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Coursework Training
Handbook
Cambridge IGCSE®
Geography
0460
Cambridge Secondary 2
Cambridge International Examinations retains the copyright on all its publications. Registered Centres
are permitted to copy material from this booklet for their own internal use. However, we cannot give
permission to Centres to photocopy any material that is acknowledged to a third party even for internal use
within a Centre.
® IGCSE is the registered trademark of Cambridge International Examinations.
© Cambridge International Examinations 2012
Contents
Introduction ....................................................................................................................... 3
How to become an accredited teacher
Syllabus requirements
Assessment of coursework
Levels of achievement
Section 1: Designing a coursework assignment .................................................................. 5
1.1
1.2
1.3
1.4
Principles to consider
Choice of assignment topics
Setting up the coursework (the assignment framework)
The role of Cambridge (advice and essential collaboration)
Section 2: Administering the coursework .......................................................................... 13
2.1
2.2
2.3
2.4
Practical guidelines for administration
Health and safety issues with coursework
Guidance to the students
Frequently Asked Questions about coursework
Section 3: Assessment of the coursework ........................................................................ 17
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Using the mark schemes
Annotation
Planning for assessment: standardisation meetings
The internal moderation meeting
External moderation
Coursework Assessment Criteria
Marked examples of coursework
Section 4: Accreditation assignments ................................................................................ 85
Submitting your work for accreditation
Assignment A
Assignment B
Assignment C
Assignment D
Assignment E
Assignment F
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IGCSE Geography
Introduction
Introduction
This handbook provides a guide to the coursework component of the 0460 Cambridge IGCSE Geography
syllabus. It amplifies the syllabus requirements and provides guidance on the development of coursework
assignments.
It aims to:
•
enable teachers to deliver the coursework component to their candidates
•
improve confidence amongst teachers in applying the assessment criteria
In addition to the guidance offered, the handbook contains two assignments which are annotated to indicate
the level of assessment each received.
How to become an accredited teacher
The coursework component of this qualification is marked by teachers within their own centres. A sample of
the marking is then sent to Cambridge where it will be externally moderated. Each centre must have at least
one teacher officially accredited by Cambridge. The process of external moderation is explained more fully
in the syllabus document, the Cambridge Administrative Guide and in section 3.5 of this handbook.
Teachers can seek accreditation by submitting a Curriculum Vitae (C.V.) to Cambridge for appraisal. (Details
about this approach are available in the Cambridge Administrative Guide.) Alternatively teachers can seek
accreditation by using this Coursework Training Handbook. To do this teachers should assess the level
of achievement in each of the six accreditation assignments A, B, C, D, E and F printed in section 4 of
this handbook. This should be carried out in the light of the guidance and advice in the main body of the
handbook. Marks and commentaries should be recorded on a copy of the submission forms found in section
4 which should then be posted to the following address:
Cambridge IGCSE Accreditation Coordinator (EDM)
Cambridge International Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Syllabus requirements
The coursework requirements are outlined in the syllabus and repeated below:•
Candidates must offer one coursework assignment, set by teachers.
•
Assignments can be based on any of the themes, or a combination of them, from the curriculum
•
content of the syllabus.
•
The length of the assignment should be up to 2000 words.
IGCSE Geography
3
Introduction
Assessment of coursework
One of the features of IGCSE assessment is to reward positive achievement rather than penalising errors
i.e. to assess what candidates know, understand and can do.
A candidate’s assignment is worth 27.5% of the Cambridge IGCSE Geography examination. It is therefore
essential for teachers to design assignments which enable each candidate to access the full range of marks
in each assessment objective. The teacher assesses the assignment out of 60 marks and the allocation of
marks reflects the weighting of the syllabus assessment objectives.
Assessment criterion
Marks
allocated
Weighting
AO1:
Knowledge with understanding
12
20%
AO2:
Skills and analysis
Observation and collection of data
12
20%
Organisation and the presentation of data
12
20%
Analysis
12
20%
12
20%
AO3:
Judgement and decision making (Conclusion and evaluation)
Total 60 marks
Levels of achievement
Marks for each assignment are allocated according to the mark scheme published in the syllabus. The
criteria use three levels of achievement for each criterion. The indicators of each level are emboldened in the
syllabus, and are used as the standard for all coursework assignments.
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IGCSE Geography
Section 1: Designing a coursework assignment
Section 1: Designing a coursework assignment
1.1 Principles to consider
1.1.1 Positive achievement
Each assignment should be designed to provide all candidates with the opportunity to show what they
know, understand and can complete. This requires tasks that encourage all candidates, whatever their
ability, to make a positive attempt.
1.1.2 Differentiation
Candidates from the same school usually undertake a common assignment following instructions from the
teacher. However it is essential to be able to differentiate between the candidates. This can be achieved by
tasks which allow different levels of response or which have different levels of demand.
1.1.3 Teacher guidance
The teacher is required to devise the coursework tasks for all the candidates to undertake, therefore
appropriate guidance is an essential component of coursework.
Appropriate guidance includes:
•
outlining the purpose and aims of the assignment
•
teaching the relevant geographical concepts and possible data presentation techniques
•
discussion and instruction of the data collection methods
•
ensuring a clear understanding of the structure of the coursework final product.
