Cambridge IGCSE ™: Global Perspectives 0457/11 October/November 2022

Cambridge IGCSE™
GLOBAL PERSPECTIVES 0457/11

Paper 1 Written Examination October/November 2022
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 2022 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This document consists of 20 printed pages.
© UCLES 2022 [Turn over

0457/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2022
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2022 Page 2 of 20

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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.

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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.

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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 Above middle and either below top of level or
inconsistency at middle of level (depending on number of
marks available)
Just enough achievement on balance for this level Above bottom and either below middle of level
or at middle of level (depending on number of
marks available)
On the borderline of this level and the one below At bottom of level
Mark scheme
All of the questions are based on sources which are available to candidates as an Insert to the
examination paper. It is therefore very important to study this material prior to marking to become
familiar with the context of the questions.
Annotations:
All scripts and all responses must be annotated to show how and where marks have been
awarded. The practice scripts indicate the amount of annotation expected.
The number of ticks used does not need to tally with the mark achieved. Every question and
response must be annotated in some way. The mark scheme indicates the most likely annotation
to be used with each question.
Annotation should be within the candidate’s text or the right-hand margin of the response as it
appears in the marking screen.
For scripts marked on RM Assessor, a selection of the following on-screen annotations are available.

PUBLISHED 2022
Annotation Meaning
Correct, creditworthy point
Eval Evaluation
Development
Benefit of doubt given
Incorrect point
? Unclear/confused point
JU Justification
Omission mark, more required
I Interpretation
Vertical wavy line Irrelevant
Highlighter
REP Repetition
Comment Box
NAQ Not Answered Question
SEEN Confirms page or response seen by examiner
IMPORTANT NOTE ON DEVELOPED AND UNDEVELOPED POINTS
A developed point is one which is explained, or supported with evidence, usually drawn from the sources or the
candidate’s experience. For example:
Example 1
1a Undeveloped point – A strength of Uki’s argument is the use of evidence from the World Bank.
1b Developed point – A strength of Uki’s argument is the use of evidence from the World Bank which comes
from a credible source and is likely to be accurate. It can be trusted.
1c Undeveloped point – A weakness of the argument is the use of personal testimony from experience.
1d Developed point – A weakness of the argument is the use of personal testimony from experience. This
experience may not apply to many other people and could be biased. It is not strong evidence.
Example 2
2a Undeveloped point – promoting lifestyle changes is not a good idea because it takes too long.
2b Developed point – promoting lifestyle changes is not a good idea; it takes too long because some people
may ignore the advice given by governments and not bother to change their behaviour.
2c Developed point – encouraging governments to work together is the best solution as governments can
share ideas and resources. This is supported in Source 4 when Uki says that cooperation between
countries will prevent human suffering and reduce conflict.

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Question Answer Marks
1(a) From Source 1, identify the number of people in the world who do not 1
have access to electricity.
Main Annotations
Candidates should identify the following from Source 1:

• 1.3 billion people
1 mark should be awarded for identifying the above.
Further guidance – the only acceptable answer is listed above. However,

candidates may use their own words. Answers must refer to billions
numerically or using the term.
1(b) From Source 2, identify two reasons for increasing the production of 2
electricity.
Main Annotations
Candidates may identify the following reasons from source 2:

• World population is rising
• Use of electrical products is increasing
• Electricity consumption is predicted to rise
• Cleaner sources of electricity are now available
• Not all people currently have access to electricity
• As countries develop, they will require more electricity
1 mark should be awarded for each correctly identified reason up to a

maximum of 2 marks.
Further guidance – the only acceptable answers are listed above. However,
candidates may use their own words.

