AS Level
TABLE OF CONTENTS
Contents
Page Number
Calendar of Events 2015-16
2
List of Holidays 2015-16, Payment Schedule
3
Subject-Wise & CT Syllabus:
English Language
4
Mathematics (Pure Mathematics 1, Mechanics 1)
5-8
Physics
9-13
Chemistry
13-18
Biology
19-27
Computing
28-41
Economics
42-43
Business Studies
44-45
Accounting
46-48
Art & Design
49-51
Performing Art-A-Music
51-52
Performing Art-B-Dance
52
Sports, Physical Health and Ethical Education (SPHEE)
53-55
Schedule of Class Test, Examinations Assessment Criteria
56
Pre-Cambridge Exam Schedule 2015-16
57
1|Page
AS Level
Calendar of Events 2015-16
DATE
DAY
06 June 2015
06 June 2015
07 June 2015
07-11 June 2015
14-18 June 2015
14-16 June 2015
26 July 2015
17 August 201518 August 2015
23 August 2015
06 September 2015
10 September 2015
05 October 2015
11-15 October 2015
22 October 2015
25 October 2015
19 November 2015
29 November 2015
13 December 2015
16 December 2015
19 December 2015
Saturday
Saturday
Sunday
Sun-Thurs
Sun-Thurs
Sun-Tues
Sunday
MondayTuesday
Sunday
Sunday
Thursday
Monday
Sun-Thurs
Thursday
Sunday
Thursday
Sunday
Sunday
Wednesday
Saturday
03 January 2016
12-14 January 2016
21 January 2016
24 January 2016
28 January 2016
01-11 February 2016
21 February 2016
Sunday
Tues-Thurs
Thursday
Sunday
Thursday
Mon-Thurs
Sunday
23 February 2016
03 March 2016
06 March 2016
10 March 2016
27-31 March 2016
31 March 2016
03 April 2016
14 April 2016
17 April 2016
21 April 2016
28 April 2016
02 May 2016
08 May 2016
19 May 2016
28 May 2016
28 May 2016
28. May 2016
29 May 2016
21 June 2016
17 July 2016
Tuesday
Thursday
Sunday
Thursday
Sun-Thurs
Thursday
Sunday
Thursday
Sunday
Thursday
Thursday
Monday
Sunday
Thursday
Saturday
Saturday
Saturday
Sunday
Tuesday
Sunday
EVENTS
1st Term
Freshers’ Day
Material Collection Day
Commencement of new Session
Virtuous Week
Mindfulness week
Parents’ Day
Class Starts after Eid
Mathematics, Physics, Chemistry, English, Linguistic, Bio-Chemistry,
Bio-Diversity and Earth Olympiad
Commencement of CT-1
Science Fair
Parents’- Teachers’ Meeting
Teachers’ Day
Field Visit
Cardiff Day and IQ, EQ, SQ and General Knowledge Competition
Commencement of CT-2
1st In term Report Card Distribution
Commencement of 1st Term Exams.
Multiple Intelligence Festival
Victory Day
NASA Tour to USA
2nd Term
nd
Start of 2 Term
Sports and Cultural Programme
1st Term Report Card Distribution
Memory Master Championship
Picnic
Study Tour
Observation of IMLD & Handwriting, Reading and Spelling Bee
Competition
Commencement of CT-3
ICT Fair and ICT Olympiad
Movie Festival
CMUN Assembly
Community Service Week
Students-Parents Conference & IPC Project Exhibition
Commencement of CT-4
Bangla Naba Barsha
Drama Festival
2nd In term Report Card Distribution
Class Party
Commencement of 2nd Term Exams.
Mothers’ Day
Annual Results Publication
Start of Enrollment (2016-17)
Freshers’ day
Material Collection Day
Commencement of New Session (2016-17)
NASA Tour to USA
Class Starts after Eid
2|Page
AS Level
List of Holidays 2015-2016
Duration
Occasion
33 days
Summer Vacation & Ramadan
& Eid-ul-Fitr*
1 day
National Mourning Day
1 day
Janmashtami
10 days
Eid-ul-Azha*
Date
Day
21 June 2015Sun-Thus
23 July 2015
15 August 2015
Saturday
05 September 2015
Saturday
20 September 2015Sun-Tues
29 September 2015
23 October 2015
Friday
1day
Durga Puja
24 October 2015
Saturday
1 day
Ashura
09 December 2015
Wednesday
1 day
Akheri Chahar Soomba
16 December 2015
Wednesday
1 day
Victory Day
20 December 2015Sun-Thurs
12 days
Christmas, New Year, Winter
31 December 2015
& End of Term Vacation
01 January 2016
Friday
1 day
*Fateha-E-Eajdahm
10 January 2016
Sunday
1 day
Bishwa Istema Akheri Munajat
17 January 2016
Sunday
1 day
Bishwa Istema Akheri Munajat
12 February 2016
Friday
1 day
*Sharaswati Puja
21 February 2016
Sunday
1 day
IMLD
22 February 2016
Monday
1 day
Maghi Purnima
17 March 2016
Thursday
1 day
Bangabandhu Birthday
26 March 2016
Saturday
1 day
Independence Day
27 March 2016
Sunday
1 day
Easter Sunday
14 April 2016
Thursday
1 day
Bangla New Year
01 May 2016
Sunday
1 day
May Day
05 May 2016
Thursday
1 day
*Shabe-E-Meraj
21 May 2016
Saturday
1 day
*Buddha Purnima
22 May 2016
Sunday
1 day
*Shab-E-Barat
12 June 2016Sun-Thu
33 days
Eid Vacation
14 July 2016
*These Holidays are subject to change, based on the lunar phase.
School Re-Opens
26 July 2015
16 August 2015
06 September 2015
30 September 2015
25 October 2015
25 October 2015
10 December 2015
17 December 2015
03 January 2016
03 January 2016
11 January 2016
18 January 2016
14 February 2016
23 February 2016
23 February 2016
21 March 2016
28 March 2016
28 March 2016
17 April 2016
02 May 2016
08 May 2016
23 May 2016
23 May 2016
17 July 2016
Payment Schedule (O/A Level May/June Batch)
Invoice collection Date
Last date of Payment
1st June to 10th June
10th June, 2015
st
th
1 September to 10 September
10th September, 2015
st
th
1 November to 10 November
10th November, 2015
st
th
1 March to 10 March
10th March, 2016
Other Fees
1st August to 10th August
10th August, 2015
Lab Fee
st
th
1 December to 10 December
10th December, 2015
ECA Fee
*If the deadline is Friday or any holiday, the payment can be made on the next working day.
Semester Fee
1st Semester
2nd Semester
3rd Semester
4th Semester
Payment Schedule (O/A Level October/November Batch)
Invoice collection Date
Last date of Payment
1st November to 10th November
10th November, 2015
st
th
1 March to 10 March
10th March, 2016
st
th
1 June to 10 June
10th June, 2015
st
th
1 September to 10 September
10th September, 2015
Other Fees
1st August to 10th August
10th August, 2015
Lab Fee
st
th
1 December to 10 December
10th December, 2015
ECA Fee
*If the deadline is Friday or any holiday, the payment can be made in the next working day.
Semester Fee
1st Semester
2nd Semester
3rd Semester
4th Semester
3|Page
AS Level
English Language
Aims and Objectives:
The syllabus aims to develop:
• A critical and informed response to texts in a range of forms, styles and contexts
• The interdependent skills of reading, analysis and research
• Effective, creative, accurate and appropriate communication
• A firm foundation for further study of language and linguistics.
Assessment Criteria:
Candidates are assessed on their ability to:
AO1: read with understanding and analyse texts in a variety of forms
AO2: demonstrate a knowledge and understanding of English language (including, at A
Level, spoken
language) and its use in a variety of contexts
AO3: write clearly, accurately, creatively and effectively for different purposes/audiences,
using different forms.
All candidates take two papers :
Paper 1
Paper 2
Paper 1: Writing 1 hour
Marks
50
50
Weighting
25%
25%
Section title
Passage for Comments
Composition
Syllabus: (for the whole session)
Topic
Content
Passages
Style and Language
Composition
Descriptive, Narrative,
Imaginative, Discursive and
Argumentative Writing
Class Test 1
Class Test 2
Pre-Cambridge
Mock 1
Mock 2
Book & Chapter
AS level English Language and Literature
by Helen Tonner and Elizabeth Whittome,
Past CIE Question Papers
AS level English Language and Literature
by Helen Tonner and Elizabeth Whittome,
Past CIE Question Papers
Class Test Syllabus
Passage for Comments
Composition (Descriptive)
Pre-Cambridge & Mock Syllabus
Passage for Comments, Composition
Whole CIE Syllabus
Whole CIE Syllabus
4|Page
AS Level
Mathematics 9709 - Pure Mathematics 1 (Paper 1)
Aims and Objectives:
The aims of the syllabus are the same for all students. These are set out below and
describe the educational purposes of any course based on the Mathematics units for the
Cambridge International AS and A Level examinations. The aims are not listed in order of
priority.
The aims are to enable candidates to:
• develop their mathematical knowledge and skills in a way which encourages
confidence and provides satisfaction and enjoyment;
• develop an understanding of mathematical principles and an appreciation of
mathematics as a logical and coherent subject;
• acquire a range of mathematical skills, particularly those which will enable them to
use applications of mathematics in the context of everyday situations and of other
subjects they may be studying;
• develop the ability to analyse problems logically, recognise when and how a situation
may be represented mathematically, identify and interpret relevant factors and, where
necessary, select an appropriate mathematical method to solve the problem;
• use mathematics as a means of communication with emphasis on the use of clear
expression;
• acquire the mathematical background necessary for further study in this or related
subjects.
Assessment Criteria:
The abilities assessed in the examinations cover a single area: technique with application.
The examination will test the ability of candidates to:
• understand relevant mathematical concepts, terminology and notation;
• recall accurately and use successfully appropriate manipulative techniques;
• recognise the appropriate mathematical procedure for a given situation;
• apply combinations of mathematical skills and techniques in solving problems;
• present mathematical work, and communicate conclusions, in a clear and logical way.
Syllabus: (for the whole session)
SL
Topic
Content
1. Coordinates, points and Coordinates, points
lines
and lines
2. Surds and indices
Surds and indices
3. Differentiation
Differentiation
4. Functions and graphs
Functions and graphs
5. Quadratics
Quadratics
6. Inequalities
Inequalities
7. Applications of
Applications of
differentiation
differentiation
8. The binomial theorem
The binomial
theorem
9. Sequences
Sequences
10. Trigonometry
Trigonometry
11. Combining and
Combining and
5|Page
Book & Chapter
Pure Mathematics 1 – Chapter 1
Pure Mathematics 1 – Chapter 2
Pure Mathematics 1 – Chapter 3
Pure Mathematics 1 – Chapter 4
Pure Mathematics 1 – Chapter 5
Pure Mathematics 1 – Chapter 6
Pure Mathematics 1 – Chapter 7
Pure Mathematics 1 – Chapter 8
Pure Mathematics 1 – Chapter 9
Pure Mathematics 1 – Chapter 10
Pure Mathematics 1 – Chapter 11
AS Level
12.
13.
14.
15.
16.
17.
18.
inverting functions
Extending
differentiation
Vectors
Geometric sequences
Second derivatives
Integration
Volume of revolution
Radians
Class Test 1
Class Test 2
Pre-Cambridge
Mock 1
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
inverting functions
Extending
differentiation
Vectors
Geometric sequences
Second derivatives
Integration
Volume of revolution
Radians
Pure Mathematics 1 – Chapter 12
Pure Mathematics 1 – Chapter 13
Pure Mathematics 1 – Chapter 14
Pure Mathematics 1 – Chapter 15
Pure Mathematics 1 – Chapter 16
Pure Mathematics 1 – Chapter 17
Pure Mathematics 1 – Chapter 18
Class Test Syllabus
Coordinates, points and lines
Surds and indices
Differentiation
Functions and graphs
Quadratics
Inequalities
Applications of differentiation
The binomial theorem
Sequences
Trigonometry
Pre-Cambridge & Mock Syllabus
Chapter 1
Coordinates, points and lines
Chapter 2
Surds and indices
Chapter 3
Differentiation
Chapter 4
Functions and graphs
Chapter 5
Quadratics
Chapter 6
Inequalities
Chapter 7
Applications of differentiation
Chapter 8
The binomial theorem
Chapter 9
Sequences
Chapter 10
Trigonometry
Chapter 11
Combining and inverting functions
Chapter 12
Extending differentiation
Chapter 13
Vectors
Chapter 14
Geometric sequences
Chapter 1
Coordinates, points and lines
Chapter 2
Surds and indices
Chapter 3
Differentiation
Chapter 4
Functions and graphs
Chapter 5
Quadratics
Chapter 6
Inequalities
Chapter 7
Applications of differentiation
Chapter 8
The binomial theorem
Chapter 9
Sequences
Chapter 10
Trigonometry
Chapter 11
Combining and inverting functions
6|Page
AS Level
Mock 2
Chapter 12
Extending differentiation
Chapter 13
Vectors
Chapter 14
Geometric sequences
Chapter 15
Second derivatives
Chapter 16
Integration
Chapter 17
Volume of revolution
Chapter 18
Radians
CIE Mathematics 9709 Full Syllabus
Past Year Question Papers
Mathematics 9709 - Mechanics 1 (Paper 4)
Aims and Objectives:
The aims of the syllabus are the same for all students. These are set out below and
describe the educational purposes of any course based on the Mathematics units for the
Cambridge International AS and A Level examinations. The aims are not listed in order of
priority.
The aims are to enable candidates to:
• develop their mathematical knowledge and skills in a way which encourages
confidence and provides satisfaction and enjoyment;
• develop an understanding of mathematical principles and an appreciation of
mathematics as a logical and coherent subject;
• acquire a range of mathematical skills, particularly those which will enable them to
use applications of mathematics in the context of everyday situations and of other
subjects they may be studying;
• develop the ability to analyse problems logically, recognise when and how a situation
may be represented mathematically, identify and interpret relevant factors and, where
necessary, select an appropriate mathematical method to solve the problem;
• use mathematics as a means of communication with emphasis on the use of clear
expression;
• acquire the mathematical background necessary for further study in this or related
subjects.
