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IGCSE options summary for exams in 2022 Cambridge IGCSE is the world’s most popular international qualification for 14 to 16
year olds. It is recognised by leading universities and employers worldwide, and is an international passport to progression and success. Developed over 30 years ago, it is
tried, tested and trusted by schools worldwide.
Success in Cambridge qualifications often gives students admission to the world's best universities - in the US, the UK, Australia, Canada, Germany and beyond
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Subjects for the 2020-2022 cohort
Group Subject Page
Mathematics Mathematics ( compulsory ) 2
Additional Mathematics 3
Sciences Coordinated Science (double; compulsory)
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Humanities Geography 9
History 10
Business Studies 11
Literature in English 13
Languages English First Language (compulsory) 14
Vietnamese First Language ( compulsory if Vietnamese )
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Korean First Language 16
French Foreign Language 17
Arts Art and Design 18
Music 19
Information Technology Information and Communication Technology
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Computer Science 22
What follows are the details of what each subject will cover over the two-year course. English, Maths, Coordinated Science and a language are compulsory, leaving a choice of 3 option subjects . Students will also have PE as a compulsory subject but this in not an IGCSE subject.
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Mathematics Cambridge IGCSE Mathematics 0580 [Compulsory] Cambridge IGCSE Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding. This course helps learners to develop a feel for quantity, patterns and relationships. Learners will develop their 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. Aims The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:
- develop an understanding of mathematical principles, concepts and methods in a way which encourages confidence, provides satisfaction and enjoyment, and develops a positive attitude towards mathematics
- develop a feel for number and understand the significance of the results obtained - apply mathematics in everyday situations and develop an understanding of the
part that mathematics plays in learners’ own lives and the world around them - analyse and solve problems, present the solutions clearly, and check and interpret
the results - recognise when and how a situation may be represented mathematically, identify
and interpret relevant factors, select an appropriate mathematical method to solve the problem, and evaluate the method used
- use mathematics as a means of communication with emphasis on the use of clear expression and structured argument
- develop an ability to apply mathematics in other subjects, particularly science and technology
- develop the ability to reason logically, make deductions and inferences, and draw conclusions
- appreciate patterns and relationships in mathematics and make generalisations - appreciate the interdependence of different areas of mathematics - acquire a foundation for further study of mathematics or for other disciplines.
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Content overview The course is tiered to enable effective differentiation for learners. The Core content is intended for learners targeting grades G–C, and the Extended content is intended for learners targeting grades D–A*. All of the Core content is in the Extended content. The subject content is organised by topic: number, algebra, shape and space, and probability and statistics. The content is not presented in a teaching order. This content structure and the use of tiering allows flexibility for teachers to plan delivery appropriately for their learners. Learners should be able to both use techniques listed in the content and apply them to solve problems. Calculators are allowed throughout the assessment. Learners should know when and how to use their calculator, how to check their answers and how to apply rounding appropriately when solving a problem. Learners should be able to show their working and be able to communicate mathematically, using appropriate notation and structure to communicate their reasoning within a problem.
Cambridge IGCSE Additional Mathematics 0606 (Optional for students who do the IGCSE maths 0580 exam in Mathematics at the end of grade 9) Cambridge IGCSE Additional Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding. This course helps learners to develop a feel for quantity, patterns and relationships. Learners will develop their reasoning, problem-solving and analytical skills in a variety of contexts. Cambridge IGCSE Additional 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. It is designed to stretch the most able candidates and provides a smooth transition to further studies.
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Aims The aims describe the purposes of a course based on this syllabus. They are not listed in order of priority. The aims are to:
- consolidate and extend their mathematical skills, and use these in the context of more advanced techniques
- further develop their knowledge of mathematical concepts and principles, and use this knowledge for problem solving
- appreciate the interconnectedness of mathematical knowledge - acquire a suitable foundation in mathematics for further study in the subject or in
mathematics-related subjects - devise mathematical arguments and use and present them precisely and logically - integrate information technology (IT) to enhance the mathematical experience - develop the confidence to apply their mathematical skills and knowledge in
appropriate situations - develop creativity and perseverance in the approach to problem solving - derive enjoyment and satisfaction from engaging in mathematical pursuits, and
gain an appreciation of the elegance and usefulness of mathematics - provide foundation for AS Level/Higher study.
