Cambridge IGCSE Geography 0460 — 2025 Oct/Nov Paper 1 · Variant 1

0000800000001 * DFD Cambridge Assessment ~T International Education il Cambridge IGCSE™ CANDIDATE NAME Ee CENTRE CANDIDATE NUMBER NUMBER GEOGRAPHY 0460/11 Paper 1 Geographical Themes October/November 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 e The total mark for this paper is 75. e The number of marks for each question or part question is shown in brackets [ ]. e The insert contains additional resources referred to in the questions. LEDCs — Less Economically Developed Countries MEDCs - More Economically Developed Countries This document has 28 pages. Any blank pages are indicated. DC (WWIFC) 345292/4 @UCLES 2025 [Turn over L _

2 0460/11/O/N/25 © UCLES 2025 Section A Answer one question from this section. 1 (a) Study Fig. 1.1 (Insert), showing average annual population growth rates between 1950 and 2100 (estimated). (i) Identify the average annual population growth rate of the USA. …% [1] (ii) Put the following four countries in rank order according to their average annual population growth rates. Angola Australia China Peru … highest … … … lowest [2] (iii) Describe the distribution of countries where the population is decreasing. … … … … … … [3] (iv) Explain why there has been a reduction in population growth rates in some countries. … … … … … … … … [4] * 0000800000002 * ,










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3 0460/11/O/N/25 © UCLES 2025 [Turn over (b) Study Fig. 1.2, a graph showing information about the population of MEDCs and LEDCs between 2015 and 2040 (estimated). MEDCs LEDCs 0 2015 2020 2025 year 2030 2035 estimated 2040 1000 2000 total population (million) 3000 4000 Fig. 1.2 (i) Compare the expected changes in the total population of MEDCs and LEDCs between 2015 and 2040. You should refer to years and use statistics in your answer. … … … … … … [3] * 0000800000003 * ,










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4 0460/11/O/N/25 © UCLES 2025 (ii) Describe the problems experienced in countries as a result of high rates of population growth. … … … … … … … … … … [5] * 0000800000004 * ,










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5 0460/11/O/N/25 © UCLES 2025 [Turn over (c) For a named country you have studied, describe a policy used to influence its population growth rate. Name of country … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000005 * ,










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6 0460/11/O/N/25 © UCLES 2025 2 (a) Study Fig. 2.1 (Insert), a map showing information about settlements in Extremadura, a region of Spain (an MEDC in Europe). (i) How many settlements with a population of over 20 000 are there in the Extremadura region? … [1] (ii) Using Fig. 2.1 only, describe the hierarchy of settlements in the Extremadura region. … … … … [2] (iii) Use the following words to fill in the table to show likely differences in service provision in the settlements labelled X and Y in Fig. 2.1. convenience few high low many specialist settlement X settlement Y amount of services … … order of services … … type of services … … [3] (iv) Explain why the sphere of influence of settlement Z is likely to be large. … … … … … … … … [4] * 0000800000006 * ,










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7 0460/11/O/N/25 © UCLES 2025 [Turn over (b) Study Figs. 2.2, 2.3 and 2.4 (Insert), photographs showing settlements with different functions. (i) Using evidence from Figs. 2.2, 2.3 and 2.4 only, identify the functions of each settlement. Choose your answers from the following list. commercial cultural industrial mining port tourism Fig. 2.2 … Fig. 2.3 … Fig. 2.4 … [3] (ii) Describe and explain the service provision in tourist resorts. … … … … … … … … … … [5] * 0000800000007 * ,










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8 0460/11/O/N/25 © UCLES 2025 (c) For a named settlement, state its main function and explain why it has this function. Name of settlement … Main function … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000008 * ,










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9 0460/11/O/N/25 © UCLES 2025 [Turn over BLANK PAGE * 0000800000009 * ,










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10 0460/11/O/N/25 © UCLES 2025 Section B Answer one question from this section. 3 (a) Study Fig. 3.1 (Insert), a photograph of an area of sand dunes. (i) Describe the location of the sand dunes shown in Fig. 3.1. … … [1] (ii) Which two of the following statements best describe the area of sand dunes shown in Fig. 3.1? Tick (3) the two correct statements in the table. tick (3) bare sand with no vegetation growing flat land with a wave cut platform lowland area with gentle slopes mainly covered by marram grass with some patches of sand steeply sloping uplands [2] (iii) Suggest how the sand dunes shown in Fig. 3.1 were formed. … … … … … … [3] * 0000800000010 * ,