Assessment Criteria:
The abilities assessed in the examinations cover a single area: technique with application.
The examination will test the ability of candidates to:
• understand relevant mathematical concepts, terminology and notation;
• recall accurately and use successfully appropriate manipulative techniques;
• recognise the appropriate mathematical procedure for a given situation;
• apply combinations of mathematical skills and techniques in solving problems;
• present mathematical work, and communicate conclusions, in a clear and logical way.
Syllabus: (for the whole session)
SL
Topic
1 Velocity and acceleration
2 Force and motion
3 Vertical motion
4 Resolving forces
5 Motion due to gravity
Content
Velocity and acceleration
Force and motion
Vertical motion
Resolving forces
Motion due to gravity
7|Page
Book & Chapter
Mechanics 1 – Chapter 1
Mechanics 1 – Chapter 2
Mechanics 1 – Chapter 3
Mechanics 1 – Chapter 4
Mechanics 1 – Chapter 5
AS Level
6
7
8
9
10
11
Friction
Work, energy and power
Potential energy
Newton’s third law
Force as a vector quantity
General motion in a straight
line
Class Test 1
Class Test 2
Pre Cambridge
Mock 1
Mock 2
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Friction
Work, energy and power
Potential energy
Newton’s third law
Force as a vector quantity
General motion in a
straight line
Mechanics 1 – Chapter 6
Mechanics 1 – Chapter 7
Mechanics 1 – Chapter 8
Mechanics 1 – Chapter 9
Mechanics 1 – Chapter 10
Mechanics 1 – Chapter 11
Class Test Syllabus
Velocity and acceleration
Force and motion
Vertical motion
Resolving forces
Friction
Motion due to gravity
Pre-Cambridge & Mock Syllabus
Chapter 1
Velocity and acceleration
Chapter 2
Force and motion
Chapter 3
Vertical motion
Chapter 4
Resolving forces
Chapter 5
Friction
Chapter 6
Motion due to gravity
Chapter 7
Newton’s third law
Chapter 11
General motion in a straight line
Chapter 1
Velocity and acceleration
Chapter 2
Force and motion
Chapter 3
Vertical motion
Chapter 4
Resolving forces
Chapter 5
Friction
Chapter 6
Motion due to gravity
Chapter 7
Newton’s third law
Chapter 8
Work, energy and power
Chapter 9
Potential energy
Chapter 10
Force as a vector quantity
Chapter 11
General motion in a straight line
CIE Mathematics 9709 Full Syllabus
Past Year Question Papers
8|Page
AS Level
Physics
Aims and objectives:(As per CIE syllabus)
The aims of a course based on this syllabus should be to:
1. provide, through well-designed studies of experimental and practical science, a
worthwhile educational experience for all students, whether or not they go on to study
science beyond this level and, in particular, to enable them to acquire sufficient
understanding and knowledge to
1.1 become confident citizens in a technological world and be able to take or develop an
informed interest in scientific matters
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life
1.3 be suitably prepared for studies beyond A Level in Physics, in Engineering or in
Physics-dependent vocational courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of science
2.2 are useful in everyday life
2.3 encourage efficient and safe practice
2.4 encourage effective communication.
3. develop attitudes relevant to science such as
3.1 concern for accuracy and precision
3.2 objectivity
3.3 integrity
3.4 the skills of enquiry
3.5
initiative
3.6 inventiveness.
4. stimulate interest in, and care for, the environment in relation to the environmental
impact of Physics and its applications.
5. promote an awareness
5.1 that the study and practice of Physics are co-operative and cumulative activities,
and are subject to social, economic, technological, ethical and cultural influences
and limitations
5.2 that the implications of Physics may be both beneficial and detrimental to the
individual, the community and the environment
5.3 of the importance of the use of IT for communication, as an aid to experiments and
as a tool for the interpretation of experimental and theoretical results.
6. stimulate students and create a sustained interest in Physics so that the study of the
subject is enjoyable and satisfying.
Assessment criteria:(As per CIE syllabus)
Candidates for Advanced Subsidiary (AS) certification take Papers 1, 2 and 3 (either
Advanced Practical Skills 1 or Advanced Practical Skills 2) in a single examination series.
All components are externally assessed.
Weighting
Component
AS
A Level
Level
Paper 1 Multiple Choice
1 hour 15 minutes
This paper consists of 40 multiple choice questions, all with four
options. All questions will be based on the AS Level syllabus
31%
15.5%
content. Candidates will answer all questions.
9|Page
AS Level
Candidates will answer on an answer sheet.
[40 marks]
Paper 2 AS Level Structured Questions 1 hour 15 minutes
This paper consists of a variable number of questions of variable
mark value. All questions will be based on the AS Level syllabus
content. Candidates will answer all questions.
Candidates will answer on the question paper.
[60 marks]
Paper 3 Advanced Practical Skills
2 hours
This paper requires candidates to carry out practical work in timed
conditions. The paper will consist of two experiments drawn from
different areas of physics. The experiments may be based on
physics not included in the syllabus content, but candidates will be
assessed on their practical skills rather than their knowledge of
theory. Candidates will answer both questions.
Candidates will answer on the question paper.
[40 marks]
Paper 4 A Level Structured Questions
2 hours
This paper consists of a variable number of questions of variable
mark value. All questions will be based on the A Level syllabus
but may require knowledge of material first encountered in the AS
Level syllabus. Candidates will answer all questions.
Candidates will answer on the question paper.
[100 marks]
Paper 5 Planning, Analysis and Evaluation 1 hour 15 minutes
This paper consists of two questions of equal mark value based on
the practical skills of planning, analysis and evaluation. The
context of the questions may be outside the syllabus content, but
candidates will be assessed on their practical skills of planning,
analysis and evaluation rather than their knowledge of theory.
Candidates will answer both questions.
Candidates will answer on the question paper.
[30 marks]
46%
23%
23%
11.5%
_
38.5%
_
11.5%
A Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of:
1. scientific phenomena, facts, laws, definitions, concepts and theories
2. scientific vocabulary, terminology and conventions (including symbols, quantities and
units)
3. scientific instruments and apparatus, including techniques of operation and aspects of
safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and
environmental implications.
The syllabus content defines the factual knowledge that candidates may be required to
recall and explain.
Questions testing these objectives will often begin with one of the following words:
define, state, describe, or explain.
B Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms
of presentation) to:
1.locate, select, organise and present information from a variety of sources
2.translate information from one form to another
3.manipulate numerical and other data
4.use information to identify patterns, report trends, draw inferences and report
10 | P a g e
AS Level
conclusions
5.present reasoned explanations for phenomena, patterns and relationships
6.make predictions and put forward hypotheses
7.apply knowledge, including principles, to new situations
8.evaluate information and hypotheses
9.demonstrate an awareness of the limitations of physical theories and models.
These assessment objectives cannot be precisely specified in the syllabus content because
questions testing such skills may be based on information that is unfamiliar to the
candidate. In answering such questions, candidates are required to use principles and
concepts that are within the syllabus and apply them in a logical, reasoned or deductive
manner to a new situation. Questions testing these objectives will often begin with one of
the following words: predict, suggest, deduce, calculate or determine.
C Experimental skills and investigations
Candidates should be able to:
1. follow a detailed set or sequence of instructions and use techniques, apparatus and
materials safely and effectively
2. make observations and measurements with due regard for precision and accuracy
3. interpret and evaluate observations and experimental data
4. identify a problem; design and plan investigations; evaluate methods and techniques;
suggest possible improvement
5. record observations, measurements, methods and techniques with due regard for
precision, accuracy and units.
Assessment objectives
The assessment objectives listed below reflect those parts of the syllabus aims that will be
assessed in the examination.
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 quantities and their determination
• scientific and technological applications with their social, economic and environmental
implications.
The syllabus content defines the factual knowledge that candidates may be required to
recall and explain.
Questions testing these assessment objectives will often begin with one of the following
words: define,
state, describe, or explain.
AO2 Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms
of presentation) 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, draw inferences and report
conclusions
11 | P a g e
AS Level
• present reasoned explanations for phenomena, patterns and relationships
• make predictions and put forward hypotheses
• apply knowledge, including principles, to new situations
• evaluate information and hypotheses
• demonstrate an awareness of the limitations of physical theories and models.
These assessment objectives cannot be precisely specified in the syllabus content because
questions testing such skills may be based on information that is unfamiliar to the
candidate. In answering such questions, candidates are required to use principles and
concepts that are within the syllabus and apply
them in a logical, reasoned or deductive manner to a new situation. Questions testing these
objectives will often begin with one of the following words: predict, suggest, deduce,
calculate or determine.
AO3 Experimental skills and investigations
Candidates should be able to:
1. plan experiments and investigations
2. collect, record and present observations, measurements and estimates
3. analyse and interpret data to reach conclusions
4. evaluate methods and quality of data, and suggest improvements
Relationship between assessment objectives and components
The approximate weightings allocated to each of the assessment objectives are
summarised below.
The table shows the assessment objectives (AO) as a percentage of each component.
Component
AO1
AO2
AO3
%
%
%
Paper 1
48
52
0
Paper 2
48
52
0
Paper 3
0
0
100
Paper 4
48
52
0
Paper 5
0
0
100
Relationship between assessment objectives and
qualifications
The approximate weightings allocated to each of the assessment objectives are
summarised below.
The table shows the assessment objectives (AO) as a percentage of each qualification.
Assessment objective
Weighting in AS Level
Weighting in A Level
%
%
AO1
37
37
AO2
40
40
AO3
23
23
Structure of the CIE AS syllabus
The table below shows which parts of the syllabus contain AS material
1 Physical quantities and units
2 Measurement techniques
4 Dynamics
5 Forces, density and pressure
9 Deformation of solids
14 Waves
Superposition
17 Electric fields
18 Currents of electricity
26 Particle and nuclear physics
12 | P a g e
3 Kinematics
15
AS Level
Topic
Physical quantities and units
Measurement techniques
Kinematics
Dynamics
Forces, density and pressure
Work, energy, power
Deformation of solids
Waves
Superposition
Electric fields
19. Current of electricity
20. D.C. circuits
26. Particle and nuclear
physics
Class Test 1
Class Test 2
Pre-Cambridge
examinations
Mock 1
Mock 2
Content
Physical quantities, SI Units, Scalars and vectors.
Measurements, Errors and uncertainties.
Equations of motion.
Momentum and Newton’s laws of motion, Non-uniform
motion, Linear momentum and its conservation.
Types of force, Equilibrium of forces, Density and
pressure, Turning effects of forces.
Energy conversion and
Conservation, Work and efficiency, Potential energy and
kinetic energy, Power.
Stress, strain, Elastic and plastic behavior.
Progressive waves, Transverse and longitudinal waves
Polarization, Determination of speed, frequency and
wavelength of sound waves, Doppler effect,
Electromagnetic spectrum.
Stationary waves, Diffraction, Interference, Two-source
interference patterns, Diffraction gratings.
Concept of an electric field, Uniform electric fields,
Electric current, Potential difference and power,
Resistance and Resistivity.
Practical circuits, Kirchhoff’s laws, Potential divider.
Atom, nuclei and radiation, Fundamental particles
Class Test Syllabus
Physics
Physical quantities and units, Measurement techniques
Kinematics.
Dynamics, Forces, density and pressure, Deformation of solids,
Particle and nuclear physics.
Pre-Cambridge & Mock Syllabus
Physical quantities and units, Measurement techniques
Kinematics, Dynamics, Forces, density and pressure, Deformation
of solids, Particle and nuclear physics.
Complete CIE 9702 Syllabus (As per CIE standard)
Complete CIE 9702 Syllabus (As per CIE standard)
13 | P a g e
AS Level
Chemistry
Aims and Objectives:
The aims listed below are not in order of priority. The aims of a course based on this
syllabus should be to:
1. Provide, through well designed studies of experimental and practical chemistry, a
worthwhile educational experience for all learners, whether or not they go on to study
science beyond this level and, in particular, to enable them to acquire sufficient
understanding and knowledge to:
i. become confident citizens in a technological world, able to take or develop an
informed interest in scientific matters
ii. recognize the usefulness, and limitations, of scientific method and appreciate its
applicability in other disciplines and in everyday life
iii. be suitably prepared for employment and/or further studies beyond Cambridge
International A Level in Chemistry.
2. Develop abilities and skills that:
i. are relevant to the study and practice of science
ii. are useful in everyday life
iii. encourage efficient and safe practice
iv.
encourage the presentation of information and ideas appropriate for different
audiences and purposes
v. develop self-motivation and the ability to work in a sustained fashion.
3. develop attitudes relevant to science such as:
i. a concern for accuracy and precision
ii. objectivity
iii. integrity
iv.
a spirit of enquiry
v. initiative
vi.
insight.
4. Stimulate interest in, and care for, the environment.
5. Promote an awareness that:
i. the study and practice of science are co-operative and cumulative activities, and
are subject to social, economic, technological, ethical and cultural influences and
limitations
ii. the applications of chemistry may be both beneficial and detrimental to the
individual, the community and the environment.
6. stimulate learners and create a sustained interest in chemistry so that the study of the
subject is enjoyable and satisfying.
The assessment objectives listed below reflect those parts of the syllabus aims that will be
assessed in the examination.
A. Knowledge with understanding
Candidates should be able to demonstrate knowledge with understanding in relation to:
i.
scientific phenomena, facts, laws, definitions, concepts, theories
ii.
scientific vocabulary, terminology, conventions (including symbols,
14 | P a g e
AS Level
iii.
iv.
v.
vi.
quantities and units)
scientific instruments and apparatus, including techniques of operation and
aspects of safety
scientific quantities and their determination
scientific and technological applications with their social, economic and
environmental implications
reasoned explanations for phenomena, patterns and relationships.
B. Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms
of presentation) to:
i.
locate, select, organise and present information from a variety of sources
ii.
handle information, distinguishing the relevant from the extraneous
iii. manipulate numerical and other data and translate information from one
form to another
iv.
analyse and evaluate information so as to identify patterns, report trends
and draw inferences
v.
construct arguments to support hypotheses or to justify a course of action
vi.
apply knowledge, including principles, to new situations
vii.
evaluate information and hypotheses.
