Syllabus

Cambridge IGCSE™
First Language English 0500
Use this syllabus for exams in 2027, 2028 and 2029.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge?
We work with schools worldwide to build an education that shapes knowledge, understanding and skills.
Together, we give learners the confidence they need to thrive and make a positive impact in a changing world.

As part of the University of Cambridge, we offer a globally trusted and flexible framework for education from
age 3 to 19, informed by research, experience, and listening to educators.

With recognised qualifications, high-quality resources, comprehensive support and valuable insights, we help
schools prepare every student for the opportunities and challenges ahead.

Qualifications that are recognised and valued worldwide

From the world’s top-ranked universities to local higher education institutions, Cambridge qualifications open
doors to a world of opportunities.

Setting a global standard

With over 160 years of experience in delivering fair, valid and reliable assessments to students worldwide, we
offer a global, recognised performance standard for international education.

Your path, your way

Schools can adapt our curriculum, high-quality teaching and learning resources and flexible assessments to
their local context. Our aligned offer helps Cambridge schools support every learner to reach their potential and
thrive.

Learning with lasting impact

Cambridge learners build subject knowledge and conceptual understanding, and develop a broad range of
skills, learning habits and attributes to help make them ready for the world.

Improving learning outcomes through data-led insight and action

Our trusted baseline and diagnostic assessments, together with our insights and evaluation service, help
schools turn data into knowledge and actionable insights, to inform teaching decisions and improve learner
outcomes.

Bringing together a community of experts

We bring together the collective knowledge of experts and our diverse community of educators worldwide,
supporting them to learn from one another and share ideas and information.

Tackling the climate crisis together

We believe that education is key to tackling the climate crisis. Together with Cambridge schools, we can
empower young people with the skills and knowledge to take action on climate change, helping them be ready
for the world.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

© Cambridge University Press & Assessment September 2024

Cambridge International Education is the name of our awarding body and a part of Cambridge University Press & Assessment, which is a
department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge?................................................................................................ 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 7
Assessment overview 8
Assessment objectives 9

3 Subject content ..........................................................................................................11

Reading 11
Writing 11
Speaking and Listening 12

4 Details of the assessment .........................................................................................13

Paper 1 – Reading 13
Paper 2 – Directed Writing and Composition 16
Component 3 – Coursework Portfolio 18
Additional information for Component 3 Coursework Portfolio 20
Component 4 – Speaking and Listening Test 29
Command words 34

5 What else you need to know .................................................................................... 35

Before you start 35
Making entries 36
Accessibility and equality 37
After the exam 38
How students and teachers can use the grades 38
Changes to this syllabus for 2027, 2028 and 2029 39

Important: Changes to this syllabus

For information about changes to this syllabus for 2027, 2028 and 2029, go to page 39.

www.cambridgeinternational.org/igcse 3
 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken
by students at any age. Taught by over 5000 schools in 150
countries, it is tried, tested and trusted.

Students can choose from 70 subjects in any combination,

including 30 languages.

Our programmes promote a thorough knowledge and

understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE First Language English encourages

reading and understanding of a wide range of texts and text
types, developing learners’ awareness of the ways in which
English may be used to take account of audience, purpose and form.

Learners develop their ability to speak and write effectively, demonstrating both fluency and control, as well as
to read and respond meaningfully to both written and spoken forms of the language.

The syllabus is designed to allow flexibility to suit the differing needs and interests of learners.

Our approach in Cambridge IGCSE First Language English encourages learners to be:

confident, in communicating ideas, opinions and interpretations accurately and persuasively

responsible, in considering the ways in which the choices made by writers and speakers might influence and
affect others

reflective, in identifying and understanding the ways in which they might adapt, develop and refine their
spoken and written responses

innovative, in crafting and experimenting with their own style of written and spoken language

engaged, in exploring a wide variety of written and spoken texts; listening and reading critically, both
independently and with others.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Why choose this syllabus?

Qualifications that are recognised and valued worldwide

Cambridge qualifications prepare and equip learners with the skills they need to thrive at university and beyond.
The world’s best higher education institutions recognise our qualifications and value the critical thinking skills,
independent research abilities and deep subject knowledge that Cambridge learners bring.

We continually work with universities and colleges in every part of the world to ensure that they understand and
accept our qualifications. Cambridge IGCSE provides a springboard to the Cambridge Advanced stage, as well
as other post-16 routes. The combination of knowledge and skills in Cambridge IGCSE First Language English
gives learners a solid foundation for further study. Candidates who achieve grades A* to C are well prepared to
follow a wide range of courses including Cambridge International AS & A Level English Language.

Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.

UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Why choose this syllabus?

Supporting teachers
We believe education works best when teaching and learning are closely aligned to the curriculum, resources
and assessment. Our high-quality teaching support helps to maximise teaching time and enables teachers to
engage learners of all backgrounds and abilities.

We aim to provide the following support for each Cambridge qualification:

• Syllabus
• Specimen question papers and mark schemes
• Specimen paper answers
• Schemes of Work
• Example candidate responses
• Past papers and mark schemes
• Principal examiner reports for teachers

These resources are available on the School Support Hub at www.cambridgeinternational.org/support, our
secure online site for Cambridge teachers. Your exams officer can provide you with a login.

Additional teaching & learning resources are also available for many syllabuses and vary according to
the nature of the subject and the structure of the assessment of each syllabus. These can include ready-
built lesson materials, digital resources and multimedia for the classroom and homework, guidance on
assessment and much more. Beyond the resources available on the Schools Support Hub, a wide range
of endorsed textbooks and associated teaching and learning support are available from Cambridge at
www.cambridge.org/education and from other publishers. Resources vary according to the nature of the
subject and the structure of the assessment of each syllabus.

You can also contact our global Cambridge community or talk to a senior examiner on our discussion forums.

Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates

Professional development
Find the next step on your professional development journey.
• Introduction courses – An introduction to Cambridge programmes and qualifications. For teachers who
are new to Cambridge programmes or new to a specific syllabus.
• Focus on Teaching courses – These are for teachers who want to explore a specific area of teaching
and learning within a syllabus or programme.
• Focus on Assessment courses – These are for teachers who want to understand the assessment of a
syllabus in greater depth.
• Marking workshops – These workshops help you become more familiar with what examiners are looking
for, and provide an opportunity to raise questions and share your experiences of the syllabus.
• Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops. Each workshop focuses on a specific area of teaching and learning practice.
• Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that
transform professional learning for practicing teachers. Available at Certificate and Diploma level.

For more information visit www.cambridgeinternational.org/support-for-teachers

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• read a wide range of texts, fluently and with good understanding, enjoying, exploring and appreciating a
variety of language
• read critically, and to use knowledge gained from reading to inform and improve their own writing
• write accurately and effectively, using English language appropriate to audience, purpose and form
• work with information and with ideas in language by developing skills of evaluation, analysis, use and
inference
• listen to, understand and use spoken English effectively, developing a range of spoken language strategies
• acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical
terminology and linguistic conventions.

Content overview
Cambridge IGCSE First Language English develops candidates’ language skills, supporting and encouraging
them to become appreciative and critical readers, writers, speakers and listeners.

It offers candidates the opportunity to respond with understanding to a rich variety of reading texts during the
course. Candidates use these texts to inform and inspire their own writing, and write in a range of text types for
different purposes and audiences.

Candidates develop both their speaking and their listening skills, delivering a presentation and engaging in
conversations.

We are an education organisation and politically neutral. The contents of this syllabus,
examination papers and associated materials do not endorse any political view. We endeavour to treat all
aspects of the exam process neutrally.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Syllabus overview

Assessment overview
All candidates take two components. Paper 1, and one of Paper 2 or Component 3. Candidates will be eligible
for grades A* to G. Component 4 is optional and assesses speaking and listening skills. This component is
separately endorsed and marks will not contribute to a candidate’s overall grade.

All candidates take: All candidates take either:

Paper 1 2 hours Paper 2 2 hours

Reading50% Directed Writing and Composition 50%
80 marks 80 marks
Structured and extended writing questions Extended writing question and a composition
Questions will be based on three reading texts task
Externally assessed Externally assessed

or:

Component 3
Coursework Portfolio 50%
80 marks
Three extended writing assignments
Internally assessed and externally moderated

Centres may also choose to enter candidates for the Speaking and Listening Test. Marks for this optional
component do not contribute to the overall grade candidates receive for the written components. Instead,
where candidates perform to an appropriate standard, certificates record achievement of grades 1 (high) to
5 (low).

Candidates can also take:

Component 4  Approx. 10–12 minutes

Speaking and Listening Test
40 marks Separately endorsed
Individual Talk and Conversation
Internally assessed and externally moderated

Information on availability is in the Before you start section.

Check the timetable at www.cambridgeinternational.org/timetables for the test date window for
Component 4.

Check the samples database at www.cambridgeinternational.org/samples for submission information,

forms and deadlines for Components 3 and 4.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Reading
Candidates will be assessed on their ability to:
R1. demonstrate understanding of explicit meanings
R2. demonstrate understanding of implicit meanings and attitudes
R3. analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4. demonstrate understanding of how writers achieve effects and influence readers
R5. select and use information for specific purposes.

AO2 Writing
Candidates will be assessed on their ability to:
W1. articulate experience and express what is thought, felt and imagined
W2. organise and structure facts, ideas and opinions for deliberate effect
W3. use a range of vocabulary and sentence structures appropriate to context
W4. use language appropriate to purpose and to engage the audience
W5. make accurate use of spelling, punctuation and grammar.

AO3 Speaking and Listening

Candidates will be assessed on their ability to:
SL1. articulate experience and express what is thought, felt and imagined
SL2. present facts, ideas and opinions for deliberate effect
SL3. communicate clearly, purposefully and fluently appropriate to context
SL4. use register appropriate to context
SL5. listen and respond appropriately in conversation.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Reading 50

AO2 Writing 50

AO3 Speaking and Listening Separately endorsed

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 and Component 4

Component 3

AO1 Reading 80 20 0

AO2 Writing 20 80 0

AO3 Speaking and Listening 0 0 100

Total 100 100 100

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources, examples and subject contexts to support your
learners’ study. These should be appropriate for the learners’ age, cultural background and learning context, as
well as comply with your school policies and local legal requirements.

The skills covered in this syllabus are outlined below.

Reading
• Demonstrate understanding of written texts, and of the words and phrases within them.
• Summarise and use material for a specific context.
• Develop, analyse and evaluate facts, ideas and opinions.
• Demonstrate understanding of how writers achieve their effects and influence readers.
• Select appropriate information for specific purposes.
• Recognise and respond to linguistic devices, figurative language and imagery.

In developing reading skills, learners engage with a range of genres and text types from the twentieth and/or
twenty-first centuries, including literature, fiction and non-fiction, and other forms of writing, such as discursive
essays, reviews and articles. Study includes writers’ use of language and style and the ways in which writers
achieve effects. Learners also study how writers influence readers through the use of facts, ideas, perspectives,
opinions and/or bias.

Writing
• Express what is thought, felt and imagined.
• Organise and convey facts, ideas and opinions effectively.
• Demonstrate a varied vocabulary appropriate to the context.
• Demonstrate an effective use of sentence structures.
• Demonstrate an understanding of audience, purpose and form.
• Demonstrate accuracy in spelling, punctuation and grammar.

As developing writers themselves, learners are introduced to a range of writing skills, including the ability to
create and compose texts in a variety of styles suitable for different audiences and purposes, e.g. descriptive,
narrative, discursive, argumentative and persuasive. Study includes the following text types: letter, report,
article, journal, speech, interview and summary.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Subject content

Speaking and Listening

• Describe and reflect on experience.
• Discuss what is thought, felt and imagined.
• Select and organise facts, ideas and opinions.
• Understand and convey complex ideas.
• Communicate fluently with clarity, focus and purpose for a range of contexts.
• Actively engage in a variety of discussions and conversations.

Learners explore a range of speaking and listening skills, including the ability to participate in conversations and
to respond spontaneously to questions and prompts. Study includes presentation skills and spoken language
devices such as effective use of tone / emphasis / register / structure / word choice / analytical and evaluative
response.

Faculty feedback: ‘Understanding how and why our climate is changing and providing the
knowledge and skills to explore the challenges plays a key role in every student’s education.’
Feedback from: Dr Amy Munro-Faure, Head of Education and Student Engagement of Cambridge Zero

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029.

4 Details of the assessment

Paper 1 – Reading
Written paper, 2 hours, 80 marks

Candidates answer four compulsory questions on three texts which may be on a similar topic. Candidates write
all their answers in the space provided on the question paper.

The texts have a combined total of approximately 1400 words in length. Candidates should spend
approximately 15 minutes reading the texts.

The texts will be printed on the question paper insert.

Dictionaries may not be used.

Question 1 Comprehension (20 marks)

Comprehension task: this question requires candidates to respond to Text A.

Candidates respond to a series of sub-questions. These include short answers testing understanding of both
explicit and implicit meanings.

This question tests the following reading assessment objectives (20 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers
R5 select and use information for specific purposes.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Question 2 Summary task (20 marks)

Summary task: this question requires candidates to respond to Text B.

This question that has two parts, 2(a) and 2(b).

In Question 2(a) candidates answer a selective summary task in their own words. Candidates write their
summary as continuous writing of no more than 120 words.

This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes.

This question also tests the following writing assessment objectives (5 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context.

In Question 2(b) candidates respond to a short answer question testing understanding of attitudes and
opinions.

This question tests the following reading assessment objectives (5 marks):

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text.

Question 3 Short-answer questions and language task (20 marks)

Short-answer questions: this question requires candidates to respond to Text C.

Candidates respond to a series of sub-questions which require answers of different lengths.

This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.

Language task: this question requires candidates to respond to Text C.

Candidates write about 200–250 words.

This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Question 4 Extended response to reading (20 marks)

Extended response to reading: this question requires candidates to respond to Text C.

Candidates write about 250–300 words, responding in one of the following text types: letter, report, journal,
speech, interview and article.

This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.

This question also tests the following writing assessment objectives (10 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Paper 2 – Directed Writing and Composition

Written paper, 2 hours, 80 marks

Candidates answer two questions, one from each section.

The texts will be printed on the question paper insert.

Dictionaries may not be used.

Section A Directed Writing (40 marks)

Candidates answer one question which has two parts, 1(a) and 1(b). This is based on one or two texts totalling
550–650 words in length.

Question 1(a) is a structured question that allows candidates to analyse, evaluate and demonstrate their
understanding of the text(s).

This question tests the following reading assessment objectives (5 marks):

R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers.

In Question 1(b) candidates use, develop and evaluate the information in the text(s) to create a discursive /
argumentative / persuasive speech, letter, article or report.

Candidates write about 250–350 words.

This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.

This question also tests the following writing assessment objectives (25 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience
W5 make accurate use of spelling, punctuation and grammar.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Section B Composition (40 marks)

Candidates answer one question from a choice of four titles: two descriptive and two narrative.

Candidates use the title to develop and write a composition.

Candidates write about 350–450 words.

This question tests the following writing assessment objectives (40 marks):
W1. articulate experience and express what is thought, felt and imagined
W2. organise and structure facts, ideas and opinions for deliberate effect
W3. use a range of vocabulary and sentence structures appropriate to context
W4. use language appropriate to purpose and to engage the audience
W5. make accurate use of spelling, punctuation and grammar.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Component 3 – Coursework Portfolio

Written assignments, 80 marks

This information should be read in conjunction with the relevant sections of the Cambridge Handbook for the
relevant year of assessment.

The forms required for the conduct and assessment of the portfolio may be downloaded from
www.cambridgeinternational.org/samples

Candidates submit a portfolio of three assignments, each of about 500–800 words. The assignments may be
completed in any order, and are:
Assignment 1 (30 marks): writing to discuss, argue and/or persuade in response to a text or texts
Assignment 2 (25 marks): writing to describe
Assignment 3 (25 marks): writing to narrate.

The Coursework Portfolio tests the following writing assessment objectives (65 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience
W5 make accurate use of spelling, punctuation and grammar.

For Assignment 1 only, the following reading assessment objectives are tested (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers
R5 select and use information for specific purposes.

Work may be handwritten or word-processed.

Dictionaries may be used.

Candidates must include the first draft of one of the three assignments submitted. The first draft will not
contribute to the final internally assessed mark or to the externally moderated mark for the portfolio.

The Coursework Portfolio must also include the text(s) used for Assignment 1.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements
to moderate or standardise your teachers’ marking so that all candidates are assessed to a common
standard. (If only one teacher is marking internal assessments, no internal moderation is necessary.)
You can find further information on the process of internal moderation on the samples database at
www.cambridgeinternational.org/samples

You should record the internally moderated marks for all candidates on the Coursework Assessment
Summary Form and submit these marks to Cambridge International according to the instructions set out in the
Cambridge Handbook for the relevant year of assessment.

External moderation
Cambridge International will externally moderate all internally assessed components.

• You must submit the marks of all candidates to Cambridge International.

• You must also submit the marked work of a sample of candidates to Cambridge International.

The sample you submit to Cambridge International should ideally include examples of the marking of each
teacher. The samples database at www.cambridgeinternational.org/samples explains how the sample will
be selected.

The samples database at www.cambridgeinternational.org/samples also provides details of how to submit

the marks and work.

External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Additional information for Component 3 Coursework Portfolio

Please read this information in conjunction with the relevant sections of the Cambridge Handbook for the
relevant year of assessment.

Assignments: general issues

• Assignments should arise from the programme of study undertaken by the teaching group.
• The best assignments are usually those that come from a shared learning experience but are finally chosen
by individual candidates; negotiation of assignments with the teacher is recommended.
• All tasks set should be sufficiently challenging to stretch candidates to their full potential. For example, a
class might study types of short story and their structures and conventions before individual candidates
choose their own titles and write their own short stories for Assignment 3.
• Questions from past examination papers should not be used for coursework.
• Candidates are not expected to work under timed conditions.
• Assignments 1–3 may be completed in any sequence during the course. It is generally better that
candidates complete more than three assignments during the course from which a suitable choice can
eventually be made for the final portfolio.
• The assignments must clearly demonstrate different writing intentions and styles to the reader.
• Centres must complete and submit a coversheet to authenticate work.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Assignment 1 (30 marks)

Assignment 1 is a piece of directed writing in response to one or two texts chosen by the teacher (or by the
candidate, with the teacher’s approval).

• This assignment is assessed for both writing and reading skills.

• Centres are advised to select text(s) of approximately two sides of A4 in total. Text(s) may consist of facts,
opinions and/or arguments which can be selected, analysed and evaluated by the candidate and can be
integrated into their own views.
• Note that literature texts are not usually suitable for this assignment.
• Text(s) may be of local, national or global interest – or all three – and should be suitable for the ability range
of the candidates. They may be drawn from a variety of sources, e.g. newspapers, magazine articles, travel
writing, text-based websites and media.
• Note that text(s) that are mainly informative or that provide content which has no development/discussion
should not be set.
• Candidates should be able to give an overview of the argument as a whole and illustrate their
understanding by commenting on specific ideas presented by the author of the text. This should include
an explanation of any ideas of interest and an argument for or against them, as well as examining them for
inconsistencies and substituting complementary or opposing views (e.g. recognise and comment on bias).
• The assignment may be written in one of the following forms: discursive / argumentative / persuasive
speech, letter, article or report.
• A copy of all texts used for Assignment 1 must be included with the sample of portfolios sent to the
external moderator.

Assignment 1 Two examples:

Discuss/argue and/or
persuade in response to text(s) • You are a local resident and feel very strongly about the ideas
suggested in your local newspaper. Write a response to the
editor in which you argue for or against the proposed ideas.
. In your discussion you will need to evaluate the ideas and opinions
presented in the text and centre your arguments around what is said.
. Text: a letter or article from a local newspaper arguing in favour of
or against a controversial local issue. For example: plans to make
changes to the local transport system, proposals to build a community
building on public land or a plan to address the behaviour of young
people in the area.
. Note to teachers: responses could be in any appropriate form, e.g. a
letter or an article.

• You have read the transcript of a speech by a well-known

person about an important topical issue. Write a response
to that person in which you try to persuade them to change
their minds about what they have said. In your discussion you
will need to evaluate the ideas and opinions presented in the
speech and centre your arguments around what they have said.
. Text: a speech about a current topical, local or global issue. For
example: a teacher’s speech about space travel, a celebrity’s speech
about an environmental issue, or a doctor’s speech about medicine.
. Note to teachers: responses could be in any appropriate form, e.g. a
speech or a letter.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Assignment 2 (25 marks)

Assignment 2 is a piece of prose descriptive writing which is assessed for writing skills only.

• The candidate should develop ideas and images which create a convincing, well-defined picture, with
varieties of focus.

Assignment 2 Two examples:

Writing to describe
• You are in a busy place waiting for a friend who is late.
Describe your surroundings and your thoughts and feelings as
you wait.
. Note to teachers: a busy place can be any place which provides a
definite sense of place/atmosphere and will contain a range of sights,
sounds and/or characters for candidates to describe, e.g. cafes, train
or bus stations, airport arrival or departure areas, sports stadiums,
beaches and markets.

• Describe an important gathering or celebration.

. Note to teachers: candidates should be encouraged to choose a
celebration or gathering of which they have personal experience.
Appropriate occasions could be any event which provides a definite
sense of place/atmosphere and will contain a range of sights, sounds
and/or characters for candidates to describe, e.g. weddings, significant
anniversaries or birthdays.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Assignment 3 (25 marks)

Assignment 3 is a piece of narrative writing which is assessed for writing skills only.

• Candidates may write in any form.

• The candidate should ensure the plot is well defined and developed with features of fiction writing, such as
description, characterisation and convincing details.

Assignment 3 Two examples:

Writing to narrate
• Write a narrative piece in which the following words appear
‘and then they finally realised that it didn’t really matter
anymore’.
. Note to teachers: the words may appear in any part of the narrative
writing. Candidates may write in a range of appropriate narrative forms,
e.g. the opening or closing chapter of a novel or a short story.

• Write a fictional or autobiographical account of an important or

life-changing event.
. Note to teachers: candidates may write in a range of appropriate
narrative forms and perspectives, e.g. a short story or several diary
entries.

Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across
the whole range of marks, where appropriate.

The marker should look at the work and then make a judgement about which level statement is the best fit.
In practice, work does not always match one level statement precisely so a judgement may need to be made
between two or more level statements.

Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:
• If the candidate’s work convincingly meets the level statement, award the highest mark.
• If the candidate’s work adequately meets the level statement, award the most appropriate mark in the
middle of the range (where middle marks are available).
• If the candidate’s work just meets the level statement, award the lowest mark.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Table A: Level descriptions for writing in Assignment 1 (15 marks)

Level Marks Description

6 13–15 • Highly effective style capable of conveying subtle meaning. (W1)

• Carefully structured for benefit of the reader. (W2)
• Purposefully selected vocabulary, precisely used. (W3)
• Highly effective use of language for audience and purpose. (W4)
• Spelling, punctuation and grammar always accurate. (W5)

5 10–12 • Effective style. (W1)

• Secure overall structure, organised to help the reader. (W2)
• Well-chosen vocabulary, used with some precision. (W3)
• Effective use of language for audience and purpose. (W4)
• Spelling, punctuation and grammar mostly accurate, with occasional minor errors.
(W5)

4 7–9 • Sometimes effective style. (W1)

• Ideas generally well sequenced. (W2)
• Uses a range of appropriate vocabulary. (W3)
• Mostly effective use of language for audience and purpose. (W4)
• Spelling, punctuation and grammar generally accurate though with some errors. (W5)

3 5–6 • Inconsistent style, expression sometimes awkward but meaning clear. (W1)
• Relies on the sequence of the original text. (W2)
• Vocabulary is simple, limited in range or reliant on the original text. (W3)
• Some awareness of audience and purpose. (W4)
• Frequent errors of spelling, punctuation and grammar, sometimes affecting
communication. (W5)

2 3–4 • Limited style. (W1)

• Limited evidence of sequencing. (W2)
• Limited vocabulary or words/phrases copied from the original text. (W3)
• Limited awareness of audience and purpose. (W4)
• Persistent errors of spelling, punctuation and grammar, occasionally impeding
communication. (W5)

1 1–2 • Expression unclear. (W1)

• Very limited sequencing of ideas. (W2)
• Very limited vocabulary or copying from the original text. (W3)
• Very limited awareness of audience and purpose. (W4)
• Persistent errors in spelling, punctuation and grammar impede communication. (W5)

0 0 No creditable content.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Table B: Level descriptions for reading in Assignment 1 (15 marks)

Level Marks Description

6 13–15 • A wide range of ideas and opinions is applied, both explicit and implicit. (R1, R2)
• Fully evaluates, analyses and develops ideas, attitudes and opinions, showing
understanding of how writers influence readers. (R3, R4)
• Integrates ideas from the text(s) to give a convincing response. (R5)

5 10–12 • A good range of ideas is evident, both explicit and implicit. (R1, R2)
• Some evaluation, analysis and development of ideas, attitudes and opinions showing
some understanding of how writers influence readers. (R3, R4)
• Some ideas supported by details from the text(s). (R5)

4 7–9 • A range of straightforward ideas and opinions offered, mostly explicit. (R1, R2)
• Opportunities for development of ideas, attitudes and opinions are rarely taken. (R3,
R4)
• Includes some details, but there may be mechanical use of the text(s). (R5)

3 5–6 • Some straightforward reference to explicit ideas and opinions. (R1, R2)
• Recognises some of the main ideas, attitudes and opinions. (R3, R4)
• There may be some reliance on lifting from the text(s). (R5)

2 3–4 • Limited response with little reference to the text(s), or a reproduction of sections of the
original. (R1, R2)
• Limited response to the topic of the text(s). (R3, R4)
• Content is either insubstantial or unselective. (R5)

1 1–2 • Very limited response with minimal relation to the text(s). (R1, R2, R3, R4, R5)

0 0 No creditable content.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Table C: Level descriptions for composition: content and structure in Assignments 2

and 3 (10 marks each)
Level Marks General and specific marking criteria

6 9–10 General
• Content is highly focused on the task, complex and engaging. (W1)
• Structure is secure, well balanced and carefully managed for deliberate effect. (W2)

Specific – descriptive Specific – narrative

• Creates well-defined and developed • Crafts a well-defined and strongly
ideas and images to offer a convincing developed plot in response to the
overall picture. prompt.
• Effectively uses features of descriptive • Effectively uses features of fiction
writing such as close observation, writing such as description,
effective use of figurative language and characterisation and effective climax,
varieties of focus. with convincing details.

5 7–8 General
• Content is developed, engaging and effective. (W1)
• Structure is well managed, with some choices made for deliberate effect. (W2)

Specific – descriptive Specific – narrative

• Frequent, well-chosen images and • The plot is defined and developed.
details give a mostly convincing picture.
• Uses some features of descriptive • Uses some features of fiction writing
writing such as close observation, such as description, characterisation,
effective use of figurative language and climax and details.
varieties of focus.

4 5–6 General
• Content is relevant with some effective development. (W1)
• Structure is competently managed. (W2)

Specific – descriptive Specific – narrative

• A selection of relevant ideas, images • The plot is relevant and cohesive, with
and details, even where there is a some features such as characterisation
tendency to write in a narrative style. and setting of scene.

3 3–4 General
• Content is straightforward with some development. (W1)
• Structure is mostly organised but may not always be effective. (W2)

Specific – descriptive Specific – narrative

• A series of generally relevant details, • The plot is straightforward, with limited
with limited use of the features of use of the features of narrative writing.
descriptive writing.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Level Marks General and specific marking criteria

2 2 General
• Content is simple; ideas and events may be limited. (W1)
• Structure is partially organised. (W2)

Specific – descriptive Specific – narrative

• Occasionally relevant with limited detail. • Events are only partially linked and/or
lack clarity.

1 1 General
• Content is occasionally relevant or clear. (W1)
• Structure is limited and ineffective. (W2)

Specific – descriptive Specific – narrative

• The description is unclear. • The narrative lacks coherence.

0 0 No creditable content.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Table D: Level descriptions for composition: style and accuracy in Assignments 2

and 3 (15 marks each)
Level Marks Description

6 13–15 • Precise, well-chosen vocabulary and varied sentence structures, chosen for effect.
(W3)
• Highly effective use of language to engage the reader. (W4)
• Spelling, punctuation and grammar always accurate. (W5)

5 10–12 • Mostly precise vocabulary and a range of sentence structures mostly used for effect.
(W3)
• Effective use of language to engage the reader. (W4)
• Spelling, punctuation and grammar is mostly accurate with some minor errors. (W5)

4 7–9 • Some precise vocabulary and a range of sentence structures sometimes used for
effect. (W3)
• Sometimes effective use of language to engage the reader. (W4)
• Spelling, punctuation and grammar generally accurate with some errors. (W5)

3 5–6 • Adequate vocabulary and a range of straightforward sentence structures. (W3)

• Some awareness of the reader. (W4)
• Frequent errors of spelling, punctuation and grammar, sometimes affecting
communication. (W5)

2 3–4 • Limited and/or imprecise vocabulary and sentence structures. (W3)

• Limited awareness of the reader. (W4)
• Persistent errors of spelling, punctuation and grammar, occasionally impeding
communication. (W5)

1 1–2 • Frequently imprecise vocabulary and sentence structures. (W3)

• Very limited awareness of the reader. (W4)
• Persistent errors in spelling, punctuation and grammar impede communication. (W5)

0 0 No creditable content.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Component 4 – Speaking and Listening Test

Individual Talk and Conversation, approximately 10–12 minutes in total, 40 marks

This component is separately endorsed with grades of 1 (high) to 5 (low). Marks for Component 4 do not
contribute to a candidate’s overall grade.

Teachers must treat this component as a non-coursework speaking test and must read this information in
conjunction with the relevant sections of the Cambridge Handbook for the relevant year of assessment.

There are two parts to the Speaking and Listening Test. In Part 1, candidates present an individual talk. In Part
2, candidates engage in a conversation with the teacher/examiner on their chosen topic.

There is no question paper for the test. The test must be taken within the Speaking and Listening Test window.
You should record all candidates. Candidates must only take the Speaking and Listening Test once and both
parts of the test must be recorded as one.

Part 1 Individual Talk (3–4 minutes) (20 marks)

The candidate talks for about 3–4 minutes on a single topic or theme which they have selected before the test.
The candidate talks about a topic of particular interest, for example, about the candidate’s passion for a specific
hobby or activity, which would include persuasive suggestions as to why others would also find it engaging.

Candidates need to show that they are able to prepare and organise material, are aware of audience, and can
select and employ a range of spoken language devices. Candidates are encouraged to make presentations
which are engaging, by perhaps incorporating more creative presentational styles, such as taking up a ‘voice’
or presenting a dramatic monologue.

There is no question paper and each candidate chooses their own subject with guidance from their teacher.
Teachers should advise on the suitability of topics or themes, but must not be involved in the preparation of
material for the Individual Talk. The interaction is between the candidate and the teacher only, although the
class may be present as an audience.

Candidates may bring one ‘cue card’ (about postcard size) into the examination room, to remind them of the
main points they wish to make. The cue card should contain a list of key points, not continuous sentences.
Candidates may write their points on one side of the cue card only. Candidates may also use a limited quantity
of illustrative material, which may include maps, diagrams, statistics and pictures. Reading from, or reliance on,
a script or extended notes is not allowed. Recitation of a memorised script is unlikely to be successful. The cue
card and illustrative material must be labelled with the candidate’s name and number and must be retained by
centres until six months after publication of results.

The talk should be continuous. If absolutely necessary the teacher/examiner may prompt but not question a
candidate who is finding it difficult to continue within the advised time of 3–4 minutes. Teachers/examiners
should interrupt to ask questions, and begin Part 2, if the candidate shows no sign of finishing after 4½
minutes.

Dictionaries may be used to prepare the Individual Talk, but they may not be taken into the test.

This part of the test is to be assessed using the level descriptions in Table A on page 31.

The Individual Talk tests the following speaking and listening assessment objectives (20 marks):
SL1. articulate experience and express what is thought, felt and imagined
SL2. present facts, ideas and opinions for effect
SL3. communicate clearly, purposefully and fluently appropriate to context
SL4. use register appropriate to context.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Part 2 Conversation (7–8 minutes) (20 marks)

The Individual Talk leads into a conversation with the teacher/examiner about the candidate’s chosen topic. For
example, an account of a specific hobby or activity that could be developed into a discussion of wider issues
such as the importance of having a hobby or interest to one’s mental and physical wellbeing. A talk about
physical activity could be developed into discussion of wider issues such as who should be responsible for
ensuring relevant facilities exist and how should they be funded.

Candidates should be encouraged to consider how a conversation might develop around their chosen topic; if
they cannot think of a number of questions they could be asked, the topic is unlikely to be easy to discuss.

During the Individual Talk, teachers/examiners are likely to make notes in order to help them ask appropriate
questions. The primary role of the teacher/examiner in Part 1 is to be a passive but attentive listener.

Candidates must be prepared to supply additional factual material where appropriate and to express and
defend a point of view. In order to give the candidate every opportunity, questions should be open, such as
‘tell me more about ...’, ‘why?’ and ‘how?’, rather than closed questions which may be answered by ‘yes/no’.
Candidates should not be made to feel embarrassed about expressing viewpoints that are not those of the
teacher/examiner. The teacher/examiner may wish to ask questions about those views, but these questions
must not be judgemental.

The teacher/examiner should normally allow 7–8 minutes for each candidate. If a candidate ‘dries up’ after a
few minutes, teachers/examiners should be ready to explore another aspect of the topic or theme; they should
keep trying to make conversation so that the candidate is given every opportunity to demonstrate their ability.
Questions should be rephrased (rather than repeated) in an attempt to continue the dialogue.

Teachers/examiners should beware of talking too much and of candidates being given credit for what the
teacher/examiner has actually said. Candidates are responsible for showing that they can converse adequately;
at the same time the teacher/examiner must make sure the candidate is given every opportunity to converse by
following up any opening given.

Dictionaries may not be used in the test.

This part of the test is to be assessed using the level descriptions in Table B on pages 32 and 33.

The Conversation tests the following speaking and listening assessment objectives (20 marks):
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions for effect
SL3 communicate clearly, purposefully and fluently appropriate to context
SL4 use register appropriate to context
SL5 listen and respond appropriately in conversation.

Marking instructions
The teacher must mark each candidate’s test out of a total of 40, in line with the level descriptions. The total
mark for the test is divided into 20 marks for Speaking in Part 1 (Individual Talk), and 10 marks for Speaking
and 10 marks for Listening in Part 2 (Conversation).

For information, dates and methods of submission of the Speaking and Listening Test marks and sample,
please refer to the Cambridge Handbook for the relevant year of assessment and the samples database at
www.cambridgeinternational.org/samples

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Marking: general principles

Marking of the Speaking and Listening Test should be positive, rewarding achievement where possible, but
clearly differentiating across the whole range of marks, where appropriate.

The marker should consider the skills and understanding evidenced by the candidate and then make a
judgement about which level statement is the best fit. Candidates’ work does not always match one level
statement precisely, so a judgement will often need to be made between two or more level statements.

Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:
• If the candidate’s work convincingly meets the level statement, award the highest mark.
• If the candidate’s work adequately meets the level statement, award the most appropriate mark in the
middle of the range (where middle marks are available).
• If the candidate’s work just meets the level statement, award the lowest mark.

Table A: Level descriptions for Component 4, Part 1 – Individual Talk (20 marks)
This task tests assessment objectives SL1, SL2, SL3 and SL4.

Level Marks Description

5 17–20 • Complex and developed use of content.

• Delivery is consistently assured and fully engages the audience.
• Effective use of a wide range of spoken language devices.
• Sustained, appropriate and accurate use of spoken language throughout.
• Effective register for audience and purpose.

4 13–16 • Some developed use of content.

• Delivery is competent with frequent attempts to engage the audience.
• Uses a good range of spoken language devices confidently.
• Mostly appropriate and accurate use of spoken language.
• Some awareness of an appropriate register for audience and purpose.

3 9–12 • Relevant use of content.

• Delivery is secure with some attempt to engage the audience.
• Some appropriate use of spoken language devices.
• Generally accurate use of language.

2 5–8 • Content is limited or loses focus.

• Delivery is not secure, with limited attempt to engage the audience.
• Limited use of spoken language devices.
• Some appropriate use of language but frequent inaccuracies affect communication.

1 1–4 • Content is very brief and undeveloped.

• Delivery is weak, with very limited attempt to engage the audience.
• Spoken language is not used appropriately or inaccuracies impede communication.

0 0 No creditable content.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Table B: Level descriptions for Component 4, Part 2 – Conversation (20 marks)

For Part 2, record separate marks for speaking and for listening.

Speaking: SL1, SL2, SL3 and SL4 Listening: SL5

Level Marks Description Level Marks Description

5 9–10 • Extends the subject matter 5 9–10 • Engages effectively in a natural

and confidently elicits conversation with the teacher/
responses from the teacher/ examiner.
examiner. • Responds fully to questions
• Uses a wide range of spoken and develops prompts; deals
language devices effectively; confidently with alterations
sustained, appropriate and in the direction of the
accurate use of language conversation.
throughout.

4 7–8 • Organises and expresses the 4 7–8 • Engages appropriately

subject matter competently; with the teacher/examiner,
elicits responses from the sometimes shaping the
teacher/examiner. conversation.
• Uses a good range of spoken • Responds in some detail to
language devices confidently; questions and prompts; deals
mostly appropriate and competently with most of the
accurate use of language. changes in the direction of the
conversation.

3 5–6 • Deals with the subject matter 3 5–6 • Maintains a conversation with
adequately and attempts the teacher/examiner.
to elicit responses from the • Responds to questions
teacher/examiner. adequately but deals less
• Spoken language devices are effectively with prompts; some
used appropriately; generally changes in the direction of the
appropriate use of language, conversation are dealt with.
but with some inaccuracy.

2 3–4 • Deals with the subject matter 2 3–4 • Relies on questions from the
simply with some loss of focus teacher/examiner to maintain
and limited attempt to elicit the conversation.
responses from the teacher/ • Provides limited responses to
examiner. the questions and prompts,
• Limited use of spoken occasionally recognises
language devices; some changes in the direction of the
appropriate use of language conversation.
but frequent inaccuracies
affect communication.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Speaking: SL1, SL2, SL3 and SL4 Listening: SL5

Level Marks Description Level Marks Description

1 1–2 • Very limited attempt to deal 1 1–2 • A two-way conversation is not

with the subject matter or successfully maintained.
to elicit responses from the • Provides very limited
teacher/examiner. responses to the questions
• Very limited use of language and prompts, does not
or inaccuracies impede recognise changes in the
communication. direction of the conversation.

0 0 No creditable content. 0 0 No creditable content.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Analyse examine in detail to show meaning, identify elements and the relationship between
them

Assess make an informed judgement

Consider review and respond to given information

Describe state the points of a topic / give characteristics and main features

Evaluate judge or calculate the quality, importance, amount or value of something

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Justify support a case with evidence/argument

Outline set out the main points

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridgeinternational.org/adminzone

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. Some components are not available to private candidates. For
more information, please refer to the Cambridge Guide to Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE English (as an Additional Language) (0472)
• Cambridge IGCSE (9–1) First Language English (0990)
• Cambridge IGCSE English as a Second Language (0510)
• Cambridge IGCSE (9–1) English as a Second Language (0993)
• Cambridge IGCSE English as a Second Language (count-in oral) (0511)
• Cambridge IGCSE (9–1) English as a Second Language (count-in oral) (0991)
• Cambridge O Level English Language (1123)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. What else you need to know

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Making entries
Exams officers are responsible for submitting entries. We encourage them to work closely with you to make
sure they enter the right number of candidates for the right combination of syllabus components. Entry option
codes and instructions for submitting entries are in the Cambridge Guide to Making Entries. Your exams officer
has access to this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.

Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes and carrying forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Candidates cannot resubmit, in whole or in part, coursework or speaking tests from a previous series
for remarking. For information, refer to the Cambridge Handbook for the relevant year of assessment at
www.cambridgeinternational.org/eoguide

To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to Making Entries
for the relevant series. Regulations for carrying forward component marks can be found in the Cambridge
Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide

Language
This syllabus and the related assessment materials are available in English only.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. What else you need to know

Accessibility and equality

Syllabus and assessment design
At Cambridge we recognise that our candidates have highly diverse socio-economic, cultural and linguistic
backgrounds, and may also have a variety of protected characteristics. Protected characteristics include
special educational needs and disability (SEND), religion and belief, and characteristics related to gender and
identity.

We follow accessible design principles to make our syllabuses and assessment materials as accessible and
inclusive as possible. We review language accessibility, visual resources, question layout and the contexts
used in questions. Using this approach means that we give all candidates the fairest possible opportunity to
demonstrate their knowledge, skills and understanding.

Access arrangements
Our design principles aim to make sure our assessment materials are accessible for all candidates. To further
minimise barriers faced by candidates with SEND, illness or injury, we offer a range of access arrangements
and modified papers. This is the principal way in which we comply with our duty to make ‘reasonable
adjustments’, as guided by the UK Equality Act 2010.

Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to taking an
assessment and should also reflect their normal way of working. This is explained in section 1.3 of the
Cambridge Handbook www.cambridgeinternational.org/eoguide
• For Cambridge to approve an access arrangement, we need to agree that it constitutes a reasonable
adjustment and does not affect the security or integrity of the assessment.
• Details of our standard access arrangements and modified question papers are available in section 1.3 of
the Cambridge Handbook www.cambridgeinternational.org/eoguide
• Centres are expected to check the availability of access arrangements and modified question papers at
the start of the course. All applications should be made by the deadlines published in section 1.3 of the
Cambridge Handbook www.cambridgeinternational.org/eoguide
• Contact us at the start of the course to find out if we can approve an access arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

Some access arrangements are not allowed in this syllabus because they affect the assessment objectives:
• candidates must not use voice-activated software to dictate their written work
• candidates must not use a human reader.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. What else you need to know

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results, Cambridge IGCSE is shown as INTERNATIONAL GENERAL CERTIFICATE OF

SECONDARY EDUCATION (IGCSE).

On certificates, Cambridge IGCSE is shown as International General Certificate of Secondary Education.

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1. to measure learning and achievement
. The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2. to show likely future success
. The outcomes help predict which students are well prepared for or likely to be successful in a particular
course or career.
. The outcomes help students choose the most suitable course or career.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. What else you need to know

Changes to this syllabus for 2027, 2028 and 2029

The syllabus has been reviewed and revised for first examination in 2027.

You must read the whole syllabus before planning your teaching programme.

Changes to syllabus content • The syllabus content has been reworded.

• The list of command words has been updated.

Changes to assessment • The syllabus aims have been updated.

(including changes to • Learner attributes have been introduced.
specimen papers)
• The wording of the assessment objectives has been updated. The
knowledge and skills assessed have not changed.

Paper 1 Reading
• The number of total question paper marks has not changed.
• The duration of the paper has not changed.
• The question paper has been restructured to help candidates to
navigate the paper efficiently and use their exam time effectively.
• The questions are based on three reading texts which are printed in
an insert.
• Candidates answer four compulsory questions worth 20 marks
each.
• The marking criteria for Paper 1 have been updated.
• Question 1 Comprehension questions
– These questions now test all five reading assessment
objectives.
– There are now 20 marks for comprehension.
• Question 2 Summary task
– There is a new 5-mark question incorporated that tests R2 and
R3.
– There are now 15 marks for reading and 5 marks for writing.
• Question 3 Short answer questions
– There are now 2 marks for questions which require candidates
to show their understanding of words identified from a text.
– The style of questions with underlining has changed to use
bold.
Language task
– The wording of the question has been simplified.
– The amount candidates write has reduced to 200–250 words.
• Question 4 Extended response to reading
– There are now 10 marks for reading and 10 marks for writing.
– The amount candidates write has reduced to 250–300 words.

continued

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. What else you need to know

Changes to assessment Paper 2 Directed Writing and Composition

(including changes to
• The number of total question paper marks has not changed.
specimen papers) continued
• The duration of the paper has not changed.

Section A: Directed Writing

– The total word count for the reading texts has been reduced to
550–650 words.
– This task has been divided into two parts, question 1(a) and 1(b)
to help candidates with their comprehension of the text(s).
– Question 1(a) assesses R3 and R4. R4 was not previously
assessed in this paper.
– Question 1(b) the Directed Writing task has 10 marks for reading
and 25 marks for writing.
– The marking criteria have been updated.

Section B: Composition
– The composition tasks remain unchanged.
– The marking criteria have been updated.

Component 3 Coursework Portfolio

– The forms in which candidates write have been updated and
clarified.
– There are no changes to the mark allocations.
– The marking criteria have been updated.

Component 4 Speaking and Listening Test

– There are no changes to the speaking and listening tasks and
mark allocations.
– The marking criteria have been updated.

In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
specimen papers will help your students become familiar with exam requirements and command words in
questions. The specimen mark schemes show how students should answer questions to meet the assessment
objectives.

Any textbooks endorsed to support the syllabus for examination from 2027 are suitable for use
with this syllabus.

Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.

With a Customer Services team available 24 hours a day, 6 days a week, and dedicated regional teams
supporting schools in 160 countries, we understand your local context and are here to guide you so you can
provide your learners with everything they need to prepare for Cambridge IGCSE.

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 Cambridge IGCSE First Language English 0500 syllabus for 2027, 2028 and 2029. What else you need to know

Quality management
We are committed to providing exceptional quality. In line with this commitment, our quality management
system for the provision of international education programmes and qualifications for students aged 5 to 19
is independently certified as meeting the internationally recognised standard, ISO 9001:2015.
Learn more at www.cambridgeinternational.org/about-us/our-standards/

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
[email protected] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

Cambridge International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2024

 Syllabus
Cambridge IGCSE™
Mathematics 0580
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 3
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for learners to progress from one stage to the next, and are well supported by teaching and learning
resources.

Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001

© Cambridge University Press & Assessment September 2022

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................12

Core subject content 12
Extended subject content 32

4 Details of the assessment ........................................................................................ 57

Core assessment 58
Extended assessment 59
List of formulas – Core (Paper 1 and Paper 3) 60
List of formulas – Extended (Paper 2 and Paper 4) 61
Mathematical conventions 62
Command words 64

5 What else you need to know .................................................................................... 65

Before you start 65
Making entries 66
Accessibility and equality 66
After the exam 67
How students and teachers can use the grades 67
Grade descriptions 67
Changes to this syllabus for 2025, 2026 and 2027 68

Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 68.
The latest syllabus is version 3, published May 2024.
 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Mathematics supports learners in

building competency, confidence and fluency in their use
of techniques and mathematical understanding. Learners
develop a feel for quantity, patterns and relationships, as well
as developing reasoning, problem-solving and analytical skills in a variety of abstract and real-life contexts.

Cambridge IGCSE Mathematics provides a strong foundation of mathematical knowledge both for candidates
studying mathematics at a higher level and those who will require mathematics to support skills in other
subjects.

The course is tiered to allow all candidates to achieve and progress in their mathematical studies.

Our approach in Cambridge IGCSE Mathematics encourages learners to be:

confident, in using mathematical language and techniques to ask questions, explore ideas and communicate

responsible, by taking ownership of their learning, and applying their mathematical knowledge and skills so
that they can reason, problem solve and work collaboratively

reflective, by making connections within mathematics and across other subjects, and in evaluating methods
and checking solutions

innovative, by applying their knowledge and understanding to solve unfamiliar problems creatively, flexibly and
efficiently

engaged, by the beauty, patterns and structure of mathematics, becoming curious to learn about its many
applications in society and the economy.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Mathematics gives learners a solid foundation for further study. Candidates who achieve grades A*
to C are well prepared to follow a wide range of courses including Cambridge International AS & A Level
Mathematics.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.

UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper • Results Analysis
speaking tests answers

Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates

Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events

• Cambridge Professional Development Qualifications

Find out more at www.cambridgeinternational.org/profdev

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• develop a positive attitude towards mathematics in a way that encourages enjoyment, establishes
confidence and promotes enquiry and further learning
• develop a feel for number and understand the significance of the results obtained
• apply their mathematical knowledge and skills to their own lives and the world around them
• use creativity and resilience to analyse and solve problems
• communicate mathematics clearly
• develop the ability to reason logically, make inferences and draw conclusions
• develop fluency so that they can appreciate the interdependence of, and connections between, different
areas of mathematics
• acquire a foundation for further study in mathematics and other subjects.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Syllabus overview

Content overview
All candidates study the following topics:
1 Number
2 Algebra and graphs
3 Coordinate geometry
4 Geometry
5 Mensuration
6 Trigonometry
7 Transformations and vectors
8 Probability
9 Statistics

Cambridge IGCSE Mathematics is tiered to enable effective differentiation for learners. The Core subject
content is intended for learners targeting grades C–G, and the Extended subject content is intended for
learners targeting grades A*–C. The Extended subject content contains the Core subject content as well as
additional content.

The subject content is organised by topic and is not presented in a teaching order. This content structure and
the use of tiering allows flexibility for teachers to plan delivery in a way that is appropriate for their learners.
Learners are expected to use techniques listed in the content and apply them to solve problems with or without
the use of a calculator, as appropriate.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment overview
All candidates take two components.

Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below,
should be entered for Paper 1 and Paper 3. These candidates will be eligible for grades C to G.

Candidates who have studied the Extended subject content, and who are expected to achieve a grade C or
above, should be entered for Paper 2 and Paper 4. These candidates will be eligible for grades A* to E.

Candidates should have a scientific calculator for Paper 3 and Paper 4. Calculators are not allowed for Paper 1
and Paper 2.

Please see the Cambridge Handbook at www.cambridgeinternational.org/eoguide for guidance on use of

calculators in the examinations.

Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:

Paper 1: Non-calculator (Core) Paper 3: Calculator (Core)

1 hour 30 minutes 1 hour 30 minutes

80 marks 50% 80 marks 50%
Structured and unstructured questions Structured and unstructured questions
Use of a calculator is not allowed A scientific calculator is required
Externally assessed Externally assessed

Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Extended subject content
only:

Paper 2: Non-calculator (Extended) Paper 4: Calculator (Extended)

2 hours 2 hours
100 marks 50% 100 marks 50%
Structured and unstructured questions Structured and unstructured questions
Use of a calculator is not allowed A scientific calculator is required
Externally assessed Externally assessed

Information on availability is in the Before you start section.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge and understanding of mathematical techniques

Candidates should be able to:
• recall and apply mathematical knowledge and techniques
• carry out routine procedures in mathematical and everyday situations
• understand and use mathematical notation and terminology
• perform calculations with and without a calculator
• organise, process, present and understand information in written form, tables, graphs and diagrams
• estimate, approximate and work to degrees of accuracy appropriate to the context and convert between
equivalent numerical forms
• understand and use measurement systems in everyday use
• measure and draw using geometrical instruments to an appropriate degree of accuracy
• recognise and use spatial relationships in two and three dimensions.

AO2 Analyse, interpret and communicate mathematically

Candidates should be able to:
• analyse a problem and identify a suitable strategy to solve it, including using a combination of processes
where appropriate
• make connections between different areas of mathematics
• recognise patterns in a variety of situations and make and justify generalisations
• make logical inferences and draw conclusions from mathematical data or results
• communicate methods and results in a clear and logical form
• interpret information in different forms and change from one form of representation to another.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the Core qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge and understanding of mathematical techniques 60–70

AO2 Analyse, interpret and communicate mathematically 30–40

Total 100

Assessment objectives as a percentage of the Extended qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge and understanding of mathematical techniques 40–50

AO2 Analyse, interpret and communicate mathematically 50–60

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Paper 3 Paper 4

AO1 Knowledge and understanding of mathematical 60–70 40–50 60–70 40–50

techniques

AO2 Analyse, interpret and communicate mathematically 30–40 50–60 30–40 50–60

Total 100 100 100 100

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

Learners should pursue an integrated course that allows them to fully develop their skills and understanding
both with and without the use of a calculator.

Candidates study either the Core subject content or the Extended subject content. Candidates aiming for
grades A* to C should study the Extended subject content.

A List of formulas is provided on page 2 of the examination papers for candidates to refer to during the
examinations. Please note that not all required formulas are given; the ‘Notes and examples’ column of the
subject content will indicate where a formula is given in the examination papers and when a formula is not
given, i.e. knowledge of a formula is required.

Core subject content

1 Number
C1.1 Types of number Notes and examples

Identify and use: Example tasks include:

• natural numbers • convert between numbers and words, e.g.
• integers (positive, zero and negative) six billion is 6 000 000 000
10 007 is ten thousand and seven
• prime numbers
• express 72 as a product of its prime factors
• square numbers
• find the highest common factor (HCF) of two
• cube numbers
numbers
• common factors
• find the lowest common multiple (LCM) of two
• common multiples numbers.
• rational and irrational numbers
• reciprocals.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

1 Number (continued)
C1.2 Sets Notes and examples

Understand and use set language, notation and Venn diagrams are limited to two sets.
Venn diagrams to describe sets. The following set notation will be used:
• n(A) Number of elements in set A
• A′ Complement of set A
• Universal set
• A∪B Union of A and B
• A∩B Intersection of A and B.

Example definition of sets:

A = {x: x is a natural number}
B = {a, b, c, …}
C = {x: a ⩽ x ⩽ b}.

C1.3 Powers and roots Notes and examples

Calculate with the following: Includes recall of squares and their corresponding
• squares roots from 1 to 15, and recall of cubes and their
corresponding roots of 1, 2, 3, 4, 5 and 10, e.g.:
• square roots
• Write down the value of 169 .
• cubes 3
• 2
Work out 5 # 8 .
• cube roots
• other powers and roots of numbers.

C1.4 Fractions, decimals and percentages Notes and examples

1 Use the language and notation of the following in Candidates are expected to be able to write
appropriate contexts: fractions in their simplest form.
• proper fractions Candidates are not expected to use recurring
• improper fractions decimal notation.
• mixed numbers
• decimals
• percentages.
2 Recognise equivalence and convert between Candidates are not expected to demonstrate the
these forms. conversion of a recurring decimal to a fraction and
vice versa.

C1.5 Ordering Notes and examples

Order quantities by magnitude and demonstrate

familiarity with the symbols =, ≠, >, < , ⩾ and ⩽ .

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

1 Number (continued)
C1.6 The four operations Notes and examples

Use the four operations for calculations with Includes:

integers, fractions and decimals, including correct • negative numbers
ordering of operations and use of brackets.
• improper fractions
• mixed numbers
• practical situations, e.g. temperature changes.

C1.7 Indices I Notes and examples

1 Understand and use indices (positive, zero and e.g. find the value of 7 –2.
negative integers).
2 Understand and use the rules of indices. e.g. find the value of 2–3 × 24, (23)2, 23 ÷ 24.

C1.8 Standard form Notes and examples

1 Use the standard form A × 10n where n is a

positive or negative integer and 1 ⩽ A < 10.
2 Convert numbers into and out of standard form.
3 Calculate with values in standard form. Core candidates are expected to calculate with
standard form only on Paper 3.

C1.9 Estimation Notes and examples

1 Round values to a specified degree of accuracy. Includes decimal places and significant figures.
2 Make estimates for calculations involving e.g. write 5764 correct to the nearest thousand.
numbers, quantities and measurements.
e.g. by writing each number correct to 1 significant
41.3
3 Round answers to a reasonable degree of figure, estimate the value of .
9.79 # 0.765
accuracy in the context of a given problem.

C1.10 Limits of accuracy Notes and examples

Give upper and lower bounds for data rounded to a e.g. write down the upper bound of a length
specified accuracy. measured correct to the nearest metre.
Candidates are not expected to find the bounds
of the results of calculations which have used data
rounded to a specified accuracy.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

1 Number (continued)
C1.11 Ratio and proportion Notes and examples

Understand and use ratio and proportion to:

• give ratios in their simplest form e.g. 20 : 30 : 40 in its simplest form is 2 : 3 : 4.
• divide a quantity in a given ratio
• use proportional reasoning and ratios in e.g. adapt recipes; use map scales; determine best
context. value.

C1.12 Rates Notes and examples

1 Use common measures of rate. e.g. calculate with:

• hourly rates of pay
• exchange rates between currencies
• flow rates
• fuel consumption.
2 Apply other measures of rate. e.g. calculate with:
• pressure
• density
• population density.
Required formulas will be given in the question.
3 Solve problems involving average speed. Knowledge of speed/distance/time formula is
required.
e.g. A cyclist travels 45 km in 3 hours 45 minutes.
What is their average speed?
Notation used will be, e.g. m/s (metres per second),
g/cm3 (grams per cubic centimetre).

C1.13 Percentages Notes and examples

1 Calculate a given percentage of a quantity.

2 Express one quantity as a percentage of another.
3 Calculate percentage increase or decrease.
4 Calculate with simple and compound interest. Formulas are not given.
Percentage calculations may include:
• deposit
• discount
• profit and loss (as an amount or a percentage)
• earnings
• percentages over 100%.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

1 Number (continued)
C1.14 Using a calculator Notes and examples

1 Use a calculator efficiently. e.g. know not to round values within a calculation
and to only round the final answer.
2 Enter values appropriately on a calculator. e.g. enter 2 hours 30 minutes as 2.5 hours or
2° 30’ 0’’.
3 Interpret the calculator display appropriately. e.g. in money 4.8 means $4.80; in time 3.25 means
3 hours 15 minutes.

C1.15 Time Notes and examples

1 Calculate with time: seconds (s), minutes (min), 1 year = 365 days.
hours (h), days, weeks, months, years, including
the relationship between units.
2 Calculate times in terms of the 24-hour and In the 24-hour clock, for example, 3.15 a.m. will be
12-hour clock. denoted by 03 15 and 3.15 p.m. by 15 15.
3 Read clocks and timetables. Includes problems involving time zones, local times
and time differences.

C1.16 Money Notes and examples

1 Calculate with money.

2 Convert from one currency to another.

C1.17 Extended content only.

C1.18 Extended content only.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs

C2.1 Introduction to algebra Notes and examples

1 Know that letters can be used to represent

generalised numbers.
2 Substitute numbers into expressions and
formulas.

C2.2 Algebraic manipulation Notes and examples

1 Simplify expressions by collecting like terms. Simplify means give the answer in its simplest form,
e.g. 2a + 3b + 5a – 9b = 7a – 6b.
2 Expand products of algebraic expressions. e.g. expand 3x(2x – 4y).
Includes products of two brackets involving one
variable, e.g. expand (2x + 1)(x – 4).
3 Factorise by extracting common factors. Factorise means factorise fully,
e.g. 9x2 + 15xy = 3x(3x + 5y).

C2.3 Extended content only.

C2.4 Indices II Notes and examples

1 Understand and use indices (positive, zero and e.g. 2x = 32. Find the value of x.
negative).
2 Understand and use the rules of indices. e.g. simplify:
• (5x 3) 2
• 12a 5 ÷ 3a –2
• 6x 7y 4 × 5x –5y.
Knowledge of logarithms is not required.

C2.5 Equations Notes and examples

1 Construct simple expressions, equations and e.g. write an expression for a number that is 2 more
formulas. than n.
Includes constructing linear simultaneous
equations.
2 Solve linear equations in one unknown. Examples include:
3 Solve simultaneous linear equations in two • 3x + 4 = 10
unknowns. • 5 – 2x = 3(x + 7).
4 Change the subject of simple formulas. e.g. change the subject of formulas where:
• the subject only appears once
• there is not a power or root of the subject.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs (continued)

C2.6 Inequalities Notes and examples

Represent and interpret inequalities, including on a When representing and interpreting inequalities on
number line. a number line:
• open circles should be used to represent strict
inequalities (<, >)
• closed circles should be used to represent
inclusive inequalities (⩽, ⩾)
e.g. – 3 ⩽ x < 1

x
–3 –2 –1 0 1

C2.7 Sequences Notes and examples

1 Continue a given number sequence or pattern. e.g. write the next two terms in this sequence:
1, 3, 6, 10, 15, … , …
2 Recognise patterns in sequences, including the
term-to-term rule, and relationships between
different sequences.
3 Find and use the nth term of the following
sequences:
(a) linear
(b) simple quadratic e.g. find the nth term of 2, 5, 10, 17
(c) simple cubic.

C2.8 Extended content only.

C2.9 Graphs in practical situations Notes and examples

1 Use and interpret graphs in practical situations e.g. interpret the gradient of a straight-line graph as
including travel graphs and conversion graphs. a rate of change.
2 Draw graphs from given data. e.g. draw a distance–time graph to represent a
journey.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs (continued)

C2.10 Graphs of functions Notes and examples

1 Construct tables of values, and draw, recognise

and interpret graphs for functions of the following
forms:
• ax + b
• ± x2 + ax + b
a
•
x (x ≠ 0)
where a and b are integer constants.

2 Solve associated equations graphically, including e.g. find the intersection of a line and a curve.
finding and interpreting roots by graphical
methods.

C2.11 Sketching curves Notes and examples

Recognise, sketch and interpret graphs of the

following functions:
(a) linear
(b) quadratic. Knowledge of symmetry and roots is required.
Knowledge of turning points is not required.

C2.12 Extended content only.

C2.13 Extended content only.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

3 Coordinate geometry
C3.1 Coordinates Notes and examples

Use and interpret Cartesian coordinates in

two dimensions.

C3.2 Drawing linear graphs Notes and examples

Draw straight-line graphs for linear equations. Equations will be given in the form y = mx + c
(e.g. y = –2x + 5), unless a table of values is given.

C3.3 Gradient of linear graphs Notes and examples

Find the gradient of a straight line. From a grid only.

C3.4 Extended content only.

C3.5 Equations of linear graphs Notes and examples

Interpret and obtain the equation of a straight-line Questions may:

graph in the form y = mx + c.
• use and request lines in the forms
y = mx + c
x=k
• involve finding the equation when the graph is
given
• ask for the gradient or y-intercept of a graph
from an equation, e.g. find the gradient and
y-intercept of the graph with the equation
y = 6x + 3.

Candidates are expected to give equations of a line

in a fully simplified form.

C3.6 Parallel lines Notes and examples

Find the gradient and equation of a straight line e.g. find the equation of the line parallel to
parallel to a given line. y = 4x – 1 that passes through (1, –3).

C3.7 Extended content only.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

4 Geometry
C4.1 Geometrical terms Notes and examples

1 Use and interpret the following geometrical Candidates are not expected to show that two
terms: shapes are congruent.
• point
• vertex
• line
• parallel
• perpendicular
• bearing
• right angle
• acute, obtuse and reflex angles
• interior and exterior angles
• similar
• congruent
• scale factor.
2 Use and interpret the vocabulary of: Includes the following terms:
• triangles Triangles:
• special quadrilaterals • equilateral
• polygons • isosceles
• nets • scalene
• simple solids. • right-angled.
Quadrilaterals:
• square
• rectangle
• kite
• rhombus
• parallelogram
• trapezium.
Polygons:
• regular and irregular polygons
• pentagon
• hexagon
• octagon
• decagon.
continued

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

4 Geometry (continued)
C4.1 Geometrical terms (continued) Notes and examples

Simple solids:
• cube
• cuboid
• prism
• cylinder
• pyramid
• cone
• sphere (term ‘hemisphere’ not required)
• face
• surface
• edge.
3 Use and interpret the vocabulary of a circle. Includes the following terms:
• centre
• radius (plural radii)
• diameter
• circumference
• semicircle
• chord
• tangent
• arc
• sector
• segment.

