Cambridge IGCSE Travel and Tourism 0471 — 2025 Oct/Nov Paper 1 · Variant 2

[Turn over Cambridge IGCSE™ DC (WW) 342748/1 © UCLES 2025 This document has 12 pages. Any blank pages are indicated. * 0 2 3 1 2 1 6 0 8 5 * TRAVEL & TOURISM 0471/12 Paper 1 Key Terms and Concepts October/November 2025 1 hour 30 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 80. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains all the figures referred to in the questions. ,










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2 0471/12/O/N/25 © UCLES 2025 1 Refer to Fig. 1.1 (Insert), information about tourism in Guyana. (a) (i) Define the term ‘sustainable tourism’. … … [1] (ii) Define the term ‘business travel’. … … [1] (b) Describe one way tourists can buy local when at a destination. … … … … [2] (c) Explain two characteristics of ecotourists. 1 … … … … 2 … … … … [4] * 0000800000002 * ,










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3 0471/12/O/N/25 © UCLES 2025 [Turn over (d) Explain three positive economic impacts of tourism. 1 … … … … 2 … … … … 3 … … … … [6] (e) Evaluate how Guyana could benefit from internationally branded hotels. … … … … … … … … … … … … [6] [Total: 20] * 0000800000003 * ,










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4 0471/12/O/N/25 © UCLES 2025 2 Refer to Fig. 2.1 (Insert), a photograph of a tour guide and a sightseeing bus. (a) Identify two examples of good personal presentation shown by the tour guide in Fig. 2.1. 1 … 2 … [2] (b) State two examples of product knowledge a tour guide would need to deliver good customer service. 1 … … 2 … … [2] (c) Explain two impacts to tourism organisations of good customer service. 1 … … … … 2 … … … … [4] * 0000800000004 * ,










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5 0471/12/O/N/25 © UCLES 2025 [Turn over (d) Describe one way a sightseeing bus could provide for each of the following tourists: tourists with mobility needs … … … … families … … … … tourists with hearing impairments … … … … [6] (e) Evaluate the importance of tourism organisations having a set of procedures for staff to follow when handling complaints. … … … … … … … … … … … … [6] [Total: 20] * 0000800000005 * ,










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6 0471/12/O/N/25 © UCLES 2025 3 Refer to Fig. 3.1 (Insert), information on sustainable adventure tourism in Greece. (a) State two topographical features that are good for adventure tourism. 1 … 2 … [2] (b) Describe one factor likely to have caused the increase in demand for adventure tourism. … … … … [2] (c) Explain two services provided by national tourism organisations. 1 … … … … 2 … … … … [4] * 0000800000006 * ,










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7 0471/12/O/N/25 © UCLES 2025 [Turn over (d) Explain three positive environmental impacts linked to adventure tourism. 1 … … … … 2 … … … … 3 … … … … [6] (e) Discuss how attracting more adventure tourism could extend Greece’s peak season. … … … … … … … … … … … … [6] [Total: 20] * 0000800000007 * ,










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8 0471/12/O/N/25 © UCLES 2025 4 Refer to Fig. 4.1 (Insert), an image of airport security. (a) State two airport security checks. 1 … … 2 … … [2] (b) State two characteristics of budget airlines. 1 … … 2 … … [2] (c) Explain two negative environmental impacts associated with air travel. 1 … … … … 2 … … … … [4] * 0000800000008 * ,










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9 0471/12/O/N/25 © UCLES 2025 (d) Evaluate the importance of the following personal skills for airport staff: problem solving … … … … … … clear speech … … … … … … [6] (e) Assess the ways an increased concern for the environment might affect how tourists choose to travel in the future. … … … … … … … … … … … … [6] [Total: 20] * 0000800000009 * ,










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12 0471/12/O/N/25 © UCLES 2025 The boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply official endorsement or acceptance by Cambridge Assessment International Education concerning the legal status of any country, territory, or area or any of its authorities, or of the delimitation of its frontiers or boundaries. 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 2025 [Turn over Cambridge IGCSE™ TRAVEL & TOURISM 0471/12 Paper 1 Key Terms and Concepts October/November 2025 MARK SCHEME Maximum Mark: 80 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.

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 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.

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 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.