Content overview All candidates will study the following topics: 1 Functions 2 Quadratic functions 3 Equations, inequalities and graphs 4 Indices and surds 5 Factors of polynomials 6 Simultaneous equations 7 Logarithmic and exponential functions 8 Straight line graphs 9 Circular measure 10 Trigonometry 11 Permutations and combinations 12 Series 13 Vectors in two dimensions 14 Differentiation and integration The content of Cambridge IGCSE Mathematics is assumed as prerequisite knowledge for this qualification.
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Sciences
Cambridge IGCSE Co-ordinated Sciences (Double Award)
0654 [Compulsory] The syllabus content that follows is divided into three sections: Biology (B1–B13), Chemistry (C1–C14) and Physics (P1–P8). Candidates must study all three sections.
Candidates can either follow the Core syllabus only, or they can follow the Extended syllabus which includes both the Core and the Supplement. Candidates aiming for grades A*A* to CC should follow the Extended syllabus.
It is important that, throughout this course, teachers should make candidates aware of the relevance of the concepts studied to everyday life, and to the natural and man-made worlds.
Biology
B1 Characteristics of living organisms
B2 Cells
B3 Biological molecules
B4 Enzymes
B5 Plant nutrition
B6 Animal nutrition
B7 Transport
B8 Gas exchange and respiration
B9 Coordination and response
B10 Reproduction
B11 Inheritance
B12 Organisms and their environment
B13 Human influences on ecosystems
Chemistry
C1 The particulate nature of matter
C2 Experimental techniques
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C3 Atoms, elements and compounds
C4 Stoichiometry
C5 Electricity and chemistry
C6 Energy changes in chemical reactions
C7 Chemical reactions
C8 Acids, bases and salts
C9 The Periodic Table
C10 Metals
C11 Air and water
C12 Sulfur
C13 Carbonates
C14 Organic chemistry
Physics
P1 Motion
P2 Work, energy and power
P3 Thermal physics
P4 Properties of waves, including light and sound
P5 Electricity and magnetism
P6 Electric circuits
P7 Electromagnetic effects
P8 Atomic physics
Aims The syllabus aims listed below describe the educational purposes of a course based on this syllabus. These aims are not intended as assessment criteria but outline the educational context in which the syllabus content should be viewed. These aims are the same for all learners and are not listed in order of priority. Some of these aims may be delivered by the use of suitable local, international or historical examples and applications, or through collaborative experimental work.
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The aims are to:
- provide an enjoyable and worthwhile educational experience for all learners, whether or not they go on to study science beyond this level
- enable learners to acquire sufficient knowledge and understanding to: - become confident citizens in a technological world and develop an
informed interest in scientific matters - be suitably prepared for studies beyond Cambridge IGCSE
- allow learners to recognise that science is evidence-based and understand the usefulness, and the limitations of scientific method
- develop skills that: - are relevant to the study and practice of science - are useful in everyday life - encourage a systematic approach to problem-solving - encourage efficient and safe practice - encourage effective communication through the language of science
- develop attitudes relevant to science such as: - concern for accuracy and precision - objectivity - integrity - enquiry - initiative - inventiveness
- enable learners to appreciate that: - science is subject to social, economic, technological, ethical and cultural
influences and limitations - the applications of science may be both beneficial and detrimental to the
individual, the community and the environment.
Assessment objectives 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.
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Syllabus 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. Questions testing this assessment objective will often begin with one of the following words: define, state, describe, explain (using your knowledge and understanding) or outline (see the Glossary of terms used in science papers in section 7.6). 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 draw inferences - present reasoned explanations for phenomena, patterns and relationships - make predictions and hypotheses - 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. Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or determine (see the Glossary of terms used in science papers in section 7.6). AO3: Experimental skills and investigations Candidates should be able to:
- demonstrate knowledge of how to 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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Humanities Cambridge IGCSE Geography 0460 Successful Cambridge IGCSE Geography candidates develop lifelong skills, including:
- an understanding of the processes which affect physical and human environments - an understanding of location on a local, regional and global scale - the ability to use and understand geographical data and information - an understanding of how communities around the world are affected and
constrained by different environments. Aims The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:
- an understanding of location on a local, regional and global scale - an awareness of the characteristics, distribution and processes affecting
contrasting physical and human environments - an understanding of the ways in which people interact with each other and with
their environment - an awareness of the contrasting opportunities and constraints presented by
different environments• an appreciation of and concern for the environment - an appreciation of the earth including its people, places, landscapes, natural
processes and phenomena. Content overview The syllabus is divided into three themes: Theme 1: Population and settlement Theme 2: The natural environment Theme 3: Economic development. The themes are designed to develop an understanding of natural and human environments.
