Curricula, Courses and Syllabus for Classes IX and X-2024-2026

Curricula and Courses for
Classes IX and X: 2024-2026
Graduating Class of 2026
Early Learning I (Playgroup & Nursery) House#10, Road#13, Dhanmondi R/A, Dhaka 1209 Ph.: 01777759640, 01713389795 E-mail: earlylearning1@sunnydale.edu.bd
Early Learning l (Playgroup & Nursery) Plot # 19A, Road # 13, Block - G, Bashundhara R/A, Dhaka-1229 Mobile: 01324419004, 01324419005 E-mail: el1bashundhara@sunnydale.edu.bd
Early Learning II (KG I & KG II) House#5/2, Gaznavi Road, Mohammadpur, Dhaka-1207 Ph.: 01713330499, 01755550239 E-mail: earlylearning2@sunnydale.edu.bd
Junior School (I to V) House#66, Road#11/A, Dhanmondi R/A, Dhaka-1209 Ph.: 01713330497, 01755647964, 01713330498, 01755647963 E-mail: juniorschool@sunnydale.edu.bd
Middle School (VI to VIII) House#34, Road#7, Dhanmondi R/A, Dhaka-1205 Ph.: 01730339265, 01713339974, 01324430195, 01324430196 E-mail: middleschool@sunnydale.edu.bd
Senior School (IX to XII) Plot # 19A, Road # 13, Block-G, Bashundhara, Dhaka-1229
Mobile: 01713016396, 01730320354 E-mail: seniorschool@sunnydale.edu.bd
Circular: Ordinary Level Subject Selection Guidance

Dear Parents,
We take this opportunity to introduce to you our Ordinary Level Academic Programme.
This programme is prescribed by the University of Cambridge and certified through
Cambridge Assessment International Education (CAIE) examinations, which is a UK
Examination Board. The University of Cambridge Ordinary Level programme for students
begins when they enter Class IX. As a parent, it is crucial that you clearly understand the
possible impact that the selection of subjects in the Ordinary Level programme and its
related curriculum at Sunnydale can have on your child's future education and career.
In Class IX, due to the prescribed curriculum of the University of Cambridge, students
must choose a minimum of 07 and a maximum of 09 subjects. Although entry for
undergraduate admission requires a minimum of 05 Ordinary Level subjects, considering the
tough admission competition and for a backup, we advise students to take a minimum of 07.
Preparing for the Ordinary Level General Certificate of Education under the University
of Cambridge to sit for Cambridge Assessment International Education examinations
requires two years. The examinations are conducted in May/June and October/November
sessions by the British Council, Dhaka, on behalf of the University of Cambridge.
The school undertakes the responsibility for teaching students Ordinary Level courses and
providing them with a thorough preparation for the examinations according to the schedule
provided by the British Council which is set by the University of Cambridge.
The choice of subjects is critical to a student’s performance in the examinations. We

strongly suggest that two essential criteria in choosing a subject should be a student’s
preference and potential ability. The possibility of success increases if the student has an
affinity for the subjects studied. Poor results inevitably manifest when the students cannot
relate to their subject content. The long-term consequences of studying subjects chosen
randomly without due consideration and reflection may hamper their career plans and goals.
Most students, at this stage of their education and age, cannot be expected to have a clear
idea of the impact of their chosen subjects on their future career aspirations. We believe
that subject and career choices should not be categorized and inflexible; they should be
chosen in a manner so that options and career choices remain open.
To meet this requirement, the school has adopted a policy of evaluating the students’
results and streamlining their choices of subjects to Science or Commerce accordingly. To
allow a student to take Science or Commerce subjects, their procuring an above-average
mark in that subject is the yardstick for measuring the standard.
Page 2 of 8
In addition to the general guidelines outlined, the following are some specific conditions
which, as an institution, Sunnydale follows to streamline the registration process for the
Ordinary Level Examinations and ensure compatibility of the Ordinary Level Examinations
with our school programme.
For CAIE Ordinary Level Examinations registration, the students must meet the
following conditions set by the school:
1. Attendance must be above 75%.
2. Letter grades not lower than C in all subjects in Half Yearly Examinations of Class X
must be achieved to register for CAIE Ordinary Level Examinations.
3. There should not be any recent record of disciplinary misconduct by the student.
4. Date of Birth:
 During the Ordinary Level Examinations registration under Cambridge, a

valid passport is the only acceptable official document to certify a student’s date of
birth. The required age of a student for sitting the Ordinary Level Examinations, as
per the school policy, is at least 16 years at the time of the Ordinary Level
Examinations if they joined Sunnydale in Playgroup. The name and age mentioned in
these documents must correspond with the name and age in their school transcripts.
 Students sitting for their Ordinary Level Examinations must also carry their original
passport to the examination centre along with the Statement of Entry. The passport
should have at least 06 months of validity when appearing for the examinations.
5. Subject Options:
After the Ordinary Level Examinations, students are encouraged to opt for either
Science or Commerce subjects at their Advanced Level. It will be wise for them to
choose either Commerce or Science because it will help them in their undergraduate
placement at the tertiary level. Students are also expected to focus on their future
career aspirations while opting for subjects at this level.
For the Ordinary Level, students should take 03 compulsory subjects and 04 to
06 elective subjects i.e. at least 07 subjects or, at the most, 09 subjects. The
authority of the University of Cambridge does not accept registration for
Ordinary Level subjects which the school does not offer. However, students may
register as private candidates for those subjects in October/November
Examination session.
Page 3 of 8
a. Compulsory Subjects: Bengali, English Language, and Mathematics D

