Cambridge for
teachers
Getting started with
‘Excellence for All’
Guide to Cambridge teaching
materials and support for
Board Examination System
(BES) schools
Welcome
Welcome to University of Cambridge International Examinations.
We are delighted that you and your school are now part of the
Cambridge community.
This guide gives teachers of Cambridge
qualifications an overview of what is available to
help you plan and teach our Cambridge IGCSE®
or Cambridge International AS and A Level
courses, and prepare learners for the exams.
Teachers and learners can choose Cambridge
IGCSEs or Cambridge International AS and
A Levels in a wide range of subjects.
We hope you find this guide useful and we look
forward to working with you.
Contents
Our programmes and qualifications................ 2
Planning your teaching...................................... 3
Preparing for the exams.................................... 8
Results – What do learners receive?...............12
Where to find support materials
from Cambridge................................................13
More help and guidance..................................14
1
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
Our programmes and qualifications
Optional programme
Optional programme
Cambridge Primary
Checkpoint (available in
English, mathematics
and science)
Cambridge Checkpoint
(available in English,
mathematics and
science)
ICT Starters
ICT Starters
Cambridge IGCSE®
Cambridge International
AS and A Level
AICE Diploma
*Age ranges are for guidance only
The following subjects are available for BES schools:
Cambridge IGCSE® subjects
Cambridge International AS Level subjects
Cambridge International A Level subjects
Art and Design (US)
Art and Design (US)
Art and Design (US)
Biology (US)
Biology (US)
Biology (US)
Chemistry (US)
Chemistry (US)
Chemistry (US)
Economics (US)
Economics (US)
Economics (US)
English – First Language (US)
English Language (US)
English – Second Language (US)
English Literature (US)
Literature (English) (US)
English Language and Literature (US)
French – Foreign Language (US)
French Language (US)
Arabic – Foreign Language (US)
Computer Studies (US)
Coordinated Sciences (US)
Drama (US)
English Literature (US)
French (US)
French Literature (US)
German – Foreign Language (US)
Global Perspectives (US)
Global Perspectives (US)
Greek – Foreign Language (US)
Geography (US)
Geography (US)
History (US)
History (US)
Mathematics (US)
Mathematics (US)
Music (US)
Music (US)
Music (US)
Physics (US)
Physics (US)
Physics (US)
Spanish – First Language (US)
Spanish Language (US)
Spanish (US)
Spanish – Foreign Language (US)
Spanish Literature (US)
History (US)
American History (US)
Mandarin Chinese – Foreign
Language (US)
Mathematics (US)
Additional Mathematics (US)
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
2
Planning your teaching
Cambridge produces several resources to help you plan and teach
these courses. All these materials are available from our secure
website Cambridge Teacher Support. For more details, see page 13.
Syllabus
The syllabus is the most important document you
will use. You should refer to your syllabus frequently,
as it explains exactly what your learners need to
know, what they must be able to do and how they
will be assessed at the end of the course. Most
Cambridge IGCSE and Cambridge International
AS and A Level syllabuses are structured in a similar
way with the following sections.
Assessment at a Glance
This section gives you an overview of the various
assessments that a learner must take in order to
gain a qualification in the subject. For most
Cambridge qualifications, learners need to take
several assessments, referred to as components
or papers. These may be examination papers,
assignments completed during the course, or
tests of practical or performance skills.
2. Assessment at a Glance
2. Assessment at a Glance
Cambridge IGCSE First Language English (US)
Syllabus code 0524
Candidates take either:
Cambridge
IGCSE
Paper 1: Reading Passage
(Core) First Language English (US)
1 hour, 45 minutes
Syllabus
code 0524
Candidates answer two questions on one passage of 700–800 words.
Candidates
take either:
Eligible
for Grades
C–G.
50%
marks.
Paperof1:total
Reading
Passage (Core)
1 hour, 45 minutes
Or:
Candidates answer two questions on one passage of 700–800 words.
Paper 2: Reading Passages (Extended)
Eligible for Grades C–G.
2 hours
50% of total marks.
Candidates answer three questions on two passages of 600–700 words each, linked by a common
theme.
Or:
Eligible for Grades A*–E.
Paper 2: Reading Passages (Extended)
50% of total marks.
