igcse geography coursework examples

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Example Candidate Responses (Standards Booklet) 0460 Cambridge IGCSE

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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

The Geography Study School

Geographically on par for your a star.

• Agriculture
• Case Studies
• Energy, water and the environment
• Industrial systems
• Map Skills-Paper 2

Paper 4: Alternative to coursework

• Plate tectonics
• River processes
• Weather, Climate & Ecosystems
• Recommended Resources
• Option G: Urban Environments
• Populations in Transition
• Changing space-the shrinking world
• Contact and Copyright

Except for Papers 1 (theory) and 2 (map skills), you may also be required to sit for Paper 4. This page summarises the main skills that you will need to learn to triumph in the exam hall.

Answer all questions

Many students lose points because they overlook some of the questions (has happened to me as well). Therefore, be sure to check that you have not missed tasks by checking for the square brackets to the right of the paper (which indicate the number of points you get). This is particularly important on pages with many tables, diagrams, graphs or maps.

Know your theory

The most common topics covered in the alternative to practical exams are: coasts , rivers , settlement and weather (so make sure you’ve revised the theory on these sections.

Measuring at coast lines

Beach profile is measured to survey the morphology (structure/elevation) of a beach and compare that to other beaches or coastlines, as well as examining correlation between beach processes and sediments.

• Appropriate sampling points are selected across the width of a beach at breaks of slope (changes in gradient)
• For each section between two sampling points, a clinometer and ranging rod are used to measure the slope angle (NB: points must be at identical height along the ranging rod, and ranging rods must be placed vertically into the ground.
• The distance between each section is measured using a tape measure, and the gradient is calculated.

This is best done at low tide and during stable weather conditions to ensure the safety of the surveyors.

Sediments size and structure may be recorded along different coast lines to investigate transport and erosion processes and the relationship between sediments and other factors such as beach profile. (the same method for sediment analysis applies to rivers)

• Sediments are selected using one of the sampling techniques, possibly by placing a quadrat on the beach along a transect.
• Calipers may be used to measure the length (long axis) of pebbles.
• An angularity chart or a pebbleometer may be used to investigate the roundness of the particles. (NB: an angularity chart is often subjective -different surveyors may come to different conclusions)
• The weight off a rock may be measured using electronic scales. Alternatively, the weight of a rock may be recorded uing a spring balance and a plastic bag. First, the weight of the empty plastic bag is recorded. Then the rock is put in the plastic bag, which is attached to the spring balance. The weight is read off from the scale and the total weight is subtracted from that of the plastic bag to find the weight of the rock.

Longshore drift may be measured to examine the transport of coastal material and predict the supply of sediments in future.

The “float” method may be used to measure longshore drift.

• A tape measure is laid out close to the water to mark start and finish points of the investigation (an appropriate distance should be selected beforehand)
• A float is placed in the water and the start mark.
• Direction and time of movement of the float is observed and recorded along the preset distance.

More detail on these fieldwork techniques can be found at the Royal Geographical Society .

Measuring river variables

Width and depth : Channel width can be measured by holding a tape measure across the channel from bank to bank. The wetted width is the channel width at water level, while bankful width refers to the distance from bank to bank. Channel depth is measured by using a ranging rod and measuring the depth of the river from water surface to bed on multiple locations across the channel and calculating the average.

The wetted perimeter is the length of the banks and bed that is in contact with the water. It is measured by recording the average depth and the wetted width.

Velocity : River velocity (rate of water movement varies across a stream): measured using a flow meter. A single measurement at 60% of the depth of the stream should be taken to supply a reliable average. The fastest part in the river channel is known as the Thalweg.

Discharge (m³/s) : cross-sectional area (m²) x velocity (m/s) Discharge normally increases downstream, as do width, depth and velocity.

A hydrograph can be used to map the discharge of a river against time at a specific point along the river. In a hydrograph. The highest point on a hydrograph gives us the peak discharge, or the highest rate of discharge. The time interval from the start of rainfall to peak discharge is known as time to peak.

When discharge of a river increases substantially over a long time, for example due to prolonged rainfall, this is shown as an upward curve on the hydrograph. This curve is known as concentration curve or rising limb.