The extent of teacher guidance may vary between assignments and some candidates may require more
specific guidance. The outline proposal submitted to Cambridge often makes an excellent basis for this
guidance. (See section 1.4 of this handbook and section 8 of the syllabus for more information.)
1.1.4 Candidate initiative
Candidates need the opportunity to show initiative and individual choice. The most able candidates are
expected to demonstrate initiative and collect information beyond the common tasks.
It is often helpful for the candidates to be aware of the ‘route to enquiry’ and the mark allocation so they are
aware of the skills that are most rewarded. This can often be achieved by a school suggesting a number of
hypotheses from which all candidates select one or two. Candidates can then be allowed to devise a further
hypothesis of their own. This is explained in further detail in the rest of this section.
1.1.5 Assignment structure
All assignments should follow ‘the route to enquiry’ framework (Page 7). This provides a structure to enable
candidates to fulfil all the assessment criteria.
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Section 1: Designing a coursework assignment
1.2 Choice of assignment topics
A well-documented benefit of coursework for candidates is the opportunity to reinforce geographical
teaching. Therefore the choice of topic should aim to provide a case study and detailed information about a
specific part or parts of the syllabus.
The choice of topic by a school must depend upon available locations. Taking the full syllabus requirements
into account enables schools to provide a balanced set of coursework tasks and experiences. The
assignment should be realistic in terms of the number and complexity of tasks and the amount of data
collected.
The most successful investigations are based on one of the following:•
an issue or problem which has a geographical dimension, in that it affects people and the environment
e.g. ‘the impact of the expansion of an airport’.
•
an assertion which can be applied to a real situation e.g. ‘national weather charts are of limited value
when applied to local weather conditions’.
•
a theoretical geographical statement which can be investigated in a real situation
e.g. ‘the CBD of town X has typical characteristics’.
These broad titles should then be broken down into specific and focused key questions or hypotheses.
Schools may provide candidates with a set of statements to select from. By discussion in groups or
individually, they should devise one further question or hypothesis.
1.3 Setting up the coursework (the assignment framework)
Every assignment requires a structure to enable the candidates to complete the coursework successfully.
The accepted framework is outlined as ‘the route to enquiry’ which is given in the syllabus and here below
with additional comments.
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IGCSE Geography
The route to geographical enquiry
Additional comments
Identification of issue,
question, problem
A topic for investigation is recognised through
observation, discussion, reading or previous study. The
design of hypotheses to test the issue, question or
problem.
Topic usually chosen by teachers.
At all stages there should be opportunities for
candidates to show initiative.
2
Formulation of design of
work
The objectives of the study are defined in specific terms.
Decisions are made concerning:
(a) what data is relevant to the study;
(b) how the data can be collected.
A set of suitable questions or hypotheses is
produced by teachers. Candidates select from
these and suggest a further question devised
by themselves.
3
Collection of data
Candidates carry out a group or individual set of tasks
which may include fieldwork to collect primary data such
as undertaking questionnaires, mapping or sketching
observation, recording counts or measurements. It may
also involve gathering data from secondary sources such
as from Census information, the internet, published maps,
books, newspapers or magazines.
As a general rule, one source of data collection
does not provide sufficient variety to achieve
Level 3 quality. (See the mark scheme.)
4
Selection and collation of
data
Teacher collates data for class use. Candidates select data
to develop the aims or hypotheses for the topic.
Further secondary data may be added to
support data collected.
5
Representation and
recording of results
Candidates individually record results and represent
findings in an appropriate form using a variety of maps,
graphs, etc.
It can be limiting if just one or two techniques
are used. Simple statistical tests may be used.
6
Analysis and
interpretation
Candidates individually analyse and interpret their findings
in response to the issue/question/problem with reference
to relevant geographical concepts.
Analysis and interpretation may include
patterns, trends, anomalies or identification
of points not immediately obvious from the
results.
7
Making effective
conclusions, suggesting
solutions, evaluation.
Candidates individually draw conclusions from their
findings and make evaluations related to the original
objectives. If appropriate, comments may be made on the
limitations of the data and possibilities for further study.
Conclusions summarise findings and key
evidence in support.
Evaluation may include comments with the
benefit of hindsight, identification of people or
groups who would find the results useful or
suggestions for further lines of enquiry.
7
Section 1: Designing a coursework assignment
IGCSE Geography
1
Section 1: Designing a coursework assignment
Once a decision has been made about the topic for investigation (and a suitable location found) the
hypotheses should be devised. These are specific statements that can be investigated by the candidates
using primary or secondary data.
Decisions also need to be made about the:
•
data collection methods
•
sampling procedure
•
practical considerations of undertaking the coursework.
The extent of involvement of the candidates in this decision-making varies between schools but the most
successful high grade coursework often involves some judgements by the candidates, however the teacher
must ensure that sufficient and appropriate data is collected.
On the following pages are some examples of appropriate assignments by way of illustration:
Assignment Example 1: An issue
Chosen topic for investigation
‘The impact of cruise ships on town X’
Knowledge with understanding:
Possible hypotheses of varying complexity
‘The cruise ships increase the litter in the CBD’
‘The cruise ships increase the number of people in the CBD’
‘The number of people decreases with distance from the harbour’
‘The cruise ships have an adverse affect on the CBD environment’
Candidates will select one or more of the hypotheses and should devise an
additional statement.