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 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.

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 19 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 point Incorrect point Benefit of doubt given Content of response too vague Not answered question Repetition Page or response seen by examiner Blank page Knowledge Application Analysis Evaluation

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 19 Assessment objectives AO1 Knowledge and understanding Demonstrate knowledge and understanding of facts, terms and concepts of travel and tourism. AO2 Application Apply knowledge and understanding of facts, terms and concepts to familiar and unfamiliar contexts in travel and tourism. AO3 Analysis Analyse travel and tourism issues and show an understanding of the possible impacts of those issues on travel and tourism. AO4 Evaluation Evaluate information to develop arguments, understand implications, draw inferences and make judgements, recommendations and decisions. Table A Use this table to give marks for each candidate response for Questions 1(e), 2(e) and 4(e). Level AO1 Knowledge and understanding 2 marks AO3 Analysis 2 marks AO4 Evaluation 2 marks Description Description Description 2 The response contains two or more explained valid points. 2 marks There is some consideration of the significance of two of the points mentioned. OR The arguments for or against two of the points mentioned are given. 2 marks The response contains a reasoned conclusion or recommendation. 2 marks 1 The response contains one explained valid point OR is likely to be a list of valid points with little or no explanation. 1 mark The response gives some consideration to the significance of one point mentioned. OR The arguments for or against one point mentioned are given. 1 mark The response contains a conclusion or recommendation, but no reasoning is given. 1 mark 0 No creditable response. No creditable response. No creditable response.

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 19 Table B Use this table to give marks for each candidate response for Question 3(e). Level AO2 Application 2 marks AO3 Analysis 2 marks AO4 Evaluation 2 marks Description Description Description 2 Includes an explanation of why two or more points mentioned are relevant/suitable to the context of the question. 2 marks There is some consideration of the significance of two of the points mentioned. OR The arguments for or against two of the points mentioned are given. 2 marks The response contains a reasoned conclusion or recommendation. 2 marks 1 One point mentioned has an explanation of why it is relevant/suitable to the context of the question. 1 mark The response gives some consideration to the significance of one point mentioned. OR The arguments for or against one point mentioned are given. 1 mark The response contains a conclusion or recommendation, but no reasoning is given. 1 mark 0 No creditable response. No creditable response. No creditable response.

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 19 Question Answer Marks 1(a)(i) Define the term ‘sustainable tourism’. Award one mark for a correct definition. • Visiting places in ways that help conserve / protect the environment and how people live. [1] • Travelling without causing any harm to the destination and protecting it for future generation. [1] • Tourism that focuses on reducing negative impacts created when visiting a destination. [1] Credit all valid responses. 1 1(a)(ii) Define the term ‘business travel’. Award one mark for a correct definition. • Travel for the purpose of work. [1] • Travel to attend a meeting / take an incentive trip / attend a conference / attend an exhibition. [1] Credit all valid responses. 1 1(b) Describe one way tourists can buy local when at a destination. Award one mark for the correct identification of a way and a second mark for descriptive development of the way in context. • Buy tourism products from local suppliers [1], for example buying a guided tour from a local seller / provider. [1] • Buy and eat / drink local food / drink [1], keeping the money in the local economy / local people / businesses benefit from the money. [1] • Stay at local hotels [1] avoiding internationally owned chain hotels. [1] Credit all valid responses. 2

