Cambridge IGCSE Global Perspectives 0457 — 2019 May/June Paper 1 · Variant 1

This document consists of 9 printed pages, 3 blank pages and 1 Insert. DC (LEG) 166978/3 © UCLES 2019 [Turn over * 4 8 1 4 1 1 4 7 4 4 * GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Examination May/June 2019 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your centre number, candidate number and name in the spaces at the top of this page. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Any rough working should be done in this booklet. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

2 0457/11/M/J/19 © UCLES 2019 Read the information in the accompanying Resource Booklet and answer all questions. 1 Study Sources 1 to 3. (a) Identify the number of cruise ship passengers in 2015, from Source 1. … … [1] (b) Identify two benefits of growth in sea transportation, from Source 2. … … … … [2] (c) Which disadvantage of growth in sea transportation do you think is the most significant? Explain why. … … … … … … [3]

3 0457/11/M/J/19 © UCLES 2019 [Turn over (d) Explain one national and one global consequence of the growth in sea transportation. National consequence: … … … … … … Global consequence: … … … … … … [6]

4 0457/11/M/J/19 © UCLES 2019 2 Study Source 3. (a) ‘Shipping harms the environment.’ What are the strengths and weaknesses of the argument supporting this claim? … … … … … … … … … … … … [6]

5 0457/11/M/J/19 © UCLES 2019 [Turn over (b) ‘Tourism brings jobs to local people.’ How could you test this claim? You should consider the types of information, sources of evidence or methods you might use. … … … … … … … … … … … … … … … … [8]

6 0457/11/M/J/19 © UCLES 2019 3 Study Source 4. (a) Identify one prediction from Kiri’s statement. … … [1] (b) Identify one fact from Tane’s statement. … … [1] (c) Explain why Tane’s statement might be biased. … … … … … … [3]

7 0457/11/M/J/19 © UCLES 2019 [Turn over (d) Which argument is more convincing, Kiri’s or Tane’s? Your answer should consider both arguments and you should support your point of view with their words. You should also consider: • the strength of their reasoning and evidence • their use of language • the different types of information used. … … … … … … … … … … … … … … … … … … … … … … … [15]

8 0457/11/M/J/19 © UCLES 2019 4 A local community wants to reduce pollution of the sea-coast and beaches in the area. The following actions are being considered: • organise community volunteers to clean local beaches every week • visit schools to raise awareness about pollution of the sea • ask the government to make dumping of waste at sea illegal. Which one of these actions would you recommend to the community, and why? In your answer, you should: • state your recommendation • give reasons to support your choice • use the material in the sources and/or any of your own ideas • consider different arguments and perspectives. … … … … … … … … … … … … … … … … … … … …

9 0457/11/M/J/19 © UCLES 2019 … … … … … … … … … … … … … … … … … … … … … … … … … … … [24]

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12 0457/11/M/J/19 © UCLES 2019 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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. BLANK PAGE BLANK PAGE

This document consists of 13 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Examination May/June 2019 MARK SCHEME Maximum Mark: 70 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 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 2 of 13 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 descriptors 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.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 3 of 13 Question Answer Marks 1(a) Candidates should identify the following from Source 1: 22 million passengers 1 mark should be awarded for the identification of the number above from Source 1. Further guidance – the only acceptable answer is listed above. However, candidates may use their own words. 1 1(b) Candidates may identify the following benefits from Source 2: • Cheaper transport • Greater variety of products • Exchange of cultures • More international trade • More employment • Easier to travel to other countries • More wealth for developing countries 1 mark should be awarded for each correctly identified benefit up to a maximum of 2. Further guidance – the only acceptable answers are listed above. However, candidates may use their own words. 2

