Cambridge IGCSE Global Perspectives 0457 — 2024 Oct/Nov Paper 1 · Variant 1

[Turn over Cambridge IGCSE™ This document has 12 pages. Any blank pages are indicated. DC (WW) 337870/1 © UCLES 2024 * 7 1 0 9 2 5 6 2 0 5 * GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Examination October/November 2024 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. ,










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2 0457/11/O/N/24 © UCLES 2024 Read the information in the insert and answer all questions. 1 Study Sources 1 to 3. (a) From Source 1, how many cities monitor air pollution? … … [1] (b) From Source 2, identify two advantages of using electric vehicles. … … … … [2] (c) Which advantage of using electric vehicles do you think is the most significant? Explain why. … … … … … … [3] * 0000800000002 * ,










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3 0457/11/O/N/24 © UCLES 2024 [Turn over (d) Explain why the problems of pollution from transport are an important local issue. … … … … … … … … … … … … [6] * 0000800000003 * ,










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4 0457/11/O/N/24 © UCLES 2024 2 Study Source 3. (a) ‘We need less polluting forms of transport for the future.’ What are the strengths and weaknesses of the argument supporting this claim? … … … … … … … … … … … … [6] * 0000800000004 * ,










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5 0457/11/O/N/24 © UCLES 2024 [Turn over (b) ‘Cycling and walking are becoming more popular in cities.’ How could you test this claim? You should consider the types of information, sources of evidence or methods you might use. … … … … … … … … … … … … … … … … [8] * 0000800000005 * ,










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6 0457/11/O/N/24 © UCLES 2024 3 Study Source 4. (a) Identify one opinion from Bina’s statement. Explain why it is an opinion. … … … … [2] (b) Ahram is arguing that we should find less polluting ways to travel. (i) Identify one fact from Ahram’s statement. … … [1] (ii) Explain how well this fact supports Ahram’s statement. … … … … [2] * 0000800000006 * ,










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7 0457/11/O/N/24 © UCLES 2024 [Turn over (c) Which argument is more convincing, Bina’s or Ahram’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] * 0000800000007 * ,










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8 0457/11/O/N/24 © UCLES 2024 4 A government wants to reduce pollution in its cities. The following actions are being considered: • promoting the use of electric vehicles • encouraging more walking and cycling • making public transport free. 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. … … … … … … … … … … … … … … … … … … … … * 0000800000008 * ,










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12 0457/11/O/N/24 © UCLES 2024 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000012 * ,









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This document consists of 19 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge IGCSE™ GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Examination October/November 2024 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 2024 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 2024 © Cambridge University Press & Assessment 2024 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 descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 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 2024 © Cambridge University Press & Assessment 2024 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.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 19 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 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. Candidates are expected to use the material in the sources to answer the questions. They may also use other material from their own experience, but this is not necessary. The examination test skills not knowledge.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 19 Annotations The number of ticks used does not need to tally with the mark achieved. 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 J Justification Omission mark, more required I Interpretation Vertical wavy line Irrelevant Highlighter REP Repetition Comment Box NAQ Not answered question SEEN Confirms page or response seen by examiner

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 19 Question Answer Marks 1(a) From Source 1, how many cities monitor air pollution? Assessment objective: identification of information Main Annotations Candidates should identify the following from Source 1: • Six thousand • (6000) 1 mark should be awarded for identifying the answer above. Further guidance – the only acceptable answer is listed above. However, candidates may use their own words. 1 1(b) From Source 2, identify two advantages of using electric vehicles. Assessment objective: identification of information Main Annotations Candidates may identify the following advantages from source 2: • Do not produce exhaust gas pollution • Require less maintenance • Less noisy • Can be recharged locally at home or at work • Recharging is cheaper than paying for fuel 1 mark should be awarded for each correctly identified advantage. 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 2024 © Cambridge University Press & Assessment 2024 Page 8 of 19 Question Answer Marks 1(c) Which advantage of using electric vehicles do you think is the most significant? Explain why. Assessment objective: creating a line of argument using reasons and evidence Main Annotations Indicative content: Candidates may identify one of the following advantages: • Do not produce exhaust gas pollution • Require less maintenance • Less noisy • Can be recharged at home or work • Recharging is cheaper than paying for fuel Candidates may give the following reasons, any of which could be used, to justify their choice: • Has greatest impact • Affects most people • Effects are significant e.g. improves health/reduces pollution • Ethically or morally most justifiable • Has multiple positive consequences • Creates spiral of virtue • Affects other aspects of life in society. • Other reasonable response The following levels of response should be used to award marks: Level 3 (3 marks) Good response Clear explanation of significance explicitly linked to the selected advantage. Level 2 (2 marks) Reasonable response Some explanation of significance. The link between the explanation and an advantage may be implicit/unclear at times. Level 1 (1 mark) Limited response A consequence is identified but with limited or no explanation of significance. Level 0 (0 marks) No relevant response or creditworthy material. 3

