Cambridge IGCSE™

GLOBAL PERSPECTIVES 0457/01

Paper 1 Written Exam For examination from 2025
MARK SCHEME
Maximum Mark: 70

Specimen

This document has 18 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 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 descriptions for the question
• the specific skills defined in the mark scheme or in the generic level descriptions 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 descriptions.
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 descriptions in mind.

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Social Sciences-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 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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Assessment objectives

AO1 Research, analysis and evaluation

• design, carry out and evaluate research into current global issues, their causes and
consequences and possible course(s) of action
• use evidence to support claims, arguments and perspectives
• identify and analyse issues, arguments and perspectives
• analyse and evaluate the evidence and reasoning used to support claims, arguments and
perspectives
• analyse and evaluate sources and/or processes to support research, arguments and
perspectives
• develop a line of reasoning to support an argument, a perspective or course(s) of action.

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Question Answer Marks

1(a) According to Source 1, how many people regularly suffered from hunger 1
and poor nutrition in 2021?

From Source 1, candidates are expected to identify:

• 800 million

Award 1 mark for the correct answer.

1(b)(i) Identify one example of a generalisation from Source 2. 1

From Source 2, candidates are expected to identify one of:

• Hunger always destroys health/education/employment.
• We must have compassion and care for everyone.
• When people come together/demand change, extraordinary things
happen.

Award 1 mark for a correct answer.

1(b)(ii) Explain why the example you identified is a generalisation. 2

Indicative content

A generalisation is a statement suggesting that something is true all of

the time when it is only true some of the time; or a statement applying the
characteristics of a small sample to a whole population.

Award 2 marks for a response which clearly explains why the identified
example is a generalisation.

Award 1 mark if the response shows understanding of a generalisation but the

relationship to the example is not clear.

Award 0 if there is no creditable response.

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Question Answer Marks

1(c) From Source 2, describe the food charity’s perspective on hunger. 6

Table A

Use this table to give marks for each candidate response.

Analysis of issues and perspectives (AO1)

Level Description Marks
3 Clear analysis of the source 5–6
• Describes a wide range of elements of the
perspective.
• Frequent use of relevant material and examples
taken from the source.
2 Some analysis of the source 3–4
• Describes a range of elements of the perspective.
• Some use of relevant material and examples taken
from the source.
1 Limited analysis of the source 1–2
• Describes a limited range of elements of the
perspective.
• Little or no use of material and examples taken from
the source.
0 No creditable response 0

Indicative content

Candidates may describe the following elements of the perspective:

• Issue – hunger is a worldwide problem.
• Causes – pandemics and rising food prices.
• Consequences – hunger affects people’s health, education and
employment.
• Values – we should have compassion and care for other people and help
those in need; everyone has a right to food.
• Action – support the charity and the United Nations World Food
Programme; work collaboratively for change; protest about the issue.
• Other relevant response.

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Question Answer Marks

1(d) Sources 1 and 2 suggest causes of hunger. 8

Which cause of hunger do you think is the most significant? Explain

why.

Table B

Use this table to give marks for each candidate response.

Analysis of issues and perspectives (AO1)

Level Description Marks
4 Clear justification of an opinion 7–8
• The opinion is clearly explained and supported.
• The explanation is credible and clearly related to the
identified issue.
3 Some justification of an opinion 5–6
• The opinion is explained with some support.
• The explanation is mainly credible and related to the
identified issue.
2 Partial justification of an opinion 3–4
• The opinion is partly explained and has minimal
support.
• The explanation is partly related to the identified
issue.
1 A limited opinion 1–2
• The opinion is asserted with limited explanation.
• Any explanation may be general, tangential to the
issue and lacking credibility.
0 No creditable response 0

Indicative content

Candidates may identify one of the following causes:

• Poverty and unemployment.
• Food shortages.
• Extreme weather and climate change.
• Food waste.
• War and conflict.
• Unfair international trade.
• Pandemics.
• Rising food prices.

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Question Answer Marks

1(d) Candidates may give the following reasons to justify their opinion:
• Has greatest impact on the extent of hunger.
• Affects the most people locally, nationally or internationally.
• Ethically or morally most important.
• Has multiple negative consequences.
• Creates a vicious circle.
• Affects other aspects of life for different groups in society.
• Reflects expert opinion.
• Is the most difficult to solve.
• Other relevant response.

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Question Answer Marks

2(a) Explain the strengths and weaknesses of the research outlined in 8
Source 3.

Table C

Use this table to give marks for each candidate response.

Evaluate research into current global issues (AO1)

Level Description Marks
4 Consistently evaluative 7–8
• Reasoned explanation of a wide range of evaluative
points, including both strengths and weaknesses.
• Explanations are credible, supported, and clearly
related to the purpose of the research.
3 Mainly evaluative 5–6
• Reasoned explanation of a range of evaluative
points.
• Explanations are mostly supported, credible and
related to the purpose of the research.
2 Partly evaluative 3–4
• A range of evaluative points that are mostly
descriptive with little explanation.
• Explanations are partially supported and may lack
some credibility or partly related to the purpose of the
research.
1 Limited evaluation 1–2
• A limited range of evaluative points without
explanation; the research or topic in the source is
only described.
• Evaluative points are asserted and/or not credible
and/or not related to the purpose of the research.
0 No creditable response 0

Indicative content

Candidates may identify the following strengths and weaknesses of the

research.