C. Experimental skills and investigations
Candidates should be able to:
i. plan experiments and investigations
ii. collect, record and present observations, measurements and estimates
iii. analyse and interpret data to reach conclusions
iv.
evaluate methods and quality of data, and suggest improvements.
Assessment Criteria
Candidates for Advanced Subsidiary (AS) certification take Papers 1, 2 and3 in a single
examination series.
Paper 1: Multiple Choice, Time: 1 hour, Marks: 40
This paper consists of 40 multiple choice questions, 30 of the direct choice type and 10 of
the multiple completion type, all with four options. All questions will be based on the AS
Level syllabus content. Candidates will answer all questions. Candidates will answer on
an answer sheet.
Paper 2 AS Level Structured Questions, Time: 1 hour 15 minutes, Marks: 60
This paper consists of a variable number of questions of variable mark value.
All questions will be based on the AS Level syllabus content. Candidates will answer all
questions. Candidates will answer on the question paper.
Paper 3 Advanced Practical Skills, Time: 2 hour, Marks: 40
This paper requires candidates to carry out practical work in timed conditions.
Candidates will be expected to collect, record and analyse data so that they can answer
questions related to the activity. The paper will consist of two or three experiments drawn
from different areas of chemistry. Candidates will answer all questions. Candidates will
answer on the question paper.
15 | P a g e
AS Level
Electrochemistry
Chemical
energetics
States of Matter
Chemical
bonding
Atomic
Structure
Atoms,
molecules and
stoichiometry
Syllabus: (for the whole session)
Topic
Content
i.
Relative masses of atoms and molecules
ii.
The mole and the Avogadro constant
iii. The determination of relative atomic masses,
Ar
iv.
The calculation of empirical and molecular
formulae
v.
Reacting masses and volumes
vi.
Particles in the atom
vii.
The nucleus of the Atom
viii. Electrons: energy levels, atomic orbitals,
ionisation energy
i.
ii.
iii.
Ionic bonding
Covalent bonding and co-ordinate bonding
Intermolecular forces, electronegativity and
bond properties
iv.
Metallic bonding
v.
Bonding and physical properties
The gaseous state:
(i) Ideal gas behaviour and deviations from it
(ii) pV = nRT and its use in determining a value for
Mr
II The liquid state
The kinetic concept
of the liquid state and
simple kinetic-molecular
descriptions of changes of
state
III The solid state
Lattice structures
i.
ii.
iii.
iv.
v.
Enthalpy change,
Hess’ Law,
Calculation of enthalpy change : 4H = mcΔT
Entropy change ΔSθ
Gibbs Free energy ΔGθ
(a) (i) calculate oxidation numbers of elements in
compounds and ions
(ii) describe and explain redox processes in terms of
electron
transfer and/or changes in oxidation number
(oxidation state)
(iii) use changes in oxidation numbers to help
balance chemical equations
16 | P a g e
Book & Chapter
1. AS Level and A level
Chemistry
By Brain Ratcliff, David
Johnson
2. Chemistry Course
Book by Roger Norris
1. AS Level and A level
Chemistry
By Brain Ratcliff, David
Johnson
2. Chemistry Course
Book by Roger Norris
1. AS Level and A level
Chemistry
By Brain Ratcliff, David
Johnson
2. Chemistry Course
Book by Roger Norris
1. AS Level and A level
Chemistry
By Brain Ratcliff, David
Johnson
2. Chemistry Course
Book by Roger Norris
The Periodic Table: chemical periodicity
Reaction Kinetics
Equilibria
AS Level
1.
2.
3.
reversible reactions; & dynamic equilibrium
Factors and 2e – chateliser’s principle
Equilibrium constant Kc and Kp, including
calculation.
4.
Heber process and contact process as
understanding of chemical equilibrium
(a) explain and use the terms: rate of reaction,
activation energy
(b) *explain qualitatively, in terms of collisions, the
effect of concentration changes on the rate of a
reaction
(c) *show understanding, including reference to the
Boltzmann distribution, of what is meant by the term
activation energy
(d) (i) explain that, in the presence of a catalyst, a
reaction has a different mechanism, i.e. one of lower
activation energy
(ii) interpret this catalytic effect in terms of the
Boltzmann distribution
(e) describe enzymes as biological catalysts
(proteins) which may have specific activity
(f) Partition coefficient – meaning calculation & use
for a system.
(a) Periodicity of physical properties of the elements:
variation with proton number across the third period
(sodium to argon) of:
(i) atomic radius and ionic radius
(ii) melting point
(iii) electrical conductivity
(iv) ionisation energy
(b) Periodicity of chemical properties of the elements
in the third period
(i) Reactions of oxides and chlorides with water
(ii) Acid/base behaviour of these oxides and the
corresponding hydroxides.
Group - II
(c) (1) Similarities and trend in properties of group-II.
(2) Thermal decomposition of nitrates and carbonates
(3) Varieties in the solubilites of OH and So4
Group – 17
(i) Characteristic physical properties
(ii) Relative reactivity as oxidising agents
(iii)Relative thermal stabilities of hydrides
(iv) Reaction of halide ions with
a. Silver nitrate
b. Coxc. H2SO4
(v) Industrial and environmental significance of
the halogens and their compounds.
17 | P a g e
1. AS Level and A level
Chemistry
By Brain Ratcliff, David
Johnson
2. Chemistry Course
Book by Roger Norris
1. AS Level and A level
Chemistry
By Brain Ratcliff, David
Johnson
2. Chemistry Course
Book by Roger Norris
Organic
Chemistry
An introduction to
organic chemistry
AS Level
i.
ii.
iii.
iv.
v.
Formulae, functional groups and the naming
of organic compounds
Characteristic organic reactions
Shapes of organic molecules; σ and π bonds
Isomerism: structural and stereoisomerism
1. AS Level and A level
Chemistry
By Brain Ratcliff, David
Johnson
2. Chemistry Course
Book by Roger Norris
i.
ii.
iii.
iv.
v.
Hydrocarbons
Halogen derivatives
Hydroxy compounds
Carbonyl compounds
Carboxylic acids and derivatives
1. AS Level and A level
Chemistry
By Brain Ratcliff, David
Johnson
2. Chemistry Course
Book by Roger Norris
CT-1
CT-2
Class Test & Pre-Cambridge syllabus
(1) Atomic structure
(2) Chemical Bonding
(3) Atoms, molecules and stoichiometry
(4) An introduction to organic chemistry
(1) Equilibrium
(2) The Periodic Table: chemical periodicity
(3) Chemical energetic
(4) Organic Chemistry
MOCK Test- 1 & 2 Syllabus
All chapters of Cambridge As Level Syllabus (9701)
18 | P a g e
AS Level
Biology
Aims and Objectives:
A course based on this syllabus should aim to:
1. Provide, through well-designed studies of experimental and practical biological
science, a worthwhile educational experience for all students, whether or not they
go on to study science beyond this level.
2. Develop abilities and skills.
3. Develop attitudes relevant to biological science
4. Stimulate interest in, and care for, the local and global environment, and help
students to understand the need for conservation.
5. Make students aware
6. Stimulate students and give them a lasting interest in biology, so that they find
studying biology to be enjoyable and satisfying.
The three assessment objectives in Cambridge International AS and A Level Biology are:
1. Knowledge with understanding
2. Handling information and solving problems
3. Experimental skills and investigations.
Assessment Criteria:
Candidates for Advanced Subsidiary (AS) certification take Papers 1, 2 and 3 (either
Advanced Practical Skills 1 or Advanced Practical Skills 2) in a single exam series.
Candidates who already have AS certification and wish to achieve the full Advanced
Level qualification may carry their AS marks forward and take just Papers 4 and 5 in the
exam series in which they require certification.
Candidates taking the complete Advanced Level qualification take all five papers in a
single exam series.
Paper 1 Multiple choice
(1hour)
40 marks
This paper will consist of 40 multiple choice questions based on the AS syllabus. All
questions will be of the direct choice type with four options. Candidates will answer all
questions.
Paper 2 Theory
(1hour 15 minutes) 1 60 marks
This paper will consist of a variable number of structured questions of variable mark
value. All the questions will be based on the AS syllabus. Candidates will answer all the
questions on the question paper.
Paper 3 Advanced Practical Skills 1/2 (1hour 15 minutes) 1 40 marksap15 mi
In some examination series, two versions of the Advanced Practical Skills paper will be
available, identified as Advanced Practical Skills 1 and Advanced Practical Skills 2. In
other series only Advanced Practical Skills 1 will be available.
Paper 4 Theory
(2hour) 1 h
100 marksap15 minutes Paper 6
This paper will consist of two sections.
Section A (85 marks) will consist of a variable number of structured questions of variable
mark value, based on the A2 core and the Applications of Biology syllabus.
Section B (15 marks) will consist of a free-response question, presented in an either/or
form, that will carry 15 marks based on the A2 core and the Applications of Biology
syllabus.
19 | P a g e
AS Level
Paper 5 Theory
(1hour 15 minutes) 1 30 marks ap15 minutes Paper 6
This paper will consist of two or more questions based on the practical skills of planning,
analysis and evaluation. The examiners will not be restricted by the subject content.
Candidates will answer all the questions on the question paper. Questions will require an
understanding of the use of statistical tests.
Syllabus: (for the whole session)
Topic
Cell structure
Content
The microscope in cell studies:
a) compare the structure of typical animal and plant
cells by making temporary preparations of live material
and using photomicrographs.
b) calculate the linear magnifications of drawings,
photomicrographs and electron micrographs.
c) use an eyepiece graticule and stage micrometer scale
to measure cells and be familiar with units (millimetre,
micrometre, nanometre) used in cell studies.
d) explain and distinguish between resolution and
magnification, with reference to light microscopy and
electron microscopy.
e) calculate actual sizes of specimens from drawings,
photomicrographs and electron micrographs.
Cells as the basic units of living organisms:
a) describe and interpret electron micrographs and
drawings of typical animal and plant cells as seen with
the electron microscope
b) recognise the following cell structures and outline
their functions:
cell surface membrane; nucleus, nuclear envelope and
nucleolus; rough endoplasmic reticulum; smooth
endoplasmic reticulum; Golgi body (Golgi apparatus or
Golgi complex); mitochondria (including small circular
DNA); ribosomes (80S in the cytoplasm and 70S in
chloroplasts and mitochondria); lysosomes; centrioles
and microtubules; chloroplasts (including small circular
DNA); cell wall; plasmodesmata; large permanent
vacuole and tonoplast of plant cells.
c) state that ATP is produced in mitochondria and
chloroplasts and outline the role of ATP in cells
d) outline key structural features of typical prokaryotic
cells as seen in a typical bacterium (including:
unicellular, 1-5μm diameter, peptidoglycan cell walls,
lack of organelles surrounded by double membranes,
naked circular DNA, 70S ribosomes).
e) compare and contrast the structure of typical
prokaryotic cells with typical eukaryotic cells (reference
to mesosomes should not be included).
f) outline the key features of viruses as non-cellular
structures (limited to protein coat and DNA/RNA)
20 | P a g e
Book &
Chapter
AS and A
level
Biology
Advance
Biology for
You
AS Level
Biological
molecules
Testing for biological molecules:
a) carry out tests for reducing sugars and non-reducing
sugars, the iodine in potassium iodide solution test for
starch, the emulsion test for lipids and the biuret test for
proteins to identify the contents of solutions
b) carry out a semi-quantitative Benedict’s test on a
reducing sugar using dilution, standardising the test and
using the results (colour standards or time to first colour
change) to estimate the concentration.
Carbohydrates and lipids:
a) describe the ring forms of α-glucose and β-glucose
b) define the terms monomer, polymer, macromolecule,
monosaccharide, disaccharide and polysaccharide
c) describe the formation of a glycosidic bond by
condensation, with reference both to polysaccharides
and to disaccharides, including sucrose
d) describe the breakage of glycosidic bonds in
polysaccharides and disaccharides by hydrolysis, with
reference to the non-reducing sugar test
e) describe the molecular structure of polysaccharides
including starch (amylose and amylopectin), glycogen
and cellulose and relate these structures to their
functions in living organisms.
f) describe the molecular structure of a triglyceride with
reference to the formation of ester bonds and relate the
structure of triglycerides to their functions in living
organisms.
g) describe the structure of a phospholipid and relate the
structure of phospholipids to their functions in living
organisms.
Proteins and water:
a) describe the structure of an amino acid and the
formation and breakage of a peptide bond.
b) explain the meaning of the terms primary structure,
secondary structure, tertiary structure and quaternary
structure of proteins and describe the types of bonding
(hydrogen, ionic, disulfide and hydrophobic
interactions) that hold these molecules in shape.
c) describe the molecular structure of haemoglobin as an
example of a globular protein, and of collagen as an
example of a fibrous protein and relate these structures
to their functions (The importance of iron in the
haemoglobin molecule should be emphasised. A
haemoglobin molecule is composed of two alpha (α)
chains and two beta (β) chains, although when
describing the chains the terms α-globin and β-globin
may be used. There should be a distinction between
collagen molecules and collagen fibres).
d) explain how hydrogen bonding occurs between water
molecules and relate the properties of water to its roles
21 | P a g e
AS and A
level
Biology
Advance
Biology for
You
AS Level
in living organisms (limited to solvent action, specific
heat capacity and latent heat of vapourisation).
Enzymes
Mode of action of enzymes:
a) explain that enzymes are globular proteins that
catalyse metabolic reactions.
b) state that enzymes function inside cells (intracellular
enzymes) and outside cells (extracellular enzymes).
c) explain the mode of action of enzymes in terms of an
active site, enzyme/substrate complex, lowering of
activation energy and enzyme specificity (the lock and
key hypothesis and the induced fit hypothesis should be
included).
d) investigate the progress of an enzyme-catalysed
reaction by measuring rates of formation of products
(for example, using catalase) or rates of disappearance
of substrate (for example, using amylase)
Factors that affect enzyme action:
a) investigate and explain the effects of the following
factors on the rate of enzyme-catalysed reactions:
temperature; pH (using buffer solutions); enzyme
concentration; substrate concentration; inhibitor
concentration.
b) explain that the maximum rate of reaction (Vmax) is
used to derive the Michaelis-Menten constant (Km)
which is used to compare the affinity of different
enzymes for their substrates.
c) explain the effects of reversible inhibitors, both
competitive and non-competitive, on the rate of enzyme
activity.
d) investigate and explain the effect of immobilising an
enzyme in alginate on its activity as compared with its
activity when free in solution.