Students are also encouraged to take Additional Mathematics because its study
significantly develops their critical thinking and conceptual skills.
Additional Mathematics also provides a more holistic exposure to analytical thinking
for Commerce Students who would not otherwise be exposed to the critical thinking
skills that this subject entails. In light of our recent observations, we strongly
recommend that all students desirous of excelling in various disciplines at the
university level should attempt to take Additional Mathematics for the benefits that it
provides in today’s environment of lifelong learning.
b. Elective Subjects: Accounting, Additional Mathematics, Art & Design, Bangladesh
Studies, Biology, Business Studies, Chemistry, Computer Science, Economics, and
Physics
The school only offers any elective subject mentioned above if taken by at least 15
students.
Sunnydale recommends students to choose subjects from either Science group or
Commerce group. Considering those students who would want to take a combination of
both, Sunnydale may allow such combinations provided those subjects are offered by
the school.
However, in doing so, if the class routine clashes, it will be the respective students’
discretion to decide the class which they would like to attend in the school. The classes
for the other subjects missed will then have to be managed by themselves.
MAY – JUNE 2026
COMPULSORY SUBJECTS FOR BOTH SCIENCE AND COMMERCE GROUPS
1. Bengali
2. English Language
3. Mathematics D
ELECTIVE SUBJECTS
Science Group Commerce Group
1. Art & Design 1. Art & Design
2. Additional Mathematics 2. Accounting
3. Bangladesh Studies 3. Additional Mathematics
4. * Biology 4. Bangladesh Studies
5. * Chemistry 5. Business Studies
6. Computer Science 6. Computer Science
7. Economics 7. Economics
8. Physics
* Students taking Biology cannot select Accounting and Business Studies and students
taking Chemistry cannot select Business Studies in their combination of Subjects.
Page 4 of 8
The school permits students to drop any subject and opt for another within the
first month (30 days) of the session, as some students may wish to take up a
subject on a trial basis. However, changing any subject after this period causes
administrative issues; therefore, it is not permissible after the first month ends.
Students must discuss their plan to change any subject with their Subject Teachers,
Vice Principal and Parents. Their parents should consult the school authority and
submit a written confirmation about the change required.
According to the school policy, students should appear for these subjects (7 to 9)
in one sitting only in the May-June Examination session.
6. Progress Report:
a. Quarterly Progress Report is prepared in almost every Quarter and handed over to
their parents.
b. Half Yearly and Final Examinations are conducted to assess students' preparation for
their board examinations. Based on the performance, their parents are given their
Report cards in both terms.
c. In Class X, students must also sit the Half Yearly, Mock and the Final Examinations
before they finally sit for their Ordinary Level Board Examinations.
d. After the Final Examination at school is over in Class X and before the CAIE Ordinary
Level Examinations, no more classes, tests or examinations are conducted to allow the
students do some self-preparation. However, the subject teachers remain available,
according to their routines, in case any student needs to consult them.
7. Transcripts:
a. A transcript is only provided when a student completes the entire two years of the
course and sits the school's Mock and Final Examinations.
b. The students must sit all the Marked Classwork, Class Tests, Half Yearly
Examinations, Mock Examinations and Final Examinations, as their transcripts will
show marks of the aggregate result of all these examinations.
c. Any student, who remains absent in these examinations will get a zero mark on that
particular paper. Their scores will be calculated by aggregating all these examination
results even if they have not appeared for.
d. It must be kept in mind that they must appear for these examinations and secure good
grades for future reference when applying for higher studies.
e. Students must submit their original Report Cards for Classes IX and X to get their
transcript from the school.
Page 5 of 8
While making your decision, you need to consider the following points:
a. Students will not be permitted to drop a subject and opt for another after the first
month (30 days) of classes.
b. No students are allowed to drop a subject until they have discussed it with their
relevant Subject Teachers, the Vice Principal and Parents.
c. Students are allowed to take a minimum of 07 and a maximum of 09 subjects only. Any
student who wants to take more than nine subjects must discuss it with their Class
Teacher, Subject Teacher and the Vice Principal. It must be approved by the Principal
as well.
d. The subjects that a student wants to take at the Advanced Level must also be taken at
the Ordinary Level.
A list of subjects offered together with the syllabus codes is enclosed with this circular.
The Subject Selection Guidance Programme will be held in two shifts on Saturday, 17
February 2024, starting at 9:30 a.m. at Bashundhara Campus. On that day students and
their parents must attend this programme to discuss the choice of subjects with the subject
teachers. We hope you will take this opportunity to discuss the course selection for your
child before completing and returning the Subject Selection Form to be submitted
on Monday, 19 February 2024.
We have emphasized, on many occasions, the importance of a close and productive

relationship between parents and teachers for your child to get the best educational
experience. With this consideration in mind, we hope you will maintain close contact with us
throughout your child's education at Sunnydale.
Thank you in anticipation of your continued and active cooperation, as always.
Sincerely yours,
Date: 23 December 2023 Tazeen Ahmed

Head of School
Page 6 of 8
Instructions for students regarding Curricula and Courses
Dear Students,
The syllabuses of the subjects prescribed by Cambridge Assessment International Education

(CAIE), which are offered in Classes IX and X at Sunnydale, are uploaded on your school’s
website.
The syllabuses can be perused by you and your parents through this link-
https://sunnydale.edu.bd/?page_id=13457.
All these courses are studied for two years and fully prepare you for the Ordinary Level
Examinations under the Cambridge Assessment International Education (CAIE).
Bengali, English Language, and Mathematics D are compulsory subjects and have to be taken at
the Ordinary Level, no matter what your field of interest is.
Syllabuses are subject to updating by the CAIE authority from time to time. All subject
teachers at Sunnydale follow these updates and modify their teaching contents and methods
accordingly while conducting the Ordinary Level Courses.
When going through the syllabus, you should ask yourselves the following questions:
 Which subjects do I enjoy studying the most?

