Syllabus
Cambridge O Level
Bengali 3204
Use this syllabus for exams in 2026.
Exams are available in the June series.
This syllabus is not available in all administrative zones.
Please check the syllabus page at www.cambridgeinternational.org/3204 to see if this syllabus is
available in your administrative zone.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Changes to the syllabus for 2026
The latest syllabus is version 1, published July 2023.
There are no significant changes which affect teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.
© Cambridge University Press & Assessment July 2023
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment 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.
Contents
1. Introduction......................................................................................................................... 4
1.1 Why choose Cambridge International?
1.2 Why choose Cambridge O Level?
1.3 Why choose Cambridge O Level Bengali?
1.4 How can I find out more?
2. Teacher support.................................................................................................................. 7
2.1 Support materials
2.2 Endorsed resources
2.3 Training
3. Assessment at a glance..................................................................................................... 8
4. Syllabus aims and assessment objectives...................................................................... 9
4.1 Syllabus aims
4.2 Assessment objectives
5. Description of components..............................................................................................11
6. Other information............................................................................................................. 12
Accessibility and equality
Additional information
Introduction
1.
Introduction
1.1
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for students to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
Cambridge learners
Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are:
•
confident in working with information and ideas – their own and those of others
•
responsible for themselves, responsive to and respectful of others
•
reflective as learners, developing their ability to learn
•
innovative and equipped for new and future challenges
•
engaged intellectually and socially, ready to make a difference.
Recognition
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world.
Cambridge O Level is internationally recognised by schools, universities and employers as equivalent in
demand to Cambridge IGCSE™ (International General Certificate of Secondary Education). There are over
600 000 entries a year in over 50 countries. Learn more at www.cambridgeinternational.org/recognition
Cambridge Assessment International Education is an education organisation and politically
neutral. The contents of this syllabus, examination papers and associated materials do not endorse any
political view. We endeavour to treat all aspects of the exam process neutrally.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
4
Introduction
Support for teachers
A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cambridgeinternational.org/teachers
Support for exams officers
Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cambridgeinternational.org/eoguide
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our quality
management system for the provision of international education programmes and qualifications for students
aged 5 to 19 is independently certified as meeting the internationally recognised standard, ISO 9001:2015.
Learn more at www.cambridgeinternational.org/about-us/our-standards/
1.2 Why choose Cambridge O Level?
Cambridge O Level is typically for 14 to 16 year olds and is an internationally recognised qualification. It has
been designed especially for an international market and is sensitive to the needs of different countries.
Cambridge O Level is designed for learners whose first language may not be English, and this is acknowledged
throughout the examination process.
Our aim is to promote knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational journey.
Through our professional development courses and our support materials for Cambridge O Levels, we provide
the tools to enable teachers to prepare students to the best of their ability and work with us in the pursuit of
excellence in education.
Cambridge O Levels are considered to be an excellent preparation for Cambridge International AS & A Levels,
the Cambridge AICE (Advanced International Certificate of Education) Diploma, and other education
programmes, such as the US Advanced Placement program and the International Baccalaureate Diploma
programme. Learn more about Cambridge O Levels at www.cambridgeinternational.org/olevel
Guided learning hours
Cambridge O Level syllabuses are designed on the assumption that learners have about 130 guided learning
hours per subject over the duration of the course, but this is for guidance only. The number of hours required
to gain the qualification may vary according to local curricular practice and the students’ prior experience of the
subject.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
5
Introduction
1.3 Why choose Cambridge O Level Bengali?
Cambridge O Levels are established qualifications that keep pace with educational developments and trends.
The Cambridge O Level curriculum places emphasis on broad and balanced study across a wide range
of subject areas. The curriculum is structured so that candidates attain both practical skills and theoretical
knowledge.
Cambridge O Level Bengali is accepted by universities and employers as proof of knowledge and
understanding of the language. Successful candidates gain lifelong skills including:
•
the ability to communicate clearly, accurately and effectively in writing
•
the ability to use a wide range of vocabulary, and correct grammar, spelling and punctuation
•
a personal style and an awareness of the audience being addressed.
Candidates are also encouraged to read widely, both for their own enjoyment and to further their awareness
of the ways in which the language can be used. Cambridge O Level Language qualifications also develop
more general analysis and communication skills such as synthesis, inference, and the ability to order facts and
present opinions effectively.
Prior learning
We recommend that candidates who are beginning this course should have previously achieved a level
corresponding to the requirements of the Key Stage 3 programme of study for Modern Foreign Languages
within the National Curriculum for England.
Progression
Cambridge O Level Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades A* to C in a Cambridge O Level language syllabus are well prepared to
follow courses leading to Cambridge International AS and A Levels, or the equivalent, in the same language.
1.4 How can I find out more?
If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at info@cambridgeinternational.org
If you are not yet a Cambridge school
Learn about the benefits of becoming a Cambridge school at www.cambridgeinternational.org/join
Email us at info@cambridgeinternational.org to find out how your organisation can register to become a
Cambridge school.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
6
Teacher support
2.
Teacher support
2.1
Support materials
You can go to our public website at www.cambridgeinternational.org/olevel to download current and future
syllabuses together with specimen papers or past question papers, examiner reports and grade threshold
tables from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific syllabuses is
available online from the School Support Hub. Go to www.cambridgeinternational.org/support (username
and password required). If you do not have access, speak to the School Support coordinator at your school.
2.2 Endorsed resources
We work with a range of publishers to provide a choice of high-quality resources to help teachers plan and
deliver Cambridge programmes and qualifications. All Cambridge endorsed resources have been through a
detailed quality assurance process to make sure they closely reflect the syllabus and provide a high level of
support for teachers and learners.
You can find resources to support this syllabus by clicking the Published resources link on the syllabus page
www.cambridgeinternational.org/3204
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cambridgeinternational.org/events for further information.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
7
Assessment at a glance
3.
Assessment at a glance
All candidates take Papers 1 and 2.
Paper 1: Composition
(2 hours)
Section A – 30 marks
One composition of about 120 words from a choice of two topics.
Section B – 60 marks
One essay of about 200 words from a choice of three topics.
Weighting: 45% of total marks
Paper 2: Language Usage and Comprehension
(1½ hours)
Section A – 50 marks
Language usage questions.
Section B – 14 marks
Multiple-choice comprehension questions.
Section C – 46 marks
Open-ended comprehension questions.
Weighting: 55% of total marks
3.1 Availability
This syllabus is examined in the June examination series.
This syllabus is available to private candidates.
This syllabus is not available in all administrative zones. To find out about availability check the syllabus page at
www.cambridgeinternational.org/olevel
Detailed timetables are available from www.cambridgeinternational.org/timetables
3.2 Combining this with other syllabuses
Candidates can combine this syllabus in an examination series with any other Cambridge International syllabus,
except:
•
syllabuses with the same title at the same level.
Please note that Cambridge O Level, Cambridge IGCSE and Cambridge IGCSE (9–1) syllabuses are at the
same level.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
8
Syllabus aims and assessment objectives
4.
Syllabus aims and assessment objectives
4.1
Syllabus aims
The aims of the syllabus are the same for all candidates. The aims are set out below and describe the
educational purposes of a course in a language other than English for the Cambridge O Level examination.
They are not listed in order of priority.
The aims are to:
•
enable students to communicate accurately, appropriately and effectively in writing
•
enable students to understand and respond appropriately to what they read
•
encourage students to enjoy and appreciate the variety of language
•
complement the students’ other areas of study by developing skills of a more general application
(e.g. analysis, synthesis, drawing of inferences)
•
promote the students’ personal development and an understanding of themselves and others.
4.2 Assessment objectives
There are three assessment objectives:
A
Continuous Writing
Candidates will be assessed on their ability to:
1
articulate experience and express what is felt and what is imagined
2
order and present facts, ideas and opinions
3
communicate effectively and appropriately
4demonstrate an awareness of the conventions of paragraphing, sentence structure, punctuation and
spelling
5
express thoughts, feelings and opinions in order to interest, inform or convince
6
demonstrate adequate control of vocabulary, syntax and grammar, punctuation and spelling.
B
Writing for a specific purpose
Candidates will be assessed on their ability to:
1
understand and adequately convey information
2
understand, order and present facts, ideas and opinions
3
evaluate information and select what is relevant to specific purposes
4
articulate experience and express what is felt and what is imagined
5
communicate effectively and appropriately
6
show a sense of audience and an awareness of register and style in both formal and informal situations.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
9
Syllabus aims and assessment objectives
C
Language Usage/Reading Comprehension
Candidates will be assessed on their ability to:
1
exercise control of appropriate structures
2
understand and employ a range of apt vocabulary
3
recognise implicit meaning and attitude
4
evaluate information and express it in their own words.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
10
Description of components
5.
Description of components
The question papers are set entirely in Bengali. Dictionaries may not be used in the examination.
Paper 1: Composition
2 hours, 90 marks
Section A: Letter, report, dialogue or speech (30 marks)
From a choice of two topics, candidates must write one letter, report, dialogue or speech of about 120 words in
Bengali.
Section B: Essay (60 marks)
From a choice of three topics, candidates must write one essay of about 200 words in Bengali.
Paper 2: Language Usage and Comprehension
1½ hours, 110 marks
Section A: Language Usage (50 marks)
Questions will include combination or separation of words, idioms, proverbs and words in pairs, sentence
transformation and a cloze passage.
Section B: Comprehension (multiple-choice questions) (14 marks)
Candidates must answer seven questions based on a prose passage of about 280 words.
Section C: Comprehension (open-ended questions) and Vocabulary (46 marks)
Candidates must answer six questions based on a prose passage of about 270 words. A vocabulary question
will follow the comprehension questions in this section.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
11
Other information
6.
Other information
Accessibility and equality
Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
•
Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
•
Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
Some access arrangements are not allowed in this syllabus because they affect the assessment objectives:
•
candidates must not use voice-activated software to dictate their written work
•
candidates must not use word processing technology which uses word prediction and/or phrase
prompting
•
candidates must not use human readers.
Please note that we cannot provide Braille papers for this syllabus. We can only provide Braille papers for
languages which use the Roman alphabet.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
12
Other information
Additional information
Language
This syllabus is available in English only. The assessment materials are in Bengali.
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.
Retakes and carry forward marks
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes
Marks achieved in Cambridge O Level Bengali (3204), cannot be carried forward to
future series. See the regulations for carry forward set out in the Cambridge Handbook at
www.cambridgeinternational.org/eoguide
To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to Making Entries
for the relevant series. Regulations for carrying forward component marks can be found in the Cambridge
Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide
Grading and reporting
Cambridge O Level results are shown by one of the grades A*, A, B, C, D or E, indicating the standard
achieved, A* being the highest and E the lowest. ‘Ungraded’ indicates that the candidate’s performance fell
short of the standard required for grade E. ‘Ungraded’ will be reported on the statement of results but not on
the certificate. The letters Q (pending) and X (no result) may also appear on the statement of results but not on
the certificate.
How students and teachers can use the grades
Assessment at Cambridge O Level has two purposes:
1
to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2
to show likely future success
The outcomes to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026.
13
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554
email : info@cambridgeinternational.org
© Cambridge University Press & Assessment July 2023
www.cambridgeinternational.org
Syllabus
Cambridge IGCSE™
First Language English 0500
Use this syllabus for exams in 2024, 2025 and 2026.
Exams are available in the June and November series.
Exams are also available in the March series in India only.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certification of Secondary Education.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for learners to progress from one stage to the next, and are well supported by teaching and learning
resources.
Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001
© Cambridge University Press & Assessment September 2021
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment 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.
Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7
Aims
7
Content overview
7
Assessment overview
8
Assessment objectives
9
3 Subject content ..........................................................................................................11
4 Details of the assessment .........................................................................................13
Paper 1 Reading
13
Paper 2 Directed Writing and Composition
15
Component 3 Coursework Portfolio
16
Additional information for Component 3 Coursework Portfolio
18
Component 4 Speaking and Listening Test
25
Command words
30
5 What else you need to know .................................................................................... 31
Before you start
31
Making entries
32
Accessibility and equality
33
After the exam
34
How students and teachers can use the grades
34
Grade descriptions
34
Changes to this syllabus for 2024, 2025 and 2026
35
Important: Changes to this syllabus
For information about changes to this syllabus for 2024, 2025 and 2026, go to page 35.
The latest syllabus is version 1, published September 2021.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use with this
syllabus.
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is
taught by over 4500 schools in over 140 countries.
Our programmes balance a thorough knowledge and
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Cambridge
learner
Cambridge IGCSE First Language English allows learners
to:
•
develop the ability to communicate clearly, accurately and
effectively when speaking and writing
•
learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation
•
develop a personal style and an awareness of the audience being addressed.
Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of
the ways in which English can be used. Cambridge IGCSE First Language English also develops more general
analysis and communication skills such as inference, and the ability to order facts and present opinions
effectively.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally
recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
Back to contents page
www.cambridgeinternational.org/igcse
4
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Why choose this syllabus?
International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE First Language English gives learners a solid foundation for further study. Candidates who achieve
grades A* to C are well prepared to follow a wide range of courses including Cambridge International AS & A
Level English Language.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the reformed GCSE in the UK. This means students can be confident that their Cambridge
IGCSE qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School in Egypt BSE
Back to contents page
www.cambridgeinternational.org/igcse
5
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Why choose this syllabus?
Supporting teachers
We provide a wide range of resources, detailed guidance and innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge IGCSE
Planning and
preparation
Teaching and
assessment
Learning and revision
Results
•
Next steps guides.
•
Endorsed resources.
•
Example candidate
responses.
•
Candidate Results
Service.
•
Schemes of work.
•
Online forums.
•
•
Support for
coursework and
speaking tests.
Past papers and
mark schemes.
Principal examiner
reports for teachers.
•
Specimen papers.
•
•
Syllabuses.
•
Specimen paper
answers.
•
Results Analysis.
•
Teacher guides.
Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates
Professional development
We support teachers through:
•
Introductory Training – face-to-face or online
•
Extension Training – face-to-face or online
•
Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events
•
Cambridge Professional Development Qualifications
Find out more at www.cambridgeinternational.org/profdev
Supporting exams officers
We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide
Back to contents page
www.cambridgeinternational.org/igcse
6
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026.
2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:
•
read a wide range of texts, fluently and with good understanding, enjoying and appreciating a variety of
language
•
read critically, and use knowledge gained from wide reading to inform and improve their own writing
•
write accurately and effectively, using Standard English appropriately
•
work with information and with ideas in language by developing skills of evaluation, analysis, use and
inference
•
listen to, understand, and use spoken language effectively
•
acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical
terminology and linguistic conventions.
Content overview
Cambridge IGCSE First Language English offers candidates the opportunity to respond with understanding to
a rich array of reading texts during the course as a whole. Candidates will use these texts to inform and inspire
their own writing, and write in a range of text types for different purposes and audiences.
Candidates will develop both their speaking and their listening skills, delivering a presentation, and responding
to questions and engaging in conversations.
Candidates are encouraged to become appreciative and critical readers, writers, speakers and listeners.
Cambridge Assessment International Education is an education organisation and politically
neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.
Back to contents page
www.cambridgeinternational.org/igcse
7
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Syllabus overview
Assessment overview
All candidates take two papers. Paper 1, and one of Paper 2 or Component 3. Candidates will be eligible
for grades A* to G. Component 4 is optional and assesses speaking and listening skills. This component is
separately endorsed and marks will not contribute to a candidate’s overall grade.
All candidates take:
and:
Paper 1
Reading
2 hours
50%
Paper 2
Directed Writing and Composition
2 hours
50%
80 marks
80 marks
Structured and extended writing questions
Questions will be based on three reading texts
Extended writing question and a composition
task
Externally assessed
Externally assessed
or:
Component 3
Coursework Portfolio
50%
80 marks
Three extended writing assignments
Internally assessed and externally moderated
Centres may also choose to enter candidates for the Speaking and Listening Test. Marks for this optional
component do not contribute to the overall grade candidates receive for the written components. Instead,
where candidates perform to an appropriate standard, certificates record achievement of grades 1 (high) to
5 (low).
Candidates can also take:
Component 4
Approx. 10–12 minutes
Speaking and Listening Test
40 marks
Separately endorsed
Individual Talk and Conversation
Internally assessed and externally moderated
Information on availability is in the Before you start section.
Check the timetable at www.cambridgeinternational.org/timetables for the test date window for
Component 4.
Check the samples database at www.cambridgeinternational.org/samples for submission information,
forms and deadlines for Components 3 and 4.
Back to contents page
www.cambridgeinternational.org/igcse
8
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Syllabus overview
Assessment objectives
The assessment objectives (AOs) are:
AO1 Reading
Candidates will be assessed on their ability to:
R1
demonstrate understanding of explicit meanings
R2
demonstrate understanding of implicit meanings and attitudes
R3
analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4
demonstrate understanding of how writers achieve effects and influence readers
R5
select and use information for specific purposes.
AO2 Writing
Candidates will be assessed on their ability to:
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.
AO3 Speaking and Listening
Candidates will be assessed on their ability to:
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a cohesive order which sustains the audience’s interest
SL3 communicate clearly and purposefully using fluent language
SL4 use register appropriate to context
SL5 listen and respond appropriately in conversation.
Back to contents page
www.cambridgeinternational.org/igcse
9
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Syllabus overview
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective
Weighting in IGCSE %
AO1 Reading
50
AO2 Writing
50
AO3 Speaking and listening
Separately endorsed
Total
100
Assessment objectives as a percentage of each component
Assessment objective
Weighting in components %
Paper 1
Paper 2 and
Component 3
Component 4
AO1 Reading
80
20
0
AO2 Writing
20
80
0
AO3 Speaking and listening
0
0
100
Total
100
100
100
Back to contents page
www.cambridgeinternational.org/igcse
10
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026.
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to
support your learners’ study. These should be appropriate for the learners’ age, cultural background and
learning context as well as complying with your school policies and local legal requirements.
The skills covered in the syllabus are outlined below.
Reading
•
Demonstrate understanding of written texts, and of the words and phrases within them
•
Summarise and use material for a specific context
•
Develop, analyse and evaluate facts, ideas and opinions
•
Demonstrate understanding of how writers achieve their effects and influence readers
•
Select appropriate information for specific purposes
•
Recognise and respond to linguistic devices, figurative language and imagery.
In developing reading skills, candidates should engage with a range of genres and text types from the
twentieth and/or twenty-first centuries, including literature, fiction and non-fiction, and other forms of writing,
such as discursive essays, reviews and articles. This study should include focus on writers’ use of language
and style and the ways in which writers achieve effects and influence readers. Candidates should study how
influence may include fact, ideas, perspectives, opinions and bias.
Writing
•
Express what is thought, felt and imagined
•
Organise and convey facts, ideas and opinions effectively
•
Demonstrate a varied vocabulary appropriate to the context
•
Demonstrate an effective use of sentence structures
•
Demonstrate an understanding of audience, purpose and form
•
Demonstrate accuracy in spelling, punctuation and grammar.
As developing writers themselves, candidates should be introduced to a range of writing skills, including
the ability to create and compose texts with a variety of forms and purposes, e.g. descriptive, narrative,
discursive, argumentative and persuasive. This study should include focus on the following text types: letter,
report, article, journal, speech, interview and summary.
Back to contents page
www.cambridgeinternational.org/igcse
11
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Subject content
Speaking and Listening
•
Describe and reflect on experience, and express what is thought, felt and imagined
•
Organise and convey facts, ideas and opinions effectively
•
Understand and convey complex ideas
•
Communicate with clarity, focus and purpose
•
Communicate appropriately for the context
•
Engage appropriately in conversation.
Candidates should explore a range of speaking and listening skills, including the ability to participate in
engaging conversations and to respond spontaneously to questions and prompts. This study should include
focus on presentation skills in employing and organising content, and language devices, such as irony, tone
and emphasis.
Back to contents page
www.cambridgeinternational.org/igcse
12
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026.
4 Details of the assessment
Paper 1 Reading
Written paper, 2 hours, 80 marks
Candidates answer three compulsory questions on three texts which may be on a similar topic. Candidates
write all their answers in the space provided on the question paper.
Text A and Text B will be 700–750 words in length and Text C will be 500–650 words in length. Candidates
should spend approximately 15 minutes reading the texts.
The texts will be printed on the question paper insert.
Dictionaries may not be used.
Question 1 Comprehension and summary task (30 marks)
Comprehension task: this question requires candidates to respond to Text A.
Candidates respond to a series of sub-questions. These include short answers testing understanding of both
explicit and implicit meanings.
This question tests the following reading assessment objectives (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes.
Summary task: this question requires candidates to respond to Text B.
Candidates answer a selective summary task in their own words. Candidates write their summary as
continuous writing of no more than 120 words.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes.
This question also tests the following writing assessment objectives (5 marks):
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context.
Back to contents page
www.cambridgeinternational.org/igcse
13
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Question 2 Short-answer questions and language task (25 marks)
Short-answer questions: this question requires candidates to respond to Text C.
Candidates respond to a series of sub-questions which require answers of different lengths.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.
Language task: this question requires candidates to respond to Text C.
Candidates write about 200–300 words.
This question tests the following reading assessment objectives (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.
Question 3 Extended response to reading (25 marks)
This question requires candidates to respond to Text C.
Candidates write about 250–350 words, responding in one of the following text types: letter, report, journal,
speech, interview and article.
This question tests the following reading assessment objectives (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text.
This question also tests the following writing assessment objectives (10 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context.
Back to contents page
www.cambridgeinternational.org/igcse
14
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Paper 2 Directed Writing and Composition
Written paper, 2 hours, 80 marks
Candidates answer two questions, one from each section.
The texts will be printed on the question paper insert.
Dictionaries may not be used.
Section A Directed Writing (40 marks)
Candidates answer one compulsory question on one or two texts totalling 650–750 words in length.
Candidates use, develop and evaluate the information in the text(s) to create a discursive/argumentative/
persuasive speech, letter or article.
Candidates write about 250–350 words.
This question tests the following writing assessment objectives (25 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.
This question also tests the following reading assessment objectives (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.
Section B Composition (40 marks)
Candidates answer one question from a choice of four titles: two descriptive and two narrative.
Candidates use the title to develop and write a composition.
Candidates write about 350–450 words.
This question tests the following writing assessment objectives (40 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.
Back to contents page
www.cambridgeinternational.org/igcse
15
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Component 3 Coursework Portfolio
Written assignments, 80 marks
This information should be read in conjunction with the relevant sections of the Cambridge Handbook for the
relevant year of assessment.
The forms required for the conduct and assessment of the portfolio may be downloaded from
www.cambridgeinternational.org/samples
Candidates submit a portfolio of three assignments, each of about 500–800 words. The assignments may be
completed in any order, and are:
Assignment 1: writing to discuss, argue and/or persuade in response to a text or texts
Assignment 2: writing to describe
Assignment 3: writing to narrate.
The Coursework Portfolio tests the following writing assessment objectives (65 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.
For Assignment 1 only, the following reading assessment objectives are tested (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.
Work may be handwritten or word-processed.
Dictionaries may be used.
Candidates must include the first draft of one of the three assignments submitted. The first draft will not
contribute to the final internally assessed mark or to the externally moderated mark for the portfolio.
The Coursework Portfolio must also include the text(s) used for Assignment 1.
Back to contents page
www.cambridgeinternational.org/igcse
16
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements
to moderate or standardise your teachers’ marking so that all candidates are assessed to a common
standard. (If only one teacher is marking internal assessments, no internal moderation is necessary.)
You can find further information on the process of internal moderation on the samples database
at www.cambridgeinternational.org/samples
You should record the internally moderated marks for all candidates on the Coursework Assessment
Summary Form and submit these marks to Cambridge International according to the instructions set out in the
Cambridge Handbook for the relevant year of assessment.
External moderation
Cambridge International will externally moderate all internally assessed components.
•
You must submit the marks of all candidates to Cambridge International.
•
You must also submit the marked work of a sample of candidates to Cambridge International.
The sample you submit to Cambridge International should ideally include examples of the marking of each
teacher. The samples database at www.cambridgeinternational.org/samples explains how the sample will
be selected.
The samples database at www.cambridgeinternational.org/samples also provides details of how to submit
the marks and work.
External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.
Back to contents page
www.cambridgeinternational.org/igcse
17
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Additional information for Component 3 Coursework Portfolio
Please read this information in conjunction with the relevant sections of the Cambridge Handbook for the
relevant year of assessment.
Assignments: general issues
•
Assignments should arise from the programme of study undertaken by the teaching group.
•
The best assignments are usually those that come from a shared learning experience but are finally chosen
by individual candidates; negotiation of assignments with the teacher is recommended.
•
All tasks set should be sufficiently challenging to stretch candidates to their full potential. For example, a
class might study types of short story and their structures and conventions before individual candidates
choose their own titles and write their own short stories for Assignment 3.
•
Questions from past examination papers should not be used for coursework.
•
Candidates are not expected to work under timed conditions.
•
Assignments 1–3 may be completed in any sequence during the course. It is generally better that
candidates complete more than three assignments during the course from which a suitable choice can
eventually be made for the final portfolio.
•
The assignments must clearly demonstrate different writing intentions and styles to the reader.
Assignment 1
•
Assignment 1 is a piece of directed writing in response to a text or texts chosen by the teacher (or by the
candidate, with the teacher’s approval).
•
This assignment is assessed for both writing and reading skills.
•
Centres are advised to select text(s) of approximately two sides of A4 in total. Text(s) may consist of facts,
opinions and/or arguments which can be selected, analysed and evaluated by the candidate and can be
integrated into their own views.
•
Note that literature texts are not usually suitable for this assignment.
•
Text(s) may be of local, national or global interest – or all three – and should be suitable for the ability range
of the candidates. They may be drawn from a variety of sources, e.g. newspapers, magazine articles, travel
writing, text-based websites and media.
•
Note that text(s) that are mainly informative or that provide content which has no development/discussion
should not be set.
•
Candidates should be able to give an overview of the argument as a whole and illustrate their
understanding by commenting on specific ideas presented by the author of the text. This should include
an explanation of any ideas of interest and an argument for or against them, as well as examining them for
inconsistencies and substituting complementary or opposing views (e.g. recognise and comment on bias).
•
The assignment may be written in any appropriate form, e.g. an article, a letter, or the words of a speech.
•
A copy of all texts used for Assignment 1 must be included with the sample of portfolios sent to the
external moderator.
Back to contents page
www.cambridgeinternational.org/igcse
18
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Assignment 1
Discuss/argue and/or
persuade in response to
text(s)
Two examples:
•
You are a local resident and feel very strongly about the ideas
suggested in your local newspaper. Write a response to the editor
in which you argue for or against the proposed ideas.
In your discussion you will need to evaluate the ideas and opinions
presented in the text and centre your arguments around what is said.
Text: a letter or article from a local newspaper arguing in favour of or
against a controversial local issue. For example: plans to make changes
to the local transport system, proposals to build a community building on
public land or a plan to address the behaviour of young people in the area.
Note to teachers: responses could be in any appropriate form, e.g. a letter
or an article.
•
You have read the transcript of a speech by a well-known person
about an important topical issue. Write a response to that person
in which you try to persuade them to change their minds about
what they have said.
In your discussion you will need to evaluate the ideas and opinions
presented in the speech and centre your arguments around what they
have said.
Text: a speech about a current topical, local or global issue. For example:
a teacher’s speech about space travel, a celebrity’s speech about an
environmental issue, or a doctor’s speech about medicine.
Note to teachers: responses could be in any appropriate form, e.g. a
speech or a letter.
Assignment 2
•
Assignment 2 is a piece of descriptive writing which is assessed for writing skills only.
•
Candidates may submit poetry for Assignment 2, but this must be accompanied by some form of
commentary by the candidate, e.g. about how the poem(s) came to be written. The commentary will be
included in the word count.
•
The candidate should develop ideas and images which create a convincing, well-defined picture, with
varieties of focus.
Assignment 2
Writing to describe
Two examples:
•
You are in a busy place waiting for a friend who is late. Describe
your surroundings and your thoughts and feelings as you wait.
Note to teachers: a busy place can be any place which provides a definite
sense of place/atmosphere and will contain a range of sights, sounds and/
or characters for candidates to describe, e.g. cafes, train or bus stations,
airport arrival or departure areas, sports stadiums, beaches and markets.
•
Describe an important gathering or celebration.
Note to teachers: candidates should be encouraged to choose a
celebration or gathering of which they have personal experience.
Appropriate occasions could be any event which provides a definite
sense of place/atmosphere and will contain a range of sights, sounds
and/or characters for candidates to describe, e.g. weddings, significant
anniversaries or birthdays.
Back to contents page
www.cambridgeinternational.org/igcse
19
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Assignment 3
•
Assignment 3 is a piece of narrative writing which is assessed for writing skills only.
•
Candidates may write in any form.
•
The candidate should ensure the plot is well defined and developed with features of fiction writing, such as
description, characterisation and convincing details.
Assignment 3
Writing to narrate
Two examples:
•
Write a narrative piece in which the following words appear ‘and
then they finally realised that it didn’t really matter anymore’.
Note to teachers: the words may appear in any part of the narrative writing.
Candidates may write in a range of appropriate narrative forms, e.g. the
opening or closing chapter of a novel or a short story.
•
Write a fictional or autobiographical account of an important or
life-changing event.
Note to teachers: candidates may write in a range of appropriate narrative
forms and perspectives, e.g. a short story or several diary entries.
Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across
the whole range of marks, where appropriate.
The marker should look at the work and then make a judgement about which level statement is the best fit.
In practice, work does not always match one level statement precisely so a judgement may need to be made
between two or more level statements.
Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:
•
If the candidate’s work convincingly meets the level statement, award the highest mark.
•
If the candidate’s work adequately meets the level statement, award the most appropriate mark in the
middle of the range (where middle marks are available).
•
If the candidate’s work just meets the level statement, award the lowest mark.
Back to contents page
www.cambridgeinternational.org/igcse
20
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Table A: Level descriptions for writing in Assignment 1 (15 marks)
Level
Marks
6
13–15
5
10–12
4
3
2
1
0
Back to contents page
7–9
5–6
3–4
1–2
0
Description
•
Highly effective style capable of conveying subtle meaning. (W1)
•
Carefully structured for benefit of the reader. (W2)
•
Wide range of sophisticated vocabulary, precisely used. (W3)
•
Highly effective register for audience and purpose. (W4)
•
Spelling, punctuation and grammar almost always accurate. (W5)
•
Effective style. (W1)
•
Secure overall structure, organised to help the reader. (W2)
•
Wide range of vocabulary, used with some precision. (W3)
•
Effective register for audience and purpose. (W4)
•
Spelling, punctuation and grammar mostly accurate, with occasional minor errors.
(W5)
•
Sometimes effective style. (W1)
•
Ideas generally well sequenced. (W2)
•
Range of vocabulary is adequate and sometimes effective. (W3)
•
Sometimes effective register for audience and purpose. (W4)
•
Spelling, punctuation and grammar generally accurate though with some errors.
(W5)
•
Inconsistent style, expression sometimes awkward but meaning clear. (W1)
•
Relies on the sequence of the original text. (W2)
•
Vocabulary is simple, limited in range or reliant on the original text. (W3)
•
Some awareness of an appropriate register for audience and purpose. (W4)
•
Frequent errors of spelling, punctuation and grammar, sometimes serious. (W5)
•
Limited style. (W1)
•
Response is not well sequenced. (W2)
•
Limited vocabulary or words/phrases copied from the original text. (W3)
•
Limited awareness of appropriate register for audience and purpose. (W4)
•
Persistent errors of spelling, punctuation and grammar. (W5)
•
Expression unclear. (W1)
•
Poor sequencing of ideas. (W2)
•
Very limited vocabulary or copying from the original text. (W3)
•
Very limited awareness of appropriate register for audience and purpose. (W4)
•
Persistent errors in spelling, punctuation and grammar impede communication. (W5)
•
No creditable content.
www.cambridgeinternational.org/igcse
21
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Table B: Level descriptions for reading in Assignment 1 (15 marks)
Level
Marks
6
13–15
5
10–12
4
3
2
7–9
5–6
3–4
Description
•
Successfully evaluates ideas and opinions, both explicit and implicit.
(R1, R2, R3)
•
Assimilates ideas from the text to give a developed, sophisticated response. (R3, R5)
•
Some successful evaluation of ideas and opinions, both explicit and implicit. (R1, R2,
R3)
•
A thorough response, supported by a detailed selection of relevant ideas from the
text. (R3, R5)
•
Begins to evaluate mainly explicit ideas and opinions. (R1, R2, R3)
•
An appropriate response that includes relevant ideas from the text. (R3, R5)
•
Selects and comments on explicit ideas and opinions. (R1, R2, R3)
•
Makes a general response including a few relevant ideas from the text.
(R3, R5)
•
Identifies explicit ideas and opinions. (R1, R2, R3)
•
Makes a limited response with little evidence from the text. (R3, R5)
1
1–2
•
Very limited response with minimal relation to the text. (R1, R2, R3, R5)
0
0
•
No creditable content.
Back to contents page
www.cambridgeinternational.org/igcse
22
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Table C: Level descriptions for composition: content and structure in Assignments 2
and 3 (10 marks each)
Level
Marks
General and specific marking criteria
General
6
9–10
•
Content is complex, engaging and effective. (W1)
•
Structure is secure, well balanced and carefully managed for deliberate effect. (W2)
Specific – descriptive
Many well-defined and developed ideas
and images create a convincing overall
picture with varieties of focus.
Specific – narrative
The plot is well-defined and strongly
developed with features of fiction writing such
as description, characterisation and effective
climax, and convincing details.
General
5
7–8
•
Content is developed, engaging and effective. (W1)
•
Structure is well managed, with some choices made for deliberate effect. (W2)
Specific – descriptive
Frequent, well-chosen images and details
give a mostly convincing picture.
Specific – narrative
The plot is defined and developed with
features of fiction writing such as description,
characterisation, climax and details.
General
4
5–6
•
Content is relevant with some development. (W1)
•
Structure is competently managed. (W2)
Specific – descriptive
A selection of relevant ideas, images and
details, even where there is a tendency to
write in a narrative style.
Specific – narrative
The plot is relevant and cohesive, with some
features such as characterisation and setting
of scene.
General
3
3–4
•
Content is straightforward and briefly developed. (W1)
•
Structure is mostly organised but may not always be effective. (W2)
Specific – descriptive
The task is addressed with a series of
relevant but straightforward details,
which may be more typical of a narrative.
Specific – narrative
The plot is straightforward, with limited use of
the features of narrative writing.
General
2
2
•
Content is simple, and ideas and events may be limited. (W1)
•
Structure is partially organised but limited in its effect. (W2)
Specific – descriptive
The recording of some relevant events
with limited detail.
Specific – narrative
The plot is a simple narrative that may consist
of events that are only partially linked and/or
which are presented with partial clarity.
General
1
1
•
Content is occasionally relevant or clear. (W1)
•
Structure is limited and ineffective. (W2)
Specific – descriptive
Specific – narrative
The description is unclear and lacks detail. The plot and/or narrative lacks coherence.
0
Back to contents page
0
No creditable content.
www.cambridgeinternational.org/igcse
23
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Table D: Level descriptions for composition: style and accuracy in Assignments 2
and 3 (15 marks each)
Level
Marks
6
13–15
5
10–12
4
3
2
1
0
Back to contents page
7–9
5–6
3–4
1–2
0
Description
•
Precise, well-chosen vocabulary and varied sentence structures, chosen for effect.
(W3)
•
Consistent well-chosen register suitable for the context. (W4)
•
Spelling, punctuation and grammar almost always accurate. (W5)
•
Mostly precise vocabulary and a range of sentence structures mostly used for effect.
(W3)
•
Mostly consistent appropriate register suitable for the context. (W4)
•
Spelling, punctuation and grammar mostly accurate, with occasional minor errors.
(W5)
•
Some precise vocabulary and a range of sentence structures sometimes used for
effect. (W3)
•
Some appropriate register for the context. (W4)
•
Spelling, punctuation and grammar generally accurate, but with some errors. (W5)
•
Simple vocabulary and a range of straightforward sentence structures. (W3)
•
Simple register with a general awareness of the context. (W4)
•
Frequent errors of spelling, punctuation and grammar, occasionally serious. (W5)
•
Limited and/or imprecise vocabulary and sentence structures. (W3)
•
Limited and/or imprecise register for the context. (W4)
•
Persistent errors of spelling, punctuation and grammar. (W5)
•
Frequently imprecise vocabulary and sentence structures. (W3)
•
Register demonstrates little or no sense of the context. (W4)
•
Persistent errors of spelling, punctuation and grammar impair communication. (W5)
•
No creditable content.
www.cambridgeinternational.org/igcse
24
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Component 4 Speaking and Listening Test
Individual Talk and Conversation, approximately 10–12 minutes in total, 40 marks
This component is separately endorsed with grades of 1 (high) to 5 (low). Marks for Component 4 do not
contribute to a candidate’s overall grade.
Teachers must treat this component as a non-coursework speaking test and must read this information in
conjunction with the relevant sections of the Cambridge Handbook for the relevant year of assessment.
There are two parts to the Speaking and Listening Test. In Part 1, candidates present an individual talk. In Part 2,
candidates engage in a conversation with the teacher/examiner on their chosen topic.
There is no question paper for the test. The test must be taken within the Speaking and Listening Test window.
You should record all candidates. Candidates must only take the Speaking and Listening Test once and both
parts of the test must be recorded as one.
Part 1 Individual Talk (3–4 minutes) (20 marks)
The candidate talks for about 3–4 minutes on a single topic or theme which they have selected before the test.
The candidate talks about a topic of particular interest, for example, about the candidate’s reactions to meeting
a famous person or about a recent film, which would include suggestions as to why others would also like it.
Candidates need to show that they are able to prepare and organise material, are aware of audience, and can
select and employ a range of language devices. Candidates are encouraged to make presentations which are
lively, by perhaps incorporating more creative presentational styles, such as taking up a ‘voice’ or presenting a
dramatic monologue.
There is no question paper and each candidate chooses their own subject with guidance from their teacher.
Teachers should advise on the suitability of topics or themes, but must not be involved in the preparation of
material for the Individual Talk. The interaction is between the candidate and the teacher only, although the
class may be present as an audience.
Candidates may bring one ‘cue card’ (about postcard size) into the examination room, to remind them of the
main points they wish to make. The cue card should contain a list of key points, not continuous sentences.
Candidates may write their points on one side of the cue card only. Candidates may also use a limited quantity
of illustrative material, which may include maps, diagrams, statistics and pictures. Reading from, or reliance on,
a script or extended notes is not allowed. Recitation of a memorised script is unlikely to be successful. The cue
card and illustrative material must be retained by centres until six months after publication of results. The cue
card and illustrative material must be labelled with the candidate’s name and number.
The talk should be continuous. If absolutely necessary the teacher/examiner may prompt a candidate who is
finding it difficult to continue within the advised time of 3–4 minutes. Teachers/examiners should interrupt to ask
questions, and begin Part 2, if the candidate shows no sign of finishing after 4½ minutes.
Dictionaries may be used to prepare the Individual Talk, but they may not be taken into the test.
This part of the test is to be assessed using the level descriptions in Table A on page 25.
The Individual Talk tests the following speaking and listening assessment objectives (20 marks):
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a cohesive order which sustains the audience’s interest
SL3 communicate clearly and purposefully using fluent language
SL4 use register appropriate to context.
Back to contents page
www.cambridgeinternational.org/igcse
25
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Part 2 Conversation (7–8 minutes) (20 marks)
The Individual Talk leads into a conversation with the teacher/examiner about the candidate’s chosen topic. For
example, an account of meeting a famous person could be developed into a discussion of wider issues such
as the nature and role of ‘celebrity’ and media intrusion; a talk about a film could be developed into discussion
of wider issues such as censorship, popular culture and the film industry.
Candidates should be encouraged to consider how a conversation might develop around their chosen topic; if
they cannot think of six questions they could be asked, the topic is unlikely to be easy to discuss.
During the Individual Talk, teachers/examiners are likely to make notes in order to help them ask appropriate
questions.
Candidates must be prepared to supply additional factual material where appropriate and to express and
defend a point of view. In order to give the candidate every opportunity, questions should be open, such as
‘tell me more about...’, ‘why?’ and ‘how?’, rather than closed questions which may be answered by ‘yes/no’.
Candidates should not be made to feel embarrassed about expressing viewpoints that are not those of the
teacher/examiner. The teacher/examiner may wish to ask questions about those views, but these questions
must not be judgemental.
The teacher/examiner should normally allow 7–8 minutes for each candidate. If a candidate ‘dries up’ after a
few minutes, teachers/examiners should be ready to explore another aspect of the topic or theme; they should
keep trying to make conversation so that the candidate is given every opportunity to demonstrate their ability.
Questions should be rephrased (rather than repeated) in an attempt to continue the dialogue.
Teachers/examiners should beware of talking too much and of candidates being given credit for what the
teacher/examiner has actually said. Candidates are responsible for showing that they can converse adequately;
at the same time the teacher/examiner must make sure the candidate is given every opportunity to converse by
following up any opening given.
Dictionaries may not be used in the test.
This part of the test is to be assessed using the level descriptions in Table B on pages 26 and 27.
The Conversation tests the following speaking and listening assessment objectives (20 marks):
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a cohesive order which sustains the audience’s interest
SL3 communicate clearly and purposefully using fluent language
SL4 use register appropriate to context
SL5 listen and respond appropriately in conversation.
Marking instructions
The teacher must mark each candidate’s test out of a total of 40, in line with the level descriptions. The total
mark for the test is divided into 20 marks for Speaking in Part 1 (Individual Talk), and 10 marks for Speaking
and 10 marks for Listening in Part 2 (Conversation).
For information, dates and methods of submission of the Speaking and Listening Test marks and sample,
please refer to the Cambridge Handbook for the relevant year of assessment and the samples database at
www.cambridgeinternational.org/samples
Back to contents page
www.cambridgeinternational.org/igcse
26
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Marking: general principles
Marking of the Speaking and Listening Test should be positive, rewarding achievement where possible, but
clearly differentiating across the whole range of marks, where appropriate.
The marker should look at the work and then make a judgement about which level statement is the best fit.
In practice, work does not always match one level statement precisely so a judgement may need to be made
between two or more level statements.
Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:
•
If the candidate’s work convincingly meets the level statement, award the highest mark.
•
If the candidate’s work adequately meets the level statement, award the most appropriate mark in the
middle of the range (where middle marks are available).
•
If the candidate’s work just meets the level statement, award the lowest mark.
Table A: Level descriptions for Component 4, Part 1 – Individual Talk (20 marks)
Level
Marks
5
17–20
4
13–16
3
2
1
0
Back to contents page
9–12
5–8
1–4
0
Description
•
Full and well-organised use of content.
•
Lively delivery which fully engages the audience.
•
Employs a wide range of language devices (e.g. tone, irony, emphasis) accurately
and sometimes eloquently.
•
Sustained, appropriate and accurate use of language throughout.
•
Sound use of content.
•
Delivery may occasionally be stilted but often attempts to engage the audience.
•
Employs a good range of language devices (e.g. tone, irony, emphasis) soundly.
•
Mainly appropriate and accurate use of language.
•
Adequate use of content.
•
Delivery is secure but at times unimaginative, with some attempt to engage the
audience.
•
Language devices (e.g. tone, irony, emphasis) are used safely and appropriately.
•
Appropriate and accurate use of language demonstrated but some inaccuracy may be
present.
•
Content is thin or perhaps inconsistently used.
•
Delivery is not secure, with little attempt to engage the audience.
•
Limited employment of language devices (e.g. tone, irony, emphasis) with some
inaccuracy.
•
Some appropriate use of language but with some inaccuracy.
•
Content is mostly undeveloped and/or very thin.
•
Delivery is weak, with no attempt to engage the audience.
•
Not able to use language devices (e.g. tone, irony, emphasis) or devices used with
serious error.
•
Language is not used appropriately, or is used with serious inaccuracy.
•
Does not meet the above criteria.
www.cambridgeinternational.org/igcse
27
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Table B: Level descriptions for Component 4, Part 2 – Conversation (20 marks)
For Part 2, record separate marks for speaking and for listening.
Speaking
Level
Marks
5
9–10
4
3
2
7–8
5–6
3–4
Listening
•
Level
Marks
Extends the subject matter
and elicits responses from
the listener; speaks on equal
terms with the listener.
5
9–10
•
Employs a wide range of
language devices (e.g. tone,
irony, emphasis) accurately
and sometimes eloquently;
sustained, appropriate and
accurate use of language
throughout.
•
Subject matter is organised
and expressed competently;
attempts to speak on equal
terms with the listener but with
a varying degree of success.
•
Employs a good range of
language devices (e.g. tone,
irony, emphasis) soundly;
mainly appropriate and
accurate use of language.
•
Deals with the subject matter
adequately; the listener is
generally but not always
prominent.
•
Language devices (e.g. tone,
irony, emphasis) are used
appropriately; appropriate
and accurate use of language
demonstrated, but some
inaccuracy may be present.
•
There is evidence of some
linking together of ideas
relating to the subject matter
but it is inconsistent; accepts
that the listener is in full control
of the conversation.
•
Back to contents page
Description
Limited use of language
devices (e.g. tone, irony,
emphasis) with some
inaccuracy; some appropriate
use of language but with some
inaccuracy.
4
3
2
7–8
5–6
3–4
Description
•
A natural and fluent
conversation.
•
Responds fully to questions
and develops prompts; deals
confidently and sometimes
enthusiastically with alterations
in the direction of the
conversation.
•
The conversation is
occasionally fluent and
sometimes shaped by the
candidate.
•
Consistently responds
appropriately and in extended
detail to questions and
prompts; deals appropriately
with most of the changes
in the direction of the
conversation.
•
The conversation is maintained
through the candidate’s
responses.
•
Responds to questions
adequately but deals less
effectively with prompts;
changes in the direction of the
conversation are occasionally
dealt with.
•
The conversation is driven by
the listener’s questions.
