Cambridge IGCSE Global Perspectives 0457 — 2024 Oct/Nov Paper 1 · Variant 3

[Turn over Cambridge IGCSE™ This document has 12 pages. Any blank pages are indicated. DC (WW) 337882/2 © UCLES 2024 GLOBAL PERSPECTIVES 0457/13 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. * 7 1 3 8 3 0 3 1 2 4 * ,










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2 0457/13/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, identify the trend in the number of migrants worldwide. … … [1] (b) From Source 2, identify two advantages of global migration. … … … … [2] (c) From Source 2, which advantage of global migration do you think is most significant? Explain why. … … … … … … [3] * 0000800000002 * ,










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3 0457/13/O/N/24 © UCLES 2024 [Turn over (d) Explain why migration is an important national issue. … … … … … … … … … … … … [6] * 0000800000003 * ,










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4 0457/13/O/N/24 © UCLES 2024 2 Study Source 3. (a) ‘Migration is changing.’ What are the strengths and weaknesses of the argument supporting this claim? … … … … … … … … … … … … [6] * 0000800000004 * ,










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5 0457/13/O/N/24 © UCLES 2024 [Turn over (b) ‘Migrants bring economic benefits to their host country.’ 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 0457/13/O/N/24 © UCLES 2024 3 Study Source 4. (a) Identify one opinion from Harry’s statement. … … [1] (b) Identify one prediction from Erin’s statement. … … [1] (c) Explain why Erin’s statement may be biased. … … … … … … [3] * 0000800000006 * ,










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7 0457/13/O/N/24 © UCLES 2024 [Turn over (d) Which argument is more convincing, Harry’s or Erin’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 0457/13/O/N/24 © UCLES 2024 4 A government wants to encourage migrants to come and work in their country. The following actions are being considered: • giving financial support for businesses to employ migrants • relaxing restrictions on migration • offering language and cultural courses to migrants. 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 0457/13/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 20 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge IGCSE™ GLOBAL PERSPECTIVES 0457/13 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 2 of 20 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 3 of 20 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 4 of 20 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 20 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 20 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

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 20 Question Answer Marks 1(a) From Source 1, identify the trend in the number of migrants worldwide. Assessment objective: identification of information Main Annotations Candidates should identify the trend in total global migrants from Source 1: • Increasing/getting more/going up/getting higher/rising (or words to a similar meaning) 1 mark should be awarded for identifying the correct trend the above. Further guidance – the only acceptable answers are listed above. However, candidates may use their own words. 1 1(b) From Source 2, identify two advantages of global migration. Assessment objective: identification of information Main Annotations Candidates may identify the following advantages from source 2: • Money sent home by migrants • Less pressure on jobs and resources • Country benefits from new skills when migrants return • More cultural diversity • Helps fill labour shortages • Migrants often take on low paid, low skilled jobs 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

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 20 Question Answer Marks 1(c) From source 2, which advantage of global migration do you think is 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: • Money sent home by migrants • Less pressure on jobs and resources • Country benefits from new skills when migrants return • More cultural diversity • Helps fill labour shortages • Migrants often take on low paid, low skilled jobs 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 for the country • Creates spiral of consequences (also positive consequences) • 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 An advantage is identified but with limited or no explanation of significance. Often unclear. Level 0 (0 marks) No relevant response or creditworthy material. Further guidance – candidates are most likely to discuss advantages from the source as listed above. However, the assessment is focused mainly upon their reasoning/justification and therefore additional advantages should be credited. 3

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 20 Question Answer Marks 1(d) Explain why migration is an important national issue. Assessment objective: creating a line of argument using reasons and evidence. Indicative content: • Changes society of the place that the migrant is moving to (positively or negatively and the impact on the individuals there – e.g. labour shortages addressed) • Changes society of the place that the migrant is moving from (positively or negatively and the impact on the individuals there – e.g. brain drain) • Members of the host country may feel threatened by being undercut in the job market. 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 national dimension is explicit. Level 2 (3–4 marks) Reasonable response Some reasoned explanation of importance. The national 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 national dimension is not apparent. Level 0 (0 marks) No relevant response or creditworthy material. 6 Main Annotations

