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    0457 Example Candidate Responses Paper 2 (For Examination From 2018)

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    Cambridge Assessment iD International Education Example Candidate Responses Paper 2 Cambridge IGCSE™ Global Perspectives 0457 For examination from 2018 t Cambridge Version 1.0 Pathway > In order to help us develop the highest quality resources, we are undertaking a continuous programme Cet usta eaten: Se nea PO nak eats We invite you to complete our survey by visiting the website below. Your comments on the quality and Cece taste CNR eat Presta Cees eR yayN 3 ‘Would you like to become a Cambridge International consultant and help us develop support cer rere RI edie Cmca cee! Pern en ene eae Re ee ee ee Steed Copyright © UCLES 2019 Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is tho brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambricige. UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this, booklet for their own intornal use. However, we cannot give permission to Centres to photocopy any material that is, acknowledged to a third party, evan for internal use within a Centre. Contents Introduction. Individual Report Example Candidate Response — high.. Example Candidate Response — low... Example Candidate Responses ~ Paper 2 Introduction The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE Global Perspectives, 0457, and to show how diferent levels of candidates’ performance (high and low) relate to the subject's curriculum and assessment objectives. In this booklet candidate responses have been chosen from June 2018 scripts to exemplify a range of answers. For each question, the response is annotated with a clear explanation of where and why marks were awarded or omitted. This is followed by examiner comments on how the answer could have been improved. In this way, itis possible for you to understand what candidates have done to gain their marks and what they could do to improve their answers. There is also a list of common mistakes candidates made in their answers for each question. This document provides illustrative examples of candidate work with examiner commentary. These help teachers to assess the standard required to achieve marks beyond the guidance of the mark scheme, The questions and mark schemes and pre-release material used here are available to download from the School Support Hub. Those files aro: ST CU Le toe Past exam resources and other teacher support materials are available on the School Support Hub: www. cambridgeinternational.org/support Cambridge IGCSE Global Perspective 0457 4 Example Candidate Responses — Paper 2 How to use this booklet This booklet goes through the paper one question at a time, showing you the high- and low-level response for each, question, The candidate answers aro sot in a table, In the left-hand column are the candidate answers, and in the right-hand column are the examiner comments, er ec a eee eS aR OM ey {© the cancigae cleary wentnes The most sgnficant use ‘of lobalsation as improved transportation ‘UF Which cause of globalisation do you thik te most significant? Explain why. @ Artest oason is suggostoa intemationa aval shorter periods of time D A second reasons suggested Examiner comments are alongside the answors, These explain where and why marks were awarded. This helps you to intorprot the standard of Cambridge exams so you can help your learners to refine their exam technique, Answers aro by real candidates in exam conditions. ‘These show you the types of answers for each level. Discuss and analyse the answers with your leamers in the classroom to improve their skis, How the candidate could have improved their answer The candidate also uses a wide range of relevant sources of information and discusses these; analysing the causes ‘and consequences of animal testing, but without explicitly comparing the causes or consequences. The candidate could have compared the causes to see which is the most significant or compared the consequences to see which is the most likely. This section explains how the candidate could have improved each answer. This helps you to intorprot tho standard of Cambridgo exams and helps your learners to refine their exam technique. Common mistakes candidates made in this question Too many courses of action that are not based on the analysis and information presented, and are not developed; stating how they might help to resolve the issue under investigation. Lack of flow, sometimes due to inappropriate sub-headings, but often as a result of lack of planning each paragraph ‘and how it contributes to the whole report. Lists the common mistakes candidates made in answering each question. This will help your learners to avoid these mistakes and give them the best chance of achieving the available marks. Often candidates were not awarded marks because they misread or misinterpreted the questions. 