You are advised to read the whole syllabus carefully before planning your teaching programme. If there are any further changes to this syllabus, Cambridge will write to Centres to inform them. This syllabus is also on the Cambridge website www.cie.org.uk/cambridgepreu. The version of the syllabus on the website should always be considered as the definitive version.
The Cambridge International Level 3 Pre-U Certii cates (Principal Subjects and Short Courses) are qualii cations in their own right. They are acceptable as an alternative to A Level (or other Level 3 qualii cations) for entry into higher education or employment. Each individual Principal Subject is graded separately on a scale of nine grades: Distinction 1, Distinction 2, Distinction 3, Merit 1, Merit 2, Merit 3, Pass 1, Pass 2 and Pass 3.
The paper will consist of a mixture of medium and longer questions, with a total of 80 marks, of which approximately 40 marks will relate to probability and approximately 40 marks to mechanics. In addition to the topics listed, candidates will be expected to apply their knowledge of puremathematics to questions. Candidates will be expected to answer all questions.
It is also possible for two contrasting perspectives (rooted in different world views) to be exemplii ed by particular ‘local’ contexts (for example the views of a local Muslim community versus those of a secular background). Teachers should note however that while local contexts can be used as exemplii cation, this exemplii cation should be used to consider implications more globally. Candidates need to empathise with viewpoints that differ from their own while not necessarily accepting the viewpoints of others.
The Central Office for Foreign Education (ZAB) also issued recommendations for CambridgePre-U Principal Subjects, CambridgePre-U Global Perspectives and Research (GPR) and the CambridgePre-U Diploma and meeting entrance requirements for Bachelor (undergraduate) degree programmes.
Candidates produce a presentation based on pre-released stimulus materials provided by Cambridge. The stimulus material consists of a range of sources about a global issue seen through a variety of perspectives. A class may work together to carry out background research on a common theme, but each candidate must devise their own question which has its own focus.
The information below outlines the general entrance requirements; there are also subject-speciic requirements which differ depending on the chosen ield of study. General entrance requirements for Cambridge International AS & A Levels are as follows: a total of four Cambridge International AS and A Level subjects, three of which must be at full A Level standard.
• Opinion essay (1 hour 15 minutes). There will be a choice of six titles, one on each of the six topic areas (see page 9). Titles will be provided in English and Chinese. Candidates will have to write one essay in Chinese with a recommended length of 175–225 characters. This part of the examination will be assessed for accuracy and linguistic range as well as development and organisation of ideas. Candidates should be encouraged to use conjunctions and more complex sentence structure. A colloquial style will be suficient for top marks.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and A Levels, the Cambridge AICE (Advanced International Certii cate of Education) Group Award, CambridgePre-U, and other education programmes, such as the US Advanced Placement program and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at www.cie.org.uk/cambridgesecondary2
There are two passages with a combined total of between 500 and 650 words (Russian between 375 and 485 words). The irst passage provides the stimulus for Exercise 1. Exercise 1 consists of comprehension questions in the target language requiring answers in the target language. Although these answers are not assessed for quality of language, candidates must not lift phrases from the passage and should use their own words as far as possible, to demonstrate their understanding of the question and the relevant part of the passage. The second passage provides the stimulus for Exercises 2 and 3. Exercise 2 consists of comprehension questions in English requiring answers in English. Exercise 3 is a re-translation into the target language of a paragraph in English of about 75 words, based on the stimulus of the second passage. The exercise is designed to test comprehension and identiication of textual detail. Here, candidates are able to apply their close reading skills by using elements of vocabulary and structures from the second passage to transfer the meaning of the English passage into the target language. The task is not designed to be an ‘unseen’ translation.
• CambridgePre-U Further Mathematics is designed to encourage teaching and learning which enable learners to develop a positive attitude towards the subject by developing an understanding of mathematics and mathematical processes in a way that promotes coni dence and enjoyment. • Throughout this course, learners are expected to develop two parallel strands of mathematics: pure
• CambridgePre-U Further Mathematics is designed to encourage teaching and learning which enable learners to develop a positive attitude towards the subject by developing an understanding of mathematics and mathematical processes in a way that promotes coni dence and enjoyment. • Throughout this course, learners are expected to develop two parallel strands of mathematics, pure
• Opinion essay (1 hour 15 minutes). There will be a choice of six titles, one on each of the six topic areas (see page 9). Titles will be provided in English and Chinese. Candidates will have to write one essay in Chinese with a recommended length of 175–225 characters. This part of the examination will be assessed for accuracy and linguistic range as well as development and organisation of ideas. Candidates should be encouraged to use conjunctions and more complex sentence structure. A colloquial style will be sufficient for top marks.
We revised and clarified the syllabus content. Additional detail in the content of the following syllabus sections has been provided: ‘roots of polynomial equations’ (page13 of the syllabus); ‘differential equations’ (page15 of the syllabus). In the mechanics section we replaced ‘relative motion’ with ‘equilibrium of a rigid body’.
Further information about the regulations for CambridgePre-U can be found in the Cambridge Handbook (UK), for the relevant year. The Cambridge Administrative Guide (UK), for the relevant year, gives details about the administration of CambridgePre-U syllabuses. Both of these documents can be downloaded from the website www.cie.org.uk/examsofi cers or obtained by contacting firstname.lastname@example.org
Teachers are free to explore the topic areas in any way they choose. The following examples are not prescriptive but they may provide a useful guide to planning courses. All these suggestions, and other themes chosen by the teacher from within the topic areas, should be studied with reference to the country or countries where the language is spoken.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning dificulties. Arrangements can be put in place for these candidates to enable them to access the assessments and receive recognition of their attainment. Access arrangements will not be agreed to if they give candidates an unfair advantage over others or if they compromise the standards being assessed. Candidates who are unable to access the assessment of any component may be eligible to receive an award based on the parts of the assessment they have taken.