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1(c) Which reason for increasing the production of electricity do you think 3
is the most important? Explain why.
Main Annotations
Indicative content:
Candidates may identify one of the following reasons:

• World population is rising
• Use of electrical products is increasing
• Electricity consumption is predicted to rise
• Cleaner sources of electricity are now available
• Not all people currently have access to electricity
• As countries develop, they will require more electricity
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 positive consequences
• Creates spiral of virtue
• Other reasonable response
Further guidance – candidates are most likely to discuss reasons from the
source as listed above. However, the assessment is focused mainly upon
their reasoning/justification and therefore additional reason should be
credited.
The following levels of response should be used to award marks:
Level 3 (3 marks) Good response

Clear explanation of importance explicitly linked to the selected reason.
Level 2 (2 marks) Reasonable response

Some explanation of importance. The link between the explanation and a
reason may be implicit/unclear at times.
Level 1 (1 mark) Limited response

A reason is identified but with limited or no explanation of importance. Often
unclear.
Level 0 (0 marks)
No relevant response or creditworthy material.

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1(d) Explain why the production of electricity is a global issue. 6
Main Annotations
Indicative content:
Candidates are likely to identify the following global issues, drawing upon
the information in Sources 1 and 2:
• The environment will suffer so it is a global issue
• Fossil fuel emissions lead to global warming
• Technical development needed may not be available in every country
• Money will be needed to help poorer countries
• Protests could affect government’s plans in different countries
Level 3 (5–6 marks) Good response

Clearly reasoned, credible explanation. The global dimension is explicit.
Level 2 (3–4 marks) Reasonable response

Some reasoned explanation. The global dimension is implicit at times.
Level 1 (1–2 marks) Limited response

Limited reasoning and explanation. Explanations are partial, generalised
and lack clarity. The global dimension is not apparent.
Level 0 (0 marks)

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2(a) ‘We can generate electricity without harming the environment’. 6
What are the strengths and weaknesses of the argument supporting

this claim?
Main Annotations
Indicative content
Candidates are likely to discuss the following evaluative points relating to

Source 3.
Strengths:
• Gives information about his experience
• Refers to his position as a politician
• Appeals to families when talking about the waste around the area
• Gives data on waste produced
• Explains that other countries have used this method
• Appeals to the idea that it is more reliable and affordable
Weaknesses:
• Not many details about the work as a politician
• No sources of statistical data
• Emotive references to family safety
• Very brief description of what the factory will do
• No data on other communities
• No specific details on job opportunities and wages

Clearly explained and credible evaluation of the argument/evidence; usually
two (or more) developed points clearly linked to the issue, with some other
undeveloped points; or a wide range (four or more) of undeveloped points.
Evaluation is clearly focused on the reasoning and/or evidence, its strengths

and weaknesses and the way it is used to support the claim.
Material from the sources is used as evidence to support the evaluation;

some reference to the evidence and/or arguments in the source e.g.
quotation/summary of ideas.

Some evaluation of the argument/evidence, its strengths and/or
weaknesses, and the way it is used to support the claim. The response
usually contains one (or more) developed point(s), with some other
undeveloped points. Some (two or more) undeveloped points may be
sufficient to enter this level.

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2(a) Some material from the sources may be used as evidence to support the
evaluation.
The response may occasionally lack some clarity and be difficult to follow.

Limited evaluation of the argument/evidence which is often unsupported and
asserted. The response may be tangential, partial, generalised and lack
clarity. It usually contains one or two undeveloped points only.
Answers at this level may repeat source material with little understanding.
Level 0 (0 marks)

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2(b) ‘One person produces about 1.5 kilograms of household waste per 8
day.’
How could you test this claim? You may consider the types of
information, sources of evidence or methods you might use.
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 waste production
• Data from local businesses
• Individual testimony or personal experience
• Material from government and local sites
• Other relevant response
Possible sources of information:

• National and local governments and their departments
• International organisations, e.g. United Nations
• Experts in employment
• Research reports
• Media and the internet
Possible methods:
• Review of secondary sources/literature/research/documents
• Interview relevant local experts
• Internet search
• Questionnaires
• Surveys
Level 4 (7–8 marks) Very good response

Clearly reasoned, credible and structured explanation of a range of ways to
test the claim. The response usually contains three (or more) developed
points and may contain some undeveloped points.
The response is clearly and explicitly related to testing the claim.