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 19 Question Answer Marks 1(c) Explain two characteristics of ecotourists. Award one mark for the correct identification of a characteristic and a second mark for explanatory development of the characteristic in context. • Travel to experience natural elements / environment [1], learn and engage with / protect the natural environment / nature. [1] • Aim to minimise negative impacts on the environment when travelling [1] whilst actively trying to cause positive environmental impacts as well / minimising other negative impacts as well / avoid mass tourism. [1] • Pursue education / raise educational awareness of the natural features / flora and fauna [1], support in the preservation / protection / improvement of the local environment. [1] • Actively conserve the natural environment of the destination / take part in conservation when at the destination [1] making positive environmental impacts / contribution. [1] • Ecotourists are prepared to pay more for sustainable products and services [1] to avoid harm to the environment. [1] • Ecotourists visit natural attractions / places [1], ensuring they don’t cause any harm to the environments they visit. [1] Credit all valid responses. 4 1(d) Explain three positive economic impacts of tourism. Award one mark for the correct identification of a positive impact and a second mark for explanatory development. • Multiplier effect [1]; money from tourism circulates in the economy causing economic benefits for other industries. [1] • Employment [1] improves the standard of living / generation of wealth for the local people / economy. [1] • Infrastructure development from the money generated from tourist spend [1], local people benefit as well as tourists. [1] • Local economy / GDP improves / creation of wealth in the local area [1], tourists spending brings money to the area / local businesses. [1] • Creation of tax [1] used to improve the local infrastructure / community facilities for the host population. [1] • Foreign currency exchange [1]; foreign currency often has more value than the local currency and therefore the country can do more with the money received / get more value from the money received. [1] • Improves the country’s balance of payments [1] creating a more stable economy. [1] • Improved infrastructure [1] attracts more tourists and generates more money for the local area. [1] Credit all valid responses. 6

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 19 1(e) Evaluate how Guyana could benefit from internationally branded hotels. Follow the point-based marking guidance at the top of this mark scheme and use Table A to give marks for each candidate. AO1 out of two marks – K  2 AO3 out of two marks – AN  2 AO4 out of two marks – EVAL  2 Responses may include the following and any other valid points should be accepted. AO1 Knowledge and understanding • Guyana can gain recognition as a designation. • Guyana can attract more tourists. • Guyana more likely to be included in international tour operator packages. • Satisfy tourist demands, increasing satisfaction with the destination. • Guyana may not be able to fund the hotels themselves; therefore, the international hotels allow them to expand as a destination. • Creating more hotels will create job opportunities within Guyana. • Guyana can attract different market segments / types of tourists. AO3 Analysis • Bring more tourists spend to the destination, strengthening the economy, however, they will experience leakage. • Allows Guyana to attract tourists from other source markets, they may not be able to do this with their current accommodation stock. • There may be no other way for Guyana to develop and grow – this is their only choice. AO4 Evaluation • Rules / laws should be in place to ensure that international investors and hotels don't exploit the country for their own gain. This will minimise negative impacts and ensure that the Guyanese people and economy benefit. 6

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 19 Question Answer Marks 2(a) Identify two examples of good personal presentation shown by the tour guide in Fig. 2.1. Award one mark for each correct identification. • Name tag • Smart clothes / uniform / well-dressed • Limited jewellery • Clean • Neat and tidy hair • No visible tattoos Credit these responses only. 2 2(b) State two examples of product knowledge a tour guide would need to deliver good customer service. Award one mark for each correct identification. • Geographical knowledge of the area. • Knowledge about the history of the area / attractions. • Knowledge about the products and services provided by the guided tour company. • Knowledge of social norms. • Knowledge of the duration and times of the tour. • Knowledge of prices. • Knowledge of health and safety procedures. • Knowledge of accessibility. Credit all valid responses. 2 2(c) Explain two impacts to tourism organisations of good customer service. Award one mark for the correct identification of an impact and a second mark for explanatory development of the impact in context. • More customers [1]; more sales / revenue. [1] • Organisation becomes known for good customer service / good reputation [1], competitive edge. [1] • Good word of mouth advertising / comments on social media [1] attracts new customers. [1] • Reduced complaints [1], increased success and improved brand image. [1] • Improved tourist satisfaction [1] increasing the likelihood of repeat business. [1] Credit all valid responses. 4

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 19 2(d) Describe one way a sightseeing bus could provide for each of the following tourists: Award one mark for the correct identification of a way and a second mark for descriptive comment or example of the way in context. tourists with mobility needs • Lowered step [1] facilitates easier access. [1] • Ramps [1]; unrestricted access. [1] • Space to park wheelchair instead of seats [1], maintain dignity while experiencing the service. [1] • Provide priority / special seating [1] to make them feel safe. [1] • Provide bars / handrails for people to hold onto [1] to stop people falling over. [1] • Wide gap / gangway between seats [1] to allow wheelchairs full access. [1] families • Goodie bag / gift bag / puzzle book for children [1], entertainment. [1] • Cheaper price for children / family ticket [1], affordability. [1] tourists with hearing impairments • Audio guide [1]; easier to hear commentary. [1] • Hearing loop [1] allowing them to hear the commentary better. [1] • Seat by tour guide / visible tour guide [1]; facilitate lip reading. [1] • Signs / booklets / pamphlets / brochures / reading material [1]; read the information if unable to fully hear. [1] • Signs / visual information on a bus [1]; tourists can understand without the need for spoken word, ensuring tourists safety / enjoyment. [1] Credit all valid responses. 6