•
The candidate provides limited
response to the questions and
struggles to develop prompts;
tends to maintain the direction
of the conversation.
www.cambridgeinternational.org/igcse
28
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Speaking
Listening
Level
Marks
1
1–2
0
Back to contents page
0
•
Description
Level
Marks
Simple facts and ideas are
expressed with generally
unsuccessful attempts at
organisation; barely capable
of engaging in a two-way
conversation.
1
1–2
•
Not able to use language
devices (e.g. tone, irony,
emphasis) or devices used
with serious error; language
is not used appropriately or is
used with serious inaccuracy.
•
Does not meet the above
criteria.
0
0
Description
•
A two-way conversation is not
successfully maintained.
•
The candidate responds
simply or is unable to respond
to questions or prompts;
cannot recognise changes
in the direction of the
conversation.
•
Does not meet the above
criteria.
www.cambridgeinternational.org/igcse
29
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word
What it means
Describe
state the points of a topic / give characteristics and main features
Explain
set out purposes or reasons / make the relationships between things evident / provide
why and/or how and support with relevant evidence
Give
produce an answer from a given source or recall/memory
Identify
name/select/recognise
Back to contents page
www.cambridgeinternational.org/igcse
30
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026.
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We recommend that learners starting this course should have studied an English Language curriculum such as
the Cambridge Lower Secondary programme or equivalent national educational framework.
Guided learning hours
We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each
subject during the course but this is for guidance only. The number of hours a learner needs to achieve the
qualification may vary according to local practice and their previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. Some components are not available to private candidates. For
more information, please refer to the Cambridge Guide to Making Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
•
Cambridge IGCSE English (as an Additional Language) (0472)
•
Cambridge IGCSE (9–1) First Language English (0990)
•
Cambridge IGCSE English as a Second Language (0510)
•
Cambridge IGCSE (9–1) English as a Second Language (0993)
•
Cambridge IGCSE English as a Second Language (count-in oral) (0511)
•
Cambridge IGCSE (9–1) English as a Second Language (count-in oral) (0991)
•
Cambridge O Level English Language (1123)
•
syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Back to contents page
www.cambridgeinternational.org/igcse
31
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. What else you need to know
Group awards: Cambridge ICE
Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.
Support for exams officers
We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes and carry forward marks
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries
Candidates cannot resubmit, in whole or in part, coursework [or speaking tests] from a previous series. To
confirm what entry options are available to carry forward marks for this syllabus, refer to the Cambridge Guide
to Making Entries for the relevant series. Regulations for carrying forward internally assessed marks can be
found in the Cambridge Handbook for the relevant year at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.
Back to contents page
www.cambridgeinternational.org/igcse
32
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. What else you need to know
Accessibility and equality
Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and with
other protected characteristics. In addition, the language and layout used are designed to make our materials
as accessible as possible. This gives all learners the opportunity, as fairly as possible, to demonstrate their
knowledge, skills and understanding and helps to minimise the requirement to make reasonable adjustments
during the assessment process.
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
•
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with The Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
•
Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in The Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
•
Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
Some access arrangements are not allowed in this syllabus because they affect the assessment objective:
•
candidates are not allowed to use voice-activated software to dictate their written work
•
human readers are not allowed.
If your candidate(s) will have significant difficulties accessing the components of this qualification, please
contact info@cambridgeinternational.org before starting the course.
Back to contents page
www.cambridgeinternational.org/igcse
33
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. What else you need to know
After the exam
Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
•
Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
How students and teachers can use the grades
Assessment at Cambridge IGCSE has two purposes:
•
to measure learning and achievement
The assessment:
–
•
confirms achievement and performance in relation to the knowledge, understanding and skills specified
in the syllabus, to the levels described in the grade descriptions.
to show likely future success
The outcomes:
–
help predict which students are well prepared for a particular course or career and/or which students
are more likely to be successful
–
help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE First Language Engish will be published after the first assessment of
the syllabus in 2020. Find more information at www.cambridgeinternational.org/igcse
Back to contents page
www.cambridgeinternational.org/igcse
34
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. What else you need to know
Changes to this syllabus for 2024, 2025 and 2026
The syllabus has been updated. This is version 1, published September 2021.
You must read the whole syllabus before planning your teaching programme.
Changes to assessment
(including changes to
specimen papers)
Paper 1 Reading:
•
The assessment of W5: Make accurate use of spelling, punctuation and
grammar, has been removed from Paper 1 Reading only.
•
W5 has been removed from Question 1f and Question 3.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for
use with this syllabus.
Back to contents page
www.cambridgeinternational.org/igcse
35
School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve
the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format,
contact us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554
email : info@cambridgeinternational.org
© Cambridge University Press & Assessment September 2021
www.cambridgeinternational.org
Syllabus
Cambridge IGCSE™
Mathematics 0580
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Exams are also available in the March series in India.
Version 3
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for learners to progress from one stage to the next, and are well supported by teaching and learning
resources.
Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001
© Cambridge University Press & Assessment September 2022
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment 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.
Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7
Aims
7
Content overview
8
Assessment overview
9
Assessment objectives
10
3 Subject content ..........................................................................................................12
Core subject content
12
Extended subject content
32
4 Details of the assessment ........................................................................................ 57
Core assessment
58
Extended assessment
59
List of formulas – Core (Paper 1 and Paper 3)
60
List of formulas – Extended (Paper 2 and Paper 4)
61
Mathematical conventions
62
Command words
64
5 What else you need to know .................................................................................... 65
Before you start
65
Making entries
66
Accessibility and equality
66
After the exam
67
How students and teachers can use the grades
67
Grade descriptions
67
Changes to this syllabus for 2025, 2026 and 2027
68
Important: Changes to this syllabus
For information about changes to this syllabus for 2025, 2026 and 2027, go to page 68.
The latest syllabus is version 3, published May 2024.
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is
taught by over 4500 schools in over 140 countries.
Cambridge
learner
Our programmes balance a thorough knowledge and
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Cambridge IGCSE Mathematics supports learners in
building competency, confidence and fluency in their use
of techniques and mathematical understanding. Learners
develop a feel for quantity, patterns and relationships, as well
as developing reasoning, problem-solving and analytical skills in a variety of abstract and real-life contexts.
Cambridge IGCSE Mathematics provides a strong foundation of mathematical knowledge both for candidates
studying mathematics at a higher level and those who will require mathematics to support skills in other
subjects.
The course is tiered to allow all candidates to achieve and progress in their mathematical studies.
Our approach in Cambridge IGCSE Mathematics encourages learners to be:
confident, in using mathematical language and techniques to ask questions, explore ideas and communicate
responsible, by taking ownership of their learning, and applying their mathematical knowledge and skills so
that they can reason, problem solve and work collaboratively
reflective, by making connections within mathematics and across other subjects, and in evaluating methods
and checking solutions
innovative, by applying their knowledge and understanding to solve unfamiliar problems creatively, flexibly and
efficiently
engaged, by the beauty, patterns and structure of mathematics, becoming curious to learn about its many
applications in society and the economy.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally
recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
Back to contents page
www.cambridgeinternational.org/igcse
4
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Why choose this syllabus?
International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Mathematics gives learners a solid foundation for further study. Candidates who achieve grades A*
to C are well prepared to follow a wide range of courses including Cambridge International AS & A Level
Mathematics.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE
Back to contents page
www.cambridgeinternational.org/igcse
5
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Why choose this syllabus?
Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge IGCSE
Planning and
preparation
Teaching and
assessment
Learning and revision
Results
•
Schemes of work
•
Endorsed resources
•
Example candidate
responses
•
Candidate Results
Service
•
Specimen papers
•
Online forums
•
•
Support for
coursework and
speaking tests
Past papers and
mark schemes
Principal examiner
reports for teachers
•
Syllabuses
•
•
Teacher guides
•
Specimen paper
answers
•
Results Analysis
Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates
Professional development
We support teachers through:
•
Introductory Training – face-to-face or online
•
Extension Training – face-to-face or online
•
Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events
•
Cambridge Professional Development Qualifications
Find out more at www.cambridgeinternational.org/profdev
Supporting exams officers
We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide
Back to contents page
www.cambridgeinternational.org/igcse
6
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.
2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:
•
develop a positive attitude towards mathematics in a way that encourages enjoyment, establishes
confidence and promotes enquiry and further learning
•
develop a feel for number and understand the significance of the results obtained
•
apply their mathematical knowledge and skills to their own lives and the world around them
•
use creativity and resilience to analyse and solve problems
•
communicate mathematics clearly
•
develop the ability to reason logically, make inferences and draw conclusions
•
develop fluency so that they can appreciate the interdependence of, and connections between, different
areas of mathematics
•
acquire a foundation for further study in mathematics and other subjects.
Cambridge Assessment International Education is an education organisation and politically
neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.
Back to contents page
www.cambridgeinternational.org/igcse
7
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Syllabus overview
Content overview
All candidates study the following topics:
1
Number
2
Algebra and graphs
3
Coordinate geometry
4
Geometry
5
Mensuration
6
Trigonometry
7
Transformations and vectors
8
Probability
9
Statistics
Cambridge IGCSE Mathematics is tiered to enable effective differentiation for learners. The Core subject
content is intended for learners targeting grades C–G, and the Extended subject content is intended for
learners targeting grades A*–C. The Extended subject content contains the Core subject content as well as
additional content.
The subject content is organised by topic and is not presented in a teaching order. This content structure and
the use of tiering allows flexibility for teachers to plan delivery in a way that is appropriate for their learners.
Learners are expected to use techniques listed in the content and apply them to solve problems with or without
the use of a calculator, as appropriate.
Back to contents page
www.cambridgeinternational.org/igcse
8
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Syllabus overview
Assessment overview
All candidates take two components.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below,
should be entered for Paper 1 and Paper 3. These candidates will be eligible for grades C to G.
Candidates who have studied the Extended subject content, and who are expected to achieve a grade C or
above, should be entered for Paper 2 and Paper 4. These candidates will be eligible for grades A* to E.
Candidates should have a scientific calculator for Paper 3 and Paper 4. Calculators are not allowed for Paper 1
and Paper 2.
Please see the Cambridge Handbook at www.cambridgeinternational.org/eoguide for guidance on use of
calculators in the examinations.
Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:
Paper 1: Non-calculator (Core)
Paper 3: Calculator (Core)
1 hour 30 minutes
1 hour 30 minutes
80 marks
50%
80 marks
50%
Structured and unstructured questions
Structured and unstructured questions
Use of a calculator is not allowed
A scientific calculator is required
Externally assessed
Externally assessed
Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Extended subject content
only:
Paper 2: Non-calculator (Extended)
Paper 4: Calculator (Extended)
2 hours
2 hours
100 marks
50%
100 marks
50%
Structured and unstructured questions
Structured and unstructured questions
Use of a calculator is not allowed
A scientific calculator is required
Externally assessed
Externally assessed
Information on availability is in the Before you start section.
Back to contents page
www.cambridgeinternational.org/igcse
9
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Syllabus overview
Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge and understanding of mathematical techniques
Candidates should be able to:
•
recall and apply mathematical knowledge and techniques
•
carry out routine procedures in mathematical and everyday situations
•
understand and use mathematical notation and terminology
•
perform calculations with and without a calculator
•
organise, process, present and understand information in written form, tables, graphs and diagrams
•
estimate, approximate and work to degrees of accuracy appropriate to the context and convert between
equivalent numerical forms
•
understand and use measurement systems in everyday use
•
measure and draw using geometrical instruments to an appropriate degree of accuracy
•
recognise and use spatial relationships in two and three dimensions.
AO2 Analyse, interpret and communicate mathematically
Candidates should be able to:
•
analyse a problem and identify a suitable strategy to solve it, including using a combination of processes
where appropriate
•
make connections between different areas of mathematics
•
recognise patterns in a variety of situations and make and justify generalisations
•
make logical inferences and draw conclusions from mathematical data or results
•
communicate methods and results in a clear and logical form
•
interpret information in different forms and change from one form of representation to another.
Back to contents page
www.cambridgeinternational.org/igcse
10
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Syllabus overview
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the Core qualification
Assessment objective
Weighting in IGCSE %
AO1 Knowledge and understanding of mathematical techniques
60–70
AO2 Analyse, interpret and communicate mathematically
30–40
Total
100
Assessment objectives as a percentage of the Extended qualification
Assessment objective
Weighting in IGCSE %
AO1 Knowledge and understanding of mathematical techniques
40–50
AO2 Analyse, interpret and communicate mathematically
50–60
Total
100
Assessment objectives as a percentage of each component
Assessment objective
Weighting in components %
Paper 1
Paper 2
Paper 3
Paper 4
AO1 Knowledge and understanding of mathematical
techniques
60–70
40–50
60–70
40–50
AO2 Analyse, interpret and communicate mathematically
30–40
50–60
30–40
50–60
Total
100
100
100
100
Back to contents page
www.cambridgeinternational.org/igcse
11
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.
Learners should pursue an integrated course that allows them to fully develop their skills and understanding
both with and without the use of a calculator.
Candidates study either the Core subject content or the Extended subject content. Candidates aiming for
grades A* to C should study the Extended subject content.
A List of formulas is provided on page 2 of the examination papers for candidates to refer to during the
examinations. Please note that not all required formulas are given; the ‘Notes and examples’ column of the
subject content will indicate where a formula is given in the examination papers and when a formula is not
given, i.e. knowledge of a formula is required.
Core subject content
1
Number
C1.1
Types of number
Notes and examples
Identify and use:
Example tasks include:
•
natural numbers
•
•
integers (positive, zero and negative)
•
prime numbers
convert between numbers and words, e.g.
six billion is 6 000 000 000
10 007 is ten thousand and seven
•
square numbers
•
express 72 as a product of its prime factors
•
cube numbers
•
•
common factors
find the highest common factor (HCF) of two
numbers
•
common multiples
•
•
rational and irrational numbers
find the lowest common multiple (LCM) of two
numbers.
•
reciprocals.
Back to contents page
www.cambridgeinternational.org/igcse
12
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
1
Number (continued)
C1.2
Sets
Understand and use set language, notation and
Venn diagrams to describe sets.
Notes and examples
Venn diagrams are limited to two sets.
The following set notation will be used:
•
•
•
•
•
n(A)
A′
A∪B
A∩B
Number of elements in set A
Complement of set A
Universal set
Union of A and B
Intersection of A and B.
Example definition of sets:
C1.3
Powers and roots
Calculate with the following:
•
squares
•
square roots
•
cubes
•
cube roots
•
other powers and roots of numbers.
C1.4
Fractions, decimals and percentages
1 Use the language and notation of the following in
appropriate contexts:
•
proper fractions
•
improper fractions
•
mixed numbers
•
decimals
•
percentages.
A = {x: x is a natural number}
B = {a, b, c, …}
C = {x: a ⩽ x ⩽ b}.
Notes and examples
Includes recall of squares and their corresponding
roots from 1 to 15, and recall of cubes and their
corresponding roots of 1, 2, 3, 4, 5 and 10, e.g.:
•
Write down the value of
•
2
Work out 5 #
3
169 .
8 .
Notes and examples
Candidates are expected to be able to write
fractions in their simplest form.
Candidates are not expected to use recurring
decimal notation.
2 Recognise equivalence and convert between
these forms.
Candidates are not expected to demonstrate the
conversion of a recurring decimal to a fraction and
vice versa.
C1.5
Notes and examples
Ordering
Order quantities by magnitude and demonstrate
familiarity with the symbols =, ≠, >, < , ⩾ and ⩽ .
Back to contents page
www.cambridgeinternational.org/igcse
13
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
1
Number (continued)
C1.6
The four operations
Use the four operations for calculations with
integers, fractions and decimals, including correct
ordering of operations and use of brackets.
C1.7
Indices I
Notes and examples
Includes:
•
negative numbers
•
improper fractions
•
mixed numbers
•
practical situations, e.g. temperature changes.
Notes and examples
1 Understand and use indices (positive, zero and
negative integers).
e.g. find the value of 7 –2.
2 Understand and use the rules of indices.
e.g. find the value of 2–3 × 24, (23)2, 23 ÷ 24.
C1.8
Notes and examples
Standard form
1 Use the standard form A × 10n where n is a
positive or negative integer and 1 ⩽ A < 10.
2 Convert numbers into and out of standard form.
3 Calculate with values in standard form.
Core candidates are expected to calculate with
standard form only on Paper 3.
C1.9
Notes and examples
Estimation
1 Round values to a specified degree of accuracy.
Includes decimal places and significant figures.
2 Make estimates for calculations involving
numbers, quantities and measurements.
e.g. write 5764 correct to the nearest thousand.
3 Round answers to a reasonable degree of
accuracy in the context of a given problem.
figure, estimate the value of
C1.10 Limits of accuracy
Notes and examples
Give upper and lower bounds for data rounded to a
specified accuracy.
e.g. write down the upper bound of a length
measured correct to the nearest metre.
e.g. by writing each number correct to 1 significant
41.3
.
9.79 # 0.765
Candidates are not expected to find the bounds
of the results of calculations which have used data
rounded to a specified accuracy.
Back to contents page
www.cambridgeinternational.org/igcse
14
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
1
Number (continued)
C1.11 Ratio and proportion
Notes and examples
Understand and use ratio and proportion to:
•
give ratios in their simplest form
•
divide a quantity in a given ratio
•
use proportional reasoning and ratios in
context.
e.g. 20 : 30 : 40 in its simplest form is 2 : 3 : 4.
e.g. adapt recipes; use map scales; determine best
value.
C1.12 Rates
Notes and examples
1 Use common measures of rate.
e.g. calculate with:
2 Apply other measures of rate.
•
hourly rates of pay
•
exchange rates between currencies
•
flow rates
•
fuel consumption.
e.g. calculate with:
•
pressure
•
density
•
population density.
Required formulas will be given in the question.
3 Solve problems involving average speed.
Knowledge of speed/distance/time formula is
required.
e.g. A cyclist travels 45 km in 3 hours 45 minutes.
What is their average speed?
Notation used will be, e.g. m/s (metres per second),
g/cm3 (grams per cubic centimetre).
C1.13 Percentages
Notes and examples
1 Calculate a given percentage of a quantity.
2 Express one quantity as a percentage of another.
3 Calculate percentage increase or decrease.
4 Calculate with simple and compound interest.
Formulas are not given.
Percentage calculations may include:
Back to contents page
•
deposit
•
discount
•
profit and loss (as an amount or a percentage)
•
earnings
•
percentages over 100%.
www.cambridgeinternational.org/igcse
15
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
1
Number (continued)
C1.14 Using a calculator
Notes and examples
1 Use a calculator efficiently.
e.g. know not to round values within a calculation
and to only round the final answer.
2 Enter values appropriately on a calculator.
e.g. enter 2 hours 30 minutes as 2.5 hours or
2° 30’ 0’’.
3 Interpret the calculator display appropriately.
e.g. in money 4.8 means $4.80; in time 3.25 means
3 hours 15 minutes.
C1.15 Time
Notes and examples
1 Calculate with time: seconds (s), minutes (min),
hours (h), days, weeks, months, years, including
the relationship between units.
1 year = 365 days.
2 Calculate times in terms of the 24-hour and
12-hour clock.
In the 24-hour clock, for example, 3.15 a.m. will be
denoted by 03 15 and 3.15 p.m. by 15 15.
3 Read clocks and timetables.
Includes problems involving time zones, local times
and time differences.
C1.16 Money
Notes and examples
1 Calculate with money.
2 Convert from one currency to another.
C1.17 Extended content only.
C1.18 Extended content only.
Back to contents page
www.cambridgeinternational.org/igcse
16
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs
C2.1
Introduction to algebra
Notes and examples
1 Know that letters can be used to represent
generalised numbers.
2 Substitute numbers into expressions and
formulas.
C2.2
Algebraic manipulation
1 Simplify expressions by collecting like terms.
Notes and examples
Simplify means give the answer in its simplest form,
e.g. 2a + 3b + 5a – 9b = 7a – 6b.
2 Expand products of algebraic expressions.
e.g. expand 3x(2x – 4y).
Includes products of two brackets involving one
variable, e.g. expand (2x + 1)(x – 4).
3 Factorise by extracting common factors.
C2.3
Extended content only.
C2.4
Indices II
Factorise means factorise fully,
e.g. 9x2 + 15xy = 3x(3x + 5y).
Notes and examples
1 Understand and use indices (positive, zero and
negative).
e.g. 2x = 32. Find the value of x.
2 Understand and use the rules of indices.
e.g. simplify:
•
•
•
(5x 3) 2
12a 5 ÷ 3a –2
6x 7y 4 × 5x –5y.
Knowledge of logarithms is not required.
C2.5
Equations
1 Construct simple expressions, equations and
formulas.
Notes and examples
e.g. write an expression for a number that is 2 more
than n.
Includes constructing linear simultaneous
equations.
2 Solve linear equations in one unknown.
Examples include:
3 Solve simultaneous linear equations in two
unknowns.
•
4 Change the subject of simple formulas.
e.g. change the subject of formulas where:
Back to contents page
•
3x + 4 = 10
5 – 2x = 3(x + 7).
•
the subject only appears once
•
there is not a power or root of the subject.
www.cambridgeinternational.org/igcse
17
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs (continued)
C2.6
Inequalities
Represent and interpret inequalities, including on a
number line.
Notes and examples
When representing and interpreting inequalities on
a number line:
•
open circles should be used to represent strict
inequalities (<, >)
•
closed circles should be used to represent
inclusive inequalities (⩽, ⩾)
e.g. – 3 ⩽ x < 1
–3 –2 –1
C2.7
Sequences
1 Continue a given number sequence or pattern.
0
1
x
Notes and examples
e.g. write the next two terms in this sequence:
1, 3, 6, 10, 15, … , …
2 Recognise patterns in sequences, including the
term-to-term rule, and relationships between
different sequences.
3 Find and use the nth term of the following
sequences:
(a) linear
(b) simple quadratic
(c)
e.g. find the nth term of 2, 5, 10, 17
simple cubic.
C2.8
Extended content only.
C2.9
Graphs in practical situations
Notes and examples
1 Use and interpret graphs in practical situations
including travel graphs and conversion graphs.
e.g. interpret the gradient of a straight-line graph as
a rate of change.
2 Draw graphs from given data.
e.g. draw a distance–time graph to represent a
journey.
Back to contents page
www.cambridgeinternational.org/igcse
18
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs (continued)
C2.10 Graphs of functions
Notes and examples
1 Construct tables of values, and draw, recognise
and interpret graphs for functions of the following
forms:
ax + b
• ± x2 + ax + b
a
•
x (x ≠ 0)
where a and b are integer constants.
•
2 Solve associated equations graphically, including
finding and interpreting roots by graphical
methods.
e.g. find the intersection of a line and a curve.
C2.11 Sketching curves
Notes and examples
Recognise, sketch and interpret graphs of the
following functions:
(a) linear
(b) quadratic.
Knowledge of symmetry and roots is required.
Knowledge of turning points is not required.
C2.12 Extended content only.
C2.13 Extended content only.
Back to contents page
www.cambridgeinternational.org/igcse
19
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
3
Coordinate geometry
C3.1
Coordinates
Notes and examples
Use and interpret Cartesian coordinates in
two dimensions.
C3.2
Drawing linear graphs
Notes and examples
Draw straight-line graphs for linear equations.
Equations will be given in the form y = mx + c
(e.g. y = –2x + 5), unless a table of values is given.
C3.3
Notes and examples
Gradient of linear graphs
Find the gradient of a straight line.
C3.4
Extended content only.
C3.5
Equations of linear graphs
Interpret and obtain the equation of a straight-line
graph in the form y = mx + c.
From a grid only.
Notes and examples
Questions may:
•
use and request lines in the forms
•
involve finding the equation when the graph is
given
•
ask for the gradient or y-intercept of a graph
from an equation, e.g. find the gradient and
y-intercept of the graph with the equation
y = 6x + 3.
y = mx + c
x=k
Candidates are expected to give equations of a line
in a fully simplified form.
C3.6
Parallel lines
Find the gradient and equation of a straight line
parallel to a given line.
C3.7
Notes and examples
e.g. find the equation of the line parallel to
y = 4x – 1 that passes through (1, –3).
Extended content only.
Back to contents page
www.cambridgeinternational.org/igcse
20
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
4
Geometry
C4.1
Geometrical terms
1 Use and interpret the following geometrical
terms:
•
point
•
vertex
•
line
•
parallel
•
perpendicular
•
bearing
•
right angle
•
acute, obtuse and reflex angles
•
interior and exterior angles
•
similar
•
congruent
•
scale factor.
2 Use and interpret the vocabulary of:
Notes and examples
Candidates are not expected to show that two
shapes are congruent.
Includes the following terms:
•
triangles
Triangles:
•
special quadrilaterals
•
equilateral
•
polygons
•
isosceles
•
nets
•
scalene
•
simple solids.
•
right-angled.
Quadrilaterals:
•
square
•
rectangle
•
kite
•
rhombus
•
parallelogram
•
trapezium.
Polygons:
•
regular and irregular polygons
•
pentagon
•
hexagon
•
octagon
•
decagon.
continued
Back to contents page
www.cambridgeinternational.org/igcse
21
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
4
Geometry (continued)
C4.1
Geometrical terms (continued)
Notes and examples
Simple solids:
3 Use and interpret the vocabulary of a circle.
C4.2
Geometrical constructions
1 Measure and draw lines and angles.
•
cube
•
cuboid
•
prism
•
cylinder
•
pyramid
•
cone
•
sphere (term ‘hemisphere’ not required)
•
face
•
surface
•
edge.
Includes the following terms:
•
centre
•
radius (plural radii)
•
diameter
•
circumference
•
semicircle
•
chord
•
tangent
•
arc
•
sector
•
segment.
Notes and examples
A ruler should be used for all straight edges.
Constructions of perpendicular bisectors and angle
bisectors are not required.
2 Construct a triangle, given the lengths of all
sides, using a ruler and pair of compasses only.
e.g. construct a rhombus by drawing two triangles.
Construction arcs must be shown.
3 Draw, use and interpret nets.
Examples include:
Back to contents page
•
draw nets of cubes, cuboids, prisms and
pyramids
•
use measurements from nets to calculate
volumes and surface areas.
www.cambridgeinternational.org/igcse
22
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
4
Geometry (continued)
C4.3
Scale drawings
Notes and examples
1 Draw and interpret scale drawings.
A ruler must be used for all straight edges.
2 Use and interpret three-figure bearings.
Bearings are measured clockwise from north
(000° to 360°).
e.g. find the bearing of A from B if the bearing of B
from A is 025°.
Includes an understanding of the terms north, east,
south and west.
e.g. point D is due east of point C.
C4.4
Similarity
Notes and examples
Calculate lengths of similar shapes.
C4.5
Symmetry
Notes and examples
Recognise line symmetry and order of rotational
symmetry in two dimensions.
Includes properties of triangles, quadrilaterals and
polygons directly related to their symmetries.
C4.6
Notes and examples
Angles
1 Calculate unknown angles and give simple
explanations using the following geometrical
properties:
• sum of angles at a point = 360°
Knowledge of three-letter notation for angles is
required, e.g. angle ABC. Candidates are expected
to use the correct geometrical terminology when
giving reasons for answers.
• sum of angles at a point on a straight line = 180°
• vertically opposite angles are equal
• angle sum of a triangle = 180° and angle sum
of a quadrilateral = 360°.
2 Calculate unknown angles and give geometric
explanations for angles formed within parallel lines:
• corresponding angles are equal
• alternate angles are equal
• co-interior angles sum to 180° (supplementary).
3 Know and use angle properties of regular
polygons.
Back to contents page
Includes exterior and interior angles, and angle
sum.
www.cambridgeinternational.org/igcse
23
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
4
Geometry (continued)
C4.7
Circle theorems
Calculate unknown angles and give explanations
using the following geometrical properties of circles:
•
angle in a semicircle = 90°
•
angle between tangent and radius = 90°.
C4.8
Notes and examples
Candidates will be expected to use the geometrical
properties listed in the syllabus when giving
reasons for answers.
Extended content only.
Back to contents page
www.cambridgeinternational.org/igcse
24
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
5
Mensuration
C5.1
Units of measure
Use metric units of mass, length, area, volume
and capacity in practical situations and convert
quantities into larger or smaller units.
Notes and examples
Units include:
•
mm, cm, m, km
•
mm2, cm2, m2, km2
•
mm3, cm3, m3
•
•
ml, l
g, kg.
Conversion between units includes:
C5.2
Area and perimeter
•
between different units of area, e.g. cm2 ↔ m2
•
between units of volume and capacity,
e.g. m3 ↔ litres.
Notes and examples
Carry out calculations involving the perimeter and
area of a rectangle, triangle, parallelogram and
trapezium.
Except for area of a triangle, formulas are not
given.
C5.3
Notes and examples
Circles, arcs and sectors
1 Carry out calculations involving the
circumference and area of a circle.
Answers may be asked for in terms of π.
Formulas are given in the List of formulas.
2 Carry out calculations involving arc length and
sector area as fractions of the circumference and
area of a circle, where the sector angle is a factor
of 360°.
C5.4
Surface area and volume
Carry out calculations and solve problems involving
the surface area and volume of a:
Notes and examples
Answers may be asked for in terms of π.
•
cuboid
The following formulas are given in the List of
formulas:
•
prism
•
•
curved surface area of a cylinder
cylinder
•
•
curved surface area of a cone
sphere
•
•
surface area of a sphere
pyramid
•
•
volume of a prism
cone.
•
volume of a pyramid
•
volume of a cylinder
•
volume of a cone
•
volume of a sphere.
The term prism refers to any solid with a uniform
cross-section, e.g. a cylindrical sector.
Back to contents page
www.cambridgeinternational.org/igcse
25
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
5
Mensuration (continued)
C5.5
Compound shapes and parts of shapes
1 Carry out calculations and solve problems
involving perimeters and areas of:
Notes and examples
Answers may be asked for in terms of π.
• compound shapes
• parts of shapes.
2 Carry out calculations and solve problems
involving surface areas and volumes of:
• compound solids
• parts of solids.
Back to contents page
e.g. find the volume of half of a sphere.
www.cambridgeinternational.org/igcse
26
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
6
Trigonometry
C6.1
Pythagoras’ theorem
Notes and examples
Know and use Pythagoras’ theorem.
C6.2
Right-angled triangles
1 Know and use the sine, cosine and tangent
ratios for acute angles in calculations involving
sides and angles of a right-angled triangle.
Angles will be given in degrees and answers should
be written in degrees, with decimals correct to one
decimal place.
2 Solve problems in two dimensions using
Pythagoras’ theorem and trigonometry.
Knowledge of bearings may be required.
C6.3
Extended content only.
C6.4
Extended content only.
C6.5
Extended content only.
C6.6
Extended content only.
Back to contents page
www.cambridgeinternational.org/igcse
27
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
7
Transformations and vectors
C7.1
Transformations
Notes and examples
Recognise, describe and draw the following
transformations:
1 Reflection of a shape in a vertical or horizontal
line.
Questions will not involve combinations of
transformations. A ruler must be used for all straight
edges.
2 Rotation of a shape about the origin, vertices
or midpoints of edges of the shape, through
multiples of 90°.
3 Enlargement of a shape from a centre by a scale
factor.
Positive and fractional scale factors only.
JN
x
y
LP
4 Translation of a shape by a vector KK OO .
C7.2
Extended content only.
C7.3
Extended content only.
C7.4
Extended content only.
Back to contents page
www.cambridgeinternational.org/igcse
28
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
8
Probability
C8.1
Introduction to probability
1 Understand and use the probability scale from
0 to 1.
Notes and examples
Probability notation is not required.
Probabilities should be given as a fraction, decimal
or percentage. Problems may require using
information from tables, graphs or Venn diagrams
(limited to two sets).
2 Calculate the probability of a single event.
3 Understand that the probability of an event
not occurring = 1 – the probability of the event
occurring.
e.g. The probability that a counter is blue is 0.8.
What is the probability that it is not blue?
C8.2
Notes and examples
Relative and expected frequencies
1 Understand relative frequency as an estimate of
probability.
e.g. use results of experiments with a spinner to
estimate the probability of a given outcome.
2 Calculate expected frequencies.
e.g. use probability to estimate an expected value
from a population.
Includes understanding what is meant by fair, bias
and random.
C8.3
Probability of combined events
Calculate the probability of combined events using,
where appropriate:
Notes and examples
Combined events will only be with replacement.
•
sample space diagrams
•
Venn diagrams
Venn diagrams will be limited to two sets.
•
tree diagrams.
In tree diagrams, outcomes will be written at the
end of the branches and probabilities by the side of
the branches.
C8.4
Extended content only.
Back to contents page
www.cambridgeinternational.org/igcse
29
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
9
Statistics
C9.1
Classifying statistical data
Notes and examples
Classify and tabulate statistical data.
e.g. tally tables, two-way tables.
C9.2
Notes and examples
Interpreting statistical data
1 Read, interpret and draw inferences from tables
and statistical diagrams.
2 Compare sets of data using tables, graphs and
statistical measures.
e.g. compare averages and ranges between two
data sets.
3 Appreciate restrictions on drawing conclusions
from given data.
C9.3
Averages and range
Notes and examples
Calculate the mean, median, mode and range
for individual data and distinguish between the
purposes for which these are used.
Data may be in a list or frequency table, but will not
be grouped.
C9.4
Notes and examples
Statistical charts and diagrams
Draw and interpret:
(a) bar charts
(b) pie charts
Includes composite (stacked) and dual (side-byside) bar charts.
(c) pictograms
(d) stem-and-leaf diagrams
(e) simple frequency distributions.
Back to contents page
Stem-and-leaf diagrams should have ordered data
with a key.
www.cambridgeinternational.org/igcse
30
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
9
Statistics (continued)
C9.5
Scatter diagrams
1 Draw and interpret scatter diagrams.
2 Understand what is meant by positive, negative
and zero correlation.
3 Draw by eye, interpret and use a straight line of
best fit.
C9.6
Extended content only.
C9.7
Extended content only.
Back to contents page
Notes and examples
Plotted points should be clearly marked, for
example as small crosses (×).
A line of best fit:
•
should be a single ruled line drawn by
inspection
•
should extend across the full data set
•
does not need to coincide exactly with any of
the points but there should be a roughly even
distribution of points either side of the line over
its entire length.
www.cambridgeinternational.org/igcse
31
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
Extended subject content
1
Number
E1.1
Types of number
Notes and examples
Identify and use:
Example tasks include:
•
natural numbers
•
•
integers (positive, zero and negative)
•
prime numbers
convert between numbers and words, e.g.
six billion is 6 000 000 000
10 007 is ten thousand and seven
•
square numbers
•
express 72 as a product of its prime factors
•
cube numbers
•
•
common factors
find the highest common factor (HCF) of two
numbers
•
common multiples
•
•
rational and irrational numbers
find the lowest common multiple (LCM) of two
numbers.
•
reciprocals.
E1.2
Sets
Understand and use set language, notation and
Venn diagrams to describe sets and represent
relationships between sets.
Notes and examples
Venn diagrams are limited to two or three sets.
The following set notation will be used:
•
•
•
•
•
•
•
•
•
•
n(A)
∈
∉
A′
∅
A⊆B
A⊈B
A∪B
A∩B
Number of elements in set A
“… is an element of …”
“… is not an element of …”
Complement of set A
The empty set
Universal set
A is a subset of B
A is not a subset of B
Union of A and B
Intersection of A and B.
Example definition of sets:
A = {x: x is a natural number}
B = {(x, y): y = mx + c}
C = {x: a ⩽ x ⩽ b}
D = {a, b, c, …}.
E1.3
Powers and roots
Calculate with the following:
•
squares
•
square roots
•
cubes
•
cube roots
•
other powers and roots of numbers.
Back to contents page
Notes and examples
Includes recall of squares and their corresponding
roots from 1 to 15, and recall of cubes and their
corresponding roots of 1, 2, 3, 4, 5 and 10, e.g.:
•
Write down the value of
•
2
Work out 5 #
3
169 .
8 .
www.cambridgeinternational.org/igcse
32
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
1
Number (continued)
E1.4
Fractions, decimals and percentages
1 Use the language and notation of the following in
appropriate contexts:
Notes and examples
Candidates are expected to be able to write
fractions in their simplest form.
•
proper fractions
Recurring decimal notation is required, e.g.
•
improper fractions
•
•
mixed numbers
•
decimals
•
percentages.
•
0.17o = 0.1777f
o o = 0.1232323f
0.123
0. 123 = 0.123123f
2 Recognise equivalence and convert between
these forms.
Includes converting between recurring decimals
and fractions and vice versa,
e.g. write 0.17o as a fraction.
E1.5
Notes and examples
Ordering
Order quantities by magnitude and demonstrate
familiarity with the symbols =, ≠, >, < , ⩾ and ⩽.
E1.6
The four operations
Use the four operations for calculations with
integers, fractions and decimals, including correct
ordering of operations and use of brackets.
E1.7
Indices I
1 Understand and use indices (positive, zero,
negative, and fractional).
Notes and examples
Includes:
•
negative numbers
•
improper fractions
•
mixed numbers
•
practical situations, e.g. temperature changes.
Notes and examples
Examples include:
1
•
62 = 6
•
16 4 = 16
•
find the value of 7 –2, 81 2 , 8 3 .
1
4
1
-2
2 Understand and use the rules of indices.
e.g. find the value of 2–3 × 24, (23)2, 23 ÷ 24.
E1.8
Notes and examples
Standard form
1 Use the standard form A × 10n where n is a
positive or negative integer and 1 ⩽ A < 10.
2 Convert numbers into and out of standard form.
3 Calculate with values in standard form.
Back to contents page
www.cambridgeinternational.org/igcse
33
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
1
Number (continued)
E1.9
Estimation
Notes and examples
1 Round values to a specified degree of accuracy.
Includes decimal places and significant figures.
2 Make estimates for calculations involving
numbers, quantities and measurements.
e.g. write 5764 correct to the nearest thousand.
3 Round answers to a reasonable degree of
accuracy in the context of a given problem.
e.g. by writing each number correct to 1 significant
figure, estimate the value of
41.3
.
9.79 # 0.765
E1.10 Limits of accuracy
Notes and examples
1 Give upper and lower bounds for data rounded
to a specified accuracy.
e.g. write down the upper bound of a length
measured correct to the nearest metre.
2 Find upper and lower bounds of the results of
calculations which have used data rounded to a
specified accuracy.
Example calculations include:
E1.11 Ratio and proportion
•
calculate the upper bound of the perimeter
or the area of a rectangle given dimensions
measured to the nearest centimetre
•
find the lower bound of the speed given
rounded values of distance and time.
Notes and examples
Understand and use ratio and proportion to:
•
give ratios in their simplest form
•
divide a quantity in a given ratio
•
use proportional reasoning and ratios in
context.
Back to contents page
e.g. 20 : 30 : 40 in its simplest form is 2 : 3 : 4.
e.g. adapt recipes; use map scales; determine best
value.
www.cambridgeinternational.org/igcse
34
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
1
Number (continued)
E1.12 Rates
Notes and examples
1 Use common measures of rate.
e.g. calculate with:
2 Apply other measures of rate.
•
hourly rates of pay
•
exchange rates between currencies
•
flow rates
•
fuel consumption.
e.g. calculate with:
•
pressure
•
density
•
population density.
Required formulas will be given in the question.
3 Solve problems involving average speed.
Knowledge of speed/distance/time formula is
required.
e.g. A cyclist travels 45 km in 3 hours 45 minutes.
What is their average speed?
Notation used will be, e.g. m/s (metres per second),
g/cm3 (grams per cubic centimetre).
E1.13 Percentages
Notes and examples
1 Calculate a given percentage of a quantity.
2 Express one quantity as a percentage of another.
3 Calculate percentage increase or decrease.
4 Calculate with simple and compound interest.
Problems may include repeated percentage
change.
Formulas are not given.
5 Calculate using reverse percentages.
e.g. find the cost price given the selling price and
the percentage profit.
Percentage calculations may include:
•
deposit
•
discount
•
profit and loss (as an amount or a percentage)
•
earnings
•
percentages over 100%.
E1.14 Using a calculator
Notes and examples
1 Use a calculator efficiently.
e.g. know not to round values within a calculation
and to only round the final answer.
2 Enter values appropriately on a calculator.
e.g. enter 2 hours 30 minutes as 2.5 hours or
2° 30’ 0’’.
3 Interpret the calculator display appropriately.
e.g. in money 4.8 means $4.80; in time 3.25 means
3 hours 15 minutes.
Back to contents page
www.cambridgeinternational.org/igcse
35
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
1
Number (continued)
E1.15 Time
Notes and examples
1 Calculate with time: seconds (s), minutes (min),
hours (h), days, weeks, months, years, including
the relationship between units.
1 year = 365 days.
2 Calculate times in terms of the 24-hour and
12-hour clock.
In the 24-hour clock, for example, 3.15 a.m. will be
denoted by 03 15 and 3.15 p.m. by 15 15.
3 Read clocks and timetables.
Includes problems involving time zones, local times
and time differences.
E1.16 Money
Notes and examples
1 Calculate with money.
2 Convert from one currency to another.
E1.17 Exponential growth and decay
Notes and examples
Use exponential growth and decay.
e.g. depreciation, population change.
Knowledge of e is not required.
E1.18 Surds
Notes and examples
1 Understand and use surds, including simplifying
expressions.
Examples include:
•
20 = 2 5
200 − 32 = 6 2 .
2 Rationalise the denominator.
Examples include:
•
10
=2 5
5
1+ 3
1
=
.
2
−1 + 3
Back to contents page
www.cambridgeinternational.org/igcse
36
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs
E2.1
Introduction to algebra
Notes and examples
1 Know that letters can be used to represent
generalised numbers.
2 Substitute numbers into expressions and
formulas.
E2.2
Algebraic manipulation
1 Simplify expressions by collecting like terms.
Notes and examples
Simplify means give the answer in its simplest form,
e.g. 2a2 + 3ab – 1 + 5a2 – 9ab + 4 = 7a2 – 6ab + 3.
2 Expand products of algebraic expressions.
e.g. expand 3x(2x – 4y), (3x + y)(x – 4y).
Includes products of more than two brackets,
e.g. expand (x – 2)(x + 3)(2x + 1).
3 Factorise by extracting common factors.
4 Factorise expressions of the form:
•
•
•
•
•
Factorise means factorise fully,
e.g. 9x2 + 15xy = 3x(3x + 5y).
ax + bx + kay + kby
a2 x2 − b2y2
a2 + 2ab + b2
ax2 + bx + c
ax3 + bx2 + cx.
5 Complete the square for expressions in the form
ax2 + bx + c.
E2.3
Algebraic fractions
1 Manipulate algebraic fractions.
Notes and examples
Examples include:
•
•
•
•
•
2 Factorise and simplify rational expressions.
Back to contents page
e.g.
x +x–4
2
3
2x – 3(x –5)
3
2
3a × 9a
4 10
3a ÷ 9a
4 10
1 +x+1.
x–2 x–3
x2 – 2x .
x2 – 5x + 6
www.cambridgeinternational.org/igcse
37
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs (continued)
E2.4
Indices II
1 Understand and use indices (positive, zero,
negative and fractional).
Notes and examples
e.g. solve:
•
•
2 Understand and use the rules of indices.
32x = 2
5x + 1 = 25x.
e.g. simplify:
•
2 1
−
3x 4 # 3 x 2
2 12 ' − 2
5 x 2x
J 5N3
2x
• KK OO .
L3P
Knowledge of logarithms is not required.
E2.5
Equations
1 Construct expressions, equations and formulas.
Notes and examples
e.g. write an expression for the product of two
consecutive even numbers.
Includes constructing simultaneous equations.
2 Solve linear equations in one unknown.
Examples include:
•
•
3 Solve fractional equations with numerical and
linear algebraic denominators.
3x + 4 = 10
5 – 2x = 3(x + 7).
Examples include:
•
•
•
x =4
2x + 1
2 + 3 =1
x + 2 2x – 1
x = 3 .
x+2 x–6
4 Solve simultaneous linear equations in two
unknowns.
5 Solve simultaneous equations, involving one
linear and one non-linear.
With powers no higher than two.
6 Solve quadratic equations by factorisation,
completing the square and by use of the
quadratic formula.
Includes writing a quadratic expression in
completed square form.
Candidates may be expected to give solutions in
surd form.
The quadratic formula is given in the List of
formulas.
7 Change the subject of formulas.
Back to contents page
e.g. change the subject of a formula where:
•
the subject appears twice
•
there is a power or root of the subject.
www.cambridgeinternational.org/igcse
38
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs (continued)
E2.6
Inequalities
1 Represent and interpret inequalities, including on
a number line.
Notes and examples
When representing and interpreting inequalities on
a number line:
•
open circles should be used to represent strict
inequalities (<, >)
•
closed circles should be used to represent
inclusive inequalities (⩽, ⩾).
e.g. – 3 ⩽ x < 1
–3 –2 –1
2 Construct, solve and interpret linear inequalities.
x
1
Examples include:
•
•
3 Represent and interpret linear inequalities in two
variables graphically.
0
3x < 2x + 4
–3 ⩽ 3x – 2 < 7 .
The following conventions should be used:
•
•
•
broken lines should be used to represent strict
inequalities (<, >)
solid lines should be used to represent inclusive
inequalities (⩽, ⩾)
shading should be used to represent unwanted
regions (unless otherwise directed in the
question).
e.g.
y
y
x<1
2
2
1
1
0
x
1
2
0
y⩾1
x
1
2
4 List inequalities that define a given region.
Linear programming problems are not included.
E2.7
Notes and examples
Sequences
1 Continue a given number sequence or pattern.
Subscript notation may be used, e.g. Tn is the nth
term of sequence T.
2 Recognise patterns in sequences, including the
term-to-term rule, and relationships between
different sequences.
Includes linear, quadratic, cubic and exponential
sequences and simple combinations of these.
3 Find and use the nth term of sequences.
Back to contents page
www.cambridgeinternational.org/igcse
39
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs (continued)
E2.8
Proportion
Notes and examples
Express direct and inverse proportion in algebraic
terms and use this form of expression to find
unknown quantities.
Includes linear, square, square root, cube and cube
root proportion.
E2.9
Notes and examples
Graphs in practical situations
1 Use and interpret graphs in practical situations
including travel graphs and conversion graphs.
Knowledge of proportional symbol (∝) is required.
