igcse geography coursework grade boundaries

Cambridge International IGCSE Geography Learner guide

Topic outline.

• Select activity Syllabus content - what you need to know about Syllabus content - what you need to know about

You will have three assessments:

• Two theory papers:
• Paper 1 (Geographical Themes)

Paper 2 (Geographical Skills)

• One practical assessment
• either Component 3 (Coursework)
• or Paper 4 (Alternative to Coursework).

Your teacher will be able to tell you whether you are doing coursework (Component 3) or taking Paper 4.

• If you are doing coursework, you will complete one assignment and take Paper 1 and Paper 2 in the examination.
• if you are not doing coursework, you will take three papers in the examination, Paper 1, Paper 2 and Paper 4.

Make sure you always check the latest syllabus, which is available at  www.cambridgeinternational.org .

• Select activity How you will be assessed How you will be assessed
• Select activity Please rotate your device Please rotate your device
• Select activity What skills will be assessed? What skills will be assessed?

We take account of the following skill areas in your examination papers:

• your knowledge (what you remember) and understanding (how you use what you know and apply it to new situations)
• how you interpret and analyse information, e.g. data, graphs, diagrams, photographs
• how you make judgements and decisions, including conclusions, based on information.

These skills are called assessment objectives. They are explained in the sections below. Your teacher will be able to give you more information about how each of these is tested in the examination papers.

What does the AO mean?

Remembering facts and applying these facts to new situations

What do you need to be able to do?

Demonstrate knowledge and understanding of:

• the wide range of processes, including human actions, contributing to the development of a. physical, economic and social environments and their effects on the landscape b. spatial patterns and interactions which are important within these environments
• the relationships between human activity and the environment
• the importance of scale (whether local, regional or global)
• the changes which occur through time in places, landscapes and spatial distribution

How you select information and apply geographical understanding to explain the information

• Interpret and analyse geographical data
• Use and apply geographical knowledge and understanding to maps and in numerical, diagrammatic, pictorial, photographic and graphical form
• Use geographical data to recognise patterns in such data and to deduce relationships
• Select and show understanding of techniques for observing and collecting data
• Select and use techniques for organising and presenting data.

Being able to make judgements based on information and recognise possible decisions

Use your geographical training to:

• an appreciation of the attitudes, values and beliefs of others in issues which have a geographical dimension
• an awareness of the contrasting opportunities and constraints of people living in different places and under different physical and human conditions
• a willingness to review their own attitudes in the light of the views of others and new knowledge acquired
• the physical and human contexts in which decisions are made
• the values and perceptions of differing groups or individuals
• the choices available to decision makers
• the increasing level of global interdependence and the need for sustainable development.
• Select activity Command words Command words
• Select activity The flipcards below include command words used in ... The flipcards below include command words used in the assessment for this syllabus. The use of the command word will relate to the subject context.
• Select activity Example candidate response Example candidate response
• Select activity All information and advice in this section is spec... All information and advice in this section is specific to the example question and response being demonstrated. It should give you an idea of how your responses might be viewed by an examiner but it is not a list of what to do in all questions. In your own examination, you will need to pay careful attention to what each question is asking you to do.
• Select activity Question The question used in this example is from... Question  The question used in this example is from Paper 1 and is an example of a structured-answer question. Now let’s look at the question to see what the ‘command words’ for this question mean for your answer. (c) For a named country you have studied, describe the problems caused by over population. Describe is the command word in this question. This means that you state the main features of the problems caused by overpopulation. Using examples is an excellent way of supporting your descriptions.