Channel efficiency (measured by hydraulic radius): cross-sectional area/ wetted perimeter. The higher the hydraulic radius, the more efficiently the river transports its load

Gradient (slope) : using ranging rods positioned equidistantly upstream and downstream of the cross- section sites and clinometer to measure slope angle.

Settlement surveys

Traffic count:  Traffic counts can be performed to gain information on use of roads and means of travel, aiding urban planning.

• Find a suitable location or suitable transect.
• Use a tally chart to record different modes of transport

Identifying land use and function: Land use may be surveyed to establish boundaries of the CBD and identify management strategies to develop certain areas.

• Use a map of the city to select an appropriate transect for data collection.
• Classify different types of land use eg. industrial, residential, commercial
• Decide on a suitable sampling technique and record the data on the map.

From what I’ve seen looking at the past papers, most questions ask how weather instruments work or where they need to be sited.Also, you may be asked to interpret data (which is a major component of this paper).

Please refer to the notes on Weather, Climate and Ecosystems for how to use the weather instruments and Paper 2 for data representation .

Environmental surveys

Geographical equipment

A stopwatch is used to record time, eg. in traffic counts or in measuring velocity, in which it is used in conjunction with other equipment.

A compass is used to measure direction eg. of a course of a river or to see where the wind is coming from.

A tape measure is used to measure medium distances (between several metres to 30/50 metres). [the yellow thing used for measuring the distance in long jump]

A metre rule is used for measuring short distances eg. the depth of a river.

Calipers are used to measure the width, length or height of small objects.

A pebbleometer is used to measure the angularity (roundness) of river materials.

Ranging rods are used to measure the depth of a river, or the angle of a slope with a clinometer. A clinometer is used to measure the angle of elevation (slope) by placing at eye level at a ranging rod (that stands vertically in the ground).The clinometer is directed to the other ranging rod at eyelevel, and the angle is read off.

Flowmeters are used for measuring the velocity of water eg. in rivers. Flow meters have a small propeller that is placed under the surface of the water. Movement of the propeller created a digital reading that notes the speed of the water.

A quadrat is a  square divided into many smaller squares. A quadrat is used for measuring vegetation cover or selecting samples along a river or beach.

Data collection

Often you will be asked to describe what methods have been used to collect certain data. In that case specify the equipment used, how measurements have been taken and how they have been recorded.

Primary vs. secondary data

When collecting data, we can distinguish between primary and secondary data.

Primary data is data that has been collected personally (by you or your team) using surveying or sampling methods. Examples include pedestrian counts, environmental indexes and questionnaires.

Primary data contains only the information you wanted to obtain and in the format you need. It should be up to date. On the other hand, primary data collection may time-consuming and information may be biased.

Secondary data is data that has been collected by another person or research team ie. information from books or the internet.

Secondary allows you to collect information from a larger sample or samples that would not usually be accessible to you, however it may be in the wrong format and contain too much materials. You may not know the source of the data and the collection method.

There are three main types of sampling: random, systematic and stratified

In random sampling, a number generator or number chart is used to determine which samples  to survey. Each sample has equal chances of being selected. Random sampling avoids bias, as opposed to systematic sampling and is comparatively quick and simple. However, results may not be representative of the overall trend.

In systematic sampling, the samples are selected from a list of elements in a regular pattern (eg. every 4th sample). Systematic sampling gives better coverage of the sample group, however it may be biased (subjectivity of which pattern to follow) and the result may not be representative of the overall trend.

In stratified sampling the samples are divided into strata (categories) by some characteristics (eg. gender, location) Then a sample is taken either by random or systematic sampling. Systematic sampling is used to give a more representative result.

Questionnaires

Questionnaires may be conducted verbally or in written form. When constructing a questionnaire, it is very important to use the right structure and layout, as well as asking the right questions. Also, you need to choose on a sampling method before conducting a questionnaire survey.

A good questionnaire starts off with an introduction eg. We are from Bayport High School and for our geography classes we need to conduct a survey on … . Would you mind, if we ask you a few questions?

Questions should be organised in a logical manner. There are two types of questions: closed ended and open-ended. A good questionnaire will contain both closed and open-ended questions, so as to ask for the opinions of the participants, while also making the questions relevant and precise.

Closed-ended questions give a set possibility of answers, and participants usually tick their responses. Good closed-ended questions usually have one option saying “other”, should the participants not fit into any of the suggested categories. Closed ended questions are usually more subjective.