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 19 2(e) Evaluate the importance of tourism organisations having a set of procedures for staff to follow when handling complaints. Follow the point-based marking guidance at the top of this mark scheme and use Table A to give marks for each candidate. AO1 out of two marks – K  2 AO3 out of two marks – AN  2 AO4 out of two marks – EVAL  2 Responses may include the following and any other valid points should be accepted. AO1 Knowledge and understanding • Set of rules for staff to follow. • Standardised rules / procedures across all departments / branches. • Consistent customer experience. • Used when training staff. • Efficient handling of complaints. AO3 Analysis • Standardise customer service given, allows for a better customer experience. Happier customers will mean they return and give good word of mouth advertising • Set of rules that can be used by staff to improve their customer service delivery and by staff managing complaints. Allows for consistent actions and controls how staff manage customer issues. AO4 Evaluation • Larger organisations cannot manage everyone, having a set of rules is critical to setting standards and standardising service delivery. 6

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 14 of 19 Question Answer Marks 3(a) State two topographical features that are good for adventure tourism. Award one mark for each correct identification. • Beaches • Caves • Cliffs • Deserts • Islands • Hills • Lakes • Mountains • Rivers • Sea / Ocean • Valleys • Waterfalls Credit these responses only. 2 3(b) Describe one factor likely to have caused the increase in demand for adventure tourism. Award one mark for the correct identification of a factor and a second mark for descriptive comment of the factor in context. • Increased levels of disposable income [1]; adventure holidays tend to be more expensive than beach holidays. [1] • Fashion and trends [1]; customers more aware of adventure tourism products because of social media / increased advertising. [1] • More products available / being sold [1]; increased choice for all types of tourists and/or abilities. [1] • Increased awareness of health [1]; adventure tourism is mostly done outside and is physically active providing tourists with the opportunity to be active. [1] • Social media influences / promotion [1]; informing / showing people the benefits / appeal of adventure tourism. [1] • Advertising [1]; more people are aware of adventure tourism and want to give it a go. [1] • Increased interest in sustainability / sustainable tourism [1]; many forms of adventure tourism are more sustainable than traditional types of tourism. [1] Credit all valid responses. 2

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 15 of 19 3(c) Explain two services provided by national tourism organisations. Award one mark for the correct identification of a service and a second mark for explanatory development of the service in context. • Marketing strategies [1] support / develop destination brand image. [1] • Promote the destination [1] to increase customers for the tourism organisations. [1] • Research [1] used by tourism organisations to develop and grow. [1] • Information services [1] - good for visiting tourists and allows tourism organisations a place to advertise their products / services. [1] • Advice and consultation [1] allow tourism organisations to develop and grow. [1] • Standards and quality [1] award star ratings, informing customers of standards. [1] • Training / raising awareness of sustainable tourism [1], supporting tourism organisations to be more sustainable. [1] Credit all valid responses. 4 3(d) Explain three positive environmental impacts linked to adventure tourism. Award one mark for the correct identification of an impact and a second mark for explanatory development of the impact in context. • Investment into the environment [1]; governments realise the importance of the environment due to the money it brings to the area from adventure tourism. [1] • Conservation [1]; adventure tourism companies will want to conserve the area as it is part of the product / services they offer. [1] • Regeneration [1]; areas are developed to facilitate adventure tourism which also benefit the local people and other forms of tourism. [1] • Education / increased awareness of the environment [1]; adventure tourists are aware of the importance / fragility of the environment that enables them to carry out their adventure tourism activities and thus are motivated to protect it. [1] • Reduced carbon footprint [1]; adventure tourists use bikes / walking to access destinations rather than cars / motor transport. [1] • Visitor management [1]; restrictions are put in place to protect the natural assets that facilitate adventure tourism to ensure it is sustained for future adventure tourism. [1] • Preserve the environment [1]; part of the appeal of adventure tourism is enjoying the natural environment where the adventure takes place, therefore it is important to preserve it so adventure tourist enjoyment can continue. [1] • Reducing noise pollution [1]; many forms of adventure tourism don’t require a motor vehicle which creates noise. [1] Credit all valid responses. 6

