Cambridge IGCSE Geography 0460 — 2025 May/June Paper 1 · Variant 1

[Turn over Cambridge IGCSE™ DC (WW/JG) 345213/6 © UCLES 2025 This document has 28 pages. * 5 6 6 6 5 3 2 7 1 8 * GEOGRAPHY 0460/11 Paper 1 Geographical Themes May/June 2025 1 hour 45 minutes You must answer on the question paper. You will need: Insert (enclosed) Calculator Ruler INSTRUCTIONS ● Answer three questions in total, one from each section. ● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● If additional space is needed, you should use the lined pages at the end of this booklet; the question number or numbers must be clearly shown. INFORMATION ● The total mark for this paper is 75. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains additional resources referred to in the questions. LEDCs – Less Economically Developed Countries MEDCs – More Economically Developed Countries ,










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2 0460/11/M/J/25 © UCLES 2025 Section A Answer one question from this section. 1 (a) Study Fig. 1.1, a graph showing information about the main reasons for international migration from four LEDCs in Africa. Key 0 10 20 30 40 50 60 70 80 90 100 work family reasons education other reasons percentage of international migrants (%) country Uganda Kenya Nigeria Senegal Fig. 1.1 (i) What percentage of international migrants from Kenya migrate for work? …% [1] (ii) Complete Fig. 1.1 by plotting the following data for Nigeria: • work 50% • family reasons 20%. [2] * 0000800000002 * ,










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3 0460/11/M/J/25 © UCLES 2025 [Turn over (iii) Compare the reasons for international migration from Senegal and Uganda. Do not use statistics. … … … … … … [3] (iv) Explain why many people from LEDCs migrate to other countries for work. … … … … … … … … [4] * 0000800000003 * ,










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4 0460/11/M/J/25 © UCLES 2025 (b) Study Fig. 1.2, a graph showing information about the population structure of all international migrants from around the world in 2019. male female age (years) 8 6 4 2 0 0 2 4 6 8 10 12 10 12 40–44 45–49 50–54 55–59 60–64 65–69 70–74 75 and over 35–39 30–34 25–29 20–24 15–19 10–14 5–9 0–4 percentage of international migrants (%) Fig. 1.2 (i) Using Fig. 1.2 only, describe the population structure of all international migrants. … … … … … … [3] * 0000800000004 * ,










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5 0460/11/M/J/25 © UCLES 2025 [Turn over (ii) Describe the difficulties which many international migrants experience after they have moved to a new country. … … … … … … … … … … [5] * 0000800000005 * ,










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6 0460/11/M/J/25 © UCLES 2025 (c) For a country you have studied, describe the benefits and problems caused by large amounts of immigration. Name of country … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000006 * ,










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7 0460/11/M/J/25 © UCLES 2025 [Turn over 2 (a) Study Figs. 2.1, 2.2 and 2.3 (Insert), photographs showing different types of service in urban areas. (i) Which photograph shows a low-order service? Fig. … [1] (ii) Put the services shown in Figs. 2.1, 2.2 and 2.3 in order of the size of their sphere of influence. Fig. … largest sphere of influence Fig. … Fig. … smallest sphere of influence [2] (iii) Explain why high-order services need a large threshold population. … … … … … … [3] (iv) Explain why many services are located in the Central Business District (CBD) of urban settlements. … … … … … … … … [4] * 0000800000007 * ,










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8 0460/11/M/J/25 © UCLES 2025 (b) Study Table 2.1, which shows information about the population size and service provision in selected settlements in Wiltshire, a region in the UK. Table 2.1 settlement population supermarkets secondary schools primary schools food shops Chippenham 28 065 3 3 10 11 Calne 13 606 1 2 3 6 Corsham 10 780 1 1 3 7 Bradford-on-Avon 9 326 1 1 2 7 Malmesbury 4 631 1 1 2 5 Box 3 439 0 0 1 2 Hullavington 1 247 0 0 1 1 Sutton Benger 986 0 0 1 0 Great Somerford 737 0 0 1 0 Grittleton 459 0 1 0 0 (i) Using Table 2.1, describe the relationship between the population size and service provision in Wiltshire. Refer to different settlements in your answer. … … … … … … [3] * 0000800000008 * ,










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9 0460/11/M/J/25 © UCLES 2025 [Turn over (ii) Suggest reasons why there is a relationship between the population of settlements and the number of services provided as shown in Table 2.1. … … … … … … … … … … [5] * 0000800000009 * ,