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11 0460/11/O/N/25 © UCLES 2025 [Turn over (iv) The process of longshore drift is occurring along the beach shown in Fig. 3.1. Describe the process of longshore drift. … … … … … … … … [4] (b) Study Fig. 3.2 (Insert), a photograph of a coastline with bays and headlands. (i) Describe the characteristics of the headlands shown in Fig. 3.2. … … … … … … [3] (ii) Suggest how the bay and headlands shown in Fig. 3.2 have been formed. … … … … … … … … … … [5] * 0000800000011 * ,









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12 0460/11/O/N/25 © UCLES 2025 (c) For a named coastal area you have studied, describe the hazards faced by people as a result of natural processes. Name of coastal area … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000012 * ,









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DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN - 4 —~— plate boundary (edge) «— direction in which plate is moving Fig. 4.1 (i) Which plate is labelled ‘Xx’? Tick (V) the correct answer in the table. tick (V) Arctic Asian Eurasian European Russian [1] (ii) On Fig. 4.1 label the following: * aconstructive (divergent) plate boundary where a volcano may erupt (label with ‘V’) * a conservative (transform) plate boundary where an earthquake may occur (label with ‘E’). [2] | ©UCLES 2025 0460/11/0/N/25 [Turn over |

14 0460/11/O/N/25 © UCLES 2025 (iii) Explain why earthquakes occur on conservative (transform) plate boundaries. … … … … … … [3] (iv) Describe two methods which people use to make buildings ‘earthquake proof’. For each method explain how it makes the building safer during an earthquake. 1 … … … … 2 … … … … [4] * 0000800000014 * ,









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15 0460/11/O/N/25 © UCLES 2025 [Turn over (b) Study Fig. 4.2 (Insert), a map showing information about an eruption of Mayon Volcano in the Philippines in January 2018. (i) Using Fig. 4.2 only, identify three hazards caused by the eruption of Mayon Volcano. 1 … 2 … 3 … [3] (ii) Fig. 4.2 shows many settlements in the area around Mayon Volcano. Suggest reasons why many people live in such a hazardous area. … … … … … … … … … … [5] * 0000800000015 * ,









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16 0460/11/O/N/25 © UCLES 2025 (c) Describe the impacts of an earthquake which occurred in a named area you have studied. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000016 * ,









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17 0460/11/O/N/25 © UCLES 2025 [Turn over BLANK PAGE * 0000800000017 * ,









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18 0460/11/O/N/25 © UCLES 2025 Section C Answer one question from this section. 5 (a) Study Fig. 5.1 (Insert), a photograph of a manufacturing industry. (i) Which of the following is the correct definition of manufacturing industry? Tick (3) the correct answer in the table. tick (3) extracting raw materials from mines and quarries making things by changing raw materials into finished products putting together parts or components to make finished products using advanced technology to make hi-tech products [1] (ii) Describe two features of the manufacturing industry shown in Fig. 5.1. 1 … … 2 … … [2] (iii) Using evidence from Fig. 5.1 only, suggest three reasons why the manufacturing industry has been built in this rural location. 1 … … 2 … … 3 … … [3] * 0000800000018 * ,









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19 0460/11/O/N/25 © UCLES 2025 [Turn over (iv) Explain why the location of raw materials is an important factor when the site is chosen for some manufacturing industries. … … … … … … … … [4] * 0000800000019 * ,









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rill (b) Study Fig. 5.2, which shows information about the sources of two different types of atmospheric pollution in and around Dhaka, Bangladesh (an LEDC in Asia). carbon monoxide Key source of atmospheric pollution vehicles aa energy generation BQ agriculture | industry sulfur dioxide Fig. 5.2 (i) Using Fig. 5.2 only, compare the sources of carbon monoxide and sulfur dioxide in and around Dhaka. Do not use statistics. | ©UCLES 2025 x 7 0460/11/O/N/25 _] DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

21 0460/11/O/N/25 © UCLES 2025 [Turn over (ii) Explain why many countries are attempting to reduce levels of atmospheric pollution. … … … … … … … … … … [5] * 0000800000021 * ,









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22 0460/11/O/N/25 © UCLES 2025 (c) For a named area you have studied, explain how an economic activity is managed to reduce risks to the natural environment. Name of area … Economic activity … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000022 * ,