• Select activity Example candidate response and examiner comments Example candidate response and examiner comments
• Select activity (c) For a named country you have studied, describe... (c) For a named country you have studied, describe the problems caused by over population. Name of country: Ghana Ghana is noted to be one of the top countries known to be overly populated. With this, we see that there is pressure on Ghana’s resources. The population of Ghana is very high and because of this water supply would reduce, there would be pressure on the electricity in Ghana because so many people in the country are using the power. Ghana’s government revenue would reduce. The government of Ghana would put in a bit of money to improve medication to new ones, rebuild hospitals, care homes, provide new and well trained doctors, re-construct roads bring more water from another place where there is no supply of water. Ghana has a high rate of crime due to overpopulation. When there is a crowded area people who are uneducated would want to cause a scene and steal and kill people. There is a high spread of so many diseases in Ghana. Diseases such as cholera due to the water we drink as a country and also people use dirty hands to eat. When there are crowded, immediately one person gets the disease it spreads to another person and moves on. The settlements in Ghana are congested. An example is Nima. Nima is very congested and the homes are all together and there is even no space for a car to park. Over-population brings about unemployment because there are a lot of people in the country. Over-population brings noise.
• Select activity Revision Revision
• Select activity Explore the advice below to help you revise and pr... Explore the advice below to help you revise and prepare for the examinations.  It is divided into general advice for all papers and more specific advice for Paper 1, Paper 2, and Paper 4.
• Find out when the examinations are and plan your revision so you have time to revise.
• Create a revision timetable and divide it into sections to cover each topic.
• Find out how long each paper is, how many questions you have to answer, how many marks there are for each question, and work out how long you have for each question.
• Find out the choices you have on each paper, make sure you know how many sections there are and which sections you should answer from.
• When there is a choice of questions in a section, make sure you revise enough to have a choice.
• Know the meaning of the command words used in questions and how to apply them to the information given.
• Look at past examination papers and highlight the command words and check what they mean.
• Make revision notes. Try different styles of notes.
• Work for short periods then have a break.
• Revise small sections of the syllabus at a time.
• Test yourself by writing out key points, redrawing diagrams, etc.
• Make sure you define geographical terms accurately, e.g. deforestation is not simply ‘cutting down trees’, it is ‘the total deliberate removal or clearance of forest/trees by cutting and/or burning at rates faster than natural regeneration or without replanting’.
• Definitions must not reuse the words to be defined. E.g. land pollution means the contamination (pollution) of the earth’s surface (land) by the unplanned or illegal disposal of waste substances.
• Make your own dictionary or draw up a glossary of key terms for each section of the syllabus. Look at maps, diagrams, tables, etc. to find out what they show; e.g., recognising landforms and settlement patterns on maps and photographs.
• Practise drawing clear, IGO, neat, fully-labelled diagrams and maps.
• Learn your case studies thoroughly. What do they show? How you might use them? Where in the world are they? Are they are local, regional, international or global scale?
• Make a list of case studies for each section of the syllabus.
• Look at past questions and decide which case study would be best to answer each one.
• Know your own local case studies, whenever possible.
• Learn to spell geographical terms correctly.
• Have a look at past questions so that you are clear of what to expect in an examination.
• Look at mark schemes to help you to understand how the marks are awarded for each question.
• Read the instructions carefully and answer the right number of questions from the right sections.
• Do not answer more questions than are needed, as this will not gain you more marks in the examination.
• Plan your time according to the marks for each question. For example, a question worth three marks requires less time and a shorter answer than one worth 10 marks.
• If a question has several parts, then the parts with more marks will need more time and more developed answers.
• Do not leave out questions or parts of questions.
• Remember, no answer means no mark.
• Identify the command words – you could underline or highlight them
• Identify the other key words and perhaps underline them too
• Try to put the question into your own words to understand what it is really asking.
• Read all parts of a question before starting your answer. Think carefully about what is needed for each part. You will not need to repeat material.
• Read the title, key, axes of graphs, etc. to find out exactly what it is showing you
• Look for dates, scale, and location
• Try using coloured pencils or pens to pick out anything that the question asks you about.
• Answer the question. This is very important! Use your knowledge and understanding. Do not just write all you know, only write what is needed to answer the question.
• Plan your answers. Clear, concise, well-ordered, well-argued, well-supported answers get more marks than long, rambling, muddled, repetitive ones. Quality is better than quantity.
• Use geographical terms in your answers as much as possible.
• Use the resource material given in the question to support your answer. Annotated maps, diagrams and graphs can help you, and be used to support your answer. Use them whenever possible but do not then repeat the information in words.
• Use case study material even when it is not required specifically by the question. Case studies and examples can come from your home area
• Make sure your writing is clear and easy to read. It is no good writing a brilliant answer if the examiner cannot read it.
• Look at the instructions on the front of the paper. You have to choose three out of the six questions, one out of two questions in each section so that you answer a question on each of the three themes.
• Do not try to answer all the questions, you will not have time to answer them properly.
• Write the answers to the questions in the spaces in the question and answer booklet provided, using this as a rough guide to the amount of detail and length of answer that is needed.
• If you run out of space continue the answer on the spare lined sheet at the back of the booklet. Make sure you number any continuation answers carefully and also indicate that your answer is continued on the extra page at the end of your partly-written answer.
