Ilower Secondary in Global Citizenship Sams

iLowerSecondary
GLOBAL CITIZENSHIP
SAMPLE ASSESSMENT
MATERIALS
Pearson Edexcel International Award in Lower Secondary
Global Citizenship (LGL11)
For ﬁrst teaching September 2021
First examination June 2024
Issue 1
About Pearson
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© Pearson Education Limited 2023
Contents
Introduction 1
General marking guidance 3
Achievement test 5
Mark scheme 23
1/
Introduction
The Pearson Edexcel International Award in Lower Secondary Global Citizenship is designed for
use in international schools. It is part of a suite of iLowerSecondary qualifications offered by
Pearson.
These sample assessment materials have been developed to support this qualification and will
be used as the benchmark to develop the assessment students will take.
Pearson Edexcel International Award in Lower Secondary Global Citizenship – Sample Assessment Materials – Issue 1 1
February 2023 © Pearson Education Limited 2023
2 Pearson Edexcel International Award in Lower Secondary Global Citizenship – Sample Assessment Materials – Issue 1
General marking guidance
• All candidates must receive the same treatment. Examiners must mark the last candidate in
exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded for what they
have shown they can do rather than be penalised for omissions.
• Examiners should mark according to the mark scheme – not according to their perception of
where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners should always
award full marks if deserved. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by which
marks will be awarded and exemplification/indicative content will not be exhaustive.
However, different examples of responses will be provided at standardisation.
• When examiners are in doubt regarding the application of the mark scheme to a candidate’s
response, a senior examiner must be consulted before a mark is given.
• Crossed-out work should be marked unless the candidate has replaced it with an alternative
response.
Marking guidance for levels-based mark scheme – Question 23(c)

How to award marks
The indicative content provides examples of how students will meet each skill assessed in the
question. The levels descriptors and indicative content reflect the relative weighting of each skill
within each mark band.
Finding the right level

The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’
approach, deciding which level most closely describes the quality of the answer. Answers can
display characteristics from more than one level, and where this happens markers must use the
guidance below and their professional judgement to decide which level is most appropriate.
Placing a mark within a level

After a level has been decided on, the next stage is to decide on the mark within the level. The
instructions below tell you how to reward responses within a level. However, where a level has
specific guidance about how to place an answer within a level, always follow that guidance.
Statements relating to the treatment of students who do not fully meet the requirements of the
question are also shown in the indicative content section of each levels based mark scheme.
These statements should be considered alongside the levels descriptors.
Markers should be prepared to use the full range of marks available in a level and not restrict
marks to the middle. Markers should start at the middle of the level (or the upper-middle mark if
there is an even number of marks) and then move the mark up or down to find the best mark.
To do this, they should take into account how far the answer meets the requirements of the
level:
● If it meets the requirements fully, markers should be prepared to award full marks
within the level. The top mark in the level is used for answers that are as good as can
realistically be expected within that level
● If it only barely meets the requirements of the level, markers should consider awarding
marks at the bottom of the level. The bottom mark in the level is used for answers that
are the weakest that can be expected within that level
● The middle marks of the level are used for answers that have a reasonable match to
the descriptor. This might represent a balance between some characteristics of the
level that are fully met and others that are only barely met.
Please check the examination details below before entering your candidate information
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel International Award in Lower Secondary

Sample assessment material for first teaching September 2021
Time 1 hour 30 minutes

Paper
reference LGL11/01
Global Citizenship
Achievement test
You do not need any other materials. Total Marks
Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
•• Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.
Information
•• The total mark for this paper is 80.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Advice
•• Read each question carefully before you start to answer it.
Try to answer every question.
• It– approximately
is recommended that you spend:
15 minutes each on the questions in Sections A and B
– approximately 25 minutes each on the questions in Section C
– approximately 35 minutes each on the questions in Section D.
• Check your answers if you have time at the end.
Turn over
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©2022 Pearson Education Ltd.
1/1/1/1/1
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SECTION A
The Wider Community and Myself
DO NOT WRITE IN THIS AREA

Answer ALL questions.
It is recommended that you spend approximately 15 minutes on the questions in this section.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
For other questions, write your answers in the spaces provided.
1 A ‘just society’ is where:
A a dominant group makes decisions in their own interests.
B rules and regulations do not limit the behaviour of poor people.
C stricter punishments are applied to protect wealthy people’s property.

