IGCSE

=Summary= toc At KS4 we currently offer: New secifications for all these subjects will be available from September 2008 for first examinations in Summer 2010. The current specifications will be examined until Summer 2010.
 * 1) IGCSE Edexcel Coordinated Science (for sets 2a, 2b, 3a, 3b, 4a, 4b)
 * 2) IGCSE Edexcel Biology (for sets 1a & 1b)
 * 3) IGCSE Edexcel Chemisrty (for sets 1a & 1b)
 * 4) IGCSE Edexcel Physics (for sets 1a & 1b)

The schedule of review and changes can be found on this link: http://www.edexcel-international.org/VirtualContent/94695/Schedule_Review__O_IGCSE_Specifications.pdf

Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the specification content; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the assessment may be balanced by better performances in others.

Grade F
Candidates can • recall a limited range of information, e.g. state some uses of materials obtained from oil • use and apply knowledge and understanding in some specific everyday contexts, e.g. suggest a way of speeding up a particular chemical reaction • make some use of scientific and technical vocabulary and make simple generalisations from information • devise fair tests in contexts which involve only a few factors. They can recall or use simple apparatus to make measurements appropriate to the task and record observations and measurements in tables and graphs. Candidates obtain information from simple tables, charts and graphs and identify simple patterns in information and observations. They offer explanations consistent with the evidence obtained.

Grade C
Candidates can • recall a range of scientific information from all areas of the specification, e.g. recall simple chemical symbols and formulae • use and apply scientific knowledge and understanding in some general contexts, e.g. use simple balanced equations • describe links between related phenomena in different contexts, use diagrams, charts and graphs to support arguments, use appropriate scientific and technical vocabulary in a range of contexts • use scientific knowledge and understanding to identify an approach to a question: for example, identifying key factors which can be varied and controlled. Candidates can recall or use a range of apparatus to make careful and precise measurements and systematic observations, and can recognise when it is necessary to repeat measurements and observations. They present data systematically, in graphs where appropriate, and use lines of best fit. Candidates identify and explain patterns within data and draw conclusions consistent with the evidence. They explain these conclusions on the basis of their scientific knowledge and understanding, and evaluate how strongly their evidence supports the conclusions.

Grade A
Candidates can • recall a wide range of knowledge from all areas of the specification • use detailed scientific knowledge and understanding in many different applications relating to scientific systems or phenomena, e.g. routinely use a range of balanced chemical equations and the particle model to explain variations in reaction rates. Candidates draw together and communicate knowledge from more than one area, routinely use scientific or mathematical conventions in support of arguments, and use a wide range of scientific and technical vocabulary throughout their work • use scientific knowledge and understanding to select an appropriate strategy for a task, identifying the key factors to be considered. They make systematic observations in qualitative work and decide which observations are relevant to the task in hand. When making measurements they decide the level of precision needed and can recall or use a range of apparatus to make appropriately precise measurements. They select a method of presenting data which is appropriate to the task; they use information from a range of sources where it is appropriate to do so. They identify and explain anomalous observations and measurements and the salient features of graphs • use scientific knowledge and understanding to identify and explain patterns and draw conclusions from the evidence by combining data of more than one kind or from more than one source. They identify shortcomings in the evidence, use scientific knowledge and understanding to draw conclusions from their evidence and suggest improvements to the methods used that would enable them to collect more reliable evidence.