Cambridge IGCSE Geography (9-1) 0976 — 2025 May/June Paper 1 · Variant 2

This document has 36 pages. Any blank pages are indicated. [Turn over Cambridge IGCSE™(9–1) GEOGRAPHY 0976/12 Paper 1 Geographical Themes May/June 2025 1 hour 45 minutes You must answer on the question paper. You will need: Insert (enclosed) Ruler Calculator Protractor 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 * 0 5 9 0 1 4 5 9 4 3 * DC (CJ) 355515 © UCLES 2025 ,










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2 0976/12/M/J/25 © UCLES 2025 Section A Answer one question from this section. 1 (a) Study Fig. 1.1 (Insert), information about population growth rates in 2021. (i) How is population growth calculated? Put the words from the box into the correct places in the formula. birth rate death rate emigration immigration Population growth = natural increase (… minus …) +/– international migration (… minus …) [1] (ii) Using Fig. 1.1 only, state two differences between the population growth rates in Africa and South America. Do not use statistics. 1 … … 2 … … [2] (iii) Put the following countries in rank order of their population growth rates. China Mexico Niger Spain … high … … … low [3] * 0000800000002 * ,










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3 0976/12/M/J/25 © UCLES 2025 [Turn over (iv) The population is declining in some countries. Explain two problems which may be caused by population decline. 1 … … … … 2 … … … … [4] * 0000800000003 * ,










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4 0976/12/M/J/25 © UCLES 2025 (b) Study Fig. 1.2 (Insert), a photograph taken in a country with a high population growth rate. (i) Suggest three different problems which the people living in the area shown in Fig. 1.2 may experience as a result of high rates of population growth. 1 … … 2 … … 3 … … [3] (ii) Explain how a government may attempt to reduce population growth. … … … … … … … … … … [5] * 0000800000004 * ,










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5 0976/12/M/J/25 © UCLES 2025 [Turn over (c) Describe the benefits of migration to a named country you have studied. Name of country … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000005 * ,










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6 0976/12/M/J/25 © UCLES 2025 BLANK PAGE * 0000800000006 * ,










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7 0976/12/M/J/25 © UCLES 2025 [Turn over 2 (a) Study Fig. 2.1 (Insert), a photograph showing a rural settlement in Norway (an MEDC in Europe). (i) What is meant by rural settlement? … … [1] (ii) Suggest two low-order services which you would expect to find in a rural settlement such as the one shown in Fig. 2.1. 1 … 2 … [2] (iii) Explain why rural settlements such as the one shown in Fig. 2.1 only have low-order services. … … … … … … [3] (iv) Suggest reasons for the growth of the settlement shown in Fig. 2.1. … … … … … … … … [4] * 0000800000007 * ,










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8 0976/12/M/J/25 © UCLES 2025 (b) Study Fig. 2.2, maps showing the settlement patterns in three areas, X, Y and Z. 60 0 1 30 Key roads river buildings contours (metres) km 30 90 120 X Y Z 60 60 90 60 30 N Fig. 2.2 (i) Using Fig. 2.2, compare the settlement patterns in areas X and Y. … … … … … … [3] * 0000800000008 * ,










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9 0976/12/M/J/25 © UCLES 2025 [Turn over (ii) Name the settlement pattern in area Z shown in Fig. 2.2. Suggest reasons why this settlement pattern may have developed. … … … … … … … … … … [5] * 0000800000009 * ,










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10 0976/12/M/J/25 © UCLES 2025 (c) For a named urban area you have studied, describe the impacts of urban growth on the surrounding rural area. Name of urban area … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000010 * ,










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11 0976/12/M/J/25 © UCLES 2025 [Turn over BLANK PAGE * 0000800000011 * ,









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12 0976/12/M/J/25 © UCLES 2025 Section B Answer one question from this section. 3 (a) Study Fig. 3.1 and Fig. 3.2. Fig. 3.1 is a climate graph for Iquitos in the Amazon rainforest. Fig. 3.2 is a diagram showing rainforest vegetation. Fig. 3.1 * 0000800000012 * ,









