Cambridge IGCSE Global Perspectives 0457 — 2020 May/June Paper 1 · Variant 3

DC (NF) 183202/1 © UCLES 2020 [Turn over This document has 12 pages. Blank pages are indicated. GLOBAL PERSPECTIVES 0457/13 Paper 1 Written Examination May/June 2020 1 hour 15 minutes You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● 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. INFORMATION ● The total mark for this paper is 70. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains all the sources referred to in the questions. Cambridge IGCSE™ * 2 2 8 0 4 8 0 4 8 5 *

2 0457/13/M/J/20 © UCLES 2020 Read the information in the insert and answer all questions. 1 Study Sources 1 to 3. (a) Which country is the most energy efficient according to Source 1? … … [1] (b) Identify two benefits of energy efficiency from Source 2. … … … … [2] (c) Which benefit of energy efficiency do you think is the most significant? Explain why. … … … … … … [3]

3 0457/13/M/J/20 © UCLES 2020 [Turn over (d) Using Source 3, explain one personal and one national cause of wasted energy. Personal cause: … … … … … … National cause: … … … … … … [6]

4 0457/13/M/J/20 © UCLES 2020 2 Study Source 3. (a) ‘It is easy to use less energy.’ What are the strengths and weaknesses of the argument supporting this claim? … … … … … … … … … … … … [6]

5 0457/13/M/J/20 © UCLES 2020 [Turn over (b) ‘Teaching children about energy efficiency reduces their use of energy.’ How could you test this claim? You may consider the types of information, sources of evidence or methods you might use. … … … … … … … … … … … … … … … … [8]

6 0457/13/M/J/20 © UCLES 2020 3 Study Source 4. (a) Identify one opinion from Anja’s statement. … … [1] (b) Identify one prediction from Source 4. … … [1] (c) Identify one value judgement from Source 4. Explain why it is a value judgement. … … … … … … [3]

7 0457/13/M/J/20 © UCLES 2020 [Turn over (d) Which argument is more convincing, Anja’s or Knut’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 0457/13/M/J/20 © UCLES 2020 4 A government would like to reduce the amount of energy wasted in their country. The following actions are being considered: • ask charities to advise people on how to save energy • make energy more expensive to discourage waste • teach children at school about energy issues. Which one of these actions would you recommend to the government, and why? In your answer, you should: • state your recommendation • give reasons and evidence to support your choice • use the material in the sources and/or any of your own ideas • consider different arguments and perspectives. … … … … … … … … … … … … … … … … … … … …

9 0457/13/M/J/20 © UCLES 2020 … … … … … … … … … … … … … … … … … … … … … … … … … … … … [24]

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12 0457/13/M/J/20 © UCLES 2020 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

This document consists of 15 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ GLOBAL PERSPECTIVES 0457/13 Paper 1 Written Examination May/June 2020 MARK SCHEME Maximum Mark: 70 Published Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic. This mark scheme is published to support teachers and students and should be read together with the question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also provides the most likely acceptable alternative responses expected from students. Examiners usually review the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the June series, Examiners were unable to consider the acceptability of alternative responses, as there were no student responses to consider. Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However, because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June 2020 series. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level components.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 2 of 15 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 3 of 15 Introduction Most questions are marked holistically using levels of response mark schemes. The marks awarded for an answer are usually based on a judgement of the overall quality of the response, rather than on awarding marks for specific points and accumulating a total mark by adding points. Inevitably, the mark scheme cannot cover all responses that candidates may make for all of the questions. In some cases candidates may make very strong responses which the mark scheme has not predicted. These answers should nevertheless be credited according to their quality. Levels of response For answers marked by levels of response, the following is intended to describe the quality of the response required (level of skill that should be demonstrated) for the award of marks at different points in the mark range for the question. In the levels of response mark scheme positive achievement is being rewarded. For answers marked by levels of response: a Marking grids describe the top of each level. b To determine the level – start at the highest level and work down until you reach the level that matches the answer. c To determine the mark within the level, consider the following: Descriptor Award mark Consistently meets the criteria for this level At top of level Meets the criteria but with some slight inconsistency Above middle and either below top of level or at middle of level (depending on number of marks available) Just enough achievement on balance for this level Above bottom and either below middle of level or at middle of level (depending on number of marks available) On the borderline of this level and the one below At bottom of level Mark scheme All of the questions are based on sources which are available to candidates as an Insert to the examination paper. It is therefore very important to study this material prior to marking to become familiar with the context of the questions.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 4 of 15 Annotations All responses within scripts must be annotated to show how and where marks have been awarded. For scripts marked on RM Assessor, a selection of the following on-screen annotations are available. Annotation Meaning Correct, creditworthy point Eval Evaluation Development Benefit of doubt given Incorrect point Unclear/confused point JU Justification Omission mark, more required I Interpretation Vertical wavy line Irrelevant Highlighter The number of ticks used does not need to tally with the mark achieved. Every question must be annotated in some way. The mark scheme indicates the most common annotation to be used with each question. Annotation should be within the candidate’s text rather than in the margin.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 5 of 15 Question Answer Marks 1(a) Candidates should identify from Source 1: • Germany 1 mark should be awarded for the identifying the above country. 1 1(b) Candidates may identify the following benefits from Source 2: • Saves money on energy bills for businesses and households. • Reduces pollution from energy production, including mining. • Creates cleaner air. • Reduces greenhouse gases and global warming. • Helps businesses to be more profitable. • Makes energy supply more sustainable. 1 mark should be awarded for each correctly identified benefit up to a maximum of 2 marks. Further guidance – the only acceptable answers are listed above. However, candidates may use their own words. 2

