Top PDF Cambridge International AS and A Level Thinking Skills (9694)

Cambridge International AS and A Level Thinking Skills (9694)

Cambridge International AS and A Level Thinking Skills (9694)

Candidates should be able to skim-read while not glossing, having a keen perceptive eye to ind reasons and examples that bolster their position in the argument. They should also ind points of counter-arguments which they can critically neutralise or knock down using valid critical tools such as credibility criteria. They should be able to evaluate the signiicance, relevance and typicality of evidence in the context of the argument they construct. They should draw upon their own ideas and knowledge, not just to construct a further argument but to build a coherent reasoned case in the context of the wider and more complex perspectives presented in the source documents.
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Cambridge International AS and A Level Thinking Skills (9694)

Cambridge International AS and A Level Thinking Skills (9694)

Thinking Skills develops a speciic set of intellectual skills, independent of subject content. It relects the need voiced by universities and employers for more mature and sophisticated ways of thinking. The Thinking Skills syllabus also enables students to approach their other subjects with an improved ability to understand, analyse and resolve problems. As a result, students ind the course of great beneit when preparing for higher education and for a wide range of careers, including law, scientiic research, social science, journalism, medicine, business, accounting and engineering. As a curriculum subject, Thinking Skills offers students an excellent opportunity to express themselves freely and openly. The Thinking Skills syllabus encourages free and open debate, critical and investigative thinking, and informed and disciplined reasoning.
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Cambridge International AS and A Level Thinking Skills (9694)

Cambridge International AS and A Level Thinking Skills (9694)

Section A focuses mostly on evaluating and using evidence. There are several Sources of evidence based around a common topic. The information is usually mostly in textual form, but there may also be other forms such as graphs, diagrams, tables, pictures or numerical information. Question 1 has a number of short part-questions exploring various aspects of the evidence presented in the sources. Question 2 requires the candidates to write a short argument, with a focus on using and evaluating the evidence from the Sources.

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Cambridge International AS and A Level Thinking Skills (9694)

Cambridge International AS and A Level Thinking Skills (9694)

This question might be considered as having some similarity to the ‘Reasoning in a Scientii c Context’ question on Paper 2. However, there are some important differences. On the Applied Reasoning paper the statistics may be more complex, they may have a non-scientii c context, and the candidate will be expected to be adept at using a broader range of concepts and terms. [Note: It should not be assumed from these comments that the ‘Reasoning in a Scientii c Context’ question on Paper 2 will always include statistics.] The candidate will be presented with some information, which will include statistics and often also a related claim. The candidate will be asked to undertake one or more tasks relating to the interpretation of the statistics provided, such as to:
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417947 support for cambridge international as a level thinking skills 9694

417947 support for cambridge international as a level thinking skills 9694

Learners can use this guide to develop an understanding of the Cambridge International course and how it will be assessed, helping to increase their confidence. The guide describes each exam paper and includes useful advice to help your learners understand what to expect in the Cambridge International exams, and how to plan their study and revision programme. There is also an Example Candidate Response for one question to help demonstrate the Cambridge International standard. For all Cambridge International AS & A Level subjects we also recommend our Learner Guide: Planning, Reflection, Revision, which can be used in the classroom and for independent study. The Guide will be available from March 2018 on the School Support Hub.
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Cambridge International AS and A Level Divinity (8041) (AS Level only)

Cambridge International AS and A Level Divinity (8041) (AS Level only)

Our aim is to balance knowledge, understanding and skills in our programmes and qualiications to enable students to become effective learners and to provide a solid foundation for their continuing educational journey. Cambridge International AS and A Levels give learners building blocks for an individualised curriculum that develops their knowledge, understanding and skills.

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Cambridge International AS and A Level Hinduism (AS level only) (8058)

Cambridge International AS and A Level Hinduism (AS level only) (8058)

Our aim is to balance knowledge, understanding and skills in our programmes and qualiications to enable students to become effective learners and to provide a solid foundation for their continuing educational journey. Cambridge International AS and A Levels give learners building blocks for an individualised curriculum that develops their knowledge, understanding and skills.

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Cambridge International AS and A Level Physics (9702)

Cambridge International AS and A Level Physics (9702)

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 (see Glossary of command words on page 65).

