Cambridge IGCSE ™: Global Perspectives 0457/11

Cambridge IGCSE™
GLOBAL PERSPECTIVES 0457/11

Paper 1 Written Examination October/November 2023
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 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.
This document consists of 19 printed pages.
© UCLES 2023 [Turn over

0457/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2023
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 2023 Page 2 of 19

PUBLISHED 2023
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.

PUBLISHED 2023
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.
Introduction
Some 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 at
inconsistency middle of level (depending on number of marks
available)
Just enough achievement on balance for this Above bottom and either below middle of level
level or at middle of level (depending on number of
marks available)
On the borderline of this level and the one At bottom of level

below

PUBLISHED 2023
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 questions must be annotated to show how and where marks have been awarded.
For scripts marked on RM Assessor, a selection of the following on-screen annotations are available.
Annotation Meaning
Correct, creditworthy point
Eval Evaluation
Development
Benefit of doubt given
Incorrect point
Unclear / confused point
J Justification
Omission mark, more required
I Interpretation
Vertical Irrelevant
wavy line
Highlighter
REP Repetition
Comment box
NAQ Not answered question
The number of ticks used does not need to tally with the mark achieved. Every question 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 rather than in the margin.

PUBLISHED 2023
Question Answer Marks
1(a) From Source 1 identify the percentage of countries that closed schools 1
due to the coronavirus pandemic.
Main Annotations
Candidates should identify the following from Source 1:

• 27 per cent
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. The per cent unit must be included.
1(b) From Source 2, identify two benefits of schooling. 2
Main Annotations
Candidates should identify the following from Source 2:

• Learn basic skills
• Develop friendships
• Gain qualifications
• Develop teamwork
• Access to school meals and health services
• Develop talents and interests
• More success in later life
• Develop responsibility
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.

PUBLISHED 2023
1(c) Which benefit of schooling do you think is more important? 3

Explain why.
Main Annotations
Indicative Content
Candidates may identify one of the following benefits:

• Learn basic skills
• Develop friendships
• Gain qualifications
• Develop teamwork
• Access to school meals and health services
• Develop talents and interests
• More success in later life
• Develop responsibility
Candidates may give the following explanations, any of which could be used,
to justify their choice:
• has greatest impact, individually, nationally or globally
• 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 reasons should be
credited.
The following levels of response should be used to award marks:
Level 3 (3 marks) Good response

Clearly reasoned explanation explicitly linked to a benefit.
Level 2 (2 marks) Reasonable response

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

A reason is identified. There may be some limited explanation.
Level 0 (0 marks)
No relevant response or creditworthy material.

PUBLISHED 2023
1(d) Explain why access to education is an important issue for governments. 6
Main Annotations
Indicative Content
Candidates are likely to discuss the following reasons drawing upon the
information in Sources 1 and 2:
• all children should have access to education
• they are the future of each country
• in some areas access to education at school may mean less crime
• global impact of a literate nation
• healthier nation
• contribution to national economy
Level 3 (5–6 marks) Good response

Clearly reasoned, credible explanation; clearly linked to the issue.
The national dimension is consistently explicit.
Level 2 (3–4 marks) Reasonable response

Some reasoned explanation: with some link to the issue but may be implicit at
times.
The national dimension is implicit at times.
Level 1 (1–2 marks) Limited response

Limited reasoning and explanation; the response is likely to contain only
simple, undeveloped and asserted points. Arguments are partial, generalised
and lack clarity.
The national dimension is implicit or not apparent.
Answers at this level may repeat source material with little understanding.
Level 0 (0 marks)

PUBLISHED 2023
2(a) ‘New technology will improve access to education.’ 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:
• experience of the author in education
• focus on the future and the country
• increase in transport links means safety for the children
• states the benefits of access to education
• use of an expert opinion (professor)
• prospect of better examination results
Weaknesses:
• no personal details about education experience
• no specific details of the professors’ experience
• no citation or referencing
• potential bias of politician as author
• does not discuss counter-arguments
• does not consider costs of technology
Discussion of the arguments/reasons and the evidence in the Source should

both be credited.