2 hours
And:
Candidates answer three questions on two passages of 600–700 words each, linked by a common
theme.
Component 4: Coursework Portfolio
Eligible for Grades A*–E.
Candidates submit three assignments, each of 500–800 words.
50% of total marks.
50% of total marks.
And:
Centers may also choose to register candidates for Speaking and Listening Coursework. Marks for this
Component 4: Coursework Portfolio
optional component do not contribute to the overall grade candidates receive for the written components.
Candidates
submit
three assignments,
of 500–800
words.
Instead,
where
candidates
perform to aneach
appropriate
standard,
certificates record achievement of grades
marks.
1 50%
(high)oftototal
5 (low).
Centers
may also choose to register candidates for Speaking and Listening Coursework. Marks for this
Optional
optional component do not contribute to the overall grade candidates receive for the written components.
Component
Speakingperform
and Listening
Coursework
(Optional)
Instead,
where6:candidates
to an appropriate
standard,
certificates record achievement of grades
1 Individual
(high) to 5activity,
(low). Pair-based activity, Group activity.
Separately endorsed.
Optional
Component 6: Speaking and Listening Coursework (Optional)
Individual activity, Pair-based activity, Group activity.
Separately endorsed.
Each syllabus has an ‘Assessment at a Glance’ section, giving
an overview of how your learners
5 will be assessed.
Cambridge IGCSE First Language English (US) 0524. For examination in 2012.
In some Cambridge IGCSE subjects, there are
choices to be made that affect the components and
grades that are available to the learner. In some
Cambridge IGCSE subjects, core and extended
versions of the curriculum are available for learners
performing at different ability levels. Learners
following the extended curriculum take different
components from learners following the core
curriculum. The ‘Assessment at a Glance’ section
explains the choices that are available.
Some subjects also have a coursework component,
which specifies a particular task, or tasks, to be
completed by learners. Coursework is assessed by
you, the teacher, following detailed assessment
criteria provided by Cambridge. Once assessed,
a sample of work from your school is sent to
Cambridge, so it can be checked. This ensures
that standards have been applied correctly and
consistently, across schools and over time.
When you enter your learners for their final
assessment, you will need to choose the
appropriate combination of components, as
explained in the ‘Assessment at a Glance’ section
in each syllabus.
Goals
This section of the syllabus provides a brief
overview of the benefits that learners should gain
from studying this subject. It gives you an idea of
the general flavour of the syllabus, and outlines its
broader educational goals.
Cambridge IGCSE First Language English (US) 0524. For examination in 2012.
5
3
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
Assessment objectives
Assessment objectives (AOs) describe the focus
of the assessment. For example, in the sciences,
you will see that learners will be assessed not only
on their knowledge and understanding, but also on
their ability to handle information and solve
problems, and on their experimental skills. The
assessment objectives describe what learners are
expected to do with the subject knowledge listed
in the curriculum content section of the syllabus.
Each
question and aims
part question
an examination
3. Syllabus
andinobjectives
paper, or each task in a coursework assignment,
addresses one or more of these assessment
objectives directly. It is important that you
understand them fully.
Weightings
This section of the syllabus tells you the
percentage of marks in the examination that are
assigned to each assessment objective. It also tells
you which assessment objectives are assessed in
each component.
For example, in Cambridge IGCSE Biology, the
syllabus shows you that 50 per cent of the marks
are for the first assessment objective, 30 per cent
for the second and 20 per cent for the third. You
should use this information to help you plan the
course
for your learners,
you will
need to ensure
3. Syllabus
aimsasand
objectives
that they develop skills in all three areas.
In some cases, different assessment objectives
are assessed in different components of the
examination. For example, in Cambridge IGCSE
Cambridge IGCSE Biology places considerable emphasis on understanding and use of scientific ideas and
History, the first and second assessment objectives
principles in a variety of situations, including those which are well-known to the learner and those which
* The
purpose of this component
is to test appropriate skillsbut
in assessment
objective is
C. Candidates
are new to them. It is anticipated that programmes of study based on this syllabus will feature a variety are
assessed
in all components,
the third
only will
not be required to use knowledge outside the Core curriculum.
of learning experiences designed to enhance the development of skill and comprehension. This approach
components
2, 3 and
4.the written approval of CIE. This will only
will focus teachers and learners on development of transferable life-long skills relevant to the increasingly assessed
** Teachers may in
not undertake
school-based assessment
without
technological
environment
which people find themselves.