Includes estimation and interpretation of the
gradient of a tangent at a point.
2 Draw graphs from given data.
3 Apply the idea of rate of change to simple
kinematics involving distance–time and
speed–time graphs, acceleration and
deceleration.
4 Calculate distance travelled as area under a
speed–time graph.
Areas will involve linear sections of the graph only.
E2.10 Graphs of functions
Notes and examples
1 Construct tables of values, and draw, recognise
and interpret graphs for functions of the following
forms:
Examples include:
•
y = x3 + x – 4
3
y = 2x + 2
x
axn (includes sums of no more than three of
•
abx + c
1
1
where n = –2, –1, − 2 , 0, 2 , 1, 2, 3; a and c are
rational numbers; and b is a positive integer.
•
2 Solve associated equations graphically, including
finding and interpreting roots by graphical
methods.
e.g. finding the intersection of a line and a curve.
•
these)
•
y = 4 × 2x.
1
3 Draw and interpret graphs representing
exponential growth and decay problems.
Back to contents page
www.cambridgeinternational.org/igcse
40
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs (continued)
E2.11 Sketching curves
Notes and examples
Recognise, sketch and interpret graphs of the
following functions:
Functions will be equivalent to:
(a) linear
(b) quadratic
(c) cubic
(d) reciprocal
(e) exponential.
ax + by = c
• y = ax2 + bx + c
• y = ax3 + b
• y = ax3 + bx2 + cx
a
• y= +b
x
y = arx + b
where a, b and c are rational numbers and r is a
•
rational, positive number.
Knowledge of turning points, roots and symmetry is
required.
Knowledge of vertical and horizontal asymptotes is
required.
Finding turning points of quadratics by completing
the square is required.
E2.12 Differentiation
1 Estimate gradients of curves by drawing
tangents.
2 Use the derivatives of functions of the form axn,
where a is a rational constant and n is a positive
integer or zero, and simple sums of not more
than three of these.
Notes and examples
dy
notation will be expected.
dx
3 Apply differentiation to gradients and stationary
points (turning points).
4 Discriminate between maxima and minima by
any method.
Maximum and minimum points may be identified by:
•
an accurate sketch
•
use of the second differential
•
inspecting the gradient either side of a turning
point.
Candidates are not expected to identify points of
inflection.
Back to contents page
www.cambridgeinternational.org/igcse
41
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
2
Algebra and graphs (continued)
E2.13 Functions
Notes and examples
1 Understand functions, domain and range and
use function notation.
Examples include:
•
f (x) = 3x – 5
•
g(x) = 3(x + 4)
5
•
h(x) = 2x2 + 3.
2 Understand and find inverse functions f –1(x).
3 Form composite functions as defined by
gf(x) = g(f(x)).
e.g. f(x) =
3
and g(x) = (3x + 5)2. Find fg(x).
x+2
Give your answer as a fraction in its simplest form.
Candidates are not expected to find the domains
and ranges of composite functions.
This topic may include mapping diagrams.
Back to contents page
www.cambridgeinternational.org/igcse
42
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
3
Coordinate geometry
E3.1
Coordinates
Notes and examples
Use and interpret Cartesian coordinates in two
dimensions.
E3.2
Drawing linear graphs
Draw straight-line graphs for linear equations.
Notes and examples
Examples include:
•
•
•
E3.3
Gradient of linear graphs
y = –2x + 5
y = 7 – 4x
3x + 2y = 5.
Notes and examples
1 Find the gradient of a straight line.
2 Calculate the gradient of a straight line from the
coordinates of two points on it.
E3.4
Length and midpoint
Notes and examples
1 Calculate the length of a line segment.
2 Find the coordinates of the midpoint of a line
segment.
E3.5
Equations of linear graphs
Interpret and obtain the equation of a straight-line
graph.
Notes and examples
Questions may:
•
use and request lines in different forms, e.g.
•
involve finding the equation when the graph is
given
•
ask for the gradient or y-intercept of a graph
from an equation, e.g. find the gradient and
y-intercept of the graph with equation
5x + 4y = 8.
ax + by = c
y = mx + c
x=k
Candidates are expected to give equations of a line
in a fully simplified form.
Back to contents page
www.cambridgeinternational.org/igcse
43
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
3
Coordinate geometry (continued)
E3.6
Parallel lines
Notes and examples
Find the gradient and equation of a straight line
parallel to a given line.
e.g. find the equation of the line parallel to
E3.7
Notes and examples
Perpendicular lines
Find the gradient and equation of a straight line
perpendicular to a given line.
Back to contents page
y = 4x – 1 that passes through (1, –3).
Examples include:
•
find the gradient of a line perpendicular to
•
find the equation of the perpendicular bisector
of the line joining the points (–3, 8) and (9, –2).
2y = 3x + 1
www.cambridgeinternational.org/igcse
44
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
4
Geometry
E4.1
Geometrical terms
1 Use and interpret the following geometrical
terms:
•
point
•
vertex
•
line
•
plane
•
parallel
•
perpendicular
•
perpendicular bisector
•
bearing
•
right angle
•
acute, obtuse and reflex angles
•
interior and exterior angles
•
similar
•
congruent
•
scale factor.
2 Use and interpret the vocabulary of:
Notes and examples
Candidates are not expected to show that two
shapes are congruent.
Includes the following terms.
•
triangles
Triangles:
•
special quadrilaterals
•
equilateral
•
polygons
•
isosceles
•
nets
•
scalene
•
solids.
•
right-angled.
Quadrilaterals:
•
square
•
rectangle
•
kite
•
rhombus
•
parallelogram
•
trapezium.
continued
Back to contents page
www.cambridgeinternational.org/igcse
45
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
4
Geometry (continued)
E4.1
Geometrical terms (continued)
Notes and examples
Polygons:
•
regular and irregular polygons
•
pentagon
•
hexagon
•
octagon
•
decagon.
Solids:
3 Use and interpret the vocabulary of a circle.
Back to contents page
•
cube
•
cuboid
•
prism
•
cylinder
•
pyramid
•
cone
•
sphere
•
hemisphere
•
frustum
•
face
•
surface
•
edge.
Includes the following terms:
•
centre
•
radius (plural radii)
•
diameter
•
circumference
•
semicircle
•
chord
•
tangent
•
major and minor arc
•
sector
•
segment.
www.cambridgeinternational.org/igcse
46
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
4
Geometry (continued)
E4.2
Geometrical constructions
1 Measure and draw lines and angles.
Notes and examples
A ruler should be used for all straight edges.
Constructions of perpendicular bisectors and angle
bisectors are not required.
2 Construct a triangle, given the lengths of all
sides, using a ruler and pair of compasses only.
e.g. construct a rhombus by drawing two triangles.
Construction arcs must be shown.
3 Draw, use and interpret nets.
Examples include:
E4.3
Scale drawings
•
draw nets of cubes, cuboids, prisms and
pyramids
•
use measurements from nets to calculate
volumes and surface areas.
Notes and examples
1 Draw and interpret scale drawings.
A ruler must be used for all straight edges.
2 Use and interpret three-figure bearings.
Bearings are measured clockwise from north
(000° to 360°).
e.g. find the bearing of A from B if the bearing of B
from A is 025°.
Includes an understanding of the terms north, east,
south and west.
e.g. point D is due east of point C.
E4.4
Similarity
Notes and examples
1 Calculate lengths of similar shapes.
2 Use the relationships between lengths and areas
of similar shapes and lengths, surface areas and
volumes of similar solids.
Includes use of scale factor, e.g.
3 Solve problems and give simple explanations
involving similarity.
Includes showing that two triangles are similar
using geometric reasons.
E4.5
Notes and examples
Symmetry
Volume of A `Length of Aj
=
.
Volume of B `Length of Bj3
3
1 Recognise line symmetry and order of rotational
symmetry in two dimensions.
Includes properties of triangles, quadrilaterals and
polygons directly related to their symmetries.
2 Recognise symmetry properties of prisms,
cylinders, pyramids and cones.
e.g. identify planes and axes of symmetry.
Back to contents page
www.cambridgeinternational.org/igcse
47
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
4
Geometry (continued)
E4.6
Angles
1 Calculate unknown angles and give simple
explanations using the following geometrical
properties:
• sum of angles at a point = 360°
Notes and examples
Knowledge of 3-letter notation for angles is
required, e.g. angle ABC. Candidates are expected
to use the correct geometrical terminology when
giving reasons for answers.
• sum of angles at a point on a straight line = 180°
• vertically opposite angles are equal
• angle sum of a triangle = 180° and angle sum
of a quadrilateral = 360°.
2 Calculate unknown angles and give geometric
explanations for angles formed within parallel lines:
• corresponding angles are equal
• alternate angles are equal
• co-interior angles sum to 180° (supplementary).
3 Know and use angle properties of regular and
irregular polygons.
Includes exterior and interior angles, and angle
sum.
E4.7
Notes and examples
Circle theorems I
Calculate unknown angles and give explanations
using the following geometrical properties of circles:
•
angle in a semicircle = 90°
•
angle between tangent and radius = 90°
•
angle at the centre is twice the angle at the
circumference
•
angles in the same segment are equal
•
opposite angles of a cyclic quadrilateral sum to
180° (supplementary)
•
alternate segment theorem.
E4.8
Circle theorems II
Use the following symmetry properties of circles:
•
equal chords are equidistant from the centre
•
the perpendicular bisector of a chord passes
through the centre
•
tangents from an external point are equal in
length.
Back to contents page
Candidates are expected to use the geometrical
properties listed in the syllabus when giving
reasons for answers.
Notes and examples
Candidates are expected to use the geometrical
properties listed in the syllabus when giving
reasons for answers.
www.cambridgeinternational.org/igcse
48
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
5
Mensuration
E5.1
Units of measure
Use metric units of mass, length, area, volume
and capacity in practical situations and convert
quantities into larger or smaller units.
Notes and examples
Units include:
•
mm, cm, m, km
•
mm2, cm2, m2, km2
•
mm3, cm3, m3
•
ml, l
•
g, kg.
Conversion between units includes:
E5.2
Area and perimeter
•
between different units of area, e.g. cm2 ↔ m2
•
between units of volume and capacity,
e.g. m3 ↔ litres.
Notes and examples
Carry out calculations involving the perimeter and
area of a rectangle, triangle, parallelogram and
trapezium.
Except for the area of a triangle, formulas are not
given.
E5.3
Notes and examples
Circles, arcs and sectors
1 Carry out calculations involving the
circumference and area of a circle.
Answers may be asked for in terms of π.
2 Carry out calculations involving arc length and
sector area as fractions of the circumference and
area of a circle.
Includes minor and major sectors.
E5.4
Notes and examples
Surface area and volume
Carry out calculations and solve problems involving
the surface area and volume of a:
Formulas are given in the List of formulas.
Answers may be asked for in terms of π.
•
cuboid
The following formulas are given in the List of
formulas:
•
prism
•
•
curved surface area of a cylinder
cylinder
•
•
curved surface area of a cone
sphere
•
•
surface area of a sphere
pyramid
•
•
volume of a prism
cone.
•
volume of a pyramid
•
volume of a cylinder
•
volume of a cone
•
volume of a sphere.
The term prism refers to any solid with a uniform
cross-section, e.g. a cylindrical sector.
Back to contents page
www.cambridgeinternational.org/igcse
49
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
5
Mensuration (continued)
E5.5
Compound shapes and parts of shapes
1 Carry out calculations and solve problems
involving perimeters and areas of:
•
compound shapes
•
parts of shapes.
Notes and examples
Answers may be asked for in terms of π.
2 Carry out calculations and solve problems
involving surface areas and volumes of:
•
compound solids
•
parts of solids.
Back to contents page
e.g. find the surface area and volume of a frustum.
www.cambridgeinternational.org/igcse
50
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
6
Trigonometry
E6.1
Pythagoras’ theorem
Notes and examples
Know and use Pythagoras’ theorem.
E6.2
Right-angled triangles
Notes and examples
1 Know and use the sine, cosine and tangent
ratios for acute angles in calculations involving
sides and angles of a right-angled triangle.
Angles will be given in degrees and answers should
be written in degrees, with decimals correct to one
decimal place.
2 Solve problems in two dimensions using
Pythagoras’ theorem and trigonometry.
Knowledge of bearings may be required.
3 Know that the perpendicular distance from a
point to a line is the shortest distance to the line.
4 Carry out calculations involving angles of
elevation and depression.
E6.3
Exact trigonometric values
Notes and examples
Know the exact values of:
1 sin x and cos x for x = 0°, 30°, 45°, 60° and 90°.
2 tan x for x = 0°, 30°, 45° and 60°.
E6.4
Trigonometric functions
Notes and examples
1 Recognise, sketch and interpret the following
graphs for 0° ⩽ x ⩽ 360°:
•
•
•
y = sin x
y = cos x
y = tan x.
2 Solve trigonometric equations involving sin x,
cos x or tan x, for 0° ⩽ x ⩽ 360°.
Back to contents page
e.g. solve:
•
•
3
sin x = 2 for 0° ⩽ x ⩽ 360°
2 cos x + 1 = 0 for 0° ⩽ x ⩽ 360°.
www.cambridgeinternational.org/igcse
51
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
6
Trigonometry (continued)
E6.5
Non-right-angled triangles
Notes and examples
1 Use the sine and cosine rules in calculations
involving lengths and angles for any triangle.
Includes problems involving obtuse angles and the
ambiguous case.
2 Use the formula
The sine and cosine rules and the formula for area
of a triangle are given in the List of formulas.
area of triangle = 2 ab sin C.
1
E6.6Pythagoras’ theorem and trigonometry
in 3D
Notes and examples
Carry out calculations and solve problems in
three dimensions using Pythagoras’ theorem
and trigonometry, including calculating the angle
between a line and a plane.
Back to contents page
www.cambridgeinternational.org/igcse
52
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
7
Transformations and vectors
E7.1
Transformations
Notes and examples
Recognise, describe and draw the following
transformations:
1 Reflection of a shape in a straight line.
Questions may involve combinations of
transformations. A ruler must be used for all straight
edges.
2 Rotation of a shape about a centre through
multiples of 90°.
3 Enlargement of a shape from a centre by a scale
factor.
JN
x
y
LP
Positive, fractional and negative scale factors may
be used.
4 Translation of a shape by a vector KK OO .
E7.2
Vectors in two dimensions
1 Describe a translation using a vector represented
JN
x
by KK OO , AB or a.
y
LP
Notes and examples
Vectors will be printed as AB or a.
2 Add and subtract vectors.
3 Multiply a vector by a scalar.
E7.3
Magnitude of a vector
Notes and examples
JN
x
y
LP
Calculate the magnitude of a vector KK OO as
x 2 +y 2 .
E7.4
Vector geometry
The magnitudes of vectors will be denoted by
modulus signs, e.g.
•
a is the magnitude of a
•
AB is the magnitude of AB .
Notes and examples
1 Represent vectors by directed line segments.
2 Use position vectors.
3 Use the sum and difference of two or more
vectors to express given vectors in terms of two
coplanar vectors.
4 Use vectors to reason and to solve geometric
problems.
Back to contents page
Examples include:
•
show that vectors are parallel
•
show that 3 points are collinear
•
solve vector problems involving ratio and
similarity.
www.cambridgeinternational.org/igcse
53
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
8
Probability
E8.1
Introduction to probability
1 Understand and use the probability scale from
0 to 1.
Notes and examples
P(A) is the probability of A
P(A′) is the probability of not A
2 Understand and use probability notation.
3 Calculate the probability of a single event.
Probabilities should be given as a fraction, decimal
or percentage.
Problems may require using information from
tables, graphs or Venn diagrams.
4 Understand that the probability of an event
not occurring = 1 – the probability of the event
occurring.
e.g. P(B) = 0.8, find P(B′)
E8.2
Notes and examples
Relative and expected frequencies
1 Understand relative frequency as an estimate of
probability.
e.g. use results of experiments with a spinner to
estimate the probability of a given outcome.
2 Calculate expected frequencies.
e.g. use probability to estimate an expected value
from a population.
Includes understanding what is meant by fair, bias
and random.
E8.3
Probability of combined events
Calculate the probability of combined events using,
where appropriate:
Notes and examples
Combined events could be with or without
replacement.
•
sample space diagrams
•
Venn diagrams
The notation P(A ∩ B) and P(A ∪ B) may be used
in the context of Venn diagrams.
•
tree diagrams.
On tree diagrams outcomes will be written at the
end of branches and probabilities by the side of the
branches.
E8.4
Conditional probability
Calculate conditional probability using Venn
diagrams, tree diagrams and tables.
Back to contents page
Notes and examples
Knowledge of notation, P(A|B), and formulas
relating to conditional probability is not required.
www.cambridgeinternational.org/igcse
54
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
9
Statistics
E9.1
Classifying statistical data
Notes and examples
Classify and tabulate statistical data.
e.g. tally tables, two-way tables.
E9.2
Notes and examples
Interpreting statistical data
1 Read, interpret and draw inferences from tables
and statistical diagrams.
2 Compare sets of data using tables, graphs and
statistical measures.
e.g. compare averages and measures of spread
between two data sets.
3 Appreciate restrictions on drawing conclusions
from given data.
E9.3
Averages and measures of spread
Notes and examples
1 Calculate the mean, median, mode, quartiles,
range and interquartile range for individual data
and distinguish between the purposes for which
these are used.
2 Calculate an estimate of the mean for grouped
discrete or grouped continuous data.
3 Identify the modal class from a grouped
frequency distribution.
E9.4
Statistical charts and diagrams
Notes and examples
Draw and interpret:
(a) bar charts
(b) pie charts
Includes composite (stacked) and dual (side-byside) bar charts.
(c) pictograms
(d) stem-and-leaf diagrams
(e) simple frequency distributions.
Back to contents page
Stem-and-leaf diagrams should have ordered data
with a key.
www.cambridgeinternational.org/igcse
55
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content
9
Statistics (continued)
E9.5
Scatter diagrams
1 Draw and interpret scatter diagrams.
Notes and examples
Plotted points should be clearly marked, for
example as small crosses (×).
2 Understand what is meant by positive, negative
and zero correlation.
3 Draw by eye, interpret and use a straight line of
best fit.
E9.6
Cumulative frequency diagrams
1 Draw and interpret cumulative frequency tables
and diagrams.
A line of best fit:
•
should be a single ruled line drawn by
inspection
•
should extend across the full data set
•
does not need to coincide exactly with any of
the points but there should be a roughly even
distribution of points either side of the line over
its entire length.
Notes and examples
Plotted points on a cumulative frequency diagram
should be clearly marked, for example as small
crosses (×), and be joined with a smooth curve.
2 Estimate and interpret the median, percentiles,
quartiles and interquartile range from cumulative
frequency diagrams.
E9.7
Histograms
1 Draw and interpret histograms.
2 Calculate with frequency density.
Notes and examples
On histograms, the vertical axis is labelled
‘Frequency density’.
Frequency density is defined as
frequency density = frequency ÷ class width.
Back to contents page
www.cambridgeinternational.org/igcse
56
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.
4 Details of the assessment
All candidates take two components.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below,
should be entered for Paper 1 and Paper 3. These candidates will be eligible for grades C to G.
Candidates who have studied the Extended subject content and who are expected to achieve a grade C or
above should be entered for Paper 2 and Paper 4. These candidates will be eligible for grades A* to E.
All papers assess AO1 Knowledge and understanding of mathematical techniques and AO2 Analyse, interpret
and communicate mathematically.
All papers consist of structured and unstructured questions. Structured questions contain parts, e.g. (a), (b),
(c)(i), etc., and unstructured questions do not.
Questions may assess more than one topic from the subject content.
For all papers, candidates write their answers on the question paper. They must show all necessary working in
the spaces provided.
Additional materials for exams
For both Core and Extended papers, candidates should have the following geometrical instruments:
•
a pair of compasses
•
a protractor
•
a ruler.
Tracing paper may be used as an additional material for all four papers. Candidates cannot bring their own
tracing paper but may request it during the examination.
Candidates should have a scientific calculator for Papers 3 and 4; one with trigonometric functions is strongly
recommended. Algebraic or graphical calculators are not permitted. Please see the Cambridge Handbook
at www.cambridgeinternational.org/eoguide for guidance on use of calculators in the examinations.
Calculators are not allowed for Paper 1 and Paper 2.
The Additional materials list for exams is updated before each series. You can view the list for the relevant
series and year on our website in the Phase 4 – Before the exams section of the Cambridge Exams Officer’s
Guide at www.cambridgeinternational.org/eoguide
Back to contents page
www.cambridgeinternational.org/igcse
57
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment
Core assessment
Paper 1 Non-calculator (Core)
Written paper, 1 hour 30 minutes, 80 marks
Use of a calculator is not allowed.
Candidates answer all questions.
This paper consists of questions based on the Core subject content, except for C1.14 Using a calculator.
This paper will be weighted at 50% of the total qualification.
This is a compulsory component for Core candidates.
This written paper is an externally set assessment, marked by Cambridge.
Paper 3 Calculator (Core)
Written paper, 1 hour 30 minutes, 80 marks
A scientific calculator is required.
Candidates answer all questions.
This paper consists of questions based on the Core subject content.
Candidates should give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for
angles in degrees, unless a different level of accuracy is specified in the question.
To earn accuracy marks, candidates should avoid rounding figures until they have their final answer. Where
candidates need to use a final answer in later parts of the question, they should use the value of the final
answer before it was rounded.
Candidates should use the value of π from their calculator or the value of 3.142.
This paper will be weighted at 50% of the total qualification.
This is a compulsory component for Core candidates.
This written paper is an externally set assessment, marked by Cambridge.
Back to contents page
www.cambridgeinternational.org/igcse
58
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment
Extended assessment
Paper 2 Non-calculator (Extended)
Written paper, 2 hours, 100 marks
Use of a calculator is not allowed.
Candidates answer all questions.
This paper consists of questions based on the Extended subject content, except for E1.14 Using a calculator.
This paper will be weighted at 50% of the total qualification.
This is a compulsory component for Extended candidates.
This written paper is an externally set assessment, marked by Cambridge.
Paper 4 Calculator (Extended)
Written paper, 2 hours, 100 marks
A scientific calculator is required.
Candidates answer all questions.
This paper consists of questions based on the Extended subject content.
Candidates should give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for
angles in degrees, unless a different level of accuracy is specified in the question.
To earn accuracy marks, candidates should avoid rounding figures until they have their final answer. Where
candidates need to use a final answer in later parts of the question, they should use the value of the final
answer before it was rounded.
Candidates should use the value of π from their calculator or the value of 3.142.
This paper will be weighted at 50% of the total qualification.
This is a compulsory component for Extended candidates.
This written paper is an externally set assessment, marked by Cambridge.
Back to contents page
www.cambridgeinternational.org/igcse
59
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment
List of formulas – Core (Paper 1 and Paper 3)
This list of formulas will be included on page 2 of Paper 1 and Paper 3.
1
bh
2
Area, A, of triangle, base b, height h.
A=
Area, A, of circle of radius r.
A = πr2
Circumference, C, of circle of radius r.
C = 2πr
Curved surface area, A, of cylinder of radius r, height h.
A = 2πrh
Curved surface area, A, of cone of radius r, sloping edge l.
A = πrl
Surface area, A, of sphere of radius r.
A = 4πr2
Volume, V, of prism, cross-sectional area A, length l.
V = Al
Volume, V, of pyramid, base area A, height h.
V=
Volume, V, of cylinder of radius r, height h.
V = πr2h
Volume, V, of cone of radius r, height h.
V=
1 2
πr h
3
Volume, V, of sphere of radius r.
V=
4 3
πr
3
Back to contents page
1
Ah
3
www.cambridgeinternational.org/igcse
60
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment
List of formulas – Extended (Paper 2 and Paper 4)
This list of formulas will be included on page 2 of Paper 2 and Paper 4.
1
bh
2
Area, A, of triangle, base b, height h.
A=
Area, A, of circle of radius r.
A = πr2
Circumference, C, of circle of radius r.
C = 2πr
Curved surface area, A, of cylinder of radius r, height h.
A = 2rrh
Curved surface area, A, of cone of radius r, sloping edge l.
A = rrl
Surface area, A, of sphere of radius r.
A = 4rr 2
Volume, V, of prism, cross-sectional area A, length l.
V = Al
Volume, V, of pyramid, base area A, height h.
1
V = 3 Ah
Volume, V, of cylinder of radius r, height h.
V = rr 2 h
Volume, V, of cone of radius r, height h.
1
V = 3 rr 2 h
Volume, V, of sphere of radius r.
4
V = 3 rr 3
ax2 + bx + c = 0, where a ≠ 0
For the equation
x=
- b ! b 2 - 4ac
2a
For the triangle shown,
A
a
b
c
=
=
sinA sinB sinC
b
c
a 2 = b 2 + c 2 - 2bc cos A
1
Area = 2 ab sin C
B
Back to contents page
a
C
www.cambridgeinternational.org/igcse
61
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment
Mathematical conventions
Mathematics is a universal language where there are some similarities and differences around the world. The
guidance below outlines the conventions used in Cambridge examinations and we encourage candidates to
follow these conventions.
Working with graphs
•
•
A plot of a graph should have points clearly marked, for example as small crosses (×), and must:
–
be drawn on graph or squared paper
–
cover a given range of values by calculating the coordinates of points and connecting them
appropriately (where values are given, it will include enough points to determine a curve; where a table
of values is not provided, the candidate must decide on the appropriate number of points required to
determine the curve)
–
have each point plotted to an accuracy of within half of the smallest square on the grid.
A sketch of a graph does not have to be accurate or to scale, nor does it need to be on graph or squared
paper, but it must:
–
be drawn freehand
–
show the most important features, e.g. x-intercepts, y-intercepts, turning points, symmetry, with
coordinates or values marked on the axes, where appropriate
–
have labelled axes, e.g. with x and y
–
interact with the axes appropriately, e.g. by intersecting or by tending towards
–
fall within the correct quadrants
–
show the correct long-term behaviour.
•
Graphs should extend as far as possible across any given grid, within any constraints of the domain.
•
Where graphs of functions are:
–
linear, they should be ruled
–
non-linear, the points should be joined with a smooth curve.
•
A tangent to a curve should touch the curve at the required point and be in contact with the curve for the
minimum possible distance. It should not cross the curve at the point where it is a tangent.
•
Values should be read off a graph to an accuracy of within half of the smallest square on the grid.
Communicating mathematically
•
If candidates are asked to show their working, they cannot gain full marks without clearly communicating
their method, even if their final answer is correct.
•
A numerical answer should not be given as a combination of fractions and decimals, e.g.
is not
0.2
acceptable.
Back to contents page
1
www.cambridgeinternational.org/igcse
62
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment
Accuracy
•
Answers are expected to be given in their simplest form unless the question states otherwise.
•
Where a question asks for ‘exact values’ the answer may need to be given in terms of π or in surd form,
depending on the question.
•
Where answers are not exact values, they should be given to three significant figures unless a different
accuracy is defined in the question.
•
Answers that are exact to four or five significant figures should not be rounded unless the question states
otherwise.
•
In order to obtain an answer correct to an appropriate degree of accuracy, a higher degree of accuracy will
often be needed within the working.
•
If a question asks to prove or show a given answer to a specified degree of accuracy, candidates must
show full working, intermediate answers and the final answer to at least one degree of accuracy more than
that asked for.
Back to contents page
www.cambridgeinternational.org/igcse
63
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word
What it means
Calculate
work out from given facts, figures or information
Construct
make an accurate drawing
Determine
establish with certainty
Describe
state the points of a topic / give characteristics and main features
Explain
set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence
Give
produce an answer from a given source or recall/memory
Plot
mark point(s) on a graph
Show (that)
provide structured evidence that leads to a given result
Sketch
make a simple freehand drawing showing the key features
State
express in clear terms
Work out
calculate from given facts, figures or information with or without the use of a calculator
Write
give an answer in a specific form
Write down
give an answer without significant working
Back to contents page
www.cambridgeinternational.org/igcse
64
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We recommend that learners starting this course should have studied a mathematics curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.
Guided learning hours
We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
•
Cambridge IGCSE (9–1) Mathematics (0980)
•
Cambridge IGCSE International Mathematics (0607)
•
Cambridge O Level Mathematics (4024)
•
syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Group awards: Cambridge ICE
Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Back to contents page
www.cambridgeinternational.org/igcse
65
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.
Support for exams officers
We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes
Language
This syllabus and the related assessment materials are available in English only.
Accessibility and equality
Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Back to contents page
www.cambridgeinternational.org/igcse
66
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know
Important:
•
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
•
Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
•
Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
After the exam
Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
•
Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
How students and teachers can use the grades
Assessment at Cambridge IGCSE has two purposes:
1
to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2
to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Mathematics will be published after the first assessment of the
syllabus in 2025.
Back to contents page
www.cambridgeinternational.org/igcse
67
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know
Changes to this syllabus for 2025, 2026 and 2027
This syllabus is version 3, published May 2024.
You must read the whole syllabus before planning your teaching programme.
Changes to version 3 of the syllabus, published May 2024.
Changes to syllabus content
•
Alignment of text on pages 41–56 has been adjusted.
Changes to version 2 of the syllabus, published February 2024.
Changes to syllabus content
•
The term prism has been clarified in C5.4 and E5.4 in the notes and
guidance.
•
Drawing graphs in E2.11 has been clarified to define the
expectations for reciprocal and exponential graphs.
•
Guidance has been updated to include the term random in C8.2.2
and E8.2.2
Changes to version 1 of the syllabus, published September 2022.
Changes to syllabus content
•
The wording of the learning outcomes has been updated and
additional notes and examples included, to clarify the depth of
teaching.
•
The subject content has been refreshed and updated, with
some topics and learning outcomes added and some removed.
Significant changes to content have been summarised below.
•
No new topics have been added to the Core subject content.
•
Content removed from the Core subject content:
•
–
adding and subtracting vectors
–
multiplying a vector by a scalar
–
data collection (it is expected that data collection will be part of
a course based on this syllabus, although it will not be assessed
in an examination).
Content added to the Core subject content:
–
inequalities
–
recall of certain squares, cubes and roots
continued
Back to contents page
www.cambridgeinternational.org/igcse
68
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know
Changes to syllabus content
(continued)
•
•
Content removed from the Extended subject content:
–
proper subsets
–
linear programming
–
congruence criteria (knowledge of congruence itself is still in the
syllabus)
–
data collection (it is expected that data collection will be part of
a course based on this syllabus, although it will not be assessed
in an examination)
–
box-and-whisker plots
Content added to the Extended subject content:
–
recall of certain squares, cubes and roots
–
surds
–
graphs of functions in the form axn now include values of n of
-
Back to contents page
1 and 1
2
2
–
domain and range
–
exact trigonometric values
•
Other content has been clarified within topics; you are advised to
read the subject content in the syllabus carefully for details.
•
The teaching time has not changed.
•
The Details of the assessment section includes:
–
the List of formulas that is provided in the examinations
–
mathematical conventions.
•
The wording of the learner attributes has been updated to improve
the clarity of wording.
•
The wording of the aims has been updated to improve the clarity of
wording but the meaning is the same.
•
The wording of the assessment objectives (AOs) has been updated.
There are no changes to the knowledge and skills being assessed
for each AO.
www.cambridgeinternational.org/igcse
69
Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know
Changes to assessment
(including changes to
specimen papers)
•
A non-calculator assessment has been introduced at each tier to
build candidates’ confidence in working mathematically without a
calculator.
•
The examination papers have been rebalanced to provide improved
accessibility and a better candidate experience. The marks,
durations and weightings are the same for both papers in a tier.
•
All examination papers will:
•
•
•
–
include the List of formulas on page 2
–
include a mixture of structured and unstructured questions
–
have questions that are the same standard as in the existing
assessment.
Changes to Paper 1 (Core)
–
this is now a non-calculator paper, calculators are not allowed
in the exam
–
number of marks increased to 80 marks
–
duration has changed to 1 hour 30 minutes
–
weighting has changed to 50%
Changes to Paper 2 (Extended)
–
this is now a non-calculator paper, calculators are not allowed
in the exam
–
number of marks increased to 100 marks
–
duration has changed to 2 hours
–
weighting has changed to 50%
Changes to Paper 3 (Core)
–
number of marks decreased to 80 marks
–
duration has changed to 1 hour 30 minutes
–
weighting has changed to 50%
•
Calculators are still allowed in Paper 3.
•
Changes to Paper 4 (Extended)
–
number of marks decreased to 100 marks
–
duration has changed to 2 hours
–
weighting has changed to 50%
•
Calculators are still allowed in Paper 4.
•
The specimen assessment materials have been updated to reflect
the changes to the assessment.
In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
specimen papers will help your students become familiar with exam requirements and command words in
questions. The specimen mark schemes show how students should answer questions to meet the assessment
objectives.
Any textbooks endorsed to support the syllabus for examination from 2025 are suitable for use
with this syllabus.
Back to contents page
www.cambridgeinternational.org/igcse
70
School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554
email : info@cambridgeinternational.org
© Cambridge University Press & Assessment September 2022
www.cambridgeinternational.org
Syllabus
Cambridge IGCSE™
Additional Mathematics 0606
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Exams are also available in the March series in India.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for learners to progress from one stage to the next, and are well supported by teaching and learning
resources.
Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001
© Cambridge University Press & Assessment September 2022
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment 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.
Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7
Aims
7
Content overview
8
Assessment overview
9
Assessment objectives
10
3 Subject content ..........................................................................................................11
Syllabus content
11
4 Details of the assessment ........................................................................................ 21
Paper 1
21
Paper 2
21
List of formulas
22
Mathematical conventions
23
Command words
25
5 What else you need to know .................................................................................... 26
Before you start
26
Making entries
27
Accessibility and equality
27
After the exam
28
How students and teachers can use the grades
28
Grade descriptions
29
Changes to this syllabus for 2025, 2026 and 2027
30
Important: Changes to this syllabus
For information about changes to this syllabus for 2025, 2026 and 2027, go to page 30.
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is
taught by over 4500 schools in over 140 countries.
Our programmes balance a thorough knowledge and
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Cambridge
learner
Cambridge IGCSE Additional Mathematics enriches
learners’ understanding of connections within mathematics,
refining their reasoning and analytical skills. This course
reinforces learners’ competency, confidence, and fluency
in their use of techniques with and without a calculator, strengthening mathematical understanding and
communication skills. It requires a fluent and confident ability to solve problems in abstract mathematics.
Cambridge IGCSE Additional Mathematics encourages learners to further develop their mathematical ability in
problem solving, to provide strong progression for advanced study of mathematics or highly numerate subjects.
It is designed to stretch the more able candidates and provides a smooth transition to Cambridge International
AS & A Level Mathematics.
Our approach in Cambridge IGCSE Additional Mathematics encourages learners to be:
confident, in using mathematical language and more complex concepts to ask questions, explore ideas and
communicate
responsible, by taking ownership of their learning to prepare for independent mathematical learning,
and applying their mathematical knowledge and skills so that they can reason, problem solve and work
collaboratively
reflective, by making connections within mathematics and across other subjects, and in evaluating methods
and presenting logical arguments to justify solutions
innovative, by applying their knowledge and understanding to solve unfamiliar problems creatively, flexibly and
efficiently, selecting from a range of mathematical techniques
engaged, by the beauty, patterns and structure of mathematics, they are curious to learn about the relevance
of its many applications in society and the economy.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally
recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
Back to contents page
www.cambridgeinternational.org/igcse
4
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Why choose this syllabus?
International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Additional Mathematics gives learners a solid foundation for further study. Candidates who achieve
grades A* to C are well prepared to follow a wide range of courses including Cambridge International AS & A
Level Mathematics.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE
Back to contents page
www.cambridgeinternational.org/igcse
5
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Why choose this syllabus?
Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge IGCSE
Planning and
preparation
Teaching and
assessment
Learning and revision
Results
•
Schemes of work
•
Endorsed resources
•
Example candidate
responses
•
Candidate Results
Service
•
Specimen papers
•
Online forums
•
•
Support for
coursework and
speaking tests
Past papers and
mark schemes
Principal examiner
reports for teachers
•
Syllabuses
•
•
Teacher guides
•
Specimen paper
answers
•
Results Analysis
Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates
Professional development
We support teachers through:
•
Introductory Training – face-to-face or online
•
Extension Training – face-to-face or online
•
Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events
•
Cambridge Professional Development Qualifications
Find out more at www.cambridgeinternational.org/profdev
Supporting exams officers
We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide
Back to contents page
www.cambridgeinternational.org/igcse
6
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027.
2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:
•
engage in mathematics in a way that builds on their existing mathematical knowledge and enhances their
enjoyment of the subject
•
develop their instinct for mathematical enquiry and use it flexibly to suit the requirements of a situation
•
reinforce and extend mathematical skills and apply them to complex problems
•
use creativity and resilience to analyse and solve problems
•
reinforce their competency, confidence, and fluency in their use of techniques with and without a calculator,
strengthening mathematical understanding and communication skills
•
justify their reasoning using structured arguments
•
extend their ability to reason logically, make inferences and draw conclusions
•
enrich their understanding of interdependence of, and connections between, different areas of mathematics
•
acquire a solid foundation for advanced study of mathematics or highly numerate subjects.
Cambridge Assessment International Education is an education organisation and politically
neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.
Back to contents page
www.cambridgeinternational.org/igcse
7
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Syllabus overview
Content overview
All candidates study the following topics:
1
Functions
2
Quadratic functions
3
Factors of polynomials
4
Equations, inequalities and graphs
5
Simultaneous equations
6
Logarithmic and exponential functions
7
Straight-line graphs
8
Coordinate geometry of the circle
9
Circular measure
10 Trigonometry
11 Permutations and combinations
12 Series
13 Vectors in two dimensions
14 Calculus
The subject content is organised by topic and is not presented in a teaching order. This content structure
allows flexibility for teachers to plan delivery in a way that is appropriate for their learners. Learners are
expected to use techniques listed in the content and apply them to solve problems with or without a calculator,
as appropriate.
Back to contents page
www.cambridgeinternational.org/igcse
8
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Syllabus overview
Assessment overview
All candidates take two components. Candidates will be eligible for grades A* to E.
Candidates should have a scientific calculator for Paper 2. Please see the Cambridge Handbook at
www.cambridgeinternational.org/eoguide for guidance on use of calculators in the examinations.
Calculators are not allowed for Paper 1.
All candidates take:
Paper 1
Non-calculator
and:
2 hours
50%
Paper 2
Calculator
2 hours
50%
80 marks
80 marks
Structured and unstructured questions
Structured and unstructured questions
Use of a calculator is not allowed
A scientific calculator is required
Externally assessed
Externally assessed
Information on availability is in the Before you start section.
Back to contents page
www.cambridgeinternational.org/igcse
9
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Syllabus overview
Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge and understanding of mathematical techniques
Candidates should be able to:
•
recall and apply mathematical knowledge and techniques
•
carry out routine procedures in mathematical and abstract situations
•
understand and use mathematical notation and terminology
•
perform calculations with and without a calculator
•
organise, process, present and understand information in written form, tables, graphs and diagrams
•
work to degrees of accuracy appropriate to the context
•
recognise and use spatial relationships in two and three dimensions.
AO2 Analyse, interpret and communicate mathematically
Candidates should be able to:
•
analyse a problem and identify a suitable strategy to solve it, including using a combination of processes
where appropriate
•
make connections between different areas of mathematics
•
recognise patterns in a variety of situations and make and justify generalisations
•
make logical inferences and draw conclusions from mathematical data or results
•
communicate methods and results in a clear and logical form
•
interpret information in different forms and change from one form of representation to another.
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective
Weighting in IGCSE %
AO1 Knowledge and understanding of mathematical techniques
45–55
AO2 Analyse, interpret and communicate mathematically
45–55
Total
100
Assessment objectives as a percentage of each component
Assessment objective
Weighting in components %
Paper 1
Paper 2
AO1 Knowledge and understanding of mathematical techniques
45–55
45–55
AO2 Analyse, interpret and communicate mathematically
45–55
45–55
Total
100
100
Back to contents page
www.cambridgeinternational.org/igcse
10
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027.
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.
Knowledge of the content of Cambridge IGCSE Mathematics (or an equivalent syllabus) is assumed.
Cambridge IGCSE material which is not included in the subject content, such as surds and indices, will not be
tested directly but it may be required in response to questions on other topics.
Proofs of results will not be required unless specifically mentioned in the syllabus.
Candidates will be expected to be familiar with the scientific notation for the expression of compound units,
e.g. 5 m s–1 for 5 metres per second.
A List of formulas is provided on page 2 of the examination papers for candidates to refer to during the
examinations. Please note that not all required formulas are given; the ‘Notes and examples’ column of the
subject content will indicate where a formula is given in the examination papers and when a formula is not
given i.e. knowledge of a formula is required.
Formulas for:
•
curved surface area of a cone
•
surface area of a sphere
•
volume of a pyramid or a cone
•
volume of a sphere
•
sine rule
•
cosine rule
•
area of a non-right-angled triangle (no diagram is given in the List of formulas)
are also given in the List of formulas to assist candidates in the examinations.
Syllabus content
1
Functions
Candidates should be able to:
Notes/Examples
1.1
Understand the terms: function, domain,
range (image set), one–one function,
many–one function, inverse function and
composition of functions.
Includes explaining in words why a given function is
a function.
1.2
Find the domain and range of functions.
Includes inverse functions and composite functions.
The domain of f may need to be restricted for
f –1 and/or gf to exist.
Domain gf ⊆ Domain f
Range gf ⊆ Range g
Back to contents page
www.cambridgeinternational.org/igcse
11
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
1
Functions (continued)
1.3
Recognise and use function notation.
Examples include:
f(x) = 2ex
• f : x ↦ lg x, for x > 0
• f –1(x)
• fg(x) [= f(g(x))]
• f 2(x) [= f(f(x))]
The notation f 2(x) will not be used with trigonometric
•
functions.
1.4
Understand the relationship between
y = f(x) and y = |f(x)|, where f(x) may be linear,
quadratic, cubic or trigonometric.
If f(x) is trigonometric it will be one of the following:
y = a sin bx + c
• y = a cos bx + c
• y = a tan bx + c
where a is a positive integer, b is a simple fraction
or integer, and c is an integer. Fractions will have a
•
denominator of 2, 3, 4, 6 or 8 only.
1.5
Explain in words why a given function does
not have an inverse.
1.6
Find the inverse of a one–one function.
Correct notation must be used. For example:
•
•
f(x) = e2x
1
f –1(x) = ln x
2
1.7
Form and use composite functions.
Understand that order of functions is important, i.e.
fg may not be the same as gf .
1.8
Use sketch graphs to show the relationship
between a function and its inverse.
Understand that each function is the reflection of the
other in the line y = x.
2
Quadratic functions
Candidates should be able to:
Notes/Examples
2.1
Find the maximum or minimum value of the
quadratic function f : x ↦ ax2 + bx + c by
completing the square or by differentiation.
2.2
Use the maximum or minimum value of f(x) to
sketch the graph of y = f(x) or determine the
range for a given domain.
Candidates should use correct notation to write a
domain or range.
2.3
Know the conditions for f(x) = 0 to have:
Understand how the discriminant relates to the roots
of the equation.
(i)
two real roots
(ii) two equal roots
(iii) no real roots
and the related conditions for a given line to:
(i)
intersect a given curve
(ii) be a tangent to a given curve
(iii) not intersect a given curve.
Back to contents page
www.cambridgeinternational.org/igcse
12
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
2
Quadratic functions (continued)
2.4
Solve quadratic equations for real roots.
Formula is given in the List of formulas.
Students are expected to be able to use
factorisation, the quadratic formula and completing
the square.
On the calculator paper, correct answers are
acceptable without working.
2.5
Find the solution set for quadratic inequalities
either graphically or algebraically.
Solutions should be written in the correct form. For
example:
•
•
3
–3 < x < 4
x < 1 or x > 6
Factors of polynomials
Candidates should be able to:
3.1
Know and use the remainder and factor
theorems.
3.2
Find factors of polynomials.
3.3
Solve cubic equations.
4
Equations, inequalities and graphs
Notes/Examples
For a cubic polynomial, students are first expected
to obtain a product of a linear factor and a quadratic
factor, for example by observation or by algebraic
long division.
Candidates should be able to:
Notes/Examples
4.1
For graphical solutions, an accurate graph is
expected.
Solve equations of the type
•
•
•
•
|ax + b| = c (c ⩾ 0)
|ax + b| = cx + d
|ax + b| = |cx + d|
For algebraic methods, any valid method is
acceptable.
|ax2 + bx + c| = d
using algebraic or graphical methods.
4.2
Solve graphically or algebraically inequalities
of the type
For graphical solutions, an accurate graph is
expected.
k|ax + b| > c (c ⩾ 0)
• k|ax + b| ⩽ c (c > 0)
• k|ax + b| ⩽ |cx + d|
where k > 0
• |ax + b| ⩽ cx + d
• |ax2 + bx + c| > d
• |ax2 + bx + c| ⩽ d
For algebraic methods, any valid method is
acceptable.
•
Back to contents page
www.cambridgeinternational.org/igcse
13
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
4
Equations, inequalities and graphs (continued)
4.3
Use substitution to form and solve a quadratic
equation in order to solve a related equation.
For example:
•
•
4
2
x 3 + x 3 - 12 = 0
2(1n 5x)2 + 1n 5x – 6 = 0
3ex = 12 – 5e –x
Candidates are expected to identify the appropriate
substitution.
4.4
Sketch the graphs of cubic polynomials and
their moduli, when given as a product of three
linear factors.
4.5
Solve graphically cubic inequalities of the form
The points of intersection of the graph with the
coordinate axes should be clearly labelled.
f(x) ⩾ d
• f(x) > d
• f(x) ⩽ d
• f(x) < d
where f(x) is a product of three linear factors
and d is a constant.
•
5
Simultaneous equations
Candidates should be able to:
Notes/Examples
5.1
For example:
Solve simultaneous equations in two
unknowns by elimination or substitution.
•
•
•
6
y – x + 3 = 0 and x2 – 3xy + y2 + 19 = 0
xy2 = 4 and xy = 3
x 2y
+
y
x = 4 and y = x – 2
Logarithmic and exponential functions
Candidates should be able to:
Notes/Examples
6.1
Logarithms may be given to any base.