Cell membranes Fluid mosaic membranes:
a) describe and explain the fluid mosaic model of
and transport
membrane structure, including an outline of the roles of
phospholipids, cholesterol, glycolipids, proteins and
glycoproteins.
b) outline the roles of cell surface membranes including
references to carrier proteins, channel proteins, cell
surface receptors and cell surface antigens
c) outline the process of cell signalling involving the
release of chemicals that combine with cell surface
receptors on target cells, leading to specific responses
Movement of substances into and out of cells:
a) describe and explain the processes of diffusion,
facilitated diffusion, osmosis, active transport,
endocytosis and exocytosis (no calculations involving
water potential will be set).
b) investigate simple diffusion using plant tissue and
non-living materials, such as glucose solutions, Visking
22 | P a g e
AS and A
level
Biology
Advance
Biology for
You
AS and A
level
Biology
Advance
Biology for
You
AS Level
The mitotic cell
cycle
Nucleic acids
and protein
synthesis
tubing and agar.
c) calculate surface areas and volumes of simple shapes
(e.g. cubes) to illustrate the principle that surface area to
volume ratios decrease with increasing size.
d) investigate the effect of changing surface area to
volume ratio on diffusion using agar blocks of different
sizes.
e) investigate the effects of immersing plant tissues in
solutions of different water potential, using the results to
estimate the water potential of the tissues.
f) explain the movement of water between cells and
solutions with different water potentials and explain the
different effects on plant and animal cells.
Replication and division of nuclei and cells:
a) describe the structure of a chromosome, limited to
DNA, histone proteins, chromatids, centromere and
telomeres.
b) explain the importance of mitosis in the production of
genetically identical cells, growth, cell replacement,
repair of tissues and asexual reproduction.
c) outline the cell cycle, including interphase (growth
and DNA replication), mitosis and cytokinesis.
d) outline the significance of telomeres in permitting
continued replication and preventing the loss of genes.
e) outline the significance of mitosis in cell replacement
and tissue repair by stem cells and state that
uncontrolled cell division can result in the formation of
a tumour
Chromosome behaviour in mitosis:
a) describe, with the aid of photomicrographs and
diagrams, the behaviour of chromosomes in plant and
animal cells during the mitotic cell cycle and the
associated behaviour of the nuclear envelope, cell
surface membrane and the spindle (names of the main
stages of mitosis are expected).
b) observe and draw the mitotic stages visible in
temporary root tip squash preparations and in prepared
slides of root tips of species such as those of Vicia faba
and Allium cepa.
Structure and replication of DNA:
a) describe the structure of nucleotides, including the
phosphorylated nucleotide ATP (structural formulae are
not required)
b) describe the structure of RNA and DNA and explain
the importance of base pairing and the different
hydrogen bonding between bases (include reference to
adenine and guanine as purines and to cytosine, thymine
and uracil as pyrimidines. Structural formulae for bases
are not required but the recognition that purines have a
double ring structure and pyrimidines have a single ring
23 | P a g e
AS and A
level
Biology
Advance
Biology for
You
AS and A
level
Biology
Advance
Biology for
You
AS Level
Transport in
plants
structure should be included).
c) describe the semi-conservative replication of DNA
during interphase
Protein synthesis:
a) state that a polypeptide is coded for by a gene and
that a gene is a sequence of nucleotides that forms part
of a DNA molecule.
b) state that a gene mutation is a change in the sequence.
of nucleotides that may result in an altered polypeptide.
c) describe the way in which the nucleotide sequence
codes for the amino acid sequence in a polypeptide with
reference to the nucleotide sequence for HbA (normal)
and HbS (sickle cell) alleles of the gene for the β-globin
polypeptide.
d) describe how the information in DNA is used during
transcription and translation to construct polypeptides,
including the role of messenger RNA (mRNA), transfer
RNA, (tRNA) and the ribosomes.
Structure of transport tissues:
a) draw and label from prepared slides plan diagrams of
transverse sections of stems, roots and leaves of
herbaceous dicotyledonous plants using an eyepiece
graticule to show tissues in correct proportions
b) draw and label from prepared slides the cells in the
different tissues in roots, stems and leaves of herbaceous
dicotyledonous plants using transverse and longitudinal
sections.
c) draw and label from prepared slides the structure of
xylem vessel elements, phloem sieve tube elements and
companion cells and be able to recognise these using the
light microscope.
d) relate the structure of xylem vessel elements, phloem
sieve tube elements and companion cells to their
functions.
Transport mechanisms:
a) explain the movement of water between plant cells,
and between them and their environment, in terms of
water potential.
b) explain how hydrogen bonding of water molecules is
involved with movement in the xylem by cohesiontension in transpiration pull and adhesion to cellulose
cell walls.
c) describe the pathways and explain the mechanisms by
which water and mineral ions are transported from soil
to xylem and from roots to leaves (include reference to
the symplastic pathway and apoplastic pathway and
Casparian strip).
d) define the term transpiration and explain that it is an
inevitable consequence of gas exchange in plants
e) investigate experimentally and explain the factors that
24 | P a g e
AS and A
level
Biology
Advance
Biology for
You
AS Level
Transport in
mammals
affect transpiration rate using simple potometers, leaf
impressions, epidermal peels, and grids for determining
surface area.
f) make annotated drawings, using prepared slides of
cross-sections, to show how leaves of xerophytic plants
are adapted to reduce water loss by transpiration.
g) state that assimilates, such as sucrose and amino
acids, move between sources (e.g. leaves and storage
organs) and sinks (e.g. buds, flowers, fruits, roots and
storage organs) in phloem sieve tubes.
h) explain how sucrose is loaded into phloem sieve
tubes by companion cells using proton pumping and the
co-transporter mechanism in their cell surface
membranes.
i) explain mass flow in phloem sap down a hydrostatic
pressuregradient from source to sink.
The circulatory system:
a) state that the mammalian circulatory system is a
closed double circulation consisting of a heart, blood
vessels and blood.
b) observe and make plan diagrams of the structure of
arteries, veins and capillaries using prepared slides and
be able to recognise these vessels using the light
microscope.
c) explain the relationship between the structure and
function of arteries, veins and capillaries
d) observe and draw the structure of red blood cells,
monocytes, neutrophils and lymphocytes using prepared
slides and photomicrographs.
e) state and explain the differences between blood,
tissue fluid and lymph.
f) describe the role of haemoglobin in carrying oxygen
and carbon dioxide with reference to the role of
carbonic anhydrase, the formation of haemoglobinic
acid and carbaminohaemoglobin (details of the chloride
shift are not required).
g) describe and explain the significance of the oxygen
dissociation curves of adult oxyhaemoglobin at different
carbon dioxide concentrations (the Bohr effect).
h) describe and explain the significance of the increase
in the red blood cell count of humans at high altitude.
The heart:
a) describe the external and internal structure of the
mammalian heart.
b) explain the differences in the thickness of the walls of
the different chambers in terms of their functions with
reference to resistance to flow.
c) describe the cardiac cycle (including blood pressure
changes during systole and diastole).
d) explain how heart action is initiated and controlled
25 | P a g e
AS Level
Gas exchange
and smoking
Infectious
disease
(reference should be made to the sinoatrial node, the
atrioventricular node and the Purkyne tissue, but not to
nervous and hormonal control).
The gas exchange system:
a) describe the gross structure of the human gas
exchange system.
b) observe and draw plan diagrams of the structure of
the walls of the trachea, bronchi, bronchioles and alveoli
indicating the distribution of cartilage, ciliated
epithelium, goblet cells, smooth muscle, squamous
epithelium and blood vessels.
c) describe the functions of cartilage, cilia, goblet cells,
mucous glands, smooth muscle and elastic fibres and
recognise these cells and tissues in prepared slides,
photomicrographs and electron micrographs of the gas
exchange system.
d) describe the process of gas exchange between air in
the alveoli and the blood
Smoking:
a) describe the effects of tar and carcinogens in tobacco
smoke on the gas exchange system with reference to
lung cancer and chronic obstructive pulmonary disease
(COPD).
b) describe the short-term effects of nicotine and carbon
monoxide on the cardiovascular system.
Infectious diseases:
a) define the term disease and explain the difference
between an infectious disease and a non-infectious
disease (limited to sickle cell anaemia and lung cancer)
b) state the name and type of causative organism
(pathogen) of each of the following diseases: cholera,
malaria, tuberculosis (TB), HIV/AIDS, smallpox and
measles (detailed knowledge of structure is not required.
For smallpox (Variola) and measles (Morbillivirus) only
the name of genus is needed).
c) explain how cholera, measles, malaria, TB and
HIV/AIDS are transmitted.
d) discuss the biological, social and economic factors
that need to be considered in the prevention and control
of cholera, measles, malaria, TB and HIV/AIDS (a
detailed study of the life cycle of the malarial parasite is
not required).
e) discuss the factors that influence the global patterns
of distribution of malaria, TB and HIV/AIDS and assess
the importance of these diseases worldwide
Antibiotics:
a) outline how penicillin acts on bacteria and why
antibiotics do not affect viruses.
b) explain in outline how bacteria become resistant to
antibiotics with reference to mutation and selection.
26 | P a g e
AS and A
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Biology
Advance
Biology for
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AS and A
level
Biology
Advance
Biology for
You
AS Level
c) discuss the consequences of antibiotic resistance and
the steps that can be taken to reduce its impact.
The immune system:
a) state that phagocytes (macrophages and neutrophils)
have their origin in bone marrow and describe their
mode of action.
b) describe the modes of action of B-lymphocytes and
T-lymphocytes.
c) describe and explain the significance of the increase
in white blood cell count in humans with infectious
diseases and leukaemias.
d) explain the meaning of the term immune response,
making reference to the terms antigen, self and non-self.
e) explain the role of memory cells in long-term
immunity.
f) explain, with reference to myasthenia gravis, that the
immune system sometimes fails to distinguish between
self and nonself,
Antibodies and vaccination:
a) relate the molecular structure of antibodies to their
functions.
b) outline the hybridoma method for the production of
monoclonal antibodies
c) outline the use of monoclonal antibodies in the
diagnosis of disease and in the treatment of disease
d) distinguish between active and passive, natural and
artificial immunity and explain how vaccination can
control disease.
e) discuss the reasons why vaccination programmes
have eradicated smallpox, but not measles, tuberculosis
(TB), malaria or cholera.
Immunity
Class Test 1
Class Test 2
AS and A
level
Biology
Advance
Biology for
You
Class Test Syllabus
Biology
Cell Structure, Biological Molecules, Enzymes, Cell Membranes and
Transport, The mitotic cell cycle, Nucleic acids and protein synthesis.
Transport in Plant, Transport in mammal, Gas Exchange and Smoking,
Infectious Disease, Immunity.
Pre-Cambridge
Mock 1
Mock 2
Pre-Cambridge & Mock Syllabus
Whole CIE Syllabus
Whole CIE Syllabus
Whole CIE Syllabus
27 | P a g e
AS Level
Computing
Syllabus
section
1
Paper
Section title
1
Computer systems, communications and software
2
2
3
3
Practical programming techniques
System software mechanisms, machine architecture, database
theory, programming paradigms and integrated information systems
Computing Project
4
4
Aims:
The aims of a course based on this syllabus, whether leading to an AS or A Level
qualification are:
 to develop an understanding of the main principles of solving problems using
computers
 to develop an understanding of the range of applications of computers and the effects
of their use
 to develop an understanding of the organisation of computer systems including
software, data, hardware, communications and people
 to acquire the skills necessary to apply this understanding to developing computerbased solutions to problems
An additional aim for a course leading to the full Cambridge International A Level
qualification is:
 to develop an understanding of the main principles of systems analysis and design,
methods of problem formulation and planning of solutions using computers, and
systematic methods of implementation, testing and documentation.
Assessment at a glance
Centres and candidates may choose:
 to take components 1, 2, 3 and 4 in the same examination series, leading to the full
Cambridge International A Level
 to follow a staged assessment route by taking papers 1 and 2 (for the AS qualification)
in one series, then papers 3 and 4 (for the full Cambridge International A Level) at a
later series
 to take papers 1 and 2 only (for the AS qualification).
Paper
Paper 1
1½ hours
Written paper on Section 1 of syllabus
No calculators allowed.
Paper 2
2 hours
Written paper on Section 2 of syllabus
Paper 3
2 hours
Written paper on Section 3 of syllabus,
also assuming knowledge from Section 1
No calculators allowed.