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 4 of 13 Question Answer Marks 1(c) Indicative content Candidates may identify one of the following disadvantages: • Use of limited fuel resources • Dumping of rubbish at sea • Oil pollution • Loss of cultural heritage • Pollution by plastic waste • Illegal migration and drug trafficking • Loss of biodiversity and marine life Candidates may give the following reasons, any of which could be used, to justify their choice: • the number of people / area affected • the range of impact e.g. number of countries / regions / cities • the depth of impact e.g. how much difference will be made to the environment • the timescale for making a difference • costs • availability of resources • other reasonable response Further guidance – candidates are most likely to discuss disadvantages from Source 2 as listed above. However, the assessment is focused mainly upon their reasoning / justification and therefore additional causes should be credited. The following levels of response should be used to award marks. Level 3 (3 marks) Good response Clearly reasoned, credible explanation explicitly linked to a disadvantage of increased sea transportation. Level 2 (2 marks) Reasonable response A basic or partial explanation. The link between the explanation and a disadvantage of increased sea transportation may be implicit or unclear at times. Level 1 (1 mark) Limited response Limited explanation. The link between the disadvantage of increased sea transportation is implicit or tangential. Level 0 (0 marks) No relevant response or creditworthy material. Further Guidance 1. Do not award a mark for identifying a way to reduce child mortality. The levels are focussed on the quality of the explanation. 3

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 5 of 13 Question Answer Marks 1(d) Indicative content Candidates are likely to identify the following national consequences: • Increased international trade will benefit national economies • More employment and increased tourism will benefit national economies • Loss of national culture and heritage • Other reasonable response Candidates are likely to identify the following global consequences: • Supports global trade • Cheaper global transport • Reduces global biodiversity • Reduces the amount of oxygen in the oceans, globally • Pollution through oil / plastics / sewage is a global problem • Other reasonable response 3 marks are available for the explanation of each consequence. A total of 6 marks (3 marks + 3 marks) are therefore available for the questions as a whole. The following levels of response should be used to award marks. Level 3 (3 marks) Good response A clear and full explanation of the consequence explicitly related to the context – national or global. Level 2 (2 marks) Reasonable response A basic or partial explanation of the consequence generally related to the context – national or global. Level 1 (1 mark) Limited response An identification of a consequence with limited or no explanation related to the context – national or global. Level 0 (0 marks) No relevant response or creditworthy material. Further guidance – candidates are most likely to discuss consequences from Sources 2 and 3 as listed above. However, the assessment is focused mainly upon their reasoning / justification and therefore additional consequences should be credited. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 6 of 13 Question Answer Marks 2(a) Indicative content Candidates are likely to discuss the following evaluative points relating to Source 3. Strengths: • balanced • gives an example to illustrate • cites sources • gives references • a lot of evidence of different types • statistical evidence and facts • some recent evidence • expert evidence used • other reasonable response Weaknesses: • not very passionate • little authority • author unknown • no personal experience apparent • some evidence old • doesn’t consider counterarguments • other reasonable response The following levels of response should be used to award marks. Level 3 (5–6 marks) Good response Clearly reasoned, credible and structured evaluation; two (or more) developed points clearly linked to the issue, with some other undeveloped points; or a wide range (four or more) of undeveloped points. Evaluation is clearly focused on the strengths and/or weaknesses of the argument and/or the way evidence is used to support the claim. Level 2 (3–4 marks) Reasonable response Reasonable evaluation mainly focused on the evidence, its strengths and/or weaknesses, and the way it is used to support the claim. The response may contain one (or more) developed point(s), with some other undeveloped points. Some (two or more) undeveloped points may be sufficient to reach the lower point of this level. Level 1 (1–2 marks) Limited response Limited evaluation which is often unsupported and asserted. The response is clear in part but is incomplete, tangential and generalised. It usually contains one or two undeveloped points only. Answers at this level may repeat source material with little understanding. Level 0 (0 marks) No relevant response or creditworthy material. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 7 of 13 Question Answer Marks 2(b) Indicative content Candidates are likely to discuss the following ways to test the claim stated in Source 3. Possible types of information: • compare statistics / information on tourism / local jobs • data from government, employment agencies, travel agents • individual testimony or personal experience • material like statistics, studies, media articles, • other relevant response Possible sources of information: • national and local governments and their departments • international organisations, e.g. World Tourism Organization, UNESCO • experts working in tourism • research reports • pressure groups, charities and NGOs • media and the internet • other relevant response Possible methods: • review of secondary sources / literature / research / documents • interview relevant experts, people working in tourism • internet search • questionnaires • surveys • other relevant response The following levels of response should be used to award marks. Level 4 (7–8 marks) Very good response Clearly reasoned, credible and structured explanation of a range of ways to test the claim. The response contains three (or more) developed points, and may contain some undeveloped points. The response is clearly and explicitly related to testing the claim. Level 3 (5–6 marks) Good response Reasoned and mainly credible explanation of ways to test the claim. The response contains two (or more) developed points, and may contain some undeveloped points. A range of undeveloped strengths and/or weaknesses may be sufficient to enter this level. The response is explicitly related to testing the claim. 8

