organisations that support
those whose rights have been violated. Students will also investigate experiences of people
who move between or within countries, including economic migrants, refugees and asylum
seekers, and learn about those who have stood up for and defended human rights. By
covering this topic, students will develop an ability and willingness to accept and welcome
newcomers from different backgrounds, as well as an interest in people who have
experienced different backgrounds, cultures and life opportunities.

Subject content Students should be able to: Curriculum

reference
HR.1 Understanding HR.1.1 understand what human rights are HR1.5A
rights and how they have arisen
HR.1.2 recognise the benefits all children HR2.5A
should enjoy from the promotion of
universal human rights – in that they
promote happiness, safety and
wellbeing
HR.1.3 know about the role of the UN as a HR3.5A
champion for the rights of children
in the world as set out in the UN
Convention on the Rights of the
Child (UNCHRC)
HR.1.4 know how the UNCHR aims to HR4.5A
promote a secure and happy life in
school and beyond

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HR.1.5 understand that rights granted to HR5.5A
children are universal and have no
set pre-conditions; recognise that it
is adults’ role to secure and promote
these rights
HR.1.6 know not only their own/personal HR6.5A
individual rights but recognise that
others also have rights
HR.1.7 understand that rights can conflict HR5.5A
with each other and may need to be
balanced in certain situations.
HR.2 Violation of HR.2.1 understand the importance of safety HR1.5B
rights and security for children’s’ welfare
and wellbeing
HR.2.2 know what constitutes an HR2.5B
infringement of a child’s right and
how to prevent its occurrence
HR.2.3 understand differing situations HR3.5B
which constitute bullying and
intimidation – alongside a means to
deal with the problem
HR.2.4 understand that at times some HR4.5B
children have rights restricted or
denied to ensure their overall
welfare or that of the group,
community or family
HR.2.5 understand that there are issues HR5.5B
which create complex and
competing rights – to which there
are no instant or easy solutions
HR.2.6 know a range of organisations that HR6.5B
act to support and inform those
whose rights have been violated.

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HR.3 Refugees, HR.3.1 understand the different definitions HR3.5C
asylum seekers and classifications of people who
and internally move location both within and
displaced between countries, such as
people refugees, migrants, asylum seekers
and internally displaced people
HR.3.2 know the factors which necessitate a HR4.5C
move for many groups and
individuals, such as economic or
environmental problems
HR.3.3 know other factors which influence a HR5.5C
move, such as a better lifestyle and
a safe environment
HR.3.4 understand the benefits which HR6.5C
differing cultures and backgrounds
bring – in terms of expertise and
knowledge, and how many factors
can lead to this enriching their new
country.
HR.4 Human rights HR.4.1 know recognised defenders of HR1.5D
defenders human rights
HR.4.2 understand the qualities in human HR2.5D
rights defenders such as the ability
to help, assist and understand
others who have experienced
downward or failing life chances and
been denied human rights
HR.4.3 know how others in a local context HR3.5D
have stood up for and defended
human rights
HR.4.4 know how others in a national and HR4.5D
global context have stood up for
and defended human rights
HR.4.5 understand why it is important for HR5.5D
others to lead and set positive
examples of securing human rights
that show how society cares for all
its members

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HR.4.6 understand why it is a benefit to HR6.5D
respect and champion the human
rights of others, and how this
enhances society.

Topic 6 – Power and Governance

This topic aims to develop an understanding of what is meant by good governance and its
importance. It will investigate the need for participation and inclusion and the benefit of
considering many views and ideas in order to represent the communities in which we live.

Subject content Students should be able to: Curriculum

reference
PG.1 Good PG.1.1 know what is meant by good PG1 6A
governance governance
PG.1.2 understand the need for PG2.6A
agreements, rules and laws in both
school and society
PG.1.3 understand the value of working PG3.6A
collaboratively with agreed
regulations in order to instil fairness
into rule-making
PG.1.4 know that changes in rules are PG3.6A
made to reflect needs, and to
improve the happiness and
wellbeing of the group/community
PG.1.5 understand the qualities and PG3.6A
attributes that are required in both
team members and leaders
PG.1.6 understand that dialogue and PG3.6A
constructive feedback can be valued
in a local context.