Marks
Weighting (%)
AS
A2
A
75
50
-
25
75
50
-
25
90
-
60
30
28 | P a g e
AS Level
Paper 4
Computing project
60
-
40
20
Syllabus: (for the whole session)
Section 1: Computer systems, communications and software
Topic
Content
Book & Chapter
1.1.1 Types of hardware
Cambridge International AS and A
1.1.2 Types of software
Level Computing Coursebook – page 3
(a) define the terms hardware,
Cambridge International AS and A
software, input device, storage
Level Computing Coursebook – pages 2–3
device and output device
www.teachict.com/as_a2/topics/hardware/
cpu_alu/pages/Reading04.htm
(b) describe the purpose of input Cambridge International AS and A
1.1
devices, storage devices and
Level Computing Coursebook – page 2
Components
output devices
www.teachict.com/as_a2/topics/hardware/
of a
cpu_alu/pages/Reading04.htm
computer
www.teachict.com/gcse_computing/ocr/21
system and
2_com
modes of use
puting_hardware/storage_devices/ho
me_storage_devices.htm
(c) define the different types of
Cambridge International AS and A
software:
Level Computing Coursebook – pages 2–3
operating system and
http://softwarearc.com/classification/u
generic/common
nderstanding-the-common-typesapplication software
ofcomputer-software-in-laymans-terms
1.2.1 Operating systems
Cambridge International AS and A
1.2.2 User interfaces
Level Computing Coursebook – pages 12–
1.2.3 Utility software
13
a) describe the purpose of
Cambridge International AS and A
operating
Level Computing Coursebook – page 4
systems an
www.howstuffworks.com/operatingsystem.htm
b) describe the characteristics of Cambridge International AS and A Level
different types of operating
Computing Coursebook – page 4–7
systems and their uses: batch,
http://computer.howstuffworks.com/o
real-time, single-user, multiperating-system3.htm
user, multi-tasking and network
(c) identify a range of
Cambridge International AS and A Level
1.2 System
applications requiring batch
Computing Coursebook – pages 6–7
software
processing and a range of
http://en.wikipedia.org/wiki/Batch_pro
applications in which a real-time cessing
response is required
http://searchunifiedcommunications.te
chtarget.com/definition/realtimeapplication-RTA
(d) describe different types of
Cambridge International AS and A Level
user interface: forms, menus,
Computing Coursebook – pages 7–11
GUI, natural language and
www.hollyfield.kingston.sch.uk/gcseit/
command line, suggesting the
GCSE/userint.htm
characteristics of user interfaces www.teachict.com/gcse/software/userinter
which make them appropriate for face/miniweb/index.htm
use by different types of user
29 | P a g e
AS Level
Topic
(e) describe the purpose of a
range of utility software e.g. disk
formatting, file handling,
hardware drivers, file
compression and virus checkers
Cambridge International AS and A Level
Computing Coursebook – pages11–12
www.teachict.com/gcse_computing/ocr/213_soft
ware/utilities/miniweb/pg5.htm
Content
1.3.1 Data types
1.3.2 Data structures
1.3.3 Data management
(a) explain the use of codes to
represent a character set (e.g.
ASCII and Unicode)
b) explain the representation of
different data types: integer,
Boolean, date/time, currency
and character
(c) express positive integers in
binary form
(d) understand the structure of
arrays (one and twodimensional), including
initializing arrays, reading data
into arrays and performing a
simple serial search on an array
Book & Chapter
Cambridge International AS and A Level
Computing Coursebook – pages 27–28
(e) describe the LIFO and FIFO
1.3 Data: its
features of stacks and queues
representation,
structure and
management
(f) explain how data is stored in
files in the form of fixed-length
records comprising items in
fields
(g) define and explain the
difference between serial,
sequential, indexed sequential
and random access to data,
using examples and stating their
comparative advantages and
disadvantages
(h) describe how serial,
sequential and random
organisation of files may be
implemented using indexes and
hashing as appropriate
(i) select appropriate data
types/data
Cambridge International AS and A Level
Computing Coursebook – pages 15–16
www.beginningtoseethelight.org/ascii/
Cambridge International AS and A Level
Computing Coursebook – pages 16–17
Cambridge International AS and A Level
Computing Coursebook – pages 17–18
Cambridge International AS and A Level
Computing Coursebook – pages 19–20
www.untoldentertainment.com/blog/2
010/11/22/understanding-arrays/
www.teachict.com/as_as_computing/ocr/
H447/F453/3_3_5/data_structures/miniwe
b_search/pg3.htm
Cambridge International AS and A Level
Computing Coursebook – pages 20–21
www.teachict.
com/as_as_computing/ocr/H447/F
453/3_3_5/data_structures/miniweb/i
ndex.htm
Cambridge International AS and A Level
Computing Coursebook – pages 21–22
Cambridge International AS and A Level
Computing Coursebook – pages 22–23
www.visualwebz.com/Resources/com
puter-science100/File%20Organisation.pdf
Cambridge International AS and A Level
Computing Coursebook – pages 23–25
Cambridge International AS and A Level
Computing Coursebook – pages 25–26
30 | P a g e
AS Level
structures for a given problem
and explain the advantages and
disadvantages of alternative
choices
(j) explain the procedures
involved in backing up data and
archiving, including the
difference between data that is
backed up and data that is
archived
Section 2: Practical programming techniques
Topic
Content
2.1.1 Design of the input, output
and interface
2.1.2 Use of structure diagrams to
describe the modular nature of a
solution
2.1.3 Use of program flowcharts
and pseudocode to describe the
steps of an algorithm
a) discuss the importance of good
interface design
2.1
Designing
and
solutions
to
problems
(b) design and document data
capture forms, screen layouts,
report layouts or other forms of
input and output (e.g. sound) for a
given problem
(c) explain the benefits of designing
a solution to a problem by splitting
it up into smaller problems (topdown / modular design)
(d) produce and describe top-down
/ modular designs using appropriate
techniques, including structure
diagrams, showing stepwise
refinement
e) produce algorithms to solve
problems
using both a program flowchart and
pseudocode
f) understand algorithms presented
in the form of program flowcharts
and pseudocode
Cambridge International AS and A Level
Computing Coursebook – page 26
www.computerworld.com/s/article/103
152/Backup_vs._archiving_It_pays_t
o_know_the_difference
Book & Chapter
Cambridge International AS and A Level
Computing Coursebook – page 120
Cambridge International AS and A Level
Computing Coursebook – page 108
http://toastytech.com/guis/uirant.html
Cambridge International AS and A Level
Computing Coursebook – pages 109–115
Cambridge International AS and A Level
Computing Coursebook – pages 115–116
www.teachict.
com/as_as_computing/ocr/H447/F
453/3_3_7/programming/miniweb/pg2
.htm
www.cs.umbc.edu/~stephens/104/PP
T/L22Top-DownDesign.ppt
Cambridge International AS and A Level
Computing Coursebook – page 116
http://haryanto.staff.gunadarma.ac.id/
Downloads/files/4039/11-DSR1.PPT
Cambridge International AS and A Level
Computing Coursebook – pages 116–119
http://userpages.wittenberg.edu/bshel
burne/Comp150/Algorithms.htm
www.rff.com/flowchart_samples.htm
Cambridge International AS and A Level
Computing Coursebook – page 119
31 | P a g e
AS Level
Topic
2.2 The
structure
of
procedural
programs
Content
2.2.1 Basic programming
constructs/control structures
2.2.2 Use of subprograms/
subroutines, including procedures
and functions
2.2.3 Recursion
a) define and correctly use the
following terms as they apply to
procedural programming:
statement, subroutine, procedure,
function, parameter, loop
(b) identify the three basic
programming constructs used to
control the flow of execution:
sequence, selection and iteration
(c) understand and use selection in
pseudocode and a procedural
programming language, including
the use of IF statements and
CASE/SELECT statements
(d) understand and use iteration in
pseudocode and a procedural
programming language, including
the use of count controlled
loops (FOR-NEXT loops) and
condition-controlled loops
(WHILEENDWHILE
and REPEAT-UNTIL loops)
(e) understand and use nested
selection and nested iteration
statements
(f) understand, create and use
subroutines (procedures and
functions), including the passing of
parameters and the appropriate use
of the return value of functions
(g) use subroutines to modularise
the solution to a problem
(h) identify and use recursion to
solve
problems; show an understanding
of the structure of a recursive
subroutine, including the necessity
of a stopping condition
(i) trace the execution of a recursive
subroutine
Book & Chapter
Cambridge International AS and A Level
Computing Coursebook – pages 138–139
Cambridge International AS and A Level
Computing Coursebook – pages 122–123
Cambridge International AS and A Level
Computing Coursebook – page 124
http://en.wikipedia.org/wiki/Control_flow
Cambridge International AS and A Level
Computing Coursebook – pages 124–126
http://en.wikipedia.org/wiki/Control_flo
w
Cambridge International AS and A Level
Computing Coursebook – pages 126–128
http://en.wikipedia.org/wiki/Control_flo
w
Cambridge International AS and A Level
Computing Coursebook – pages 128–129
Cambridge International AS and A Level
Computing Coursebook – pages 129–133
Cambridge International AS and A Level
Computing Coursebook – pages 133–134
Cambridge International AS and A Level
Computing Coursebook – pages 134–135
http://en.wikipedia.org/wiki/Recursion
_%28computer_science%29
Cambridge International AS and A Level
Computing Coursebook – page 136
http://en.wikibooks.org/wiki/Alevel_
Computing/AQA/Problem_Solving,_Progr
amming,_Operating_Systems,_Databases_
32 | P a g e
AS Level
and_Networking/Programming_Concepts/
Recursive_Techniques
Cambridge International AS and A Level
Computing Coursebook – pages 136–137
(j) discuss the relative merits of
iterative and recursive solutions to
the same problem
Section 1: Computer systems, communications and software
Topic
Content
Book & Chapter
1.4.1 Processor components
Cambridge International AS and A Level
1.4.2 Primary and secondary
Computing Coursebook – pages 42–43
storage
1.4.3 Peripheral devices
(a) Describe the function and
Cambridge International AS and A Level
purpose of the control unit, memory Computing Coursebook – page 30
unit and arithmetic logic unit
(ALU) as individual parts of a
processor
(b) Explain the difference between
Cambridge International AS and A Level
types of primary memory and their Computing Coursebook – page 31
uses (RAM, ROM)
www.ehow.com/about_5547709_type
s-memory-chips.html
(c) Describe the basic features,
Cambridge International AS and A Level
advantages, disadvantages and use
Computing Coursebook – page 32–34
of secondary storage media e.g.
http://en.wikipedia.org/wiki/Computer
magnetic, optical and solid state
_data_storage#Secondary_storage
1.4
(d) Describe use of buffers and
Cambridge International AS and A Level
Hardware
interrupts in the transfer of data
Computing Coursebook – pages 34–35
between eripheral
www.teachict.
devices and primary memory
com/as_as_computing/ocr/H447/F
453/3_3_1/interrupts/miniweb/index.htm
http://ibcomputing.
net/html/program/topic_6/p
eripherals.html
(e) Describe a range of common
Cambridge International AS and A Level
peripheral devices in terms of their Computing Coursebook – pages 35–41
features, benefits, drawbacks and
uses
(f) Relate the choice of peripheral
Cambridge International AS and A Level
device to a given application,
Computing Coursebook – pages 41–42
justifying the choices made
(g) Understand the potential
Cambridge International AS and A Level
problem of speed mismatch
Computing Coursebook – page 42
between peripheral and processor
Topic
1.5 Data
transmission
and
networking
Content
Book & Chapter
1.5.1 Data transmission
Cambridge International AS and A Level
1.5.2 Circuit switching and packet Computing Coursebook – pages 51–52
switching
1.5.3 Protocols
1.5.4 Networking
33 | P a g e
AS Level
(a) Describe the characteristics of
a local
area network (LAN) and a wide
area network (WAN)
(b) Show an understanding of the
hardware and software needed for
a local area network (LAN) and
for accessing a wide area network
(WAN)
(c) describe basic network
topologies (bus, star and ring)
explaining the benefits and
drawbacks of each topology
(d) describe the different types of
data
transmission: serial and parallel;
simplex, half duplex and full
duplex modes
(e) explain the relationship
between bit rates and the time
sensitivity of the data
(f) recognise that errors can occur
in data transmission; explain the
use of parity checks, echoing and
checksums in detecting and
correcting these errors, and the
use of parity blocks to aid selfchecking
(g) explain the difference between
packet switching and circuit
switching
(h) define the term protocol
(i) describe the need for
communication
between devices, and between
computers, and explain the need
for protocols to establish
communication links (candidates
will not be expected to have
detailed knowledge of specific
protocols)
(j) explain the need for both
physical and
logical protocols and the need for
layering in an interface (detail
regarding layers is not required)
Cambridge International AS and A Level
Computing Coursebook – page 44
Cambridge International AS and A Level
Computing Coursebook – pages 45–46
http://fcit.usf.edu/network/chap5/chap5.ht
m
http://computer.howstuffworks.com/la
n-switch2.htm
Cambridge International AS and A Level
Computing Coursebook – page 46
Cambridge International AS and A Level
Computing Coursebook – page 47
Cambridge International AS and A Level
Computing Coursebook – pages 47–49
Cambridge International AS and A Level
Computing Coursebook – pages 49–50
Cambridge International AS and A Level
Computing Coursebook – page 50
Cambridge International AS and A Level
Computing Coursebook – page 50
Cambridge International AS and A Level
Computing Coursebook – pages 50–51
www.thewasp.info/joomla/images/OC
R_Computing/WebPages/F451_Com
pFund/PhysicalLogical/PhysicalLogic
al.html
34 | P a g e
AS Level
Topic
Content
1.6.1 Identification of problem
1.6.2 Feasibility study
1.6.3 Information collection
1.6.4 Analysis of a problem, based
upon information collected,
including producing a
requirements specification
1.6.5 Design of system to fit
requirements
1.6.6 Development and testing of
system
1.6.7 Installation of system
1.6.8 Maintenance of system
1.6.9 Obsolescence
(a) explain the importance of
defining a
problem accurately
(b) describe the function and purpose
of a feasibility study
(c) explain the importance of
determining the information
requirements of a system and
describe different methods of fact
1.6
finding, highlighting the advantages
System
and disadvantages of each method
life cycle
(d) describe what is involved when
analyzing the requirements of a
system, explaining the nature of the
requirements specification and its
content, identifying
inefficiencies/problems, user
requirements and hardware and
software requirements
(e) design the data structures, inputs,
outputs and processing using
diagrammatic representations where
appropriate (including the use of
dataflow diagrams (DFDs) and
system flowcharts)
(f) explain the importance of
evaluating the system against initial
specifications
(g) explain the content and
importance of documentation in the
system life cycle, including the
requirements specification,
design specification, program
specification and documentation
Book & Chapter
Cambridge International AS and A Level
Computing Coursebook – pages 64–65
www.teachict.