 Which subjects am I good at?
 Which subjects are necessary for my desired future profession?
If you find that the subjects that you need for your desired future profession are the ones you
are good at and you enjoy studying them, then you will have no problem continuing with those
subjects.
However, you may find that you are too weak in the subjects needed for your desired future
profession, in that case, you should consider changing your planned future career and choose one
that requires you to study subjects in which you are good. Discussing this change with your
Teachers, the Vice Principal of the Senior School, and your parents would be prudent.
Thank you.
Sincerely yours,
_________________
Date: 23 December 2022 Tazeen Ahmed
Head of School
Page 7 of 8
SUBJECTS CHOSEN FOR ORDINARY LEVEL COURSE

(Submission Date: Monday, 19 February 2024)
Students should take 03 compulsory subjects and 04 to 06 others as elective subjects i.e. a
minimum of 07 or a maximum of 09 subjects.
Name (Block Letters):
Class: VIII of 2023-2024 Roll No. Section ________________
Please use a pen to tick the subjects chosen
The Compulsory Subjects are:
1. ___________ Bengali, Syllabus Code No. 3204
2. ___________ English Language, Syllabus Code No. 1123
3. ___________ Mathematics D, Syllabus Code No. 4024
The Elective Subjects are:
4. ___________ Accounting, Syllabus Code No. 7707
5. ___________ Additional Mathematics, Syllabus Code No. 4037
6. ___________ Art & Design, Syllabus Code No. 6090
7. ___________ Bangladesh Studies, Syllabus Code No. 7094
8. ___________ Biology, Syllabus Code No. 5090
9. ___________ Business Studies, Syllabus Code No. 7115
10. ___________ Chemistry, Syllabus Code No. 5070
11. ___________ Computer Science, Syllabus Code 2210
12. ___________ Economics, Syllabus Code No. 2281
13. ___________ Physics, Syllabus Code No. 5054
Student’s Signature: Date:
Parents’ Signature: 1. Date:
2. Date: ______________
Page 8 of 8
Syllabus
Cambridge O Level
Accounting 7707
Use this syllabus for exams in 2026.
Exams are available in the June and November series.
This syllabus is not available in all administrative zones.

Please check the syllabus page at www.cambridgeinternational.org/7707 to see if this syllabus is
available in your administrative zone.
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 ..........................................................................................................11

Appendix 19
4 Details of the assessment ........................................................................................ 20

Paper 1 – Multiple Choice 20
Paper 2 – Structured Written Paper 20
Command words 21
International standards – terminology 22
5 What else you need to know .................................................................................... 23

Before you start 23
Making entries 24
Accessibility and equality 24
After the exam 25
How students and teachers can use the grades 26
Changes to this syllabus for 2026 27
Important: Changes to this syllabus

For information about changes to this syllabus for 2026, go to page 27.
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 2020 are still suitable for use with this
syllabus.
Cambridge O Level Accounting 7707 syllabus for 2026.
1 Why choose this syllabus?
Key benefits
Cambridge O Level is typically for 14 to 16 year olds and is an internationally recognised qualification. It has
been designed especially for an international market and is sensitive to the needs of different countries.
Cambridge O Level is designed for learners whose first language may not be English, and this is acknowledged
throughout the examination process.
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 O Level Accounting is accepted by universities and employers as proof of an understanding of the
theory and concepts of accounting, and the ways in which accounting is used in a variety of modern economic
and business contexts.
Learners focus on the skills of recording, reporting, presenting and interpreting financial information; these form
an ideal foundation for further study, and for a future career within the profession.
The syllabus is structured so that learners attain both practical skills and theoretical knowledge.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills
Our approach encourages learners to be:
Cambridge
learner
School feedback: ‘Cambridge O Level has helped me develop thinking and analytical skills
which will go a long way in helping me with advanced studies.’
Feedback from: Kamal Khan Virk, former student at Beaconhouse Garden Town Secondary School, Pakistan, who
went on to study Actuarial Science at the London School of Economics
Back to contents page www.cambridgeinternational.org/olevel 4

Cambridge O Level Accounting 7707 syllabus for 2026. 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
O Level Accounting 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 Accounting.
Cambridge O Levels 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 O Levels or
equivalent to meet their entry requirements.
Learn more at www.cambridgeinternational.org/recognition

Cambridge O Level Accounting 7707 syllabus for 2026. 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 O Level. 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 O Level
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
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

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to develop:

• knowledge and understanding of the principles and purposes of accounting for individuals, businesses,
non-trading organisations and society as a whole
• an understanding of accounting concepts, principles, policies, techniques, procedures and terminology
• improved skills of numeracy, literacy, communication, enquiry, presentation and interpretation
• improved accuracy, orderliness and the ability to think logically
• an excellent foundation for advanced 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.