C4.2 Geometrical constructions Notes and examples

1 Measure and draw lines and angles. A ruler should be used for all straight edges.
Constructions of perpendicular bisectors and angle
bisectors are not required.
2 Construct a triangle, given the lengths of all e.g. construct a rhombus by drawing two triangles.
sides, using a ruler and pair of compasses only. Construction arcs must be shown.
3 Draw, use and interpret nets. Examples include:
• draw nets of cubes, cuboids, prisms and
pyramids
• use measurements from nets to calculate
volumes and surface areas.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

4 Geometry (continued)
C4.3 Scale drawings Notes and examples

1 Draw and interpret scale drawings. A ruler must be used for all straight edges.
2 Use and interpret three-figure bearings. Bearings are measured clockwise from north
(000° to 360°).
e.g. find the bearing of A from B if the bearing of B
from A is 025°.
Includes an understanding of the terms north, east,
south and west.
e.g. point D is due east of point C.

C4.4 Similarity Notes and examples

Calculate lengths of similar shapes.

C4.5 Symmetry Notes and examples

Recognise line symmetry and order of rotational Includes properties of triangles, quadrilaterals and
symmetry in two dimensions. polygons directly related to their symmetries.

C4.6 Angles Notes and examples

1 Calculate unknown angles and give simple Knowledge of three-letter notation for angles is
explanations using the following geometrical required, e.g. angle ABC. Candidates are expected
properties: to use the correct geometrical terminology when
• sum of angles at a point = 360° giving reasons for answers.
• sum of angles at a point on a straight line = 180°
• vertically opposite angles are equal
• angle sum of a triangle = 180° and angle sum
of a quadrilateral = 360°.
2 Calculate unknown angles and give geometric
explanations for angles formed within parallel lines:
• corresponding angles are equal
• alternate angles are equal
• co-interior angles sum to 180° (supplementary).
3 Know and use angle properties of regular Includes exterior and interior angles, and angle
polygons. sum.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

4 Geometry (continued)
C4.7 Circle theorems Notes and examples

Calculate unknown angles and give explanations Candidates will be expected to use the geometrical
using the following geometrical properties of circles: properties listed in the syllabus when giving
• angle in a semicircle = 90° reasons for answers.
• angle between tangent and radius = 90°.

C4.8 Extended content only.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

5 Mensuration
C5.1 Units of measure Notes and examples

Use metric units of mass, length, area, volume Units include:

and capacity in practical situations and convert • mm, cm, m, km
quantities into larger or smaller units.
• mm2, cm2, m2, km2
• mm3, cm3, m3
• ml, l
• g, kg.
Conversion between units includes:
• between different units of area, e.g. cm2 ↔ m2
• between units of volume and capacity,
e.g. m3 ↔ litres.

C5.2 Area and perimeter Notes and examples

Carry out calculations involving the perimeter and Except for area of a triangle, formulas are not
area of a rectangle, triangle, parallelogram and given.
trapezium.

C5.3 Circles, arcs and sectors Notes and examples

1 Carry out calculations involving the Answers may be asked for in terms of π.
circumference and area of a circle. Formulas are given in the List of formulas.
2 Carry out calculations involving arc length and
sector area as fractions of the circumference and
area of a circle, where the sector angle is a factor
of 360°.

C5.4 Surface area and volume Notes and examples

Carry out calculations and solve problems involving Answers may be asked for in terms of π.
the surface area and volume of a: The following formulas are given in the List of
• cuboid formulas:
• prism • curved surface area of a cylinder
• cylinder • curved surface area of a cone
• sphere • surface area of a sphere
• pyramid • volume of a prism
• cone. • volume of a pyramid
• volume of a cylinder
• volume of a cone
• volume of a sphere.

The term prism refers to any solid with a uniform

cross-section, e.g. a cylindrical sector.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

5 Mensuration (continued)
C5.5 Compound shapes and parts of shapes Notes and examples

1 Carry out calculations and solve problems Answers may be asked for in terms of π.
involving perimeters and areas of:
• compound shapes
• parts of shapes.
2 Carry out calculations and solve problems
involving surface areas and volumes of:
• compound solids
• parts of solids. e.g. find the volume of half of a sphere.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

6 Trigonometry
C6.1 Pythagoras’ theorem Notes and examples

Know and use Pythagoras’ theorem.

C6.2 Right-angled triangles

1 Know and use the sine, cosine and tangent Angles will be given in degrees and answers should
ratios for acute angles in calculations involving be written in degrees, with decimals correct to one
sides and angles of a right-angled triangle. decimal place.
2 Solve problems in two dimensions using Knowledge of bearings may be required.
Pythagoras’ theorem and trigonometry.

C6.3 Extended content only.

C6.4 Extended content only.

C6.5 Extended content only.

C6.6 Extended content only.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

7 Transformations and vectors

C7.1 Transformations Notes and examples

Recognise, describe and draw the following Questions will not involve combinations of
transformations: transformations. A ruler must be used for all straight
1 Reflection of a shape in a vertical or horizontal edges.
line.
2 Rotation of a shape about the origin, vertices
or midpoints of edges of the shape, through
multiples of 90°.
3 Enlargement of a shape from a centre by a scale Positive and fractional scale factors only.
factor.
JN
x
4 Translation of a shape by a vector KK OO .
y
LP

C7.2 Extended content only.

C7.3 Extended content only.

C7.4 Extended content only.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

8 Probability
C8.1 Introduction to probability Notes and examples

1 Understand and use the probability scale from Probability notation is not required.
0 to 1. Probabilities should be given as a fraction, decimal
or percentage. Problems may require using
information from tables, graphs or Venn diagrams
(limited to two sets).
2 Calculate the probability of a single event.
3 Understand that the probability of an event e.g. The probability that a counter is blue is 0.8.
not occurring = 1 – the probability of the event What is the probability that it is not blue?
occurring.

C8.2 Relative and expected frequencies Notes and examples

1 Understand relative frequency as an estimate of e.g. use results of experiments with a spinner to
probability. estimate the probability of a given outcome.
2 Calculate expected frequencies. e.g. use probability to estimate an expected value
from a population.
Includes understanding what is meant by fair, bias
and random.

C8.3 Probability of combined events Notes and examples

Calculate the probability of combined events using, Combined events will only be with replacement.
where appropriate:
• sample space diagrams
• Venn diagrams Venn diagrams will be limited to two sets.
• tree diagrams. In tree diagrams, outcomes will be written at the
end of the branches and probabilities by the side of
the branches.

C8.4 Extended content only.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

9 Statistics
C9.1 Classifying statistical data Notes and examples

Classify and tabulate statistical data. e.g. tally tables, two-way tables.

C9.2 Interpreting statistical data Notes and examples

1 Read, interpret and draw inferences from tables

and statistical diagrams.
2 Compare sets of data using tables, graphs and e.g. compare averages and ranges between two
statistical measures. data sets.
3 Appreciate restrictions on drawing conclusions
from given data.

C9.3 Averages and range Notes and examples

Calculate the mean, median, mode and range Data may be in a list or frequency table, but will not
for individual data and distinguish between the be grouped.
purposes for which these are used.

C9.4 Statistical charts and diagrams Notes and examples

Draw and interpret:

(a) bar charts Includes composite (stacked) and dual (side-by-
(b) pie charts side) bar charts.
(c) pictograms
(d) stem-and-leaf diagrams Stem-and-leaf diagrams should have ordered data
with a key.
(e) simple frequency distributions.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

9 Statistics (continued)
C9.5 Scatter diagrams Notes and examples

1 Draw and interpret scatter diagrams. Plotted points should be clearly marked, for
example as small crosses (×).
2 Understand what is meant by positive, negative
and zero correlation.
3 Draw by eye, interpret and use a straight line of A line of best fit:
best fit.
• should be a single ruled line drawn by
inspection
• should extend across the full data set
• does not need to coincide exactly with any of
the points but there should be a roughly even
distribution of points either side of the line over
its entire length.

C9.6 Extended content only.

C9.7 Extended content only.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

Extended subject content

1 Number
E1.1 Types of number Notes and examples

Identify and use: Example tasks include:

• natural numbers • convert between numbers and words, e.g.
• integers (positive, zero and negative) six billion is 6 000 000 000
10 007 is ten thousand and seven
• prime numbers
• express 72 as a product of its prime factors
• square numbers
• find the highest common factor (HCF) of two
• cube numbers
numbers
• common factors
• find the lowest common multiple (LCM) of two
• common multiples numbers.
• rational and irrational numbers
• reciprocals.

E1.2 Sets Notes and examples

Understand and use set language, notation and Venn diagrams are limited to two or three sets.
Venn diagrams to describe sets and represent The following set notation will be used:
relationships between sets.
• n(A) Number of elements in set A
• ∈ “… is an element of …”
• ∉ “… is not an element of …”
• A′ Complement of set A
• ∅ The empty set
• Universal set
• A⊆B A is a subset of B
• A⊈B A is not a subset of B
• A∪B Union of A and B
• A∩B Intersection of A and B.

Example definition of sets:

A = {x: x is a natural number}
B = {(x, y): y = mx + c}
C = {x: a ⩽ x ⩽ b}
D = {a, b, c, …}.

E1.3 Powers and roots Notes and examples

Calculate with the following: Includes recall of squares and their corresponding
• squares roots from 1 to 15, and recall of cubes and their
corresponding roots of 1, 2, 3, 4, 5 and 10, e.g.:
• square roots
• Write down the value of 169 .
• cubes 3
• 2
Work out 5 # 8 .
• cube roots
• other powers and roots of numbers.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

1 Number (continued)
E1.4 Fractions, decimals and percentages Notes and examples

1 Use the language and notation of the following in Candidates are expected to be able to write
appropriate contexts: fractions in their simplest form.
• proper fractions Recurring decimal notation is required, e.g.
• improper fractions • 0.17o = 0.1777f
• mixed numbers o o = 0.1232323f
0.123
• decimals • 0. 123 = 0.123123f
• percentages.
2 Recognise equivalence and convert between Includes converting between recurring decimals
these forms. and fractions and vice versa,
e.g. write 0.17o as a fraction.

E1.5 Ordering Notes and examples

Order quantities by magnitude and demonstrate

familiarity with the symbols =, ≠, >, < , ⩾ and ⩽.

E1.6 The four operations Notes and examples

Use the four operations for calculations with Includes:

integers, fractions and decimals, including correct
• negative numbers
ordering of operations and use of brackets.
• improper fractions
• mixed numbers
• practical situations, e.g. temperature changes.

E1.7 Indices I Notes and examples

1 Understand and use indices (positive, zero, Examples include:

negative, and fractional). 1
• 62 = 6
1
4
• 16 4 = 16
find the value of 7 –2, 81 2 , 8
1
- 32
• .

2 Understand and use the rules of indices. e.g. find the value of 2–3 × 24, (23)2, 23 ÷ 24.

E1.8 Standard form Notes and examples

1 Use the standard form A × 10n where n is a

positive or negative integer and 1 ⩽ A < 10.
2 Convert numbers into and out of standard form.
3 Calculate with values in standard form.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

1 Number (continued)
E1.9 Estimation Notes and examples

1 Round values to a specified degree of accuracy. Includes decimal places and significant figures.
2 Make estimates for calculations involving e.g. write 5764 correct to the nearest thousand.
numbers, quantities and measurements. e.g. by writing each number correct to 1 significant
figure, estimate the value of
41.3
.
3 Round answers to a reasonable degree of 9.79 # 0.765
accuracy in the context of a given problem.

E1.10 Limits of accuracy Notes and examples

1 Give upper and lower bounds for data rounded e.g. write down the upper bound of a length
to a specified accuracy. measured correct to the nearest metre.
2 Find upper and lower bounds of the results of Example calculations include:
calculations which have used data rounded to a • calculate the upper bound of the perimeter
specified accuracy. or the area of a rectangle given dimensions
measured to the nearest centimetre
• find the lower bound of the speed given
rounded values of distance and time.

E1.11 Ratio and proportion Notes and examples

Understand and use ratio and proportion to:

• give ratios in their simplest form e.g. 20 : 30 : 40 in its simplest form is 2 : 3 : 4.
• divide a quantity in a given ratio
• use proportional reasoning and ratios in e.g. adapt recipes; use map scales; determine best
context. value.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

1 Number (continued)
E1.12 Rates Notes and examples

1 Use common measures of rate. e.g. calculate with:

• hourly rates of pay
• exchange rates between currencies
• flow rates
• fuel consumption.
2 Apply other measures of rate. e.g. calculate with:
• pressure
• density
• population density.
Required formulas will be given in the question.
3 Solve problems involving average speed. Knowledge of speed/distance/time formula is
required.
e.g. A cyclist travels 45 km in 3 hours 45 minutes.
What is their average speed?
Notation used will be, e.g. m/s (metres per second),
g/cm3 (grams per cubic centimetre).

E1.13 Percentages Notes and examples

1 Calculate a given percentage of a quantity.

2 Express one quantity as a percentage of another.
3 Calculate percentage increase or decrease.
4 Calculate with simple and compound interest. Problems may include repeated percentage
change.
Formulas are not given.
5 Calculate using reverse percentages. e.g. find the cost price given the selling price and
the percentage profit.
Percentage calculations may include:
• deposit
• discount
• profit and loss (as an amount or a percentage)
• earnings
• percentages over 100%.

E1.14 Using a calculator Notes and examples

1 Use a calculator efficiently. e.g. know not to round values within a calculation
and to only round the final answer.
2 Enter values appropriately on a calculator. e.g. enter 2 hours 30 minutes as 2.5 hours or
2° 30’ 0’’.
3 Interpret the calculator display appropriately. e.g. in money 4.8 means $4.80; in time 3.25 means
3 hours 15 minutes.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

1 Number (continued)
E1.15 Time Notes and examples

1 Calculate with time: seconds (s), minutes (min), 1 year = 365 days.
hours (h), days, weeks, months, years, including
the relationship between units.
2 Calculate times in terms of the 24-hour and In the 24-hour clock, for example, 3.15 a.m. will be
12-hour clock. denoted by 03 15 and 3.15 p.m. by 15 15.
3 Read clocks and timetables. Includes problems involving time zones, local times
and time differences.

E1.16 Money Notes and examples

1 Calculate with money.

2 Convert from one currency to another.

E1.17 Exponential growth and decay Notes and examples

Use exponential growth and decay. e.g. depreciation, population change.

Knowledge of e is not required.

E1.18 Surds Notes and examples

1 Understand and use surds, including simplifying Examples include:

expressions.
• 20 = 2 5
200 − 32 = 6 2 .
2 Rationalise the denominator. Examples include:
10
• =2 5
5
1 1+ 3
= .
−1 + 3 2

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs

E2.1 Introduction to algebra Notes and examples

1 Know that letters can be used to represent

generalised numbers.
2 Substitute numbers into expressions and
formulas.

E2.2 Algebraic manipulation Notes and examples

1 Simplify expressions by collecting like terms. Simplify means give the answer in its simplest form,
e.g. 2a2 + 3ab – 1 + 5a2 – 9ab + 4 = 7a2 – 6ab + 3.
2 Expand products of algebraic expressions. e.g. expand 3x(2x – 4y), (3x + y)(x – 4y).
Includes products of more than two brackets,
e.g. expand (x – 2)(x + 3)(2x + 1).
3 Factorise by extracting common factors. Factorise means factorise fully,
e.g. 9x2 + 15xy = 3x(3x + 5y).
4 Factorise expressions of the form:
• ax + bx + kay + kby
• a2 x2 − b2y2
• a2 + 2ab + b2
• ax2 + bx + c
• ax3 + bx2 + cx.
5 Complete the square for expressions in the form
ax2 + bx + c.

E2.3 Algebraic fractions Notes and examples

1 Manipulate algebraic fractions. Examples include:

• x +x–4
3 2
• 2x – 3(x –5)
3 2
• 3a × 9a
4 10
• 3a ÷ 9a
4 10
• 1 +x+1.
x–2 x–3

e.g.
x2 – 2x .
2 Factorise and simplify rational expressions.
x2 – 5x + 6

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs (continued)

E2.4 Indices II Notes and examples

1 Understand and use indices (positive, zero, e.g. solve:

negative and fractional). • 32x = 2
• 5x + 1 = 25x.
2 Understand and use the rules of indices. e.g. simplify:
− 2 1
• 3x 4 # 3 x 2
2 12 ' − 2
5 x 2x
J 5N3
2x
• KK OO .
L3P
Knowledge of logarithms is not required.

E2.5 Equations Notes and examples

1 Construct expressions, equations and formulas. e.g. write an expression for the product of two
consecutive even numbers.
Includes constructing simultaneous equations.
2 Solve linear equations in one unknown. Examples include:
• 3x + 4 = 10
• 5 – 2x = 3(x + 7).
3 Solve fractional equations with numerical and Examples include:
linear algebraic denominators.
• x =4
2x + 1
•
2 + 3 =1
x + 2 2x – 1
•
x = 3 .
x+2 x–6
4 Solve simultaneous linear equations in two
unknowns.
5 Solve simultaneous equations, involving one With powers no higher than two.
linear and one non-linear.
6 Solve quadratic equations by factorisation, Includes writing a quadratic expression in
completing the square and by use of the completed square form.
quadratic formula. Candidates may be expected to give solutions in
surd form.
The quadratic formula is given in the List of
formulas.
7 Change the subject of formulas. e.g. change the subject of a formula where:
• the subject appears twice
• there is a power or root of the subject.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs (continued)

E2.6 Inequalities Notes and examples

1 Represent and interpret inequalities, including on When representing and interpreting inequalities on
a number line. a number line:
• open circles should be used to represent strict
inequalities (<, >)
• closed circles should be used to represent
inclusive inequalities (⩽, ⩾).
e.g. – 3 ⩽ x < 1

x
–3 –2 –1 0 1

2 Construct, solve and interpret linear inequalities. Examples include:

• 3x < 2x + 4
• –3 ⩽ 3x – 2 < 7 .
3 Represent and interpret linear inequalities in two The following conventions should be used:
variables graphically. • broken lines should be used to represent strict
inequalities (<, >)
• solid lines should be used to represent inclusive
inequalities (⩽, ⩾)
• shading should be used to represent unwanted
regions (unless otherwise directed in the
question).
e.g.
y x<1 y
2 2
y⩾1
1 1
x x
0 0
1 2 1 2

4 List inequalities that define a given region. Linear programming problems are not included.

E2.7 Sequences Notes and examples

1 Continue a given number sequence or pattern. Subscript notation may be used, e.g. Tn is the nth
term of sequence T.
2 Recognise patterns in sequences, including the Includes linear, quadratic, cubic and exponential
term-to-term rule, and relationships between sequences and simple combinations of these.
different sequences.
3 Find and use the nth term of sequences.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs (continued)

E2.8 Proportion Notes and examples

Express direct and inverse proportion in algebraic Includes linear, square, square root, cube and cube
terms and use this form of expression to find root proportion.
unknown quantities. Knowledge of proportional symbol (∝) is required.

E2.9 Graphs in practical situations Notes and examples

1 Use and interpret graphs in practical situations Includes estimation and interpretation of the
including travel graphs and conversion graphs. gradient of a tangent at a point.
2 Draw graphs from given data.
3 Apply the idea of rate of change to simple
kinematics involving distance–time and
speed–time graphs, acceleration and
deceleration.
4 Calculate distance travelled as area under a Areas will involve linear sections of the graph only.
speed–time graph.

E2.10 Graphs of functions Notes and examples

1 Construct tables of values, and draw, recognise Examples include:

and interpret graphs for functions of the following • y = x3 + x – 4
forms: 3
• y = 2x + 2
• axn (includes sums of no more than three of x
these)
y= × 2x.
1
•
• abx + c 4

where n = –2, –1, − 2 , 0, 2 , 1, 2, 3; a and c are

1 1
  
   rational numbers; and b is a positive integer.
2 Solve associated equations graphically, including e.g. finding the intersection of a line and a curve.
finding and interpreting roots by graphical
methods.
3 Draw and interpret graphs representing
exponential growth and decay problems.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs (continued)

E2.11 Sketching curves Notes and examples

Recognise, sketch and interpret graphs of the Functions will be equivalent to:
following functions: • ax + by = c
(a) linear • y = ax2 + bx + c
(b) quadratic • y = ax3 + b
(c) cubic • y = ax3 + bx2 + cx
(d) reciprocal a
• y= +b
(e) exponential. x
y = arx + b
where a, b and c are rational numbers and r is a
rational, positive number.
Knowledge of turning points, roots and symmetry is
required.
Knowledge of vertical and horizontal asymptotes is
required.
Finding turning points of quadratics by completing
the square is required.

E2.12 Differentiation Notes and examples

1 Estimate gradients of curves by drawing

tangents.
dy
2 Use the derivatives of functions of the form axn, notation will be expected.
dx
where a is a rational constant and n is a positive
integer or zero, and simple sums of not more
than three of these.
3 Apply differentiation to gradients and stationary
points (turning points).
4 Discriminate between maxima and minima by Maximum and minimum points may be identified by:
any method. • an accurate sketch
• use of the second differential
• inspecting the gradient either side of a turning
point.
Candidates are not expected to identify points of
inflection.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

2 Algebra and graphs (continued)

E2.13 Functions Notes and examples

1 Understand functions, domain and range and Examples include:

use function notation.
• f (x) = 3x – 5

• g(x) = 3(x + 4)
5
• h(x) = 2x2 + 3.

2 Understand and find inverse functions f –1(x).

3
3 Form composite functions as defined by e.g. f(x) = and g(x) = (3x + 5)2. Find fg(x).
x+2
gf(x) = g(f(x)). Give your answer as a fraction in its simplest form.

Candidates are not expected to find the domains

and ranges of composite functions.
This topic may include mapping diagrams.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

3 Coordinate geometry
E3.1 Coordinates Notes and examples

Use and interpret Cartesian coordinates in two

dimensions.

E3.2 Drawing linear graphs Notes and examples

Draw straight-line graphs for linear equations. Examples include:

• y = –2x + 5
• y = 7 – 4x
• 3x + 2y = 5.

E3.3 Gradient of linear graphs Notes and examples

1 Find the gradient of a straight line.

2 Calculate the gradient of a straight line from the
coordinates of two points on it.

E3.4 Length and midpoint Notes and examples

1 Calculate the length of a line segment.

2 Find the coordinates of the midpoint of a line
segment.

E3.5 Equations of linear graphs Notes and examples

Interpret and obtain the equation of a straight-line Questions may:

graph.
• use and request lines in different forms, e.g.
ax + by = c
y = mx + c
x=k
• involve finding the equation when the graph is
given
• ask for the gradient or y-intercept of a graph
from an equation, e.g. find the gradient and
y-intercept of the graph with equation
5x + 4y = 8.
Candidates are expected to give equations of a line
in a fully simplified form.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

3 Coordinate geometry (continued)

E3.6 Parallel lines Notes and examples

Find the gradient and equation of a straight line e.g. find the equation of the line parallel to
parallel to a given line. y = 4x – 1 that passes through (1, –3).

E3.7 Perpendicular lines Notes and examples

Find the gradient and equation of a straight line Examples include:

perpendicular to a given line. • find the gradient of a line perpendicular to
2y = 3x + 1
• find the equation of the perpendicular bisector
of the line joining the points (–3, 8) and (9, –2).

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

4 Geometry
E4.1 Geometrical terms Notes and examples

1 Use and interpret the following geometrical Candidates are not expected to show that two
terms: shapes are congruent.
• point
• vertex
• line
• plane
• parallel
• perpendicular
• perpendicular bisector
• bearing
• right angle
• acute, obtuse and reflex angles
• interior and exterior angles
• similar
• congruent
• scale factor.
2 Use and interpret the vocabulary of: Includes the following terms.
• triangles Triangles:
• special quadrilaterals • equilateral
• polygons • isosceles
• nets • scalene
• solids. • right-angled.
Quadrilaterals:
• square
• rectangle
• kite
• rhombus
• parallelogram
• trapezium.
continued

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

4 Geometry (continued)
E4.1 Geometrical terms (continued) Notes and examples

Polygons:
• regular and irregular polygons
• pentagon
• hexagon
• octagon
• decagon.
Solids:
• cube
• cuboid
• prism
• cylinder
• pyramid
• cone
• sphere
• hemisphere
• frustum
• face
• surface
• edge.
3 Use and interpret the vocabulary of a circle. Includes the following terms:
• centre
• radius (plural radii)
• diameter
• circumference
• semicircle
• chord
• tangent
• major and minor arc
• sector
• segment.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

4 Geometry (continued)
E4.2 Geometrical constructions Notes and examples

1 Measure and draw lines and angles. A ruler should be used for all straight edges.
Constructions of perpendicular bisectors and angle
bisectors are not required.
2 Construct a triangle, given the lengths of all e.g. construct a rhombus by drawing two triangles.
sides, using a ruler and pair of compasses only. Construction arcs must be shown.
3 Draw, use and interpret nets. Examples include:
• draw nets of cubes, cuboids, prisms and
pyramids
• use measurements from nets to calculate
volumes and surface areas.

E4.3 Scale drawings Notes and examples

1 Draw and interpret scale drawings. A ruler must be used for all straight edges.
2 Use and interpret three-figure bearings. Bearings are measured clockwise from north
(000° to 360°).
e.g. find the bearing of A from B if the bearing of B
from A is 025°.
Includes an understanding of the terms north, east,
south and west.
e.g. point D is due east of point C.

E4.4 Similarity Notes and examples

1 Calculate lengths of similar shapes.

2 Use the relationships between lengths and areas Includes use of scale factor, e.g.

Volume of A `Length of Aj
of similar shapes and lengths, surface areas and 3
volumes of similar solids. = .
Volume of B `Length of Bj3

3 Solve problems and give simple explanations Includes showing that two triangles are similar
involving similarity. using geometric reasons.

E4.5 Symmetry Notes and examples

1 Recognise line symmetry and order of rotational Includes properties of triangles, quadrilaterals and
symmetry in two dimensions. polygons directly related to their symmetries.
2 Recognise symmetry properties of prisms, e.g. identify planes and axes of symmetry.
cylinders, pyramids and cones.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

4 Geometry (continued)
E4.6 Angles Notes and examples

1 Calculate unknown angles and give simple Knowledge of 3-letter notation for angles is
explanations using the following geometrical required, e.g. angle ABC. Candidates are expected
properties: to use the correct geometrical terminology when
• sum of angles at a point = 360° giving reasons for answers.
• sum of angles at a point on a straight line = 180°
• vertically opposite angles are equal
• angle sum of a triangle = 180° and angle sum
of a quadrilateral = 360°.
2 Calculate unknown angles and give geometric
explanations for angles formed within parallel lines:
• corresponding angles are equal
• alternate angles are equal
• co-interior angles sum to 180° (supplementary).
3 Know and use angle properties of regular and Includes exterior and interior angles, and angle
irregular polygons. sum.

E4.7 Circle theorems I Notes and examples

Calculate unknown angles and give explanations Candidates are expected to use the geometrical
using the following geometrical properties of circles: properties listed in the syllabus when giving
• angle in a semicircle = 90° reasons for answers.
• angle between tangent and radius = 90°
• angle at the centre is twice the angle at the
circumference
• angles in the same segment are equal
• opposite angles of a cyclic quadrilateral sum to
180° (supplementary)
• alternate segment theorem.

E4.8 Circle theorems II Notes and examples

Use the following symmetry properties of circles: Candidates are expected to use the geometrical
properties listed in the syllabus when giving
• equal chords are equidistant from the centre
reasons for answers.
• the perpendicular bisector of a chord passes
through the centre
• tangents from an external point are equal in
length.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

5 Mensuration
E5.1 Units of measure Notes and examples

Use metric units of mass, length, area, volume Units include:

and capacity in practical situations and convert • mm, cm, m, km
quantities into larger or smaller units.
• mm2, cm2, m2, km2
• mm3, cm3, m3
• ml, l
• g, kg.
Conversion between units includes:
• between different units of area, e.g. cm2 ↔ m2
• between units of volume and capacity,
e.g. m3 ↔ litres.

E5.2 Area and perimeter Notes and examples

Carry out calculations involving the perimeter and Except for the area of a triangle, formulas are not
area of a rectangle, triangle, parallelogram and given.
trapezium.

E5.3 Circles, arcs and sectors Notes and examples

1 Carry out calculations involving the Answers may be asked for in terms of π.
circumference and area of a circle. Formulas are given in the List of formulas.
2 Carry out calculations involving arc length and Includes minor and major sectors.
sector area as fractions of the circumference and
area of a circle.

E5.4 Surface area and volume Notes and examples

Carry out calculations and solve problems involving Answers may be asked for in terms of π.
the surface area and volume of a: The following formulas are given in the List of
• cuboid formulas:
• prism • curved surface area of a cylinder
• cylinder • curved surface area of a cone
• sphere • surface area of a sphere
• pyramid • volume of a prism
• cone. • volume of a pyramid
• volume of a cylinder
• volume of a cone
• volume of a sphere.

The term prism refers to any solid with a uniform

cross-section, e.g. a cylindrical sector.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

5 Mensuration (continued)
E5.5 Compound shapes and parts of shapes Notes and examples

1 Carry out calculations and solve problems Answers may be asked for in terms of π.
involving perimeters and areas of:
• compound shapes
• parts of shapes.
2 Carry out calculations and solve problems
involving surface areas and volumes of:
• compound solids
• parts of solids. e.g. find the surface area and volume of a frustum.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

6 Trigonometry
E6.1 Pythagoras’ theorem Notes and examples

Know and use Pythagoras’ theorem.

E6.2 Right-angled triangles Notes and examples

1 Know and use the sine, cosine and tangent Angles will be given in degrees and answers should
ratios for acute angles in calculations involving be written in degrees, with decimals correct to one
sides and angles of a right-angled triangle. decimal place.
2 Solve problems in two dimensions using Knowledge of bearings may be required.
Pythagoras’ theorem and trigonometry.
3 Know that the perpendicular distance from a
point to a line is the shortest distance to the line.
4 Carry out calculations involving angles of
elevation and depression.

E6.3 Exact trigonometric values Notes and examples

Know the exact values of:

1 sin x and cos x for x = 0°, 30°, 45°, 60° and 90°.
2 tan x for x = 0°, 30°, 45° and 60°.

E6.4 Trigonometric functions Notes and examples

1 Recognise, sketch and interpret the following

graphs for 0° ⩽ x ⩽ 360°:
• y = sin x
• y = cos x
• y = tan x.
2 Solve trigonometric equations involving sin x, e.g. solve:
cos x or tan x, for 0° ⩽ x ⩽ 360°. 3
• sin x = 2 for 0° ⩽ x ⩽ 360°
• 2 cos x + 1 = 0 for 0° ⩽ x ⩽ 360°.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

6 Trigonometry (continued)
E6.5 Non-right-angled triangles Notes and examples

1 Use the sine and cosine rules in calculations Includes problems involving obtuse angles and the
involving lengths and angles for any triangle. ambiguous case.
2 Use the formula The sine and cosine rules and the formula for area
area of triangle = 2 ab sin C.
1
of a triangle are given in the List of formulas.

E6.6 Pythagoras’ theorem and trigonometry Notes and examples

in 3D

Carry out calculations and solve problems in

three dimensions using Pythagoras’ theorem
and trigonometry, including calculating the angle
between a line and a plane.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

7 Transformations and vectors

E7.1 Transformations Notes and examples

Recognise, describe and draw the following Questions may involve combinations of
transformations: transformations. A ruler must be used for all straight
1 Reflection of a shape in a straight line. edges.

2 Rotation of a shape about a centre through

multiples of 90°.
3 Enlargement of a shape from a centre by a scale Positive, fractional and negative scale factors may
factor. be used.
JN
x
4 Translation of a shape by a vector KK OO .
y
LP

E7.2 Vectors in two dimensions Notes and examples

1 Describe a translation using a vector represented Vectors will be printed as AB or a.

JN
x
  by KK OO , AB or a.
y
LP
2 Add and subtract vectors.
3 Multiply a vector by a scalar.

E7.3 Magnitude of a vector Notes and examples

JN
x
Calculate the magnitude of a vector KK OO as The magnitudes of vectors will be denoted by
y
LP modulus signs, e.g.
x 2 +y 2 .
• a is the magnitude of a
• AB is the magnitude of AB .

E7.4 Vector geometry Notes and examples

1 Represent vectors by directed line segments.

2 Use position vectors.
3 Use the sum and difference of two or more
vectors to express given vectors in terms of two
coplanar vectors.
4 Use vectors to reason and to solve geometric Examples include:
problems. • show that vectors are parallel
• show that 3 points are collinear
• solve vector problems involving ratio and
similarity.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

8 Probability
E8.1 Introduction to probability Notes and examples

1 Understand and use the probability scale from P(A) is the probability of A
0 to 1. P(A′) is the probability of not A
2 Understand and use probability notation.

3 Calculate the probability of a single event. Probabilities should be given as a fraction, decimal
or percentage.
Problems may require using information from
tables, graphs or Venn diagrams.
4 Understand that the probability of an event e.g. P(B) = 0.8, find P(B′)
not occurring = 1 – the probability of the event
occurring.

E8.2 Relative and expected frequencies Notes and examples

1 Understand relative frequency as an estimate of e.g. use results of experiments with a spinner to
probability. estimate the probability of a given outcome.
2 Calculate expected frequencies. e.g. use probability to estimate an expected value
from a population.
Includes understanding what is meant by fair, bias
and random.

E8.3 Probability of combined events Notes and examples

Calculate the probability of combined events using, Combined events could be with or without
where appropriate: replacement.
• sample space diagrams
• Venn diagrams The notation P(A ∩ B) and P(A ∪ B) may be used
in the context of Venn diagrams.
• tree diagrams. On tree diagrams outcomes will be written at the
end of branches and probabilities by the side of the
branches.

E8.4 Conditional probability Notes and examples

Calculate conditional probability using Venn Knowledge of notation, P(A|B), and formulas
diagrams, tree diagrams and tables. relating to conditional probability is not required.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

9 Statistics
E9.1 Classifying statistical data Notes and examples

Classify and tabulate statistical data. e.g. tally tables, two-way tables.

E9.2 Interpreting statistical data Notes and examples

1 Read, interpret and draw inferences from tables

and statistical diagrams.
2 Compare sets of data using tables, graphs and e.g. compare averages and measures of spread
statistical measures. between two data sets.
3 Appreciate restrictions on drawing conclusions
from given data.

E9.3 Averages and measures of spread Notes and examples

1 Calculate the mean, median, mode, quartiles,

range and interquartile range for individual data
and distinguish between the purposes for which
these are used.
2 Calculate an estimate of the mean for grouped
discrete or grouped continuous data.
3 Identify the modal class from a grouped
frequency distribution.

E9.4 Statistical charts and diagrams Notes and examples

Draw and interpret:

(a) bar charts Includes composite (stacked) and dual (side-by-
(b) pie charts side) bar charts.
(c) pictograms
(d) stem-and-leaf diagrams Stem-and-leaf diagrams should have ordered data
with a key.
(e) simple frequency distributions.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Subject content

9 Statistics (continued)
E9.5 Scatter diagrams Notes and examples

1 Draw and interpret scatter diagrams. Plotted points should be clearly marked, for
example as small crosses (×).
2 Understand what is meant by positive, negative
and zero correlation.
3 Draw by eye, interpret and use a straight line of A line of best fit:
best fit.
• should be a single ruled line drawn by
inspection
• should extend across the full data set
• does not need to coincide exactly with any of
the points but there should be a roughly even
distribution of points either side of the line over
its entire length.

E9.6 Cumulative frequency diagrams Notes and examples

1 Draw and interpret cumulative frequency tables Plotted points on a cumulative frequency diagram
and diagrams. should be clearly marked, for example as small
crosses (×), and be joined with a smooth curve.
2 Estimate and interpret the median, percentiles,
quartiles and interquartile range from cumulative
frequency diagrams.

E9.7 Histograms Notes and examples

1 Draw and interpret histograms. On histograms, the vertical axis is labelled

‘Frequency density’.
2 Calculate with frequency density.
Frequency density is defined as
frequency density = frequency ÷ class width.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.

4 Details of the assessment

All candidates take two components.

Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below,
should be entered for Paper 1 and Paper 3. These candidates will be eligible for grades C to G.

Candidates who have studied the Extended subject content and who are expected to achieve a grade C or
above should be entered for Paper 2 and Paper 4. These candidates will be eligible for grades A* to E.

All papers assess AO1 Knowledge and understanding of mathematical techniques and AO2 Analyse, interpret
and communicate mathematically.

All papers consist of structured and unstructured questions. Structured questions contain parts, e.g. (a), (b),
(c)(i), etc., and unstructured questions do not.

Questions may assess more than one topic from the subject content.

For all papers, candidates write their answers on the question paper. They must show all necessary working in
the spaces provided.

Additional materials for exams

For both Core and Extended papers, candidates should have the following geometrical instruments:
• a pair of compasses
• a protractor
• a ruler.

Tracing paper may be used as an additional material for all four papers. Candidates cannot bring their own
tracing paper but may request it during the examination.

Candidates should have a scientific calculator for Papers 3 and 4; one with trigonometric functions is strongly
recommended. Algebraic or graphical calculators are not permitted. Please see the Cambridge Handbook
at www.cambridgeinternational.org/eoguide for guidance on use of calculators in the examinations.
Calculators are not allowed for Paper 1 and Paper 2.

The Additional materials list for exams is updated before each series. You can view the list for the relevant
series and year on our website in the Phase 4 – Before the exams section of the Cambridge Exams Officer’s
Guide at www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment

Core assessment
Paper 1 Non-calculator (Core)
Written paper, 1 hour 30 minutes, 80 marks
Use of a calculator is not allowed.
Candidates answer all questions.
This paper consists of questions based on the Core subject content, except for C1.14 Using a calculator.
This paper will be weighted at 50% of the total qualification.
This is a compulsory component for Core candidates.
This written paper is an externally set assessment, marked by Cambridge.

Paper 3 Calculator (Core)

Written paper, 1 hour 30 minutes, 80 marks
A scientific calculator is required.
Candidates answer all questions.
This paper consists of questions based on the Core subject content.
Candidates should give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for
angles in degrees, unless a different level of accuracy is specified in the question.
To earn accuracy marks, candidates should avoid rounding figures until they have their final answer. Where
candidates need to use a final answer in later parts of the question, they should use the value of the final
answer before it was rounded.
Candidates should use the value of π from their calculator or the value of 3.142.
This paper will be weighted at 50% of the total qualification.
This is a compulsory component for Core candidates.
This written paper is an externally set assessment, marked by Cambridge.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment

Extended assessment
Paper 2 Non-calculator (Extended)
Written paper, 2 hours, 100 marks
Use of a calculator is not allowed.
Candidates answer all questions.
This paper consists of questions based on the Extended subject content, except for E1.14 Using a calculator.
This paper will be weighted at 50% of the total qualification.
This is a compulsory component for Extended candidates.
This written paper is an externally set assessment, marked by Cambridge.

Paper 4 Calculator (Extended)

Written paper, 2 hours, 100 marks
A scientific calculator is required.
Candidates answer all questions.
This paper consists of questions based on the Extended subject content.
Candidates should give non-exact numerical answers correct to 3 significant figures, or 1 decimal place for
angles in degrees, unless a different level of accuracy is specified in the question.
To earn accuracy marks, candidates should avoid rounding figures until they have their final answer. Where
candidates need to use a final answer in later parts of the question, they should use the value of the final
answer before it was rounded.
Candidates should use the value of π from their calculator or the value of 3.142.
This paper will be weighted at 50% of the total qualification.
This is a compulsory component for Extended candidates.
This written paper is an externally set assessment, marked by Cambridge.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment

List of formulas – Core (Paper 1 and Paper 3)

This list of formulas will be included on page 2 of Paper 1 and Paper 3.

1
Area, A, of triangle, base b, height h. A= bh
2

Area, A, of circle of radius r. A = πr2

Circumference, C, of circle of radius r. C = 2πr

Curved surface area, A, of cylinder of radius r, height h. A = 2πrh

Curved surface area, A, of cone of radius r, sloping edge l. A = πrl

Surface area, A, of sphere of radius r. A = 4πr2

Volume, V, of prism, cross-sectional area A, length l. V = Al

1
Volume, V, of pyramid, base area A, height h. V= Ah
3

Volume, V, of cylinder of radius r, height h. V = πr2h

1 2
Volume, V, of cone of radius r, height h. V= πr h
3

4 3
Volume, V, of sphere of radius r. V= πr
3

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment

List of formulas – Extended (Paper 2 and Paper 4)

This list of formulas will be included on page 2 of Paper 2 and Paper 4.

1
Area, A, of triangle, base b, height h. A= bh
2

Area, A, of circle of radius r. A = πr2

Circumference, C, of circle of radius r. C = 2πr

Curved surface area, A, of cylinder of radius r, height h. A = 2rrh

Curved surface area, A, of cone of radius r, sloping edge l. A = rrl

Surface area, A, of sphere of radius r. A = 4rr 2

Volume, V, of prism, cross-sectional area A, length l. V = Al

1
Volume, V, of pyramid, base area A, height h. V = 3 Ah

Volume, V, of cylinder of radius r, height h. V = rr 2 h

1
Volume, V, of cone of radius r, height h. V = 3 rr 2 h

4
Volume, V, of sphere of radius r. V = 3 rr 3

- b ! b 2 - 4ac
For the equation ax2 + bx + c = 0, where a ≠ 0 x= 2a

For the triangle shown,

A
a b c
= =
sinA sinB sinC

c
b a 2 = b 2 + c 2 - 2bc cos A

1
Area = 2 ab sin C

B a C

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment

Mathematical conventions
Mathematics is a universal language where there are some similarities and differences around the world. The
guidance below outlines the conventions used in Cambridge examinations and we encourage candidates to
follow these conventions.

Working with graphs

• A plot of a graph should have points clearly marked, for example as small crosses (×), and must:
– be drawn on graph or squared paper
– cover a given range of values by calculating the coordinates of points and connecting them
appropriately (where values are given, it will include enough points to determine a curve; where a table
of values is not provided, the candidate must decide on the appropriate number of points required to
determine the curve)
– have each point plotted to an accuracy of within half of the smallest square on the grid.
• A sketch of a graph does not have to be accurate or to scale, nor does it need to be on graph or squared
paper, but it must:
– be drawn freehand
– show the most important features, e.g. x-intercepts, y-intercepts, turning points, symmetry, with
coordinates or values marked on the axes, where appropriate
– have labelled axes, e.g. with x and y
– interact with the axes appropriately, e.g. by intersecting or by tending towards
– fall within the correct quadrants
– show the correct long-term behaviour.
• Graphs should extend as far as possible across any given grid, within any constraints of the domain.
• Where graphs of functions are:
– linear, they should be ruled
– non-linear, the points should be joined with a smooth curve.
• A tangent to a curve should touch the curve at the required point and be in contact with the curve for the
minimum possible distance. It should not cross the curve at the point where it is a tangent.
• Values should be read off a graph to an accuracy of within half of the smallest square on the grid.

Communicating mathematically
• If candidates are asked to show their working, they cannot gain full marks without clearly communicating
their method, even if their final answer is correct.
1
• A numerical answer should not be given as a combination of fractions and decimals, e.g. is not
0.2
acceptable.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment

Accuracy
• Answers are expected to be given in their simplest form unless the question states otherwise.
• Where a question asks for ‘exact values’ the answer may need to be given in terms of π or in surd form,
depending on the question.
• Where answers are not exact values, they should be given to three significant figures unless a different
accuracy is defined in the question.
• Answers that are exact to four or five significant figures should not be rounded unless the question states
otherwise.
• In order to obtain an answer correct to an appropriate degree of accuracy, a higher degree of accuracy will
often be needed within the working.
• If a question asks to prove or show a given answer to a specified degree of accuracy, candidates must
show full working, intermediate answers and the final answer to at least one degree of accuracy more than
that asked for.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Calculate work out from given facts, figures or information

Construct make an accurate drawing

Determine establish with certainty

Describe state the points of a topic / give characteristics and main features

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Plot mark point(s) on a graph

Show (that) provide structured evidence that leads to a given result

Sketch make a simple freehand drawing showing the key features

State express in clear terms

Work out calculate from given facts, figures or information with or without the use of a calculator

Write give an answer in a specific form

Write down give an answer without significant working

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a mathematics curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE (9–1) Mathematics (0980)
• Cambridge IGCSE International Mathematics (0607)
• Cambridge O Level Mathematics (4024)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Mathematics will be published after the first assessment of the
syllabus in 2025.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know

Changes to this syllabus for 2025, 2026 and 2027

This syllabus is version 3, published May 2024.

You must read the whole syllabus before planning your teaching programme.

Changes to version 3 of the syllabus, published May 2024.

Changes to syllabus content • Alignment of text on pages 41–56 has been adjusted.

Changes to version 2 of the syllabus, published February 2024.

Changes to syllabus content • The term prism has been clarified in C5.4 and E5.4 in the notes and
guidance.
• Drawing graphs in E2.11 has been clarified to define the
expectations for reciprocal and exponential graphs.
• Guidance has been updated to include the term random in C8.2.2
and E8.2.2

Changes to version 1 of the syllabus, published September 2022.

Changes to syllabus content • The wording of the learning outcomes has been updated and
additional notes and examples included, to clarify the depth of
teaching.
• The subject content has been refreshed and updated, with
some topics and learning outcomes added and some removed.
Significant changes to content have been summarised below.
• No new topics have been added to the Core subject content.
• Content removed from the Core subject content:
– adding and subtracting vectors
– multiplying a vector by a scalar
– data collection (it is expected that data collection will be part of
a course based on this syllabus, although it will not be assessed
in an examination).
• Content added to the Core subject content:
– inequalities
– recall of certain squares, cubes and roots

continued

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know

Changes to syllabus content • Content removed from the Extended subject content:
(continued) – proper subsets
– linear programming
– congruence criteria (knowledge of congruence itself is still in the
syllabus)
– data collection (it is expected that data collection will be part of
a course based on this syllabus, although it will not be assessed
in an examination)
– box-and-whisker plots
• Content added to the Extended subject content:
– recall of certain squares, cubes and roots
– surds
– graphs of functions in the form axn now include values of n of
1 and 1
-
2 2
– domain and range
– exact trigonometric values
• Other content has been clarified within topics; you are advised to
read the subject content in the syllabus carefully for details.
• The teaching time has not changed.
• The Details of the assessment section includes:
– the List of formulas that is provided in the examinations
– mathematical conventions.
• The wording of the learner attributes has been updated to improve
the clarity of wording.
• The wording of the aims has been updated to improve the clarity of
wording but the meaning is the same.
• The wording of the assessment objectives (AOs) has been updated.
There are no changes to the knowledge and skills being assessed
for each AO.

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 Cambridge IGCSE Mathematics 0580 syllabus for 2025, 2026 and 2027. What else you need to know

Changes to assessment • A non-calculator assessment has been introduced at each tier to

(including changes to build candidates’ confidence in working mathematically without a
specimen papers) calculator.
• The examination papers have been rebalanced to provide improved
accessibility and a better candidate experience. The marks,
durations and weightings are the same for both papers in a tier.
• All examination papers will:
– include the List of formulas on page 2
– include a mixture of structured and unstructured questions
– have questions that are the same standard as in the existing
assessment.
• Changes to Paper 1 (Core)
– this is now a non-calculator paper, calculators are not allowed
in the exam
– number of marks increased to 80 marks
– duration has changed to 1 hour 30 minutes
– weighting has changed to 50%
• Changes to Paper 2 (Extended)
– this is now a non-calculator paper, calculators are not allowed
in the exam
– number of marks increased to 100 marks
– duration has changed to 2 hours
– weighting has changed to 50%
• Changes to Paper 3 (Core)
– number of marks decreased to 80 marks
– duration has changed to 1 hour 30 minutes
– weighting has changed to 50%
• Calculators are still allowed in Paper 3.
• Changes to Paper 4 (Extended)
– number of marks decreased to 100 marks
– duration has changed to 2 hours
– weighting has changed to 50%
• Calculators are still allowed in Paper 4.
• The specimen assessment materials have been updated to reflect
the changes to the assessment.

In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
specimen papers will help your students become familiar with exam requirements and command words in
questions. The specimen mark schemes show how students should answer questions to meet the assessment
objectives.

Any textbooks endorsed to support the syllabus for examination from 2025 are suitable for use
with this syllabus.

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
[email protected] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2022

 Syllabus
Cambridge IGCSE™
Chemistry 0620
Use this syllabus for exams in 2026, 2027 and 2028.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for learners to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/

We believe education works best when curriculum, teaching, learning and assessment are closely aligned.
Our programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to
prepare students for their future. Together with schools, we develop Cambridge learners who are confident,
responsible, reflective, innovative and engaged – equipped for success in the modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international education programmes and qualifications
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/about-us/our-standards/

© Cambridge University Press & Assessment September 2023

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................12

4 Details of the assessment ........................................................................................ 40

Core assessment 40
Extended assessment 40
Practical assessment 41
Apparatus and reagents 43
Safety in the laboratory 46
Notes for use in qualitative analysis 47
The Periodic Table of Elements 49
Mathematical requirements 50
Presentation of data 51
Conventions (e.g. signs, symbols, terminology and nomenclature) 52
Command words 53

5 What else you need to know .................................................................................... 54

Before you start 54
Making entries 55
Accessibility and equality 55
After the exam 56
How students and teachers can use the grades 57
Changes to this syllabus for 2026, 2027 and 2028 58

Important: Changes to this syllabus

For information about changes to this syllabus for 2026, 2027 and 2028, go to page 58.
The latest syllabus is version 1, published September 2023. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for use with this
syllabus.
 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 5000 schools in 150 countries.
Cambridge
Our programmes promote a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Chemistry develops a set of transferable

skills including handling data, practical problem-solving and
applying the scientific method. Learners develop relevant
attitudes, such as concern for accuracy and precision,
objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for
progression to further studies or employment.

Our approach in Cambridge IGCSE Chemistry encourages learners to be:

confident, interested in learning about science, questioning ideas and using scientific language to
communicate their views and opinions

responsible, working methodically and safely when working alone or collaboratively with others

reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment

innovative, solving unfamiliar problems confidently and creatively

engaged, keen to develop scientific skills, curious about scientific principles and their application in the world.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Chemistry gives learners a solid foundation for further study. Candidates who achieve grades A* to C
are well prepared to follow a wide range of courses including Cambridge International AS & A Level Chemistry.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Cambridge students can be confident that their qualifications will be
understood and valued throughout their education and career, in their home country and internationally.
Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.

UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

Supporting teachers
We believe education is most effective when curriculum, teaching and learning, and assessment are closely
aligned. We provide a wide range of resources, detailed guidance, innovative training and targeted professional
development so that you can give your students the best possible preparation for Cambridge IGCSE. To find
out which resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Syllabuses • Endorsed resources responses Service
• Schemes of work • Online forums • Past papers and • Principal examiner
• Specimen Question • Resource Plus mark schemes reports for teachers
Papers and Mark • Everyday Science • Specimen paper • Results Analysis
Schemes answers
• Teacher guides • Test Maker

Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates

Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.

Professional development
Find the next step on your professional development journey.
• Introductory Professional Development – An introduction to Cambridge programmes and qualifications.
• Extension Professional Development – Develop your understanding of Cambridge programmes and
qualifications to build confidence in your delivery.
• Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops.
• Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that transform
professional learning for practising teachers. Available at Certificate and Diploma level.

Find out more at:

www.cambridgeinternational.org/support-and-training-for-schools/professional-development/

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.

The aims are to enable students to:

• acquire scientific knowledge and understanding of scientific theories and practice
• develop a range of experimental skills, including handling variables and working safely
• use scientific data and evidence to solve problems and discuss the limitations of scientific methods
• communicate effectively and clearly, using scientific terminology, notation and conventions
• understand that the application of scientific knowledge can benefit people and the environment
• enjoy science and develop an informed interest in scientific matters which support further study.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Syllabus overview

Content overview
Candidates study the following topics:
1 States of matter
2 Atoms, elements and compounds
3 Stoichiometry
4 Electrochemistry
5 Chemical energetics
6 Chemical reactions
7 Acids, bases and salts
8 The Periodic Table
9 Metals
10 Chemistry of the environment
11 Organic chemistry
12 Experimental techniques and chemical analysis

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.

Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:

Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed

Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content:

Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed

Practical assessment
All candidates take one practical paper from a choice of two:

Paper 5: Practical Test Paper 6: Alternative to Practical

1 hour 15 minutes 1 hour

40 marks 20% 40 marks 20%
Questions will be based on the experimental OR Questions will be based on the experimental
skills in Section 4 skills in Section 4
Externally assessed Externally assessed

Information on availability is in the Before you start section.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific and technological applications with their social, economic and environmental implications.

Subject content defines the factual material that candidates may be required to recall and explain.

Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to
apply knowledge from one area of the syllabus to another.

AO2 Handling information and problem-solving

Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and form conclusions
• present reasoned explanations for phenomena, patterns and relationships
• make predictions based on relationships and patterns
• solve problems, including some of a quantitative nature.

Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to
apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.

AO3 Experimental skills and investigations

Candidates should be able to:
• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
• plan experiments and investigations
• make and record observations, measurements and estimates
• interpret and evaluate experimental observations and data
• evaluate methods and suggest possible improvements.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge with understanding 50

AO2 Handling information and problem-solving 30

AO3 Experimental skills and investigations 20

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Papers 1 and 2 Papers 3 and 4 Papers 5 and 6

AO1 Knowledge with understanding 63 63 0

AO2 Handling information and problem-solving 37 37 0

AO3 Experimental skills and investigations 0 0 100

Total 100 100 100

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.

Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their experimental skills by doing practical work and investigations.

Practical work helps students to:

• use equipment and materials accurately and safely
• develop observational and problem-solving skills
• develop a deeper understanding of the syllabus topics and the scientific approach
• appreciate how scientific theories are developed and tested
• transfer the experimental skills acquired to unfamiliar contexts
• develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
• develop an interest and enjoyment in science.