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 8 of 13 Question Answer Marks 2(b) Level 2 (3–4 marks) Reasonable response Some reasoning and explanation of ways to test the claim. The response contains one (or more) developed point(s), and/or a range of undeveloped points. The response may lack clarity at times. The response is related to testing the claim. Level 1 (1–2 marks) Limited response Limited explanation of ways to test the claim. The response contains one or two simple, undeveloped and asserted points. There is little relevance in the response to testing the claim or the methods, sources and types of information are generally not appropriate for the claim being tested. Level 0 (0 marks) No relevant response or creditworthy material. Further guidance – if the response lists methods or sources without linking to the issue / context, then it should not be placed above Level 2. Question Answer Marks 3(a) Candidates may identify one of the following predictions from Kiri’s statement in Source 4: • We will make a difference to our coast-line • We will create global change in the future • We will destroy the planet Award 1 mark for correctly identifying a prediction from the list above. Further guidance – the only acceptable answers are listed above. However, candidates may use their own words. 1 3(b) Candidates may identify one of the following facts from Tane’s statement in Source 4: • UN has a ‘Clean Seas’ campaign • UN wants nations to stop dumping plastics into seas • Celebrities back UN plans • Tane conducted research for the UN • A French politician backs the plan • Tane thinks that Kiri’s work is beautiful / motives are excellent • You can’t remove all plastic from the sea Award 1 mark for correctly identifying a fact from the list above. Further guidance – the only acceptable answers are listed above. However, candidates may use their own words. 1

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 9 of 13 Question Answer Marks 3(c) Indicative Content Bias is a tendency or prejudice for or against something; an attitude of strong like or dislike; an unbalanced approach not prepared to consider counter-arguments or other points of view. Candidates are likely to identify the following reasons for bias from Tane’s background / experience: • Tane has conducted research for the United Nations. Candidates are likely to identify the following features of the statement that suggest possible bias: • Lack of balance – ‘Only international organisations can do this’. • Emotive language – ‘The UN have a wonderful Clean Seas campaign’ • Little objective research or evidence to support • The source / statement contains much opinion and personal ideas The following levels of response should be used to award marks: Level 3 (3 marks) Good response A clear and full explanation of why the statement may be biased supported with evidence from the statement. The response contains two (or more) points, with one (or more) of these developed. Level 2 (2 marks) Reasonable response A basic or partial explanation of why the statement may be biased. The response is likely to contain one developed point or two undeveloped points. Level 1 (1 mark) Limited response A limited explanation of why the statement may be biased. The response contains one undeveloped point. Level 0 (0 marks) No relevant response or creditworthy material. 3

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 10 of 13 Question Answer Marks 3(d) Indicative content Candidates are expected to evaluate the arguments presented in Source 4 and compare their effectiveness. They should make a supported judgement with some explanation about which person has the most convincing argument. Candidates may support their judgement by considering: Strength of reasoning: • logic • structure • balance • claims Use of language: • tone – emotive, exaggerated, precise • clarity Evidence: • range of information and depth • relevance • sufficiency – sample • source – media; internet • date – how recent • different types of information – fact, opinion, value, anecdote • testimony – from experience and expert Sources of bias • local interest • economic • personal values • experience Likely consequences of the ideas presented Acceptability of their values to others • how likely other people are to agree with their perspective / view The following levels of response should be used to award marks. Level 5 (13–15 marks) Very good response Clear, credible and well supported points about which argument is more convincing. Coherent, structured evaluation of both arguments with clear comparison. The response contains three (or more) developed evaluative points, and may include some undeveloped points. A clear judgement is reached. 15