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10 0460/11/M/J/25 © UCLES 2025 (c) Explain the reasons for the growth and functions of a named settlement you have studied. Name of settlement … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000010 * ,










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11 0460/11/M/J/25 © UCLES 2025 [Turn over Section B Answer one question from this section. 3 (a) Study Fig. 3.1, a sketch showing weather instruments. X Fig. 3.1 (i) Name the weather instrument labelled X in Fig. 3.1. … [1] (ii) State two types of weather data which can be obtained by using the instruments shown in Fig. 3.1. 1 … 2 … [2] (iii) Describe a suitable location for the instruments shown in Fig. 3.1. … … … … … … [3] * 0000800000011 * ,









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12 0460/11/M/J/25 © UCLES 2025 (iv) Explain how weather data is obtained from the instruments shown in Fig. 3.1. … … … … … … … … [4] (b) Study Table 3.1, which shows weather data collected at Kakinada, India, for 14 days in September. Table 3.1 date in Sept temperature (°C) humidity (%) atmospheric pressure (mb) wind (km / h) rainfall (mm) maximum minimum 1 33 25 85 1005.4 2 3 2 34 26 81 1005.5 3 0 3 31 25 84 1008 2 4 4 34 26 81 1010 1 0 5 33 26 81 1008.9 1 0 6 33 25 86 1009.3 1 16 7 32 24 82 1008.8 3 0 8 32 26 79 1008.4 2 0 9 33 27 77 1007.5 3 0 10 34 26 74 1007.1 2 0 11 34 25 74 1006.1 1 0 12 30 25 85 1006.1 3 0.9 13 28 24 93 1006.4 3 1 14 28 25 88 1003.9 5 0.3 (i) Identify the dates in September with: the highest range of temperature … the highest atmospheric pressure … the most rainfall. … [3] * 0000800000012 * ,









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13 0460/11/M/J/25 © UCLES 2025 [Turn over (ii) Explain how data about rainfall can be collected for a period of 14 days. … … … … … … … … … … [5] * 0000800000013 * ,









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14 0460/11/M/J/25 © UCLES 2025 (c) For a named area you have studied, describe the impacts of tropical storms. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000014 * ,









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15 0460/11/M/J/25 © UCLES 2025 [Turn over 4 (a) Study Fig. 4.1, a map which shows the distribution of volcanoes. Pacific Nazca Antarctic North American North American Philippine Philippine Caribbean Caribbean South American South American African African Indo- Australian Indo- Australian Iranian Iranian Arabian Arabian Eurasian Eurasian Y X Key plate boundary (edge) direction in which plate is moving volcanoes N Indo-Australian Indo-Australian Fig. 4.1 (i) Identify the compass direction in which the Indo-Australian plate is moving. … [1] (ii) Identify the type of plate boundaries at X and Y. X … Y … [2] (iii) Using Fig. 4.1 only, describe the distribution of volcanoes. … … … … … … [3] * 0000800000015 * ,









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16 0460/11/M/J/25 © UCLES 2025 (iv) Explain why volcanoes are hazardous for people. … … … … … … … … [4] (b) Study Fig. 4.2 (Insert), a photograph of the crater of a volcano on the island of Nisyros, Greece. (i) Describe the characteristics of the crater of the volcano shown in Fig. 4.2. … … … … … … [3] (ii) Explain why people live close to volcanoes. … … … … … … … … … … [5] * 0000800000016 * ,









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17 0460/11/M/J/25 © UCLES 2025 [Turn over (c) Describe the causes of an earthquake in an area you have studied. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000017 * ,









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18 0460/11/M/J/25 © UCLES 2025 Section C Answer one question from this section. 5 (a) Study Fig. 5.1, a graph showing the number of international tourists visiting Boston in the USA between 2009 and 2022. year number of international tourists (thousand) 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 0 500 1000 1500 2000 2500 3000 Fig. 5.1 (i) How many international tourists visited Boston in 2009? … thousand [1] (ii) Describe the impact of the global pandemic in 2020 on the number of tourists visiting Boston in the USA. You should use statistics. … … … … [2] * 0000800000018 * ,









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19 0460/11/M/J/25 © UCLES 2025 [Turn over (iii) Suggest reasons why tourism is important to the local economy of Boston. … … … … … … [3] (iv) Explain two reasons why the number of people visiting tourist destinations may vary during the year. 1 … … … … 2 … … … … [4] * 0000800000019 * ,