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13 0976/12/M/J/25 © UCLES 2025 [Turn over Y Z X Fig. 3.2 (i) What is the average rainfall in Iquitos in March? … mm [1] (ii) Calculate the annual range of temperature in Iquitos. You should show your calculations. = … °C [2] (iii) Identify the following features of the rainforest vegetation labelled in Fig. 3.2. X … Y … Z … [3] * 0000800000013 * ,









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14 0976/12/M/J/25 © UCLES 2025 (iv) Using information from Fig. 3.1 only, explain why there are large amounts of vegetation in a tropical rainforest as shown in Fig. 3.2. … … … … … … … … [4] * 0000800000014 * ,









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15 0976/12/M/J/25 © UCLES 2025 [Turn over (b) Study Fig. 3.3, a graph showing information about deforestation of tropical rainforests in South America and Africa between 1995 and 2020. 0 1 2 deforestation (million hectares) 3 4 5 South America Africa wildfires logging subsistence agriculture commercial agriculture and mining Key Fig. 3.3 (i) Using Fig. 3.3 only, compare the deforestation of tropical rainforests in South America and Africa. Do not use statistics. … … … … … … [3] * 0000800000015 * ,









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16 0976/12/M/J/25 © UCLES 2025 (ii) Describe the impacts of deforestation on people who live in tropical rainforests. … … … … … … … … … … [5] * 0000800000016 * ,









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17 0976/12/M/J/25 © UCLES 2025 [Turn over (c) For an area of tropical rainforest you have studied, describe the impacts of deforestation on the local natural environment. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000017 * ,









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18 0976/12/M/J/25 © UCLES 2025 4 (a) Study Fig. 4.1, cross-sections of two different types of volcano. volcano A volcano B width (km) width (km) 0 0 0 5000 0 40 80 120 160 2 4 6 500 1000 1500 height (metres) height (metres) Fig. 4.1 (i) What type of volcano is shown by cross-section B in Fig. 4.1? … [1] (ii) Two features of a volcano are the vent and magma chamber. Define these terms. vent … … magma chamber … … [2] * 0000800000018 * ,









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19 0976/12/M/J/25 © UCLES 2025 [Turn over (iii) Using Fig. 4.1, compare volcano A and volcano B using the following headings. width … … height … … steepness … … [3] (iv) Describe the benefits for people of living close to volcanoes. … … … … … … … … [4] * 0000800000019 * ,









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20 0976/12/M/J/25 © UCLES 2025 (b) Study Fig. 4.2, a map which shows the location of volcanoes in Iceland. 0 50 100 km Reykjan e s V o l c a nic Belt Reykjan e s V o l c a nic Belt R eykja n e s R id g e North American Plate REYKJAVÍK Eurasian Plate Mid-Atlantic Ridge Mid-Atlantic Ridge Kolbeinsey Ridge Tjörnes Fracture Zone Tjörnes Fracture Zone South Iceland Seismic Zone Mid-Iceland Belt North Volcanic Zone West Volcanic Zone East Volcanic Zone I C E L A N D volcano capital city plate boundary direction of plate movement Key N Fig. 4.2 * 0000800000020 * ,










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21 0976/12/M/J/25 © UCLES 2025 [Turn over (i) Using Fig. 4.2, suggest reasons why there are active volcanoes in Iceland. … … … … … … [3] (ii) Describe problems that can be caused by active volcanoes. … … … … … … … … … … [5] * 0000800000021 * ,









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22 0976/12/M/J/25 © UCLES 2025 (c) For a named example you have studied, describe the strategies that can be used to reduce the problems caused by volcanic eruptions. Name of example … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000022 * ,









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23 0976/12/M/J/25 © UCLES 2025 [Turn over BLANK PAGE * 0000800000023 * ,









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24 0976/12/M/J/25 © UCLES 2025 Section C Answer one question from this section. 5 (a) Study Fig. 5.1, graphs showing the use of water for different purposes in Malawi, the USA and the UK. Malawi is an LEDC. The USA and the UK are MEDCs. Key 0% 10 20 30 40 50 60 70 80 90 0% 10 20 30 40 50 60 70 80 90 0% 10 20 30 40 50 60 70 80 90 Malawi UK USA agriculture domestic industry Fig. 5.1 * 0000800000024 * ,