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23 0460/11/O/N/25 © UCLES 2025 [Turn over 6 (a) Study Fig. 6.1 (Insert), which is a photograph of an area in the UK where commercial farming takes place. (i) Define ‘commercial farming’. … … [1] (ii) Describe the natural features of the landscape shown in Fig. 6.1. … … … … [2] (iii) Suggest how the natural features of the landscape shown in Fig. 6.1 are likely to influence agricultural land use. … … … … … … [3] (iv) Describe methods used by commercial farmers to increase their output of crops and livestock. … … … … … … … … [4] * 0000800000023 * ,









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24 0460/11/O/N/25 © UCLES 2025 (b) Study Fig. 6.2, a graph showing production of sugar cane in South Africa (an MEDC) between 2001 and 2022. Fig. 6.2 (i) Describe the changes in the production of sugar cane in South Africa between 2001 and 2022. You should refer to years and use statistics. … … … … … … [3] * 0000800000024 * ,









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25 0460/11/O/N/25 © UCLES 2025 [Turn over (ii) Suggest why the amount of sugar cane production varies from year to year. … … … … … … … … … … [5] * 0000800000025 * ,









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26 0460/11/O/N/25 © UCLES 2025 (c) For a named country or area you have studied, describe the problems caused by food shortages. Name of country or area … … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000026 * ,









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27 0460/11/O/N/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/O/N/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. … … … … … … … … … … … … … … … … … … … … 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. * 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 October/November 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 October/November 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 October/November 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 3 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 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 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 ‘IR’ 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 (L1) or developed/elaborated (level 2). A candidate can immediately enter L2 by making developed points without making any L1 statements. In order to achieve L3 a candidate must have already reached the top end of L2 – in addition their answer should have a clear example and if the answer is place specific as well (7 marks). Highlight place specific detail.

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 22 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 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, so a simple statement with statistics is a Level 1 statement. The use of statistics alone can 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.). – 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 sufficient but ‘Mumbai, located in Western India’ is sufficient).

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 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 Unclear information Page or response seen by examiner

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 22 Question Answer Marks 1(a)(i) 0–0.9% 1 mark 1 1(a)(ii) Angola……Peru……Australia……China All in correct order = 2 marks 2 or 3 correct = 1 mark 2 @ 1 mark 2 1(a)(iii) Ideas such as: unevenly distributed; clustered; mainly in Northern hemisphere/north of Equator; Northern Asia; Eastern Europe; two/few/small number/some anomalies/some exception(s) in South America(and Caribbean)/four isolated other countries etc. 3 @ 1 mark 3 1(a)(iv) Ideas such as: reduction in birth rates/less births; reduced/low infant mortality; increased death rates/more deaths; higher DR than BR/more deaths than births; due to government/anti-natal policies/population policy to reduce number of children; greater access to/affordability of contraception; more education about problems caused by large families/about contraception/family planning; female emancipation/empowerment/more education of women; more women working/following careers; later marriage age/families delay having children; availability of abortions; children not needed to work; children are expensive/people prefer material possessions/higher cost of living; better care of elderly/pensions available; obesity/heart disease/smoking/drugs/alcohol/cancer; impact of AIDS/HIV/COVID/war/pandemic; emigration/negative net migration; etc. 4 @ 1 mark 4