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20 0460/11/M/J/25 © UCLES 2025 (b) Study Fig. 5.2 (Insert), a photograph of an area where tourism is important. (i) State three different ways that tourism may damage the natural environment in the area shown in Fig. 5.2. 1 … … 2 … … 3 … … [3] (ii) Suggest how the tourist industry may cause problems for people living in or around the area shown in Fig. 5.2. … … … … … … … … … … [5] * 0000800000020 * ,










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21 0460/11/M/J/25 © UCLES 2025 [Turn over (c) For an area you have studied where the tourist industry is important, describe the attractions of the physical and human landscapes. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000021 * ,









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22 0460/11/M/J/25 © UCLES 2025 6 (a) Study Fig. 6.1, a graph showing information about the percentage of people using different methods of water supply in three settlements in Botswana, an LEDC in Africa. neighbour’s home river river river public standpipe public standpipe public standpipe standpipe in yard standpipe in yard tap in house tap in house standpipe in yard tap in house neighbour’s home neighbour’s home 0 20 40 60 80 100 percentage of households (%) settlements and types of main water sources used by households Ikoga Matlapana Maun Fig. 6.1 (i) What percentage of households in Matlapana obtain their water from rivers? …% [1] (ii) Suggest two problems for households which rely on water from rivers. 1 … … 2 … … [2] * 0000800000022 * ,









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23 0460/11/M/J/25 © UCLES 2025 [Turn over (iii) Compare the methods used by households in Ikoga and Maun to obtain their water. Do not use statistics. … … … … … … [3] (iv) Explain why it is important to improve water supplies in LEDCs. … … … … … … … … [4] * 0000800000023 * ,









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24 0460/11/M/J/25 © UCLES 2025 (b) Study Fig. 6.2 (Insert), maps showing the use of water for agriculture, industry and domestic purposes. (i) Using Fig. 6.2 only, compare the percentages of water used for domestic purposes in Africa and Australasia. You should use statistics. … … … … … … [3] (ii) Explain why the percentage of water used in agriculture and in industry varies between countries. … … … … … … … … … … [5] * 0000800000024 * ,









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25 0460/11/M/J/25 © UCLES 2025 (c) Transnational corporations (TNCs) operate in many parts of the world. Describe the impacts of a TNC on the people and natural environment in a named country you have studied. Name of transnational corporation (TNC) … Name of country … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000025 * ,









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26 0460/11/M/J/25 © UCLES 2025 Additional page If you use the following page to complete the answer to any question, the question number must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … … * 0000800000026 * ,









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27 0460/11/M/J/25 © UCLES 2025 Additional page If you use the following page to complete the answer to any question, the question number must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … … * 0000800000027 * ,









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28 0460/11/M/J/25 © UCLES 2025 The boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply official endorsement or acceptance by Cambridge Assessment International Education concerning the legal status of any country, territory, or area or any of its authorities, or of the delimitation of its frontiers or boundaries. 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. Additional page If you use the following page to complete the answer to any question, the question number must be clearly shown. … … … … … … … … … … … … … … … … … … … … * 0000800000028 * ,









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This document consists of 22 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ GEOGRAPHY 0460/11 Paper 1 Geographical Themes May/June 2025 MARK SCHEME Maximum Mark: 75 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 May/June 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 22 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside 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. 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.

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 22 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 standardisation 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. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct point Incorrect point Repetition More information required Just enough information to answer the question Development Highlighter Highlighting areas of text Open bracket Close bracket Example Level one Level two Irrelevant, a significant amount of material that does not answer the question Two statements are linked Horizontal Wavy line that can be expanded to highlight parts of the response. Often used with another annotation such as Vertical Wavy line that can be expanded to highlight parts of the response. Often used with another annotation such as Page or response seen by examiner