D the rights and wellbeing of everyone are valued and defended equally.

(Total for Question 1 = 1 mark)
2 Historical accounts of the past are mostly:
A accurate.
B objective.
C selective.
D unbiased.
3 A law that states who a landlord may or may not rent property to is best described as:
A impartial. DO NOT WRITE IN THIS AREA
B judicial.
C partial.
D prejudicial.
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4 Which statement best explains why a person on a business trip might visit a foreign
country?
A Look for a new experience.
B Meet an important, new customer.
C Rest or enjoy a holiday away.
D Visit an interesting, famous historical site.

5 What is the most effective way to resolve conflict between two people?
A Discuss the causes of the dispute and agree an outcome.
B For them to disagree and ignore each other.
C One of them to give in because they do not like arguing.

D One of them to insist they are right and their view must be accepted.
6 How might the United Nations (UN) try to resolve conflict between two member
states?
A Impose a fine on either state that ignores UN rules.
B Pay compensation for any damage caused.
C Remove both states from the UN unless they compromise.

D Send UN advisors to negotiate a compromise.
7 What is a ‘violation of human rights’?

A Introducing a higher rate of income tax for very rich people.
B Providing support in a natural disaster to residents and migrants alike.
C Reducing the opening hours of shops during an economic crisis.
D Stopping teenage girls from going to secondary school.

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Turn over
8 What is a system of government where one person has total power called?
A Aristocratic

B Autocratic
C Democratic
D Meritocratic
9 What is ’biodiversity’?
A All of the different forms of life found in a single area.
B A new species evolved to respond to the flora of an area.
C The organic matter used to create habitats for different species.
D The variety of organic matter used to produce energy.


10 When will an animal become an endangered species?
A It has adjusted to a habitat damaged by human activity.
B Its population has declined by 50–70 per cent over 10 years or

three generations.
C Its population is scattered over more than three geographical regions.
D It shows a fast-growing genetic variation.

11 Give two examples of discrimination.
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(Total for Question 11 = 2 marks)
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12 (a) Name one famous defender of human rights.
(1)
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(b) Give one way in which they defended human rights.

(1)
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13 State what the letters ‘NGO’ stand for and give one example of an NGO.
NGO stands for:
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Example of an NGO:
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TOTAL FOR SECTION A = 16 MARKS

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Turn over
SECTION B
Myself and My Community

Answer ALL questions. Write your answers in the spaces provided.
It is recommended that you spend approximately 15 minutes on these questions.
14 (a) Give one benefit of working as a team rather than on your own.
(1)
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(b) The people who are in charge of schools and communities have methods to find
out student or member opinions.
State and explain two different methods they use to find out opinions.
(4)
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15 (a) Name one factor that a child has no control over, but which can shape their
identity.
(1)
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(b) A person’s identity can sometimes change.

Explain two reasons why this might happen.
(4)
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Turn over
16 Read this passage about famine in Madagascar.
In July 2021 the United Nations (UN) Food Agency warned that 1.14 million people

in southern Madagascar were struggling to feed their families. The worst droughts in
forty years led to food sources almost disappearing completely, pushing communities
to the brink of starvation.
(Source: adapted from Charlotte Rodrigues, The Independent, 22.07.21

https://www.Independent.co.uk/climate-change/madagascar-famine-climate-
crisis-b1888058.html)
(a) Name two international organisations, other than the UN Food Agency, that
provide help for countries experiencing famine.
(2)
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(b) Explain two reasons, other than drought, why a country may experience food
shortage.
You will need to use your own knowledge to answer this question.
(4)
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TOTAL FOR SECTION B = 16 MARKS
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SECTION C
Myself as a Citizen in the Country Where I Live or Study

17 (a) State and explain one benefit of internal migration (within your country).
(2)
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(b) Explain two ways that people or goods from other countries influenced the
lifestyle change in your own country.
(4)
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2 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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9
*S77342A0920*
Turn over
18 Read the passage and answer the questions that follow.
We have developed into a throwaway or consumer-driven society. Ever-increasing

waste, produced from high consumption of commodities is damaging the
environment. This is the result of the growing variety of items we think we need
every day. We must take proper actions promptly to avoid more serious damage to
the environment.
(a) Explain what a ‘throwaway’ or ‘consumer-driven’ society means.