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 20 Question Answer Marks 2(a) ‘Migration is changing.’ 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: • Clear Structure • Reasonable tone • Range of evidence/examples • Expert testimony • Other reasonable response Weaknesses: • Some assertion • Unnamed speaker/citation incomplete • One-sided/unbalanced • 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

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 20 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) ‘Migrants bring economic benefits to their host country.’ How could you test this claim? 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 migration, innovation, business, education or society • Data from organisations (internet watchdogs, internet providers, businesses, development agencies). • Individual testimony or personal experience. • Material from research reports. • Other relevant response. Possible sources of information: • National and local governments and their departments • International organisations, e.g., United Nations, International Monetary Fund, International Organisation on Migration • Experts in migration • 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, businesses that have been affected. • Internet search. • Questionnaires. • Surveys. • Other relevant response. 8

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 12 of 20 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 13 of 20 Question Answer Marks 3(a) Identify one opinion from Harry’s statement. 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. • We are living in a highly connected and complicated world • The people who are against migration are wrong • They (the people) forget the many advantages that migration brings to developed countries • Without them, society would not be able to function. • The government should do more to welcome them. • I believe more needs to be done to discuss the future of migration around the world. • Other reasonable response Award 1 mark for correctly identifying a prediction from the list above. Candidates may use their own words. Further guidance – note that the only acceptable answers are listed above. However, candidates may use their own words. 1 3(b) Identify one prediction from Erin’s statement. Assessment objective: understanding and application of the term ‘prediction’ Main Annotations A prediction is a statement suggesting something may happen/take place in the future. The following examples are found in Source 4. • I think further migration will bring more serious issues in the future. • This criticism will increase now the pandemic is over. • More houses must be built. • This will put pressure on our schools and leisure services in my community. • Other reasonable response Award 1 mark for correctly identifying a prediction from the list above. Candidates may use their own words. Further guidance Further guidance – note that the only acceptable answers are listed above. However, candidates may use their own words. 1

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 14 of 20 Question Answer Marks 3(c) Explain why Erin’s statement might be biased. 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 Erin’s background/experience: • A member of a small community that has experienced changes which they see as negative. • Perceives pressure on schools and leisure services • Erin is worried, which may affect her approach to the issue • Erin suggests that the cost of migration is very/too high • Other reasonable response Candidates are likely to identify the following evidence of bias from Erin’s statement: • Lack of balance/focus on negative issue. • Emotive language. • Lack of evidence to support opinion. (Studies are mentioned, but not the source of these) • Focused only on personal/local 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. The response contains two (or more) credible points. Level 2 (2 marks) Reasonable response A basic or partial understanding/explanation of why the statement may be biased. The response contains one credible point. Level 1 (1 mark) Limited response A limited or unclear explanation of why the statement may be biased. Level 0 (0 marks) No relevant response or creditworthy material. Further guidance – note that the only acceptable answers are listed above. However, candidates may use their own words. 3

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 15 of 20 Question Answer Marks 3(d) Which argument is more convincing, Harry’s or Erin’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: evaluation of argument 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 15

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 16 of 20 Question Answer Marks 3(d) 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 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 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 points about which argument is more convincing with some explanation. 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 occasionally as evidence to support the evaluation. The response may occasionally lack some clarity and by difficult to follow at times. A judgement is reached.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 17 of 20 Question Answer Marks 3(d) 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 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 18 of 20 Question Answer Marks 4 A government wants to encourage migrants to come and work in their country. The following actions are being considered: • giving financial support for businesses to employ migrants • relaxing restrictions on migration • offering language and cultural courses to migrants. 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. 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 how to encourage migrants to their country using reasons and evidence to justify their choice. Candidates may use and develop the material found in Sources 1 to 4, but should go beyond simply repeating or recycling without adaptation. Other material may be introduced but is not necessary to gain full marks. Candidates may consider some of the following: • Reference to scale of impact on migration • 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 migration 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. • Worries over surveillance and freedoms • Other reasonable response. 24

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 19 of 20 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.

0457/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 20 of 20 Question Answer Marks 4 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.