Reasoned and mainly credible explanation of ways to test the claim. The
response usually contains two (or more) developed points and may contain
some undeveloped points.

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2(b) The response is related to testing the claim.

Some reasoning and explanation of ways to test the claim. The response
usually contains one (or more) developed point(s), and/or a range of
undeveloped points. The response may lack clarity. The response is
implicitly related to testing the claim.

Limited explanation of ways to test the claim. The response contains one or
two simple, undeveloped and asserted points.
There is little relevance in the response to testing the claim or the methods,
sources and types of information are generally not appropriate for the claim
being tested.
Level 0 (0 marks)
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 be awarded higher than Level 2.

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3(a) Identify one prediction from Leo’s statement. Explain why this is a 2
prediction.
Main Annotations
A prediction is a statement suggesting something is likely to happen in the

future.
Indicative Content:
Candidates may identify one of the following from Source 4:

• This means even more electricity will be required in the future
• If we develop these further, everyone will be able to use as much
electricity as they need
• New technologies will also increase demand for electricity
Award 1 mark for correctly identifying one of the above.
Award 1 mark for a response that demonstrates a clear understanding of a

prediction.
Further guidance – note that the only acceptable answers are listed above.
However, candidates may use their own words.
3(b)(i) Identify one fact from Sophia’s statement. 1
Main Annotations
A fact is a statement which is true or accurate and can be verified.
Indicative Content:
The following examples are found in Source 4.

• Generating electricity will always have an impact on the environment
• It is impossible to have completely clean energy
• Producing wind turbines and solar panels uses a lot of energy and
harms the environment
Award 1 mark for correctly identifying a fact 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.

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3(b)(ii) Explain how well this fact supports her argument. 2
Main Annotations
Examples of the evaluative points that could be made when explaining how
well fact supports the argument:
• Very good support as the fact is based on evidence that gives
confidence to the reader about the claim
• Some support as the fact is relevant to the argument but the argument
may be slightly unbalanced, distorted or selective, so is not entirely
reliable
• Limited support as the fact is not enough to reach a conclusion and
support the argument
Use the following levels of response to award a maximum of two marks:
Level 2 (2 marks) Good response

A fact is identified correctly in Qb(i) and there is explained evaluation of how
well the fact supports the argument.
Level 1 (1 marks) Reasonable response

A fact is identified correctly in Qb(i) and there is some asserted evaluation of
how well the fact supports the argument.
Level 0 (0 marks)
There is no evaluation of how well the fact supports the argument OR a fact
has not been correctly identified in Qb(i).

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3(c) Which argument is more convincing, Leo’s or Sophia’s? 15
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
Likely consequences of the ideas presented
Acceptability of their values to others

• how likely other people are to agree with their perspective/view

Wide range of clear, credible and well explained points about which
argument is more convincing. Coherent, structured evaluation of both
arguments with clear comparison.

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3(c) The response usually contains three (or more) developed evaluative points
and may include some undeveloped points.

clear, frequent reference to the evidence and/or arguments in the source
e.g. quotation/summary of ideas.
A judgement is reached.

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.

some reference to the evidence and/or arguments in the source e.g.
quotation/summary of ideas.
A judgment is reached.

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.
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.

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3(c) Level 1 (1–3 marks) Limited response

Limited and unsupported points about which argument is more convincing.
The response considers the arguments briefly and/or tangentially. There is
little clarity. Answers at this level may repeat source material with little
understanding or simply agree/disagree with the arguments presented.
The response may not contain any clear evaluative points.
Level 0 (0 marks)
Further Guidance
Responses that give a very good evaluation of only one argument may
achieve Level 3 but no higher.