Primary data collection: Primary data collection to take place on two occasions with different
numbers of cruise ships visiting the town. Data collection methods include an environmental
survey using a scoring system with a range of variables, several pedestrian counts and possibly a
questionnaire to residents.
Secondary supporting data should include information about cruise ships, population statistics, CBD
characteristics and the growth of tourism.
The more able candidates could make decisions on variables on the environmental survey, design the
questionnaire (or at least one or two questions), make additional observations and devise a different
hypothesis.
Data presentation: A range of data presentation techniques will be used from simple bar graphs to
rose diagrams of environmental quality plotted on a map, pictographs, flow diagrams or isoline maps.
Annotated photographs will also be encouraged.
Data analysis and interpretation: The analysis of each graph will describe the pattern shown by
the data and attempt to explain their findings.
Conclusions and evaluation: The conclusion will link the data evidence to the hypotheses and an
evaluation of the data collection methods will be included. This may incorporate improvements to the
investigation and possible solutions to the effects of the cruise ships.
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IGCSE Geography
Section 1: Designing a coursework assignment
Assignment Example 2: An assertion
Chosen topic for investigation
‘The river Y varies in depth, velocity and bedload with distance from the source’
Knowledge with understanding:
• Background of river Y drainage basin, land use of the area
• Geographical concepts of hydrology concerned with depth, velocity and bedload
• Choice and explanation of the hypotheses for example;
‘The velocity increases between Site 1 and 3’
‘The cross sectional area increase from Site 1 to 3’
The bedload becomes rounder and smaller from Site 1 to Site 3
‘The higher velocities are found in areas of deeper water’
Other statements could link the changes in size or shape of bedload with river depth or velocity.
Primary data collection: The teacher selects two or three sites of differing distance from the
source. There should be sufficient variation in depth and velocity. At each site the depth of the river is
measured at intervals across the width. The speed is calculated using a floating object. The bedload
is sampled. The more able candidates could make observations of the land use or river features or
valley slope angle depending upon their choice of hypotheses.
Data presentation: Cross sections should be drawn for each site and also graphs to show the
changing velocity and bedload size or shape. Scatter graphs and flow graphs could be represented on
maps of the area.
Data analysis and interpretation: Candidates will describe the patterns shown in the data clearly
and concisely and attempt to explain them using their geographical understanding.
Conclusions and evaluation: Candidates will link their findings to the hypothesis statements
quoting data evidence to support their decisions. The data collection methods are criticised and the
limitations of the data noted with possible improvements to the investigation if it were repeated.
IGCSE Geography
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Section 1: Designing a coursework assignment
Assignment Example 3: A geographical statement
Chosen topic for investigation
‘There is a shopping hierarchy in Town Z’
Knowledge with understanding: Candidates should include background information on the location
of the town and the shopping areas selected; explanation of geographical terms of hierarchy, sphere
of influence, range, convenience and comparison goods and their understanding of the hypotheses.
‘There are more convenience shops at shopping centre A than B’
‘The sphere of influence is larger at shopping centre B than A’
‘More shoppers will travel by car and buy high order goods at centre B than A’
Candidates may select several hypotheses, devise their own statements or be given set hypotheses
to investigate, or a combination of these.
Data collection: A number of different methods could be used including a land use survey and
questionnaires. Other possible tasks are a pedestrian count, car parking survey, traffic count or
variations in prices of selected items.
Data presentation: A range of opportunities for different methods including bar and divided
circle graphs, pictographs, land use maps and sphere of influence maps. More able candidates are
expected to show initiative and individual flair in their presentation techniques.
Analysis and interpretation: The depth of analysis will depend upon the complexity of the chosen
hypotheses. Consideration should also be made to the time of day and day of the week of the data
collection.
Conclusion and evaluation: The concluding comments should include reference to the hypotheses
using data evidence to support any decisions made. Candidates should critically evaluate the data
collection methods of the investigation and suggest ways to improve future tasks. The candidates
may also like to consider the best location for a specific shop/service and justify their decision the
light of their findings.
1.4 The role of Cambridge (advice and essential collaboration)
Advice on specific coursework assignments is readily available from Cambridge. It is a requirement of the
syllabus that schools submit their coursework proposals to Cambridge for consideration. This ensures an
appropriate route to enquiry is followed and that the topic is suitable. Advice on best practice can be passed
on.
A coursework assignment proposal should include:
•
Title for the investigation, the broad aim and examples of specific hypotheses/key questions to be
investigated.
•
The specific types of data to be collected by the candidates and details concerning the methods of
collection. Opportunities for differentiation in data collection should be outlined.
•
Other information concerning the nature of the investigation, sources of additional information or
practical details of the assignment.
An example is given below.
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IGCSE Geography
Section 1: Designing a coursework assignment
Example of a coursework proposal submitted to Cambridge
An investigation related to syllabus theme 1.2 Settlement:
‘Is there a pattern to the distribution of rural settlements in Area X and the types of services they
offer?’
1.