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25 0976/12/M/J/25 © UCLES 2025 [Turn over (i) What percentage of water was used for agriculture in Malawi? …% [1] (ii) Complete the pie chart for the USA by using the following information. Industry 10% Agriculture 68% [2] (iii) Compare the use of water in Malawi and the UK. Do not use statistics. … … … … … … [3] (iv) Suggest reasons why few people have access to clean water in rural Malawi. … … … … … … … … [4] * 0000800000025 * ,









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26 0976/12/M/J/25 © UCLES 2025 (b) Study Figs. 5.2, 5.3 and 5.4 (Insert), photographs of different methods of water supply. (i) Describe each of the methods of water supply shown in Figs. 5.2, 5.3 and 5.4. Fig. 5.2 … … Fig. 5.3 … … Fig. 5.4 … … [3] (ii) Explain why dams and reservoirs are used in many countries to supply water. … … … … … … … … … … [5] * 0000800000026 * ,









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27 0976/12/M/J/25 © UCLES 2025 [Turn over (c) For a named country you have studied, explain how energy is supplied. Name of country … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000027 * ,









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28 0976/12/M/J/25 © UCLES 2025 6 (a) Study Fig. 6.1, a graph showing information about the employment structure of selected countries. 100 0 20 40 60 80 100 20 0 40 60 80 100 0 20 40 60 80 LEDCs Key MEDCs country X % employed in secondary Industry % employed in primary Industry % employed in tertiary Industry X Fig. 6.1 (i) Give one example of employment in primary industry. … [1] (ii) State the percentage employed in the secondary and the tertiary industry in country X. secondary industry …% tertiary industry …% [2] * 0000800000028 * ,









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29 0976/12/M/J/25 © UCLES 2025 [Turn over (iii) Using Fig. 6.1, compare the employment structure of LEDCs and MEDCs. Do not use statistics. … … … … … … [3] (iv) Suggest two different ways in which the employment structure of country X is likely to change in the future. Give one reason for each of the changes you suggest. 1 … … … … 2 … … … … [4] * 0000800000029 * ,









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30 0976/12/M/J/25 © UCLES 2025 (b) Study Fig. 6.2, scatter graphs showing the relationship between GNP per person and three other development indicators in selected countries. GNP per person GNP per person GNP per person infant mortality number of tourists life expectancy at birth low low low high high low high high low low high high Fig. 6.2 * 0000800000030 * ,










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31 0976/12/M/J/25 © UCLES 2025 [Turn over (i) Using Fig. 6.2 only, state the development indicator which has a positive relationship with GNP per person … a negative relationship with GNP per person … no clear relationship with GNP per person. … [3] (ii) Explain why the Human Development Index (HDI) is a good method of measuring development. … … … … … … … … … … [5] * 0000800000031 * ,









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32 0976/12/M/J/25 © UCLES 2025 (c) Describe the features of a named transnational corporation (TNC) you have studied. Name of transnational corporation (TNC) … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000032 * ,









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33 0976/12/M/J/25 © UCLES 2025 Additional pages If you use the following pages to complete the answer to any question, the question number must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … … * 0000800000033 * ,









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34 0976/12/M/J/25 © UCLES 2025 … … … … … … … … … … … … … … … … … … … … … … … … … … … … * 0000800000034 * ,









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36 0976/12/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. BLANK PAGE * 0000800000036 * ,









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This document consists of 23 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ (9–1) IGCSE GEOGRAPHY (9–1) 0976/12 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.

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 23 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.

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 23 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

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 23 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.

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 23 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, 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 suf ficient but ‘Mumbai, located in Western India’ is sufficient.)

