Cambridge IGCSE™

GLOBAL PERSPECTIVES 0457/12

Paper 1 Written Examination March 2021
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 March 2021 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.

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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.

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.

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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 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 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.

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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

JU Justification

Omission mark, more required

I Interpretation

Vertical Irrelevant
wavy line

Highlighter

REP Repitition

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.

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Question Answer Marks

1(a) 1
Main Annotations

• 42 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.

1(b) 2
Main Annotations

Candidates may identify the following challenges from Source 2:

• Ensuring access to secondary education.

• Living with conflict.
• War.
• A lack of government spending on young people.
• Inequality.
• Poverty.
• Creating sustainable development.
• Finding good quality employment.
• A lack of political representation for young people.

1 mark should be awarded for each correctly identified challenge 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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Question Answer Marks

1(c) 3
Main Annotations

Indicative content

Candidates may identify one of the following challenges:

• Ensuring access to secondary education.
• Living with conflict.
• War.
• A lack of government spending on young people.
• Inequality.
• Poverty.
• Creating sustainable development.
• Finding good quality employment.
• A lack of political representation for young people.

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 significant.
• Has multiple positive consequences if solved.
• Creates a vicious circle.
• Affects other aspects of life for young people and society.
• Other reasonable response.

Further guidance – candidates are most likely to discuss challenges from

the source as listed above. However, the assessment is focused mainly
upon their reasoning / justification and therefore alternative challenges
should be credited.

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

Level 3 (3 marks) Good response

Clear and credible explanation of the significance of the challenge identified.

Level 2 (2 marks) Reasonable response

Basic or partial explanation of the significance of the challenge identified;
the explanation may be implicit or unclear at times.

Level 1 (1 mark) Limited response

A challenge is identified; there may be some limited explanation of
significance.

Level 0 (0 marks)
No relevant response or creditworthy material.

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Question Answer Marks

1(d) 6
Main Annotations

Indicative content

Candidates are likely to identify the following reasons drawing upon the
information in Sources 1,2 and 3:

• Young people are a large proportion of the global population.

• Young people are vulnerable and need to be protected/prioritised.
• Young people are the future.
• Young people face many important challenges.
• Young people care about global issues.
• Some global affect young people more than other age groups.
• Prioritising young people would support world development and
economic growth.
• Other reasonable response.

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

Level 3 (5–6 marks) Good response

Clearly reasoned, credible and structured explanation of priority; usually two
(or more) developed arguments clearly linked to the issue; or three (or
more) undeveloped reasons. The governmental dimension is explicit.

Level 2 (3–4 marks) Reasonable response

Some reasoned explanation of priority; usually one (or more) developed
argument(s) with some link to the issue, but may be implicit at times; or two
(or more) undeveloped reasons. The governmental dimension is implicit at
times.

Level 1 (1–2 marks) Limited response

Limited reasoning and explanation of priority; the response is likely to
contain only simple, undeveloped and asserted points. Arguments may be
tangential, partial, generalised and lack clarity. The governmental dimension
may not be discussed.

Level 0 (0 marks)
No relevant response or creditworthy material.

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Question Answer Marks

2(a) 6
Main Annotations

Indicative content

Candidates are likely to discuss the following evaluative points relating to

Source 3:

Strengths:
• Uses a range of sources as evidence.
• Uses expert sources from reputable organisations.
• Acknowledges counter arguments.
• Reports positively about young people.
• Reasonable tone.
• Other reasonable response.

Weaknesses:
• Some assertion.
• Some appeal to emotion.
• Little factual/statistical evidence.
• Some repetition.
• Some stereotyping.
• Other reasonable response.

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

Level 3 (5–6 marks) Good response

Clearly reasoned, credible and structured evaluation.

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
may be sufficient to reach this level.

Evaluation is clearly focused on the evidence and reasoning, their strengths

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

Level 2 (3–4 marks) Reasonable response

Reasonable evaluation mainly focused on the evidence and reasoning, its
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.

The response may contain one (or more) developed point(s), with some
other undeveloped points. Some (two or more) undeveloped points may be
sufficient to reach this level.

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Question Answer Marks

2(a) Level 1 (1–2 marks) Limited response

Limited evaluation which is often unsupported and asserted. The response
may be tangential, partial, generalised and lack clarity. It contains one or
two undeveloped points only. Answers at this level may repeat or copy
source material with little understanding or interpretation.

Level 0 (0 marks)
No relevant response or creditworthy material.

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Question Answer Marks

2(b) 8
Main Annotations

Indicative content

Candidates are likely to discuss the following ways to test the claim stated in
Source 3.

Possible types of information:

• Statistics/information on attitudes of elderly people.
• Data from social surveys.
• Individual testimony or personal experience.
• Material from organisations that work with elderly people.
• Other relevant response.

Possible sources of information:

• National and local governments and their departments.
• International organisations, e.g. United Nations; UNESCO.
• Experts in views of elderly people.
• Research reports.
• Pressure groups, charities and NGOs.
• Media and the internet.
• Other relevant response.

Possible methods:
• Review of secondary sources/literature/research/documents.
• Interview relevant experts, elderly people.
• Internet search.
• Questionnaires.
• Surveys.
• Other relevant response.

The claim contains two elements:

• The thinking of older people about young people’s behaviour

• The behaviour of young people

Candidates may test either or both of these elements of the claim.

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

Level 4 (7–8 marks) Very good response

Clearly reasoned, credible and structured explanation of a wide range of
ways to test the claim. Explanation is generally developed.