Cambridge O Level Accounting 7707 syllabus for 2026. Syllabus overview
Content overview
1 The fundamentals of accounting
This section introduces the subject by explaining the difference between book-keeping and accounting.
The role of accounting in providing information and the purposes of measuring business profit and loss are
also explored. Basic accounting terms and the accounting equation are introduced.
2 Sources and recording of data

The core topic of this section is the double entry system of book-keeping and how this is applied in the
preparation of ledger accounts. The division of the ledger is considered. Business documents and their
use as sources of information are also included. Consideration is given to the procedures for processing
information in books of prime entry.
3 Verification of accounting records

This section concentrates on the use of trial balances, bank reconciliation statements and control accounts
as means of verifying accounting records. The procedures for the correction of errors are also covered.
4 Accounting procedures
Within this section, consideration is given to the importance of distinguishing between capital and revenue
expenditure and receipts. Non-current assets are further explored in terms of accounting for depreciation
and disposals. Procedures to record adjustments for accruals and prepayments, irrecoverable debts,
provision of doubtful debts and the recovery of debts written off are included. Inventory valuation, and its
impact on financial statements, is also covered.
5 Preparation of financial statements

The focus of this section is the preparation of financial statements, including year-end adjustments, for
different types of businesses (sole traders, partnerships and limited companies). Consideration is also given
to the financial statements of clubs and societies and manufacturing businesses. The procedures employed
when only incomplete records are available are also covered.
6 Analysis and interpretation

This section introduces the calculation and the interpretation of the main accounting ratios. The use of
ratios in inter-firm comparison is also included. Consideration is also given to the uses of accounting
information by interested parties. The limitations of accounting statements are also explored.
7 Accounting principles and policies

The main accounting principles are introduced together with how they are applied in accounting records
and statements. Consideration is also given to the influence of international accounting standards and the
selection of accounting policies.
Appendix Accounting ratios

The accounting ratios are given in full.
This O Level syllabus shares content with other Accounting syllabuses. For further support see
the School Support Hub for IGCSE Accounting. Textbooks endorsed to support IGCSE Accounting are
suitable for use with this syllabus.

Assessment overview
All candidates take two components. Candidates will be eligible for grades A* to E.
All candidates take: and:
Paper 1 1 hour 15 minutes Paper 2 1 hour 45 minutes

Multiple Choice 30% Structured Written Paper 70%
35 marks 100 marks
Multiple-choice questions Questions will be based on all syllabus content
Questions will be based on all syllabus content Externally assessed
Externally assessed
Information on availability is in the Before you start section.

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge and understanding

Candidates should be able to:
• demonstrate knowledge and understanding of facts, terms, principles, policies, procedures and techniques
that are in the syllabus
• demonstrate understanding of knowledge through numeracy, literacy, presentation and interpretation and
apply this knowledge and understanding in various accounting situations and problems.
AO2 Analysis
• select data which is relevant to identified needs of business
• order, analyse and present information in an appropriate accounting form.
AO3 Evaluation
• interpret and evaluate accounting information and draw reasoned 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 O Level %
AO1 Knowledge and understanding 65
AO2 Analysis 25
AO3 Evaluation 10
Total 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Paper 2
AO1 Knowledge and understanding 80 60
AO2 Analysis 20 25
AO3 Evaluation 0 15
Total 100 100

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 topics, subject contexts, 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.
In all of the following, candidates are required to apply their understanding to a variety of accounting scenarios.
Candidates should be able to make simple decisions based upon the analysis and evaluation of information
provided.
Candidates should be able to do the following.
1 The fundamentals of accounting

1.1 The purpose of accounting
• understand and explain the difference between book-keeping and accounting

• state the purposes of measuring business profit and loss
• explain the role of accounting in providing information for monitoring progress and decision-making.
1.2 The accounting equation
• explain the meaning of assets, liabilities and owner’s equity

• explain and apply the accounting equation.
2 Sources and recording of data

2.1 The double entry system of book-keeping
• outline the double entry system of book-keeping

• process accounting data using the double entry system
• prepare ledger accounts
• post transactions to the ledger accounts
• balance ledger accounts as required and make transfers to financial statements
• interpret ledger accounts and their balances
• recognise the division of the ledger into the sales ledger, the purchases ledger and the nominal (general)
ledger.
Candidates do not need to explain or use folio columns.

Candidates do not need to explain or use three-column running-balance accounts.

Cambridge O Level Accounting 7707 syllabus for 2026. Subject content
2 Sources and recording of data continued

2.2 Business documents
• recognise and understand the following business documents: invoice, debit note, credit note, statement
of account, cheque, receipt
• complete pro-forma business documents
• understand the use of business documents as sources of information: invoice, credit note, cheque
counterfoil, paying-in slip, receipt, bank statement.
2.3 Books of prime entry
• explain the advantage of using various books of prime entry

• explain the use of and process accounting data in the books of prime entry: cash book, petty cash
book, sales journal, purchases journal, sales returns journal, purchases returns journal and the general
journal
• post the ledger entries from the books of prime entry
• distinguish between and account for trade discount and cash discounts
• explain the dual function of the cash book as a book of prime entry and as a ledger account for bank
and cash
• explain the use of and record payments and receipts made by bank transfers and other electronic
means
• explain and apply the imprest system of petty cash.
3 Verification of accounting records

3.1 The trial balance
• understand that a trial balance is a statement of ledger balances on a particular date

• outline the uses and limitations of a trial balance
• prepare a trial balance from a given list of balances and amend a trial balance which contains errors
• identify and explain those errors which do not affect the trial balance: commission, compensating,
complete reversal, omission, original entry, principle.
3.2 Correction of errors
• correct errors by means of journal entries

• explain the use of a suspense account as a temporary measure to balance the trial balance
• correct errors by means of suspense accounts
• adjust a profit or loss for an accounting period after the correction of errors
• understand the effect of correction of errors on a statement of financial position.

