Cambridge IGCSE Global Perspectives 0457 — 2021 Oct/Nov Paper 1 · Variant 1

This document has 12 pages. Any blank pages are indicated. Cambridge IGCSE™ DC (PQ) 205353 © UCLES 2021 [Turn over * 8 5 3 5 2 4 1 0 7 0 * GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Examination October/November 2021 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/21 © UCLES 2021 Read the information in the insert and answer all questions. 1 Study Sources 1 to 3. (a) Identify how far the average plate of food in the United States has travelled before being eaten, from Source 1. … … [1] (b) Identify two problems of transporting food over long distances, from Source 2. … … … … [2] (c) Which problem of transporting food over long distances do you think is most significant? Explain why. … … … … … … [3]

3 0457/11/O/N/21 © UCLES 2021 [Turn over (d) Explain one local and one global consequence of transporting food over long distances. Local consequence: … … … … … … Global consequence: … … … … … … [6]

4 0457/11/O/N/21 © UCLES 2021 2 Study Source 3. (a) ‘It is good to transport food over long distances.’ What are the strengths and weaknesses of the argument supporting this claim? … … … … … … … … … … … … [6]

5 0457/11/O/N/21 © UCLES 2021 [Turn over (b) ‘People now eat a wider range of food than they did in the past.’ How could you test this claim? You may consider the types of information, sources of evidence or methods you might use. … … … … … … … … … … … … … … … … [8]

6 0457/11/O/N/21 © UCLES 2021 3 Study Source 4. (a) Identify one prediction from Adib’s statement. Explain why this is a prediction. … … … … [2] (b) Explain why Hani’s statement might be biased. … … … … … … [3]

7 0457/11/O/N/21 © UCLES 2021 [Turn over (c) Which argument is more convincing, Hani’s or Adib’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 kinds of information used. … … … … … … … … … … … … … … … … … … … … … … … [15]

8 0457/11/O/N/21 © UCLES 2021 4 Your government wants to reduce pollution from transporting food over long distances. The following suggestions have been made: • offer more funding to local food producers • launch an advertising campaign about pollution caused by food transportation • increase taxes on food transported from other countries. Which one of these 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 0457/11/O/N/21 © UCLES 2021 … … … … … … … … … … … … … … … … … … … … … … … … … … … … [24]

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12 0457/11/O/N/21 © UCLES 2021 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 19 printed pages. © UCLES 2021 [Turn over Cambridge IGCSE™ GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Examination October/November 2021 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 2021 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 2 of 19 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 2021 © UCLES 2021 Page 3 of 19 Social Science-Specific Marking Principles (for point-based marking) 1 Components using point-based marking: • Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion. From this it follows that we: a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme requires a specific term) b DO credit alternative answers/examples which are not written in the mark scheme if they are correct c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …). d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used wrongly.) e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted). g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion) 2 Presentation of mark scheme: • Slashes (/) or the word ‘or’ separate alternative ways of making the same point. • Semi colons (;) bullet points (•) or figures in brackets (1) separate different points. • Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark (except Accounting syllabuses where they indicate negative numbers). 3 Calculation questions: • The mark scheme will show the steps in the most likely correct method(s), the mark for each step, the correct answer(s) and the mark for each answer • If working/explanation is considered essential for full credit, this will be indicated in the question paper and in the mark scheme. In all other instances, the correct answer to a calculation should be given full credit, even if no supporting working is shown. • Where the candidate uses a valid method which is not covered by the mark scheme, award equivalent marks for reaching equivalent stages. • Where an answer makes use of a candidate’s own incorrect figure from previous working, the ‘own figure rule’ applies: full marks will be given if a correct and complete method is used. Further guidance will be included in the mark scheme where necessary and any exceptions to this general principle will be noted.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 4 of 19 4 Annotation: • For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks have no defined meaning for levels of response marking. • For levels of response marking, the level awarded should be annotated on the script. • Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners who marked that paper. 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.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 5 of 19 Annotations All scripts and all responses must be annotated to show how and where marks have been awarded. The practice scripts indicate the amount of annotation expected. For scripts marked on RM Assessor, a selection of the following on-screen annotations are available. 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 or the right-hand margin of the response as it appears in the marking screen. 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 NAQ Not Answered Question