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Cambridge IGCSE History 0470 Cambridge IGCSE History offers the opportunity to study world history from the nineteenth century to the beginning of the twenty-first century. It encourages learners to raise questions and to develop and deploy historical skills, knowledge and understanding in order to provide historical explanations. Learners will explore history from a diversity of perspectives, including social, economical, cultural and political, and are given the opportunity to:
- develop an interest in and enthusiasm for learning about and understanding the past
- explore historical concepts such as cause and consequence, change and continuity, and similarity and difference
- appreciate historical evidence and how to use it - gain a greater understanding of international issues and inter-relationships - learn how to present clear, logical arguments.
Aims The aims describe the purposes of a course based on this syllabus. The aims are to:
- stimulate an interest in and enthusiasm for learning about the past - promote the acquisition of knowledge and understanding of individuals, people
and societies in the past - ensure that learners’ knowledge is rooted in an understanding of the nature and
use of historical evidence - promote an understanding of key historical concepts: cause and consequence,
change and continuity, and similarity and difference - provide a sound basis for further study and the pursuit of personal interest
- encourage international understanding• encourage the development of historical
skills, including investigation, analysis, evaluation and communication skills. Content overview All candidates study all the Core Content in either: Option A The nineteenth century: the development of modern nation states, 1848–1914 The content focuses on the following Key Questions
- Were the Revolutions of 1848 important?
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- How was Italy unified? - How was Germany unified? - Why was there a civil war in the United States and what were its results? - Why, and with what effects, did Europeans expand their overseas empires in the
nineteenth century? - What caused the First World War?
or: Option B The twentieth century: international relations since 1919 The content focuses on the following Key Questions:
- Were the peace treaties of 1919–23 fair? - To what extent was the League of Nations a success? - Why had international peace collapsed by 1939? - Who was to blame for the Cold War? - How effectively did the United States contain the spread of Communism? - How secure was the USSR’s control over Eastern Europe, 1948–c.1989? - Why did events in the Gulf matter, c.1970–2000?
In addition, all candidates must also study at least one of the following Depth Studies:
- The First World War, 1914–18 - Germany, 1918–45 - Russia, 1905–41 - The United States, 1919–41 - China, c.1930–c.1990 - South Africa, c.1940–c.1994 - Israelis and Palestinians since 1945
Cambridge IGCSE Business Studies 0450
Cambridge IGCSE Business Studies is accepted by universities and employers as proof of an understanding of business concepts and techniques across a range of different types of businesses.
Learners will be able to: - understand different forms of business organisations, the environments in which
businesses operate and business functions such as marketing, operations and finance
- appreciate the role of people in business success.
They will also gain lifelong skills, including:
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- the ability to calculate and interpret business data - communication skills needed to support arguments with reasons - the ability to analyse business situations and reach decisions or judgements.
Aims The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:
- apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts
- make effective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business
- distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements
- appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise
- develop knowledge and understanding of the major groups and organisations within and outside business, and consider ways in which they are able to influence objectives, decisions and activities
- develop knowledge and understanding of how the main types of businesses are organised, financed and operated, and how their relations with other organisations, consumers, employees, owners and society are regulated
- develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information, presentation and interpretation
- develop an awareness of the nature and significance of innovation and change within the context of business activities
- acquire a foundation for further study of business or other subjects. Content overview
1) Understanding business activity This section introduces the underlying ideas and concepts of business and includes the purpose and nature of business activity and how businesses can be classified. Enterprise and entrepreneurs, and why some businesses grow while others remain small are further important issues. How business size can be measured, types of business organisation, business objectives and stakeholder objectives are the concluding topics.
2) People in business The focus is the functional area of human resources and includes the importance and methods of motivating a workforce. How businesses are organised and managed and the methods of recruitment, selection and training of employees are
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also considered. Finally, the section covers the importance and methods of effective internal and external communication.