5 Cambridge IGCSE Global Perspective 0457 Example Candidate Responses ~ Paper 2 Individual Report ee EUG eo ee eeu 0457 GCSE Global Perspectives Individual Research Assignments Session miner 2018 Centrename ‘Centre number ‘Candidate name Candidate number List of files in this submission | 1 Train Indiv jual Research Project 3 jaal Research Project GP Topic area Tramans and other species ‘Research question ‘Should the ends of animal testing justify the means? — Should the ends of animal testing justify the means? @ ‘nial tinge he tation fn han animal for development and earch peje, fen a mers ‘Saini whe sultans ay safay ruses” Dison ea, No Das} Howes sacs ane ovale dake ds of he ope most annal experiment tied the rere repre oot “Ident to tvee safle” apn hee abet (rocky Tee Into. Na Dat). Mawes fie Sn, amy UK Canals and USL hae ucla Higuera he US os ‘iting ninal hang vis shocking, boning, station rowing dr dt, rin aman nach row (PETA, No Dash With iret viewpoints on he ts hig caine he perpsive for ami pind te gwen “sol the nds fara stg jst) Us mans %@SPaly adn Hone Kong wl owe wi he caren sous of 2S ad pon ang someon Why De We Ue Ania Testing? ‘Experimental smal eas develope and pei whe abi ron bth han ail moi ‘sStrsconcets Ther pombe! citi cals the dncoryoftrlin ta 1D by Gama pgs oe ‘on Mig an plysslopstOsat Mkowsi hich by yeoving dog vac Sab wa» pases sopports ‘ner 47 millon pple dos th he dee ny, Stout lon of cunent mtn kim put {CStmkgy coco ntanplentation oso and acsins pen rit anil experimentation See ‘suchen sven uae psi rte progres of nc ro on further waa ch lat who (ulialsustncs nc llevan stems osing sts nop sang su oe iene asec of Their ston( Wale 2013) The cle Polio Vas, AB Hh Sabin constitute we of ‘ils ad hun ing it woud ve be imposible segue prot ledge nied o pee mac Siena ematical sung humans, basa une tals "(NABH No Dat) Consequences OF Animal Testing ‘Chen evry acetic otic stmt involv aia toting oa cea doe Subjast could be bed paral for ting arnt inthe wld, or bose in commers eases Maras, 27) sin cn sali fwd ng ean fs dig expansion, OF te xem ha oo tig fr camp cys asso ta, ana c damm estos perce ome ‘teat, tems, line, ken Boe om apn ep comsons ad nan lng method ‘Theta rash ranma eas ininsh rth jam wih pal oe pecans tilion war Shnded wc nc Lcd nt ane of cece ra compatoon tthe 231 tions mio oan nd 18 ian Sans ET Ne Da) @ The question could be more explicit. For example, a better question might be: ‘Is animal testing ever justified?”. However, the candidate does keep focus on the question and does answer it in the ‘Personal Perspective and Conclusion’ section of the report © The candidate has determined the parameters here by introducing for and against animal testing argument. © This type of statement Prepares the reador for the rest of the content and helps the report to meet the assessment criteria for 03. @ The reasons for animal testing With analysis of some supporting evidence. © There is in-depth analysis of some consequences. The Consequences are explained but there is no direct comparison of the consequences. For example, the candidate could analyse which consequence is most likely or most severe. Cambridge IGCSE Global Perspective 0457 6 Example Candidate Responses — Paper 2 SCT ec a So ee Farthamore mae esertaton of fins for exptinetton fod lve sel in ncvapopaltion 0p snagingisesin Harlash, a ence cen by tho opin (ALF, No Dat) Ta aio, ver indo rach by th I= pal Tindal yore ani apes one hd the proj fianco by ito Mate Slvr Sosy, and es Soatins fo Marco Dine, the American Case ese) and chara ze oan experimentation PETA. SoD Glaba Perspectives [lok amy vans ape oad disagree with he sutton of il ttf USA, egos pcs ‘thal with tering th pace dap in tr orm ha A since 2009 Punk an ai, S019 IQ csr hand inte 5% accep im en mail pupae wher aera sch = ensputrmoding io ating. RI scing ac aval Roa sheds al als OP oped Simat sould onl be wed or ieretenas doeae rvearha, ls elcmed anal seh er ther cdevtnding of te human be) lead om can corsa nil ely “feud he atc bambi rsa” wl advent he send abi oi, ich secs the WA clo ima ai project (NAIA. No Date) many soto he benen rin commetic iis ein om ‘hima rsadng th Eropan sion. erway, Non Zaan In and ni SECA. No Deh Local Perspectives Tiong Keng sho actos te Contr ode Safety Onna (Cap 456 a it introns eet ey Stand logs