Identification of the problem. Definition of the area to be studied. Relationship to concepts
studied for 1.2 of the syllabus - in particular, site, situation and functions of small settlements:
services in relation to settlements – threshold, range of a service. Candidates will select
hypotheses from the following list and devise one additional statement:
‘Larger settlements will have a higher number of services’
‘Residents travel further to obtain high level goods’
‘Services in smaller settlements serve the local community’
‘The number of services in smaller settlements has decreased recently’
2.
Objectives of the study are defined – the characteristics of each settlement – its site, situation,
size, population, shops and other services, sphere of influence.
How may each of these characteristics be investigated?
What data collection methods are appropriate? The role of map study both modern and older
maps, counts, observations and questionnaire layout and sampling techniques are discussed as
a group and decisions made.
3.
Fieldwork procedure – the methods of field investigation are outlined and carried out.
The site and situation of the settlements are described by combining visual evidence recorded
at each location with mapwork using a large-scale topographical map.
The size of each settlement – a count of the number of inhabited and uninhabited houses.
The population of each settlement calculated using an average head per household figure or
secondary data found.
Recordings are made of the numbers and types of services found in each settlement – shops,
telephone boxes, post boxes, bus stops, etc. Candidates encouraged to make individual,
additional observations and to take photographs.
Questionnaires to residents to identify spheres of influence. More able candidates will devise
three questions of their own to include in the group questionnaire.
4.
Selection and collation of data produced in the field to be completed by the teacher but
candidates will select the data related to their chosen hypotheses.
5.
Representation of results – drawing of maps to show settlement distribution, desire lines for
certain services, graphs, etc. Candidates will select appropriate graphs to present their results.
6.
Analysis and conclusion will be completed by candidates individually following a suggested
framework for each criterion and linking closely to the relevant geographical concepts and the
stated original hypotheses.
IGCSE Geography
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Section 1: Designing a coursework assignment
12
IGCSE Geography
Section 2: Administering the coursework
Section 2: Administering the coursework
2.1 Practical guidelines for administration
2.1.1 When?
The constraints of the school day, organisation of the school year and practical considerations vary between
schools, consequently individual teachers must decide when the assignment should be undertaken. There
are advantages in completing coursework at the same time as teaching the relevant syllabus content in the
classroom but this is not essential. Some schools complete a residential course, most use opportunities in
their locality.
2.1.2 How much time?
Time should be allocated for coursework preparation, data collection and follow up lessons to enable
candidates sufficient supervised time and access to appropriate teacher guidance. It is important for the
time allocated for coursework to reflect the 27.5% of total marks for a candidate’s coursework submission.
2.1.3 How?
The common nature of the coursework tasks enable candidates to work successfully in groups for data
collection although teachers should constantly encourage their most able candidates to show their initiative
beyond the set tasks. Any individual contributions need to be clearly stated in the candidate’s written report
to enable credit to be awarded.
The data collection recording sheets, questionnaires or environmental survey sheets are usually produced
by the teacher although often following a ‘brain storming’ session or group discussion.
Successful data presentation relies on candidates being familiar with a range of appropriate techniques. If a
range of appropriate methods are suggested to all candidates then the choice is more individual and higher
marks can be scored for individual flair.
The analysis, interpretation, conclusion and evaluation should be completed individually following initial
essential guidance.
2.2 Health and safety issues with coursework
The teacher needs to be aware constantly of health and safety issues when undertaking coursework tasks.
This should include conscious risk assessment of the data collection locations, weather conditions and
potential river and coastal hazards. Urban fieldwork presents different risks which require identification by
the teacher in charge. A preliminary visit to the data collection site is essential in assessing safety issues
and practical arrangements should be clearly stated to all participating students.
2.3 Guidance to the students
Each candidate must be aware of the ‘route to enquiry’ framework (page 7 of this guide) to meet all the
assessment criteria. Initial guidance needs to include the details of the overall aim of the assignment and the
hypotheses to be tested. A reminder of the relevant geographical concepts is usually provided to enable the
assignment to be placed in the context of the classroom teaching.
IGCSE Geography
13
Section 2: Administering the coursework
Some candidates will require more individual guidance in their choice of graphs, analytical comments or
conclusions. This is appropriate although the extent of guidance should be reflected in the level of marks
awarded. Initially these less able candidates may respond to a series of questions to analyse their graphs
i.e.:
•
What does this graph show?
•
Which was the most popular mode of transport?
•
Which was the least popular mode of transport?
•
Why do you think most people came by car?
Similar questions could be devised for the conclusion and evaluation to encourage candidates to structure
their responses.
The more able candidates will require different levels of guidance to gain the highest marks. These
candidates will need to be very aware of the level three indicators in the assessment criteria. The
importance of initiative in data collection has already been outlined. Individual flair in data presentation
is also an essential characteristic of level three achievement. The most able candidates should provide
sufficient detail in their introductions to set the investigation in its broader context, use secondary
information where relevant and explain the hypotheses clearly using geographical terminology throughout
their coursework.
2.3.1 The writing up of the coursework
Many teachers prepare a written outline structure for each assignment for candidates to consult during
the writing up of coursework. The setting of deadline dates encourages continual progress. The route to
enquiry framework governs the initial planning of the coursework report. Annotating early drafts submitted
for advice is one suggested method, but whether the advice of the teacher is heeded is the responsibility of
the individual candidate.