Know and use simple properties and graphs
of the logarithmic and exponential functions,
including ln x and ex.
Understand that f(x) = ex and g(x) = 1n x are each
the inverse of the other.
Understand the asymptotic nature of the graphs
of logarithmic and exponential functions. State the
equations of any asymptotes.
Graphs are limited to y = kenx + a and
y = k ln(ax + b) where n, k, a and b are integers.
Series expansions are not required.
Back to contents page
www.cambridgeinternational.org/igcse
14
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
6
Logarithmic and exponential functions (continued)
6.2
Know and use the laws of logarithms,
including change of base of logarithms.
6.3
Solve equations of the form ax = b.
7
Straight-line graphs
Candidates should be able to:
7.1
Use the equation of a straight line.
7.2
Know and use the condition for two lines to
be parallel or perpendicular.
7.3
Solve problems involving midpoint and length
of a line, including finding and using the
equation of a perpendicular bisector.
7.4
Transform given relationships to and from
straight-line form, including determining
unknown constants by calculating the gradient
or intercept of the transformed graph.
For example:
•
Write 3 + 21g p – 1g q as a single base 10
logarithm.
•
Write
1
as a natural logarithm.
log5 e
Notes/Examples
For example:
•
To straight-line form
y = Axn
y = Abx
•
From straight-line form to an equation of the form .
y2 = Ax3 + B
e2y = Ax2 + B
y3 = A1n x + B
8
Coordinate geometry of the circle
Candidates should be able to:
Notes/Examples
8.1
Identify the centre and radius of a circle using a circle
equation in any form.
Know and use the equation of a circle with
radius r and centre (a, b).
For example:
•
(x – a)2 + (y – b)2 = r2
x2 + y2 + 2gx + 2fy + c = 0
•
Formula is given in the List of formulas.
8.2
Solve problems involving the intersection of a
circle and a straight line.
Back to contents page
Includes finding points of intersection.
Includes determining whether a straight line:
•
is a tangent
•
is a chord
•
does not intersect the circle.
www.cambridgeinternational.org/igcse
15
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
8
Coordinate geometry of the circle (continued)
8.3
Solve problems involving tangents to a circle.
Includes finding equations of tangents.
No use of calculus is expected.
8.4
9
Solve problems involving the intersection of
two circles.
Includes finding points of intersection, finding the
equation of a common chord or determining whether
two circles:
•
intersect
•
touch
•
do not intersect.
Circular measure
Candidates should be able to:
Notes/Examples
9.1
Use of radian measure is expected in the solution of
problems which may involve compound shapes.
10
Solve problems involving the arc length and
sector area of a circle, including knowledge
and use of radian measure.
Formulas are not given.
Trigonometry
Candidates should be able to:
Notes/Examples
10.1
sine, cosine, tangent, secant, cosecant, cotangent
Know and use the six trigonometric functions
of angles of any magnitude.
10.2 Understand and use the amplitude and
period of a trigonometric function, including
the relationship between graphs of related
trigonometric functions.
For example: y = sin x and y = 3sin 2x
10.3 Draw and use the graphs of
Graphs will be drawn over a given domain which
may be in either degrees or radians.
y = a sin bx + c
y = a cos bx + c
y = a tan bx + c
where a is a positive integer, b is a simple
fraction or integer, and c is an integer.
10.4 Use the relationships:
•
•
•
2
2
sin A + cos A = 1
sec2 A = 1 + tan2 A
cosec2 A = 1 + cot2 A
Back to contents page
The period may be in either degrees or radians.
For a graph of y = a tan bx + c, the x-coordinate of
any asymptote should be clearly labelled.
Fractions will have a denominator of 2, 3, 4, 6 or 8
only.
Trigonometric identities are given in the List of
formulas.
www.cambridgeinternational.org/igcse
16
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
10
Trigonometry (continued)
10.5 Solve, for a given domain, trigonometric
equations involving the six trigonometric
functions.
Includes the use of the relationships in 10.4.
For example:
•
•
•
•
10.6 Prove trigonometric relationships involving the
six trigonometric functions.
3 cosec d2i -
r
n=4
12
Includes the use of the relationships in 10.4.
For example:
•
•
11
4 cot θ = tan θ
2 sec2 θ + tan θ – 3 = 0
i
i
5 sin
+ 2 cos
=0
3
3
sin x tan x + cos x = sec x
1 + cos i
sin i
+
= 2 cosec θ
1 + cos i
sin i
Permutations and combinations
Candidates should be able to:
Notes/Examples
11.1
Recognise the difference between
permutations and combinations and know
when each should be used.
11.2
Know and use the notation n! and
the expressions for permutations and
combinations of n items taken r at a time.
Includes 0! = 1.
11.3
Solve problems on arrangement and selection
using permutations or combinations.
Problems will be either in an everyday context or
based on an algebraic problem.
Problems involving:
•
repetition of objects
•
objects arranged in a circle
•
both permutations and combinations,
are not included.
Back to contents page
www.cambridgeinternational.org/igcse
17
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
12
Series
Candidates should be able to:
Notes/Examples
12.1
Includes simplification of coefficients.
Use the binomial theorem for expansion of
(a + b)n for positive integer n.
12.2 Use the general term
JN
KnO an–rbr, 0 ⩽ r ⩽ n .
KrO
LP
Formula is given in the List of formulas.
For example:
Find the term independent of x in the expansion of
d2x + 1 n .
x
10
Knowledge of the greatest term and properties of
the coefficients is not required.
12.3
Recognise arithmetic and geometric
progressions and understand the difference
between them.
12.4
Use the formulas for the nth term and for the
sum of the first n terms to solve problems
involving arithmetic or geometric progressions.
Problems may be in context.
Use the condition for the convergence of a
geometric progression, and the formula for
the sum to infinity of a convergent geometric
progression.
Includes explaining why a particular geometric
progression has or does not have a sum to infinity.
12.5
13
Formulas are given in the List of formulas.
Formula is given in the List of formulas.
Vectors in two dimensions
Candidates should be able to:
Notes/Examples
13.1
Vectors will be given in any form including:
Understand and use vector notation.
JaN
KK OO , AB , p, ai – bj
LbP
Candidates are expected to use correct vector
notation.
13.2 Know and use position vectors and unit
vectors.
For example:
13.3 Find the magnitude of a vector; add and
subtract vectors and multiply vectors by
scalars.
Includes:
13.4 Compose and resolve velocities.
Determine a resultant vector by adding two or more
vectors together.
The unit vector in the same direction as a is
a
.
a
•
equating like vectors
•
solving problems using vector geometry, with a
diagram given in more complex cases.
Includes the use of a velocity vector to determine
position and solve problems in context such as
particles colliding.
Back to contents page
www.cambridgeinternational.org/igcse
18
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
14
Calculus
No formulas will be given in the List of formulas for the Calculus section.
Candidates should be able to:
Notes/Examples
14.1
Only an informal understanding of the idea of a limit
is expected, and the technique of differentiation from
first principles is not required.
Understand the idea of a derived function.
14.2 Use the notations
R
V
dy d2 y S d JKdyNOW
=
f′(x), f″(x), ,
dx dx2 SS dx KdxOWW
L PX
T
dy
δx, δx → 0,
.
dx
14.3 Know and use the derivatives of the standard
functions xn (for any rational n), sin x, cos x,
tan x, ex, ln x.
Includes constant multiples, sums and composite
functions (use of chain rule).
For example, differentiate `3x 2 + 4j .
1
3
For trigonometric functions angles will always be in
radians.
14.4
Differentiate products and quotients of
functions.
14.5 Use differentiation to find gradients, tangents
and normals.
14.6
Use differentiation to find stationary points.
14.7
Apply differentiation to connected rates of
change, small increments and approximations.
Points of inflexion are not included.
14.8 Apply differentiation to practical problems
involving maxima and minima.
14.9
Use the first and second derivative tests to
discriminate between maxima and minima.
Points of inflexion are not included.
Full justification of conclusions is expected.
An explanation of how to distinguish between a
maximum point and a minimum point may be
required.
Unless specified otherwise, any valid method is
allowed.
14.10 Understand integration as the reverse process
of differentiation.
Solutions for indefinite integrals should include an
arbitrary constant.
14.11 Integrate sums of terms in powers of x,
Solutions for indefinite integrals should include an
arbitrary constant.
1
1
including and
.
x
ax + b
Back to contents page
www.cambridgeinternational.org/igcse
19
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Subject content
14
Calculus (continued)
14.12 Integrate functions of the form:
•
•
•
•
•
n
(ax + b) for any rational n
sin (ax + b)
cos (ax + b)
sec2 (ax + b)
eax+b
14.13 Evaluate definite integrals and apply
integration to the evaluation of plane areas.
Includes the case where n = –1.
For trigonometric functions angles will always be in
radians.
Solutions for indefinite integrals should include an
arbitrary constant.
Plane areas include:
•
between a line and a curve
•
between two curves
•
a sum of two areas.
14.14 Apply differentiation and integration
to kinematics problems that involve
displacement, velocity and acceleration of a
particle moving in a straight line with variable
or constant acceleration.
For example:
14.15 Make use of the relationships in 14.14 to draw
and use the following graphs:
For example:
•
displacement–time
•
distance–time
•
velocity–time
•
speed–time
•
acceleration–time.
Back to contents page
Given the velocity of a particle is v = 3t2 – 30t + 72
find its acceleration when t = 2.
A particle moves in a straight line. Its displacement s,
from a fixed point at time, t, is given by s = 3t3 – 10t2
+ 4t + 8 for 0 ⩽ t ⩽ 3. Sketch its displacement–time
graph, its speed–time graph, its acceleration–time
graph.
www.cambridgeinternational.org/igcse
20
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027.
4 Details of the assessment
All candidates take two written papers.
Grades A* to E will be available for candidates who achieve the required standards. Grades F and G will not be
available. Therefore, candidates who do not achieve the minimum mark for grade E will be unclassified.
Candidates must show all necessary working.
Paper 1
Written paper, 2 hours, 80 marks
Use of a calculator is not allowed.
Candidates answer all questions.
Structured and unstructured questions.
This paper consists of questions based on any part of the content.
This is a compulsory component for all candidates.
This written paper is an externally set assessment, marked by Cambridge.
Paper 2
Written paper, 2 hours, 80 marks
A scientific calculator is required.
Candidates answer all questions.
Structured and unstructured questions.
This paper consists of questions based on any part of the content.
This is a compulsory component for all candidates.
This written paper is an externally set assessment, marked by Cambridge.
Back to contents page
www.cambridgeinternational.org/igcse
21
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Details of the assessment
List of formulas
Equation of a circle with centre (a, b) and radius r.
(x – a)2 + (y – b)2 = r2
Curved surface area, A, of cone of radius r, sloping edge l.
A = πrl
Surface area, A, of sphere of radius r.
A = 4πr2
Volume, V, of pyramid or cone, base area A, height h.
V=
Volume, V, of sphere of radius r.
1
Ah
3
4
V = πr3
3
Quadratic Equation
For the equation ax2 + bx + c = 0,
x=
Binomial Theorem
Arithmetic series
-b !
b 2 - 4ac
2a
JnN
JnN
JnN
(a + b) n = a n + KK OO a n - 1 b + KK OO a n - 2 b 2 + … + KK OO a n - r b r + … + b n
L1P
L2P
LrP
JnN
n!
where n is a positive integer and KK OO = n
r) !r!
(
LrP
un = a + ^n − 1h d
1
1
Sn = 2 n ^a + lh = 2 n #2a + ^n − 1h d -
Geometric series
−
un = ar n 1
a ^1 − r nh
^r ! 1h
1− r
a
S3 = − ^ r 1 1h
1 r
Sn =
Identities
sin2 A + cos2 A = 1
sec2 A = 1 + tan2 A
cosec2 A = 1 + cot2 A
Formulas for ∆ABC
a
b
c
=
=
sin A sin B sin C
a2 = b2 + c2 – 2bc cos A
1
∆=
ab sin C
2
Back to contents page
www.cambridgeinternational.org/igcse
22
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Details of the assessment
Mathematical conventions
Mathematics is a universal language where there are some similarities and differences around the world.
The guidance below outlines the conventions that are used in Cambridge examinations, and we encourage
candidates to follow these conventions.
Working with graphs
•
•
A plot of a graph should have points clearly marked, for example as small crosses (×), and must:
–
be drawn on a grid or graph paper
–
cover the range of values that has been requested. Candidates should calculate the coordinates of
points and connect them appropriately (where a table of values is not provided, the candidate must
decide on points required to draw the graph accurately so that it has the most important features listed
in sketching a graph)
–
have each point plotted to an accuracy of within half of the smallest square on the grid.
A sketch of a graph does not have to be accurate or to scale, nor does it need to be on graph or squared
paper, but it must:
–
be drawn freehand
–
show the most important features, e.g. x-intercepts, y-intercepts, stationary points, symmetry, and
asymptotes, with coordinates of relevant values marked on the axes, where required
–
have labelled axes, e.g. with x and y
–
interact with the axes appropriately, e.g. by intersecting or by tending towards
–
fall within the correct quadrants
–
show the correct long-term behaviour if no domain has been specified.
•
Graphs should extend as far as possible across any given grid, within any constraints of the domain.
•
Where graphs of functions are:
•
–
linear, they should be ruled
–
non-linear, the points should be joined with a smooth curve
–
the modulus of a non-linear function, it should have cusps.
Values should be read off a graph to an accuracy of within half of the smallest square on the grid.
Communicating mathematically
•
If candidates are asked to show their working, or show that a given result is true, they cannot gain full
marks without clearly communicating and fully justifying their method.
•
A numerical answer should not be given as a combination of fractions and decimals, e.g.
is not
0.2
acceptable.
•
When asked to ‘simplify’, the candidate must simplify fully.
•
When asked to ‘factorise’, the candidate must factorise fully.
1
Back to contents page
www.cambridgeinternational.org/igcse
23
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Details of the assessment
Accuracy
•
Answers are expected to be given in their simplest form unless the question states otherwise.
•
Where a question asks for ‘exact values’ the answer may need to be given in terms of π, e, natural
logarithms, surds or a combination of these, depending on the question.
•
Where answers are not exact values:
–
angles in degrees should be given to at least one decimal place
–
all other values should be given to at least three significant figures
unless a different accuracy is defined in the question.
•
Answers that are exact to four or five significant figures should not be rounded unless the question states
otherwise.
•
In order to obtain an answer correct to an appropriate degree of accuracy, a higher degree of accuracy will
often be needed within the working.
•
If a question asks to prove or show a given answer to a specified degree of accuracy, candidates must
show full working, intermediate answers and the final answer to at least one degree of accuracy more than
that asked for.
Back to contents page
www.cambridgeinternational.org/igcse
24
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. Details of the assessment
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word
What it means
Calculate
work out from given facts, figures or information
Describe
state the points of a topic / give characteristics and main features
Determine
establish with certainty
Explain
set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence
Give
produce an answer from a given source or recall/memory
Plot
mark point(s) on a graph
Show (that)
provide structured evidence that leads to a given result
Sketch
make a simple freehand drawing showing the key features
State
express in clear terms
Verify
confirm a given statement/result is true
Work out
calculate from given facts, figures or information with or without the use of a calculator
Write
give an answer in a specific form
Write down
give an answer without significant working
Back to contents page
www.cambridgeinternational.org/igcse
25
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027.
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We recommend that learners starting this course should have studied a mathematics curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework. Knowledge of the
subject content of IGCSE Mathematics (0580) or IGCSE (9–1) Mathematics (0980) is assumed. This includes
the use of indices and surds.
Guided learning hours
We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
•
Cambridge O Level Additional Mathematics (4037)
•
syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Group awards: Cambridge ICE
Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Back to contents page
www.cambridgeinternational.org/igcse
26
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.
Support for exams officers
We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes
Language
This syllabus and the related assessment materials are available in English only.
Accessibility and equality
Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Back to contents page
www.cambridgeinternational.org/igcse
27
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. What else you need to know
Important:
•
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
•
Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
•
Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
After the exam
Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
•
Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
How students and teachers can use the grades
Assessment at Cambridge IGCSE has two purposes:
1
to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2
to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
Back to contents page
www.cambridgeinternational.org/igcse
28
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. What else you need to know
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Additional Mathematics will be published after the first assessment of
the syllabus in 2025.
Back to contents page
www.cambridgeinternational.org/igcse
29
Cambridge IGCSE Additional Mathematics 0606 syllabus for 2025, 2026 and 2027. What else you need to know
Changes to this syllabus for 2025, 2026 and 2027
The syllabus has been reviewed and revised for first examination in 2025.
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content
Changes to assessment
(including changes to
specimen papers)
•
The wording of learning outcomes has been updated and notes and
examples included, to clarify the depth of teaching.
•
The subject content has been refreshed and updated. Significant
changes to content have been summarised below.
–
The Indices and surds topic has been removed from the subject
content (this is now assumed knowledge).
–
A new topic on Coordinate geometry of the circle has been
added to the subject content.
•
Other content has been added, removed or clarified within topics;
you are advised to read the subject content in the syllabus carefully
for details.
•
The teaching time has not changed.
•
The List of formulas provided in the examinations has been
updated.
•
The Command words have been updated.
•
A section on mathematical conventions has been provided.
•
The wording of the learner attributes has been updated to improve
clarity.
•
The aims have been updated and clarified.
•
The wording of the assessment objectives (AOs) has been updated.
There are no changes to the knowledge and skills being assessed
for each AO.
•
A non-calculator assessment has been introduced to build
candidates’ confidence in working mathematically without a
calculator.
–
Paper 1 is now a non-calculator paper, calculators are not
allowed in the exam.
–
Calculators are still allowed in Paper 2.
•
The questions in the examinations are the same standard as in the
existing assessment.
•
Mark schemes have been updated to award more marks
for working where appropriate, in line with other Cambridge
Mathematics qualifications.
•
The specimen assessment materials have been updated to reflect
the changes to the assessment.
In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
specimen papers will help your students become familiar with exam requirements and command words in
questions. The specimen mark schemes show how students should answer questions to meet the assessment
objectives.
Any textbooks endorsed to support the syllabus for examination from 2025 are suitable for use
with this syllabus.
Back to contents page
www.cambridgeinternational.org/igcse
30
School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554
email : info@cambridgeinternational.org
© Cambridge University Press & Assessment September 2022
www.cambridgeinternational.org
Syllabus
Cambridge IGCSE™
Biology 0610
Use this syllabus for exams in 2026, 2027 and 2028.
Exams are available in the June and November series.
Exams are also available in the March series in India.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for learners to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/
We believe education works best when curriculum, teaching, learning and assessment are closely aligned.
Our programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to
prepare students for their future. Together with schools, we develop Cambridge learners who are confident,
responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international education programmes and qualifications
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/about-us/our-standards/
© Cambridge University Press & Assessment September 2023
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment 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.
Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7
Aims
7
Content overview
8
Assessment overview
9
Assessment objectives
10
3 Subject content ..........................................................................................................12
4 Details of the assessment ........................................................................................ 49
Core assessment
49
Extended assessment
49
Practical assessment
50
Apparatus, materials and reagents
52
Safety in the laboratory
54
Mathematical requirements
54
Presentation of data
55
Conventions (e.g. signs, symbols, terminology and nomenclature)
57
Command words
58
5 What else you need to know .................................................................................... 59
Before you start
59
Making entries
60
Accessibility and equality
60
After the exam
61
How students and teachers can use the grades
62
Changes to this syllabus for 2026, 2027 and 2028
63
Important: Changes to this syllabus
The latest syllabus is version 1, published September 2023. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for use with this
syllabus.
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is
taught by over 5000 schools in 150 countries.
Our programmes promote a thorough knowledge and
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Cambridge
learner
Cambridge IGCSE Biology develops a set of transferable
skills including handling data, practical problem-solving and
applying the scientific method. Learners develop relevant
attitudes, such as concern for accuracy and precision,
objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for
progression to further studies or employment.
Our approach in Cambridge IGCSE Biology encourages learners to be:
confident, interested in learning about science, questioning ideas and using scientific language to
communicate their views and opinions
responsible, working methodically and safely when working alone or collaboratively with others
reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment
innovative, solving unfamiliar problems confidently and creatively
engaged, keen to develop scientific skills, being curious about scientific principles and their application in the
world.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally
recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia
Back to contents page
www.cambridgeinternational.org/igcse
4
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Biology gives learners a solid foundation for further study. Candidates who achieve grades A* to C are
well prepared to follow a wide range of courses including Cambridge International AS & A Level Biology or
Marine Science.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Cambridge students can be confident that their qualifications will be
understood and valued throughout their education and career, in their home country and internationally.
Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.
UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE
Back to contents page
www.cambridgeinternational.org/igcse
5
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
Supporting teachers
We believe education is most effective when curriculum, teaching and learning, and assessment are closely
aligned. We provide a wide range of resources, detailed guidance, innovative training and targeted professional
development so that you can give your students the best possible preparation for Cambridge IGCSE. To find
out which resources are available for each syllabus go to our School Support Hub.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge IGCSE
Planning and
preparation
Teaching and
assessment
•
Syllabuses
•
Endorsed resources
•
Schemes of work
•
Online forums
•
Specimen Question
Papers and Mark
Schemes
•
Resource Plus
•
Everyday Science
•
Teacher guides
Learning and revision
Results
•
Example candidate
responses
•
Candidate Results
Service
•
Past papers and
mark schemes
•
Principal examiner
reports for teachers
•
Specimen paper
answers
•
Results Analysis
•
Test Maker
Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates
Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.
Professional development
Find the next step on your professional development journey.
•
Introductory Professional Development – An introduction to Cambridge programmes and qualifications.
•
Extension Professional Development – Develop your understanding of Cambridge programmes and
qualifications to build confidence in your delivery.
•
Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops.
•
Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that transform
professional learning for practising teachers. Available at Certificate and Diploma level.
Find out more at:
www.cambridgeinternational.org/support-and-training-for-schools/professional-development/
Supporting exams officers
We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide
Back to contents page
www.cambridgeinternational.org/igcse
6
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.
2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.
The aims are to enable students to:
•
acquire scientific knowledge and understanding of scientific theories and practice
•
develop a range of experimental skills, including handling variables and working safely
•
use scientific data and evidence to solve problems and discuss the limitations of scientific methods
•
communicate effectively and clearly, using scientific terminology, notation and conventions
•
understand that the application of scientific knowledge can benefit people and the environment
•
enjoy science and develop an informed interest in scientific matters which support further study.
Cambridge Assessment International Education is an education organisation and politically
neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.
Back to contents page
www.cambridgeinternational.org/igcse
7
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview
Content overview
Candidates study the following topics:
1
Characteristics and classification of living organisms
2
Organisation of the organism
3
Movement into and out of cells
4
Biological molecules
5
Enzymes
6
Plant nutrition
7
Human nutrition
8
Transport in plants
9
Transport in animals
10 Diseases and immunity
11 Gas exchange in humans
12 Respiration
13 Excretion in humans
14 Coordination and response
15 Drugs
16 Reproduction
17 Inheritance
18 Variation and selection
19 Organisms and their environment
20 Human influences on ecosystems
21 Biotechnology and genetic modification
Back to contents page
www.cambridgeinternational.org/igcse
8
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview
Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.
Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.
Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.
Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:
Paper 1: Multiple Choice (Core)
Paper 3: Theory (Core)
45 minutes
1 hour 15 minutes
40 marks
30%
80 marks
50%
40 four-option multiple-choice questions
Short-answer and structured questions
Externally assessed
Externally assessed
Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content:
Paper 2: Multiple Choice (Extended)
Paper 4: Theory (Extended)
45 minutes
1 hour 15 minutes
40 marks
30%
80 marks
50%
40 four-option multiple-choice questions
Short-answer and structured questions
Externally assessed
Externally assessed
Practical assessment
All candidates take one practical paper from a choice of two:
Paper 5: Practical Test
Paper 6: Alternative to Practical
1 hour 15 minutes
1 hour
40 marks
Questions will be based on the experimental
skills in Section 4
20%
40 marks
OR
Externally assessed
20%
Questions will be based on the experimental
skills in Section 4
Externally assessed
Information on availability is in the Before you start section.
Back to contents page
www.cambridgeinternational.org/igcse
9
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview
Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of:
•
scientific phenomena, facts, laws, definitions, concepts and theories
•
scientific vocabulary, terminology and conventions (including symbols, quantities and units)
•
scientific instruments and apparatus, including techniques of operation and aspects of safety
•
scientific and technological applications with their social, economic and environmental implications.
Subject content defines the factual material that candidates may be required to recall and explain.
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 another.
AO2 Handling information and problem-solving
Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
•
locate, select, organise and present information from a variety of sources
•
translate information from one form to another
•
manipulate numerical and other data
•
use information to identify patterns, report trends and form conclusions
•
present reasoned explanations for phenomena, patterns and relationships
•
make predictions based on relationships and patterns
•
solve problems, including some of a quantitative nature.
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to
apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
AO3 Experimental skills and investigations
Candidates should be able to:
•
demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
•
plan experiments and investigations
•
make and record observations, measurements and estimates
•
interpret and evaluate experimental observations and data
•
evaluate methods and suggest possible improvements.
Back to contents page
www.cambridgeinternational.org/igcse
10
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective
Weighting in IGCSE %
AO1 Knowledge with understanding
50
AO2 Handling information and problem-solving
30
AO3 Experimental skills and investigations
20
Total
100
Assessment objectives as a percentage of each component
Assessment objective
Weighting in components %
Papers 1 and 2
Papers 3 and 4
Papers 5 and 6
AO1 Knowledge with understanding
63
63
0
AO2 Handling information and problem-solving
37
37
0
AO3 Experimental skills and investigations
0
0
100
Total
100
100
100
Back to contents page
www.cambridgeinternational.org/igcse
11
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.
Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their experimental skills by doing practical work and investigations across a range of
topics.
Practical work helps students to:
•
use equipment and materials accurately and safely
•
develop observational and problem-solving skills
•
develop a deeper understanding of the syllabus topics and the scientific approach
•
appreciate how scientific theories are developed and tested
•
transfer the experimental skills acquired to unfamiliar contexts
•
develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
•
develop an interest and enjoyment in science.
1
Characteristics and classification of living organisms
1.1 Characteristics of living organisms
Core
1
Supplement
Describe the characteristics of living organisms
by describing:
(a)movement as an action by an organism or
part of an organism causing a change of
position or place
(b)respiration as the chemical reactions in
cells that break down nutrient molecules
and release energy for metabolism
(c)sensitivity as the ability to detect and
respond to changes in the internal or
external environment
(d)growth as a permanent increase in size and
dry mass
(e)reproduction as the processes that make
more of the same kind of organism
(f)excretion as the removal of the waste
products of metabolism and substances in
excess of requirements
(g)nutrition as the taking in of materials for
energy, growth and development
Back to contents page
www.cambridgeinternational.org/igcse
12
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
1.2 Concept and uses of classification systems
Core
Supplement
1
State that organisms can be classified into
groups by the features that they share
5
Explain that classification systems aim to reflect
evolutionary relationships
2
Describe a species as a group of organisms
that can reproduce to produce fertile offspring
3
Describe the binomial system of naming
species as an internationally agreed system
in which the scientific name of an organism is
made up of two parts showing the genus and
species
4
Construct and use dichotomous keys based on
identifiable features
6
Explain that the sequences of bases in DNA are
used as a means of classification
7
Explain that groups of organisms which share a
more recent ancestor (are more closely related)
have base sequences in DNA that are more
similar than those that share only a distant
ancestor
1.3 Features of organisms
Core
Supplement
1State the main features used to place animals
and plants into the appropriate kingdoms
4State the main features used to place all
organisms into one of the five kingdoms:
animal, plant, fungus, prokaryote, protoctist
2State the main features used to place
organisms into groups within the animal
kingdom, limited to:
5State the main features used to place
organisms into groups within the plant
kingdom, limited to ferns and flowering plants
(dicotyledons and monocotyledons)
(a)the main groups of vertebrates: mammals,
birds, reptiles, amphibians, fish
(b)the main groups of arthropods: myriapods,
insects, arachnids, crustaceans
3Classify organisms using the features identified
in 1.3.1 and 1.3.2
6Classify organisms using the features identified
in 1.3.4 and 1.3.5
7State the features of viruses, limited to a protein
coat and genetic material
Back to contents page
www.cambridgeinternational.org/igcse
13
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
2
Organisation of the organism
2.1 Cell structure
Core
Supplement
1Describe and compare the structure of a plant
cell with an animal cell, limited to: cell wall, cell
membrane, nucleus, cytoplasm, chloroplasts,
ribosomes, mitochondria, vacuoles
2Describe the structure of a bacterial cell,
limited to: cell wall, cell membrane, cytoplasm,
ribosomes, circular DNA, plasmids
3Identify the cell structures listed in 2.1.1 and
2.1.2 in diagrams and images of plant, animal
and bacterial cells
4Describe the functions of the structures listed
in 2.1.1 and 2.1.2 in plant, animal and bacterial
cells
5State that new cells are produced by division of
existing cells
6State that specialised cells have specific
functions, limited to:
(a)ciliated cells – movement of mucus in the
trachea and bronchi
(b) root hair cells – absorption
(c) palisade mesophyll cells – photosynthesis
(d)neurones – conduction of electrical
impulses
(e) red blood cells – transport of oxygen
(f)sperm and egg cells (gametes) –
reproduction
7Describe the meaning of the terms: cell,
tissue, organ, organ system and organism as
illustrated by examples given in the syllabus
2.2 Size of specimens
Core
1
State and use the formula:
magnification = image size ÷ actual size
2
Calculate magnification and size of biological
specimens using millimetres as units
Back to contents page
Supplement
3
Convert measurements between
millimetres (mm) and micrometres (μm)
www.cambridgeinternational.org/igcse
14
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
3
Movement into and out of cells
3.1 Diffusion
Core
1
Describe diffusion as the net movement
of particles from a region of their higher
concentration to a region of their lower
concentration (i.e. down a concentration
gradient), as a result of their random movement
2
State that the energy for diffusion comes from
the kinetic energy of random movement of
molecules and ions
3
State that some substances move into and out
of cells by diffusion through the cell membrane
4
Describe the importance of diffusion of gases
and solutes in living organisms
5
Investigate the factors that influence diffusion,
limited to: surface area, temperature,
concentration gradient and distance
Supplement
3.2 Osmosis
Core
Supplement
1
Describe the role of water as a solvent in
organisms with reference to digestion, excretion
and transport
7
2
State that water diffuses through partially
permeable membranes by osmosis
Describe osmosis as the net movement of
water molecules from a region of higher water
potential (dilute solution) to a region of lower
water potential (concentrated solution), through
a partially permeable membrane
3
State that water moves into and out of cells by
osmosis through the cell membrane
4
Investigate osmosis using materials such as
dialysis tubing
5
Investigate and describe the effects on plant
tissues of immersing them in solutions of
different concentrations
8
Explain the effects on plant cells of immersing
them in solutions of different concentrations
by using the terms: turgid, turgor pressure,
plasmolysis, flaccid
9
Explain the importance of water potential and
osmosis in the uptake and loss of water by
organisms
6
State that plants are supported by the pressure
of water inside the cells pressing outwards on
the cell wall
Back to contents page
www.cambridgeinternational.org/igcse
15
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
3.3 Active transport
Core
Supplement
1
2
Explain the importance of active transport as
a process for movement of molecules or ions
across membranes, including ion uptake by
root hairs
3
State that protein carriers move molecules
or ions across a membrane during active
transport
Describe active transport as the movement
of particles through a cell membrane from
a region of lower concentration to a region
of higher concentration (i.e. against a
concentration gradient), using energy from
respiration
4
Biological molecules
4.1 Biological molecules
Core
1
List the chemical elements that make up:
carbohydrates, fats and proteins
2
State that large molecules are made from
smaller molecules, limited to:
Supplement
(a) starch, glycogen and cellulose from glucose
(b) proteins from amino acids
(c) fats and oils from fatty acids and glycerol
3
Describe the use of:
(a) iodine solution test for starch
(b) Benedict’s solution test for reducing sugars
(c) biuret test for proteins
(d) ethanol emulsion test for fats and oils
(e) DCPIP test for vitamin C
4
Describe the structure of a DNA molecule:
(a)two strands coiled together to form a
double helix
(b)each strand contains chemicals called
bases
(c)bonds between pairs of bases hold the
strands together
(d)the bases always pair up in the same way:
A with T, and C with G (full names are not
required)
Back to contents page
www.cambridgeinternational.org/igcse
16
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
5
Enzymes
5.1 Enzymes
Core
Supplement
1
Describe a catalyst as a substance that
increases the rate of a chemical reaction and is
not changed by the reaction
2
Describe enzymes as proteins that are involved
in all metabolic reactions, where they function
as biological catalysts
3
Describe why enzymes are important in all
living organisms in terms of a reaction rate
necessary to sustain life
4
Describe enzyme action with reference to
the shape of the active site of an enzyme
being complementary to its substrate and the
formation of products
6
Explain enzyme action with reference to: active
site, enzyme-substrate complex, substrate and
product
7
Explain the specificity of enzymes in terms of
the complementary shape and fit of the active
site with the substrate
Investigate and describe the effect of changes
in temperature and pH on enzyme activity
with reference to optimum temperature and
denaturation
8
Explain the effect of changes in temperature
on enzyme activity in terms of kinetic energy,
shape and fit, frequency of effective collisions
and denaturation
9
Explain the effect of changes in pH on
enzyme activity in terms of shape and fit and
denaturation
5
6
Plant nutrition
6.1 Photosynthesis
Core
1
Describe photosynthesis as the process by
which plants synthesise carbohydrates from
raw materials using energy from light
2
State the word equation for photosynthesis as:
carbon dioxide + water → glucose + oxygen
in the presence of light and chlorophyll
3
State that chlorophyll is a green pigment that is
found in chloroplasts
4
State that chlorophyll transfers energy from light
into energy in chemicals, for the synthesis of
carbohydrates
Back to contents page
Supplement
10 State the balanced chemical equation for
photosynthesis as:
6CO2 + 6H2O → C6H12O6 + 6O2
continued
www.cambridgeinternational.org/igcse
17
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
6.1 Photosynthesis continued
Core
5
Supplement
Outline the subsequent use and storage of the
carbohydrates made in photosynthesis, limited
to:
(a) starch as an energy store
(b) cellulose to build cell walls
(c)glucose used in respiration to provide
energy
(d) sucrose for transport in the phloem
(e) nectar to attract insects for pollination
6
Explain the importance of:
(a) nitrate ions for making amino acids
(b) magnesium ions for making chlorophyll
7
Investigate the need for chlorophyll, light and
carbon dioxide for photosynthesis, using
appropriate controls
8
Investigate and describe the effects of varying
light intensity, carbon dioxide concentration and
temperature on the rate of photosynthesis
9
Investigate and describe the effect of light and
dark conditions on gas exchange in an aquatic
plant using hydrogencarbonate indicator
solution
11 Identify and explain the limiting factors of
photosynthesis in different environmental
conditions
6.2 Leaf structure
Core
1
State that most leaves have a large surface
area and are thin, and explain how these
features are adaptations for photosynthesis
2
Identify in diagrams and images the following
structures in the leaf of a dicotyledonous plant:
chloroplasts, cuticle, guard cells and stomata,
upper and lower epidermis, palisade mesophyll,
spongy mesophyll, air spaces, vascular
bundles, xylem and phloem
3
Explain how the structures listed in 6.2.2 adapt
leaves for photosynthesis
Back to contents page
Supplement
www.cambridgeinternational.org/igcse
18
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
7
Human nutrition
7.1
Diet
Core
1
Describe what is meant by a balanced diet
2
State the principal dietary sources and describe
the importance of:
Supplement
(a) carbohydrates
(b) fats and oils
(c) proteins
(d) vitamins, limited to C and D
(e) mineral ions, limited to calcium and iron
(f) fibre (roughage)
(g) water
3
State the causes of scurvy and rickets
7.2 Digestive system
Core
1
Supplement
Identify in diagrams and images the main
organs of the digestive system, limited to:
(a)alimentary canal: mouth, oesophagus,
stomach, small intestine (duodenum and
ileum) and large intestine (colon, rectum,
anus)
(b)associated organs: salivary glands,
pancreas, liver and gall bladder
2
Describe the functions of the organs of the
digestive system listed in 7.2.1, in relation to:
(a)ingestion – the taking of substances, e.g.