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 19 Question Answer Marks 1(d) Explain why the problems of pollution from transport are an important local issue. Assessment objective: creating a line of argument using reasons and evidence Main Annotations Indicative content: • Cost of monitoring air pollution • More health care needed locally • Life expectancy reduced so a change in age ranges locally • Local environmental damage/pollution • Time lost at work if workers are ill from the effects of pollution • Trade with other areas/cities will be affected • Impact on economy • Impact on tourism • 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. The local dimension is explicit. Level 2 (3–4 marks) Reasonable response Some reasoned explanation of importance. The local dimension is implicit at times. Level 1 (1–2 marks) Limited response Limited reasoning and explanation of importance. Explanations are partial, generalised and lack clarity. The local dimension is not apparent. Level 0 (0 marks) No relevant response or creditworthy material. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 19 Question Answer Marks 2(a) ‘We need less polluting forms of transport for the future.’ What are the strengths and weaknesses of the argument supporting this claim? Assessment objective: evaluation of argument, including reasoning, language and evidence Main Annotations Indicative content: Candidates are likely to discuss the following evaluative points relating to Source 3 Strengths: • Reference to television programme as evidence • Statistics included • Rhetorical questions – appeals to emotions • Use of professional expertise • Use of photo evidence • Suggests alternatives transport • Other reasonable response Weaknesses: • Does not give specific information about the television programme • Vague information about the expert/little citation • Lack of evidence to support the increase in cycling and walking • Appeals to emotion • Lack of balance • 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. Evaluation is clearly focused on the evidence and/or reasons, the strengths and weaknesses are explained. There is usually some clear reference to the evidence and/or reasons in the source e.g. quotation/summary. Usually, two (or more) developed/explained/supported points, with some other undeveloped points; or a wide range (usually four or more) of undeveloped points. Level 2 (3–4 marks) Reasonable response Some strengths and/or weaknesses of the reasons/evidence are identified or described briefly but not usually explained; there may be some lack of clarity and the answer may be difficult to follow at times. Usually, the response contains one (or more) developed/explained/supported point(s), with some other undeveloped points. Some (usually two or more) undeveloped points may be sufficient to reach this level. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 19 Question Answer Marks 2(a) Level 1 (1–2 marks) Limited response Limited evaluation of the reasons/evidence which is unsupported and asserted. The response is unclear, tangential, or generalised. Usually contains one or two undeveloped points. Answers at this level may repeat source material with little understanding. Level 0 (0 marks) No relevant response or creditworthy material. 2(b) ‘Cycling and walking are becoming more popular in cities.’ How could you test this claim? You may consider the types of information, sources of evidence or methods you might use. Assessment objective: designing research to test a claim 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 cycling and walking • Data from city transport department • Individual testimony or personal experience. • Material from government web sites • Publications/documents from pressure groups/charities promoting cycling/walking • Other relevant response. Possible sources of information: • National and local governments and their departments • International organisations, e.g. United Nations • Experts in healthy activities • 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: 8

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 12 of 19 Question Answer Marks 2(b) The following levels of response should be used to award marks: Level 4 (7–8 marks) Very good response Clearly reasoned and credible explanation of a range of ways to test the claim. The response usually contains three (or more) developed/explained/supported points and may contain some undeveloped points. The response is 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/explained/supported points and may contain some undeveloped points. The response is related to testing the claim at times. 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/explained/supported 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 usually contains one or two simple, undeveloped, and asserted points. There is little or no relevance to testing the claim and 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 2024 © Cambridge University Press & Assessment 2024 Page 13 of 19 Question Answer Marks 3(a) Identify one opinion from Bina’s statement. Explain why it is an opinion. Assessment objective: understanding and application of the term ‘opinion’ Main Annotations An opinion is a point of view or someone’s belief, that is subjective, not necessarily shared by others, and may not be verifiable. Candidates may identify one of the following from Source 4. • It is not possible for my business to use electric vehicles. • New sources of energy are not reliable. • Technology has not progressed enough to transport very heavy products. • It is fantasy to think that the wind and sun will produce enough electricity to power billions of vehicles. • We will have to use oil to make fuels for a lot longer. • People say we should pay more taxes to stop using diesel fuel. • If the government charge us more tax we will go out of business. • My workers will be unemployed. • We cannot just get rid of oil for a bit of pollution. 1 mark for correctly identifying an opinion from the list above. 1 mark for a response that demonstrates a clear understanding of an opinion. Further guidance – note that the only acceptable answers are listed above. However, candidates may use their own words. 2 3(b)(i) Ahram is arguing that we should find less polluting ways to travel. Identify one fact from Ahram’s statement. Assessment objective: understanding and application of the term ‘fact’ Main Annotations Candidates may identify one of the following from Ahram’s statement: • Pollution is creating environmental problems • A science programme described healthier ways to travel • My children walk two kilometres to school • Our local politician says we need to act now to make a difference • Public transport/cycling/walking is good for the environment/cheaper/ healthier. 1 mark should be awarded for identifying one of the above facts. Further guidance – note that the only acceptable answers are listed above. However, candidates may use their own words. 1