An example of a first draft introduction for a candidate
This is what you are going to investigate - you do not know the extent of the problems yet
Where is Grand Cayman?
This coursework is about the impact of cruise ships which often
come to Georgetown in Grand Cayman.
How many?
Lots of tourists come to Georgetown for the day and cause
problems for the people who live there. They make it busy, drop
litter but also bring business to the shops.
The final product
Grand Cayman is the largest of the three Cayman islands with a population of 39,000. The map (Fig.
1) shows the location of Grand Cayman and the major cruise ship routes. The number of tourists has
increased to over 1 million each year with 4 cruise ships regularly stopping at Georgetown, the capital
of Grand Cayman. Tourists come to see a variety of attractions but often only stay for a short time
and so remain close to the port of disembarkation, which is Georgetown harbour. This area is close
to the centre of the town, the CBD, and so this is where the impact of the tourists is most obviously
seen.
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IGCSE Geography
Section 2: Administering the coursework
2.3.2 Plagiarism
Plagiarism is the act of presenting someone else’s work or ideas as one’s own. This might happen in a
number of different ways:
•
Failing to acknowledge quotations and concepts
•
Using particular graphs, phrases or sentences from another author without giving them credit via
inverted commas and a footnote
•
Writing something that is only very slightly different by altering a few words of another author’s work
(i.e. paraphrasing it)
•
Buying a project from an internet site and presenting it as one’s own
•
Downloading and pasting text or images from an internet site without acknowledgement
•
Getting somebody else to write all or part of one’s own work.
It is the centre’s responsibility to make sure all coursework is the original work of candidates. Teachers need
to make clear the consequences of plagiarism, both at the outset of the course and at intervals thereafter.
Detection is normally easy since the language of a copied assignment will in general be more complex than
that of the candidate’s own writing. It is also sometimes easy to ‘Google’ particular phrases to see whether
they come from a website. Be aware that some candidates may ‘borrow’ assignments from older siblings or
friends.
There may, for example, be a lifted paragraph which sits oddly with the writing before and after it. Perhaps
there is some uncharacteristically ambitious phrasing; a simple enquiry about the meaning of the phrase will
settle doubts one way or the other.
To help prevent plagiarism, some of each assignment should be carried out in the classroom. For example,
the work could be planned and each candidate’s work monitored. If the first draft differs greatly from the
plan, suspicion may be aroused. The writing of the first draft in the classroom might be the most secure
form of supervision.
The teacher’s role in detecting plagiarism is crucial. If you have doubts about the authenticity of an
assignment, it should not be submitted. Cambridge’s policy on dealing with malpractice can be found in the
Cambridge Handbook for Centres.
2.4 Frequently Asked Questions about coursework
Question
English is not the mother tongue of several candidates - will they be penalised for spelling and grammatical
errors?
Answer
We are assessing the candidate’s geographical ability and therefore must make an assessment according to
the assessment criteria. If a candidate is unable to express arguments clearly, it may be possible to convey
ideas by using more diagrams, graphs or photographs. Teachers and moderators should reward positive
achievement in Geography however expressed.
IGCSE Geography
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Section 2: Administering the coursework
Question
What happens if a candidate exceeds the word target for an assignment?
Answer
No mark penalty will be incurred. A reminder to stay within the recommended limit will be given. The
word target is given as a guide and should encourage concise, analytical comment of relevant information.
Candidates who exceed this often get into muddles that badly affect their marks. Thinking how to be
concise often improves clarity. Candidates can be encouraged to annotate graphs to indicate the main
patterns and to use sketches to show collection methods rather than writing descriptive prose. Also
however, if an assignment is too brief, then it is unlikely to give the candidate adequate opportunity to
demonstrate their full ability.
Question
Should teachers make allowances for the maturity of the candidates?
Answer
No, the assignment must be marked according to the assessment criteria, with no allowances for candidate
maturity.
Question
Can all graphs and writing be completed using ICT skills?
Answer
Almost all candidates now use computers to present the whole of their assignment. Although computers
tend to improve the quality of presentations, it should be recognised that certain higher geographical
techniques and graphs cannot easily be produced using software packages e.g. chloropleth maps, isoline
maps or cartographic methods. Therefore ICT is not always the most appropriate method of presenting all
parts of coursework assignments. However, appropriate and effective use of ICT can be rewarded.
16
IGCSE Geography
Section 3: Assessment of the coursework
Section 3: Assessment of the coursework
3.1 Using the mark schemes
The teacher must mark the work of each candidate from a total of 60 marks with 12 marks allocated
for each assessment criterion. The coursework assessment criteria can be found on page 25. The key
characteristics for each criterion and each level of achievement have been emboldened.
The mark schemes are arranged in 3 levels, these are arranged in ascending order so that each level
describes a more assured performance than the one before it.
Read and annotate the work and then make a ‘best fit’ judgement as to which level to place it in. Very often
you may see qualities that fit more than one level, so always use two levels at least and come to a decision
between them. You can trade off the strengths and weaknesses in the work against the criteria in the
different levels. Lastly give a specific mark from your chosen level.