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 23 Question Answer Marks 1(a)(i) Natural increase (Birth rate minus death rate) +/– International migration (immigration minus emigration) 1 mark 1 1(a)(ii) Ideas such as: Higher in Africa/lower in South America; More varied in Africa/less varied in South America; Highest growth in centre of Africa but in north-west/north/coast of South America Note: 1 Accept ‘population growth’, ‘they’, ‘it’, ‘growth’ 2 Must be comparative. 2 @ 1 mark 2 1(a)(iii) Niger Mexico China Spain All 4 correct = 3 marks 2/3 correct = 2 marks 1 correct = 1 mark 3 @ 1 mark 3 1(a)(iv) Ideas such as: Fewer people paying taxes (1) so not enough money raised to fund government services/look after the elderly/provide health care/provide education/taxes rise (2); Fewer people available to join the armed forces (1) so more difficult to defend the country (2); Fewer people growing food (1) so need to import food/food becomes more expensive (2); Fewer people working (1) so less exports/less wealth created/need for more imports/resources are unused/wasted (2); Shortage of labour (1) so need to depend on immigration to fill jobs/or examples e.g. doctors/teachers (2); Closure of shops/services (1) as market for goods/services reduced/threshold population for services is not met (2); etc. Ageing population (1) therefore more funds needed for pensions (2); One mark for the identification of each problem and the second mark for an explanation. Note: the examples given are not exhaustive and the problems/explanations could be interchanged/combined together in different ways. However, do not double credit. 2 @ 2 marks 4

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 23 Question Answer Marks 1(b)(i) Ideas such as: Overcrowded houses/lack of living space/closely packed houses/lack of privacy; Growth of squatter settlements/informal settlements; People forced to live in flood prone areas/steep hillsides/unsuitable areas; Lack of/polluted water/river; Noise; Lack of open space; Spread of disease; Unemployment; Not enough school places; Congested roads/traffic congestion; Lack of food; Poverty/cannot afford clothes/education/health care etc.; Increasing prices/inflation; Lack of health care/hospitals/doctors; Poor sanitation; Lack of electricity supply; Air pollution/smells; Waste disposal/litter; High crime rate or example; Etc. Note: Problems suggested do not need to be visible in the photograph. 3 @ 1 mark 3

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 23 Question Answer Marks 1(b)(ii) Ideas such as: Anti-natal policies: Governments can set a limit of the number of children/encourage people to have fewer children; Such as one child policy; Incentives/benefits can be given for those who conform; E.g. free schooling/health care; Punishments/sanctions can be given for those who do not conform; E.g. fines for people who have more than the amount of children allowed; Regulations can be strictly enforced using local people to monitor families; Introduction of/increasing availability of contraceptives/family planning; Free contraceptives can be distributed; Education can be given about family planning/problems of having large families/sex education; Abortion can be legalised/forced; Prioritise education for girls/women; Ban polygamy; Female empowerment/employ females; Introduce old age pensions; Encourage later marriage; Improve health care/reduce infant mortality; Policies to restrict immigration (or example); Etc. Note: Development must relate to what can be done not the impacts 5 @ 1 mark or development 5

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 23 Question Answer Marks 1(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe benefits of migration to a country. Level 2 (4–6 marks) Uses named example. More developed statements which describe benefits of migration to a country. (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 relating to benefits to the destination country are likely to refer to ideas such as: Provision of workers Increase of people with skills Cheap workers/ workers to do low skilled jobs Cultural mix Diversification of food/customs/traditions etc. Income from taxation Businesses set up by immigrants etc. Answers relating to benefits to the origin country are likely to refer to ideas such as: Remittances Less pressure on food supplies Return with skills Less pressure on health care/housing/education etc. Note: Answers can refer to internal or international migration and can be either benefits of inward or outward migration. However, this should be to the named country not the migrants. If candidate writes about benefits to two countries credit only the higher scoring response. Place specific reference is likely to consist of: Locational details/named areas Statistics. 7

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 23 Question Answer Marks 2(a)(i) An area/place where people live/village or hamlet in the countryside/surrounded by farmland/away from the cities/towns 1 mark 1 2(a)(ii) Examples such as: Church; General store/small supermarket/small shop; Grocer; Baker; Butchers; Chemist/pharmacy Doctors/clinic; Primary school; Pub; Café/restaurant; Takeaway; Newsagent; Post Office; Garage/petrol station; Library; Mobile ice cream van/fish van/pizza van; Etc. 2 @ 1 mark 2 2(a)(iii) Ideas such as: They are/the population is small/not many houses; Do not have enough people/customers/demand/threshold for higher order services/population is only sufficient to meet threshold population of low order services; Higher order services would not be profitable/viable; They only have a small sphere of influence/people would not travel from other places to use them; Etc. 3 @ 1 mark 3 2(a)(iv) Ideas such as: Low land; Flatter area/valley; Sheltered area; Water supply; Fishing in river/lake/sea; Easily accessible/road/road junction; Wood for fuel/building; Rocks/stone for building; Grazing land/good soil/farmland/fertile soil; Leisure/tourism; Water transport; Etc. 4 @ 1 mark 4