com/as_a2_ict_new/ocr/A2_G063/
331_systems_cycle/slc_stages/miniw
eb/pg4.htm
Cambridge International AS and A Level
Computing Coursebook – pages 54–55
Cambridge International AS and A Level
Computing Coursebook – pages 55–56
Cambridge International AS and A Level
Computing Coursebook – pages 56–57
Cambridge International AS and A Level
Computing Coursebook – pages 57–58
Cambridge International AS and A Level
Computing Coursebook – pages 58–61
Cambridge International AS and A Level
Computing Coursebook – page 61
Cambridge International AS and A Level
Computing Coursebook – pages 61–62
35 | P a g e
AS Level
(h) explain the importance of testing
and installation planning, including
the method of installation
(i) explain the reasons for
maintaining the system
Section 2: Practical programming techniques
Topic
Content
2.3.1 Data types: integer, real,
Boolean, character, string
2.3.2 Data structures: array (oneand two-dimensional), records
2.3.3 Storing, retrieving and
searching for data in files (serial,
sequential, random)
(a) define and use different data
types e.g. integer, real, Boolean,
character and string
(b) define and use arrays (one- and
two dimensional) for solving simple
problems (this should include
initialising arrays, reading data into
2.3 Data
arrays and performing a simple
type and
serial
data
structures search on a one-dimensional array)
(c) design and implement a record
format
Cambridge International AS and A Level
Computing Coursebook – pages 62–63
Cambridge International AS and A Level
Computing Coursebook – page 64
Book & Chapter
Cambridge International AS and A Level
Computing Coursebook – pages 153–154
Cambridge International AS and A Level
Computing Coursebook – pages 142–143
http://en.wikipedia.org/wiki/Data_type
Cambridge International AS and A Level
Computing Coursebook – pages 143-146
www.homeandlearn.co.uk/net/nets6p
1.html
Cambridge International AS and A Level
Computing Coursebook – pages 146–148
http://visualbasic.freetutes.com/learnvb6/
lesson6.1.html
(d) estimate the size of a file from its Cambridge International AS and ALevel
structure and the number of records
Computing Coursebook – page 148
(e) store, retrieve and search for data Cambridge International AS and A Level
in files
Computing Coursebook – pages 148–149
(f) use the facilities of a procedural
Cambridge International AS and A Level
language to perform file operations
Computing Coursebook – pages 149–152
(opening, reading, writing, updating, www.dreamincode.net/forums/topic/2
inserting, appending and closing) on 9575-file-handling-in-visual-basic-6sequential files
part-1-sequential-files
Topic
2.4
Common
facilities
of
procedural
languages
Content
2.4.1 Assignment statements
2.4.2 Arithmetic, relational and
Boolean operations
2.4.3 String manipulation
2.4.4 Input and output facilities
(a) understand and use assignment
statements
(b) understand arithmetic operators
including operators for integer
division (+, –, *, /, MOD and DIV)
Book & Chapter
Cambridge International AS and A Level
Computing Coursebook – page 161
Cambridge International AS and A Level
Computing Coursebook – page 155
Cambridge International AS and A Level
Computing Coursebook – page 155
www.techotopia.com/index.php/Visua
36 | P a g e
AS Level
and use these to construct
expressions
(c) understand a range of relational
operators, e.g. =, <, <=, >, >= and
<> and use these to construct
expressions
(d) understand the Boolean
operators AND, OR, and NOT and
use these to construct expressions
(e) understand the effects of the
precedence of standard operators
and the use of parentheses to alter
the order of evaluation
(f) evaluate expressions containing
arithmetic, relational and Boolean
operators and parentheses
(g) understand and use a range of
operators and built-in functions for
string manipulation, including
location (LOCATE), extraction
(LEFT, MID, RIGHT), comparison,
concatenation, determining the
length of a string (LENGTH) and
converting between
characters and their ASCII code
(ASCII and CHAR)
(h) understand that relational
operations on alphanumeric strings
depend on binary codes of the
characters
(i) input and validate data
(j) output data onto
screen/file/printer, formatting the
data for output as necessary
Class Test 1
Class Test 2
Assignment
l_Basic_Arithmetic
Cambridge International AS and A Level
Computing Coursebook – pages 155–156
Cambridge International AS and A Level
Computing Coursebook – page 156
Cambridge International AS and A Level
Computing Coursebook – pages 156–157
www.techotopia.com/index.php/Visua
l_Basic_Arithmetic
Cambridge International AS and A Level
Computing Coursebook – page 157
Cambridge International AS and A Level
Computing Coursebook – pages 157–158
www.developerbarn.com/microsoftaccess/
103-string-functions-listedname.
Html
Cambridge International AS and A Level
Computing Coursebook – pages 158–159
Cambridge International AS and A Level
Computing Coursebook – pages 159–160
Cambridge International AS and A Level
Computing Coursebook – pages 160–161
Class Test Syllabus
1.1 Components of a computer system and modes of use, 1.2 System software,
1.3 Data: its representation, structure and management, 2.1 Designing and
solutions to problems, 2.2 The structure of procedural programs
1.4 Hardware, 1.5 Data transmission and networking, 1.6 System life cycle,
2.3 Data type and data structures, 2.4 Common facilities of procedural
languages
To be given by the teacher
37 | P a g e
AS Level
Section 1: Computer systems, communications and software
Topic
Content
Book & Chapter
1.7.1 Custom-written software
Cambridge International AS and A Level
versus off-the-shelf software
Computing Coursebook – page 74–75
packages
1.7.2 Application software
(a) distinguish between customCambridge International AS and A Level
written software and off-the-shelf Computing Coursebook – pages 66–67
software packages, and discuss
www.bcs.org/content/ConWebDoc/2767
the benefits and drawbacks of
http://tcsoftware.net/articles/custombespok
each in given situations
e-software.html
(b) identify the features of
Cambridge International AS and A Level
common
Computing Coursebook – pages 67–69
applications found in business,
http://en.wikipedia.org/wiki/Applicatio
commercial and industrial
n_software#Application_software_cla
applications, e.g. stock control,
ssification
payroll, process control, point-ofsale systems
1.7
Choosing
(c) identify suitable common
Cambridge International AS and A Level
appropriate
generic
Computing Coursebook – pages 70–72
applications application software for particular http://en.wikipedia.org/wiki/Applicatio
software
application areas, e.g. word
n_software#Application_software_cla
processors, spreadsheets, desktop ssification
publishers (DTP), presentation
software, drawing packages, and
justify the choices
(d) identify application areas for
Cambridge International AS and A Level
which generic application
Computing Coursebook – page 73
software is not appropriate
http://en.wikipedia.org/wiki/Custom_s
oftware
(e) describe the purpose and
Cambridge International AS and A Level
impact of different types of
Computing Coursebook – pages 73–74
generic application software, e.g.
word processors, spreadsheets,
desktop publishers (DTP),
presentation software, drawing
packages
Topic
1.8
Handling of
data in
information
system
Content
1.8.1 Data capture, preparation and
data input
1.8.2 Validation and verification
of data
1.8.3 Outputs from a system
1.8.4 Knowledge-based systems
(a) describe manual and automated
methods of capturing and inputting
data into a system, including form
design, keyboard entry, barcodes,
Book & Chapter
Cambridge International AS and A Level
Computing Coursebook – pages 85–86
Cambridge International AS and A Level
Computing Coursebook – pages 76–79
http://tutor2u.net/business/ict/intro_inf
ormation_data_collection.htm
38 | P a g e
AS Level
Optical Mark Recognition (OMR),
magnetic stripe cards, Optical
Character Recognition (OCR),
sensors and data logging, touch
screens, chip and pin
(b) describe image capture by use
of a
scanner, video capture card and
digital
camera/camcorder
(c) explain the techniques of
validation and verification, and
describe validation tests which can
be carried out on data
(d) describe possible output
formats such as graphs, reports,
interactive presentations, sound,
video, images and animations
stating the benefits and drawbacks
of each format
(e) discuss the need for a variety of
output formats according to the
target audience
(f) describe knowledge-based
(expert)
systems, how they are created and
how they function
(g) explain the use of knowledgebased
(expert) systems as a diagnostic
tool
Section 2: Practical programming techniques
Topic
Content
2.5.1 Declaring and using
variables and constants
2.5.2 Self-documented code,
including identifiers, annotation
and formatting
2.5 Writing (a) define, understand and use the
maintainable following terms correctly as they
programs
apply to programming: variable,
constant, identifier, reserved
word/keyword
(b) declare variables and
constants,
understanding the effect of scope
Cambridge International AS and A Level
Computing Coursebook – pages 79–80
www.jiscdigitalmedia.ac.uk/stillimages
/advice/still-image-capture-hardwareandsoftware/
Cambridge International AS and A Level
Computing Coursebook – pages 80–82
www.bbc.co.uk/schools/gcsebitesize/i
ct/databases/3datavalidationrev1.shtml
www.teachict.
com/as_a2/topics/validation_verific
ation/verification_validation/index.htm
Cambridge International AS and A Level
Computing Coursebook – pages 82–83
Cambridge International AS and A Level
Computing Coursebook – page 83
Cambridge International AS and A Level
Computing Coursebook – page 84
www.igcseict.info/theory/7_2/expert/inde
x.html
Cambridge International AS and A Level
Computing Coursebook – page 84
www.igcseict.info/theory/7_2/expert/inde
x.html
www.nhs24.com/SelfHelpGuide
Book & Chapter
Cambridge International AS and A Level
Computing Coursebook – pages 169–170
Cambridge International AS and A Level
Computing Coursebook – page 163
Cambridge International AS and A Level
Computing Coursebook – pages 163–166
39 | P a g e
AS Level
and issues concerning the choice
of identifier (including the need
to avoid reserved
words/keywords)
(c) select and use meaningful
identifier names
Cambridge International AS and A Level
Computing Coursebook – page 166
http://en.wikipedia.org/wiki/Naming_c
onvention_%28programming%29
(d) initialise variables
Cambridge International AS and A Level
appropriately, before using them
Computing Coursebook – pages 166–168
(e) annotate the code with
Cambridge International AS and A Level
comments so that the logic of the Computing Coursebook – pages 168–169
solution can be followed
http://msdn.microsoft.com/enus/
library/bx185bk6%28v=vs.80%29.aspx
(f) use indentation and formatting Cambridge International AS and A Level
to show clearly the control
Computing Coursebook – page 169
structures within the code
http://en.wikibooks.org/wiki/C_Progra
mming/Structure_and_style
Section 1: Computer systems, communications and software
Topic
Content
Book & Chapter
1.9.1 Interface design
Summary Cambridge International AS and
A Level Computing Coursebook – page 90
www.usask.ca/education/coursework/
skaalid/theory/interface.htm
www.webpagesthatsuck.com/
(a) discuss the importance of good
Cambridge International AS and A Level
interface design
Computing Coursebook – pages 87–88
1.9
Design
(b) discuss human computer
Cambridge International AS and A Level
the user interaction (HCI) design issues such
Computing Coursebook – pages 88–89
interface as the use of colour, layout, and
content
(c) identify the required
Cambridge International AS and A Level
characteristics of a user interface
Computing Coursebook – pages 7–11, 35–
with respect to information, type of
42, 89
user, physical location and current
technology
1.10.1 Use of logic gates to translate Cambridge International AS and A Level
Boolean concepts into physical uses
Computing Coursebook – page 96
Computer Studies Support Booklet Part 3
http://cedarlogic.scienceontheweb.net/
(a) understand and define the
Cambridge International AS and A Level
function of
Computing Coursebook – pages 91–94
1.10
AND, OR, NOT, NAND and NOR
Logic
logic gates including the binary
gates
output produced from all possible
binary inputs
(b) calculate the outcome from a set
Cambridge International AS and A Level
of logic gates given the input by
Computing Coursebook – pages 94–95
producing truth tables for given logic Computer Studies Support Booklet Part 3
circuits
pages 36–37
40 | P a g e
AS Level
(c) produce a simple logic circuit
Cambridge International AS and A Level
from a given written statement (e.g. if Computing Coursebook – pages 95–96
A AND B are on AND if C is on then
the lights will be on)
Section 2: Practical programming techniques
Topic
Content
Book & Chapter
2.6.1 Types of programming
Cambridge International AS and A Level
errors
Computing Coursebook – pages 175–176
2.6.2 Testing strategies and test
data
2.6.3 Debugging
2.6.4 Installation and execution
(a) describe types of errors in
Cambridge International AS and A Level
programs (syntax, logic and runComputing Coursebook – pages 171–172
time errors) and understand how
http://msdn.microsoft.com/enus/
2.6 Testing
and when these may be
library/s9ek7a19%28v=vs.80%29.aspx
and running
detected
solution
(b) describe testing strategies
Cambridge International AS and A Level
including white box testing, black Computing Coursebook – pages 172–173
box testing, alpha testing, beta
http://en.wikipedia.org/wiki/Software_test
testing and acceptance testing
ing
(c) select suitable test data for a
Cambridge International AS and A Level
given
Computing Coursebook – page 173
problem, including normal,
www.ictessentials.com/resources/files
borderline and invalid data
/Computing/AS/CPT2/Lesson%20Not
es/CPT2_6%20Testing.pdf
Class Test Syllabus
Class Test 3 1.7 Choosing appropriate applications software, 1.8 Handling of data in
information system, 2.5 Writing maintainable programs
Class Test 4 1.9 Design the user interface, 1.10 Logic gates, 2.6 Testing and running
solution
Pre-Cambridge
Pre-Cambridge & Mock Syllabus
Whole CIE Syllabus
Mock 1
Whole CIE Syllabus
Mock 2
Whole CIE Syllabus
41 | P a g e
AS Level
Economics
Aims and Objectives:
i. Develop candidates’ knowledge and understanding of economic terminology,
principles and theories.
ii. Develop candidates’ basic economic numeracy and literacy and their ability to
handle simple data including graphs and diagrams.
iii. Develop candidates’ ability to use the tools of economic analysis in particular
situation.
iv.
Show candidates how to identify and discriminate between differing sources of
information and how to distinguish between facts and value judgments in
economic issues.
v. Develop candidates’ ability to use economic skills to understand better the world
in which they live.
vi.
Develop candidates’ understanding of the economies of developed and
developing nations and of the relationship between them and to develop their
appreciation of these relationships from the perspective of both develop and
developing nations.
Assessment criteria:
All components are externally assessed.