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 6 of 19 ** IMPORTANT NOTE A developed point is one which is explained, or supported with evidence, usually drawn from the sources or the candidate’s experience. For example: Example 1 1a. Undeveloped point - A strength of Hani’s argument is the use of personal experience from her background on the farm. 1b. Developed point - A strength of Hani’s argument is the use of personal experience from her background on the farm. Personal experience helps provide evidence which is first-hand and is likely to be accurate. It can be trusted. 1c. Undeveloped point - A weakness of the argument is the use of personal testimony from experience. 1d. Developed point - A weakness of the argument is the use of personal testimony from experience. This experience may not apply to many other people and could be biased. It is not strong evidence. Example 2 2a. Undeveloped point – Increasing taxation on the long-distance transportation of food will reduce pollution by encouraging people to buy locally. 2b. Developed point - Increasing taxation on the long-distance transportation of food will reduce pollution by encouraging people to buy locally because foreign food will become more expensive and people will only be able to afford local food. 2c. Developed point - Increasing taxation on the long-distance transportation of food will reduce pollution by encouraging people to buy locally. This is supported in Source 4 when Hani says that food that has travelled a long way costs a lot of money and causes pollution.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 7 of 19 Question Answer Marks 1(a) Main Annotations Candidates should identify the following from Source 1: • 2400 km – the units must be present to award a mark 1 mark should be awarded for identifying the above. Further guidance – the only acceptable answer is listed above. However, candidates may use their own words. 1 1(b) Main Annotations Candidates may identify the following problems from source 2: • More fossil fuels used. • Increased congestion. • Food is less fresh when eaten. • More pollution. • More packaging required. • Higher carbon dioxide emissions. • Less business for local farmers. 1 mark should be awarded for each correctly identified problem 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 2021 © UCLES 2021 Page 8 of 19 Question Answer Marks 1(c) Main Annotations Indicative content Candidates may identify one of the following problems: • More fossil fuels used. • Increased congestion. • Food is less fresh when eaten. • More pollution. • More packaging required. • Higher carbon dioxide emissions. • Less business for local farmers. Candidates may give the following reasons, any of which could be used, to justify their choice: • Has greatest impact. • Affects most people. • Ethically or morally most justifiable. • Has multiple negative consequences. • Creates spiral of harm. • Other reasonable response. Further guidance – candidates are most likely to discuss problems from the source as listed above. However, the assessment is focused mainly upon their reasoning / justification and therefore additional problems should be credited. The following levels of response should be used to award marks: Level 3 (3 marks) Good response Clear explanation explicitly linked to a problem. Level 2 (2 marks) Reasonable response Some explanation. The explanation and link to the problem may be implicit / unclear at times. Level 1 (1 mark) Limited response A reason is identified; there may be some limited explanation, though not necessary for award at this level. Level 0 (0 marks) No relevant response or creditworthy material. 3

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 9 of 19 Question Answer Marks 1(d) Main Annotations Indicative content Candidates are likely to identify the following local consequences: • Increases congestion on local roads. • Food is less fresh when eaten. • More pollution in local area. • Packaging may cause litter in local area. • Less business for local farmers. • More choice of food in shops. • Benefits to local economy. Candidates are likely to identify the following global consequences • More fossil fuels used. • More pollution. • Higher carbon dioxide emissions. • Benefits global economy. 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 – local/global. Level 2 (2 marks) Reasonable response A basic or partial explanation of the consequence generally related to the context – local/global. Occasionally may be unclear. Level 1 (1 mark) Limited response An identification of a consequence with limited or no explanation related to the context – local/global. Explanation, if present, may be difficult to follow. Level 0 (0 marks) No relevant response or creditworthy material. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 10 of 19 Question Answer Marks 2(a) Main Annotations Indicative content Candidates are likely to discuss the following evaluative points relating to Source 3 Strengths: • Personal views. • Use of newspaper. • Refers to ‘personal choice’. • Uses evidence from a friend’s factory. • Uses evidence from advertisements. • Refers to a professor • Other reasonable response Weaknesses: • General comments at the beginning. • No reference to other ways we pollute the world. • Use of questioning. • No examples of other countries or their food. • Other reasonable response The following levels of response should be used to award marks: Level 3 (5–6 marks) Good response Clearly explained and credible evaluation of the argument/evidence; usually 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 reasoning and/or evidence, its strengths and weaknesses and the way it is used to support the claim. 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. Level 2 (3–4 marks) Reasonable response Some evaluation of the argument/evidence, its strengths and/or weaknesses, and the way it is used to support the claim. The response usually contains one (or more) developed point(s), with some other undeveloped points. Some (two or more) undeveloped points may be sufficient to enter this 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. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 11 of 19 Question Answer Marks 2(a) Level 1 (1–2 marks) Limited response Limited evaluation of the argument/evidence which is often unsupported and asserted. The response may be tangential, partial, generalised and lack clarity. It usually contains one or two undeveloped points only. It usually contains one undeveloped point only. Answers at this level may repeat source material with little understanding. Level 0 (0 marks) No relevant response or creditworthy material.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 12 of 19 Question Answer Marks 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: • Compare statistics/information on pollution from transport. • Data from industries and governments. • Individual testimony or personal experience. • Material from environmental and transport groups. • Other relevant response. Possible sources of information: • National and local governments and their departments. • International organisations, e.g. United nations; UNESCO. • Experts in food and diet. • 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. • 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 usually 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 usually 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 2021 © UCLES 2021 Page 13 of 19 Question Answer Marks 2(b) Level 2 (3–4 marks) Reasonable response Some reasoning and explanation of ways to test the claim. The response usually contains one (or more) developed point(s), and/or a range of undeveloped points. The response may lack clarity. The response is implicitly 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 - responses that do not link explicitly to the issue/context and are simply a list of research methods/sources/types of information should not score higher than Level 2

