How can the environment be developed sustainably? Teachers are allowed, through discussion and supervision of activities, to give assistance and guidance, particularly in the planning and preparation of the investigation and during data collection. Lithosphere in crisis 5. Teaching methods should encourage enquiry and discussion as much as possible and this should be based as far as possible on case studies, at an appropriate level. Exploitation of the oceans 7. Analysing data Marks available 5—6 Thorough interpretation, discerning patterns of cause and effect and recognising limitations of data 3—4 Valid, straightforward interpretation, discerning some patterns of cause and effect 1—2 Mainly descriptive, with limited interpretation Assessment Objective C:
In this syllabus we give examples in italics to illustrate many of the objectives. Through subject discussion forums and training, teachers can access the expert advice they need for teaching our qualiications. The outline should give an indication of the types of project which are proposed and list a few different projects as examples, with a brief statement of the purpose and the investigation strategies likely to be used for these projects. This phase of the cycle is all about components that are assessed in the school, either by the school’s teachers or other local teachers, and are then moderated by us. Assessment at a glance All candidates take Papers 1 and 2 and then choose either Papers 3 or 4. The same solutions may not be applicable in all regions or cases.
The relationship between environment and development is dynamic.
Syllabus content at a glance The content of this syllabus is designed to encourage relection on the limits to growth and sustainable development. Modiication of vegetation and soils monsoon forest, taiga A core principle of the syllabus is that sustainability will only be achieved by changes in the ways coursrwork which people think and make decisions.
Cambridge will reply to Centres as quickly as possible to inform them of the suitability of the types of projects proposed. All candidates should be able to analyse All candidates should be able to analyse and All candidates should be able to analyse and discuss: Detailed timetables are available from www.
Phase 3 – Teacher assessment
The second digit is the location code, speciic to an administrative couesework. Assessment at a glance All candidates take Papers 1 and 2 and then choose either Papers 3 or 4.
More details can be found in Section 2 of this syllabus and at www. The samples database explains everything you need to know about administering coursework, speaking test and examined coursework components.
The same solutions may not be applicable in all regions or cases. For extra guidance submitting coursework and speaking tests, watch our video and download our poster. We may keep some items of coursework for research, exhibition, archive or educational purposes. Instructions for candidates To help maintain the security of our exams, make sure you share this information with your candidates.
Human activity Lithosphere in Action on the structure and and the crisis lithosphere processes lithosphere Hydrosphere Courseworm water cycle Human Water hazards Clean, intervention in safe, water The oceans the water cycle The oceans at strategies risk Exploitation of Managing the the oceans oceans Atmosphere The Human activity Atmosphere Action on the atmospheric and the in crisis atmosphere system atmosphere Agriculture Managing development agriculture consequences Biosphere The ecosystem The changing Ecosystems Conservation role of at risk of the Elements of people in the ecosystem vegetation environment People in crisis Population Elements of soil Population management growth Land at risk Managing the Modiication of Agriculture: Environmental Management is concerned not only with the impact of humankind on the coursewotk but also with the patterns of human behaviour necessary to preserve and manage the environment in a self-sustaining way.
This syllabus does not prescribe solutions as to how environments should be managed. Land at risk Enter the email address you signed up with and we’ll cokrsework you a reset link.
Phase 3 – Teacher assessment
Teachers should be aware of the links between different parts of the matrix and by using suitable cross references they should emphasise environmental interdependence. Assessment at a glance Each centre must select one teacher per component to act as an internal moderator.
Syllabus aims and assessment objectives This outline should be presented on one sheet of A4 paper, preferably using a copy of the form included in this syllabus, and submitted to Cambridge at least 8 months before the date of the examination.
The syllabuses provide opportunities iigcse 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. Use the Cambridge samples database. Elements of soil earthquake and volcanic zones 2. We send these to you in hard-copy in the pre-exam despatch.
This may be deined igcde Development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Copies of these forms coursewor be found at the back of this booklet.
Paper 1 1 hour 30 minutes Paper 2 1 hour 45 minutes Six compulsory structured short-answer A number of compulsory structured questions. For more information about external moderation please consult the Cambridge Handbook and the Cambridge Administrative Guide.
These questions should be presented in an open-ended way. You are advised to read the whole syllabus before planning your teaching programme.