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 11 of 13 Question Answer Marks 3(d) Level 4 (10–12 marks) Good response Clear, supported points about which argument is more convincing. Evaluation of both arguments, with comparison. The response contains two (or more) developed evaluative points and may include some undeveloped points. A wide range (four or more) of undeveloped but clearly appropriate points may be sufficient to enter this band at the lower level. A judgment is reached. Level 3 (7–9 marks) Reasonable response Reasonable points about which argument is more convincing. Some evaluation of both arguments, with an attempt at comparison. Judgements and evaluative points are partially supported or asserted. One (or more) developed evaluative points, possibly with some undeveloped points; three (or more) undeveloped points may be sufficient to enter this band at the lower level. An attempt is made to give an overall judgement. Level 2 (4–6) Basic response Basic points about which argument is more convincing. There may be only one argument considered, with little attempt at comparison. Judgements and evaluative points are partially supported and lack clarity / relevance at times. The response contains two (or more) undeveloped points. A basic judgement may be reached. Level 1 (1–3 marks) Limited response Limited and unsupported points about which argument is more convincing. The response considers the arguments briefly and/or tangentially. There is little clarity. Answers at this level may repeat source material with little understanding or simply agree / disagree with the arguments presented. The response may not contain any clear evaluative points. Level 0 (0 marks) No relevant response or creditworthy material. Further guidance – if only one argument is discussed then a maximum of L3 9 marks can be awarded.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 12 of 13 Question Answer Marks 4 Indicative content Candidates are expected to make a judgement about the best course of action, i.e. how best to reduce pollution of the sea-coast and beaches in the area. Candidates may use and develop the material found in Sources 1 to 4, but should go beyond simply repeating or recycling without adaptation. Other material may be introduced but is not necessary to gain full marks. Candidates may consider some of the following: • reference to scale of impact on coastal pollution • reference to different consequences and implications for individuals / groups / government • how long it might take to make a difference • barriers to change • the power of collective action, e.g. cooperation between countries over international waters • the influence of individuals and groups on decision making • the role of vested interests and power differences • potential conflicts of interest • difficulties in planning and coordinating improvements • cost and access to resources to implement change • other reasonable response The following levels of response should be used to award marks. Level 5 (20–24 marks) Very good response Clear, well supported reasoning about the recommended course of action. Different arguments and perspectives are clearly considered. The response contains a wide range of clearly reasoned points and/or evidence to support the views expressed, with four (or more) developed points, and some undeveloped points. The response is very well-structured and a clear judgement is reached. Level 4 (15–19 marks) Good response Clear, supported reasoning about the recommended course of action. Different arguments and perspectives are considered. The response contains a range of reasoned points and/or evidence to support the views expressed, with three (or more) developed points, and some undeveloped points. The response is generally well-structured and a judgement is reached. 24

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 13 of 13 Question Answer Marks 4 Level 3 (10–14 marks) Reasonable response Some supported reasoning about the recommended course of action. Different arguments and perspectives are included. The response contains some points and/or evidence to support the views expressed, with two (or more) developed points, and some undeveloped points. The response is structured but at times difficult to follow and an attempt is made to give an overall judgement. Level 2 (5–9 marks) Basic response Basic reasoning about the recommended course of action. Different arguments are included; perspectives, if present, are unclear. The response relies on assertion rather than evidence but usually contains one (or more) developed point(s) or a range of undeveloped points. The response lacks structure and is difficult to follow though a basic judgement may be attempted. Level 1 (1–4 marks) Limited response Limited and unsupported reasoning about the topic in general. Different arguments may be included. Level 0 (0 marks) No relevant response or creditworthy material.