Clearly reasoned and credible evaluation.
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 evidence and arguments, their strengths

and/or weaknesses and the way they are used to support the claim. There is
usually some clear reference to the evidence and arguments in the source
e.g. quotation/summary

Reasonable evaluation mainly focused on the evidence and arguments, their
strengths and/or weaknesses, and the way they are used to support the claim;
there may be some lack of clarity and the answer may be difficult to follow at
times.

PUBLISHED 2023
2(a) Usually, the response contains one (or more) developed point(s), with some
other undeveloped points. Some (two or more) undeveloped points may be
sufficient to reach this level.

Limited evaluation which is often unsupported and asserted. The response is
often unclear, tangential, and generalised. Usually contains one or two
undeveloped points. Answers at this level may repeat source material with
little understanding.
Level 0 (0 marks)
Further guidance –if the claim is implicit then the response is unlikely to be
awarded above Level 2.

PUBLISHED 2023
2(b) ‘Children who use technology for education get better exam results.’ 8
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 achievement
• data from school authorities
• individual testimony or personal experience from teachers and learners
• material from schools
Possible sources of information:

• national and local governments and their departments
• international organisations, e.g. United Nations; UNESCO
• experts in education
• research reports
• pressure groups, charities and NGOs
• media and the internet
Possible methods:
• review of secondary sources/literature/research/documents
• interview relevant 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.
The response is explicitly related to testing the claim.

PUBLISHED 2023
2(b) Level 2 (3–4 marks) Reasonable response

Some reasoning and explanation of ways to test the claim. The response
usually contains one (or more) developed point(s), and/or a few undeveloped
points. There may be some lack of clarity and the answer may be difficult to
follow at times.
The response is related to testing the claim.

Limited explanation of ways to test the claim. The response usually 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)
If the response lists or describes methods, sources and types of data without
linking to the issue/context, then it should not be placed above Level 2.

PUBLISHED 2023
3(a) Identify one prediction from Ajay’s statement. Explain why this is a 2
prediction.
Main Annotations
Indicative Content
A prediction is a statement that relates to the future/something that has yet to

happen/something that will happen, or similar
Candidates may identify one of the following from Source 4.
• I will be able to continue helping my grandmother
• I will be able to continue helping my family
• This way of working will also prepare me for a job
Award 1 mark for correctly identifying a prediction. However, candidates may

use their own words.
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.

PUBLISHED 2023
3(b)(i) Salena is arguing that learning in school is better than learning from 1
home.
Identify one opinion from Salena’s statement.
Main Annotations
Indicative Content
An opinion is an individual’s point of view or belief which is not necessarily

shared by others/supported by evidence.
The following examples are found in Source 4.

• I really disagree with you
• Working from home is not as effective
• The best way to learn is in school.
• They (computers) are expensive
• My marks are excellent because I can interact with the teachers
• Concentrating on the screen for a long time is hard
1 mark should be awarded for identifying one of the above.
Further guidance –the only acceptable answers are listed above. However,
candidates may use their own words.
3(b)(ii) Explain how well this opinion supports Salena’s statement. 2
Main Annotations
Indicative Content
Examples of the points that could be made when explaining how well the
opinion supports the statement:
Use the following levels of response to award a maximum of two marks.
Award 1 mark for an attempt to say how well the opinion supports the
statement of Salena e.g. ‘It supports the statement quite well …’
Award 1 mark for making a reasonable link to the statement e.g ‘because it
provides evidence that confirms/supports Salena’s statement about schools
(being the best place to learn).’
Further guidance –Q3bi must be answered correctly to be awarded marks for

this question. It is expected that responses will be very brief and not
developed.

PUBLISHED 2023
3(c) Which argument is more convincing, Ajay’s or Salena’s? 15
Your answer should consider both arguments and you should support
your point of view with their words.
You should also consider:

• the strength of their reasoning and evidence
• their use of language
• the different types of information used.
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

PUBLISHED 2023
3(c) Level 5 (13–15 marks) Very good response

Clear, credible, and well supported points/explanation about which argument
is more convincing. Coherent, structured evaluation of both arguments with
clear comparison.
The response usually contains three (or more) developed evaluative points
and may include some undeveloped points. Material from the sources is used
as evidence to support the evaluation; clear reference to the evidence and/or
arguments in the source e.g. quotation/summary of ideas.
A clear judgement is reached.

