Cambridge A Level Global Perspectives and Research 9239 — 2025 Feb/March Paper 1 · Variant 2

This document has 4 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level GLOBAL PERSPECTIVES & RESEARCH 9239/12 Paper 1 Written Exam February/March 2025 1 hour 30 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) Insert (enclosed) INSTRUCTIONS ● Answer all questions. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. INFORMATION ● The total mark for this paper is 45. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains all the resources referred to in the questions. * 1 8 7 3 3 2 7 9 0 6 * DC (PQ) 342258/1 © UCLES 2025

2 9239/12/F/M/25 © UCLES 2025 Read both documents in the accompanying insert and answer all the questions. You should spend approximately 15 minutes reading both documents in the insert before attempting to answer the questions. This is allowed for in the time set for the exam. Write brief answers to Question 1, using short sentences or bullet points. Write your answers to Question 2 and Question 3 in continuous prose. 1 Study Documents A and B. (a) The author of Document A discusses trophy hunting in South Africa. Identify two surveys used to measure public opinion as given by the author of Document A. [2] (b) The authors of Document B discuss trophy hunting in Pakistan. Identify three organisations that have considered Syed Yahya Shah’s proposal, as given by the authors of Document B. [3] 2 Study Document A. Assess the strengths and weaknesses of the evidence used by the author of Document A to support their argument about banning trophy hunting in South Africa. In your answer, include the impact of the evidence on the author’s argument. [15] 3 Study Documents A and B. The authors of both documents present different arguments and perspectives on the advantages and disadvantages of trophy hunting. Evaluate the arguments of the authors of both documents. In your answer, consider their perspectives and include a reasoned judgement about whether one argument is more convincing than the other. [25]

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4 9239/12/F/M/25 © UCLES 2025 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 25 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International AS & A Level GLOBAL PERSPECTIVES & RESEARCH 9239/12 Paper 1 Written Exam February/March 2025 MARK SCHEME Maximum Mark: 45 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the February/March 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 2 of 25 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alon gside the specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 3 of 25 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 4 of 25 Social Science-Specific Marking Principles (for point-based marking) 1 Components using point-based marking: • Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion. From this it follows that we: a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme requires a specific term) b DO credit alternative answers/examples which are not written in the mark scheme if they are correct c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …). d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used wrongly.) e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted). g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion) 2 Presentation of mark scheme: • Slashes (/) or the word ‘or’ separate alternative ways of making the same point. • Semi colons (;) bullet points (•) or figures in brackets (1) separate different points. • Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark (except Accounting syllabuses where they indicate negative numbers).

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 5 of 25 3 Calculation questions: • The mark scheme will show the steps in the most likely correct method(s), the mark for each step, the correct answer(s) and the mark for each answer • If working/explanation is considered essential for full credit, this will be indicated in the question paper and in the mark scheme. In all other instances, the correct answer to a calculation should be given full credit, even if no supporting working is shown. • Where the candidate uses a valid method which is not covered by the mark scheme, award equivalent marks for reaching equivale nt stages. • Where an answer makes use of a candidate’s own incorrect figure from previous working, the ‘own figure rule’ applies: full marks will be given if a correct and complete method is used. Further guidance will be included in the mark scheme where necessary an d any exceptions to this general principle will be noted. 4 Annotation: • For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks have no defined meaning for levels of response marking. • For levels of response marking, the level awarded should be annotated on the script. • Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners who marked that paper.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 6 of 25 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standard isation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 7 of 25 Instructions for examiners The total mark for this paper is 45. Question 1 assesses AO1 skills. Question 2 assesses AO1 skills. Question 3 assesses AO1 and AO3 skills. Question 1 is points marked using or . Answers to Question 1 can be brief, using short sentences or bullet points. Answers to Question 2 and Question 3 should be written in continuous prose. For Question 2 and Question 3 annotate clearly in the left-hand margin according to the specific instructions provided. Refer to the marking grid at the end of each question to award a mark based on the annotations for each aspect (e.g. AO1a). Record the mark for each aspect (e.g. AO1a) in the right-hand marking panel on RM Assessor. Indicative content or exemplar responses are provided as a guide. Inevitably, the mark scheme cannot cover all responses that candidates may make for all the questions. In some cases, candidates may make responses which the mark scheme has not predicted. T hese answers should nevertheless be credited according to their relevance and quality. The definition of perspective used in this syllabus is: a perspective is a coherent world view which is a response to an issue. It is made up of argument, evidence, assumptions and may be influenced by a particular context.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 8 of 25 Question Answer Marks 1(a) The author of Document A discusses trophy hunting in South Africa. Identify two surveys used to measure public opinion as given by the author of Document A. The question assesses AO1. Answers to Question 1 can be brief, using short sentences or bullet points. Show a correct answer with ✓ in the text, up to a maximum of two marks. • (Survey by) World Animal Protection/WAP • (Survey by) Humane Society International/Africa/HSI/Africa Do not accept: • Professional Hunters Register • South African government 2 1(b) The authors of Document B discuss trophy hunting in Pakistan. Identify three organisations that have considered Syed Yahya Shah’s proposal, as given by the authors of Document B. The question assesses AO1. Answers to Question 1 can be brief, using short sentences or bullet points. Show a correct answer with ✓ in the text, up to a maximum of three marks. • International Union for Conservation of Nature • Gilgit-Baltistan Forest and Wildlife Department • World Wide Fund (for Nature)/WWF Do not accept: • Bar Valley Community 3