It will
also prepare candidates for an
Every
syllabus
has inassessment
objectives
which
assessment that will, within familiar and unfamiliar contexts, test expertise, understanding and insight.
describe
the focus of the assessment.
3.2 Assessment objectives
be given to teachers who satisfy CIE requirements concerning moderation and they will have to undergo
special training in assessment before entering candidates. CIE offers schools in-service training in the
form of occasional face-to-face courses held in countries where there is a need.
Detailed notes on coursework regulations appear in the Assessment Criteria for Practicals section in this
syllabus and in the Distance Training Pack.
The three assessment objectives in Cambridge IGCSE Biology are:
A: Knowledge with understanding
3.4 Weightings
B: Handling information and problem solving
C: Experimental skills and investigations
A description of each assessment objective follows.
Assessment objective
Weighting
A: Knowledge with understanding
A: Knowledge with understanding
50% (not more than 25% recall)
Candidates should be able to demonstrate knowledge and understanding of:
B: Handling information and problem solving
30%
C: Experimental skills and investigations
20%
1.
scientific phenomena, facts, laws, definitions, concepts, theories
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
Teachers should take note that there is an equal weighting of 50% for skills (including handling information,
solving problems, practical, experimental and investigative skills) and for knowledge and understanding.
Teachers’ schemes of work and the sequence of learning activities should reflect this balance, so that the
Syllabus content defines the factual material that candidates may be required to recall and explain.
aims of the syllabus may be met, and the candidates fully prepared for the assessment.
Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and
to apply knowledge from one area of the syllabus to knowledge of a different syllabus area.
Papers
Papers
Whole
Paper 1
Assessment objective
2 or 3
4, 5 or 6
assessment
Questions testing these objectives will often begin with one of the following words: define, state, describe,
(marks)
(marks)
(marks)
(%)
explain (using your knowledge and understanding) or outline (see Glossary of terms).
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
A: Knowledge with understanding
25–30
48–52
B: Handling information and problem solving
10–15
0
C: Experimental skills and investigations
Cambridge IGCSE Biology 0610. For examination in June and November 2012.
0
47–54
27–32
0
26–33
0
40
20
Tables in the syllabus explain the percentage of the marks
available for each assessment objective.
8
Cambridge IGCSE Biology 0610. For examination in June and November 2012.
11
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
4
Curriculum content
This is often the largest part of the syllabus, and in
some subjects this is the part that you will find
yourself using most regularly as you teach. It sets
out the knowledge and understanding that learners
need to gain during their course, and which will be
tested in the assessments.
It is very important to remember that learners need
to study all the curriculum content, unless the
syllabus clearly states that some of it is optional,
or that you can make choices. The examination
questions test a wide range of the curriculum
content in each examination series. In some
Cambridge IGCSE subjects, the curriculum content
is divided into core and extended (or supplement).
4. Curriculum Content
Learners who study the core curriculum content
can achieve up to and including a grade C. For
most subjects, learners who study the extended
curriculum content can achieve a grade from A*
to E. You can find details of the grades learners are
eligible for in the Assessment at a Glance section
of the syllabus. This section also shows you if
there are different assessment components for
core and extended learners.
In some subjects, the curriculum content is not
divided into core and extended, and all learners
take the same assessment components. The
grade awarded is determined by the levels of the
responses that the learner gives to the questions
on the examination papers.
4. Curriculum Content
Candidates may follow either the Core Curriculum or the Extended Curriculum. Candidates aiming for
Grades A*–C should follow the Extended Curriculum.
1.
Number—Core curriculum
1.1
Knowledge of: natural numbers, integers
(positive, negative, and zero), prime numbers,
square numbers, rational and irrational numbers,
real numbers.
Notes / Exemplars
Use of symbols: =, ≠, Ğ, ğ, <, >
1.2
Use of the four operations and parentheses.
1.3
Multiples and factors, including, greatest common
factor, least common multiple.