Component
Weighting
AS Level
Paper 1 (Based on Core topics)
1 hour 15 mins
Section A: 4 short answer questions
Section B: Essay on Core curriculum (1 from a choice of 3 questions)
Paper 2 (Based on Core topics)
1 hour 30 mins
2 data response questions
Syllabus: (for the whole session)
Topics
Contents
Basic Economic
i.
Scarcity, Choice and Resource
Ideas
Allocation
ii.
Production Possibility Curves
iii. Different Allocative Mechanisms
iv.
Problems of Transition
v.
Positive and Normative Statements
vi.
Division of Labour
vii.
Money- Functions and
Characteristics
The Price
i.
Individual and Market Demand
System and the
Curve
Theory of the
ii.
Price, Incomes and Cross Elasticity
Firm
of Demand
iii. Firms’ Supply Curve
iv.
Price Elasticity of Supply
v.
Interaction of Demand and Supply
vi.
Consumers and Producers Surplus
vii.
Prices as Rationing and Allocative
Mechanism
42 | P a g e
20%
20%
60%
Books and Chapters
Book: Cambridge
International AS and A
Level Economics by
Colin Bamford and
Susan Grant
Chapters: 1
B Book: Cambridge
International AS and A
Level Economics by
Colin Bamford and
Susan Grant
Chapters: 2
AS Level
Government
Intervention in
the Price System
i.
ii.
iii.
iv.
v.
vi.
International
Trade
i.
ii.
iii.
iv.
v.
vi.
Theory and
Measurement of
the Macro
Economy
i.
ii.
iii.
iv.
Macroeconomic
Problems
v.
i.
ii.
iii.
Macroeconomic
Policies
i.
ii.
Externalities
Social Costs and Social Benefits
Decision Making Using CostBenefit Analysis
Private and Public Goods
Merits and Demerits Goods
Examples of Government
Intervention
Principles of Absolute and
Comparative Advantages
Arguments for Free Trade and
Motives for Protection
Types of Protection
Types of Economic Integration
Terms of Trade
Component of the Balance of
Payments
Employment Statistics
General Price Level- Price Indices
Money and Real Data
Shape and Determinants of
Aggregate Demand (AD) and
Aggregate Supply (AS)
Interaction of AD and AS
Inflation
Balance of Payments Problems
Fluctuations in Foreign Exchange
Rates
Policies to Correct Balance of
Payments Disequilibrium or
Influences the Exchange Rate
Comment on Possible Conflicts
between Macroeconomic Policies
and Objectives
Class Test Syllabus
Economics
Class Test 1
Class Test 2
Chapter: 1 - 4
Chapter: 5 – 6
Pre-Cambridge
Mock 1
Mock 2
Pre-Cambridge & Mock Syllabus
Chapter: 1 – 6
Whole CIE Syllabus
Whole CIE Syllabus
43 | P a g e
Book: Cambridge
International AS and A
Level Economics by
Colin Bamford and
Susan Grant
Chapters: 3
Book: Cambridge
International AS and A
Level Economics by
Colin Bamford and
Susan Grant
Chapters: 4
Book: Cambridge
International AS and A
Level Economics by
Colin Bamford and
Susan Grant
Chapters: 5
Book: Cambridge
International AS and A
Level Economics by
Colin Bamford and
Susan Grant
Chapters: 6
Book: Cambridge
International AS and A
Level Economics by
Colin Bamford and
Susan Grant
Chapters: 7
AS Level
Business Studies
Aims:
1. understand and appreciate the nature and scope of business, and the role of
business in society, internationally and within each candidate’s own country
2. develop critical understanding of organisations, the markets they serve and the
process of adding value
3. evaluate business behaviour from the perspective of a range of stakeholders
including owner/shareholder, manager, employee, customer, supplier, lender and
government
4. develop an awareness of the political, economic, social, technological, legal,
environmental and ethical issues associated with business activity
5. Develop quantitative, problem-solving, decision-making and communication
skills.
Objectives of assessment:
AO1: Knowledge and critical understanding of the specified content.
AO2: Application of this knowledge and understanding to problems and issues which are
from both familiar and unfamiliar situations.
AO3: Analysis of problems, issues and situations by
 distinguishing between statements of fact, statements of value and hypothetical
statements;
 making valid inferences from material presented;
 examining the implications of a hypothesis;
 organising ideas;
 Making valid generalisations.
AO4: Evaluation of reliability of material, checking that conclusions drawn are
consistent with given information and discriminating between alternative explanations,
and assessing the role of the main concepts and models in business analysis.
Assessment criteria:
All components are externally assessed.
Component
Weighting
AS Level
Paper 1 (Based on Core topics)
1 hour 15 mins
Section A: 4 short answer questions
Section B: Essay on Core curriculum (1 from a choice of 3 questions)
Paper 2 (Based on Core topics)
1 hour 30 mins
2 data response questions
Syllabus: (for the whole session)
Topic
Content
1. Business
1.1 Enterprise
and its
1.2 Business Structure
environment
1.3 Size of the Business
1.4 Business Objectives
1.5 Stakeholders
2. People in
2.1 Management & Leadership
organizations 2.2 Motivation
44 | P a g e
20%
20%
60%
Book & Chapter
AS Level and A Level
Business Studies 2nd Edition
by Stimpson and Farquharson
CH: 1 to 5
AS Level and A Level
Business Studies 2nd Edition
AS Level
2.3 Human resource management
by Stimpson and Farquharson
CH: 8 to 10
3. Marketing
3.1 What is marketing
AS Level and A Level
3.2 Market research
Business Studies 2nd Edition
3.3 the marketing mix
by Stimpson and Farquharson
CH: 14-17
4. Operations 4.1 The nature of operations
AS Level and A Level
and project
4.2 operations planning
Business Studies 2nd Edition
management
4.3 Inventory management
by Stimpson and Farquharson
CH: 20 to 22
5. Finance and 5.1 The need for business finance
AS Level and A Level
accounting
5.2 Sources of finance,
Business Studies 2nd Edition
5.3 forecasting and managing cash flows by Stimpson and Farquharson
5.4 Cost
CH: 26 to 29
5.5 Accounting fundamentals
Class Test Syllabus
Class Test 1
Class Test 2
Pre-Cambridge
Mock 1
Mock 2
1.1 Enterprise
1.2 Business Structure
1.3 Size of the Business
1.4 Business Objectives
1.5 Stakeholders
2.1 Management & Leadership
2.2 Motivation
2.3 Human resource management
3.1 What is marketing
3.2 Market research
3.3 the marketing mix
Pre-Cambridge & Mock Syllabus
1.1 Enterprise
1.2 Business Structure
1.3 Size of the Business
1.4 Business Objectives
1.5 Stakeholders
2.1 Management & Leadership
2.2 Motivation
2.3 Human resource management
3.1 What is marketing
3.2 Market research
3.3 the marketing mix
4.1 The nature of operations
4.2 operations planning
4.3 Inventory management
Whole CIE Syllabus
Whole CIE Syllabus
45 | P a g e
AS Level
Accounting
Aims and Objectives:
The syllabus is intended to encourage courses that will enable candidates to:
 develop an ability to apply accounting concepts, principles and practices
 understand the role of accounting as an information system for monitoring, problemsolving and decision making and the place of accounting in changing economic,
social and technological environments
 develop a critical and analytical approach to examining and evaluating accounting
policies and practices
 develop skills of communication, analysis, interpretation and presentation of both
qualitative and quantitative accounting information.
Assessment objectives
Candidates are expected to demonstrate the following skills:
AO1: Knowledge and understandingof the specified content.
AO2: Applicationof this knowledge and understanding to familiar and new situations.
AO3: Analysisof accounting information in an appropriate form.
AO4: Communicatereasoned explanations in a clear and logical manner.
AO5: Evaluationof accounting information and the ability to make recommendations
based on accounting principles.
Assessment Criteria:
Test
Duration
Class Test 1
40 minutes
Class Test 2
40 minutes
Assignment
20 hours
CW & RW
50 hours
Hall Test:
Paper 1:
Multiple
choice
Paper 2:
Structured
written paper
Total
Total marks
Converted marks
20 marks
10
20 marks
10
100 marks
10
100 marks
10
Total 40 marks
40
Pre-Cambridge/Mock Examination
Duration
Allocation
1 hour
30 marks
Weighted conversion
into 3o %
1 hour 30
minutes
3 hours
90 marks
Weighted conversion
into 70 %
120 marks
Converted %
10%
10%
10%
10%
40 %
Converted
100%
100 % weighted
100%
marks
Paper 1 1 hour, 30% of total marks, candidates answer 30 multiple choice questions on
AS topics; there are 30 marks for this paper.
Paper 2 1 hour 30 minutes 70% of total marks, candidates answer 4 structured questions
on AS topics; there are 90 marks for this paper.
The first question in Paper 2 is always about the final accounts of sole proprietors,
partnerships or private limited companies.
46 | P a g e
AS Level
Syllabus: (for the whole session)
Topic
Content
A. Recording
The recording double-entry system of accounting,
financial
journal entries, other payables, other receivables,
information
bad debts and the provision for doubtful debts,
capital and revenue incomes and expenditures.
The treatment of current assets, current liabilities,
non-current liabilities, equity and reserves.
B. Accounting
The principles including going concern,
principles
matching, other payables, other receivables,
consistency, materiality, aggregation, offsetting
and comparative information. The importance of
a true and fair view, and of prudence and
substance over form. The use of the business
entity, historical cost and revaluation as features
of the recording system.
C. Control
The trial balance, bank reconciliations, suspense
systems
accounts, control accounts and the correction of
errors and consequent adjustments to the profit
and loss account or income statement and balance
sheet.
D. Preparation
(a) Sole Traders and Private Limited Companies,
of financial
Manufacturing, trading, departmental, income
statements
statements and statements of financial position.
(b) Partnerships The preparation of partnership
appropriation accounts, current accounts and
capital accounts.
Changes in partnership – incoming and outgoing
partners. Changes in profit sharing ratio.
Intangible assets (goodwill) adjustments in
partners’ capital accounts:
(i) with the introduction of a goodwill (intangible
assets) account in the firm’s books, and
(ii) when no goodwill (intangible assets) account
is to be introduced.
(c) Non-profit making (not for profit)
organisations For example, clubs and societies.
(d) Accounts prepared from incomplete records
or where financial records are deficient or
incorrect
(e)Valuation of inventory:
The calculation of the value of closing inventory
using the FIFO and AVCO methods (perpetual
and periodic).
(f) Depreciation:
The causes, types, reasons of depreciation,
calculation of profit or loss on disposal of
noncurrent assets; ledger accounts and journal
entries for non-current assets, depreciation and
47 | P a g e
Book & Chapter
Cambridge AS
and A Level
Accounting by
Harold Randall,
David Hopkins
Chapter 1 – 5, 12
Chapter 9
Chapter 6, 13-15
Chapter 7,8,10,
11,16-22
AS Level
E. Capital
(equity)
H. Interpretation
and analysis
J. Costing
principles and
systems
K. Budgets
Class Test 1
Class Test 2
Pre Cambridge
Mock 1
Mock 2
disposal; the application of relevant accounting
concepts.
The raising of capital. The main types of share
capital: ordinary shares; preference shares
(cumulative, non-cumulative, participating and
redeemable).
The principles of overdrafts; trade credit and
factoring; loans and debentures. The effect on the
statement of financial position of the issue of
shares.
Users of financial statements. Calculation of
ratios.
The elements of cost: cost classification and
ascertainment of fixed, variable and semi-variable
costs, stepped costs, total costs, unit costs and
sunk costs.
Availability of materials and labour and limiting
factors relating to production and capacity.
Marginal (variable) costing Making simple
business decisions using marginal costing, e.g.
make or buy.
The concept of contribution and its application to
the calculation of revenue, cost and profit data.
The calculation of the break-even point,
contribution to sales (revenue) ratio and margin
of safety, the preparation and use of break-even
graphs and contribution to sales (revenue)
(profit/volume) graphs. The advantages and
limitations of cost-volume profit analysis.
Absorption (total) costing Making simple
business decisions using absorption costing.
The allocation and apportionment of overhead
expenditure between production and service
departments and the calculation of overhead
absorption rates; under absorption and over
absorption of overheads.
Costing systems Costing systems as used for job,
unit, and batch costing, including the calculation
of the value of inventory.
Preparation of simple cash budgets to aid decision
making
Class Test Syllabus
Chapter 1- 20
Chapter 21–23, 25 (partly), 28,30, 31, 33, 34
Chapter 1-23, 25 (partly), 28
Whole CIE Syllabus
Whole CIE Syllabus
48 | P a g e
Chapter 23, 25
Chapter 28
Chapter 30, 31,
33
Chapter 34
AS Level
Art & Design
Aims and objectives:
A course of study in Art and Design should actively seek to develop the following
abilities and qualities:
• the ability to perceive, understand and express concepts and feelings;
• the ability to record from direct observation and personal experience;
• the ability to communicate by using appropriate materials and techniques in a
disciplined way;
• experimentation, innovation and the use of intuition and imagination;
• critical and analytical faculties; the ability to identify, research and evaluate problems in
a systematic way;
• confidence, initiative and a sense of adventure and achievement;
• the acquisition of a relevant working vocabulary;
• an awareness and appreciation of the interdependence of Art and Design and the
individual within
cultural contexts.
Assessment objectives:
The assessment objectives have been grouped under the following categories:
A Personal Qualities
Candidates are expected to show:
I. an individual, sensitive and creative response to a stimulus; ability to develop an idea,
theme or subject;
ii. Independence in concept and execution.
B Manipulative, Artistic and Analytical Skills
Candidates are expected to:
iii. Select and control materials, processes and techniques in an informed and disciplined
way to meet an
objective;
iv. Select and record analytically from direct observation and personal experience.
C Aesthetic Qualities
Candidates are expected to:
V. use and compose formal elements (contour, shape, colour/tone, texture, structure and
the relationships between form and space) as appropriate.
D Knowledge and Critical Understanding
Candidates are expected to:
vi. Select and communicate information relevant to an idea, subject or theme and
evaluate this in a
systematic way;
vii. Make critical judgments and use personal ideas and images to show they are
developing appreciation and cultural awareness.
Each of the assessment objectives is of equal importance and candidates will find there is
a great deal of overlap between categories.