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 22 Question Answer Marks 1(b)(i) Ideas such as: MEDC remains similar; LEDC increases; Reserve mark for stats: MEDC 1300 million every year but LEDC starts at 2190/2200 million in 2015/start and expected to be 4000 million in 2040/end OR 1800 million more. 3 1(b)(ii) Ideas such as: difficult to find housing/increase of house prices/cramped houses/squatter settlements/homelessness; spread of disease; lack of employment/low pay; causes crime (dev); causes poverty (dev); lack of/pressure on health services; lack of/pressure on education; lack of/pressure on food; lack of/pressure on water; water pollution; lack of sanitation; waterborne diseases - e.g. typhoid, cholera, dysentery (dev); pressure on/shortage of energy supplies or example; traffic congestion/jam; air pollution/smog/car exhausts/increase of greenhouse gases - causes breathing difficulties (dev); noise/or example such as car horns; high cost of living/inflation/cannot afford food/education/healthcare/other examples; lack of space for recreation; deforestation; waste disposal/litter/increase of landfill. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 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 a population policy used to influence growth rate. Level 2 (4–6 marks) More developed or linked statements which describe how a population policy is used to influence growth rate. (Note: Max. 5 if no named or inappropriate example.) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including some place specific reference which can be named parts of the chosen country. Population data, reference to a specific named policy/details about it etc. Note: Credit different approaches within a named policy, e.g. incentives/ education/ increased age of marriage/ etc. Other ideas: educate people about contraception; legalise abortion; introduce pensions for elderly; educate women to encourage them to take jobs or careers; gender equality acts; advertise the benefits of small families; etc. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 22 Question Answer Marks 2(a)(i) 7 1 mark 1 2(a)(ii) Ideas such as: numbers of settlements decrease as population size increases; e.g. more settlements of 0–1999 than 10000 – 19999; exception at top of hierarchy with more over 20000 than 10000–19999 etc. 2 @ 1 mark 2 2(a)(iii) One mark for valid comparison of amount, order and type. 3 @ 1 mark settlement X settlement Y amount of services few many order of services low high type of services convenience specialist 3 2(a)(iv) Ideas such as: will have many/lots of services/wide range of/variety of goods sold; order of services will be medium/high; specialist/comparison; they don’t have these services where they live; people unlikely to use the services frequently; people will travel a long way to use services/people travel from the surrounding area; no nearby services competing for business; communications/access/roads will be good; will have high order services, which have a high threshold population, so the sphere of influence has to be large to provide this; some of the shops/services may be used by tourists; etc. 4 @ 1 mark 4 2(b)(i) Fig. 2.2 = port Fig. 2.3 = industrial Fig. 2.4 = commercial 3 @ 1 mark 3

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 22 Question Answer Marks 2(b)(ii) Ideas such as: hotels or other accommodation example (D); to provide accommodation/place to stay for people (E); restaurants/cafes/fast food (D); so tourists can buy meals (E); transport/taxis/bus service/railway station (D); so tourists can get to the resort/travel around it (E); amusements/fairgrounds/museums/galleries (D); for entertainment for tourists (E); trips/activities or example (D); for different/cultural experiences (E); shops/souvenir shops (D); so locals/tourists can buy food (E); hospitals/medical centre/clinic (D); in case injured/accident (E); tourist information (D); to gain knowledge of area (E); etc. Max. 4 marks on description/explanation. 5 @ 1 mark 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 22 Question Answer Marks 2(c) Levels marking Level 1 (1–3 marks) Answer states the main function of the settlement and includes simple statements to explain why it has this function. L1 for naming a correct function on the introductory line. Level 2 (4–6 marks) Uses named example. Answer states the main function of the settlement and includes more developed or linked statements to explain why it has this function. (Note: Max. 5 if no named or inappropriate example.) Level 3 (7 marks) Uses named example. Answer identifies a function of the settlement. Comprehensive and accurate statements which give reasons for the function of the settlement, including some place-specific reference. Content Guide: Candidates are likely to refer to specific functions of settlements such as: tourist resort; port; market town; administrative centre; industrial town; mining settlement. In addition functions which apply to many settlements would be valid such as: residential; shopping centre; provision of education; provision of health care etc. Note: Reasoning should relate to the function stated. Examples can be MEDC/LEDC settlement in any country. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 22 Question Answer Marks 3(a)(i) near the top of/behind the beach/above high tide level 1 mark 1 3(a)(ii) lowland area with gentle slopes; mainly covered by marram grass with some bare patches of sand. 2 @ 1 mark 2 3(a)(iii) Ideas such as: sediment/sand pushed/moved by wind or blown; obstruction/pebble/litter/plant (stops sand being moved); causes velocity of wind to reduce/eddies; deposition/sand accumulates; (colonisation by) plants/vegetation grow; gets larger over time/vegetation/grass/marram traps more sand. 3 @ 1 mark 3 3(a)(iv) Ideas such as: (prevailing) wind approaches from an angle; swash comes in at an angle/obliquely/same angle (direction) as wind; backwash is vertical/straight/perpendicular/90 degrees out to sea; moved beach material at same angle (as wave); material is moved in zigzag manner; along beach (in direction of prevailing wind) etc. 4 @ 1 mark Note: Credit a labelled diagram if used. 4 3(b)(i) Ideas such as: either side of bay/headlands enclose a bay; steep cliffs; bare rock; cream/grey/white/light coloured rock/limestone/chalk; layers of rock/bedding planes/sedimentary; gentler slope at top; vegetation/grass cover at top; areas of wave cut platform/exposed rock/rocks (boulders); presence of caves etc. 3 @ 1 mark 3

