Cambridge IGCSE Global Perspectives 0457 — 2020 Oct/Nov Paper 1 · Variant 1

Cambridge IGCSE™ * 4 6 2 6 6 8 7 4 1 3 * DC (PQ) 183204/1 © UCLES 2020 [Turn over This document has 12 pages. Blank pages are indicated. GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Examination October/November 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.

2 0457/11/O/N/20 © UCLES 2020 Read the information in the insert and answer all questions. 1 Study Sources 1 to 3. (a) Identify the trend in the number of students moving to a different country for university, from Source 1. … … [1] (b) Identify two benefits of moving to a different country, from Source 2. … … … … [2] (c) Which benefit of moving to a different country do you think is most important? Explain why. … … … … … … [3]

3 0457/11/O/N/20 © UCLES 2020 [Turn over (d) Explain why young people moving to a different country is an important national issue. … … … … … … … … … … … … [6]

4 0457/11/O/N/20 © UCLES 2020 2 Study Source 3. (a) ‘Young people do not care about their culture.’ What are the strengths and weaknesses of the argument supporting this claim? … … … … … … … … … … … … [6]

5 0457/11/O/N/20 © UCLES 2020 [Turn over (b) ‘Students who study in a different country have more interest in other cultures.’ How would you test this claim? You should consider the types of information, sources of evidence or methods you might use. … … … … … … … … … … … … … … … … [8]

6 0457/11/O/N/20 © UCLES 2020 3 Study Source 4. (a) Identify one opinion in Nikita’s statement. … … [1] (b) Identify one prediction in Tanu’s statement. … … [1] (c) Explain why Nikita’s statement might be biased. … … … … … … [3]

7 0457/11/O/N/20 © UCLES 2020 [Turn over (d) Which argument is more convincing, Nikita’s or Tanu’s? Your answer should consider both statements 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/O/N/20 © UCLES 2020 4 ‘Young people should not move away to study because their local communities will suffer.’ Do you agree with this statement? In your answer you should: • state your opinion • give reasons and evidence to support your opinion • use the material in the sources and/or any of your own ideas • consider different arguments and perspectives. … … … … … … … … … … … … … … … … … … … … … … …

9 0457/11/O/N/20 © UCLES 2020 … … … … … … … … … … … … … … … … … … … … … … … … … [24]

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12 0457/11/O/N/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 17 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Examination October/November 2020 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 October/November 2020 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 October/November 2020 © UCLES 2020 Page 2 of 17 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 October/November 2020 © UCLES 2020 Page 3 of 17 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. Annotations All Scripts and questions 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.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 4 of 17 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 REP Repetition Comment box NAQ Not answered question 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 likely annotation to be used with each question. Annotation should be within the candidate’s text rather than in the margin.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 5 of 17 Question Answer Marks 1(a) Main Annotations Candidates should identify the following from Source 1: • An increasing trend; rising; going up; more and more each year. 1 mark should be awarded for identifying the above. Further guidance 1 The only acceptable answers are listed above. However, candidates may use their own words. 2 Do not award ‘more’ or a numerical answer unless an increasing trend is clear. 1 1(b) Main Annotations Candidates may identify the following benefits from Source 2: • gain skills • improve job prospects • better understanding of other cultures • gain more self confidence • learn a different language • improve links with other countries • positive life changing experience. 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

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 6 of 17 Question Answer Marks 1(c) Main Annotations Indicative content Candidates may identify one of the following benefits: • gain skills • improve job prospects • better understanding of other cultures • gain more self confidence • learn a different language • improve links with other countries • positive life changing experience. Candidates may give the following reasons, any of which could be used, to justify their choice: • degree of impact, e.g. gaining skills has further effects on lives • number of people affected, e.g. improving understanding helps relationships between many people across several countries • significance of the benefit, e.g. better job prospects helps a person to have a higher standard of living • link to wider changes, e.g. improving links with other countries helps to reduce conflict; or creates opportunities for trade • 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 other benefits 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. Level 2 (2 marks) Reasonable response Some explanation. The link between the explanation and a benefit may be implicit / unclear at times. Level 1 (1 mark) Limited response A benefit is identified. There may be some limited explanation. Level 0 (0 marks) No relevant response or creditworthy material. 3