food and drink, into the body
(b) digestion – the breakdown of food
(c)absorption – the movement of nutrients
from the intestines into the blood
(d)assimilation – uptake and use of nutrients
by cells
(e)egestion – the removal of undigested food
from the body as faeces
Back to contents page
www.cambridgeinternational.org/igcse
19
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
7.3 Physical digestion
Core
1
Describe physical digestion as the breakdown
of food into smaller pieces without chemical
change to the food molecules
2
State that physical digestion increases the
surface area of food for the action of enzymes
in chemical digestion
3
Identify in diagrams and images the types of
human teeth: incisors, canines, premolars and
molars
4
Describe the structure of human teeth, limited
to: enamel, dentine, pulp, nerves, blood vessels
and cement, and understand that teeth are
embedded in bone and the gums
5
Describe the functions of the types of human
teeth in physical digestion of food
6
Describe the function of the stomach in
physical digestion
Supplement
7
Back to contents page
Outline the role of bile in emulsifying fats and
oils to increase the surface area for chemical
digestion
www.cambridgeinternational.org/igcse
20
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
7.4 Chemical digestion
Core
1
Describe chemical digestion as the breakdown
of large insoluble molecules into small soluble
molecules
2
State the role of chemical digestion in
producing small soluble molecules that can be
absorbed
3
Describe the functions of enzymes as follows:
Supplement
6
(a)amylase breaks down starch to simple
reducing sugars
(a) amylase breaks down starch to maltose
(b)proteases break down protein to amino
acids
(b)maltase breaks down maltose to glucose
on the membranes of the epithelium lining
the small intestine
(c)lipase breaks down fats and oils to fatty
acids and glycerol
4
State where, in the digestive system, amylase,
protease and lipase are secreted and where
they act
5
Describe the functions of hydrochloric acid
in gastric juice, limited to killing harmful
microorganisms in food and providing an acidic
pH for optimum enzyme activity
Describe the digestion of starch in the digestive
system:
7
Describe the digestion of protein by proteases
in the digestive system:
(a)pepsin breaks down protein in the acidic
conditions of the stomach
(b)trypsin breaks down protein in the alkaline
conditions of the small intestine
8
Explain that bile is an alkaline mixture that
neutralises the acidic mixture of food and
gastric juices entering the duodenum from the
stomach, to provide a suitable pH for enzyme
action
7.5 Absorption
Core
1
2
Supplement
State that the small intestine is the region where
nutrients are absorbed
3
Explain the significance of villi and microvilli in
increasing the internal surface area of the small
intestine
4
Describe the structure of a villus
5
Describe the roles of capillaries and lacteals in
villi
State that most water is absorbed from the
small intestine but that some is also absorbed
from the colon
Back to contents page
www.cambridgeinternational.org/igcse
21
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
8
Transport in plants
8.1 Xylem and phloem
Core
Supplement
1
3
State the functions of xylem and phloem:
(a)xylem – transport of water and mineral ions,
and support
(b)phloem – transport of sucrose and amino
acids
2
Identify in diagrams and images the position of
xylem and phloem as seen in sections of roots,
stems and leaves of non-woody dicotyledonous
plants
Relate the structure of xylem vessels to their
function, limited to:
(a)thick walls with lignin (details of lignification
are not required)
(b) no cell contents
(c)cells joined end to end with no cross walls
to form a long continuous tube
8.2 Water uptake
Core
1
Identify in diagrams and images root hair cells
and state their functions
2
State that the large surface area of root hairs
increases the uptake of water and mineral ions
3
Outline the pathway taken by water through
the root, stem and leaf as: root hair cells, root
cortex cells, xylem, mesophyll cells
4
Investigate, using a suitable stain, the pathway
of water through the above-ground parts of a
plant
Back to contents page
Supplement
www.cambridgeinternational.org/igcse
22
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
8.3 Transpiration
Core
1
Describe transpiration as the loss of water
vapour from leaves
2
State that water evaporates from the surfaces
of the mesophyll cells into the air spaces and
then diffuses out of the leaves through the
stomata as water vapour
3
Investigate and describe the effects of variation
of temperature and wind speed on transpiration
rate
Supplement
4
Explain how water vapour loss is related to:
the large internal surface area provided by the
interconnecting air spaces between mesophyll
cells and the size and number of stomata
5
Explain the mechanism by which water moves
upwards in the xylem in terms of a transpiration
pull that draws up a column of water molecules,
held together by forces of attraction between
water molecules
6
Explain the effects on the rate of transpiration of
varying the following factors: temperature, wind
speed and humidity
7
Explain how and why wilting occurs
8.4 Translocation
Core
Supplement
1
Describe translocation as the movement of
sucrose and amino acids in phloem from
sources to sinks
2
Describe:
(a)sources as the parts of plants that release
sucrose or amino acids
(b)sinks as the parts of plants that use or store
sucrose or amino acids
3
Back to contents page
Explain why some parts of a plant may act as a
source and a sink at different times
www.cambridgeinternational.org/igcse
23
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
9
Transport in animals
9.1 Circulatory systems
Core
1
Supplement
Describe the circulatory system as a system
of blood vessels with a pump and valves to
ensure one-way flow of blood
2
Describe the single circulation of a fish
3
Describe the double circulation of a mammal
4
Explain the advantages of a double circulation
9.2 Heart
Core
Supplement
1
7
Identify in diagrams and images the
atrioventricular and semilunar valves in the
mammalian heart
8
Explain the relative thickness of:
Identify in diagrams and images the structures
of the mammalian heart, limited to: muscular
wall, septum, left and right ventricles, left
and right atria, one-way valves and coronary
arteries
(a)the muscle walls of the left and right
ventricles
(b)the muscle walls of the atria compared to
those of the ventricles
9
Explain the importance of the septum in
separating oxygenated and deoxygenated
blood
10 Describe the functioning of the heart in terms
of the contraction of muscles of the atria and
ventricles and the action of the valves
2
State that blood is pumped away from the heart
in arteries and returns to the heart in veins
3
State that the activity of the heart may be
monitored by: ECG, pulse rate and listening to
sounds of valves closing
4
Investigate and describe the effect of physical
activity on the heart rate
5
Describe coronary heart disease in terms
of the blockage of coronary arteries and
state the possible risk factors including: diet,
lack of exercise, stress, smoking, genetic
predisposition, age and sex
6
Discuss the roles of diet and exercise in
reducing the risk of coronary heart disease
Back to contents page
11 Explain the effect of physical activity on the
heart rate
www.cambridgeinternational.org/igcse
24
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
9.3 Blood vessels
Core
Supplement
1
Describe the structure of arteries, veins and
capillaries, limited to: relative thickness of wall,
diameter of the lumen and the presence of
valves in veins
4
Explain how the structure of arteries and veins
is related to the pressure of the blood that they
transport
2
State the functions of capillaries
5
Explain how the structure of capillaries is
related to their functions
3
Identify in diagrams and images the main blood
vessels to and from the:
6
Identify, in diagrams and images, the main
blood vessels to and from the liver as: hepatic
artery, hepatic veins and hepatic portal vein
(a)heart, limited to: vena cava, aorta,
pulmonary artery and pulmonary vein
(b)lungs, limited to: pulmonary artery and
pulmonary vein
(c) kidney, limited to: renal artery and renal vein
9.4 Blood
Core
Supplement
1
List the components of blood as: red blood
cells, white blood cells, platelets and plasma
2
Identify red and white blood cells in
photomicrographs and diagrams
5
Identify lymphocytes and phagocytes in
photomicrographs and diagrams
3
State the functions of the following components
of blood:
6
State the functions of:
(a) lymphocytes – antibody production
(a)red blood cells in transporting oxygen,
including the role of haemoglobin
(b)phagocytes – engulfing pathogens by
phagocytosis
(b)white blood cells in phagocytosis and
antibody production
(c) platelets in clotting (details are not required)
(d)plasma in the transport of blood cells, ions,
nutrients, urea, hormones and carbon
dioxide
4
State the roles of blood clotting as preventing
blood loss and the entry of pathogens
Back to contents page
7
Describe the process of clotting as the
conversion of fibrinogen to fibrin to form a mesh
www.cambridgeinternational.org/igcse
25
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
10 Diseases and immunity
10.1 Diseases and immunity
Core
1
Describe a pathogen as a disease-causing
organism
2
Describe a transmissible disease as a disease
in which the pathogen can be passed from one
host to another
3
State that a pathogen is transmitted:
Supplement
(a)by direct contact, including through blood
and other body fluids
(b)indirectly, including from contaminated
surfaces, food, animals and air
4
Describe the body defences, limited to: skin,
hairs in the nose, mucus, stomach acid and
white blood cells
5
Explain the importance of the following in
controlling the spread of disease:
6
Describe active immunity as defence against a
pathogen by antibody production in the body
7
State that each pathogen has its own antigens,
which have specific shapes
8
Describe antibodies as proteins that bind
to antigens leading to direct destruction
of pathogens or marking of pathogens for
destruction by phagocytes
9
State that specific antibodies have
complementary shapes which fit specific
antigens
(a) a clean water supply
(b) hygienic food preparation
(c) good personal hygiene
(d) waste disposal
(e)sewage treatment (details of the stages of
sewage treatment are not required)
10 Explain that active immunity is gained after an
infection by a pathogen or by vaccination
11 Outline the process of vaccination:
(a)weakened pathogens or their antigens are
put into the body
(b)the antigens stimulate an immune response
by lymphocytes which produce antibodies
(c)memory cells are produced that give
long-term immunity
12 Explain the role of vaccination in controlling the
spread of diseases
13 Explain that passive immunity is a short-term
defence against a pathogen by antibodies
acquired from another individual, including
across the placenta and in breast milk
14 Explain the importance of breast-feeding for the
development of passive immunity in infants
15 State that memory cells are not produced in
passive immunity
continued
Back to contents page
www.cambridgeinternational.org/igcse
26
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
10.1 Diseases and immunity continued
Core
Supplement
16 Describe cholera as a disease caused by a
bacterium which is transmitted in contaminated
water
17 Explain that the cholera bacterium produces a
toxin that causes secretion of chloride ions into
the small intestine, causing osmotic movement
of water into the gut, causing diarrhoea,
dehydration and loss of ions from the blood
11 Gas exchange in humans
11.1 Gas exchange in humans
Core
1
Describe the features of gas exchange surfaces
in humans, limited to: large surface area,
thin surface, good blood supply and good
ventilation with air
2
Identify in diagrams and images the following
parts of the breathing system: lungs,
diaphragm, ribs, intercostal muscles, larynx,
trachea, bronchi, bronchioles, alveoli and
associated capillaries
3
Investigate the differences in composition
between inspired and expired air using
limewater as a test for carbon dioxide
4
Describe the differences in composition
between inspired and expired air, limited to:
oxygen, carbon dioxide and water vapour
5
Investigate and describe the effects of physical
activity on the rate and depth of breathing
Supplement
6
Identify in diagrams and images the internal and
external intercostal muscles
7
State the function of cartilage in the trachea
8
Explain the role of the ribs, the internal and
external intercostal muscles and the diaphragm
in producing volume and pressure changes in
the thorax leading to the ventilation of the lungs
9
Explain the differences in composition between
inspired and expired air
10 Explain the link between physical activity and
the rate and depth of breathing in terms of: an
increased carbon dioxide concentration in the
blood, which is detected by the brain, leading
to an increased rate and greater depth of
breathing
11 Explain the role of goblet cells, mucus and
ciliated cells in protecting the breathing system
from pathogens and particles
Back to contents page
www.cambridgeinternational.org/igcse
27
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
12 Respiration
12.1 Respiration
Core
1
State the uses of energy in living organisms,
including: muscle contraction, protein
synthesis, cell division, active transport,
growth, the passage of nerve impulses and the
maintenance of a constant body temperature
2
Investigate and describe the effect of
temperature on respiration in yeast
Supplement
12.2 Aerobic respiration
Core
1
Describe aerobic respiration as the chemical
reactions in cells that use oxygen to break
down nutrient molecules to release energy
2
State the word equation for aerobic respiration
as:
Supplement
3
glucose + oxygen → carbon dioxide + water
State the balanced chemical equation for
aerobic respiration as:
C6H12O6 + 6O2 → 6CO2 + 6H2O
12.3 Anaerobic respiration
Core
1
Describe anaerobic respiration as the chemical
reactions in cells that break down nutrient
molecules to release energy without using
oxygen
2
State that anaerobic respiration releases much
less energy per glucose molecule than aerobic
respiration
3
State the word equation for anaerobic
respiration in yeast as:
Supplement
5
glucose → alcohol + carbon dioxide
4
State the balanced chemical equation for
anaerobic respiration in yeast as:
C6H12O6 → 2C2H5OH + 2CO2
State the word equation for anaerobic
respiration in muscles during vigorous exercise
as:
glucose → lactic acid
6
State that lactic acid builds up in muscles and
blood during vigorous exercise causing an
oxygen debt
continued
Back to contents page
www.cambridgeinternational.org/igcse
28
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
12.3 Anaerobic respiration continued
Core
Supplement
7
Outline how the oxygen debt is removed after
exercise, limited to:
(a)continuation of fast heart rate to transport
lactic acid in the blood from the muscles to
the liver
(b)continuation of deeper and faster breathing
to supply oxygen for aerobic respiration of
lactic acid
(c) aerobic respiration of lactic acid in the liver
13 Excretion in humans
13.1 Excretion in humans
Core
1
State that carbon dioxide is excreted through
the lungs
2
State that the kidneys excrete urea and excess
water and ions
3
Identify in diagrams and images the kidneys,
ureters, bladder and urethra
Supplement
4
Identify in diagrams and images the structure of
the kidney, limited to the cortex and medulla
5
Outline the structure and function of a nephron
and its associated blood vessels, limited to:
(a)the role of the glomerulus in the filtration
from the blood of water, glucose, urea and
ions
(b)the role of the nephron in the reabsorption
of all of the glucose, some of the ions and
most of the water back into the blood
(c)the formation of urine containing urea,
excess water and excess ions
(details of these processes are not required)
Back to contents page
6
Describe the role of the liver in the assimilation
of amino acids by converting them to proteins
7
State that urea is formed in the liver from
excess amino acids
8
Describe deamination as the removal of the
nitrogen-containing part of amino acids to form
urea
9
Explain the importance of excretion, limited to
toxicity of urea
www.cambridgeinternational.org/igcse
29
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
14 Coordination and response
14.1 Coordination and response
Core
1
State that electrical impulses travel along
neurones
2
Describe the mammalian nervous system in
terms of:
Supplement
(a)the central nervous system (CNS)
consisting of the brain and the spinal cord
(b)the peripheral nervous system (PNS)
consisting of the nerves outside of the brain
and spinal cord
3
Describe the role of the nervous system as
coordination and regulation of body functions
4
Identify in diagrams and images sensory, relay
and motor neurones
5
Describe a simple reflex arc in terms of:
receptor, sensory neurone, relay neurone,
motor neurone and effector
6
Describe a reflex action as a means of
automatically and rapidly integrating and
coordinating stimuli with the responses of
effectors (muscles and glands)
7
Describe a synapse as a junction between two
neurones
8
Describe the structure of a synapse,
including the presence of vesicles containing
neurotransmitter molecules, the synaptic gap
and receptor proteins
9
Describe the events at a synapse as:
(a)an impulse stimulates the release of
neurotransmitter molecules from vesicles
into the synaptic gap
(b)the neurotransmitter molecules diffuse
across the gap
(c)neurotransmitter molecules bind with
receptor proteins on the next neurone
(d)an impulse is then stimulated in the next
neurone
10 State that synapses ensure that impulses travel
in one direction only
Back to contents page
www.cambridgeinternational.org/igcse
30
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
14.2 Sense organs
Core
1
Describe sense organs as groups of receptor
cells responding to specific stimuli: light, sound,
touch, temperature and chemicals
2
Identify in diagrams and images the structures
of the eye, limited to: cornea, iris, pupil, lens,
retina, optic nerve and blind spot
3
Describe the function of each part of the eye,
limited to:
Supplement
(a) cornea – refracts light
(b)iris – controls how much light enters the
pupil
(c) lens – focuses light on to the retina
(d)retina – contains light receptors, some
sensitive to light of different colours
(e) optic nerve – carries impulses to the brain
4
Explain the pupil reflex, limited to changes in
light intensity and pupil diameter
5
Explain the pupil reflex in terms of the
antagonistic action of circular and radial
muscles in the iris
6
Explain accommodation to view near and
distant objects in terms of the contraction and
relaxation of the ciliary muscles, tension in the
suspensory ligaments, shape of the lens and
refraction of light
7
Describe the distribution of rods and cones in
the retina of a human
8
Outline the function of rods and cones, limited
to:
(a) greater sensitivity of rods for night vision
(b)three different kinds of cones, absorbing
light of different colours, for colour vision
9
Back to contents page
Identify in diagrams and images the position of
the fovea and state its function
www.cambridgeinternational.org/igcse
31
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
14.3 Hormones
Core
1
Describe a hormone as a chemical substance,
produced by a gland and carried by the blood,
which alters the activity of one or more specific
target organs
2
Identify in diagrams and images specific
endocrine glands and state the hormones they
secrete, limited to:
Supplement
5
State that glucagon is secreted by the pancreas
6
Describe the role of adrenaline in the control of
metabolic activity, limited to:
(a) adrenal glands and adrenaline
(b) pancreas and insulin
(c) testes and testosterone
(d) ovaries and oestrogen
3
Describe adrenaline as the hormone secreted in
‘fight or flight’ situations and its effects, limited
to:
(a)increasing the blood glucose concentration
(a) increased breathing rate
(b) increasing heart rate
(b) increased heart rate
(c) increased pupil diameter
4
Compare nervous and hormonal control, limited
to speed of action and duration of effect
14.4 Homeostasis
Core
Supplement
1
Describe homeostasis as the maintenance of a
constant internal environment
3
Explain the concept of homeostatic control by
negative feedback with reference to a set point
2
State that insulin decreases blood glucose
concentration
4
Describe the control of blood glucose
concentration by the liver and the roles of
insulin and glucagon
5
Outline the treatment of Type 1 diabetes
6
Identify in diagrams and images of the skin:
hairs, hair erector muscles, sweat glands,
receptors, sensory neurones, blood vessels
and fatty tissue
7
Describe the maintenance of a constant internal
body temperature in mammals in terms of:
insulation, sweating, shivering and the role of
the brain
8
Describe the maintenance of a constant internal
body temperature in mammals in terms of
vasodilation and vasoconstriction of arterioles
supplying skin surface capillaries
Back to contents page
www.cambridgeinternational.org/igcse
32
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
14.5 Tropic responses
Core
Supplement
1
Describe gravitropism as a response in which
parts of a plant grow towards or away from
gravity
4
Explain phototropism and gravitropism of a
shoot as examples of the chemical control of
plant growth
2
Describe phototropism as a response in which
parts of a plant grow towards or away from the
direction of the light source
5
Explain the role of auxin in controlling shoot
growth, limited to:
3
(a) auxin is made in the shoot tip
Investigate and describe gravitropism and
phototropism in shoots and roots
(b)auxin diffuses through the plant from the
shoot tip
(c)auxin is unequally distributed in response to
light and gravity
(d) auxin stimulates cell elongation
15 Drugs
15.1 Drugs
Core
1
Describe a drug as any substance taken into
the body that modifies or affects chemical
reactions in the body
2
Describe the use of antibiotics for the treatment
of bacterial infections
3
State that some bacteria are resistant to
antibiotics which reduces the effectiveness of
antibiotics
4
State that antibiotics kill bacteria but do not
affect viruses
Supplement
5
Explain how using antibiotics only when
essential can limit the development of resistant
bacteria such as MRSA
16 Reproduction
16.1 Asexual reproduction
Core
1
Describe asexual reproduction as a process
resulting in the production of genetically
identical offspring from one parent
2
Identify examples of asexual reproduction in
diagrams, images and information provided
Supplement
3
Discuss the advantages and disadvantages of
asexual reproduction:
(a) to a population of a species in the wild
(b) to crop production
Back to contents page
www.cambridgeinternational.org/igcse
33
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
16.2 Sexual reproduction
Core
Supplement
1
Describe sexual reproduction as a process
involving the fusion of the nuclei of two gametes
to form a zygote and the production of offspring
that are genetically different from each other
3
State that nuclei of gametes are haploid and
that the nucleus of a zygote is diploid
2
Describe fertilisation as the fusion of the nuclei
of gametes
4
Discuss the advantages and disadvantages of
sexual reproduction:
(a) to a population of a species in the wild
(b) to crop production
16.3 Sexual reproduction in plants
Core
1
Identify in diagrams and images and draw the
following parts of an insect-pollinated flower:
sepals, petals, stamens, filaments, anthers,
carpels, style, stigma, ovary and ovules
2
State the functions of the structures listed in
16.3.1
3
Identify in diagrams and images and describe
the anthers and stigmas of a wind-pollinated
flower
4
Distinguish between the pollen grains of
insect-pollinated and wind-pollinated flowers
5
Describe pollination as the transfer of pollen
grains from an anther to a stigma
Supplement
9
Describe self-pollination as the transfer of pollen
grains from the anther of a flower to the stigma
of the same flower or a different flower on the
same plant
10 Describe cross-pollination as the transfer of
pollen grains from the anther of a flower to the
stigma of a flower on a different plant of the
same species
11 Discuss the potential effects of self-pollination
and cross-pollination on a population, in terms
of variation, capacity to respond to changes in
the environment and reliance on pollinators
continued
Back to contents page
www.cambridgeinternational.org/igcse
34
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
16.3 Sexual reproduction in plants continued
Core
Supplement
6
State that fertilisation occurs when a pollen
nucleus fuses with a nucleus in an ovule
7
Describe the structural adaptations of
insect-pollinated and wind-pollinated flowers
12 Describe the growth of the pollen tube and
its entry into the ovule followed by fertilisation
(details of production of endosperm and
development are not required)
8
Investigate and describe the environmental
conditions that affect germination of seeds,
limited to the requirement for: water, oxygen
and a suitable temperature
16.4 Sexual reproduction in humans
Core
1
Identify on diagrams and state the functions
of the following parts of the male reproductive
system: testes, scrotum, sperm ducts, prostate
gland, urethra and penis
2
Identify on diagrams and state the functions of
the following parts of the female reproductive
system: ovaries, oviducts, uterus, cervix and
vagina
3
Describe fertilisation as the fusion of the nuclei
from a male gamete (sperm) and a female
gamete (egg cell)
4
Explain the adaptive features of sperm, limited
to: flagellum, mitochondria and enzymes in the
acrosome
5
Explain the adaptive features of egg cells,
limited to: energy stores and the jelly coat that
changes at fertilisation
6
Compare male and female gametes in terms of:
size, structure, motility and numbers
7
State that in early development, the zygote
forms an embryo which is a ball of cells that
implants into the lining of the uterus
8
Identify on diagrams and state the functions of
the following in the development of the fetus:
umbilical cord, placenta, amniotic sac and
amniotic fluid
Supplement
9
Describe the function of the placenta and
umbilical cord in relation to the exchange
of dissolved nutrients, gases and excretory
products between the blood of the mother and
the blood of the fetus
10 State that some pathogens and toxins can pass
across the placenta and affect the fetus
Back to contents page
www.cambridgeinternational.org/igcse
35
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
16.5 Sex hormones in humans
Core
1
Describe the roles of testosterone and
oestrogen in the development and regulation
of secondary sexual characteristics during
puberty
2
Describe the menstrual cycle in terms of
changes in the ovaries and in the lining of the
uterus
Supplement
3
Describe the sites of production of oestrogen
and progesterone in the menstrual cycle and in
pregnancy
4
Explain the role of hormones in controlling the
menstrual cycle and pregnancy, limited to FSH,
LH, progesterone and oestrogen
16.6 Sexually transmitted infections
Core
1
Describe a sexually transmitted infection (STI)
as an infection that is transmitted through
sexual contact
2
State that human immunodeficiency virus (HIV)
is a pathogen that causes an STI
3
State that HIV infection may lead to AIDS
4
Describe the methods of transmission of HIV
5
Explain how the spread of STIs is controlled
Supplement
17 Inheritance
17.1 Chromosomes, genes and proteins
Core
1
State that chromosomes are made of DNA,
which contains genetic information in the form
of genes
2
Define a gene as a length of DNA that codes for
a protein
3
Define an allele as an alternative form of a gene
4
Describe the inheritance of sex in humans with
reference to X and Y chromosomes
Supplement
5
State that the sequence of bases in a gene
determines the sequence of amino acids used
to make a specific protein (knowledge of the
details of nucleotide structure is not required)
6
Explain that different sequences of amino acids
give different shapes to protein molecules
continued
Back to contents page
www.cambridgeinternational.org/igcse
36
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
17.1 Chromosomes, genes and proteins continued
Core
Supplement
7
Explain that DNA controls cell function by
controlling the production of proteins, including
enzymes, membrane carriers and receptors for
neurotransmitters
8
Explain how a protein is made, limited to:
•
the gene coding for the protein remains in
the nucleus
•
messenger RNA (mRNA) is a copy of a
gene
•
mRNA molecules are made in the nucleus
and move to the cytoplasm
•
the mRNA passes through ribosomes
•
the ribosome assembles amino acids into
protein molecules
•
the specific sequence of amino acids is
determined by the sequence of bases in the
mRNA
(knowledge of the details of transcription or
translation is not required)
9
Explain that most body cells in an organism
contain the same genes, but many genes in a
particular cell are not expressed because the
cell only makes the specific proteins it needs
10 Describe a haploid nucleus as a nucleus
containing a single set of chromosomes
11 Describe a diploid nucleus as a nucleus
containing two sets of chromosomes
12 State that in a diploid cell, there is a pair of each
type of chromosome and in a human diploid
cell there are 23 pairs
Back to contents page
www.cambridgeinternational.org/igcse
37
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
17.2 Mitosis
Core
Supplement
1
Describe mitosis as nuclear division giving
rise to genetically identical cells (details of the
stages of mitosis are not required)
2
State the role of mitosis in growth, repair of
damaged tissues, replacement of cells and
asexual reproduction
3
State that the exact replication of chromosomes
occurs before mitosis
4
State that during mitosis, the copies of
chromosomes separate, maintaining the
chromosome number in each daughter cell
5
Describe stem cells as unspecialised cells that
divide by mitosis to produce daughter cells that
can become specialised for specific functions
17.3 Meiosis
Core
Back to contents page
Supplement
1
State that meiosis is involved in the production
of gametes
2
Describe meiosis as a reduction division in
which the chromosome number is halved
from diploid to haploid resulting in genetically
different cells (details of the stages of meiosis
are not required)
www.cambridgeinternational.org/igcse
38
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
17.4 Monohybrid inheritance
Core
1
Describe inheritance as the transmission
of genetic information from generation to
generation
2
Describe genotype as the genetic make-up of
an organism and in terms of the alleles present
3
Describe phenotype as the observable features
of an organism
4
Describe homozygous as having two identical
alleles of a particular gene
5
State that two identical homozygous individuals
that breed together will be pure-breeding
6
Describe heterozygous as having two different
alleles of a particular gene
7
State that a heterozygous individual will not be
pure-breeding
8
Describe a dominant allele as an allele that is
expressed if it is present in the genotype
9
Describe a recessive allele as an allele that
is only expressed when there is no dominant
allele of the gene present in the genotype
Supplement
10 Interpret pedigree diagrams for the inheritance
of a given characteristic
11 Use genetic diagrams to predict the results of
monohybrid crosses and calculate phenotypic
ratios, limited to 1 : 1 and 3 : 1 ratios
13 Explain how to use a test cross to identify an
unknown genotype
12 Use Punnett squares in crosses which result in
more than one genotype to work out and show
the possible different genotypes
14 Describe codominance as a situation in
which both alleles in heterozygous organisms
contribute to the phenotype
15 Explain the inheritance of ABO blood groups:
phenotypes are A, B, AB and O blood groups
and alleles are IA, IB and Io
16 Describe a sex-linked characteristic as a feature
in which the gene responsible is located on
a sex chromosome and that this makes the
characteristic more common in one sex than in
the other
17 Describe red-green colour blindness as an
example of sex linkage
18 Use genetic diagrams to predict the results of
monohybrid crosses involving codominance or
sex linkage and calculate phenotypic ratios
Back to contents page
www.cambridgeinternational.org/igcse
39
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
18 Variation and selection
18.1 Variation
Core
Supplement
1
Describe variation as differences between
individuals of the same species
2
State that continuous variation results in a
range of phenotypes between two extremes;
examples include body length and body mass
3
State that discontinuous variation results
in a limited number of phenotypes with no
intermediates; examples include ABO blood
groups, seed shape in peas and seed colour in
peas
4
State that discontinuous variation is usually
caused by genes only and continuous variation
is caused by both genes and the environment
5
Investigate and describe examples of
continuous and discontinuous variation
6
Describe mutation as genetic change
9
7
State that mutation is the way in which new
alleles are formed
10 State that mutation, meiosis, random mating
and random fertilisation are sources of genetic
variation in populations
8
State that ionising radiation and some
chemicals increase the rate of mutation
Describe gene mutation as a random change in
the base sequence of DNA
18.2 Adaptive features
Core
1
Describe an adaptive feature as an inherited
feature that helps an organism to survive and
reproduce in its environment
2
Interpret images or other information about a
species to describe its adaptive features
Supplement
3
Back to contents page
Explain the adaptive features of hydrophytes
and xerophytes to their environments
www.cambridgeinternational.org/igcse
40
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
18.3 Selection
Core
Supplement
1
4
Describe adaptation as the process, resulting
from natural selection, by which populations
become more suited to their environment over
many generations
5
Describe the development of strains of
antibiotic resistant bacteria as an example of
natural selection
6
Outline the differences between natural and
artificial selection
Describe natural selection with reference to:
(a) genetic variation within populations
(b) production of many offspring
(c)struggle for survival, including competition
for resources
(d)a greater chance of reproduction by
individuals that are better adapted to the
environment than others
(e)these individuals pass on their alleles to the
next generation
2
Describe selective breeding with reference to:
(a)selection by humans of individuals with
desirable features
(b)crossing these individuals to produce the
next generation
(c)selection of offspring showing the desirable
features
3
Outline how selective breeding by artificial
selection is carried out over many generations
to improve crop plants and domesticated
animals and apply this to given contexts
19 Organisms and their environment
19.1 Energy flow
Core
1
State that the Sun is the principal source of
energy input to biological systems
2
Describe the flow of energy through living
organisms, including light energy from the Sun
and chemical energy in organisms, and its
eventual transfer to the environment
Back to contents page
Supplement
www.cambridgeinternational.org/igcse
41
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
19.2 Food chains and food webs
Core
1
Describe a food chain as showing the transfer
of energy from one organism to the next,
beginning with a producer
2
Construct and interpret simple food chains
3
Describe a food web as a network of
interconnected food chains and interpret food
webs
4
Describe a producer as an organism that
makes its own organic nutrients, usually using
energy from sunlight, through photosynthesis
5
Describe a consumer as an organism that gets
its energy by feeding on other organisms
6
State that consumers may be classed as
primary, secondary, tertiary and quaternary
according to their position in a food chain
7
Describe a herbivore as an animal that gets its
energy by eating plants
8
Describe a carnivore as an animal that gets its
energy by eating other animals
9
Describe a decomposer as an organism that
gets its energy from dead or waste organic
material
Supplement
10 Use food chains and food webs to describe the
impact humans have through overharvesting of
food species and through introducing foreign
species to a habitat
11 Draw, describe and interpret pyramids of
numbers and pyramids of biomass
15 Draw, describe and interpret pyramids of
energy
12 Discuss the advantages of using a pyramid of
biomass rather than a pyramid of numbers to
represent a food chain
16 Discuss the advantages of using a pyramid
of energy rather than pyramids of numbers or
biomass to represent a food chain
13 Describe a trophic level as the position of
an organism in a food chain, food web or
ecological pyramid
14 Identify the following as the trophic levels
in food webs, food chains and ecological
pyramids: producers, primary consumers,
secondary consumers, tertiary consumers and
quaternary consumers
17 Explain why the transfer of energy from one
trophic level to another is often not efficient
18 Explain, in terms of energy loss, why food
chains usually have fewer than five trophic
levels
19 Explain why it is more energy efficient for
humans to eat crop plants than to eat livestock
that have been fed on crop plants
Back to contents page
www.cambridgeinternational.org/igcse
42
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
19.3 Nutrient cycles
Core
1
Supplement
Describe the carbon cycle, limited to:
photosynthesis, respiration, feeding,
decomposition, formation of fossil fuels and
combustion
2
3
Describe the nitrogen cycle with reference to:
•
decomposition of plant and animal protein
to ammonium ions
•
nitrification
•
nitrogen fixation by lightning and bacteria
•
absorption of nitrate ions by plants
•
production of amino acids and proteins
•
feeding and digestion of proteins
•
deamination
•
denitrification
State the roles of microorganisms in the
nitrogen cycle, limited to: decomposition,
nitrification, nitrogen fixation and denitrification
(generic names of individual bacteria, e.g.
Rhizobium, are not required)
19.4 Populations
Core
1
Describe a population as a group of organisms
of one species, living in the same area, at the
same time
2
Describe a community as all of the populations
of different species in an ecosystem
3
Describe an ecosystem as a unit containing the
community of organisms and their environment,
interacting together
4
Identify and state the factors affecting the rate
of population growth for a population of an
organism, limited to food supply, competition,
predation and disease
5
Identify the lag, exponential (log), stationary
and death phases in the sigmoid curve of
population growth for a population growing in
an environment with limited resources
6
Interpret graphs and diagrams of population
growth
Back to contents page
Supplement
7
Explain the factors that lead to each phase in
the sigmoid curve of population growth, making
reference, where appropriate, to the role of
limiting factors
www.cambridgeinternational.org/igcse
43
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
20 Human influences on ecosystems
20.1 Food supply
Core
1
Supplement
Describe how humans have increased food
production, limited to:
(a)agricultural machinery to use larger areas of
land and improve efficiency
(b) chemical fertilisers to improve yields
(c) insecticides to improve quality and yield
(d)herbicides to reduce competition with
weeds
(e)selective breeding to improve production by
crop plants and livestock
2
Describe the advantages and disadvantages of
large-scale monocultures of crop plants
3
Describe the advantages and disadvantages of
intensive livestock production
20.2 Habitat destruction
Core
1
Describe biodiversity as the number of different
species that live in an area
2
Describe the reasons for habitat destruction,
including:
Supplement
(a)increased area for housing, crop plant
production and livestock production
(b) extraction of natural resources
(c) freshwater and marine pollution
3
State that through altering food webs and food
chains, humans can have a negative impact on
habitats
4
Explain the undesirable effects of deforestation
as an example of habitat destruction, to
include: reducing biodiversity, extinction, loss of
soil, flooding and increase of carbon dioxide in
the atmosphere
Back to contents page
www.cambridgeinternational.org/igcse
44
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
20.3 Pollution
Core
Supplement
1
4
Describe the effects of untreated sewage and
excess fertiliser on aquatic ecosystems
2
Describe the effects of non-biodegradable
plastics, in both aquatic and terrestrial
ecosystems
3
Describe the sources and effects of pollution of
the air by methane and carbon dioxide, limited
to: the enhanced greenhouse effect and climate
change
Back to contents page
Explain the process of eutrophication of water,
limited to:
•
increased availability of nitrate and other
ions
•
increased growth of producers
•
increased decomposition after death of
producers
•
increased aerobic respiration by
decomposers
•
reduction in dissolved oxygen
•
death of organisms requiring dissolved
oxygen in water
www.cambridgeinternational.org/igcse
45
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
20.4 Conservation
Core
1
Describe a sustainable resource as one which
is produced as rapidly as it is removed from the
environment so that it does not run out
2
State that some resources can be conserved
and managed sustainably, limited to forests and
fish stocks
3
Explain why organisms become endangered
or extinct, including: climate change, habitat
destruction, hunting, overharvesting, pollution
and introduced species
4
Describe how endangered species can be
conserved, limited to:
Supplement
5
Explain how forests can be conserved using:
education, protected areas, quotas and
replanting
6
Explain how fish stocks can be conserved
using: education, closed seasons, protected
areas, controlled net types and mesh size,
quotas and monitoring
7
Describe the reasons for conservation
programmes, limited to:
(a)monitoring and protecting species and
habitats
(a) maintaining or increasing biodiversity
(b) education
(c) protecting vulnerable ecosystems
(c) captive breeding programmes
(d)maintaining ecosystem functions, limited
to nutrient cycling and resource provision,
including food, drugs, fuel and genes
(b) reducing extinction
(d) seed banks
8
Describe the use of artificial insemination (AI)
and in vitro fertilisation (IVF) in captive breeding
programmes
9
Explain the risks to a species if its population
size decreases, reducing genetic variation
(knowledge of genetic drift is not required)
21 Biotechnology and genetic modification
21.1 Biotechnology and genetic modification
Core
Supplement
1
2
State that bacteria are useful in biotechnology
and genetic modification due to their rapid
reproduction rate and their ability to make
complex molecules
Discuss why bacteria are useful in
biotechnology and genetic modification, limited
to:
(a)few ethical concerns over their manipulation
and growth
(b)the presence of plasmids
Back to contents page
www.cambridgeinternational.org/igcse
46
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
21.2 Biotechnology
Core
1
Describe the role of anaerobic respiration in
yeast during the production of ethanol for
biofuels
2
Describe the role of anaerobic respiration in
yeast during bread-making
3
Describe the use of pectinase in fruit juice
production
4
Investigate and describe the use of biological
washing powders that contain enzymes
Supplement
5
Explain the use of lactase to produce lactosefree milk
6
Describe how fermenters can be used for the
large-scale production of useful products by
bacteria and fungi, including insulin, penicillin and
mycoprotein
7
Describe and explain the conditions that need
to be controlled in a fermenter, including:
temperature, pH, oxygen, nutrient supply and
waste products
21.3 Genetic modification
Core
Supplement
1
3
Describe genetic modification as changing the
genetic material of an organism by removing,
changing or inserting individual genes
Outline the process of genetic modification
using bacterial production of a human protein
as an example, limited to:
(a)isolation of the DNA making up a human
gene using restriction enzymes, forming
sticky ends
(b)cutting of bacterial plasmid DNA with
the same restriction enzymes, forming
complementary sticky ends
(c)insertion of human DNA into bacterial
plasmid DNA using DNA ligase to form a
recombinant plasmid
(d)insertion of recombinant plasmids into
bacteria (specific details are not required)
(e)multiplication of bacteria containing
recombinant plasmids
(f)expression in bacteria of the human gene to
make the human protein
continued
Back to contents page
www.cambridgeinternational.org/igcse
47
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content
21.3 Genetic modification continued
Core
2
Supplement
Outline examples of genetic modification:
(a)the insertion of human genes into bacteria
to produce human proteins
(b)the insertion of genes into crop plants to
confer resistance to herbicides
(c)the insertion of genes into crop plants to
confer resistance to insect pests
(d)the insertion of genes into crop plants to
improve nutritional qualities
4
Back to contents page
Discuss the advantages and disadvantages
of genetically modifying crops, including soya,
maize and rice
www.cambridgeinternational.org/igcse
48
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.
4 Details of the assessment
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.
Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.
Paper 1: Multiple Choice (Core)
Paper 3: Theory (Core)
45 minutes
1 hour 15 minutes
40 marks
80 marks
Forty compulsory multiple-choice items of the
four-choice type.
Compulsory short-answer and structured
questions
This paper tests assessment objectives AO1 and
AO2
AND
This paper tests assessment objectives AO1 and
AO2
This paper assesses grades C to G
This paper assesses grades C to G
Externally assessed
Externally assessed
Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.
Paper 2: Multiple Choice (Extended)
Paper 4: Theory (Extended)
45 minutes
1 hour 15 minutes
40 marks
80 marks
Forty compulsory multiple-choice items of the
four-choice type.
Compulsory short-answer and structured
questions
This paper tests assessment objectives AO1 and
AO2
AND
This paper tests assessment objectives AO1 and
AO2
This paper assesses grades A* to G
This paper assesses grades A* to G
Externally assessed
Externally assessed
Back to contents page
www.cambridgeinternational.org/igcse
49
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
Practical assessment
All candidates take one practical component from a choice of two:
Paper 5: Practical Test
Paper 6: Alternative to Practical
1 hour 15 minutes
1 hour
40 marks
40 marks
This paper tests assessment objective AO3
This paper assesses grades A* to G
Candidates will be required to do experiments in
a laboratory as part of this test
OR
This paper tests assessment objective AO3
This paper assesses grades A* to G
Candidates will not be required to do
experiments as part of this test
Questions in the practical papers are structured to assess performance across the full grade range.
The Practical Test and Alternative to Practical:
•
require the same experimental skills to be developed and learned
•
require an understanding of the same experimental contexts
•
test the same assessment objective, AO3.
Candidates are expected to be familiar with and may be asked questions on the following experimental
contexts:
•
simple quantitative experiments, including the measurement of:
–
volumes of gases and liquids
–
masses
–
temperatures
–
times
–
lengths
•
diffusion
•
osmosis
•
food tests
•
rates of enzyme-catalysed reactions, including judging end-points, e.g. colour changes
•
pH and the use of hydrogencarbonate indicator, litmus and universal indicator
•
photosynthesis (rate and limiting factors)
•
transpiration
•
heart rate and breathing rate
•
respiration
•
tropic responses
•
observation and dissection of seeds and flowers
•
germination
•
continuous and discontinuous variation
•
use methods of sampling that are representative and avoid bias, e.g. consideration of sample size and
simple random sampling
•
observe, record and measure images of familiar and unfamiliar biological specimens
•
make clear line drawings of biological specimens, calculating the magnification or actual size and adding
labels as required
•
use simple apparatus in situations where the method may not be familiar to the candidate.
Back to contents page
www.cambridgeinternational.org/igcse
50
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
Candidates may be required to do the following:
•
•
•
•
•
demonstrate knowledge of how to select and safely use techniques, apparatus and materials
(including following a sequence of instructions where appropriate):
–
identify apparatus from diagrams or descriptions
–
draw, complete or label diagrams of apparatus and biological specimens
–
use, or explain the use of, common techniques, apparatus and materials
–
select the most appropriate apparatus or method for the task and justify the choice made
–
describe food tests
–
describe how the pH of a solution or substance can be tested
–
describe and explain hazards and safety precautions
–
describe and explain techniques used to ensure the accuracy of observations and data
plan experiments and investigations:
–
identify the independent variable and dependent variable
–
describe how and explain why variables should be kept constant
–
suggest an appropriate number and range of values for the independent variable
–
suggest the most appropriate apparatus or technique and justify the choice made
–
describe experimental procedures, including a suitable control experiment
–
identify risks and suggest safety precautions
–
describe how to record the results of an experiment
–
describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
–
make reasoned predictions of expected results
make and record observations, measurements and estimates:
–
take readings from apparatus (analogue and digital) or from diagrams of apparatus with appropriate
precision
–
take sufficient observations or measurements, including repeats and replicates where appropriate
–
record qualitative observations from food and other tests
–
record observations and measurements systematically, for example in a suitable table, to an
appropriate degree of precision and using appropriate units
interpret and evaluate experimental observations and data:
–
process data, including for use in further calculations or for graph plotting, using a calculator as
appropriate
–
present data graphically
–
analyse and interpret observations and data, including data presented graphically
–
use interpolation and extrapolation graphically to determine a gradient or intercept
–
form conclusions justified by reference to observations and data and with appropriate explanation
–
evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action
evaluate methods and suggest possible improvements:
–
evaluate experimental arrangements, methods and techniques, including the use of a control
–
identify sources of error
–
suggest possible improvements to the apparatus, experimental arrangements, methods and
techniques.
Back to contents page
www.cambridgeinternational.org/igcse
51
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
Apparatus, materials and reagents
These lists give items candidates should be familiar with using, whether they are taking the Practical Test or the
Alternative to Practical.
These items should be available for use in the Practical Test. These lists are not exhaustive and we may also
require other items to be sourced for specific exams. The Confidential Instructions we send before the Practical
Test will give the detailed requirements for the exam.
Every effort is made to limit the resources required by centres and so minimise the costs. Experiments will be
designed around basic apparatus and materials which should be available in most school laboratories or are
easily obtainable.
Hazard codes are used where relevant and in accordance with information provided by CLEAPSS
(www.cleapss.org.uk). Candidates should be familiar with the meanings of these codes and terms but will
not be assessed on them.
C
corrosive
MH moderate hazard
HH health hazard
T
acutely toxic
F
flammable
O
oxidising
N
hazardous to the aquatic environment
The attention of centres is drawn to any local regulations relating to safety, first aid and disposal of chemicals.
‘Hazard Data Sheets’ should be available from your chemical supplier.
Candidates must be provided with appropriate safety equipment, such as suitable eye protection and gloves,
during practical work.
The Confidential Instructions will indicate which hazard symbols are applicable for the materials required for
each Practical Test exam.
Chemicals, reagents and indicators
The list below is not intended to be comprehensive but shows the types of chemicals, reagents and indicators
that candidates should be familiar with.
•
Benedict’s solution
•
biuret reagent
•
carbohydrates (starch, glucose, sucrose), proteins, lipids
•
DCPIP
•
dilute acid
•
dilute alkali
•
distilled or deionised water
•
enzymes (e.g. amylase, a protease, lipase)
•
ethanol
•
indicators (universal indicator solution, hydrogencarbonate indicator, litmus solution)
•
hydrogen peroxide solution
•
iodine in potassium iodide solution (iodine solution)
•
limewater
Back to contents page
www.cambridgeinternational.org/igcse
52
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
•
methylene blue dye
•
petroleum jelly (Vaseline® or similar)
•
sodium chloride
•
sodium hydrogencarbonate (sodium bicarbonate)
Apparatus
Other materials may be required for examinations.
•
balance to measure up to 500 g, with precision of at least 0.1 g
•
beakers (various sizes, 100 cm3, 250 cm3)
•
bungs to fit standard test-tubes and large test-tubes
•
bungs with delivery tubes to fit standard test-tubes and large test-tubes
•
filter funnels
•
filter paper
•
forceps
•
glass rods
•
hand lenses (at least ×6 magnification)
•
lamps for photosynthesis experiments
•
means of cutting biological materials (e.g. scalpels or sharp knives)
•
means of writing on glassware (e.g. wax pencils or water-resistant markers)
•
measuring cylinders (e.g. 10, 25 and 100 cm3)
•
mounted needles or seekers or long pins with large heads
•
rulers, graduated in mm
•
scissors
•
partially permeable membrane (e.g. Visking® or dialysis tubing)
•
Pasteur or dropping pipette
•
Petri dishes
•
spotting tiles
•
stop-clocks, reading to 1 s or better
•
syringes (various sizes, 1 cm3, 5 cm3, 10 cm3)
•
test-tubes – standard (125 mm × 15 mm) and large (150 mm × 25 mm)
•
test-tube racks and test-tube holders
•
thermometers, –10 °C to +110 °C, with 1 °C graduations
•
wash bottles
•
white tiles or other suitable cutting surfaces
Back to contents page
www.cambridgeinternational.org/igcse
53
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
Safety in the laboratory
Teachers should make sure they do not contravene any school, education authority or government regulation.
Responsibility for safety matters rests with centres. Further information can be found from the following UK
associations, publications and regulations.
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2019 update of 2016 edition (available to CLEAPSS members only)
UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
A brief guide may be found at www.hse.gov.uk/pubns/indg136.pdf
Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.
Calculators may be used in all parts of the exam.
Number
•
add, subtract, multiply and divide
•
use decimals, fractions, ratios and reciprocals
•
calculate and use percentages and percentage change
•
use standard form
•
express answers to an appropriate or given number of significant figures
•
express answers to an appropriate or given number of decimal places
•
round answers appropriately
Algebra
•
recognise and use direct and inverse proportion
•
solve simple algebraic equations for any one term when the other terms are known
•
substitute physical quantities into a formula
Back to contents page
www.cambridgeinternational.org/igcse
54
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
Geometry and measurements
•
convert between units, including cm3 and dm3, mg, g and kg, μm, mm, cm and m
•
understand the meaning of angle, curve, circle, radius, diameter, circumference, square, rectangle and
diagonal
•
recall and use equations for the area of a rectangle, the area of a triangle and the area of a circle
•
recall and use equations for the volume of a rectangular block and the volume of a cylinder
•
use a ruler
•
make estimates of numbers, quantities and lengths
•
understand surface area and use surface area : volume ratio
•
use scale diagrams
•
select and use the most appropriate units for recording data and the results of calculations
Graphs, charts and statistics
•
draw charts and graphs from data
•
interpret line graphs, bar charts, pie charts and histograms with equal intervals
•
interpolate and extrapolate from data
•
determine the gradient and intercept of a graph, including units where appropriate
•
select suitable scales and axes for graphs
•
recognise direct and inverse proportionality from a graph
•
calculate the mean and range of a set of values
•
use simple probability
Presentation of data
Taking and recording readings
•
Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest
difference that can reliably be detected on the measuring instrument scale should be reflected by the
number of decimal places given in the measurement.
•
A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
•
Each column of a table should be headed with the observation or physical quantity and the unit where
appropriate, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in tables,
graphs and charts.
•
Units should not be included with data in the body of a table.
•
Data should be recorded to the appropriate number of significant figures.
Graphs
•
The column headings of a correctly headed table can be directly transferred to the axes of a constructed
graph.
•
A graph should be drawn with a sharp pencil.
•
Each axis should be labelled with the observation or physical quantity and the unit where appropriate, e.g.
time / s.
•
Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and
the dependent variable plotted on the y-axis (vertical axis).
Back to contents page
www.cambridgeinternational.org/igcse
55
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
•
Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable. The axes do not have to include (0, 0).
•
Points on the graph should be clearly marked as crosses (×) or encircled dots (⊙) of appropriate size.
•
Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
•
A best-fit line (trend line) should be a single, thin, smooth straight line or curve. The line does not need to
coincide exactly with any of the points; where there is scatter evident in the data, examiners would expect
a roughly even distribution of points either side of the line over its entire length. Points that are clearly
anomalous should be ignored when drawing the best-fit line.
•
A best-fit line or curve should only be drawn if there is good reason to believe that the intermediate values
can be predicted.
•
Candidates should be able to take readings from the graph by extrapolation or interpolation and indicate on
the graph how they determined the reading.
•
Data values should be read from a graph to an accuracy of one half of the smallest square on the grid.
Drawings
•
Drawings should be drawn using a sharp pencil to give fine lines that are clear and unbroken.
•
Drawings should use most of the available space and show all the features observed in the specimen, with
no shading or use of colour.
•
Label lines should be drawn with a ruler and touch the object or feature labelled.
Charts
•
Pie charts are generally used to show percentage or proportionality.
•
Bar charts should be drawn for categorical or discrete data. They should be made up of bars of equal width
that do not touch.
•
Histograms should be drawn for continuous data. They should have bars that touch.
Further guidance can be found in the following publications:
ASE, The Language of Mathematics in Science: A Guide for Teachers of 11–16 Science (2016).
ASE, The Language of Mathematics in Science: Teaching Approaches (2016).
www.ase.org.uk/mathsinscience
Back to contents page
www.cambridgeinternational.org/igcse
56
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
Conventions (e.g. signs, symbols, terminology and nomenclature)
Candidates are expected to be familiar with the nomenclature used in the syllabus.
The syllabus and question papers conform with accepted international practice. In particular, the following
document, produced by the Association for Science Education (ASE), should be used as a guideline.
Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.
Variables
Independent variables are the variables that are changed in a scientific experiment by the scientist. Changing
an independent variable may cause a change in the dependent variable.
Dependent variables are the variables that are observed or measured in a scientific experiment. Dependent
variables may change based on changes made to the independent variables.
Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.
In practical work, candidates will be expected to use SI units or, where appropriate, units approved for use with
the SI (e.g. minute).
In all examinations, where data is supplied for use in questions, candidates will be expected to use units that
are consistent with the units supplied and should not attempt conversion to other systems of units unless this is
a requirement of the question.
Back to contents page
www.cambridgeinternational.org/igcse
57
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word
What it means
Calculate
work out from given facts, figures or information
Compare
identify/comment on similarities and/or differences
Define
give precise meaning
Describe
state the points of a topic / give characteristics and main features
Determine
establish an answer using the information available
Evaluate
judge or calculate the quality, importance, amount, or value of something
Explain
set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence
Give
produce an answer from a given source or recall/memory
Identify
name/select/recognise
Outline
set out the main points
Predict
suggest what may happen based on available information
Sketch
make a simple freehand drawing showing the key features, taking care over
proportions
State
express in clear terms
Suggest
apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations
Back to contents page
www.cambridgeinternational.org/igcse
58
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.
Guided learning hours
We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridginternational.org/adminzone
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
•
Cambridge O Level Biology (5090)
•
Cambridge IGCSE (9–1) Biology (0970)
•
Cambridge IGCSE Combined Science (0653)
•
Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
•
Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
•
Cambridge O Level Combined Science (5129)
•
syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Back to contents page
www.cambridgeinternational.org/igcse
59
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know
Group awards: Cambridge ICE
Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.
Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.
Support for exams officers
We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes
Language
This syllabus and the related assessment materials are available in English only.
Accessibility and equality
Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.
Back to contents page
www.cambridgeinternational.org/igcse
60
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
•
Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
•
Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
After the exam
Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
•
Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
Back to contents page
www.cambridgeinternational.org/igcse
61
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know
How students and teachers can use the grades
Assessment at Cambridge IGCSE has two purposes:
1
to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2
to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
Back to contents page
www.cambridgeinternational.org/igcse
62
Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know
Changes to this syllabus for 2026, 2027 and 2028
The syllabus has been updated. This is version 1, published September 2023.
There are no significant changes which affect teaching.
You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.
Back to contents page
www.cambridgeinternational.org/igcse
63
School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554
email : info@cambridgeinternational.org
© Cambridge University Press & Assessment September 2023
www.cambridgeinternational.org
Syllabus
Cambridge IGCSE™
Chemistry 0620
Use this syllabus for exams in 2026, 2027 and 2028.
Exams are available in the June and November series.
Exams are also available in the March series in India.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for learners to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/
We believe education works best when curriculum, teaching, learning and assessment are closely aligned.
Our programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to
prepare students for their future. Together with schools, we develop Cambridge learners who are confident,
responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international education programmes and qualifications
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/about-us/our-standards/
© Cambridge University Press & Assessment September 2023
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment 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.
Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7
Aims
7
Content overview
8
Assessment overview
9
Assessment objectives
10
3 Subject content ..........................................................................................................12
4 Details of the assessment ........................................................................................ 40
Core assessment
40
Extended assessment
40
Practical assessment
41
Apparatus and reagents
43
Safety in the laboratory
46
Notes for use in qualitative analysis
47
The Periodic Table of Elements
49
Mathematical requirements
50
Presentation of data
51
Conventions (e.g. signs, symbols, terminology and nomenclature)
52
Command words
53
5 What else you need to know .................................................................................... 54
Before you start
54
Making entries
55
Accessibility and equality
55
After the exam
56
How students and teachers can use the grades
57
Changes to this syllabus for 2026, 2027 and 2028
58
Important: Changes to this syllabus
For information about changes to this syllabus for 2026, 2027 and 2028, go to page 58.
The latest syllabus is version 1, published September 2023. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for use with this
syllabus.
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is
taught by over 5000 schools in 150 countries.
Our programmes promote a thorough knowledge and
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Cambridge
learner
Cambridge IGCSE Chemistry develops a set of transferable
skills including handling data, practical problem-solving and
applying the scientific method. Learners develop relevant
attitudes, such as concern for accuracy and precision,
objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for
progression to further studies or employment.