3 Verification of accounting records continued

3.3 Bank reconciliation
• understand the use and purpose of a bank statement

• update the cash book for bank charges, bank interest paid and received, correction of errors, credit
transfers, direct debits, dividends, and standing orders
• understand the purpose of and prepare a bank reconciliation statement to include bank errors,
uncredited deposits and unpresented cheques.
3.4 Control accounts
• understand the purposes of purchases ledger and sales ledger control accounts
• identify the books of prime entry as sources of information for the control account entries
• prepare purchases ledger and sales ledger control accounts to include credit purchases and sales,
receipts and payments, cash discounts, returns, irrecoverable debts, dishonoured cheques, interest on
overdue accounts, contra entries, refunds, opening and closing balances (debit and credit within each
account).
Candidates do not need to prepare control accounts which are part of the double entry system.
Candidates do not need to reconcile control account balances with the sales and purchases ledger
balances.
4 Accounting procedures
4.1 Capital and revenue expenditure and receipts
• distinguish between and account for capital expenditure and revenue expenditure
• distinguish between and account for capital receipts and revenue receipts
• calculate and comment on the effect on profit of incorrect treatment
• calculate and comment on the effect on asset valuations of incorrect treatment.
4.2 Accounting for depreciation and disposal of non-current assets
• define depreciation
• explain the reasons for accounting for depreciation
• name and describe the straight-line, reducing balance and revaluation methods of depreciation
• prepare ledger accounts and journal entries for the provision of depreciation
• prepare ledger accounts and journal entries to record the sale of non-current assets, including the use
of disposal accounts.

4 Accounting procedures continued

4.3 Other payables and other receivables
• recognise the importance of matching costs and revenues

• prepare ledger accounts and journal entries to record accrued and prepaid expenses
• prepare ledger accounts and journal entries to record accrued and prepaid incomes.
4.4 Irrecoverable debts and provision for doubtful debts
• understand the meaning of irrecoverable debts and recovery of debts written off
• prepare ledger accounts and journal entries to record irrecoverable debts
• prepare ledger accounts and journal entries to record recovery of debts written off
• explain the reasons for maintaining a provision for doubtful debts
• prepare ledger accounts and journal entries to record the creation of, and adjustments to, a provision for
doubtful debts.
4.5 Valuation of inventory
• understand the basis of the valuation of inventory at the lower of cost and net realisable value
• prepare simple inventory valuation statements
• recognise the importance of valuation of inventory and the effect of an incorrect valuation of inventory on
gross profit, profit for the year, equity and asset valuation.
5 Preparation of financial statements

5.1 Sole traders
• explain the advantages and disadvantages of operating as a sole trader

• explain the importance of preparing income statements and statements of financial position
• explain the difference between a trading business and a service business
• prepare income statements for trading businesses and for service businesses
• understand that statements of financial position record assets and liabilities on a specified date
• recognise and define the content of a statement of financial position: non-current assets, intangible
assets, current assets, current liabilities, non-current liabilities and capital
• understand the inter-relationship of items in a statement of financial position
• prepare statements of financial position for trading businesses and service businesses
• make adjustments for provision for depreciation using the straight line, reducing balance and revaluation
methods
• make adjustments for accrued and prepaid expenses and accrued and prepaid income
• make adjustments for irrecoverable debts and provisions for doubtful debts
• make adjustments for goods taken by the owner for own use.

5 Preparation of financial statements continued

5.2 Partnerships
• explain the advantages and disadvantages of forming a partnership

• outline the importance and contents of a partnership agreement
• explain the purpose of an appropriation account
• prepare income statements, appropriation accounts and statements of financial position
• record interest on partners’ loans, interest on capital, interest on drawings, partners’ salaries and the
division of the balance of profit or loss
• make adjustments to financial statements as detailed in 5.1 (sole traders)
• explain the uses of and differences between capital and current accounts
• draw up partners’ capital and current accounts in ledger account form and as part of a statement of
financial position.
Candidates will not be required to answer questions on the admission/departure of a partner, the dissolution
of a partnership or changes to a profit sharing ratio.
5.3 Limited companies
• explain the advantages and disadvantages of operating as a limited company

• understand the meaning of the term limited liability
• understand the meaning of the term equity
• understand the capital structure of a limited company comprising preference share capital, ordinary
share capital, general reserve and retained earnings
• understand and distinguish between issued, called-up and paid-up share capital
• understand and distinguish between share capital (preference shares and ordinary shares) and loan
capital (debentures)
• prepare income statements, statements of changes in equity and statements of financial position
• make adjustments to financial statements as detailed in 5.1 (sole traders).
Candidates will not be expected to understand cumulative and non-cumulative preference shares, rights
issues, share premium or capital redemption reserve. However, candidates should understand the difference
between redeemable and non-redeemable preference shares.
5.4 Clubs and societies
• distinguish between receipts and payments accounts and income and expenditure accounts
• prepare receipts and payments accounts
• prepare accounts for revenue-generating activities, e.g. refreshments, subscriptions
• prepare income and expenditure accounts and statements of financial position
• define and calculate the accumulated fund.