Open-ended questions allow the participants to formulate their own response. While this allows for more variety, data can be harder to display graphically and participants are more likely to give irrelevant responses.

Evaluating hypotheses

Evaluating hypotheses is one of the most scoring (and most common) questions on the paper. For each hypotheses:

• State whether it is true, partially true or false.
• Give a reason for your answer
• Use statistics to support your answer
• State any anomalies
• Support anomalies using figures (data)

How surveys can be improved

Each paper that I have seen so far, asks how survey (collection) methods can be improved. These are the most common answers, of which at least two should always be applicable.

• Do counts more regularly e.g. every one or two hours
• Do counts, surveys or indexes in more locations
• Do counts, surveys and indexes on different days of the week (including weekends)
• Get two groups doing the same survey, index or count so that an average may be taken
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Geography 0460 IGCSE Past Papers

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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.’

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

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.

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

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.

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

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.

Can students use calculators?

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.

📑 Update(s):

11/01/2024 :, may / june 2023 and oct / nov 2023 past papers are updated., 24/08/2023 :, caie a levels, o levels and igcse 2023 past papers of march and may /june are updated, 24/03/2023 :, caie a levels have new 2022 updated topical past papers with answers. exclusively available on papacambridge, 12/01/2023 :, october and november 2023 past papers of caie are updated., 2022 and 2023 updates :, 17/10/2022 past papers section is upgraded., may june 2022 and feb march 2022 past papers are updated..

if any paper paper is still missing, please report using the Contact Us! tab.

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• Field Trips - Guide to IGCSE Cousework

Guide to IGCSE Coursework

Alternative to coursework.

• Plan an enquiry.
• Collect data for an enquiry.
• Present data from an enquiry.
• Evaluate and analyse the data collected and draw conclusions.

COLLECTING DATA

• PRIMARY DATA is data collected by the students themselves during an enquiry by measuring or counting etc.
• SECONDARY DATA is data taken from other sources e.g. government statistics, the Internet etc.
• It is quicker than measuring every item.
• It is therefore cheaper.
• Often the population size is too great to measure all of them (e.g. pebbles on a beach).
• It is unnecessary to measure a whole population since a carefully chosen sample can give you an accurate result.
• It is sometimes impossible to gain access to a complete population (i.e. some people may refuse to be interviewed for a questionnaire).
• We may wish to take a snapshot of a population at a certain time (e.g. traffic flow in a city between 8am and 9am).

TYPES OF SAMPLING

Human geography enquiry skills.

• Wording of questions (must be grammatically correct).
• Length of questions (not too long).
• Number of questions (not too many).
• 0-10 minutes
• 11-20 minutes
• 21-30 minutes
• More than 30 minutes
• Polite and charming (even if someone refuses to answer your questions).
• Have a document from your school explaining who you are and what you are doing.
• Smartly dressed.
• Working in pairs and never alone.
• Spheres of influence.
• The use of services.
• Shopping Habits.
• Leisure activities.
• Building height.
• Building age.
• Building condition.
• Flows may differ in the mornings and afternoons with the movement of office workers.
• Flows will vary through the week with differences at weekends or on weekdays.
• In busy areas you will need two counters.
• You should stand with your back to a wall or shop so that people cannot pass behind you as you are counting.
• In very busy areas recorders can stand back to back to count people moving in both directions.
• Counts should be started at the same time so that many recorders in different locations can be coordinated.

PHYSICAL GEOGRAPHY

• River Studies
• Beach Studies
• Meteorology
• Measure a 10m length of the river.
• Measure the time it takes for a float (e.g. a tennis ball) to travel the distance.
• Do this several times at various points across the river.
• Calculate an average speed. This is the speed of your float at the water's surface.
• Multiply your result by 0.8 to give the river's true speed.
• HOW TO MEASURE A RIVER'S WIDTH AND DEPTH
• HOW TO CALCULATE A RIVER'S DISCHARGE
• HOW TO MEASURE THE GRADIENT OF A SLOPE

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Your Complete Guide to IGCSE Coursework

This guide includes everything you need to know about all the IGCSE coursework.

Like many of our other Complete Guides this article is not meant to be read in its entirety – just skip to whichever section is most relevant to you.

By Rebecca Lally, Saoirse Boyle, Hazel Fricska, and Nina Hopley

English Language

What do you need to do?