1.4
Ratio and proportion.
1.5
Language and notation of fractions, decimals, and
percentages; recognize equivalences between
decimals, fractions, ratios, and percentages and
convert between them.
1.
Percentages, including applications such as interest
and profit.
1.7
Meaning and calculation of exponents (powers,
indices) including positive, negative, and zero
exponents.
Notes / Exemplars
Knowledge of: natural numbers, integers
(positive, negative, and zero), prime numbers,
square numbers, rational and irrational numbers,
real numbers.
Applies to integers, fractions, and decimals.
GCF and LCMUse
willof
besymbols:
used and=,knowledge
≠, Ğ, ğ, <, >
of prime factors is assumed.
1.2
Use of the four operations and parentheses.
1.3
Multiples and factors, including, greatest common
factor, least common multiple.
1.4
Ratio and proportion.
1.5
Language and notation of fractions, decimals, and
percentages; recognize equivalences between
decimals, fractions, ratios, and percentages and
convert between them.
Order quantities given in different forms by
magnitude, by first converting into same form.
1.6
Number—Extended curriculum
1.1
Excludes reverse percentages.
Order quantities given in different forms by
Includes both simple and compound
magnitude, by first converting into same form.
interest.
1.6
Percentages, including applications such as interest
and profit.
e.g., work out 4–3 as a fraction.
1.7
Meaning and calculation of exponents (powers,
e.g., work outindices)
24 × 2–3including positive, negative, zero and
fractional exponents.
Rules for exponents.
Understand that the sum or product of
two rational numbers is rational; that the
sum of a rational number and an irrational
number is irrational; and that the product of
a non-zero rational number and an irrational
number is irrational.
Applies to integers, fractions, and decimals.
GCF and LCM will be used and knowledge
of prime factors is assumed.
Includes reverse percentages.
Includes both simple and compound
interest.
Includes percentiles.
1
e.g., 5 2 = 5
1
-2
Evaluate 5–2, 100 2 , 8 3
Other
Coursework
Guidance
Convert numbers in and out of
scientific sections and appendices
Scientific
notation (Standard Form) a × 10 where
Work out 2 × 2
Rules for exponents.
1 Ğ a < 10 and n is an integer.
notation.
Syllabuses
in some subjects contain other
This section
is where you will find detailed
Calculate with values in scientific notation.
in and out of scientific
Scientific notation (Standard Form) a × 10 where
informationConvert
that numbers
applies
specifically to
guidance about devising, setting and assessing1 Ğ a < 10 and important
notation.
n is an integer.
Calculate withFor
valuesexample,
in scientific notation.
examinations in that subject.
in the
coursework assignments for your learners. Most
sciences, there is a section on practical
syllabuses also include a set of forms to record
assessment, and appendices covering the
your assessment of your learners’ work. For each
terminology, units and symbols used in the
school, at least one teacher must be accredited
8
examination papers. In Cambridge IGCSE Drama
to mark coursework in an individual
subject. For
there is a glossary of dramatic and theatrical terms,
details of accreditation, please refer to section 3
9
and in language syllabuses there are marking
of the Cambridge Administrative Guide which you
instructions for speaking assessments.
can find at www.cie.org.uk/examsofficers
n
4
–3
n
Cambridge IGCSE Mathematics (US) 0444. For examination in 2012.
Cambridge IGCSE Mathematics (US) 0444. For examination in 2012.
Grade Descriptions
This part of the syllabus outlines the standards
a learner must meet in order to achieve a
particular grade.
5
Resources
This section lists some of the textbooks and
other materials that Cambridge recommends for
use when teaching the syllabus. You will find a
fuller and regularly updated Resources section
on our secure website Cambridge Teacher Support
at http://teachers.cie.org.uk
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
Schemes of work
A scheme of work is a medium-term course plan that
is available in many subjects. It provides suggestions
about how you might divide your course into units,
and ideas about how you might teach particular topics.
Scheme of work – Cambridge IGCSE® Chemistry (US) 0439
Overview
The aim of this scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant
resources.
The scheme of work generally follows the 2012 syllabus, but the order in which topics are covered has been adjusted to give a coherent flow to the course. The
syllabus has been sub-divided into twelve units, each covering a theme.