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 23 Question Answer Marks 2(b)(i) Ideas such as: X is dispersed but Y is nucleated/X is more dispersed/Y is more nucleated; X has scattered building/lots of land in between buildings but in Y the buildings are close together/X is sparse but Y is dense/X is sparser/Y is denser; X has buildings away from roads but Y buildings are close to the roads/Y is closer to roads/X is further away from roads; Etc. 3 @ 1 mark 3 2(b)(ii) Ideas such as: Linear (1 mark Reserved); They may develop along roads; For easy access/good transport by land (dev); They may develop along/near river/valley; For access to water/transport along river/fishing (dev); Flat land/gentle slopes; Easier to build on flat land/their spread could be restricted by steep slopes either side (dev) ; Spread could be restricted by natural features such as marshes/free from flooding; Etc. 5 @ 1 mark or development 5

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 23 Question Answer Marks 2(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the impacts of urban growth on the surrounding rural area. Level 2 (4–6 marks) Uses named example. More developed statements which describe the impacts of urban growth on the surrounding rural area. (Note: Max 5 if no named or inappropriate example.) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements impacts of urban growth on the surrounding rural area, with some place specific reference. Content Guide: Loss of vegetation/deforestation Loss of habitat Threat to species Loss of rural amenity value Traffic congestion around edge of urban area Atmospheric pollution around edge of urban area Water pollution Noise Loss of farmland/reduced food production Change in population size Loss of workforce/skilled people/young/educated Impact on employment Access to edge of town shopping centre Etc. Note: Development must be describing impacts of urban growth rather than reasons for growth or explanation. Place specific reference is likely to consist of: Locational details/named areas around rural urban fringe Statistics. 7

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 23 Question Answer Marks 3(a)(i) 315 (mm) No tolerance 1 mark 1 3(a)(ii) 26 – 24.5 (°C) = 1.5 (°C) No tolerance 2 @ 1 mark 2 3(a)(iii) X = Buttress (root) Y = Canopy Z = Liana/vine 3 @ 1 mark 3 3(a)(iv) Ideas such as: Large amounts of rainfall; Warm/hot/high temperatures; All year round/no seasons; High humidity/humid climate; Sunlight/photosynthesis all year; Growth of vegetation will be rapid/continuous growing season/rapid decay of vegetation/work of decomposers will be rapid; Etc. 4 @ 1 mark 4 3(b)(i) Ideas such as; More deforestation in South America; More commercial agriculture (and mining) in South America; More logging in South America; More subsistence agriculture in Africa; Wildfires in South America but not in Africa/more wildfires in South America; Highest is commercial agriculture (and mining) in South America but subsistence agriculture in Africa; Lowest is wildfires in South America but commercial agriculture (and mining)/logging in Africa; 3 @ 1 mark 3

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 14 of 23 Question Answer Marks 3(b)(ii) Ideas such as: Loss of traditional living area/homes destroyed; Loss of building materials; Loss of firewood; Loss of areas to farm/hunt/gather/loss of food sources; Threat of starvation; Loss of medicinal plants; People killed (by loggers, fire etc); Forced to move; Loss of indigenous culture; Introduction of diseases; Air pollution/smoke causes breathing difficulty; Noise disturbs people; Infertile soils prevents growth of food; Flooding of their land/homes; Loss of shade from trees/lack of protection from sun/wind; Work obtained on plantations/cattle ranches/mines; Provides living space for settlers etc. Etc. 5 @ 1 mark or development 5

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 15 of 23 Question Answer Marks 3(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the impacts of deforestation on the local natural environment. Level 2 (4–6 marks) Uses named example. More developed statements which describe the impacts of deforestation on the local natural environment. (Note: Max 5 if no named or inappropriate example.) Level 3 (7 marks) Comprehensive and accurate statements including some place specific reference. Content Guide: Answers are likely to refer to: Loss of biodiversity Loss of habitat Noise scares animals Animals killed Extinction of species Impacts on food chain/ecosystems Soil erosion/soil degradation Leaching Loss of soil fertility/becomes barren Less interception Less evaporation/transpiration Drought/less rainfall Increased overland flow Flooding Air pollution Ground exposed to more sunlight/rainfall Etc. Place specific reference is likely to consist of: Locational details Named places Specific details of loss of species Statistics. 7