(2)
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(b) Increasingly high food consumption and use of a range of commodities could

damage the environment.
Give two examples of how the environment could be damaged in the country
where you live.
(2)
1 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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10
*S77342A01020*
(c) Suggest two actions that people living in your country could take to prevent
more serious damage to the environment.
You will need to use your own knowledge to answer this question.
(4)
1 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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11
*S77342A01120*
Turn over
19 Read the passage and answer the questions which follow.
Children can inherit advantage or disadvantage from their parents’ situation. If

parents are wealthy, the child is more likely to be wealthy. If parents are poor, the
child is more likely to be poor and may become part of a cycle of poverty.
(Source: adapted from https://povertycycle.weebly.com/What is the

Poverty Cycle? – Poverty Cycle (weebly.com))
(a) What does ‘cycle of poverty’ mean?

(2)
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(b) (i) Identify one organisation or group that is working to deal with problems of

poverty in your local community or country.
(1)
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(ii) State one method this organisation has used and explain how it has helped
people living in poverty.
(3)
Method:
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Explanation:
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TOTAL FOR SECTION C = 20 MARKS
12
*S77342A01220*
SECTION D
Myself as a Global Citizen

20 (a) (i) Name one armed conflict of the 21st century.
(1)
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(ii) Give one reason why that conflict started.

(1)
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(b) (i) Name one humanitarian organisation involved in dealing with the effects of
that armed conflict.
(1)
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(ii) Explain the work it did.

(3)
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13
*S77342A01320*
Turn over
Human rights may be at risk during a natural disaster. Such events require the

active protection and promotion of human rights. During a disaster, the usual social
standards and legal protections may break down. Humanitarian aid can reduce
human rights violations. It can provide immediate relief and assistance. It can also
work to see that the international human rights standards are enforced. These
standards can promote accountability, restore the rule of law and support measures
to prevent exploitation, ill-treatment and violence.
(a) Identify two benefits of humanitarian assistance during a natural disaster.

(2)
1 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(b) (i) Name two human rights which might be threatened during a natural disaster.
(2)
1 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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(ii) Explain how human rights may be threatened during a natural disaster.
(2)
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14
*S77342A01420*
A report published in 2022 claimed that gender equality achievements such as equal
pay and equal opportunities for education have been threatened in recent years.
Since 2020, 26% of women lost employment compared to 20% of men around the
world. In eastern Europe and central Asia, women dropped out of education four
times more often than men. Also, they were more likely to experience gender-based
violence. In many countries, there has been an increase in the expectations of women
to work without compensation. Urgent action is required to maintain and increase
improvements in gender-based equality.
(Source: https://www.theguardian.com/world/2022/mar/02/Covid has intensified gender

inequalities, global study finds | Gender | The Guardian accessed March 2 2022)
(a) Give one example of a recent improvement in gender equality not indicated in
the passage.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(b) What does the expression ‘work without compensation’ mean?

(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
15
*S77342A01520*
Turn over
(c) According to the passage, women are more likely than men to lose their jobs.
State and explain two different reasons why women are generally more likely to

lose their jobs than men.
(4)
1 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
because:
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
2 . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
because:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
16
*S77342A01620*
23 Look at the image of a sedimentary rock formation and landscape and answer the
questions that follow.
(Source: © Avalon/Getty Images)
(a) Sedimentary is one of the three main types of rock.

Name one of the other two main rock types.
(1)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
(b) Explain one way in which sedimentary rocks can help shape a landscape.
Use the image and your own knowledge.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
17
*S77342A01720*
Turn over
(c) Modern farming practices have had a greater impact on shaping the landscape
than the geology of the area in the country/area where you live.