routing adel aa ag oe hepa asf soso, Nand Chie the ther hn. dads sams tng eget ania sea rod, Wt Heine mi ge ir Rests or Animal Testing ‘af meticin tae benefit eth etarary a tan Senha ew stared by nary sen he ‘mercan Phill Soi ster hes at medal ecco mst ly nde eat pots We ‘kclpingteatmen methods, ahi rough nls na vg fen With ha nmin ial ‘vebecoe essary fr mel tcc opecily ie te erthia nd ipracteal to eam abject Aut ators excels! sabe dso ha boii obama: oman of iterame bat oes ext Aldo thy ex besser contalclecrvonmerd well x ‘hor eyeliner ycateml ecole. No ap aon en aniae opovie Inia techies with an en he efits nd compli pet to appear eid that hora ‘Selina soy apt n cial le (ADS. Se Da) Au annua geen fen he set he Fda of Amstican Sis fo Exel Biology (Rat Tulane House of Las Set Const. te forme UX Heme Oe ter a) ad the Si Cnc on Betis he cil ‘ela animal fing heer sce nicomao (se 2017 3 dct eins spp om ‘earring ats war sige by ver 0a UK dtr and seta 250 of ies ae ae Prosser date ows Royal Sota ie Meal Royal Colo (td, 203) €B) easy Azsst Anal Testing However, the Dlr of Legal ii othe Anna Prsstion League of NG a nial ihe tee Doi Lin ents” To in few the dienes pein, the mc ana he ine vaccine forsale, he ae for elon fre and oes, wallas bth th case an cs ese wate al nee eu hoa ath Farthomor, Sista emdis of he hoon poplin hte pomp iporat weil dco fr eample ‘cnonon between hla and ent ara and Yoennmantng sd uae (in 207 Besides the nk of ghee by anal iht tvs, expen ot ain eabl provide ini enven Rodger Care fh Mernloial Anos ped "eben oc pyre at anal a thomsohos she orale noc, Tho Food and ris Admin abi ha eu eaters 109 {il mhurans eve er ping anima fois PETA No Das) Tho conoting etx feb uot could be ‘tified cup the we of morphing whch cn im expe bute oa ca an Hoes: he ction of Peau There is evidence here ‘of global perspectives for and against animal testing with evidence to support the perspectives. @ Tho candidate could have explained why there was a drop. © The candidate uses the language of porspoctives; welcomed, accepted, agreed, supported, etc. © These aro local/national Perspectives but could have been developed further. @ Uso of sud-headings such 38 this one are helpful for the structure and flow of the report. This report is wollstructured and the candidate comes back to answer the question so Level 5 is awarded for AO3. ® A global organisation and their perspective. @ A global perspective in support ‘of animal testing supported by scientists Some analysis of reasons for animal testing here. There is analysis of causes and consequences in some places but this is not consistent throughout the report, so Level 4 is awarded for AO‘ (analysis of causes and consequences). @ This paragraph is mostly Gloar, but the candidate might have added something in their ‘own words to state Lin's position, land make it clear that sho is against animal testing. The communication af arguments, perspectives otc. is therefore Level 2, as the argument the candidate is making is not clear and effective as a whole. 7 Cambridge IGCSE Global Perspective 0457 Example Candidate Responses ~ Paper 2 SCT ec a So ee ‘orson,whishproduss inh dtc in is but st peopl: dhe eter of oan which eect Spec semis in cari ara pats ul cave seas (Strpe, No De Moree: able and progress mechan hav een developed in easement of arial sig, sine sing Taman lt ness acts mth eto const il) Tsing ou foresees cama ‘Seen ects te fr nde tents: Wit cared ace vig an rain cle wee Sn ine it aide airing ccs wo tty ry sly. Tess er sin gation ad asin chav tse developed slematv models with te help of bran sues (PUTA No Da Courses Aton ven, numerous cous hve pred coun tha cul ant aia ting te ance UK's inal Scots Procedure) At 18 parca equ fomison ta work wih animale ridin lanes bye Home Oise wa pic sndtom (ys af Onn No Das) Despite US.Aphaming ‘he nal Wee At ince wih he ct ony mites hfe cre reve yarn te and afer 8 sy. ad ot ecinc tt patc proc dono ah sina dey capri sn in B= ‘eras they pase win hn Sunsets tert rnd toll wel, Verto rnc is oly Tak account th amb fds pals, cs, gu pu. ale ss and a animals wd “prince ein ove 88 Ue ole soa snl cl ood mama, bee aos (ALF, No eh HongKong. th tha dias th inal (Compl of Epes) Onlin ith sal” bie any Tie weet onl “eperimet ied ancy premade ht re lst ender Wath Ueda in yon as orca oa cing aks mina spinnin Wap oe "iso spam feed hy she Dito eb Dre sth 17, source rstnaion Te normtm sleet ft sti Reng ese of ce as ck ee te of ‘cai eng ty Some dis ro opal ds trp ba hlding [hsary poop soc te Cntr YET ALE SMC Das aunt na Espn ‘inary aed AR che By rr nmin iar cot onpsiv ony ‘Sur cute ted hey edn fel ssi set dae sermon lr