The response is clearly and explicitly related to testing the claim.

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Question Answer Marks

2(b) Level 3 (5–6 marks) Good response

Reasoned and mainly credible explanation of a range of ways to test the
claim. Explanation is developed at times.

The response is mainly explicitly related to testing the claim.

Level 2 (3–4 marks) Reasonable response

Some explanation of some ways to test the claim. The response may lack
clarity and be difficult to follow at times. Explanation is mainly undeveloped.

The response is implicitly related to testing the claim and may be a list of
methods, sources and types of information.

Level 1 (1–2 marks) Limited response

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)
No relevant response or creditworthy material.

Further Guidance
Responses that do not link explicitly to the issue/context and are simply a
list of research methods/sources/types of information should not score
higher than Level 2.

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Question Answer Marks

3(a) 2
Main Annotations

Indicative content

A value judgement is a belief or view based upon moral or ethical principles

of right and wrong.

Candidates may identify one of the following:

• To make good decisions different points of view need to be considered.
• It is important that politicians listen to young people.
• It is right to give young people a chance.
• It is right to let young people contribute to government.

Award 1 mark for correctly identifying a value judgement from the list above.

Award an additional 1 mark for a response that demonstrates a clear

understanding of a value judgement.

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

3(b)(i) 1
Main Annotations

Indicative content

A fact is something which is true or accurate and can be verified.

Candidates may identify one of the following facts:

• It is part of our culture to respect older people.

• Older people have looked after younger people.
• Older people have many years of experience.
• Studies in Psychology show that people have more confidence in older
people.
• People trust old people more.
• Grandfather says that maturity/understanding come from the journey of
life.

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.

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Question Answer Marks

3(b)(ii) 2
Main Annotations

Examples of the points that could be made when explaining how well the
prediction supports the argument:

• Very good support as this fact is based on evidence or research.

• Some support as the fact is relevant to the argument.
• Not much support as the fact is out-of-date.
• Limited support as it is not relevant to the argument.
• Other reasonable response.

Use the following levels of response to award a maximum of two marks.

Level 2 (2 marks) Good response

A fact is identified correctly and there is clear evaluation of how well the fact
supports the argument. The evaluation is related to the argument.

Level 1 (1 marks) Reasonable response

A fact is identified correctly and there is some evaluation of how well the fact
supports the argument. The response may lack clarity. The evaluation is
mainly descriptive and only implicitly related to the argument.

Level 0 (0 marks)
There is no relevant evaluation of how well the fact supports the argument.

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Question Answer Marks

3(c) 15
Main Annotations

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, rant
• 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

Possible consequences of the ideas presented

Acceptability of their values to others

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

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

Level 5 (13–15 marks) Very good response

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

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Question Answer Marks

3(c) The response 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.

Level 4 (10–12 marks) Good response

Clear, supported points about which argument is more convincing.
Evaluation of both arguments, with comparison.

The response contains two (or more) developed evaluative points and may
include some undeveloped points. A wide range (four or more) of
undeveloped but clearly appropriate points may be sufficient to enter this
band at the lower level. Material from the sources is used as evidence to
support the evaluation; some reference to the evidence and/or arguments in
the source e.g. quotation/summary of ideas.

A judgment is reached.

Level 3 (7–9 marks) Reasonable response

Reasonable points about which argument is more convincing. Some
evaluation of both arguments, with an attempt at comparison or evaluation
of only one argument. Some judgements and evaluative points are partially
supported or asserted.

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, generalised and
lack clarity/relevance at times.

The response contains two (or more) undeveloped points.

A basic judgement may be reached.

Level 1 (1–3 marks) Limited response

Limited and unsupported points about which argument is more convincing.
The response considers the arguments briefly and/or tangentially. There is
little clarity. Answers at this level may repeat source material with little
understanding or simply agree/disagree with the arguments presented.

The response may not contain any clear evaluative points.

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Question Answer Marks

3(c) Level 0 (0 marks)

No relevant response or creditworthy material.

Further Guidance – responses that give a very good evaluation of only one
argument may achieve Level 3 but no higher.

Question Answer Marks

4 24
Main Annotations J

Indicative content

Candidates are expected to make a judgement about the recommended

course of action 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/interpretation. Other material may be introduced but is not
necessary to gain full marks.

Candidates may consider some of the following:

• Reference to scale of impact on young people.

• Reference to different consequences and implications for
individuals/different age groups/government.
• How long it might take to make a difference.
• Barriers to change e.g. Power of elderly politicians.
• The influence of individuals and groups on decision making.
• The role of vested interests and power differences.
• Potential conflicts of interest.
• Difficulties in planning and coordinating improvements.
• Cost and access to resources to implement change.
• Other reasonable response.

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

Level 5 (20–24 marks) Very good response

Clear, well supported and credible reasoning 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, 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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Question Answer Marks

4 Level 4 (15–19 marks) Good response

Clear, supported and credible reasoning 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, with three (or more) developed points, and
some undeveloped points.

The response is generally well-structured and a judgement is reached.

Level 3 (10–14 marks) Reasonable response

Some supported reasoning 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, 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 recommended course of action. Different
arguments are included; perspectives, if present, are unclear.

The response relies on assertion rather than evidence but 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.

Level 1 (1–4 marks) Limited response

Limited and unsupported reasoning about the topic in general. Different
arguments may be included.

Level 0 (0 marks)
No relevant response or creditworthy material.

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