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PG.2 Participation PG.2. 1 understand the need to listen to, PG1 6B
and inclusion reflect on and consider alternative
viewpoints before voicing opinions
PG.2.2 understand that all views and ideas PG2.6B
should be granted a voice – with the
notion that the common good
emerges
PG.2.3 understand that disagreements will PG3.6B
arise – but that in order for good
governance to prevail, others’ views
have to be voiced and respected
PG.2.4 understand the power and process PG3.6B
of open and inclusive debate, which
may change minds and offer new
approaches
PG.2.5 understand that not everybody has PG3.6B
the confidence or ability to express
their concerns and hopes, and that
a range of methods can be used to
gain views.

Topic 7 – Sustainable development

This topic is based on the reality that we only have one world and that we all have a
responsibility to maintain it for the benefit of future generations. It will emphasise global
interdependence since actions and events in one part of the world inevitably impact
others. Students should be aware of and appreciate the world in which we live, its place
in our universe and the diversity of life that it supports. It will show that in many ways our
world is under threat as a direct result of human activity and that we all have a
responsibility to work together to combat and reverse these threats, but that this
depends on changed attitudes and sustained international collaboration to reverse the
wasteful use of Earth's resources. Students should consider what is meant by sustainable
living and what type of healthy world they would want for their future.

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Subject content Students should be able to: Curriculum
reference
SD.1 Planet Earth SD.1.1 know that Earth is the basis of all SD1.7A
known life and that it has unique
resources
SD.1.2 know some of the vast variety of life SD2.7A
forms on land and in the air and
their habitat
SD.1.3 know some of the vast variety of life SD3.7A
forms in water and their habitat
SD.1.4 understand our reliance upon and SD4.7A
the importance of water as a natural
resource
SD.1.5 know about the other essential SD5.7A
elements which are key to life on
earth, such as minerals and air
SD.1.6 know how humans attempt to SD6.7A
protect our habitat by creating
national parks and wildlife reserves;
develop an awareness of these at
local and national level.
SD.2 Connecting with SD.2.1 be aware of and protect the SD1.7B
nature diversity and beauty of our planet SD2.7B
SD.2.2 understand that Earth is a SD3.7B
connected organism with a complex
web of interdependence and
connectivity
SD.2.3 be able to recognise the fragility of SD4.7B
life for many species
SD.2.4 understand how everyone has a SD5.7B
part to play in providing care for our
natural world
SD.2.5 understand that it is essential to SD6.7B
respect the natural environment
and not to deplete its finite
resources – to preserve and
conserve for generations to follow.

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 Subject content Students should be able to: Curriculum
reference
SD.3 Biodiversity and SD.3.1 know the meaning of biodiversity SD1.7C
habitat loss and the ecosystem
SD.3.2 understand the importance of SD2.7C
habitat and the vastly different types
of species which inhabit the many
habitats
SD.3.3 understand that nature is diverse SD3.7C
and adapts to habitats, and that
species decline and grow
SD.3.4 understand the connections in the SD4.7C
ecosystem
SD.3.5 know that humankind is a factor SD5.7C
which both causes and accelerates
habitat loss and a decline in
biodiversity
SD.3.6 understand rewilding as a response SD6.7C
to habitat loss and declining or
threatened species.
SD.4 Climate change SD.4.1 understand what is meant by SD1.7D
climate and weather, and how
climatic conditions naturally change
across the earth – by such factors as
seasonal cycles
SD.4.2 understand that species have SD2.7D
adapted to climate differences and
question whether they can survive
or flourish
SD.4.3 understand the impact of rapid SD3.7D
climate change over the last two
centuries and the damage that it
causes to species and habitats,
alongside the severe weather
patterns for many countries
SD.4.4 understand the dangers caused by SD4.7D
excess carbon and the notion of a
carbon footprint, and how this is
important in reducing climate
change

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Subject content Students should be able to: Curriculum
reference
SD.4.5 know that climate change and the SD5.7D
damage which it causes is a problem
for all nations, and understand that
everyone should be included in the
solutions
SD.4.6 understand that we may all SD6.7D
contribute to climate change and
how we should modify our lifestyle
and encourage others to do so.
SD.5 Energy, SD.5.1 understand what recycling is and SD1.7E
pollution, waste why it has become more important
and recycling
SD.5.2 understand the importance of SD2.7E
recycling in order to conserve
limited resources
SD.5.3 understand the different aspects of SD3.7E
recycling, such as reusing, repairing,
remodelling and refusing
SD.5.4 know the damage that waste creates SD4.7E
in the environment on land, in rivers,
seas and oceans
SD.5.5 understand that energy derives SD5.7E
from two sources: finite and
renewable
SD 5.6 understand why travelling has SD6.7E
increased and the carbon footprint
which it produces; create the need
to investigate more environmentally
friendly ways of travel, or not to
travel at all.
SD.6 The future of SD.6.1 be aware that the world has evolved SD1.7F
our planet over millions of years to sustain life
SD.6.2 understand that humankind has had SD2.7F
a massive impact on our planet;
especially since we have
industrialised

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 Subject content Students should be able to: Curriculum
reference
SD.6.3 understand that the choices made SD3.7F
by adults now will shape the future
of all children on the planet in their
lifetime
SD.6.4 know that we live on a fragile Earth SD4.7F
and that small changes make a big
difference to the survival of all
species – to which humankind is
inevitably linked
SD.6.5 understand the work of leading SD5.7F
environmental groups and their
impact, and the growing concern of
humankind about the future of our
planet
SD.6.6 understand that the survival of our SD6.7F
planet depends on cooperation and
not continued conflict over limited
resources.

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Sample assessment materials
A sample achievement test and mark scheme for this assessment can be found in the
Pearson Edexcel International Award in Primary Global Citizenship Sample Assessment
Materials (SAMs) document.
A full list of command words that will be used in the assessment can be found in
Appendix 2: Command word taxonomy.

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Assessment objectives

Students must: % in
iPrimary
AO1 Demonstrate knowledge and understanding of citizenship 50
concepts, terms and issues
AO2 Apply knowledge and understanding of citizenship concepts, terms 35
and issues
AO3 Interpret and evaluate information 15
Total 100

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3 Administration and general
information

Entries
Details of how to enter students for the examinations for this qualification can be found
in our International Information Manual. A copy is made available to all examinations
officers and is also available on our website: qualifications.pearson.com.

Access arrangements, reasonable adjustments, special

consideration and malpractice

Equality and fairness are central to our work. Our equality policy requires all students to
have equal opportunity to access our qualifications and assessments, and our
qualifications to be awarded in a way that is fair to every student.
We are committed to making sure that:
• students with a protected characteristic (as defined by the UK Equality Act 2010) are
not, when they are undertaking one of our qualifications, disadvantaged in
comparison to students who do not share that characteristic
• all students achieve the recognition they deserve for undertaking a qualification and
that this achievement can be compared fairly to the achievement of their peers.

Language of assessment
Assessment of this qualification will be available in English only. All student work must be
in English.

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Access arrangements

Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:
• access the assessment
• show what they know and can do without changing the demands of the assessment.
The intention behind an access arrangement is to meet the particular needs of an
individual student with a disability without affecting the integrity of the assessment.
Access arrangements are the principal way in which awarding bodies comply with the
duty under the Equality Act 2010 to make ‘reasonable adjustments’.
Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.

Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable
adjustments where a student with a disability would be at a substantial disadvantage in
undertaking an assessment. The awarding organisation is required to take reasonable
steps to overcome that disadvantage.
A reasonable adjustment for a particular student may be unique to that individual and
therefore might not be in the list of available access arrangements.
Whether an adjustment will be considered reasonable will depend on a number of
factors, including:
• the needs of the student with the disability
• the effectiveness of the adjustment
• the cost of the adjustment; and
• the likely impact of the adjustment on the student with the disability and other
students.
An adjustment will not be approved if it involves unreasonable costs to the awarding
organisation, timeframes or affects the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.

Special consideration

Special consideration is a post-examination adjustment to a student's mark or grade to

reflect temporary injury, illness or other indisposition at the time of the examination/
assessment, which has had, or is reasonably likely to have had, a material effect on a
candidate’s ability to take an assessment or demonstrate their level of attainment in an
assessment.
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Further information

Please see our website for further information about how to apply for access
arrangements and special consideration.
For further information about access arrangements, reasonable adjustments and special
consideration please refer to the JCQ website: www.jcq.org.uk.