How far do you agree with the above statement?
In your answer, you should consider:
• how modern farming methods have helped shape the landscape
• how the geology of an area has helped shape the landscape.
(6)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
TOTAL FOR SECTION D = 28 MARKS

TOTAL FOR PAPER = 80 MARKS
18
*S77342A01820*
Pearson Edexcel International Award in Lower Secondary Global Citizenship
Achievement test mark scheme
Section A: The Wider Community and Myself
Question Answer Mark

number
and
reference
1 D is correct because it is about fairness to everybody. (1)
SJ.1.1 A is not correct because it removes the responsibility for thinking of others
and behaving fairly.
B is not correct because this is unfair to minority groups.
C is not correct because it is unfair to those who do not own (much)
property.

number and
reference
2 C is correct because historical accounts have to choose what to (1)
ID.2.2 include and what to omit.
A, B and D are not correct because historical accounts are usually written
with an agenda and from a particular viewpoint.

number and
reference
3 D is correct because it involves a form of discrimination. (1)
ID.2.3 A is not correct because impartiality is the reverse of discrimination.
B is not correct because it is about legal decisions and will come after an
event, whereas such a law would come before the event.
C is not correct because it is the reverse of impartiality and is one-sided.

number and
reference
4 B is correct because a businessperson (as opposed to ordinary (1)
GI.3.1 travellers or holidaymakers) is most likely to visit a foreign country
to meet a new customer.
A, C and D are not correct because they all cite general reasons, and do
not relate specifically to business reasons.

number and
reference
5 A is correct because it is about reaching a solution that is (1)
PC.4.2 satisfactory to both parties.
B is not correct because it makes no effort to find a resolution.
C is not correct because it might appear to stop the argument, but it leaves
the conflict unresolved.
D is not correct because it attempts to establish a solution on the basis of
force rather than agreement.
number and
reference
6 D is correct because the role of the UN is to promote international (1)
PC.4.2 peace, security and cooperation.
A is not correct because the UN might encourage member states to
impose sanctions but does not have the power to impose fines.
B is not correct because the UN would not use its finances to compensate
for damage caused
C is not correct because the UN is about seeking to negotiate resolutions
between members, not stopping states from being members - this would
decrease UN influence.

number and
reference
7 D is correct as it is based on discrimination because of age and (1)
HR.5.1 gender.
A is not correct as there is no automatic right for one person to pay more
or less tax than another.
B is not correct as supporting any people in a natural disaster is not a
violation of human rights - quite the contrary.
C is not correct as all shops and customers are being treated the same,
and there is no discrimination directed against any individuals or groups.

number and
reference
8 B is correct as it is rule by a dictator or authoritarian power. (1)
PG.6.1 A is not correct because it means power is held on the basis of birth.
C is not correct because it means power is held by those selected by the
people.
D is not correct because it means power is held by people selected on the
basis of merit.

number and
reference
9 A is correct because it is inclusive of all living forms in an area. (1)
SD.7.3 B is not correct because it only refers to a single species, and not to the
variety of animal and vegetable life.
C is not correct because the organic matter is not used to create habitats.
D is not correct because it is an alternative definition of biomass.

number and
reference
10 B is correct because this is one of the main criteria for being (1)
SD.7.6 included on the endangered species list.
A is not correct because one of the criteria for inclusion is loss of natural
habitation through human or other. activity.
C is not correct because one of the criteria for inclusion is a geographically
restricted population.
D is not correct because one of the criteria for inclusion is a limited genetic
variation.
number
and
reference
11 Responses might include: bullying, favouritism, name-calling, prejudice (2)
ID.2.3 against colour/race/wealth/ability/dress/appearance.
Award 1 mark for each of two different but credible options.

There is no need for development or explanation.

number and
reference
12 (a) Responses might include: (1)
HR.5.4 Andrei Sakharov
Desmond Tutu
Mahatma Gandhi
Malala Yousavzai
Martin Luther King
Rosa Parks
Award 1 mark for naming an individual.

