May June 2007 Paper 1 http://www.8mundo.com/file?id=1692012

1 Can politicians have any real influence in improving people’s lives? Refer to the Use of English & Content Tables in the mark scheme in arriving at your mark. Notes on interpreting question requirements: • The question is not seeking a ‘right’ answer. Any view as to the degree to which politicians can exert influence, and the nature of it, can receive Content marks. • Allow for a broad interpretation of ways in which politicians can exert influence (if at all). (Also note that ‘influence’ might imply that politicians need only be a ‘factor’, not necessarily the driving force.) ‘Politicians’ might refer to national/international/local figures. • Responses which focus only/mainly on one aspect of influence should not receive a content mark higher than Band 3. • Examples of areas for discussion and exploration with reference to the question include: ensuring national/international security safeguarding human rights formation and promotion of health, education and social policies and legislation representing views of electors power of individuals to improve their own lives other people/organisations who can improve people’s lives – and extent to which they may or may not be more powerful/effective than politicians This is NOT an exhaustive list, and it is not expected that a candidate will try and cover all of these areas for a mark in Band 1. • Give credit to use of appropriate local/national/international examples.

2 Is longer life expectancy always desirable?

Refer to the Use of English & Content Tables in the mark scheme in arriving at your mark. Notes on interpreting question requirements:

• The question is not seeking a ‘right’ answer. Any view as to the degree of ‘desirability’ can receive Content marks. • Examples of areas for discussion and exploration with reference to the question include: health; illness; suffering financial factors – pensions; care costs over/under-population circumstances of particular individuals: living conditions/access to support networks/family carers/ability to enjoy life how the stance taken might depend on one’s country/circumstances – e.g. likely contrasting differences of outlook in countries with a very low life expectancy compared with those with high life expectancy This is NOT an exhaustive list, and it is not expected that a candidate will try and cover all of these areas for a mark in Band 1. • Give credit to use of appropriate local/national/international examples.


3 ‘There is no place for the uneducated in today’s workforce’. Discuss. Refer to the Use of English & Content Tables in the mark scheme in arriving at your mark. Notes on interpreting question requirements: • The question is not seeking a ‘right’ answer. Any views about the statement in the question can receive Content marks. • NB Allow a broad interpretation of ‘education’, e.g to include skills training before and during employment, basic literacy/numeracy, post-16 education. • Examples of areas for discussion and exploration with reference to the question include: how the label ‘uneducated’ might be defined exploitation of workers with poor literacy/numeracy how a poorly educated workforce might not understand its rights/safety issues etc. role of different types of education in achieving a productive workforce dangers of ‘over-qualification’ reliance on uneducated workforce in areas such as subsistence farming, labour intensive factory work, menial and manual jobs This is NOT an exhaustive list, and it is not expected that a candidate will try and cover all of these areas for a mark in Band 1. • Give credit to use of appropriate local/national/international examples.

4 Does the traditional family have a future? Refer to the Use of English & Content Tables in the mark scheme in arriving at your mark. Notes on interpreting question requirements: • The question is not seeking a ‘right’ answer. Any view as to the extent to which the ‘traditional family’ does or does not have a future may receive Content marks. • Allow for broad and differing interpretations of what constitutes a ‘traditional family’. • Examples of areas for discussion and exploration with reference to the question include: how the term ‘traditional family’ might be interpreted (e.g. some cultures might think of it as an ‘extended’, others as a ‘nuclear’ family) growth in divorce rates and changes in attitudes to divorce patterns of cohabitation (in particular cultures) and alternatives to ‘traditional’ family structures changing attitudes to and legal recognition for non-traditional family structures – and what their effect might be forces, tensions and circumstances in the future which may change situation of the ‘family’ This is NOT an exhaustive list, and it is not expected that a candidate will try and cover all of these areas for a mark in Band 1. • Give credit to use of appropriate local/national/international examples.

5 ‘Success is due to luck – not ability or talent.’ Do you agree? Refer to the Use of English & Content Tables in the mark scheme in arriving at your mark. Notes on interpreting question requirements: • The question is not seeking a ‘right’ answer. Any degree of agreement/disagreement with the quotation may receive Content marks. • Allow a broad range of ideas about what constitutes ‘success’ (as always, bearing in mind the age group of the candidature). • Candidates do not need to separate ‘ability’ and ‘talent’ in their answer, or to see these as different things to be covered to gain full content marks. • Examples of areas for discussion and exploration with reference to the question include: what we mean by ‘success’ and different types of it – material/non-material examples of success, and instances of famous figures, past and present extent to which people might actually ‘make’ their own luck examples of being in the right place at the right time examples of where talent/ability has made someone successful extent to which ability/talent is innate (lucky?) or worked for examples of ‘chance’ discoveries in scientific/medical fields (are they through pure luck?) This is NOT an exhaustive list, and it is not expected that a candidate will try and cover all of these areas for a mark in Band 1. • Give credit to use of appropriate local/national/international examples.


 6 How far can international agreements be effective in solving international concerns? Refer to the Use of English & Content Tables in the mark scheme in arriving at your mark. Notes on interpreting question requirements: • The question is not seeking a ‘right’ answer. Any view as to the extent to which they can be effective may receive Content marks. • An answer which does not engage with ‘How far’ (to what extent) (either overall or for specific agreements, or both) should not receive a Content Band mark higher than band 3. • Examples of areas for discussion and exploration with reference to the question include: effectiveness of trade agreements; WTO role of international agreements in solving environmental problems (e.g. CO2 emissions) views about the G8 summit ; Kyoto the extent of the effectiveness of international organisations – e.g. UN, NATO, WHO the role of international charities who/what else might have a role to play in moving towards solutions? – e.g. the role of the individual/particular countries (subordination to a community of interest) This is NOT an exhaustive list, and it is not expected that a candidate will try and cover all of these areas for a mark in Band 1. • Give credit to use of appropriate local/national/international examples.