1 States of matter
1.1 Solids, liquids and gases

Core Supplement
1 State the distinguishing properties of solids,
liquids and gases
2 Describe the structures of solids, liquids
and gases in terms of particle separation,
arrangement and motion
3 Describe changes of state in terms of melting, 5 Explain changes of state in terms of kinetic
boiling, evaporating, freezing and condensing particle theory, including the interpretation of
heating and cooling curves
4 Describe the effects of temperature and 6 Explain, in terms of kinetic particle theory, the
pressure on the volume of a gas effects of temperature and pressure on the
volume of a gas

1.2 Diffusion

Core Supplement
1 Describe and explain diffusion in terms of 2 Describe and explain the effect of relative
kinetic particle theory molecular mass on the rate of diffusion of gases

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

2 Atoms, elements and compounds

2.1 Elements, compounds and mixtures

Core Supplement
1 Describe the differences between elements,
compounds and mixtures

2.2 Atomic structure and the Periodic Table

Core Supplement
1 Describe the structure of the atom as a central
nucleus containing neutrons and protons
surrounded by electrons in shells
2 State the relative charges and relative masses
of a proton, a neutron and an electron
3 Define proton number / atomic number as the
number of protons in the nucleus of an atom
4 Define mass number / nucleon number as the
total number of protons and neutrons in the
nucleus of an atom
5 Determine the electronic configuration of
elements and their ions with proton number 1
to 20, e.g. 2,8,3
6 State that:
(a) Group VIII noble gases have a full outer
electron shell
(b) the number of outer shell electrons is equal
to the group number in Groups I to VII
(c) the number of occupied electron shells is
equal to the period number

2.3 Isotopes

Core Supplement
1 Define isotopes as different atoms of the same 3 State that isotopes of the same element
element that have the same number of protons have the same chemical properties because
but different numbers of neutrons they have the same number of electrons and
2 Interpret and use symbols for atoms, e.g. 12 therefore the same electronic configuration
6 C,
35
and ions, e.g. 17 Cl –
4 Calculate the relative atomic mass of an
element from the relative masses and
abundances of its isotopes

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

2.4 Ions and ionic bonds

Core Supplement
1 Describe the formation of positive ions, known 5 Describe the giant lattice structure of ionic
as cations, and negative ions, known as anions compounds as a regular arrangement of
2 State that an ionic bond is a strong electrostatic alternating positive and negative ions
attraction between oppositely charged ions
3 Describe the formation of ionic bonds between 6 Describe the formation of ionic bonds between
elements from Group I and Group VII, including ions of metallic and non-metallic elements,
the use of dot-and-cross diagrams including the use of dot-and-cross diagrams
4 Describe the properties of ionic compounds: 7 Explain in terms of structure and bonding the
(a) high melting points and boiling points properties of ionic compounds:
(b) good electrical conductivity when aqueous (a) high melting points and boiling points
or molten and poor when solid (b) good electrical conductivity when aqueous
or molten and poor when solid

2.5 Simple molecules and covalent bonds

Core Supplement
1 State that a covalent bond is formed when a
pair of electrons is shared between two atoms
leading to noble gas electronic configurations
2 Describe the formation of covalent bonds in 4 Describe the formation of covalent bonds in
simple molecules, including H2, Cl 2, H2O, CH4, simple molecules, including CH3OH, C2H4, O2,
NH3 and HCl. Use dot-and-cross diagrams to CO2 and N2. Use dot-and-cross diagrams to
show the electronic configurations in these and show the electronic configurations in these and
similar molecules similar molecules
3 Describe in terms of structure and bonding the 5 Explain in terms of structure and bonding the
properties of simple molecular compounds: properties of simple molecular compounds:
(a) low melting points and boiling points (a) low melting points and boiling points
(b) poor electrical conductivity in terms of weak intermolecular forces
(specific types of intermolecular forces are
not required)
(b) poor electrical conductivity

2.6 Giant covalent structures

Core Supplement
1 Describe the giant covalent structures of 3 Describe the giant covalent structure of
graphite and diamond silicon(IV ) oxide, SiO2
2 Relate the structures and bonding of graphite 4 Describe the similarity in properties between
and diamond to their uses, limited to: diamond and silicon(IV ) oxide, related to their
(a) graphite as a lubricant and as an electrode structures
(b) diamond in cutting tools

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

2.7 Metallic bonding

Core Supplement
1 Describe metallic bonding as the electrostatic
attraction between the positive ions in a giant
metallic lattice and a ‘sea’ of delocalised
electrons
2 Explain in terms of structure and bonding the
properties of metals:
(a) good electrical conductivity
(b) malleability and ductility

3 Stoichiometry
3.1 Formulae

Core Supplement
1 State the formulae of the elements and
compounds named in the subject content
2 Define the molecular formula of a compound as 5 Define the empirical formula of a compound as
the number and type of different atoms in one the simplest whole number ratio of the different
molecule atoms or ions in a compound
3 Deduce the formula of a simple compound 6 Deduce the formula of an ionic compound
from the relative numbers of atoms present in a from the relative numbers of the ions present
model or a diagrammatic representation in a model or a diagrammatic representation or
from the charges on the ions
4 Construct word equations and symbol 7 Construct symbol equations with state
equations to show how reactants form symbols, including ionic equations
products, including state symbols 8 Deduce the symbol equation with state
symbols for a chemical reaction, given relevant
information

3.2 Relative masses of atoms and molecules

Core Supplement
1 Describe relative atomic mass, Ar, as the
average mass of the isotopes of an element
compared to 1/12th of the mass of an atom of
12
C
2 Define relative molecular mass, Mr, as the sum
of the relative atomic masses. Relative formula
mass, Mr, will be used for ionic compounds
3 Calculate reacting masses in simple
proportions. Calculations will not involve the
mole concept

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

3.3 The mole and the Avogadro constant

Core Supplement
2 State that the mole, mol, is the unit of amount
of substance and that one mole contains
6.02 × 1023 particles, e.g. atoms, ions,
molecules; this number is the Avogadro
constant
3 Use the relationship
mass (g)
amount of substance (mol) = molar mass (g / mol)
to calculate:
(a) amount of substance
(b) mass
(c) molar mass
(d) relative atomic mass or relative
molecular / formula mass
(e) number of particles, using the value of the
Avogadro constant
4 Use the molar gas volume, taken as 24 dm3
at room temperature and pressure, r.t.p., in
calculations involving gases
1 State that concentration can be measured in 5 Calculate stoichiometric reacting masses,
g / dm3 or mol / dm3 limiting reactants, volumes of gases at r.t.p.,
volumes of solutions and concentrations of
solutions expressed in g / dm3 and mol / dm3,
including conversion between cm3 and dm3
6 Use experimental data from a titration
to calculate the moles of solute, or the
concentration or volume of a solution
7 Calculate empirical formulae and molecular
formulae, given appropriate data
8 Calculate percentage yield, percentage
composition by mass and percentage purity,
given appropriate data

4 Electrochemistry
4.1 Electrolysis

Core Supplement
1 Define electrolysis as the decomposition of an 8 Describe the transfer of charge during
ionic compound, when molten or in aqueous electrolysis to include:
solution, by the passage of an electric current (a) the movement of electrons in the external
2 Identify in simple electrolytic cells: circuit
(a) the anode as the positive electrode (b) the loss or gain of electrons at the
(b) the cathode as the negative electrode electrodes
(c) the electrolyte as the molten or aqueous (c) the movement of ions in the electrolyte
substance that undergoes electrolysis

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

4.1 Electrolysis continued

Core Supplement
3 Identify the products formed at the electrodes 9 Identify the products formed at the electrodes
and describe the observations made during the and describe the observations made during the
electrolysis of: electrolysis of aqueous copper(II) sulfate using
(a) molten lead(II) bromide inert carbon / graphite electrodes and when
using copper electrodes
(b) concentrated aqueous sodium chloride
(c) dilute sulfuric acid
using inert electrodes made of platinum or
carbon / graphite
4 State that metals or hydrogen are formed at
the cathode and that non-metals (other than
hydrogen) are formed at the anode
5 Predict the identity of the products at each 10 Predict the identity of the products at each
electrode for the electrolysis of a binary electrode for the electrolysis of a halide
compound in the molten state compound in dilute or concentrated aqueous
solution
11 Construct ionic half-equations for reactions
at the anode (to show oxidation) and at the
cathode (to show reduction)
6 State that metal objects are electroplated to
improve their appearance and resistance to
corrosion
7 Describe how metals are electroplated

4.2 Hydrogen–oxygen fuel cells

Core Supplement
1 State that a hydrogen–oxygen fuel cell uses 2 Describe the advantages and disadvantages
hydrogen and oxygen to produce electricity of using hydrogen–oxygen fuel cells in
with water as the only chemical product comparison with gasoline / petrol engines in
vehicles

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

5 Chemical energetics
5.1 Exothermic and endothermic reactions

Core Supplement
1 State that an exothermic reaction transfers 4 State that the transfer of thermal energy during
thermal energy to the surroundings leading a reaction is called the enthalpy change, ∆H,
to an increase in the temperature of the of the reaction. ∆H is negative for exothermic
surroundings reactions and positive for endothermic
2 State that an endothermic reaction takes in reactions
thermal energy from the surroundings leading
to a decrease in the temperature of the
surroundings

5 Define activation energy, Ea, as the minimum

energy that colliding particles must have to
3 Interpret reaction pathway diagrams showing react
exothermic and endothermic reactions 6 Draw and label reaction pathway diagrams for
exothermic and endothermic reactions using
information provided, to include:
(a) reactants
(b) products
(c) enthalpy change of the reaction, ∆H
(d) activation energy, Ea
7 State that bond breaking is an endothermic
process and bond making is an exothermic
process and explain the enthalpy change of a
reaction in terms of bond breaking and bond
making
8 Calculate the enthalpy change of a reaction
using bond energies

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

6 Chemical reactions
6.1 Physical and chemical changes

Core Supplement
1 Identify physical and chemical changes, and
describe the differences between them

6.2 Rate of reaction

Core Supplement
5 Describe collision theory in terms of:
(a) number of particles per unit volume
(b) frequency of collisions between particles
(c) kinetic energy of particles
(d) activation energy, Ea
1 Describe the effect on the rate of reaction of: 6 Describe and explain the effect on the rate of
(a) changing the concentration of solutions reaction of:
(b) changing the pressure of gases (a) changing the concentration of solutions
(c) changing the surface area of solids (b) changing the pressure of gases
(d) changing the temperature (c) changing the surface area of solids
(e) adding or removing a catalyst, including (d) changing the temperature
enzymes (e) adding or removing a catalyst, including
enzymes
using collision theory
2 State that a catalyst increases the rate of a 7 State that a catalyst decreases the activation
reaction and is unchanged at the end of a energy, Ea, of a reaction
reaction
3 Describe practical methods for investigating the 8 Evaluate practical methods for investigating the
rate of a reaction including change in mass of rate of a reaction including change in mass of
a reactant or a product and the formation of a a reactant or a product and the formation of a
gas gas
4 Interpret data, including graphs, from rate of
reaction experiments

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

6.3 Reversible reactions and equilibrium

Core Supplement
1 State that some chemical reactions are 3 State that a reversible reaction in a closed
reversible as shown by the symbol ⇌ system is at equilibrium when:
(a) the rate of the forward reaction is equal to
the rate of the reverse reaction
(b) the concentrations of reactants and
products are no longer changing
2 Describe how changing the conditions can 4 Predict and explain, for a reversible reaction,
change the direction of a reversible reaction for: how the position of equilibrium is affected by:
(a) the effect of heat on hydrated compounds (a) changing temperature
(b) the addition of water to anhydrous (b) changing pressure
compounds (c) changing concentration
limited to copper(II) sulfate and (d) using a catalyst
cobalt(II) chloride
using information provided
5 State the symbol equation for the production of
ammonia in the Haber process,
N2(g) + 3H2(g) ⇌ 2NH3(g)
6 State the sources of the hydrogen (methane)
and nitrogen (air) in the Haber process
7 State the typical conditions in the Haber
process as 450 °C, 20 000 kPa / 200 atm and an
iron catalyst
8 State the symbol equation for the conversion
of sulfur dioxide to sulfur trioxide in the Contact
process, 2SO2(g) + O2(g) ⇌ 2SO3(g)
9 State the sources of the sulfur dioxide (burning
sulfur or roasting sulfide ores) and oxygen (air)
in the Contact process
10 State the typical conditions for the conversion
of sulfur dioxide to sulfur trioxide in the Contact
process as 450 °C, 200 kPa / 2 atm and a
vanadium( V ) oxide catalyst
11 Explain, in terms of rate of reaction and position
of equilibrium, why the typical conditions
stated are used in the Haber process and
in the Contact process, including safety
considerations and economics

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

6.4 Redox

Core Supplement
1 Use a Roman numeral to indicate the oxidation
number of an element in a compound
2 Define redox reactions as involving
simultaneous oxidation and reduction
3 Define oxidation as gain of oxygen and 6 Define oxidation in terms of:
reduction as loss of oxygen (a) loss of electrons
(b) an increase in oxidation number
7 Define reduction in terms of:
(a) gain of electrons
(b) a decrease in oxidation number
4 Identify redox reactions as reactions involving 8 Identify redox reactions as reactions involving
gain and loss of oxygen gain and loss of electrons
5 Identify oxidation and reduction in redox 9 Identify redox reactions by changes in oxidation
reactions number using:
(a) the oxidation number of elements in their
uncombined state is zero
(b) the oxidation number of a monatomic ion is
the same as the charge on the ion
(c) the sum of the oxidation numbers in a
compound is zero
(d) the sum of the oxidation numbers in an ion
is equal to the charge on the ion
10 Identify redox reactions by the colour changes
involved when using acidified aqueous
potassium manganate( VII) or aqueous
potassium iodide
11 Define an oxidising agent as a substance
that oxidises another substance and is itself
reduced
12 Define a reducing agent as a substance
that reduces another substance and is itself
oxidised
13 Identify oxidising agents and reducing agents in
redox reactions

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

7 Acids, bases and salts

7.1 The characteristic properties of acids and bases

Core Supplement
1 Describe the characteristic properties of acids
in terms of their reactions with:
(a) metals
(b) bases
(c) carbonates
2 Describe acids in terms of their effect on:
(a) litmus
(b) thymolphthalein
(c) methyl orange
3 State that bases are oxides or hydroxides of
metals and that alkalis are soluble bases
4 Describe the characteristic properties of bases
in terms of their reactions with:
(a) acids
(b) ammonium salts
5 Describe alkalis in terms of their effect on:
(a) litmus
(b) thymolphthalein
(c) methyl orange
6 State that aqueous solutions of acids contain 9 Define acids as proton donors and bases as
H+ ions and aqueous solutions of alkalis contain proton acceptors
OH – ions
10 Define a strong acid as an acid that is
completely dissociated in aqueous solution
and a weak acid as an acid that is partially
dissociated in aqueous solution
11 State that hydrochloric acid is a strong acid,
as shown by the symbol equation,
HCl (aq) → H+(aq) + Cl – (aq)
12 State that ethanoic acid is a weak acid,
as shown by the symbol equation,
CH3COOH(aq) ⇌ H+(aq) + CH3COO – (aq)
7 Describe how to compare hydrogen ion
concentration, neutrality, relative acidity and
relative alkalinity in terms of colour and pH
using universal indicator paper
8 Describe the neutralisation reaction between an
acid and an alkali to produce water,
H+ (aq) + OH – (aq) → H2O (l )

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

7.2 Oxides

Core Supplement
1 Classify oxides as acidic, including SO2 and 2 Describe amphoteric oxides as oxides that
CO2, or basic, including CuO and CaO, related react with acids and with bases to produce a
to metallic and non-metallic character salt and water
3 Classify Al 2O3 and ZnO as amphoteric oxides

7.3 Preparation of salts

Core Supplement
1 Describe the preparation, separation and 4 Describe the preparation of insoluble salts by
purification of soluble salts by reaction of an precipitation
acid with:
(a) an alkali by titration
(b) excess metal
(c) excess insoluble base
(d) excess insoluble carbonate
2 Describe the general solubility rules for salts:
(a) sodium, potassium and ammonium salts
are soluble
(b) nitrates are soluble
(c) chlorides are soluble, except lead and silver
(d) sulfates are soluble, except barium, calcium
and lead
(e) carbonates are insoluble, except sodium,
potassium and ammonium
(f) hydroxides are insoluble, except
sodium, potassium, ammonium and
calcium (partially)
3 Define a hydrated substance as a substance 5 Define the term water of crystallisation as the
that is chemically combined with water and water molecules present in hydrated crystals,
an anhydrous substance as a substance including CuSO4•5H2O and CoCl 2•6H2O
containing no water

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

8 The Periodic Table

8.1 Arrangement of elements

Core Supplement
1 Describe the Periodic Table as an arrangement
of elements in periods and groups and in order
of increasing proton number / atomic number
2 Describe the change from metallic to
non‑metallic character across a period
3 Describe the relationship between group
number and the charge of the ions formed from
elements in that group
4 Explain similarities in the chemical properties
of elements in the same group of the Periodic
Table in terms of their electronic configuration
5 Explain how the position of an element in 6 Identify trends in groups, given information
the Periodic Table can be used to predict its about the elements
properties

8.2 Group I properties

Core Supplement
1 Describe the Group I alkali metals, lithium,
sodium and potassium, as relatively soft metals
with general trends down the group, limited to:
(a) decreasing melting point
(b) increasing density
(c) increasing reactivity
2 Predict the properties of other elements in
Group I, given information about the elements

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

8.3 Group VII properties

Core Supplement
1 Describe the Group VII halogens, chlorine,
bromine and iodine, as diatomic non-metals
with general trends down the group, limited to:
(a) increasing density
(b) decreasing reactivity
2 State the appearance of the halogens at r.t.p.
as:
(a) chlorine, a pale yellow-green gas
(b) bromine, a red-brown liquid
(c) iodine, a grey-black solid
3 Describe and explain the displacement
reactions of halogens with other halide ions
4 Predict the properties of other elements in
Group VII, given information about the elements

8.4 Transition elements

Core Supplement
1 Describe the transition elements as metals that: 2 Describe transition elements as having ions
(a) have high densities with variable oxidation numbers, including
iron(II) and iron(III)
(b) have high melting points
(c) form coloured compounds
(d) often act as catalysts as elements and in
compounds

8.5 Noble gases

Core Supplement
1 Describe the Group VIII noble gases as
unreactive, monatomic gases and explain this
in terms of electronic configuration

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

9 Metals
9.1 Properties of metals

Core Supplement
1 Compare the general physical properties of
metals and non-metals, including:
(a) thermal conductivity
(b) electrical conductivity
(c) malleability and ductility
(d) melting points and boiling points
2 Describe the general chemical properties of
metals, limited to their reactions with:
(a) dilute acids
(b) cold water and steam
(c) oxygen

9.2 Uses of metals

Core Supplement
1 Describe the uses of metals in terms of their
physical properties, including:
(a) aluminium in the manufacture of aircraft
because of its low density
(b) aluminium in the manufacture of overhead
electrical cables because of its low density
and good electrical conductivity
(c) aluminium in food containers because of its
resistance to corrosion
(d) copper in electrical wiring because of its
good electrical conductivity and ductility

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

9.3 Alloys and their properties

Core Supplement
1 Describe an alloy as a mixture of a metal with
other elements, including:
(a) brass as a mixture of copper and zinc
(b) stainless steel as a mixture of iron and other
elements such as chromium, nickel and
carbon
2 State that alloys can be harder and stronger 5 Explain in terms of structure how alloys can
than the pure metals and are more useful be harder and stronger than the pure metals
because the different sized atoms in alloys
mean the layers can no longer slide over each
3 Describe the uses of alloys in terms of their other
physical properties, including stainless steel in
cutlery because of its hardness and resistance
to rusting
4 Identify representations of alloys from diagrams
of structure

9.4 Reactivity series

Core Supplement
1 State the order of the reactivity series as: 4 Describe the relative reactivities of metals in
potassium, sodium, calcium, magnesium, terms of their tendency to form positive ions,
aluminium, carbon, zinc, iron, hydrogen, by displacement reactions, if any, with the
copper, silver, gold aqueous ions of magnesium, zinc, iron, copper
and silver
2 Describe the reactions, if any, of:
(a) potassium, sodium and calcium with
cold water
(b) magnesium with steam
(c) magnesium, zinc, iron, copper, silver and
gold with dilute hydrochloric acid
and explain these reactions in terms of the
position of the metals in the reactivity series
5 Explain the apparent unreactivity of aluminium
in terms of its oxide layer
3 Deduce an order of reactivity from a given set
of experimental results

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

9.5 Corrosion of metals

Core Supplement
1 State the conditions required for the rusting of
iron and steel to form hydrated iron(III) oxide
2 State some common barrier methods, including 4 Describe the use of zinc in galvanising as an
painting, greasing and coating with plastic example of a barrier method and sacrificial
3 Describe how barrier methods prevent rusting protection
by excluding oxygen or water 5 Explain sacrificial protection in terms of the
reactivity series and in terms of electron loss

9.6 Extraction of metals

Core Supplement
1 Describe the ease in obtaining metals from their
ores, related to the position of the metal in the
reactivity series
2 Describe the extraction of iron from hematite in 4 State the symbol equations for the extraction of
the blast furnace, limited to: iron from hematite
(a) the burning of carbon (coke) to provide heat (a) C + O2 → CO2
and produce carbon dioxide (b) C + CO2 → 2CO
(b) the reduction of carbon dioxide to carbon (c) Fe2O3 + 3CO → 2Fe + 3CO2
monoxide
(d) CaCO3 → CaO + CO2
(c) the reduction of iron(III) oxide by carbon
(e) CaO + SiO2 → CaSiO3
monoxide
(d) the thermal decomposition of calcium
carbonate / limestone to produce calcium
oxide
(e) the formation of slag
Symbol equations are not required
3 State that the main ore of aluminium is bauxite 5 Describe the extraction of aluminium from
and that aluminium is extracted by electrolysis purified bauxite / aluminium oxide, including:
(a) the role of cryolite
(b) why the carbon anodes need to be
regularly replaced
(c) the reactions at the electrodes, including
ionic half-equations
Details of the purification of bauxite are not
required

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

10 Chemistry of the environment

10.1 Water

Core Supplement
1 Describe chemical tests for the presence of
water using anhydrous cobalt(II) chloride and
anhydrous copper(II) sulfate
2 Describe how to test for the purity of water
using melting point and boiling point
3 Explain that distilled water is used in practical
chemistry rather than tap water because it
contains fewer chemical impurities
4 State that water from natural sources may
contain substances, including:
(a) dissolved oxygen
(b) metal compounds
(c) plastics
(d) sewage
(e) harmful microbes
(f) nitrates from fertilisers
(g) phosphates from fertilisers and detergents
5 State that some of these substances are
beneficial, including:
(a) dissolved oxygen for aquatic life
(b) some metal compounds provide essential
minerals for life
6 State that some of these substances are
potentially harmful, including:
(a) some metal compounds are toxic
(b) some plastics harm aquatic life
(c) sewage contains harmful microbes which
cause disease
(d) nitrates and phosphates lead to
deoxygenation of water and damage to
aquatic life
Details of the eutrophication process are not
required
7 Describe the treatment of the domestic water
supply in terms of:
(a) sedimentation and filtration to remove solids
(b) use of carbon to remove tastes and odours
(c) chlorination to kill microbes

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

10.2 Fertilisers

Core Supplement
1 State that ammonium salts and nitrates are
used as fertilisers
2 Describe the use of NPK fertilisers to provide
the elements nitrogen, phosphorus and
potassium for improved plant growth

10.3 Air quality and climate

Core Supplement
1 State the composition of clean, dry air as
approximately 78% nitrogen, N2, 21% oxygen,
O2 and the remainder as a mixture of noble
gases and carbon dioxide, CO2
2 State the source of each of these air pollutants,
limited to:
(a) carbon dioxide from the complete
combustion of carbon-containing fuels
(b) carbon monoxide and particulates from
the incomplete combustion of carbon-
containing fuels
(c) methane from the decomposition of
vegetation and waste gases from digestion
in animals
(d) oxides of nitrogen from car engines
(e) sulfur dioxide from the combustion of fossil
fuels which contain sulfur compounds
3 State the adverse effect of these air pollutants, 7 Describe how the greenhouse gases carbon
limited to: dioxide and methane cause global warming,
(a) carbon dioxide: higher levels of carbon limited to:
dioxide leading to increased global (a) the absorption, reflection and emission of
warming, which leads to climate change thermal energy
(b) carbon monoxide: toxic gas (b) reducing thermal energy loss to space
(c) particulates: increased risk of respiratory
problems and cancer
(d) methane: higher levels of methane leading
to increased global warming, which leads to
climate change
(e) oxides of nitrogen: acid rain, photochemical
smog and respiratory problems
(f) sulfur dioxide: acid rain

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

10.3 Air quality and climate continued

Core Supplement
4 State and explain strategies to reduce the
effects of these environmental issues, limited to:
(a) climate change: planting trees, reduction
in livestock farming, decreasing use of
fossil fuels, increasing use of hydrogen and
renewable energy, e.g. wind, solar
(b) acid rain: use of catalytic converters in 8 Explain how oxides of nitrogen form in car
vehicles, reducing emissions of sulfur engines and describe their removal by catalytic
dioxide by using low-sulfur fuels and flue converters, e.g. 2CO + 2NO → 2CO2 + N2
gas desulfurisation with calcium oxide
5 Describe photosynthesis as the reaction
between carbon dioxide and water to produce
glucose and oxygen in the presence of
chlorophyll and using energy from light
6 State the word equation for photosynthesis, 9 State the symbol equation for photosynthesis,
carbon dioxide + water → glucose + oxygen 6CO2 + 6H2O → C6H12O6 + 6O2

11 Organic chemistry
11.1 Formulae, functional groups and terminology

Core Supplement
1 Draw and interpret the displayed formula of
a molecule to show all the atoms and all the
bonds
2 Write and interpret general formulae of
compounds in the same homologous series,
limited to:
(a) alkanes, CnH2n+2
(b) alkenes, CnH2n
(c) alcohols, CnH2n+1OH
(d) carboxylic acids, CnH2n+1COOH
3 Identify a functional group as an atom or
group of atoms that determine the chemical
properties of a homologous series
7 State that a structural formula is an
unambiguous description of the way the atoms
in a molecule are arranged, including CH2=CH2,
CH3CH2OH, CH3COOCH3
8 Define structural isomers as compounds with
the same molecular formula, but different
structural formulae, including C4H10 as
CH3CH2CH2CH3 and CH3CH(CH3)CH3 and
C4H8 as CH3CH2CH=CH2 and CH3CH=CHCH3

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

11.1 Formulae, functional groups and terminology continued

Core Supplement
4 State that a homologous series is a family 9 Describe the general characteristics of a
of similar compounds with similar chemical homologous series as:
properties due to the presence of the same (a) having the same functional group
functional group
(b) having the same general formula
(c) differing from one member to the next by
a –CH2– unit
(d) displaying a trend in physical properties
(e) sharing similar chemical properties
5 State that a saturated compound has
molecules in which all carbon–carbon bonds
are single bonds
6 State that an unsaturated compound has
molecules in which one or more carbon–
carbon bonds are not single bonds

11.2 Naming organic compounds

Core Supplement
1 Name and draw the displayed formulae of: 3 Name and draw the structural and displayed
(a) methane and ethane formulae of unbranched:
(b) ethene (a) alkanes
(c) ethanol (b) alkenes, including
but-1-ene and but-2-ene
(d) ethanoic acid
(c) alcohols, including
(e) the products of the reactions stated in
propan‑1‑ol, propan‑2‑ol, butan‑1‑ol and
sections 11.4–11.7
butan‑2‑ol
(d) carboxylic acids
containing up to four carbon atoms per
molecule
2 State the type of compound present, given a 4 Name and draw the displayed formulae of the
chemical name ending in -ane, -ene, -ol, or unbranched esters which can be made from
-oic acid or from a molecular formula or unbranched alcohols and carboxylic acids,
displayed formula each containing up to four carbon atoms

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

11.3 Fuels

Core Supplement
1 Name the fossil fuels: coal, natural gas and
petroleum
2 Name methane as the main constituent of
natural gas
3 State that hydrocarbons are compounds that
contain hydrogen and carbon only
4 State that petroleum is a mixture of
hydrocarbons
5 Describe the separation of petroleum into useful
fractions by fractional distillation
6 Describe how the properties of fractions
obtained from petroleum change from the
bottom to the top of the fractionating column,
limited to:
(a) decreasing chain length
(b) higher volatility
(c) lower boiling points
(d) lower viscosity
7 Name the uses of the fractions as:
(a) refinery gas fraction for gas used in heating
and cooking
(b) gasoline / petrol fraction for fuel used in cars
(c) naphtha fraction as a chemical feedstock
(d) kerosene / paraffin fraction for jet fuel
(e) diesel oil / gas oil fraction for fuel used in
diesel engines
(f) fuel oil fraction for fuel used in ships and
home heating systems
(g) lubricating oil fraction for lubricants, waxes
and polishes
(h) bitumen fraction for making roads

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

11.4 Alkanes

Core Supplement
1 State that the bonding in alkanes is single
covalent and that alkanes are saturated
hydrocarbons
2 Describe the properties of alkanes as being 3 State that in a substitution reaction one atom or
generally unreactive, except in terms of group of atoms is replaced by another atom or
combustion and substitution by chlorine group of atoms
4 Describe the substitution reaction of alkanes
with chlorine as a photochemical reaction,
with ultraviolet light providing the activation
energy, Ea, and draw the structural or
displayed formulae of the products, limited to
monosubstitution

11.5 Alkenes

Core Supplement
1 State that the bonding in alkenes includes a
double carbon–carbon covalent bond and that
alkenes are unsaturated hydrocarbons
2 Describe the manufacture of alkenes and
hydrogen by the cracking of larger alkane
molecules using a high temperature and a
catalyst
3 Describe the reasons for the cracking of larger
alkane molecules
5 State that in an addition reaction only one
product is formed
4 Describe the test to distinguish between 6 Describe the properties of alkenes in terms of
saturated and unsaturated hydrocarbons by addition reactions with:
their reaction with aqueous bromine (a) bromine or aqueous bromine
(b) hydrogen in the presence of a nickel
catalyst
(c) steam in the presence of an acid catalyst
and draw the structural or displayed formulae of
the products

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

11.6 Alcohols

Core Supplement
1 Describe the manufacture of ethanol by: 4 Describe the advantages and disadvantages of
(a) fermentation of aqueous glucose at 25– the manufacture of ethanol by:
35 °C in the presence of yeast and in the (a) fermentation
absence of oxygen (b) catalytic addition of steam to ethene
(b) catalytic addition of steam to ethene
at 300 °C and 6000 kPa / 60 atm in the
presence of an acid catalyst
2 Describe the combustion of ethanol
3 State the uses of ethanol as:
(a) a solvent
(b) a fuel

11.7 Carboxylic acids

Core Supplement
1 Describe the reaction of ethanoic acid with: 2 Describe the formation of ethanoic acid by the
(a) metals oxidation of ethanol:
(b) bases (a) with acidified aqueous potassium
manganate( VII)
(c) carbonates
(b) by bacterial oxidation during vinegar
including names and formulae of the salts
production
produced
3 Describe the reaction of a carboxylic acid with
an alcohol using an acid catalyst to form an
ester

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

11.8 Polymers

Core Supplement
1 Define polymers as large molecules built up 6 Identify the repeat units and / or linkages
from many smaller molecules called monomers in addition polymers and in condensation
polymers
2 Describe the formation of poly(ethene) as 7 Deduce the structure or repeat unit of an
an example of addition polymerisation using addition polymer from a given alkene and vice
ethene monomers versa
8 Deduce the structure or repeat unit of a
condensation polymer from given monomers
and vice versa, limited to:
(a) polyamides from a dicarboxylic acid and a
diamine
(b) polyesters from a dicarboxylic acid and a
diol
9 Describe the differences between addition and
condensation polymerisation
10 Describe and draw the structure of:
(a) nylon, a polyamide
O O O O

C C N N C C N N

H H H H

(b) PET, a polyester

O O O O

C C O O C C O O

The full name for PET, polyethylene

terephthalate, is not required
3 State that plastics are made from polymers
4 Describe how the properties of plastics have 11 State that PET can be converted back into
implications for their disposal monomers and re-polymerised
5 Describe the environmental challenges caused
by plastics, limited to:
(a) disposal in landfill sites
(b) accumulation in oceans
(c) formation of toxic gases from burning
12 Describe proteins as natural polyamides
and that they are formed from amino acid
monomers with the general structure:
R
H O
N C C
H O H
H

where R represents different types of side-

chain
13 Describe and draw the structure of proteins as:
H O H O

N C N C N C

H O

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

12 Experimental techniques and chemical analysis

12.1 Experimental design

Core Supplement
1 Name appropriate apparatus for the
measurement of time, temperature, mass and
volume, including:
(a) stop-watches
(b) thermometers
(c) balances
(d) burettes
(e) volumetric pipettes
(f) measuring cylinders
(g) gas syringes
2 Suggest advantages and disadvantages of
experimental methods and apparatus
3 Describe a:
(a) solvent as a substance that dissolves a
solute
(b) solute as a substance that is dissolved in a
solvent
(c) solution as a mixture of one or more solutes
dissolved in a solvent
(d) saturated solution as a solution containing
the maximum concentration of a solute
dissolved in the solvent at a specified
temperature
(e) residue as a substance that remains after
evaporation, distillation, filtration or any
similar process
(f) filtrate as a liquid or solution that has
passed through a filter

12.2 Acid–base titrations

Core Supplement
1 Describe an acid–base titration to include the
use of a:
(a) burette
(b) volumetric pipette
(c) suitable indicator
2 Describe how to identify the end-point of a
titration using an indicator

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

12.3 Chromatography

Core Supplement
1 Describe how paper chromatography is used 3 Describe how paper chromatography is used
to separate mixtures of soluble coloured to separate mixtures of soluble colourless
substances, using a suitable solvent substances, using a suitable solvent and a
locating agent
Knowledge of specific locating agents is not
required
2 Interpret simple chromatograms to identify: 4 State and use the equation for Rf:
(a) unknown substances by comparison with distance travelled by substance
Rf =
known substances distance travelled by solvent
(b) pure and impure substances

12.4 Separation and purification

Core Supplement
1 Describe and explain methods of separation
and purification using:
(a) a suitable solvent
(b) filtration
(c) crystallisation
(d) simple distillation
(e) fractional distillation
2 Suggest suitable separation and purification
techniques, given information about the
substances involved
3 Identify substances and assess their purity
using melting point and boiling point information

12.5 Identification of ions and gases

Core Supplement
1 Describe tests to identify the anions:
(a) carbonate, CO32–, by reaction with dilute
acid and then testing for carbon dioxide
gas
(b) chloride, Cl  –, bromide, Br –, and iodide,
I –, by acidifying with dilute nitric acid then
adding aqueous silver nitrate
(c) nitrate, NO3 –, reduction with aluminium foil
and aqueous sodium hydroxide and then
testing for ammonia gas
(d) sulfate, SO42–, by acidifying with dilute nitric
acid and then adding aqueous barium
nitrate
(e) sulfite, SO32–, by reaction with acidified
aqueous potassium manganate( VII)

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Subject content

12.5 Identification of ions and gases continued

Core Supplement
2 Describe tests using aqueous sodium
hydroxide and aqueous ammonia to identify the
aqueous cations:
(a) aluminium, Al 3+
(b) ammonium, NH4+
(c) calcium, Ca2+
(d) chromium(III), Cr3+
(e) copper(II), Cu2+
(f) iron(II), Fe2+
(g) iron(III), Fe3+
(h) zinc, Zn2+
3 Describe tests to identify the gases:
(a) ammonia, NH3, using damp red litmus
paper
(b) carbon dioxide, CO2, using limewater
(c) chlorine, Cl 2, using damp litmus paper
(d) hydrogen, H2, using a lighted splint
(e) oxygen, O2, using a glowing splint
(f) sulfur dioxide, SO2, using acidified aqueous
potassium manganate( VII)
4 Describe the use of a flame test to identify the
cations:
(a) lithium, Li+
(b) sodium, Na+
(c) potassium, K+
(d) calcium, Ca2+
(e) barium, Ba2+
(f) copper(II), Cu2+

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.

4 Details of the assessment

All candidates take three papers.

Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.

Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

45 minutes 1 hour 15 minutes

40 marks 80 marks
40 compulsory multiple-choice items of the four- Compulsory short-answer and structured
choice type questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades C to G This paper assesses grades C to G
Externally assessed Externally assessed

Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.

Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

45 minutes 1 hour 15 minutes

40 marks 80 marks
40 compulsory multiple-choice items of the four- Compulsory short-answer and structured
choice type questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades A* to G This paper assesses grades A* to G
Externally assessed Externally assessed

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Practical assessment
All candidates take one practical paper from a choice of two.

Paper 5: Practical Test Paper 6: Alternative to Practical

1 hour 15 minutes 1 hour

40 marks 40 marks
All items are compulsory All items are compulsory
This paper tests assessment objective AO3 OR This paper tests assessment objective AO3
Candidates will be required to do experiments in Candidates will not be required to do
a laboratory as part of this test experiments as part of this test
Externally assessed Externally assessed

Questions in the practical papers are structured to assess performance across the full grade range.
Notes for use in qualitative analysis are provided for both Paper 5 and Paper 6.

The Practical Test and Alternative to Practical:

• require the same experimental skills to be developed and learned
• require an understanding of the same experimental contexts
• test the same assessment objective, AO3.

Candidates are expected to be familiar with and may be asked questions on the following experimental
contexts:
• simple quantitative experiments, including the measurement of:
– volumes of gases or solutions / liquids
– masses
– temperatures
– times
– lengths
• rates of reaction
• salt preparation
• separation and purification techniques, including:
– filtration
– crystallisation
– simple distillation
– fractional distillation
– chromatography
• electrolysis
• identification of metal ions, non-metal ions and gases
• chemical tests for water
• test-tube reactions of dilute acids, including ethanoic acid
• tests for oxidising and reducing agents
• heating and cooling curves
• titrations
• solubility
• melting points and boiling points

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

• displacement reactions of metals and halogens

• temperature changes during reactions
• conditions under which iron rusts or other metals corrode
• procedures using simple apparatus, in situations where the method may not be familiar to the candidate

Candidates may be required to do the following:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials
(including following a sequence of instructions where appropriate):
– identify apparatus from diagrams or descriptions
– draw, complete or label diagrams of apparatus
– use, or explain the use of, common techniques, apparatus and materials
– select the most appropriate apparatus or method for the task and justify the choice made
– describe tests (qualitative, gas tests, other tests)
– describe and explain hazards and identify safety precautions
– describe and explain techniques used to ensure the accuracy of observations and data

• plan experiments and investigations:

– identify the independent variable and dependent variable
– describe how and explain why variables should be controlled
– suggest an appropriate number and range of values for the independent variable
– suggest the most appropriate apparatus or technique and justify the choice made
– describe experimental procedures
– identify risks and suggest safety precautions
– describe how to record the results of an experiment
– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
– make reasoned predictions of expected results

• make and record observations, measurements and estimates:

– take readings from apparatus (analogue and digital) or from diagrams of apparatus
– take readings with appropriate precision, reading to the nearest half-scale division where required
– make observations, measurements or estimates that are in agreement with expected results or values
– take sufficient observations or measurements, including repeats where appropriate
– record qualitative observations from chemical tests and other tests
– record observations and measurements systematically, for example in a suitable table, to an
appropriate degree of precision and using appropriate units

• interpret and evaluate experimental observations and data:

– process data, including for use in further calculations or for graph plotting, using a calculator as
appropriate
– present data graphically, including the use of best-fit lines where appropriate
– analyse and interpret observations and data, including data presented graphically
– use interpolation and extrapolation graphically to determine a gradient or intercept
– form conclusions justified by reference to observations and data and with appropriate explanation
– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

• evaluate methods and suggest possible improvements, including:

– evaluate experimental arrangements, methods and techniques, including the control of variables
– identify sources of error
– suggest possible improvements to the apparatus, experimental arrangements, methods or techniques

Apparatus and reagents

This list gives items that candidates should be familiar with using, whether they are taking the Practical Test or
the Alternative to Practical.

These items should be available for use in the Practical Test. This list is not exhaustive and we may also require
other items to be sourced for specific examinations. The Confidential Instructions we send before the Practical
Test will give the detailed requirements for the examination.

Every effort is made to minimise the cost to and resources required by centres. Experiments will be designed
around basic apparatus and materials which should be available in most school laboratories are easily
obtainable.

Hazard codes are used where relevant and in accordance with information provided by CLEAPSS
(www.cleapss.org.uk). Students should be familiar with the meanings of these codes and terms but will
not be assessed on them.

C corrosive MH moderate hazard

HH health hazard T acutely toxic
F flammable O oxidising
N hazardous to the aquatic environment

The attention of centres is also drawn to any national and local regulations relating to safety, first aid and
disposal of chemicals. ‘Hazard data sheets’ should be available from your chemical supplier.

Appropriate safety equipment must be provided to students and should at least include eye protection.

• aluminium foil
• balances to measure up to 500 g, with precision of at least 0.1 g
• beakers or cups made of an insulating material such as polystyrene, approximate capacity 150 cm3
• beakers, squat form with lip, 1 dm3, 250 cm3 and 100 cm3
• boiling tubes, approximately 150 mm × 25 mm
• Bunsen burners
• burettes, 50 cm3 (ISO385 or grade B)
• conical flasks, within the range 50 cm3 to 250 cm3
• delivery tubes
• filter funnels and filter papers
• flame test wires or alternative apparatus
• measuring cylinders, 100 cm3, 50 cm3, 25 cm3, 10 cm3 (ISO6706 or ISO4788 or grade B)
• pens for labelling glassware
• pipette fillers
• racks for test-tubes and boiling tubes

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

• red and blue litmus paper

• retort stands, bosses and clamps
• small droppers or teat pipettes
• small funnels for filling burettes
• spatulas
• stirring rods
• stirring thermometers, –10 °C to +110 °C, with 1 °C graduations
• stoppers for test-tubes and boiling tubes
• stop-watches to measure to an accuracy of 1 s
• test-tube holders (to hold test-tubes or boiling tubes)
• test-tubes (Pyrex or hard glass), approximately 125 mm × 16 mm
• tripods
• universal indicator paper
• volumetric pipettes, 25 cm3 (ISO648 or grade B)
• wash bottles
• white tiles

Preparation of reagents
Detailed guidance on preparing the standard bench reagents and indicators listed here will not be given in the
Confidential Instructions. The Confidential Instructions will refer supervisors to the preparations in this list.

Candidates are not expected to be familiar with the preparation of these reagents.

Please note, hazard symbols were accurate at the time of publication and may change.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Hazard Label Identify Instructions

dilute hydrochloric 1.0 mol / dm3 HCl Dilute 85 cm3 of concentrated (35–37%;
acid approximately 11 mol / dm3) HCl [C] [MH] to
1 dm3.

[C] dilute nitric acid 1.0 mol / dm3 HNO3 Dilute 64 cm3 of concentrated (70%) HNO3 [C] [O]
to 1 dm3.

[MH] dilute sulfuric acid 0.5 mol / dm3 H2SO4 Cautiously pour 28 cm3 of concentrated (98%)
H2SO4 [C] into 500 cm3 of distilled water with
continuous stirring.
Make the solution up to 1 dm3 with distilled water.
Care: concentrated H2SO4 is very corrosive.

[MH] [N] aqueous ammonia 1.0 mol / dm3 NH3 Dilute 56 cm3 of concentrated (35%) NH3 [C] [MH]
[N] to 1 dm3.

[C] aqueous sodium 1.0 mol / dm3 NaOH Dissolve 40.0 g of NaOH [C] in each dm3 of
hydroxide solution.
Care: the process of solution is exothermic and
any concentrated solution is very corrosive.

aqueous barium 0.1 mol / dm3 Ba(NO3)2 Dissolve 26.1 g of Ba(NO3)2 [MH] [O] in each dm3
nitrate of solution.

aqueous silver 0.05 mol / dm3 AgNO3 Dissolve 8.5 g of AgNO3 [C] [N] [O] in each dm3
nitrate of solution.

[MH] limewater saturated aqueous Prepare fresh limewater by leaving distilled water
calcium hydroxide, to stand over solid Ca(OH)2 [C] [MH] for several
Ca(OH)2 days, shaking occasionally. Decant or filter the
solution.

aqueous potassium 0.1 mol / dm3 KI Dissolve 16.6 g of KI in each dm3 of solution.
iodide

aqueous potassium 0.02 mol / dm3 KMnO4 Dissolve 3.16 g of KMnO4 [HH] [O] [MH] [N] in
manganate(VII) each dm3 of solution.

[MH] acidified aqueous 0.01 mol / dm3 KMnO4 Mix equal volumes of 0.02 mol / dm3 KMnO4 and
potassium 0.5 mol / dm3 H2SO4 1.0 mol / dm3 H2SO4 [MH].
manganate(VII)

[C] [F] [HH] methyl orange methyl orange indicator Use commercially produced solution or dissolve
[MH] [N] [T] indicator (pH range 3.1–4.4) 0.4 g of solid methyl orange indicator [C] [HH]
[MH] [N] [T] in 200 cm3 of 95% ethanol [F] [HH]
[MH] and make up to 1 dm3 with distilled water.

[C] [HH] [MH] screened methyl screened methyl orange Use commercially produced solution or dissolve
[N] [T] orange indicator indicator 1 g of solid methyl orange indicator [C] [HH] [MH]
(pH range 3.2–4.2) [N] [T] and 2.6 g of xylene cyanol [HH] [MH] [N]
in 1 dm3 of water.

[F] [HH] [MH] thymolphthalein thymolphthalein indicator Use commercially produced solution or dissolve
indicator (pH range 9.3–10.5) 2 g of solid thymolphthalein indicator in 1 dm3 of
95% ethanol [F] [HH] [MH].

starch indicator Freshly prepared Mix 2 g of soluble starch with a little cold water
aqueous starch until a smooth paste is obtained.
indicator (approximately Add 100 cm3 boiling water and stir. Boil until a
2% solution) clear solution is obtained (about 5 minutes).

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Safety in the laboratory

Teachers should make sure that they do not contravene any school, education authority or government
regulations. Responsibility for safety matters rests with centres.

Further information can be found from the following UK associations, publications and regulations.

Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk

Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2022 update of 2016 edition (available to CLEAPSS members only)

UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made

A brief guide may be found at

www.hse.gov.uk/pubns/indg136.pdf

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Notes for use in qualitative analysis

Tests for anions
anion test test result

carbonate, CO32− add dilute acid, then test for carbon effervescence, carbon dioxide produced
dioxide gas

chloride, Cl  − acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous silver nitrate

bromide, Br − acidify with dilute nitric acid, then add cream ppt.
[in solution] aqueous silver nitrate

iodide, I− acidify with dilute nitric acid, then add yellow ppt.
[in solution] aqueous silver nitrate

nitrate, NO3 – add aqueous sodium hydroxide, then ammonia produced

[in solution] aluminium foil; warm carefully

sulfate, SO42− acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous barium nitrate

sulfite, SO32− add a small volume of acidified aqueous the acidified aqueous
potassium manganate( VII) potassium manganate( VII) changes
colour from purple to colourless

Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia

aluminium, Al 3+ white ppt., soluble in excess, giving a white ppt., insoluble in excess
colourless solution

ammonium, NH4+ ammonia produced on warming —

calcium, Ca2+ white ppt., insoluble in excess no ppt. or very slight white ppt.

chromium(III), Cr3+ green ppt., soluble in excess green ppt., insoluble in excess

copper(II), Cu2+ light blue ppt., insoluble in excess light blue ppt., soluble in excess, giving a
dark blue solution

iron(II), Fe2+ green ppt., insoluble in excess, ppt. turns green ppt., insoluble in excess, ppt. turns
brown near surface on standing brown near surface on standing

iron(III), Fe3+ red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess

zinc, Zn2+ white ppt., soluble in excess, giving a white ppt., soluble in excess, giving a
colourless solution colourless solution

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Tests for gases

gas test and test result

ammonia, NH3 turns damp red litmus paper blue

carbon dioxide, CO2 turns limewater milky

chlorine, Cl 2 bleaches damp litmus paper

hydrogen, H2 ‘pops’ with a lighted splint

oxygen, O2 relights a glowing splint

sulfur dioxide, SO2 turns acidified aqueous potassium manganate( VII) from purple to colourless

Flame tests for metal ions

metal ion flame colour

lithium, Li+ red

sodium, Na+ yellow

potassium, K+ lilac

calcium, Ca2+ orange-red

barium, Ba2+ light green

copper(II), Cu2+ blue-green

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 The Periodic Table of Elements
Group
I II III IV V VI VII VIII

Back to contents page

1 2

H He
hydrogen helium
Key 1 4
3 4 atomic number 5 6 7 8 9 10

Li Be atomic symbol B C N O F Ne
lithium beryllium name boron carbon nitrogen oxygen fluorine neon
7 9 relative atomic mass 11 12 14 16 19 20
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23 24 27 28 31 32 35.5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
The Periodic Table of Elements

Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85 88 89 91 93 96 – 101 103 106 108 112 115 119 122 128 127 131
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
caesium barium hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon
133 137 178 181 184 186 190 192 195 197 201 204 207 209 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
actinoids
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
francium radium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium copernicium nihonium flerovium moscovium livermorium tennessine oganesson
– – – – – – – – – – – – – – – – –

57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
lanthanoids La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
lanthanum cerium praseodymium neodymium promethium samarium europium gadolinium terbium dysprosium holmium erbium thulium ytterbium lutetium
139 140 141 144 – 150 152 157 159 163 165 167 169 173 175
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
actinoids Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
actinium thorium protactinium uranium neptunium plutonium americium curium berkelium californium einsteinium fermium mendelevium nobelium lawrencium
– 232 231 238 – – – – – – – – – – –

The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.).

www.cambridgeinternational.org/igcse
49
Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment
 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.

Calculators may be used in all parts of the examination.

Number
• add, subtract, multiply and divide
• use decimals, fractions, percentages, ratios and reciprocals
• use standard form
• understand that only the final answer in a calculation is rounded
• use decimal places and significant figures appropriately

Algebra
• use positive, whole number indices in algebraic expressions
• substitute values of quantities into equations, using consistent units
• solve simple algebraic equations for any one term when the other terms are known
• recognise and use direct and inverse proportion

Geometry and measurements

• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, rectangle and
diagonal
• select and use the most appropriate units for recording data and the results of calculations
• convert between units, including cm3 and dm3; mg, g and kg; J and kJ; Pa and kPa

Graphs, charts and statistics

• draw graphs and charts from data
• interpret graphs and charts, including interpolation and extrapolation of data
• determine the gradient (slope) of a line on a graph, including* by drawing a tangent to a curve
• determine the intercept of the line on a graph, extending the line graphically (extrapolating) where
appropriate
• select suitable scales and axes for graphs
• recognise direct proportionality from a graph
• calculate and use the average (mean) for a set of data

* Extended candidates only

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Presentation of data
Taking readings
• Data values should be read from an instrument to an accuracy of one half of one of the smallest divisions
on the scale.
• Interpolation between scale divisions should be to an accuracy of one half of a division. That is, where a
reading occurs between two scale marks, it should be interpolated to the nearest half division.

Recording readings
• Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest
difference that can be detected on the measuring scale should be reflected by the number of decimal
places and unit given in the measurement.
• A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
• Each column of a table should be headed with the name or symbol of the measured or calculated quantity
and the appropriate unit, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in
tables, graphs and charts.
• Each reading should be repeated, where appropriate and recorded.
• Units should not be included with data in the body of a table.
• The number of significant figures given for measured quantities should be appropriate to the measuring
instrument used.
• The number of significant figures given for calculated quantities should be the same as the least number of
significant figures in the raw data used in that specific calculation.
• A ratio should be expressed as x : y.

Graphs
• The column headings of a table can be directly transferred to the axes of a constructed graph.
• A graph should be drawn with a sharp pencil.
• The axes should be labelled with the name or symbol of the measured or calculated quantity and the
appropriate unit, e.g. time / s.
• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and
the dependent variable plotted on the y-axis (vertical axis).
• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable (or 10, 20 or 50, etc.).
• Points on the graph should be clearly marked as crosses (×) or encircled dots (ʘ) of appropriate size.
• Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
• A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. Mathematical or least-
squares methods of obtaining a best-fit line are not required. The line does not need to coincide exactly
with any of the points; where there is scatter evident in the data, examiners would expect a roughly even
distribution of points either side of the line over its entire length. Points that are clearly anomalous should be
ignored when drawing the best-fit line.
• Candidates should be able to take readings from the graph by extrapolation or interpolation.
• Data values should be read from a line on a graph to an accuracy of one half of one of the smallest squares
on the grid. The same accuracy should be used in reading off an intercept.
• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half
the length of the candidate’s best-fit line, and this triangle should be marked on the graph.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Further guidance can be found in the following publications:

ASE, The Language of Mathematics in Science: A Guide for Teachers of 11–16 Science (2016).
ASE, The Language of Mathematics in Science: Teaching Approaches (2016).
www.ase.org.uk/mathsinscience

Conventions (e.g. signs, symbols, terminology and nomenclature)

Candidates are expected to be familar with the nomenclature in the syllabus.

The syllabuses and question papers conform with generally accepted international practice. In particular, the
following document, produced by the Association for Science Education (ASE), should be used as a guideline.

Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).

The traditional names sulfate, sulfite, nitrate, nitrite, sulfuric acid and nitric acid will be used in question papers.
Candidates will be credited for traditional or systematic names in their answers, except when specifically asked
to use oxidation numbers to deduce or understand systematic names.

Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.

Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.

Variables
Independent variables are the variables that are changed in a scientific experiment by the scientist. Changing
an independent variable may cause a change in the dependent variable.

Dependent variables are the variables that are observed or measured in a scientific experiment. Dependent
variables may change based on changes made to the independent variables.

Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.

In practical work, candidates will be expected to use SI units or, where approriate, units approved by the
BPIM for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found at
www.bipm.org

The use of imperial / customary units such as the inch and degree Fahrenheit are not acceptable and should
be discouraged. In all examinations, where data is supplied for use in questions, candidates will be expected
to use units that are consistent with the units supplied, and should not attempt conversion to other systems of
units unless this is a requirement of the question.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Analyse examine in detail to show meaning, identify elements and the relationship between
them

Calculate work out from given facts, figures or information

Compare identify / comment on similarities and/or differences

Consider review and respond to given information

Contrast identify / comment on differences

Deduce conclude from available information

Define give precise meaning

Demonstrate show how or give an example

Describe state the points of a topic / give characteristics and main features

Determine establish an answer using the information available

Discuss write about issue(s) or topic(s) in depth in a structured way

Evaluate judge or calculate the quality, importance, amount, or value of something

Examine investigate closely, in detail

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall / memory

Identify name / select / recognise

Justify support a case with evidence/argument

Predict suggest what may happen based on available information

Show (that) provide structured evidence that leads to a given result

Sketch make a simple freehand drawing showing the key features, taking care over
proportions

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridgeinternational.org/adminzone

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE (9–1) Chemistry (0971)
• Cambridge IGCSE Physical Science (0652)
• Cambridge IGCSE Combined Science (0653)
• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
• Cambridge O Level Chemistry (5070)
• Cambridge O Level Combined Science (5129)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. What else you need to know

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.

Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. What else you need to know

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. What else you need to know

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

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 Cambridge IGCSE Chemistry 0620 syllabus for 2026, 2027 and 2028. What else you need to know

Changes to this syllabus for 2026, 2027 and 2028

The syllabus has been updated. This is version 1, published September 2023.

You must read the whole syllabus before planning your teaching programme.

We review our syllabuses regularly to make sure they continue to meet the needs of our schools. In updating
this syllabus, we have made it easier for teachers and students to understand, keeping the familiar features that
teachers and schools value.

There are no substantial changes in this syllabus that would impact teaching.

Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
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us and supply your name, email address and requirements and we will respond within 15 working days.

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t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2023

 Syllabus
Cambridge IGCSE™
Physics 0625
Use this syllabus for exams in 2026, 2027 and 2028.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for learners to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/

We believe education works best when curriculum, teaching, learning and assessment are closely aligned.
Our programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to
prepare students for their future. Together with schools, we develop Cambridge learners who are confident,
responsible, reflective, innovative and engaged – equipped for success in the modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international education programmes and qualifications
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/about-us/our-standards/

© Cambridge University Press & Assessment September 2023

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................12

4 Details of the assessment ........................................................................................ 42

Core assessment 42
Extended assessment 42
Practical assessment 43
Language of measurement 45
Apparatus 46
Safety in the laboratory 48
Electrical symbols 49
Symbols and units for physical quantities 50
Mathematical requirements 52
Presentation of data 53
Conventions (e.g. signs, symbols, terminology and nomenclature) 54
Command words 55

5 What else you need to know .................................................................................... 56

Before you start 56
Making entries 57
Accessibility and equality 57
After the exam 58
How students and teachers can use the grades 59
Changes to this syllabus for 2026, 2027 and 2028 60

Important: Changes to this syllabus

The latest syllabus is version 1, published September 2023. There are no significant changes
which affect teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for use with this
syllabus.
 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 5000 schools in 150 countries.
Cambridge
Our programmes promote a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Physics develops a set of transferable

skills including handling data, practical problem-solving and
applying the scientific method. Learners develop relevant
attitudes, such as concern for accuracy and precision,
objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for
progression to further studies or employment.

Our approach in Cambridge IGCSE Physics encourages learners to be:

confident, interested in learning about science, questioning ideas and using scientific language to
communicate their views and opinions

responsible, working methodically and safely when working alone or collaboratively with others

reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment

innovative, solving unfamiliar problems confidently and creatively

engaged, keen to develop scientific skills, curious about scientific principles and their application in the world.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Physics gives learners a solid foundation for further study. Candidates who achieve grades A* to C are
well prepared to follow a wide range of courses including Cambridge International AS & A Level Physics.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Cambridge students can be confident that their qualifications will be
understood and valued throughout their education and career, in their home country and internationally.
Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.

UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

Supporting teachers
We believe education is most effective when curriculum, teaching and learning, and assessment are closely
aligned. We provide a wide range of resources, detailed guidance, innovative training and targeted professional
development so that you can give your students the best possible preparation for Cambridge IGCSE. To find
out which resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Syllabuses • Endorsed resources responses Service
• Schemes of work • Online forums • Past papers and • Principal examiner
• Specimen Question • Support for mark schemes reports for teachers
Papers and Mark coursework • Specimen paper • Results Analysis
Schemes and speaking answers
• Teacher guides components • Test Maker
• Resource Plus
• Everyday Science

Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates

Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative practical work.

The aims are to enable students to:

• acquire scientific knowledge and understanding of scientific theories and practice
• develop a range of experimental skills, including handling variables and working safely
• use scientific data and evidence to solve problems and discuss the limitations of scientific methods
• communicate effectively and clearly, using scientific terminology, notation and conventions
• understand that the application of scientific knowledge can benefit people and the environment
• enjoy science and develop an informed interest in scientific matters which support further study.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Syllabus overview

Content overview
Candidates study the following topics:
1 Motion, forces and energy
2 Thermal physics
3 Waves
4 Electricity and magnetism
5 Nuclear physics
6 Space physics

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment overview
All candidates take three papers.

Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:

Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed

Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content:

Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed

Practical assessment
All candidates take one practical paper from a choice of two:

Paper 5: Practical Test Paper 6: Alternative to Practical

1 hour 15 minutes 1 hour

40 marks 20% 40 marks 20%
Questions will be based on the experimental OR Questions will be based on the experimental
skills in Section 4 skills in Section 4
Externally assessed Externally assessed

Information on availability is in the Before you start section.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific and technological applications with their social, economic and environmental implications.

Subject content defines the factual material that candidates may be required to recall and explain.

Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to
apply knowledge from one area of the syllabus to another.

AO2 Handling information and problem-solving

Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and form conclusions
• present reasoned explanations for phenomena, patterns and relationships
• make predictions based on relationships and patterns
• solve problems, including some of a quantitative nature.

Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to
apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.

AO3 Experimental skills and investigations

Candidates should be able to:
• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
• plan experiments and investigations
• make and record observations, measurements and estimates
• interpret and evaluate experimental observations and data
• evaluate methods and suggest possible improvements.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge with understanding 50

AO2 Handling information and problem-solving 30

AO3 Experimental skills and investigations 20

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Papers 1 and 2 Papers 3 and 4 Papers 5 and 6

AO1 Knowledge with understanding 63 63 0

AO2 Handling information and problem-solving 37 37 0

AO3 Experimental skills and investigations 0 0 100

Total 100 100 100

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.

Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their experimental skills by doing practical work and investigations.

Practical work helps students to:

• use equipment and materials accurately and safely
• develop observational and problem-solving skills
• develop a deeper understanding of the syllabus topics and the scientific approach
• appreciate how scientific theories are developed and tested
• transfer the experimental skills acquired to unfamiliar contexts
• develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
• develop an interest and enjoyment in science.

1 Motion, forces and energy

1.1 Physical quantities and measurement techniques

Core Supplement
1 Describe the use of rulers and measuring
cylinders to find a length or a volume
2 Describe how to measure a variety of time
intervals using clocks and digital timers
3 Determine an average value for a small distance
and for a short interval of time by measuring
multiples (including the period of oscillation of a
pendulum)
4 Understand that a scalar quantity has
magnitude (size) only and that a vector quantity
has magnitude and direction
5 Know that the following quantities are scalars:
distance, speed, time, mass, energy and
temperature
6 Know that the following quantities are
vectors: force, weight, velocity, acceleration,
momentum, electric field strength and
gravitational field strength
7 Determine, by calculation or graphically, the
resultant of two vectors at right angles, limited
to forces or velocities only

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

1.2 Motion

Core Supplement
1 Define speed as distance travelled per unit
time; recall and use the equation
s
v=
t
2 Define velocity as speed in a given direction
3 Recall and use the equation 9 Define acceleration as change in velocity per
total distance travelled unit time; recall and use the equation
average speed = ∆v
total time taken
a=
4 Sketch, plot and interpret distance–time and ∆t
speed–time graphs
5 Determine, qualitatively, from given data or the 10 Determine from given data or the shape of a
shape of a distance–time graph or speed–time speed–time graph when an object is moving
graph when an object is: with:
(a) at rest (a) constant acceleration
(b) moving with constant speed (b) changing acceleration
(c) accelerating
(d) decelerating
6 Calculate speed from the gradient of a straight- 11 Calculate acceleration from the gradient of a
line section of a distance–time graph speed–time graph
7 Calculate the area under a speed–time graph to
determine the distance travelled for motion with
constant speed or constant acceleration
12 Know that a deceleration is a negative
acceleration and use this in calculations
8 State that the acceleration of free fall g for 13 Describe the motion of objects falling in a
an object near to the surface of the Earth is uniform gravitational field with and without air/
approximately constant and is approximately liquid resistance, including reference to terminal
9.8 m / s2 velocity

1.3 Mass and weight

Core Supplement
1 State that mass is a measure of the quantity
of matter in an object at rest relative to the
observer
2 State that weight is a gravitational force on an 5 Describe, and use the concept of, weight as
object that has mass the effect of a gravitational field on a mass
3 Define gravitational field strength as force per
unit mass; recall and use the equation
W
g=
m
and know that this is equivalent to the
acceleration of free fall
4 Know that weights (and masses) may be
compared using a balance

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

1.4 Density

Core Supplement
1 Define density as mass per unit volume; recall
and use the equation
m
ρ=
V
2 Describe how to determine the density of a
liquid, of a regularly shaped solid and of an
irregularly shaped solid which sinks in a liquid
(volume by displacement), including appropriate
calculations
3 Determine whether an object floats based on 4 Determine whether one liquid will float on
density data another liquid based on density data given that
the liquids do not mix

1.5 Forces

1.5.1 Effects of forces

Core Supplement
1 Know that forces may produce changes in the 9 Define the spring constant as force per unit
size and shape of an object extension; recall and use the equation
F
k=
x
2 Sketch, plot and interpret load–extension 10 Define and use the term ‘limit of proportionality’
graphs for an elastic solid and describe the for a load–extension graph and identify this
associated experimental procedures point on the graph (an understanding of the
elastic limit is not required)
3 Determine the resultant of two or more forces 11 Recall and use the equation F = ma and know
acting along the same straight line that the force and the acceleration are in the
same direction
4 Know that an object either remains at rest or
continues in a straight line at constant speed
unless acted on by a resultant force
5 State that a resultant force may change the 12 Describe, qualitatively, motion in a circular path
velocity of an object by changing its direction of due to a force perpendicular to the motion as:
motion or its speed
(a) speed increases if force increases, with
mass and radius constant
(b) radius decreases if force increases, with
mass and speed constant
(c) an increased mass requires an increased
force to keep speed and radius constant
mv 2
(F = is not required)
r
continued

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

1.5 Forces continued

1.5.1 Effects of forces continued

Core Supplement
6 Describe solid friction as the force between two
surfaces that may impede motion and produce
heating
7 Know that friction (drag) acts on an object
moving through a liquid
8 Know that friction (drag) acts on an object
moving through a gas (e.g. air resistance)

1.5.2 Turning effect of forces

Core Supplement
1 Describe the moment of a force as a measure
of its turning effect and give everyday examples
2 Define the moment of a force as
moment = force × perpendicular distance from
the pivot; recall and use this equation
3 Apply the principle of moments to situations 5 Apply the principle of moments to other
with one force each side of the pivot, including situations, including those with more than one
balancing of a beam force each side of the pivot
4 State that, when there is no resultant force and 6 Describe an experiment to demonstrate that
no resultant moment, an object is in equilibrium there is no resultant moment on an object in
equilibrium

1.5.3 Centre of gravity

Core Supplement
1 State what is meant by centre of gravity
2 Describe an experiment to determine the
position of the centre of gravity of an irregularly
shaped plane lamina
3 Describe, qualitatively, the effect of the position
of the centre of gravity on the stability of simple
objects

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

1.6 Momentum

Core Supplement
1 Define momentum as mass × velocity; recall
and use the equation
p = mv
2 Define impulse as force × time for which force
acts; recall and use the equation
impulse = F∆t = ∆(mv)
3 Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
4 Define resultant force as the change in
momentum per unit time; recall and use the
equation
∆p
F=
∆t

1.7 Energy, work and power

1.7.1 Energy

Core Supplement
1 State that energy may be stored as kinetic,
gravitational potential, chemical, elastic (strain),
nuclear, electrostatic and internal (thermal)
2 Describe how energy is transferred between
stores during events and processes, including
examples of transfer by forces (mechanical
work done), electrical currents (electrical work
done), heating, and by electromagnetic, sound
and other waves
4 Recall and use the equation for kinetic energy
1 2
Ek = mv
2
5 Recall and use the equation for the change in
gravitational potential energy

∆Ep = mg∆h

3 Know the principle of the conservation of 6 Know the principle of the conservation of
energy and apply this principle to simple energy and apply this principle to complex
examples including the interpretation of simple examples involving multiple stages, including
flow diagrams the interpretation of Sankey diagrams

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

1.7 Energy, work and power continued

1.7.2 Work

Core Supplement
1 Understand that mechanical or electrical work
done is equal to the energy transferred
2 Recall and use the equation for mechanical
working
W = Fd = ∆E

1.7.3 Energy resources

Core Supplement
1 Describe how useful energy may be obtained, 4 Know that radiation from the Sun is the main
or electrical power generated, from: source of energy for all our energy resources
(a) chemical energy stored in fossil fuels except geothermal, nuclear and tidal
(b) chemical energy stored in biofuels
(c) water, including the energy stored in waves,
in tides and in water behind hydroelectric
dams
(d) geothermal resources
(e) nuclear fuel
(f) light from the Sun to generate electrical
power (solar cells)
(g) infrared and other electromagnetic waves
from the Sun to heat water (solar panels)
and be the source of wind energy
including references to a boiler, turbine and
generator where they are used
2 Describe advantages and disadvantages 5 Know that energy is released by nuclear fusion
of each method in terms of renewability, in the Sun
availability, reliability, scale and environmental
impact
6 Know that research is being carried out to
investigate how energy released by nuclear
fusion can be used to produce electrical energy
on a large scale
3 Understand, qualitatively, the concept of 7 Define efficiency as:
efficiency of energy transfer (a)
(useful energy output)
(%) efficiency = (× 100%)
(total energy input)

(b)
(useful power output)
(%) efficiency = (× 100%)
(total power input)

recall and use these equations

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

1.7 Energy, work and power continued

1.7.4 Power

Core Supplement
1 Define power as work done per unit time and
also as energy transferred per unit time; recall
and use the equations
W
(a) P =
t
∆E
(b) P =
t

1.8 Pressure

Core Supplement
1 Define pressure as force per unit area; recall
and use the equation
F
p=
A
2 Describe how pressure varies with force and
area in the context of everyday examples
3 Describe, qualitatively, how the pressure 4 Recall and use the equation for the change in
beneath the surface of a liquid changes with pressure beneath the surface of a liquid
depth and density of the liquid ∆p = ρg∆h

2 Thermal physics
2.1 Kinetic particle model of matter

2.1.1 States of matter

Core Supplement
1 Know the distinguishing properties of solids,
liquids and gases
2 Know the terms for the changes in state
between solids, liquids and gases (gas to solid
and solid to gas transfers are not required)

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

2.1 Kinetic particle model of matter continued

2.1.2 Particle model

Core Supplement
1 Describe the particle structure of solids, 6 Know that the forces and distances between
liquids and gases in terms of the arrangement, particles (atoms, molecules, ions and electrons)
separation and motion of the particles and and the motion of the particles affects the
represent these states using simple particle properties of solids, liquids and gases
diagrams
2 Describe the relationship between the motion
of particles and temperature, including the idea
that there is a lowest possible temperature
(−273 °C), known as absolute zero, where the
particles have least kinetic energy
3 Describe the pressure and the changes in 7 Describe the pressure and the changes in
pressure of a gas in terms of the motion of its pressure of a gas in terms of the forces exerted
particles and their collisions with a surface by particles colliding with surfaces, creating a
force per unit area
4 Know that the random motion of microscopic 8 Know that microscopic particles may be moved
particles in a suspension is evidence for the by collisions with light fast-moving molecules
kinetic particle model of matter and correctly use the terms atoms or molecules
as distinct from microscopic particles
5 Describe and explain this motion (sometimes
known as Brownian motion) in terms of random
collisions between the microscopic particles
in a suspension and the particles of the gas or
liquid

2.1.3 Gases and the absolute scale of temperature

Core Supplement
1 Describe qualitatively, in terms of particles, the 3 Recall and use the equation
effect on the pressure of a fixed mass of gas of: pV = constant
(a) a change of temperature at constant for a fixed mass of gas at constant temperature,
volume including a graphical representation of this
(b) a change of volume at constant relationship
temperature

2 Convert temperatures between kelvin and

degrees Celsius; recall and use the equation
T (in K) = θ (in °C) + 273

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

2.2 Thermal properties and temperature

2.2.1 Thermal expansion of solids, liquids and gases

Core Supplement
1 Describe, qualitatively, the thermal expansion of 3 Explain, in terms of the motion and
solids, liquids and gases at constant pressure arrangement of particles, the relative order of
magnitudes of the expansion of solids, liquids
and gases as their temperatures rise
2 Describe some of the everyday applications
and consequences of thermal expansion