• Look at the number of marks available for each part of a question. Do not spend too much time on one part if it is only worth one or two marks, or alternatively write only a short answer when a question is worth more marks.
• Timing is important, do not spend too much time on your first chosen question, otherwise you will have to rush the last question.
• Just in case you run out of time, if there is a question which you are not confident on, answer it last.
• Read the information given in the stem of the question carefully as well as the questions themselves.
• Wherever possible in your answers try to include relevant examples and case studies. There may be local examples which you could use in your answers.
• Where you are asked to complete an answer by labelling or drawing on a resource you must do this rather than writing an answer.
• If you use any extra sheets make sure that you put your name on them and attach them to your answer booklet before handing it in.
• When you are asked to use a written resource you will not be given marks for copying out sections from it.
• Look at the question you are being asked and try to show your understanding by answering in your own words.
• If you are asked to compare or describe the differences between two things it is no good just writing about one. You could use words like ‘bigger’ or ‘more’ to help you compare or a word like ‘whereas’ in the middle of your sentence, e.g. ‘a constructive wave deposits material on the coast whereas a destructive wave erodes material from it’.
• Try to be as precise as possible as vague statements are unlikely to get you many marks. e.g. ‘A Stevenson Screen is used to get accurate readings’ is far too vague. You need to give details explaining why readings are accurate when a Stevenson Screen is used (the louvers allow a free flow of air, the white surface reflects the sun’s rays, it allows you to take temperatures in the shade etc.).
• Make sure you know the differences between global environmental problems which you may have studied. Many people mix up global warming, ozone depletion and acid rain.
• You must also make sure you do not mix up causes and effects / consequences – you may be asked for one or the other so read the question carefully.
• This paper is testing a range of skills.
• Try to be as accurate as you can with measuring and plotting.
• Take your time, take care and always use a ruler to complete graphs and measure straight line distances.
• Many questions ask you to ‘use the evidence’ in the resources provided such as the maps, photographs and graphs.
• You must make sure that you do so rather than using your background knowledge, e.g. if you are asked to describe the features of an industry shown in a photograph there is no need to include general information about that industry and its location.
• If you are asked to describe features of a coastal area shown on a map there will be no credit for explaining how they were formed.
• If you are asked to use evidence from the map to explain why there are no settlements in some areas there is no point in referring to the climate as the map extract is unlikely to include information about it.
• Practise basic map skills, for example six-figure grid references. Candidates sometimes get the third and sixth figures confused.
• Make sure you give the reference for the position of the symbol rather than the name of the place.
• If you are asked to measure a distance it is worth using the linear scale below the map and a straight edged piece of paper. By doing this you will be less likely to make mistakes which are possible when using calculation to convert centimetres to kilometres and metres.
• Look carefully at what units you need to use, whether you should answer to the nearest kilometre or in metres.
• Make sure you always give the units in your answer rather than just writing down the number.
• You could be asked to give a direction or a compass bearing.
• Make sure you know the difference and check which of the features you are measuring from and to, by looking carefully at the wording of the question.
• If you are asked to draw a graph be as accurate as you can, measuring carefully and using a ruler.
• Take care to draw the type of graph that the question asks for rather than a different type of graph.
• Make sure you know how to draw and read a divided bar graph; it is used in a different way from a normal bar graph.
• This paper is an alternative to coursework and to prepare for it you need to be able to answer questions about collecting, presenting and analysing data like you would in a geographical investigation. There is nearly always a question that asks you to write a conclusion and an evaluation. You need to practise these skills.
• Many of these questions are based on a hypothesis. Make sure you are familiar with testing hypotheses.
• You will be given resources to use in the examination which you have not seen before, perhaps different types of graphs or diagrams. Look at the diagrams carefully and think carefully about what they are showing before you answer the questions. You may be asked to complete a diagram, in which case you need to complete it accurately and carefully.
• You will have to answer questions about data which has already been collected as part of an investigation. This could be a set of figures, graphs or maps. One of the things you will be asked to do is to recognise and describe patterns or trends, e.g. the distribution of rainfall over an area as shown on a map or over time as shown on a graph, the amount of erosion alongside a footpath as shown on a diagram. You should practise this skill, using data which you have collected yourself, or data from your teacher.
• If you are asked questions about the data in the resources you will be expected to use that data rather than simply listing or repeating the figures, e.g. you may be asked to compare two sets of data about different places, look for a relationship between two or more sets of data or recognise similarities and differences. However it is always useful to support your answer by referring back to the resource and quoting data from it.
• Learn about the different types of samples that can be used when collecting data – you may be asked to describe the advantages of using systematic or stratified sampling for example. Many candidates assume that the only sample that can be taken is a random sample.
• You may be asked to suggest practical ways in which something could be improved. This could be an actual investigation or something which has been investigated, e.g. the amount and distribution of pollution in a river. You will be expected to be realistic in your suggestions so always think about whether they are practical. For example to suggest that all the residents of a town should be interviewed rather than taking a sample is unrealistic. Similarly, to suggest that all factories alongside the river are shut down is not a suggestion which is practical.
• When asked to write a conclusion you need to look at the evidence and then say whether you think the hypothesis is correct or not. In a few cases it may be only partly correct. You must then give evidence to support your conclusion. This evidence must be based on the data provided in the question.