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 16 of 19 3(e) Discuss how attracting more adventure tourism could extend Greece's peak season. Follow the point-based marking guidance at the top of this mark scheme and use Table B to give marks for each candidate. AO2 out of two marks – APP  2 AO3 out of two marks – AN  2 AO4 out of two marks – EVAL  2 Responses may include the following and any other valid points should be accepted. AO2 Application • Some forms of adventure tourism take place outside of the main season. • Appeal to different types of tourists that travel at different times of the year. AO3 Analysis • Weather can be too hot in the peak season for some types of adventure tourism, meaning the activities must take place outside the main season. • Greece can expand their products / offering by providing activities that they may not have previously thought about as it was too hot. • Extending the season reduces seasonal employment and generates more money from tourism. AO4 Evaluation • Greece is able to offer more to tourists which increases their success / brand image / competitive edge. • Improves and strengthens the economy. 6

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 17 of 19 Question Answer Marks 4(a) State two airport security checks. Award one mark for each correct identification. • Bag check • Body scan machine / metal detector machine • Manual body scan / x-ray scan / x-ray check • Passport checks / visa checks Credit all valid responses. 2 4(b) State two characteristics of budget airlines. Award one mark for each correct identification. • Basic product • Cheaper tickets / Cheap • Entertainment not provided • Fly to / from regional airports • Limited comfort / legroom • Pay for additional services • Scheduled flights • Same class of service throughout the plane • Limited baggage allowance • Land at secondary / regional airports Credit all valid responses. 2 4(c) Explain two negative environmental impacts associated with air travel. Award one mark for the correct identification of an impact and a second mark for explanatory development of the impact in context. • Air pollution [1]; CO2 emissions affect wildlife and people / carbon footprint and global warming. [1] • Noise pollution [1] disturbs local population. [1] • Disturbance to wildlife [1] from noise and air pollution in and around the airport. [1] • Destruction / loss of habitats [1] building / expanding the airport. [1] • Congestion [1] on surrounding roads. [1] • Deforestation to build new airports [1]; damaging natural habitats and natural resources. [1] Credit all valid responses. 4

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 18 of 19 Question Answer Marks 4(d) Evaluate the importance of the following personal skills for airport staff: Award one mark per analytical benefit and award a second mark and third mark for evaluative comment of the benefit in context. AO3 Analysis problem solving • Involved in crisis / safety / crowd management situations when safety is the primary concern, must be able to keep customers safe by problem solving. clear speech • Good customer service which is expected as standard by customers. • Delivering important safety instructions, need to be clear and easily understood to get important messages across effectively. AO4 Evaluation problem solving • Safety / crowd management is paramount at an airport. Good personal skills will allow them to manage crisis effectively ensuring everyone’s safety. clear speech • There are large numbers of people at the airport, and they all need to be able to understand the messages given by the staff to ensure that the crowds of people are managed and they are given the best possible customer service. Credit all valid responses. 6

0471/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 19 of 19 Question Answer Marks 4(e) Assess the ways an increased concern for the environment might affect how tourists choose to travel in the future. Follow the point-based marking guidance at the top of this mark scheme and use Table A to give marks for each candidate. AO1 out of two marks – K  2 AO3 out of two marks – AN  2 AO4 out of two marks – EVAL  2 Responses may include the following and any other valid points should be accepted: AO1 Knowledge and understanding • People want to travel more responsibly / sustainably • Choose train / ferry over air travel to reduce carbon footprint • Travel domestically rather than overseas to make sustainable travel easier AO3 Analysis • Tourism industry wants people to continue travelling so needs to become more sustainable. • Arguably the desire to travel will outweigh concerns and/or people will choose to carbon offset so they can still choose air travel. AO4 Evaluation • The rate of change to more sustainable air travel will affect the future of the industry whether positively or negatively. • Governments need to lead the change to more sustainable air travel to allow the air travel sector to continue. 6