Syllabus ref
Learning objectives
2.2(a)
Describe paper chromatography;
Interpret simple chromatograms
Suggested teaching activities
Learning resources
2.2(a) (S)
Interpret simple
chromatograms, including the
use of Rf values
Use Rf values to compare the height of the spots on
the chromatogram with advanced students.
www.chemguide.co.uk/analysis/chromatography/pa
per.html
2.2(a) (S)
Outline how chromatography
techniques can be applied to
colourless substances by
exposing chromatograms to
substances called locating
agents
(knowledge of specific locating
agents is not required)
Experimental work can be extended to include
separating a mixture of amino acids (using ninhydrin
as a locating agent) and simple sugars.
www.biotopics.co.uk/as/amino_acid_chromatograp
hy.html
2.2(a)
Identify substances and assess
their purity from melting point and
boiling point information
This can be demonstrated by dissolving sodium
chloride or other salts in water or by comparing the
melting point of the alloy, solder, with those of lead and
tin.
The use of salt on roads to melt ice could be
mentioned in this context.
2.2(a)
Understand the importance of
purity in substances in everyday
life, e.g. foodstuffs and drugs
The scheme of work is intended to give ideas to teachers upon which they can build. It is certainly not intended that teachers undertake all of the activities shown in
the various units but rather to offer choices which could depend on local conditions.
Experimental work can involve simple inks, sweets,
leaves, dyes and food colourings.
The progression through these themes has been designed to build on students’ own experiences, and to ensure that students have sufficient basic knowledge and
Non-permanent felt tipped pens work well.
understanding to tackle the more challenging issues.
Outline
The units within this scheme of work are:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Unit 10:
Unit 11:
Unit 12:
Experimental techniques
Particles, atomic structure, ionic bonding and the Periodic Table
Air and water
Acids, bases and salts
Reaction rates
Metals and the Reactivity Series
Covalent bonding
Organic 1
Amount of substance
Organic 2
Redox, electrochemistry and Group VII
Equilibria
V2 2Y01
Cambridge IGCSE Chemistry (US) 0439
Teacher Guides
Cambridge IGCSE Chemistry, S.Goodman & C.
Sunley, Collins, 2006.CD ROM video clip 7
www.practicalchemistry.org/experiments/chromatog
raphy-of-sweets%2C194%2CEX.html
www.practicalchemistry.org/experiments/chromatog
raphy-of-leaves,199,EX.html
www.scienceprojectlab.com/paperchromatography-experiment.html
An excellent collection of animations and video
clips:
Royal Society of Chemistry Particles in Motion CD
ROM, 2006.
1
www.practicalchemistry.org/print/experiments/introd
uctory/mixtures-and-separations/solid-mixtures-atin-and-lead-solder,197,EX.html
Textbooks and resources from publishers
Some subjects also have a Teacher Guide,
which provides further guidance on planning
and delivering the course.
V2 2Y01
Teacher Guide
English as a Second Language
Chemists need pure substances to study their
properties.
Pure substances
are used in industry
to
On the
secure
website
Cambridge
Teacher Support
make useful products such as food and drugs.
you will find up-to-date lists of publishers’
resources
that
are available
to support your
Cambridge
IGCSE Chemistry
(US) 0439
2
teaching of a syllabus.
Some of these resources are ‘endorsed’, which
means they have been carefully quality checked
by Cambridge and judged to match the syllabus
content particularly well. There may also be
recommended CD-ROMs or websites.
Endorsed by
University of Cambridge International Examinations
Endorsed by
University of Cambridge
International Examinations
Teacher Guide
Global Perspectives
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
6
Planning your course
This chart suggests how you could use the various
documents to help you in planning your course.
Stage in planning the course
Documents to help you
Choose your course
Syllabus
If Cambridge IGCSE, decide whether
you will teach only the core, or both
core and extended.
Syllabus – What is the curriculum content for
core and extended?
What grades do the core and extended provide
access to?
Past papers – to get an idea of the overall
approach taken.
Decide which assessment
components you will prepare your
learners to take.
Create an overall course plan.
How many units will you divide the
curriculum content into?
Develop medium-term plans. What
precisely will you cover each school
term and how will that be scheduled?