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 9 of 25 Instructions for Question 2 The question assesses AO1. (Research, analysis and evaluation) Answers should be written in continuous prose. There is no requirement for candidates to use technical terms to access any level and candidates will NOT be rewarded for their use unless they link them directly to the assessment made. Annotate clearly in the left-hand margin according to the instructions provided below. There are three aspects to consider when marking the answer: • Identify evidence (AO1a). Candidates should identify a range of types of evidence and give examples. Annotate with T if no example given or EG if type is given and exemplified. T Identify type of evidence. (Without an example) EG Example of type of evidence. • Analyse strengths and weaknesses of evidence (AO1b). Candidates should analyse both strengths and weaknesses of a range of evidence used by the author including an explanation. For limited explanation use + for strength and – for weakness. For clear explanation use EXP + Strength of evidence recognised but with limited explanation. – Weakness of evidence recognised but with limited explanation. EXP Strength or weakness of evidence clearly explained.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 10 of 25 • Evaluate evidence (AO1c). Impact of evidence may be asserted and not explained (A) Evaluation may be attempted but not explained (I ^) (I and ^ are two separate annotations on RM). Candidates may explain the impact of evidence on the author’s argument/perspective (I) and include a judgement of its effectiveness. (I J) A Impact of evidence is asserted and not explained. I ^ Shows undeveloped point of evaluation. Evaluation attempted but not explained. I Evaluation of impact of evidence on argument/perspective. I J Evaluation of impact of evidence on argument/perspective and includes judgement.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 11 of 25 Marking grid for Question 2 Examiners should allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations. AO1 Research, analysis and evaluation AO1a Identify evidence Mark Annotations Identifies a wide range of different types of evidence with examples 5 4 EG or more Identifies a range of different types of evidence with examples 4 3 EG Identifies a limited range of different types of evidence with examples 3 2 EG Identifies a limited range of evidence, using different types or examples 2 2T or 1EG Identifies one type of evidence 1 1T Identification of evidence is not present. No creditable material. 0 No T or No EG AO1b Analyse strengths and weaknesses of evidence Mark Annotations Analyses strengths and weaknesses of a wide range of evidence with clear explanation 5 2 + (or more) and 2 – (or more) with 2 or more EXP Analyses strengths and weaknesses of a range of evidence with clear explanation 4 2 + and 1 – (or opposite) with 1 (or more) EXP Analyses strengths and weaknesses of a range of evidence with limited explanation 3 2 + and 1 – (or opposite) with 0 EXP Analyses strengths or weaknesses of a range of evidence with limited explanation 2 [2+] or [2-] or [1+ and 1-] Explanation of strengths or weaknesses of evidence is limited 1 [1+] or [1-] No analysis is present. No creditable material 0 No + or – or EXP

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 12 of 25 AO1c Evaluate evidence Mark Annotations Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes a range of reasoned judgements 5 2 I (or more) and I J Evaluation includes explanation of the impact of evidence on the argument/ perspective and make a reasoned judgement 4 2 I (or more) Evaluation includes an explanation of the impact of evidence on the argument/ perspective 3 1 I Evaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained 2 1 I ˄ (or more) The impact of evidence on the argument/perspective is asserted and not explained 1 1 A (or more) No evaluation is present. No creditable material 0 No A, I^, I or I J Examiners allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 13 of 25 Question Answer Marks 2 Assess the strengths and weaknesses of the evidence used by the author of Document A to support their argument about banning trophy hunting in South Africa. In your answer, include the impact of the evidence on the author’s argument. Indicative content No set answer is expected, and examiners should be flexible in their approach. Candidates may include some of the indicative content below. • [annotated example] Statistics/Percentages (T) are precise and carry more meaning than rounded data (+). The author gives results from a survey by World Animal Protection the percentages, such as 84% (EG), show just how strong the opposition to trophy hunting is.(EXP). The use of these percentages directly supports the author’s conclusion that public attitudes are changing and so helps convince the reader that trophy hunting in SA should be banned. (I). Strengths • Precise data (e.g. precise figures like 10 900) • Global data – international survey (e.g. WAP and HSI appear to be international organisations) • Named first hand sources (e.g. Dr Matthew Church and Edith Kabesiime are both quoted) • Credible sources – Prof Hunting Reg, Edith Kabesiime both close to the topic and therefore credible. • Authoritative survey data (e.g. WAP survey data seems detailed and well-researched) • Range or variety of sources (e.g. survey data as well as interviews and quotes) • Recent data (e.g. up to 2020) • Knowledgeable author – expertise (e.g. Don Pinnock studies criminology and is a research fellow) • Local author – from SA (Pinnock is from SA) • More than one survey/ Evidence corroborates each other (e.g. both surveys say the same thing) • Wide range of respondents to surveys (e.g. different classes etc.) • Large sample size (e.g. 3599 people surveyed by HIS) • Mixture of both local and global survey data (e.g. international and in SA) • Long – term survey data (2016–2020) 15

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 14 of 25 Question Answer Marks 2 Weaknesses • Lack of balanced evidence (most evidence supports the same view, e.g. the survey data) • Lack of comparison with previous years (e.g. data from 2016–2020 is not compared with other years) • Unsupported claims (e.g. loud and expensive campaigns – no real evidence of this) • Undated statistics (neither survey is dated) • Author’s Lack of experience of wildlife (He is a criminologist) • Relying on subjective opinions of survey respondents, or survey respondents not chosen randomly (we do not know how objective the surveys were) • Some imprecise figures (at least 84%) • Biased experts (Edith Kabesiime may not be a neutral observer as she is a campaigner) • Unsourced data (174 000 animals – we do not know where this data is from)

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 15 of 25 Instructions for Question 3 The question assesses AO1 (Research, analysis and evaluation) and AO3 (Communication). Answers should be written in continuous prose. There is no requirement for candidates to use technical terms to access any level and candidates will NOT be rewarded for their use unless they link them directly to the assessment made. A perspective is made up of argument, evidence and assumptions and may be influenced by a particular context. Annotate clearly in the left-hand margin according to the instructions provided below. There are five aspects to consider when marking the answer: • Identify and compare key components of arguments (AO1a). Candidates should identify a range of key components of arguments from both documents. Annotate with K if key component is identified for one document and C if key component is compared for both documents. K Identification of key component of argument for one document C Comparison of key components from both documents. • Analyse and compare perspectives (AO1b). Candidates should analyse by identifying, describing and explaining the perspectives given in both documents. Identification only (P ^), identification with limited description (P), comparing and describing in both documents (PD) and comparing and explaining in both documents (PE). P ^ Identification of perspectives with no description. P Identification of perspectives with limited description. PD Analyses by comparing and describing perspectives in both documents. PE Analyses by comparing and explaining perspectives in both documents.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 16 of 25 • Evaluate arguments (AO1c). Candidates should aim to evaluate key components of arguments with clearly illustrated and balanced reference to both documents. Evaluation may be unsupported (asserted) (ND). Evaluation includes illustration with reference to both documents. (EVAL) ND Unsupported evaluation of argument. EVAL Evaluation of argument in both documents. • Judgement about argument and perspective (AO1d). Candidates should aim to give a reasoned and supported answer which includes intermediate conclusions and a main conclusion. The judgement may be unsupported (U ^ or U), partly supported (J ^) or clearly reasoned and supported (J) U ^ Unsupported judgement – stated only U Unsupported judgement – with reasoning J ^ Partly supported judgement – with reasoning J Supported judgement – with reasoning • Communication (AO3) A candidate should aim to produce a clearly expressed, well-structured and logical argument that is focused throughout on the question. Structure should include introduction, clear paragraphs and conclusion, should flow and answer the question. Each paragraph should follow on logically and contain a separate point. Each new idea should be clearly indicated – preferably in a new paragraph. ‘Logical’ means that it is easy to follow the argument as there are no sudden changes of direction leading to confusion in the reader. No annotation is required except NAQ to show not linking to the question. The mark should be selected by using the guidance that follows the mark tables. Choose the most appropriate descriptor in the marking grid. NAQ Not answering the question

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 17 of 25 Marking grid for Question 3 – AO1 Research, analysis and evaluation AO1a Identify and compare key components of arguments Mark Annotations Compares a wide range of key components of arguments from both documents 5 3 C or more Compares a range of key components of arguments from both documents 4 2 C Compares a limited range of key components of arguments from both documents 3 1 C Identifies key components of arguments with no comparison 2 2 K or more Limited identification of key components of arguments with no comparison 1 1 K No identification of arguments. No creditable material 0 No K, C AO1b Analyse and compare perspectives Mark Annotations Analyses by comparing and explaining the perspectives given in both documents 5 1 PE or more Analyses by comparing and describing the perspectives given in both documents 4 1 PD or more Identifies and compares both perspectives but with limited description 3 2 P (one for each Doc) Identifies one perspective but with limited description 2 P Identifies one perspective with no description 1 P ^ No identification of perspectives. No creditable material 0 No P^, P, PD or PE

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 18 of 25 AO1c Evaluate arguments Mark Annotations Evaluation of key components of arguments is illustrated by clear, balanced reference to both documents 5 4 or more EVAL (2 or more for each Doc) Evaluation of key components of arguments is illustrated by clear reference to both documents but lacks balance 4 3 or more EVAL (at least one for each Doc) Evaluation of key components of arguments with limited reference to both documents 3 1 or 2 EVAL and refers to both Docs Evaluation of arguments is unsupported (asserted) but refers to both documents 2 2 ND refers to both Docs Evaluation of arguments is unsupported (asserted) and only refers to one document 1 1 ND No evaluation is present. No creditable material 0 No ND or EVAL AO1d Judgement about argument and perspective Mark Annotations Judgement is clearly reasoned and supported. Includes intermediate conclusions and a main conclusion 5 J or J ^ intermediate and J in the final conclusion Judgement is clearly reasoned and supported. Includes either intermediate conclusion(s) or a main conclusion 4 J intermediate or in the final conclusion Judgement is reasoned but is only partly supported. Includes either intermediate conclusion(s) or a main conclusion 3 J ^ intermediate or in the final conclusion Judgement is reasoned but not supported 2 U Judgement is stated without reasons or support 1 U ^ No judgement is made. No creditable material 0 No U^, U, J^ or J

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 19 of 25 AO3 Communication Communication Mark Guidance Produces a clearly written, well-structured and logical argument that is focused throughout on the question 5 Meets the descriptor – and contains no NAQ Produces a clearly written, well-structured argument that links to the question 4 Meets the descriptor Produces a clearly written argument with uneven structure that links to the question 3 Meets the descriptor Produces an argument that lacks clarity and structure and does not always link to the question 2 Meets the descriptor Communication is cursory or descriptive and lacks structure 1 Meets the descriptor No creditable material 0 Meets the descriptor – NAQ throughout Examiners should allocate a mark for each aspect (AO1a, AO1b, AO1c, AO1d and AO3), using the mark descriptors and required annotations.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 20 of 25 Guidance for awarding marks for AO3 in Question 3. Note: ‘clearly written’ refers to the content and the ease of being able to follow the candidates’ argument. It should be thought o f as: ‘clearly expressed’. The quality of handwriting should not be considered as a factor when awarding marks. This is not what clearly written means i n the descriptors. If a candidate makes little attempt to answer the question and there are several instances of NAQ (e.g. was very descriptive or wrote an essay on their own opinion of the subject matter) the maximum score is 2 marks. If a candidate writes very little/ wrote in bullet points/has limited content that addresses the question the maximum score is 2 marks. If a candidate makes no attempt to develop an argument at all, the maximum score is 1 mark. If a candidate writes in continuous prose, expressed themselves clearly and addressed the question, start at 3 marks – then consider if it better fits the descriptions above or below 3 marks. If the answer is not clearly expressed or focused mainly on one document, it lacks clarity and has uneven structure and may only be worth 2 marks. If the answer has an introduction, clear paragraphs, considers both documents in a balanced way, reaches a judgement and generally links to the question it could be worth 4 marks. If the answer contains the criteria for 4 marks above, is logical and has no irrelevant content (No NAQ) it could be worth 5 marks.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 21 of 25 Question Answer Marks 3 The authors of both documents present different arguments and perspectives on the advantages and disadvantages of trophy hunting. Evaluate the arguments of the authors of both documents. In your answer, consider their perspectives and include a reasoned judgement about whether one argument is more convincing than the other. No set answer is expected, and examiners should be flexible in their approach. Candidates may include some parts of the following indicative content. Indicative content – Perspectives There does not need to be adjacent comparison to award PD and PE. If answers meet the descriptor in the table in relation to both documents the rewardable content can appear in different parts of the answer. • [Example only] • Doc A is about perceptions of trophy hunting (P^). Doc B is about the benefits of trophy hunting in Pakistan (P^). • Doc A talks about public attitudes toward trophy hunting in South Africa (P). Doc B talks about how trophy hunting can benefit local communities (P). • Doc A’s perspective is trophy hunting in South Africa should be banned because it is both bad for wildlife and bad for South Africa’s reputation (PD). Doc B’s perspective is different. This perspective has a positive approach to trophy hunting when undertaken in controlled circumstances arguing it can benefit both wildlife and locals (PD). • Doc As author is against trophy hunting in South Africa for two reasons, firstly because public opinion is strongly against the shooting of wild animals for money and he fears South Africa’s reputation will be tarnished if trophy hunting continues. He is also concerned because of the vast numbers of animals killed is both cruel and will negatively impact the conservation of animals. The author uses data from two large surveys undertaken to understand public attitudes toward trophy hunting. The author of Doc B takes the opposite view and is in favour of trophy hunting in specific contexts. This is because there is hard evidence of trophy hunting’s success for wildlife and local communities when the programmes are implemented following scrutiny and evaluation (PE). 25

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 22 of 25 Question Answer Marks 3 Indicative content – Arguments No set answer is expected, and examiners should be flexible in their approach. At each point of comparison, candidate may argue that either Document is stronger, or they are equally strong. Candidates may include some of the following indicative content. • [annotated example]: Relevant evidence – although both documents are supported by evidence, Doc B draws upon a real-world example of trophy hunting that has been validated by expert organisations. The case study of the ibex in the Bar Valley is a proven success, by presenting this to the audience the reader is convinced as the evidence is irrefutable. (EVAL) In contrast, Doc A relies heavily on the opinions of non-experts gathered from two different surveys (C). Although the opinions of South Africans provide important data, it is not rooted in the scientific and detailed approach that underpins the argument about the Bar Valley and consequently Doc A lacks adequate support by comparison. (J) • Balanced argument – Doc B takes a more balanced approach clearly acknowledging the negative views held by those against trophy hunting whereas Doc A is far more dismissive of the counter argument and uses more loaded language e.g. ‘killed a staggering’ and ‘a disgrace to South Africa’. • Ability to observe – both documents make specific reference to areas of the world in which the author or platform is based. The author of Doc A is South African as is the newspaper and the authors of Doc B are from the region and the so is the publication. • Statistics – both documents use statistics that are relevant to their argument and support their perspective. • Language style – Doc A powerfully announces their opinion from the outset ‘Trophy hunting does not contribute to conservation’ the author then continues to develop this emotive issue by engaging with persuasive language ‘senseless killing’ ‘unethical and cruel’ ‘shoot to kill targets’. Doc B is far more considered in its tone and style. • Expert testimony – Doc A is able to offer direct quotations from conservationists and their testimony helps the reader interpret the data from the surveys making the information clear, whereas Doc B relies on a historical summary without explicit quotation from those involved. Candidates may also include any of the following points of comparison in their answer: • B is more balanced than A. (B has more use of counterargument) • A is more global than B. (B makes only brief reference to Africa, but A does discuss international opinion) • B does not have a clear statement of its argument at the opening, but A does. • B has (slightly) less sourced information and use of numerical data than A. (WAP, HSI etc) • A relies more on emotional impact (use of emotive language). • A is more generalisable than B (because B is more focused on one specific place and one animal).

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 23 of 25 Question Answer Marks 3 • Both clearly state arguments in the conclusion. • B uses more formal language (possibly). • Both authors are experienced / knowledgeable. • A has more Quantitative Data than B (but only a little more). • Quantitative Data in A is sourced, in B it is not (surveys are named in A). • Quantitative Data in B has a date, in A it does not (surveys in A are not dated). • Both docs focus mainly on one place, narrow scope (but A may still be more international or generalisable. • Both docs published in local publications (A in SA, B in Pakistan). • B has multiple authors, A does not. • Neither doc has authors with very specific experience in wildlife management or conservation. • Different focus – one on ethics, one on economics. Indicative content – Judgement [annotated example] A candidate may conclude that Doc B is more convincing because the case study presented provides factual evidence that trophy hunting can support local communities and conservation in certain circumstances when such proposals are based on thorough research and expertise. Doc A’s evidence is largely based on public opinion of an emotive issue.(J) A candidate may conclude that Doc A is more convincing because the message delivered is clear and consistent throughout. The clarity of the view is enhanced by highly charged language and this is far more persuasive than the more balanced and considered response offered by the authors of Doc B. Neither Doc A or Doc B is more convincing because both pertain to very specific geographic contexts. It may well be the case that trophy hunting is negative for conservation and locals in South Africa. This does not preclude the possibility that trophy hunting in mountains of Pakistan is positive for both locals and wildlife.

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 24 of 25 Annotation Meaning Correct, creditworthy point. Used in Question 1 only. Incorrect point. Used in Question 1 only T Identify type of evidence. (Without an example) Used in Q2 (AO1a) EG Example of type of Evidence. Used in Q2 (AO1a) + or – Strength or weakness of evidence recognised but with limited explanation. Used in Q2 (AO1b) EXP Strength or weakness of evidence clearly explained. Used in Q2 (AO1b) A Impact of evidence is asserted and not explained. Used in Q2 (AO1c) ^ Shows undeveloped point. Added to other annotations (EVAL, P, J and U in Q2 and Q3) I Evaluation of impact of evidence on argument/perspective. Used in Q2 (AO1c) J Added to I to show the inclusion of a judgement. Used in Q2 (AO1c) K Identification of key component of argument. Used in Q3 (AO1a) C Comparison of key components from both documents. Used in Q3 (AO1a) P Identification of perspectives with limited description. Used in Q3 (AO1b) PD Analyses by comparing and describing perspectives in both documents. Used in Q3 (AO1b) PE Analyses by comparing and explaining perspectives in both documents. Used in Q3 (AO1b) ND Unsupported evaluation of argument. Used in Q3 (AO1c)

9239/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 25 of 25 Annotation Meaning EVAL Evaluation of argument in both documents. Used in Q3 (AO1c) U Unsupported judgement. Used in Q3 (AO1d) J Supported judgement. Used in Q3 (AO1d) Not answering the question. Repetition. When repeating a point as a summary or simply stating another example that does not develop the evaluation. SEEN To show that answers/pages have been assessed. On Page Comment. Used where necessary to clarify a decision. ? Unclear point