You need to submit 3 pieces of work, each of 500-800 words: a descriptive and/or narrative piece; an informative, analytical and/or argumentative piece; and a response to a text. Our teacher got us to write multiple practice pieces for each of the three text types during year 10 so that we could pick our favourites to redraft at the start of year 11. Your coursework portfolio is worth 50% of the total marks, which can help make up for lower scores in the exam if you know that is where you will struggle.

You need to pick different topics for each piece; this will allow you to create contrast through the portfolio and showcase different styles of writing. The descriptive piece offers the most creative freedom, although your teacher should offer some general guidance. We wrote pieces restaurants for our informative writing coursework and, for the media response piece, we wrote open letters to Wayne LaPierre, an American gun rights lobbyist.

Any advice?

• Don’t use a thesaurus. Switching out every other word for a supposedly better synonym is not what will make your work good! Your writing will come across as stilted and pretentious.
• Channel your efforts into creating fluidity and a consistent voice. Read through your work in your head and then out loud. Whilst reading ask yourself some questions: Where do the words start tripping over each other? Are you repeating anything?
• Try to show, rather than tell. Don’t fill your work with fluffy adjectives. Take the restaurant review as an example. You can say the food was “great”, “scrumptious”, “delicious”, “incredible”, but this doesn’t give  the reader any new or important information! Instead, describe the different textures, the different colours on the plate and the flavours of the food.
• Listen to your teacher. Your work will be internally assessed by a panel of teachers. You are allowed one draft – make it count. Make it as good as you can before you hand it in; once you have received feedback make sure to take all their advice on board.
• Let others read your work. Friends, parents, classmates. Tell them to be brutal, to pick it apart. A fresh pair of eyes can provide valuable insight and notice little things that you won’t. This can be especially helpful to do with students from other English classes! Their teacher may have approached a requirement in a different way and this may help you see aspects of your work from different perspectives.
• Your creative piece is an opportunity to show off your beautiful writing and rich descriptive language. Don’t worry about the plot. You will not be able to write an entire story in less than 800 words without sounding rushed. Focus on creating atmosphere and providing insight into your character(s).
• Be as specific as possible in your informative piece. Again, no fluffy adjectives! What information is most important to the reader and how will you relay this to them?
• In your media response piece, acknowledge every single point the text makes, explicit or implicit.  These points must be analysed and evaluated.  You must show that you understand the general tone of the text and the opinion of the writer. Do you agree with the journalist? Follow these pointers to write a cohesive and well-developed argument.

You need to produce a detailed essay, up to 2000 words in length, answering a question set by the school. You will need to do your own research from a variety of sources, evaluate different information and form your own opinion/argument. This year, we were asked to evaluate the significance of Gustav Stresemann, a chancellor and foreign minister from Germany’s Weimar years.

• Define the question clearly. Take significance: what does ‘significance’ mean? How is it different from importance? How will you measure it? Are there different kinds of significance? Answer these questions in your introductory paragraph.
• Read widely on the topic before you start writing, or even planning. This is the phase which should take the longest. It is really, really hard to write or plan an essay until you are totally familiar with the topic. By developing an opinion before you start writing, you can be consistent through the entire essay and really drive your point home.
• Read from a variety of reliable sources. Read any and all sources put on moodle by your teacher, check out books from the MMC, use JSTOR. This will set you apart from other candidates.
• You don’t need to mention every event in a period of time, or a person’s life.  Decide what is most important and what adds substance to your argument.
• Keep your ‘background information’ concise. The assessor is a History teacher – just assume they already know the details of the Weimar constitution, or the state of Germany at the time. The point of this essay is not to say what happened, but to evaluate events and develop your own argument.
• Keep referencing the question! You literally cannot use the keyword of the question, in our case, ‘significance’, too many times.  You defined your criteria at the start of the essay, you should use these criteria and explain how information fits into it.
• Don’t just organize chronologically. Organise chronologically and, within that, thematically. Reference events that happen later or earlier if it backs up an assertion that you have made.
• Compare and contrast similar events. What was different about the handling of situation A and situation B? What was the significance of each event? How much did each event impact the following years?
• Acknowledge both sides of the story, the role played by other figures and surrounding circumstances.
• Listen to your teacher’s advice. Like in English it is your teacher who will be assessing it and they have your best interests at heart.