Clear, supported points/explanation about which argument is more
convincing. Evaluation of both arguments, with comparison.
The response usually contains two (or more) developed evaluative points and
may include some undeveloped points. A wide range (four or more) of
undeveloped but clearly appropriate points may be sufficient to enter this
band at the lower level. Material from the sources is used as evidence to
support the evaluation; some reference to the evidence and/or arguments in
the source e.g. quotation/summary of ideas.
A judgment is reached.

Reasonable points/explanation about which argument is more convincing.
Some evaluation of both arguments, with an attempt at comparison or very
good evaluation of only one argument. Some judgements and evaluative
points are partially supported or asserted.
Usually 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 as evidence to support the evaluation. The response may occasionally
lack some clarity and by difficult to follow.
An attempt is made to give an overall judgement.
Level 2 (4–6) Basic response

Basic points about which argument is more convincing. There may be only
one argument considered in any detail, with little attempt at comparison.
Judgements and evaluative points are partially supported and lack
clarity/relevance at times.
The response usually contains two (or more) undeveloped points.
A basic judgement may be reached

PUBLISHED 2023
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)
Responses that give a very good evaluation of only one argument may
achieve Level 3 but no higher

PUBLISHED 2023
4 A government wants to improve access to education in their country. 24
The following actions are being considered:
• Build more schools.

• Improve transport to make it easier for children to get to school.
• Invest in technology to support remote learning.
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 J
Indicative content
Candidates are expected to make a judgement about the issue of increasing
access to education using reasons and evidence to justify their choice.
Candidates may use and develop the material found in Sources 1 to 4, but
should go beyond simply repeating or recycling without adaptation. Other
material may be introduced but is not necessary to gain full marks.
Candidates may consider some of the following:

• reference to scale of impact on increasing access to education
• reference to different consequences and implications for
individuals/groups/government
• how long it might take to make a difference
• barriers to change
• the power of collective action, e.g. cooperation between countries over
increasing access to education
• 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
Level 5 (20–24 marks) Very good response

Clear, well supported and credible reasoning about the actions. Different
arguments and perspectives are clearly considered.
The response usually contains a wide range of clearly reasoned points and/or
evidence to support the views expressed, with four (or more) developed
points, and some undeveloped points.
The response is very well structured and a clear judgement is reached.

PUBLISHED 2023
4 Level 4 (15–19 marks) Good response

Clear, supported and credible reasoning about the actions. Different
arguments and perspectives are considered.
The response usually contains a range of reasoned points and/or evidence to

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

Some supported reasoning about the actions. Different arguments and
perspectives are included.
The response usually contains some points and/or evidence to support the
views expressed, with two (or more) developed points, and some
undeveloped points.
The response is structured but at times difficult to follow and an attempt is

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

Basic reasoning about the actions. Different arguments are included;
perspectives, if present, are unclear.
The response relies on assertion rather than evidence but usually contains
one (or more) developed point(s) or a range of undeveloped points.
The response lacks structure and is difficult to follow, though a basic

judgement may be attempted.

Limited and unsupported reasoning about the topic in general. Different
arguments may be included.
Level 0 (0 marks)

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GLOBAL PERSPECTIVES 0457/11

This document consists of 19 printed pages.

© UCLES 2023 [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 2023 Page 2 of 19

Social Science-Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© UCLES 2023 Page 3 of 19

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

a Marking grids describe the top of each level.

Descriptor Award mark

Consistently meets the criteria for this level At top of level

On the borderline of this level and the one At bottom of level

© UCLES 2023 Page 4 of 19

Correct, creditworthy point

Benefit of doubt given

Unclear / confused point

Omission mark, more required

NAQ Not answered question

© UCLES 2023 Page 5 of 19

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,

1(b) From Source 2, identify two benefits of schooling. 2

Candidates should identify the following from Source 2:

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

© UCLES 2023 Page 6 of 19

Question Answer Marks

1(c) Which benefit of schooling do you think is more important? 3

Candidates may identify one of the following benefits:

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 2023 Page 7 of 19

Question Answer Marks

1(d) Explain why access to education is an important issue for governments. 6

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

Level 3 (5–6 marks) Good response

The national dimension is consistently explicit.

Level 2 (3–4 marks) Reasonable response

The national dimension is implicit at times.

Level 1 (1–2 marks) Limited response

The national dimension is implicit or not apparent.

© UCLES 2023 Page 8 of 19