Candidate malpractice

Candidate malpractice refers to any act by a candidate that compromises or seeks to

compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.
Candidate malpractice in examinations must be reported to Pearson using a
JCQ Form M1 (available at www.jcq.org.uk/exams-office/malpractice). The form should be
emailed to [email protected]. Please provide as much information and
supporting documentation as possible. Note that the final decision regarding appropriate
sanctions lies with Pearson.
Failure to report candidate malpractice constitutes staff or centre malpractice.

Staff/centre malpractice

Staff and centre malpractice includes both deliberate malpractice and maladministration
of our qualifications. As with candidate malpractice, staff and centre malpractice is any act
that compromises or seeks to compromise the process of assessment or which
undermines the integrity of the qualifications or the validity of results/certificates.
All cases of suspected staff malpractice and maladministration must be reported
immediately, before any investigation is undertaken by the centre, to Pearson on a
JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice).
The form, supporting documentation and as much information as possible should be
emailed to [email protected]. Note that the final decision regarding
appropriate sanctions lies with Pearson.
Failure to report malpractice itself constitutes malpractice.
Detailed guidance on malpractice can be found in the latest version of the document
Suspected Malpractice Policies and Procedures, available at www.jcq.org.uk/exams-
office/malpractice.

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Awarding and reporting

The Pearson Edexcel International Award in Primary Global Citizenship will be graded on
a three-level scale from P1 to P3.
A pass in the Pearson Edexcel International Award in Primary Global Citizenship is
indicated by one of the three levels P1, P2 and P3, of which level P3 is the highest and
level P1 the lowest. Students whose level of achievement is below the minimum judged
by Pearson to be of sufficient standard to be recorded on a certificate will receive an
unclassified U result.
The first certification opportunity for the Pearson Edexcel International Award in Primary
Global Citizenship will be in August 2024.

Student recruitment and progression

Pearson follows the JCQ policy concerning recruitment to our qualifications in that:
• they must be available to anyone who is capable of reaching the required standard
• they must be free from barriers that restrict access and progression
• equal opportunities exist for all students.

Prior learning and other requirements

There are no prior learning or other requirements for this qualification.

Progression

Students can progress from this qualification to the Pearson Edexcel International Award
in Lower Secondary Global Citizenship.

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Appendices
Appendix 1: Glossary 33
Appendix 2: Command word taxonomy 39
Appendix 3: Codes 40

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Appendix 1: Glossary

Term Definition
Asylum seeker A person who leaves their own country because they are in
danger, especially for political or religious reasons, and who
asks the government of another country to grant them
asylum or permission to live there in safety.
Belief Something that is held to be true, even where proof may be
lacking; a firmly held opinion or conviction, either
philosophical or religious.
Bias Inclination or prejudice for or against one person or group,
especially in a way considered to be unfair. 'Unbiased' is being
impartial and not showing prejudice for or against something.
Biodiversity The variety of plants and animals in a particular place. The
ecosystem refers to all the animals and plants in a particular
area, and the ways they are related to each other and to their
environment.
Carbon footprint The amount of carbon dioxide that a person or organisation
produces by what they do; used to measure the amount of
harm they do to the environment.
Climate The general weather conditions experienced in an area over a
long period of time. Climate change refers to the large shifts
in weather patterns, both natural and, more recently,
produced by human activity through the emissions of
greenhouse gases. Weather is the state of the atmosphere at
a particular place and time as regards heat, cloudiness,
dryness, sunshine, wind and rain.
Community A group of people who live together in one place or share
particular characteristics, interests or attitudes.
Conflict A state of disagreement or argument between people, groups
or countries. In extreme cases this may lead to armed
conflict or war. Conflict resolution is the process of
bringing an end to disputes between individuals, armed
groups, countries or states through negotiation and peaceful
means.
Conserve The prevention of wasteful use of a resource; preservation,
protection, or restoration of the natural environment and of
wildlife; preservation and repair of archaeological, historical
and cultural sites and objects.