Theme 1: Population and settlement

• Select activity 1.1 Population dynamics 1.2 Migration 1.3 Populati... 1.1 Population dynamics 1.2 Migration 1.3 Population structure 1.4 Population density and distribution 1.5 Settlements and service provision 1.6 Urban settlements 1.7 Urbanisation

Theme 2: The natural environment

• Select activity 2.1 Earthquakes and volcanoes 2.2 Rivers 2.3 Coast... 2.1 Earthquakes and volcanoes 2.2 Rivers 2.3 Coasts 2.4 Weather 2.5 Climate and natural vegetation

Theme 3: Economic development

• Select activity 3.1 Development 3.2 Food production 3.3 Industry 3... 3.1 Development 3.2 Food production 3.3 Industry 3.4 Tourism 3.5 Energy 3.6 Water
• Select activity Useful websites Useful websites
• Select activity The websites listed below are useful resources to ... The websites listed below are useful resources to support your Cambridge IGCSE Geography studies

FAQs for IGCSE Geography (0460 & 0976)

Do I need to teach the whole syllabus?

• Can candidates use bullet points in responses?
• How important is it for candidates not to exceed the coursework word limit?

Is there an advantage in opting for Component 3 Coursework rather than Component 4 Alternative to Coursework?

• How can I be sure my learners' coursework will be acceptable to the external moderator?
• Can I adapt the mark scheme for coursework?
• Most of my learners are not First Language English speakers, and their written English is not fluent. Does this disadvantage them?

Where can I get a copy of the 0460/2 Ordnance Survey Map extracts?

Can students use string and a magnifying glass in Paper 2?

Can students use calculators?

Yes, you should teach the full IGCSE Geography syllabus, and teach all topics within each theme.

Topics that do not come up on Paper 1 might prove to be useful background for Papers 2 and 4, or for coursework if that option is taken.

Can candidates use bullet points in responses? Candidates can use bullet points in longer responses if time is short but we do not recommend this. Where longer responses are expected, development is often required in the answer to achieve higher marks and this is identified in the mark scheme. Using bullet points allows candidates to state simple points but may not allow the development required for further credit. How important is it for candidates not to exceed the coursework word limit?

Coursework should not exceed the 2000 word limit. Candidates should be encouraged to develop the skill of writing with precision and succinctness.

Coursework which exceeds the 2000 word limit may lose focus and relevance on the route to geographical enquiry and may not achieve high marks in the assessment criteria. For example the e ‘Organisation and presentation’ assessment criteria (Level 3 (9-12 marks) makes reference to ‘clear relevance to the aims.’

There is no advantage in opting for Coursework rather than Alternative to Coursework. This is a matter of choice for individual schools and teachers.

Both components require learners to assess the same skills and understanding.

How can I be sure my learners' coursework will be acceptable to the external moderator? Cambridge makes every effort to ensure that coursework tasks are acceptable. Once coursework tasks have been set, we urge you to send in the proposed tasks for vetting before the work is done by your learners. We forward the proposed tasks to coursework consultants who provide comments on them and, if necessary, give advice on how they could be improved. We also offer online Coursework Training Programmes, which give you the opportunity to practice your skills within different aspects of the coursework marking process. These can be booked through the Events and training calendar on our public website. However, we cannot guarantee that the level of marks awarded in any individual school will be exactly in line with the marks awarded in another school. Therefore, each year the coursework marks of some schools have to be adjusted, up or down, as a result of external moderation. If this happens, reasons are given by the moderator in a report sent to the school. The Coursework Handbook explains this in more detail. All teachers should read the handbook carefully before starting on coursework. Can I adapt the mark scheme for coursework?

