Cambridge IGCSE™

GLOBAL PERSPECTIVES 0457/13

Paper 1 Written Exam May/June 2025
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 f or
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes f or the May/June 2025 series f or most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 22 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level
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 descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Social Science-Specific Marking Principles

(for point-based marking)

1 Components using point-based marking:

• Point marking is often used to reward knowledge, understanding and application of skills.
We give credit where the candidate’s answer shows relevant knowledge, understanding
and application of skills in answering the question. We do not give credit where t he answer
shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list -type
answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
e DO NOT credit answers which are obviously self -contradicting or trying to cover all
possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they
indicate negative numbers).

3 Calculation questions:
• The mark scheme will show the steps in the most likely correct method(s), the mark for
each step, the correct answer(s) and the mark for each answer
• If working/explanation is considered essential for full credit, this will be indicated in the
question paper and in the mark scheme. In all other instances, the correct answer to a
calculation should be given full credit, even if no supporting working is s hown.
• Where the candidate uses a valid method which is not covered by the mark scheme,
award equivalent marks for reaching equivalent stages.
• Where an answer makes use of a candidate’s own incorrect figure from previous working,
the ‘own figure rule’ applies: full marks will be given if a correct and complete method is
used. Further guidance will be included in the mark scheme where necessary an d any
exceptions to this general principle will be noted.

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4 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used
to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks
have no defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

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Annotations guidance for centres

Examiners use a system of annotations as a shorthand for communicating their marking decisions to
one another. Examiners are trained during the standardisation process on how and when to use
annotations. The purpose of annotations is to inform the standard isation and monitoring processes
and guide the supervising examiners when they are checking the work of examiners within their team.
The meaning of annotations and how they are used is specific to each component and is understood
by all examiners who mark the component.

We publish annotations in our mark schemes to help centres understand the annotations they may
see on copies of scripts. Note that there may not be a direct correlation between the number of
annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an
indication of the quality of the response.

The annotations listed below were available to examiners marking this component in this series.

Annotations

Annotation Meaning

Correct, creditworthy point

Incorrect point

Unclear point

Explanation

Evaluation

Evidence (from source or own knowledge)

Judgement

Methods of Research

Perspective

Reason/Reasoning

Benefit of doubt given

Omission mark, more required

Not Relevant

Repetition

Not Answered Question

Page or response seen by examiner

Highlighter Identification of a point

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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.

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 At bottom of level

below

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Question Answer Marks

1(a) According to Source 1, what colour has been used to promote the 1
environmental movement?
Main Annotations

From Source 1, candidates are expected to identify:

• green

Award 1 mark for the correct answer.

1(b)(i) Identify one example of an opinion from Source 2. 1

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

• Everybody knows that global warming is causing extreme weather and

environmental disasters.
• Time is running out! But it is not too late.
• We can act together to make a difference!
• It is time to persuade politicians to take global warming seriously.

Award 1 mark for a correct answer.

1(b)(ii) Explain why the example you identified is an opinion. 2

Indicative content

An opinion is a point of view or someone’s belief, that is subjective, not

necessarily shared by others, and may not be verifiable.

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

Award 1 mark if the response shows understanding of opinion but the

relationship to the example is not clear.

Award 0 if there is no credible response.

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Question Answer Marks

1(c) From Source 2, describe the perspective of Save the Planet! 6

Main Annotations

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 – extreme weather/environmental disasters
• Values – (it is important to) care for the planet and environment
• Cause – global warming/climate change
• Consequences – forest fires/drought/floods/tropical storms/melting
glaciers; the planet will be saved/cleaner world/better future
• Action – join the action group; petition; persuade politicians to take the
issue seriously; show you care
• Other relevant response

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Question Answer Marks

1(d) Sources 1 and 2 describe some consequences of global warming. 8

Which consequence of global warming do you think is the most

significant? Explain why.

Main Annotations

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 consequences:

• Some animals and plants are threatened with extinction.
• Sea levels are rising, and islands are disappearing under water.
• Extreme weather and environmental disasters.
• Forest fires in Europe. Drought in Africa. Floods and tropical storms in
Asia. Melting glaciers in North America.

Candidates may give the following reasons to justify their opinion:

• Has greatest impact on the environment/planet.
• Affects the most people locally, nationally or internationally.
• Ethically or morally most important.
• Has multiple negative consequences.

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Question Answer Marks

1(d) • 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.

Main Annotations

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 and clearly related to the
research.

3 Mainly evaluative 5–6

• Reasoned explanation of a range of evaluative
points.
• Explanations are mostly credible and related to the
research.