Our approach in Cambridge IGCSE Chemistry encourages learners to be:
confident, interested in learning about science, questioning ideas and using scientific language to
communicate their views and opinions
responsible, working methodically and safely when working alone or collaboratively with others
reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment
innovative, solving unfamiliar problems confidently and creatively
engaged, keen to develop scientific skills, curious about scientific principles and their application in the world.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally
recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia
Back to contents page
www.cambridgeinternational.org/igcse
4
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Chemistry gives learners a solid foundation for further study. Candidates who achieve grades A* to C
are well prepared to follow a wide range of courses including Cambridge International AS & A Level Chemistry.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Cambridge students can be confident that their qualifications will be
understood and valued throughout their education and career, in their home country and internationally.
Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.
UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE
Back to contents page
www.cambridgeinternational.org/igcse
5
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
Supporting teachers
We believe education is most effective when curriculum, teaching and learning, and assessment are closely
aligned. We provide a wide range of resources, detailed guidance, innovative training and targeted professional
development so that you can give your students the best possible preparation for Cambridge IGCSE. To find
out which resources are available for each syllabus go to our School Support Hub.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge IGCSE
Planning and
preparation
Teaching and
assessment
•
Syllabuses
•
Endorsed resources
•
Schemes of work
•
Online forums
•
Specimen Question
Papers and Mark
Schemes
•
Resource Plus
•
Everyday Science
•
Teacher guides
Learning and revision
Results
•
Example candidate
responses
•
Candidate Results
Service
•
Past papers and
mark schemes
•
Principal examiner
reports for teachers
•
Specimen paper
answers
•
Results Analysis
•
Test Maker
Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates
Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.
Professional development
Find the next step on your professional development journey.
•
Introductory Professional Development – An introduction to Cambridge programmes and qualifications.
•
Extension Professional Development – Develop your understanding of Cambridge programmes and
qualifications to build confidence in your delivery.
•
Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops.
•
Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that transform
professional learning for practising teachers. Available at Certificate and Diploma level.
Find out more at:
www.cambridgeinternational.org/support-and-training-for-schools/professional-development/
Supporting exams officers
We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide
Back to contents page
www.cambridgeinternational.org/igcse
6
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.
2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.
The aims are to enable students to:
•
acquire scientific knowledge and understanding of scientific theories and practice
•
develop a range of experimental skills, including handling variables and working safely
•
use scientific data and evidence to solve problems and discuss the limitations of scientific methods
•
communicate effectively and clearly, using scientific terminology, notation and conventions
•
understand that the application of scientific knowledge can benefit people and the environment
•
enjoy science and develop an informed interest in scientific matters which support further study.
Cambridge Assessment International Education is an education organisation and politically
neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.
Back to contents page
www.cambridgeinternational.org/igcse
7
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Syllabus overview
Content overview
Candidates study the following topics:
1
States of matter
2
Atoms, elements and compounds
3
Stoichiometry
4
Electrochemistry
5
Chemical energetics
6
Chemical reactions
7
Acids, bases and salts
8
The Periodic Table
9
Metals
10 Chemistry of the environment
11 Organic chemistry
12 Experimental techniques and chemical analysis
Back to contents page
www.cambridgeinternational.org/igcse
8
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Syllabus overview
Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.
Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.
Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.
Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:
Paper 1: Multiple Choice (Core)
Paper 3: Theory (Core)
45 minutes
1 hour 15 minutes
40 marks
30%
80 marks
50%
40 four-option multiple-choice questions
Short-answer and structured questions
Externally assessed
Externally assessed
Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content:
Paper 2: Multiple Choice (Extended)
Paper 4: Theory (Extended)
45 minutes
1 hour 15 minutes
40 marks
30%
80 marks
50%
40 four-option multiple-choice questions
Short-answer and structured questions
Externally assessed
Externally assessed
Practical assessment
All candidates take one practical paper from a choice of two:
Paper 5: Practical Test
Paper 6: Alternative to Practical
1 hour 15 minutes
1 hour
40 marks
Questions will be based on the experimental
skills in Section 4
20%
40 marks
OR
Externally assessed
20%
Questions will be based on the experimental
skills in Section 4
Externally assessed
Information on availability is in the Before you start section.
Back to contents page
www.cambridgeinternational.org/igcse
9
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Syllabus overview
Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of:
•
scientific phenomena, facts, laws, definitions, concepts and theories
•
scientific vocabulary, terminology and conventions (including symbols, quantities and units)
•
scientific instruments and apparatus, including techniques of operation and aspects of safety
•
scientific and technological applications with their social, economic and environmental implications.
Subject content defines the factual material that candidates may be required to recall and explain.
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 another.
AO2 Handling information and problem-solving
Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
•
locate, select, organise and present information from a variety of sources
•
translate information from one form to another
•
manipulate numerical and other data
•
use information to identify patterns, report trends and form conclusions
•
present reasoned explanations for phenomena, patterns and relationships
•
make predictions based on relationships and patterns
•
solve problems, including some of a quantitative nature.
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to
apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
AO3 Experimental skills and investigations
Candidates should be able to:
•
demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
•
plan experiments and investigations
•
make and record observations, measurements and estimates
•
interpret and evaluate experimental observations and data
•
evaluate methods and suggest possible improvements.
Back to contents page
www.cambridgeinternational.org/igcse
10
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Syllabus overview
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective
Weighting in IGCSE %
AO1 Knowledge with understanding
50
AO2 Handling information and problem-solving
30
AO3 Experimental skills and investigations
20
Total
100
Assessment objectives as a percentage of each component
Assessment objective
Weighting in components %
Papers 1 and 2
Papers 3 and 4
Papers 5 and 6
AO1 Knowledge with understanding
63
63
0
AO2 Handling information and problem-solving
37
37
0
AO3 Experimental skills and investigations
0
0
100
Total
100
100
100
Back to contents page
www.cambridgeinternational.org/igcse
11
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.
Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their experimental skills by doing practical work and investigations.
Practical work helps students to:
•
use equipment and materials accurately and safely
•
develop observational and problem-solving skills
•
develop a deeper understanding of the syllabus topics and the scientific approach
•
appreciate how scientific theories are developed and tested
•
transfer the experimental skills acquired to unfamiliar contexts
•
develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
•
develop an interest and enjoyment in science.
1
States of matter
1.1 Solids, liquids and gases
Core
Supplement
1
State the distinguishing properties of solids,
liquids and gases
2
Describe the structures of solids, liquids
and gases in terms of particle separation,
arrangement and motion
3
Describe changes of state in terms of melting,
boiling, evaporating, freezing and condensing
5
Explain changes of state in terms of kinetic
particle theory, including the interpretation of
heating and cooling curves
4
Describe the effects of temperature and
pressure on the volume of a gas
6
Explain, in terms of kinetic particle theory, the
effects of temperature and pressure on the
volume of a gas
1.2 Diffusion
Core
Supplement
1
2
Describe and explain diffusion in terms of
kinetic particle theory
Back to contents page
Describe and explain the effect of relative
molecular mass on the rate of diffusion of gases
www.cambridgeinternational.org/igcse
12
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
2
Atoms, elements and compounds
2.1 Elements, compounds and mixtures
Core
Supplement
1Describe the differences between elements,
compounds and mixtures
2.2 Atomic structure and the Periodic Table
Core
1
Describe the structure of the atom as a central
nucleus containing neutrons and protons
surrounded by electrons in shells
2
State the relative charges and relative masses
of a proton, a neutron and an electron
3
Define proton number / atomic number as the
number of protons in the nucleus of an atom
4
Define mass number / nucleon number as the
total number of protons and neutrons in the
nucleus of an atom
5
Determine the electronic configuration of
elements and their ions with proton number 1
to 20, e.g. 2,8,3
6
State that:
Supplement
(a)Group VIII noble gases have a full outer
electron shell
(b)the number of outer shell electrons is equal
to the group number in Groups I to VII
(c)the number of occupied electron shells is
equal to the period number
2.3 Isotopes
Core
Supplement
1
Define isotopes as different atoms of the same
element that have the same number of protons
but different numbers of neutrons
3
2
Interpret and use symbols for atoms, e.g. 126 C,
35
and ions, e.g. 17
Cl –
State that isotopes of the same element
have the same chemical properties because
they have the same number of electrons and
therefore the same electronic configuration
4
Calculate the relative atomic mass of an
element from the relative masses and
abundances of its isotopes
Back to contents page
www.cambridgeinternational.org/igcse
13
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
2.4 Ions and ionic bonds
Core
Supplement
1
Describe the formation of positive ions, known
as cations, and negative ions, known as anions
5
2
State that an ionic bond is a strong electrostatic
attraction between oppositely charged ions
Describe the giant lattice structure of ionic
compounds as a regular arrangement of
alternating positive and negative ions
3
Describe the formation of ionic bonds between
elements from Group I and Group VII, including
the use of dot-and-cross diagrams
6
Describe the formation of ionic bonds between
ions of metallic and non-metallic elements,
including the use of dot-and-cross diagrams
4
Describe the properties of ionic compounds:
7
Explain in terms of structure and bonding the
properties of ionic compounds:
(a)high melting points and boiling points
(a) high melting points and boiling points
(b)good electrical conductivity when aqueous
or molten and poor when solid
(b)good electrical conductivity when aqueous
or molten and poor when solid
2.5 Simple molecules and covalent bonds
Core
Supplement
1
State that a covalent bond is formed when a
pair of electrons is shared between two atoms
leading to noble gas electronic configurations
2
Describe the formation of covalent bonds in
simple molecules, including H2, Cl 2, H2O, CH4,
NH3 and HCl. Use dot-and-cross diagrams to
show the electronic configurations in these and
similar molecules
4
Describe the formation of covalent bonds in
simple molecules, including CH3OH, C2H4, O2,
CO2 and N2. Use dot-and-cross diagrams to
show the electronic configurations in these and
similar molecules
3
Describe in terms of structure and bonding the
properties of simple molecular compounds:
5
Explain in terms of structure and bonding the
properties of simple molecular compounds:
(a) low melting points and boiling points
(a)low melting points and boiling points
in terms of weak intermolecular forces
(specific types of intermolecular forces are
not required)
(b) poor electrical conductivity
(b) poor electrical conductivity
2.6 Giant covalent structures
Core
Supplement
1
Describe the giant covalent structures of
graphite and diamond
3
Describe the giant covalent structure of
silicon(IV ) oxide, SiO2
2
Relate the structures and bonding of graphite
and diamond to their uses, limited to:
4
Describe the similarity in properties between
diamond and silicon(IV ) oxide, related to their
structures
(a) graphite as a lubricant and as an electrode
(b) diamond in cutting tools
Back to contents page
www.cambridgeinternational.org/igcse
14
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
2.7 Metallic bonding
Core
Supplement
1
Describe metallic bonding as the electrostatic
attraction between the positive ions in a giant
metallic lattice and a ‘sea’ of delocalised
electrons
2
Explain in terms of structure and bonding the
properties of metals:
(a) good electrical conductivity
(b) malleability and ductility
3
Stoichiometry
3.1 Formulae
Core
Supplement
1
State the formulae of the elements and
compounds named in the subject content
2
Define the molecular formula of a compound as
the number and type of different atoms in one
molecule
5
Define the empirical formula of a compound as
the simplest whole number ratio of the different
atoms or ions in a compound
3
Deduce the formula of a simple compound
from the relative numbers of atoms present in a
model or a diagrammatic representation
6
Deduce the formula of an ionic compound
from the relative numbers of the ions present
in a model or a diagrammatic representation or
from the charges on the ions
4
Construct word equations and symbol
equations to show how reactants form
products, including state symbols
7
Construct symbol equations with state
symbols, including ionic equations
8
Deduce the symbol equation with state
symbols for a chemical reaction, given relevant
information
3.2 Relative masses of atoms and molecules
Core
1
Describe relative atomic mass, Ar, as the
average mass of the isotopes of an element
compared to 1/12th of the mass of an atom of
12
C
2
Define relative molecular mass, Mr, as the sum
of the relative atomic masses. Relative formula
mass, Mr, will be used for ionic compounds
3
Calculate reacting masses in simple
proportions. Calculations will not involve the
mole concept
Back to contents page
Supplement
www.cambridgeinternational.org/igcse
15
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
3.3 The mole and the Avogadro constant
Core
Supplement
2
State that the mole, mol, is the unit of amount
of substance and that one mole contains
6.02 × 1023 particles, e.g. atoms, ions,
molecules; this number is the Avogadro
constant
3
Use the relationship
mass (g)
amount of substance (mol) = molar mass (g / mol)
to calculate:
(a) amount of substance
(b) mass
(c) molar mass
(d)relative atomic mass or relative
molecular / formula mass
(e)number of particles, using the value of the
Avogadro constant
1
State that concentration can be measured in
g / dm3 or mol / dm3
4
4
Use the molar gas volume, taken as 24 dm3
at room temperature and pressure, r.t.p., in
calculations involving gases
5
Calculate stoichiometric reacting masses,
limiting reactants, volumes of gases at r.t.p.,
volumes of solutions and concentrations of
solutions expressed in g / dm3 and mol / dm3,
including conversion between cm3 and dm3
6
Use experimental data from a titration
to calculate the moles of solute, or the
concentration or volume of a solution
7
Calculate empirical formulae and molecular
formulae, given appropriate data
8
Calculate percentage yield, percentage
composition by mass and percentage purity,
given appropriate data
Electrochemistry
4.1 Electrolysis
Core
Supplement
1
Define electrolysis as the decomposition of an
ionic compound, when molten or in aqueous
solution, by the passage of an electric current
8
2
Identify in simple electrolytic cells:
(a) the anode as the positive electrode
(b)the cathode as the negative electrode
(c)the electrolyte as the molten or aqueous
substance that undergoes electrolysis
Back to contents page
Describe the transfer of charge during
electrolysis to include:
(a)the movement of electrons in the external
circuit
(b)the loss or gain of electrons at the
electrodes
(c) the movement of ions in the electrolyte
www.cambridgeinternational.org/igcse
16
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
4.1 Electrolysis continued
Core
Supplement
3
9
Identify the products formed at the electrodes
and describe the observations made during the
electrolysis of:
(a) molten lead(II) bromide
(b) concentrated aqueous sodium chloride
Identify the products formed at the electrodes
and describe the observations made during the
electrolysis of aqueous copper(II) sulfate using
inert carbon / graphite electrodes and when
using copper electrodes
(c) dilute sulfuric acid
using inert electrodes made of platinum or
carbon / graphite
4
State that metals or hydrogen are formed at
the cathode and that non-metals (other than
hydrogen) are formed at the anode
5
Predict the identity of the products at each
electrode for the electrolysis of a binary
compound in the molten state
10 Predict the identity of the products at each
electrode for the electrolysis of a halide
compound in dilute or concentrated aqueous
solution
11 Construct ionic half-equations for reactions
at the anode (to show oxidation) and at the
cathode (to show reduction)
6
State that metal objects are electroplated to
improve their appearance and resistance to
corrosion
7
Describe how metals are electroplated
4.2 Hydrogen–oxygen fuel cells
Core
Supplement
1
2
State that a hydrogen–oxygen fuel cell uses
hydrogen and oxygen to produce electricity
with water as the only chemical product
Back to contents page
Describe the advantages and disadvantages
of using hydrogen–oxygen fuel cells in
comparison with gasoline / petrol engines in
vehicles
www.cambridgeinternational.org/igcse
17
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
5
Chemical energetics
5.1 Exothermic and endothermic reactions
Core
Supplement
1
State that an exothermic reaction transfers
thermal energy to the surroundings leading
to an increase in the temperature of the
surroundings
4
2
State that an endothermic reaction takes in
thermal energy from the surroundings leading
to a decrease in the temperature of the
surroundings
State that the transfer of thermal energy during
a reaction is called the enthalpy change, ∆H,
of the reaction. ∆H is negative for exothermic
reactions and positive for endothermic
reactions
5
Define activation energy, Ea, as the minimum
energy that colliding particles must have to
react
6
Draw and label reaction pathway diagrams for
exothermic and endothermic reactions using
information provided, to include:
3
Interpret reaction pathway diagrams showing
exothermic and endothermic reactions
(a) reactants
(b) products
(c) enthalpy change of the reaction, ∆H
(d) activation energy, Ea
Back to contents page
7
State that bond breaking is an endothermic
process and bond making is an exothermic
process and explain the enthalpy change of a
reaction in terms of bond breaking and bond
making
8
Calculate the enthalpy change of a reaction
using bond energies
www.cambridgeinternational.org/igcse
18
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
6
Chemical reactions
6.1 Physical and chemical changes
Core
1
Supplement
Identify physical and chemical changes, and
describe the differences between them
6.2 Rate of reaction
Core
Supplement
5
Describe collision theory in terms of:
(a) number of particles per unit volume
(b) frequency of collisions between particles
(c) kinetic energy of particles
(d) activation energy, Ea
1
Describe the effect on the rate of reaction of:
6
(a) changing the concentration of solutions
Describe and explain the effect on the rate of
reaction of:
(b) changing the pressure of gases
(a) changing the concentration of solutions
(c) changing the surface area of solids
(b) changing the pressure of gases
(d) changing the temperature
(c) changing the surface area of solids
(e)adding or removing a catalyst, including
enzymes
(d) changing the temperature
(e)adding or removing a catalyst, including
enzymes
using collision theory
2
State that a catalyst increases the rate of a
reaction and is unchanged at the end of a
reaction
7
State that a catalyst decreases the activation
energy, Ea, of a reaction
3
Describe practical methods for investigating the
rate of a reaction including change in mass of
a reactant or a product and the formation of a
gas
8
Evaluate practical methods for investigating the
rate of a reaction including change in mass of
a reactant or a product and the formation of a
gas
4
Interpret data, including graphs, from rate of
reaction experiments
Back to contents page
www.cambridgeinternational.org/igcse
19
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
6.3 Reversible reactions and equilibrium
Core
Supplement
1
3
State that some chemical reactions are
reversible as shown by the symbol ⇌
State that a reversible reaction in a closed
system is at equilibrium when:
(a)the rate of the forward reaction is equal to
the rate of the reverse reaction
(b)the concentrations of reactants and
products are no longer changing
2
Describe how changing the conditions can
change the direction of a reversible reaction for:
4
Predict and explain, for a reversible reaction,
how the position of equilibrium is affected by:
(a) the effect of heat on hydrated compounds
(a) changing temperature
(b)the addition of water to anhydrous
compounds
(b) changing pressure
limited to copper(II) sulfate and
cobalt(II) chloride
(d) using a catalyst
(c) changing concentration
using information provided
5
6
State the symbol equation for the production of
ammonia in the Haber process,
N2(g) + 3H2(g) ⇌ 2NH3(g)
State the sources of the hydrogen (methane)
and nitrogen (air) in the Haber process
7
State the typical conditions in the Haber
process as 450 °C, 20 000 kPa / 200 atm and an
iron catalyst
8
State the symbol equation for the conversion
of sulfur dioxide to sulfur trioxide in the Contact
process, 2SO2(g) + O2(g) ⇌ 2SO3(g)
9
State the sources of the sulfur dioxide (burning
sulfur or roasting sulfide ores) and oxygen (air)
in the Contact process
10 State the typical conditions for the conversion
of sulfur dioxide to sulfur trioxide in the Contact
process as 450 °C, 200 kPa / 2 atm and a
vanadium( V ) oxide catalyst
11 Explain, in terms of rate of reaction and position
of equilibrium, why the typical conditions
stated are used in the Haber process and
in the Contact process, including safety
considerations and economics
Back to contents page
www.cambridgeinternational.org/igcse
20
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
6.4 Redox
Core
1
Use a Roman numeral to indicate the oxidation
number of an element in a compound
2
Define redox reactions as involving
simultaneous oxidation and reduction
3
Define oxidation as gain of oxygen and
reduction as loss of oxygen
Supplement
6
Define oxidation in terms of:
(a) loss of electrons
(b) an increase in oxidation number
7
Define reduction in terms of:
(a) gain of electrons
(b) a decrease in oxidation number
4
5
Identify redox reactions as reactions involving
gain and loss of oxygen
Identify oxidation and reduction in redox
reactions
8
Identify redox reactions as reactions involving
gain and loss of electrons
9
Identify redox reactions by changes in oxidation
number using:
(a)the oxidation number of elements in their
uncombined state is zero
(b)the oxidation number of a monatomic ion is
the same as the charge on the ion
(c)the sum of the oxidation numbers in a
compound is zero
(d)the sum of the oxidation numbers in an ion
is equal to the charge on the ion
10 Identify redox reactions by the colour changes
involved when using acidified aqueous
potassium manganate( VII) or aqueous
potassium iodide
11 Define an oxidising agent as a substance
that oxidises another substance and is itself
reduced
12 Define a reducing agent as a substance
that reduces another substance and is itself
oxidised
13 Identify oxidising agents and reducing agents in
redox reactions
Back to contents page
www.cambridgeinternational.org/igcse
21
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
7
Acids, bases and salts
7.1
The characteristic properties of acids and bases
Core
1
Supplement
Describe the characteristic properties of acids
in terms of their reactions with:
(a) metals
(b) bases
(c) carbonates
2
Describe acids in terms of their effect on:
(a) litmus
(b) thymolphthalein
(c) methyl orange
3
State that bases are oxides or hydroxides of
metals and that alkalis are soluble bases
4
Describe the characteristic properties of bases
in terms of their reactions with:
(a) acids
(b) ammonium salts
5
Describe alkalis in terms of their effect on:
(a) litmus
(b) thymolphthalein
(c) methyl orange
6
State that aqueous solutions of acids contain
H+ ions and aqueous solutions of alkalis contain
OH – ions
9
Define acids as proton donors and bases as
proton acceptors
10 Define a strong acid as an acid that is
completely dissociated in aqueous solution
and a weak acid as an acid that is partially
dissociated in aqueous solution
11 State that hydrochloric acid is a strong acid,
as shown by the symbol equation,
HCl (aq) → H+(aq) + Cl – (aq)
7
Describe how to compare hydrogen ion
concentration, neutrality, relative acidity and
relative alkalinity in terms of colour and pH
using universal indicator paper
8
Describe the neutralisation reaction between an
acid and an alkali to produce water,
H+ (aq) + OH – (aq) → H2O (l )
Back to contents page
12 State that ethanoic acid is a weak acid,
as shown by the symbol equation,
CH3COOH(aq) ⇌ H+(aq) + CH3COO – (aq)
www.cambridgeinternational.org/igcse
22
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
7.2 Oxides
Core
Supplement
1
2
Describe amphoteric oxides as oxides that
react with acids and with bases to produce a
salt and water
3
Classify Al 2O3 and ZnO as amphoteric oxides
Classify oxides as acidic, including SO2 and
CO2, or basic, including CuO and CaO, related
to metallic and non-metallic character
7.3 Preparation of salts
Core
Supplement
1
4
Describe the preparation of insoluble salts by
precipitation
5
Define the term water of crystallisation as the
water molecules present in hydrated crystals,
including CuSO4•5H2O and CoCl 2•6H2O
Describe the preparation, separation and
purification of soluble salts by reaction of an
acid with:
(a) an alkali by titration
(b) excess metal
(c) excess insoluble base
(d) excess insoluble carbonate
2
Describe the general solubility rules for salts:
(a)sodium, potassium and ammonium salts
are soluble
(b) nitrates are soluble
(c) chlorides are soluble, except lead and silver
(d)sulfates are soluble, except barium, calcium
and lead
(e)carbonates are insoluble, except sodium,
potassium and ammonium
(f)hydroxides are insoluble, except
sodium, potassium, ammonium and
calcium (partially)
3
Define a hydrated substance as a substance
that is chemically combined with water and
an anhydrous substance as a substance
containing no water
Back to contents page
www.cambridgeinternational.org/igcse
23
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
8
The Periodic Table
8.1 Arrangement of elements
Core
1
Describe the Periodic Table as an arrangement
of elements in periods and groups and in order
of increasing proton number / atomic number
2
Describe the change from metallic to
non‑metallic character across a period
3
Describe the relationship between group
number and the charge of the ions formed from
elements in that group
4
Explain similarities in the chemical properties
of elements in the same group of the Periodic
Table in terms of their electronic configuration
5
Explain how the position of an element in
the Periodic Table can be used to predict its
properties
Supplement
6
Identify trends in groups, given information
about the elements
8.2 Group I properties
Core
1
Supplement
Describe the Group I alkali metals, lithium,
sodium and potassium, as relatively soft metals
with general trends down the group, limited to:
(a) decreasing melting point
(b) increasing density
(c) increasing reactivity
2
Predict the properties of other elements in
Group I, given information about the elements
Back to contents page
www.cambridgeinternational.org/igcse
24
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
8.3 Group VII properties
Core
1
Supplement
Describe the Group VII halogens, chlorine,
bromine and iodine, as diatomic non-metals
with general trends down the group, limited to:
(a) increasing density
(b) decreasing reactivity
2
State the appearance of the halogens at r.t.p.
as:
(a) chlorine, a pale yellow-green gas
(b) bromine, a red-brown liquid
(c) iodine, a grey-black solid
3
Describe and explain the displacement
reactions of halogens with other halide ions
4
Predict the properties of other elements in
Group VII, given information about the elements
8.4 Transition elements
Core
Supplement
1
2
Describe the transition elements as metals that:
(a) have high densities
(b) have high melting points
Describe transition elements as having ions
with variable oxidation numbers, including
iron(II) and iron(III)
(c) form coloured compounds
(d)often act as catalysts as elements and in
compounds
8.5 Noble gases
Core
1
Supplement
Describe the Group VIII noble gases as
unreactive, monatomic gases and explain this
in terms of electronic configuration
Back to contents page
www.cambridgeinternational.org/igcse
25
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
9
Metals
9.1 Properties of metals
Core
1
Supplement
Compare the general physical properties of
metals and non-metals, including:
(a) thermal conductivity
(b) electrical conductivity
(c) malleability and ductility
(d) melting points and boiling points
2
Describe the general chemical properties of
metals, limited to their reactions with:
(a) dilute acids
(b) cold water and steam
(c) oxygen
9.2 Uses of metals
Core
1
Supplement
Describe the uses of metals in terms of their
physical properties, including:
(a)aluminium in the manufacture of aircraft
because of its low density
(b)aluminium in the manufacture of overhead
electrical cables because of its low density
and good electrical conductivity
(c)aluminium in food containers because of its
resistance to corrosion
(d)copper in electrical wiring because of its
good electrical conductivity and ductility
Back to contents page
www.cambridgeinternational.org/igcse
26
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
9.3 Alloys and their properties
Core
1
Supplement
Describe an alloy as a mixture of a metal with
other elements, including:
(a) brass as a mixture of copper and zinc
(b)stainless steel as a mixture of iron and other
elements such as chromium, nickel and
carbon
2
State that alloys can be harder and stronger
than the pure metals and are more useful
3
Describe the uses of alloys in terms of their
physical properties, including stainless steel in
cutlery because of its hardness and resistance
to rusting
4
Identify representations of alloys from diagrams
of structure
5
Explain in terms of structure how alloys can
be harder and stronger than the pure metals
because the different sized atoms in alloys
mean the layers can no longer slide over each
other
9.4 Reactivity series
Core
Supplement
1
State the order of the reactivity series as:
potassium, sodium, calcium, magnesium,
aluminium, carbon, zinc, iron, hydrogen,
copper, silver, gold
4
Describe the relative reactivities of metals in
terms of their tendency to form positive ions,
by displacement reactions, if any, with the
aqueous ions of magnesium, zinc, iron, copper
and silver
2
Describe the reactions, if any, of:
5
Explain the apparent unreactivity of aluminium
in terms of its oxide layer
(a)potassium, sodium and calcium with
cold water
(b) magnesium with steam
(c)magnesium, zinc, iron, copper, silver and
gold with dilute hydrochloric acid
and explain these reactions in terms of the
position of the metals in the reactivity series
3
Deduce an order of reactivity from a given set
of experimental results
Back to contents page
www.cambridgeinternational.org/igcse
27
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
9.5 Corrosion of metals
Core
1
State the conditions required for the rusting of
iron and steel to form hydrated iron(III) oxide
2
State some common barrier methods, including
painting, greasing and coating with plastic
3
Describe how barrier methods prevent rusting
by excluding oxygen or water
Supplement
4
Describe the use of zinc in galvanising as an
example of a barrier method and sacrificial
protection
5
Explain sacrificial protection in terms of the
reactivity series and in terms of electron loss
9.6 Extraction of metals
Core
1
Describe the ease in obtaining metals from their
ores, related to the position of the metal in the
reactivity series
2
Describe the extraction of iron from hematite in
the blast furnace, limited to:
Supplement
4
State the symbol equations for the extraction of
iron from hematite
(a)the burning of carbon (coke) to provide heat
and produce carbon dioxide
(a) C + O2 → CO2
(b)the reduction of carbon dioxide to carbon
monoxide
(c) Fe2O3 + 3CO → 2Fe + 3CO2
(b) C + CO2 → 2CO
(d) CaCO3 → CaO + CO2
(c)the reduction of iron(III) oxide by carbon
monoxide
(e) CaO + SiO2 → CaSiO3
(d)the thermal decomposition of calcium
carbonate / limestone to produce calcium
oxide
(e) the formation of slag
Symbol equations are not required
3
State that the main ore of aluminium is bauxite
and that aluminium is extracted by electrolysis
5
Describe the extraction of aluminium from
purified bauxite / aluminium oxide, including:
(a) the role of cryolite
(b)why the carbon anodes need to be
regularly replaced
(c)the reactions at the electrodes, including
ionic half-equations
Details of the purification of bauxite are not
required
Back to contents page
www.cambridgeinternational.org/igcse
28
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
10 Chemistry of the environment
10.1 Water
Core
1
Describe chemical tests for the presence of
water using anhydrous cobalt(II) chloride and
anhydrous copper(II) sulfate
2
Describe how to test for the purity of water
using melting point and boiling point
3
Explain that distilled water is used in practical
chemistry rather than tap water because it
contains fewer chemical impurities
4
State that water from natural sources may
contain substances, including:
Supplement
(a) dissolved oxygen
(b) metal compounds
(c) plastics
(d) sewage
(e) harmful microbes
(f) nitrates from fertilisers
(g) phosphates from fertilisers and detergents
5
State that some of these substances are
beneficial, including:
(a) dissolved oxygen for aquatic life
(b)some metal compounds provide essential
minerals for life
6
State that some of these substances are
potentially harmful, including:
(a) some metal compounds are toxic
(b) some plastics harm aquatic life
(c)sewage contains harmful microbes which
cause disease
(d)nitrates and phosphates lead to
deoxygenation of water and damage to
aquatic life
Details of the eutrophication process are not
required
7
Describe the treatment of the domestic water
supply in terms of:
(a) sedimentation and filtration to remove solids
(b) use of carbon to remove tastes and odours
(c) chlorination to kill microbes
Back to contents page
www.cambridgeinternational.org/igcse
29
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
10.2 Fertilisers
Core
1
State that ammonium salts and nitrates are
used as fertilisers
2
Describe the use of NPK fertilisers to provide
the elements nitrogen, phosphorus and
potassium for improved plant growth
Supplement
10.3 Air quality and climate
Core
1
State the composition of clean, dry air as
approximately 78% nitrogen, N2, 21% oxygen,
O2 and the remainder as a mixture of noble
gases and carbon dioxide, CO2
2
State the source of each of these air pollutants,
limited to:
Supplement
(a)carbon dioxide from the complete
combustion of carbon-containing fuels
(b)carbon monoxide and particulates from
the incomplete combustion of carboncontaining fuels
(c)methane from the decomposition of
vegetation and waste gases from digestion
in animals
(d) oxides of nitrogen from car engines
(e)sulfur dioxide from the combustion of fossil
fuels which contain sulfur compounds
3
State the adverse effect of these air pollutants,
limited to:
(a)carbon dioxide: higher levels of carbon
dioxide leading to increased global
warming, which leads to climate change
(b) carbon monoxide: toxic gas
7
Describe how the greenhouse gases carbon
dioxide and methane cause global warming,
limited to:
(a)the absorption, reflection and emission of
thermal energy
(b) reducing thermal energy loss to space
(c)particulates: increased risk of respiratory
problems and cancer
(d)methane: higher levels of methane leading
to increased global warming, which leads to
climate change
(e)oxides of nitrogen: acid rain, photochemical
smog and respiratory problems
(f) sulfur dioxide: acid rain
Back to contents page
www.cambridgeinternational.org/igcse
30
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
10.3 Air quality and climate continued
Core
4
Supplement
State and explain strategies to reduce the
effects of these environmental issues, limited to:
(a)climate change: planting trees, reduction
in livestock farming, decreasing use of
fossil fuels, increasing use of hydrogen and
renewable energy, e.g. wind, solar
(b)acid rain: use of catalytic converters in
vehicles, reducing emissions of sulfur
dioxide by using low-sulfur fuels and flue
gas desulfurisation with calcium oxide
5
Describe photosynthesis as the reaction
between carbon dioxide and water to produce
glucose and oxygen in the presence of
chlorophyll and using energy from light
6
State the word equation for photosynthesis,
carbon dioxide + water → glucose + oxygen
8
Explain how oxides of nitrogen form in car
engines and describe their removal by catalytic
converters, e.g. 2CO + 2NO → 2CO2 + N2
9
State the symbol equation for photosynthesis,
6CO2 + 6H2O → C6H12O6 + 6O2
11 Organic chemistry
11.1 Formulae, functional groups and terminology
Core
1
Draw and interpret the displayed formula of
a molecule to show all the atoms and all the
bonds
2
Write and interpret general formulae of
compounds in the same homologous series,
limited to:
Supplement
(a)alkanes, CnH2n+2
(b)alkenes, CnH2n
(c)alcohols, CnH2n+1OH
(d)carboxylic acids, CnH2n+1COOH
3
Identify a functional group as an atom or
group of atoms that determine the chemical
properties of a homologous series
Back to contents page
7
State that a structural formula is an
unambiguous description of the way the atoms
in a molecule are arranged, including CH2=CH2,
CH3CH2OH, CH3COOCH3
8
Define structural isomers as compounds with
the same molecular formula, but different
structural formulae, including C4H10 as
CH3CH2CH2CH3 and CH3CH(CH3)CH3 and
C4H8 as CH3CH2CH=CH2 and CH3CH=CHCH3
www.cambridgeinternational.org/igcse
31
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
11.1 Formulae, functional groups and terminology continued
Core
Supplement
4
9
State that a homologous series is a family
of similar compounds with similar chemical
properties due to the presence of the same
functional group
Describe the general characteristics of a
homologous series as:
(a) having the same functional group
(b) having the same general formula
(c)differing from one member to the next by
a –CH2– unit
(d) displaying a trend in physical properties
(e) sharing similar chemical properties
5
State that a saturated compound has
molecules in which all carbon–carbon bonds
are single bonds
6
State that an unsaturated compound has
molecules in which one or more carbon–
carbon bonds are not single bonds
11.2 Naming organic compounds
Core
Supplement
1
3
Name and draw the displayed formulae of:
(a) methane and ethane
Name and draw the structural and displayed
formulae of unbranched:
(b) ethene
(a) alkanes
(c) ethanol
(b)alkenes, including
but-1-ene and but-2-ene
(d) ethanoic acid
(c)alcohols, including
propan‑1‑ol, propan‑2‑ol, butan‑1‑ol and
butan‑2‑ol
(e)the products of the reactions stated in
sections 11.4–11.7
(d) carboxylic acids
containing up to four carbon atoms per
molecule
2
State the type of compound present, given a
chemical name ending in -ane, -ene, -ol, or
-oic acid or from a molecular formula or
displayed formula
Back to contents page
4
Name and draw the displayed formulae of the
unbranched esters which can be made from
unbranched alcohols and carboxylic acids,
each containing up to four carbon atoms
www.cambridgeinternational.org/igcse
32
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
11.3 Fuels
Core
1
Name the fossil fuels: coal, natural gas and
petroleum
2
Name methane as the main constituent of
natural gas
3
State that hydrocarbons are compounds that
contain hydrogen and carbon only
4
State that petroleum is a mixture of
hydrocarbons
5
Describe the separation of petroleum into useful
fractions by fractional distillation
6
Describe how the properties of fractions
obtained from petroleum change from the
bottom to the top of the fractionating column,
limited to:
Supplement
(a) decreasing chain length
(b) higher volatility
(c) lower boiling points
(d) lower viscosity
7
Name the uses of the fractions as:
(a)refinery gas fraction for gas used in heating
and cooking
(b) gasoline / petrol fraction for fuel used in cars
(c) naphtha fraction as a chemical feedstock
(d) kerosene / paraffin fraction for jet fuel
(e)diesel oil / gas oil fraction for fuel used in
diesel engines
(f)fuel oil fraction for fuel used in ships and
home heating systems
(g)lubricating oil fraction for lubricants, waxes
and polishes
(h) bitumen fraction for making roads
Back to contents page
www.cambridgeinternational.org/igcse
33
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
11.4 Alkanes
Core
1
State that the bonding in alkanes is single
covalent and that alkanes are saturated
hydrocarbons
2
Describe the properties of alkanes as being
generally unreactive, except in terms of
combustion and substitution by chlorine
Supplement
3
State that in a substitution reaction one atom or
group of atoms is replaced by another atom or
group of atoms
4
Describe the substitution reaction of alkanes
with chlorine as a photochemical reaction,
with ultraviolet light providing the activation
energy, Ea, and draw the structural or
displayed formulae of the products, limited to
monosubstitution
11.5 Alkenes
Core
1
State that the bonding in alkenes includes a
double carbon–carbon covalent bond and that
alkenes are unsaturated hydrocarbons
2
Describe the manufacture of alkenes and
hydrogen by the cracking of larger alkane
molecules using a high temperature and a
catalyst
3
Describe the reasons for the cracking of larger
alkane molecules
4
Describe the test to distinguish between
saturated and unsaturated hydrocarbons by
their reaction with aqueous bromine
Supplement
5
State that in an addition reaction only one
product is formed
6
Describe the properties of alkenes in terms of
addition reactions with:
(a) bromine or aqueous bromine
(b)hydrogen in the presence of a nickel
catalyst
(c) steam in the presence of an acid catalyst
and draw the structural or displayed formulae of
the products
Back to contents page
www.cambridgeinternational.org/igcse
34
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
11.6 Alcohols
Core
Supplement
1
4
Describe the manufacture of ethanol by:
(a)fermentation of aqueous glucose at 25–
35 °C in the presence of yeast and in the
absence of oxygen
Describe the advantages and disadvantages of
the manufacture of ethanol by:
(a) fermentation
(b) catalytic addition of steam to ethene
(b)catalytic addition of steam to ethene
at 300 °C and 6000 kPa / 60 atm in the
presence of an acid catalyst
2
Describe the combustion of ethanol
3
State the uses of ethanol as:
(a) a solvent
(b) a fuel
11.7 Carboxylic acids
Core
Supplement
1
2
Describe the reaction of ethanoic acid with:
(a) metals
(a)with acidified aqueous potassium
manganate( VII)
(b) bases
(c) carbonates
including names and formulae of the salts
produced
Back to contents page
Describe the formation of ethanoic acid by the
oxidation of ethanol:
(b)by bacterial oxidation during vinegar
production
3
Describe the reaction of a carboxylic acid with
an alcohol using an acid catalyst to form an
ester
www.cambridgeinternational.org/igcse
35
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
11.8 Polymers
Core
Supplement
1
Define polymers as large molecules built up
from many smaller molecules called monomers
6
Identify the repeat units and / or linkages
in addition polymers and in condensation
polymers
2
Describe the formation of poly(ethene) as
an example of addition polymerisation using
ethene monomers
7
Deduce the structure or repeat unit of an
addition polymer from a given alkene and vice
versa
8
Deduce the structure or repeat unit of a
condensation polymer from given monomers
and vice versa, limited to:
(a)polyamides from a dicarboxylic acid and a
diamine
(b)polyesters from a dicarboxylic acid and a
diol
9
Describe the differences between addition and
condensation polymerisation
10 Describe and draw the structure of:
(a) nylon, a polyamide
O
O
C
C
N
N
H
H
O
O
C
C
N
N
H
H
(b) PET, a polyester
O
O
C
C
O
O
O
O
C
C
O
O
The full name for PET, polyethylene
terephthalate, is not required
3
State that plastics are made from polymers
4
Describe how the properties of plastics have
implications for their disposal
5
Describe the environmental challenges caused
by plastics, limited to:
11 State that PET can be converted back into
monomers and re-polymerised
(a) disposal in landfill sites
(b) accumulation in oceans
(c) formation of toxic gases from burning
12 Describe proteins as natural polyamides
and that they are formed from amino acid
monomers with the general structure:
H
H
R
N
C
O
C
H
O
H
where R represents different types of sidechain
13 Describe and draw the structure of proteins as:
Back to contents page
H
O
N
C
N
C
H
O
H
O
N
C
www.cambridgeinternational.org/igcse
36
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
12 Experimental techniques and chemical analysis
12.1 Experimental design
Core
1
Supplement
Name appropriate apparatus for the
measurement of time, temperature, mass and
volume, including:
(a) stop-watches
(b) thermometers
(c) balances
(d) burettes
(e) volumetric pipettes
(f) measuring cylinders
(g) gas syringes
2
Suggest advantages and disadvantages of
experimental methods and apparatus
3
Describe a:
(a)solvent as a substance that dissolves a
solute
(b)solute as a substance that is dissolved in a
solvent
(c)solution as a mixture of one or more solutes
dissolved in a solvent
(d)saturated solution as a solution containing
the maximum concentration of a solute
dissolved in the solvent at a specified
temperature
(e)residue as a substance that remains after
evaporation, distillation, filtration or any
similar process
(f)filtrate as a liquid or solution that has
passed through a filter
12.2 Acid–base titrations
Core
1
Supplement
Describe an acid–base titration to include the
use of a:
(a) burette
(b) volumetric pipette
(c) suitable indicator
2
Describe how to identify the end-point of a
titration using an indicator
Back to contents page
www.cambridgeinternational.org/igcse
37
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
12.3 Chromatography
Core
Supplement
1
3
Describe how paper chromatography is used
to separate mixtures of soluble coloured
substances, using a suitable solvent
Describe how paper chromatography is used
to separate mixtures of soluble colourless
substances, using a suitable solvent and a
locating agent
Knowledge of specific locating agents is not
required
2
Interpret simple chromatograms to identify:
(a)unknown substances by comparison with
known substances
4
State and use the equation for Rf:
distance travelled by substance
Rf =
distance travelled by solvent
(b) pure and impure substances
12.4 Separation and purification
Core
1
Supplement
Describe and explain methods of separation
and purification using:
(a) a suitable solvent
(b) filtration
(c) crystallisation
(d) simple distillation
(e) fractional distillation
2
Suggest suitable separation and purification
techniques, given information about the
substances involved
3
Identify substances and assess their purity
using melting point and boiling point information
12.5 Identification of ions and gases
Core
1
Supplement
Describe tests to identify the anions:
(a)carbonate, CO32–, by reaction with dilute
acid and then testing for carbon dioxide
gas
(b)chloride, Cl –, bromide, Br –, and iodide,
I –, by acidifying with dilute nitric acid then
adding aqueous silver nitrate
(c)nitrate, NO3 –, reduction with aluminium foil
and aqueous sodium hydroxide and then
testing for ammonia gas
(d)sulfate, SO42–, by acidifying with dilute nitric
acid and then adding aqueous barium
nitrate
(e)sulfite, SO32–, by reaction with acidified
aqueous potassium manganate( VII)
Back to contents page
www.cambridgeinternational.org/igcse
38
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content
12.5 Identification of ions and gases continued
Core
2
Supplement
Describe tests using aqueous sodium
hydroxide and aqueous ammonia to identify the
aqueous cations:
(a) aluminium, Al 3+
(b) ammonium, NH4+
(c) calcium, Ca2+
(d) chromium(III), Cr3+
(e) copper(II), Cu2+
(f) iron(II), Fe2+
(g) iron(III), Fe3+
(h) zinc, Zn2+
3
Describe tests to identify the gases:
(a) ammonia, NH3, using damp red litmus
paper
(b) carbon dioxide, CO2, using limewater
(c) chlorine, Cl 2, using damp litmus paper
(d) hydrogen, H2, using a lighted splint
(e) oxygen, O2, using a glowing splint
(f)sulfur dioxide, SO2, using acidified aqueous
potassium manganate( VII)
4
Describe the use of a flame test to identify the
cations:
(a) lithium, Li+
(b) sodium, Na+
(c) potassium, K+
(d) calcium, Ca2+
(e) barium, Ba2+
(f) copper(II), Cu2+
Back to contents page
www.cambridgeinternational.org/igcse
39
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.
4 Details of the assessment
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.
Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.
Paper 1: Multiple Choice (Core)
Paper 3: Theory (Core)
45 minutes
1 hour 15 minutes
40 marks
80 marks
40 compulsory multiple-choice items of the fourchoice type
Compulsory short-answer and structured
questions
This paper tests assessment objectives AO1 and
AO2
AND
This paper tests assessment objectives AO1 and
AO2
This paper assesses grades C to G
This paper assesses grades C to G
Externally assessed
Externally assessed
Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.
Paper 2: Multiple Choice (Extended)
Paper 4: Theory (Extended)
45 minutes
1 hour 15 minutes
40 marks
80 marks
40 compulsory multiple-choice items of the fourchoice type
Compulsory short-answer and structured
questions
This paper tests assessment objectives AO1 and
AO2
AND
This paper tests assessment objectives AO1 and
AO2
This paper assesses grades A* to G
This paper assesses grades A* to G
Externally assessed
Externally assessed
Back to contents page
www.cambridgeinternational.org/igcse
40
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Practical assessment
All candidates take one practical paper from a choice of two.
Paper 5: Practical Test
Paper 6: Alternative to Practical
1 hour 15 minutes
1 hour
40 marks
40 marks
All items are compulsory
All items are compulsory
This paper tests assessment objective AO3
OR
This paper tests assessment objective AO3
Candidates will be required to do experiments in
a laboratory as part of this test
Candidates will not be required to do
experiments as part of this test
Externally assessed
Externally assessed
Questions in the practical papers are structured to assess performance across the full grade range.
Notes for use in qualitative analysis are provided for both Paper 5 and Paper 6.