Strengths:
• Clear purpose of research.
• Research was ethical – permission was given by the manager.
• Primary research.
• Notes were taken to record the interview accurately.
• Case study may provide detailed information.
• Research based on authentic, personal testimony and experience.
• The source of evidence / respondent is clearly related to the research
purpose/question.
• Uses a quotation from the interview as evidence.
• Other relevant response.

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Question Answer Marks

2(a) Weaknesses:
• No clearly stated research question.
• Only one research method – interviews.
• Data may not be complete as it was difficult to hear the interviewee.
• No opportunity to verify or check data (triangulation).
• Small sample size – may not be typical.
• Interviewee may be biased or have a vested interest that makes data
unbalanced/untypical/exaggerated.
• Presence of other people may influence the responses of the interviewee
– lack of confidentiality.
• Quotation may be selective and not typical.
• Other relevant response.

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Question Answer Marks

2(b) ‘Most people enjoy growing their own food.’ 8

Explain how this claim could be tested. You should consider the
research methods and evidence that could be used.

Table D

Use this table to give marks for each candidate response.

Design research into current global issues (AO1)

Level Description Marks
4 An appropriate and fully justified research design 7–8
• Reasoned explanation of a wide range of methods
and evidence.
• Explanations are credible and clearly related to
testing the claim/purpose of the research.
3 An appropriate and justified research design 5–6
• Reasoned explanation of a range of methods and
evidence.
• Explanations are credible and mostly related to
testing the claim/purpose of the research.
2 A partly justified research design 3–4
• A range of methods and/or evidence that are mostly
descriptive with little explanation.
• Explanations may lack some credibility and/or are
partly related to testing the claim/purpose of the
research.
1 Limited research design 1–2
• A limited range of methods and/or evidence without
explanation; the research or topic is only described.
• Methods and evidence are not credible and/or not
related to testing the claim/purpose of the research.
0 No creditable response 0

Indicative content

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

Methods:
• Interviews of relevant experts or people who grow their own food.
• Observation.
• Review of secondary sources / literature / research / documents.
• Internet and media search.
• Questionnaires.
• Surveys.
• Case studies of people who grow their own food.
• Other relevant response.

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Question Answer Marks

2(b) Evidence:
• Statistics/information on attitudes of people to the source of their food.
• Individual testimony or personal experience.
• Material from organisations that produce food e.g. farmers, gardeners.
• Material from pressure groups / charities / governments / international
organisations concerned about food supply.
• Primary and secondary research data and information.
• Quantitative and qualitative research data and information.
• Research reports.
• Other relevant response.

Question Answer Marks

3 Which argument is more convincing, Grace’s or Seth’s? 16

Your answer should:

• consider both arguments

• evaluate their reasoning, evidence and use of language
• support your judgement with their words and ideas.

Tables E and F

Use these tables to give marks for each candidate response.

Table E

Analysis (AO1)
Level Description Marks
4 Consistently analytic throughout and fully supported 7–8
• Analyses a wide range of aspects of both arguments.
• Frequent use of relevant material taken from the
source.
• Clear and explicit comparison of the two arguments.
3 Mainly analytic and supported 5–6
• Analyses a range of aspects of both arguments.
• Some use of relevant material taken from the source.
• Clear comparison of the two arguments.
2 Partly analytic and descriptive with some support 3–4
• Analyses a limited range of aspects of both
arguments.
• Occasional use of material taken from the source.
• Implied comparison by simple juxtaposition of the two
arguments.
1 Descriptive and unsupported 1–2
• Analyses a limited range of aspects of one argument.
• Little or no use of material taken from the source.
0 No creditable response 0

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Question Answer Marks

3 Table F

Evaluation (AO1)
Level Description Marks
4 Consistently evaluative throughout and fully 7–8
explained
• Detailed and reasoned explanation of a wide range of
evaluative points throughout the response.
• Both reasoning and evidence within the arguments in
the source are evaluated explicitly.
• Clear, supported judgement consistent with the
candidate’s argument.
3 Mainly evaluative and explained 5–6
• Reasoned explanation of a range of evaluative points
within most of the response.
• Reasoning and/or evidence within the arguments in
the source are evaluated.
• Judgement generally consistent with the candidate’s
argument.
2 Partly evaluative with little explanation 3–4
• A limited range of evaluative points that are mostly
descriptive and/or asserted with little explanation.
• Reasoning and/or evidence within the arguments in
the source are mostly described.
• Judgement lacks some clarity and may be partly
inconsistent with the candidate’s argument.
1 Descriptive without explanation 1–2
• One or two evaluative points that are asserted,
tangential or not relevant.
• The topic or the arguments in the source are
described.
• Judgement is unclear and inconsistent with the
candidate’s argument or may not be included.
0 No creditable response 0

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Question Answer Marks

3 Indicative content

Candidates are expected to evaluate both arguments presented in Source 4.