If all the criteria in a level fit your judgement, award the highest mark and check the level above, just in case.
If most of the criteria fit your judgement, award a mark nearer the bottom and check the level below, just in
case.
When you assess all of your own centre’s coursework assignments, place them in rank order, and award the
marks accordingly, paying special attention to the borderlines. Try to differentiate between assignments that
lie within the same level.
Be careful not to crowd too many of your candidates on to a single mark, particularly the bottom mark of
a level. The graph of your distribution of marks should be smooth rather than have points like a pagoda.
Where an excessive number of candidates are placed on one mark, an external moderator will rarely agree
that the work of each is of the same quality.
The teacher should complete an Individual Candidate Record Card (ICRC) for each candidate to show
the breakdown of marks. Where internal moderation has been required, evidence of amended marking and
any scaling (explained below) should be shown on the form. All candidate marks must be recorded on the
Coursework Assessment Summary Form (CAS) for submission to Cambridge. You can find examples of
these below.
3.2 Annotation
It is essential that there is proof of the teacher’s judgement on every assignment. There should be a
comment on the strengths and weaknesses at the end of each piece, and errors should be annotated in the
body of the work or in the margin. This annotation is very important for the external moderation process
because it helps to explain the mark that you have given. Annotation should clearly relate to the assessment
criteria. In addition, the Individual Candidate Record Card has a space for a comment justifying the marks
given for the complete portfolio.
IGCSE Geography
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Section 3: Assessment of the coursework
3.3 Planning for assessment: standardisation meetings
If there is more than one teacher, it is important that staff hold a standardisation meeting at the earliest
opportunity when the material is available, during which all teachers agree on the quality of specimens of
work. The aim of this meeting is to check that all teachers are marking to the same standard before they go
on and mark the remainder of the work.
At such a meeting there should be consideration of:
•
The mark schemes
•
Three pieces of work that illustrate three different mark levels.
Teachers should ensure that they give equal importance to each strand of the mark scheme (Knowledge
with understanding, skills and analysis and, conclusion and evaluation).
At the meeting there should be a discussion of the quality of the work. Each example should be assigned to
a mark level and lastly, a mark should be decided. Exact agreement on the mark is unlikely, but there should
be general agreement.
It is most important that there should be agreement on the rank order of the work considered at the
meeting.
It is very beneficial to hold similar meetings at intervals during the course. This saves time when the final
internal moderation takes place.
3.4 The internal moderation meeting
This meeting is essential if there are two or more teaching sets entering candidates from the centre and
they have a different teacher.
The function of the meeting is to establish a single, reliable rank order for all the candidates in the centre
and it must be held just before the marks are submitted to Cambridge.
While it is possible for all the set teachers to meet for this purpose, it is expensive on staff time, and the
process takes longer because different teachers have to see large numbers of coursework assignments and
agree on the marks, which can take a great deal of discussion.
The centre may therefore choose two teachers who are known to be reliable assessors, to meet to assess
the marking of each set in turn. They must first of all agree on the marking of each other’s candidates.
They then examine a sample from each of the other sets in turn. There should be ten coursework
submissions in each sample, covering the range from the highest to the lowest mark. The marks may be
approved, or judged to be consistently severely or generously marked, in which case the marks should be
appropriately amended. It may be decided that marks only need to be amended in a particular range of the
marking, for example the bottom third. Consistent marking allows moderators to amend severe or generous
marking traits across all of a teacher’s marking based on their judgement of a sample of the work, this is
called ‘scaling’.
If the moderating teachers are not sure how to adjust marks, they may ask to see more folders from a
teaching set. Where the marking is inconsistent, they should try to work out why this has occurred and ask
the teacher concerned to submit a new rank order.
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Where marking is inconsistent, it is usually because one of the criteria in the mark schemes has been
considered more important than the rest. Another common issue is when an unduly large number of
candidates have been given the same mark and it is impossible to agree that the work is of the same
quality. This can usually be resolved by asking the teacher to redistribute the candidates over a three or even
four-mark range.
When a set has been internally moderated, you will no doubt wish to consult a colleague about the
outcome. You may decide to ask a colleague temporarily to join the meeting if there are unresolved
problems with the submissions.
When the process is at an end, the Internal Moderator should make sure that all the amendments to the
marks are recorded on the Coursework Assessment Summary (CAS) Form and that these are the final
marks to be submitted to Cambridge and to be recorded on the individual coursework submissions and the
mark sheets.
3.5 External moderation
External moderation is undertaken by Cambridge to ensure the same standard is applied by all teachers in
the assessment of coursework assignments.
Each school must select a representative sample of candidates and send these assignments to Cambridge
by the date specified in the Cambridge Administrative Guide.
The sample should include the coursework submissions with the highest and the lowest marks and there
should be an even distribution of marks across the whole range. Unless instructed otherwise, try to avoid
sending too many submissions that have the same mark.
Each submission should be securely fixed together and there should be an Individual Candidate Record
Card, filled in with all the details, on the front.
The sample should be accompanied by the Internal Moderator’s copy of the Mark Sheet (MS1), the centre’s
Coursework Assessment Summary Form and the Individual Candidate Record Card(s).