The question asks for a famous defender. Do not reward for naming
obscure local figures.

number and
reference
12 (b) Responses might include: (1)
HR.5.4 He used his position and influence to campaign against the discriminatory
policy of apartheid in South Africa.
Award 1 mark for a simple statement about an action they took to defend
human rights.

number and
reference
13 Responses might include: (2)
GI.3.3 NGO stands for a non-governmental organisation. (1), e.g. Greenpeace
HR.5.4 (1).
Some common examples are as follows: Greenpeace, Amnesty
International, Mercy Corps, Médecins sans Frontières, Oxfam, Save the
Children.
Award 1 mark for stating that ‘NGO’ stands for ‘non-governmental

organisation’ and 1 mark for naming an example.
Section B: Myself and My Community

number and
reference
14(a) Responses might include: (1)
PG.6.2 more people to share work out
range of different skills, knowledge-sharing and discussing ideas
different perspectives
easier to absorb team member dropping out
mutual support and encouragement.
Award 1 mark for one benefit.

Do not credit answers that give disadvantages.

number and
reference
14(b) Responses might include: (4)
PG.6.2 1 A consultative committee/school council (1) might be elected/chosen
by members or selected at random (1).
2 Questionnaires (1) could be issued to all students/members and
answers analysed (1).
For each of the 2 responses, award 1 mark for identifying a method of

consultation, and 1 mark for development.
No transfer of marks between responses.

number and
reference
ID.2.1 family
birth order
family income
school attended
hair/eye colour
height
skin colour
ethnicity
place of birth
biological gender.
Award 1 mark for one factor.

No development is required.
Do not credit answers that refer to factors which children can control, such
as the games they choose to play or the friends they mix with.
number and
reference
ID.2.1 1 We associate with many different people or groups (1) so I might have
one identity as a member of a cheer team, and a different identity in
class (1).
2 Over time, we have different experiences (1). This means that the
things that interest me and make me who I am can change (1).
For each of the two different responses, award 1 mark for a simple reason,
and 1 mark for development.
The key idea here is fluidity; none of us have a single identity but many
identities that can change according to what we are doing or who we are
with, or good or bad experiences.

number and
reference
GI.3.3 Hunger Plus
GI.3.5 Red Cross
Red Crescent
Mercy Corps
Oxfam
Relief International
Save the Children
World Vision International
Award 1 mark for each of the 2 different responses.

They should be international agencies, and not national or local
organisations.

number and
reference
GI.3.5 Flood (1) can destroy crops, causing food shortages (1).
Disease (1) can reduce or kill the workforce so that crops are not planted
or harvested (1).
Disease can destroy crops (1), meaning that there is a low yield (1).
Corrupt governments (1) may sell essential foods overseas, rather than
making them available to the population (1).
The most likely responses are: flood, war, disease, natural disaster, fire,
difficulties with trader routes/transport links, high prices, corrupt
governments, suppliers restricting supply to raise prices.
Award 1 mark for each of the 2 different responses, and 1 mark each for
explanation or development.
Section C: Myself as a Citizen in the Country Where I Live or Study

number and
reference
GI.3.1 People may want to achieve a better quality of life (1) by moving to a
warmer part of the country (1).
People may move to take up a new job (1) because there is high
unemployment where they live (1).
Others may include: to be near relatives, to secure cheaper housing, to

escape external danger, to escape natural or fabricated disasters, to make
a new start.
Award 1 mark for identifying a benefit, and 1 mark for development and
explanation.
Do not credit disadvantages.
Do not credit benefits to the country rather than to individuals.

number and
reference
GI.3.1 One of the main influences has been food (1). McDonalds, a US food
SD.7.5 chain, has made burgers a standard food item (1).
Different styles of western music have become popular (1) so American
pop stars like Taylor Swift lead the music charts (1).
Others may include examples of: food, dress, music, art, entertainment,
language, education.
Answers may deal with economic influences, such as: capital investment,
favourable trade agreements, capital dependency (economic imperialism),
creation/encouragement of consumer society, consumer goods,
technology.
Award 1 mark for identifying each of two different influences, and 1 mark
each for development and explanation.
These can be positive or negative influences.