Geography coursework is worth 27.5% of your overall geography grade. You will be taken on a field day to collect data and, after that, you have the summer to write it all up.

2017’s topic: “ An Investigation Into the Impact of Skiing on the Natural Environment” , carried out at Col de la Faucille.

2016’s topic: “ An investigation into River Processes on La Promenthouse”, carried out at La Promenthouse river.

Before going on the field trip, you will be given class time to prepare your investigation. You will come up with a research question, hypotheses to test and you will write out justifications for these hypotheses. The data collection will occur in groups and you can share results with students from other classes. But, you will be on your own when it comes to writing up your final report.

• Don’t leave it all to the end of summer, or the night before it is due! Especially if you did not finish your introductory work at the end of the year. It was a lot more time consuming than anyone expected.
• Focus on the analytical part of the coursework – this is what you should spend the most time and effort on. Any analysis or assertion you make is fine, as long as you can back it up with data and/or geographical theory.
• Use at least 4 types of graphs. Don’t just use the same scatter graphs or bar charts over and over again. Your teachers will have suggestions for other types. Building a GE graph may be more time-consuming, but it is more interesting than an excel column graph and will help you stand out from the other candidates.  
• Make your draft count. This is your only chance to get feedback, so make it as good as it can be. Your teacher is there to help.
• Don’t stress about the word count. Even our teacher admitted it would be very difficult to get an A* in 2000 words. You shouldn’t write a thesis, but it’s totally ok if you end up with 4000.
• Follow any checklist or rubric you are given. Make sure you are fulfilling every requirement. Don’t miss out on easy marks!

You will complete up to 8 prep sheets; it is preferable you make 8 to the best of your ability, as this will show the examiners you have a wide variety of skills. You will then do a final piece of work based on 2 of your prep sheets. You do have the option to do two exams, rather than coursework and one exam. While the coursework is more work overall, you will be under less time pressure than if you were taking an additional exam.

To score highly, you will need to perfect your technical skill. It is also crucial to demonstrate your artistic development – you can do this by including small mind maps based on a theme/unit, and by doing small ‘test’ sketches exploring various arrangements for a more detailed piece. In addition, your prep sheets should be aesthetically pleasing, as presentation does count. Bluetack your pieces of work to the sheet when you first hand it in, so you can rearrange the layout, or remove/add/improve any work. Use a variety of mediums to show versatility. Fortunately, the course will force you to create large projects and use different media (batik, lino, still life, collage).

It is okay if you feel that you need to redo almost every prep sheet that you handed in during year 10 – with time and patience, you will improve. When you have time away from the art class, during the holidays, reflect on the work that you have finished and try to perfect it. This way, when the deadline comes around in year 11, you will have finished and will be ready to focus all your artistic energy on the exam!

The most daunting thing about coursework is how many weeks you have to complete it! The themes are open ended and you have a lot of freedom. Unfortunately, this can paralyze rather than inspire. Art is time-consuming, and you are juggling it with 8 other subjects which each have their own homework and tests. You might push art to the side in order to tackle more imminent deadlines, dreaming of the great work you will produce when you have the time to sit down and devote yourself to it… but this will not happen. There is never going to be a ‘good time’ to do it. I ended up spending 6 days solid over the Christmas break drawing my final piece, and by day 3 I had started to despair, but I am so glad I finished it.

You should be prepared to fail: allocate time to hate your work, feel frustrated by your work and then pick yourself up and start again. Grab a black sharpie and title all of the documents that you are given by the department, such as, “ Year 11 coursework requirements” and, “Art unit planner”, with PLAN TO FAIL. This will remind you to get your head out of the clouds and make you start work immediately. Coursework is composed of prep sheets and a final piece (that has its own prep sheet as well): it is a lot of physical work to produce.

• Plan to fail! It will go wrong, take a direction you did not intend or even want! You must factor in time to start over.
• C ommit to ideas. Brainstorm your theme exhaustively in the first week of the assignment to find an idea you really love, then commit. Don’t start over halfway through.
• Don’t start year 11 with incomplete prep sheets. Finish them all before the coursework final is due.
• Finish every drawing. You may hate it, but if you don’t finish it, you won’t learn anything from it.
• Use the guidelines the art department gives you. Pin them up on a notice board and share them with your parents – keep those deadlines firmly in sight.
• Use the Art room at lunchtime , consult your teachers regularly for advice and guidance.

