Our mission is to provide educational beneit through provision of international programmes and qualiications for school education and to be the world leader in this ield. Together with schools, we develop Cambridge students who are conident, responsible, relective, innovative and engaged – equipped for success in the modern world.
If you have a syllabus or teaching related question which has not been answered here , and you’ve read the syllabus and supporting resources on Teacher Support, have a look at the information on our Help pages. For individual assessment queries or centre-specific enquiries, contact our Customer Services team either by email at info@cie.org.uk, by web form or by calling us on +44 1223 553554.
A wide range of materials and resources is available to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts. Through subject discussion forums and training, teachers can access the expert advice they need for teaching our qualii cations. More details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Teachers wishing to include assignments which are not on texts in this list (or are not texts at an equivalent level by an author listed here) are required to obtain Cambridge International’s advance approval at the start of their course, by writing to the Product Manager for the syllabus giving details of the text(s) proposed and the text(s) being prepared for Paper 3. Texts that have been set on Paper 3 in previous years are considered suitable for portfolio work if they are no longer included on the Paper 3 set text list on page 16.
Students will develop an analytical approach to learning language, and be better equipped to compare the structure of Latin with those of other languages, as well as be able to recognise the impact of Latin on modern English. The course also encourages students to develop an appreciation of literature, both in terms of content and style, and of social and historical context.
A wide range of materials and resources is available to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts. Through subject discussion forums and training, teachers can access the expert advice they need for teaching our qualii cations. More details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international passport to progression and success. It provides a solid foundation for moving on to higher level studies. UK NARIC, the national agency in the UK for the recognition and comparison of international qualiications and skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to the standard of GCSE in the UK. This means students can be conident that their Cambridge IGCSE qualiications are accepted as equivalent to UK GCSEs by leading universities worldwide.
administration as carbonised sheets will no longer be provided to centres. Information on how to download the preparation sheets is provided in this section. You are strongly advised to read this section of the syllabus before the start of the practical test.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualiications and skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to the standard of GCSE in the UK. This means students can be conident that their Cambridge IGCSE qualiications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Other changes Changes have been made to section 6.3 Serving and appearance and section 6.5 to specify that centres should provide colour photographs as hard copy for moderation purpose[r]
Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit from offering a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven subjects. To qualify for the Cambridge ICE award, learners are required to have studied subjects from five groups: two languages from Group 1, and one subject from each of the remaining four groups. The seventh subject can be taken from any of the five subject groups.
Exams oficers are responsible for submitting entries to Cambridge International. We encourage them to work closely with you to make sure they enter the right number of candidates for the right combination of syllabus components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making Entries. Your exams oficer has a copy of this guide.
Syllabus update: Cambridge IGCSE® 9–1 Spanish Foreign Language 7160 for examination in 2019 We have updated this syllabus.. The latest syllabus is version 2, published November 2016 [r]
Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international passport to progression and success. It provides a solid foundation for moving on to higher level studies. UK NARIC, the national agency in the UK for the recognition and comparison of international qualiications and skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to the standard of GCSE in the UK. This means students can be conident that their Cambridge IGCSE qualiications are accepted as equivalent to UK GCSEs by leading universities worldwide.
The content is organised into seven study units, which explore the nature of social relationships, processes and structures. The irst unit provides a foundation for the other units of the syllabus by considering the methods and procedures employed in sociological research. Promoting candidates’ understanding of research methods and their limitations is a key component of the syllabus and this underpins each of the other study units.
Cambridge IGCSE Afrikaans as a Second Language is recognised by universities and employers as proof of knowledge and understanding of the language. The syllabus is designed for learners who already have a working knowledge of the language and who want to consolidate their understanding in order to progress in their academic or professional career. The qualiication relects the widespread use of Afrikaans in education and commerce, and also in entertainment, throughout Southern Africa.
Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard achieved, A* being the highest and G the lowest. ‘Ungraded’ indicates that the candidate’s performance fell short of the standard required for grade G. ‘Ungraded’ will be reported on the statement of results but not on the certiicate. The letters Q (result pending), X (no results) and Y (to be issued) may also appear on the statement of results but not on the certiicate.
A wide range of materials and resources is available to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts. Through subject discussion forums and training, teachers can access the expert advice they need for teaching our qualiications. More details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Syllabus update Cambridge IGCSE® First Language English US 0524 for examination in 2017 and 2018 We have updated this syllabus.. The latest syllabus is version 2, published May 201[r]
Syllabus update: Cambridge IGCSE® 9–1 German Foreign Language 7159 for examination in 2019 We have updated this syllabus.. The latest syllabus is version 2, published November 2016 [r]