Cambridge IGCSE™: Global Perspectives 0457/11 May/June 2022

Cambridge IGCSE™
GLOBAL PERSPECTIVES 0457/11

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

0457/11 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED
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

PUBLISHED
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 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.

PUBLISHED
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.

PUBLISHED
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 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.
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

PUBLISHED
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.

PUBLISHED
Question Answer Marks
1(a) From Source 1, identify the trend in worldwide internet use. 1
Main Annotations
Rising; going up; increasing; or similar
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) From Source 2, identify two benefits of digital technology. 2
Main Annotations
Candidates may identify the following reasons from Source 2:
 Faster global communication

 Greater access to information and data
 Easier to share ideas and perspectives globally
 Greater opportunity for freedom of speech
 Easier to network through social media
 Greater access to business and shopping
 New forms of digital entertainment
1 mark should be awarded for each correctly identified benefit up to a

maximum of 2 marks.
Further guidance – the only acceptable answers are listed above. However,

PUBLISHED
1(c) Which benefit of digital technology do you think is the most significant? 3
Explain why.
Main Annotations
Indicative content
Candidates may identify one of the following benefits:
 Faster global communication

 Greater access to information and data
 Easier to share ideas and perspectives globally
 Greater opportunity for freedom of speech
 Easier to network through social media
 Greater access to business and shopping
 New forms of digital entertainment
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.
 Creates a virtuous circle.
 Affects other aspects of life in society.
 Reflects public opinion.
 Other reasonable response.
Further guidance – candidates are most likely to discuss benefits from the
source as listed above. However, the assessment is focused mainly upon their
reasoning / justification and therefore additional benefits should be credited.
The following levels of response should be used to award marks:
Level 3 (3 marks) Good response

Clear explanation of significance explicitly linked to the selected benefit
Level 2 (2 marks) Reasonable response

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

A benefit is identified but with limited or no explanation of significance.
Level 0 (0 marks)
No relevant response or creditworthy material.

PUBLISHED
1(d) Explain how the use of digital technology has important personal 6
consequences.
Main Annotations
Indicative content
Candidates are likely to identify the following reasons drawing upon the
information in Sources 1,2 and 3:
 Improves communication through social media.

 Affects employment opportunities.
 Helps with personal shopping and business.
 Supports education and schooling.
 Health implications.
 Loss of privacy and security.
 Data loss and security.
 Surveillance and monitoring by third parties.
 Digital crime and becoming victims.
 Other reasonable responses.
Level 3 (5–6 marks) Good response

Clearly reasoned, credible and structured explanation of importance. The
personal dimension is explicit.
Level 2 (3–4 marks) Reasonable response

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

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

PUBLISHED
2(a) ‘Data from digital technologies improves our lives.’ 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:
 Many examples.
 Clear.
 Logical.
 Relevant.
 Uses expert source – doctor to support.
 Refers to government support – from authority.
Weaknesses:
 Some assertion.
 Some appeal to emotion.
 Little factual/statistical evidence.
 Doesn’t acknowledges counter arguments.

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.
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.

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

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)

PUBLISHED
2(b) ‘Digital communication strengthens our relationships.’ 8

How could you test this claim?
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 digital communication and social media.
 Data from social surveys.
 Individual testimony or personal experience.
 Material from organisations/businesses that promote/support digital
communication.
 Other relevant response.
Possible sources of information:

 National and local governments and their departments.
 International organisations, e.g. United Nations; UNESCO.
 Experts in communication and relationships.
 Research reports.
 Pressure groups, charities and NGOs.
 Media and the internet.
Possible methods:
 Review of secondary sources/literature/research/documents.
 Interview relevant experts, people.
 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

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 score higher than Level 2

PUBLISHED
3(a) Identify one fact from Kari’s statement. Explain why it is a fact. 2
Main Annotations
A fact is a statement that is true, correct, accurate or can be proven/verified.
The following examples of facts are found in Kari’s statement
 Some political parties use data to spread fake news and false information.
 Some political parties use data to get your vote.
 Data can be misused, computers hacked and identities stolen.
 Our computers are attacked every 39 seconds according to a security
magazine.
Award 1 mark for correctly identifying a fact from the list above. However,
Award 1 mark for a response that demonstrates a clear understanding of a

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

PUBLISHED
3(b) Explain why Lars’ statement might be biased. 3
Main Annotations
Candidates may identify one of the following reasons for bias from Lars’
background:
 He works for a large data storage company who may benefit from the
storage of large amounts of digital data.
Candidates are likely to identify the following evidence of bias from Lars’
statement:
 Lack of balance – for example no focus on negative use of digital data.

 Emotive examples – e.g. use of data to save lives / prevent disasters.
 Downplaying the other side of the debate – ‘a few fears about privacy’.
Level 3 (3 marks) Good response

A clear and full explanation of why the statement may be biased supported
with evidence from the statement. The response contains two (or more)
credible points.
Level 2 (2 marks) Reasonable response

A basic or partial understanding/explanation of why the statement may be
biased. The response contains one credible points.
Level 1 (1 mark) Limited response

A limited or unclear explanation of why the statement may be biased.
Level 0 (0 marks)
Further guidance – note that the only acceptable answers are listed above.
However, candidates may use their own words.

PUBLISHED
3(c) Which argument is more convincing, Kari’s or Lars’? 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
Possible 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.
The response usually contains three (or more) developed evaluative points
and may include some undeveloped points.

PUBLISHED
3(c) Material from the sources is used as evidence to support the evaluation; 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.
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.

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.

PUBLISHED
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.

PUBLISHED
4 ‘Personal data from digital technology should remain private and never 24
be used by other people and organisations.’
Do you agree with this statement?
Main Annotations J
Indicative content
Candidates are expected to make a judgement about the statement using

reasons and evidence to justify their opinion.
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 of breaches in security or value of using

data.
 Ethical or moral issues.
 Reference to different consequences and implications for
individuals/different age groups/government.
 The influence of individuals and groups on other people.
 The role of vested interests and power differences.
 Potential conflicts of interest.
 Difficulties in planning and coordinating improvements.
 Cost and access to security.
 Prevention of crime and harm.

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.

Clear, supported and 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.

PUBLISHED
4 Level 3 (10–14 marks) Reasonable response

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 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 explanation about the recommended course of action. Different
arguments are included; perspectives, if present, may be unclear.
The response 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)

Cambridge IGCSE™: Global Perspectives 0457/11 May/June 2022

Uploaded by

Copyright:

Available Formats

Cambridge IGCSE™: Global Perspectives 0457/11 May/June 2022

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cambridge IGCSE™: Global Perspectives 0457/11 May/June 2022

Uploaded by

Copyright:

Available Formats

Cambridge IGCSE™

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

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

© UCLES 2022 Page 4 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

© UCLES 2022 Page 5 of 20

IMPORTANT NOTE ON DEVELOPED AND UNDEVELOPED POINTS

© UCLES 2022 Page 6 of 20

Question Answer Marks

1(a) From Source 1, identify the trend in worldwide internet use. 1

Rising; going up; increasing; or similar

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 digital technology. 2

Candidates may identify the following reasons from Source 2:

 Faster global communication

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

© UCLES 2022 Page 7 of 20

Question Answer Marks

Candidates may identify one of the following benefits:

 Faster global communication

 Has greatest impact.

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

 Improves communication through social media.

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