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 22 Question Answer Marks 3(b)(ii) Ideas such as: alternate bands of hard and soft rock/hard and soft rock outcrop at coast/discordant coast; Headlands are formed where rocks are resistant/hard; so they are not easily eroded; bay is formed where rocks are not resistant/soft/unconsolidated; or where there are lines of weakness; so they are easily eroded; differential erosion has occurred. 5 @ 1 mark or development 5 3(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the hazards faced by people as a result of natural processes. Level 2 (4–6 marks) Uses named example More developed or linked statements which explain the hazards faced by people as a result of natural processes. (Note: Max. 5 if no named or inappropriate example.) Level 3 (7 marks) Comprehensive and accurate statements including place-specific information. Content Guide: Answers are likely to refer to: high waves; strong winds; erosion; cliff collapse/landfalls/landslide; tropical storms; tsunamis; (coastal) flooding; damage to property, farmland lost, roads blocked/damaged etc. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 14 of 22 Question Answer Marks 4(a)(i) Eurasian 1 mark 1 4(a)(ii) ‘V ’ marked on Fig 4.1 on a constructive (divergent) plate boundary; ‘E’ marked on Fig. 4.1 on a conservative (transform) plate. 2 @ 1 mark 2 4(a)(iii) Ideas such as: plates move alongside each other/in opposite directions/sliding past/pass each other; movement is not smooth/plates lock together; friction/build up of pressure; pressure released; jerks/jolts etc. 3 @ 1 mark. 3 4(a)(iv) Ideas such as: buildings have deep foundations (D) so that the building is less likely to collapse (E); windows have shatterproof glass/automatic shutters (D) so that people are less likely to be injured by breaking glass (E); the buildings are put on a form of bearing or shock absorber/blocks of rubber (D) to absorb earth tremors/resist the motions of the earthquake (E); computer controlled weights on the roof (D) to reduce movement (E); steel frames (D) which can sway with earth movement (E); buildings are made from fire resistant materials (D) so fire will not spread if gas leaks (E); add smart meters that cut gas (D) so fire doesn’t develop (E). One mark for the description of each method from Fig. 4.2 and the second mark for an explanation of how it makes the building safer. No double credit for explanation. Can credit E without D if relevant. 2 @ 2 marks 4 4(b)(i) lahars; pyroclastic flow/lava; ash. 3 @ 1 mark 3

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 15 of 22 Question Answer Marks 4(b)(ii) Ideas such as: employment/economic growth in tourist industry; scenic beauty; fertile soils/good for farming; higher crop yield (dev); mining/quarrying; sulphur/diamonds etc. (dev); geothermal power; renewable 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; study volcanoes; prepared to take risk/volcanoes don’t erupt often; etc. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 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 impacts of an earthquake. Level 2 (4–6 marks) Uses named example. More developed or linked statements which describe the impacts of an earthquake. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including place-specific information. Content Guide: Answers are likely to refer to: deaths; injuries; damage to homes/buildings/settlements; damage to workplaces/industry; infrastructural damage – gas/water/electricity supplies; roads destroyed/blocked; damage to ports/airports; fire; etc. Place-specific reference is likely to consist of: locational details; specific details of the earthquake/impacts; statistics/date etc. Note: Accept primary or secondary impacts. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 17 of 22 Question Answer Marks 5(a)(i) making things by changing raw materials into finished products 1 mark 1 5(a)(ii) Ideas such as: large; modern; chimney; different heights for/types of buildings; buildings close together; conveyors/tubes to move materials between buildings; silos/storage containers; grey/white/cream/light coloured etc. 2 @ 1 mark 2 5(a)(iii) Ideas such as: plenty of space/easy to expand; low cost land; flat land; away from congestion/traffic in urban areas; no nearby residents to complain about smell/air pollution/noise/visual intrusion; planning permission given as away from settlement; etc. 3 @ 1 mark 3 5(a)(iv) Ideas such as: needed as an input for production in factory; supply must be constant; if they are heavy/bulky industries will locate close to raw materials; to keep transport costs as low as possible; if they are perishable they will locate close to raw materials; raw materials are fresh when they arrive at the factory; etc. 4 @ 1 mark 4