3) Marketing This section includes the role of marketing, the distinctions between niche and mass markets and the techniques of market segmentation. The methods and importance of market research are covered. The central role of the marketing mix, i.e. the four Ps, is made clear. Marketing strategies to influence consumer decisions at home and in new foreign markets are the final topics in this section.
4) Operations management The focus is the functional area of production and includes the meaning and methods of production and how productivity can be increased. The different costs of production and break-even analysis are covered. The section concludes with the importance and methods of achieving quality in the production process and location decisions of businesses.
5) Financial information and decisions This finance and accounting section covers the need for and sources of business finance, cash-flow forecasting and working capital. Simple income statements are covered as well as statements of financial position and the analysis of accounts including why and how accounts are used.
6) External influences on business activity This section focuses on different external influences on business activity and how these impact on a business. It includes government influences on economic, environmental and ethical issues and how they impact on the functional areas of businesses. In addition, the international economy including globalisation and its effects on businesses and governments, multinational businesses and exchange rates are important issues. Legal constraints are an external influence to be considered but these influences are covered in the relevant functional areas above, as well as in this last section.
Cambridge IGCSE Literature in English 0475 Cambridge IGCSE Literature in English offers learners the opportunity to read, interpret, evaluate and respond to a range of literature in English. The range includes drama, prose and poetry from the works of Shakespeare to contemporary literature. This course enables learners to deepen their understanding and appreciation of the ways in which writers use English to express meaning and achieve effects. Cambridge IGCSE Literature in English will stimulate learners to read for pleasure and to explore wider and universal issues, promoting a better understanding of themselves and the world.
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Aims The syllabus aims summarise the context in which you should view the syllabus content and describe the purposes of a course based on this syllabus. They are not listed in order of priority. The aims are to develop learners who:
- enjoy the experience of reading literature - understand and respond to literary texts in different forms and from different
periods and cultures - communicate an informed personal response appropriately and effectively - appreciate different ways in which writers achieve their effects - experience literature’s contribution to aesthetic, imaginative and intellectual
growth - explore the contribution of literature to an understanding of areas of human
concern.
Content overview The syllabus enables learners to read, interpret and evaluate texts through the study of literature in English. Learners develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied. The syllabus also encourages the exploration of wider and universal issues, promoting learners’ better understanding of themselves and of the world around them
Languages Cambridge IGCSE First Language English 0500 [Compulsory] Cambridge IGCSE First Language English allows learners to:
- develop the ability to communicate clearly, accurately and effectively when speaking and writing
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- learn how to use a wide range of vocabulary, and the correct grammar, spelling
and punctuation - develop a personal style and an awareness of the audience being addressed.
Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English also develops more general analysis and communication skills such as inference, and the ability to order facts and present opinions effectively. 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 and appreciating a variety of language
- read critically, and use knowledge gained from wide reading to inform and improve their own writing
- write accurately and effectively, using Standard English appropriately - work with information and with ideas in language by developing skills of
evaluation, analysis, use and inference - listen to, understand, and use spoken language effectively - acquire and apply a wide vocabulary, alongside a knowledge and understanding of
grammatical terminology and linguistic conventions. Content overview Cambridge IGCSE First Language English offers candidates the opportunity to respond with understanding to a rich array of reading texts during the course as a whole. Candidates will use these texts to inform and inspire their own writing, and write in a range of text types for different purposes and audiences. Candidates will develop both their speaking and their listening skills, delivering a presentation, and responding to questions and engaging in conversations. Candidates are encouraged to become appreciative and critical readers, writers, speakers and listeners.
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Vietnamese First Language Vietnamese is compulsory for all Vietnamese students. This will be an in-house exam at the end of grade 10.
First Language Korean Korean is compulsory for all Korean students. This will be an in-house exam at the end of grade 10.
Cambridge IGCSE French Foreign Language 0520
The course encourages learners to develop lifelong skills, including:
- the ability to use a foreign language as a means of practical communication - insight into the culture and civilisation of countries where the language is spoken - a positive attitude towards language learning, towards the speakers of other
languages, and towards other cultures and civilisations - techniques which can be applied to other areas of learning, such as analysis and
memory skills - a sound foundation for progression to employment or further study.