5 Preparation of financial statements continued

5.5 Manufacturing accounts
• distinguish between direct and indirect costs

• understand direct material, direct labour, prime cost and factory overheads
• understand and make adjustments for work in progress
• calculate factory cost of production
• prepare manufacturing accounts, income statements and statements of financial position
• make adjustments to financial statements as detailed in 5.1 (sole traders).
5.6 Incomplete records
• explain the disadvantages of not maintaining a full set of accounting records

• prepare opening and closing statements of affairs
• calculate profit or loss for the year from changes in capital over time
• calculate sales, purchases, gross profit, trade receivables and trade payables and other figures from
incomplete information
• prepare income statements and statements of financial position from incomplete records
• apply the techniques of mark-up, margin and inventory turnover to arrive at missing figures.
Candidates will only be asked questions on incomplete records in relation to sole trader businesses.
6 Analysis and interpretation

6.1 Calculation and understanding of accounting ratios
Candidates should be able to understand, calculate and explain the importance of the following
accounting ratios:
• Gross margin
• Profit margin
• Return on capital employed (ROCE)
• Current ratio
• Liquid (acid test) ratio
• Rate of inventory turnover (times)
• Trade receivables turnover (days)
• Trade payables turnover (days)

6 Analysis and interpretation continued

6.2 Interpretation of accounting ratios
• prepare and comment on simple statements showing comparison of results for different years
• make recommendations and suggestions for improving profitability and working capital
• understand the significance of the difference between the gross margin and the profit margin as an
indicator of a business’s efficiency
• explain the relationship of gross profit and profit for the year to the valuation of inventory, rate of
inventory turnover, revenue, expenses, and equity.
6.3 Inter-firm comparison
• understand the problems of inter-firm comparison

• apply accounting ratios to inter-firm comparison.
6.4 Interested parties
Candidates should be able to explain the uses of accounting information by the following interested
parties for decision-making:
• owners
• managers
• trade payables
• banks
• investors
• club members
• other interested parties such as governments, tax authorities, etc.
6.5 Limitations of accounting statements
Candidates should be able to recognise the limitations of accounting statements due to such factors as:
• historic cost
• difficulties of definition
• non-financial aspects

7 Accounting principles and policies

7.1 Accounting principles
Candidates should be able to explain and recognise the application of the following accounting
principles:
• matching • historic cost

• business entity • materiality
• consistency • money measurement
• duality • prudence
• going concern • realisation
7.2 Accounting policies
Candidates should be able to recognise the influence of international accounting standards and
understand the following objectives in selecting accounting policies:
• comparability
• relevance
• reliability
• understandability

Appendix
Accounting ratios
Commonly used accounting ratios
Candidates should know the following accounting ratios:

Profitability ratios
(i) Gross margin
Gross Profit
× 100
Revenue
Gross Profit
Mark up = Cost of sales × 100
(ii) Profit margin

Profit for the year
Revenue × 100
(iii) Return on Capital Employed (ROCE)
Net profit before interest

Capital employed × 100
[Capital Employed = Issued Shares + Reserves + Non-Current Liabilities]
Liquidity ratios
Current Assets
(i) Current ratio = Current Liabilities (also known as Working Capital Ratio)
Current Assets – Inventory

(ii) Liquid (Acid test) Ratio = Current Liabilities (also known as Quick Ratio)
Cost of Goods Sold

(iii) Rate of Inventory Turnover = Average Inventory (answer given in times)
Trade Receivables
(iv) Trade Receivables Turnover = Credit Sales × 365 (answer given in days)
Trade Payables
(v) Trade Payables Turnover = Credit Purchases × 365 (answer given in days)

4 Details of the assessment
For information on the assessment objectives (AOs), see section 2.
Paper 1 – Multiple Choice

Multiple choice paper, 1 hour 15 minutes, 35 marks
Candidates answer all 35 multiple-choice questions and indicate their answers on the answer sheet provided.
This paper assesses content drawn from the entire syllabus. The questions may include calculations.
Calculators may be used in the examination.
The paper assesses the following assessment objectives:

AO1: Knowledge and understanding
AO2: Analysis
Paper 2 – Structured Written Paper

Written paper, 1 hour 45 minutes, 100 marks
This is a structured written paper made up of five questions worth 20 marks each and assessing content drawn
from the entire syllabus.
Please see Section 3: Subject content for guidance about the topics and the documents candidates are
expected to have studied in preparation for the examination.
Candidates are presented with stimulus material followed by a variety of tasks on the question paper. For
example, candidates may be asked to carry out calculations, complete a cash book, complete an incomplete
statement of accounts, or prepare accounts based on information given in the question, or prepare suspense
accounts and journal entries, among other accounting tasks.
By completing authentic tasks candidates are given the opportunity to show their knowledge and
understanding of the principles, purposes and procedures of accounting. Candidates are expected to analyse
financial data and evaluate outcomes.
Candidates answer all questions and write their answers on the question paper. Candidates should be aware of
the marks for each part question. These are printed on the question paper. Candidates should use them as a
guide to the amount of detail and length of response expected and to help them manage their time effectively.