number
and
reference
SD.7.5 A society in which people use an item only once (1) because goods are
cheap and are not designed to be reused (1).
Award 1 mark for a simple definition, and 1 mark for development.
number and
reference
SD.7.3 wastefulness of resources (1)
SD.7.4 loss of biodiversity (1).
Other responses might include: deforestation, change of land use, erosion,

over-exploitation of resources, harmful farming/extraction/manufacturing
methods, increased carbon output, excess transport, land degradation,
shortage of food/resources/manufactured goods in poorer states.
Award 1 mark for each of the two different valid answers.


number and
reference
18(c) Responses might include: (4)
SD.7.5 The passage suggests we should reduce our consumption (of food) (1).
SD.7.6 This could reduce the energy needed to grow and process food (1).
We could change our travel habits (1). If we walk rather than drive, we
would reduce pollution and save fuel (1).
Passage suggests or implies: reusing goods rather than throwing them

away after single use, reducing consumption, changing priorities and
wants/needs, the need for awareness that we can each make a
contribution to reduce damage to the environment.
Other possible responses include: campaign to change attitudes, change

travel/transport habits, eat sustainably, reduce waste, buy essentials only,
recycle as much as possible, protect wildlife and habitats, reduce printing,
save energy, save water.
For each of the two different answers, award 1 mark for a simple point,
and 1 mark for development or explanation.

number and
reference
SJ.1.2 It is when people or countries are trapped in poverty (1). In families,
children who grow up in poverty are disadvantaged and may be less able
to use opportunities to escape from poverty (1).
Award 1 mark for a simple definition (perhaps just a recycling of the term),
and 1 mark for development or explanation.
Credit explanations that deal with countries or individuals.

number and
reference
19(b)(i) Responses might include: (1)
SJ.1.2 Local Chamber of Commerce
a regional football club.
Award 1 mark for naming an organisation. This may be an international

body or one that is local to the community (use discretion).
number and
reference
19(b)(ii) Responses might include: (3)
SJ.1.2 Every month members contribute an agreed amount of money to a central
fund (1). This fund is used to buy surplus food from local shops (1). This
enables a daily food distribution to families in poverty (1).
Award 1 mark for an appropriate example of a method used.

Award up to 2 marks for development and explanation. The first mark may
be a simple explanation of the method. The second mark should only be
awarded if there is a clear link to how this method helped people living in
poverty.
Section D: Myself as a Global Citizen of the World

number and
reference
20(a)(i) Responses might include: (1)
PC.4.3 Somalia (1991)
Balkans (1990s)
Afghanistan (2001–2021)
Yemen (2014–)
Tigray (2020–)
Maghreb (2002–)
Darfur (2008)
South Sudan (2011)
Central African Republic (2012)
Libya (2011)
Award 1 mark for naming a conflict.

Even though the question specifies the 21st century, credit conflicts that
took place entirely or in part in the 1990s.
Credit answers that refer to civil wars as well as conflicts between nations.

number and
reference
20(a)(ii) Responses might include: (1)
PC.4.3 Marginalised groups rose against a corrupt and unpopular regime.
Award 1 mark for a simple reason.

Development is not needed.

number and
reference
20(b)(i) Responses might include: (1)
PC.4.3 UNESCO
Médecins sans Frontières
Oxfam International
IRO
Women for Women
Save the Children
Red Cross
Red Crescent
The organisation must be humanitarian but does not have to be funded

voluntarily; nor must it be exclusively international.
Award 1 mark for identifying a relevant humanitarian organisation.

number and
reference
PC.4.3 Is involved in Syria because the civil war has devastated the health
service (1). It supports hospitals and health centres (1), provides medical
treatment and hygiene/sanitation support in those areas where it is
allowed to operate (1).
Award 1 mark for explaining the role of the organisation selected, and 2
further marks for describing that role in providing humanitarian relief.
number and
reference
PG.6.1 reduces human rights violations
PC.4.1 provides relief and assistance
restores/enforces international human rights standards
promotes accountability
restores rule of law
prevents exploitation.
Award 1 mark for each of the 2 separate points taken from the passage.
Do not credit answers based on own knowledge but not referenced
in the passage.