Tis mod opin eg "Nsio,iqmten esd evinced wry pei "As ‘ial Teng nd bent gL amon” Hower may ofa apron are ‘sed fom estes fn Sad Efron porjortw ae Oe Ane ec bing em 2 “Scuivsf rset Wee hore enpac hek pncn st og Ke ipo {iain hgfow Roca ea, APS be Grou nde Uneasy ofoxtrcan a become ae Peau @ This is a clear paragraph Dut might have been more offective ifthe candidate had added something like ‘So, we can see from this evidence that experimenting on animals is unnecessary. @ The candidate has described ‘animal testing law in Hong Kong. However, they have not developed this to propose a course of action to improve the issue of animal testing Candidates need to propose a well-developed course of action to improve the issue their report is focused on. This section of the report scores Level 1 for AO1 (courses of action) as the course of action proposed is limited. @ The candidate could have ovaluated the sources when they were usedianalysed instead of having a separate section @ This soction counts as ona appropriate and developed point of evaluation, showing understanding of the term potential bias’. @ This is a second appropriate ‘and developed point of evaluation showing understanding of ‘opinion’ ® Thore are three appropriate and developed points of ‘evaluation here so Level 5 is awarded for AO1 (evaluation of sources of information). Cambridge IGCSE Global Perspective 0457 8 Example Candidate Responses — Paper 2 RCT ec a So ea] rT) Personal Perepctve and Condenoa Thanesuccoshly ache the pest objet fh paper a {cmt bath lal ma oc especies for consepetce and sss actos of UK, brea nf gn gine tan ios te fn cc erase ogee ec le EOS M Scie daeatanagh galt nye ache sess rnc dt epee conve Sprains cuioerdecerenahen es erence shapes cate toe teeta eet a SGuatetactarade a alana ata wae "ive enero kien ren arial pte a fore pei ots Hei he ‘ellang ote ima rp pec iin tt abd cch oa rosin damage he lowes Pree tat yet slewing ths meta fie to mane Ths cc sch UEA Ania Wl Ac Diy spp tho are hired ar periment, ng th pose ota mma muller rm dng Inimotro Lite Scenes dsl, tupp teesn se ake bye scien eco inser pple ndestndne of why ow ima nc wd in exe] bl hom or greet om open sd Saray wiin ts" EB) Ey Peau @ Throughout the report, the candidate has analysed a balanced range of information {rom two different global perspectives (ane for, and one against animal testing). They have also analysed information from localinational perspectives but this was less developed. Overall this is enough for Level 5 for AO1 (analysis of different perspectives). @ The candidate states their Siance before the research and has thoughttully reflected ‘on their position now, which is developed, referring to the research undertaken. There Is therefore some evidence and reasoning, so Level 4 is awarded for AO2. To achiove Lovel 5, thoy should have also reflect on how the different perspectives they have researched or their analysis of causes and consequences has impacted upon their personal perspective. @ The section onitlad ‘Courses ‘of Action’ states what courses of actions have some countries taken, Here the candidate proposes their own solution that has some development, so Level 4'is awarded for AO1 (the course of action), @ There is a lack of citation here. The candidate should have added the source details (author, date) as they have done proviously. 9 Cambridge IGCSE Global Perspective 0457 Example Candidate Responses ~ Paper 2 SCT ec a So ee esd Bisogranhy @® The list of sources is complete. Citations are consistent so Level 5 ‘No Autor. “Ania tg” Dstnay, No Dts sons. son rows 24a Aan Pratoran Seas ohne is awardad for AOS (citation and Ne utr, hats referencing). ‘No Atos. “Cryo Anns nahin "Pope th Fi rte of Aina, Ne Dae Mea ss i sess es an 018 Wolf Kate. “inl Teng Doth Fad tthe Mert Poh Madr On, 8 Mar 201, sunliialbi som sons i0IS3 Sm aiusisabe hams, SDE 2017 ‘No Ate “me "Nos! secininfe ms! Recah, No its ssa | on 218 Maman, “What Ania esting? Ao Aim Ting, 12 2017, ‘Suvaadaialisin souk hssina desing Mk 24 Be 017 Ne Aho. “tiprimens on Aina: Ove “Hee shan 2 bee 207 Yon Ca Rani “Chapa 7 Oon At he ito nin Resch" Ogi, 12015, enpevbiemnro TSO capt on in! cnet seamen 1 on 208 Freuman, Gon “blastoma te” Dp i Busia, lant & Sil (Gv UR). 489 Bohra cme Sess i in De 007 No utr. “Cosmas tag ina" Sc he rien fut i No Dt ovary esl ret tanennaly De 207 Comb, Thin, “Can Brand Sela Hoo Kong an Be Cu Fe” Logi Harmon, 27 Jan 2016 ‘ew baishamorn net carseat consaniberecaf on 2018 No Any dow wists einai ouch? acing Sosy No Dee Ne Aue. "Fy ron why weed ain scch Undead Aina Ree, 1 Ag 27 tear Mica Dol “Sein sk ania ating” The Gardin. 