2 Partly evaluative 3–4

• A range of evaluative points that are mostly
descriptive with little explanation.
• Explanations may lack some credibility and are
implicitly related to 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 research.

0 No creditable response 0

Indicative content

Candidates may identify the following strengths and weaknesses of the

research.

Strengths:
• Method is relevant to the research question – an experiment – and will
gather relevant data/evidence
• Experimental method is relevant to the research question and will gather
appropriate evidence (primary)
• Recorded results that are likely to be accurate

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Question Answer Marks

2(a) • Data is measurable and can be analysed to answer the question

factually/statistically in a systematic way
• Suggestions for further research are presented that may guide future
exploration of the issue
• Other relevant response.

Weaknesses:
• Small sample that may not be representative/not enough data to
generalise
• Unrepresentative sample that will not give evidence about other age
groups/places/genres of music
• Classroom environment may cause distraction/bias which makes the
evidence/data inaccurate
• Experimental conditions may not be reflected in real life so generalisation
is not possible due to different conditions
• Music and protest songs are only a small part of the arts; research too
narrow in scope
• Unpublished so unlikely to have gone through peer review
• Other relevant response.

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Question Answer Marks

2(b) ‘Social media affects the opinions of young people more than older 8
people.’

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

Main Annotations

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 topics 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.

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Question Answer Marks

2(b) Methods:
• Interviews with experts that have ability to know/relevant information
about the issue
• Interviews with young and elderly people who have direct experience of
the issue and provide personal testimony/first hand data
• Observation of different age groups using social media to gather first -
hand evidence in the field
• Review of relevant secondary sources / literature / research / documents
to provide background information/context
• Internet and media search to provide background information/context
• Questionnaires and surveys to gather quantitative data from a large
representative sample
• Case studies of different people or age groups to provide in -
depth/detailed information
• Other relevant response

Evidence:
• Statistics/information on educational achievement and outcomes
• Individual testimony or personal experience
• Material from pressure groups / charities / governments / international
organisations concerned about social media and age
• Primary and secondary research data and information
• Quantitative and qualitative research data and information
• Other relevant response

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Question Answer Marks

3 Which argument is more convincing, Maria’s or Jorge’s? 16

Your answer should:

• consider both arguments

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

Main Annotations

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 7–8

supported
• 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

Indicative content

Candidates are expected to evaluate the 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:

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Question Answer Marks

3 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.

Argument Strengths Weaknesses

Maria • Uses relevant examples • Not much evidence

as evidence. • Research not referenced
• Passionate about or cited.
subject. • Some assertion.
• Clear, logical argument. • Not balanced.
• Refers to personal • Emotional language.
experience as evidence. • Other relevant response.
• Some reference to
research.
• Other relevant response.

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Question Answer Marks

3
Argument Strengths Weaknesses

Jorge • Balanced argument. • Vague reference to

• Acknowledges uncited sociologists.
counterarguments. • Few examples.
• Refers to research that is • Little expert opinion.
cited and referenced. • Some assertion.
• Evidence is used to • Other relevant response.
support argument.
• Respectful language.
• Measured language.
• Other relevant response.

AO1 Analysis 8

AO1 Evaluation 8

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Question Answer Marks

4 An environmental charity wants to raise awareness about global 20

warming.

The following actions are being considered:

• Ask a famous musician to release a protest song.

• Create a media campaign.
• Publish research on the impact of global warming.

Which one of these actions would you recommend to the environmental

group, and why?

In your answer, you should:

• state your recommendation

• give reasons and evidence to support your choice
• use the material in the sources and/or any of your own ideas
• consider different arguments and perspectives.

Main Annotations

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.

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Question Answer Marks

4
Use evidence and reasons to support arguments
(AO1)

Level Description Marks

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.

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 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.

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Question Answer Marks

4
Develop a line of reasoning (AO1)

Level Description Marks

1 Limited reasoning 1–2

• Lines of reasoning lack clarity and are often
unrelated to the issue in the question and the
candidate’s argument.
• Little or no consideration of different perspectives
or actions.

0 No creditable response 0

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 make a judgement about the recommended

courses of action using reasons and evidence to justify their choice.
Candidates may use and develop 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.

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Question Answer Marks

4 Candidates may consider some of the following:

• Reference to scale of impact on attitudes to the issue of global warming
• Reference to different consequences and implications for
individuals/groups/government.
• How long it might take to make a difference.
• Barriers to change.
• The power of collective action, e.g. cooperation between people to
achieve change
• 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 action
• Cost and access to resources to implement change.
• Reach of the different media e.g. numbers of people hearing/seeing
product/campaign.
• Priorities of citizens and communities.
• Other reasonable 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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