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 18 of 22 Question Answer Marks 5(b)(i) Ideas such as: more carbon monoxide than sulphur dioxide is produced by energy generation/energy produces more carbon monoxide than sulphur dioxide; more sulphur dioxide than carbon monoxide is produced by industry/industry produces more sulphur dioxide than carbon dioxide; the amount of sulphur dioxide and carbon monoxide produced by vehicles is similar/vehicles produce similar amounts of sulphur dioxide and carbon monoxide; carbon monoxide is produced from agriculture but sulphur dioxide is not/agriculture produces carbon monoxide but no sulphur dioxide; main source for carbon monoxide is energy but main source for sulphur dioxide is both/equal amounts of industry and energy; etc. 3 @ 1 mark 3 5(b)(ii) Ideas such as: kills wildlife/insects/birds/vegetation; extinction of species (dev); impacts on food chains/ecosystems; acid rain; damage to crops/trees etc; damage to buildings/statues; cost of damage done (dev); impact on people`s health/makes people sick/ill/can lead to disease; e.g. asthma/breathing difficulties (dev); kills people; drinking water is contaminated; appropriate political issues/concerns/greater awareness; contributes to global warming/climate change; specified impacts of global warming (dev); etc. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 19 of 22 Question Answer Marks 5(c) Level 1 (1–3 marks) Statements including limited detail which describe how risks of an economic activity to the local natural environment are being managed. Level 2 (4–6 marks) Uses named example. More developed or linked statements which explain how risks of an economic activity to the local natural environment are being managed. (Note: Max. 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including some place-specific reference. Content Guide: Answers are likely to refer to: logging; tourism; manufacturing industry; quarrying; agriculture, etc. Note: Any example of economic activity can be used at any scale. Management strategies are likely to include: planning restrictions; legislation; protection of ecosystems; National Parks; control of numbers; technological improvements use of renewable energy etc. Place-specific reference is likely to consist of: locational details/names of places within chosen area specific details/statistics. 7

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 20 of 22 Question Answer Marks 6(a)(i) producing items to sell/for profit/make money. 1 mark 1 6(a)(ii) Ideas such as: low land; large area; flat/plain/gentle slopes/wide valley; higher land in background; fertile soils; scattered trees/few/small areas of woodland; thick soils; hedgerows; etc. 2 @ 1 mark 2 6(a)(iii) Ideas such as: gentle slopes/lower land can be used for growing crops/cultivation; gentle slopes allow easy mechanization/well drained; fertile soils can be used for arable farming/produce higher yields; higher/steeper areas could be used for grazing; large area to use machinery easily/land used extensively; etc. 3 @ 1 mark 3 6(a)(iv) Ideas such as: use fertilisers/manure; irrigation; pesticides/herbicides/insecticides; use of better quality seeds/GM crops/HYV; selective breeding/improving health of animals, e.g. vet treatment; terracing; mixed farming; crop rotation; wind breaks; remove hedgerows or small areas of woodland; double cropping/intercropping; use of glasshouses/greenhouses/cloches; use more labour; machinery or example; hydroponics; feed animals indoors/use stored food pellets, silage/graze on paddocks/battery production of poultry/aquaculture etc. 4 @ 1 mark 4

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 21 of 22 Question Answer Marks 6(b)(i) Ideas such as: general decrease; fluctuation/decrease from 2001 to 2002 followed by increase from 2002 to 2003, followed by a decrease from 2003 to 2004/5; e.g. 24000 (metric tonnes) in 2001/start to 18000 in 2022/end / by 6000 (metric tonnes) / appropriate fluctuation data. 3 @ 1 mark 3 6(b)(ii) Ideas such as: variation in rainfall amounts/drought/flood/storms; temperature differences/or example e.g. late frost may damage crop one year; variation in amounts of sunshine; veld fires; seed quality/development of high yielding varieties/GM; fertiliser applications/pesticides/insecticides; use of irrigation; market demand/price/competitors; substitute crop becoming available e.g. sugar beet; grants/quotas/subsidies; crop disease/pests; war; change in land use or example (e.g. fell trees, fill ponds, urbanization); government planning of agricultural production; etc. 5 @ 1 mark or development 5

0460/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 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 the problems caused by food shortages. Level 2 (4–6 marks) More developed or linked statements which describe the problems caused by food shortages. (Note: Max. 5 if no named or inappropriate example) Level 3 (7 marks) Comprehensive and accurate statements, including some place references. Content Guide: Answers are likely to refer to: deaths; famine/starvation/hunger; malnutrition/deficiency diseases; stunted growth; reduces resistance to disease/lowers immunity levels; inability to work/reduction of productive capacity/unemployment; poor economic development; poverty; need for more health care; dependence on international aid; war; refugees/emigration; higher food price; food imports etc. Place-specific reference is likely to consist of: locational details/named areas within the country; specific details of impacts/statistics; etc. 7