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 22 Each question carries 25 marks. Candidates cannot earn above the maximum marks available within each sub section. The mark scheme attempts to give guidance about the requirements of each answer and lists a number of responses, which will earn marks along with the general principles to be applied when marking each question. It should be noted that candidates can earn marks if their answers are phrased differently provided they convey the same meaning as those in the mark scheme. The candidates do not need to use the same wording to earn marks. The notation ‘etc.’ at the end of an answer in the mark scheme signifies that there may well be other correct responses or examples that can be given credit. Providing the statement is true, relevant to the question asked and not repetition of a previous point made credit should be given. A point made within one sub-section which is an answer to the question set in a different sub-section should not be given credit as each sub-section asks different questions which require independent answers. The mark scheme uses semi colons (;) to separate marks and diagonals to separate alternative answers. During coordination the mark scheme is modified to add points agreed after discussion or to delete any points not allowed. All examiners should ensure that their modified scheme is fully up to date before marking begins. Marking Mechanics. Point marking is used for sections (a) and (b) of each question, although marks are available in specified questions for development of appropriate points. Ticks should be used to clearly indicate where a mark has been allowed. Where a development point has been allowed the symbol ‘DEV’ should be placed adjacent to the tick. The number of ticks should always be equal to the total number of marks awarded. Only one development mark for each mark scheme point please. Where a candidate makes a point which is not quite sufficient for credit an upturned ‘V’ insert symbol should be used. If after careful consideration a mark is awarded which gives ‘benefit of doubt’ to the candidate, the letter ‘J’ should be placed adjacent to the tick (i.e. the candidate has ‘just’ achieved the mark). Crosses are acceptable to signify wrong answers and the letters ‘IRRL’ should be used to indicate those which are irrelevant. Levels of response marking is used for section (c) of each question. Thus, it is the quality of the response that determines which level an answer has achieved rather than the quantity of statements contained within it. However, once assigned to a level the mark achieved within that level is determined by the number of points made. Levels 1 and 2 are distinguished by whether statements are simple (level 1) or developed/elaborated (level 2). A candidate can immediately enter Level 2 by making developed points without making any Level 1 statements. To achieve Level 3 a candidate must have already reached the top end of Level 2 – in addition their answer should have a clear example and if the answer is place specific it should have place specific detail too (7 marks). Highlight place specific detail. Where statements are assigned levels by the examiner this should be indicated by the use of L1 and L2 next to the statements. Ticks should not be used on answers that are marked using levels of

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 22 response marking. L1 annotation should be removed once a L2 is awarded for an answer. L3 annotation is not used. There is no need for a summary level at the end of a response. Summary: Level 1 (1 to 3 marks): 1 simple statement (1 mark) 2 simple statements (2 marks) 3 simple statements (3 marks) Level 2 (4 to 6 marks): 1 developed statement (4 marks) 2 developed statements (5 marks) 3 or more developed statements with e.g. (6 marks) Level 3 (7 marks) 3 or more developed statements + named example with at least one piece of place specific detail. Note. The following guidelines apply when case studies are required in part (c) questions: 1 Level 2 statements must be developed/elaborated or related relevant ideas need to be linked. 2 The use of statistics is not an acceptable form of development, thus a simple statement with statistics is a Level 1 statement. The use of statistics alone cannot be credited as an alternative to a L1 written statement. 3 Place specific information is required as part of the criteria to achieve a Level 3 answer. This could relate to the location of the case study chosen or aspects of the study which make it authentic rather than simply generic (e.g. named places within the area, other specific factual detail, relevant statistics etc.). Requirements of each study will vary and your Team Leader will provide guidance. Please note that: • if the case study requires a country name the name of the continent in which it is located is not sufficient for the place specific requirement, however with more precision it would be acceptable (e.g. ‘Nigeria, located in Africa’ is not sufficient but ‘Nigeria, located in West Africa’ is sufficient). • if the case study requires the name of an area/town or city the name of the country in which it is located is not sufficient for the place specific requirement, however with more precision it would be acceptable (e.g. ‘Mumbai, located in India’ is not suff icient but ‘Mumbai, located in Western India’ is sufficient).

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 22 Question Answer Marks 1(a)(i) 62–62.2 1 mark 1 1(a)(ii) On Fig. 1 1 mark for dividing line at 50 (credit at 20 if reversed – max 1) 1 mark for correct shading/order (diagonal lines must go in correct direction) 2 @ 1 mark 2 1(a)(iii) Ideas such as: Senegal has more people migrating for work; Uganda has more people migrating for family reasons; Uganda has more people migrating for education; Uganda has more people migrating for other reasons; Or vice versa Note: Need comparative idea. 3 @ 1 mark 3 1(a)(iv) Ideas such as: There is not much paid work in home country/there is more/greater variety work in MEDCs/less unemployment in MEDCs; Work is low paid in home country/high paid in MEDCs/less likely to be exploited; Work perks are better/subsidised healthcare costs/accommodation provided/pensions; In home country many are subsistence farmers/jobs in LEDCs may only be in agriculture/people may wish to move to work in other sectors of employment/tourism/services/work in factories; Transport links for commuting/getting to work; Learn skills/use their skills by migrating to MEDCs; It enables them to send remittances back home; To set up businesses; Better working conditions/safety standards; Etc. Note: Assume answer is relating to LEDCs unless otherwise stated. 4 @ 1 mark 4 1(b)(i) Ideas such as: Balanced gender; More male than female of working age; More females in older age bands; More of working age/20–59/economically active; Largest percentage are in 30s/30–34; Fewer children/elderly/dependents; Lowest from 0–4; 3 @ 1 mark 3