2.2.2 Specific heat capacity

Core Supplement
1 Know that a rise in the temperature of an object 2 Describe an increase in temperature of an
increases its internal energy object in terms of an increase in the average
kinetic energies of all of the particles in the
object
3 Define specific heat capacity as the energy
required per unit mass per unit temperature
increase; recall and use the equation
∆E
c=
m∆θ
4 Describe experiments to measure the specific
heat capacity of a solid and a liquid

2.2.3 Melting, boiling and evaporation

Core Supplement
1 Describe melting and boiling in terms of energy 6 Describe the differences between boiling and
input without a change in temperature evaporation
2 Know the melting and boiling temperatures for
water at standard atmospheric pressure
3 Describe condensation and solidification in
terms of particles
4 Describe evaporation in terms of the escape of 7 Describe how temperature, surface area and air
more-energetic particles from the surface of a movement over a surface affect evaporation
liquid
5 Know that evaporation causes cooling of a 8 Explain the cooling of an object in contact with
liquid an evaporating liquid

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

2.3 Transfer of thermal energy

2.3.1 Conduction

Core Supplement
1 Describe experiments to demonstrate the 2 Describe thermal conduction in all solids in
properties of good thermal conductors and bad terms of atomic or molecular lattice vibrations
thermal conductors (thermal insulators) and also in terms of the movement of free
(delocalised) electrons in metallic conductors
3 Describe, in terms of particles, why thermal
conduction is bad in gases and most liquids
4 Know that there are many solids that conduct
thermal energy better than thermal insulators
but do so less well than good thermal
conductors

2.3.2 Convection

Core Supplement
1 Know that convection is an important method
of thermal energy transfer in liquids and gases
2 Explain convection in liquids and gases in terms
of density changes and describe experiments
to illustrate convection

2.3.3 Radiation

Core Supplement
1 Know that thermal radiation is infrared radiation
and that all objects emit this radiation
2 Know that thermal energy transfer by thermal 4 Know that for an object to be at a constant
radiation does not require a medium temperature it needs to transfer energy away
from the object at the same rate that it receives
energy
3 Describe the effect of surface colour (black 5 Know what happens to an object if the rate at
or white) and texture (dull or shiny) on the which it receives energy is less or more than
emission, absorption and reflection of infrared the rate at which it transfers energy away from
radiation the object
6 Know how the temperature of the Earth is
affected by factors controlling the balance
between incoming radiation and radiation
emitted from the Earth’s surface
continued

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

2.3 Transfer of thermal energy continued

2.3.3 Radiation continued

Core Supplement
7 Describe experiments to distinguish between
good and bad emitters of infrared radiation
8 Describe experiments to distinguish between
good and bad absorbers of infrared radiation
9 Describe how the rate of emission of radiation
depends on the surface temperature and
surface area of an object

2.3.4 Consequences of thermal energy transfer

Core Supplement
1 Explain some of the basic everyday applications 2 Explain some of the complex applications and
and consequences of conduction, convection consequences of conduction, convection and
and radiation, including: radiation where more than one type of thermal
energy transfer is significant, including:
(a) heating objects such as kitchen pans
(b) heating a room by convection (a) a fire burning wood or coal
(b) a radiator in a car

3 Waves
3.1 General properties of waves

Core Supplement
1 Know that waves transfer energy without
transferring matter
2 Describe what is meant by wave motion as
illustrated by vibrations in ropes and springs,
and by experiments using water waves
3 Describe the features of a wave in terms of
wavefront, wavelength, frequency, crest (peak),
trough, amplitude and wave speed
4 Recall and use the equation for wave speed
v = fλ
5 Know that for a transverse wave, the
direction of vibration is at right angles to the
direction of propagation and understand that
electromagnetic radiation, water waves and
seismic S-waves (secondary) can be modelled
as transverse continued

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

3.1 General properties of waves continued

Core Supplement
6 Know that for a longitudinal wave, the direction
of vibration is parallel to the direction of
propagation and understand that sound waves
and seismic P-waves (primary) can be modelled
as longitudinal
7 Describe how waves can undergo: 9 Describe how wavelength and gap size affects
(a) reflection at a plane surface diffraction through a gap
(b) refraction due to a change of speed
(c) diffraction through a narrow gap
8 Describe the use of a ripple tank to show: 10 Describe how wavelength affects diffraction at
(a) reflection at a plane surface an edge
(b) refraction due to a change in speed caused
by a change in depth
(c) diffraction due to a gap
(d) diffraction due to an edge

3.2 Light

3.2.1 Reflection of light

Core Supplement
1 Define and use the terms normal, angle of
incidence and angle of reflection
2 Describe the formation of an optical image by
a plane mirror and give its characteristics, i.e.
same size, same distance from mirror, virtual
3 State that for reflection, the angle of incidence 4 Use simple constructions, measurements and
is equal to the angle of reflection; recall and use calculations for reflection by plane mirrors
this relationship

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

3.2 Light continued

3.2.2 Refraction of light

Core Supplement
1 Define and use the terms normal, angle of
incidence and angle of refraction
2 Describe an experiment to show refraction of 6 Define refractive index, n, as the ratio of the
light by transparent blocks of different shapes speeds of a wave in two different regions
3 Describe the passage of light through a 7 Recall and use the equation
transparent material (limited to the boundaries sin i
between two mediums only) n=
sin r
4 State the meaning of critical angle 8 Recall and use the equation
1
n=
sin c
5 Describe internal reflection and total internal 9 Describe the use of optical fibres, particularly in
reflection using both experimental and everyday telecommunications
examples

3.2.3 Thin lenses

Core Supplement
1 Describe the action of thin converging and thin
diverging lenses on a parallel beam of light
2 Define and use the terms focal length, principal
axis and principal focus (focal point)
3 Draw and use ray diagrams for the formation of 6 Draw and use ray diagrams for the formation of
a real image by a converging lens a virtual image by a converging lens
4 Describe the characteristics of an image using 7 Describe the use of a single lens as a
the terms enlarged/same size/diminished, magnifying glass
upright/inverted and real/virtual
5 Know that a virtual image is formed when
diverging rays are extrapolated backwards and
does not form a visible projection on a screen
8 Describe the use of converging and diverging
lenses to correct long-sightedness and short-
sightedness

3.2.4 Dispersion of light

Core Supplement
1 Describe the dispersion of light as illustrated by
the refraction of white light by a glass prism
2 Know the traditional seven colours of the visible 3 Recall that visible light of a single frequency is
spectrum in order of frequency and in order of described as monochromatic
wavelength

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

3.3 Electromagnetic spectrum

Core Supplement
1 Know the main regions of the electromagnetic
spectrum in order of frequency and in order of
wavelength
2 Know that all electromagnetic waves travel at 6 Know that the speed of electromagnetic
the same high speed in a vacuum waves in a vacuum is 3.0 × 108 m / s and is
approximately the same in air
3 Describe typical uses of the different regions of
the electromagnetic spectrum including:
(a) radio waves; radio and television
transmissions, astronomy, radio frequency
identification (RFID)
(b) microwaves; satellite television, mobile
phones (cell phones), microwave ovens
(c) infrared; electric grills, short range
communications such as remote controllers
for televisions, intruder alarms, thermal
imaging, optical fibres
(d) visible light; vision, photography, illumination
(e) ultraviolet; security marking, detecting fake
bank notes, sterilising water
(f) X-rays; medical scanning, security scanners
(g) gamma rays; sterilising food and medical
equipment, detection of cancer and its
treatment
4 Describe the harmful effects on people
of excessive exposure to electromagnetic
radiation, including:
(a) microwaves; internal heating of body cells
(b) infrared; skin burns
(c) ultraviolet; damage to surface cells and
eyes, leading to skin cancer and eye
conditions
(d) X-rays and gamma rays; mutation or
damage to cells in the body

continued

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

3.3 Electromagnetic spectrum continued

Core Supplement
5 Know that communication with artificial 7 Know that many important systems of
satellites is mainly by microwaves: communications rely on electromagnetic
radiation including:
(a) some satellite phones use low orbit artificial
satellites (a) mobile phones (cell phones) and wireless
(b) some satellite phones and direct broadcast internet use microwaves because
satellite television use geostationary microwaves can penetrate some walls and
satellites only require a short aerial for transmission
and reception
(b) Bluetooth uses radio waves because radio
waves pass through walls but the signal is
weakened on doing so
(c) optical fibres (visible light or infrared) are
used for cable television and high-speed
broadband because glass is transparent to
visible light and some infrared; visible light
and short wavelength infrared can carry
high rates of data
8 Know the difference between a digital and
analogue signal
9 Know that a sound can be transmitted as a
digital or analogue signal
10 Explain the benefits of digital signalling
including increased rate of transmission of data
and increased range due to accurate signal
regeneration

3.4 Sound

Core Supplement
1 Describe the production of sound by vibrating
sources
2 Describe the longitudinal nature of sound 10 Describe compression and rarefaction
waves
3 State the approximate range of frequencies
audible to humans as 20 Hz to 20 000 Hz
4 Know that a medium is needed to transmit
sound waves 11 Know that, in general, sound travels faster in
5 Know that the speed of sound in air is solids than in liquids and faster in liquids than in
approximately 330–350 m / s gases
continued

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

3.4 Sound continued

Core Supplement
6 Describe a method involving a measurement of
distance and time for determining the speed of
sound in air
7 Describe how changes in amplitude and
frequency affect the loudness and pitch of
sound waves
8 Describe an echo as the reflection of sound
waves
9 Define ultrasound as sound with a frequency 12 Describe the uses of ultrasound in non-
higher than 20 kHz destructive testing of materials, medical
scanning of soft tissue and sonar including
calculation of depth or distance from time and
wave speed

4 Electricity and magnetism

4.1 Simple phenomena of magnetism

Core Supplement
1 Describe the forces between magnetic poles 10 Explain that magnetic forces are due to
and between magnets and magnetic materials, interactions between magnetic fields
including the use of the terms north pole
(N pole), south pole (S pole), attraction and
repulsion, magnetised and unmagnetised
2 Describe induced magnetism
3 State the differences between the properties
of temporary magnets (made of soft iron) and
the properties of permanent magnets (made of
steel
4 State the difference between magnetic and
non-magnetic materials
5 Describe a magnetic field as a region in which a
magnetic pole experiences a force
6 Draw the pattern and direction of magnetic field 11 Know that the relative strength of a magnetic
lines around a bar magnet field is represented by the spacing of the
magnetic field lines
7 State that the direction of a magnetic field at a
point is the direction of the force on the N pole
of a magnet at that point
8 Describe the plotting of magnetic field lines
with a compass or iron filings and the use of
a compass to determine the direction of the
magnetic field
9 Describe the uses of permanent magnets and
electromagnets

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

4.2 Electrical quantities

4.2.1 Electric charge

Core Supplement
1 State that there are positive and negative 7 State that charge is measured in coulombs
charges
2 State that positive charges repel other positive 8 Describe an electric field as a region in which
charges, negative charges repel other negative an electric charge experiences a force
charges, but positive charges attract negative
charges
3 Describe simple experiments to show the 9 State that the direction of an electric field at a
production of electrostatic charges by friction point is the direction of the force on a positive
and to show the detection of electrostatic charge at that point
charges
4 Explain that charging of solids by friction 10 Describe simple electric field patterns, including
involves only a transfer of negative charge the direction of the field:
(electrons) (a) around a point charge
(b) around a charged conducting sphere
(c) between two oppositely charged parallel
conducting plates (end effects will not be
examined)
5 Describe an experiment to distinguish between
electrical conductors and insulators
6 Recall and use a simple electron model to
explain the difference between electrical
conductors and insulators and give typical
examples

4.2.2 Electric current

Core Supplement
1 Know that electric current is related to the flow 5 Define electric current as the charge passing a
of charge point per unit time; recall and use the equation
Q
I=
t
2 Describe the use of ammeters (analogue and
digital) with different ranges
3 Describe electrical conduction in metals in 6 State that conventional current is from positive
terms of the movement of free electrons to negative and that the flow of free electrons is
from negative to positive
4 Know the difference between direct current
(d.c.) and alternating current (a.c.)

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

4.2 Electrical quantities continued

4.2.3 Electromotive force and potential difference

Core Supplement
1 Define electromotive force (e.m.f.) as the 6 Recall and use the equation for e.m.f.
electrical work done by a source in moving a W
unit charge around a complete circuit E=
Q
2 Know that e.m.f. is measured in volts (V)
3 Define potential difference (p.d.) as the work 7 Recall and use the equation for p.d.
done by a unit charge passing through a W
component V=
Q
4 Know that the p.d. between two points is
measured in volts (V)
5 Describe the use of voltmeters (analogue and
digital) with different ranges

4.2.4 Resistance

Core Supplement
1 Recall and use the equation for resistance 4 Sketch and explain the current–voltage graphs
V for a resistor of constant resistance, a filament
R= lamp and a diode
I
2 Describe an experiment to determine resistance
using a voltmeter and an ammeter and do the
appropriate calculations
3 State, qualitatively, the relationship of the 5 Recall and use the following relationship for a
resistance of a metallic wire to its length and to metallic electrical conductor:
its cross-sectional area
(a) resistance is directly proportional to length
(b) resistance is inversely proportional to
cross-sectional area

4.2.5 Electrical energy and electrical power

Core Supplement
1 Understand that electric circuits transfer energy
from a source of electrical energy, such as an
electrical cell or mains supply, to the circuit
components and then into the surroundings
2 Recall and use the equation for electrical power
P = IV
3 Recall and use the equation for electrical
energy
E = IVt
4 Define the kilowatt-hour (kW h) and calculate
the cost of using electrical appliances where
the energy unit is the kW h

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

4.3 Electric circuits

4.3.1 Circuit diagrams and circuit components

Core Supplement
1 Draw and interpret circuit diagrams containing 2 Draw and interpret circuit diagrams containing
cells, batteries, power supplies, generators, diodes and light-emitting diodes (LEDs) and
potential dividers, switches, resistors (fixed and know how these components behave in the
variable), heaters, thermistors (NTC only), light- circuit
dependent resistors (LDRs), lamps, motors,
bells, ammeters, voltmeters, magnetising coils,
transformers, fuses and relays and know how
these components behave in the circuit

4.3.2 Series and parallel circuits

Core Supplement
1 Know that the current at every point in a series 8 Recall and use in calculations, the fact that:
circuit is the same (a) the sum of the currents entering a junction
in a parallel circuit is equal to the sum of
the currents that leave the junction
(b) the total p.d. across the components in
a series circuit is equal to the sum of the
individual p.d.s across each component
(c) the p.d. across an arrangement of parallel
resistances is the same as the p.d. across
one branch in the arrangement of the
parallel resistances
2 Know how to construct and use series and
parallel circuits
3 Calculate the combined e.m.f. of several
sources in series
4 Calculate the combined resistance of two or
more resistors in series
5 State that, for a parallel circuit, the current from 9 Explain that the sum of the currents into a
the source is larger than the current in each junction is the same as the sum of the currents
branch out of the junction
6 State that the combined resistance of two 10 Calculate the combined resistance of two
resistors in parallel is less than that of either resistors in parallel
resistor by itself
7 State the advantages of connecting lamps in
parallel in a lighting circuit

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

4.3 Electric circuits continued

4.3.3 Action and use of circuit components

Core Supplement
1 Know that the p.d. across an electrical 2 Describe the action of a variable potential
conductor increases as its resistance increases divider
for a constant current
3 Recall and use the equation for two resistors
used as a potential divider
R1 V
= 1
R2 V2

4.4 Electrical safety

Core Supplement
1 State the hazards of:
(a) damaged insulation
(b) overheating cables
(c) damp conditions
(d) excess current from overloading of plugs,
extension leads, single and multiple sockets
when using a mains supply
2 Know that a mains circuit consists of a live wire
(line wire), a neutral wire and an earth wire and
explain why a switch must be connected to the
live wire for the circuit to be switched off safely
3 Explain the use and operation of trip switches
and fuses and choose appropriate fuse ratings
and trip switch settings
4 Explain why the outer casing of an electrical
appliance must be either non-conducting
(double-insulated) or earthed
5 State that a fuse without an earth wire protects
the circuit and the cabling for a double-
insulated appliance

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

4.5 Electromagnetic effects

4.5.1 Electromagnetic induction

Core Supplement
1 Know that a conductor moving across a 4 Know that the direction of an induced e.m.f.
magnetic field or a changing magnetic field opposes the change causing it
linking with a conductor can induce an e.m.f. in
the conductor
2 Describe an experiment to demonstrate 5 State and use the relative directions of force,
electromagnetic induction field and induced current
3 State the factors affecting the magnitude of an
induced e.m.f.

4.5.2 The a.c. generator

Core Supplement
1 Describe a simple form of a.c. generator
(rotating coil or rotating magnet) and the use of
slip rings and brushes where needed
2 Sketch and interpret graphs of e.m.f. against
time for simple a.c. generators and relate the
position of the generator coil to the peaks,
troughs and zeros of the e.m.f.

4.5.3 Magnetic effect of a current

Core Supplement
1 Describe the pattern and direction of the 4 State the qualitative variation of the strength of
magnetic field due to currents in straight wires the magnetic field around straight wires and
and in solenoids solenoids
2 Describe an experiment to identify the pattern
of the magnetic field (including direction) due to
currents in straight wires and in solenoids
3 Describe how the magnetic effect of a current
is used in relays and loudspeakers and give
examples of their application
5 Describe the effect on the magnetic field
around straight wires and solenoids of
changing the magnitude and direction of the
current

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

4.5 Electromagnetic effects continued

4.5.4 Force on a current-carrying conductor

Core Supplement
1 Describe an experiment to show that a force 2 Recall and use the relative directions of force,
acts on a current-carrying conductor in a magnetic field and current
magnetic field, including the effect of reversing:
(a) the current
(b) the direction of the field
3 Determine the direction of the force on beams
of charged particles in a magnetic field

4.5.5 The d.c. motor

Core Supplement
1 Know that a current-carrying coil in a magnetic 2 Describe the operation of an electric motor,
field may experience a turning effect and that including the action of a split-ring commutator
the turning effect is increased by increasing: and brushes
(a) the number of turns on the coil
(b) the current
(c) the strength of the magnetic field

4.5.6 The transformer

Core Supplement
1 Describe the construction of a simple 6 Explain the principle of operation of a simple
transformer with a soft-iron core, as used for iron-cored transformer
voltage transformations
2 Use the terms primary, secondary, step-up and
step-down
3 Recall and use the equation 7 Recall and use the equation for 100% efficiency
Vp Np in a transformer
Vs = Ns IpVp = IsVs

where p and s refer to primary and secondary where p and s refer to primary and secondary
4 Describe the use of transformers in high-
voltage transmission of electricity
5 State the advantages of high-voltage 8 Recall and use the equation
transmission P = I2R
to explain why power losses in cables are
smaller when the voltage is greater

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

5 Nuclear physics
5.1 The nuclear model of the atom

5.1.1 The atom

Core Supplement
1 Describe the structure of an atom in terms of 3 Describe how the scattering of alpha (α)
a positively charged nucleus and negatively particles by a sheet of thin metal supports
charged electrons in orbit around the nucleus the nuclear model of the atom, by providing
evidence for:
(a) a very small nucleus surrounded by mostly
empty space
(b) a nucleus containing most of the mass of
the atom
(c) a nucleus that is positively charged
2 Know how atoms may form positive ions
by losing electrons or form negative ions by
gaining electrons

5.1.2 The nucleus

Core Supplement
1 Describe the composition of the nucleus in
terms of protons and neutrons
6 Describe the processes of nuclear fission
and nuclear fusion as the splitting or joining
of nuclei, to include the nuclide equation and
qualitative description of mass and energy
changes without values
2 State the relative charges of protons, neutrons
and electrons as +1, 0 and –1 respectively
3 Define the terms proton number (atomic 7 Know the relationship between the proton
number) Z and nucleon number (mass number) number and the relative charge on a nucleus
A and be able to calculate the number of
neutrons in a nucleus
8 Know the relationship between the nucleon
number and the relative mass of a nucleus
A
4 Use the nuclide notation Z X
5 Explain what is meant by an isotope and state
that an element may have more than one
isotope

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

5.2 Radioactivity

5.2.1 Detection of radioactivity

Core Supplement
1 Know what is meant by background radiation
2 Know the sources that make a significant
contribution to background radiation including:
(a) radon gas (in the air)
(b) rocks and buildings
(c) food and drink
(d) cosmic rays
3 Know that ionising nuclear radiation can be
measured using a detector connected to a
counter
4 Use count rate measured in counts / s or 5 Use measurements of background radiation to
counts / minute determine a corrected count rate

5.2.2 The three types of nuclear emission

Core Supplement
1 Describe the emission of radiation from a
nucleus as spontaneous and random in
direction
2 Identify alpha (α), beta (β) and gamma (γ) 3 Describe the deflection of α-particles,
emissions from the nucleus by recalling: β-particles and γ-radiation in electric fields and
(a) their nature magnetic fields
(b) their relative ionising effects
(c) their relative penetrating abilities (β+ are
not included, β-particles will be taken to
refer to β –)
4 Explain their relative ionising effects with
reference to:
(a) kinetic energy
(b) electric charge

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

5.2 Radioactivity continued

5.2.3 Radioactive decay

Core Supplement
1 Know that radioactive decay is a change in an 3 Know that isotopes of an element may be
unstable nucleus that can result in the emission radioactive due to an excess of neutrons in the
of α-particles or β-particles and/or γ-radiation nucleus and/or the nucleus being too heavy
and know that these changes are spontaneous
and random
2 State that during α-decay or β-decay, the 4 Describe the effect of α-decay, β-decay and
nucleus changes to that of a different element γ-emissions on the nucleus, including an
increase in stability and a reduction in the
number of excess neutrons; the following
change in the nucleus occurs during
β-emission
neutron → proton + electron
5 Use decay equations, using nuclide notation,
to show the emission of α-particles, β-particles
and γ-radiation

5.2.4 Half-life

Core Supplement
1 Define the half-life of a particular isotope as 2 Calculate half-life from data or decay curves
the time taken for half the nuclei of that isotope from which background radiation has not been
in any sample to decay; recall and use this subtracted
definition in simple calculations, which might
involve information in tables or decay curves
(calculations will not include background
radiation)
3 Explain how the type of radiation emitted and
the half-life of an isotope determine which
isotope is used for applications including:
(a) household fire (smoke) alarms
(b) irradiating food to kill bacteria
(c) sterilisation of equipment using gamma rays
(d) measuring and controlling thicknesses of
materials with the choice of radiations used
linked to penetration and absorption
(e) diagnosis and treatment of cancer using
gamma rays

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

5.2 Radioactivity continued

5.2.5 Safety precautions

Core Supplement
1 State the effects of ionising nuclear radiations
on living things, including cell death, mutations
and cancer
2 Describe how radioactive materials are moved, 3 Explain safety precautions for all ionising
used and stored in a safe way radiation in terms of reducing exposure time,
increasing distance between source and living
tissue and using shielding to absorb radiation

6 Space physics
6.1 The Earth and the Solar System

6.1.1 The Earth

Core Supplement
1 Know that the Earth is a planet that rotates on
its axis, which is tilted, once in approximately
24 hours, and use this to explain observations
of the apparent daily motion of the Sun and the
periodic cycle of day and night
2 Know that the Earth orbits the Sun once in 4 Define average orbital speed from the equation
approximately 365 days and use this to explain 2π r
the periodic nature of the seasons v=
T
where r is the average radius of the orbit and T
3 Know that it takes approximately one month is the orbital period; recall and use this equation
for the Moon to orbit the Earth and use this to
explain the periodic nature of the Moon’s cycle
of phases

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

6.1 The Earth and the Solar System continued

6.1.2 The Solar System

Core Supplement
1 Describe the Solar System as containing: 7 Know that planets, minor planets and comets
have elliptical orbits, and recall that the Sun is
(a) one star, the Sun
not at the centre of the elliptical orbit, except
(b) the eight named planets and know their when the orbit is approximately circular
order from the Sun
(c) minor planets that orbit the Sun, including
dwarf planets such as Pluto and asteroids
in the asteroid belt
(d) moons, that orbit the planets
(e) smaller Solar System bodies, including
comets and natural satellites
8 Analyse and interpret planetary data about
orbital distance, orbital duration, density,
surface temperature and uniform gravitational
field strength at the planet’s surface
2 Know that, in comparison to each other, the
four planets nearest the Sun are rocky and
small and the four planets furthest from the
Sun are gaseous and large, and explain this
difference by referring to an accretion model for
Solar System formation, to include:
(a) the model’s dependence on gravity
(b) the presence of many elements in
interstellar clouds of gas and dust
(c) the rotation of material in the cloud and the
formation of an accretion disc continued

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

6.1 The Earth and the Solar System continued

6.1.2 The Solar System continued

Core Supplement
3 Know that the strength of the gravitational field
(a) at the surface of a planet depends on the
mass of the planet
(b) around a planet decreases as the distance
from the planet increases
4 Calculate the time it takes light to travel a
significant distance such as between objects in
the Solar System
5 Know that the Sun contains most of the mass
of the Solar System and this explains why the
planets orbit the Sun
6 Know that the force that keeps an object 9 Know that the strength of the Sun’s gravitational
in orbit around the Sun is the gravitational field decreases and that the orbital speeds of
attraction of the Sun the planets decrease as the distance from the
Sun increases
10 Know that an object in an elliptical orbit travels
faster when closer to the Sun and explain this
using the conservation of energy

6.2 Stars and the Universe

6.2.1 The Sun as a star

Core Supplement
1 Know that the Sun is a star of medium size, 2 Know that stars are powered by nuclear
consisting mostly of hydrogen and helium, reactions that release energy and that in stable
and that it radiates most of its energy in the stars the nuclear reactions involve the fusion of
infrared, visible light and ultraviolet regions of hydrogen into helium
the electromagnetic spectrum

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

6.2 Stars and the Universe continued

6.2.2 Stars

Core Supplement
1 State that:
(a) galaxies are each made up of many billions
of stars
(b) the Sun is a star in the galaxy known as the
Milky Way
(c) other stars that make up the Milky Way are
much further away from the Earth than the
Sun is from the Earth
(d) astronomical distances can be measured
in light-years, where one light-year is the
distance travelled in (the vacuum of) space
by light in one year
2 Know that one light-year is equal to 9.5 × 1015 m
3 Describe the life cycle of a star:
(a) a star is formed from interstellar clouds of
gas and dust that contain hydrogen
(b) a protostar is an interstellar cloud collapsing
and increasing in temperature as a result of
its internal gravitational attraction
(c) a protostar becomes a stable star when
the inward force of gravitational attraction
is balanced by an outward force due to the
high temperature in the centre of the star
(d) all stars eventually run out of hydrogen as
fuel for the nuclear reaction
(e) most stars expand to form red giants and
more massive stars expand to form red
supergiants when most of the hydrogen in
the centre of the star has been converted to
helium
(f) a red giant from a less massive star forms a
planetary nebula with a white dwarf star at
its centre
(g) a red supergiant explodes as a supernova,
forming a nebula containing hydrogen and
new heavier elements, leaving behind a
neutron star or a black hole at its centre
(h) the nebula from a supernova may form new
stars with orbiting planets

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Subject content

6.2 Stars and the Universe continued

6.2.3 The Universe

Core Supplement
1 Know that the Milky Way is one of many billions
of galaxies making up the Universe and that
the diameter of the Milky Way is approximately
100 000 light-years
2 Describe redshift as an increase in the
observed wavelength of electromagnetic
radiation emitted from receding stars and
galaxies
3 Know that the light emitted from distant
galaxies appears redshifted in comparison with
light emitted on the Earth
4 Know that redshift in the light from distant
galaxies is evidence that the Universe is
expanding and supports the Big Bang Theory
5 Know that microwave radiation of a specific
frequency is observed at all points in space
around us and is known as cosmic microwave
background radiation (CMBR)
6 Explain that the CMBR was produced shortly
after the Universe was formed and that
this radiation has been expanded into the
microwave region of the electromagnetic
spectrum as the Universe expanded
7 Know that the speed v at which a galaxy is
moving away from the Earth can be found
from the change in wavelength of the galaxy’s
starlight due to redshift
8 Know that the distance d of a far galaxy can be
determined using the brightness of a supernova
in that galaxy
9 Define the Hubble constant H0 as the ratio of
the speed at which the galaxy is moving away
from the Earth to its distance from the Earth;
recall and use the equation
v
H0 =
d
10 Know that the current estimate for H0 is
2.2 × 10 –18 per second
11 Know that the equation
d 1
=
v H0
represents an estimate for the age of the
Universe and that this is evidence for the idea
that all the matter in the Universe was present
at a single point

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.

4 Details of the assessment

All candidates take three papers.

Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.

Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

45 minutes 1 hour 15 minutes

40 marks 80 marks
40 compulsory multiple-choice items of the four- Compulsory short-answer and structured
choice type. questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades C to G This paper assesses grades C to G
Externally assessed Externally assessed

Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.

Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

45 minutes 1 hour 15 minutes

40 marks 80 marks
40 compulsory multiple-choice items of the four- Compulsory short-answer and structured
choice type questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades A* to G This paper assesses grades A* to G
Externally assessed Externally assessed

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Practical assessment
All candidates take one practical paper from a choice of two.

Paper 5: Practical Test Paper 6: Alternative to Practical

1 hour 15 minutes 1 hour

40 marks 40 marks
All items are compulsory All items are compulsory
This paper tests assessment objective AO3 OR This paper tests assessment objective AO3
Candidates will be required to do experiments in Candidates will not be required to do
a laboratory as part of this test experiments as part of this test
Externally assessed Externally assessed

Questions in the practical papers are structured to assess performance across the full grade range.

The Practical Test and Alternative to Practical:

• require the same experimental skills to be developed and learned
• require an understanding of the same experimental contexts
• test the same assessment objective, AO3.

Candidates are expected to be familiar with and may be asked questions using the following experimental
contexts:
• measurement of physical quantities such as length, volume or force
• measurement of small distances or short intervals of time
• determining a derived quantity such as the extension per unit load for a spring, the value of a known
resistance or the acceleration of an object
• testing and identifying the relationship between two variables such as between the potential difference
across a wire and its length
• comparing measured quantities such as angles of reflection
• comparing derived quantities such as density
• cooling and heating, including measurement of temperature
• experiments using springs and balances
• timing motion or oscillations
• electric circuits, including the connection and reconnection of these circuits, and the measurement of
current and potential difference
• optics experiments using equipment such as optics pins, mirrors, prisms, lenses, glass or Perspex blocks
(both rectangular and semicircular), including the use of transparent, translucent and opaque substances to
investigate the transmission of light
• procedures using simple apparatus, in situations where the method may not be familiar to the candidate.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Candidates may be required to do the following:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials
(including following a sequence of instructions where appropriate):
– identify apparatus from diagrams or descriptions
– draw, complete or label diagrams of apparatus
– use, or explain the use of, common techniques, apparatus and materials
– select the most appropriate apparatus or method for the task and justify the choice made
– describe and explain hazards and identify safety precautions
– describe and explain techniques used to ensure the accuracy of observations and data

• plan experiments and investigations:

– identify the independent variable and dependent variable
– describe how and explain why variables should be controlled
– suggest an appropriate number and range of values for the independent variable
– suggest the most appropriate apparatus or technique and justify the choice made
– describe experimental procedures
– identify risks and suggest appropriate safety precautions
– describe how to record the results of an experiment
– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
– make reasoned predictions of expected results

• make and record observations, measurements and estimates:

– take readings from apparatus (analogue and digital) or from diagrams of apparatus
– take readings with appropriate precision, reading to the nearest half-scale division where required
– correct for zero errors where required
– make observations, measurements or estimates that are in agreement with expected results or values
– take sufficient observations or measurements to be reliable
– repeat observations or measurements where appropriate
– record qualitative observations from tests
– record observations and measurements systematically, for example in a suitable table, to an
appropriate degree of precision and using appropriate units

• interpret and evaluate experimental observations and data:

– process data, including for use in further calculations or for graph plotting, using a calculator as
appropriate
– present data graphically, including the use of best-fit lines where appropriate
– analyse and interpret observations and data, including data presented graphically
– use interpolation and extrapolation graphically to determine a gradient or intercept
– form conclusions justified by reference to observations and data and with appropriate explanation
– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action
– comment on and explain whether results are equal within the limits of experimental accuracy (assumed
to be ± 10% at this level of study)

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

• evaluate methods and suggest possible improvements:

– evaluate experimental arrangements, methods and techniques, including the control of variables
– identify sources of error, including measurement error, random error and systematic error
– identify possible causes of uncertainty in data or in a conclusion
– suggest possible improvements to the apparatus, experimental arrangements, methods or techniques

Language of measurement
The following definitions have been taken or adapted from The Language of Measurement (2010), a guide from
the Association for Science Education (ASE).
www.ase.org.uk

The definitions in the table below should be used by teachers during the course to encourage students to use
the terminology correctly and consistently.

Candidates will not be required to recall the specific definition of these terms in the examinations.

true value the value that would be obtained in an ideal measurement

measurement error the difference between a measured value and the true value of a quantity

accuracy a measurement result is described as accurate if it is close to the true

value

precision how close the measured values of a quantity are to each other

repeatability a measurement is repeatable if the same or similar result is obtained

when the measurement is repeated under the same conditions, using the
same method, within the same experiment

reproducibility a measurement is reproducible if the same or similar result is obtained

when the measurement is made under either different conditions or by a
different method or in a different experiment

validity of experimental design an experiment is valid if the experiment tests what it says it will test.
The experiment must be a fair test where only the independent variable
and dependent variable may change, and controlled variables are kept
constant

range the maximum and minimum value of the independent or dependent

variables

anomaly an anomaly is a value in a set of results that appears to be outside the

general pattern of the results, i.e. an extreme value that is either very high
or very low in comparison to others

independent variable independent variables are the variables that are changed in a scientific
experiment by the scientist. Changing an independent variable may cause
a change in the dependent variable

dependent variable dependent variables are the variables that are observed or measured
in a scientific experiment. Dependent variables may change based on
changes made to the independent variables

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Apparatus
These lists give items that candidates should be familiar with using, whether they are taking the Practical Test or
the Alternative to Practical.

These items should be available for use in the Practical Test. These lists are not exhaustive and we may also
require other items to be sourced for specific examinations. The Confidential Instructions we send before the
Practical Test will give the detailed requirements for the examination.

Every effort is made to minimise the cost to and resources required by centres. Experiments will be designed
around basic apparatus and materials which should be available in most school laboratories or are easily
obtainable.

Appropriate safety equipment must be provided to students and should at least include eye protection.

The following suggested equipment has been categorised, but equipment can be used in any topic.

General
• adhesive putty (e.g. Patafix, Blu Tack®)
• adhesive tape (e.g. Sellotape®)
• card
• dropping pipette (2.5 cm3) or small plastic syringe (e.g. 5 cm3)
• ruler, 30 cm, graduated in mm
• S-hook
• scissors
• set square
• string
• thread
• top-pan (electronic) balance to measure up to 500 g, with precision of at least 0.1 g
• tracing paper
• wooden board, rigid, 150 cm × 20 cm × 1.5 cm

Mechanics
• expendable steel springs, with spring constant of approx. 0.25 N / cm
• force meter, with maximum reading or full scale deflection of between 1.0 N and 3.0 N
• G-clamp
• glass ball (marble), ball bearing (approx. 10 mm in diameter) and table tennis ball
• half-metre ruler, graduated in mm
• masses, 10 × 10 g, 10 × 100 g, including holders
• metre ruler, graduated in mm
• modelling clay (e.g. Plasticine®)
• pendulum bob
• pivots (e.g. 15 cm nails, triangular wooden blocks)
• retort stand, boss and clamp
• stop-watch, reading to 0.1 s or better

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Thermal physics
• beakers, glass (borosilicate), 100 cm3, 250 cm3, 400 cm3
• boiling tube, approx. 150 mm × 25 mm
• measuring cylinders, constant diameter, 50 cm3, 100 cm3, 250 cm3
• plastic or polystyrene cup, approx. 200 cm3
• thermometer, –10 °C to +110 °C, with 1 °C graduations

Optics
• converging lens, spherical, +10D ( f = 10 cm)
• converging lens, spherical, +6.7D ( f = 15 cm)
• diverging lens, spherical, –6.7D ( f = –15 cm)
• lens holders
• glass or Perspex 60° prism
• glass or Perspex blocks, rectangular and semicircular
• optics pins, minimum length 75 mm
• plane mirror, approx. 75 mm × 25 mm
• pin board
• protractor

Electricity
Candidates or centres may need to join components, meters and cells together to make circuits. Connectors
used will be 3.5 mm or 4 mm in diameter.
• ammeter, with full-scale deflection 1 A or 1.5 A and precision of at least 0.05 A (analogue, dedicated digital
or multimeter)
• voltmeter, with full-scale deflection 5 V and precision of at least 0.1 V (analogue, dedicated digital or
multimeter)
• cells, 1.5 V and holders to enable several cells to be joined
• connecting leads, 3.5 mm or 4 mm connectors
• crocodile clips
• d.c. power supply, variable to 12 V
• diodes
• filament lamps, low voltage (e.g. 2.5 V) and holders
• filament lamp, 12 V, 24 W and holder
• LDRs (suitable for use in 1–5 V circuits)
• push switch
• selection of resistors, values within range 5–50 Ω , power rating of 1–2 W
• thermistors (NTC only)
• wire, constantan (eureka), 0.38 mm diameter (28 swg), 0.32 mm diameter (30 swg)
• wire, nichrome, 0.38 mm diameter (28 swg), 0.32 mm diameter (30 swg)

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Safety in the laboratory

Teachers should make sure that they do not contravene any school, education authority or government
regulations. Responsibility for safety matters rests with centres.

Further information can be found from the following UK associations, publications and regulations.

Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk

Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2019 update of 2016 edition (available to CLEAPSS members only)

UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
A brief guide may be found at www.hse.gov.uk/pubns/indg136.pdf

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Electrical symbols

cell switch

battery of cells

or earth or ground

junction of
power supply
conductors

d.c. power supply + – lamp

a.c. power supply motor M

fixed resistor generator G

variable resistor ammeter A

thermistor voltmeter V

light-dependent
diode
resistor

heater light-emitting diode

potential divider fuse

transformer relay coil

magnetising coil electric bell

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Symbols and units for physical quantities

Candidates should be able to give the symbols for the following physical quantities and, where indicated, state
the units in which they are measured. The list for the Extended syllabus content includes both the Core and the
Supplement.

All candidates should be able to use the following multipliers: M mega, k kilo, c centi, m milli

Extended candidates should also be able to use the following multipliers: G giga, µ micro, n nano

Core Supplement

Quantity Usual Usual unit Quantity Usual Usual unit

symbol symbol

length l, h, d, s, x km, m, cm, mm

area A m2, cm2

volume V m3, cm3, dm3

weight W N

mass m, M kg, g mass m, M mg

time t h, min, s time t ms, μs

density ρ g / cm3, kg / m3

speed u, v km / h, m / s, cm / s

acceleration a m / s2

acceleration of g m / s2
free fall

force F N

gravitational field g N / kg
strength

spring constant k N / m, N / cm

momentum p kg m / s

impulse Ns

moment of a force Nm

work done W J, kJ, MJ

energy E J, kJ, MJ, kW h

power P W, kW, MW

pressure p N / m2, N / cm2 pressure p Pa

temperature θ, T °C, K

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Core Supplement

Quantity Usual Usual unit Quantity Usual Usual unit

symbol symbol

specific heat c J / (g °C), J / (kg °C)

capacity

frequency f Hz, kHz

wavelength λ m, cm wavelength λ nm

focal length f m, cm

angle of incidence i degree (°)

angle of reflection r degree (°)

angle of refraction r degree (°)

critical angle c degree (°)

refractive index n

potential difference/ V V, mV, kV

voltage

current I A, mA

e.m.f. E V

resistance R Ω

charge Q C

counts / s,
count rate
counts / min

s, min, h, days,
half-life
weeks, years

Hubble constant H0 s –1

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.

Calculators may be used in all parts of the examination.

Numerical answers should be written as decimals (or percentages if appropriate).

Number
• add, subtract, multiply and divide
• use decimals, fractions, percentages, ratios and reciprocals
• convert between decimals, fractions and percentages
• understand and use the symbols: =, <, >
• understand the meaning of sum, difference and product
• use standard form (scientific notation)
• understand that only the final answer in a calculation should be rounded
• use decimal places and significant figures appropriately
• make approximations and estimates to obtain reasonable answers

Algebra
• use positive, whole number indices in algebraic expressions
• substitute values of quantities into equations, using consistent units
• solve simple algebraic equations for any one term when the other terms are known
• recognise and use direct and inverse proportion
• set up simple algebraic equations as mathematical models of physical situations and to represent
information given in words
• use ∆ (delta) in algebraic expressions and equations to represent changes in a variable

Geometry and trigonometry

• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, parallelogram,
rectangle and diagonal
• recall and use the equation for the circumference of a circle
• recall and use the equations for the area of a rectangle, area of a triangle and area of a circle
• recall and use the equations for the volume of a rectangular block and volume of a cylinder
• use scale diagrams
• apply Pythagoras’ theorem to the calculation of a side of a right-angled triangle
• understand that a right angle is 90° and that the sum of the angles on a straight line is 180°
• use trigonometric functions (sine, cosine, tangent and their inverses)*
• use mathematical instruments (ruler, compasses, protractor, set square)
• recognise and use the points of the compass (N, S, E, W) and clockwise and anticlockwise directions
• convert between metric units, e.g. cm3 and m3; mg, g and kg

* Extended candidates only

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Graphs, charts and statistics

• draw graphs and charts from data
• interpret graphs and charts, including interpolation and extrapolation of data
• determine the gradient (slope) of a line on a graph, including* by drawing a tangent to a curved line
• determine the intercept of the line on a graph, extending the line graphically (extrapolating) where
appropriate
• select suitable scales and axes for graphs
• understand that y = mx + c represents a linear relationship
• recognise direct proportionality from a graph
• calculate and use the average (mean) for a set of data

* Extended candidates only

Presentation of data
Taking readings
• Data values should be read from an instrument to an accuracy of one half of one of the smallest divisions
on the scale.
• Interpolation between scale divisions should be to an accuracy of one half of a division. That is, where a
reading lies between two scale marks, it should be interpolated to the nearest half division.

Recording readings
• Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest
difference that can reliably be detected on the measuring instrument scale should be reflected by the
number of decimal places and unit given in the measurement.
• A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
• Each column of a table should be headed with the name or symbol of the measured or calculated quantity
and the appropriate unit, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in
tables, graphs and charts.
• Units should not be included with data in the body of a table.
• Each reading should be repeated, where appropriate, and recorded.
• The number of significant figures given for measured quantities should be appropriate to the measuring
instrument used.
• The number of significant figures given for calculated quantities should be the same as the least number of
significant figures in the raw data used in that specific calculation.
• A ratio should be expressed as x : y.

Drawing and analysing graphs

• The column headings of a table can be directly transferred to the axes of a constructed graph.
• A graph should be drawn with a sharp pencil.
• The axes should be labelled with the name or symbol of the measured or calculated quantity and the
appropriate unit, e.g. time / s.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable (or 10, 20 or 50, etc.)
• Points on the graph should be clearly marked as plus signs (+), crosses (×) or encircled dots () of
appropriate size.
• Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
• A best-fit line (trend line) should be a single, thin, smooth, straight line or curve, drawn by inspection. The
line does not need to coincide exactly with any of the points; where there is scatter evident in the data,
examiners would expect a roughly even distribution of points either side of the line over its entire length.
Points that are clearly anomalous and identified by the candidate should be ignored when drawing the best-
fit line.
• Candidates should be able to take readings from the graph by extrapolation or interpolation.
• Data values should be read from a line on a graph to an accuracy of one half of one of the smallest squares
on the grid. The same accuracy should be used in reading off an intercept.
• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half
the length of the candidate’s best-fit line, and this triangle should be marked on the graph.
• Calculation of the gradient should be to two or three significant figures.
• When the gradient or intercept of a graph is used in subsequent calculations, it will be assumed to have
units consistent with the graph axes.

Conventions (e.g. signs, symbols, terminology and nomenclature)

Candidates are expected to be familiar with the nomenclature used in the syllabus. The syllabus and question
papers conform with accepted international practice. In particular, the following document, produced by the
Association for Science Education (ASE), should be used as a guideline.

Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).

Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.

Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.

Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.

In practical work, candidates will be expected to use SI units or, where appropriate, units approved by the BIPM
for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found in the SI
brochure at www.bipm.org. The use of imperial/customary units such as the inch and degree Fahrenheit are
not acceptable and should be discouraged.

In all examinations, where data is supplied for use in questions, candidates will be expected to use units that
are consistent with the units supplied and should not attempt conversion to other systems of units unless this is
a requirement of the question.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Calculate work out from given facts, figures or information

Comment give an informed opinion

Compare identify/comment on similarities and/or differences

Deduce conclude from available information

Define give precise meaning

Describe state the points of a topic / give characteristics and main features

Determine establish an answer using the information available

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Justify support a case with evidence/argument

Predict suggest what may happen based on available information

Sketch make a simple freehand drawing showing the key features, taking care over
proportions

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridginternational.org/adminzone

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge O Level Physics (5054)
• Cambridge IGCSE (9–1) Physics (0972)
• Cambridge IGCSE Physical Science (0652)
• Cambridge IGCSE Combined Science (0653)
• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
• Cambridge O Level Combined Science (5129)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. What else you need to know

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.

Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. What else you need to know

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. What else you need to know

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

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 Cambridge IGCSE Physics 0625 syllabus for 2026, 2027 and 2028. What else you need to know

Changes to this syllabus for 2026, 2027 and 2028

The syllabus has been updated. This is version 1, published September 2023.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

There are no significant changes which affect teaching.

Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.

You should take account of the changes described above when using these textbooks.

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
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 Syllabus
Cambridge IGCSE™
Biology 0610
Use this syllabus for exams in 2026, 2027 and 2028.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for learners to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/

We believe education works best when curriculum, teaching, learning and assessment are closely aligned.
Our programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to
prepare students for their future. Together with schools, we develop Cambridge learners who are confident,
responsible, reflective, innovative and engaged – equipped for success in the modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international education programmes and qualifications
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
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© Cambridge University Press & Assessment September 2023

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
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acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................12

4 Details of the assessment ........................................................................................ 49

Core assessment 49
Extended assessment 49
Practical assessment 50
Apparatus, materials and reagents 52
Safety in the laboratory 54
Mathematical requirements 54
Presentation of data 55
Conventions (e.g. signs, symbols, terminology and nomenclature) 57
Command words 58

5 What else you need to know .................................................................................... 59

Before you start 59
Making entries 60
Accessibility and equality 60
After the exam 61
How students and teachers can use the grades 62
Changes to this syllabus for 2026, 2027 and 2028 63

Important: Changes to this syllabus

The latest syllabus is version 1, published September 2023. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for use with this
syllabus.
 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 5000 schools in 150 countries.
Cambridge
Our programmes promote a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Biology develops a set of transferable

skills including handling data, practical problem-solving and
applying the scientific method. Learners develop relevant
attitudes, such as concern for accuracy and precision,
objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for
progression to further studies or employment.

Our approach in Cambridge IGCSE Biology encourages learners to be:

confident, interested in learning about science, questioning ideas and using scientific language to
communicate their views and opinions

responsible, working methodically and safely when working alone or collaboratively with others

reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment
innovative, solving unfamiliar problems confidently and creatively

engaged, keen to develop scientific skills, being curious about scientific principles and their application in the
world.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Biology gives learners a solid foundation for further study. Candidates who achieve grades A* to C are
well prepared to follow a wide range of courses including Cambridge International AS & A Level Biology or
Marine Science.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Cambridge students can be confident that their qualifications will be
understood and valued throughout their education and career, in their home country and internationally.
Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.

UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

Supporting teachers
We believe education is most effective when curriculum, teaching and learning, and assessment are closely
aligned. We provide a wide range of resources, detailed guidance, innovative training and targeted professional
development so that you can give your students the best possible preparation for Cambridge IGCSE. To find
out which resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Syllabuses • Endorsed resources responses Service
• Schemes of work • Online forums • Past papers and • Principal examiner
• Specimen Question • Resource Plus mark schemes reports for teachers
Papers and Mark • Everyday Science • Specimen paper • Results Analysis
Schemes answers
• Teacher guides • Test Maker

Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates

Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.

Professional development
Find the next step on your professional development journey.
• Introductory Professional Development – An introduction to Cambridge programmes and qualifications.
• Extension Professional Development – Develop your understanding of Cambridge programmes and
qualifications to build confidence in your delivery.
• Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops.
• Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that transform
professional learning for practising teachers. Available at Certificate and Diploma level.

Find out more at:

www.cambridgeinternational.org/support-and-training-for-schools/professional-development/

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.

The aims are to enable students to:

• acquire scientific knowledge and understanding of scientific theories and practice
• develop a range of experimental skills, including handling variables and working safely
• use scientific data and evidence to solve problems and discuss the limitations of scientific methods
• communicate effectively and clearly, using scientific terminology, notation and conventions
• understand that the application of scientific knowledge can benefit people and the environment
• enjoy science and develop an informed interest in scientific matters which support further study.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview

Content overview
Candidates study the following topics:
1 Characteristics and classification of living organisms
2 Organisation of the organism
3 Movement into and out of cells
4 Biological molecules
5 Enzymes
6 Plant nutrition
7 Human nutrition
8 Transport in plants
9 Transport in animals
10 Diseases and immunity
11 Gas exchange in humans
12 Respiration
13 Excretion in humans
14 Coordination and response
15 Drugs
16 Reproduction
17 Inheritance
18 Variation and selection
19 Organisms and their environment
20 Human influences on ecosystems
21 Biotechnology and genetic modification

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.

Candidates who have studied the Core syllabus content, or who are expected to achieve a grade D or below,
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected
to achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:

Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed

Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content:

Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed

Practical assessment
All candidates take one practical paper from a choice of two:

Paper 5: Practical Test Paper 6: Alternative to Practical

1 hour 15 minutes 1 hour

40 marks 20% 40 marks 20%
Questions will be based on the experimental OR Questions will be based on the experimental
skills in Section 4 skills in Section 4
Externally assessed Externally assessed

Information on availability is in the Before you start section.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific and technological applications with their social, economic and environmental implications.

Subject content defines the factual material that candidates may be required to recall and explain.

Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to
apply knowledge from one area of the syllabus to another.

AO2 Handling information and problem-solving

Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and form conclusions
• present reasoned explanations for phenomena, patterns and relationships
• make predictions based on relationships and patterns
• solve problems, including some of a quantitative nature.

Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to
apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way.

AO3 Experimental skills and investigations

Candidates should be able to:
• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
• plan experiments and investigations
• make and record observations, measurements and estimates
• interpret and evaluate experimental observations and data
• evaluate methods and suggest possible improvements.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge with understanding 50

AO2 Handling information and problem-solving 30

AO3 Experimental skills and investigations 20

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Papers 1 and 2 Papers 3 and 4 Papers 5 and 6

AO1 Knowledge with understanding 63 63 0

AO2 Handling information and problem-solving 37 37 0

AO3 Experimental skills and investigations 0 0 100

Total 100 100 100

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.

Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their experimental skills by doing practical work and investigations across a range of
topics.

Practical work helps students to:

• use equipment and materials accurately and safely
• develop observational and problem-solving skills
• develop a deeper understanding of the syllabus topics and the scientific approach
• appreciate how scientific theories are developed and tested
• transfer the experimental skills acquired to unfamiliar contexts
• develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
• develop an interest and enjoyment in science.

1 Characteristics and classification of living organisms

1.1 Characteristics of living organisms

Core Supplement
1 Describe the characteristics of living organisms
by describing:
(a) movement as an action by an organism or
part of an organism causing a change of
position or place
(b) respiration as the chemical reactions in
cells that break down nutrient molecules
and release energy for metabolism
(c) sensitivity as the ability to detect and
respond to changes in the internal or
external environment
(d) growth as a permanent increase in size and
dry mass
(e) reproduction as the processes that make
more of the same kind of organism
(f) excretion as the removal of the waste
products of metabolism and substances in
excess of requirements
(g) nutrition as the taking in of materials for
energy, growth and development

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

1.2 Concept and uses of classification systems

Core Supplement
1 State that organisms can be classified into 5 Explain that classification systems aim to reflect
groups by the features that they share evolutionary relationships
2 Describe a species as a group of organisms
that can reproduce to produce fertile offspring
3 Describe the binomial system of naming
species as an internationally agreed system
in which the scientific name of an organism is
made up of two parts showing the genus and
species
4 Construct and use dichotomous keys based on
identifiable features
6 Explain that the sequences of bases in DNA are
used as a means of classification
7 Explain that groups of organisms which share a
more recent ancestor (are more closely related)
have base sequences in DNA that are more
similar than those that share only a distant
ancestor

1.3 Features of organisms

Core Supplement
1 State the main features used to place animals 4 State the main features used to place all
and plants into the appropriate kingdoms organisms into one of the five kingdoms:
animal, plant, fungus, prokaryote, protoctist
2 State the main features used to place 5 State the main features used to place
organisms into groups within the animal organisms into groups within the plant
kingdom, limited to: kingdom, limited to ferns and flowering plants
(a) the main groups of vertebrates: mammals, (dicotyledons and monocotyledons)
birds, reptiles, amphibians, fish
(b) the main groups of arthropods: myriapods,
insects, arachnids, crustaceans
3 Classify organisms using the features identified 6 Classify organisms using the features identified
in 1.3.1 and 1.3.2 in 1.3.4 and 1.3.5
7 State the features of viruses, limited to a protein
coat and genetic material

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

2 Organisation of the organism

2.1 Cell structure

Core Supplement
1 Describe and compare the structure of a plant
cell with an animal cell, limited to: cell wall, cell
membrane, nucleus, cytoplasm, chloroplasts,
ribosomes, mitochondria, vacuoles
2 Describe the structure of a bacterial cell,
limited to: cell wall, cell membrane, cytoplasm,
ribosomes, circular DNA, plasmids
3 Identify the cell structures listed in 2.1.1 and
2.1.2 in diagrams and images of plant, animal
and bacterial cells
4 Describe the functions of the structures listed
in 2.1.1 and 2.1.2 in plant, animal and bacterial
cells
5 State that new cells are produced by division of
existing cells
6 State that specialised cells have specific
functions, limited to:
(a) ciliated cells – movement of mucus in the
trachea and bronchi
(b) root hair cells – absorption
(c) palisade mesophyll cells – photosynthesis
(d) neurones – conduction of electrical
impulses
(e) red blood cells – transport of oxygen
(f) sperm and egg cells (gametes) –
reproduction
7 Describe the meaning of the terms: cell,
tissue, organ, organ system and organism as
illustrated by examples given in the syllabus

2.2 Size of specimens

Core Supplement
1 State and use the formula:
magnification = image size ÷ actual size
2 Calculate magnification and size of biological 3 Convert measurements between
specimens using millimetres as units millimetres (mm) and micrometres (μm)

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

3 Movement into and out of cells

3.1 Diffusion

Core Supplement
1 Describe diffusion as the net movement
of particles from a region of their higher
concentration to a region of their lower
concentration (i.e. down a concentration
gradient), as a result of their random movement
2 State that the energy for diffusion comes from
the kinetic energy of random movement of
molecules and ions
3 State that some substances move into and out
of cells by diffusion through the cell membrane
4 Describe the importance of diffusion of gases
and solutes in living organisms
5 Investigate the factors that influence diffusion,
limited to: surface area, temperature,
concentration gradient and distance

3.2 Osmosis

Core Supplement
1 Describe the role of water as a solvent in 7 Describe osmosis as the net movement of
organisms with reference to digestion, excretion water molecules from a region of higher water
and transport potential (dilute solution) to a region of lower
2 State that water diffuses through partially water potential (concentrated solution), through
permeable membranes by osmosis a partially permeable membrane
3 State that water moves into and out of cells by
osmosis through the cell membrane
4 Investigate osmosis using materials such as
dialysis tubing
5 Investigate and describe the effects on plant 8 Explain the effects on plant cells of immersing
tissues of immersing them in solutions of them in solutions of different concentrations
different concentrations by using the terms: turgid, turgor pressure,
plasmolysis, flaccid
9 Explain the importance of water potential and
osmosis in the uptake and loss of water by
organisms
6 State that plants are supported by the pressure
of water inside the cells pressing outwards on
the cell wall

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

3.3 Active transport

Core Supplement
1 Describe active transport as the movement 2 Explain the importance of active transport as
of particles through a cell membrane from a process for movement of molecules or ions
a region of lower concentration to a region across membranes, including ion uptake by
of higher concentration (i.e. against a root hairs
concentration gradient), using energy from
respiration
3 State that protein carriers move molecules
or ions across a membrane during active
transport

4 Biological molecules
4.1 Biological molecules

Core Supplement
1 List the chemical elements that make up:
carbohydrates, fats and proteins
2 State that large molecules are made from
smaller molecules, limited to:
(a) starch, glycogen and cellulose from glucose
(b) proteins from amino acids
(c) fats and oils from fatty acids and glycerol
3 Describe the use of:
(a) iodine solution test for starch
(b) Benedict’s solution test for reducing sugars
(c) biuret test for proteins
(d) ethanol emulsion test for fats and oils
(e) DCPIP test for vitamin C
4 Describe the structure of a DNA molecule:
(a) two strands coiled together to form a
double helix
(b) each strand contains chemicals called
bases
(c) bonds between pairs of bases hold the
strands together
(d) the bases always pair up in the same way:
A with T, and C with G (full names are not
required)

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

5 Enzymes
5.1 Enzymes

Core Supplement
1 Describe a catalyst as a substance that
increases the rate of a chemical reaction and is
not changed by the reaction
2 Describe enzymes as proteins that are involved
in all metabolic reactions, where they function
as biological catalysts
3 Describe why enzymes are important in all
living organisms in terms of a reaction rate
necessary to sustain life
4 Describe enzyme action with reference to 6 Explain enzyme action with reference to: active
the shape of the active site of an enzyme site, enzyme-substrate complex, substrate and
being complementary to its substrate and the product
formation of products 7 Explain the specificity of enzymes in terms of
the complementary shape and fit of the active
site with the substrate
5 Investigate and describe the effect of changes 8 Explain the effect of changes in temperature
in temperature and pH on enzyme activity on enzyme activity in terms of kinetic energy,
with reference to optimum temperature and shape and fit, frequency of effective collisions
denaturation and denaturation
9 Explain the effect of changes in pH on
enzyme activity in terms of shape and fit and
denaturation

6 Plant nutrition
6.1 Photosynthesis

Core Supplement
1 Describe photosynthesis as the process by
which plants synthesise carbohydrates from
raw materials using energy from light
2 State the word equation for photosynthesis as: 10 State the balanced chemical equation for
carbon dioxide + water → glucose + oxygen photosynthesis as:
in the presence of light and chlorophyll 6CO2 + 6H2O → C6H12O6 + 6O2
3 State that chlorophyll is a green pigment that is
found in chloroplasts
4 State that chlorophyll transfers energy from light
into energy in chemicals, for the synthesis of
carbohydrates
continued

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

6.1 Photosynthesis continued

Core Supplement
5 Outline the subsequent use and storage of the
carbohydrates made in photosynthesis, limited
to:
(a) starch as an energy store
(b) cellulose to build cell walls
(c) glucose used in respiration to provide
energy
(d) sucrose for transport in the phloem
(e) nectar to attract insects for pollination
6 Explain the importance of:
(a) nitrate ions for making amino acids
(b) magnesium ions for making chlorophyll
7 Investigate the need for chlorophyll, light and
carbon dioxide for photosynthesis, using
appropriate controls
8 Investigate and describe the effects of varying
light intensity, carbon dioxide concentration and
temperature on the rate of photosynthesis
9 Investigate and describe the effect of light and
dark conditions on gas exchange in an aquatic
plant using hydrogencarbonate indicator
solution
11 Identify and explain the limiting factors of
photosynthesis in different environmental
conditions

6.2 Leaf structure

Core Supplement
1 State that most leaves have a large surface
area and are thin, and explain how these
features are adaptations for photosynthesis
2 Identify in diagrams and images the following
structures in the leaf of a dicotyledonous plant:
chloroplasts, cuticle, guard cells and stomata,
upper and lower epidermis, palisade mesophyll,
spongy mesophyll, air spaces, vascular
bundles, xylem and phloem
3 Explain how the structures listed in 6.2.2 adapt
leaves for photosynthesis

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

7 Human nutrition
7.1 Diet

Core Supplement
1 Describe what is meant by a balanced diet
2 State the principal dietary sources and describe
the importance of:
(a) carbohydrates
(b) fats and oils
(c) proteins
(d) vitamins, limited to C and D
(e) mineral ions, limited to calcium and iron
(f) fibre (roughage)
(g) water
3 State the causes of scurvy and rickets

7.2 Digestive system

Core Supplement
1 Identify in diagrams and images the main
organs of the digestive system, limited to:
(a) alimentary canal: mouth, oesophagus,
stomach, small intestine (duodenum and
ileum) and large intestine (colon, rectum,
anus)
(b) associated organs: salivary glands,
pancreas, liver and gall bladder
2 Describe the functions of the organs of the
digestive system listed in 7.2.1, in relation to:
(a) ingestion – the taking of substances, e.g.
food and drink, into the body
(b) digestion – the breakdown of food
(c) absorption – the movement of nutrients
from the intestines into the blood
(d) assimilation – uptake and use of nutrients
by cells
(e) egestion – the removal of undigested food
from the body as faeces

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

7.3 Physical digestion

Core Supplement
1 Describe physical digestion as the breakdown
of food into smaller pieces without chemical
change to the food molecules
2 State that physical digestion increases the
surface area of food for the action of enzymes
in chemical digestion
3 Identify in diagrams and images the types of
human teeth: incisors, canines, premolars and
molars
4 Describe the structure of human teeth, limited
to: enamel, dentine, pulp, nerves, blood vessels
and cement, and understand that teeth are
embedded in bone and the gums
5 Describe the functions of the types of human
teeth in physical digestion of food
6 Describe the function of the stomach in
physical digestion
7 Outline the role of bile in emulsifying fats and
oils to increase the surface area for chemical
digestion

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

7.4 Chemical digestion

Core Supplement
1 Describe chemical digestion as the breakdown
of large insoluble molecules into small soluble
molecules
2 State the role of chemical digestion in
producing small soluble molecules that can be
absorbed
3 Describe the functions of enzymes as follows: 6 Describe the digestion of starch in the digestive
(a) amylase breaks down starch to simple system:
reducing sugars (a) amylase breaks down starch to maltose
(b) proteases break down protein to amino (b) maltase breaks down maltose to glucose
acids on the membranes of the epithelium lining
(c) lipase breaks down fats and oils to fatty the small intestine
acids and glycerol
4 State where, in the digestive system, amylase, 7 Describe the digestion of protein by proteases
protease and lipase are secreted and where in the digestive system:
they act (a) pepsin breaks down protein in the acidic
5 Describe the functions of hydrochloric acid conditions of the stomach
in gastric juice, limited to killing harmful (b) trypsin breaks down protein in the alkaline
microorganisms in food and providing an acidic conditions of the small intestine
pH for optimum enzyme activity
8 Explain that bile is an alkaline mixture that
neutralises the acidic mixture of food and
gastric juices entering the duodenum from the
stomach, to provide a suitable pH for enzyme
action

7.5 Absorption

Core Supplement
1 State that the small intestine is the region where
nutrients are absorbed
3 Explain the significance of villi and microvilli in
increasing the internal surface area of the small
intestine
4 Describe the structure of a villus
5 Describe the roles of capillaries and lacteals in
villi
2 State that most water is absorbed from the
small intestine but that some is also absorbed
from the colon

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

8 Transport in plants
8.1 Xylem and phloem

Core Supplement
1 State the functions of xylem and phloem: 3 Relate the structure of xylem vessels to their
(a) xylem – transport of water and mineral ions, function, limited to:
and support (a) thick walls with lignin (details of lignification
(b) phloem – transport of sucrose and amino are not required)
acids (b) no cell contents
2 Identify in diagrams and images the position of (c) cells joined end to end with no cross walls
xylem and phloem as seen in sections of roots, to form a long continuous tube
stems and leaves of non-woody dicotyledonous
plants

8.2 Water uptake

Core Supplement
1 Identify in diagrams and images root hair cells
and state their functions
2 State that the large surface area of root hairs
increases the uptake of water and mineral ions
3 Outline the pathway taken by water through
the root, stem and leaf as: root hair cells, root
cortex cells, xylem, mesophyll cells
4 Investigate, using a suitable stain, the pathway
of water through the above-ground parts of a
plant

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

8.3 Transpiration

Core Supplement
1 Describe transpiration as the loss of water
vapour from leaves
2 State that water evaporates from the surfaces
of the mesophyll cells into the air spaces and
then diffuses out of the leaves through the
stomata as water vapour
4 Explain how water vapour loss is related to:
the large internal surface area provided by the
interconnecting air spaces between mesophyll
cells and the size and number of stomata
5 Explain the mechanism by which water moves
upwards in the xylem in terms of a transpiration
pull that draws up a column of water molecules,
held together by forces of attraction between
water molecules
3 Investigate and describe the effects of variation 6 Explain the effects on the rate of transpiration of
of temperature and wind speed on transpiration varying the following factors: temperature, wind
rate speed and humidity
7 Explain how and why wilting occurs

8.4 Translocation

Core Supplement
1 Describe translocation as the movement of
sucrose and amino acids in phloem from
sources to sinks
2 Describe:
(a) sources as the parts of plants that release
sucrose or amino acids
(b) sinks as the parts of plants that use or store
sucrose or amino acids
3 Explain why some parts of a plant may act as a
source and a sink at different times

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

9 Transport in animals
9.1 Circulatory systems

Core Supplement
1 Describe the circulatory system as a system
of blood vessels with a pump and valves to
ensure one-way flow of blood
2 Describe the single circulation of a fish
3 Describe the double circulation of a mammal
4 Explain the advantages of a double circulation

9.2 Heart

Core Supplement
1 Identify in diagrams and images the structures 7 Identify in diagrams and images the
of the mammalian heart, limited to: muscular atrioventricular and semilunar valves in the
wall, septum, left and right ventricles, left mammalian heart
and right atria, one-way valves and coronary 8 Explain the relative thickness of:
arteries
(a) the muscle walls of the left and right
ventricles
(b) the muscle walls of the atria compared to
those of the ventricles
9 Explain the importance of the septum in
separating oxygenated and deoxygenated
blood
10 Describe the functioning of the heart in terms
of the contraction of muscles of the atria and
ventricles and the action of the valves
2 State that blood is pumped away from the heart
in arteries and returns to the heart in veins
3 State that the activity of the heart may be
monitored by: ECG, pulse rate and listening to
sounds of valves closing
4 Investigate and describe the effect of physical 11 Explain the effect of physical activity on the
activity on the heart rate heart rate
5 Describe coronary heart disease in terms
of the blockage of coronary arteries and
state the possible risk factors including: diet,
lack of exercise, stress, smoking, genetic
predisposition, age and sex
6 Discuss the roles of diet and exercise in
reducing the risk of coronary heart disease

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

9.3 Blood vessels

Core Supplement
1 Describe the structure of arteries, veins and 4 Explain how the structure of arteries and veins
capillaries, limited to: relative thickness of wall, is related to the pressure of the blood that they
diameter of the lumen and the presence of transport
valves in veins
2 State the functions of capillaries 5 Explain how the structure of capillaries is
related to their functions
3 Identify in diagrams and images the main blood 6 Identify, in diagrams and images, the main
vessels to and from the: blood vessels to and from the liver as: hepatic
(a) heart, limited to: vena cava, aorta, artery, hepatic veins and hepatic portal vein
pulmonary artery and pulmonary vein
(b) lungs, limited to: pulmonary artery and
pulmonary vein
(c) kidney, limited to: renal artery and renal vein

9.4 Blood

Core Supplement
1 List the components of blood as: red blood
cells, white blood cells, platelets and plasma
2 Identify red and white blood cells in 5 Identify lymphocytes and phagocytes in
photomicrographs and diagrams photomicrographs and diagrams
3 State the functions of the following components 6 State the functions of:
of blood: (a) lymphocytes – antibody production
(a) red blood cells in transporting oxygen, (b) phagocytes – engulfing pathogens by
including the role of haemoglobin phagocytosis
(b) white blood cells in phagocytosis and
antibody production
(c) platelets in clotting (details are not required)
(d) plasma in the transport of blood cells, ions,
nutrients, urea, hormones and carbon
dioxide
4 State the roles of blood clotting as preventing 7 Describe the process of clotting as the
blood loss and the entry of pathogens conversion of fibrinogen to fibrin to form a mesh

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

10 Diseases and immunity

10.1 Diseases and immunity

Core Supplement
1 Describe a pathogen as a disease-causing
organism
2 Describe a transmissible disease as a disease
in which the pathogen can be passed from one
host to another
3 State that a pathogen is transmitted:
(a) by direct contact, including through blood
and other body fluids
(b) indirectly, including from contaminated
surfaces, food, animals and air
4 Describe the body defences, limited to: skin, 6 Describe active immunity as defence against a
hairs in the nose, mucus, stomach acid and pathogen by antibody production in the body
white blood cells 7 State that each pathogen has its own antigens,
5 Explain the importance of the following in which have specific shapes
controlling the spread of disease: 8 Describe antibodies as proteins that bind
(a) a clean water supply to antigens leading to direct destruction
(b) hygienic food preparation of pathogens or marking of pathogens for
destruction by phagocytes
(c) good personal hygiene
9 State that specific antibodies have
(d) waste disposal
complementary shapes which fit specific
(e) sewage treatment (details of the stages of antigens
sewage treatment are not required)
10 Explain that active immunity is gained after an
infection by a pathogen or by vaccination
11 Outline the process of vaccination:
(a) weakened pathogens or their antigens are
put into the body
(b) the antigens stimulate an immune response
by lymphocytes which produce antibodies
(c) memory cells are produced that give
long-term immunity
12 Explain the role of vaccination in controlling the
spread of diseases
13 Explain that passive immunity is a short-term
defence against a pathogen by antibodies
acquired from another individual, including
across the placenta and in breast milk
14 Explain the importance of breast-feeding for the
development of passive immunity in infants
15 State that memory cells are not produced in
passive immunity
continued

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

10.1 Diseases and immunity continued

Core Supplement
16 Describe cholera as a disease caused by a
bacterium which is transmitted in contaminated
water
17 Explain that the cholera bacterium produces a
toxin that causes secretion of chloride ions into
the small intestine, causing osmotic movement
of water into the gut, causing diarrhoea,
dehydration and loss of ions from the blood

11 Gas exchange in humans

11.1 Gas exchange in humans

Core Supplement
1 Describe the features of gas exchange surfaces
in humans, limited to: large surface area,
thin surface, good blood supply and good
ventilation with air
2 Identify in diagrams and images the following 6 Identify in diagrams and images the internal and
parts of the breathing system: lungs, external intercostal muscles
diaphragm, ribs, intercostal muscles, larynx,
trachea, bronchi, bronchioles, alveoli and
associated capillaries
7 State the function of cartilage in the trachea
8 Explain the role of the ribs, the internal and
external intercostal muscles and the diaphragm
in producing volume and pressure changes in
the thorax leading to the ventilation of the lungs
3 Investigate the differences in composition 9 Explain the differences in composition between
between inspired and expired air using inspired and expired air
limewater as a test for carbon dioxide
4 Describe the differences in composition
between inspired and expired air, limited to:
oxygen, carbon dioxide and water vapour
5 Investigate and describe the effects of physical 10 Explain the link between physical activity and
activity on the rate and depth of breathing the rate and depth of breathing in terms of: an
increased carbon dioxide concentration in the
blood, which is detected by the brain, leading
to an increased rate and greater depth of
breathing
11 Explain the role of goblet cells, mucus and
ciliated cells in protecting the breathing system
from pathogens and particles

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

12 Respiration
12.1 Respiration

Core Supplement
1 State the uses of energy in living organisms,
including: muscle contraction, protein
synthesis, cell division, active transport,
growth, the passage of nerve impulses and the
maintenance of a constant body temperature
2 Investigate and describe the effect of
temperature on respiration in yeast

12.2 Aerobic respiration

Core Supplement
1 Describe aerobic respiration as the chemical
reactions in cells that use oxygen to break
down nutrient molecules to release energy
2 State the word equation for aerobic respiration 3 State the balanced chemical equation for
as: aerobic respiration as:
glucose + oxygen → carbon dioxide + water C6H12O6 + 6O2 → 6CO2 + 6H2O

12.3 Anaerobic respiration

Core Supplement
1 Describe anaerobic respiration as the chemical
reactions in cells that break down nutrient
molecules to release energy without using
oxygen
2 State that anaerobic respiration releases much
less energy per glucose molecule than aerobic
respiration
3 State the word equation for anaerobic 5 State the balanced chemical equation for
respiration in yeast as: anaerobic respiration in yeast as:
glucose → alcohol + carbon dioxide C6H12O6 → 2C2H5OH + 2CO2
4 State the word equation for anaerobic
respiration in muscles during vigorous exercise
as:
glucose → lactic acid
6 State that lactic acid builds up in muscles and
blood during vigorous exercise causing an
oxygen debt
continued

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

12.3 Anaerobic respiration continued

Core Supplement
7 Outline how the oxygen debt is removed after
exercise, limited to:
(a) continuation of fast heart rate to transport
lactic acid in the blood from the muscles to
the liver
(b) continuation of deeper and faster breathing
to supply oxygen for aerobic respiration of
lactic acid
(c) aerobic respiration of lactic acid in the liver

13 Excretion in humans
13.1 Excretion in humans

Core Supplement
1 State that carbon dioxide is excreted through
the lungs
2 State that the kidneys excrete urea and excess
water and ions
3 Identify in diagrams and images the kidneys, 4 Identify in diagrams and images the structure of
ureters, bladder and urethra the kidney, limited to the cortex and medulla
5 Outline the structure and function of a nephron
and its associated blood vessels, limited to:
(a) the role of the glomerulus in the filtration
from the blood of water, glucose, urea and
ions
(b) the role of the nephron in the reabsorption
of all of the glucose, some of the ions and
most of the water back into the blood
(c) the formation of urine containing urea,
excess water and excess ions
(details of these processes are not required)
6 Describe the role of the liver in the assimilation
of amino acids by converting them to proteins
7 State that urea is formed in the liver from
excess amino acids
8 Describe deamination as the removal of the
nitrogen-containing part of amino acids to form
urea
9 Explain the importance of excretion, limited to
toxicity of urea

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

14 Coordination and response

14.1 Coordination and response

Core Supplement
1 State that electrical impulses travel along
neurones
2 Describe the mammalian nervous system in
terms of:
(a) the central nervous system (CNS)
consisting of the brain and the spinal cord
(b) the peripheral nervous system (PNS)
consisting of the nerves outside of the brain
and spinal cord
3 Describe the role of the nervous system as
coordination and regulation of body functions
4 Identify in diagrams and images sensory, relay
and motor neurones
5 Describe a simple reflex arc in terms of:
receptor, sensory neurone, relay neurone,
motor neurone and effector
6 Describe a reflex action as a means of
automatically and rapidly integrating and
coordinating stimuli with the responses of
effectors (muscles and glands)
7 Describe a synapse as a junction between two 8 Describe the structure of a synapse,
neurones including the presence of vesicles containing
neurotransmitter molecules, the synaptic gap
and receptor proteins
9 Describe the events at a synapse as:
(a) an impulse stimulates the release of
neurotransmitter molecules from vesicles
into the synaptic gap
(b) the neurotransmitter molecules diffuse
across the gap
(c) neurotransmitter molecules bind with
receptor proteins on the next neurone
(d) an impulse is then stimulated in the next
neurone
10 State that synapses ensure that impulses travel
in one direction only

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

14.2 Sense organs

Core Supplement
1 Describe sense organs as groups of receptor
cells responding to specific stimuli: light, sound,
touch, temperature and chemicals
2 Identify in diagrams and images the structures
of the eye, limited to: cornea, iris, pupil, lens,
retina, optic nerve and blind spot
3 Describe the function of each part of the eye,
limited to:
(a) cornea – refracts light
(b) iris – controls how much light enters the
pupil
(c) lens – focuses light on to the retina
(d) retina – contains light receptors, some
sensitive to light of different colours
(e) optic nerve – carries impulses to the brain
4 Explain the pupil reflex, limited to changes in 5 Explain the pupil reflex in terms of the
light intensity and pupil diameter antagonistic action of circular and radial
muscles in the iris
6 Explain accommodation to view near and
distant objects in terms of the contraction and
relaxation of the ciliary muscles, tension in the
suspensory ligaments, shape of the lens and
refraction of light
7 Describe the distribution of rods and cones in
the retina of a human
8 Outline the function of rods and cones, limited
to:
(a) greater sensitivity of rods for night vision
(b) three different kinds of cones, absorbing
light of different colours, for colour vision
9 Identify in diagrams and images the position of
the fovea and state its function

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

14.3 Hormones

Core Supplement
1 Describe a hormone as a chemical substance,
produced by a gland and carried by the blood,
which alters the activity of one or more specific
target organs
2 Identify in diagrams and images specific 5 State that glucagon is secreted by the pancreas
endocrine glands and state the hormones they
secrete, limited to:
(a) adrenal glands and adrenaline
(b) pancreas and insulin
(c) testes and testosterone
(d) ovaries and oestrogen
3 Describe adrenaline as the hormone secreted in 6 Describe the role of adrenaline in the control of
‘fight or flight’ situations and its effects, limited metabolic activity, limited to:
to: (a) increasing the blood glucose concentration
(a) increased breathing rate (b) increasing heart rate
(b) increased heart rate
(c) increased pupil diameter
4 Compare nervous and hormonal control, limited
to speed of action and duration of effect

14.4 Homeostasis

Core Supplement
1 Describe homeostasis as the maintenance of a 3 Explain the concept of homeostatic control by
constant internal environment negative feedback with reference to a set point
2 State that insulin decreases blood glucose 4 Describe the control of blood glucose
concentration concentration by the liver and the roles of
insulin and glucagon
5 Outline the treatment of Type 1 diabetes
6 Identify in diagrams and images of the skin:
hairs, hair erector muscles, sweat glands,
receptors, sensory neurones, blood vessels
and fatty tissue
7 Describe the maintenance of a constant internal
body temperature in mammals in terms of:
insulation, sweating, shivering and the role of
the brain
8 Describe the maintenance of a constant internal
body temperature in mammals in terms of
vasodilation and vasoconstriction of arterioles
supplying skin surface capillaries

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

14.5 Tropic responses

Core Supplement
1 Describe gravitropism as a response in which 4 Explain phototropism and gravitropism of a
parts of a plant grow towards or away from shoot as examples of the chemical control of
gravity plant growth
2 Describe phototropism as a response in which 5 Explain the role of auxin in controlling shoot
parts of a plant grow towards or away from the growth, limited to:
direction of the light source (a) auxin is made in the shoot tip
3 Investigate and describe gravitropism and (b) auxin diffuses through the plant from the
phototropism in shoots and roots shoot tip
(c) auxin is unequally distributed in response to
light and gravity
(d) auxin stimulates cell elongation

15 Drugs
15.1 Drugs

Core Supplement
1 Describe a drug as any substance taken into
the body that modifies or affects chemical
reactions in the body
2 Describe the use of antibiotics for the treatment
of bacterial infections
3 State that some bacteria are resistant to 5 Explain how using antibiotics only when
antibiotics which reduces the effectiveness of essential can limit the development of resistant
antibiotics bacteria such as MRSA
4 State that antibiotics kill bacteria but do not
affect viruses

16 Reproduction
16.1 Asexual reproduction

Core Supplement
1 Describe asexual reproduction as a process
resulting in the production of genetically
identical offspring from one parent
2 Identify examples of asexual reproduction in
diagrams, images and information provided
3 Discuss the advantages and disadvantages of
asexual reproduction:
(a) to a population of a species in the wild
(b) to crop production

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

16.2 Sexual reproduction

Core Supplement
1 Describe sexual reproduction as a process 3 State that nuclei of gametes are haploid and
involving the fusion of the nuclei of two gametes that the nucleus of a zygote is diploid
to form a zygote and the production of offspring
that are genetically different from each other
2 Describe fertilisation as the fusion of the nuclei
of gametes
4 Discuss the advantages and disadvantages of
sexual reproduction:
(a) to a population of a species in the wild
(b) to crop production

16.3 Sexual reproduction in plants

Core Supplement
1 Identify in diagrams and images and draw the
following parts of an insect-pollinated flower:
sepals, petals, stamens, filaments, anthers,
carpels, style, stigma, ovary and ovules
2 State the functions of the structures listed in
16.3.1
3 Identify in diagrams and images and describe
the anthers and stigmas of a wind-pollinated
flower
4 Distinguish between the pollen grains of
insect-pollinated and wind-pollinated flowers
5 Describe pollination as the transfer of pollen
grains from an anther to a stigma
9 Describe self-pollination as the transfer of pollen
grains from the anther of a flower to the stigma
of the same flower or a different flower on the
same plant
10 Describe cross-pollination as the transfer of
pollen grains from the anther of a flower to the
stigma of a flower on a different plant of the
same species
11 Discuss the potential effects of self-pollination
and cross-pollination on a population, in terms
of variation, capacity to respond to changes in
the environment and reliance on pollinators
continued

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

16.3 Sexual reproduction in plants continued

Core Supplement
6 State that fertilisation occurs when a pollen 12 Describe the growth of the pollen tube and
nucleus fuses with a nucleus in an ovule its entry into the ovule followed by fertilisation
7 Describe the structural adaptations of (details of production of endosperm and
insect-pollinated and wind-pollinated flowers development are not required)
8 Investigate and describe the environmental
conditions that affect germination of seeds,
limited to the requirement for: water, oxygen
and a suitable temperature

16.4 Sexual reproduction in humans

Core Supplement
1 Identify on diagrams and state the functions
of the following parts of the male reproductive
system: testes, scrotum, sperm ducts, prostate
gland, urethra and penis
2 Identify on diagrams and state the functions of
the following parts of the female reproductive
system: ovaries, oviducts, uterus, cervix and
vagina
3 Describe fertilisation as the fusion of the nuclei
from a male gamete (sperm) and a female
gamete (egg cell)
4 Explain the adaptive features of sperm, limited
to: flagellum, mitochondria and enzymes in the
acrosome
5 Explain the adaptive features of egg cells,
limited to: energy stores and the jelly coat that
changes at fertilisation
6 Compare male and female gametes in terms of:
size, structure, motility and numbers
7 State that in early development, the zygote
forms an embryo which is a ball of cells that
implants into the lining of the uterus
8 Identify on diagrams and state the functions of 9 Describe the function of the placenta and
the following in the development of the fetus: umbilical cord in relation to the exchange
umbilical cord, placenta, amniotic sac and of dissolved nutrients, gases and excretory
amniotic fluid products between the blood of the mother and
the blood of the fetus
10 State that some pathogens and toxins can pass
across the placenta and affect the fetus

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

16.5 Sex hormones in humans

Core Supplement
1 Describe the roles of testosterone and
oestrogen in the development and regulation
of secondary sexual characteristics during
puberty
2 Describe the menstrual cycle in terms of 3 Describe the sites of production of oestrogen
changes in the ovaries and in the lining of the and progesterone in the menstrual cycle and in
uterus pregnancy
4 Explain the role of hormones in controlling the
menstrual cycle and pregnancy, limited to FSH,
LH, progesterone and oestrogen

16.6 Sexually transmitted infections

Core Supplement
1 Describe a sexually transmitted infection (STI)
as an infection that is transmitted through
sexual contact
2 State that human immunodeficiency virus (HIV)
is a pathogen that causes an STI
3 State that HIV infection may lead to AIDS
4 Describe the methods of transmission of HIV
5 Explain how the spread of STIs is controlled

17 Inheritance
17.1 Chromosomes, genes and proteins

Core Supplement
1 State that chromosomes are made of DNA,
which contains genetic information in the form
of genes
2 Define a gene as a length of DNA that codes for
a protein
3 Define an allele as an alternative form of a gene
4 Describe the inheritance of sex in humans with
reference to X and Y chromosomes
5 State that the sequence of bases in a gene
determines the sequence of amino acids used
to make a specific protein (knowledge of the
details of nucleotide structure is not required)
6 Explain that different sequences of amino acids
give different shapes to protein molecules
continued

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

17.1 Chromosomes, genes and proteins continued

Core Supplement
7 Explain that DNA controls cell function by
controlling the production of proteins, including
enzymes, membrane carriers and receptors for
neurotransmitters
8 Explain how a protein is made, limited to:
• the gene coding for the protein remains in
the nucleus
• messenger RNA (mRNA) is a copy of a
gene
• mRNA molecules are made in the nucleus
and move to the cytoplasm
• the mRNA passes through ribosomes
• the ribosome assembles amino acids into
protein molecules
• the specific sequence of amino acids is
determined by the sequence of bases in the
mRNA
(knowledge of the details of transcription or
translation is not required)
9 Explain that most body cells in an organism
contain the same genes, but many genes in a
particular cell are not expressed because the
cell only makes the specific proteins it needs
10 Describe a haploid nucleus as a nucleus
containing a single set of chromosomes
11 Describe a diploid nucleus as a nucleus
containing two sets of chromosomes
12 State that in a diploid cell, there is a pair of each
type of chromosome and in a human diploid
cell there are 23 pairs

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

17.2 Mitosis

Core Supplement
1 Describe mitosis as nuclear division giving
rise to genetically identical cells (details of the
stages of mitosis are not required)
2 State the role of mitosis in growth, repair of
damaged tissues, replacement of cells and
asexual reproduction
3 State that the exact replication of chromosomes
occurs before mitosis
4 State that during mitosis, the copies of
chromosomes separate, maintaining the
chromosome number in each daughter cell
5 Describe stem cells as unspecialised cells that
divide by mitosis to produce daughter cells that
can become specialised for specific functions

17.3 Meiosis

Core Supplement
1 State that meiosis is involved in the production
of gametes
2 Describe meiosis as a reduction division in
which the chromosome number is halved
from diploid to haploid resulting in genetically
different cells (details of the stages of meiosis
are not required)

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

17.4 Monohybrid inheritance

Core Supplement
1 Describe inheritance as the transmission
of genetic information from generation to
generation
2 Describe genotype as the genetic make-up of
an organism and in terms of the alleles present
3 Describe phenotype as the observable features
of an organism
4 Describe homozygous as having two identical
alleles of a particular gene
5 State that two identical homozygous individuals
that breed together will be pure-breeding
6 Describe heterozygous as having two different
alleles of a particular gene
7 State that a heterozygous individual will not be
pure-breeding
8 Describe a dominant allele as an allele that is
expressed if it is present in the genotype
9 Describe a recessive allele as an allele that
is only expressed when there is no dominant
allele of the gene present in the genotype
10 Interpret pedigree diagrams for the inheritance
of a given characteristic
11 Use genetic diagrams to predict the results of 13 Explain how to use a test cross to identify an
monohybrid crosses and calculate phenotypic unknown genotype
ratios, limited to 1 : 1 and 3 : 1 ratios
12 Use Punnett squares in crosses which result in
more than one genotype to work out and show
the possible different genotypes
14 Describe codominance as a situation in
which both alleles in heterozygous organisms
contribute to the phenotype
15 Explain the inheritance of ABO blood groups:
phenotypes are A, B, AB and O blood groups
and alleles are IA, IB and Io
16 Describe a sex-linked characteristic as a feature
in which the gene responsible is located on
a sex chromosome and that this makes the
characteristic more common in one sex than in
the other
17 Describe red-green colour blindness as an
example of sex linkage
18 Use genetic diagrams to predict the results of
monohybrid crosses involving codominance or
sex linkage and calculate phenotypic ratios

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

18 Variation and selection

18.1 Variation

Core Supplement
1 Describe variation as differences between
individuals of the same species
2 State that continuous variation results in a
range of phenotypes between two extremes;
examples include body length and body mass
3 State that discontinuous variation results
in a limited number of phenotypes with no
intermediates; examples include ABO blood
groups, seed shape in peas and seed colour in
peas
4 State that discontinuous variation is usually
caused by genes only and continuous variation
is caused by both genes and the environment
5 Investigate and describe examples of
continuous and discontinuous variation
6 Describe mutation as genetic change 9 Describe gene mutation as a random change in
the base sequence of DNA
7 State that mutation is the way in which new 10 State that mutation, meiosis, random mating
alleles are formed and random fertilisation are sources of genetic
variation in populations
8 State that ionising radiation and some
chemicals increase the rate of mutation

18.2 Adaptive features

Core Supplement
1 Describe an adaptive feature as an inherited
feature that helps an organism to survive and
reproduce in its environment
2 Interpret images or other information about a
species to describe its adaptive features
3 Explain the adaptive features of hydrophytes
and xerophytes to their environments

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

18.3 Selection

Core Supplement
1 Describe natural selection with reference to: 4 Describe adaptation as the process, resulting
(a) genetic variation within populations from natural selection, by which populations
become more suited to their environment over
(b) production of many offspring
many generations
(c) struggle for survival, including competition
for resources
(d) a greater chance of reproduction by
individuals that are better adapted to the
environment than others
(e) these individuals pass on their alleles to the
next generation
5 Describe the development of strains of
antibiotic resistant bacteria as an example of
natural selection
2 Describe selective breeding with reference to:
(a) selection by humans of individuals with
desirable features
(b) crossing these individuals to produce the
next generation
(c) selection of offspring showing the desirable
features
3 Outline how selective breeding by artificial 6 Outline the differences between natural and
selection is carried out over many generations artificial selection
to improve crop plants and domesticated
animals and apply this to given contexts

19 Organisms and their environment

19.1 Energy flow

Core Supplement
1 State that the Sun is the principal source of
energy input to biological systems
2 Describe the flow of energy through living
organisms, including light energy from the Sun
and chemical energy in organisms, and its
eventual transfer to the environment

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

19.2 Food chains and food webs

Core Supplement
1 Describe a food chain as showing the transfer
of energy from one organism to the next,
beginning with a producer
2 Construct and interpret simple food chains
3 Describe a food web as a network of
interconnected food chains and interpret food
webs
4 Describe a producer as an organism that
makes its own organic nutrients, usually using
energy from sunlight, through photosynthesis
5 Describe a consumer as an organism that gets
its energy by feeding on other organisms
6 State that consumers may be classed as
primary, secondary, tertiary and quaternary
according to their position in a food chain
7 Describe a herbivore as an animal that gets its
energy by eating plants
8 Describe a carnivore as an animal that gets its
energy by eating other animals
9 Describe a decomposer as an organism that
gets its energy from dead or waste organic
material
10 Use food chains and food webs to describe the
impact humans have through overharvesting of
food species and through introducing foreign
species to a habitat
11 Draw, describe and interpret pyramids of 15 Draw, describe and interpret pyramids of
numbers and pyramids of biomass energy
12 Discuss the advantages of using a pyramid of 16 Discuss the advantages of using a pyramid
biomass rather than a pyramid of numbers to of energy rather than pyramids of numbers or
represent a food chain biomass to represent a food chain
13 Describe a trophic level as the position of
an organism in a food chain, food web or
ecological pyramid
14 Identify the following as the trophic levels
in food webs, food chains and ecological
pyramids: producers, primary consumers,
secondary consumers, tertiary consumers and
quaternary consumers
17 Explain why the transfer of energy from one
trophic level to another is often not efficient
18 Explain, in terms of energy loss, why food
chains usually have fewer than five trophic
levels
19 Explain why it is more energy efficient for
humans to eat crop plants than to eat livestock
that have been fed on crop plants

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

19.3 Nutrient cycles

Core Supplement
1 Describe the carbon cycle, limited to:
photosynthesis, respiration, feeding,
decomposition, formation of fossil fuels and
combustion
2 Describe the nitrogen cycle with reference to:
• decomposition of plant and animal protein
to ammonium ions
• nitrification
• nitrogen fixation by lightning and bacteria
• absorption of nitrate ions by plants
• production of amino acids and proteins
• feeding and digestion of proteins
• deamination
• denitrification
3 State the roles of microorganisms in the
nitrogen cycle, limited to: decomposition,
nitrification, nitrogen fixation and denitrification
(generic names of individual bacteria, e.g.
Rhizobium, are not required)

19.4 Populations

Core Supplement
1 Describe a population as a group of organisms
of one species, living in the same area, at the
same time
2 Describe a community as all of the populations
of different species in an ecosystem
3 Describe an ecosystem as a unit containing the
community of organisms and their environment,
interacting together
4 Identify and state the factors affecting the rate
of population growth for a population of an
organism, limited to food supply, competition,
predation and disease
5 Identify the lag, exponential (log), stationary 7 Explain the factors that lead to each phase in
and death phases in the sigmoid curve of the sigmoid curve of population growth, making
population growth for a population growing in reference, where appropriate, to the role of
an environment with limited resources limiting factors
6 Interpret graphs and diagrams of population
growth

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

20 Human influences on ecosystems

20.1 Food supply

Core Supplement
1 Describe how humans have increased food
production, limited to:
(a) agricultural machinery to use larger areas of
land and improve efficiency
(b) chemical fertilisers to improve yields
(c) insecticides to improve quality and yield
(d) herbicides to reduce competition with
weeds
(e) selective breeding to improve production by
crop plants and livestock
2 Describe the advantages and disadvantages of
large-scale monocultures of crop plants
3 Describe the advantages and disadvantages of
intensive livestock production

20.2 Habitat destruction

Core Supplement
1 Describe biodiversity as the number of different
species that live in an area
2 Describe the reasons for habitat destruction,
including:
(a) increased area for housing, crop plant
production and livestock production
(b) extraction of natural resources
(c) freshwater and marine pollution
3 State that through altering food webs and food
chains, humans can have a negative impact on
habitats
4 Explain the undesirable effects of deforestation
as an example of habitat destruction, to
include: reducing biodiversity, extinction, loss of
soil, flooding and increase of carbon dioxide in
the atmosphere

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

20.3 Pollution

Core Supplement
1 Describe the effects of untreated sewage and 4 Explain the process of eutrophication of water,
excess fertiliser on aquatic ecosystems limited to:
• increased availability of nitrate and other
ions
• increased growth of producers
• increased decomposition after death of
producers
• increased aerobic respiration by
decomposers
• reduction in dissolved oxygen
• death of organisms requiring dissolved
oxygen in water
2 Describe the effects of non-biodegradable
plastics, in both aquatic and terrestrial
ecosystems
3 Describe the sources and effects of pollution of
the air by methane and carbon dioxide, limited
to: the enhanced greenhouse effect and climate
change

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

20.4 Conservation

Core Supplement
1 Describe a sustainable resource as one which
is produced as rapidly as it is removed from the
environment so that it does not run out
2 State that some resources can be conserved 5 Explain how forests can be conserved using:
and managed sustainably, limited to forests and education, protected areas, quotas and
fish stocks replanting
6 Explain how fish stocks can be conserved
using: education, closed seasons, protected
areas, controlled net types and mesh size,
quotas and monitoring
3 Explain why organisms become endangered
or extinct, including: climate change, habitat
destruction, hunting, overharvesting, pollution
and introduced species
4 Describe how endangered species can be 7 Describe the reasons for conservation
conserved, limited to: programmes, limited to:
(a) monitoring and protecting species and (a) maintaining or increasing biodiversity
habitats (b) reducing extinction
(b) education (c) protecting vulnerable ecosystems
(c) captive breeding programmes (d) maintaining ecosystem functions, limited
(d) seed banks to nutrient cycling and resource provision,
including food, drugs, fuel and genes
8 Describe the use of artificial insemination (AI)
and in vitro fertilisation (IVF) in captive breeding
programmes
9 Explain the risks to a species if its population
size decreases, reducing genetic variation
(knowledge of genetic drift is not required)

21 Biotechnology and genetic modification

21.1 Biotechnology and genetic modification

Core Supplement
1 State that bacteria are useful in biotechnology 2 Discuss why bacteria are useful in
and genetic modification due to their rapid biotechnology and genetic modification, limited
reproduction rate and their ability to make to:
complex molecules (a) few ethical concerns over their manipulation
and growth
(b) the presence of plasmids

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

21.2 Biotechnology

Core Supplement
1 Describe the role of anaerobic respiration in
yeast during the production of ethanol for
biofuels
2 Describe the role of anaerobic respiration in
yeast during bread-making
3 Describe the use of pectinase in fruit juice
production
4 Investigate and describe the use of biological
washing powders that contain enzymes
5 Explain the use of lactase to produce lactose-
free milk
6 Describe how fermenters can be used for the
large-scale production of useful products by
bacteria and fungi, including insulin, penicillin and
mycoprotein
7 Describe and explain the conditions that need
to be controlled in a fermenter, including:
temperature, pH, oxygen, nutrient supply and
waste products

21.3 Genetic modification

Core Supplement
1 Describe genetic modification as changing the 3 Outline the process of genetic modification
genetic material of an organism by removing, using bacterial production of a human protein
changing or inserting individual genes as an example, limited to:
(a) isolation of the DNA making up a human
gene using restriction enzymes, forming
sticky ends
(b) cutting of bacterial plasmid DNA with
the same restriction enzymes, forming
complementary sticky ends
(c) insertion of human DNA into bacterial
plasmid DNA using DNA ligase to form a
recombinant plasmid
(d) insertion of recombinant plasmids into
bacteria (specific details are not required)
(e) multiplication of bacteria containing
recombinant plasmids
(f) expression in bacteria of the human gene to
make the human protein
continued

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Subject content

21.3 Genetic modification continued

Core Supplement
2 Outline examples of genetic modification:
(a) the insertion of human genes into bacteria
to produce human proteins
(b) the insertion of genes into crop plants to
confer resistance to herbicides
(c) the insertion of genes into crop plants to
confer resistance to insect pests
(d) the insertion of genes into crop plants to
improve nutritional qualities
4 Discuss the advantages and disadvantages
of genetically modifying crops, including soya,
maize and rice

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

4 Details of the assessment

All candidates take three papers.

Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below
should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for
grades C to G.

Candidates who have studied the Extended subject content (Core and Supplement), and who are expected
to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These
candidates will be eligible for grades A* to G.

Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.

Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

45 minutes 1 hour 15 minutes

40 marks 80 marks
Forty compulsory multiple-choice items of the Compulsory short-answer and structured
four-choice type. questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades C to G This paper assesses grades C to G
Externally assessed Externally assessed

Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.

Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

45 minutes 1 hour 15 minutes

40 marks 80 marks
Forty compulsory multiple-choice items of the Compulsory short-answer and structured
four-choice type. questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades A* to G This paper assesses grades A* to G
Externally assessed Externally assessed

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Practical assessment
All candidates take one practical component from a choice of two:

Paper 5: Practical Test Paper 6: Alternative to Practical

1 hour 15 minutes 1 hour

40 marks 40 marks
This paper tests assessment objective AO3 This paper tests assessment objective AO3
OR
This paper assesses grades A* to G This paper assesses grades A* to G
Candidates will be required to do experiments in Candidates will not be required to do
a laboratory as part of this test experiments as part of this test

Questions in the practical papers are structured to assess performance across the full grade range.

The Practical Test and Alternative to Practical:

• require the same experimental skills to be developed and learned
• require an understanding of the same experimental contexts
• test the same assessment objective, AO3.

Candidates are expected to be familiar with and may be asked questions on the following experimental
contexts:
• simple quantitative experiments, including the measurement of:
– volumes of gases and liquids
– masses
– temperatures
– times
– lengths
• diffusion
• osmosis
• food tests
• rates of enzyme-catalysed reactions, including judging end-points, e.g. colour changes
• pH and the use of hydrogencarbonate indicator, litmus and universal indicator
• photosynthesis (rate and limiting factors)
• transpiration
• heart rate and breathing rate
• respiration
• tropic responses
• observation and dissection of seeds and flowers
• germination
• continuous and discontinuous variation
• use methods of sampling that are representative and avoid bias, e.g. consideration of sample size and
simple random sampling
• observe, record and measure images of familiar and unfamiliar biological specimens
• make clear line drawings of biological specimens, calculating the magnification or actual size and adding
labels as required
• use simple apparatus in situations where the method may not be familiar to the candidate.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Candidates may be required to do the following:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials
(including following a sequence of instructions where appropriate):
– identify apparatus from diagrams or descriptions
– draw, complete or label diagrams of apparatus and biological specimens
– use, or explain the use of, common techniques, apparatus and materials
– select the most appropriate apparatus or method for the task and justify the choice made
– describe food tests
– describe how the pH of a solution or substance can be tested
– describe and explain hazards and safety precautions
– describe and explain techniques used to ensure the accuracy of observations and data

• plan experiments and investigations:

– identify the independent variable and dependent variable
– describe how and explain why variables should be kept constant
– suggest an appropriate number and range of values for the independent variable
– suggest the most appropriate apparatus or technique and justify the choice made
– describe experimental procedures, including a suitable control experiment
– identify risks and suggest safety precautions
– describe how to record the results of an experiment
– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
– make reasoned predictions of expected results

• make and record observations, measurements and estimates:

– take readings from apparatus (analogue and digital) or from diagrams of apparatus with appropriate
precision
– take sufficient observations or measurements, including repeats and replicates where appropriate
– record qualitative observations from food and other tests
– record observations and measurements systematically, for example in a suitable table, to an
appropriate degree of precision and using appropriate units

• interpret and evaluate experimental observations and data:

– process data, including for use in further calculations or for graph plotting, using a calculator as
appropriate
– present data graphically
– analyse and interpret observations and data, including data presented graphically
– use interpolation and extrapolation graphically to determine a gradient or intercept
– form conclusions justified by reference to observations and data and with appropriate explanation
– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action

• evaluate methods and suggest possible improvements:

– evaluate experimental arrangements, methods and techniques, including the use of a control
– identify sources of error
– suggest possible improvements to the apparatus, experimental arrangements, methods and
techniques.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Apparatus, materials and reagents

These lists give items candidates should be familiar with using, whether they are taking the Practical Test or the
Alternative to Practical.

These items should be available for use in the Practical Test. These lists are not exhaustive and we may also
require other items to be sourced for specific exams. The Confidential Instructions we send before the Practical
Test will give the detailed requirements for the exam.

Every effort is made to limit the resources required by centres and so minimise the costs. Experiments will be
designed around basic apparatus and materials which should be available in most school laboratories or are
easily obtainable.

Hazard codes are used where relevant and in accordance with information provided by CLEAPSS
(www.cleapss.org.uk). Candidates should be familiar with the meanings of these codes and terms but will
not be assessed on them.

C corrosive MH moderate hazard

HH health hazard T acutely toxic
F flammable O oxidising
N hazardous to the aquatic environment

The attention of centres is drawn to any local regulations relating to safety, first aid and disposal of chemicals.
‘Hazard Data Sheets’ should be available from your chemical supplier.

Candidates must be provided with appropriate safety equipment, such as suitable eye protection and gloves,
during practical work.

The Confidential Instructions will indicate which hazard symbols are applicable for the materials required for
each Practical Test exam.

Chemicals, reagents and indicators

The list below is not intended to be comprehensive but shows the types of chemicals, reagents and indicators
that candidates should be familiar with.

• Benedict’s solution
• biuret reagent
• carbohydrates (starch, glucose, sucrose), proteins, lipids
• DCPIP
• dilute acid
• dilute alkali
• distilled or deionised water
• enzymes (e.g. amylase, a protease, lipase)
• ethanol
• indicators (universal indicator solution, hydrogencarbonate indicator, litmus solution)
• hydrogen peroxide solution
• iodine in potassium iodide solution (iodine solution)
• limewater

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

• methylene blue dye

• petroleum jelly (Vaseline® or similar)
• sodium chloride
• sodium hydrogencarbonate (sodium bicarbonate)

Apparatus
Other materials may be required for examinations.
• balance to measure up to 500 g, with precision of at least 0.1 g
• beakers (various sizes, 100 cm3, 250 cm3)
• bungs to fit standard test-tubes and large test-tubes
• bungs with delivery tubes to fit standard test-tubes and large test-tubes
• filter funnels
• filter paper
• forceps
• glass rods
• hand lenses (at least ×6 magnification)
• lamps for photosynthesis experiments
• means of cutting biological materials (e.g. scalpels or sharp knives)
• means of writing on glassware (e.g. wax pencils or water-resistant markers)
• measuring cylinders (e.g. 10, 25 and 100 cm3)
• mounted needles or seekers or long pins with large heads
• rulers, graduated in mm
• scissors
• partially permeable membrane (e.g. Visking® or dialysis tubing)
• Pasteur or dropping pipette
• Petri dishes
• spotting tiles
• stop-clocks, reading to 1 s or better
• syringes (various sizes, 1 cm3, 5 cm3, 10 cm3)
• test-tubes – standard (125 mm × 15 mm) and large (150 mm × 25 mm)
• test-tube racks and test-tube holders
• thermometers, –10 °C to +110 °C, with 1 °C graduations
• wash bottles
• white tiles or other suitable cutting surfaces

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Safety in the laboratory

Teachers should make sure they do not contravene any school, education authority or government regulation.
Responsibility for safety matters rests with centres. Further information can be found from the following UK
associations, publications and regulations.

Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk

Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2019 update of 2016 edition (available to CLEAPSS members only)

UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made

A brief guide may be found at www.hse.gov.uk/pubns/indg136.pdf

Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.

Calculators may be used in all parts of the exam.

Number
• add, subtract, multiply and divide
• use decimals, fractions, ratios and reciprocals
• calculate and use percentages and percentage change
• use standard form
• express answers to an appropriate or given number of significant figures
• express answers to an appropriate or given number of decimal places
• round answers appropriately

Algebra
• recognise and use direct and inverse proportion
• solve simple algebraic equations for any one term when the other terms are known
• substitute physical quantities into a formula

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Geometry and measurements

• convert between units, including cm3 and dm3, mg, g and kg, μm, mm, cm and m
• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, rectangle and
diagonal
• recall and use equations for the area of a rectangle, the area of a triangle and the area of a circle
• recall and use equations for the volume of a rectangular block and the volume of a cylinder
• use a ruler
• make estimates of numbers, quantities and lengths
• understand surface area and use surface area : volume ratio
• use scale diagrams
• select and use the most appropriate units for recording data and the results of calculations

Graphs, charts and statistics

• draw charts and graphs from data
• interpret line graphs, bar charts, pie charts and histograms with equal intervals
• interpolate and extrapolate from data
• determine the gradient and intercept of a graph, including units where appropriate
• select suitable scales and axes for graphs
• recognise direct and inverse proportionality from a graph
• calculate the mean and range of a set of values
• use simple probability

Presentation of data
Taking and recording readings
• Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest
difference that can reliably be detected on the measuring instrument scale should be reflected by the
number of decimal places given in the measurement.
• A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
• Each column of a table should be headed with the observation or physical quantity and the unit where
appropriate, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in tables,
graphs and charts.
• Units should not be included with data in the body of a table.
• Data should be recorded to the appropriate number of significant figures.

Graphs
• The column headings of a correctly headed table can be directly transferred to the axes of a constructed
graph.
• A graph should be drawn with a sharp pencil.
• Each axis should be labelled with the observation or physical quantity and the unit where appropriate, e.g.
time / s.
• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and
the dependent variable plotted on the y-axis (vertical axis).

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable. The axes do not have to include (0, 0).
• Points on the graph should be clearly marked as crosses (×) or encircled dots (⊙) of appropriate size.
• Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
• A best-fit line (trend line) should be a single, thin, smooth straight line or curve. The line does not need to
coincide exactly with any of the points; where there is scatter evident in the data, examiners would expect
a roughly even distribution of points either side of the line over its entire length. Points that are clearly
anomalous should be ignored when drawing the best-fit line.
• A best-fit line or curve should only be drawn if there is good reason to believe that the intermediate values
can be predicted.
• Candidates should be able to take readings from the graph by extrapolation or interpolation and indicate on
the graph how they determined the reading.
• Data values should be read from a graph to an accuracy of one half of the smallest square on the grid.

Drawings
• Drawings should be drawn using a sharp pencil to give fine lines that are clear and unbroken.
• Drawings should use most of the available space and show all the features observed in the specimen, with
no shading or use of colour.
• Label lines should be drawn with a ruler and touch the object or feature labelled.

Charts
• Pie charts are generally used to show percentage or proportionality.
• Bar charts should be drawn for categorical or discrete data. They should be made up of bars of equal width
that do not touch.
• Histograms should be drawn for continuous data. They should have bars that touch.

Further guidance can be found in the following publications:

ASE, The Language of Mathematics in Science: A Guide for Teachers of 11–16 Science (2016).
ASE, The Language of Mathematics in Science: Teaching Approaches (2016).
www.ase.org.uk/mathsinscience

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Conventions (e.g. signs, symbols, terminology and nomenclature)

Candidates are expected to be familiar with the nomenclature used in the syllabus.

The syllabus and question papers conform with accepted international practice. In particular, the following
document, produced by the Association for Science Education (ASE), should be used as a guideline.

Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).

Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.

Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.

Variables
Independent variables are the variables that are changed in a scientific experiment by the scientist. Changing
an independent variable may cause a change in the dependent variable.

Dependent variables are the variables that are observed or measured in a scientific experiment. Dependent
variables may change based on changes made to the independent variables.

Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.

In practical work, candidates will be expected to use SI units or, where appropriate, units approved for use with
the SI (e.g. minute).

In all examinations, where data is supplied for use in questions, candidates will be expected to use units that
are consistent with the units supplied and should not attempt conversion to other systems of units unless this is
a requirement of the question.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Calculate work out from given facts, figures or information

Compare identify/comment on similarities and/or differences

Define give precise meaning

Describe state the points of a topic / give characteristics and main features

Determine establish an answer using the information available

Evaluate judge or calculate the quality, importance, amount, or value of something

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Outline set out the main points

Predict suggest what may happen based on available information

Sketch make a simple freehand drawing showing the key features, taking care over
proportions

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridginternational.org/adminzone

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge O Level Biology (5090)
• Cambridge IGCSE (9–1) Biology (0970)
• Cambridge IGCSE Combined Science (0653)
• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
• Cambridge O Level Combined Science (5129)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.

Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

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 Cambridge IGCSE Biology 0610 syllabus for 2026, 2027 and 2028. What else you need to know

Changes to this syllabus for 2026, 2027 and 2028

The syllabus has been updated. This is version 1, published September 2023.

There are no significant changes which affect teaching.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
[email protected] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2023

 Syllabus
Cambridge IGCSE™
French 0520
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 2
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for learners to progress from one stage to the next, and are well supported by teaching and learning
resources.

Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001

© Cambridge University Press & Assessment September 2022

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................12

Skills 12
Topic areas 14

4 Details of the assessment .........................................................................................15

Paper 1 – Listening 15
Paper 2 – Reading 17
Paper 3 – Speaking 19
Paper 4 – Writing 24
List of grammar and structures 25
Vocabulary list 27

5 What else you need to know .................................................................................... 50

Before you start 50
Making entries 51
Accessibility and equality 51
After the exam 52
How students and teachers can use the grades 53
Grade descriptions 53
Changes to this syllabus for 2025, 2026 and 2027 54

Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 54.
The latest syllabus is version 2, published May 2023. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2021 are still suitable for use with this
syllabus.
 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE French develops a set of transferable

skills for understanding and communicating in everyday
situations in French. Learners begin to develop cultural
awareness of countries and communities where French is
spoken. They acquire the essential linguistic skills required for progression to further studies or employment.

Our approach in Cambridge IGCSE French encourages learners to be:

confident, using new and familiar structures and vocabulary to communicate with others in everyday situations

responsible, seeking opportunities to use and develop their language skills

reflective, considering how to communicate different ideas and attitudes

innovative, applying language to a variety of situations

engaged, developing learning strategies which help them to express their ideas and their understanding of
other cultures.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE French gives learners a solid foundation for further study. Candidates who achieve grades A* to C are
well prepared to follow a wide range of courses including Cambridge International AS & A Level French.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International
AS & A Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.

UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Cambridge IGCSE French has been designed to help candidates develop language proficiency to level A2
(Basic User) with some elements of proficiency at level B1 (Independent User) of the Common European
Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR).

Assessment objectives, subject content, mark schemes and task types have been designed with reference to
the CEFR to ensure that candidates have opportunities to demonstrate proficiency at the intended levels.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper • Results Analysis
speaking tests answers

Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates

Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events

• Cambridge Professional Development Qualifications

Find out more at www.cambridgeinternational.org/profdev

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• develop the language proficiency required to communicate effectively in French at level A2 (CEFR Basic
User), with elements of level B1 (CEFR Independent User)
• offer insights into the culture and society of countries and communities where French is spoken
• develop awareness of the nature of language and language learning
• encourage positive attitudes towards speakers of other languages and a sympathetic approach to other
cultures
• provide enjoyment and intellectual stimulation
• develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of the
curriculum
• form a sound base of the skills, language and attitudes required for progression to work or further study,
either in French or another subject area.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Syllabus overview

Content overview
The subject content is organised in five broad topic areas (A–E below). These provide contexts for the
acquisition of vocabulary and the study of grammar and structures. The study of these topic areas enables
students to gain an insight into countries and communities where French is spoken. The five topic areas listed
below are described in more detail in section 3.
A Everyday activities
B Personal and social life
C The world around us
D The world of work
E The international world

The syllabus gives students opportunities to develop and apply a wide range of foreign language skills.

Candidates will be expected to read and understand a variety of written and spoken texts on familiar topics.
Candidates will be required to demonstrate understanding of the main ideas, opinions and attitudes, as well as
select and extract relevant details and deduce the meaning of occasional unknown words from context.

They will also have opportunities to write in French on familiar, everyday topics, and to speak the language by
taking part in everyday conversations.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment overview
All candidates take all four papers. Candidates will be eligible for grades A* to G.

All candidates take: and:

Paper 1 Approximately 50 minutes Paper 2 1 hour

Listening 25% Reading 25%
40 marks 45 marks
Candidates listen to a number of recordings and Candidates read a number of texts and answer
answer multiple-choice and matching questions. multiple-choice and matching questions as well
Externally assessed as questions requiring short answers.
Externally assessed

and: and:

Paper 3 Approximately 10 minutes Paper 4 1 hour

Speaking 25% Writing 25%
40 marks 45 marks
Candidates complete one role play and Candidates complete one form-filling task, one
conversations on two topics. directed writing task and one task in the format
Internally assessed and externally moderated of an email/letter or article/blog.
Externally assessed

Information on availability is in the Before you start section.

Check the timetable at www.cambridgeinternational.org/timetables for the test date window for Paper 3.

Check the samples database at www.cambridgeinternational.org/samples for submission information,

forms and deadlines for Paper 3.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Listening
L1:. understand the main points and key information in simple everyday material
L2:. understand clear speech on a range of familiar topics
L3:. understand the description of events and expression of ideas, opinions and attitudes in simple texts
L4:. identify and select relevant information in predictable texts

AO2 Reading
R1:. understand the main points and key information in simple everyday material
R2:. understand authentic factual texts on a range of familiar topics
R3:. understand the description of events and expression of ideas, opinions and attitudes in simple texts
R4:. identify and select relevant information in predictable texts

AO3 Speaking
S1:. communicate clearly and effectively in a range of predictable everyday situations
S2:. engage in conversations on familiar topics, expressing opinions and feelings
S3:. use a range of structures and vocabulary with reasonable accuracy
S4:. demonstrate some ability to maintain interaction
S5:. show some control of pronunciation and intonation

AO4 Writing
W1:. communicate simple factual information clearly for everyday purposes
W2:. write simple phrases and sentences on a familiar topic
W3:. write simple connected texts describing events, experiences, opinions and hopes and ambitions
W4:. use a range of simple vocabulary and language structures reasonably accurately

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Listening 25

AO2 Reading 25

AO3 Speaking 25

AO4 Writing 25

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Paper 3 Paper 4

AO1 Listening 100 0 0 0

AO2 Reading 0 100 0 0

AO3 Speaking 0 0 100 0

AO4 Writing 0 0 0 100

Total 100 100 100 100

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

Skills
The skills covered in the syllabus are outlined below.

Listening

• Understand short recordings dealing with everyday needs (e.g. simple transactions in shops, simple
directions or instructions).
• Understand factual information and ideas from a range of sources (e.g. announcements, phone
messages, news items, interviews, dialogues) on familiar topics.
• Understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in radio
broadcasts, interviews, dialogues).
• Identify main points, specific information and details on everyday topics (e.g. personal and family
information, shopping, local area, employment, school, leisure activities).
• Identify main points, themes, opinions, ideas, emotions and attitudes in predictable texts (e.g. news
reports, conversations, interviews, simple monologues).
• Deduce the meaning of occasional unknown words and expressions from the context.

Reading

• Understand short, simple texts (e.g. signs and notices in public places, such as streets, restaurants and
bus/railway stations and airports).
• Understand authentic texts on familiar topics and situations (e.g. newspaper/magazine articles, email
messages, blogs and letters).
• Understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts
(e.g. in articles, interviews or personal messages).
• Identify main points, specific information and details in predictable texts (e.g. advertisements, brochures,
menus, timetables, instructions, messages).
• Identify main points, themes, opinions, ideas, emotions and attitudes in predictable texts
(e.g. newspaper/magazine articles, simple plots of films or books).
• Deduce the meaning of occasional unknown words and expressions from the context.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Subject content

Speaking

• Participate in short social exchanges (e.g. greet people, make and respond to invitations, apologies) and
communicate on familiar topics to meet simple needs (e.g. order food and drink, simple transactions in
shops, use public transport, ask and give directions, request information).
• Participate in unprepared conversations on familiar topics of personal interest or relevant to everyday life
(e.g. family, friends, home environment, hobbies and interests, education, work, travel).
• Describe past events and experiences, hopes and ambitions and give brief reasons for opinions and
plans.
• Communicate with reasonable accuracy, using a range of structures, tenses and vocabulary relevant to
the given situation.
• Use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into a
connected sequence of points.
• Use appropriate strategies to maintain interaction.
• Use features of pronunciation and intonation to convey meaning and attitude.

Writing

• Fill in forms providing simple details.

• Communicate simple factual information in writing using everyday vocabulary and expressions.
• Write a series of simple phrases and sentences linked with simple connectors, relating to personal life,
immediate environment and everyday topics (e.g. writing about a holiday).
• Write simple connected texts (e.g. email messages, articles) on familiar topics (e.g. plans and
arrangements, likes and dislikes, family, home environment, hobbies and interests, education, work and
travel).
• Describe past events and experiences, opinions, hopes and ambitions and give brief reasons for
opinions and plans.
• Communicate with reasonable accuracy, using a range of structures, tenses/time frames and vocabulary
relevant to the given situation.
• Use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into a
connected sequence of points.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Subject content

Topic areas
Candidates will be required to show knowledge and understanding of the broad topic areas listed below.
These provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through the
study of these broad topic areas, candidates gain insight into the cultures of countries and communities where
French is spoken.
The sub-topics listed are provided as examples of what teachers may choose to focus on. They are examples
only and are not intended to be prescriptive or exhaustive.

Area Topic Areas Sub-topics

A Everyday activities • Time expressions (e.g. telling the time, days, days of the
week, months, seasons)
• Food and drink (e.g. meals, fruit and vegetables, meat,
fish and seafood, snacks, drinks, cutlery and utensils)
• The human body and health (e.g. parts of the body,
health and illness)
• Travel and transport

B Personal and social life • Self, family and friends

• In the home (e.g. rooms, living room, kitchen, bedroom,
bathroom, furniture and furnishings, garden, household
appliances)
• Colours
• Clothes and accessories
• Leisure time (e.g. things to do, hobbies, sport)

C The world around us • People and places (e.g. continents, countries and
nationalities, compass points)
• The natural world, the environment, the climate and the
weather
• Communications and technology (e.g. the digital world,
documents and texts)
• The built environment (e.g. buildings and services, urban
areas, shopping)
• Measurements (e.g. size, shape)
• Materials

D The world of work • Education (e.g. learning institutions, education and

training, the classroom, learning tools, subjects, studying)
• Work (e.g. jobs and careers, the workplace)

E The international world • Countries, nationalities and languages

• Culture, customs, faiths and celebrations

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027.

4 Details of the assessment

All questions requiring written responses are to be answered in French.

Dictionaries are not allowed in the examination.

Paper 1 – Listening
Approximately 50 minutes, including 6 minutes’ transfer time, 40 marks

This paper consists of 37 multiple-choice and matching questions. Candidates answer all questions by
selecting the correct option or options. Each question tests comprehension of recorded texts (e.g. dialogues,
announcements, conversations). Candidates hear each recorded text twice. At the end of the test candidates
will be asked to transfer their answers onto the separate answer sheet.

Centres must check the Cambridge Handbook for the year candidates are taking the assessment. The
Cambridge Handbook tells you when and how to access the audio material for each examination series.
www.cambridgeinternational.org/eoguide

Teachers/invigilators must consult the relevant sections of the Cambridge Handbook about administering the
listening examination and for details about rooms, equipment, guidance on acoustics and checking the audio
material in advance.

Description of questions
Questions 1–8
Assessment objective L1
Task Candidates listen to short texts and answer eight multiple-choice questions
with four options.
Text types Announcements, phone messages, news items or dialogues
Total marks 8

Questions 9–14
Assessment objectives L1, L2, L4
Task Candidates listen to a monologue or dialogue containing factual information
and answer six multiple-choice questions with four options.
Text types Short monologue or dialogue
Total marks 6

Questions 15–19
Assessment objectives L2, L3, L4
Task Candidates listen to a conversation and match the names of people, places,
items or activities with the correct statements.
Text types Informal conversation
Total marks 5

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Description of questions (continued)

Questions 20–28
Assessment objectives L2, L3, L4
Task Candidates listen to a dialogue (conversation, discussion or interview)
or, alternatively, two shorter dialogues (each with a different person, on
a common theme) and answer nine multiple-choice questions with three
options.
Text types Conversation, discussion or interview
Total marks 9

Questions 29–34
Assessment objectives L2, L3, L4
Task Candidates listen to a dialogue (conversation, discussion or interview) and
answer six multiple-choice questions with four options.
Text types Conversation, discussion or interview
Total marks 6

Questions 35–37
Assessment objectives L2, L3, L4
Task Candidates listen to a dialogue (conversation, discussion or interview). In each
question there are five options and candidates must select the two options
which are true.
Text types Conversation, discussion or interview
Total marks 6

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Paper 2 – Reading
Written paper, 1 hour, 45 marks

This paper consists of six groups of questions, each comprising a number of multiple-choice and matching
questions, as well as questions requiring short answers in French.

Description of question groups

Question group 1
Assessment objective R1
Task Candidates match a series of short statements with the correct pictures.
Text types Simple statements
Total marks 5

Question group 2
Assessment objective R1
Task Candidates match a series of short notices or signs commonly found in
public places with an explanatory statement. The texts are all set in the same
context.
Text types Signs, notices, instructions, messages, advertisements
Total marks 5

Question group 3
Assessment objectives R2, R4
Task Candidates answer multiple-choice questions with three options on a short
text.
Text types Email, message, postcard or letter
Total marks 7

Question group 4
Assessment objectives R2, R4
Task Candidates answer questions on a longer text requiring short responses
in French.
Text types Email, message, letter or blog
Total marks 12

Question group 5
Assessment objective R3
Task Candidates match a series of descriptions of the requirements, interests
or skills of different people with the correct description of places, events,
services or activities. All texts are on a common theme.
Text types Short descriptions, advertisements
Total marks 5

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Description of question groups (continued)

Question group 6
Assessment objectives R3, R4
Task Candidates answer questions on a longer text requiring short responses in
French.
Text types Articles
Total marks 11

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Paper 3 – Speaking
Approximately 10 minutes (plus 10 minutes of preparation time), 40 marks

Each speaking test lasts approximately 10 minutes, and is structured as follows:

• a warm-up section which is not assessed (approximately 30 seconds)
• one role play – candidates respond to five transactional questions to, for example, accomplish a task or
obtain goods or services (approximately two minutes)
• two topic conversations – candidates respond to questions on each topic to share views, opinions and
experiences (four minutes per topic conversation).

Both the role play and the topic conversations are set in predictable, everyday contexts and are based on the
topic areas outlined in the syllabus.

During the preparation time, candidates study a role play scenario provided on a candidate card. They must be
supervised under exam conditions. Candidates are not allowed to make notes.

The tests are conducted and marked by the teacher/examiner using the speaking assessment materials and
assessment criteria provided. They are moderated by Cambridge International.

Speaking tests take place before the main examination series (see the relevant series’ timetable). Before the
speaking test period, centres will receive materials for the test. Teachers/examiners must allow sufficient time to
familiarise themselves with the materials and procedures (see the Cambridge Handbook for details).

Cambridge International supplies a teacher/examiner booklet comprising instructions, assessment criteria and
teacher/examiner scripts for the role plays and topic conversations. Candidate cards containing the role play
scenarios are also supplied. The teacher/examiner booklet is confidential and must not reach candidates either
directly or indirectly at any point. The candidate cards are confidential and must not reach candidates until the
start of their 10 minutes of preparation time immediately prior to their speaking test.

The teacher/examiner allocates a role play and two topic conversations to each candidate according to a
randomisation grid provided in the teacher/examiner booklet.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Administration of the speaking test

Further information about the administration of speaking tests is provided in the Cambridge Handbook for
the relevant year of assessment. For copies of the forms required for the speaking test as well as information
about the deadlines, sample size and methods of submission, please refer to the samples database at
www.cambridgeinternational.org/samples

Using the samples database

The samples database refers you to key information about administering speaking tests.

Use the database to find out:

• when and how to submit your marks for the speaking tests
• when and how to submit the speaking tests
• which forms to complete and submit with the speaking tests.

The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e. 0520 for this syllabus).

The database will then take you to the information you need, including dates and methods of submission of
candidates’ marks and work, as well as any forms you may need to complete.

Cover sheets
You should upload a completed cover sheet with the speaking tests that you submit to Cambridge International.
Download the cover sheet from the samples database at www.cambridgeinternational.org/samples. Follow
the instructions on the form itself to complete it.

Recording and submitting candidates’ marks and speaking tests

Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates
and methods of submission of candidates’ marks and speaking tests. You should follow the instructions on the
samples database.

You should record marks on the required form which you should download each year from the samples
database at www.cambridgeinternational.org/samples. Follow the instructions on the form to complete it.
The marks on this form must be identical to the marks you submit to Cambridge International.

Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements to
moderate or standardise your teachers’ marking so that all candidates are assessed to a common standard.
(If only one teacher is marking internal assessments, no internal moderation is necessary.) You can find further
information on the process of internal moderation in the Cambridge Handbook and on the samples database
for the relevant year of assessment.

You should record the internally moderated marks for all candidates on the required Working Mark Sheet and
submit these marks to Cambridge International according to the instructions on the samples database at
www.cambridgeinternational.org/samples

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

External moderation
Cambridge International will externally moderate all internally assessed components.

External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.

Guidance on using levels-based mark schemes

Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across
the whole range of marks, where appropriate.

The marker should look at the work and then make a judgement about which level statement is the best fit.
In practice, work does not always match one level statement precisely so a judgement may need to be made
between two or more level statements.

Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:
• If the candidate’s work convincingly meets the level statement, award the highest mark.
• If the candidate’s work adequately meets the level statement, award the most appropriate mark in the
middle of the range (where middle marks are available).
• If the candidate’s work just meets the level statement, award the lowest mark.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Speaking assessment criteria grids

Role play
Each of the five role play tasks is assessed using the mark scheme below:
2 The information is communicated. Language is appropriate to the situation and is accurate.
Minor errors (adjective endings, use of prepositions, etc.) are allowed.
1 The information is partly communicated and/or the meaning is ambiguous.
Errors impede communication.
0 No creditable response.

Topic conversations
When both topic conversations have been completed, give a mark out of 15 for Communication and a mark
out of 15 for Quality of Language.

Communication
Give a mark out of 15 for the candidate’s performance in both topic conversations.

Mark Level Descriptor

13–15 Very good • Responds confidently to questions; may occasionally need repetition of
words or phrases.
• Communicates information which is consistently relevant to the questions.
• Frequently develops ideas and opinions.
• Justifies and explains some answers.

10–12 Good • Responds well to questions; requires occasional use of the alternative
question(s) provided.
• Communicates information which is almost always relevant to the
questions.
• Sometimes develops ideas and opinions.
• Gives reasons or explanations for some answers.

7–9 Satisfactory • Responds satisfactorily to questions; frequently requires use of the

alternative question(s) provided.
• Communicates most of the required information; may occasionally give
irrelevant information.
• Conveys simple, straightforward opinions.

4–6 Weak • Has difficulty with many questions but still attempts an answer.
• Communicates some simple information relevant to the questions.

1–3 Poor • Frequently has difficulty understanding the questions and has great
difficulty in replying.
• Communicates one or two basic pieces of information relevant to
the questions.

0 • No creditable response.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Quality of Language
Give a mark out of 15 for the candidate’s performance in both topic conversations.

Mark Level Descriptor

13–15 Very good • Accurate use of a wide range of the structures listed in the syllabus with
occasional errors in more complex language.
• Accurate use of a wide range of vocabulary with occasional errors.
• Very good pronunciation, fluency, intonation and expression; occasional
mistakes or hesitation.

10–12 Good • Good use of a range of the structures listed in the syllabus, with some
errors.
• Good use of a range of vocabulary with some errors.
• Good pronunciation and fluency despite some errors or hesitation; a
good attempt at correct intonation and expression.

7–9 Satisfactory • Satisfactory use of some of the structures listed in the syllabus, with
frequent errors.
• Satisfactory use of vocabulary with frequent errors.
• Satisfactory pronunciation and fluency despite frequent errors and
hesitation; some attempt at intonation and expression.

4–6 Weak • Limited range of structures and vocabulary, rarely accurate and/or
complete; frequent ambiguity.
• Pronunciation can be understood with some effort; very noticeable
hesitations and stilted delivery.

1–3 Poor • Very limited range of structures and vocabulary, almost always
inaccurate.
• Poor pronunciation, rarely comprehensible; many serious errors.

0 • No creditable response.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Paper 4 – Writing
Written paper, 1 hour, 45 marks

This paper consists of a form-filling task, a directed writing task and an extended writing task in response to
given contexts and prompts.

Description of questions
Question 1
Assessment objectives W1, W4
Task Candidates fill in a form with single words or short phrases in response to a
given context.
Total marks 5

Question 2
Assessment objectives W2, W4
Task Candidates complete a directed writing task in about 80–90 words on a
familiar, everyday topic.
Total marks 12

Question 3
Assessment objectives W3, W4
Task Candidates choose between two tasks (an email/letter and an article/blog)
and complete one of these in about 130–140 words.
Total marks 28

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

List of grammar and structures

The list of grammar and structures provides students with an indication of the grammatical knowledge they are
expected to demonstrate in all of their assessments for IGCSE French. The list is not intended to be restrictive.

Articles definite, indefinite, partitive, use of de after negative verb forms

Nouns gender
singular and plural forms
Adjectives agreement
possessive
demonstrative (ce, cet, cette, ces)
interrogative (e.g. quel, quelle, quels, quelles)
indefinite (e.g. autre, chaque, même, n’importe quel, pareil, plusieurs, quelques, tel)
comparative:
regular forms (e.g. aussi, moins, plus + que)
irregular forms (e.g. meilleur, pire)
superlative:
regular forms (e.g. le/la plus …, le/la moins …)
irregular forms (e.g. le meilleur, le pire, le moindre)
Adverbs adverbs of time and place
interrogative (e.g. combien, comment, où, quand, depuis quand)
common adverbial phrases
comparative:
regular forms (e.g. aussi, moins, plus + que )
irregular forms (e.g. mieux)
superlative:
irregular forms (e.g. le mieux)
quantifiers (e.g. assez, beaucoup plus/moins, bien, comme, fort, peu, un peu, si,
tellement, tout, très, trop)
Pronouns personal
reflexive
object: direct and indirect including position, order, agreement
demonstrative (e.g. ça, cela, celui, celle, -ci, -là, celui/celle de, celui/celle qui,
celui/celle que, celui/celle dont)
interrogative (e.g. qui ? que ? qui est-ce que/qui ? lequel ?)
relative (e.g. qui, que, dont, où, quoi, ce qui, ce que, lequel/laquelle)
disjunctive
possessive (e.g. le mien)
indefinite (e.g. quelque chose, quelqu’un, chacun, certain, n’importe qui, n’importe
quoi)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Verbs regular and irregular forms of verbs, including reflexive verbs

all persons of verbs, singular and plural
negative forms
interrogative forms
imperative
modes of address: tu, vous
impersonal verbs
indicative tenses
• present • future
• imperfect • conditional
• perfect • pluperfect
• immediate future
perfect infinitive
present participle
verbs governing an infinitive, including à and de + infinitive
use of depuis with present and imperfect tenses
use of venir de + infinitive in present and imperfect tenses
passive voice (receptive)
subjunctive mood: in commonly used expression (receptive)
Conjunctions co-ordinating (e.g. car, donc)
subordinating (e.g. quand, où, parce que, si, puisque)
Prepositions place (e.g. chez, entre, devant, à côté de)
time (e.g. avant, après, pendant, pour)
movement (e.g. jusqu’à, vers)
other (e.g. contre, malgré, sans, sauf, selon)
Number all cardinal/ordinal numbers
Quantity assez, beaucoup, demi, moitié, peu, un peu, tant, trop, tellement
Time date (e.g. le 12 septembre); time, including 24-hour clock, years

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Vocabulary list
The vocabulary list provided is intended as a guide for teachers to assist in the planning of lessons and
schemes of work. It is not intended to be prescriptive or exhaustive and the assessment tasks will require
students to understand and respond to words (and/or forms of words) that are not on the list.

Although the skill of deduction is not directly tested, students should be taught the skill of deducing the
meaning of unknown words from the context on familiar topics.

Vocabulary is listed under particular topic headings but should be considered transferable, as appropriate, to
the other topics.

Students are expected to be familiar with plural and feminine forms of nouns and adjectives where these are
not given.

The list reflects the spelling rules at the time of publication for French. Examiners will accept both versions of
the spellings affected by the reform, i.e. old and new.

Les adjectifs courants

agréable faux / fausse
amical(e) fort(e)
amusant(e) froid(e)
animé(e) général(e)
approprié(e) génial(e)
beau / belle gentil(le)
bête grand(e) / plus grand(e) / le / la plus grand(e)
bon(ne) gratuit(e)
bruyant(e) impoli(e)
chaud(e) important(e)
clair(e) impossible
confortable intelligent(e)
correct(e) inutile
de valeur isolé(e)
dernier / dernière léger / légère
différent(e) lent(e)
difficile libre
disponible lourd(e)
douillet / douillette malheureux / malheureuse
doux / douce marrant(e)
drôle mauvais(e) / plus mauvais(e)
dur(e) meilleur(e) / le / la meilleur(e)
ennuyeux / ennuyeuse (le / la) même (que)
énorme mince
étroit(e) mobile
exact(e) moderne
facile mou / molle
faible mouillé(e)
fantastique nécessaire

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Les adjectifs courants (continued) Adverbes et prépositions courants

négatif / négative Prépositions courantes
normal(e) à
nouveau / nouvelle à côté de
parfait(e) au lieu
palpitant(e) au milieu de
passionnant(e) au-dessous de
petit(e) / plus petit(e) / le / la plus petit(e) au-dessus de
pire / le / la pire autour
plein(e) avec
poli(e) dans
populaire de
portable de (la part de)
positif / positive dedans
possible dehors
précédent(e) derrière
prêt(e) dessous
probable dessus
prochain(e) devant
profond(e) entre
rapide ici
récent(e) là-bas
responsable loin de
riche pour
sauf / sauve près de
sec / sèche quelque part
semblable sans
seul(e) sous
sévère sur
silencieux / silencieuse
simple Adverbes – Possibilité
strict(e) certainement
sympa peut-être
timide probablement
typique
utile Adverbes – Fréquence
vide d’habitude
vieux / vieille jamais
vrai(e) normalement
rarement
seulement
souvent
toujours
tous les jours

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Adverbes et prépositions courants (continued)

Adverbes – Manière Nombres – Autre vocabulaire (continued)
bien minorité (f)
exactement moins de
lentement nombre (m)
mal pas assez
rapidement plus de
plus ou moins
Adverbes – Intensité plusieurs
surtout presque
vraiment quantité (f)
quelque(s)
Adverbes – Quantité rien
assez suffisamment
beaucoup total (m)
juste tout
si tout(e) / tous / toutes
tout trop
tout à fait une fois / deux fois / trois fois
très
trop Verbes courants
accompagner
Nombres cardinaux accueillir
zéro / un(e) / deux / trois / quatre / cinq – un million adorer
aider
Nombres ordinaux aimer
premier / première / deuxième / troisième / aller
quatrième / etc. amener
apparaître
Nombres – Fractions appartenir
moitié (f) / tiers (m) / quart (m) apporter
apprécier
Nombres – Autre vocabulaire apprendre
à peu près arranger
chaque arriver
combien attacher
divers augmenter
double avoir
environ avoir besoin
la plupart avoir lieu
le/la seul(e) boire
les deux bouger
majorité (f) chercher

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Verbes courants (continued)

choisir penser
cocher permettre
commencer pleurer
comprendre porter
connaître poser
continuer pousser
copier pouvoir
crier prendre
croire raconter
déchirer ramasser
décrire ranger
demander recueillir
détester réduire
devoir regarder
diminuer regretter
dire relier
donner réparer
écouter répéter
écrire répondre
encourager ressembler
entendre ressentir
entrer rester
éprouver retourner
essayer rentrer
être retrouver
être désolé(e) réussir
explorer revenir
faire rêver
finir rire
garder s'approcher de
il y a s'arrêter
inviter s'asseoir
laisser tomber savoir
lire se calmer
louer sentir / se sentir
manger se rappeler / rappeler
mentir sembler
mettre se servir de
mordre se souvenir
organiser s'inquiéter
oublier s’inscrire
parler s'intéresser à

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

Verbes courants (continued) A Activités de la vie quotidienne (continued)

s’occuper de Expressions de temps (continued)
soigner moment (m)
sourire pendant
tirer pendant ce temps
toucher plus tard
travailler prochain(e)
trouver puis
utiliser quand
venir quelquefois
voir soudain
vouloir tard / en retard
tôt
A Activités de la vie quotidienne toujours
Expressions de temps tous les jours / toutes les semaines / tous les mois
à venir (votre, ton, mon) tour (m)
après-midi (m)
aujourd'hui Donner l’heure
avant à une heure / deux heures
bientôt après-midi (m)
chaque jour / semaine / mois heure (f)
d'abord horloge (f)
de bonne heure Il est sept heures et demie / moins le quart / et
quart.
déjà matin (m)
demain midi (m)
depuis minuit (m)
dernier / dernière minute (f)
en attendant montre (f)
encore seconde (f)
enfin soir (m)
ensuite une demi-heure, un quart d'heure
finalement
hier Les jours de la semaine
immédiat(e) lundi
jamais mardi
jusqu'à mercredi
la semaine suivante jeudi
la semaine / la semaine prochaine / la semaine vendredi
dernière samedi
maintenant dimanche
matin (m) week-end (m) / weekend (m)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

A Activités de la vie quotidienne (continued)

Les mois / les années Manger et boire – Les fruits
an (m) / année (f) abricot (m)
annuel(le) ananas (m)
chaque année / tous les ans banane (f)
date (f) cerise (f)
hebdomadaire citron (m)
mensuel(le) fraise (f)
mois (m) framboise (f)
janvier fruit (m)
février fruit (m) de la passion
mars mangue (f)
avril melon (m)
mai noix (f) de coco
juin orange (f)
juillet pastèque (f)
août pêche (f)
septembre pomme (f)
octobre poire (f)
novembre prune (f)
décembre raisin (m)

Les saisons Manger et boire – Les légumes

automne (m) aubergine (f)
été (m) carotte (f)
hiver (m) champignon (m)
printemps (m) chou (m)
saisons (fpl) chou-fleur (m)
concombre (m)
Manger et boire – Repas haricot (m)
déjeuner (m) laitue (f)
dessert (m) légumes (mpl)
en-cas (m) oignon (m)
entrée (f) poivron (m)
faire un barbecue pomme (f) de terre
nourriture (f) végétarienne / végétalienne salade (f)
pique-nique (m) tomate (f)
plat (m) principal
prendre le déjeuner Manger et boire – Autres aliments
prendre le dîner ail (m)
prendre le petit déjeuner beurre (m)
régime (m) cacahuète (f)
repas (m) confiture (f)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

A Activités de la vie quotidienne (continued)

Manger et boire – Autres aliments (continued) Manger et boire – Boissons
farine (f) boisson (f)
fromage (m) boisson (f) non alcoolisée
gelée (f) café (m)
glace (f) chocolat (m) chaud
huile (f) coca
noisette (f) eau (f) (minérale, gazeuse, plate)
noix (f) glaçon (m)
œuf (m) jus (m)
pain (m) lait (m)
pâtes (fpl) limonade (f)
poivre (m) thé (m)
riz (m)
sel (m) Manger et boire – Couvert et ustensiles
soja (m) assiette (f)
sucre (m) bol (m)
tofu (m) casserole (f)
couteau (m)
Manger et boire – Viande, poisson et fruits de mer cuiller (f) / cuillère (f)
agneau (m) fourchette (f)
bœuf (m) marmite (f)
fruits (mpl) de mer tasse (f)
hamburger (m) verre (m)
jambon (m)
poisson (m) Manger et boire – Verbes et expressions
porc (m) avoir faim
poulet (m) avoir soif
saucisse (f) avoir trop mangé
viande (f) boisson (f)
couper
Manger et boire – Les en-cas cru(e)
bonbons (mpl) grignoter
chips (fpl) manger
chocolat (m) prendre le petit déjeuner / le dîner
frites (fpl) prendre quelque chose à boire
gâteau (m) préparer
pain (m) grillé
pizza (f)
sandwich (m)
soupe (f) / potage (m)
yaourt (m)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

A Activités de la vie quotidienne (continued)

Manger et boire – Adjectifs Le corps et la santé – La santé et la maladie
cuit(e) dentiste (m/f)
épicé(e) infirmier (m) / infirmière (f)
frais / fraîche médecin (m/f)
salé(e) médicament (m)
sucré(e) pharmacie (f)
rendez-vous (m)
Le corps et la santé – Les parties du corps sparadrap (m)
bouche (f)
bras (m) La santé et la maladie – Verbes et expressions
cheville (f) aller à la salle de gym / au gymnase
cœur (m) avoir de la fièvre
corps (m) avoir la grippe
cou (m) avoir mal à la tête / au ventre / aux dents
dent (f) avoir une allergie à
doigt (m) / doigt de pied (m) blessure (f)
dos (m) être au régime
épaule (f) être en forme / en bonne santé
genou (m) être enrhumé(e)
gorge (f) être fatigué(e)
jambe (f) être malade
main (f) (droite, gauche) faire de l’exercice
nez (m) propre
œil (m) / yeux (mpl) s’allonger
oreille (f) se casser le bras / la jambe
orteil (m) se faire mal à / se couper le doigt
os (m) se sentir malade
peau (f) tomber
pied (m) (droit, gauche) vomir
poitrine (f)
tête (f) Les voyages et les transports
ventre (m) auto (f)
visage (m) (auto)bus (m)
ambulance (f)
Les parties du corps – Verbes et expressions arrêt (m) d'autobus
respirer avion (m)
se maquiller bagages (mpl)
se raser bateau (m)
sentir carte (f)
toucher chauffeur (m)
voir chemin (m) de fer

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

A Activités de la vie quotidienne (continued)

Les voyages et les transports (continued) Les voyages et les transports – Verbes et
conducteur (m) / conductrice (f) expressions (continued)
directions (fpl) tout droit
ferry (m) traverser
motocyclette (f) voyager
office (m) de tourisme voyager en autobus / en train
passager (m) / passagère (f)
piste (f) cyclable B Vie personnelle et sociale
quai (m) Moi, ma famille et mes amis – Salutations et
queue (f) expressions parlées courantes
retard (m) / en retard / retardé À plus tard.
taxi (m) À demain.
ticket aller-retour (m) / aller simple (m) Au revoir.
touriste (m/f) Bonjour.
train (m) Bonsoir.
trajet (m) Ça va ? / Ça va bien merci. / Ça ne va pas bien.
tram (m) Comment allez-vous ? / Comment vas-tu ?
transports (mpl) en commun Enchanté(e) de faire votre connaissance.
valise (f) Je dois m'en aller.
vélo (m) Je suis désolé(e).
visite (f) Merci.
voiture (f) Pardon.
vol (m) Pardon ?
voyage (m) Salut.
S’il vous plaît / S’il te plaît.
Les voyages et les transports – Verbes et
expressions Moi, ma famille et mes amis – Exclamations /
arriver Interjections
chercher Bienvenue !
conduire Que c’est ennuyeux !
descendre Que c’est gentil !
être perdu(e) / se perdre Que c’est intéressant !
faire de la randonnée Quel dommage !
marcher
monter Moi, ma famille et mes amis – Invitations
partir accepter / refuser une invitation
prendre l'autobus / le train / le ferry / l'avion inviter
retourner Merci, mais je ne peux pas. Un autre jour peut-être ?
revenir Veux-tu / Voulez-vous aller au cinéma ?
se garer Si on allait... ?
stationner
tourner

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

B Vie personnelle et sociale (continued)

Moi, ma famille et mes amis – La famille et les Moi, ma famille et mes amis – La famille et les
relations relations (continued)
adolescent(e) (m/f) petit(e) ami(e) (m/f)
ami(e) (m/f) petit-fils (m) / petite-fille (f)
bébé (m) prénom (m)
belle-mère (f) / beau-père (m) se marier
célibataire (m/f) sœur (f) plus jeune / plus âgée
copain (m) / copine (f) tante (f)
cousin (m) / cousine (f) voisin (m) / voisine (f)
divorcé(e) vous-même / moi-même
enfance (f)
enfant (m/f) La famille et les relations – Verbes et
épouser expressions
famille (f) avoir
femme (f) être enceinte
fiancé (m) / fiancée (f) élever
fille (f) épeler
fils (m) / fille (f) grandir
frère (m) plus jeune / plus âgé mourir
gens naître
grand-père (m) / grand-mère (f) / grands-parents s'appeler
(mpl) vivre
homme (m)
jeune femme (f) Moi, ma famille et mes amis – Description
jeune homme (m) physique
jeune (m/f) âge (m)
jumeaux (mpl) / jumelles (fpl) barbe (f)
les personnes âgées (fpl) beau / belle
Madame blond(e)
Mademoiselle bouclé(e)
mari (m) brun(e)
marié(e) chauve
mariage (m) cheveux (mpl)
membre (m) de la famille couleur (f)
mère (f) court(e)
Monsieur épais(se)
neveu (m) / nièce (f) fin(e)
nom (m) de famille frisé(e)
oncle (m) grand(e)
parents (mpl) gros(se)
partenaire (m/f) jeune
père (m) joli(e)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

B Vie personnelle et sociale (continued)

Moi, ma famille et mes amis – Description Moi, ma famille et mes amis – Description du
physique (continued) tempérament et de l’humeur (continued)
laid(e) intelligent(e)
long(ue) intéressant(e)
maigre malheureux / malheureuse
marron marrant(e)
mince méchant(e)
moustache (f) paresseux / paresseuse
œil (m) / yeux (mpl) pauvre
petit(e) raisonnable
porter un appareil auditif satisfait(e)
porter des lunettes (fpl) sérieux / sérieuse
raide stupide
sexe (m) triste
taille (f)
vieux / vieille Moi, ma famille et mes amis – Verbes et
voix (f) expressions
aimer
Moi, ma famille et mes amis – Description du embrasser
tempérament et de l'humeur être de bonne / mauvaise humeur
actif / active pleurer
agréable rire
aimable se fâcher
anxieux / anxieuse sourire
bête
calme À la maison – Les pièces et les meubles
célèbre balcon (m)
content(e) bureau (m)
curieux / curieuse cave (f)
désagréable couloir (m)
drôle entrée (f)
en colère escalier (m)
ennuyeux / ennuyeuse fenêtre (f)
épuisé(e) garage (m)
fâché(e) grenier (m)
fou / folle meuble (m)
gentil(le) mur (m)
gourmand(e) plafond (m)
heureux / heureuse plancher (m)
impoli(e) porte (f)
important(e) salle à manger (f)
inquiet / inquiète toit (m)
verre (m)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

B Vie personnelle et sociale (continued)

À la maison – La salle de bains À la maison – La cuisine (continued)
brosse (f) (à dents / à cheveux) chaise (f)
dentifrice (m) cuisine (f)
déodorant (m) évier (m)
douche (f)
gel (m) douche La cuisine – Verbes et expressions
miroir (m) bouillir / faire bouillir
peigne (m) chauffer / faire chauffer
robinet (m) congeler
salle (f) de bain(s) couper
savon (m) cuire / faire cuire (au barbecue)
serviette (f) (de bain) cuisiner
shampooing (m) / shampoing (m) frire / faire frire
toilettes (fpl) griller
hacher
La salle de bains – Verbes et expressions manger
prendre un bain préparer le déjeuner / le dîner
se doucher prendre le déjeuner / le dîner
se brosser les dents repasser
se brosser les cheveux rôtir / faire rôtir
se laver le visage
se peigner À la maison – La chambre
armoire (f)
À la maison – Le salon chambre (f)
canapé (m) couverture (f)
commode (f) drap (m)
étagère (f) lampe (f)
fauteuil (m) lit (m)
peinture (f) oreiller (m)
salon (m) placard (m)
séjour (m)
sofa (m) La chambre – Verbes et expressions
table (f) avoir sommeil
tableau (m) dormir
tapis (m) être fatigué(e)
s'allonger
À la maison – La cuisine se lever
boîte (f) (en carton) se reposer
bouteille (f) se réveiller

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

B Vie personnelle et sociale (continued)

À la maison – Les tâches ménagères À la maison – Les appareils ménagers (continued)
aspirateur (m) / passer l'aspirateur machine (f) à laver
cuire (au four) mode (m) d'emploi
déchets (mpl) / trier les déchets pile (f)
lessive (f) / faire la lessive prise (f)
mettre / débarasser la table radio (f)
nettoyer réveil (m)
poubelle (f) / sortir la poubelle téléphone (m)
ranger télévision (f) / téléviseur (m)
recycler
vaisselle (f) / faire la vaisselle Les appareils ménagers – Verbes et expressions
allumer
À la maison – Le jardin casser
arbre (m) éteindre
clôture (f) fermer
fleur (f) ouvrir
jardin (m) pousser
mur (m) réparer
pelouse (f) tirer
plante (f)
Couleurs
Le jardin – Verbes et expressions argent
jardiner / faire du jardinage blanc / blanche
planter des fleurs bleu(e)
pousser / faire pousser brun(e)
clair(e)
À la maison – Les appareils ménagers couleur (f)
barbecue (m) foncé(e)
casque (m) gris(e)
chargeur (m) jaune
chauffage (m) marron
climatisation (f) noir(e)
congélateur (m) or
cuisinière (f) orange
électricité (f) rose
fer (m) à repasser rouge
four (m) / four (m) à micro-ondes vert(e)
frigo (m) violet / violette
gaz (m)
horloge (f)
lave-vaisselle (m)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

B Vie personnelle et sociale (continued)

Les vêtements et les accessoires Les vêtements et les accessoires – Verbes et
bague (f) expressions
baskets (fpl) Ça me va. / Ça ne me va pas.
bijoux (mpl) Ça vous va bien !
blouson (m) C'est décontracté.
botte (f) C'est élégant / chic.
boucle (f) d'oreille C'est trop étroit.
casquette (f) C'est trop large.
ceinture (f) de quelle taille (vêtements) / pointure (chaussures)
chapeau (m) essayer
chaussette (f) mettre
chaussure (f) paire (f) de chaussettes (fpl) / chaussures (fpl) /
chemise (f) gants (mpl)
chemisier (m) porter
collier (m) s'habiller / se déshabiller
costume (m)
cravate (f) Les loisirs – Les choses à faire
écharpe (f) aller à un concert / un festival de musique / au
gant (m) théâtre
imperméable (m) chatter en ligne
jean (m) écouter de la musique (pop / classique / rock)
jupe (f) regarder la télévision / un film à suspense / un film
lunettes (fpl) / lunettes (fpl) de soleil romantique / une comédie / un film policier / un
maillot (m) de bain dessin animé / un film de science-fiction
manteau (m)
mode (f) Les loisirs – Les passe-temps
montre (f) batterie (f) / jouer de la batterie
pantalon (m) casque (m)
parapluie (m) chant (m) / chanter
poche (f) clarinette (f) / jouer de la clarinette
portefeuille (m) dessin (m) / dessiner / faire du dessin
porte-monnaie (m) échecs (mpl) / jouer aux échecs
pull (m) flûte (f) / jouer de la flûte
robe (f) guitare (f) / jouer de la guitare
sac (m) / sac à dos instrument (m) / jouer d'un instrument
sandales (fpl) jardinage (m) / faire du jardinage
short (m) lecture (f) / lire
tailleur (m) pêche (f) / aller à la pêche
uniforme (m) peinture (f) / peindre
veste (f) photographie (f) / faire de la photographie
vêtements (mpl) piano (m) / jouer du piano

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

B Vie personnelle et sociale (continued)

Les loisirs – Les passe-temps (continued) Les sports – Verbes et expressions
trompette (f) / jouer de la trompette (s') entraîner
violon (m) / jouer du violon gagner (la / une course / la / une compétition / une
médaille)
Les loisirs – Les sports marquer (un but)
athlétisme (m) / faire de l'athlétisme match nul (m) / faire match nul
badminton (m) / jouer au badminton perdre (une / la course / une compétition) prendre
balle (f) (de tennis) des photos
ballon (m) (de foot)
basket (m) / jouer au basket C Le monde qui nous entoure
course (f) à pied / faire de la course à pied Les gens et les lieux – Les continents
court (m) de tennis Afrique (f)
cyclisme (m) / faire du cyclisme Amérique (f) / Amérique du Sud / Amérique du
escalade (f) / faire de l'escalade Nord / Amérique centrale
équipe (f) Antarctique (m)
équitation / faire de l'équitation Arctique (m)
fan (m) Asie (f)
football (m) / foot (m) / jouer au foot(ball) Australasie (f)
golf (m) / jouer au golf Europe (f)
hockey (m) / jouer au hockey Océanie (f)
jouer
match (m) Les gens et les lieux – Les pays / les
matériel (m) nationalités et les langues
médaille (f) nationalité (f) du / de la candidat(e) + pays (m) de
nager résidence
natation (f) / faire de la natation langue (f) maternelle du / de la candidat(e) + autres
patinage (m) sur glace langues étudiées
patin (m) (patin à glace / à roulettes) pays (m) francophone
piste (f)
planche (f) à voile / faire de la planche à voile Les gens et les lieux – Les points cardinaux
prix (m) est (m)
raquette (f) nord (m)
rugby (m) / jouer au rugby ouest (m)
ski (m) / skier / faire du ski sud (m)
supporter (m) / supporteur (m) / supportrice (f)
surf (m) / faire du surf Le monde naturel et l’environnement
tennis (m) agriculture (f)
terrain (m) de golf / de foot air (m) / en plein air
vélo (m) / faire du vélo / faire du VTT branche (f)
voile (f) / faire de la voile champ (m)
volley (m) / jouer au volley chute (f) d'eau
yoga (m) / faire du yoga ciel (m)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

C Le monde qui nous entoure (continued)

Le monde naturel et l’environnement (continued) Le monde naturel et l’environnement – Les
climat (m) animaux
colline (f) animal (m)
côte (f) araignée (f)
déforestation (f) chat (m)
désert (m) chien (m)
environnement (m) éléphant (m)
étoile (f) lapin (m)
fleuve (m) lion (m)
forêt (f) mouche (f)
herbe (f) mouton (m)
île (f) oiseau (m)
lac (m) poisson (m)
lune (f) rat (m)
mer (f) serpent (m)
monde (m) singe (m)
montagne (f) souris (f)
nature (f) tigre (m)
ombre (f)
paysage (m) Le monde naturel et l’environnement – Le
pierre (f) climat et le temps
pittoresque brouillard (m)
plage (f) brume (f)
planète (f) chaleur (f)
pollution (f) chaud
poussière (f) conditions météorologiques (fpl)
protection (f) degré (m)
protéger éclair (m)
réchauffement climatique (m) ensoleillé
recyclage (m) / recycler froid (m)
région (f) gelée (f)
ressource (f) naturelle givre (m)
rivière (f) grêle (f)
sable (m) humide
se situer humidité (f)
se trouver météo (f)
soleil (m) neige (f)
sommet (m) nuage (m)
terre (f) / planète (f) Terre nuit (f)
vague (f) orage (m)
volcan (m) ouragan (m)
vue (f) pluie (f)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

C Le monde qui nous entoure (continued)

Le monde naturel et l’environnement – Le La communication et la technologie – Le
climat et le temps (continued) monde numérique (continued)
saison (f) photo (f)
soleil (m) remplir
tempête (f) renseignement (m)
temps (m) réseau (m) social
tonnerre (m) sécurité (f) en ligne
vent (m) selfie (m)
verglas (m) site (m)
souris (f)
Le climat et le temps – Verbes et expressions tablette (électronique) (f)
Il fait froid / chaud / frais. téléphone (m)
Il gèle. téléphone (m) portable / portable (m)
Il pleut. texto (m)
touche (f)
La communication et la technologie – Le vidéo (f)
monde numérique vlog (m) / vlogueur (m) / vlogueuse (f)
application (f) wifi (m)
article (m)
chat (m) Le monde numérique – Verbes et expressions
clavier (m) aller sur Internet / avoir accès (à) Internet / se
clé (f) USB connecter sur / à Internet
cliquer cliquer
courriel (m) coller
document (m) copier
dossier (m) effacer
écran (m) envoyer
écran tactile (m) mettre en ligne
e-mail (m) poster
en ligne sauvegarder
fichier (m) surfer sur Internet
film (m) télécharger
imprimante (f) téléconférence (f) / participer à une téléconférence
informations (fpl) trouver
Internet (m)
jeu (m) La communication et la technologie – Les
logiciel (m) documents et les textes
marque (f) article (m)
mot de passe (m) bande (f) dessinée
numérique billet (m)
ordinateur (m) / ordinateur (m) portable brochure (f)
page (f) Web carnet (m)
carte (f) / carte (f) d'identité

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

C Le monde qui nous entoure (continued)

La communication et la technologie – Les L'environnement construit – Les bâtiments et
documents et les textes les services (continued)
carte (f) postale hôpital (m)
certificat (m) hôtel (m)
facture (f) maison (f)
formulaire (m) musée (m)
guide (m) (touristique) piscine (f)
journal (m) poste (f)
lettre (f) restaurant (m)
liste (f) rez-de-chaussée (m)
livre (m) salle (f) de gym / gymnase (m)
magazine (m) sortie (f)
note (f) stade (m)
passeport (m) station-service (f)
publicité (f) théâtre (m)
ticket (m) université (f)
usine (f)
L'environnement construit – Les bâtiments et zoo (m)
les services
appartement (m) L’environnement construit – Les zones urbaines
ascenseur (m) aéroport (m)
bâtiment (m) aire (f) de jeux
bibliothèque (f) arrêt (m) de train / bus
bureau (m) autoroute (f)
cabinet (m) dentaire circulation (f)
café (m) coin (m)
centre (m) / complexe (m) de loisirs endroit (m)
château (m) feux (mpl)
cinéma (m) gare (f) / gare (f) routière
clinique (f) métro (m)
collège (m) parking (m)
commissariat (m) passage pour piétons (m) / passage clouté (m)
école (f) primaire / maternelle place (f) / place (f) du marché
entrée (f) pont (m)
étage (m) (premier / deuxième) quartier (m)
faculté (f) rond-point (m)
ferme (f) rue (f)
garage (m) village (m)
gare (f) / gare (f) routière ville (f)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

C Le monde qui nous entoure (continued)

L’environnement construit – Les courses Poids et mesures
addition (f) carré (m)
billet (m) centimètre (m)
bon marché court(e)
boucherie (f) degré (m)
boulangerie (f) gramme (m)
boutique (f) kilogramme (m)
carte de crédit (f) kilomètre (m)
cher / chère litre (m)
client (m) / cliente (f) long(ue)
fermer / fermé mètre (m)
kiosque (m)
magasin (m) Poids et mesures – La taille
marché (m) court(e)
monnaie (f) énorme
ouvrir / ouvert grand(e)
pièce (f) de monnaie gros(se)
pointure (f) long(ue)
prix (m) moyen(ne)
promotion (f) / en promotion petit(e)
reçu (m) tout petit
sac (m) à vie
serveur (m) / serveuse (f) Poids et mesures – La forme
soldes (mpl) / en solde carré (m) / carré(e)
supermarché (m) cercle (m)
taille (f) circulaire
vendeur (m) / vendeuse (f) rond (m) / rond(e)
triangle (m)
Les courses – Verbes et expressions triangulaire
acheter
C'est combien ? Les matériaux
dépenser argent (m)
faire des courses bois (m)
louer (un vélo) coton (m)
payer cuir (m)
rapporter laine (f)
rembourser / se faire rembourser métal (m)
rendre or (m)
se plaindre papier (m)
vendre pierre (f)
plastique (m)
verre (m)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

D Le monde du travail
L’éducation – Les institutions d’enseignement L’éducation – La salle de classe / les outils
collège (m) d’apprentissage / le matériel scolaire (continued)
école (f) maternelle / primaire / internationale / fenêtre (f)
privée feuille (de papier) (f)
jardin d'enfants (m) gomme (f)
lycée (m) iPad (m)
université (f) livre (m)
manuel (m) scolaire
L’éducation – L’éducation et la formation ordinateur (m) portable
année (f) scolaire porte (f)
bibliothèque (f) poubelle (f)
cantine (f) règle (f)
centre (m) sportif sonnerie (f)
cour (f) stylo (m)
directeur (m) / directrice (f) table (f)
dortoir (m) tableau (m) (noir / blanc / interactif)
élève (m/f) tablette (f)
enseignant (m) / enseignante (f) trousse (f)
étudiant (m) / étudiante (f)
gymnase (m) L’éducation – Les matières
internat (m) / interne (m/f) art (m) dramatique
licence (f) biologie (f)
matière (f) chimie (f)
moniteur (m) / monitrice (f) dessin (m)
proviseur (m) éducation (f) physique / EPS
professeur (m) / professeure (f) études (fpl) religieuses
programme (m) géographie (f)
rentrée (f) scolaire histoire (f)
salle (f) de classe informatique (f)
salle (f) d'informatique langues (fpl) vivantes
section (f) maths (fpl) / mathématiques (fpl)
surveillant (m) / surveillante (f) musique (f)
trimestre (m) physique (f)
religion (f)
L’éducation – La salle de classe / les outils sciences (fpl) / sciences (fpl) naturelles / SDVT
d’apprentissage / le matériel scolaire (sciences de la vie et de la terre)
cahier (m) sport (m)
carnet (m) technologie (f)
chaise (f) théâtre (m)
colle (f)
dictionnaire (m)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

D Le monde du travail (continued)

L’éducation – Les études Les études – Verbes et expressions (continued)
classe (f) réviser
contrôle (m) savoir
copain (m) / copine (f) de classe s'entraîner
cours (m) s'exercer
devoirs (mpl) surveiller
dossier (m) travailler
emploi (m) du temps
épreuve (f) Le travail – Les métiers / les carrières
étude (f) acteur (m) / actrice (f)
examen (m) agent de police (m/f)
exemple (m) agriculteur (m) / agricultrice (f)
exercice (m) architecte (m/f)
instructions (fpl) avocat (m) / avocate (f)
note (f) banquier (m) / banquière (f)
pause (f) déjeuner / pause (f) de midi boucher (m) / bouchère (f)
projet (m) scolaire boulanger (m) / boulangère (f)
question (f) chanteur (m) / chanteuse (f)
récréation (f) chauffeur (m)
résultat (m) chef (m)
chirurgien (m) / chirurgienne (f)
Les études – Verbes et expressions coiffeur (m) / coiffeuse (f)
adorer comédien (m) / comédienne (f)
apprendre comptable (m/f)
comprendre conducteur (m) / conductrice (f)
connaissance (f) constructeur (m)
connaître créateur (m) / créatrice (f) de sites Internet
demander cuisinier (m) / cuisinière (f)
détester danseur (m) / danseuse (f)
échouer dentiste (m/f)
écrire docteur (m)
étudier facteur (m) / factrice (f)
expérimenter / faire une expérience fermier (m) / fermière (f)
expliquer gendarme (m)
lire homme (m) d'affaires / femme (f) d'affaires
passer un examen hôtesse (f) de l’air
poser une question infirmier (m) / infirmière (f)
prendre des notes informaticien (m) / informaticienne (f)
rater ingénieur (m) / ingénieure (f)
répondre interprète (m/f)
réussir journaliste (m/f)

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

D Le monde du travail (continued)

Le travail – Les métiers / les carrières (continued) Le monde du travail – Verbes et expressions
mécanicien (m) / mécanicienne (f) (continued)
médecin (m) poser sa candidature
menuisier (m) prendre sa retraite
musicien (m) / musicienne (f) prendre un congé
notaire (m/f) se faire virer
pharmacien (m) / pharmacienne (f) trouver / chercher du travail
pilote (m)
plombier (m) E Le monde international
pompier (m) Les pays / les nationalités et les langues
professeur (m) / professeure (f) nationalité (f) du / de la candidat(e) + pays de
programmeur (m) / programmeuse (f) résidence
secrétaire (m/f) langue (f) maternelle du / de la candidat(e) + autres
serveur (m) / serveuse (f) langues étudiées
soldat (m) / femme soldat (f) pays (m) francophone
steward (m)
traducteur (m) / traductrice (f) La culture / les coutumes / la religion / les fêtes
travailler à son compte baptême (m)
vétérinaire (m/f) crèche (f) (de Noël)
croyance (f)
Le travail – Le monde du travail Divali / Diwali / Dipavali (m)
affaires (fpl) église (f)
atelier (m) feu (m) d'artifice
bureau (m) foi (f)
chômage (m) / chômeur (m) / chômeuse (f) jour (m) férié
CV (m) messe (f)
emploi (m) / sans emploi mosquée (f)
employé(e) (m/f) Noël (m)
employeur (m) / employeuse (f) Nouvel An (m)
entreprise (f) occasion (f)
salaire (m) office (m) religieux
travail (m) Pâques (m)
pèlerinage (m)
Le monde du travail – Verbes et expressions ramadan (m)
être renvoyé(e) religion (f)
être promu(e) saint (m) / sainte (f)
faire une demande d'emploi service (m)
faire un stage synagogue (f)
gagner temple (m)
partir en vacances
perdre son emploi

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. Details of the assessment

E Le monde international (continued)

La culture / les coutumes / la religion / les
fêtes – Verbes et expressions
célébrer
croire
être croyant(e)
être pratiquant(e)
fêter

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a French curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE (9–1) French (7156)
• Cambridge O Level French (5020)
• syllabuses with the same title at the same level
• this syllabus must not be offered in the same series with Cambridge IGCSE First Language French (0501).

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. What else you need to know

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.

Audio materials
The Cambridge Handbook tells you when and how to access the audio material for each examination series.
www.cambridgeinternational.org/eoguide

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes and carrying forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Candidates cannot resubmit, in whole or in part, speaking tests from a previous series for remarking.

Marks achieved in Paper 3 Speaking cannot be carried forward to future series. See the regulations for carry
forward set out in the Cambridge Handbook at www.cambridgeinternational.org/eoguide

Language
This syllabus is available in English only. The assessment materials are in French.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. What else you need to know

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
• Some access arrangements are not allowed in this syllabus because they affect the assessment objectives:
– candidates are not allowed to use voice-activated software to dictate their written work
– candidates are not allowed to use word processing technology which uses word prediction and/or
phrase prompting
– candidates are not allowed to use human readers.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. What else you need to know

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.

Grade descriptions for Cambridge IGCSE French will be published after the first assessment of the syllabus in
2022.

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 Cambridge IGCSE French 0520 syllabus for 2025, 2026 and 2027. What else you need to know

Changes to this syllabus for 2025, 2026 and 2027

The syllabus has been updated. This is version 2, published May 2023.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Changes to version 2 of the syllabus, published May 2023

Changes to syllabus • Changes have been made to p.52 Access Arrangements. Please refer
content to pages 51 and 52 for information relating to accessibility.

Any textbooks endorsed to support the syllabus for examination from 2021 are still suitable for
use with this syllabus.

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
[email protected] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2022

 Syllabus
Cambridge IGCSE™
Computer Science 0478
Use this syllabus for exams in 2026, 2027 and 2028.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 2
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for learners to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/

We believe education works best when curriculum, teaching, learning and assessment are closely aligned.
Our programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to
prepare students for their future. Together with schools, we develop Cambridge learners who are confident,
responsible, reflective, innovative and engaged – equipped for success in the modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international education programmes and qualifications
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/about-us/our-standards/

© Cambridge University Press & Assessment September 2023

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................11

Computer systems 11
Algorithms, programming and logic 25

4 Details of the assessment ........................................................................................ 32

Paper 1 – Computer Systems 32
Paper 2 – Algorithms, Programming and Logic 32
Mathematical requirements 33
Flowchart symbols 33
Logic gate symbols 34
Pseudocode 35
Command words 49

5 What else you need to know .................................................................................... 50

Before you start 50
Making entries 51
Accessibility and equality 51
After the exam 52
How students and teachers can use the grades 53
Changes to this syllabus for 2026, 2027 and 2028 54

Important: Changes to this syllabus

For information about changes to this syllabus for 2026, 2027 and 2028, go to page 54.
Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for use with this
syllabus.
 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 5000 schools in 150 countries.
Cambridge
Our programmes promote a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Computer Science provides an ideal

foundation in computer science. Learners gain confidence in
computational thinking and programming, an appreciation of
automated and emerging technologies and the benefits of their
use. They develop an understanding of the main principles of problem-solving by creating computer-based
solutions using algorithms and a high-level programming language. Learners also develop a range of technical
skills including the ability to test effectively and to evaluate solutions.

Our approach in Cambridge IGCSE Computer Science encourages learners to be:

confident, interested in learning about computer science and using technical language to communicate their
knowledge and understanding

responsible, working systematically, safely and securely when using technology

reflective, learning from their experiences when creating programs and using technology; understanding how
technology impacts society

innovative, solving unfamiliar problems and designing computer programs creatively and independently

engaged, keen to develop computer science skills and further their understanding of developments in the use
of technology.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Computer Science gives learners a solid foundation for further study. Candidates who achieve grades
A* to C are well prepared to follow a wide range of courses including Cambridge International AS & A Level
Computer Science.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Cambridge students can be confident that their qualifications will be
understood and valued throughout their education and career, in their home country and internationally.
Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.

UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

Supporting teachers
We believe education is most effective when curriculum, teaching and learning, and assessment are closely
aligned. We provide a wide range of resources, detailed guidance, innovative training and targeted professional
development so that you can give your students the best possible preparation for Cambridge IGCSE. To find
out which resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Syllabuses • Endorsed resources responses Service
• Schemes of work • Online forums • Past papers and • Principal examiner
• Specimen Question mark schemes reports for teachers
Papers and Mark • Specimen paper • Results Analysis
Schemes answers
• Teacher guides

Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates

Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.

Professional development
Find the next step on your professional development journey.
• Introductory Professional Development – An introduction to Cambridge programmes and qualifications.
• Extension Professional Development – Develop your understanding of Cambridge programmes and
qualifications to build confidence in your delivery.
• Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops.
• Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that transform
professional learning for practising teachers. Available at Certificate and Diploma level.

Find out more at:

www.cambridgeinternational.org/support-and-training-for-schools/professional-development/

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to develop:

• computational thinking skills
• an understanding of the main principles of solving problems using computers
• the skills necessary to solve computer-based problems using a high-level programming language
• an understanding of the component parts of computer systems and how they interrelate
• an understanding of the internet as a means of communication and its associated risks
• an understanding of the development and use of automated and emerging technologies.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Syllabus overview

Content overview
Candidates study the following topics:

Computer systems
1 Data representation
2 Data transmission
3 Hardware
4 Software
5 The internet and its uses
6 Automated and emerging technologies

Algorithms, programming and logic

7 Algorithm design and problem-solving
8 Programming
9 Databases
10 Boolean logic

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment overview
All candidates take two components. Candidates will be eligible for grades A* to G.

All candidates take: and:

Paper 1 1 hour 45 minutes Paper 2 1 hour 45 minutes

Computer Systems 50% Algorithms, Programming and Logic 50%
75 marks 75 marks
Short-answer and structured questions Short-answer and structured questions and a
Questions will be based on Topics 1–6 of the scenario-based question
subject content Questions will be based on Topics 7–10 of the
All questions are compulsory subject content
No calculators are permitted All questions are compulsory
Externally assessed No calculators are permitted
Externally assessed

Information on availability is in the Before you start section.

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1
Demonstrate knowledge and understanding of the principles and concepts of computer science.

AO2
Apply knowledge and understanding of the principles and concepts of computer science to a given context,
including the analysis and design of computational or programming problems.

AO3
Provide solutions to problems by:
• evaluating computer systems
• making reasoned judgements
• presenting conclusions.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 40

AO2 40

AO3 20

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2

AO1 60 20

AO2 20 60

AO3 20 20

Total 100 100

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

Computer Science is a practical subject and a range of practical exercises must be integral to the teaching
of this qualification. It is important that learners develop their computational thinking skills by doing practical
problem-solving and programming using appropriate resources. It is also expected that learners have the
opportunity in class to write their own programs, as well as executing (running), testing and debugging them.

Any equipment and facilities should be adequate for learners to be able to satisfy the requirements of the
syllabus. The hardware facilities needed will depend on the number of learners but must be sufficient for all
learners to have enough time to practise their programming skills. Learners also need to have access to a
system with direct-access file capability on backing store and hardcopy facilities.

Computer systems
1 Data representation
1.1 Number systems

Candidates should be able to: Notes and guidance

1 Understand how and why computers use • Any form of data needs to be converted to
binary to represent all forms of data binary to be processed by a computer
• Data is processed using logic gates and stored
in registers
2 (a) Understand the denary, binary and • Denary is a base 10 system
hexadecimal number systems • Binary is a base 2 system
• Hexadecimal is a base 16 system
(b) Convert between • Values used will be integers only
(i) positive denary and positive binary • Conversions in both directions, e.g. denary to
(ii) positive denary and positive binary or binary to denary
hexadecimal • Maximum binary number length of 16-bit
(iii) positive hexadecimal and positive
binary
3 Understand how and why hexadecimal is used • Areas within computer science that
as a beneficial method of data representation hexadecimal is used should be identified
• Hexadecimal is easier for humans to
understand than binary, as it is a shorter
representation of binary
4 (a) Add two positive 8-bit binary integers
(b) Understand the concept of overflow and • An overflow error will occur if the value is
why it occurs in binary addition greater than 255 in an 8-bit register
• A computer or a device has a predefined limit
that it can represent or store, for example 16-bit
• An overflow error occurs when a value outside
this limit should be returned

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

1.1 Number systems continued

Candidates should be able to: Notes and guidance

5 Perform a logical binary shift on a positive 8-bit • Perform logical left shifts
binary integer and understand the effect this • Perform logical right shifts
has on the positive binary integer
• Perform multiple shifts
• Bits shifted from the end of the register are lost
and zeros are shifted in at the opposite end of
the register
• The positive binary integer is multiplied or
divided according to the shift performed
• The most significant bit(s) or least significant
bit(s) are lost
6 Use the two’s complement number system to • Convert a positive binary or denary integer to a
represent positive and negative 8-bit binary two’s complement 8-bit integer and vice versa
integers • Convert a negative binary or denary integer to a
two’s complement 8-bit integer and vice versa

1.2 Text, sound and images

Candidates should be able to: Notes and guidance

1 Understand how and why a computer • Text is converted to binary to be processed by
represents text and the use of character a computer
sets, including American standard code for • Unicode allows for a greater range of
information interchange (ASCII) and Unicode characters and symbols than ASCII, including
different languages and emojis
• Unicode requires more bits per character than
ASCII
2 Understand how and why a computer • A sound wave is sampled for sound to be
represents sound, including the effects of the converted to binary, which is processed by a
sample rate and sample resolution computer
• The sample rate is the number of samples
taken in a second
• The sample resolution is the number of bits per
sample
• The accuracy of the recording and the file size
increases as the sample rate and resolution
increase

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

1.2 Text, sound and images continued

Candidates should be able to: Notes and guidance

3 Understand how and why a computer • An image is a series of pixels that are converted
represents an image, including the effects of to binary, which is processed by a computer
the resolution and colour depth • The resolution is the number of pixels in the
image
• The colour depth is the number of bits used to
represent each colour
• The file size and quality of the image increase
as the resolution and colour depth increase

1.3 Data storage and compression

Candidates should be able to: Notes and guidance

1 Understand how data storage is measured • Including:
– bit
– nibble
– byte
– kibibyte (KiB)
– mebibyte (MiB)
– gibibyte (GiB)
– tebibyte (TiB)
– pebibyte (PiB)
– exbibyte (EiB)
• The amount of the previous denomination
present in the data storage size, e.g.:
– 8 bits in a byte
– 1024 mebibytes in a gibibyte
2 Calculate the file size of an image file and a • Answers must be given in the units specified
sound file, using information given in the question. Calculations must use the
measurement of 1024 and not 1000
• Information given may include:
– image resolution and colour depth
– sound sample rate, resolution and length of
track
3 Understand the purpose of and need for data • Compression exists to reduce the size of the file
compression • What the impact of this is, e.g.:
– less bandwidth required
– less storage space required
– shorter transmission time

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

1.3 Data storage and compression continued

Candidates should be able to: Notes and guidance

4 Understand how files are compressed using • Lossy compression reduces the file size by
lossy and lossless compression methods permanently removing data, e.g. reducing
resolution or colour depth, reducing sample
rate or resolution
• Lossless compression reduces the file size
without permanent loss of data, e.g. run length
encoding (RLE)

2 Data transmission
2.1 Types and methods of data transmission

Candidates should be able to: Notes and guidance

1 (a) Understand that data is broken down into
packets to be transmitted
(b) Describe the structure of a packet • A packet of data contains a:
– packet header
– payload
– trailer
• The packet header includes the:
– destination address
– packet number
– originator’s address
(c) Describe the process of packet switching • Data is broken down into packets
• Each packet could take a different route
• A router controls the route a packet takes
• Packets may arrive out of order
• Once the last packet has arrived, packets are
reordered
2 (a) Describe how data is transmitted from one • Including:
device to another using different methods – serial
of data transmission
– parallel
– simplex
– half-duplex
– full-duplex
(b) Explain the suitability of each method of • Including the advantages and disadvantages of
data transmission, for a given scenario each method
3 Understand the universal serial bus (USB) • Including the benefits and drawbacks of the
interface and explain how it is used to transmit interface
data

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

2.2 Methods of error detection

Candidates should be able to: Notes and guidance

1 Understand the need to check for errors after • Errors can occur during data transmission due
data transmission and how these errors can to interference, e.g. data loss, data gain and
occur data change
2 Describe the processes involved in each of the • Including parity byte and parity block check
following error detection methods for detecting
errors in data after transmission: parity check
(odd and even), checksum and echo check
3 Describe how a check digit is used to detect
errors in data entry and identify examples
of when a check digit is used, including
international standard book numbers (ISBN)
and bar codes
4 Describe how an automatic repeat query (ARQ) • Including the use of:
can be used to establish that data is received – positive/negative acknowledgements
without error
– timeout

2.3 Encryption

Candidates should be able to: Notes and guidance

1 Understand the need for and purpose of
encryption when transmitting data
2 Understand how data is encrypted using • Asymmetric encryption includes the use of
symmetric and asymmetric encryption public and private keys

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

3 Hardware
3.1 Computer architecture

Candidates should be able to: Notes and guidance

1 (a) Understand the role of the central • The CPU processes instructions and data that
processing unit (CPU) in a computer are input into the computer so that the result
can be output
(b) Understand what is meant by a • A microprocessor is a type of integrated circuit
microprocessor on a single chip
2 (a) Understand the purpose of the • Including:
components in a CPU, in a computer that – units: arithmetic logic unit (ALU) and control
has a Von Neumann architecture unit (CU)
– registers: program counter (PC), memory
address register (MAR), memory data
register (MDR), current instruction register
(CIR) and accumulator (ACC)
– buses: address bus, data bus and control
bus
(b) Describe the process of the • How instructions and data are fetched from
fetch–decode–execute (FDE) cycle, random access memory (RAM) into the CPU,
including the role of each component in the how they are processed using each component
process and how they are then executed
• Storing data and addresses into specific
registers
• Using buses to transmit data, addresses and
signals
• Using units to fetch, decode and execute data
and instructions
3 Understand what is meant by a core, cache • The number of cores, size of the cache and
and clock in a CPU and explain how they can speed of the clock can affect the performance
affect the performance of a CPU of a CPU
4 Understand the purpose and use of an • An instruction set is a list of all the commands
instruction set for a CPU that can be processed by a CPU, and the
commands are machine code
5 Describe the purpose and characteristics of • An embedded system is used to perform a
an embedded system and identify devices in dedicated functions. For example in, domestic
which they are commonly used appliances, cars, security systems, lighting
systems or vending machines. This is different
to a general purpose computer that is used to
perform many different functions. For example
in, a personal computer (PC) or a laptop

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

3.2 Input and output devices

Candidates should be able to: Notes and guidance

1 Understand what is meant by an input device • Including:
and why it is required – barcode scanner
– digital camera
– keyboard
– microphone
– optical mouse
– QR code scanner
– touch screen (resistive, capacitive and
infra-red)
– two-dimensional (2D) and three-dimensional
(3D) scanners
2 Understand what is meant by an output device • Including:
and why it is required – actuator
– digital light processing (DLP) projector
– inkjet printer
– laser printer
– light emitting diode (LED) screen
– liquid crystal display (LCD) projector
– liquid crystal display (LCD) screen
– speaker
– 3D printer
3 (a) Understand what is meant by a sensor and • Limited to:
the purposes of sensors – acoustic
– accelerometer
– flow
– gas
– humidity
– infra-red
– level
– light
– magnetic field
– moisture
– pH
– pressure
– proximity
– temperature
(b) Identify the type of data captured by each
sensor and understand when each sensor
would be used, including selecting the most
suitable sensor for a given context

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

3.3 Data storage

Candidates should be able to: Notes and guidance

1 Understand what is meant by primary storage • Primary storage is directly accessed by the
CPU
• Including the role of:
– random access memory (RAM)
– read only memory (ROM)
• Including why a computer needs both RAM
and ROM, and the difference between them
2 Understand what is meant by secondary • Secondary storage is not directly accessed by
storage the CPU and is necessary for more permanent
storage of data
3 Describe the operation of magnetic, optical • Magnetic storage uses platters which are
and solid-state (flash memory) storage and give divided into tracks and sectors. Data is read
examples of each and written using electromagnets. Including
hard disk drive (HDD)
• Optical storage uses lasers to create and read
pits and lands. Including: CD, DVD and Blu-ray
• Solid-state (flash memory) uses NAND or NOR
technology. Transistors are used as control
gates and floating gates. Including: solid-state
drive (SSD), SD card and USB drive
4 Describe what is meant by virtual memory, how • Pages of data are transferred between RAM
it is created and used and why it is necessary and virtual memory when needed
5 Understand what is meant by cloud storage • Cloud storage can be accessed remotely in
comparison to storing data locally
6 Explain the advantages and disadvantages • Physical servers and storage are needed to
of storing data on the cloud in comparison to store data in cloud storage
storing it locally

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

3.4 Network hardware

Candidates should be able to: Notes and guidance

1 Understand that a computer needs a network
interface card (NIC) to access a network
2 Understand what is meant by, and the purpose • A network interface card is given a MAC
of, a media access control (MAC) address, address at the point of manufacture
including its structure • MAC addresses are usually written as
hexadecimal
• MAC addresses are created using the
manufacturer code and the serial code
3 (a) Understand what is meant by, and the • An IP address is allocated by the network and it
purpose of, an internet protocol (IP) address can be static or dynamic
(b) Understand that there are different types of • Including the characteristics of, and differences
IP address between, IPv4 and IPv6
4 Describe the role of a router in a network • A router sends data to a specific destination on
a network
• A router can assign IP addresses
• A router can connect a local network to the
internet

4 Software
4.1 Types of software and interrupts

Candidates should be able to: Notes and guidance

1 Describe the difference between system • System software provides the services that the
software and application software and provide computer requires, including operating system
examples of each and utility software
• Application software provides the services that
the user requires
2 Describe the role and basic functions of an • Including:
operating system – managing files
– handling interrupts
– providing an interface
– managing peripherals and drivers
– managing memory
– managing multitasking
– providing a platform for running applications
– providing system security
– managing user accounts

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

4.1 Types of software and interrupts continued

Candidates should be able to: Notes and guidance

3 Understand how hardware, firmware and • Applications are run on the operating system
an operating system are required to run • The operating system is run on the firmware
applications software
• The bootloader (firmware) is run on the
hardware
4 Describe the role and operation of interrupts • Including:
– how an interrupt is generated
– how it is handled using an interrupt service
routine
– what happens as a result of the interrupts
• Software interrupts include division by zero
and two processes trying to access the same
memory location
• Hardware interrupts include pressing a key on
the keyboard and moving the mouse

4.2 Types of programming language, translators and integrated development environments

(IDEs)

Candidates should be able to: Notes and guidance

1 Explain what is meant by a high-level language • Advantages and disadvantages include:
and a low-level language, including the – ease of reading and writing code,
advantages and disadvantages of each e.g. low-level is hard to read
– ease of debugging code
– machine independence
– direct manipulation of hardware
2 Understand that assembly language is a form
of low-level language that uses mnemonics,
and that an assembler is needed to translate an
assembly language program into machine code
3 Describe the operation of a compiler and an • A compiler translates the whole code at once
interpreter, including how high-level language is before executing it, producing an executable file
translated by each and how errors are reported • An interpreter translates and executes the code
line-by-line
• A compiler provides an error report for the
whole code if errors are detected
• An interpreter stops execution when an error is
found

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

4.2 Types of programming language, translators and integrated development environments

(IDEs) continued

Candidates should be able to: Notes and guidance

4 Explain the advantages and disadvantages of a • Including an understanding that an interpreter is
compiler and an interpreter mostly used when developing a program and a
compiler is used to translate the final program
5 Explain the role of an IDE in writing program • Including:
code and the common functions IDEs provide – code editors
– run-time environment
– translators
– error diagnostics
– auto-completion
– auto-correction
– prettyprint

5 The internet and its uses

5.1 The internet and the world wide web

Candidates should be able to: Notes and guidance

1 Understand the difference between the internet • The internet is the infrastructure
and the world wide web • The world wide web is the collection of
websites and web pages accessed using the
internet
2 Understand what is meant by a uniform • A URL is a text-based address for a web page;
resource locator (URL) it can contain the protocol, the domain name
and the web page/file name
3 Describe the purpose and operation of
hypertext transfer protocol (HTTP) and
hypertext transfer protocol secure (HTTPS)
4 Explain the purpose and functions of a web • The main purpose of a web browser is to
browser render hypertext markup language (HTML) and
display web pages
• Functions include:
– storing bookmarks and favourites
– recording user history
– allowing use of multiple tabs
– storing cookies
– providing navigation tools
– providing an address bar

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

5.1 The internet and the world wide web continued

Candidates should be able to: Notes and guidance

5 Describe how web pages are located, retrieved • Including the role of:
and displayed on a device when a user enters a – the web browser
URL
– IP addresses
– the domain name server (DNS)
– the web server
– HTML
6 Explain what is meant by cookies and how • Cookies are used for functions, including:
they are used, including session cookies and – saving personal details
persistent cookies
– tracking user preferences
– holding items in an online shopping cart
– storing login details

5.2 Digital currency

Candidates should be able to: Notes and guidance

1 Understand the concept of a digital currency • A digital currency is one that only exists
and how digital currencies are used electronically
2 Understand the process of blockchain and how • Blockchain, in its basic form, is a digital ledger,
it is used to track digital currency transactions that is a time-stamped series of records that
cannot be altered

5.3 Cyber security

Candidates should be able to: Notes and guidance

1 Describe the processes involved in, and the • Including:
aim of carrying out, a range of cyber security – brute-force attack
threats
– data interception
– distributed denial of service (DDoS) attack
– hacking
– malware (virus, worm, Trojan horse,
spyware, adware, ransomware)
– pharming
– phishing
– social engineering

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

5.3 Cyber security continued

Candidates should be able to: Notes and guidance

2 Explain how a range of solutions are used to • Including:
help keep data safe from security threats – access levels
– anti-malware, including anti-virus and
anti-spyware
– authentication (username and password,
biometrics, two-step verification)
– automating software updates
– checking the spelling and tone of
communications
– checking the URL attached to a link
– firewalls
– privacy settings
– proxy-servers
– secure socket layer (SSL) security protocol

6 Automated and emerging technologies

6.1 Automated systems

Candidates should be able to: Notes and guidance

1 Describe how sensors, microprocessors and
actuators can be used in collaboration to create
automated systems
2 Describe the advantages and disadvantages of • Including scenarios from:
an automated system used for a given scenario – industry
– transport
– agriculture
– weather
– gaming
– lighting
– science

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

6.2 Robotics

Candidates should be able to: Notes and guidance

1 Understand what is meant by robotics • Robotics is a branch of computer science that
incorporates the design, construction and
operation of robots
• Examples include factory equipment, domestic
robots and drones
2 Describe the characteristics of a robot • Including:
– a mechanical structure or framework
– electrical components, such as sensors,
microprocessors and actuators
– programmable
3 Understand the roles that robots can • Robots can be used in areas including:
perform and describe the advantages and – industry
disadvantages of their use
– transport
– agriculture
– medicine
– domestic settings
– entertainment

6.3 Artificial intelligence

Candidates should be able to: Notes and guidance

1 Understand what is meant by artificial • AI is a branch of computer science dealing
intelligence (AI) with the simulation of intelligent behaviours by
computers
2 Describe the main characteristics of AI as the
collection of data and the rules for using that
data, the ability to reason, and it can include
the ability to learn and adapt
3 Explain the basic operation and components of • Limited to:
AI systems to simulate intelligent behaviour – expert systems
– machine learning
• Expert systems have a knowledge base, a rule
base, an inference engine and an interface
• Machine learning is when a program has the
ability to automatically adapt its own processes
and/or data

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

Algorithms, programming and logic

See section 4 for the:
• standard flowchart symbols that must be used by students when drawing flowcharts
• logic gate symbols that must be used by students when drawing logic circuits
• format in which pseudocode will appear in examinations.