Your External Moderator will seek to approve your marks. Where your marks are amended, this will be to
bring your marking into line with all centres entering the component.
Please check all details, deadlines and arrangements in the Cambridge Administration Guide and
in the Cambridge Handbook for Centres.
The procedures for external moderation are outlined on the reverse of the Coursework Assessment
Summary (CAS) Form. You can find examples of the forms on pages 21–24.
The standard size of a sample is 10 for international schools and 15 for UK schools, or all of your coursework
submissions if you have fewer than 10 candidates. If you have a large number of candidates in your
centre, you will need to send a larger sample (please see the tables overleaf) and there may be additional
requirements about the nature of the sample. You should consult your Examinations Officer about this.
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International schools
Number of candidates
entered
Total number of candidates
whose work is required
1 to 10
all candidates
11 to 50
10
51 to 100
15
101 to 200
20
More than 200
10%
UK schools
20
Number of candidates
entered
Total number of candidates
whose work is required
1 to 15
all candidates
15 to 100
15
101 to 200
20
More than 200
10%
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1. Complete the information at the head of the form.
2. Mark the Coursework assignment for each candidate according to the generic mark scheme provided in the syllabus.
3. Enter marks and total marks in the appropriate spaces. The Total Mark should be transferred to the Coursework Assessment Summary Form.
Complete any other sections of the form required.
4. Ensure that the addition of marks is independently checked.
5. It is essential that the marks of candidates from different teaching groups within each Centre are moderated internally. This means
that the marks awarded to all candidates within a Centre must be brought to a common standard by the teacher responsible for co-ordinating
the internal assessment (i.e. the internal moderator), and a single valid and reliable set of marks should be produced which reflects the relative
attainment of all the candidates in the Coursework component at the Centre. The outcome of internal moderation, in terms of the number of marks
added to or subtracted from the initial total, must be clearly written in the box marked ‘Amount or scaling if relevant’. If no scaling is necessary,
please indicate by writing a zero in this box.
6. Transfer the marks to the Coursework Assessment Summary Form in accordance with the instructions given on that document.
7. Retain all Individual Candidate Record Cards and Coursework which will be required for external moderation. Further detailed instructions
about external moderation will be sent in late March of the year of the June examination and early October of the year of the November
examination.
See also the instructions on the Coursework Assessment Summary Form.
Note: These Record Cards are to be used by teachers only for candidates who have undertaken Coursework as part of their Cambridge IGCSE.
Section 3: Assessment of the coursework
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INSTRUCTIONS FOR COMPLETING INDIVIDUAL CANDIDATE RECORD CARDS
Section 3: Assessment of the coursework
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1. Complete the information at the head of the form.
2. List the candidates in an order which will allow ease of transfer of information to a computer-printed Coursework mark sheet MS1 at a later stage
(i.e. in candidate index number order, where this is known; see item B.1 below). Show the teaching group or set for each candidate. The initials of
the teacher may be used to indicate group or set.
3. Transfer each candidate’s marks from his or her Individual Candidate Record Card to this form as follows
(a) Where there are columns for individual skills or assignments, enter the marks initially awarded (i.e. before internal moderation took place).
(b) In the column headed ‘Total Mark’, enter the total mark awarded before internal moderation took place.
(c) In the column headed ‘Internally Moderated Mark’, enter the total mark awarded after internal moderation took place.
4. Both the teacher completing the form and the internal moderator (or moderators) should check the form and complete and sign the bottom portion.
B. PROCEDURES FOR EXTERNAL MODERATION
1. University of Cambridge International Examinations sends a computer-printed Coursework mark sheet MS1 to each centre (in late March for the
June examination and in early October for the November examination) showing the names and index numbers of each candidate. Transfer the total
internally moderated mark for each candidate from the Coursework Assessment Summary Form to the computer-printed Coursework mark sheet
MS1.
2. The top copy of the computer-printed Coursework mark sheet MS1 must be despatched in the specially provided envelope to arrive as soon as
possible at Cambridge but no later than 30 April for the June examination and 31 October for the November examination.
3. External moderation of internal assessment is carried out by Cambridge. Centres must submit candidates’ internally assessed marks to Cambridge.
The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative Guide available on our website.
4. Cambridge reserves the right to ask for further samples of Coursework.
5. Send, with the sample work, instructions given to candidates and information as to how internal moderation was carried out.
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A. INSTRUCTIONS FOR COMPLETING COURSEWORK ASSESSMENT SUMMARY FORMS
Section 3: Assessment of the coursework
3.6 Coursework Assessment Criteria
Generic mark scheme for Coursework assessment
Assessment criterion
**Level 1
1–4 marks
Level 2
5–8 marks
Level 3
9–12 marks
Knowledge with
understanding
(within the context of
teaching and guidance)
Describes
information in
simple geographical
terms and shows a
tentative grasp of
the aims.
Outlines relevant
information using
appropriate
geographical terms
and develops a
clear link between
the aims and
geographical ideas.
Provides
comprehensive
information with
a careful use
of appropriate
geographical terms
and the aims are
clearly related
to relevant key
geographical ideas.
Shows evidence
of some ability to
collect and record
basic information
from limited
sources and shows
evidence of simple
planning.
Collects and
records relevant
information from
valid sources with
evidence of sound
planning.