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 22 Question Answer Marks 1(b)(ii) Ideas such as: Finding somewhere to live/can’t afford/high price of housing; Some may have to live in poor quality housing(dev); High cost of living/can’t afford food/schooling/healthcare/food; Language problems; May affect ability to access employment/healthcare/prevent children understanding lessons (dev); Jobs are hard to obtain; Low paid/dirty jobs/exploitation (dev); (Racial/religious) discrimination/hostility; People complain about them taking their jobs; Away from family/friends/don’t know people/feeling isolated/homesick; Hard to adapt to/get used to different religion/culture shock/own culture not accepted by locals; Threat of deportation/difficult to get legal documents/visa/can’t get citizenship; 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 22 Question Answer Marks 1(c) Levels marking Level 1(1–3 marks) Statements including limited detail which describe the benefits and/or problems caused for a country by large amounts of immigration Level 2(4–6 marks) Uses named example. More developed statements which describe the benefits and/or problems caused for a country by large amounts of immigration (Note: Max 5 if no named or inappropriate example.) Level 3(7 marks) Uses named example. Comprehensive and accurate answer which describes the benefits and problems caused for a country by large amounts of immigration, including some place specific reference. Content Guide: Benefits: Provide workers/skills Will accept low pay/dirty jobs Will pay taxes Multi-cultural society/more diverse culture Set up services (or example – food outlet, restaurant) etc. Provides a larger market/demand for local production/sales/services or example such as schools More economic development/GNP/national income/contribute to economy/country gets more money Etc. Problems: Pressure on/need to provide more food supplies Cost of/need for providing temporary accommodation/new housing/problems caused by street dwellers/squatter settlements develop High unemployment levels/financial support for unemployed Conflicts with/resentment of local population Cost/time/difficulty of processing immigrants Need for patrols/rescue boats Specified crime Pressure on healthcare/education etc. Note: answers must relate to problems for the country rather than for the migrants to avoid overlap with (b)(ii) Place specific reference is likely to consist of: Named parts/settlements of the chosen country, Population data Migration data etc. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 22 Question Answer Marks 2(a)(i) Fig. 2.2 1 mark 1 2(a)(ii) 2.3 2.1 2.2 All 3 in correct order = 2 marks 1 or 2 correct = 1 mark 0 correct = 0 marks 2 @ 1 mark 2 2(a)(iii) Ideas such as: The service is profitable/viable/keep the service running; They are used infrequently/one-time purchases/more specialised services/goods; Items are high cost; Cost more money to run; 3 @ 1 mark 3 2(a)(iv) Ideas such as: Many customers visit the CBD; Their turnover will be greater/make more profit; CBD is accessible/transport routes/roads meet in CBD; Many people who work in CBD provide additional market for services; CBD has designated locations for services/shopping malls; People may use the services when visiting others or example/visit multiple companies; Other services of the same type are located there/people can compare goods/prices; Etc. 4 @ 1 mark 4 2(b)(i) Ideas such as: Positive relationship/generally the greater the population size the more services; Chippenham has most services and the largest population; Grittleton has the smallest population and the least number of services; Two named comparative examples comparing population size and services (accept double/triple the amount); Etc. 3 @ 1 mark 3

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 22 Question Answer Marks 2(b)(ii) Ideas such as: Larger settlements (or example) are able to support/have a demand for/need more services/meet the threshold population; Many people live in larger settlements to take advantage of the services there; Will not have to take children a long way to school (dev); Services will not be viable/make a loss/less profitable if there are few people; Larger settlements (or example) have a larger sphere of influence; People will travel from elsewhere to use services in larger settlements (or example); Many people will travel to work in larger settlements (or example) and use their services; Larger settlements (or example) are better served by transport network so people will be able to travel there to use services; Etc. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 22 Question Answer Marks 2(c) Levels marking Level 1(1–3 marks) Statements including limited detail which explain the reasons for the growth and/or functions of a settlement Level 2(4–6 marks) Uses named example. More developed statements which explain the reasons for the growth and/or functions of a settlement (Note: Max 5 if no named or inappropriate example.) Level 3(7 marks) Uses named example. Comprehensive and accurate statements which explain the reasons for the growth and functions of a settlement with some place specific reference. Content Guide: Answers will depend on the functions of the chosen settlement which may include: Port Capital city Industrial town Route centre Market town Administrative centre Tourist resort Etc. Reasons referred to may include: Accessibility Raw material/power availability Scenic attractions Surrounding land uses/land availability Etc. Place specific reference is likely to consist of: Locational details Specific details of land uses related to the function Named parts of settlement etc. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 22 Question Answer Marks 3(a)(i) Anemometer 1 mark 1 3(a)(ii) Wind speed Wind direction 2 @ 1 mark 2 3(a)(iii) Ideas such as: On roof/at a high point/on top of a pole/top of a hill; Away from trees; Away from buildings/not between buildings; In an open space; In an area which is fenced/secure; 3 @ 1 mark 3 3(a)(iv) Ideas such as: (Anemometer/cups) turned/spun by the wind; Number of rotations/wind speed displayed/read the figure displayed; Data sent to computer; Arrow (on wind vane) is blown/moved/turned by wind; Observe compass direction/N/S/W/E; Arrow points to where wind blows from; Etc. 4 @ 1 mark 4 3(b)(i) 11th Sept = the highest range of temperature 4th September = the highest atmospheric pressure 6th Sept = the most rainfall 3 @ 1 mark 3 3(b)(ii) Ideas such as; Use rain gauge; Place in an open/unsheltered area/flat land/stable ground; Away from trees/buildings; Sunk/anchored into the ground/protrudes above ground level/30cm to 1 metre above the ground/slightly above the ground; Check daily/after 14 days; Check at same time each day; Melt any snow/ice in funnel; Pour/put water from rain gauge into measuring cylinder; Take measurement from cylinder/from scale on side; Measure at eye level; Empty water after measuring it; Etc. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 22 Question Answer Marks 3(c) Levels marking Level 1(1–3 marks) Statements including limited detail which describe the impacts of tropical storms. Level 2(4–6 marks) Uses named example. More developed statements which describe the impacts of tropical storms. (Note: Max 5 if no named places included.) Country = Max 5 unless small Caribbean is ok. Level 3(7 marks) Comprehensive and accurate statements describe the impacts of tropical storms including reference to named places. Content Guide: Answers are likely to refer to: Death/injury Damage to settlements/property/houses/roof slates blown off/chimneys collapse/homelessness Carpets ruined/possessions destroyed Need to evacuate Flooding Roads damaged/flooded/access prevented/cars damaged Water borne disease/cholera Workplaces damaged/closed/people unable to work/fishing industry/port activity disrupted Schools/shops/churches (or another specific example) damaged Electricity cut off Water supplies polluted Damage to boats Cost of rebuilding Dependence on welfare/aid Crops/livestock/farmland destroyed/salination of soils/soil washed away Fires caused (by lightning) Etc. Place specific reference is likely to consist of: Locational details, Specific details of the flood/impacts Statistics/date etc. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 14 of 22 Question Answer Marks 4(a)(i) North/South to North 1 mark 1 4(a)(ii) X = divergent/constructive Y = convergent/destructive 2 @ 1 mark 2 4(a)(iii) Ideas such as: Linear; Clustered; On/near plate boundaries; Max 2 marks for examples of named plates or areas e.g.: around Pacific Ocean/Pacific Ring of Fire/Ring of Fire; Centre of Atlantic Ocean/between North American and African Plate; Western N/S America/between North American and Pacific plate/between Nazca and South American Plate; Eastern/south/southeast Asia/between Pacific, Indo Australian and Philippine plates; East Africa/between African and Arabian Plate; Southern Europe/between Eurasian and African Plates etc. Note: For plate references location between two named plates required. 3 @ 1 mark 3 4(a)(iv) Ideas such as: (Hot/molten) lava/lava flows; Volcanic bombs; Poisonous/toxic gases/or e.g. sulfur dioxde; Nuée ardente/pyroclastic flow; Lahars; Mudslides/flows; Ash clouds/in atmosphere/hot ashes; People killed/injures/burns/suffocation; Homes/Housing/property damaged/homelessness; Damage to specified other buildings e.g. church, school, hospital etc. (Max 1); Farmland/crops destroyed/famine/starvation; Roads blocked; Respiratory issues; Water sources polluted; Etc. 4 @ 1 mark 4

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 15 of 22 Question Answer Marks 4(b)(i) Ideas such as: Steep sides/slopes; Bare rock/no vegetation/no plants; White/cream/grey/light coloured rock; Flat base/centre/bottom of crater; Rounded shape/circular/oval; Outer wall/sides/slope appears crumbly/loose rocks/cracks in rock; Stones/rocks on the crater floor; 3 @ 1 mark 3 4(b)(ii) Ideas such as: Employment in tourist industry; Scenic beauty; Fertile soils; High yield of crops/sold to increase income (dev); Mining/quarrying or e.g. diamonds, sulphur etc.; Geothermal power/hot water/springs; A renewable form of energy (dev); Pressure on living space; Cannot afford to move; Friends/family live there; They have lived there all their lives/sentimental attraction; Confidence in precautions/feel safe; People are warned in advance of eruptions (dev); Prepared to take risk/don’t erupt often/extinct/dormant; Scientists live there to study/monitor the volcano; Mineral water/filtered water; Etc. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 16 of 22 Question Answer Marks 4(c) Levels marking Level 1(1–3 marks) Statements including limited detail which describe the causes of an earthquake. Level 2(4–6 marks) Uses named example Developed statements which describe the causes of an earthquake. (Note: Max 5 if no named or inappropriate example.) E.g. Haiti/Nepal (Iceland/Indonesia/Japan not acceptable) Level 3(7 marks) Comprehensive and accurate statements which describe the causes of an earthquake, including some place specific reference. Content Guide: Causes: Location on plate boundary Plate movement Pressure build up Friction Pressure release Seismic waves travel through crust Etc. Place specific reference is likely to consist of: Locational details Specific details of earthquake/date/time/depth Names of plates Statistical information. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 17 of 22 Question Answer Marks 5(a)(i) 1850–1890 (thousand) 1 mark 1 5(a)(ii) Reduction/decrease (in number of tourists); From 2680/2700 thousand to 700/710 thousand/by 2000/2030 thousand/by a quarter. 2 @ 1 mark 2 5(a)(iii) Ideas such as: Work available/or e.g./unemployment reduced; Lowers poverty; Businesses/services get more trade/income; Multiplier effect/more money circulating/brings money to area/income for Boston/GNP/GDP/GNI increases; Improvements to access/transport/roads/airport/rail/ports; Taxation of tourists invested into economy/more tourists pay tax; Etc. 3 @ 1 mark 3 5(a)(iv) Ideas such as: Differences in temperature (1) more tourists when it is hot/cooler (2); Differences in precipitation (1) more tourists when it is dry (2); In some tourist/mountain areas more tourists when it snows (1) so they are able to go skiing (2); Impacts of school holidays/international holidays/work/factory closure (1) more tourists as parents can take children away (2); There will be more tourists during special events (1) e.g. festivals (2); At some times of year attractions are closed; Price of ticket/flights/accommodation variations (1) more people book when cost is less (2); Avoid hurricane season (1); Etc. Note: One mark for the identification of each reason and the second mark for an explanation. 2 @ 2 marks 4

