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CAMBRIDGE INTERNATIONAL EXAMINATIONS

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International General Certificate of Secondary Education

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MARK SCHEME for the October/November 2013 series

0457 GLOBAL PERSPECTIVES

0457/33 Paper 3 (Written Paper), maximum raw mark 60

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 will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
 Page 2 Mark Scheme Syllabus Paper
IGCSE – October/November 2013 0457 33

1 Study Sources 1 and 2

(a) Give two uses of water. [2]

Candidates may identify the following uses of water from the Sources:

Domestic – washing, cooking, drinking, showering and baths

Industrial – manufacturing, cooling/power stations, mining,
Agricultural – growing crops, for food, gardening
Tourism – swimming pools, fountains, golf courses, fishing, boating
Other – animals to drink, fire fighting

1 mark for each correct answer, up to a maximum of two marks

Further guidance – note that acceptable answers are located in Source 1 and from the
candidate’s own experience. However candidates may use their own words.

(b) Which use of water do you think is most likely to contribute to a shortage of water?
Why? [4]

Indicative Content

The following uses of water may be identified from the source:

Domestic – washing, cooking, drinking, showering and baths

Industrial – manufacturing, cooling/power stations, mining,
Agricultural – growing crops, for food, gardening
Tourism – swimming pools, fountains, golf courses, fishing, boating
Other – animals to drink, fire fighting

Candidates are likely to give the following reasons to justify their choice:

• Possible further consequences or effects

• Degree of impact/seriousness for individuals/countries/world
• How many people/groups/countries are affected
• Increasing cycle of decline
• How widespread the problem is
• How easy to solve
• Effects on natural world and human ways of life
• Other reasonable response

Further guidance – candidates may discuss ‘’uses’ from the Sources as listed above in the
Mark Scheme or others; the assessment is focussed upon their reasoning/justification.

2
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Level of Response Description of Level

and Marks

Level 4: 4 marks Clearly reasoned, credible and structured explanation; may compare
different uses; usually at least 2 developed arguments clearly linked to the
Strong Response issue; or a range of undeveloped reasons. Holistic understanding of the
interrelationship of factors and the connection of use to shortage.

Level 3: 3 marks Some reasoned explanation of why one use is most significant; usually at
least 1 developed argument suggested with some link to the issue, but may
Reasonable be implicit at times; or several undeveloped reasons.
Response

Level 2: 2 marks Identifies a use as significant but argument is weak or not linked to the
issue explicitly.
Basic Response

Level 1: 1 mark Simple identification of a use but no attempt to justify or the reasoning is
not related to the issue.
Limited Response

0 marks No relevant response or creditworthy material.

(c) Give two consequences of a water shortage. [2]

Candidates may identify the following consequences from the Sources or their own
experience:

• Drought
• Failed Crops
• Cracked Reservoirs
• Dirty Water/puddles
• Animals drink from dirty puddles
• Bush/forest fires
• Thirst
• Hunger/Starvation
• Arid land/dry riverbeds, lakes
• Civil unrest
• Disease
• Dead trees/plants
• Other reasonable response

1 mark for each correct answer, up to a maximum of two marks.

Further guidance – note that acceptable answers are located in Source 1 and from the
candidate’s own experience. However candidates may use their own words.
.

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(d) Which consequence of a water shortage do you think is most important. Why? [4]

Indicative Content

The following consequences of water shortage may be identified from the source:

• Drought
• Failed Crops
• Cracked Reservoirs
• Dirty Water/puddles
• Animals drink from dirty puddles
• Bush/forest fires
• Thirst
• Hunger/Starvation
• Arid land/dry riverbeds, lakes
• Civil unrest
• Disease
• Dead trees/plants
• Other reasonable response

Candidates are likely to give the following reasons to justify their choice:

• Possible further consequences or effects

• Degree of impact/seriousness for individuals/countries/world
• How many people/groups/countries are affected
• Increasing cycle of decline
• How widespread the problem is
• How easy to solve
• Effects on natural world and human ways of life
• Other reasonable response

4
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Level of Response Description of Level

and Marks

Level 4: 4 marks Clearly reasoned, credible and structured explanation; may compare
different consequences; usually at least 2 developed arguments clearly
Strong Response linked to the issue; or a range of undeveloped reasons. Holistic
understanding of the interrelationship of factors.