In Paper 2, candidates are expected to write solutions to given problems using the methods and concepts
listed in topics 7 to 10.

Where the solution to a problem involves coding, candidates are required to write solutions in pseudocode.
Solutions written in programming code will not be awarded marks. The exception is the 15-mark scenario
question.

In the 15-mark scenario question, candidates are required to write solutions to the given problem using
pseudocode or their choice of one of the following programming languages: Python, Visual Basic or Java.
Solutions written in other programming languages will not be awarded marks.

7 Algorithm design and problem-solving

Candidates should be able to: Notes and guidance
1 Understand the program development life • Including identifying each stage and performing
cycle, limited to: analysis, design, coding and these tasks for each stage:
testing – analysis: abstraction, decomposition of the
problem, identification of the problem and
requirements
– design: decomposition, structure diagrams,
flowcharts, pseudocode
– coding: writing program code and iterative
testing
– testing: testing program code with the use
of test data
2 (a) Understand that every computer system is
made up of sub-systems, which are made
up of further sub-systems
(b) Understand how a problem can be • Including:
decomposed into its component parts – inputs
– processes
– outputs
– storage
(c) Use different methods to design and • Including:
construct a solution to a problem – structure diagrams
– flowcharts
– pseudocode
3 Explain the purpose of a given algorithm • Including:
– stating the purpose of an algorithm
– describing the processes involved in an
algorithm

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

7 Algorithm design and problem-solving continued

Candidates should be able to: Notes and guidance
4 Understand standard methods of solution • Limited to:
– linear search
– bubble sort
– totalling
– counting
– finding maximum, minimum and average
values
5 (a) Understand the need for validation checks • Including:
to be made on input data and the different – range check
types of validation check
– length check
– type check
– presence check
– format check
– check digit
(b) Understand the need for verification checks • Including:
to be made on input data and the different – visual check
types of verification check
– double entry check
6 Suggest and apply suitable test data • Limited to:
– normal
– abnormal
– extreme
– boundary
• Extreme data is the largest/smallest acceptable
value
• Boundary data is the largest/smallest
acceptable value and the corresponding
smallest/largest rejected value
7 Complete a trace table to document a dry-run • Including, at each step in an algorithm:
of an algorithm – variables
– outputs
– user prompts
8 Identify errors in given algorithms and suggest
ways of correcting these errors
9 Write and amend algorithms for given problems • Precision is required when writing algorithms,
or scenarios, using: pseudocode, program e.g. x > y is acceptable but
code and flowcharts x is greater than y is not acceptable
• See section 4 for flowchart symbols
• See section 4 for pseudocode

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

8 Programming
8.1 Programming concepts

Candidates should be able to: Notes and guidance

1 Declare and use variables and constants
2 Understand and use basic data types • Including:
– integer
– real
– char
– string
– Boolean
3 Understand and use input and output
4 (a) Understand and use the concept of
sequence
(b) Understand and use the concept of • Including:
selection – IF statements
– CASE statements
(c) Understand and use the concept of • Including:
iteration – count-controlled loops
– pre-condition loops
– post-condition loops
(d) Understand and use the concepts of
totalling and counting
(e) Understand and use the concept of string • Including:
handling – length
– substring
– upper
– lower
• The first character of the string can be position
zero or one

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

8.1 Programming concepts continued

Candidates should be able to: Notes and guidance

(f) Understand and use arithmetic, logical and • Arithmetic, limited to:
Boolean operators – +
– –
– /
– *
– ^ (raised to power of)
– MOD
– DIV
• Logical, limited to:
– =
– <
– <=
– >
– >=
– <> (not equal to)
• Boolean, limited to:
– AND
– OR
– NOT
5 Understand and use nested statements • Including nested selection and iteration
• Candidates will not be required to write more
than three levels of nested statements
6 (a) Understand what is meant by procedures,
functions and parameters
(b) Define and use procedures and functions, • Procedures and functions may have up to two
with or without parameters parameters
(c) Understand and use local and global
variables
7 Understand and use library routines • Including:
– MOD
– DIV
– ROUND
– RANDOM

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

8.1 Programming concepts continued

Candidates should be able to: Notes and guidance

8 Understand how to create a maintainable • Including appropriate use of:
program – meaningful identifiers
– the commenting feature provided by the
programming language
– procedures and functions
– relevant and appropriate commenting of
syntax
• Use meaningful identifiers for:
– variables
– constants
– arrays
– procedures and functions

8.2 Arrays

Candidates should be able to: Notes and guidance

1 Declare and use one-dimensional (1D) and
two-dimensional (2D) arrays
2 Understand the use of arrays • Including the use of variables as indexes in
arrays
3 Write values into, and read values from, an • The first index can be zero or one
array using iteration • Including nested iteration

8.3 File handling

Candidates should be able to: Notes and guidance

1 Understand the purpose of storing data in a file
to be used by a program
2 Open, close and use a file for reading and • Including:
writing – read and write single items of data
– read and write a line of text

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

9 Databases
Candidates should be able to: Notes and guidance
1 Define a single-table database from given data • Including:
storage requirements – fields
– records
– validation
2 Suggest suitable basic data types • Including:
– text/alphanumeric
– character
– Boolean
– integer
– real
– date/time
3 Understand the purpose of a primary key
and identify a suitable primary key for a given
database table
4 Read, understand and complete structured • Limited to:
query language (SQL) scripts to query data – SELECT
stored in a single database table
– FROM
– WHERE
– ORDER BY DESCENDING
– ORDER BY ASCENDING
– SUM
– COUNT
– AND
– OR
• Identifying the output given by an SQL
statement that will query the given contents of a
database table

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Subject content

10 Boolean logic
Candidates should be able to: Notes and guidance
1 Identify and use the standard symbols for logic • See section 4 for logic gate symbols
gates
2 Define and understand the functions of logic • Including:
gates – NOT
– AND
– OR
– NAND
– NOR
– XOR (EOR)
– the binary output produced from all the
possible binary inputs
• NOT is a single input gate
• All other gates are limited to two inputs
3 (a) Use logic gates to create given logic circuits • Circuits must be drawn for the statement given,
from a: without simplification
(i) problem statement • Logic circuits will be limited to a maximum of
(ii) logic expression three inputs and one output
(iii) truth table
(b) Complete a truth table from a: • An example truth table with three inputs, for
(i) problem statement completion:
(ii) logic expression A B C Output
(iii) logic circuit 0 0 0
0 0 1
0 1 0
0 1 1
1 0 0
1 0 1
1 1 0
1 1 1

(c) Write a logic expression from a:

(i) problem statement
(ii) logic circuit
(iii) truth table

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028.

4 Details of the assessment

Paper 1 – Computer Systems

Written paper, 1 hour 45 minutes, 75 marks

This question paper consists of short-answer and structured questions set on Topics 1–6 of the subject
content.

All questions are compulsory, and candidates answer on the question paper.

This paper assesses all assessment objectives, AO1, AO2 and AO3, and assesses the full grade range, A* to G.

This paper is externally assessed.

Calculators are not allowed in this examination.

Paper 2 – Algorithms, Programming and Logic

Written paper, 1 hour 45 minutes, 75 marks

This question paper consists of short-answer and structured questions set on Topics 7–10 of the subject
content.

All questions are compulsory, and candidates answer on the question paper.

The questions require candidates to have practical programming experience.

Knowledge of programming language syntax is not examined; in all cases the logic is more important than the
syntax.

This paper assesses all assessment objectives, AO1, AO2 and AO3, and assesses the full grade range, A* to G.

This paper is externally assessed.

Calculators are not allowed in this examination.

Scenario question
The final question in Paper 2 is a 15-mark unseen scenario question using the methods and concepts listed in
Topics 7-10 of the subject content.

Candidates will be required to write an algorithm using pseudocode or program code for the context provided.

It is expected that candidates should spend 30 minutes answering this question.

Teachers are advised to familiarise themselves with the updated Paper 2 specimen paper and mark scheme for
first assessment 2023, which provide an example of the scenario question, how it will be marked, and include
an indicative 15-mark response.

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. Details of the assessment

Mathematical requirements
Calculators are not permitted in IGCSE Computer Science examinations.

Candidates should be able to:

• add, subtract, multiply and divide
• use averages, random numbers, decimals, fractions, percentages and ratios
• use both positive and negative integers, and real numbers
• use arithmetic and Boolean operators
• use different number systems, including binary, denary and hexadecimal
• use methods of counting, totalling and rounding.

Flowchart symbols
Flow line An arrow represents control passing
between the connected shapes.

Process This shape represents something being

performed or done.

Subroutine This shape represents a subroutine call that

will relate to a separate, non-linked flowchart.

Input/Output This shape represents the input or output of

something into or out of the flowchart.

Decision This shape represents a decision

(Yes/No or True/False) that results in two
lines representing the different possible
outcomes.

Terminator This shape represents the ‘Start’ and ‘Stop’

of the process.

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Logic gate symbols

NOT

AND

OR

NAND

NOR

XOR (EOR)

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Pseudocode
The following information sets out how pseudocode will appear within the examinations of this syllabus. The
numbers and letters that appear at the end of a sub-heading provide a cross reference to the relevant section
of the subject content.

General style
Font style and size
Pseudocode is presented in Courier New. The size of the font will be consistent throughout.

Indentation
Lines are indented by four spaces to indicate that they are contained within a statement in a previous line.
Where it is not possible to fit a statement on one line, any continuation lines are indented by two spaces from
the margin. In cases where line numbering is used, this indentation may be omitted. Every effort will be made to
make sure that code statements are not longer than a line of code, unless this is necessary.

Note that the THEN and ELSE clauses of an IF statement are indented by only two spaces. Cases in CASE
statements are also indented by only two spaces.

Case
Keywords are in upper case, e.g. IF, REPEAT, PROCEDURE.

Identifiers are in mixed case with upper case letters indicating the beginning of new words, e.g.
NumberOfPlayers.

Meta-variables – (symbols in the pseudocode that should be substituted by other symbols) are enclosed in
angled brackets < >.

Example – meta-variables

REPEAT
<Statements>
UNTIL <Condition>

Lines and line numbering

Each line representing a statement is numbered. However, when a statement runs over one line of text, the
continuation lines are not numbered.

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Comments
Comments are preceded by two forward slashes: //. The comment continues until the end of the line. For
multi‑line comments, each line is preceded by //.

Normally the comment is on a separate line before, and at the same level of indentation as, the code it refers
to. Occasionally, however, a short comment that refers to a single line may be at the end of the line to which it
refers.

Example – comments

// This procedure swaps

// values of X and Y
PROCEDURE SWAP(X : INTEGER, Y : INTEGER)
Temp ← X // temporarily store X
X ← Y
Y ← Temp
ENDPROCEDURE

Variables, constants and data types

Basic data types (8.1.2)
The following keywords are used to designate basic data types:
• INTEGER a whole number
• REAL a number capable of containing a fractional part
• CHAR a single character
• STRING a sequence of zero or more characters
• BOOLEAN the logical values TRUE and FALSE

Literals
Literals of the above data types are written as follows:
• Integer written as normal in the denary system, e.g. 5, –3
• Real always written with at least one digit on either side of the decimal point, zeros being
added if necessary, e.g. 4.7, 0.3, –4.0, 0.0
• Char a single character delimited by single quotes, e.g. ꞌxꞌ, ꞌcꞌ, ꞌ@ꞌ
• String delimited by double quotes. A string may contain no characters (i.e. the empty string),
e.g. “This is a string”, “”
• Boolean TRUE, FALSE

Identifiers
Identifiers (the names given to variables, constants, procedures and functions) are in mixed case using Pascal
case, e.g. FirstName. They can only contain letters (A–Z, a–z) and digits (0–9). They must start with a capital
letter and not a digit. Accented letters and other characters, including the underscore, should not be used.

As in programming, it is good practice to use identifier names that describe the variable, procedure or function
to which they refer. Single letters may be used where these are conventional (such as i and j when dealing
with array indices, or X and Y when dealing with coordinates) as these are made clear by the convention.

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Keywords should never be used as identifier names.

Identifiers should be considered case insensitive, for example, Countdown and CountDown should not be
used as separate variables.

Variable declarations (8.1.1)

Declarations are made as follows:
DECLARE <identifier> : <data type>

Example – variable declarations

DECLARE Counter : INTEGER

DECLARE TotalToPay : REAL
DECLARE GameOver : BOOLEAN

Constants (8.1.1)
It is good practice to use constants if this makes the pseudocode more readable, and easier to update if the
value of the constant changes.

Constants are declared by stating the identifier and the literal value in the following format:
CONSTANT <identifier> ← <value>

Example – CONSTANT declarations

CONSTANT HourlyRate ← 6.50

CONSTANT DefaultText ← "N/A"

Only literals can be used as the value of a constant. A variable, another constant or an expression must never
be used.

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Assignments
The assignment operator is ←

Assignments should be made in the following format:

<identifier> ← <value>

The identifier must refer to a variable (this can be an individual element in a data structure, such as an array or
an abstract data type). The value may be any expression that evaluates to a value of the same data type as the
variable.

Example – assignments

Counter ← 0
Counter ← Counter + 1
TotalToPay ← NumberOfHours * HourlyRate

Arrays
Declaring arrays (8.2.1)
Arrays are fixed-length structures of elements of identical data type, accessible by consecutive index numbers.
It is good practice to explicitly state what the lower bound of the array (i.e. the index of the first element) is
because this defaults to either 0 or 1 in different systems. Generally, a lower bound of 1 will be used.

Square brackets are used to indicate the array indices.

1D and 2D arrays are declared as follows (where l, l1, l2 are lower bounds and u, u1, u2 are upper bounds):

DECLARE <identifier> : ARRAY[<l>:<u>] OF <data type>

DECLARE <identifier> : ARRAY[<l1>:<u1>, <l2>:<u2>] OF <data type>

Example – array declaration

DECLARE StudentNames : ARRAY[1:30] OF STRING

DECLARE NoughtsAndCrosses : ARRAY[1:3, 1:3] OF CHAR

Using arrays (8.2.1)

In the main pseudocode statements, only one index value is used for each dimension in the square brackets.

Example – using arrays

StudentNames[1] ← "Ali"
NoughtsAndCrosses[2,3] ← ꞌXꞌ
StudentNames[n+1] ← StudentNames[n]

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An appropriate loop structure is used to assign the elements individually.

Example – assigning a group of array elements

FOR Index ← 1 TO 30
StudentNames[Index] ← ""
NEXT Index

Common operations
Input and output (8.1.3)
Values are input using the INPUT command as follows:
INPUT <identifier>

The identifier should be a variable (that may be an individual element of a data structure, such as an array).

Values are output using the OUTPUT command as follows:

OUTPUT <value(s)>

Several values, separated by commas, can be output using the same command.

Examples – INPUT and OUTPUT statements

INPUT Answer
OUTPUT Score
OUTPUT "You have ", Lives, " lives left"

Arithmetic operations (8.1.4 (f))

Standard arithmetic operator symbols are used:

+ addition
– subtraction
* multiplication
/ division
^ raised to the power of

Examples – arithmetic operations

Answer ← Score * 100 / MaxMark

Answer ← Pi * Radius ^ 2

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The integer division operators MOD and DIV can also be used.

DIV(<identifier1>, <identifier2>)
Returns the quotient of identifier1 divided by identifier2 with the fractional part discarded.

MOD(<identifier1>, <identifier2>)
Returns the remainder of identifier1 divided by identifier2

The identifiers are of data type integer.

Examples – MOD and DIV

DIV(10, 3) returns 3
MOD(10, 3) returns 1

Multiplication and division have higher precedence over addition and subtraction (this is the normal
mathematical convention). However, it is good practice to make the order of operations in complex expressions
explicit by using parentheses.

Logical operators (8.1.4 (f))

The following symbols are used for logical operators:

= equal to
< less than
<= less than or equal to
> greater than
>= greater than or equal to
<> not equal to

The result of these operations is always of data type BOOLEAN.

In complex expressions, it is advisable to use parentheses to make the order of operations explicit.

Boolean operators (8.1.4 (f))

The only Boolean operators used are AND, OR and NOT. The operands and results of these operations are
always of data type BOOLEAN.

In complex expressions, it is advisable to use parentheses to make the order of operations explicit.

Examples – Boolean operations

IF Answer < 0 OR Answer > 100

THEN
Correct ← FALSE
ELSE
Correct ← TRUE
ENDIF

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String operations (8.1.4 (e))

LENGTH(<identifier>)
Returns the integer value representing the length of string. The identifier should be of data type string.

LCASE(<identifier>)
Returns the string/character with all characters in lower case. The identifier should be of data type string or
char.

UCASE(<identifier>)
Returns the string/character with all characters in upper case. The identifier should be of data type string or
char.

SUBSTRING(<identifier>, <start>, <length>)

Returns a string of length length starting at position start. The identifier should be of data type string,
length and start should be positive, and data type integer.

Generally, a start position of 1 is the first character in the string.

Example – string operations

LENGTH("Happy Days") will return 10

LCASE(ꞌWꞌ) will return ꞌwꞌ
UCASE("Happy") will return "HAPPY"
SUBSTRING("Happy Days", 1, 5) will return "Happy"

Other library routines (8.1.7)

ROUND(<identifier>, <places>)
Returns the value of the identifier rounded to places number of decimal places.
The identifier should be of data type real; places should be data type integer.

RANDOM()
Returns a random number between 0 and 1 inclusive.

Example – ROUND and RANDOM

Value ← ROUND (RANDOM() * 6, 0) // returns a whole number between 0 and 6

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Selection
IF statements (8.1.4 (b) and 8.1.5)
IF statements may or may not have an ELSE clause.
IF statements without an ELSE clause are written as follows:
IF <condition>
THEN
<statements>
ENDIF

IF statements with an ELSE clause are written as follows:

IF <condition>
THEN
<statements>
ELSE
<statements>
ENDIF

Note that the THEN and ELSE clauses are only indented by two spaces. (They are, in a sense, a continuation of
the IF statement rather than separate statements.)

When IF statements are nested, the nesting should continue the indentation of two spaces.

Example – nested IF statements

IF ChallengerScore > ChampionScore

THEN
IF ChallengerScore > HighestScore
THEN
OUTPUT ChallengerName, " is champion and highest scorer"
ELSE
OUTPUT Player1Name, " is the new champion"
ENDIF
ELSE
OUTPUT ChampionName, " is still the champion"
IF ChampionScore > HighestScore
THEN
OUTPUT ChampionName, " is also the highest scorer"
ENDIF
ENDIF

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CASE statements (8.1.4 (b))

CASE statements allow one out of several branches of code to be executed, depending on the value of a
variable.

CASE statements are written as follows:

CASE OF <identifier>
<value 1> : <statement>
<value 2> : <statement>
...
ENDCASE

An OTHERWISE clause can be the last case:

CASE OF <identifier>
<value 1> : <statement>
<value 2> : <statement>
...
OTHERWISE <statement>
ENDCASE

It is best practice to keep the branches to single statements as this makes the pseudocode more readable.
Similarly, single values should be used for each case. If the cases are more complex, the use of an IF
statement, rather than a CASE statement, should be considered.

Each case clause is indented by two spaces. They can be considered as continuations of the CASE statement
rather than new statements.

Note that the case clauses are tested in sequence. When a case that applies is found, its statement is
executed, and the CASE statement is complete. Control is passed to the statement after the ENDCASE. Any
remaining cases are not tested.

If present, an OTHERWISE clause must be the last case. Its statement will be executed if none of the preceding
cases apply.

Example – formatted CASE statement

INPUT Move
CASE OF Move
ꞌWꞌ : Position ← Position – 10
ꞌEꞌ : Position ← Position + 10
ꞌAꞌ : Position ← Position – 1
ꞌDꞌ : Position ← Position + 1
OTHERWISE OUTPUT "Beep"
ENDCASE

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Iteration
Count-controlled (FOR) loops (8.1.4 (c))
Count-controlled loops are written as follows:
FOR <identifier> ← <value1> TO <value2>
<statements>
NEXT <identifier>

The identifier must be a variable of data type INTEGER, and the values should be expressions that evaluate to
integers.

The variable is assigned each of the integer values from value1 to value2, inclusive, running the statements
inside the FOR loop after each assignment. If value1 = value2, the statements will be executed once, and if
value1 > value2, the statements will not be executed.

An increment can be specified as follows:

FOR <identifier> ← <value1> TO <value2> STEP <increment>
<statements>
NEXT <identifier>

The increment must be an expression that evaluates to an integer. In this case the identifier will be
assigned the values from value1 in successive increments of increment until it reaches value2. If it goes
past value2, the loop terminates. The increment can be negative.

Example – nested FOR loops

Total ← 0
FOR Row ← 1 TO MaxRow
RowTotal ← 0
FOR Column ← 1 TO 10
RowTotal ← RowTotal + Amount[Row, Column]
NEXT Column
OUTPUT "Total for Row ", Row, " is ", RowTotal
Total ← Total + RowTotal
NEXT Row
OUTPUT "The grand total is ", Total

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Post-condition (REPEAT) loops (8.1.4 (c))

Post-condition loops are written as follows:
REPEAT
<statements>
UNTIL <condition>

The condition must be an expression that evaluates to a Boolean. The statements in the loop will be executed
at least once. The condition is tested after the statements are executed, and if it evaluates to TRUE, the loop
terminates, otherwise the statements are executed again.

Example – REPEAT UNTIL statement

REPEAT
OUTPUT "Please enter the password"
INPUT Password
UNTIL Password = "Secret"

Pre-condition (WHILE) loops (8.1.4 (c))

Pre-condition loops are written as follows:
WHIL
E <condition> DO
<statements>
ENDWHILE

The condition must be an expression that evaluates to a Boolean. The condition is tested before the
statements, and the statements will only be executed if the condition evaluates to TRUE. After the statements
have been executed, the condition is tested again. The loop terminates when the condition evaluates to FALSE.

The statements will not be executed if, on the first test, the condition evaluates to FALSE.

Example – WHILE loop

WHIL
E Number > 9 DO
Number ← Number – 9
ENDWHILE

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Procedures and functions

Procedures and functions are defined at the start of the code.

Defining and calling procedures (8.1.6 (b))

A procedure with no parameters is defined as follows:
PROCEDURE <identifier>
<statements>
ENDPROCEDURE

A procedure with parameters is defined as follows:

PROCEDURE <identifier>(<param1>:<datatype>, <param2>:<datatype>...)
<statements>
ENDPROCEDURE

The <identifier> is the identifier used to call the procedure. Where used, param1, param2, etc. are
identifiers for the parameters of the procedure. These will be used as variables in the statements of the
procedure.

Procedures should be called as follows:

CALL <identifier>

CALL <identifier>(Value1,Value2...)

These calls are complete program statements.

When parameters are used, Value1, Value2... must be of the correct data type as in the definition of the
procedure.

When the procedure is called, control is passed to the procedure. If there are any parameters, these are
substituted by their values, and the statements in the procedure are executed. Control is then returned to the
line that follows the procedure call.

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Example – use of procedures with and without parameters

PROCEDURE DefaultLine
CALL LINE(60)
ENDPROCEDURE

PROCEDURE Line(Size : INTEGER)

DECLARE Length : INTEGER
FOR Length ← 1 TO Size
OUTPUT '-'
NEXT Length
ENDPROCEDURE

IF MySize = Default
THEN
CALL DefaultLine
ELSE
CALL Line(MySize)
ENDIF

Defining and calling functions (8.1.6 (b))

Functions operate in a similar way to procedures, except that in addition they return a single value to the point
at which they are called. Their definition includes the data type of the value returned.

A function with no parameters is defined as follows:

FUNCTION <identifier> RETURNS <data type>
<statements>
ENDFUNCTION

A function with parameters is defined as follows:

FUNCTION <identifier>(<param1>:<datatype>, <param2>:<datatype>...) RETURNS <data type>
<statements>
ENDFUNCTION

The keyword RETURN is used as one of the statements within the body of the function to specify the value to
be returned. Normally, this will be the last statement in the function definition.

Because a function returns a value that is used when the function is called, function calls are not complete
program statements. The keyword CALL should not be used when calling a function. Functions should only
be called as part of an expression. When the RETURN statement is executed, the value returned replaces the
function call in the expression and the expression is then evaluated.

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Example – definition and use of a function

FUNCTION SumSquare(Number1:INTEGER, Number2:INTEGER) RETURNS INTEGER

RETURN Number1 * Number1 + Number2 * Number2
ENDFUNCTION

OUTPUT "Sum of squares = ", SumSquare(10, 20)

File handling
Handling files (8.3.2)
It is good practice to explicitly open a file, stating the mode of operation, before reading from or writing to it.
This is written as follows:
OPENFILE <File identifier> FOR <File mode>

The file identifier will be the name of the file with data type string. The following file modes are used:
• READ for data to be read from the file
• WRITE for data to be written to the file. A new file will be created and any existing data in the file will be
lost.

A file should be opened in only one mode at a time.

Data is read from the file (after the file has been opened in READ mode) using the READFILE command as
follows:
READFILE <File Identifier>, <Variable>

When the command is executed, the data item is read and assigned to the variable.

Data is written into the file after the file has been opened using the WRITEFILE command as follows:
WRITEFILE <File identifier>, <Variable>

When the command is executed, the data is written into the file. Files should be closed when they are no longer
needed using the CLOSEFILE command as follows:
CLOSEFILE <File identifier>

Example – file handling operations

This example uses the operations together, to copy a line of text from FileA.txt to FileB.txt
DECLARE LineOfText : STRING
OPENFILE "FileA.txt" FOR READ
OPENFILE "FileB.txt" FOR WRITE
READFILE "FileA.txt", LineOfText
WRITEFILE "FileB.txt", LineOfText
CLOSEFILE "FileA.txt"
CLOSEFILE "FileB.txt"

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Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Calculate work out from given facts, figures or information

Compare identify/comment on similarities and/or differences

Define give precise meaning

Demonstrate show how or give an example

Describe state the points of a topic / give characteristics and main features

Evaluate judge or calculate the quality, importance, amount, or value of something

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Outline set out the main points

Show (that) provide structured evidence that leads to a given result

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridginternational.org/adminzone

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE (9–1) Computer Science (0984)
• Cambridge O Level Computer Science (2210)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

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Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has access to this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.

Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics, which include special educational needs and disability, religion and
belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as
possible by using accessible language and applying accessible design principles. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

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Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school. This is explained in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

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How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

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Changes to this syllabus for 2026, 2027 and 2028

The syllabus has been updated. This is version 2, published May 2024.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Changes to version 2 of the syllabus, published May 2024

Changes to syllabus • We have updated the guidance at the start of the Algorithms,
content programming and logic section on page 25 to clarify the following:
– In Paper 2, candidates are expected to write solutions to given
problems using the methods and concepts listed in topics 7 to 10.
– Where the solution to a problem involves coding, candidates are
required to write solutions in pseudocode. Solutions written in
programming code will not be awarded marks. The exception is the
15-mark scenario question.
– In the 15-mark scenario question, candidates are required to write
solutions to the given problem using pseudocode or their choice of
one of the following programming languages: Python, Visual Basic
or Java. Solutions written in other programming languages will not
be awarded marks.
• We have updated the guidance at the start of the Paper 02 guidance on
page 32 to clarify that the Scenario question is based on the methods
and concepts listed in topics 7 to 10.

Changes to version 1 of the syllabus, published September 2023

Changes to syllabus • The wording for learning outcome 1.1.6 on page 12 has been updated.
content Candidates should be able to use the two’s complement number
system to represent positive and negative 8-bit binary integers
• Learning outcome 1.3.2 on page 13 has been updated. Calculations
must use the measurement of 1024 and not 1000
• A minor change has been made to learning outcome 2.1.1 (b) on page
14 for clarity
• The abbreviation of the fetch–decode–execute (FDE) cycle has been
added to learning outcome 3.1.2 (b) on page 16
• Learning outcome 3.3.3 on page 18 has been updated to include
further examples of magnetic, optical and solid-state (flash memory)
storage
• Learning outcome 7.5 (b) on page 26 has been updated to include the
purpose of each verification check and writing algorithms to implement
each verification check

continued

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 Cambridge IGCSE Computer Science 0478 syllabus for 2026, 2027 and 2028. What else you need to know

Changes to syllabus • Learning outcome 9.4 on page 30 has been updated to include the
content continued following functions:
– ORDER BY DESCENDING
– ORDER BY ASCENDING
– AND
– OR
• Some minor formatting changes have been made to the Post-condition
(REPEAT) loops (8.1.4 (c)) section on page 45
• The Procedures and functions section on page 46 has been updated to
clarify that procedures and functions are defined at the start of the code
• The File Handling section on page 48 has been updated to add
formatting information to the coding in the example
• Some minor formatting changes have been made throughout the
learning outcomes to improve clarity.

Significant changes to the syllabus are indicated by black vertical lines either side of the text.

Any textbooks endorsed to support the syllabus for examination from 2023 are still suitable for
use with this syllabus.

You should take account of the changes described above when using these textbooks.

Back to contents page www.cambridgeinternational.org/igcse 55

School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
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t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2023

 Syllabus
Cambridge IGCSE™
Global Perspectives 0457
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for learners to progress from one stage to the next, and are well supported by teaching and learning
resources.

Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001

© Cambridge University Press & Assessment September 2022

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Skills overview 8
Assessment overview 9
Assessment objectives 10

3 Approaches to teaching and learning ......................................................................12

4 Details of the assessment .........................................................................................14

Component 1 – Written Exam 14
Component 2 – Individual Report 15
Component 3 – Team Project 19
Command words 34

5 What else you need to know .................................................................................... 35

Before you start 35
Making entries 36
Accessibility and equality 36
After the exam 37
How students and teachers can use the grades 38
Grade descriptions 38
Changes to this syllabus for 2025, 2026 and 2027 39

Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 39.
The latest syllabus is version 1, published September 2022.
 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Global Perspectives gives learners

the opportunity to think about significant global issues and
to consider these from different perspectives. It develops
a set of transferable skills in research, analysis, evaluation,
communication, collaboration and reflection. It encourages learners to construct arguments, present views,
work collaboratively, research, and reason and reflect on their place in a connected world. These transferable
skills will support student learning across all of their studies.

Our approach in Cambridge IGCSE Global Perspectives encourages learners to be:

confident, making independent judgements and justifying opinions based on reasoning and evidence,
allowing them to present ideas on and solutions to issues of global interest

responsible, directing their own learning by exploring diverse and varied sources to present suggestions and
courses of action to members of their local community

reflective, developing an empathetic understanding by analysing why others have certain attitudes and take
the positions they do, while understanding that there is a range of perspectives on any given issue, and so
developing their own perspective

innovative, using critical thinking to propose sustainable solutions to global issues at global, national and local
levels

engaged, collaborating, sharing new ideas and reaching mutual understanding of possible courses of action,
allowing new ideas to be explored in unfamiliar contexts.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Global Perspectives gives learners a solid foundation for further study. Candidates who achieve grades
A* to C are well prepared to follow a wide range of courses including Cambridge International AS & A Level
Global Perspectives & Research.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.

UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper • Results Analysis
speaking tests answers

Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates

Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events

• Cambridge Professional Development Qualifications

Find out more at www.cambridgeinternational.org/profdev

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• become independent and confident about taking their place in a changing, information-rich and connected
world
• develop an analytical and evaluative grasp of global issues and their causes and consequences, leading to
the suggestion of possible evidence-based courses of action
• consider the concept of sustainability when analysing issues and proposing courses of action
• engage with and reflect on issues, both independently and in collaboration with others and from a variety of
different perspectives
•  ork independently as well as part of a team, showing responsibility for much of their own learning
w
including using diverse and varied sources to support reasoning
• consider important issues from a variety of perspectives and reflect on the links between these
• critically assess information available to them and support judgements with lines of reasoning in order to
communicate to others effectively and appropriately.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Syllabus overview

Skills overview
Cambridge IGCSE Global Perspectives is interdisciplinary in nature. The syllabus gives learners the opportunity
to develop the skills they need to face global challenges in a connected and information-rich world and to think
about how best to live in a sustainable way. These challenges include how to cope with changes that will have
an impact on their life chances and choices and how to gain a sense of their own active place in the world.

To support learners in facing these challenges, Cambridge IGCSE Global Perspectives develops a range of
skills, including:
• researching, analysing and evaluating information
• developing and justifying a line of reasoning
• reflecting on processes and on own learning
• communicating information and reasoning
• collaborating to achieve a common outcome.

These skills are transferable and useful for future study. They will help learners become active citizens of the
future.

Learners are encouraged to explore ideas from others’ communities, countries and cultures. Through
stimulating topics they will explore issues of global significance. They will learn to direct their own study and
develop independent thought.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.

All candidates take: and:

Component 1 1 hour 25 minutes Component 2

Written Exam 35% Individual Report 30%
70 marks 60 marks
Written examination consisting of four Candidates research a significant global issue of
compulsory questions, based on a range of their choice from the topic list. They research a
sources provided with the question paper. range of different perspectives – local
Sources will present an issue of global and/or national and global – on the global issue
significance from a range of different and reflect on their own personal perspective.
perspectives – personal, local and/or national, Candidates devise their own title and write a
global – and will be on a topic from the topic list. report. The report must be 1500–2000 words
Externally assessed and be written in continuous text.
Internally set and externally marked

and:

Component 3
Team Project 35%
70 marks
Candidates work in teams to choose from the
topic list and identify a local issue. They devise
and develop a collaborative project on an
aspect of the issue considered from a range of
perspectives.
The Team Project has two elements.
Team Element (25 marks)
Each team produces one Explanation of
Research and Planning and one Evidence
of Action. The Explanation of Research and
Planning must be 300–400 words.
Personal Element (45 marks)
Each candidate writes a Reflective Paper on their
research, their contribution to the Team Element
and their personal learning. The Reflective Paper
must be 750–1000 words.
Internally assessed and externally moderated

Information on availability is in the Before you start section.

Check the samples database at www.cambridgeinternational.org/samples for submission information,

forms and deadlines for Components 2 and 3.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Research, analysis and evaluation

• design, carry out and evaluate research into current global issues, their causes and consequences and
possible course(s) of action
• use evidence to support claims, arguments and perspectives
• identify and analyse issues, arguments and perspectives
• analyse and evaluate the evidence and reasoning used to support claims, arguments and perspectives
• analyse and evaluate sources and/or processes to support research, arguments and perspectives
• develop a line of reasoning to support an argument, a perspective or course(s) of action.

AO2 Reflection
• consider different perspectives objectively and with empathy
• justify personal perspective(s) using evidence and reasoning
• consider how research, engagement with different perspectives and working as part of a team have
influenced personal learning.

AO3 Communication and collaboration

• select and present relevant arguments, evidence and perspectives clearly and with structure
• present research and include citations and references
• contribute to the Team Project.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Research, analysis and evaluation 68

AO2 Reflection 15

AO3 Communication and collaboration 17

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Component 1 Component 2 Component 3

AO1 Research, analysis and evaluation 100 67 36

AO2 Reflection 0 8 36

AO3 Communication and collaboration 0 25 28

Total 100 100 100

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027.

3 Approaches to teaching and learning

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting topics, resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

Cambridge IGCSE Global Perspectives gives learners the opportunity to develop important skills while
exploring significant global topics and issues within these topics. The topics give learners a stimulating context
in which to develop skills and these skills are assessed in this syllabus. Knowledge of content is not assessed
in this syllabus.

Topics
The topics enable students to develop skills, explore global issues and consider different perspectives on these
issues. Students and their teachers must choose topics from the following list.

Topic list
Arts in society Law and criminality
Change in culture and communities Media and communication
Climate change, energy and resources Migration and urbanisation
Conflict and peace Political power and action
Development, trade and aid Poverty and inequality
Digital world Social identity and inclusion
Education for all Sport and recreation
Employment Technology, industry and innovation
Environment, pollution and conservation Transport, travel and tourism
Globalisation Values and beliefs
Health and wellbeing Water, food and agriculture

The topic list is for all components. The topics in the list are intentionally broad. Students with their teachers
choose topics that are most relevant to them. Students are not expected to have experience of each topic.

Choosing topics
Teachers should look at several topics during the course to help develop their students’ skills. The intention is
to give as much scope and encouragement as possible for students to discuss and agree with their teachers
their own paths of enquiry into the complex world in which they live.

How to drive sustainable change is part of this complex world. Sustainability is a global issue and any of the
topics can be considered with a focus on sustainability. The syllabus is designed to give students and teachers
flexibility and encouragement to think about sustainability if they choose to.

Issues and perspectives

The topics have been chosen because they involve a range of interesting and contemporary global issues.
Students should use research, reasoning and questioning to understand different perspectives on these issues
and to form their own judgements. They are encouraged to appreciate different perspectives and to engage
critically with these.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Approaches to teaching and learning

The following terms are used in this syllabus. Within the context of this syllabus their meanings are as follows.

Issue – an important subject or problem for discussion.

Perspective – a viewpoint on an issue based on evidence and reasoning.

Skills
This syllabus enables students to develop the skills of research, analysis and evaluation, reflection,
communication and collaboration by exploring global issues within the topics.

As part of their development, students should learn to engage with relevant material. This material should
be contrasting in nature, including in its breadth and depth. The types of evidence that students use should
encourage them to become actively involved in considering issues from different perspectives. These types of
evidence might include for example, articles from the media, data sets and personal testimony.

In working with these materials, students should consider research, evidence and argument. Within the context
of this syllabus the meanings of these terms are as follows.

Research – the systematic study of a global issue to find evidence and develop understanding.

Evidence – information about a global issue that helps to develop understanding or prove that something is
true or false.

Argument – a series of statements containing reasons and evidence which support a claim about a global
issue.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027.

4 Details of the assessment

Component 1 – Written Exam

Written paper, 1 hour 25 minutes, 70 marks

This component is an externally set assessment, marked by Cambridge International.

Component 1 contains four compulsory questions. Candidates answer all the questions.

The Written Exam is based on a global issue related to one of the topics from the topic list.

The questions are based on source documents provided with the question paper. The sources provide
background information and different perspectives about the global issue chosen for the exam. Sources may
be taken from a variety of subject backgrounds and media, and may include images. The number of sources
may vary from exam to exam.

Candidates are expected to read and study the sources carefully before attempting the questions. Time for
reading is included in the overall time available for the paper.

Candidates will answer on the question paper. The source materials will be presented separately in an insert.

Question 1 (18 marks) is a structured question based on several sources. There will be three or four parts
to the question. Candidates are required to read the sources and analyse the information, arguments and
perspectives presented about the global issue.

Question 2 (16 marks) is a structured question based on a source that describes some research or evidence
about the global issue. There will be two parts to the question. Candidates evaluate the research or evidence
and suggest ways to research or test a claim related to the global issue.

Question 3 (16 marks) is a question based on a source that presents different arguments about the global
issue. Candidates answer by writing an extended response. Candidates are required to analyse and evaluate
the arguments and make a reasoned judgement about the quality of the arguments.

Question 4 (20 marks) is a question based on all sources in the insert. Candidates answer by writing an
extended response. Candidates are required to assess actions in response to the global issue and explain their
judgements with reasons and evidence.

In the Written Exam, candidates are assessed on the skills of research, analysis and evaluation. Candidates are
not assessed on their prior knowledge and understanding of the topic or global issue presented in the source
material.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Written Exam: the role of the teacher

The Written Exam is a skills-based exam which does not require candidates to have been taught specific
content or to have prior knowledge of the topics. The topic and global issue in the exam paper provide a
context for the assessment of the skills associated with AO1 Research, analysis and evaluation.

Teachers therefore need to give candidates frequent opportunities to practise and develop these skills during
the course. There should be regular discussion and debate of global issues so that candidates learn to
consider a variety of different perspectives. Teachers should also provide a practical and active approach to
teaching and learning which supports the development of skills.

Teachers should prepare candidates for the types of questions they are likely to experience in the Written
Exam by using specimen and past papers and their related mark schemes. These are available at
www.cambridgeinternational.org and www.cambridgeinternational.org/support

Component 2 – Individual Report

Report, 60 marks

This component is an internally set assessment, externally marked by Cambridge International.

Candidates write an Individual Report on a topic from the topic list.

The Individual Report must be based on one of the topics listed in the syllabus. With the guidance of their
teacher, candidates choose one of the specified topics and identify an important or interesting global issue
relating to the topic they have chosen. The global issue the candidates choose should be one that divides
opinion.

Candidates devise a global research question based on some initial research into the topic and the global
issue.

Candidates use this question as the title for their report. The report must be 1500–2000 words.

In the Individual Report, candidates are assessed on the skills of research, analysis, evaluation, reflection and
communication.

Candidates should focus their initial research on identifying and exploring the context of a topic, chosen from
the topic list. They should then select a global issue of importance or interest with present-day impacts. The
issue chosen could be one that raises an ethical dilemma or causes conflict, damage, difficulty or hardship, or
simply leads to disagreement.

Candidates should research a range of different perspectives on the global issue. The focus of the report
should be the perspectives of different people, groups or nations. Candidates should formulate a question,
based on their initial research, that gives them scope to explore the selected global issue and a range of
different perspectives.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

The perspectives researched, explored and presented should include:

• local and/or national perspectives
• and global perspectives.

At each level, different perspectives could be included. For example, at the local level the report could include
the different perspectives of local farmers and local politicians.

Candidates should engage with these perspectives and demonstrate that they understand the arguments,
reasoning or claims upon which these perspectives are based. Candidates should also demonstrate that they
understand why different people have different perspectives.

Candidates should analyse the issue by considering the reasons for conflict or disagreement/causes of
problems and the consequences/impacts of the issue. Candidates should consider different possible courses
of action. Drawing on their analysis of the issue, they should propose a single course of action to change,
improve or resolve the issue.

The Individual Report should be presented as a structured essay of 1500–2000 words. This word count does
not include the bibliography or reference list.

The essay should start by explaining the issue researched so that it is clear it has some global impact, even
if it has different impacts in different places or for different people. It should also be clear what the different
perspectives are. These do not have to be opposing perspectives but they must be clearly different.

Causes and consequences of the issue should be presented and analysed in depth. Different courses of action
should be considered, and one chosen as most appropriate or effective. The chosen course of action should
be described in detail, with an explanation of how it could be implemented and what its impact would be.

The candidate should explicitly cite all material used in the essay, with a clear referencing system. There is no
preferred method of referencing, but it is important for candidates to understand that when they use others’
ideas or information, they should make this clear to the reader.

Candidates should evaluate the evidence presented and their sources, explaining their value to the research
and whether or not the sources are reliable and credible.

Candidates should present their own view on the whole issue, reflecting on:
• their research findings
• their learning
• others’ perspectives.

They should conclude by answering their own question.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Individual Report: the role of the teacher

The Individual Report must be the candidate’s own work. It is the teacher’s responsibility to ensure that the
candidate’s proposed work will be feasible in terms of access to relevant information and manageable in terms
of size of workload.

Teachers should guide and support each candidate to:

• understand that they must work independently to produce an essay presenting their research and their
thoughts on an issue of their own choice
• identify a suitable area for research, fitting their own interest, enthusiasm and skills and giving scope for
different perspectives
• formulate a global research question focused on an issue that attracts different perspectives
• develop research and organisational skills
• select, cite and reference sources appropriately
• refine report writing skills so that they cover all the required criteria within the 1500–2000 word count
• appreciate how their work will be assessed, understanding that the assessment is externally marked and is
not assessed by their teachers.

Teachers should:
• help resolve any problems encountered during research
• give regular and supportive feedback to maintain the candidate’s momentum and motivation
• provide opportunities for candidates to work independently using reference materials as appropriate
• monitor candidates’ time management throughout the process and assist candidates to meet deadlines.

Teachers may carry out all the above with the class as a whole, in small focus groups and with individual
candidates. It is recommended that all three approaches are used.

Once the candidate starts to research and write their report, in the ways set out above, the teacher should
not intervene and should not attempt to change the direction of the research. Teachers should follow the
instructions for supervising coursework.

Supervising coursework
Coursework must be a candidate’s own unaided work. The teacher must be able to authenticate that the work
is the candidate’s own.

A general discussion on the progress of coursework is a natural part of the teacher–candidate relationship, as it
is for other parts of the course. Candidates can revise their work following feedback, but teachers should only
give brief summative comments on progress.

Teachers can support candidates by reviewing their work before it is handed in for final assessment. Teachers
can do this orally or through written feedback. Teachers should not correct or edit draft coursework. Advice
should be kept at a general level so that the candidate leads the discussion and makes the suggestions for any
amendments. Teachers must not give detailed advice to individual candidates or groups of candidates on how
their work can be improved to meet the assessment criteria.

For further information about supervising coursework, see the Cambridge Handbook for the relevant year of
assessment at www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Authenticity and academic honesty

It is the centre’s responsibility to make sure all assessed work is the candidate’s original work. Candidates must
not submit someone else’s work as their own, or use material produced by someone else without citing and
referencing it properly. You should make candidates aware of the academic conventions governing quotation
and reference to the work of others, and teach candidates how to use them.

A candidate taking someone else’s work or ideas and passing them off as their own is an example of
plagiarism. It is your responsibility as a teacher to prevent plagiarism from happening and to detect it if it does
happen. For more information, search for ‘Preventing plagiarism – guidance for teachers’ on our website at
www.cambridgeinternational.org/teachingandassessment

You will be requested to declare the authenticity of the work at the point of submitting the work.

Administration of coursework
Using the samples database
The samples database refers you to key information about administering coursework, speaking tests and
examined coursework for each syllabus.

Use the database to find out:

• when and how to submit your candidates’ work.

The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e. 0457 for this syllabus).

The database will then take you to the information you need, including dates and methods of submission of
candidates’ marks and work, as well as any forms you may need to complete.

Recording and submitting candidates’ work

Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates
and methods of submission of candidates’ work. You should follow the instructions for Component 2 Individual
Report on the samples database.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Component 3 – Team Project

Team Project, 70 marks

This component is internally assessed and externally moderated by Cambridge International.

Candidates work in teams of two to five members to design and carry out a collaborative project.

Each team produces an:

• Explanation of Research and Planning
• Evidence of Action.

Each individual in the team produces a:

• Reflective Paper.

In the Team Project, candidates are assessed on the skills of research, analysis, evaluation, reflection,
communication and collaboration.

How the Team Project works

• The team selects a topic from the topic list and identifies a relevant local issue.
• The team carries out research into the topic and local issue and into different perspectives on the local
issue.
• Each team member researches a different aspect, such as a different perspective.
• Based on their research findings, and through discussion, the team decides on a course of action they
might take to address the issue.
• The team plans and carries out the action.
• They measure the success of their action in addressing the issue.
• The team also collaborates to write a planning document – the Explanation of Research and Planning,
which explains their decisions and planned actions.
• They collaborate to produce the Evidence of Action.

Each individual candidate also produces a Reflective Paper, in which they reflect on the whole project and their
experiences and learning, and evaluate their teamwork and the action taken.

The Team Project has two elements:

• Team Element
• Personal Element.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Team Element
The Explanation of Research and Planning: 10 marks
Each team produces one Explanation of Research and Planning of 300–400 words. This is the team’s strategic
and working document which is added to over time. Typically, this document is produced in three stages.

The team should first identify:

• the topic chosen
• a local issue the team wants to address
• what each team member will research.

The team completes the Explanation of Research and Planning with this information.

As the project progresses, the team should then:

• clarify the topic, the issue and the action the team will take, based on their research
• outline their plan of action
• identify roles and responsibilities of team members
• state how they will evidence the action
• identify how they will measure the success of their action.

The team completes the Explanation of Research and Planning with this information.

When the team has completed the project, the Explanation of Research and Planning should:
• identify and explain any changes that had to be made.

The document may be presented in the form of a simple table.

All members of the team must be awarded the same mark for the Explanation of Research and Planning.

If the word limit is exceeded, the teacher must not award marks beyond the first 400 words of the Explanation
of Research and Planning.

The Evidence of Action: 5 marks

Each team submits Evidence of Action for their Team Project to show what they have done.

Evidence of Action can take any appropriate form such as posters, leaflets, web pages, videos (10 minutes
maximum), presentations or photographs of an event.

The Evidence of Action is something that has been produced during the action. Evidence of Action should not
include evidence of research or initial meetings to discuss the project.

All members of the team must be awarded the same mark for the Evidence of Action.

If a team submits a video, the teacher must not award marks beyond the first 10 minutes.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Collaboration: 10 marks (5 team marks and 5 individual marks)

The team members work together to select a topic and an issue, agree roles and conduct research. They agree
an action and plan and carry out their action. The team collaborates to produce an Explanation of Research
and Planning and Evidence of Action. Each individual within the team is expected to take an active part in the
project.

Aspects of collaboration include:

• clear communication between team members
• sharing and developing ideas
• agreeing targets and deadlines
• solving problems
• being flexible when required
• dividing tasks between team members and recognising all members’ contributions
• asking for and giving support to others when needed.

All members of the team are awarded the same team mark for Collaboration. All individual members of the
team are also awarded an individual mark for Collaboration. Individual collaboration marks may vary within the
team.

Collaboration marks are awarded by the teacher based on observation throughout the project.

Personal Element
Reflective Paper: 45 marks
Each candidate submits an individual Reflective Paper of 750–1000 words, excluding citations and bibliography
or reference list. The Reflective Paper must not exceed 1000 words.

The Reflective Paper is written in continuous text. It should be structured and easy to follow. The candidate may
use sub-headings for clarity. When appropriate the candidate should use the first person (‘I’ and ‘me’).

Candidates should:
• present a summary of their own research findings and how these were or were not used in the Team
Project
• reflect on their own learning from the whole experience of the Team Project, including their learning about
the issue and teamwork and what they learned about themselves
• evaluate how effective the action they carried out was and how effectively they worked with their team.

Candidates are assessed individually on their Reflective Paper.

If the word limit is exceeded, teachers must not award marks beyond the first 1000 words of the Reflective
Paper.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Team Project: the role of the teacher

It is the teacher’s responsibility to ensure that proposed projects will be feasible in terms of access to relevant
information and whether the action proposed is realistic, and manageable in terms of size of workload and time
available.

Teachers should encourage candidates to keep a log of meetings, contributions, tasks undertaken and support
given and received. This will enable teachers to monitor work and individual candidates will find this information
helpful when they start to write their Reflective Papers.

Teachers should observe candidates working in teams throughout the process of planning and carrying
out the Team Project. They should also engage in discussions with candidates, asking targeted questions.
This will help teachers assess how well candidates have collaborated, including resolving challenges and
disagreements.

Teachers should guide and support each candidate and team in their initial preparation to:
• understand the nature of the task
• choose an appropriate topic and local issue
• develop organisational and collaborative skills
• select, cite and reference sources appropriately
• develop research and communication skills
• work collaboratively towards a shared goal.

All work submitted must be candidates’ own work. Once candidates start their research and teamwork, the
teacher should minimise intervention.

Teachers should:
• support teams to resolve any problems encountered
• give regular and supportive feedback to maintain momentum and team motivation
• monitor candidates’ time management throughout the process and assist candidates and teams to meet
deadlines.

Teachers must not:

• undertake any research on behalf of candidates
• prepare or write notes or drafts for candidates.

Teachers may review candidates’ work before it is handed in for final assessment. They can do this orally or in
writing. Teachers must not give detailed advice to individuals or teams on how they can improve their work to
meet the assessment criteria. Teachers must not change candidates’ work.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Supervising coursework
Coursework must be a candidate’s own, unaided work. The teacher must be able to authenticate that the work
is the candidate’s own.

A general discussion on the progress of coursework is a natural part of the teacher–candidate relationship, as it
is for other parts of the course. Candidates can revise their work following feedback, but teachers should only
give brief summative comments on progress.

Teachers can support candidates by reviewing their work before it is handed in for final assessment. Teachers
can do this orally or through written feedback. Teachers should not correct or edit draft coursework. Advice
should be kept at a general level so that the candidate leads the discussion and makes the suggestions for any
amendments. Teachers must not give detailed advice to individual candidates or groups of candidates on how
their work can be improved to meet the assessment criteria.

For further information about supervising coursework, see the Cambridge Handbook for the relevant year of
assessment at www.cambridgeinternational.org/eoguide

Authenticity and academic honesty

It is the centre’s responsibility to make sure all assessed work is the candidate’s original work. Candidates must
not submit someone else’s work as their own, or use material produced by someone else without citing and
referencing it properly. You should make candidates aware of the academic conventions governing quotation
and reference to the work of others, and teach candidates how to use them.

A candidate taking someone else’s work or ideas and passing them off as their own is an example of
plagiarism. It is your responsibility as a teacher to prevent plagiarism from happening and to detect it if it does
happen. For more information, search for ‘Preventing plagiarism – guidance for teachers’ on our website at
www.cambridgeinternational.org/teachingandassessment

You will be requested to declare the authenticity of the work at the point of submitting the work.

Administration of coursework
Using the samples database
The samples database refers you to key information about administering coursework, speaking tests and
examined coursework for each syllabus.

Use the database to find out:

• when and how to submit your marks for moderated coursework and non-coursework tests
• when and how to submit your candidates’ work
• which forms to complete and return with your candidates’ work.

The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e. 0457 for this syllabus).

The database will then take you to the information you need, including dates and methods of submission of
candidates’ marks and work, as well as any forms you may need to complete.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Recording and submitting candidates’ marks and work

Please refer to the samples database at www.cambridgeinternational.org/samples for information,
dates and methods of submission of candidates’ marks and work. You should follow the instructions for
Component 3 Team Project on the samples database.

You should record marks on the required forms which you should download each year from the samples
database at www.cambridgeinternational.org/samples. Follow the instructions on the forms to complete
them. The marks on these forms must be identical to the marks you submit to Cambridge International.

Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements to
moderate or standardise your teachers’ marking so that all candidates are assessed to a common standard.
(If only one teacher is marking internal assessments, no internal moderation is necessary.) You can find further
information on the process of internal moderation in the Cambridge Handbook and on the samples database
for the relevant year of assessment.

You should record the internally moderated marks for all candidates on the Coursework Assessment Summary
Form and submit these marks to Cambridge International according to the instructions on the samples
database at www.cambridgeinternational.org/samples

External moderation
Cambridge International will externally moderate all internally assessed components.
• You must submit the marks of all candidates to Cambridge International.
• You must also submit the marked work of a sample of candidates to Cambridge International.

The sample you submit to Cambridge International should include examples of the marking of each teacher.
The samples database at www.cambridgeinternational.org/samples explains how the sample will be
selected.

The samples database at www.cambridgeinternational.org/samples also provides details of how to submit

the marks and work.

External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.

Assessment
The marks for this component are awarded as follows:
• AO1 Research, analysis and evaluation: up to 25 marks
• AO2 Reflection: up to 25 marks
• AO3 Communication and collaboration: up to 20 marks.

Each candidate submits work for two elements: Team and Personal. The work is marked using the appropriate
marking tables:
• Tables A, B, C and D for the Team Element
• Tables E, F, G and H for the Personal Element.

The marking criteria are each presented within different levels.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Team Element
• Candidates submit as a team one Explanation of Research and Planning and one Evidence of Action. Each
is marked using the appropriate mark table.
• The Explanation of Research and Planning must be between 300 and 400 words. Teachers and external
moderators will not credit material after the 400-word limit.
• If a team submits a video for the Evidence of Action, the video must be a maximum of 10 minutes. Teachers
and external moderators will not credit material after the 10-minute limit.
• Each team member receives the same mark for the Explanation of Research and Planning.
• Each team member receives the same mark for the Evidence of Action.
• Each team member receives the same mark for their collaboration.
• Each candidate receives an individual mark for their collaboration.

Personal Element
• Each candidate submits a separate Reflective Paper. This is marked using the appropriate mark tables.
• The Reflective Paper must be between 750 and 1000 words. Teachers and external moderators will not
credit material after the 1000-word limit.

Tables for marking the Team Project

Teachers use Tables A, B, C and D to award up to 25 marks for the Team Element.

Table A Team Element – Explanation of Research and Planning 10 marks

Table B Team Element – Evidence of Action 5 marks

Table C Team Element – Team collaboration 5 marks

Table D Team Element – Individual collaboration 5 marks

Teachers use Tables E, F, G and H to award up to 45 marks for the Personal Element.

Table E Personal Element – Evaluation of the action and teamwork in the Reflective Paper 10 marks

Table F Personal Element – Reflection on learning in the Reflective Paper 15 marks

Table G Personal Element – Reflection on teamwork in the Reflective Paper 10 marks

Table H Personal Element – Communication in the Reflective Paper 10 marks

Note that because Communication and Collaboration (AO3) are not assessed together in the same mark tables
in Component 3, AO3 is hereafter presented as Collaboration (Team Element) and Communication (Personal
Element).

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Table A Team Element – Explanation of Research and Planning

Use Table A to give up to 10 marks for the Explanation of Research and Planning for each team response (AO1
Research, analysis and evaluation). All team members receive the same mark.

Level Description

Topic and issue Plan Roles Action

2 marks 3 marks 2 marks 3 marks

3 Not applicable at The plan is clear and Not applicable at A clear summary of
Level 3. includes sufficient Level 3. the action the team
detail of how the will take to address
action will be the issue.
evidenced and how
its success will be
measured.
3 marks 3 marks

2 Clear identification of The plan is clear Clear identification A summary of the

the topic and issue. and includes how of the roles and action the team will
the action will be responsibilities of each take to address the
evidenced or how team member. issue.
its success will be
measured.
2 marks 2 marks 2 marks 2 marks

1 Clear identification of The plan lacks clarity Some identification of An action is suggested
the topic but the issue and/or detail. roles or responsibilities which is related to the
is unclear. of each team member. issue or topic.
1 mark 1 mark 1 mark 1 mark

0 No creditable No creditable No creditable No creditable

response. response. response. response.
0 marks 0 marks 0 marks 0 marks

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Table B Team Element – Evidence of Action

Use Table B to give up to 5 marks for Evidence of Action for each team response (AO1 Research, analysis and
evaluation). All team members receive the same mark.

Level Description Marks

5 The team have undertaken an action that is very likely to make a positive difference to the 5
issue and the action was carried out very well.

4 The team have undertaken an action that is likely to make a positive difference to the 4
issue and the action was carried out well.

3 Either 3
The team have undertaken an action that is likely to make a positive difference to the
issue but the action was not carried out well.
Or
The team have undertaken an action that is not likely to make a positive difference to the
issue; however the action was carried out well.

2 The team have undertaken an action that is not likely to make a positive difference to the 2
issue and the action was not carried out well.

1 The team have planned and prepared an action, but did not undertake it. 1

0 No creditable response. 0

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Table C Team Element – Team Collaboration

Use Table C to give up to 5 marks for Team Collaboration for each team response (AO3 Collaboration). All team
members receive the same mark.

Level Description Marks

5 The team collaborated effectively throughout the project, agreeing targets and deadlines 5
and dividing tasks fairly according to the skills of team members and the time available.
Challenges faced by the team and disagreements caused by different opinions were
effectively resolved to the satisfaction of all team members.

4 The team collaborated effectively most of the time, usually agreeing targets and 4
deadlines and dividing tasks, taking into account some of the skills of team members
and the time available.
Challenges faced by the team and disagreements caused by different opinions were
mostly resolved to the satisfaction of all team members.

3 The team collaborated effectively some of the time, generally agreeing targets and 3
deadlines and dividing some tasks between team members with some rationale.
Challenges faced by the team and disagreements caused by different opinions were
sometimes resolved to the satisfaction of all team members.

2 The team collaborated, agreeing some targets or deadlines and dividing some tasks 2
between team members.
Challenges faced by the team and disagreements caused by different opinions were
often not resolved to the satisfaction of all team members.

1 The team attempted to collaborate but generally they did not agree targets, deadlines 1
and/or shared tasks.
Any action taken was the result of one person in the team rather than the result of
collaboration.

0 No creditable response. 0

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Table D Team Element – Individual Collaboration

Use Table D to give up to 5 marks for Individual Collaboration for each individual response (AO3 Collaboration).
The mark awarded to each member of the team is individual and can be different for this part of the Team
Element.

Level Description Marks

5 The candidate collaborated effectively throughout, completing own tasks as agreed, and 5
working flexibly when this was needed, to complete the project.
They readily asked for support from others and gave support to others when needed.
They shared useful ideas, offered solutions to problems and helped to develop the ideas
of others, building on other team members’ contributions.

4 The candidate collaborated effectively most of the time, completing most of own tasks as 4
agreed, mostly working flexibly when this was needed, to complete the project.
They sometimes asked for support from others and gave support to others when
needed.
They shared useful ideas and offered solutions to problems, generally recognising other
team members’ contributions.

3 The candidate collaborated effectively some of the time, completing some of own tasks 3
as agreed, showing some desire to work flexibly to complete the project.
They sometimes asked for support from others or gave support to others when needed.
They shared ideas or solutions to problems, sometimes recognising other team
members’ contributions.

2 The candidate collaborated, partly completing some of own tasks as agreed. 2

They asked for support from others or gave support to others occasionally.
They attempted to share ideas or solutions to problems but often without recognising
other team members’ contributions.