number
and
reference
21(b)(i) Responses might include: food, shelter, life, liberty, freedom, happiness, (2)
HR.5.1 control of what happens to your own body, to make medical decisions for
HR.5.2 yourself, protection (under law) from exploitation, a fair trial, due process
of law, freedom from cruel and unusual punishments, freedom from
torture, freedom of speech, freedom of association, freedom of thought.
Some others might include: freedom from discrimination, freedom to

practise religious beliefs, freedom from prejudice, to grow old, freedom
from slavery.
The key to this question is that at times of natural disaster, the normal
social values and legal protections may break down and those in positions
of power may want to exploit the vulnerable.
Award 1 mark for each of the 2 separate human rights which might be
threatened during a natural disaster.

number
and
reference
HR.5.1 In many natural disasters, such as floods or earthquakes, there may be a
HR.5.2 breakdown in law and order (1). This gives some people the opportunity to
loot the property of others that have become vulnerable (1).
In natural disasters, relief workers may take advantage of vulnerable
people (1).
A disaster may result in shortages of essentials, such as food (1). This
may encourage powerful people to seize control of supplies (1).
In a disaster, there may be chaos and confusion (1). This may lead to
fighting / theft / exploitation of vulnerable people (1).
Award 1 mark for a simple plausible statement, and 1 mark for

development or explanation.
number and
reference
22(a) Responses might include: types of occupation, dress, right to vote, right to (1)
SJ.1.3 hold political office, sexual freedom, divorce, legal identity.
Credit any reasonable answer. Be aware of local variations.

Do not credit equal pay, employment, education.
Development or explanation is not required.

number and
reference
SJ.1.3 Work that is done without financial or other reward (1). Work done in the
home or for family or other dependents not based on a contract of
employment (1).
Award 1 mark for definition, and 1 mark for development.

Accept any appropriate example, such as: caring, emotional
support, domestic chores: e.g. cooking and cleaning, childcare and child
rearing, domestic health provision.
Accept any appropriate response, reserving 1 mark for a credible
example.

number and
reference
22(c) Responses might include: (4)
SJ.1.3
SJ.1.4 1. Many women, especially mothers, take part-time employment (1) and
when the economy is weak, these are the type of jobs where workers can
be easily dismissed (1).
2: In many societies, women are regarded as primary carers (1). If a family
member becomes ill or is old, it is usually women who are expected to
give up work to provide care (1).
In many countries, women are less well educated than men. (1) This
means that they are less likely to have influential jobs. (1)
In many societies, men are regarded as bread-winners. (1) This means
that some employers think it is fairer to dismiss women than men. (1)
Award 1 mark for each suggested reason, and 1 mark for development
and explanation.
To get all 4 marks, answers must give at least 2 credible reasons with
development.
number and
reference
23(a) EITHER (1)
SD.7.2 igneous
OR
metamorphic
Award 1 mark for a correct answer.

Question is about rock types and not specific rocks such as limestone or
granite.

number and
reference
SD.7.2 Erosion can wear away sedimentary rocks (1). The picture shows that the
eroded sediment has formed a sandy beach (1).
Limestone is porous so the water sinks through it (1). This means that
there are no permanent streams on the surface (1).
Award 1 mark for naming a way, and 1 mark for development and
explanation.
Question Indicative content Mark