Level 3: 3 marks Some reasoned explanation of why one consequence is most significant;
usually at least 1 developed argument suggested with some link to the
Reasonable issue, but may be implicit at times; or several undeveloped reasons.
Response

Level 2: 2 marks Identifies a consequence as significant but argument is weak or not linked
to the issue explicitly.
Basic Response

Level 1: 1 mark Simple identification of a consequence but no attempt to justify or the

reasoning is not related to the issue.
Limited Response

0 marks No relevant response or creditworthy material.

Further guidance – candidates may discuss ‘uses’ from the Sources as listed above in the Mark
Scheme or others; the assessment is focussed upon their reasoning/justification.

5
 Page 6 Mark Scheme Syllabus Paper
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2 Study Source 3. You are part of a community group. You need to make a decision about
whether you should invest in the PlayPump. What additional information do you need and
how will it help you decide?

(a) One thing I need to know

How it will help me to decide whether we should invest in the PlayPump. [6]

(b) Another thing I need to know.

How it will help me to decide whether we should invest in the PlayPump. [6]

Use the same mark scheme for both parts (a) and (b)

Indicative content

Additional Information

Possible types/areas of additional information likely to be suggested by candidates include:

• viability of the project – access to water underground e.g. depth; amount

• size and plan – to help assess impact on the locality/people in the area
• effectiveness of the technology/pump
• distance from community – access issues
• cost – how expensive to build and who will pay
• availability of children to play enough to pump water
• incentives - is there going to be any encouragement to the children to play
• public views - the opinion of other local people about this type of project
• impact of the building project - possible disruption that creating the pump is going to
cause and for how long
• benefits to the environment - possible positive impact on the environment in general due
to reduction in fuel emissions from more efficient gadgets or other benefit
• likelihood of boredom of children who might stop playing
• maintenance and repair issues – can local people cope with the technology?

6
 Page 7 Mark Scheme Syllabus Paper
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Assessment of the identification of additional information:

Mark Description

Level 2: Reasonable Identification of clearly relevant information to the issue; full description.
Response
2 marks

Level 1: Basic Identifies some information but the relevance is implicit or tangential;
Response the description is very brief or lacks clarity.
1 mark

0 marks No creditworthy material.

Assessment of the explanation for the selection of the information:

Mark Description

Level 4: Clear, reasoned and developed explanation of how the answer/information may
Strong be used to help make a decision about whether or not to support the proposed
Response project (often phrased as – if this information is given … then … I could decide
4 marks to … because … )

Level 3: Some explanation of how the answer/information may be used to help make a
Reasonable decision about whether or not to support the proposed project; reasons may be
Response stated simply and not developed/linked explicitly to issue.
3 marks

Level 2: Basic Attempts to explain how the answer/information may be used to make a
Response decision whether or not to support the proposed project but partial and/or
2 marks generalised and/or lacks clarity.

Level 1: Limited Simple statement of information without explanation or linkage to the whether
Response or not to support the proposed project.
1 marks

0 marks No creditworthy material.

Further Guidance

Note that the questions should be focused on the issue of support for the proposal. Note also that
candidates should ask for new or further development of information, not for information or arguments
which have already been provided in the stimulus material.

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3 Study Source 4.

(a) Identify one opinion in Jakob’s blog post. Explain why you think it is an opinion. [3]

Indicative content

• Opinion - a personal view or attitude or perspective or belief; judgment or belief not

founded on certainty or proof or evidence

Examples of opinions in Jakob’s blog post are:

• I believe we need to reduce water pollution (to avoid a water shortage)

• The main problem we face is not a shortage of water but a shortage of clean drinking
water
• Other reasonable response

Mark Performance Descriptors

Level 3: 3 marks Clear explanation of why the statement is an opinion showing strong
Strong Response understanding
e.g. it’s an opinion because Jakob is making a claim about the water
shortages that is a personal point of view
OR it’s an opinion because it cannot be proved