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 16 of 23 Question Answer Marks 4(a)(i) Shield 1 mark 1 4(a)(ii) Vent = an opening/hole/crack/tube (in the earth`s surface) through which magma/lava/gas can escape/which leads from magma chamber. Magma chamber = the (underground place/area)/store/reservoir of molten rock. 2 @ 1 mark 2 4(a)(iii) B is wider/A is narrower B is higher/A is lower A is steeper/B is more gently sloping Note: Accept accurate comparative statistics. 3 @ 1 mark 3 4(a)(iv) Ideas such as: Employment in/money from tourist industry/or example e.g. tour guide; Making/selling craft items/souvenirs/accommodation for tourists/restaurants; Scenic beauty; Mining/quarrying/or example e.g. Sulphur/pumice/diamonds; Geothermal power; Hot water/springs/mineral rich mud; Rich/good/fertile soils/able to grow lots of crops/high crop yield; Spiritual reasons; Mineral water/filtered water; Etc. 4 @ 1 mark 4 4(b)(i) Ideas such as: Located on plate boundary/plates meet; Lines of weakness/faults/openings in crust; Plates move apart/divergent/constructive; Magma reaches surface/rises; 3 @ 1 mark 3

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 17 of 23 Question Answer Marks 4(b)(ii) Ideas such as: Damage to homes/property/possessions; Damage to specified other building e.g. church, school, hospital etc. (MAX 1); Cost of repairs/high insurance premiums/cannot sell houses/reduction in house value; People forced to evacuate/homelessness; Destruction of crops; Food supplies destroyed/starvation; Roads/railways/bridges destroyed/blocked; People are unable to travel; Workplaces destroyed or examples; Unemployment/people cannot earn a living; Water supply polluted; Electricity/gas supplies cut; Death/injury (people/animals); Psychological trauma; Pressure on health care; Flights disrupted/grounded; Reduction of tourist income; Atmospheric pollution/ash causes breathing difficulties/toxic/poisonous gases; Reduces visibility/blocks out sun/darkens sky; Forests/natural vegetation destroyed; Loss of habitat; Floods caused by melting ice/dams breaking; Etc. 5 @ 1 mark or development 5

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 18 of 23 Question Answer Marks 4(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the strategies that can be used to reduce the problems caused by volcanic eruptions. Level 2 (4–6 marks) Uses named example of volcano. Country = MAX 5 More developed statements which describe the strategies that can be used to reduce the problems caused by volcanic eruptions. (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: Monitoring Warn population of eruptions Evacuate area No go zones Spray lava with water Dig channels for lava to avoid settlements Reinforce roofs of housing Education about how to react in an eruption Stay inside Build shelters/bunkers Wearing of face masks/protection from breathing in dust Wear goggles/protect eyes etc. Note: DEV must be describing the strategies not the impacts of them. Place specific reference is likely to consist of: Locational details Specific details of strategies. 7

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 19 of 23 Question Answer Marks 5(a)(i) 80 (%) No tolerance 1 mark 1 5(a)(ii) Completion of pie chart: Line at 32 (%) (or at 90% if order is reversed) (1 mark) Correct shading and order (1 mark) Note: 1 Diagonal lines should be at roughly the same angle as in the key 2 Dividing line needs to be at 32 (not 31 or 33) 2 @ 1 mark 2 5(a)(iii) Ideas such as: Malawi has greater percentage in agriculture; UK has greater percentage in domestic/home; UK has greater percentage in industry; Largest % is agriculture in Malawi but industry in UK; Smallest % is industry in Malawi but agriculture in UK; Etc. Note: no credit for comparison of Malawi and USA 3 @ 1 mark 3 5(a)(iv) Ideas such as: Many people in Malawi unlikely to have/be able to afford taps in their homes/boreholes/wells/pipes; Lack of reservoirs; Water distribution network/water supply infrastructure/pipes does not cover the whole country/there are not many pipelines; Focusses on urban areas/does not invest as much in rural areas; Many parts of Malawi may suffer from drought/low rainfall/dry/arid/high evaporation/rivers dry up; Lack of technology/knowledge/education to supply/maintain water supply (or example); Lack of Government investment in water supply infrastructure/or example; Rivers/water contaminated (by litter/sewage etc.); Not many purification plants/desalination plants/treatment works; People have to travel a long way so can’t carry large amounts; Lots of water is used for agriculture/irrigation; Etc. 4 @ 1 mark 4