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Term Definition
Consumer A person who buys and uses products and services for
personal use; the act of using such products and services is
consumption.
Convention A formal (international) agreement between countries,
defining particular rules and behaviour. A treaty is a formally
concluded and ratified agreement between states.
Culture The beliefs, way of life, art and customs that are shared and
accepted by people in a particular society. A dominant
culture (sometimes majority culture) is one whose values,
language and behaviours are imposed on other cultures
through economic or political power, using legal or political
methods or control of the media to suppress other values,
beliefs or behaviours. A minority culture (or minority group)
refers to smaller population groups with certain beliefs and
customs (culture) distinguishing them from the dominant
(or majority) group in their community.
Digital technology An umbrella term for computer-based products and solutions;
a broad term since so many different aspects of life are
dependent on computer-based technology.
Discrimination Treating one person or group differently from another in an
unfair, unjust or hurtful way; treating different groups of
people differently on the grounds of ethnicity, sex, age or
disability. It is often based on prejudice, which is the
unreasonable dislike and distrust of people who differ from
you in some way.
Empathy The ability to understand and share the feelings of another.
Environment The surroundings or conditions in which a person, animal or
plant lives or operates. An environmental disaster is
human-made damage to the natural environment resulting in
disease, destruction and death of living plants, animals and
human beings.
Equality When all people are treated in the same way and have the
same opportunities. Equal opportunity is a state of fairness
in which individuals are entitled to be treated without
discrimination, especially on the grounds of race, sex, age or
disability. Inequality (of opportunity) describes an unfair
situation in which some groups in society have more money,
opportunities and power than others and where a person’s
potential to succeed in life is determined by birth.

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 Term Definition
Ethical Relating to principles of what is (morally) right and wrong.
Ethnic Of or belonging to a population group or subgroup consisting
of people who share a common cultural background or
descent. Ethnicity is about belonging to a group having a
shared cultural or national tradition. First Nation is a name
given specifically to some indigenous peoples of Canada.
Famine Widespread food shortage, caused by crop disease, limited
supplies, bans on exports, high cost or other factors.
Global Worldwide, relating to the whole world. Global trade refers to
international trade, and includes the import and export of
goods and services across international boundaries. Global
warming describes the gradual increase in the overall
temperature of the Earth's atmosphere generally attributed to
the greenhouse effect caused by increased levels of carbon
dioxide, CFC gases and other pollutants.
Globalisation The process by which businesses or other organisations
develop international influence or start operating on an
international scale.
Governance The action or manner of governing a state or organisation; the
operation of rules that are clearly understood and benefit
everybody.
Habitat The natural home of a plant or animal (flora or fauna).
Humanitarian Having concern for or helping to improve the welfare and
happiness of people; saving human lives or easing suffering by
providing humanitarian aid in the form of material or
logistic assistance to those who need help, often because of
the effects of humanitarian disasters – events or a series of
events that threaten the health, safety and wellbeing of a
community or large group of people.
Human rights Rights inherent to all human beings, regardless of race, sex,
nationality, ethnicity, language, religion or any other status.
The Universal Declaration of Human Rights (UDHR) is an
international document adopted by the United Nations
General Assembly in 1948 that enshrines the rights and
freedoms of all human beings. It has been the foundation for
many national laws, international laws and treaties protecting
and promoting human rights.

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Term Definition
Identity The qualities and attitudes that a person or group of people
have that make them different from other people. Multiple
identity means having different identities according to
circumstance, time, place and companionship.
Justice Fairness in the way people are treated. Injustice is when
people are treated unfairly and not given their rights. Judicial
relates to the practice of law and administration of justice.
Just society A type of society that promotes the wellbeing of everyone in
that society.
Laws (Rules) Rules of conduct or action that a nation or a group of people
agrees to follow. Legislation is the process of making laws.
Life chances The opportunities each person has to improve their quality of
life. Life experiences are experience and knowledge gained
through living.
Media The communication channels which disseminate news, music,
movies, education, promotional messages and other data.
Migration The movement of people to a new area or country in order to
find work or improve their living conditions. Economic
migration is movement from one region to another or to a
different country in search of an improved standard of living
because of insufficient conditions or job opportunities in the
home region. External migration is when people move from
one country or region to a different destination country.
Internal migration is the movement of people within a
national state. Seasonal migration is the movement of
people from one place to another on a seasonal basis; often
because of agricultural and farming demands. Migrants are
people who move to a different area or country.
Nationality Belonging to a particular nation or state or to a particular
ethnic group within a wider community.
Nobel Prize Any of six international prizes established in 1901 and
awarded annually for outstanding work in physics, chemistry,
physiology or medicine, literature and the promotion of peace.
Peacekeeping Creating or maintaining a truce between armed groups,
countries or states, often through the use of military
personnel from countries not involved in the conflict or
United Nations peacekeepers.

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 Term Definition
Poverty The situation or experience of being poor. Relative poverty
is when a person or household’s income is below 60 per cent
of the mean (average) household’s income. Absolute
poverty means not having sufficient income or material
possessions to meet basic human needs.
Prejudice A preconceived opinion that is not based on reason or actual
experience. Prejudicial means something that is harmful,
detrimental or that influences people unfairly. See also: bias.
Recycle The process of converting waste materials into new materials
and objects. The recovery of energy from waste materials is
often included in this concept. To reuse is to use something
again or more than once. To remodel is to change the
structure or form of something.
Refugee (or Someone forced to leave their country, especially during a
displaced person) conflict, or for political or religious reasons. See also: asylum
seeker and migration.
Refuse Food that is discarded, garbage, scraps; waste material or
(waste or trash) waste product; any unused materials that are rejected as
worthless or unwanted.
Resolution A formal decision or statement agreed on by a group of
people, especially after a vote.
Self-identity A person’s perception or recognition of their own
characteristics as an individual, especially in relation to social
context and role in life.
Society The community of people living in a particular country or
region and having shared customs, laws and organisations.
Species A group of animals or plants whose members are similar and
can breed together to produce young animals or plants.
Subjective Based on or influenced by personal feelings, tastes or
opinions.
Sustainability The ability to continue without causing damage to the
environment. Sustainable development is economic
development that is conducted without lessening natural
resources.
Technology Machines, equipment and ways of working based on modern
knowledge about science and computers.

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Term Definition
Throwaway society The tendency for society to use items once only, using
(or consumer disposable packaging and products that are not designed for
society) reuse or lifetime use.

Tolerance Allowing, permitting or accepting an action, idea, object or

person that you dislike or disagree with.

Trade Buying and selling goods and services. Fairtrade is making,

buying and selling goods in a way that is morally right; for
example, by making sure that international labour laws are
obeyed, that the environment has not been damaged by
making the goods and that the people who grow or make a
product have been paid a fair price for it. Free trade is a
trade policy that does not restrict imports or exports by
imposing tariffs (taxes), quotas or restrictive regulations.

United Nations An international organisation of countries set up to promote

(UN) international peace, security and cooperation. It has many
agencies and declarations concerned with peacekeeping,
economic matters and human rights, including: UDHR
(Universal Declaration of Human Rights), UNICEF (United
Nations Children’s Fund), UNESCO (UN Education, Scientific
and Cultural Organization), FAO (Food and Agriculture
Organisation), WHO (World Health Organization) and IMF
(International Monetary Fund).

Violation Any action that breaks a law, agreement or principle.

Wildlife Animals and plants growing in natural conditions. Wildlife

trade is the commerce in non-domesticated animals or plants
and has contributed to the increase in endangered species,
which are animals and plants seriously at risk of extinction.

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Appendix 2: Command word taxonomy

The following table lists the command words used in the external assessments.

Command word Definition

Explain Requires identification of a point and linked
explanation/exemplification of that point.
Give//Name/State/Suggest All of these command words are synonyms.
They all require recall of one or more pieces of
information.
Identify Requires a selection of key information from a
given stimulus/resource in the question.

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Appendix 3: Codes

Type of code Use of code Code

Subject code The subject code is used by centres to JGL11
enter students for a qualification.

Achievement test This code is provided for information. JGL11/01

code

DB300123 GQ000001_IPRIMARY_AWD_GLOBAL CITIZENSHIP_ISS1.DOCX.1–45/0

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February 2023

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