Develop plans for individual lessons.
7
Syllabus – What choices of assessment
are there?
For Cambridge IGCSE, what grade ranges do
they provide access to?
Will your learners be doing coursework?
Syllabus – In what sequence will you cover the
curriculum content? How will you help students
to develop the required skills? How can you fit
all of this into the time available?
Scheme of work – Are there ideas here that
you can use for developing your own scheme
of work?
Resource lists – Are there Cambridge-endorsed
textbooks available?
Schemes of work – Are there activities
suggested here suitable for use with your
learners?
Cambridge Teacher Support website:
Resources list – Are there Cambridge-endorsed
and recommended resources?
Community resources – Are there lesson plans
and/or activities recommended by other
teachers of the syllabus?
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
Preparing for the exams
Cambridge provides past examination papers, mark schemes and
detailed information about past performance to help you prepare
students effectively for the exams.
Following each examination series, Cambridge
publishes the complete set of past papers in each
subject, together with details about how they were
marked. There is also a report from the principal
examiner in charge of marking the papers. These
papers are made available on the secure website
Cambridge Teacher Support, where they remain for
several years. There are many resources available
on the website for teachers to use.
Examination papers
Examination papers contain a number of questions
that learners answer. In some subjects, they must
answer all of the questions on the paper. In others,
there is a choice of questions. It is extremely
important that you give learners experience of
these examination papers before their final
examinations. They need to become familiar with
the styles of questions asked, to know where they
should write their answers, and to understand
whether or not they have to make choices about
which questions to answer.
Each part of an examination question addresses
a particular assessment objective (AO) and a
particular part of the curriculum content. Over
the whole set of examination papers, the marks
allocated to the assessment of each AO match the
weightings set out in the syllabus.
Mark schemes
The mark scheme gives a detailed breakdown
of how points are awarded for each part of each
question on the examination paper.
Mark schemes give you insight into what the
examiners are looking for when they mark a
learner’s answers. In some subjects you will see
the exact response and level of detail that is
required to gain a mark. You will also notice what
is not required. For example, in Cambridge IGCSE
Chemistry, you will see that no marks are awarded
for spelling or grammar.
For subjects where learners’ responses involve
extended writing, mark schemes have descriptors
that define different levels or ‘bands’ of
performance. These levels have different marks.
In the example below, taken from Cambridge
IGCSE English, you can see that marks are
awarded according to which band description
applies to the learner’s response.
You should use the information in the mark
schemes to help you prepare your learners for their
examinations. Good examination technique can
help your learners to achieve their best possible
final result.
An example mark scheme defining different levels of performance.
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
8
Question paper
Mark scheme for question paper
Principal examiner’s report for question paper
Principal examiner’s report
Grade thresholds
Following each examination series, the principal
examiner for each paper writes a detailed report.
This describes learners’ overall performance on
each part of each question. The report will give you
insight into common misconceptions shown by
learners, which you can address in your teaching.
This document is made available shortly after the
learners’ grades have been published. It details the
minimum number of marks that learners needed to
achieve on each paper in order to be awarded a
particular grade.
It also gives you more information about exactly
what the examiners were looking for in the
answers to particular questions. Extracts from a
typical question paper, mark scheme and examiner
report are shown above.
9
Note that these grade boundaries may change
from year to year. To ensure standards are kept at
a consistent level over time, grade boundaries may
be adjusted to allow for small differences in the
difficulty of one paper compared with another.
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
Example Candidate Responses
(Standards Booklets)
These booklets are available for most subjects.
They are produced for our international syllabuses
and can also be used with BES syallbuses. They
contain examples of examination questions and
candidates’ answers at different levels of
performance. They also include a commentary
from an examiner on why an answer achieved
the number of marks or grade that it was awarded.
Example Candidate Responses
(Standards Booklet)
Cambridge IGCSE
History
0470
You can use the example candidate responses to
help you guide your learners in how to write good
answers to particular styles of examination questions.
Paper 1
Example candidate response
Cambridge Secondary 2
Examiner comment
This answer gives a number of valid explanations as required by this type of question at this level, making it
a good response. The candidate does not waste time on a general introduction but moves immediately into
explanation, giving three valid explanations. There is always a variety of material from which the responses
can be selected and used to advantage as this candidate shows. To gain the additional mark, the candidate
could have developed issues relating to what Clemenceau wanted in relation to the Rhineland and the Saar.