The Practical Test and Alternative to Practical:
•
require the same experimental skills to be developed and learned
•
require an understanding of the same experimental contexts
•
test the same assessment objective, AO3.
Candidates are expected to be familiar with and may be asked questions on the following experimental
contexts:
•
simple quantitative experiments, including the measurement of:
–
volumes of gases or solutions / liquids
–
masses
–
temperatures
–
times
–
lengths
•
rates of reaction
•
salt preparation
•
separation and purification techniques, including:
–
filtration
–
crystallisation
–
simple distillation
–
fractional distillation
–
chromatography
•
electrolysis
•
identification of metal ions, non-metal ions and gases
•
chemical tests for water
•
test-tube reactions of dilute acids, including ethanoic acid
•
tests for oxidising and reducing agents
•
heating and cooling curves
•
titrations
•
solubility
•
melting points and boiling points
Back to contents page
www.cambridgeinternational.org/igcse
41
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
•
displacement reactions of metals and halogens
•
temperature changes during reactions
•
conditions under which iron rusts or other metals corrode
•
procedures using simple apparatus, in situations where the method may not be familiar to the candidate
Candidates may be required to do the following:
•
•
•
•
demonstrate knowledge of how to select and safely use techniques, apparatus and materials
(including following a sequence of instructions where appropriate):
–
identify apparatus from diagrams or descriptions
–
draw, complete or label diagrams of apparatus
–
use, or explain the use of, common techniques, apparatus and materials
–
select the most appropriate apparatus or method for the task and justify the choice made
–
describe tests (qualitative, gas tests, other tests)
–
describe and explain hazards and identify safety precautions
–
describe and explain techniques used to ensure the accuracy of observations and data
plan experiments and investigations:
–
identify the independent variable and dependent variable
–
describe how and explain why variables should be controlled
–
suggest an appropriate number and range of values for the independent variable
–
suggest the most appropriate apparatus or technique and justify the choice made
–
describe experimental procedures
–
identify risks and suggest safety precautions
–
describe how to record the results of an experiment
–
describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
–
make reasoned predictions of expected results
make and record observations, measurements and estimates:
–
take readings from apparatus (analogue and digital) or from diagrams of apparatus
–
take readings with appropriate precision, reading to the nearest half-scale division where required
–
make observations, measurements or estimates that are in agreement with expected results or values
–
take sufficient observations or measurements, including repeats where appropriate
–
record qualitative observations from chemical tests and other tests
–
record observations and measurements systematically, for example in a suitable table, to an
appropriate degree of precision and using appropriate units
interpret and evaluate experimental observations and data:
–
process data, including for use in further calculations or for graph plotting, using a calculator as
appropriate
–
present data graphically, including the use of best-fit lines where appropriate
–
analyse and interpret observations and data, including data presented graphically
–
use interpolation and extrapolation graphically to determine a gradient or intercept
–
form conclusions justified by reference to observations and data and with appropriate explanation
–
evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action
Back to contents page
www.cambridgeinternational.org/igcse
42
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
•
evaluate methods and suggest possible improvements, including:
–
evaluate experimental arrangements, methods and techniques, including the control of variables
–
identify sources of error
–
suggest possible improvements to the apparatus, experimental arrangements, methods or techniques
Apparatus and reagents
This list gives items that candidates should be familiar with using, whether they are taking the Practical Test or
the Alternative to Practical.
These items should be available for use in the Practical Test. This list is not exhaustive and we may also require
other items to be sourced for specific examinations. The Confidential Instructions we send before the Practical
Test will give the detailed requirements for the examination.
Every effort is made to minimise the cost to and resources required by centres. Experiments will be designed
around basic apparatus and materials which should be available in most school laboratories are easily
obtainable.
Hazard codes are used where relevant and in accordance with information provided by CLEAPSS
(www.cleapss.org.uk). Students should be familiar with the meanings of these codes and terms but will
not be assessed on them.
C
HH
F
N
corrosive
health hazard
flammable
hazardous to the aquatic environment
MH moderate hazard
T
acutely toxic
O oxidising
The attention of centres is also drawn to any national and local regulations relating to safety, first aid and
disposal of chemicals. ‘Hazard data sheets’ should be available from your chemical supplier.
Appropriate safety equipment must be provided to students and should at least include eye protection.
•
aluminium foil
•
balances to measure up to 500 g, with precision of at least 0.1 g
•
beakers or cups made of an insulating material such as polystyrene, approximate capacity 150 cm3
•
beakers, squat form with lip, 1 dm3, 250 cm3 and 100 cm3
•
boiling tubes, approximately 150 mm × 25 mm
•
Bunsen burners
•
burettes, 50 cm3 (ISO385 or grade B)
•
conical flasks, within the range 50 cm3 to 250 cm3
•
delivery tubes
•
filter funnels and filter papers
•
flame test wires or alternative apparatus
•
measuring cylinders, 100 cm3, 50 cm3, 25 cm3, 10 cm3 (ISO6706 or ISO4788 or grade B)
•
pens for labelling glassware
•
pipette fillers
•
racks for test-tubes and boiling tubes
Back to contents page
www.cambridgeinternational.org/igcse
43
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
•
red and blue litmus paper
•
retort stands, bosses and clamps
•
small droppers or teat pipettes
•
small funnels for filling burettes
•
spatulas
•
stirring rods
•
stirring thermometers, –10 °C to +110 °C, with 1 °C graduations
•
stoppers for test-tubes and boiling tubes
•
stop-watches to measure to an accuracy of 1 s
•
test-tube holders (to hold test-tubes or boiling tubes)
•
test-tubes (Pyrex or hard glass), approximately 125 mm × 16 mm
•
tripods
•
universal indicator paper
•
volumetric pipettes, 25 cm3 (ISO648 or grade B)
•
wash bottles
•
white tiles
Preparation of reagents
Detailed guidance on preparing the standard bench reagents and indicators listed here will not be given in the
Confidential Instructions. The Confidential Instructions will refer supervisors to the preparations in this list.
Candidates are not expected to be familiar with the preparation of these reagents.
Please note, hazard symbols were accurate at the time of publication and may change.
Back to contents page
www.cambridgeinternational.org/igcse
44
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Hazard
Label
Identify
Instructions
dilute hydrochloric
acid
1.0 mol / dm3 HCl
Dilute 85 cm3 of concentrated (35–37%;
approximately 11 mol / dm3) HCl [C] [MH] to
1 dm3.
[C]
dilute nitric acid
1.0 mol / dm3 HNO3
Dilute 64 cm3 of concentrated (70%) HNO3 [C] [O]
to 1 dm3.
[MH]
dilute sulfuric acid
0.5 mol / dm3 H2SO4
Cautiously pour 28 cm3 of concentrated (98%)
H2SO4 [C] into 500 cm3 of distilled water with
continuous stirring.
Make the solution up to 1 dm3 with distilled water.
Care: concentrated H2SO4 is very corrosive.
[MH] [N]
aqueous ammonia
1.0 mol / dm3 NH3
Dilute 56 cm3 of concentrated (35%) NH3 [C] [MH]
[N] to 1 dm3.
[C]
aqueous sodium
hydroxide
1.0 mol / dm3 NaOH
Dissolve 40.0 g of NaOH [C] in each dm3 of
solution.
Care: the process of solution is exothermic and
any concentrated solution is very corrosive.
aqueous barium
nitrate
0.1 mol / dm3 Ba(NO3)2
Dissolve 26.1 g of Ba(NO3)2 [MH] [O] in each dm3
of solution.
aqueous silver
nitrate
0.05 mol / dm3 AgNO3
Dissolve 8.5 g of AgNO3 [C] [N] [O] in each dm3
of solution.
limewater
saturated aqueous
calcium hydroxide,
Ca(OH)2
Prepare fresh limewater by leaving distilled water
to stand over solid Ca(OH)2 [C] [MH] for several
days, shaking occasionally. Decant or filter the
solution.
aqueous potassium
iodide
0.1 mol / dm3 KI
Dissolve 16.6 g of KI in each dm3 of solution.
aqueous potassium
manganate(VII)
0.02 mol / dm3 KMnO4
Dissolve 3.16 g of KMnO4 [HH] [O] [MH] [N] in
each dm3 of solution.
acidified aqueous
potassium
manganate(VII)
0.01 mol / dm3 KMnO4
Mix equal volumes of 0.02 mol / dm3 KMnO4 and
1.0 mol / dm3 H2SO4 [MH].
[C] [F] [HH]
[MH] [N] [T]
methyl orange
indicator
methyl orange indicator
(pH range 3.1–4.4)
Use commercially produced solution or dissolve
0.4 g of solid methyl orange indicator [C] [HH]
[MH] [N] [T] in 200 cm3 of 95% ethanol [F] [HH]
[MH] and make up to 1 dm3 with distilled water.
[C] [HH] [MH]
[N] [T]
screened methyl
orange indicator
screened methyl orange
indicator
(pH range 3.2–4.2)
Use commercially produced solution or dissolve
1 g of solid methyl orange indicator [C] [HH] [MH]
[N] [T] and 2.6 g of xylene cyanol [HH] [MH] [N]
in 1 dm3 of water.
[F] [HH] [MH]
thymolphthalein
indicator
thymolphthalein indicator
(pH range 9.3–10.5)
Use commercially produced solution or dissolve
2 g of solid thymolphthalein indicator in 1 dm3 of
95% ethanol [F] [HH] [MH].
starch indicator
Freshly prepared
aqueous starch
indicator (approximately
2% solution)
Mix 2 g of soluble starch with a little cold water
until a smooth paste is obtained.
[MH]
[MH]
Back to contents page
0.5 mol / dm3 H2SO4
Add 100 cm3 boiling water and stir. Boil until a
clear solution is obtained (about 5 minutes).
www.cambridgeinternational.org/igcse
45
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Safety in the laboratory
Teachers should make sure that they do not contravene any school, education authority or government
regulations. Responsibility for safety matters rests with centres.
Further information can be found from the following UK associations, publications and regulations.
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2022 update of 2016 edition (available to CLEAPSS members only)
UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
A brief guide may be found at
www.hse.gov.uk/pubns/indg136.pdf
Back to contents page
www.cambridgeinternational.org/igcse
46
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Notes for use in qualitative analysis
Tests for anions
anion
test
test result
carbonate, CO32−
add dilute acid, then test for carbon
dioxide gas
effervescence, carbon dioxide produced
chloride, Cl −
[in solution]
acidify with dilute nitric acid, then add
aqueous silver nitrate
white ppt.
bromide, Br −
[in solution]
acidify with dilute nitric acid, then add
aqueous silver nitrate
cream ppt.
iodide, I−
[in solution]
acidify with dilute nitric acid, then add
aqueous silver nitrate
yellow ppt.
nitrate, NO3 –
[in solution]
add aqueous sodium hydroxide, then
aluminium foil; warm carefully
ammonia produced
sulfate, SO42−
[in solution]
acidify with dilute nitric acid, then add
aqueous barium nitrate
white ppt.
sulfite, SO32−
add a small volume of acidified aqueous
potassium manganate( VII)
the acidified aqueous
potassium manganate( VII) changes
colour from purple to colourless
Tests for aqueous cations
cation
effect of aqueous sodium hydroxide
effect of aqueous ammonia
aluminium, Al 3+
white ppt., soluble in excess, giving a
colourless solution
white ppt., insoluble in excess
ammonium, NH4+
ammonia produced on warming
—
calcium, Ca2+
white ppt., insoluble in excess
no ppt. or very slight white ppt.
chromium(III), Cr3+
green ppt., soluble in excess
green ppt., insoluble in excess
copper(II), Cu2+
light blue ppt., insoluble in excess
light blue ppt., soluble in excess, giving a
dark blue solution
iron(II), Fe2+
green ppt., insoluble in excess, ppt. turns
brown near surface on standing
green ppt., insoluble in excess, ppt. turns
brown near surface on standing
iron(III), Fe3+
red-brown ppt., insoluble in excess
red-brown ppt., insoluble in excess
zinc, Zn2+
white ppt., soluble in excess, giving a
colourless solution
white ppt., soluble in excess, giving a
colourless solution
Back to contents page
www.cambridgeinternational.org/igcse
47
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Tests for gases
gas
test and test result
ammonia, NH3
turns damp red litmus paper blue
carbon dioxide, CO2
turns limewater milky
chlorine, Cl 2
bleaches damp litmus paper
hydrogen, H2
‘pops’ with a lighted splint
oxygen, O2
relights a glowing splint
sulfur dioxide, SO2
turns acidified aqueous potassium manganate( VII) from purple to colourless
Flame tests for metal ions
metal ion
flame colour
lithium, Li+
red
sodium, Na+
yellow
potassium, K+
lilac
calcium, Ca2+
orange-red
barium, Ba2+
light green
copper(II), Cu2+
blue-green
Back to contents page
www.cambridgeinternational.org/igcse
48
Back to contents page
12
Cr
Mn
Fe
26
Co
27
Ni
28
Cu
29
Zn
30
57–71
Fr
Ra
Rf
90
–
actinium
Ac
232
thorium
Th
140
89
139
cerium
58
Ce
–
rutherfordium
lanthanum
57
La
actinoids
Db
231
protactinium
Pa
91
141
praseodymium
59
Pr
–
dubnium
105
181
tantalum
Ta
73
93
niobium
Nb
41
51
vanadium
Sg
238
uranium
U
92
144
neodymium
60
Nd
–
seaborgium
106
184
tungsten
W
74
96
molybdenum
Mo
42
52
chromium
Bh
–
neptunium
Np
93
–
promethium
61
Pm
–
bohrium
107
186
rhenium
Re
75
–
technetium
Tc
43
55
manganese
Hs
–
plutonium
Pu
94
150
samarium
62
Sm
–
hassium
108
190
osmium
Os
76
101
ruthenium
Ru
44
56
iron
Mt
–
americium
Am
95
152
europium
63
Eu
–
meitnerium
109
192
iridium
Ir
77
103
rhodium
Rh
45
59
cobalt
Ds
–
curium
Cm
96
157
gadolinium
64
Gd
–
darmstadtium
110
195
platinum
Pt
78
106
palladium
Pd
46
59
nickel
The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.).
actinoids
–
radium
lanthanoids
–
francium
89–103
178
104
137
88
133
87
Hf
hafnium
lanthanoids
barium
Ba
72
91
zirconium
Zr
40
48
titanium
caesium
Cs
89
56
88
55
85
yttrium
Y
39
45
strontium
Sr
40
rubidium
Rb
39
Ca
scandium
Rg
–
berkelium
Bk
97
159
terbium
65
Tb
–
roentgenium
111
197
gold
Au
79
108
silver
Ag
47
64
copper
Cn
–
californium
Cf
98
163
dysprosium
66
Dy
–
copernicium
112
201
mercury
Hg
80
112
cadmium
Cd
48
65
zinc
38
V
25
37
Ti
24
calcium
Sc
23
Nh
–
einsteinium
Es
99
165
holmium
67
Ho
–
nihonium
113
204
thallium
Tl
81
115
indium
In
49
70
gallium
Ga
27
potassium
K
24
31
23
20
Al
13
11
19
22
B
boron
5
aluminium
21
1
hydrogen
III
magnesium
Mg
relative atomic mass
name
atomic symbol
atomic number
Key
H
1
sodium
Na
9
11
7
beryllium
lithium
Be
4
3
Li
II
I
Group
The Periodic Table of Elements
C
Fl
–
fermium
Fm
100
167
erbium
68
Er
–
flerovium
114
207
lead
Pb
82
119
tin
Sn
50
73
germanium
Ge
32
28
silicon
Si
14
12
carbon
6
IV
N
Mc
–
mendelevium
Md
101
169
thulium
69
Tm
–
moscovium
115
209
bismuth
Bi
83
122
antimony
Sb
51
75
arsenic
As
33
31
phosphorus
P
15
14
nitrogen
7
V
O
Lv
–
nobelium
No
102
173
ytterbium
70
Yb
–
livermorium
116
–
polonium
Po
84
128
tellurium
Te
52
79
selenium
Se
34
32
sulfur
S
16
16
oxygen
8
VI
F
Ts
Lr
–
lawrencium
103
175
lutetium
71
Lu
–
tennessine
117
–
astatine
At
85
127
iodine
I
53
80
bromine
Br
35
35.5
chlorine
Cl
17
19
fluorine
9
VII
Og
–
oganesson
118
–
radon
86
Rn
131
xenon
54
Xe
84
krypton
36
Kr
40
argon
18
Ar
20
neon
Ne
10
4
helium
He
2
VIII
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
The Periodic Table of Elements
www.cambridgeinternational.org/igcse
49
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.
Calculators may be used in all parts of the examination.
Number
•
add, subtract, multiply and divide
•
use decimals, fractions, percentages, ratios and reciprocals
•
use standard form
•
understand that only the final answer in a calculation is rounded
•
use decimal places and significant figures appropriately
Algebra
•
use positive, whole number indices in algebraic expressions
•
substitute values of quantities into equations, using consistent units
•
solve simple algebraic equations for any one term when the other terms are known
•
recognise and use direct and inverse proportion
Geometry and measurements
•
understand the meaning of angle, curve, circle, radius, diameter, circumference, square, rectangle and
diagonal
•
select and use the most appropriate units for recording data and the results of calculations
•
convert between units, including cm3 and dm3; mg, g and kg; J and kJ; Pa and kPa
Graphs, charts and statistics
•
draw graphs and charts from data
•
interpret graphs and charts, including interpolation and extrapolation of data
•
determine the gradient (slope) of a line on a graph, including* by drawing a tangent to a curve
•
determine the intercept of the line on a graph, extending the line graphically (extrapolating) where
appropriate
•
select suitable scales and axes for graphs
•
recognise direct proportionality from a graph
•
calculate and use the average (mean) for a set of data
* Extended candidates only
Back to contents page
www.cambridgeinternational.org/igcse
50
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Presentation of data
Taking readings
•
Data values should be read from an instrument to an accuracy of one half of one of the smallest divisions
on the scale.
•
Interpolation between scale divisions should be to an accuracy of one half of a division. That is, where a
reading occurs between two scale marks, it should be interpolated to the nearest half division.
Recording readings
•
Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest
difference that can be detected on the measuring scale should be reflected by the number of decimal
places and unit given in the measurement.
•
A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
•
Each column of a table should be headed with the name or symbol of the measured or calculated quantity
and the appropriate unit, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in
tables, graphs and charts.
•
Each reading should be repeated, where appropriate and recorded.
•
Units should not be included with data in the body of a table.
•
The number of significant figures given for measured quantities should be appropriate to the measuring
instrument used.
•
The number of significant figures given for calculated quantities should be the same as the least number of
significant figures in the raw data used in that specific calculation.
•
A ratio should be expressed as x : y.
Graphs
•
The column headings of a table can be directly transferred to the axes of a constructed graph.
•
A graph should be drawn with a sharp pencil.
•
The axes should be labelled with the name or symbol of the measured or calculated quantity and the
appropriate unit, e.g. time / s.
•
Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and
the dependent variable plotted on the y-axis (vertical axis).
•
Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable (or 10, 20 or 50, etc.).
•
Points on the graph should be clearly marked as crosses (×) or encircled dots (ʘ) of appropriate size.
•
Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
•
A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. Mathematical or leastsquares methods of obtaining a best-fit line are not required. The line does not need to coincide exactly
with any of the points; where there is scatter evident in the data, examiners would expect a roughly even
distribution of points either side of the line over its entire length. Points that are clearly anomalous should be
ignored when drawing the best-fit line.
•
Candidates should be able to take readings from the graph by extrapolation or interpolation.
•
Data values should be read from a line on a graph to an accuracy of one half of one of the smallest squares
on the grid. The same accuracy should be used in reading off an intercept.
•
The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half
the length of the candidate’s best-fit line, and this triangle should be marked on the graph.
Back to contents page
www.cambridgeinternational.org/igcse
51
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Further guidance can be found in the following publications:
ASE, The Language of Mathematics in Science: A Guide for Teachers of 11–16 Science (2016).
ASE, The Language of Mathematics in Science: Teaching Approaches (2016).
www.ase.org.uk/mathsinscience
Conventions (e.g. signs, symbols, terminology and nomenclature)
Candidates are expected to be familar with the nomenclature in the syllabus.
The syllabuses and question papers conform with generally accepted international practice. In particular, the
following document, produced by the Association for Science Education (ASE), should be used as a guideline.
Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
The traditional names sulfate, sulfite, nitrate, nitrite, sulfuric acid and nitric acid will be used in question papers.
Candidates will be credited for traditional or systematic names in their answers, except when specifically asked
to use oxidation numbers to deduce or understand systematic names.
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.
Variables
Independent variables are the variables that are changed in a scientific experiment by the scientist. Changing
an independent variable may cause a change in the dependent variable.
Dependent variables are the variables that are observed or measured in a scientific experiment. Dependent
variables may change based on changes made to the independent variables.
Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.
In practical work, candidates will be expected to use SI units or, where approriate, units approved by the
BPIM for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found at
www.bipm.org
The use of imperial / customary units such as the inch and degree Fahrenheit are not acceptable and should
be discouraged. In all examinations, where data is supplied for use in questions, candidates will be expected
to use units that are consistent with the units supplied, and should not attempt conversion to other systems of
units unless this is a requirement of the question.
Back to contents page
www.cambridgeinternational.org/igcse
52
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word
What it means
Analyse
examine in detail to show meaning, identify elements and the relationship between
them
Calculate
work out from given facts, figures or information
Compare
identify / comment on similarities and/or differences
Consider
review and respond to given information
Contrast
identify / comment on differences
Deduce
conclude from available information
Define
give precise meaning
Demonstrate
show how or give an example
Describe
state the points of a topic / give characteristics and main features
Determine
establish an answer using the information available
Discuss
write about issue(s) or topic(s) in depth in a structured way
Evaluate
judge or calculate the quality, importance, amount, or value of something
Examine
investigate closely, in detail
Explain
set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence
Give
produce an answer from a given source or recall / memory
Identify
name / select / recognise
Justify
support a case with evidence/argument
Predict
suggest what may happen based on available information
Show (that)
provide structured evidence that leads to a given result
Sketch
make a simple freehand drawing showing the key features, taking care over
proportions
State
express in clear terms
Suggest
apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations
Back to contents page
www.cambridgeinternational.org/igcse
53
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.
Guided learning hours
We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridgeinternational.org/adminzone
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
•
Cambridge IGCSE (9–1) Chemistry (0971)
•
Cambridge IGCSE Physical Science (0652)
•
Cambridge IGCSE Combined Science (0653)
•
Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
•
Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
•
Cambridge O Level Chemistry (5070)
•
Cambridge O Level Combined Science (5129)
•
syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Back to contents page
www.cambridgeinternational.org/igcse
54
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. What else you need to know
Group awards: Cambridge ICE
Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.
Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.
Support for exams officers
We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes
Language
This syllabus and the related assessment materials are available in English only.
Accessibility and equality
Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.
Back to contents page
www.cambridgeinternational.org/igcse
55
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. What else you need to know
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
•
Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
•
Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
After the exam
Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
•
Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
Back to contents page
www.cambridgeinternational.org/igcse
56
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. What else you need to know
How students and teachers can use the grades
Assessment at Cambridge IGCSE has two purposes:
1
to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2
to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
Back to contents page
www.cambridgeinternational.org/igcse
57
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. What else you need to know
Changes to this syllabus for 2026, 2027 and 2028
The syllabus has been updated. This is version 1, published September 2023.
You must read the whole syllabus before planning your teaching programme.
We review our syllabuses regularly to make sure they continue to meet the needs of our schools. In updating
this syllabus, we have made it easier for teachers and students to understand, keeping the familiar features that
teachers and schools value.
There are no substantial changes in this syllabus that would impact teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.
Back to contents page
www.cambridgeinternational.org/igcse
58
School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554
email : info@cambridgeinternational.org
© Cambridge University Press & Assessment September 2023
www.cambridgeinternational.org
Syllabus
Cambridge IGCSE™
Physics 0625
Use this syllabus for exams in 2026, 2027 and 2028.
Exams are available in the June and November series.
Exams are also available in the March series in India.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for learners to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/
We believe education works best when curriculum, teaching, learning and assessment are closely aligned.
Our programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to
prepare students for their future. Together with schools, we develop Cambridge learners who are confident,
responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international education programmes and qualifications
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/about-us/our-standards/
© Cambridge University Press & Assessment September 2023
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment 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.
Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7
Aims
7
Content overview
8
Assessment overview
9
Assessment objectives
10
3 Subject content ..........................................................................................................12
4 Details of the assessment ........................................................................................ 42
Core assessment
42
Extended assessment
42
Practical assessment
43
Language of measurement
45
Apparatus
46
Safety in the laboratory
48
Electrical symbols
49
Symbols and units for physical quantities
50
Mathematical requirements
52
Presentation of data
53
Conventions (e.g. signs, symbols, terminology and nomenclature)
54
Command words
55
5 What else you need to know .................................................................................... 56
Before you start
56
Making entries
57
Accessibility and equality
57
After the exam
58
How students and teachers can use the grades
59
Changes to this syllabus for 2026, 2027 and 2028
60
Important: Changes to this syllabus
The latest syllabus is version 1, published September 2023. There are no significant changes
which affect teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for use with this
syllabus.
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is
taught by over 5000 schools in 150 countries.
Our programmes promote a thorough knowledge and
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Cambridge
learner
Cambridge IGCSE Physics develops a set of transferable
skills including handling data, practical problem-solving and
applying the scientific method. Learners develop relevant
attitudes, such as concern for accuracy and precision,
objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for
progression to further studies or employment.
Our approach in Cambridge IGCSE Physics encourages learners to be:
confident, interested in learning about science, questioning ideas and using scientific language to
communicate their views and opinions
responsible, working methodically and safely when working alone or collaboratively with others
reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment
innovative, solving unfamiliar problems confidently and creatively
engaged, keen to develop scientific skills, curious about scientific principles and their application in the world.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally
recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia
Back to contents page
www.cambridgeinternational.org/igcse
4
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Physics gives learners a solid foundation for further study. Candidates who achieve grades A* to C are
well prepared to follow a wide range of courses including Cambridge International AS & A Level Physics.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Cambridge students can be confident that their qualifications will be
understood and valued throughout their education and career, in their home country and internationally.
Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.
UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE
Back to contents page
www.cambridgeinternational.org/igcse
5
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
Supporting teachers
We believe education is most effective when curriculum, teaching and learning, and assessment are closely
aligned. We provide a wide range of resources, detailed guidance, innovative training and targeted professional
development so that you can give your students the best possible preparation for Cambridge IGCSE. To find
out which resources are available for each syllabus go to our School Support Hub.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge IGCSE
Planning and
preparation
Teaching and
assessment
•
Syllabuses
•
Endorsed resources
•
Schemes of work
•
Online forums
•
Specimen Question
Papers and Mark
Schemes
•
Support for
coursework
and speaking
components
•
Teacher guides
•
Resource Plus
•
Everyday Science
Learning and revision
Results
•
Example candidate
responses
•
Candidate Results
Service
•
Past papers and
mark schemes
•
Principal examiner
reports for teachers
•
Specimen paper
answers
•
Results Analysis
•
Test Maker
Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates
Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.
Professional development
Find the next step on your professional development journey.
•
Introductory Professional Development – An introduction to Cambridge programmes and qualifications.
•
Extension Professional Development – Develop your understanding of Cambridge programmes and
qualifications to build confidence in your delivery.
•
Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops.
•
Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that transform
professional learning for practising teachers. Available at Certificate and Diploma level.
Find out more at:
www.cambridgeinternational.org/support-and-training-for-schools/professional-development/
Supporting exams officers
We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide
Back to contents page
www.cambridgeinternational.org/igcse
6
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.
2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative practical work.
The aims are to enable students to:
•
acquire scientific knowledge and understanding of scientific theories and practice
•
develop a range of experimental skills, including handling variables and working safely
•
use scientific data and evidence to solve problems and discuss the limitations of scientific methods
•
communicate effectively and clearly, using scientific terminology, notation and conventions
•
understand that the application of scientific knowledge can benefit people and the environment
•
enjoy science and develop an informed interest in scientific matters which support further study.
Cambridge Assessment International Education is an education organisation and politically
neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.
Back to contents page
www.cambridgeinternational.org/igcse
7
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Syllabus overview
Content overview
Candidates study the following topics:
1
Motion, forces and energy
2
Thermal physics
3
Waves
4
Electricity and magnetism
5
Nuclear physics
6
Space physics
Back to contents page
www.cambridgeinternational.org/igcse
8
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Syllabus overview
Assessment overview
All candidates take three papers.
Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.
Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.
Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:
Paper 1: Multiple Choice (Core)
Paper 3: Theory (Core)
45 minutes
1 hour 15 minutes
40 marks
30%
80 marks
50%
40 four-option multiple-choice questions
Short-answer and structured questions
Externally assessed
Externally assessed
Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content:
Paper 2: Multiple Choice (Extended)
Paper 4: Theory (Extended)
45 minutes
1 hour 15 minutes
40 marks
30%
80 marks
50%
40 four-option multiple-choice questions
Short-answer and structured questions
Externally assessed
Externally assessed
Practical assessment
All candidates take one practical paper from a choice of two:
Paper 5: Practical Test
Paper 6: Alternative to Practical
1 hour 15 minutes
1 hour
40 marks
Questions will be based on the experimental
skills in Section 4
20%
40 marks
OR
Externally assessed
20%
Questions will be based on the experimental
skills in Section 4
Externally assessed
Information on availability is in the Before you start section.
Back to contents page
www.cambridgeinternational.org/igcse
9
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Syllabus overview
Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of:
•
scientific phenomena, facts, laws, definitions, concepts and theories
•
scientific vocabulary, terminology and conventions (including symbols, quantities and units)
•
scientific instruments and apparatus, including techniques of operation and aspects of safety
•
scientific and technological applications with their social, economic and environmental implications.
Subject content defines the factual material that candidates may be required to recall and explain.
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 another.
AO2 Handling information and problem-solving
Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
•
locate, select, organise and present information from a variety of sources
•
translate information from one form to another
•
manipulate numerical and other data
•
use information to identify patterns, report trends and form conclusions
•
present reasoned explanations for phenomena, patterns and relationships
•
make predictions based on relationships and patterns
•
solve problems, including some of a quantitative nature.
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to
apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
AO3 Experimental skills and investigations
Candidates should be able to:
•
demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
•
plan experiments and investigations
•
make and record observations, measurements and estimates
•
interpret and evaluate experimental observations and data
•
evaluate methods and suggest possible improvements.
Back to contents page
www.cambridgeinternational.org/igcse
10
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Syllabus overview
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective
Weighting in IGCSE %
AO1 Knowledge with understanding
50
AO2 Handling information and problem-solving
30
AO3 Experimental skills and investigations
20
Total
100
Assessment objectives as a percentage of each component
Assessment objective
Weighting in components %
Papers 1 and 2
Papers 3 and 4
Papers 5 and 6
AO1 Knowledge with understanding
63
63
0
AO2 Handling information and problem-solving
37
37
0
AO3 Experimental skills and investigations
0
0
100
Total
100
100
100
Back to contents page
www.cambridgeinternational.org/igcse
11
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.
Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their experimental skills by doing practical work and investigations.
Practical work helps students to:
•
use equipment and materials accurately and safely
•
develop observational and problem-solving skills
•
develop a deeper understanding of the syllabus topics and the scientific approach
•
appreciate how scientific theories are developed and tested
•
transfer the experimental skills acquired to unfamiliar contexts
•
develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
•
develop an interest and enjoyment in science.
1
Motion, forces and energy
1.1 Physical quantities and measurement techniques
Core
Supplement
1Describe the use of rulers and measuring
cylinders to find a length or a volume
2Describe how to measure a variety of time
intervals using clocks and digital timers
3Determine an average value for a small distance
and for a short interval of time by measuring
multiples (including the period of oscillation of a
pendulum)
4Understand that a scalar quantity has
magnitude (size) only and that a vector quantity
has magnitude and direction
5Know that the following quantities are scalars:
distance, speed, time, mass, energy and
temperature
6Know that the following quantities are
vectors: force, weight, velocity, acceleration,
momentum, electric field strength and
gravitational field strength
7Determine, by calculation or graphically, the
resultant of two vectors at right angles, limited
to forces or velocities only
Back to contents page
www.cambridgeinternational.org/igcse
12
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
1.2 Motion
Core
Supplement
1Define speed as distance travelled per unit
time; recall and use the equation
s
v=
t
2Define velocity as speed in a given direction
3Recall and use the equation
total distance travelled
average speed =
total time taken
4Sketch, plot and interpret distance–time and
speed–time graphs
5Determine, qualitatively, from given data or the
shape of a distance–time graph or speed–time
graph when an object is:
9Define acceleration as change in velocity per
unit time; recall and use the equation
∆v
a=
∆t
10Determine from given data or the shape of a
speed–time graph when an object is moving
with:
(a) at rest
(a) constant acceleration
(b) moving with constant speed
(b) changing acceleration
(c) accelerating
(d) decelerating
6Calculate speed from the gradient of a straightline section of a distance–time graph
11Calculate acceleration from the gradient of a
speed–time graph
7Calculate the area under a speed–time graph to
determine the distance travelled for motion with
constant speed or constant acceleration
12Know that a deceleration is a negative
acceleration and use this in calculations
8State that the acceleration of free fall g for
an object near to the surface of the Earth is
approximately constant and is approximately
9.8 m / s2
13Describe the motion of objects falling in a
uniform gravitational field with and without air/
liquid resistance, including reference to terminal
velocity
1.3 Mass and weight
Core
Supplement
1State that mass is a measure of the quantity
of matter in an object at rest relative to the
observer
2State that weight is a gravitational force on an
object that has mass
5Describe, and use the concept of, weight as
the effect of a gravitational field on a mass
3Define gravitational field strength as force per
unit mass; recall and use the equation
W
g=
m
and know that this is equivalent to the
acceleration of free fall
4Know that weights (and masses) may be
compared using a balance
Back to contents page
www.cambridgeinternational.org/igcse
13
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
1.4 Density
Core
Supplement
1Define density as mass per unit volume; recall
and use the equation
m
ρ=
V
2Describe how to determine the density of a
liquid, of a regularly shaped solid and of an
irregularly shaped solid which sinks in a liquid
(volume by displacement), including appropriate
calculations
3Determine whether an object floats based on
density data
4Determine whether one liquid will float on
another liquid based on density data given that
the liquids do not mix
1.5 Forces
1.5.1 Effects of forces
Core
Supplement
1Know that forces may produce changes in the
size and shape of an object
9Define the spring constant as force per unit
extension; recall and use the equation
F
k=
x
2Sketch, plot and interpret load–extension
graphs for an elastic solid and describe the
associated experimental procedures
10Define and use the term ‘limit of proportionality’
for a load–extension graph and identify this
point on the graph (an understanding of the
elastic limit is not required)
3Determine the resultant of two or more forces
acting along the same straight line
11Recall and use the equation F = ma and know
that the force and the acceleration are in the
same direction
4Know that an object either remains at rest or
continues in a straight line at constant speed
unless acted on by a resultant force
5State that a resultant force may change the
velocity of an object by changing its direction of
motion or its speed
12Describe, qualitatively, motion in a circular path
due to a force perpendicular to the motion as:
(a)speed increases if force increases, with
mass and radius constant
(b)radius decreases if force increases, with
mass and speed constant
(c)an increased mass requires an increased
force to keep speed and radius constant
mv 2
(F =
is not required)
r
continued
Back to contents page
www.cambridgeinternational.org/igcse
14
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
1.5 Forces continued
1.5.1 Effects of forces continued
Core
Supplement
6Describe solid friction as the force between two
surfaces that may impede motion and produce
heating
7Know that friction (drag) acts on an object
moving through a liquid
8Know that friction (drag) acts on an object
moving through a gas (e.g. air resistance)
1.5.2 Turning effect of forces
Core
Supplement
1Describe the moment of a force as a measure
of its turning effect and give everyday examples
2Define the moment of a force as
moment = force × perpendicular distance from
the pivot; recall and use this equation
3Apply the principle of moments to situations
with one force each side of the pivot, including
balancing of a beam
5Apply the principle of moments to other
situations, including those with more than one
force each side of the pivot
4State that, when there is no resultant force and
no resultant moment, an object is in equilibrium
6Describe an experiment to demonstrate that
there is no resultant moment on an object in
equilibrium
1.5.3 Centre of gravity
Core
Supplement
1State what is meant by centre of gravity
2Describe an experiment to determine the
position of the centre of gravity of an irregularly
shaped plane lamina
3Describe, qualitatively, the effect of the position
of the centre of gravity on the stability of simple
objects
Back to contents page
www.cambridgeinternational.org/igcse
15
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
1.6 Momentum
Core
Supplement
1Define momentum as mass × velocity; recall
and use the equation
p = mv
2Define impulse as force × time for which force
acts; recall and use the equation
impulse = F∆t = ∆(mv)
3Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
4Define resultant force as the change in
momentum per unit time; recall and use the
equation
∆p
F=
∆t
1.7 Energy, work and power
1.7.1 Energy
Core
Supplement
1State that energy may be stored as kinetic,
gravitational potential, chemical, elastic (strain),
nuclear, electrostatic and internal (thermal)
2Describe how energy is transferred between
stores during events and processes, including
examples of transfer by forces (mechanical
work done), electrical currents (electrical work
done), heating, and by electromagnetic, sound
and other waves
4Recall and use the equation for kinetic energy
Ek =
1 2
mv
2
5Recall and use the equation for the change in
gravitational potential energy
∆Ep = mg∆h
3Know the principle of the conservation of
energy and apply this principle to simple
examples including the interpretation of simple
flow diagrams
Back to contents page
6Know the principle of the conservation of
energy and apply this principle to complex
examples involving multiple stages, including
the interpretation of Sankey diagrams
www.cambridgeinternational.org/igcse
16
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
1.7 Energy, work and power continued
1.7.2 Work
Core
Supplement
1Understand that mechanical or electrical work
done is equal to the energy transferred
2Recall and use the equation for mechanical
working
W = Fd = ∆E
1.7.3 Energy resources
Core
Supplement
1Describe how useful energy may be obtained,
or electrical power generated, from:
4Know that radiation from the Sun is the main
source of energy for all our energy resources
except geothermal, nuclear and tidal
(a) chemical energy stored in fossil fuels
(b) chemical energy stored in biofuels
(c)water, including the energy stored in waves,
in tides and in water behind hydroelectric
dams
(d) geothermal resources
(e) nuclear fuel
(f)light from the Sun to generate electrical
power (solar cells)
(g)infrared and other electromagnetic waves
from the Sun to heat water (solar panels)
and be the source of wind energy
including references to a boiler, turbine and
generator where they are used
2Describe advantages and disadvantages
of each method in terms of renewability,
availability, reliability, scale and environmental
impact
5Know that energy is released by nuclear fusion
in the Sun
6Know that research is being carried out to
investigate how energy released by nuclear
fusion can be used to produce electrical energy
on a large scale
3Understand, qualitatively, the concept of
efficiency of energy transfer
7Define efficiency as:
(a)
(%) efficiency =
(b)
(%) efficiency =
(useful energy output)
(× 100%)
(total energy input)
(useful power output)
(× 100%)
(total power input)
recall and use these equations
Back to contents page
www.cambridgeinternational.org/igcse
17
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
1.7 Energy, work and power continued
1.7.4 Power
Core
Supplement
1Define power as work done per unit time and
also as energy transferred per unit time; recall
and use the equations
W
(a) P =
t
(b) P =
∆E
t
1.8 Pressure
Core
Supplement
1Define pressure as force per unit area; recall
and use the equation
F
p=
A
2Describe how pressure varies with force and
area in the context of everyday examples
3Describe, qualitatively, how the pressure
beneath the surface of a liquid changes with
depth and density of the liquid
2
4Recall and use the equation for the change in
pressure beneath the surface of a liquid
∆p = ρg∆h
Thermal physics
2.1 Kinetic particle model of matter
2.1.1 States of matter
Core
Supplement
1Know the distinguishing properties of solids,
liquids and gases
2Know the terms for the changes in state
between solids, liquids and gases (gas to solid
and solid to gas transfers are not required)
Back to contents page
www.cambridgeinternational.org/igcse
18
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
2.1 Kinetic particle model of matter continued
2.1.2 Particle model
Core
Supplement
1Describe the particle structure of solids,
liquids and gases in terms of the arrangement,
separation and motion of the particles and
represent these states using simple particle
diagrams
6Know that the forces and distances between
particles (atoms, molecules, ions and electrons)
and the motion of the particles affects the
properties of solids, liquids and gases
2Describe the relationship between the motion
of particles and temperature, including the idea
that there is a lowest possible temperature
(−273 °C), known as absolute zero, where the
particles have least kinetic energy
3Describe the pressure and the changes in
pressure of a gas in terms of the motion of its
particles and their collisions with a surface
7Describe the pressure and the changes in
pressure of a gas in terms of the forces exerted
by particles colliding with surfaces, creating a
force per unit area
4Know that the random motion of microscopic
particles in a suspension is evidence for the
kinetic particle model of matter
8Know that microscopic particles may be moved
by collisions with light fast-moving molecules
and correctly use the terms atoms or molecules
as distinct from microscopic particles
5Describe and explain this motion (sometimes
known as Brownian motion) in terms of random
collisions between the microscopic particles
in a suspension and the particles of the gas or
liquid
2.1.3 Gases and the absolute scale of temperature
Core
Supplement
1Describe qualitatively, in terms of particles, the
effect on the pressure of a fixed mass of gas of:
3
(a)a change of temperature at constant
volume
(b)a change of volume at constant
temperature
Recall and use the equation
pV = constant
for a fixed mass of gas at constant temperature,
including a graphical representation of this
relationship
2Convert temperatures between kelvin and
degrees Celsius; recall and use the equation
T (in K) = θ (in °C) + 273
Back to contents page
www.cambridgeinternational.org/igcse
19
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
2.2 Thermal properties and temperature
2.2.1 Thermal expansion of solids, liquids and gases
Core
Supplement
1Describe, qualitatively, the thermal expansion of
solids, liquids and gases at constant pressure
3Explain, in terms of the motion and
arrangement of particles, the relative order of
magnitudes of the expansion of solids, liquids
and gases as their temperatures rise
2Describe some of the everyday applications
and consequences of thermal expansion
2.2.2 Specific heat capacity
Core
Supplement
1Know that a rise in the temperature of an object
increases its internal energy
2Describe an increase in temperature of an
object in terms of an increase in the average
kinetic energies of all of the particles in the
object
3Define specific heat capacity as the energy
required per unit mass per unit temperature
increase; recall and use the equation
∆E
c=
m∆θ
4Describe experiments to measure the specific
heat capacity of a solid and a liquid
2.2.3 Melting, boiling and evaporation
Core
Supplement
1Describe melting and boiling in terms of energy
input without a change in temperature
6Describe the differences between boiling and
evaporation
2Know the melting and boiling temperatures for
water at standard atmospheric pressure
3Describe condensation and solidification in
terms of particles
4Describe evaporation in terms of the escape of
more-energetic particles from the surface of a
liquid
7Describe how temperature, surface area and air
movement over a surface affect evaporation
5Know that evaporation causes cooling of a
liquid
8Explain the cooling of an object in contact with
an evaporating liquid
Back to contents page
www.cambridgeinternational.org/igcse
20
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
2.3 Transfer of thermal energy
2.3.1 Conduction
Core
Supplement
1Describe experiments to demonstrate the
properties of good thermal conductors and bad
thermal conductors (thermal insulators)
2Describe thermal conduction in all solids in
terms of atomic or molecular lattice vibrations
and also in terms of the movement of free
(delocalised) electrons in metallic conductors
3Describe, in terms of particles, why thermal
conduction is bad in gases and most liquids
4Know that there are many solids that conduct
thermal energy better than thermal insulators
but do so less well than good thermal
conductors
2.3.2 Convection
Core
Supplement
1Know that convection is an important method
of thermal energy transfer in liquids and gases
2Explain convection in liquids and gases in terms
of density changes and describe experiments
to illustrate convection
2.3.3 Radiation
Core
Supplement
1Know that thermal radiation is infrared radiation
and that all objects emit this radiation
2Know that thermal energy transfer by thermal
radiation does not require a medium
4Know that for an object to be at a constant
temperature it needs to transfer energy away
from the object at the same rate that it receives
energy
3Describe the effect of surface colour (black
or white) and texture (dull or shiny) on the
emission, absorption and reflection of infrared
radiation
5Know what happens to an object if the rate at
which it receives energy is less or more than
the rate at which it transfers energy away from
the object
6Know how the temperature of the Earth is
affected by factors controlling the balance
between incoming radiation and radiation
emitted from the Earth’s surface
continued
Back to contents page
www.cambridgeinternational.org/igcse
21
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
2.3 Transfer of thermal energy continued
2.3.3 Radiation continued
Core
Supplement
7Describe experiments to distinguish between
good and bad emitters of infrared radiation
8Describe experiments to distinguish between
good and bad absorbers of infrared radiation
9Describe how the rate of emission of radiation
depends on the surface temperature and
surface area of an object
2.3.4 Consequences of thermal energy transfer
Core
Supplement
1Explain some of the basic everyday applications
and consequences of conduction, convection
and radiation, including:
2Explain some of the complex applications and
consequences of conduction, convection and
radiation where more than one type of thermal
energy transfer is significant, including:
(a)heating objects such as kitchen pans
(b) heating a room by convection
(a) a fire burning wood or coal
(b) a radiator in a car
3
Waves
3.1 General properties of waves
Core
Supplement
1Know that waves transfer energy without
transferring matter
2Describe what is meant by wave motion as
illustrated by vibrations in ropes and springs,
and by experiments using water waves
3Describe the features of a wave in terms of
wavefront, wavelength, frequency, crest (peak),
trough, amplitude and wave speed
4Recall and use the equation for wave speed
v = fλ
5Know that for a transverse wave, the
direction of vibration is at right angles to the
direction of propagation and understand that
electromagnetic radiation, water waves and
seismic S-waves (secondary) can be modelled
as transverse
Back to contents page
continued
www.cambridgeinternational.org/igcse
22
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
3.1 General properties of waves continued
Core
Supplement
6Know that for a longitudinal wave, the direction
of vibration is parallel to the direction of
propagation and understand that sound waves
and seismic P-waves (primary) can be modelled
as longitudinal
7
Describe how waves can undergo:
(a) reflection at a plane surface
9Describe how wavelength and gap size affects
diffraction through a gap
(b) refraction due to a change of speed
(c) diffraction through a narrow gap
8
Describe the use of a ripple tank to show:
(a) reflection at a plane surface
10Describe how wavelength affects diffraction at
an edge
(b)refraction due to a change in speed caused
by a change in depth
(c) diffraction due to a gap
(d) diffraction due to an edge
3.2 Light
3.2.1 Reflection of light
Core
Supplement
1Define and use the terms normal, angle of
incidence and angle of reflection
2Describe the formation of an optical image by
a plane mirror and give its characteristics, i.e.