Level 2: 2 marks Clear explanation of why the statement is an opinion or a prediction i.e.
Reasonable Response only one aspect is addressed or only one aspect is clearly understood
and explained.
e.g. it’s an opinion because Jakob is making a claim about the water
shortages

Level 1: 1 mark Identifies an opinion but the explanation is unclear and does not
Basic Response demonstrate understanding
e.g. it is an opinion because it’s what Jakob says

0 No creditworthy material.

8
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(b) Natalia’s dad ‘read somewhere that the average person in the developing world only
has 10 litres of water every day for drinking, washing and cooking.’

How reliable is this information? Explain your answer. [3]

Indicative Content

The following evaluative points are likely to be made:

• Source is not cited or clear

• Source may not be accurate
• The evidence for the statement within the source is not clear
• Dad may have misinterpreted the source
• There is some link to the argument/issue
• Some evidence provided even if weak or tenuous
• Other reasonable response

Level and Marks Description of Level

L4: Strong Clearly reasoned, credible and structured evaluation; usually at least 2
Response developed arguments clearly linked to the issue or a wide range (3/4) of
undeveloped reasons.
3 marks
Evaluation is clearly focussed upon the argument/evidence, its strengths and
weaknesses, and the way it is used to support the opinion. The response is
balanced. A convincing overall assessment or conclusion is reached.

L3: Reasonable Some reasonable evaluation mainly focussed upon the argument/evidence,
Response its strengths and weaknesses, and the way it is used to support the opinion.
The response is likely to contain at least 1/2 developed evaluative points,
2 marks usually with 1/2 other undeveloped points. A range (2/3) of brief but clearly
appropriate undeveloped points may be sufficient to enter this band. An
overall assessment or conclusion is attempted.

L2: Basic Some basic evaluation which is often unsupported and asserted. The
Response response lacks clarity, is partial and generalised. The response is likely to
contain 1/2 undeveloped points only. An overall assessment or conclusion is
1 mark very weak, asserted and unconvincing, or not attempted. The response is
likely to repeat/recycle the opinion or simply assert agreement/disagreement
with the views expressed. The response may not contain any clear evaluative
points. The response is likely to be tangential to the question.

0 No relevant or creditworthy material

9
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(c) Whose reasoning works better, Heba’s or Samuel’s? [12]

In your answer you should support your point of view with their words and phrases
and you may consider:

• the reliability of their knowledge claims;

• how reasonable their opinions are;
• the likeliness of any consequences they predict;
• whether you accept their values and why;
• any other relevant issues.

Indicative Content

Candidates are expected to evaluate the reasoning in the two statements and compare their
effectiveness. They should make a supported judgement with some explanation about which
person has the most effective reasoning.

Candidates may consider the following types of issue:

• quality of the argument

- clarity
- tone – emotive; exaggerated; precise
- language
- balance

• quality of the evidence

- relevance
- sufficiency – sample
- source – media; radio
- date – how recent
- factual, opinion, value, anecdote
- testimony – from experience and expert

• knowledge claims

• ability to see

• sources of bias
- gender
- political
- personal values
- experience

• likelihood of solutions working and consequences of their ideas

• acceptability of their values to others

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

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

Level and Marks Description of Level

L5: Very Good Clear, credible and well supported judgements about which reasoning works
Response better. Coherent, structured evaluation of how well the reasoning works for
both statements with clear comparison. The response is likely to contain at
11–12 marks least 3 developed evaluative points, possibly with some undeveloped points.
The response is balanced. A clear assessment or conclusion is reached.
Explicit, balanced evaluation of both statements.

L4: Strong Clear, supported judgements about which reasoning works better. Evaluation
Response of how well the reasoning works for both statements with clear comparison.
The response is likely to contain at least 2 developed evaluative points,
8–10 marks possibly with 1/2 undeveloped points. A range (3/4+) of brief but clearly
appropriate/explained undeveloped points may be sufficient to enter this band
at the lower level. The response is balanced. An overall assessment or
conclusion is reached.
Explicit, balanced evaluation of both statements.