Mark awarded = 6 out of 7
7
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
10
Preparing learners for examinations
This chart suggests how you could use the various
documents to help you in preparing your learners
to achieve their best in the examinations.
11
Preparing learners for examinations
Documents to help you
Familiarise learners with the
examination requirements by using
past examination questions during
the course.
Past examination papers and mark schemes
Ensure that learners are familiar with
the command words used in
examination questions (for example:
describe, discuss or evaluate).
Syllabus
Past examination papers and mark schemes
Ensure that learners understand
how to answer questions that meet
the assessment objectives.
Past examination papers and mark schemes
Example Candidate Responses
(standards booklets)
Principal Examiner Reports
Build up learners’ understanding
of what is required to reach a
particular grade.
Example Candidate Responses
(standards booklets)
Past examination papers, mark schemes
and grade thresholds
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
Results – What do learners receive?
Cambridge IGCSE statement of results
Cambridge IGCSE certificate
samp
l
samp
l
e
the scale is from A to E, and for A Level the scale
is from A* to E. When grades have been
determined, your school will receive a statement
of results listing the grades achieved by each of
your learners. After a period allowed for enquiries
about results, your school will be sent a final
certificate for each of your learners.
e
When learners have taken the appropriate
assessments, their responses are either assessed
or checked by Cambridge, and then their marks
are converted to a grade. The grade the learner
receives reflects a level on a scale of performance.
For Cambridge IGCSE qualifications the scale is
from A* to G. For Cambridge International AS Level
Feedback reports
Your school will also receive reports providing more
detailed information on your candidates’
performance including:
•the marks and/or grades your candidates achieved
for each syllabus, examination paper and item
(question)
•summary reports comparing average performance
of your learners with averages for the district,
state and USA.
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
12
Where to find support materials
from Cambridge
All support materials described in this guide can
be found on the secure website Cambridge
Teacher Support at http://teachers.cie.org.uk
This secure website is only for Cambridge schools
and teachers, and is password protected. Your
teacher support coordinator can set up an account
and password for you.
If you would like to order printed copies of
materials, these are available as listed in the
publications catalogue. A copy of the catalogue
is sent to schools annually, and it is also available
on our public website at www.cie.org.uk/profiles/
teachers/orderpub
Each year, schools are also sent current syllabuses
and the most recent past papers and examiner
reports on DVD.
13
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
More help and guidance
Cambridge Professional Development
Cambridge provides a wide range of training
opportunities to support your teaching, both
face-to-face and online.
Training is usually divided into:
Stage 1 courses, which provide an introduction
for teachers new to the syllabus;
Stage 2 intermediate courses, which focus
on teaching strategies aimed at improving learner
performance.
To see which training courses are currently available
in your region, see www.cie.org.uk/events
‘Ask the examiner’ seminars
Following the publication of examiners’ reports
(in March and September), online seminars are
held, run by Cambridge examiners. These allow
discussion, questions and answers on the most
recent examination session, and provide an
excellent opportunity to discover more about the
examination process for your subject.
Subject communities and
discussion forums
On the secure website Cambridge Teacher Support
there are more than 50 subject communities and
discussion forums. Teachers of a syllabus or
subject can use these to share their own ideas
and resources.
Ask CIE
Ask CIE provides online answers to frequently
asked questions about Cambridge examinations
and services. The next time you have a question
about Cambridge examinations, just go to Ask CIE.
Simply type your question into the search box,
or use the menu to guide you. There is also a
noticeboard on the Ask CIE homepage, which will
alert you to important announcements. You can
find Ask CIE at www.cie.org.uk/help
Customer services
You can email us via international@cie.org.uk,
or call us on +44 1223 553554.
Getting started with ‘Excellence for All’ Guide to Cambridge teaching materials and support for BES schools
14
University of Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 1223 553554 Fax: +44 1223 553558
international@cie.org.uk www.cie.org.uk
® IGCSE is the registered trademark of University of Cambridge International Examinations.
© University of Cambridge International Examinations, March 2012.
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