number
23(c) Farming practices (6)
SD.7.2 Answers may refer to any of the following, although the list is neither
GI.3.5 exhaustive nor prescriptive:
Intensive farming resulting in removal of natural vegetation
Destruction of habitats
Loss of biodiversity
Irrigation and water transfer
Straightening/dredging or introduction of water channels
Levelling effect of ploughing
Soil erosion
Draining swamps and marshes .
Geology
Answers may refer to any of the following, although the list is neither
exhaustive nor prescriptive:
Rock formations and water courses
Drainage
Nature of soil
Rock types determine soil type
Effects of erosion and climatic influences
Different influences of harder and softer or permeable and impermeable
rocks
Vegetation and animal life supported
Mark as a whole, using the level descriptors provided in the following table.
Level Mark Descriptor for AO1, AO2 and AO3
0 No rewardable material.
Level 1 1–2 • Demonstrates simple knowledge and understanding, focused on
only one of the two topics. Provides no or little relevant supporting
evidence of the topic.
• Provides no or little application of the topic - answer may ignore
reference to their own location.
• Provides a general conclusion that will be in the form of an
unsupported assertion, i.e. showing no or little analysis and
evaluation.
Level 2 3–4 • Demonstrates knowledge and understanding of both topics but is
more heavily focused on one. Makes an attempt to support the
response with relevant examples.
• Provides some plausible reference to the landscape of the country
in which they live.
• Provides a simple, sometimes unsupported, conclusion, i.e.
showing some analysis and evaluation.
Level 3 5–6 • Demonstrates knowledge and understanding of both topics in a
balanced way and recognises the contribution of both to the
formation of the landscape. A range of evidence will be used to
illustrate both topics.
• Provides a range of plausible evidence which will be mainly drawn
from their own locality.
• The answer will have a clear and substantiated conclusion,
including logical analysis and well-developed evaluation of the
points concerned.
February 2023
For information about Pearson Qualifications including Pearson Edexcel,

BTEC and LCCI qualifications visit qualifications.pearson.com
Edexcel and BTEC are registered trademarks of Pearson Education Limited
Pearson Education Limited. Registered in England and Wales No. 872828

Registered Office: 80 Strand, London WC2R 0RL
VAT Reg No GB 278 537121
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General marking guidance 3

Marking guidance for levels-based mark scheme – Question 23(c)

Finding the right level

Placing a mark within a level

Centre Number Candidate Number

Pearson Edexcel International Award in Lower Secondary

Time 1 hour 30 minutes

You do not need any other materials. Total Marks

DO NOT WRITE IN THIS AREA

A a dominant group makes decisions in their own interests.

B rules and regulations do not limit the behaviour of poor people.

C stricter punishments are applied to protect wealthy people’s property.

DO NOT WRITE IN THIS AREA

2 Historical accounts of the past are mostly:

A impartial. DO NOT WRITE IN THIS AREA

A Look for a new experience.

B Meet an important, new customer.

C Rest or enjoy a holiday away.

D Visit an interesting, famous historical site.

A Discuss the causes of the dispute and agree an outcome.

B For them to disagree and ignore each other.

C One of them to give in because they do not like arguing.

(Total for Question 5 = 1 mark)

A Impose a fine on either state that ignores UN rules.

B Pay compensation for any damage caused.

C Remove both states from the UN unless they compromise.

7 What is a ‘violation of human rights’?

A Introducing a higher rate of income tax for very rich people.

B Providing support in a natural disaster to residents and migrants alike.

C Reducing the opening hours of shops during an economic crisis.

D Stopping teenage girls from going to secondary school.

DO NOT WRITE IN THIS AREA

A All of the different forms of life found in a single area.

B A new species evolved to respond to the flora of an area.

C The organic matter used to create habitats for different species.

D The variety of organic matter used to produce energy.

DO NOT WRITE IN THIS AREA

A It has adjusted to a habitat damaged by human activity.

B Its population has declined by 50–70 per cent over 10 years or

D It shows a fast-growing genetic variation.

11 Give two examples of discrimination.

(Total for Question 11 = 2 marks)

(b) Give one way in which they defended human rights.

(Total for Question 12 = 2 marks)

(Total for Question 13 = 2 marks)

TOTAL FOR SECTION A = 16 MARKS

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

(Total for Question 14 = 5 marks)

(b) A person’s identity can sometimes change.

(Total for Question 15 = 5 marks)

DO NOT WRITE IN THIS AREA

(Source: adapted from Charlotte Rodrigues, The Independent, 22.07.21

DO NOT WRITE IN THIS AREA

(Total for Question 16 = 6 marks)

TOTAL FOR SECTION B = 16 MARKS