AO2: Analysis
AO3: Evaluation

Cambridge O Level Accounting 7707 syllabus for 2026. 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
Advise write down a suggested course of action in a given situation
Analyse examine in detail to show meaning, identify elements and the relationship between
them
Assess make an informed judgement
Calculate work out from given facts, figures or information
Comment give an informed opinion
Compare identify/comment on similarities and/or differences
Consider review and respond to given information
Contrast identify/comment on differences
Define give precise meaning
Demonstrate show how or give an example
Describe state the points of a topic / give characteristics and main features
Develop take forward to a more advanced stage or build upon given information
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
Outline set out the main points
Predict suggest what may happen based on available information
Prepare present information in a suitable format
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
Summarise select and present the main points, without detail

Cambridge O Level Accounting 7707 syllabus for 2026. Details of the assessment
International standards – terminology

The list below is to help centres become familiar with international terminology which Cambridge International
uses in accounting syllabuses. Terminology that has been updated for this new syllabus is listed below.
Well-known international standards, which are relevant to the level of study, will be included in question papers,
mark schemes and associated documents.
It is recommended that centres use this updated terminology in their teaching and learning materials. However,
candidates will not lose marks for using different terms.
Current International usage Previous Cambridge International usage
Business entity Accounting entity or business entity and ownership
Accrued and prepaid income Accrued and prepaid income / outstanding and prepaid income
Irrecoverable debts Bad debts
Books of prime entry Books of prime entry / books of prime (original) entry
Business documents Business documents / documentary records
Capital accounts Capital accounts / equity (capital) accounts
Cash and cash equivalents Cash (and cash equivalents)
Disposal of non-current Disposal of non-current assets / sale of non-current assets

assets
Duality Dual aspect
Financial statements Final accounts
Historic cost Historical cost
Limited companies Limited liability companies
Matching Matching / Accruals or accruals (matching)
Non-current liabilities Long term liabilities
Complete reversal Names the error as reversals / names the error as complete reversal
Owner’s equity Owner’s equity (capital) / owner’s equity
Principles Principles/principles/concepts
Profit for the year Profit (before tax) for the year / net profit
Purchases ledger Purchase ledger / purchases ledger
Reducing balance Reducing (diminishing) balance / and diminishing (reducing) /

depreciation diminishing (reducing) balance depreciation
Retained earnings Retained earnings / retained profits
Straight-line depreciation Straight-line depreciation / straight line (equal instalment) depreciation

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 accounting.
Guided learning hours

We design Cambridge O Level 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. This syllabus is not available in
all administrative zones. Cambridge O Levels are available to centres in administrative zones 3, 4 and 5.
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:
• Cambridge IGCSE Accounting (0452)
• Cambridge IGCSE (9–1) Accounting (0985)
• 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.

Cambridge O Level Accounting 7707 syllabus for 2026. 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 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.

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
• 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 or E indicate the standard a candidate achieved at Cambridge O Level.
A* is the highest and E is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade E. ‘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 O Level is shown as GENERAL CERTIFICATE OF
EDUCATION (GCE O LEVEL).

How students and teachers can use the grades

Assessment at Cambridge O Level 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.

Changes to this syllabus for 2026

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 2020 are still suitable for
use with this syllabus.

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
info@cambridgeinternational.org 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 : info@cambridgeinternational.org www.cambridgeinternational.org

Syllabus
Cambridge O Level
Additional Mathematics 4037
Use this syllabus for exams in 2025, 2026 and 2027.
Version 1
Please check the syllabus page at www.cambridgeinternational.org/4037
to see if this syllabus is available in your administrative zone.
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.
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.
Quality management
quality management system for the provision of international qualifications and education programmes
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................11

Syllabus content 11

Paper 1 21
Paper 2 21
List of formulas 22
Mathematical conventions 23
Command words 25

Before you start 26
Making entries 27
After the exam 28
Grade descriptions 29
Changes to this syllabus for 2025, 2026 and 2027 30

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 30.
Cambridge O Level Additional Mathematics 4037 syllabus for 2025, 2026 and 2027.
Key benefits
Cambridge O Level is typically for 14 to 16 year olds and is an
internationally recognised qualification. It has been designed
especially for an international market and is sensitive to the
needs of different countries. Cambridge O Level is designed
for learners whose first language may not be English, and this
is acknowledged throughout the examination process.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
Cambridge O Level Additional Mathematics enriches

learners’ understanding of connections within mathematics,
refining their reasoning and analytical skills. This course
reinforces learners’ competency, confidence, and fluency
in their use of techniques with and without a calculator, strengthening mathematical understanding and
communication skills. It requires a fluent and confident ability to solve problems in abstract mathematics.
Cambridge O Level Additional Mathematics encourages learners to further develop their mathematical ability in
problem solving, to provide strong progression for advanced study of mathematics or highly numerate subjects.
It is designed to stretch the more able candidates and provides a smooth transition to Cambridge International
AS & A Level Mathematics.
Our approach in Cambridge O Level Additional Mathematics encourages learners to be:
confident, in using mathematical language and more complex concepts to ask questions, explore ideas and
communicate
responsible, by taking ownership of their learning to prepare for independent mathematical 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 presenting logical arguments to justify solutions
innovative, by applying their knowledge and understanding to solve unfamiliar problems creatively, flexibly and
efficiently, selecting from a range of mathematical techniques
engaged, by the beauty, patterns and structure of mathematics, they are curious to learn about the relevance
of its many applications in society and the economy.