49 | P a g e
AS Level
Assessment criteria:
Personal Qualities (Assessment Objectives (i) and (ii))
LEVEL OF RESPONS
Personal qualities barely apparent.
Limited personal qualities.
Some personal qualities evident.
Personal qualities discernible but somewhat inconsistent.
Candidate shows clear understanding and ability but independence
and confidence Limited.
The work shows a very good understanding. There is individuality
and a creative response. Independence and confidence are apparent
Work shows much individuality; it is a sensitive and very creative
response to the subject. Independence and confidence are evident to
a high degree.
MARK RANGE
0–4
5-7
8–10
11-13
14-16
17-19
20-25
Manipulative, Artistic And Analytical Skills (Assessment Objectives (iii) and (iv))
LEVEL OF RESPONS
MARK RANGE
Manipulative and analytical skills barely apparent.
0–4
Limited manipulative and analytical skill
5-7
Some skills are evident
8–10
Manipulative and analytical skills are discernible but somewhat
11-13
inconsistent.
Sufficient ability to use techniques and research/observe and record
14-16
is evident.
Work shows good mastery of techniques and ability to
17-19
research/observe and record.
Work shows a high degree of mastery in the use of media
20-25
techniques/processes, ability to research, observe and record as
appropriate.
Aesthetic Qualities (Assessment Objective (v))
LEVEL OF RESPONS
These abilities are barely apparen
Limited organisational and compositional skills
Some evidence of ability is evident
There is some degree of organisation but there are inconsistencies.
The candidate is competent in demonstrating the above.
Submission shows creditable ability to carry out the above.
Outstanding ability to recognise surface, shape, colour, form,
relationships, and Compose/organise. Presents and communicates
ideas, intentions as appropriate.
MARK RANGE
0–4
5-7
8–10
11-13
14-16
17-19
20-25
Knowledge And Critical Understanding (Assessment Objectives (vi) and (vii))
LEVEL OF RESPONS
MARK RANGE
Abilities are barely evident with no attempt to compare and select.
0–4
Submission shows clear limitations
5-7
Some ability shown
8–10
Demonstration of these abilities is inconsistent with evidence of
11-13
50 | P a g e
AS Level
increasing degree of factual recall.
Submission shows a competence to demonstrate the above with
limited analysis and selection and it is more dependent on factual
recall.
Candidate demonstrates considerable ability to accomplish the above
Impressive ability to analyse, evaluate subject chosen and to
communicate personal views and judgements. Cultural awareness
and understanding.
Syllabus: (for the whole session)
Topic
Content
Theory of Art
Functional & historical
theories of art, forms &
objects.
Still Life
Living & nonliving things
through observation.
Interior/Exterior study.
Designing
Elements of design,
Various kinds of designs.
Figure parts
Human figure parts study,
study
Class Test 1
Class Test 2
Pre-Cambridge
Mock 1
Mock 2
14-16
17-19
20-25
Book & Chapter
Class discussion, class lecture & research
on internet through Google, Wikipedia.
Class discussion, class lecture & research
on internet through Google, Wikipedia.
Class discussion, class lecture & research
on internet through Google, Wikipedia.
Class discussion, class lecture & research
on internet through Google, Wikipedia.
Class Test Syllabus
Art & Design
Still life with living or nonliving things, Theory of Art, still life,
Interior/Exterior study.
Designing, Figure parts study
Pre-Cambridge & Mock Syllabus
Still life with living or nonliving things, Designing, Theory of Art,
still life, Interior/Exterior study, Figure parts study.
Whole CIE Syllabus
Whole CIE Syllabus
Performing Art-A-Music
Aims and objectives: How to sing various kinds of song, Vocal music learning
Assessment criteria:
2 Class performance tests 10+10=20,
Assignment = 10, Hall Exam-70,
Total =100
Syllabus: (for the whole session)
Topic
Content
Classical music (Raga-3) Theory & practical.
Light music
Bhajan, Gajal &five lyrical poets song.
Theory
Theory of related light music.
51 | P a g e
Book & Chapter
According to class practice.
According to class practice.
According to class practice.
AS Level
Class Test 1
Class Test 2
Assignment
Class Test Syllabus
Light music
Classical music, Practical
To be given later in class
Pre-Cambridge & Mock Syllabus
Pre-Cambridge Bhajan, Gajal & five lyrical poets song, (Raga-3), Theory & practical
Whole CIE Syllabus
Mock 1
Whole CIE Syllabus
Mock 2
Performing Art-B-Dance
Aim:
The syllabus has been designed aiming how students can implement the practice of
making connections to history and culture through body language i.e. through this lesson
plan, students will work in small groups to research and make presentations on various
forms of dances from different cultures and time periods.
Objectives:
 Understand how dance is use to express culture and history.
 Understand how dance is use to communicate stories, moods, and feelings.
 Ability to perform dance in front of audience
 Participate in various cultural programs.
 Ability to produce quality dance.
 Learn different cultural, values, norms.
 Learn Dance Choreographic Techniques
Assessment criteria:
2 Class performance tests 10+10=20, Assignment = 10, Hall Exam-70,
Total =100
Topic
Dance
Dance
Dance
Dance
Dance
Dance
Dance
Dance
Dance
Dance
Class Test 1
Class Test 2
Assignment
Mock 1
Mock 2
Pre-Cambridge Syllabus
Content
Free hand exercise
Introduction of body movements of dance
Introduction of Dance Mudra and foot steps
Tagor and folk Dance
Theory of Dance
Dance with Nazrul Song
Western/Modern dance
Dance choreography techniques
Stage performing techniques
Rhythm sense development
Book & Chapter
As per class lecture
As per class lecture
As per class lecture
As per class lecture
As per class lecture
As per class lecture
As per class lecture
As per class lecture
As per class lecture
As per class lecture
Class Test Syllabus
Introduction of Dance Mudra and footsteps, Free hand exercise
Introduction of body movements of dance, Theory of Dance
To be given later in class
Whole CIE Syllabus
Whole CIE Syllabus
52 | P a g e
AS Level
Sports, Physical, Health and Ethical Education (SPHEE)
Aims:
A course based on this syllabus should enable candidates:
To acquire techniques necessary to perform a variety of physical activities. To experience
the enjoyment of participation in physical activity. To understand through theory and
practice the implications of and benefits from participation in physical activity. To value
the contribution that physical activity can make to a healthy lifestyle and to positive
social relationships.
Assessment Objective:
The examination will assess the candidate’s ability:
To demonstrate competency in a variety of skills in different forms of physical activity,
including the ability to design, refine and perform movement forms. To demonstrate a
knowledge and understanding of different forms of movement and physical activities. To
describe, analyse and improve health-related-fitness (HRF) and movement factors
affecting performance. To demonstrate knowledge and understanding of the structures
and functions of the human body related to movement. To demonstrate knowledge and
understanding of the social aspects of sport and of leisure activities.
Area 1: Games: Football
Candidates are assessed in the following individual skills:
Passing: Ground passes using both feet - inside push pass, outside of the foot pass, instep
pass, the wall pass; Flighted - instep pass.
 Receiving: Ground passes – inside of the foot; High passes – instep; thigh; chest
 Dribbling and feinting to beat an opponent; slalom dribbling using either foot;
screening (shielding);
 Running with ball for speed.
 Shooting: instep drive shot with either foot; full-volley shot.
 Heading in attack
 Defensive stance and movement: jockeying the attacker; block and poke tackles.
Assessment Criteria:
Continuous assessment based on class performance out of 50
Level Description: The candidate will be able to demonstrate
An ability to show to a high standard a variety of skills with
1
accuracy and very good control, even when the skills are executed
at varying speed and against passive opposition.
An ability to show to a good standard a variety of skills with
2
accuracy and good control, even when the skills are executed at
varying speed and against passive opposition.
An ability to execute (with either foot) at considerable speed a
3
variety of skills with consistency, with appropriate accuracy and
control and with considerable regards to the critical elements of
skill.
An ability to execute (with dominant foot), at considerable speed
4
basic skills with some amount of accuracy and control and with
adequate regard to the critical elements of skill.
A limited ability to execute (with the dominant foot) only some of
5
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Marks
50
AS Level
the basic skills. When performed at varying speed the basic skills
lack, accuracy, and total control. Only some regard of the critical
elements of skill is shown.
Area 2: Games: Team Handball
Candidates are assessed on the following basic skills and techniques:
 Passing: overarm, wrist and bounce
 Catching: static and whilst moving
 Shooting: jump shot, running shot and side arm shot
 Dribbling: steps cycle (maximum of 3 steps, unrestricted dribble, maximum of 3
steps, pass or shoot)
 Feinting: ball feints and body feints
 Defending: fall out (shuffle step), checking and tying up
Assessment Criteria for Practical Performance
Level Description: The candidate will be able to demonstrate
Marks
An ability to combine a number of basic skills at considerable speed.
1
50
An ability to shoot at goal from various angles and to block shots at
goal. An ability to combine the basic skills and techniques at
considerable speed, with very good control, accuracy and
coordination.
An ability to select and execute a variety of passes quickly over a
2
medium range. An ability to execute a variety of shots with a
reasonable degree of accuracy. An ability to execute a fast dribble,
including faking. An ability to block shots at goal effectively.
An ability to pass accurately over a short distance and be able to
3
execute a shot from a favoured wing position with power and
accuracy. An ability to feint and shoot at goal effectively. An ability
to execute a dribble, using the steps cycle.
An ability to throw the ball over an extended distance (8 metres) to a
4
static target, catch the ball cleanly and pass again without violating
the 3 steps/3seconds rule. An ability to perform a jump shot with a
reasonable degree of accuracy. An ability to execute a dribble
around obstacles/opponents.
An ability to throw the ball with one hand over a short distance with
5
some accuracy, catch and bounce the ball and perform an accurate
shooting attempt from 6 metres.
Area 3: Athletics: Running Events (Sprinting: 100m)
Candidates are assessed on the following techniques and times.
 Start off the blocks
 Sprinting technique
Assessment Criteria for Practical Performance
Level Description: The candidate will be able to demonstrate
An outstanding ability to push off the block progressing well into a
1
straight posture with adequate lean towards the end of the sprint.
Arm action, cadence of stride and posture are excellent.
Time: Boys 13.2 secs or under Girls 14.8 secs or under
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Marks
50
AS Level
2
3
4
5
Good technique of sprinting with adequate power off the blocks
followed by good posture, arm action and good knee lifts. An
adequate push is seen which gives the candidate acceleration.
Time: Boys 14.6 secs or under Girls 16.4secs or under
A good push off the blocks and a progressive straightening up of the
body. Head posture and arm action are fine. A considerable amount
of knee lifts are exerted which seem however to create a bounding
effect instead of a pushing effect. Technique shown is sufficient
however candidate shows a lack in stride cadence and
acceleration in the sprint
Time: Boys 16.0 secs or under Girls 18.0 secs or under
A good push off the block with an adequate forward lean. High knee
lifts are used however posture of head and arms are still evidently
out of control.
Time: Boys 18.0 secs or under Girls 20.0 secs or under
An ability to assume the right starting positions, moving into the
right fundamental positions on the calls, however the push on the
block lacks power. The lean is minimal and the sprinter assumes an
upright position at once. Stride pattern is adequate but knee lifts are
minimal.
Time: Boys 21.0 secs Girls 23.5 secs
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AS Level
Class Tests Schedule
AS Level
Date
CT-1
Date
CT-2
23/08/15
Sunday
24/08/15
Monday
25/08/15
Tuesday
26/08/15
Wednesday
25/10/15
Sunday
26/10/15
Monday
27/10/15
Tuesday
28/10/15
Wednesday
Timing
10:30-11:10
Timing
11:30-12:10
Subject-1
Subject-2
Physics/ Business
Studies
Chemistry/
Accounting
Biology/ Economics
Computing
Pure Mathematics
Mechanics
English Language
Art & Design
Examination Assessment Criteria
In Term
2 Class Tests (CT)
Pre-Cambridge
2×10= 20 Hall Examination
100%
Mock 1
Hall Examination
100%
Class Work
5
Mock 2
Total
25
Hall Examination 100%
Student needs to score minimum 60% marks on average in the Pre-Cambridge Exams to
be able to qualify for the registration of CIE GCE O & A Level Examinations
56 | P a g e
AS Level
Day
Day-1
Day-2
Pre-Cambridge Exam Schedule 2015-16
AS Level
(From 29th November to 9th December 2015)
Date
Subject
Paper
Time
P-1
9.00-10.00
Biology
P-2
10.00-11.15
29/11/15
Sunday
P-1
9.00-10.00
Economics
P-2
10.00-11.30
P-1
9.00-10.00
Chemistry
P-2
10.00-11.15
30/11/15
Monday
P-1
9.00-10.00
Accounting
P-2
11.00-11.30
Day-3
1/12/15
Tuesday
Day-4
2/12/15
Wednesday
Day-5
3/12/15
Thursday
Day-6
5/12/15
Saturday
Physics
Day-8
Day-9
Day-10
6/12/15
Sunday
7/12/15
Monday
8/12/15
Tuesday
9/12/15
Wednesday
1.5 hrs.
P-1
9.00-10.00
1.0 hr.
P-2
10.00-11.00
1.0 hr.
9.00-10.45
1.45 hrs.
Pure Mathematics
P-1
Mechanics
M-1
10.45-12.00
1.25 hrs.
Computing
P-1
P-2
9.00-10.30
10.30-12.30
P-1
9.00-10.15
P-2
Combined
10.15-11.45
9.00-1.00
P-1
9.00-11.15
P-2
11.15-1.15
1.5 hrs.
2.0 hrs.
1 hour
15 minutes
1.5 hrs.
4.0 hrs.
2 hour
15 minutes
2.0 hrs.
Biology
P-3
9.00-11:00
2.0 hrs.
Chemistry
P-3
9.00-10.30
1.5 hrs.
Physics
P-3
9.00-10.30
1.5 hrs.
Business Studies
Art & Design
Day-7
Duration
1.0 hrs.
1 hour
15 minutes
1.0 hrs.
1.5 hrs.
1.0 hrs.
1 hour
15 minutes
1.0 hr.
English Language
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