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 14 of 19 Question Answer Marks 3(b)(ii) Explain how well this fact supports Ahram’s statement. Assessment objective: evaluation of evidence supporting an argument Main Annotations Examples of the points that could be made when explaining how well the fact supports the argument: • Supports very well because it explains why Ahram supports his views • Some support as the value judgement is relevant to the argument but it is only based on opinion and not evidence. • Limited support as is simply a statement of his beliefs without evidence. Use the following criteria to award a maximum of two marks. Award 1 mark for an attempt to say how well the fact supports the argument e.g. ‘It supports the argument quite well.’ or ‘It gives some support.’ Or ‘it supports poorly because …’ or ‘it reduces the credibility’. Award 1 mark for making a link to the argument e.g. ‘because it provides some evidence for Ahram’s argument.’ or ‘ … the fact gets the attention of the reader.’ Further guidance – Q3bi must be answered correctly to be awarded marks for this question. 2

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 15 of 19 Question Answer Marks 3(c) Which argument is more convincing, Bina’s or Ahram’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. Assessment objective: analyse and evaluate evidence and reasoning used to support claims and perspectives 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 • consequences of the ideas presented 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 Acceptability of their values to others • How likely other people are to agree with their perspective/view 15

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 16 of 19 Question Answer Marks 3(c) The following levels of response should be used to award marks: Level 5 (13–15 marks) Very good response Wide range of clear, credible and well explained points about which argument is more convincing. Coherent, structured evaluation of both arguments with clear comparison. 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, frequent reference to the evidence and/or arguments in the source e.g. quotation/summary of ideas. A supported judgement is reached. Level 4 (10–12 marks) Good response A range of clear, explained points about which argument is more convincing. Evaluation of both arguments, with some 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 Some strengths and/or weaknesses of the arguments are identified or described but mainly not explained. Evaluative points are partially supported or simply described/asserted. Some discussion of both arguments, with an attempt at comparison, or an evaluation of only one argument. 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. Material from the sources may be used occasionally to support the evaluation. The response may lack some clarity and be difficult to follow at times. A judgement is reached.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 17 of 19 Question Answer Marks 3(c) Level 2 (4–6) Basic response A few points about which argument is more convincing. There may be only one argument considered in any detail, with little attempt at comparison. Evaluative points are mainly asserted or descriptive, not explained and lack clarity/relevance at times. The response usually contains two (or more) undeveloped points. A 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 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 2024 © Cambridge University Press & Assessment 2024 Page 18 of 19 Question Answer Marks 4 A government wants to reduce pollution in its cities. The following actions are being considered: • promoting the use of electric vehicles • encouraging more walking and cycling • making public transport free. Which one of these suggestions 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. Assessment Objective: develop a line of reasoning to support an argument, perspective or course(s) of action Main Annotations Indicative content: Candidates are expected to make a judgement about the issue i.e recommending an action to reduce pollution in cities, using reasons and evidence to justify their opinion/selection. Candidates may use and develop the material found in Sources 1 to 4 but should go beyond simply repeating or recycling without interpretation/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 reducing pollution in cities • Speed of impact. • Ethical or moral issues. • Reference to different consequences and implications for individuals/different age groups/government. • The influence of individuals and groups on other people. • The role of vested interests and power differences. • Potential conflicts of interest. • Difficulties in planning and coordinating improvements. • Cost and resource issues. • Other reasonable response. The following levels of response should be used to award marks: 24

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 19 of 19 Question Answer Marks 4 The following levels of response should be used to award marks: Level 5 (20–24 marks) Very good response Clear, well supported reasoning about reducing pollution in cities 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. Level 4 (15–19 marks) Good response Clear, supported reasoning about reducing pollution in cities 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. A wide range (five or more) of undeveloped but clearly appropriate points may be sufficient to enter this band at the lower level. The response is generally well-structured and a judgement is reached. Level 3 (10–14 marks) Reasonable response Some supported reasoning about the reducing pollution in cities Different arguments and perspectives are included. The response usually contains some reasons and/or evidence to support the views expressed, with some explanation, usually with two (or more) developed points, and some undeveloped points. A range (four or more) of undeveloped but appropriate points may be sufficient to enter this band at the lower level. 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 reducing pollution in cities. Different arguments are included; perspectives, if present, are unclear. The response usually contains a few reasons and/or evidence, mainly asserted with little explanation. The response usually has one (or more) developed point(s) or a few (three or more) 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. Usually, one or two undeveloped points. Different arguments may be included. Level 0 (0 marks) No relevant response or creditworthy material.