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Cambridge International AS and A Level Music (AS Level only) (8663)

Cambridge International AS and A Level Music (AS Level only) (8663)

There will be many diverse approaches to the development of candidates’ skills in this discipline. Improvisation lies at the heart of a number of traditions, and gauging the level of understanding of the conventions of such traditions must necessarily form part of the assessment. The use of more informal, less structured situations as an aid to the development of composing skills may also provide valuable musical experience. The candidate may improvise solo (on an appropriate instrument) or sing or play in a group. A single set of criteria cannot cover all possibilities. The following criteria, therefore, indicate a broad range of common features from which speciic ones appropriate to the nature of the situation should be selected. Appropriate alternatives which relect speciic conventions may also be adopted. A clear, detailed account of particular criteria and assessment methods employed must be given on the Working Mark Sheet.
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Cambridge International AS and A Level Psychology (9698)

Cambridge International AS and A Level Psychology (9698)

Evaluation skills can be identii ed in terms of the ability to point out methodological errors and consider their effect on the data; the ability to consider the quality of the data; the ability to consider the ethics of the study; and the ability to consider the scientii c value of the outcome of the study. In the example above, the candidate can identify the unreal aspects of the laboratory situation that would have structured the behaviour of the children; they can further identify problems of observer reliability, of the ethics of distressing children and exposing them to aggressive role models, and i nally of assessing the outcomes of the research. Application skills, in the context of this syllabus, do not refer to giving descriptions of applied psychology. The skill of application is the ability to consider a psychological i nding or theory and apply that information to some new situation or to everyday life. The skill of application can also be shown by the ability to consider a new research i nding and apply it to existing psychological theory. In the example, application can be demonstrated by relating contemporary concern over the amount of violence on television to social learning theory.
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Cambridge International AS and A Level Physics (9702)

Cambridge International AS and A Level Physics (9702)

These assessment objectives cannot be precisely speciied 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 (see Glossary of command words on page 65).

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Cambridge International AS and A Level Psychology (9698)

Cambridge International AS and A Level Psychology (9698)

Evaluation skills can be identiied in terms of the ability to point out methodological errors and consider their effect on the data; the ability to consider the quality of the data; the ability to consider the ethics of the study; and the ability to consider the scientiic value of the outcome of the study. In the example above, the candidate can identify the unreal aspects of the laboratory situation that would have structured the behaviour of the children; they can further identify problems of observer reliability, of the ethics of distressing children and exposing them to aggressive role models, and inally of assessing the outcomes of the research. Application skills, in the context of this syllabus, do not refer to giving descriptions of applied psychology. The skill of application is the ability to consider a psychological inding or theory and apply that information to some new situation or to everyday life. The skill of application can also be shown by the ability to consider a new research inding and apply it to existing psychological theory. In the example, application can be demonstrated by relating contemporary concern over the amount of violence on television to social learning theory.
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Cambridge International AS and A Level Hinduism (AS level only) (8058)

Cambridge International AS and A Level Hinduism (AS level only) (8058)

Cambridge International AS & A Levels are international in outlook, but retain a local relevance. The syllabuses provide opportunities for contextualised learning and the content has been created to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.

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Cambridge International AS and A Level Law (9084)

Cambridge International AS and A Level Law (9084)

Our aim is to balance knowledge, understanding and skills in our programmes and qualiications to enable students to become effective learners and to provide a solid foundation for their continuing educational journey. Cambridge International AS & A Levels give learners building blocks for an individualised curriculum that develops their knowledge, understanding and skills.

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Cambridge International AS and A Level Hinduism (9014)

Cambridge International AS and A Level Hinduism (9014)

Our aim is to balance knowledge, understanding and skills in our qualiications to enable students to become effective learners and to provide a solid foundation for their continuing educational journey. Cambridge International AS & A Levels give learners building blocks for an individualised curriculum that develops their knowledge, understanding and skills.

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Cambridge International AS and A Level Geography (9696)

Cambridge International AS and A Level Geography (9696)

Section A consists of six questions based on the Physical and Human Core topics. Three questions are set on the Physical Core and three on the Human Core. Candidates must answer ive of these six questions. In the Human Core, questions may be based either on a single topic or on a combination of topics. These questions make use of a variety of resources, including survey maps in some instances, and so are largely skills-based. All questions carry 10 marks. Although there are six core topics, this does not mean that there will always be one question set on each topic.
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Cambridge International AS and A Level Divinity (8041) (AS Level only)

Cambridge International AS and A Level Divinity (8041) (AS Level only)

Cambridge International AS & A Levels are international in outlook, but retain a local relevance. The syllabuses provide opportunities for contextualised learning and the content has been created to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.

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Cambridge International AS and A Level Psychology (9990)

Cambridge International AS and A Level Psychology (9990)

Changes have been made to the front cover and the inside back cover regarding examination dates: For examination in June and November 2018, 2019 and 2020.. Changes have been made to page[r]

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Cambridge International AS and A Level Psychology (9990)

Cambridge International AS and A Level Psychology (9990)

Key concepts are essential ideas, theories, principles or mental tools that help learners to develop a deep understanding of their subject and make links between the different topics. The key concepts that this syllabus is designed to develop are detailed on page 5. The teaching support package helps teachers integrate the key concepts into their teaching, showing how they it into the overall syllabus and suggesting ways to teach them with each topic.

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Cambridge International AS and A Level Sociology (9699)

Cambridge International AS and A Level Sociology (9699)

Detail Changes to availability From March 2019 In addition to the June and the November examination series, this syllabus is also available for examination in March for India only..[r]

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