Collects and records
detailed data from
a range of valid
sources within a clear
planning design.
• Organisation and
presentation (max 12)
The presentation is
loosely ordered and
uses one simple
presentation
technique
appropriately.
The presentation is
logically ordered
using two or more
presentation
techniques
appropriately and
effectively.
A coherent
presentation using a
range of appropriate
techniques with
accuracy and clear
relevance to the aims.
• Analysis (max 12)
Makes descriptive
and simple
comments about the
information.
Makes a number of
valid statements
about the data with
some explanations
attempted.
A thorough
interpretation of the
data with reasoned
explanations and
comments.
Conclusion and
evaluation
States superficial
conclusions
showing tenuous
links to the original
aims. Simple
evaluation showing
little awareness of
any shortcomings.
States tentative
conclusions linked
to the original aims.
Some judgements
linked to information
collected. Some
evaluation of a
limited range of
weaknesses.
States clear
conclusions in the
light of the aims,
clearly related to
evidence collected.
Makes a sound
evaluation identifying
weaknesses
and suggesting
improvement.
(max 12)
Skills and analysis
• Observation and
collection of data (max
12)
(max 12)
**Level 0 (0 marks) is awarded for a criterion where there is no creditworthy material.
Bold words are level indicators.
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3.7 Marked examples of coursework
Two annotated assignments are included in this training handbook to help indicate the appropriate
application of the assessment criteria. They were written by different candidates from different schools.
It is suggested that teachers read through each assignment and familiarise themselves with the key level
indicators of the mark scheme. The marks awarded for each assignment are outlined below.
Assignment 1
Land use in Tianjin, China
Assignment 2
Retailing in Spandau, Germany
Assessment of sample assignments in training manual
26
Assessment Criteria
ASSIGNMENT 1
Land use in Tianjin,
China
ASSIGNMENT 2
Retailing in Spandau, Germany
Knowledge with
understanding
10
6
Observation and the
collection of data
9
8
Organisation and presentation
11
8
Analysis
10
7
Conclusions and evaluation
10
6
TOTAL
50
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Valid statements with some explanation but not yet thorough or reasoned explanations, so L2 for
analysis so far.
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Much further explanation, beginnings of reasoned explanation so on the border between L2 and
L3.
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Reasoned, but could go further
for IGCSE level
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Section 4: Accreditation assignments
Section 4: Accreditation assignments
Contents
Assignment A ..........................................................................................................................................................89
Assignment B .........................................................................................................................................................111
Assignment C ........................................................................................................................................................149
Assignment D ........................................................................................................................................................191
Assignment E ........................................................................................................................................................207
Assignment F ........................................................................................................................................................221
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Submitting your work for accreditation
For each assignment it is suggested that:
•
Teachers read and apply the assessment criteria to decide the level of achievement of the candidate.
Candidates do not necessarily stay within the same level for each criterion.
•
A decision should then be made as to the position within that level.
•
Copy and complete
•
○
the coursework assessor accreditation form, providing your personal details and your declaration
of the authenticity of your work.
○
the coursework assessor accreditation mark sheet (on the reverse of the above) where you
should record your assessment of assignments A to F.
Return the completed forms to:
Cambridge IGCSE Accreditation Coordinator (EDM)
University of Cambridge International Examinations
1 Hills Road
Cambridge
CB1 2EU
UK
Help
We hope that this Training Handbook will provide a thorough introduction to the requirements and criteria for
Coursework Assessment in IGCSE Geography.
However, if you have any further questions or difficulties, please do not hesitate to contact Cambridge
International Examinations and we will do our best to help.
The address to which your queries should be sent is:
Customer Services
Cambridge International Examinations
University of Cambridge Local Examinations Syndicate
1 Hills Road
Cambridge
CB1 2EU
UK
Telephone: + 44 1223 553554
Fax:
+44 1223 553558
E-mail:
Website:
86
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Evidence for Cambridge IGCSE® coursework assessor accreditation
Cambridge IGCSE Geography (0460)
Please complete this form in BLOCK CAPITALS.
Centre number
Centre name
Teacher’s name
Contact email
Declaration of authenticity
I have read and understood the training materials and certify that the evidence submitted with this
form is my own original work.
Signed
Date
(DD/MM/YY)
Name
Return this form to
Cambridge IGCSE Accreditation Coordinator (EDM),
University of Cambridge International Examinations,
1 Hills Road,
Cambridge,
CB1 2EU,
UK.
Save a copy of the form and the marks submitted for your own records.
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Cambridge IGCSE Geography 0460
Coursework Assessor Accreditation Mark Sheet
Land use in Tianjin
Assignment
Assessment Criterion
Knowledge with
understanding
(max 12)
Observation and collection of
data
(max 12)
Organisation and presentation
(max 12)
Analysis
(max 12)
Conclusion and evaluation
(max 12)
TOTAL
(60)
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A
B
Retailing in Spandau
Assignment
C
D
E
F
Section 4: Assessment of the coursework
Assignment A
Land Use in Tianjin, China.
To be assessed using the mark scheme.
.
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Assignment B
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Assignment C
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Assignment D
Retailing in Spandau, Germany.
To be assessed using the mark scheme
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