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 20 of 23 Question Answer Marks 5(b)(i) Fig. 5.2 they use the river to wash themselves/their clothes/pots/they use buckets to get water from the river/water is collected from a river/lake/water body. Fig. 5.3 water is delivered by tank/tanker/lorry/vehicle. Fig. 5.4 a well is being used to collect water from underground/by buckets. 3 @ 1 mark 3 5(b)(ii) Ideas such as: Water can be stored/held/retained/contained/water will not flow away/be lost from the area; They can ration the water; Water will be available whenever needed/during drought/at all times; Water can be transferred/pumped from the reservoir by pipelines (to homes/industry); Water can be cleaned/purified/treated with chemicals/filtered/free from sediment; Reservoirs can be part of multi-purpose schemes; E.g. HEP generated/fishing/tourism/reduction of flood risk; 5 @ 1 mark or development 5

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 21 of 23 Question Answer Marks 5(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain how energy is supplied. Level 2 (4–6 marks) Uses named example. More developed statements which explain how energy is supplied. (Note: Max 5 if no named or inappropriate example.) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which explain how energy is supplied, including some place specific reference. Content Guide: Methods are likely to include: Coal Oil Gas Firewood/charcoal Electricity – HEP, Nuclear power, Geothermal power Grid/power lines/pipelines Energy conservation methods etc. Place specific reference is likely to consist of: Locational details Names of places within chosen country Specific details of methods Note: DEV must explain how it is supplied not give reasons or advantages of methods or the uses of the energy. 7

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 22 of 23 Question Answer Marks 6(a)(i) Farming/mining/forestry/fishing/quarrying etc. 1 mark 1 6(a)(ii) Secondary = 10 (%) Tertiary = 45/46 (%) 2 @ 1 mark 2 6(a)(iii) Ideas such as: LEDCs have greater percentage/more of primary employment; MEDCs have greater percentage/more of tertiary employment; MEDCs have slightly larger/similar/the same percentage of secondary employment; LEDCs have high primary but MEDCs have high tertiary; Note: Comparison needed. 3 @ 1 mark 3 6(a)(iv) Ideas such as: Primary employment may decrease (1) due to mechanisation in agriculture/exhaustion of natural resources/more imports of food etc. (2); Secondary employment may increase (1) due to investment from TNCs/development of power network/road system etc. (2); Tertiary employment may increase (1) due to more education/skills development, more public services provided, more demand for services/loss of work in primary/secondary due to mechanisation etc. (2); Note: One mark for the identification of each likely change and the second mark for a reason for the change. Do not double credit ideas 2 @ 2 marks 4 6(b)(i) Positive relationship = life expectancy Negative relationship = infant mortality No relationship = number of tourists 3 @ 1 mark 3

0976/12 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 23 of 23 Question Answer Marks 6(b)(ii) Ideas such as HDI: Uses a composite index/uses 3 indicators/multiple indicators/measures many factors/uses social and economic indicators; Incorporates a measure of income/wealth/GNI (per capita); Incorporates a measure of education/mean years of schooling; Incorporates a measure of health care/life expectancy; Uses a simple 0–1 scale; Higher the value/nearer to 1 the more developed the country; Enables comparison between countries; Enables comparison over time; Etc. 5 @ 1 mark or development 5 6(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the features of a transnational company. Level 2 (4–6 marks) Uses named example. More developed statements which describe the features of a transnational company. (Note: Max 5 if no named or inappropriate example.) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe the features of a transnational company, including some place specific reference. Content Guide: Answers are likely to refer to: Products produced/services offered Sources of raw materials Where production occurs Markets Transport of raw materials/products ‘Home’ country/base Etc. Place specific reference is likely to consist of: Locational details/named areas/countries Statistics. 7