You need to complete*:

• Two stylistically different compositions
• Two solo performances
• A group performance

*There is also set work covering the work of one artist (for us, Felix Mendelssohn), World Music, and the music of one particular region (for us, Latin America). These are not part of the coursework component but are part of the syllabus.

It is ok if you have never played an instrument or studied music theory – as long as you love the subject. It may be wise to take private lessons in music theory and an instrument from the beginning of year 10. If you already play an instrument and know some music theory, you are ahead of the game!

In year 10 you are informed about the coursework, but class time is not devoted to it until year 11. Because the deadline is so far away, it is rare anyone starts working on it. Many of my peers decided to take the internal exam after realising they wouldn’t have the time to acquire the skills needed. Get started immediately. Record your performance to the best of your ability in year 10, even if you find it disappointing. In year 11 you will have the opportunity to listen to it again and re-record, challenging yourself further on the content. Same for compositions – experiment with melodies and sounds even if you are not confident. When Year 11 begins you will have a starting point to build from.

For compositions, as they have to be very different, listen to music from a variety of genres. In doing this you will find out what you like and it will be easier to create something you enjoy. If you find using Garageband difficult, talk to Mr. Aram. He always makes himself available to help, so don’t be shy or insecure about your work. He is not expecting you to be a musical prodigy!

When you are happy with your compositions in Garageband you then have to transpose everything into note form, using software like Sibelius. This is time-consuming  and challenging, especially if you are not confident with musical notation. So, plan to learn and ask for help before it’s too late. Go to the music department at lunch or work on your score with your classmates so that you all struggle together and can help each other.

Music is such an enriching subject that allows insight into different cultures and can lead to global understanding and communication. You want your compositions to reflect this exposure – which is very challenging because you need a certain level of skill. You can acquire these with help from teachers and extracurricular lessons but it all takes time as you still have 8 other subjects with equal demands. Ultimately, plan to fail and to experiment so that you have the time to achieve your best.

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How to Answer an 8 Mark Question ( Edexcel IGCSE Geography )

Revision note.

Geography Lead

How to Answer an 8 Mark Question

8 mark questions.

• Levelled response questions are the part of the final exams that many students find the most challenging
• The mark you achieve is based on the quality of your response to the question rather than marks being awarded for specific points
• Remember the examiners just want to see that you can apply your knowledge and understanding of a case study to a specific question
• The following guide will help you to express your knowledge and understanding in ways which will enable you to achieve the highest marks
• The 8 mark questions are in both papers 1 and 2 at the end of each section
• You are required to complete six 8 mark questions in total across both papers
• There are 3 levels which can be awarded in a levelled response question. These are outlined below:

• Regardless of the topic, the type of question that you will need to answer will be broadly the same. You will be asked to study a source(s) of data. You will then be expected to analyse the information. To analyse you need to examine the data source(s) methodically and in detail, you then need to explain and interpret it.

' Study Figure 1c in the Resource Booklet.

Analyse the importance of this dam ( Grand Renaissance Dam ) for managing the demand and supply of water.'

Study Figure 1c in the Resource Booklet.

Analyse the reasons for the changes in the percentage of people employed in the secondary sector.

• Highlight the keywords. 

Analyse the importance of this dam for managing the demand and supply of water .'

• In this example, it is important that you focus on the management of both the demand and the supply of water
• You need to assess how important the dam is in achieving both management of supply and demand
• Plan the information you are going to include. This can be a short list of bullet points. For example;
• A brief definition explanation of what a dam is 
• Dams allow control water discharge downstream
• This can reduce flooding 
• The storage of water in the reservoir, allowing the supply of water to areas in water deficit
• Impact when a river crosses an international boundary such as where the Blue Nile goes from Ethiopia to Sudan and then Egypt as shown in Figure 1c
• Write your answer
• To achieve 8 marks you need to write at least 3 detailed statements using the Figure and place specific detail
• Do not make general statements
• Be specific for example:

        ‘’Figure 1c shows the location of the Grand Renaissance Dam in Ethiopia holding back 74 billion cubic metres of water demonstrating its importance for water supply.'

• Ensure that you include place specific details from the Figure

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Author: Bridgette

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.