1 The candidate attempted to collaborate but completed few tasks (as agreed or not). 1
They occasionally attempted to share ideas.

0 No creditable response. 0

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Table E Personal Element – Evaluation of the action and teamwork in the Reflective
Paper
Use Table E to give up to 10 marks for the candidate’s evaluation of the action and teamwork in their Reflective
Paper (AO1 Research, analysis and evaluation).

Level Description

Evaluation of the action Evaluation of own teamwork Evaluation of own task

4 marks 4 marks performance
2 marks

4 Two developed points Two developed points Not applicable at Level 4.

evaluating how successfully evaluating how successfully
the action addressed the the candidate worked with
issue. other team members.
4 marks 4 marks

3 One developed point One developed point Not applicable at Level 3.

evaluating how successfully evaluating how successfully
the action addressed the the candidate worked with
issue. other team members.
3 marks 3 marks

2 Two or more undeveloped Two or more undeveloped One developed point about
points about the action. points about the candidate’s how successfully the candidate
teamwork. managed their own tasks.
2 marks 2 marks 2 marks

1 One undeveloped point about One undeveloped point about One or more undeveloped
the action. the candidate’s teamwork. points about how successfully
the candidate managed their
own tasks.
1 mark 1 mark 1 mark

0 No creditable response. No creditable response. No creditable response.

0 marks 0 marks 0 marks

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Table F Personal Element – Reflection on learning in the Reflective Paper

Use Table F to give up to 15 marks for the candidate’s reflection on learning in their Reflective Paper (AO2
Reflection).

Level Description

Learning from research Learning about own skills, Reflection on own

5 marks strengths, weaknessess performance
5 marks 5 marks

5 Detailed and explicit reflection Detailed and explicit reflection Detailed, explicit and relevant
on how their understanding of on what they have learnt suggestions for how they
the issue has been influenced about their own skills through could have improved their
by research and different participating in the team performance individually and
perspectives explored. project. as a team member.
5 marks 5 marks 5 marks

4 Explicit reflection on how their Explicit reflection on what they Explicit and relevant
understanding of the issue has have learnt about their own suggestions for how they
been influenced by research skills through participating in could have improved their
and different perspectives the team project. performance individually and
explored. as a team member.
4 marks 4 marks 4 marks

3 Explicit reflection on how their Explicit reflection on what they Explicit and relevant
understanding of the issue has have learnt about their own suggestions for how they
been influenced by research skills, with some reference could have improved their
or different perspectives to participating in the team performance individually or as
explored. project. a team member.
3 marks 3 marks 3 marks

2 Some reflection on the issue, Some reflection on their A relevant suggestion for how
with reference to research own skills, with reference they could have improved their
or different perspectives to participating in the team performance individually or as
explored. project. a team member.
2 marks 2 marks 2 marks

1 Limited reflection on the issue. Limited reflection on their own Limited reflection on their
skills. performance, with no relevant
suggestions for improvement.
1 mark 1 mark 1 mark

0 No creditable response. No creditable response. No creditable response.

0 marks 0 marks 0 marks

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Table G Personal Element – Reflection on teamwork in the Reflective Paper

Use Table G to give up to 10 marks for the candidate’s reflection on teamwork in their Reflective Paper (AO2
Reflection).

Level Description

Reflection on the benefits and challenges of Reflection on possible improvements for

teamwork teamwork
5 marks 5 marks

5 Detailed and explicit reflection on the benefits Detailed and explicit suggestions of how the
and challenges of working in a team, linked team could have worked more effectively or
to clear examples of things experienced while could work more effectively in the future, linked
completing the team project. to clear examples of things experienced while
completing the team project.
5 marks 5 marks

4 Explicit reflection on the benefits and challenges Explicit suggestions of how the team could
of working in a team, linked to some examples have worked more effectively or could
of things experienced while completing the work more effectively in the future, linked to
team project. some examples of things experienced while
completing the team project.
4 marks 4 marks

3 An explicit reflection on the benefits or An explicit suggestion of how the team could
challenges of working in a team, with clear have worked more effectively or could work
reference to something experienced while more effectively in the future, with clear
completing the team project. reference to something experienced while
completing the team project.
3 marks 3 marks

2 Some reflection on the benefits or challenges of Some discussion of how the team could work
working in a team. more effectively.
2 marks 2 marks

1 Limited reflection on a benefit or challenge of Limited discussion of how the team could work
working in a team. more effectively.
1 mark 1 mark

0 No creditable response. No creditable response.

0 marks 0 marks

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Table H Personal Element – Communication in the Reflective Paper

Use Table H to give up to 10 marks for the candidate’s communication in their Reflective Paper (AO3
Communication).

Level Description

Clarity of communication Communication of research

5 marks 5 marks

5 A clearly written and very well-structured A clear summary of their own research findings
Reflective Paper. into the issue or a perspective on it and how
this influenced the project, with citations and
references where appropriate.
5 marks 5 marks

4 A clearly written and well-structured Reflective A clear summary of their own research findings
Paper. into the issue or a perspective on it, with
citations and references where appropriate.
4 marks 4 marks

3 A generally clearly written and generally well- A general summary of their own research
structured Reflective Paper. findings, with some citations or references
where appropriate.
3 marks 3 marks

2 A Reflective Paper that sometimes lacks clarity Some discussion of their own research but
and is only partially structured. limited reference to research findings.
2 marks 2 marks

1 A Reflective Paper that is difficult to follow and Some discussion of research but it is not clear
lacks structure. whether this was their own research or another
team member’s research.
1 mark 1 mark

0 No creditable response. No creditable response.

0 marks 0 marks

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Analyse examine in detail to show meaning, identify elements and the relationship between
them

Describe state the points of a topic / give characteristics and main features

Evaluate judge or calculate the quality, importance, amount, or value of something

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Identify name/select/recognise

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. What else you need to know

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates cannot enter for this syllabus.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge O Level Global Perspectives (2069)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027.

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes and carrying forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Marks achieved in Component 2 Individual Report and Component 3 Team Project, can be carried forward to
future series, subject to the requirements set out in the Cambridge Handbook at
www.cambridgeinternational.org/eoguide

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. What else you need to know

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. What else you need to know

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.

Grade descriptions for Cambridge IGCSE Global Perspectives will be published after the first assessment of
the syllabus in 2025.

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 Cambridge IGCSE Global Perspectives 0457 syllabus for 2025, 2026 and 2027. What else you need to know

Changes to this syllabus for 2025, 2026 and 2027

The syllabus has been reviewed and revised for first examination in 2025.

You must read the whole syllabus before planning your teaching programme.

Changes to syllabus content • A description of how the syllabus supports students to develop as
Cambridge Learners has been included.
• The syllabus aims have been refreshed.
• In section 3, which has a new title, ‘Approaches to teaching and
learning’:
– definitions of key terms have been included
– topics have been updated. There are no longer three lists of
topics (one for each component). There is one list of topics. This
list is for all three components.
• A list of command words has been included.

Changes to assessment • The assessment objectives have been refreshed.

(including changes to • The weighting of assessment objectives has changed slightly:
specimen papers)
– more emphasis on AO1
– less emphasis on AO3.
• Component 1:
– the new title is Written Exam
– the duration of the exam has been increased
– the number of marks for each of the four questions has been
adjusted.
• Component 3:
– the weighting for the Team Element has been increased and the
weighting for the Personal Element has been reduced
– the two pieces of work that the team produces are called
Explanation of Research and Planning and Evidence of Action
– the word count for the Explanation of Research and Planning
has increased
– the way the marks for collaboration are awarded has changed;
marks are awarded for the team as a whole and for each
individual within the same team.
• The specimen assessment materials have been updated and the
mark schemes have been revised for all components.

In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
specimen papers will help your students become familiar with exam requirements and command words in
questions. The specimen mark schemes show how students should answer questions to meet the assessment
objectives.

Any textbooks endorsed to support the syllabus for examination from 2025 are suitable for use
with this syllabus.

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
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us and supply your name, email address and requirements and we will respond within 15 working days.

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t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2022

Syllabus
Cambridge IGCSE™
Psychology 0266
Use this syllabus for exams in 2027, 2028 and 2029.
Exams are available in the June and November series.

Version 2
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge?
We work with schools worldwide to build an education that shapes knowledge, understanding and skills.
Together, we give learners the confidence they need to thrive and make a positive impact in a changing world.

As part of the University of Cambridge, we offer a globally trusted and flexible framework for education from
age 3 to 19, informed by research, experience, and listening to educators.

With recognised qualifications, high-quality resources, comprehensive support and valuable insights, we help
schools prepare every student for the opportunities and challenges ahead.

Qualifications that are recognised and valued worldwide

From the world’s top-ranked universities to local higher education institutions, Cambridge qualifications open
doors to a world of opportunities.

Setting a global standard

With over 160 years of experience in delivering fair, valid and reliable assessments to students worldwide, we
offer a global, recognised performance standard for international education.

Your path, your way

Schools can adapt our curriculum, high-quality teaching and learning resources and flexible assessments to
their local context. Our aligned offer helps Cambridge schools support every learner to reach their potential and
thrive.

Learning with lasting impact

Cambridge learners build subject knowledge and conceptual understanding, and develop a broad range of
skills, learning habits and attributes to help make them ready for the world.

Improving learning outcomes through data-led insight and action

Our trusted baseline and diagnostic assessments, together with our insights and evaluation service, help
schools turn data into knowledge and actionable insights, to inform teaching decisions and improve learner
outcomes.

Bringing together a community of experts

We bring together the collective knowledge of experts and our diverse community of educators worldwide,
supporting them to learn from one another and share ideas and information.

Tackling the climate crisis together

We believe that education is key to tackling the climate crisis. Together with Cambridge schools, we can
empower young people with the skills and knowledge to take action on climate change, helping them be ready
for the world.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

© Cambridge University Press & Assessment September 2024

Cambridge International Education is the name of our awarding body and a part of Cambridge University Press & Assessment, which is a
department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge?................................................................................................ 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................11

4 Details of the assessment ........................................................................................ 38

Paper 1 38
Paper 2 38
Command words 39

5 What else you need to know .................................................................................... 40

Before you start 40
Making entries 41
Accessibility and equality 41
After the exam 42
How students and teachers can use the grades 43
Changes to this syllabus for 2027, 2028 and 2029 44

Important: Changes to this syllabus

For information about changes to this syllabus for 2027, 2028 and 2029, go to page 44.

www.cambridgeinternational.org/igcse 3
 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken
by students at any age. Taught by over 5000 schools in 150
countries, it is tried, tested and trusted.

Students can choose from 70 subjects in any combination,

including 30 languages.

Our programmes promote a thorough knowledge and

understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Psychology encourages learners to start

thinking like a psychologist. The syllabus presents opportunities
to explore the key methods, theories, explanations and concepts
that provide the foundations for the study of psychology. Learners are supported in developing key transferable
skills such as the interpretation of evidence and the application of knowledge, while studying a range of
stimulating topics relevant to contemporary international learners.

Our approach in Cambridge IGCSE Psychology encourages learners to be:

confident, developing the ability to communicate psychological explanations, concepts and findings to others

responsible, acknowledging the social, cultural and ethical context of research in psychology

reflective, about their own and the mental processes and behaviours of others

innovative, developing an ability to think psychologically to understand problems and respond to different
situations

engaged, developing a curiosity about human thinking and behaviour, including how research findings can be
used to understand the world around them.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Why choose this syllabus?

Qualifications that are recognised and valued worldwide

Cambridge qualifications prepare and equip learners with the skills they need to thrive at university and beyond.
The world’s best higher education institutions recognise our qualifications and value the critical thinking skills,
independent research abilities and deep subject knowledge that Cambridge learners bring.

We continually work with universities and colleges in every part of the world to ensure that they understand and
accept our qualifications. Cambridge IGCSE provides a springboard to the Cambridge Advanced stage, as
well as other post-16 routes. The combination of knowledge and skills in Cambridge IGCSE Psychology gives
learners a solid foundation for further study. Candidates who achieve grades A* to C are well prepared to follow
a wide range of courses including Cambridge International AS & A Level Psychology.

Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.

UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Why choose this syllabus?

Supporting teachers
We believe education works best when teaching and learning are closely aligned to the curriculum, resources
and assessment. Our high-quality teaching support helps to maximise teaching time and enables teachers to
engage learners of all backgrounds and abilities.

We aim to provide the following support for each Cambridge qualification:

• Syllabus
• Specimen question papers and mark schemes
• Specimen paper answers
• Schemes of Work
• Example candidate responses
• Past papers and mark schemes
• Principal examiner reports for teachers

These resources are available on the School Support Hub at www.cambridgeinternational.org/support, our
secure online site for Cambridge teachers. Your exams officer can provide you with a login.

Additional teaching & learning resources are also available for many syllabuses and vary according to
the nature of the subject and the structure of the assessment of each syllabus. These can include ready-
built lesson materials, digital resources and multimedia for the classroom and homework, guidance on
assessment and much more. Beyond the resources available on the Schools Support Hub, a wide range
of endorsed textbooks and associated teaching and learning support are available from Cambridge at
www.cambridge.org/education and from other publishers. Resources vary according to the nature of the
subject and the structure of the assessment of each syllabus.

You can also contact our global Cambridge community or talk to a senior examiner on our discussion forums.

Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates

Professional development
Find the next step on your professional development journey.
• Introduction courses – An introduction to Cambridge programmes and qualifications. For teachers who
are new to Cambridge programmes or new to a specific syllabus.
• Focus on Teaching courses – These are for teachers who want to explore a specific area of teaching
and learning within a syllabus or programme.
• Focus on Assessment courses – These are for teachers who want to understand the assessment of a
syllabus in greater depth.
• Marking workshops – These workshops help you become more familiar with what examiners are looking
for, and provide an opportunity to raise questions and share your experiences of the syllabus.
• Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops. Each workshop focuses on a specific area of teaching and learning practice.
• Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that
transform professional learning for practicing teachers. Available at Certificate and Diploma level.

For more information visit www.cambridgeinternational.org/support-for-teachers

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• develop a confident working knowledge and understanding of psychological concepts, explanations and
key theories related to each topic
• explore a range of research methods, building an understanding of how they are carried out and when they
might be used
• consider how the application of different research methods may impact results and conclusions
• develop an awareness of relationships between psychological research and everyday life, by exploring the
arguments for and against key theories and applying them to real-life scenarios
• build an awareness of the ethical issues in psychology and the importance of ethical guidelines
• develop an understanding of how individual, social and cultural diversity relates to psychology and why this
is important
• develop a curiosity about human thinking and behaviour, inspiring an interest that could lead to further
study.

We are an education organisation and politically neutral. The contents of this syllabus,
examination papers and associated materials do not endorse any political view. We endeavour to treat all
aspects of the exam process neutrally.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Syllabus overview

Content overview
Cambridge International IGCSE Psychology provides candidates with opportunities to explore psychological
theories, explanations, concepts and studies through six compulsory topics:
• Memory and forgetting
• Sleep and dreams
• Prosocial behaviour
• Visual perception
• Motivation and needs
• Language development.

Candidates also study research methods:

• Experimental method
• Non-experimental methods.

Within each topic, theories and explanations are drawn from a range of approaches to represent different
perspectives in psychology. This syllabus selects one argument for and one argument against the
psychological theories and explanations in the content, from the many that are available.

Studies are named for each topic and are used as evidence to support a theory or explanation. Candidates will
not be expected to evaluate a study in terms of its strengths and weaknesses. Candidates are not expected to
have read the original study.

Cambridge provides summaries of the named studies which contain a sufficient level of detail for learners
studying a course based on this syllabus. The summaries can be found in the Named studies: Summaries and
reference list for Cambridge IGCSE Psychology 0266, available on the website.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Syllabus overview

Assessment overview
All candidates take two components. Candidates will be eligible for grades A* to G.

All candidates take: and:

Paper 1 1 hour 30 minutes Paper 2 1 hour 20 minutes

53% 47%
90 marks 80 marks
Candidates answer all questions in each section. Candidates answer all questions in each section.
Section A Section A
Memory and forgetting 20 marks Visual perception 20 marks
Section B Section B
Sleep and dreams 20 marks Motivation and needs 20 marks
Section C Section C
Prosocial behaviour 20 marks Language development 20 marks
Section D Section D
Experimental research method 30 marks Non-experimental research methods
20 marks
One of the Sections A–C will include an 8-mark One of the Sections A–C will include an 8-mark
item. This section will vary. item. This section will vary.
Section D in Paper 1 will assess syllabus Section D in Paper 2 will assess syllabus
sections 7.1 and 7.5–7.9. sections 7.2–7.4 and 7.5–7.9.
Externally assessed Externally assessed

Information on availability is in the Before you start section.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge and understanding

Demonstrate knowledge and understanding of
• psychological terminology, concepts, theories, research methods.
• ethical guidelines and methods used in psychological research.

AO2 Application
Apply relevant knowledge and understanding of psychology to a range of scenarios.

AO3 Analysis and evaluation

Analyse data to reach conclusions.
Analyse psychological concepts, explanations and theories.
Analyse and evaluate research methods in terms of validity, reliability and ethics.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge and understanding 33

AO2 Application 51

AO3 Analysis and evaluation 16

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2

AO1 Knowledge and understanding 31 35

AO2 Application 53 48

AO3 Analysis and evaluation 16 17

Total 100 100

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’ study.
Flexibility is built into the content to allow teachers to select locally relevant examples to support application
of knowledge to novel scenarios. These should be appropriate for the learners’ age, cultural background and
learning context as well as complying with your school policies and local legal requirements.

There are seven sections in the content:

1 Memory and forgetting
2 Sleep and dreams
3 Prosocial behaviour
4 Visual perception
5 Motivation and needs
6 Language development
7 Research methods.

Teachers must teach all seven sections. Candidates must answer questions on all the sections.

Psychology relies on key terms that learners must understand to progress in the subject. We have included
definitions of the key terms in the content that are appropriate for this level of study. The definitions show what
learners need to know at this level, giving teachers confidence when planning their teaching. Key terms are
highlighted in bold in the content. In the assessment, candidates can gain full credit using alternative language
which conveys the same meaning. A glossary of key terms for this syllabus is also available on the School
Support Hub.

Candidates will only be expected to give strengths and weaknesses in terms of validity, reliability and ethics
within the research methods section.

Named studies

There are three compulsory named studies for each topic, 1–6. Candidates should have knowledge of the
results and conclusion(s) of each named study to support theories and explanations in Topics 1–6 only.
Candidates will not be expected to have knowledge of the strengths and weakness of the named studies.
The Named studies: Summaries and reference list for Cambridge IGCSE Psychology 0266 is available on the
website.

Study summaries include:

The aim(s) of the study

The procedure of the study

• how the aim was tested
• how data was collected from participants

The results of the study, including the main findings and how they are or could be represented and
interpreted

The conclusion(s) that can be reached from the study.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

1 Memory and forgetting

1.1 Key concepts

1.1.1 Memory, information processing:

• encoding
• storage
• retrieval.

1.1.2 The following features of a memory store:

• input, incoming information that is processed into memory
• capacity, maximum amount of information a memory store can hold
• duration, length of time information can be held in a memory store
• access, ability to get information from a memory store.

1.1.3 The following types of memory:

• declarative memory, stored information about facts or events that is consciously remembered
and recalled
• procedural memory, stored information about how to do tasks.

1.1.4 Forgetting, inability to remember information learned previously, including:

• retrograde amnesia, inability to remember information learned previously or past events that
happened before injury, disease or trauma
• anterograde amnesia, inability to remember new information, after injury, disease or trauma.

1.2 Craik and Lockhart’s levels of processing (LoP) model of memory

1.2.1 Craik and Lockhart’s levels of processing (LoP) model of memory, including input, capacity,
duration, and access.
Storage is a by-product of processing.

1.2.2 Craik and Lockhart’s levels of processing:

• structural processing (visual features only)
• phonemic processing (auditory features only)
• semantic processing (meaning only).

1.2.3 Argument for Craik and Lockhart’s levels of processing (LoP) model of memory:
• support from the named study: levels of processing (Craik and Tulving, experiment 2 only).

1.2.4 Argument against Craik and Lockhart’s levels of processing (LoP) model of memory:
• levels of processing (LoP) cannot explain the limited capacity of memory.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

1.2 Craik and Lockhart’s levels of processing (LoP) model of memory continued

1.2.5 Craik and Lockhart’s levels of processing (LoP) model of forgetting.

Encoding specificity principle, memory recall is improved when the recall conditions (context,
cue) are the same as encoding conditions.

1.2.6 Application of knowledge of Craik and Lockhart’s levels of processing (LoP) model of memory
and forgetting to novel scenarios.

1.3 Atkinson and Shiffrin’s multistore model (MSM) of memory

1.3.1 Atkinson and Shiffrin’s multistore model (MSM) of memory.

1.3.2 Memory stores, including input, capacity, duration, and access:

• sensory register (SR), including role of attention
• short-term memory (STM)
• long-term memory (LTM)
• the serial position effect, including:
–  rimacy effect, when information presented at the beginning is better remembered than
p
information presented at a later stage
– r ecency effect, when information presented at a recent stage is better remembered than
information presented at an earlier stage.

1.3.3 Atkinson and Shiffrin’s multistore model (MSM) in understanding forgetting:

• displacement: short-term memory (STM), forgetting information stored in short-term memory
(STM), due to new information
• decay: short-term memory (STM) and sensory register (SR), forgetting information from short-
term memory due to lack of rehearsal
• access problems: long-term memory (LTM).

1.3.4 Argument for Atkinson and Shiffrin’s multistore model (MSM) of memory:
• support from the named study: serial position effect (Murdock).

1.3.5 Argument against Atkinson and Shiffrin’s multistore model (MSM) of memory:
• multistore model (MSM) of memory cannot explain depth of processing.

1.3.6 Application of knowledge of Atkinson and Shiffrin’s multistore model (MSM) of memory and
forgetting to novel scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

1.4 Motivated forgetting

1.4.1 The psychodynamic theory of forgetting, including the role of motivation.

1.4.2 The role of structure of personality:

• id, innate part of the mind led by desire
• ego, part of the mind that balances the id and super-ego
• super-ego, part of the mind led by moral and societal standards.

The concept of the id should be taught in a way that is appropriate for the learners’ age, cultural
background and learning context. Learners are not expected to have knowledge of the id in terms of
sexual or violent impulses.

1.4.3 The role of parts of the mind:

• conscious, thoughts and feelings currently in a person’s awareness.
• pre-conscious, thoughts and feelings a person is not currently aware of, but can easily bring to
their awareness
• unconscious, thoughts and feelings a person cannot bring to their awareness.

1.4.4 The role of defence mechanisms, protective behaviours by ego to reduce anxiety caused by
conflict between different structures of personality:
• repression, unconscious removal of emotionally painful experiences and unacceptable thoughts
and feelings from consciousness
• suppression, conscious removal of unpleasant experiences and unacceptable thoughts and
feelings from consciousness.

1.4.5 Application of knowledge of the psychodynamic theory of forgetting to novel scenarios.

1.5 Role of the brain in memory and forgetting

1.5.1 Localisation of function in the brain:

• specific parts of the brain are responsible for specific functions.

1.5.2 Limbic system, network of structures in the brain involved in processing of emotion, memory and
learning.

1.5.3 The role of the following parts of the limbic system involved in memory formation and memory
loss, including the effect of damage:
• amygdala, influences the consolidation of memories that are emotionally-arousing
• hippocampus, consolidates memories from short-term memory (STM) to long-term memory
(LTM).

1.5.4 Cerebellum, part of the brain involved in body balance and procedural memory.

1.5.5 The role of the cerebellum in memory formation and memory loss, including:
• storing procedural memories
• the effect of damage.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

1.5 Role of the brain in memory and forgetting continued

1.5.6 Argument for the role of the amygdala and hippocampus in memory:
• support from the named study: HM amnesia (Milner et al.).

1.5.7 Argument against the role of the amygdala and hippocampus in memory:
• other parts of the brain are implicated in memory, for example, different parts of the cerebral
cortex.
– the cerebral cortex is the outer layer of the cerebrum involved in reasoning, memory, learning,
and language.

1.5.8 Application of knowledge of the role of the brain in memory and forgetting to novel scenarios.

2 Sleep and dreams

2.1 Key concepts

2.1.1 
Biological rhythms, natural cycles of bodily processes regulated by a person’s internal ‘clock’,
limited to:
• circadian rhythms
– cycle of sleeping and waking (sleep-wake cycle)
– repeat every 24 hours
• ultradian rhythms
– cycles within sleeping and waking
– repeat more than once in a 24-hour period.

2.1.2 Types of sleep within the sleep cycle, including their duration and characteristics (brain activity,
muscle tension, eye movements and dreams):
• rapid eye movement (REM)
• non-rapid eye movement (nREM).

Candidates will not be expected to have knowledge of stages of sleep within the sleep cycle.

2.1.3 Dreams, thoughts, feelings, images, and stories that occur in a person’s mind during sleep.

2.1.4 Ways of measuring characteristics of sleep:

• EEG (electroencephalography)
• EMG (electromyography)
• EOG (electrooculography)
• dream reporting.

2.1.5 The role of exogenous cues (zeitgebers), external factors that affect biological rhythms in the
sleep-wake cycle, including light and social cues.

2.1.6 Hormones, chemical substances, produced and released by a gland and carried in the blood
stream, which alters the activity of one or more specific target cells.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

2.1 Key concepts continued

2.1.7 The role of endogenous pacemakers, internal mechanisms that regulate biological rhythms
in the sleep-wake cycle, including the SCN (suprachiasmatic nucleus), pineal gland and the
hormone melatonin.

2.1.8 The role of biological rhythms in the following, including negative effects and symptoms, such as
tiredness:
• jetlag, psychological and physical effects felt after travelling rapidly across multiple timezones
• shiftwork, work schedule involving working during different periods during day and night,
including outside normal working hours.

2.1.9 The characteristics of sleep disorders, limited to:

• insomnia
• sleep paralysis
• sleepwalking.

2.1.10 The role of biological rhythms in sleep disorders, limited to:

• insomnia
• sleep paralysis
• sleepwalking.

2.1.11 Application of knowledge of the biological processes of sleep and waking to novel scenarios.

2.2 Restoration theory of sleep

2.2.1 The restoration theory of sleep:

• the role of non-rapid eye movement (nREM) and rapid eye movement (REM) sleep:
– non-rapid eye movement (nREM) sleep is important for restoring physiological functions
– rapid eye movement (REM) sleep is important for restoring psychological/brain functions
• the effect of sleep on the function of the amygdala, part of the limbic system involved in
processing emotions.

2.2.2 Changes in sleep patterns over the lifespan. For example, ratio of non-rapid eye movement
(nREM) to rapid eye movement (REM) sleep for infants versus adults.

2.2.3 Argument for the restoration theory of sleep:

• support from the named study: sleep restriction (Robinson et al.).

2.2.4 Argument against the restoration theory of sleep:

• muscle repair also happens effectively during waking rest as well as sleep.

2.2.5 Application of knowledge of the restoration theory of sleep to novel scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

2.3 Hobson & McCarley’s activation-synthesis theory of dreaming

2.3.1 Brain regions involved in dreaming:

• thalamus
– part of the brain that transfers sensory and motor information to the cerebral cortex
– active in generating images and information during rapid eye movement (REM)
• amygdala
– part of the limbic system involved in memory and emotional learning
– active in processing emotions within dreams during rapid eye movement (REM).

2.3.2 Hobson & McCarley’s activation-synthesis theory of dreaming:

• sensory input blockade
• motor output blockade
• random activation
• synthesis in the cerebral cortex.

2.3.3 Argument for Hobson & McCarley’s activation-synthesis theory of dreaming:

• support from the named study: bizarreness of dream content (Williams et al.).

2.3.4 Argument against Hobson & McCarley’s activation-synthesis theory of dreaming:

• some dreams are meaningful to individuals and do not seem to be random.

2.3.5 Application of knowledge of the activation-synthesis theory of sleep to novel scenarios.

2.4 Psychodynamic theory of dreaming

2.4.1 The role of parts of the mind:

• conscious
• pre-conscious
• unconscious.

2.4.2 Types of dream content:

• manifest content, actual content or events of dreams that can be recalled upon waking
• latent content, hidden, symbolic meaning of dreams.

2.4.3 Wish fulfilment, satisfying the unconscious desires of the id through dreams.

The concept of the id should be taught in a way that is appropriate for the learners’ age, cultural
background and learning context. Learners are not expected to have knowledge of the id in terms of
sexual or violent impulses.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

2.4 Psychodynamic theory of dreaming continued

2.4.4 Mechanisms of dreamwork:

• condensation, combining different images, meanings or emotions into one dream object
• displacement, transfer of feelings or behaviours from the original dream object to another
• secondary elaboration, the work the unconscious mind does to add detail and make logical
sense of manifest content.

2.4.5 The process of dream analysis, including use in therapy, limited to:
• bringing latent content into the conscious
– free association, technique in which a person expresses any thought that comes to mind,
no matter how embarrassing or illogical it is
– symbol analysis, interpretation based on dream object.

2.4.6 Argument for the psychodynamic theory of dreaming:

• support from the named study: dreams and trauma (Iorio et al.).

2.4.7 Argument against the psychodynamic theory of dreaming:

• interpretation of symbols in dreams is subjective, impacted by personal opinions and feelings;
biased.

2.4.8 Application of knowledge of the psychodynamic theory of dreaming to novel scenarios.

3 Prosocial behaviour
3.1 Key concepts

3.1.1 Prosocial behaviour, positive action that benefits others, including:

• development of prosocial behaviour with age
• examples of prosocial behaviour, including helping, sharing, and caring.

3.1.2 Individual factors:

• unique features of a person which can affect prosocial behaviour
• examples include personality, age, biological factors.

3.1.3 Situational factors:

• factors external to a person which can affect prosocial behaviour
• examples include location, proximity, environmental factors.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

3.2 Biological explanation of prosocial behaviour

3.2.1 Neurotransmitters, chemical signals produced by a nerve cell and released to the target cell.

3.2.2 The function of the neurotransmitter serotonin in prosocial behaviour.

3.2.3 The function of the hormone oxytocin in prosocial behaviour.

3.2.4 The role of the following brain areas in prosocial behaviour:

• prefrontal cortex, part of the cerebral cortex involved in attention, emotional expression and social
behaviours
• amygdala, active in empathetic responses.

3.2.5 
Heritability, a measure of the extent to which differences in a characteristic or behaviour can be
explained by differences in genes.

3.2.6 Heritability of prosocial behaviour, including the similarities of monozygotic (MZ) and dizygotic
(DZ) twins.

3.2.7 Argument for the biological explanation of prosocial behaviour:

• support from the named study: heritability of social responsibility (Rushton).

3.2.8 Argument against the biological explanation of prosocial behaviour:

• heritability is not entirely responsible for prosocial behaviour, there are also environmental
influences, for example, social groups and roles.

3.2.9 Application of knowledge of the biological explanation of prosocial behaviour to novel scenarios.

3.3 Social identity theory of prosocial behaviour

3.3.1 
Social identity, part of a person’s identity that that comes from belonging to social groups, such
as family and ethnicity.

3.3.2 Tajfel and Turner’s social identity theory:

• stages including social categorisation, social identification, and social comparison
• relationship between group membership and self-esteem
• dynamics of
– ingroups, groups that a person is a member of
– outgroups, groups that a person is not a member of.

3.3.3 Tajfel and Turner’s social identity theory in understanding prosocial behaviour:
• role of shared identity in prosocial behaviour
• helping and ingroup favouritism.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

3.3 Social identity theory of prosocial behaviour continued

3.3.4 Argument for the social identity theory of prosocial behaviour:

• support from the named study: helping behaviour (Levine et al., study 1 only).

3.3.5 Argument against the social identity theory of prosocial behaviour:

• prosocial behaviour is not just influenced by social identity. For example, individual differences
between members of the same social groups and cultural factors.

3.3.6 Application of knowledge of the social identity theory of prosocial behaviour to novel scenarios.

3.4 Bandura’s social learning theory of prosocial behaviour

3.4.1 Bandura’s social learning theory:

• four processes of social learning: attention, retention, reproduction, and motivation
• types of models: live, symbolic, verbal instruction
• the role of vicarious reinforcement.

3.4.2 Bandura’s social learning theory in understanding prosocial behaviour:

• observation of prosocial behaviours
• imitation of models’ prosocial behaviour
• vicarious reinforcement, as motivation for prosocial behaviour
– frequency of a behaviour increases after observing others (models) being rewarded for the
same behaviour.

3.4.3 Bandura’s social learning theory in understanding prosocial media use:

• modelling, learning by imitating or copying others (models)
• parental mediation of media use, strategies parents use to check, control and discuss
children’s media use
• empathy, ability to understand another’s feelings and see things from their point of view.

Media includes music, television, video games and social media.

3.4.4 Argument for Bandura’s social learning theory of prosocial behaviour:

• support from the named study: prosocial media (Prot et al., study 1 only).

3.4.5 Argument against Bandura’s social learning theory of prosocial behaviour:

• environmental influences are not entirely responsible for prosocial behaviour, there are also
biological factors, for example, hormones, neurotransmitters, brain areas and genetics.

3.4.6 Application of knowledge of Bandura’s social learning theory to novel scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

4 Visual perception
4.1 Key concepts

4.1.1 Sensation, physical detection of stimuli using the senses.

4.1.2 Perception, interpretation and conscious experience of sensory information.

4.1.3 The five senses:

• sight
• hearing
• touch
• taste
• smell.

4.1.4 The role of the occipital lobe in visual perception:

• part of the cerebral cortex involved in processing visual stimuli.

4.1.5 Visual constancies in perception:

• shape
• size
• colour.

4.1.6 Depth cues in the environment that help perception:

• relative brightness
• texture gradient
• relative size
• superimposition
• height in plane.

4.1.7 The Gestalt principles of perception, limited to:

• figure-ground
• similarity
• proximity
• closure
• continuity.

4.1.8 Application of knowledge of the five senses, visual constancies, and Gestalt principles to novel
scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

4.2 Gibson’s direct theory of perception

4.2.1 Gibson’s direct theory of perception, including:

• bottom-up theory
– role of nature (innate)
– information from senses
– mechanism for survival
• optic flow, appearance of objects as the observer moves past the objects
• motion parallax, closer objects appear to move faster than objects further away
• types of invariants, aspects of the environment that do not change when the observer moves
– linear perspective
– texture perspective
• affordance, the possible actions we perceive our environment to offer.

4.2.2 Argument for Gibson’s direct theory of perception:

• support from the named study: visual cliff (Gibson and Walk).

4.2.3 Argument against Gibson’s direct theory of perception

• ignores influence of expectation and culture on perception.

4.2.4 Application of knowledge of Gibson’s direct theory of perception to novel scenarios.

4.3 Gregory’s constructivist theory of perception

4.3.1 Gregory’s constructivist theory of perception, including:

• top-down theory
• role of nurture (environment)
• schemas, mental structures people use to organise and store information about their
environment
• inferences (from visual and auditory information), conclusion or prediction based on prior
knowledge
• perceptual hypotheses, educated guesses people make when interpreting sensory
information.

4.3.2 
Perceptual set, noticing some aspects of sensory information and not others, based on
schemas.

4.3.3 Factors affecting perceptual set:

• culture: depth cue variance, norms, and values
• motivation and emotion
• expectation.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

4.3 Gregory’s constructivist theory of perception continued

4.3.4 Argument for Gregory’s constructivist theory of perception:

• support from the named study: familiarity and perception (Haber and Levin, experiment 2 only).

4.3.5 Argument against Gregory’s constructivist theory of perception:

• ignores the role of nature in perception.

4.3.6 Application of knowledge of Gregory’s constructivist theory of perception to novel scenarios.

4.4 Visual illusions and culture

4.4.1 Types of two-dimensional (2D) visual illusions:

• ambiguous figures
– Leeper’s lady illusion
• fictions
– Kanizsa triangle illusion
• distortions
– Müller-Lyer illusion
• impossible figures
– Penrose triangle illusion
• relative size
– Ebbinghaus illusion.

4.4.2 Gestalt principles in understanding the visual illusions of ambiguous figures and fictions.

4.4.3 The influence of culture on how visual illusions are experienced:

• differences in attention.

4.4.4 Argument for the influence of culture on how visual illusions are experienced:
• support from the named study: culture and visual illusions (Bremner et al., experiment 2 only).

4.4.5 Argument against the influence of culture on how visual illusions are experienced:
• there are universal aspects of human perception that go beyond culture differences.

4.4.6 Application of knowledge of illusions to novel scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

5 Motivation and needs

5.1 Key concepts

5.1.1 Motivation, psychological force that directs behaviour towards certain goals.

5.1.2 Types of motivation:

• extrinsic motivation, type of motivation caused by external benefits; for example, pay, winning
a prize
• intrinsic motivation, type of motivation caused by personal satisfaction or enjoyment; for
example a sense of belonging, feeling of enjoyment.

5.1.3 Need, physiological or psychological requirement for survival and wellbeing.

5.1.4 Maslow’s hierarchy of needs in the context of motivation, limited to:

• deficiency needs:
– physiological
– safety
– love/belonging
– esteem
• growth need:
– self-actualisation.

5.2 Hull’s drive reduction theory of motivation

5.2.1 Biological drives, states of readiness that motivate an action, created by a biological need.

5.2.2 
Sympathetic nervous system, network of nerves that activates the body’s ‘fight or flight’
response, when the brain reacts to stress, danger or physical activity.

5.2.3 
Parasympathetic nervous system, network of nerves that activates the body’s ‘rest and digest’
response, when the body is resting, especially after eating.

5.2.4 Biological arousal, state of physiological activation:

• high arousal: activation of sympathetic nervous system
• low arousal: activation of parasympathetic nervous system.

5.2.5 The role of biological instincts in motivation:

• releasing stimulus/environmental cues
• fixed-action patterns including those required for survival.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

5.2 Hull’s drive reduction theory of motivation continued

5.2.6 Hull’s drive reduction theory of motivation:

• importance of homeostasis
– organism’s internal regulation to maintain physiological balance
• physiological arousal
• primary drives and secondary drives
• optimal arousal.

5.2.7 Application of knowledge of Hull’s drive reduction theory of motivation to novel scenarios.

5.3 Positive reinforcement in education

5.3.1 
Positive reinforcement, adding a pleasant stimulus after a behaviour, to increase the chance of
the behaviour happening again
• influence of external rewards
• shaping behaviour.

5.3.2 Using positive reinforcement to motivate learners in education, including:

• token economies
• peer feedback
• verbal/non-verbal praise.

5.3.3 Argument for the use of positive reinforcement to motivate learners in education:
• support from the named study: classroom token economy (Boniecki and Moore).

5.3.4 Argument against the use of positive reinforcement to motivate learners in education:
• environmental and individual factors also influence learners’ experience.

5.3.5 Application of knowledge of positive reinforcement to motivate learners in education to novel

scenarios.

5.4 Psychodynamic motivation and marketing

5.4.1 The role of parts of the mind:

• conscious
• pre-conscious
• unconscious.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

5.4 Psychodynamic motivation and marketing continued

5.4.2 The role of structure of personality:

• id
• ego
• super-ego.

The concept of the id should be taught in a way that is appropriate for the learners’ age, cultural
background and learning context. Learners are not expected to have knowledge of the id in terms of
sexual or violent impulses.

5.4.3 The role of psychodynamic motivation in marketing, including:

• unconscious desires and identification
• products or brands with symbolic meaning
• defence mechanisms
– regression, returning to an earlier stage of development in terms of thoughts, emotions and
behaviours
– rationalisation, justifying undesirable thoughts or behaviours using logical explanations to
make them more acceptable
• use of advertising appeals, including nostalgia and morality.

5.4.4 Argument for the role of psychodynamic motivation in marketing:

• support from the named study: nostalgic advertising (Merchant et al., study 3 only).

5.4.5 Argument against the role of psychodynamic motivation in marketing:

• influence of unconscious motives is difficult to observe or measure.

5.4.6 Application of knowledge of the psychodynamic motivation in marketing to novel scenarios.

5.5 Motivation to exercise

5.5.1 Deci and Ryan’s self-determination theory, including needs of:

• competence, need to feel capable of performing tasks
• relatedness, need to feel connected to others and belonging to a community
• autonomy, need to feel in control and able to make one’s own choices.

5.5.2 Deci and Ryan’s self-determination theory in understanding the motivation to exercise, including
implications of extrinsic motivation and intrinsic motivation.

5.5.3 Argument for Deci and Ryan’s self-determination theory in the context of motivation to exercise:
• support from the named study: sports persistence (Calvo et al.).

5.5.4 Argument against Deci and Ryan’s self-determination theory in the context of motivation to
exercise:
• environmental barriers to exercise, for example lack of time, health issues, social limitations.

5.5.5 Application of knowledge of Deci and Ryan’s self-determination theory to novel scenarios in the
context of motivation to exercise.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

6 Language development
6.1 Key concepts

6.1.1 Language, a system for communicating thoughts and feelings, via verbal and non-verbal ways.

6.1.2 General stages of language acquisition, process of learning language:

• pre-linguistic
• babbling
• one-word
• two-word
• telegraphic
• multi-word (post telegraphic).

6.2 Biological explanation of language acquisition

6.2.1 The location and function of language centres in the brain:

• frontal lobe: Broca’s area (production of speech)
• temporal lobe: Wernicke’s area (understanding of speech).

6.2.2 Chomsky’s biological explanation of language acquisition, including:

• language acquisition device (LAD)
• universal grammar
• critical period for language acquisition
–  arly stage in life when a person is especially ready for specific learning that may not occur
e
again in later stages.

6.2.3 Aphasia, language impairment caused by brain damage following head injury, stroke or illness.

6.2.4 The biological explanation of language acquisition in understanding the following types of
aphasia:
• Broca’s aphasia
• Wernicke’s aphasia.

6.2.5 Argument for Chomsky’s biological explanation of language acquisition:

• support from the named study: sign language acquisition (Senghas).

6.2.6 Argument against Chomsky’s biological explanation of language acquisition:

• language acquisition is not just influenced by biology, for example, cultural and social factors.

6.2.7 Application of knowledge of the biological explanation of language acquisition to novel scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

6.3 Learning theory of language development

6.3.1 The learning theory of language development including:

• observation and imitation
• positive reinforcement
• negative reinforcement, removing an unpleasant stimulus after a behaviour, to increase the
chance of the behaviour happening again.

6.3.2 Argument for the learning theory of language development:

• support from the named study: speech and social feedback (Goldstein et al.).

6.3.3 Argument against the learning theory of language development:

• children’s use of novel language.

6.3.4 Application of knowledge of the learning theory of language development to novel scenarios.

6.4 Piaget’s cognitive theory of language development

6.4.1 The role of schemas in language development, including processes of:

• assimilation, incorporating new information into an existing schema, without changing the
schema
• accommodation, changing existing schema to incorporate new information.

6.4.2 Piaget’s cognitive theory of language development including:

• sensory motor stage
– assimilation: language skills as physical and repetitive
• pre-operational stage
– symbolic thought, using words and images to represent objects and events in the world
– speech
○ is egocentric, inability to see any point of view other than one’s own
○ shows animism, belief that non-living objects can think, feel, and behave like living
beings
• concrete operational stage
– de-centration of thought and language
– speech as socialised (use of questions/answers/commands)
• formal operational stage
– able to use language to express abstract/theoretical ideas.

6.4.3 Argument for Piaget’s cognitive theory of language development:

• support from named study: schemas and language (Hewitt).

6.4.4 Argument against Piaget’s cognitive theory of language development:

• children’s abilities at different ages and stages are influenced by the environment, for example
culture and upbringing.

6.4.5 Application of knowledge of Piaget’s cognitive theory of language development to novel

scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

7 Research methods
7.1 Experimental method

7.1.1 The features of an experiment.

An experiment defined as a method of investigating the effect of one variable on another variable,
under controlled conditions.
Candidates will not be expected to have knowledge of different types of experiments, for example

laboratory experiments and field experiments.

7.1.2 Application of knowledge of experiments to novel scenarios.

Independent variable, including the use of levels (conditions).

7.1.3 
Independent variable defined as the variable that is manipulated; may have two or more conditions or
levels.

7.1.4 
Dependent variable, including measurement by experimental tests or tasks, observation,
questionnaire and interviews.
Dependent variable defined as a variable that is measured.

7.1.5 Application of knowledge of independent and dependent variables to novel scenarios.

7.1.6 How variables can be operationalised, including the process of operationalisation or producing
an operational definition to be manipulated (IV) or measured (DV).
Operationalised defined as defining a variable or behavioural category so it can be accurately
measured or observed.

7.1.7 Application of knowledge of operationalisation of variables to novel scenarios.

7.1.8 
Experimental design defined as a way of assigning participants to different conditions or levels
in an experiment.
Candidates will not be expected to have knowledge of matched pairs design.

7.1.9 Application of knowledge of experimental designs to novel scenarios.

Candidates will not be expected to have knowledge of mixed experimental designs to novel
scenarios.

7.1.10 Repeated measures experimental design, including the use of counterbalancing.

Repeated measures defined as the same participants take part in each condition of an experiment;
participants experience all of the levels of the independent variable.
Counterbalancing defined as changing the order in which participants experience the different
conditions, to reduce the impact of extraneous variables in an experiment.

7.1.11 Application of knowledge of repeated measures designs to novel scenarios.

7.1.12 Independent measures experimental design, including the use of random allocation to levels
of the independent variable (IV).
Independent measures defined as different participants take part in each condition of an experiment;
participants experience only one of the levels of the independent variable.
Random allocation defined as assignment of participants to different conditions in an experiment, so
that each participant has an equal chance of being assigned to any particular condition.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

7.1 Experimental method continued

7.1.13 Application of knowledge of independent measures designs to novel scenarios.

7.1.14 
Experimental conditions defined as levels of the independent variable that are manipulated in
an experiment.

7.1.15 Application of knowledge of experimental conditions to novel scenarios.

7.1.16 Experimental groups defined as participants who experience the experimental condition(s).

7.1.17 
Control groups defined as participants who do not experience the experimental condition(s) and
are used as a comparison group.

7.1.18 Application of knowledge of experimental groups and control groups to novel scenarios.

7.1.19 
Extraneous variable defined as a variable, other than the independent variable, that can have an
impact on the dependent variable in an experiment.

7.1.20 
Control defined as step(s) taken by researcher to reduce or keep the impact of extraneous
variable(s) constant.

7.1.21 Application of knowledge of extraneous variables and controls to novel scenarios.

7.2 Non-experimental method: observations

7.2.1 The features of an observation.

Observation defined as a method of collecting data by watching participants.

Candidates will not be expected to have knowledge of:
• participant or non-participant observation
• controlled or naturalistic observation.

7.2.2 Application of knowledge of observation to novel scenarios.

7.2.3 The features of a structured observation, including:

• use of operationalised behavioural categories
• use of tally charts and checklists
Structured observation defined as observing a fixed set of behaviours that the researcher selects in
advance.
Behavioural categories defined as specific activities recorded in a structured observation.

7.2.4 The features of an unstructured observation.

Unstructured observation defined as observing a complete range of possible behaviours that the
researcher does not select in advance.

7.2.5 Application of knowledge of structured and unstructured observation to novel scenarios.

7.2.6 How behavioural categories can be operationalised.

continued

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

7.2 Non-experimental method: observations continued

7.2.7 Application of knowledge of operationalisation of behavioural categories to novel scenarios.

7.2.8 The features of a covert observation.

Covert observation defined as the role of observer is not known or obvious to the participants, as the
observers are hidden or disguised.

7.2.9 The features of an overt observation.

Overt observation defined as the role of observer is obvious to the participants and the participants
know that they are being observed.

7.2.10 Application of knowledge of covert and overt observation to novel scenarios.

7.3 Non-experimental method: questionnaires and interviews

7.3.1 The features of a questionnaire, including questionnaire techniques.

A questionnaire defined as a method of collecting data by asking written questions to participants.
Candidates will not be expected to have knowledge of postal questionnaires.

7.3.2 The features of an interview.

Interview defined as a method of collecting data by asking verbal questions to participants.

Candidates will not be expected to have knowledge of:

• structured, semi-structured, unstructured
• telephone, face-to-face.

7.3.3 Application of knowledge of questionnaires and interviews to novel scenarios.

7.3.4 
Open questions defined as questions that require detailed answers in participants’ own words;
no answer choices are given to participants.

7.3.5 Closed questions defined as questions with a fixed set of possible responses.

7.3.6 Application of knowledge of open and closed questions to novel scenarios.

7.4 Non-experimental method: case studies

7.4.1 The features of a case study:

• collecting data using:
– tests
– tasks
– observations
– questionnaires
– interviews
• the use of triangulation.

Case study defined as an in-depth investigation of a single individual, group, or event.

7.4.2 Application of knowledge of case studies to novel scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

7.5 Sampling

7.5.1 
Population defined as a group of people with one or more characteristics in common, from
which a sample is selected.

7.5.2 Sample defined as a group of people selected to represent the population in research.

7.5.3 Types of sampling technique, limited to opportunity sample and volunteer sample.
Sampling technique defined as the method used to select research participants from the population.
Opportunity sample defined as participants are selected because they are available at the time of
research.
Volunteer sample defined as participants choose to take part in research by responding to an
invitation to participate.

7.5.4 Application of knowledge to novel scenarios of:

• populations
• samples
• sampling techniques
– opportunity sampling
– volunteer sampling.

7.6 Validity and reliability

7.6.1 Validity, including subjectivity and objectivity.

Validity defined as extent to which the researcher is investigating what they aimed to investigate.
Subjectivity defined as impacted by personal opinions and feelings; biased.
Objectivity defined as not impacted by personal opinions and feelings; unbiased.
Candidates will not be expected to have knowledge of named types of validity, for example
ecological validity or temporal validity.

7.6.2 Application of knowledge of validity to novel scenarios, including how to improve validity.

7.6.3 Reliability including inter-rater reliability and inter-observer reliability.

Reliability defined as consistency of procedure or measures used to collect data in research.
Inter-rater reliability defined as consistency and agreement between raters judging the same
responses.
Inter-observer reliability defined as consistency and agreement between observers observing the
same behaviours.
Candidates will not be expected to have knowledge of how to measure inter-rater reliability or
inter‑observer reliability.

7.6.4 Application of knowledge of reliability to novel scenarios, including how to improve reliability.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

7.7 Ethical guidelines

7.7.1 Ethical guidelines used in psychological research:

• general rules that researchers need to follow to protect the rights and wellbeing of the participants
– consent, valid consent, including informed consent
○ voluntary agreement to participate in research
– debriefing
○ providing full information about the research to participants once data are collected; used
to reduce any impacts of deception
– confidentiality
○ protecting personal information of participants by keeping their data anonymous
– avoiding deception
○ avoiding intentionally giving wrong or incomplete information to participants
– right to withdraw
○ participants are aware they can leave the research at any time
– privacy
○ respecting participants’ personal space, refraining from making participants reveal
unnecessary personal details
– minimising harm, including maximising benefit
○ participants are not exposed to any greater physical or psychological risk than
participants may experience in their daily life.

7.7.2 Application of knowledge of ethical guidelines to novel scenarios Including how to improve
adherence to ethical guidelines.

7.8 Role of the researcher, materials and procedure

7.8.1 The research process:

• setting an aim, the purpose of the research
• designing a procedure, including
– organising experimental conditions, the observational setting, controls, use of a stooge
(confederate)
○ a person in the experiment who is playing a role in the research, without the participants’
knowledge
– choosing materials, including stimuli, tests/tasks, behavioural categories, questions
• considering validity and reliability
• implementing ethical guidelines
• briefing participants and giving instructions
• conducting the research and collecting data including
– experimental tests/tasks
– observations
– questionnaires
– interviews
– case studies
• analysing data, including results and conclusions.

7.8.2 Apply the aspects listed in 7.8.1 of the research process to novel scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

7.9 Dealing with data

7.9.1 Use and structure of data tables, including:

• rows
• columns
• row headings
• column headings
• units (where appropriate).

7.9.2 Application of knowledge of data tables to novel scenarios.

Information may be presented in written from, tables and bar charts.

7.9.3 
Measures of central tendency, including how to find the mean, median and mode.
Measures of central tendency defined as values that show a typical score in a set of data.
Mode defined as the value that appears most frequently in a set of data.
Median defined as the value that appears in the middle of a set of data, when arranged from the
smallest score to the largest value.
Mean defined as the value calculated by adding all the scores and then dividing by the number of
scores in the set of data.
Candidates will not be expected to find measures of central tendency.

7.9.4 Application of knowledge to select and use measures of central tendency to novel scenarios

7.9.5 
Measure of spread, including how to find the range.
Measure of spread defined as a value that shows how similar or different values are in a set of data.
The range defined as the difference between the highest value and the lowest value in a set of data.
Candidates will not be expected to find the range.

7.9.6 Application of knowledge of the range to novel scenarios.

7.9.7 Bar charts, including their use and the format of bar charts including:
• axes
• labels
• placement of bars
• units (where appropriate).

7.9.8 Application of knowledge of bar charts to novel scenarios.

7.9.9 Reaching a conclusion.

Conclusion defined as interpretation of the patterns in data to make a reasoned decision about
whether the results support the research aim.

7.9.10 Application of knowledge of reaching conclusions from data in tables and bar charts to novel
scenarios.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

Named studies reference list

1 Memory and forgetting:

Craik, F, and Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal
of Experimental Psychology: General, 104, 268–294.

Milner, B., Corkin, S. and Teuber, H.-L. (1968) Further analysis of the hippocampal amnesic syndrome: 14-
year follow-up study of H.M. Neuropsychologia 6, 215–234.

Murdock, B. B., Jr. (1962). The serial position effect of free recall. Journal of Experimental Psychology, 64(5),
482–488.

2 Sleep and dreams:

Robinson, J., Erath, S., Kana, R., and El-Sheikh, M. (2018). Neurophysiological differences in the adolescent
brain following a single night of restricted sleep–A 7T fMRI study. Developmental Cognitive Neuroscience, 31,
1–10.

Iorio, I., Sommantico, M., and Parrello, S. (2020). Dreaming in the time of COVID-19: A quali-quantitative
Italian study. Dreaming, 30(3), 199–215.

Williams, J., Merritt, J., Rittenhouse, C., and Hobson, J. (1992). Bizarreness in dreams and fantasies:
Implications for the activation-synthesis hypothesis. Consciousness and Cognition, 1(2), 172–185.

3 Prosocial behaviour:

Rushton, J. (2004). Genetic and environmental contributions to pro-social attitudes: a twin study of social
responsibility. Proceedings of the Royal Society of London. Series B: Biological Sciences, 271(1557),
2583–2585.

Levine, M., Prosser, A., Evans, D., and Reicher, S. (2005). Identity and emergency intervention: How social
group membership and inclusiveness of group boundaries shape helping behavior. Personality and Social
Psychology Bulletin, 31(4), 443–453.

Prot, S., Gentile, D., Anderson, C., Suzuki, K., Swing, E., Lim, K., Horiuchi, Y., Jelic, M., Krahé, B., Liuqing,
W., Liau, A., Khoo, A., Petrescu, P., Sakamoto, A., Tajima, S., Toma, R., Warburton, W., Zhang, X. and Lam,
B. (2014). Long-term relations among prosocial-media use, empathy, and prosocial behavior. Psychological
Science, 25(2), 358–368.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

4 Visual perception:

Bremner, A., Doherty, M., Caparos, S., De Fockert, J., Linnell, K., and Davidoff, J. (2016). Effects of culture
and the urban environment on the development of the Ebbinghaus illusion. Child Development, 87(3),
962–981.

Gibson, E. and Walk, R. (1960). Visual Cliff. Scientific American. 202 (4): 64–71.

Haber, R. and Levin, C. (2001). The independence of size perception and distance perception. Perception &
Psychophysics, 63(7), 1140–1152.

5 Motivation and needs:

Boniecki, K. and Moore, S. (2003). Breaking the silence: Using a token economy to reinforce classroom
participation. Teaching of Psychology, 30(3), 224–227.

Calvo, T. G., Cervelló, E., Jiménez, R., Iglesias, D., and Murcia, J. (2010). Using self-determination theory
to explain sport persistence and dropout in adolescent athletes. The Spanish Journal of Psychology, 13(2),
677–684.

Merchant, A., Latour, K., Ford, J., and Latour, M. (2013). How strong is the pull of the past?: Measuring
personal nostalgia evoked by advertising. Journal of Advertising Research, 53(2), 150–165.

6 Language development:

Goldstein, M., King, A., and West, M. (2003). Social interaction shapes babbling testing parallels between
birdsong and speech. Proc. Natl. Acad. Sci. U.S.A. 100, 8030–8035.

Hewitt, E. (2022). An exploration of the relationship between schema and language: four young child case
studies. Early Child Development and Care, 192(12), 1931–1939.

Senghas, A. (1995). The development of Nicaraguan Sign Language via the language acquisition process.
Proceedings of the 19th annual Boston University conference on language development. 543–552.
Cascadilla Press.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Subject content

Faculty feedback: ‘Understanding how and why our climate is changing and providing the
knowledge and skills to explore the challenges plays a key role in every student’s education.’
Feedback from: Dr Amy Munro-Faure, Head of Education and Student Engagement of Cambridge Zero

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029.

4 Details of the assessment

Paper 1
Written paper, 1 hour 30 minutes, 90 marks

Candidates answer all questions.

Candidates write their answers on the question paper.

This paper contains four sections:

• Section A: short answer questions on Memory and forgetting
• Section B: short answer questions on Sleep and dreams
• Section C: short answer questions on Prosocial behaviour

There will be one 8-mark, extended response question assessing AO1 and AO2, in one of the sections A–C.
This section will vary. Candidates will use arguments for/against a theory or concept in sections A–C.

• Section D: short answer questions on research methods, focusing on the Experimental method.
This section will assess content from Section 7.1 and 7.5–7.9. It will include one extended response
question of 4–6 marks on planning an experiment. Some aspects of the investigation will be provided
for candidates as part of the question and candidates will be required to plan the other aspect(s) of the
experiment.

Candidates will be tested on all three assessment objectives in this paper.

Paper 2
Written paper, 1 hour 20 minutes, 80 marks

Candidates answer all questions.

Candidates write their answers on the question paper.

This paper contains four sections:

• Section A: short answer questions on Visual perception
• Section B: short answer questions on Motivation and needs
• Section C: short answer questions on Language development

There will be one 8-mark extended response question assessing AO1 and AO2, in one of the sections A–C.
This section will vary. Candidates will use arguments for/against a theory or concept in sections A–C.

• Section D: short answer questions on research methods, focusing on Non-experimental methods.

This section will assess content from Section 7.2–7.4 and 7.5–7.9.

Candidates will be tested on all three assessment objectives in this paper.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exams. The
table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.

Command word What it means

Define give precise meaning

Describe state the points of a topic / give characteristics and main features

Explain set out purposes or reasons / make the relationships between things clear / say why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Justify support a case with evidence/argument

Outline set out the main points

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a broad curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

We do not expect learners starting this course to have previously studied psychology.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridgeinternational.org/adminzone.

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. What else you need to know

Making entries
Exams officers are responsible for submitting entries. We encourage them to work closely with you to make
sure they enter the right number of candidates for the right combination of syllabus components. Entry option
codes and instructions for submitting entries are in the Cambridge Guide to Making Entries. Your exams officer
has access to this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.

Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to Making Entries
for the relevant series. Regulations for carrying forward component marks can be found in the Cambridge
Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
At Cambridge we recognise that our candidates have highly diverse socio-economic, cultural and linguistic
backgrounds, and may also have a variety of protected characteristics. Protected characteristics include
special educational needs and disability (SEND), religion and belief, and characteristics related to gender and
identity.

We follow accessible design principles to make our syllabuses and assessment materials as accessible and
inclusive as possible. We review language accessibility, visual resources, question layout and the contexts
used in questions. Using this approach means that we give all candidates the fairest possible opportunity to
demonstrate their knowledge, skills and understanding.

Access arrangements
Our design principles aim to make sure our assessment materials are accessible for all candidates. To further
minimise barriers faced by candidates with SEND, illness or injury, we offer a range of access arrangements

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. What else you need to know

and modified papers. This is the principal way in which we comply with our duty to make ‘reasonable
adjustments’, as guided by the UK Equality Act 2010.

Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to taking an
assessment and should also reflect their normal way of working. This is explained in section 1.3 of the
Cambridge Handbook www.cambridgeinternational.org/eoguide
• For Cambridge to approve an access arrangement, we need to agree that it constitutes a reasonable
adjustment and does not affect the security or integrity of the assessment.
• Details of our standard access arrangements and modified question papers are available in section 1.3 of
the Cambridge Handbook www.cambridgeinternational.org/eoguide
• Centres are expected to check the availability of access arrangements and modified question papers at
the start of the course. All applications should be made by the deadlines published in section 1.3 of the
Cambridge Handbook www.cambridgeinternational.org/eoguide
• Contact us at the start of the course to find out if we can approve an access arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results, Cambridge IGCSE is shown as INTERNATIONAL GENERAL CERTIFICATE OF

SECONDARY EDUCATION (IGCSE).

On certificates, Cambridge IGCSE is shown as International General Certificate of Secondary Education.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. What else you need to know

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for or likely to be successful in a particular
course or career.
The outcomes help students choose the most suitable course or career.

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 Cambridge IGCSE Psychology 0266 syllabus for 2027, 2028 and 2029. What else you need to know

Changes to this syllabus for 2027, 2028 and 2029

The syllabus has been updated. This is version 2, published November 2024.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Changes to syllabus • We have corrected learning outcome 3.4.3 to include strategies parents
content use to check, control and discuss children’s media use
• Learning outcome 5.2 is now called “Hull’s drive reduction theory of
motivation”
• Development of mental imagery is no longer a separate bullet point in
6.4.2, as it is already included under symbolic thought
• We have made minor typographical changes to a number of learning
outcomes to improve clarity

Changes to assessment • We have improved the accuracy of the weighting of the assessment
(including changes to objectives on page 10 of the syllabus
specimen papers) • We have updated the description for Paper 02 on page 38 to clarify that
candidates will be tested on all three assessment objectives
• We have made minor typographical changes to questions 1(a), 6(c) and
14(a) within specimen paper 01, to improve accessibility
• We have made a minor typographical change to question 8(c) within
specimen paper 02, to improve accessibility.

Significant changes to the syllabus are indicated by black vertical lines either side of the text.

Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.

With a Customer Services team available 24 hours a day, 6 days a week, and dedicated regional teams
supporting schools in 160 countries, we understand your local context and are here to guide you so you can
provide your learners with everything they need to prepare for Cambridge IGCSE.

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We are committed to providing exceptional quality. In line with this commitment, our quality management
system for the provision of international education programmes and qualifications for students aged 5 to 19
is independently certified as meeting the internationally recognised standard, ISO 9001:2015.
Learn more at www.cambridgeinternational.org/about-us/our-standards/

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School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

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