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 6 of 15 Question Answer Marks 1(c) Indicative content Candidates may identify one of the following benefits: • Saves money on energy bills for businesses and households. • Reduces pollution from energy production, including mining. • Creates cleaner air. • Reduces greenhouse gases and global warming. • Helps businesses to be more profitable. • Makes energy supply more sustainable. Candidates may give the following reasons, any of which could be used, to justify their choice: • Has greatest impact. • Benefits the most people. • Ethically or morally most beneficial. • Most likely to make a difference. • Has multiple consequences. • Creates spiral of virtue. • Other reasonable response. Further guidance – candidates are most likely to discuss benefits from Source 2 as listed above. However, the assessment is focused mainly upon their reasoning / justification and therefore additional points should be credited. The following levels of response should be used to award marks. Level 3 (3 marks) Good response Clearly reasoned explanation explicitly linked to a benefit with one developed point or three relevant but undeveloped points. Level 2 (2 marks) Reasonable response Some explanation with two (or more) undeveloped points. The link between the explanation and a benefit may be implicit / unclear at times. Level 1 (1 mark) Limited response Limited explanation. Explanation is not linked to a benefit explicitly. Level 0 (0 marks) No relevant response or creditworthy material. 3

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 7 of 15 Question Answer Marks 1(d) Indicative content Candidates are likely to identify the following personal causes: • People do not know about energy issues. • Children are not taught enough in schools. • People leaving lights on when not needed. • Having the temperature of water and heating higher than needed. Candidates are likely to identify the following national causes: • Governments do not campaign/educate enough. • Businesses use cheaper, dirty energy to boost profits. • National education not teaching about energy issues. • Businesses/employers not having sustainable energy policies. 3 marks are available for the explanation of each cause. A total of 6 marks (3 marks + 3 marks) are therefore available for the question 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 cause explicitly related to the context – personal or national. Level 2 (2 marks) Reasonable response A basic or partial explanation of the cause generally related to the context – personal or national. Level 1 (1 mark) Limited response An identification of a cause with limited or no explanation related to the context – personal or national. Level 0 (0 marks) No relevant response or creditworthy material. 6

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 8 of 15 Question Answer Marks 2(a) Indicative content Candidates are likely to discuss the following evaluative points relating to Source 3: Strengths: • Clear structure. • Reasonable tone. • Range of evidence. • Some citation. • Expert testimony with ability to know. Weaknesses: • Some anecdotal evidence. • Some assertion. • Not balanced with counter argument. • Citation incomplete. • Not much detail. • Not always logical. 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 evidence, its strengths and/or weaknesses and the way it is used to support the claim. A convincing overall assessment or conclusion is reached. 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. An overall assessment or conclusion is attempted. Level 1 (1–2 marks) Limited response Limited evaluation which is often unsupported and asserted. The response is clear in part but is incomplete and generalised. It contains one undeveloped point only. Answers at this level may repeat source material with little understanding. An overall assessment or conclusion is weak or not attempted. Level 0 (0 marks) No relevant response or creditworthy material. 6

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 9 of 15 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 factors in levels of energy consumption. • Data from pressure groups, energy suppliers, governments and international organisations. • Individual testimony or personal experience. • Material from research reports. • Other relevant response. Possible sources of information: • National and local governments and their departments. • International organisations, e.g. United Nations; UNESCO. • Experts, e.g. energy or education experts. • 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 and victims. • Survey the public. • Experience. • Internet search. • Questionnaires. • Case studies. • Surveys. • Experiments. • 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 point and may contain some undeveloped points. The response is explicitly related to testing the claim. 8

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 10 of 15 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. 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. Responses that do not link explicitly to the issue/context are unable to score higher than Level 2.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 11 of 15 Question Answer Marks 3(a) Candidates may identify one of the following from Source 4. • Our energy use is a problem. • Our supplies of energy are likely to run out. • The World Health Organization believe that seven million people die every year from air pollution. • We are poisoning our planet. • We need to use less energy and reduce waste. 1 mark should be awarded for identifying one of the 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 from Source 4. • Our supplies of energy are likely to run out. • Known reserves will disappear by 2060. • In the future batteries will power electric cars and robots. 1 mark should be awarded for identifying of one of the above. Further guidance – the only acceptable answers are listed above. However, candidates may use their own words. 1 3(c) Indicative content. A value judgement is a view or belief about what is important/moral/ethical. The following examples are found in Source 4. • It is right to use less energy and reduce waste. • It is wrong to create false news. Award 1 mark for correctly identifying a value judgement from the list above. However, candidates may use their own words. Award an additional 1 mark for a response that demonstrates some understanding of value judgements. Or Award an additional 2 marks for a clear understanding of value judgements applied accurately to the example identified from Source 4. 3

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 12 of 15 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

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 13 of 15 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 or very good evaluation of only one argument. 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 in any detail, 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. Responses that give a very good evaluation of only one argument may achieve Level 3 but no higher.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 14 of 15 Question Answer Marks 4 Indicative content Candidates are expected to make a judgement about how to reduce wasted energy in the country using reasons and evidence to justify their choice. 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 • 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 in the community • 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

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 15 of 15 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 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.