Aims
The aims are to:
- develop the ability to communicate effectively using the target language - offer insights into the culture and society of countries where the language 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 and civilisations - provide enjoyment and intellectual stimulation
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- develop transferable skills (e.g. analysis, 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 the target language or another subject area.
Content overview
The subject content is organised around five broad Topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through the study of these topic areas, candidates gain insight into target language countries and communities.
The Topic areas are: - Everyday activities - Personal and social life - The world around us - The world of work - The international world.
Arts Cambridge IGCSE Art & Design 0400
Cambridge IGCSE Art & Design encourages a range of skills, stimulates aesthetic awareness, knowledge and critical understanding of art, and provides opportunities for learners to develop a range of skills. Crucially, a personal and independent perspective is encouraged at all times. The syllabus is designed to accommodate a range of abilities, materials and resources, and allows the different skills of the teaching staff to be fully used.
The syllabus appeals to learners who wish to explore practical work through painting and related media.
The syllabus helps equip learners with lifelong skills including:
- confidence and enthusiasm as they develop technical skills in two-dimensional form and composition
- the ability to identify and solve problems in visual and tactile forms - the ability to develop ideas from initial attempts to outcomes.
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Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills learners need for their next steps in education or employment.
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to develop:
- an ability to record from direct observation and personal experience - an ability to identify and solve problems in visual and/or other forms - creativity, visual awareness, critical and cultural understanding - an imaginative, creative and personal response - confidence, enthusiasm and a sense of achievement in the practice of art and
design - growing independence in the refinement and development of ideas and personal
outcomes - engagement and experimentation with a range of painting and drawing media,
materials and techniques. - experience of working in relevant frameworks and exploration of manipulative
skills necessary to form, compose and communicate in two dimensions - a working vocabulary relevant to the subject and an interest in, and a critical
awareness of, other practitioners, environments and cultures - investigative, analytical, experimental, interpretative, practical, technical and
expressive skills which aid effective and independent learning.
Content overview
In response to studies within painting and related media, candidates are expected to demonstrate skills in either a representational or a descriptive manner, or they may be more imaginative and interpretative. The work should evolve through investigation and development by the candidate. Responses may be based on a directly observed starting point or subject, or they may be the candidate’s personal response to a theme.
Subjects could include:
● landscapes ● figure studies ● portraits ● the natural or built environment ● still-life ● artefacts ● abstract notions or feelings
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● personal experiences ● visual ideas inspired by literary sources
Candidates should learn to use a sketchbook to make visual and/or other appropriate research and develop their ideas. They should also show knowledge of art and design from other cultures or history and relate it to their own studies.
Cambridge IGCSE Music 0410 Cambridge IGCSE Music is accepted by universities and employers worldwide as providing proof of musical skills, knowledge and understanding. This syllabus offers students the opportunity to develop their own practical musical skills through performing and composing. They also develop their listening skills by studying music from the main historical periods and styles of Western music as well as from selected non-Western traditions. The emphasis of the syllabus is as much on developing lifelong musical skills as on acquiring knowledge. Learners studying Cambridge IGCSE Music are given the opportunity to:
- listen to and learn about music from a wide range of historical periods and major world cultures
- develop their skills in performing music, both individually and in a group with other musicians
- develop their skills in composing music in a style of their own choice. Aims The aims describe the purposes of a course based on this syllabus. The aims are to:
- enable candidates to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing
- help candidates develop a perceptive and critical response to the main historical periods and styles of Western music
- help candidates to recognise and understand the music of selected non-Western traditions, and thus to form an appreciation of cultural similarities and differences
- provide a foundation for the development of an informed appreciation of music - provide a foundation for further study in music at a higher level.
Content overview Aural Perception
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Western Art Music Aural perception of the features and characteristics of the music of the four Major periods Baroque, Classical, Romantic and Modern Periods. Assessed in Section A and C of the listening exam. World Music Aural perception of the features and characteristics of the music of the seven major musical cultures. China, Japan, Indonesia, India, Latin America, Arabia and Subsaharan Africa. One of these cultures will be the focus for the World Music Focus question. Assessed in Section B of the listening exam. Set Work Students engage in an in-depth study of a larger work from the Western Art Music tradition. Assessed in Section D of the listening exam. Performing Solo Students perform pieces as soloists throughout the course. Offering a recording for final assessment in the second year of the course. Ensemble Students collaborate to perform pieces as members of a group throughout the course. Offering a recording of their best work for final assessment in the second year of the course. Composition Students applying theoretical knowledge and their creativity to produce original pieces of music. The students also learn to notate their own work in conventional Western music notation. Students submit two notated pieces written in different styles and for different for assessment in the second year of the course. When studying the Cambridge IGCSE Music syllabus, learners listen to, perform and compose music, encouraging aesthetic and emotional development, self-discipline and, importantly, creativity. As a result, learners enhance their appreciation and enjoyment of music, an achievement that forms an ideal foundation for future study and enhances lifelong musical enjoyment.