same size, same distance from mirror, virtual
3State that for reflection, the angle of incidence
is equal to the angle of reflection; recall and use
this relationship
Back to contents page
4Use simple constructions, measurements and
calculations for reflection by plane mirrors
www.cambridgeinternational.org/igcse
23
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
3.2 Light continued
3.2.2 Refraction of light
Core
Supplement
1Define and use the terms normal, angle of
incidence and angle of refraction
2Describe an experiment to show refraction of
light by transparent blocks of different shapes
6Define refractive index, n, as the ratio of the
speeds of a wave in two different regions
3Describe the passage of light through a
transparent material (limited to the boundaries
between two mediums only)
7
Recall and use the equation
sin i
n=
sin r
4State the meaning of critical angle
8
Recall and use the equation
1
n=
sin c
5Describe internal reflection and total internal
reflection using both experimental and everyday
examples
9Describe the use of optical fibres, particularly in
telecommunications
3.2.3 Thin lenses
Core
Supplement
1Describe the action of thin converging and thin
diverging lenses on a parallel beam of light
2Define and use the terms focal length, principal
axis and principal focus (focal point)
3Draw and use ray diagrams for the formation of
a real image by a converging lens
6Draw and use ray diagrams for the formation of
a virtual image by a converging lens
4Describe the characteristics of an image using
the terms enlarged/same size/diminished,
upright/inverted and real/virtual
7Describe the use of a single lens as a
magnifying glass
5Know that a virtual image is formed when
diverging rays are extrapolated backwards and
does not form a visible projection on a screen
8Describe the use of converging and diverging
lenses to correct long-sightedness and shortsightedness
3.2.4 Dispersion of light
Core
Supplement
1Describe the dispersion of light as illustrated by
the refraction of white light by a glass prism
2Know the traditional seven colours of the visible
spectrum in order of frequency and in order of
wavelength
Back to contents page
3Recall that visible light of a single frequency is
described as monochromatic
www.cambridgeinternational.org/igcse
24
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
3.3 Electromagnetic spectrum
Core
Supplement
1Know the main regions of the electromagnetic
spectrum in order of frequency and in order of
wavelength
2Know that all electromagnetic waves travel at
the same high speed in a vacuum
6Know that the speed of electromagnetic
waves in a vacuum is 3.0 × 108 m / s and is
approximately the same in air
3Describe typical uses of the different regions of
the electromagnetic spectrum including:
(a)radio waves; radio and television
transmissions, astronomy, radio frequency
identification (RFID)
(b)microwaves; satellite television, mobile
phones (cell phones), microwave ovens
(c)infrared; electric grills, short range
communications such as remote controllers
for televisions, intruder alarms, thermal
imaging, optical fibres
(d)visible light; vision, photography, illumination
(e)ultraviolet; security marking, detecting fake
bank notes, sterilising water
(f)X-rays; medical scanning, security scanners
(g)gamma rays; sterilising food and medical
equipment, detection of cancer and its
treatment
4Describe the harmful effects on people
of excessive exposure to electromagnetic
radiation, including:
(a) microwaves; internal heating of body cells
(b) infrared; skin burns
(c)ultraviolet; damage to surface cells and
eyes, leading to skin cancer and eye
conditions
(d)X-rays and gamma rays; mutation or
damage to cells in the body
continued
Back to contents page
www.cambridgeinternational.org/igcse
25
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
3.3 Electromagnetic spectrum continued
Core
Supplement
5Know that communication with artificial
satellites is mainly by microwaves:
7Know that many important systems of
communications rely on electromagnetic
radiation including:
(a)some satellite phones use low orbit artificial
satellites
(b)some satellite phones and direct broadcast
satellite television use geostationary
satellites
(a)mobile phones (cell phones) and wireless
internet use microwaves because
microwaves can penetrate some walls and
only require a short aerial for transmission
and reception
(b)Bluetooth uses radio waves because radio
waves pass through walls but the signal is
weakened on doing so
(c)optical fibres (visible light or infrared) are
used for cable television and high-speed
broadband because glass is transparent to
visible light and some infrared; visible light
and short wavelength infrared can carry
high rates of data
8Know the difference between a digital and
analogue signal
9Know that a sound can be transmitted as a
digital or analogue signal
10Explain the benefits of digital signalling
including increased rate of transmission of data
and increased range due to accurate signal
regeneration
3.4 Sound
Core
Supplement
1Describe the production of sound by vibrating
sources
2Describe the longitudinal nature of sound
waves
10 Describe compression and rarefaction
3State the approximate range of frequencies
audible to humans as 20 Hz to 20 000 Hz
4Know that a medium is needed to transmit
sound waves
5Know that the speed of sound in air is
approximately 330–350 m / s
11Know that, in general, sound travels faster in
solids than in liquids and faster in liquids than in
gases
continued
Back to contents page
www.cambridgeinternational.org/igcse
26
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
3.4 Sound continued
Core
Supplement
6Describe a method involving a measurement of
distance and time for determining the speed of
sound in air
7Describe how changes in amplitude and
frequency affect the loudness and pitch of
sound waves
8Describe an echo as the reflection of sound
waves
9Define ultrasound as sound with a frequency
higher than 20 kHz
4
12Describe the uses of ultrasound in nondestructive testing of materials, medical
scanning of soft tissue and sonar including
calculation of depth or distance from time and
wave speed
Electricity and magnetism
4.1 Simple phenomena of magnetism
Core
Supplement
1Describe the forces between magnetic poles
and between magnets and magnetic materials,
including the use of the terms north pole
(N pole), south pole (S pole), attraction and
repulsion, magnetised and unmagnetised
10Explain that magnetic forces are due to
interactions between magnetic fields
2
Describe induced magnetism
3State the differences between the properties
of temporary magnets (made of soft iron) and
the properties of permanent magnets (made of
steel
4State the difference between magnetic and
non-magnetic materials
5Describe a magnetic field as a region in which a
magnetic pole experiences a force
6Draw the pattern and direction of magnetic field
lines around a bar magnet
11Know that the relative strength of a magnetic
field is represented by the spacing of the
magnetic field lines
7State that the direction of a magnetic field at a
point is the direction of the force on the N pole
of a magnet at that point
8Describe the plotting of magnetic field lines
with a compass or iron filings and the use of
a compass to determine the direction of the
magnetic field
9Describe the uses of permanent magnets and
electromagnets
Back to contents page
www.cambridgeinternational.org/igcse
27
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
4.2 Electrical quantities
4.2.1 Electric charge
Core
Supplement
1
7
State that there are positive and negative
charges
State that charge is measured in coulombs
2State that positive charges repel other positive
charges, negative charges repel other negative
charges, but positive charges attract negative
charges
8Describe an electric field as a region in which
an electric charge experiences a force
3Describe simple experiments to show the
production of electrostatic charges by friction
and to show the detection of electrostatic
charges
9State that the direction of an electric field at a
point is the direction of the force on a positive
charge at that point
4Explain that charging of solids by friction
involves only a transfer of negative charge
(electrons)
10Describe simple electric field patterns, including
the direction of the field:
(a) around a point charge
(b) around a charged conducting sphere
(c)between two oppositely charged parallel
conducting plates (end effects will not be
examined)
5Describe an experiment to distinguish between
electrical conductors and insulators
6Recall and use a simple electron model to
explain the difference between electrical
conductors and insulators and give typical
examples
4.2.2 Electric current
Core
Supplement
1Know that electric current is related to the flow
of charge
5Define electric current as the charge passing a
point per unit time; recall and use the equation
Q
I=
t
2Describe the use of ammeters (analogue and
digital) with different ranges
3Describe electrical conduction in metals in
terms of the movement of free electrons
6State that conventional current is from positive
to negative and that the flow of free electrons is
from negative to positive
4Know the difference between direct current
(d.c.) and alternating current (a.c.)
Back to contents page
www.cambridgeinternational.org/igcse
28
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
4.2 Electrical quantities continued
4.2.3 Electromotive force and potential difference
Core
Supplement
1Define electromotive force (e.m.f.) as the
electrical work done by a source in moving a
unit charge around a complete circuit
6
Recall and use the equation for e.m.f.
W
E=
Q
7
Recall and use the equation for p.d.
W
V=
Q
2Know that e.m.f. is measured in volts (V)
3Define potential difference (p.d.) as the work
done by a unit charge passing through a
component
4Know that the p.d. between two points is
measured in volts (V)
5Describe the use of voltmeters (analogue and
digital) with different ranges
4.2.4 Resistance
Core
Supplement
1Recall and use the equation for resistance
V
R=
I
4Sketch and explain the current–voltage graphs
for a resistor of constant resistance, a filament
lamp and a diode
2Describe an experiment to determine resistance
using a voltmeter and an ammeter and do the
appropriate calculations
3State, qualitatively, the relationship of the
resistance of a metallic wire to its length and to
its cross-sectional area
5Recall and use the following relationship for a
metallic electrical conductor:
(a) resistance is directly proportional to length
(b)resistance is inversely proportional to
cross-sectional area
4.2.5 Electrical energy and electrical power
Core
Supplement
1Understand that electric circuits transfer energy
from a source of electrical energy, such as an
electrical cell or mains supply, to the circuit
components and then into the surroundings
2
Recall and use the equation for electrical power
P = IV
3Recall and use the equation for electrical
energy
E = IVt
4Define the kilowatt-hour (kW h) and calculate
the cost of using electrical appliances where
the energy unit is the kW h
Back to contents page
www.cambridgeinternational.org/igcse
29
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
4.3 Electric circuits
4.3.1 Circuit diagrams and circuit components
Core
Supplement
1Draw and interpret circuit diagrams containing
cells, batteries, power supplies, generators,
potential dividers, switches, resistors (fixed and
variable), heaters, thermistors (NTC only), lightdependent resistors (LDRs), lamps, motors,
bells, ammeters, voltmeters, magnetising coils,
transformers, fuses and relays and know how
these components behave in the circuit
2Draw and interpret circuit diagrams containing
diodes and light-emitting diodes (LEDs) and
know how these components behave in the
circuit
4.3.2 Series and parallel circuits
Core
Supplement
1Know that the current at every point in a series
circuit is the same
8
Recall and use in calculations, the fact that:
(a)the sum of the currents entering a junction
in a parallel circuit is equal to the sum of
the currents that leave the junction
(b)the total p.d. across the components in
a series circuit is equal to the sum of the
individual p.d.s across each component
(c)the p.d. across an arrangement of parallel
resistances is the same as the p.d. across
one branch in the arrangement of the
parallel resistances
2Know how to construct and use series and
parallel circuits
3Calculate the combined e.m.f. of several
sources in series
4Calculate the combined resistance of two or
more resistors in series
5State that, for a parallel circuit, the current from
the source is larger than the current in each
branch
9Explain that the sum of the currents into a
junction is the same as the sum of the currents
out of the junction
6State that the combined resistance of two
resistors in parallel is less than that of either
resistor by itself
10Calculate the combined resistance of two
resistors in parallel
7State the advantages of connecting lamps in
parallel in a lighting circuit
Back to contents page
www.cambridgeinternational.org/igcse
30
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
4.3 Electric circuits continued
4.3.3 Action and use of circuit components
Core
Supplement
1Know that the p.d. across an electrical
conductor increases as its resistance increases
for a constant current
2Describe the action of a variable potential
divider
3Recall and use the equation for two resistors
used as a potential divider
R1
V
= 1
R2
V2
4.4 Electrical safety
Core
1
Supplement
State the hazards of:
(a) damaged insulation
(b) overheating cables
(c) damp conditions
(d)excess current from overloading of plugs,
extension leads, single and multiple sockets
when using a mains supply
2Know that a mains circuit consists of a live wire
(line wire), a neutral wire and an earth wire and
explain why a switch must be connected to the
live wire for the circuit to be switched off safely
3Explain the use and operation of trip switches
and fuses and choose appropriate fuse ratings
and trip switch settings
4Explain why the outer casing of an electrical
appliance must be either non-conducting
(double-insulated) or earthed
5State that a fuse without an earth wire protects
the circuit and the cabling for a doubleinsulated appliance
Back to contents page
www.cambridgeinternational.org/igcse
31
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
4.5 Electromagnetic effects
4.5.1 Electromagnetic induction
Core
Supplement
1Know that a conductor moving across a
magnetic field or a changing magnetic field
linking with a conductor can induce an e.m.f. in
the conductor
4Know that the direction of an induced e.m.f.
opposes the change causing it
2Describe an experiment to demonstrate
electromagnetic induction
5State and use the relative directions of force,
field and induced current
3State the factors affecting the magnitude of an
induced e.m.f.
4.5.2 The a.c. generator
Core
Supplement
1Describe a simple form of a.c. generator
(rotating coil or rotating magnet) and the use of
slip rings and brushes where needed
2Sketch and interpret graphs of e.m.f. against
time for simple a.c. generators and relate the
position of the generator coil to the peaks,
troughs and zeros of the e.m.f.
4.5.3 Magnetic effect of a current
Core
Supplement
1Describe the pattern and direction of the
magnetic field due to currents in straight wires
and in solenoids
4State the qualitative variation of the strength of
the magnetic field around straight wires and
solenoids
2Describe an experiment to identify the pattern
of the magnetic field (including direction) due to
currents in straight wires and in solenoids
3Describe how the magnetic effect of a current
is used in relays and loudspeakers and give
examples of their application
5Describe the effect on the magnetic field
around straight wires and solenoids of
changing the magnitude and direction of the
current
Back to contents page
www.cambridgeinternational.org/igcse
32
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
4.5 Electromagnetic effects continued
4.5.4 Force on a current-carrying conductor
Core
Supplement
1Describe an experiment to show that a force
acts on a current-carrying conductor in a
magnetic field, including the effect of reversing:
2Recall and use the relative directions of force,
magnetic field and current
(a) the current
(b) the direction of the field
3Determine the direction of the force on beams
of charged particles in a magnetic field
4.5.5 The d.c. motor
Core
Supplement
1Know that a current-carrying coil in a magnetic
field may experience a turning effect and that
the turning effect is increased by increasing:
2Describe the operation of an electric motor,
including the action of a split-ring commutator
and brushes
(a) the number of turns on the coil
(b) the current
(c) the strength of the magnetic field
4.5.6 The transformer
Core
Supplement
1Describe the construction of a simple
transformer with a soft-iron core, as used for
voltage transformations
6Explain the principle of operation of a simple
iron-cored transformer
2Use the terms primary, secondary, step-up and
step-down
3
Recall and use the equation
Vp
Np
=
Vs
Ns
7Recall and use the equation for 100% efficiency
in a transformer
IpVp = IsVs
where p and s refer to primary and secondary
where p and s refer to primary and secondary
4Describe the use of transformers in highvoltage transmission of electricity
5State the advantages of high-voltage
transmission
8
Recall and use the equation
P = I2R
to explain why power losses in cables are
smaller when the voltage is greater
Back to contents page
www.cambridgeinternational.org/igcse
33
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
5
Nuclear physics
5.1 The nuclear model of the atom
5.1.1 The atom
Core
Supplement
1Describe the structure of an atom in terms of
a positively charged nucleus and negatively
charged electrons in orbit around the nucleus
3Describe how the scattering of alpha (α)
particles by a sheet of thin metal supports
the nuclear model of the atom, by providing
evidence for:
(a)a very small nucleus surrounded by mostly
empty space
(b)a nucleus containing most of the mass of
the atom
(c) a nucleus that is positively charged
2Know how atoms may form positive ions
by losing electrons or form negative ions by
gaining electrons
5.1.2 The nucleus
Core
Supplement
1Describe the composition of the nucleus in
terms of protons and neutrons
6Describe the processes of nuclear fission
and nuclear fusion as the splitting or joining
of nuclei, to include the nuclide equation and
qualitative description of mass and energy
changes without values
2State the relative charges of protons, neutrons
and electrons as +1, 0 and –1 respectively
3Define the terms proton number (atomic
number) Z and nucleon number (mass number)
A and be able to calculate the number of
neutrons in a nucleus
7Know the relationship between the proton
number and the relative charge on a nucleus
8Know the relationship between the nucleon
number and the relative mass of a nucleus
A
4Use the nuclide notation Z X
5Explain what is meant by an isotope and state
that an element may have more than one
isotope
Back to contents page
www.cambridgeinternational.org/igcse
34
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
5.2 Radioactivity
5.2.1 Detection of radioactivity
Core
1
Supplement
Know what is meant by background radiation
2Know the sources that make a significant
contribution to background radiation including:
(a) radon gas (in the air)
(b) rocks and buildings
(c) food and drink
(d) cosmic rays
3Know that ionising nuclear radiation can be
measured using a detector connected to a
counter
4Use count rate measured in counts / s or
counts / minute
5Use measurements of background radiation to
determine a corrected count rate
5.2.2 The three types of nuclear emission
Core
Supplement
1Describe the emission of radiation from a
nucleus as spontaneous and random in
direction
2Identify alpha (α), beta (β) and gamma (γ)
emissions from the nucleus by recalling:
(a) their nature
3Describe the deflection of α-particles,
β-particles and γ-radiation in electric fields and
magnetic fields
(b) their relative ionising effects
(c)their relative penetrating abilities (β+ are
not included, β-particles will be taken to
refer to β –)
4Explain their relative ionising effects with
reference to:
(a) kinetic energy
(b) electric charge
Back to contents page
www.cambridgeinternational.org/igcse
35
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
5.2 Radioactivity continued
5.2.3 Radioactive decay
Core
Supplement
1Know that radioactive decay is a change in an
unstable nucleus that can result in the emission
of α-particles or β-particles and/or γ-radiation
and know that these changes are spontaneous
and random
3Know that isotopes of an element may be
radioactive due to an excess of neutrons in the
nucleus and/or the nucleus being too heavy
2State that during α-decay or β-decay, the
nucleus changes to that of a different element
4Describe the effect of α-decay, β-decay and
γ-emissions on the nucleus, including an
increase in stability and a reduction in the
number of excess neutrons; the following
change in the nucleus occurs during
β-emission
neutron → proton + electron
5Use decay equations, using nuclide notation,
to show the emission of α-particles, β-particles
and γ-radiation
5.2.4 Half-life
Core
Supplement
1Define the half-life of a particular isotope as
the time taken for half the nuclei of that isotope
in any sample to decay; recall and use this
definition in simple calculations, which might
involve information in tables or decay curves
(calculations will not include background
radiation)
2Calculate half-life from data or decay curves
from which background radiation has not been
subtracted
3Explain how the type of radiation emitted and
the half-life of an isotope determine which
isotope is used for applications including:
(a)household fire (smoke) alarms
(b)irradiating food to kill bacteria
(c) sterilisation of equipment using gamma rays
(d)measuring and controlling thicknesses of
materials with the choice of radiations used
linked to penetration and absorption
(e)diagnosis and treatment of cancer using
gamma rays
Back to contents page
www.cambridgeinternational.org/igcse
36
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
5.2 Radioactivity continued
5.2.5 Safety precautions
Core
Supplement
1State the effects of ionising nuclear radiations
on living things, including cell death, mutations
and cancer
2Describe how radioactive materials are moved,
used and stored in a safe way
6
3Explain safety precautions for all ionising
radiation in terms of reducing exposure time,
increasing distance between source and living
tissue and using shielding to absorb radiation
Space physics
6.1 The Earth and the Solar System
6.1.1 The Earth
Core
Supplement
1Know that the Earth is a planet that rotates on
its axis, which is tilted, once in approximately
24 hours, and use this to explain observations
of the apparent daily motion of the Sun and the
periodic cycle of day and night
2Know that the Earth orbits the Sun once in
approximately 365 days and use this to explain
the periodic nature of the seasons
3Know that it takes approximately one month
for the Moon to orbit the Earth and use this to
explain the periodic nature of the Moon’s cycle
of phases
Back to contents page
4
Define average orbital speed from the equation
2π r
v=
T
where r is the average radius of the orbit and T
is the orbital period; recall and use this equation
www.cambridgeinternational.org/igcse
37
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
6.1 The Earth and the Solar System continued
6.1.2 The Solar System
Core
Supplement
1
7Know that planets, minor planets and comets
have elliptical orbits, and recall that the Sun is
not at the centre of the elliptical orbit, except
when the orbit is approximately circular
Describe the Solar System as containing:
(a) one star, the Sun
(b)the eight named planets and know their
order from the Sun
(c)minor planets that orbit the Sun, including
dwarf planets such as Pluto and asteroids
in the asteroid belt
(d) moons, that orbit the planets
(e)smaller Solar System bodies, including
comets and natural satellites
8Analyse and interpret planetary data about
orbital distance, orbital duration, density,
surface temperature and uniform gravitational
field strength at the planet’s surface
2Know that, in comparison to each other, the
four planets nearest the Sun are rocky and
small and the four planets furthest from the
Sun are gaseous and large, and explain this
difference by referring to an accretion model for
Solar System formation, to include:
(a) the model’s dependence on gravity
(b)the presence of many elements in
interstellar clouds of gas and dust
(c)the rotation of material in the cloud and the
formation of an accretion disc
Back to contents page
continued
www.cambridgeinternational.org/igcse
38
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
6.1 The Earth and the Solar System continued
6.1.2 The Solar System continued
Core
Supplement
3Know that the strength of the gravitational field
(a)at the surface of a planet depends on the
mass of the planet
(b)around a planet decreases as the distance
from the planet increases
4Calculate the time it takes light to travel a
significant distance such as between objects in
the Solar System
5Know that the Sun contains most of the mass
of the Solar System and this explains why the
planets orbit the Sun
6Know that the force that keeps an object
in orbit around the Sun is the gravitational
attraction of the Sun
9Know that the strength of the Sun’s gravitational
field decreases and that the orbital speeds of
the planets decrease as the distance from the
Sun increases
10Know that an object in an elliptical orbit travels
faster when closer to the Sun and explain this
using the conservation of energy
6.2 Stars and the Universe
6.2.1 The Sun as a star
Core
Supplement
1Know that the Sun is a star of medium size,
consisting mostly of hydrogen and helium,
and that it radiates most of its energy in the
infrared, visible light and ultraviolet regions of
the electromagnetic spectrum
2Know that stars are powered by nuclear
reactions that release energy and that in stable
stars the nuclear reactions involve the fusion of
hydrogen into helium
Back to contents page
www.cambridgeinternational.org/igcse
39
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
6.2 Stars and the Universe continued
6.2.2 Stars
Core
1
Supplement
State that:
(a)galaxies are each made up of many billions
of stars
(b)the Sun is a star in the galaxy known as the
Milky Way
(c)other stars that make up the Milky Way are
much further away from the Earth than the
Sun is from the Earth
(d)astronomical distances can be measured
in light-years, where one light-year is the
distance travelled in (the vacuum of) space
by light in one year
2
Know that one light-year is equal to 9.5 × 1015 m
3
Describe the life cycle of a star:
(a)a star is formed from interstellar clouds of
gas and dust that contain hydrogen
(b)a protostar is an interstellar cloud collapsing
and increasing in temperature as a result of
its internal gravitational attraction
(c)a protostar becomes a stable star when
the inward force of gravitational attraction
is balanced by an outward force due to the
high temperature in the centre of the star
(d)all stars eventually run out of hydrogen as
fuel for the nuclear reaction
(e)most stars expand to form red giants and
more massive stars expand to form red
supergiants when most of the hydrogen in
the centre of the star has been converted to
helium
(f)a red giant from a less massive star forms a
planetary nebula with a white dwarf star at
its centre
(g)a red supergiant explodes as a supernova,
forming a nebula containing hydrogen and
new heavier elements, leaving behind a
neutron star or a black hole at its centre
(h)the nebula from a supernova may form new
stars with orbiting planets
Back to contents page
www.cambridgeinternational.org/igcse
40
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content
6.2 Stars and the Universe continued
6.2.3 The Universe
Core
Supplement
1Know that the Milky Way is one of many billions
of galaxies making up the Universe and that
the diameter of the Milky Way is approximately
100 000 light-years
2Describe redshift as an increase in the
observed wavelength of electromagnetic
radiation emitted from receding stars and
galaxies
3Know that the light emitted from distant
galaxies appears redshifted in comparison with
light emitted on the Earth
4Know that redshift in the light from distant
galaxies is evidence that the Universe is
expanding and supports the Big Bang Theory
5Know that microwave radiation of a specific
frequency is observed at all points in space
around us and is known as cosmic microwave
background radiation (CMBR)
6Explain that the CMBR was produced shortly
after the Universe was formed and that
this radiation has been expanded into the
microwave region of the electromagnetic
spectrum as the Universe expanded
7Know that the speed v at which a galaxy is
moving away from the Earth can be found
from the change in wavelength of the galaxy’s
starlight due to redshift
8Know that the distance d of a far galaxy can be
determined using the brightness of a supernova
in that galaxy
9Define the Hubble constant H0 as the ratio of
the speed at which the galaxy is moving away
from the Earth to its distance from the Earth;
recall and use the equation
H0 =
v
d
10Know that the current estimate for H0 is
2.2 × 10 –18 per second
11 Know that the equation
d
1
=
v H0
represents an estimate for the age of the
Universe and that this is evidence for the idea
that all the matter in the Universe was present
at a single point
Back to contents page
www.cambridgeinternational.org/igcse
41
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.
4 Details of the assessment
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.
Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.
Paper 1: Multiple Choice (Core)
Paper 3: Theory (Core)
45 minutes
1 hour 15 minutes
40 marks
80 marks
40 compulsory multiple-choice items of the fourchoice type.
Compulsory short-answer and structured
questions
This paper tests assessment objectives AO1 and
AO2
AND
This paper tests assessment objectives AO1 and
AO2
This paper assesses grades C to G
This paper assesses grades C to G
Externally assessed
Externally assessed
Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.
Paper 2: Multiple Choice (Extended)
Paper 4: Theory (Extended)
45 minutes
1 hour 15 minutes
40 marks
80 marks
40 compulsory multiple-choice items of the fourchoice type
Compulsory short-answer and structured
questions
This paper tests assessment objectives AO1 and
AO2
AND
This paper tests assessment objectives AO1 and
AO2
This paper assesses grades A* to G
This paper assesses grades A* to G
Externally assessed
Externally assessed
Back to contents page
www.cambridgeinternational.org/igcse
42
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Practical assessment
All candidates take one practical paper from a choice of two.
Paper 5: Practical Test
Paper 6: Alternative to Practical
1 hour 15 minutes
1 hour
40 marks
40 marks
All items are compulsory
All items are compulsory
This paper tests assessment objective AO3
OR
This paper tests assessment objective AO3
Candidates will be required to do experiments in
a laboratory as part of this test
Candidates will not be required to do
experiments as part of this test
Externally assessed
Externally assessed
Questions in the practical papers are structured to assess performance across the full grade range.
The Practical Test and Alternative to Practical:
•
require the same experimental skills to be developed and learned
•
require an understanding of the same experimental contexts
•
test the same assessment objective, AO3.
Candidates are expected to be familiar with and may be asked questions using the following experimental
contexts:
•
measurement of physical quantities such as length, volume or force
•
measurement of small distances or short intervals of time
•
determining a derived quantity such as the extension per unit load for a spring, the value of a known
resistance or the acceleration of an object
•
testing and identifying the relationship between two variables such as between the potential difference
across a wire and its length
•
comparing measured quantities such as angles of reflection
•
comparing derived quantities such as density
•
cooling and heating, including measurement of temperature
•
experiments using springs and balances
•
timing motion or oscillations
•
electric circuits, including the connection and reconnection of these circuits, and the measurement of
current and potential difference
•
optics experiments using equipment such as optics pins, mirrors, prisms, lenses, glass or Perspex blocks
(both rectangular and semicircular), including the use of transparent, translucent and opaque substances to
investigate the transmission of light
•
procedures using simple apparatus, in situations where the method may not be familiar to the candidate.
Back to contents page
www.cambridgeinternational.org/igcse
43
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Candidates may be required to do the following:
•
•
•
•
demonstrate knowledge of how to select and safely use techniques, apparatus and materials
(including following a sequence of instructions where appropriate):
–
identify apparatus from diagrams or descriptions
–
draw, complete or label diagrams of apparatus
–
use, or explain the use of, common techniques, apparatus and materials
–
select the most appropriate apparatus or method for the task and justify the choice made
–
describe and explain hazards and identify safety precautions
–
describe and explain techniques used to ensure the accuracy of observations and data
plan experiments and investigations:
–
identify the independent variable and dependent variable
–
describe how and explain why variables should be controlled
–
suggest an appropriate number and range of values for the independent variable
–
suggest the most appropriate apparatus or technique and justify the choice made
–
describe experimental procedures
–
identify risks and suggest appropriate safety precautions
–
describe how to record the results of an experiment
–
describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
–
make reasoned predictions of expected results
make and record observations, measurements and estimates:
–
take readings from apparatus (analogue and digital) or from diagrams of apparatus
–
take readings with appropriate precision, reading to the nearest half-scale division where required
–
correct for zero errors where required
–
make observations, measurements or estimates that are in agreement with expected results or values
–
take sufficient observations or measurements to be reliable
–
repeat observations or measurements where appropriate
–
record qualitative observations from tests
–
record observations and measurements systematically, for example in a suitable table, to an
appropriate degree of precision and using appropriate units
interpret and evaluate experimental observations and data:
–
process data, including for use in further calculations or for graph plotting, using a calculator as
appropriate
–
present data graphically, including the use of best-fit lines where appropriate
–
analyse and interpret observations and data, including data presented graphically
–
use interpolation and extrapolation graphically to determine a gradient or intercept
–
form conclusions justified by reference to observations and data and with appropriate explanation
–
evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action
–
comment on and explain whether results are equal within the limits of experimental accuracy (assumed
to be ± 10% at this level of study)
Back to contents page
www.cambridgeinternational.org/igcse
44
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
•
evaluate methods and suggest possible improvements:
–
evaluate experimental arrangements, methods and techniques, including the control of variables
–
identify sources of error, including measurement error, random error and systematic error
–
identify possible causes of uncertainty in data or in a conclusion
–
suggest possible improvements to the apparatus, experimental arrangements, methods or techniques
Language of measurement
The following definitions have been taken or adapted from The Language of Measurement (2010), a guide from
the Association for Science Education (ASE).
www.ase.org.uk
The definitions in the table below should be used by teachers during the course to encourage students to use
the terminology correctly and consistently.
Candidates will not be required to recall the specific definition of these terms in the examinations.
true value
the value that would be obtained in an ideal measurement
measurement error
the difference between a measured value and the true value of a quantity
accuracy
a measurement result is described as accurate if it is close to the true
value
precision
how close the measured values of a quantity are to each other
repeatability
a measurement is repeatable if the same or similar result is obtained
when the measurement is repeated under the same conditions, using the
same method, within the same experiment
reproducibility
a measurement is reproducible if the same or similar result is obtained
when the measurement is made under either different conditions or by a
different method or in a different experiment
validity of experimental design
an experiment is valid if the experiment tests what it says it will test.
The experiment must be a fair test where only the independent variable
and dependent variable may change, and controlled variables are kept
constant
range
the maximum and minimum value of the independent or dependent
variables
anomaly
an anomaly is a value in a set of results that appears to be outside the
general pattern of the results, i.e. an extreme value that is either very high
or very low in comparison to others
independent variable
independent variables are the variables that are changed in a scientific
experiment by the scientist. Changing an independent variable may cause
a change in the dependent variable
dependent variable
dependent variables are the variables that are observed or measured
in a scientific experiment. Dependent variables may change based on
changes made to the independent variables
Back to contents page
www.cambridgeinternational.org/igcse
45
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Apparatus
These lists give items that candidates should be familiar with using, whether they are taking the Practical Test or
the Alternative to Practical.
These items should be available for use in the Practical Test. These lists are not exhaustive and we may also
require other items to be sourced for specific examinations. The Confidential Instructions we send before the
Practical Test will give the detailed requirements for the examination.
Every effort is made to minimise the cost to and resources required by centres. Experiments will be designed
around basic apparatus and materials which should be available in most school laboratories or are easily
obtainable.
Appropriate safety equipment must be provided to students and should at least include eye protection.
The following suggested equipment has been categorised, but equipment can be used in any topic.
General
•
adhesive putty (e.g. Patafix, Blu Tack®)
•
adhesive tape (e.g. Sellotape®)
•
card
•
dropping pipette (2.5 cm3) or small plastic syringe (e.g. 5 cm3)
•
ruler, 30 cm, graduated in mm
•
S-hook
•
scissors
•
set square
•
string
•
thread
•
top-pan (electronic) balance to measure up to 500 g, with precision of at least 0.1 g
•
tracing paper
•
wooden board, rigid, 150 cm × 20 cm × 1.5 cm
Mechanics
•
expendable steel springs, with spring constant of approx. 0.25 N / cm
•
force meter, with maximum reading or full scale deflection of between 1.0 N and 3.0 N
•
G-clamp
•
glass ball (marble), ball bearing (approx. 10 mm in diameter) and table tennis ball
•
half-metre ruler, graduated in mm
•
masses, 10 × 10 g, 10 × 100 g, including holders
•
metre ruler, graduated in mm
•
modelling clay (e.g. Plasticine®)
•
pendulum bob
•
pivots (e.g. 15 cm nails, triangular wooden blocks)
•
retort stand, boss and clamp
•
stop-watch, reading to 0.1 s or better
Back to contents page
www.cambridgeinternational.org/igcse
46
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Thermal physics
•
beakers, glass (borosilicate), 100 cm3, 250 cm3, 400 cm3
•
boiling tube, approx. 150 mm × 25 mm
•
measuring cylinders, constant diameter, 50 cm3, 100 cm3, 250 cm3
•
plastic or polystyrene cup, approx. 200 cm3
•
thermometer, –10 °C to +110 °C, with 1 °C graduations
Optics
•
converging lens, spherical, +10D ( f = 10 cm)
•
converging lens, spherical, +6.7D ( f = 15 cm)
•
diverging lens, spherical, –6.7D ( f = –15 cm)
•
lens holders
•
glass or Perspex 60° prism
•
glass or Perspex blocks, rectangular and semicircular
•
optics pins, minimum length 75 mm
•
plane mirror, approx. 75 mm × 25 mm
•
pin board
•
protractor
Electricity
Candidates or centres may need to join components, meters and cells together to make circuits. Connectors
used will be 3.5 mm or 4 mm in diameter.
•
ammeter, with full-scale deflection 1 A or 1.5 A and precision of at least 0.05 A (analogue, dedicated digital
or multimeter)
•
voltmeter, with full-scale deflection 5 V and precision of at least 0.1 V (analogue, dedicated digital or
multimeter)
•
cells, 1.5 V and holders to enable several cells to be joined
•
connecting leads, 3.5 mm or 4 mm connectors
•
crocodile clips
•
d.c. power supply, variable to 12 V
•
diodes
•
filament lamps, low voltage (e.g. 2.5 V) and holders
•
filament lamp, 12 V, 24 W and holder
•
LDRs (suitable for use in 1–5 V circuits)
•
push switch
•
selection of resistors, values within range 5–50 Ω , power rating of 1–2 W
•
thermistors (NTC only)
•
wire, constantan (eureka), 0.38 mm diameter (28 swg), 0.32 mm diameter (30 swg)
•
wire, nichrome, 0.38 mm diameter (28 swg), 0.32 mm diameter (30 swg)
Back to contents page
www.cambridgeinternational.org/igcse
47
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Safety in the laboratory
Teachers should make sure that they do not contravene any school, education authority or government
regulations. Responsibility for safety matters rests with centres.
Further information can be found from the following UK associations, publications and regulations.
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2019 update of 2016 edition (available to CLEAPSS members only)
UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
A brief guide may be found at www.hse.gov.uk/pubns/indg136.pdf
Back to contents page
www.cambridgeinternational.org/igcse
48
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Electrical symbols
cell
switch
battery of cells
earth or ground
or
junction of
conductors
power supply
d.c. power supply
+
–
lamp
a.c. power supply
motor
M
fixed resistor
generator
G
variable resistor
ammeter
A
thermistor
voltmeter
V
light-dependent
resistor
diode
heater
light-emitting diode
potential divider
fuse
transformer
relay coil
magnetising coil
electric bell
Back to contents page
www.cambridgeinternational.org/igcse
49
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Symbols and units for physical quantities
Candidates should be able to give the symbols for the following physical quantities and, where indicated, state
the units in which they are measured. The list for the Extended syllabus content includes both the Core and the
Supplement.
All candidates should be able to use the following multipliers: M mega, k kilo, c centi, m milli
Extended candidates should also be able to use the following multipliers: G giga, µ micro, n nano
Core
Supplement
Quantity
Usual
symbol
Usual unit
Quantity
Usual
symbol
Usual unit
length
l, h, d, s, x
km, m, cm, mm
area
A
m2, cm2
volume
V
m3, cm3, dm3
weight
W
N
mass
m, M
kg, g
mass
m, M
mg
time
t
h, min, s
time
t
ms, μs
density
ρ
g / cm3, kg / m3
speed
u, v
km / h, m / s, cm / s
acceleration
a
m / s2
acceleration of
free fall
g
m / s2
force
F
N
gravitational field
strength
g
N / kg
spring constant
k
N / m, N / cm
momentum
p
kg m / s
impulse
moment of a force
Nm
work done
W
J, kJ, MJ
energy
E
J, kJ, MJ, kW h
power
P
W, kW, MW
pressure
p
N / m2, N / cm2
temperature
θ, T
°C, K
Back to contents page
Ns
pressure
p
Pa
www.cambridgeinternational.org/igcse
50
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Core
Quantity
Usual
symbol
Supplement
Usual unit
frequency
f
Hz, kHz
wavelength
λ
m, cm
focal length
f
m, cm
angle of incidence
i
degree (°)
angle of reflection
r
degree (°)
angle of refraction
r
degree (°)
critical angle
c
degree (°)
potential difference/
voltage
V
V, mV, kV
current
I
A, mA
e.m.f.
E
V
resistance
R
Ω
count rate
counts / s,
counts / min
half-life
s, min, h, days,
weeks, years
Back to contents page
Quantity
Usual
symbol
Usual unit
specific heat
capacity
c
J / (g °C), J / (kg °C)
wavelength
λ
nm
refractive index
n
charge
Q
C
Hubble constant
H0
s –1
www.cambridgeinternational.org/igcse
51
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.
Calculators may be used in all parts of the examination.
Numerical answers should be written as decimals (or percentages if appropriate).
Number
•
add, subtract, multiply and divide
•
use decimals, fractions, percentages, ratios and reciprocals
•
convert between decimals, fractions and percentages
•
understand and use the symbols: =, <, >
•
understand the meaning of sum, difference and product
•
use standard form (scientific notation)
•
understand that only the final answer in a calculation should be rounded
•
use decimal places and significant figures appropriately
•
make approximations and estimates to obtain reasonable answers
Algebra
•
use positive, whole number indices in algebraic expressions
•
substitute values of quantities into equations, using consistent units
•
solve simple algebraic equations for any one term when the other terms are known
•
recognise and use direct and inverse proportion
•
set up simple algebraic equations as mathematical models of physical situations and to represent
information given in words
•
use ∆ (delta) in algebraic expressions and equations to represent changes in a variable
Geometry and trigonometry
•
understand the meaning of angle, curve, circle, radius, diameter, circumference, square, parallelogram,
rectangle and diagonal
•
recall and use the equation for the circumference of a circle
•
recall and use the equations for the area of a rectangle, area of a triangle and area of a circle
•
recall and use the equations for the volume of a rectangular block and volume of a cylinder
•
use scale diagrams
•
apply Pythagoras’ theorem to the calculation of a side of a right-angled triangle
•
understand that a right angle is 90° and that the sum of the angles on a straight line is 180°
•
use trigonometric functions (sine, cosine, tangent and their inverses)*
•
use mathematical instruments (ruler, compasses, protractor, set square)
•
recognise and use the points of the compass (N, S, E, W) and clockwise and anticlockwise directions
•
convert between metric units, e.g. cm3 and m3; mg, g and kg
* Extended candidates only
Back to contents page
www.cambridgeinternational.org/igcse
52
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Graphs, charts and statistics
•
draw graphs and charts from data
•
interpret graphs and charts, including interpolation and extrapolation of data
•
determine the gradient (slope) of a line on a graph, including* by drawing a tangent to a curved line
•
determine the intercept of the line on a graph, extending the line graphically (extrapolating) where
appropriate
•
select suitable scales and axes for graphs
•
understand that y = mx + c represents a linear relationship
•
recognise direct proportionality from a graph
•
calculate and use the average (mean) for a set of data
* Extended candidates only
Presentation of data
Taking readings
•
Data values should be read from an instrument to an accuracy of one half of one of the smallest divisions
on the scale.
•
Interpolation between scale divisions should be to an accuracy of one half of a division. That is, where a
reading lies between two scale marks, it should be interpolated to the nearest half division.
Recording readings
•
Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest
difference that can reliably be detected on the measuring instrument scale should be reflected by the
number of decimal places and unit given in the measurement.
•
A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
•
Each column of a table should be headed with the name or symbol of the measured or calculated quantity
and the appropriate unit, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in
tables, graphs and charts.
•
Units should not be included with data in the body of a table.
•
Each reading should be repeated, where appropriate, and recorded.
•
The number of significant figures given for measured quantities should be appropriate to the measuring
instrument used.
•
The number of significant figures given for calculated quantities should be the same as the least number of
significant figures in the raw data used in that specific calculation.
•
A ratio should be expressed as x : y.
Drawing and analysing graphs
•
The column headings of a table can be directly transferred to the axes of a constructed graph.
•
A graph should be drawn with a sharp pencil.
•
The axes should be labelled with the name or symbol of the measured or calculated quantity and the
appropriate unit, e.g. time / s.
Back to contents page
www.cambridgeinternational.org/igcse
53
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
•
Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable (or 10, 20 or 50, etc.)
•
Points on the graph should be clearly marked as plus signs (+), crosses (×) or encircled dots () of
appropriate size.
•
Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
•
A best-fit line (trend line) should be a single, thin, smooth, straight line or curve, drawn by inspection. The
line does not need to coincide exactly with any of the points; where there is scatter evident in the data,
examiners would expect a roughly even distribution of points either side of the line over its entire length.
Points that are clearly anomalous and identified by the candidate should be ignored when drawing the bestfit line.
•
Candidates should be able to take readings from the graph by extrapolation or interpolation.
•
Data values should be read from a line on a graph to an accuracy of one half of one of the smallest squares
on the grid. The same accuracy should be used in reading off an intercept.
•
The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half
the length of the candidate’s best-fit line, and this triangle should be marked on the graph.
•
Calculation of the gradient should be to two or three significant figures.
•
When the gradient or intercept of a graph is used in subsequent calculations, it will be assumed to have
units consistent with the graph axes.
Conventions (e.g. signs, symbols, terminology and nomenclature)
Candidates are expected to be familiar with the nomenclature used in the syllabus. The syllabus and question
papers conform with accepted international practice. In particular, the following document, produced by the
Association for Science Education (ASE), should be used as a guideline.
Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.
Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.
In practical work, candidates will be expected to use SI units or, where appropriate, units approved by the BIPM
for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found in the SI
brochure at www.bipm.org. The use of imperial/customary units such as the inch and degree Fahrenheit are
not acceptable and should be discouraged.
In all examinations, where data is supplied for use in questions, candidates will be expected to use units that
are consistent with the units supplied and should not attempt conversion to other systems of units unless this is
a requirement of the question.
Back to contents page
www.cambridgeinternational.org/igcse
54
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word
What it means
Calculate
work out from given facts, figures or information
Comment
give an informed opinion
Compare
identify/comment on similarities and/or differences
Deduce
conclude from available information
Define
give precise meaning
Describe
state the points of a topic / give characteristics and main features
Determine
establish an answer using the information available
Explain
set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence
Give
produce an answer from a given source or recall/memory
Identify
name/select/recognise
Justify
support a case with evidence/argument
Predict
suggest what may happen based on available information
Sketch
make a simple freehand drawing showing the key features, taking care over
proportions
State
express in clear terms
Suggest
apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations
Back to contents page
www.cambridgeinternational.org/igcse
55
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.
Guided learning hours
We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridginternational.org/adminzone
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
•
Cambridge O Level Physics (5054)
•
Cambridge IGCSE (9–1) Physics (0972)
•
Cambridge IGCSE Physical Science (0652)
•
Cambridge IGCSE Combined Science (0653)
•
Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
•
Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
•
Cambridge O Level Combined Science (5129)
•
syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Back to contents page
www.cambridgeinternational.org/igcse
56
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. What else you need to know
Group awards: Cambridge ICE
Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.
Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.
Support for exams officers
We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes
Language
This syllabus and the related assessment materials are available in English only.
Accessibility and equality
Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.
Back to contents page
www.cambridgeinternational.org/igcse
57
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. What else you need to know
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
•
Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
•
Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
•
Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
After the exam
Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
•
Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
Back to contents page
www.cambridgeinternational.org/igcse
58
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. What else you need to know
How students and teachers can use the grades
Assessment at Cambridge IGCSE has two purposes:
1
to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2
to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
Back to contents page
www.cambridgeinternational.org/igcse
59
Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. What else you need to know
Changes to this syllabus for 2026, 2027 and 2028
The syllabus has been updated. This is version 1, published September 2023.
You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.
There are no significant changes which affect teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.
You should take account of the changes described above when using these textbooks.
Back to contents page
www.cambridgeinternational.org/igcse
60
School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554
email : info@cambridgeinternational.org
© Cambridge University Press & Assessment September 2023
www.cambridgeinternational.org