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 14 of 19 Question Answer Marks 3(a) Main Annotations Indicative Content A prediction is a statement that makes a claim about the future. The following examples of predictions may be found in Source 4: • It will get here more quickly. • This will increase his profits. • The food will be more damaging to the local area. • This will be much better for the environment. Award 1 mark for correctly identifying a prediction from the list above. Award an additional 1 mark for a response that demonstrates a clear understanding of a prediction. This mark may only be awarded if the identification of a prediction is correct. Further guidance – note that the only acceptable answers are listed above. However, candidates may use their own words. 2

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 15 of 19 Question Answer Marks 3(b) 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 possible reasons for bias from Hani’s background/experience: • Her family lives on a farm. • Her father is a farmer and may be put out of business by big supermarkets. • She is a representative on the school committee. Candidates are likely to identify the following evidence of bias from Hani’s statement: • Lack of balance for example no focus on positives of transporting food. • Emotive language. • Lack of evidence to support opinion. • Focused only on personal/local experience. • Mainly opinion 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. Level 2 (2 marks) Reasonable response A basic or partial explanation of why the statement may be biased. Level 1 (1 mark) Limited response A limited explanation of why the statement may be biased. Level 0 (0 marks) No relevant response or creditworthy material. 3

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 16 of 19 Question Answer Marks 3(c) Main Annotations 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. 15

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 17 of 19 Question Answer Marks 3(c) The response usually 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 about which argument is more convincing. Evaluation of both arguments, with comparison. The response usually 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 about which argument is more convincing. Some evaluation of both arguments, with an attempt at comparison or a very good evaluation of only one argument. Judgements and evaluative points are partially supported or asserted. The response usually contains 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 usually contains two (or more) undeveloped points. A basic judgement may be reached.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 18 of 19 Question Answer Marks 3(c) 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 Responses that give a very good evaluation of only one argument may achieve Level 3 but no higher. 4 Main Annotations J Indicative content Candidates are expected to make a choice about the best course of action, i.e. how best to reduce pollution from transporting food over long distances. 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 transportation • 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 knowledge of pollution issues. • 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 proposed 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, usually with four (or more) developed points, and some undeveloped points. The response is very well-structured and a clear judgement is reached. 24

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2021 © UCLES 2021 Page 19 of 19 Question Answer Marks 4 Level 4 (15–19 marks) Good response Clear, supported reasoning about the proposed 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, usually with three (or more) developed points, and some undeveloped points. The response is generally well-structured and a judgement is reached. Level 3 (10–14 marks) Reasonable response Some supported reasoning about the proposed course of action. Different arguments and perspectives are included. The response contains some points and/or evidence to support the views expressed, usually 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 proposed course of action. Different arguments are included; perspectives, if present, are unclear. The response relies on assertion rather than evidence and explanation and 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. Tangential. Generalised. Different arguments may be included. Level 0 (0 marks) No relevant response or creditworthy material.