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4 A government wants to reduce the impact of electricity production on 24

the environment.
The following actions are being considered:

• Encourage people to live simpler lifestyles that use less electricity
• Develop cleaner more sustainable ways to produce electricity
• Increase the price of electricity so people use less
Which one of these actions would you recommend to the government,

and why?
Main Annotations J
Indicative content:
Candidates are expected to 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 of the recommended action
• Reference to different consequences and implications for
individuals/groups/government
• Cost and access to resources to implement the action
• How long it might take to make a difference
• Barriers to change
• The influence of individuals and groups on decision making
• The role of vested interests and power differences
• Potential conflicts of interest
• Other relevant points

Clear, well supported, and credible explanations about the recommended
course of action. Different arguments and perspectives are clearly
considered.
The response contains a wide range of clearly reasoned points and/or

evidence to support the views expressed, usually with four (or more)
developed points, and some undeveloped points.
The response is well structured, and a clear judgement is reached.

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4 Level 4 (15–19 marks) Good response

Clear, supported and mainly credible explanation about the recommended
course of action. Different arguments and perspectives are considered.
The response contains a range of reasoned points and/or evidence to

support the views expressed, usually with three (or more) developed points,
and some undeveloped points.
The response is generally well structured, and a judgement is reached.

Some supported explanation about the recommended course of action.
Different arguments and perspectives are included.
The response contains some points and/or evidence to support the views
expressed, usually with two (or more) developed points, and some
undeveloped points.
The response is partly structured and occasionally difficult to follow; an

attempt is made to give an overall judgement.
Level 2 (5–9 marks) Basic response

Basic explanation about the recommended course of action. Different
arguments are included; perspectives, if present, may be unclear.
The response mainly relies on assertion rather than reason or evidence;

usually with one (or more) developed point(s) or a range of undeveloped
points.
The response is generally unstructured and difficult to follow.
A judgement may be attempted.

Limited, unsupported explanation about the recommended course of action
or some discussion about the topic in general. Different arguments may be
included.
Often tangential, generalised and lacking in clarity. Unstructured and often

difficult to follow.
Level 0 (0 marks)

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GLOBAL PERSPECTIVES 0457/11

This document consists of 20 printed pages.

© UCLES 2022 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2022 Page 2 of 20

Social Science–Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© UCLES 2022 Page 3 of 20

© UCLES 2022 Page 4 of 20

In the levels of response mark scheme positive achievement is being rewarded.

For answers marked by levels of response:

Descriptor Award mark

Consistently meets the criteria for this level At top of level

© UCLES 2022 Page 5 of 20

Correct, creditworthy point

Benefit of doubt given

Omission mark, more required

Vertical wavy line Irrelevant

NAQ Not Answered Question

SEEN Confirms page or response seen by examiner

IMPORTANT NOTE ON DEVELOPED AND UNDEVELOPED POINTS

© UCLES 2022 Page 6 of 20

Question Answer Marks

Candidates should identify the following from Source 1:

1 mark should be awarded for identifying the above.

Further guidance – the only acceptable answer is listed above. However,

Candidates may identify the following reasons from source 2:

1 mark should be awarded for each correctly identified reason up to a

© UCLES 2022 Page 7 of 20

Question Answer Marks

Candidates may identify one of the following reasons:

The following levels of response should be used to award marks:

Level 3 (3 marks) Good response

Level 2 (2 marks) Reasonable response

Level 1 (1 mark) Limited response

© UCLES 2022 Page 8 of 20

Question Answer Marks

1(d) Explain why the production of electricity is a global issue. 6

The following levels of response should be used to award marks:

Level 3 (5–6 marks) Good response

Level 2 (3–4 marks) Reasonable response

Level 1 (1–2 marks) Limited response

© UCLES 2022 Page 9 of 20

Question Answer Marks

2(a) ‘We can generate electricity without harming the environment’. 6

What are the strengths and weaknesses of the argument supporting

Candidates are likely to discuss the following evaluative points relating to

The following levels of response should be used to award marks: