Cambridge IGCSE Global Perspectives 0457 — 2025 Oct/Nov Paper 1 · Variant 1

This document has 8 pages. [Turn over Cambridge IGCSE™ * 0 7 3 5 5 8 8 9 3 7 * DC (EV) 345078/2 © UCLES 2025 GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Exam October/November 2025 1 hour 25 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/25 © UCLES 2025 Read the information in the insert and answer all questions. 1 Study Sources 1 and 2. (a) According to Source 1, what percentage of the global population cannot access healthcare services? … … [1] (b) (i) Identify one example of a prediction from Source 2. … … [1] (ii) Explain why the example you identified is a prediction. … … … … [2] (c) From Source 2, describe the teacher’s perspective on health education. … … … … … … … … … … … … [6] * 0000800000002 * ,










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3 0457/11/O/N/25 © UCLES 2025 [Turn over (d) Sources 1 and 2 suggest benefits of a healthy lifestyle. Which benefit of a healthy lifestyle do you think is the most significant? Explain why. … … … … … … … … … … … … … … … … [8] * 0000800000003 * ,










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4 0457/11/O/N/25 © UCLES 2025 2 Study Source 3. (a) Explain the strengths and weaknesses of the research outlined in Source 3. … … … … … … … … … … … … … … … … [8] * 0000800000004 * ,










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5 0457/11/O/N/25 © UCLES 2025 [Turn over (b) ‘Many families want the government to help pay for healthcare.’ Explain how this claim could be tested. You should consider the research methods and evidence that could be used. … … … … … … … … … … … … … … … … [8] * 0000800000005 * ,










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6 0457/11/O/N/25 © UCLES 2025 3 Study Source 4. Which argument is more convincing, Amari’s or Nasha’s? Your answer should: • consider both arguments • evaluate their reasoning, evidence and use of language • support your judgement with their words and ideas. … … … … … … … … … … … … … … … … … … … … … … … … [16] * 0000800000006 * ,










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7 0457/11/O/N/25 © UCLES 2025 [Turn over 4 A government wants to improve health in the community. The following actions are being considered: • Provide more health education lessons in schools. • Employ more doctors and nurses. • Reward people for adopting a healthy lifestyle. 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. … … … … … … … … … … … … … … … … … … … … * 0000800000007 * ,










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8 0457/11/O/N/25 © UCLES 2025 … … … … … … … … … … … … … … … … … … … … … … … … [20] 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. * 0000800000008 * ,










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This document consists of 21 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ GLOBAL PERSPECTIVES 0457/11 Paper 1 Written Exam October/November 2025 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 2025 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 2025 © Cambridge University Press & Assessment 2025 Page 2 of 21 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 2025 © Cambridge University Press & Assessment 2025 Page 3 of 21 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 2025 © Cambridge University Press & Assessment 2025 Page 4 of 21 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 2025 © Cambridge University Press & Assessment 2025 Page 5 of 21 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct, creditworthy point Incorrect point Unclear point Explanation Evaluation Evidence (from source or own knowledge) Judgement Methods of Research Perspective Reason/Reasoning Benefit of doubt given Omission mark, more required Not Relevant Repetition Not Answered Question Page or response seen by examiner Highlighter Identification of a point

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 21 Question Answer Marks 1(a) According to Source 1, what percentage of the global population cannot access healthcare services? Main Annotations From Source 1, candidates are expected to identify (about) 30 per cent. Award 1 mark for the correct answer. Further Guidance 1 Accept 30%. 2 Accept simply 30 without reference to the percentage, as the percentage is implied in the question. 1 1(b)(i) Identify one example of a prediction from Source 2. Main Annotations From Source 2, candidates are expected to identify one of the following. • Children will have more confidence to… • They will be able to lead healthy lifestyles. • Healthy children become healthy parents. • Educational underachievement / poor economic growth / social inequality will deepen. • If children do not learn about health, our community suffers. Award 1 mark for a correct answer. Further Guidance 1 Do not accept ‘If not, who will look after our future generations?’ 1 1(b)(ii) Explain why the example you identified is a prediction. Main Annotations Indicative content A prediction is something which might happen in the future. Award 1 mark for a response which clearly explains why the identified example is a prediction. Award 1 mark if the response shows understanding of a prediction but the relationship to the example is not clear. Award 0 marks if there is no creditable response. A total of two marks may be awarded. 2

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 21 Question Answer Marks 1(c) From Source 2, describe the teacher’s perspective on health education. Main Annotations Table A Use this table to give marks for each candidate response. Analysis of issues and perspectives (AO1) Level Description Marks 3 Clear analysis of the source • Describes a wide range of elements of the perspective. • Frequent use of relevant material and examples taken from the source. 5–6 2 Some analysis of the source • Describes a range of elements of the perspective. • Some use of relevant material and examples taken from the source. 3–4 1 Limited analysis of the source • Describes a limited range of elements of the perspective. • Little or no use of material and examples taken from the source. 1–2 0 No creditable response 0 Indicative content Candidates may describe the following elements of the perspective. • Issues – Children should know about healthy lifestyles / poor health leads to the spread of diseases / shorter lifespan / not fulfilling potential. – Poor health leads to the community suffering from educational underachievement / poor economic growth / deeper social inequality. • Values – Health is important. • Cause – Children need to be taught about health. • Consequences – Children will have more confidence / lead healthy lifestyles / become healthy parents in the future. • Actions – Schools should teach children about health. – Provide nutritious school meals / physical education / lessons on health and personal development. – Health workers should visit schools. • Other relevant response. 6

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 21 Question Answer Marks 1(d) Sources 1 and 2 suggest benefits of a healthy lifestyle. Which benefit of a healthy lifestyle do you think is the most significant? Explain why. Main Annotations Table B Use this table to give marks for each candidate response. Analysis of issues and perspectives (AO1) Level Description Marks 4 Clear justification of a benefit • The opinion is clearly explained and supported. • The explanation is credible and clearly related to the identified issue. 7–8 3 Some justification of a benefit • The opinion is explained with some support. • The explanation is mainly credible and related to the identified issue. 5–6 2 Partial justification of a benefit • The opinion is partly explained and has minimal support. • The explanation is partly related to the identified issue. 3–4 1 A limited benefit • The opinion is asserted with limited explanation. • Any explanation may be general, tangential to the issue and lacking credibility. 1–2 0 No creditable response 0 8

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 21 Question Answer Marks 1(d) Indicative content Candidates may identify one of the following benefits: • Lengthens life span • Increases energy levels • Strengthens resistance to disease • Improves well-being and mental health • Reduces cost of medication • Greater community involvement • Better attendance at work • Supports development of the economy • Gain knowledge and confidence to improve own health • Children become healthy parents and pass on knowledge / lifestyle to children • Benefits to the community – reduces spread of disease, educational underachievement, poor economic growth, social inequality. Candidates may give the following reasons to justify their opinion: • Has greatest impact on healthy lifestyle. • Affects the most people locally, nationally or internationally. • Has multiple negative consequences. • Affects other aspects of life for different groups in society. • Reflects expert opinion. • Other relevant response.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 21 Question Answer Marks 2(a) Explain the strengths and weaknesses of the research outlined in Source 3. Main Annotations Table C Use this table to give marks for each candidate response. Evaluate research into current global issues (AO1) Level Description Marks 4 Consistently evaluative • Reasoned explanation of a wide range of evaluative points, including both strengths and weaknesses. • Explanations are credible, supported and clearly related to the purpose of the research. 7–8 3 Mainly evaluative • Reasoned explanation of a range of evaluative points. • Explanations are mostly supported, credible and related to the purpose of the research. 5–6 2 Partly evaluative • A range of evaluative points that are mostly descriptive with little explanation. • Explanations are partially supported and may lack some credibility or partly related to the purpose of the research. 3–4 1 Limited evaluation • A limited range of evaluative points without explanation; the research or topic in the source is only described. • Evaluative points are asserted and/or not credible and/or not related to the purpose of the research. 1–2 0 No creditable response 0 8

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 21 Question Answer Marks 2(a) Indicative content Candidates may identify the following strengths and weaknesses of the proposals. Strengths: • Clear purpose of research. • Interviews were completed in a family atmosphere. • Same questions were asked of each family / comparable. • Recordings were made. • Primary research based on personal testimony. • Source of evidence related to the research purpose. • Other reasonable response. Weaknesses: • No clearly stated research question. • Does not indicate experience in the health clinic. • Small sample of families interviewed. • Lack of privacy due to presence of other family members. • Noise and interference. • No specific reference about financial hardship. • No details about the area / community covered in the research. • No details of questions asked / discussion with the families. • Other relevant response.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 21 Question Answer Marks 2(b) ‘Many families want the government to help pay for healthcare.’ Explain how this claim could be tested. You should consider the research methods and evidence that could be used. Main Annotations Table D Use this table to give marks for each candidate response. Design research into current global issues (AO1) Level Description Marks 4 An appropriate and fully justified research design • Reasoned explanation of a wide range of methods and evidence. • Explanations are credible and clearly related to testing the claim / purpose of the research. 7–8 3 An appropriate and justified research design • Reasoned explanation of a range of methods and evidence. • Explanations are credible and mostly related to testing the claim / purpose of the research. 5–6 2 A partly justified research design • A range of methods and/or evidence that are mostly descriptive with little explanation. • Explanations may lack some credibility and/or are partly related to testing the claim / purpose of the research. 3–4 1 Limited research design • A limited range of methods and/or evidence without explanation; the research or topics are only described. • Methods and evidence are not credible and/or not related to testing the claim / purpose of the research. 1–2 0 No creditable response 0 8

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 21 Question Answer Marks 2(b) Indicative content Candidates may discuss the following ways to test the claim stated in Source 3. Methods: • Interviews of relevant experts. • Observation. • Review of secondary sources / literature / research / documents. • Internet and media search. • Questionnaires. • Surveys. • Case studies of people wanting the government to pay. • Other relevant response. Evidence: • Statistics / information on healthcare workers • Individual testimony or personal experience. • Material from pressure groups / charities / governments / international organisations concerned about healthcare and finance. • Primary and secondary research data and information. • Quantitative and qualitative research data and information. • Research reports. • Other relevant response.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 14 of 21 Question Answer Marks 3 Which argument is more convincing, Amari’s or Nasha’s? Your answer should: • consider both arguments • evaluate their reasoning, evidence and use of language • support your judgement with their words and ideas. Main Annotations Tables E and F Use these tables to give marks for each candidate response. Table E Analysis (AO1) Level Description Marks 4 Consistently analytic throughout and fully supported • Analyses a wide range of aspects of both arguments. • Frequent use of relevant material taken from the source. • Clear and explicit comparison of the two arguments. 7–8 3 Mainly analytic and supported • Analyses a range of aspects of both arguments. • Some use of relevant material taken from the source. • Clear comparison of the two arguments. 5–6 2 Partly analytic and descriptive with some support • Analyses a limited range of aspects of both arguments. • Occasional use of material taken from the source. • Implied comparison by simple juxtaposition of the two arguments. 3–4 1 Descriptive and unsupported • Analyses a limited range of aspects of one (or both) argument. • Little or no use of material taken from the source. 1–2 0 No creditable response 0 Further Guidance for Table E 1 The comparison of the arguments must be clear to enter L3 and L4. 2 If only one argument is analysed, award at a maximum of L2 only. 16

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 15 of 21 Question Answer Marks 3 Table F Evaluation (AO1) Level Description Marks 4 Consistently evaluative throughout and fully explained • Detailed and reasoned explanation of a wide range of evaluative points throughout the response. • Both reasoning and evidence within the arguments in the source are evaluated explicitly. • Clear, supported judgement consistent with the candidate’s argument. 7–8 3 Mainly evaluative and explained • Reasoned explanation of a range of evaluative points within most of the response. • Reasoning and/or evidence within the arguments in the source are evaluated. • Judgement generally consistent with the candidate’s argument. 5–6 2 Partly evaluative with little explanation • A limited range of evaluative points that are mostly descriptive and/or asserted with little explanation. • Reasoning and/or evidence within the arguments in the source are mostly described. • Judgement lacks some clarity and may be partly inconsistent with the candidate’s argument. 3–4 1 Descriptive without explanation • One or two evaluative points that are asserted, tangential or not relevant. • The topic or the arguments in the source are described. • Judgement is unclear and inconsistent with the candidate’s argument or may not be included. 1–2 0 No creditable response 0 Further Guidance for Table F 1 The judgement about the most convincing argument must be clear to enter L3 and L4.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 16 of 21 Question Answer Marks 3 Indicative content Candidates are expected to evaluate the arguments presented in Source 4. They should make a supported judgement with some explanation about which person has the most convincing argument. Candidates may support their judgement by considering some of the following aspects of the arguments: Strength of reasoning: • logic • structure • balance • claims Use of language: • tone – emotive, exaggerated, precise, measured • clarity Evidence: • range of information and depth • relevance • sufficiency – sample size • source – media, internet • date – how recent • different types of information – fact, opinion, value, anecdote • testimony – from experience and expert Sources of bias or vested interest: • local interest • economic • personal values • experience Possible consequences of the ideas or actions presented. Acceptability of their values to others: • how likely other people are to agree with their perspective / view. Other relevant responses should be credited.

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 17 of 21 Question Answer Marks 3 Examples of evaluative points candidates are likely to discuss are outlined as follows. Argument Strengths Weaknesses Amari • Experience of being a health worker. • Details the help needed. • Evidence from a professor. • Other relevant response. • Very general personal view. • Only personal thoughts offered. • Does not indicate what the present clinic offers. • Professor’s credentials are unknown. • Other relevant response. Nasha • Refers to own good ideas about new lessons. • Considers cost / health benefits of prevention. • Gives school viewpoint. • Reference to personal responsibility. • Other relevant response. • Does not fully explain own ideas. • Does not consider that not all schools can afford counsellors. • Does not indicate her own level of education. • Other relevant response. AO1 Analysis 8 AO1 Evaluation 8

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 18 of 21 Question Answer Marks 4 A government wants to improve health in the community. The following actions are being considered: • Provide more health education lessons in schools. • Employ more doctors and nurses. • Reward people for adopting a healthy lifestyle. 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. Main Annotations Tables G, H and I Use these tables to give marks for each candidate response. 20

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 19 of 21 Question Answer Marks 4 Table G Use evidence and reasons to support arguments (AO1) Level Description Marks 4 Effective use of evidence and reasons to support arguments • Uses a wide range of evidence and reasons to fully support the candidate’s argument. • Evidence and reasons are clearly relevant to the issue in the question. 7–8 3 Mainly uses evidence and reasons to support arguments • Uses a range of evidence and reasons to support the candidate’s argument. • Evidence and reasons are relevant to the issue in the question. 5–6 2 Some use of evidence and reasons to support arguments • Uses a limited range of evidence and reasons to partly support the candidate’s argument. • Evidence and reasons are not always relevant to the issue in the question. 3–4 1 Limited use of evidence and reasons to support arguments • Uses one or two pieces of evidence and/or reasons and these give very little support the candidate’s argument. • Evidence and reasons are tangential or not relevant to the issue in the question. 1–2 0 No creditable response 0

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 20 of 21 Question Answer Marks 4 Table H Develop a line of reasoning (AO1) Level Description Marks 4 Convincing and clear reasoning • Clear, convincing, and sustained lines of reasoning related to the issue in the question and the candidate’s argument. • Well-structured and explicit consideration of different perspectives or actions. 7–8 3 Clear reasoning • Clear lines of reasoning mainly related to the issue in the question and the candidate’s argument. • Structured consideration of different perspectives or actions. 5–6 2 Some reasoning • Lines of reasoning are difficult to follow at times and not always related to the issue in the question and the candidate’s argument. • Some consideration of different perspectives or actions. 3–4 1 Limited reasoning • Lines of reasoning lack clarity and are often unrelated to the issue in the question and the candidate’s argument. • Little or no consideration of different perspectives or actions. 1–2 0 No creditable response 0

0457/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 21 of 21 Question Answer Marks 4 Table I Judgements about perspectives and action (AO1) Level Description Marks 4 Judgements are fully supported • Judgements are clearly related to the issue, clearly explained and consistent with the candidate’s argument. 4 3 Judgements are supported • Judgements are related to the issue, explained and consistent with the candidate’s argument. 3 2 Judgements are partly supported • Judgements are partly related to the issue, partly explained and not consistent with the candidate’s argument. 2 1 Asserted judgements • Judgements are asserted and not explained. 1 0 No creditable response 0 Indicative Content Candidates are expected to make a judgement about the recommended action using reasons and evidence to justify their choice. Candidates may use and develop material found in Sources 1 to 4 but should go beyond simply repeating or recycling without interpretation. 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 a healthy community. • 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 versus individual responsibility. • 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. AO1 Use evidence and reasons to support arguments 8 AO1 Develop a line of reasoning 8 AO1 Judgements about perspectives and action 4