L3: Reasonable Reasonable judgements about which reasoning works better. Some evaluation
Response of how well the reasoning works for both statements with an attempt at
comparison. Judgements and evaluative points are likely to be partially
5–7 marks supported or asserted. The response is likely to contain at least 1 developed
evaluative points, possibly with 1/2 undeveloped points; 2/3 brief undeveloped
points may be sufficient to enter this band at the lower level. An attempt is
made to give an overall assessment or conclusion.

L2: Basic Basic examination of which reasoning works better. The response may only
Response consider one of the statements with little if any attempt at comparison.
Judgements and evaluative points are likely to be partially supported or
3–4 marks asserted, and lack clarity/relevance at times. The response is likely to contain
at least 1/2 undeveloped evaluative points.

L1: Limited Limited, if any, unsupported discussion of which reasoning works better. The
Response response is likely to consider only one of the statements very briefly or
tangentially. There is very little clarity in the argument. The response is likely to
1–2 marks repeat the arguments simply or assert agreement/disagreement with the views
expressed. The response may not contain any clear evaluative points.

0 No relevant or creditworthy material

11
 Page 12 Mark Scheme Syllabus Paper
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4 Do you think the water shortage problem is most likely to be resolved by global or
individual action? [18]

In your answer you should:

• state your conclusion;
• give reasons for your opinion;
• use relevant examples to support your opinion (you may use your own experience);
• show that you have considered different points of view;
• explain why you disagree with some of these points of view.

Indicative Content

Candidates are expected to argue using reasons and evidence to justify their opinion and
judgement about the issue i.e. to compare and assess the effectiveness of different levels of
action to help increase supply of water.

Candidates are expected to use and develop the material found in the Sources, but should go
beyond simply repeating or recycling without adaptation. Other material may be introduced but it
is not necessary to gain full marks.

Candidates are likely to consider the following arguments:

• reference to scale of impact on individual/group/governmental/global behaviour/actions

• how long it takes to make a difference
• the effects of cultural differences and beliefs
• barriers to change
• the power of collective action
• the difficulties of changing individual behaviour
• the influence of individuals and groups acting locally
• the role of vested interests and power differences
• potential conflict
• difficulties in coordinating globally and across different countries with independence
• cost and access to resources to implement change
• governmental responses and action
• other reasonable response

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

Level and Marks Description of Level

L5: Very Good Clear, well supported and logical reasoning about the issue. Coherent and
Response well-structured argument. The response is likely to contain a wide range of
clearly reasoned arguments and/or evidence to support the views expressed,
16–18 marks with at least 3/4 developed points, and some undeveloped points. The
response is balanced. A clear, balanced and credible assessment or
conclusion is reached. Explicit evaluation of both levels of action.

Lower in the band a greater proportion of arguments will be left undeveloped.

L4: Strong Clear, supported reasoning about the issue. Clear argument and some
Response structure. The response is likely to contain a range of reasoned arguments
and/or evidence to support the views expressed, with at least 2/3 developed
12–15 marks points, and some undeveloped points. The response is balanced. An
assessment or conclusion is reached. Explicit evaluation of both levels of
action.

Lower in the band a greater proportion of arguments will be left undeveloped.

L3: Reasonable Reasonable argument about the issue. The response is likely to contain some
Response arguments and/or evidence to support the views expressed, with at least 1
developed point, and some undeveloped points. An assessment or conclusion
8–11 marks is attempted but may not be convincing.

Lower in the band some arguments may begin to lack clarity, and/or be partial
and generalised.

L2: Basic Basic argument about the issue. Arguments are unlikely to be supported and
Response mainly asserted. Arguments lack clarity at times and there is no apparent
structure. The response is likely to contain only 1/2 undeveloped points.
4–7 marks Judgements are likely to be implicit without a conclusion.

Lower in the band the arguments are likely to be generalised, partial and lack
relevance to the issue with a descriptive approach.

L1: Limited Limited and unsupported argument about the issue with very little clarity. The
Response response describes the issue very generally and tangentially. The response is
partial and lacking in relevance.
1–3 marks

0 No relevant or creditworthy material

13