They should make a supported judgement with some explanation about which
person has the most convincing argument. Candidates may support their
judgement by considering some of the following aspects of the arguments:

Strength of reasoning:
• logic
• structure
• balance
• claims

Use of language:
• tone – emotive, exaggerated, precise, measured
• clarity

Evidence:
• range of information and depth
• relevance
• sufficiency – sample size
• source – media; internet
• date – how recent
• different types of information – fact, opinion, value, anecdote
• testimony – from experience and expert

Sources of bias or vested interest:

• local interest
• economic
• personal values
• experience

Possible consequences of the ideas or actions presented

Acceptability of their values to others:

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

Other relevant responses should be credited.

Examples of evaluative points candidates are likely to discuss are outlined as

follows.

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Question Answer Marks

3
Argument Strengths Weaknesses
Grace • Uses personal and family • Much assertion.
experience as her father • Little research evidence
is a farmer. given in support.
• Many relevant examples • Expertise is unknown.
used in support of the • Ability to know is
argument. questionable.
• Values are clear – • Argument based
supports human rights. on scientific and
• Clear, measured technological trends that
language. may not continue.
• Understands economic • Potential for bias and
aspects of food vested interest.
production.
Seth • Uses evidence to • Unbalanced argument –
support argument – case only discusses personal/
studies. local perspectives.
• Refers to reputable • Some generalisation.
organisations in support • Tone harsh at times.
of argument – United • Evidence not fully
Nations. referenced.
• Uses relevant examples. • Proposed action may not
• Credible arguments be realistic/affordable for
related to environmental everyone.
issues.
• Values clear.
• Passionate and
enthusiastic.

AO1 Analysis 8
AO1 Evaluation 8

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Question Answer Marks

4 A government wants to reduce hunger for people living in poverty. 20

The following actions are being considered:

• Provide free food in areas of poverty.

• Invest in new farming technologies.
• Train people to grow and sell food in local areas.

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.

Tables G, H and I

Use these tables to give marks for each candidate response.

Table G

Use evidence and reasons to support arguments

(AO1)
Level Description Marks
4 Effective use of evidence and reasons to support 7–8
arguments
• Uses a wide range of evidence and reasons to fully
support the candidate’s argument.
• Evidence and reasons are clearly relevant to the
issue in the question.
3 Mainly uses evidence and reasons to support 5–6
arguments
• Uses a range of evidence and reasons to support the
candidate’s argument.
• Evidence and reasons are relevant to the issue in the
question.
2 Some use of evidence and reasons to support 3–4
arguments
• Uses a limited range of evidence and reasons to
partly support the candidate’s argument.
• Evidence and reasons are not always relevant to the
issue in the question.

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Question Answer Marks

4
Use evidence and reasons to support arguments
(AO1)
Level Description Marks
1 Limited use of evidence and reasons to support 1–2
arguments
• Uses one or two pieces of evidence and/or reasons
and these give very little support to the candidate’s
argument.
• Evidence and reasons are tangential or not relevant
to the issue in the question.
0 No creditable response 0

Table H

Develop a line of reasoning (AO1)

Level Description Marks
4 Convincing and clear reasoning 7–8
• Clear, convincing and sustained lines of reasoning
related to the issue in the question and the
candidate’s argument.
• Well-structured and explicit consideration of different
perspectives or actions.
3 Clear reasoning 5–6
• Clear lines of reasoning mainly related to the issue in
the question and the candidate’s argument.
• Structured consideration of different perspectives or
actions.
2 Some reasoning 3–4
• Lines of reasoning are difficult to follow at times and
not always related to the issue in the question and
the candidate’s argument.
• Some consideration of different perspectives or
actions with uneven or little structure.
1 Limited reasoning 1–2
• Lines of reasoning lack clarity and are often unrelated
to the issue in the question or the candidate’s
argument.
• Little or no consideration of different perspectives or
actions.
0 No creditable response 0

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Question Answer Marks

4 Table I

Judgements about perspectives and action (AO1)

Level Description Marks
4 Judgements are fully supported 4
• Judgements are clearly related to the issue, clearly
explained and consistent with the candidate’s
argument.
3 Judgements are supported 3
• Judgements are related to the issue, explained and
consistent with the candidate’s argument.
2 Judgements are partly supported 2
• Judgements are partly related to the issue, partly
explained and not consistent with the candidate’s
argument.
1 Asserted judgements 1
• Judgements are asserted and not explained.
0 No creditable response 0

Indicative content

Candidates are expected to recommend a 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 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 hunger.
• Reference to different consequences and implications for individuals /
different groups / government.
• How long it might take to make a difference.
• Barriers to change e.g. power of interest groups like farmers and multi-
nationals.
• 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 relevant response.
AO1 Use evidence and reasons to support arguments 8
AO1 Develop a line of reasoning 8
AO1 Judgements about perspectives and action 4

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