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 18 of 22 Question Answer Marks 5(b)(i) Ideas such as: Clearance of vegetation/deforestation; Damage to flora/plants/flowers; Litter/rubbish; Water pollution/oil spills; Noise pollution; Air pollution; Fish/marine life scared/overfishing/fish stocks reduced; Kill/injure wildlife; Loss of habitat; Damage food chains; Reduced biodiversity; Etc. 3 @ 1 mark 3 5(b)(ii) Ideas such as: Noise; Loss of privacy; Drunken/anti-social behaviour; Specified crime; Some tourists wear inappropriate/offensive clothing or e.g.; Racism/discrimination; Litter/rubbish/trash; Traffic congestion; Lots of people/crowds in shops/pavements; Some areas become private/inaccessible; Seasonal employment; Low pay/long hours/exploitation of workers; Loss of farmland; Loss of local housing areas/accommodation used for tourists not locals/less land to build houses; Decline of services which focus on local people; Air pollution causes asthma/breathing difficulties; Water pollution reduces fish stocks/contaminates water supplies/can’t fish for income; Pressure on/tourists given priority for water supplies/electricity; Increase in prices/cost of living/inflation; Culture clashes/westernisation of culture/dilution of culture; Visual pollution; Etc. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 19 of 22 Question Answer Marks 5(c) Levels marking Level 1(1–3 marks) Statements including limited detail which describe the attractions of the physical and/or human landscape of an area where tourism is important. Level 2(4–6 marks) Uses named example. More developed statements which describe the attractions of the physical and/or human landscape of an area where tourism is important. (Note: Max 5 if no named or inappropriate example.) Country – ok if small e.g. St Lucia/Barbados. Level 3(7 marks) Uses named example. Comprehensive and accurate statements which describe the attractions of the physical and human landscape of an area where tourism is important including some place specific reference. Content Guide: Physical landscape: Mountains Lakes Rivers/waterfalls Beaches Cliffs Coral reefs Tropical vegetation Etc. Human landscape: Historical buildings Restaurants Theme parks Hotel Museums Piers Harbours/marinas Etc. Note: Accept appropriate activities as development of the physical or human landscape e.g. mountains with hiking trails. Place specific reference is likely to consist of: Locational details; Names of places/buildings within chosen area Specific details. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 20 of 22 Question Answer Marks 6(a)(i) 6 (%) 1 mark 1 6(a)(ii) Ideas such as: River may sometimes dry up/drought/cannot collect water all year round; Water could not be safe/not clean/polluted/carry disease/people may use river for (human) waste disposal/animals may graze close to it; Difficulty of/time taken to carry water back home/some people live too far away from rivers; Etc. 2 @ 1 mark 2 6(a)(iii) Ideas such as: Ikoga has greater percentage from neighbours homes; Ikoga has greater percentage from river; Ikoga has greater percentage from public standpipes; Maun has greater percentage from standpipes in yard; Maun has greater percentage from taps in houses; Etc. 3 @ 1 mark 3 6(a)(iv) Ideas such as: Water is a basic need/has to be safe to drink; Providing clean drinking water reduces death rate/people live longer; Reduces likelihood of cholera/typhoid/water borne disease; People need water to be fit to work/be productive; Water is needed for good sanitation/it is needed for cleaning/hygiene; Cooking food; Reduces need to walk a long way/time taken to collect water; Children can go to school as don’t have to collect water; Improved irrigation/agriculture/improve food supplies; Needed for industry/power generation; Etc. 4 @ 1 mark 4 6(b)(i) Ideas such as: Australasia has generally lower/Africa higher; More varied in Africa; Nothing higher than 15%/16–30% in Australasia but in Africa some parts over 61%/all of Australasia is less than 15%/16–30% but in Africa some parts are below 15% and others over 61%/only one country in Australasia is 16–30% whereas many are in Africa (MAX 1 statistics); 3 @ 1 mark 3

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 21 of 22 Question Answer Marks 6(b)(ii) Ideas such as: Importance of industry and agriculture sectors varies from country to country/depends on how much industry/agriculture is in the country; Industry is more important in Europe/Agriculture is more important in Africa (or other valid examples) (dev); Agriculture more important in LEDCs/industry more important in MEDCs; In many LEDCs many people are subsistence farmers (dev); In MEDCs most agricultural produce is imported; In MEDCs skills/finance/technology is available for industry/in LEDCs skills/finance/technology is not available for industry (dev); More irrigation is needed in countries with low amounts of precipitation; Etc. Note: No max reserved for agriculture or industry. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 22 of 22 Question Answer Marks 6(c) Levels marking Level 1(1–3 marks) Statements including limited detail which describe impacts of a TNC on people and/or natural environment. Level 2(4–6 marks) Uses named example. More developed statements which describe impacts of a TNC on people and/or natural environment. (Note: Max 5 if no named or inappropriate example.) Level 3(7 marks) Comprehensive and accurate statements which describe impacts of a TNC on people and natural environment, including place specific reference. Content Guide: Answers are likely to refer to: Employment Development of skills/expertise Multiplier effect Higher taxation yield for government Infrastructure development Transport improvements Exploitation of workforce Economic growth Exploitation of workforce Negative impact on local producers Specified pollution Loss of vegetation Etc. Place specific reference is likely to consist of: Locational details, Specific details of TNC etc. 7