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 7 of 17 Question Answer Marks 1(d) Main Annotations Indicative content Candidates are likely to discuss the following reasons drawing upon the information in Sources 2 and 3: • Experience gained from moving to a different country can help to improve the economy. • Helps to improve job prospects. • International travel can improve links with other countries. • If people who move to a different country do not come back, the country loses a valuable resource and money will have been wasted on their education. • Young people may lose interest in their own culture. • 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 explanation of importance; usually two (or more) developed arguments clearly linked to the issue; or three (or more) undeveloped reasons. The national dimension is explicit. Level 2 (3–4 marks) Reasonable response Some reasoned explanation of importance; there may be some lack of clarity and the answer may be difficult to follow at times; usually one (or more) developed argument(s) with some link to the issue, but may be implicit at times; or two (or more) undeveloped reasons. The national dimension is implicit at times. Level 1 (1–2 marks) Limited response Limited reasoning and explanation; the response is likely to contain only simple, undeveloped and asserted points. Arguments are partial, generalised and lack clarity. The national dimension is not apparent. Level 0 (0 marks) No relevant response or creditworthy material. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 8 of 17 Question Answer Marks 2(a) Main Annotations Indicative content Candidates are likely to discuss the following evaluative points relating to Source 3 Strengths: • experience of being a teacher • gives evidence of students moving away • quotes an interview with a relevant expert • research evidence to support the claim • emotive • other reasonable response. Weaknesses: • too emotive at the beginning • not much evidence used to support the claim • seems to have an old-fashioned view • no details about television programmes • 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 evidence and arguments, their strengths and/or weaknesses and the way they are used to support the claim. There is usually some clear reference to the evidence and arguments in the source e.g. quotation/summary Level 2 (3–4 marks) Reasonable response Reasonable evaluation mainly focused on the evidence and arguments, their strengths and/or weaknesses, and the way they are used to support the claim; there may be some lack of clarity and the answer may be difficult to follow at times. 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 this level. Level 1 (1–2 marks) Limited response Limited evaluation which is often unsupported and asserted. The response is often unclear, tangential and generalised. It contains one or two undeveloped points only. Answers at this level may repeat source material with little understanding. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 9 of 17 Question Answer Marks 2(a) Level 0 (0 marks) No relevant response or creditworthy material. 2(b) Main Annotations Indicative content Candidates are likely to discuss the following ways to test the claim stated in Source 3: Possible types of information: • data from universities • interview and survey data • documentary evidence • individual testimony or personal experience • material from the internet about migration / student views • other relevant response. Possible sources of information: • national and local governments and their departments • international organisations, e.g. United Nations, UNESCO • experts in education • research reports • media and the internet • other relevant response. Possible methods: • compare statistics/information on international /local students • review of secondary sources/literature/research/documents • interview relevant experts • internet search • questionnaires • surveys • psychological type experiment • 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. The response is explicitly related to testing the claim. 8

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 10 of 17 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. There may be some lack of clarity and the answer may be difficult to follow 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. If the response lists or describes methods, sources and types of data without linking to the issue/context, then it should not be placed above Level 2. Question Answer Marks 3(a) Main Annotations Candidates may identify one of the following opinions from Nikita’s statement: • He did very well at school. • My grandparents thought he would lose our traditional values. • Our families are important. • The business may close down. 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

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 11 of 17 Question Answer Marks 3(b) Main Annotations Candidates may identify one of the following from Tanu’s statement. • My future wife will want to be like me. • I will earn 30 per cent more if I move there. • If I move to a different country I will earn twice as much. • My family will manage without me. • I can send them money once I have a good job. 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

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 12 of 17 Question Answer Marks 3(c) Main Annotations 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 from aspects of Nikita’s background/experience that suggest possible bias: • It caused her upset when her brother moved to a different country. • Her father’s business may close down if young people leave the village. Candidates are likely to identify the following reasons from aspects of the statement that suggest possible bias: • Lack of balance/focus only on the negatives of moving away. • Emotive language / tone – ‘no-one can visit you unless they are earning a lot of money’. • Exaggeration – ‘nobody used to move away when my parents were young’. • Lack of evidence to support opinion. • Focused only on personal experience. 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. Gives two reasons. Level 2 (2 marks) Reasonable response A basic or partial explanation of why the statement may be biased. May give one or two reasons. Level 1 (1 mark) Limited response An identification of a reason to suggest bias with limited or no explanation. Level 0 (0 marks) No relevant response or creditworthy material. 3

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 13 of 17 Question Answer Marks 3(d) Main Annotations J 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. 15

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 14 of 17 Question Answer Marks 3(d) Level 5 (13–15 marks) Very good response Clear, credible and well supported points/explanation 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. Material from the sources is used as evidence to support the evaluation; clear reference to the evidence and/or arguments in the source e.g. quotation/summary of ideas. A clear judgement is reached. Level 4 (10–12 marks) Good response Clear, supported points/explanation 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. Material from the sources is used as evidence to support the evaluation; some reference to the evidence and/or arguments in the source e.g. quotation/summary of ideas. A judgment is reached. Level 3 (7–9 marks) Reasonable response Reasonable points/explanation about which argument is more convincing. Some evaluation of both arguments, with an attempt at comparison or very good evaluation of only one argument. Some 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. Some material from the sources may be used as evidence to support the evaluation. The response may occasionally lack some clarity and by difficult to follow. 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.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 15 of 17 Question Answer Marks 3(d) 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.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 16 of 17 Question Answer Marks 4 Main Annotations J Indicative content Candidates are expected to make a judgement about the issue, i.e. whether students should move away to study, using reasons and evidence to justify their opinion. 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 the community • reference to different consequences and implications for individuals/groups/government • how long it might take to make a difference • barriers to change • 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 issue. 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 issue. 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 October/November 2020 © UCLES 2020 Page 17 of 17 Question Answer Marks 4 Level 3 (10–14 marks) Reasonable response Some supported reasoning about the issue. 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 issue. 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. Mainly recycling of sources without interpretation or clear link to the issue. Different arguments may be included. Level 0 (0 marks) No relevant response or creditworthy material.