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Information Technology Cambridge IGCSE Information and Communication Technology 0417 Cambridge IGCSE Information and Communication Technology encourages learners to develop lifelong skills, including:
- understanding and using applications• using Information and Communication Technology (ICT) to solve problems
- analysing, designing, implementing, testing and evaluating ICT systems, ensuring that they are fit for purpose
- understanding the implications of technology in society, including social, economic and ethical uses
- awareness of the ways ICT can help in home, learning and work environments. Aims The syllabus aims summarise the context in which you should view the syllabus content and describe the purposes of a course based on this syllabus. They are not listed in order of priority. The aims are to develop:
- knowledge of ICT including new and emerging technologies - autonomous and discerning use of ICT - skills to enhance work produced in a range of contexts - skills to analyse, design, implement, test and evaluate ICT systems - skills to consider the impact of current and new technologies on methods of
working in the outside world and on social, economic, ethical and moral issues - ICT-based solutions to solve problems• the ability to recognise potential risks when
using ICT, and use safe, secure and responsible practice Content overview 1 Types and components of computer systems 2 Input and output devices 3 Storage devices and media 4 Networks and the effects of using them 5 The effects of using IT 6 ICT applications 7 The systems life cycle 8 Safety and security
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9 Audience 10 Communication 11 File management 12 Images 13 Layout 14 Styles 15 Proofing 16 Graphs and charts 17 Document production 18 Data manipulation 19 Presentations 20 Data analysis 21 Website authoring
Cambridge IGCSE Computer Science 0478
Cambridge IGCSE Computer Science learners study the principles and practices of computing and gain confidence in computational thinking and programming. They learn to program by writing computer code and they develop their understanding of the main principles of problem-solving using computers.
Learners apply their understanding to develop computer-based solutions to problems using algorithms and a high-level programming language. They also develop a range of technical skills, as well as the ability to test effectively and to evaluate computing solutions.
This qualification helps learners appreciate current and emerging computing technologies and the benefits of their use. They learn to recognise the ethical issues and potential risks when using computers.
Cambridge IGCSE Computer Science is an ideal foundation for further study in Computer Science. Understanding the principles of Computer Science provides learners with the underpinning knowledge required for many other subjects in science and engineering, and the skills learnt can also be used in everyday life.
Aims The aims describe the purposes of a course based on this syllabus. The aims are to develop:
- computational thinking, that is thinking about what can be computed and how, and includes consideration of the data required
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- understanding of the main principles of solving problems by using computers - understanding that every computer system is made up of subsystems, which in
turn consist of further sub-systems - understanding of the component parts of computer systems and how they
interrelate, including software, data, hardware, communications and people - skills necessary to apply understanding to solve computer-based problems using a
high-level programming language. Content overview Section 1 - Theory of computer science
- 1.1 Data representation - 1.1.1 Binary systems - 1.1.2 Hexadecimal - 1.1.3 Data storage
- 1.2 Communication and Internet technologies - 1.2.1 Data transmission - 1.2.2 Security aspects - 1.2.3 Internet principles of operation
- 1.3 Hardware and software - 1.3.1 Logic gates - 1.3.2 Computer architecture and the fetch-execute cycle - 1.3.3 Input devices - 1.3.4 Output devices - 1.3.5 Memory, storage devices and media - 1.3.6 Operating systems - 1.3.7 High- and low-level languages and their translators
- 1.4 Security - 1.5 Ethics Section
2 Practical problem-solving and programming
- 2.1 Algorithm design and problem-solving - 2.1.1 Problem-solving and design - 2.1.2 Pseudocode and flowcharts
- 2.2 Programming - 2.2.1 Programming concepts - 2.2.2 Data structures; arrays
- 2.3 Databases
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