The atmospheric system All candidates should be able to analyse and discuss: The syllabus does not prescribe a particular sequence of study. The second digit is the location code, speciic to an administrative zone. Technology and social organisation can be both managed and improved to make way for a new era of economic growth.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning dificulties. Learn more at www. All candidates should have knowledge and All candidates should have knowledge and understanding of: Action on the lithosphere 4. It provides a solid foundation for moving on to higher level studies. All candidates should be able to analyse and discuss: Technology and social organisation can be both managed and improved to make way for a new era of economic growth.
Log In Sign Up. Cambridge will ask Centres to send the coursework of these candidates to Cambridge as soon as possible, together with Individual Candidate Record Cards and Coursework Assessment Summary Forms.
Cambridge IGCSE Environmental Management ()
Use the database to find out: Grade A The candidate has demonstrated the ability to: Where the component entry code has two digits, the irst digit is the component number given in the syllabus. Conservation of the ecosystem There is more information about coursework and non-coursework tests in section 3 of the Cambridge Handbook. Human activity and the atmosphere The standard assessment arrangements may present unnecessary coursewoork for candidates with disabilities or learning dificulties.
On receiving internally moderated marks, Cambridge selects a sample of candidates whose work will be externally moderated.
Understanding the processes involved in courseworrk environmental problem Marks available 5—6 Processes identiied and fully explained using appropriate terminology 3—4 Processes identiied and partially explained using appropriate terminology 1—2 Processes identiied, with minimal explanation 2: These are not intended to be deinitive or prescriptive; a range of factors inluence any topic and we encourage teachers to adopt a similar range of teaching strategies.
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Phase 3 – Teacher assessment
A range of research techniques ckursework be considered e. The letters Q result pendingX no results and Y to be issued may also appear on the statement of results but not on the certiicate.
Candidates need to understand the role played by value judgements and be able to accept that other people in their own society and elsewhere may hold values different from their own. Study is linked to the areas of new thinking in environmental management, environmental economics and the quest for alternative technologies.
For more information visit our Internal moderation web page or view the Cambridge Handbook. It gives schools the opportunity to beneit from offering a broad and balanced curriculum by recognising the achievements of learners who pass examinations in a number of different subjects.
Phase 3 – Teacher assessment
All candidates should be able to analyse The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative Guide available on our website.
Paper 1 1 hour 30 minutes Paper 2 1 hour 45 minutes Six compulsory structured short-answer A number of compulsory structured questions. It should be fairly narrowly deined and limited in scope c a description of the context concise and relevant background information on the place and processes involved d a description of the main research methods used to collect data and other resources and of how any practical activities were planned, showing how all these relate to the aims, purpose and background of the project data which is gathered should be of coursewofk kind that can be easily presented without overgeneralisation.
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Underlying questions Whatever particular issue is being studied, candidates should consider the following central questions: Moderating your internal marks If more than one teacher is involved in the marking of coursework for a component, you must internally moderate the marking across teachers and teaching groups.
Technology and social organisation can be both managed and improved to make way for a new era of economic growth. Evaluating strategies Marks available 5—6 Thorough identiication and explanation of a possible strategy for sustainable development, with some evaluation of its advantages and disadvantages 3—4 Identiication and explanation of a possible strategy coureework sustainable development 1—2 Identiication of a possible strategy for sustainable development, with limited explanation This video shows you how select, pack and courzework Cambridge couesework samples.
Moderation ensures that candidates across all our centres have been assessed against the same standards.
These assessment objectives will mainly be covered in the Resources and Development elements of the syllabus. In this syllabus we give examples in italics to illustrate many of the objectives.
Environmental Management recognises that human behaviour courswwork the environment is guided by the survival needs, perceptions and values of people. The resource lists include further suggestions for resources to support teaching. A course in Environmental Management therefore calls upon young people to be participants in deining the future of their world. Through subject discussion forums and training, teachers can access the expert advice they need for teaching our qualiications.