24 Aye 2005 ‘sos Dean sacs D0 anaes 4a 08 in Dari “Animal igh a the ii of Teng” Toh, 4 De 2017, ‘sei hiss supination anacmlesnset 26 3 an 2018 No Aut. “Tap ive Rasen Sp Aina Tein Pope ete ia etme of Aims, No Date ‘Suush aoa eseseuonstopseimalising, 0 fa. Sharp Raber" ise gut ail eprint" Dact Ags Aime Espiner No Dat ‘Sh aclo-ggn ens dogs sh mans hunue medio Sshessaiisatsagsi imal ‘No Ath. “Arima Tang I al Sk: Pin Cn” Tel rth hil Tratmet of Arias Xe | Mark for AO1 = 32 out of 40 pea roasting Sndacte29Dee 01? Mark for AO2 = 4 out of 5 Ne Auer “UK elation nrc wn animale f Ont Note os.csasansncink. | Mark for AOS = 13 out of 15 ee rete eae ‘No tor. Aoife nil Espen isc" Depren of ath (Ga, 242017, indi slebinislueil lamella 1208 » Total mark = 49 out of 60 Cambridge IGCSE Global Perspective 0457 10 Example Candidate Responses — Paper 2 How the candidate could have improved their answer + The candidate could have made their question more specific; for example, changing it to, 'ls it acceptable in the 24st Century to use animals for experimentation?’. It is clear from the personal reflection and conclusion that the candidate is against animal testing and the candidate answored the question posed. The question as it stands did help the candidate to develop the different perspectives (global and national/local), which were explicit, but the global perspective is more developed than the nationallocal perspective. To improve, the candidate could have ‘added more comparison in perspectives between Hong Kong and China. + The candidate used a wide range of relevant sources of information and discussed these to analyse the causes and consequences of animal testing, but without explicitly comparing the causes or consequences. The candidate could have compared the causes to conclude which is the most significant or compared the consequences to conclude which is the most likely. + The candidate outlined @ course of action that is taken by Hong Kong in the section entitled: ‘Courses of ation’. This alone would only have achieved Level 1. However this information was referrad to later and the candidate developed it to propose a course of action (revise and improve lagisiation to protact animals) which had some development of how the course of action might work to resolve the issue of causing harm to animals by experimenting on them. To improve this course of action, the candidate could have drawn on their analysis of the consequences of animal testing. For example, the candidate could have developed their discussion about the negative effects that animals suffer during experimentation into course of action, arguing that the improved legisiation should limit some of these negative effects. + The candidate did a good job of evaluating sources used. However, the explanation was not clear and did not demonstrate understanding + The refloction showed how the candidate's personal perspective was developed. They stated what thoir stanco ‘was before undertaking the research and linked their developed perspactive to the research undertaken. The response would have gained level 5 if the candidate had also taken into account the perspectives explored, + The roport was wollstructured and logical, although some sub-headings didn’t always encourage the flow of the report 1 Cambridge IGCSE Global Perspective 0457 Example Candidate Responses ~ Paper 2 SC ec co ee ‘To what extent does family structure affect a child's development? Introduction In this indvival research projet, Im researching on the toplc of to what extent does farty ‘tuctue affoct a chik's development. This isa proslom happening in many counts Jeecause ‘arly stuctre can have nogatve effects ona chik’s develonrrant which vl lad toptber future problems such as crime , unemployment and change of te person's personalffaA chie's development ealy depends on how the ferly teach them to fom a person's character, charactors and porconalty. Not only that, family structure could alse have effects on how tho person grow upto be ik. Paront stk a figure fo tho child, his or her paronts is a bad face," gy av badanregave nuance on ec vor anions person, soconcnQ) insu. gov naboul-msd-and-ourwork/oubicatons reeourcesioumals-end- rmaaezines/eocia polcy-eurnalsi24/24-impacto-fariy.tuctue-and-famly-change-cn-child a 1-133 him) 2 htpszivwencb nlm nh goviemctatiles PMCS97Z94N/ ulton-ourope.su'soey ns ss fami change affect children ‘Analysis of Research Inthe fst acl tom Ministry of Socal Developmant, had menonad thst how tha family ‘tucture and tary change could rave an impact on chie's behaviour. It'stated specticaly that

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