No, the generic mark scheme must be used exactly as it is in the syllabus.

Guidance on how to use the generic mark scheme it and sample coursework assignments with annotations and marks is in the Coursework Handbook. All teachers should read the handbook carefully before starting coursework.

Most of my learners are not First Language English speakers, and their written English is not fluent. Does this disadvantage them? No, learners are assessed on the content they produce, not on their English. The majority of learners are not First Language English speakers, so examiners are very experienced in assessing the work of learners whose English is in some way deficient. They are instructed to be sensitive in the interpretation of what has been written, and to give the benefit of the doubt to the learner. No marks are given for spelling, grammar, expression or any other non-subject criterion. In fact, most learners have no trouble making themselves understood. For a small minority, however, weaknesses in their English prevent them from being able to express their answers as effectively as possible. They may not understand the questions with the necessary precision. The answers they produce may be weakened by their inability to express what it is they have to say, and this may have an impact on their overall performance.

Electronic copies of the survey maps used with past papers can be found on the IGCSE Geography page of the School Support Hub in the Past Exam Resources section. Each map will be listed as 'Insert 2'.

Please contact your School Support Coordinator if you do not currently have access to this website.

The November 2015 maps for 0460/22 have had their scales reduced to fit for printing onto A3. Please take this into account if using this map extract.

Students should contact the school or centre where you are taking your exams in order to obtain copies of these survey maps.

String can be used to measure distances on map used on 0460 Paper 2 if this is the way this has been taught to candidates. Magnifying glasses are permitted for use with Paper 2 also.

Calculators can be used in all 0460 and 0976 examinations as per the instruction in the CIE Admin guide

For more information and materials on this syllabus, please visit our School Support Hub here .

Programmes & Qualifications

Cambridge igcse (9-1) geography 0976.

• Syllabus overview

Available in a limited number of Administrative zones. See our 'Syllabus availability notice' below for details.

The Cambridge IGCSE™ (9-1) Geography syllabus focuses equally on physical and human topics, with skills being embedded to encourage a more holistic approach to the subject.

The syllabus:

• includes contemporary and relevant topics which encourage learners to recognise the opportunities and challenges of our changing world
• encourages learners to develop an awareness of how the study of geography can help us understand and manage environmental, social and economic issues
• develops learners’ investigative and decision-making abilities
• builds a core foundation of knowledge, understanding and transferrable skills needed for further study or employment.

The syllabus year refers to the year in which the examination will be taken.

• -->2023 Syllabus (PDF, 473KB)
• -->2024 Syllabus update (PDF, 143KB)
• -->2025 - 2026 Syllabus update (PDF, 143KB)
• -->2027 - 2029 Syllabus (PDF, 878KB)

Syllabus updates

We have revised the subject content to make sure it remains relevant and up-to-date and supports progression to further study.

We have added more content on climate change, along with a greater focus on sustainability.

On Paper 1 and Paper 2, we have divided content into human and physical geography. Paper 1 is based on physical geography and Paper 2 is based on human geography. Both will be marked out of 75 and will be 1 hour and 45 minutes.

We have removed the Geographical Skills paper. These skills will be assessed across all question papers. This is to give a more authentic experience of applying geographical skills.

Paper 4 is now called Geographical Investigations.

For full details of the changes, please see the 2027–2029 syllabus above.

We are developing a range of resources to help teachers deliver this updated syllabus. We aim to provide a scheme of work and other relevant classroom resources.

Example Candidate Responses will be available following the first examination in 2027. Visit the School Support Hub from June 2027 onwards for details.

Important notices

In June, this syllabus is available in Administrative zone 3 and for centres in Oman and UAE. In November, this syllabus is available in Administrative zone 3 only. Check the administrative zones for your school .

Please note that if you make an entry for the 9-1 grading scale, it is not then possible to switch to the A*-G grading scale once the entries deadline has passed. If you find that you have accidentally made an entry for the 9-1 syllabus, you must withdraw and re-enter before the entries deadline.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

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