Cambridge O Level Additional Mathematics 4037 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

O Level Additional 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.
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge O Levels or equivalent to meet their entry requirements.

Cambridge O Level Additional Mathematics 4037 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 O Level. To find out which
resources are available for each syllabus go to our School Support Hub.

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


2 Syllabus overview
Aims
The aims are to enable students to:

• engage in mathematics in a way that builds on their existing mathematical knowledge and enhances their
enjoyment of the subject
• develop their instinct for mathematical enquiry and use it flexibly to suit the requirements of a situation
• reinforce and extend mathematical skills and apply them to complex problems
• use creativity and resilience to analyse and solve problems
• reinforce their competency, confidence, and fluency in their use of techniques with and without a calculator,
strengthening mathematical understanding and communication skills
• justify their reasoning using structured arguments
• extend their ability to reason logically, make inferences and draw conclusions
• enrich their understanding of interdependence of, and connections between, different areas of mathematics
• acquire a solid foundation for advanced study of mathematics or highly numerate subjects.


Cambridge O Level Additional Mathematics 4037 syllabus for 2025, 2026 and 2027. Syllabus overview
Content overview
All candidates study the following topics:
1 Functions
2 Quadratic functions
3 Factors of polynomials
4 Equations, inequalities and graphs
5 Simultaneous equations
6 Logarithmic and exponential functions
7 Straight-line graphs
8 Coordinate geometry of the circle
9 Circular measure
10 Trigonometry
11 Permutations and combinations
12 Series
13 Vectors in two dimensions
14 Calculus
The subject content is organised by topic and is not presented in a teaching order. This content structure
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 a calculator,
as appropriate.
This O Level syllabus shares content with other mathematics syllabuses. For further support see
the School Support Hub for IGCSE Additional Mathematics. Textbooks endorsed to support IGCSE
Additional Mathematics are suitable for use with this syllabus.

Assessment overview
Candidates should have a scientific calculator for Paper 2. 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.
Paper 1 2 hours Paper 2 2 hours

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

AO1 Knowledge and understanding of mathematical techniques

• recall and apply mathematical knowledge and techniques
• carry out routine procedures in mathematical and abstract 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
• work to degrees of accuracy appropriate to the context
• recognise and use spatial relationships in two and three dimensions.
AO2 Analyse, interpret and communicate mathematically

• 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.


AO1 Knowledge and understanding of mathematical techniques 45–55
AO2 Analyse, interpret and communicate mathematically 45–55
Total 100

Paper 1 Paper 2
AO1 Knowledge and understanding of mathematical techniques 45–55 45–55
AO2 Analyse, interpret and communicate mathematically 45–55 45–55
Total 100 100

3 Subject content
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.
Knowledge of the content of Cambridge O Level Mathematics (or an equivalent syllabus) is assumed.
Cambridge O Level material which is not included in the subject content, such as surds and indices, will not be
tested directly but it may be required in response to questions on other topics.
Proofs of results will not be required unless specifically mentioned in the syllabus.
Candidates will be expected to be familiar with the scientific notation for the expression of compound units,
e.g. 5 m s–1 for 5 metres per second.
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.
Formulas for:
• curved surface area of a cone
• surface area of a sphere
• volume of a pyramid or a cone
• volume of a sphere
• sine rule
• cosine rule
• area of a non-right-angled triangle (no diagram is given in the List of formulas)
are also given in the List of formulas to assist candidates in the examinations.
Syllabus content
1 Functions
Candidates should be able to: Notes/Examples

1.1 Understand the terms: function, domain, Includes explaining in words why a given function is
range (image set), one–one function, a function.
many–one function, inverse function and
composition of functions.
1.2 Find the domain and range of functions. Includes inverse functions and composite functions.
The domain of f may need to be restricted for
f –1 and/or gf to exist.
Domain gf ⊆ Domain f
Range gf ⊆ Range g

Cambridge O Level Additional Mathematics 4037 syllabus for 2025, 2026 and 2027. Subject content
1 Functions (continued)
1.3 Recognise and use function notation. Examples include:

• f(x) = 2ex
• f : x ↦ lg x, for x > 0
• f –1(x)
• fg(x) [= f(g(x))]
• f 2(x) [= f(f(x))]
The notation f 2(x) will not be used with trigonometric
functions.
1.4 Understand the relationship between If f(x) is trigonometric it will be one of the following:
y = f(x) and y = |f(x)|, where f(x) may be linear,
• y = a sin bx + c
quadratic, cubic or trigonometric.
• y = a cos bx + c
• y = a tan bx + c
where a is a positive integer, b is a simple fraction
or integer, and c is an integer. Fractions will have a
denominator of 2, 3, 4, 6 or 8 only.
1.5 Explain in words why a given function does

not have an inverse.
1.6 Find the inverse of a one–one function. Correct notation must be used. For example:
• f(x) = e2x
1
• f –1(x) = ln x
2
1.7 Form and use composite functions. Understand that order of functions is important, i.e.
fg may not be the same as gf .
1.8 Use sketch graphs to show the relationship Understand that each function is the reflection of the
between a function and its inverse. other in the line y = x.
2 Quadratic functions
2.1 Find the maximum or minimum value of the

quadratic function f : x ↦ ax2 + bx + c by
completing the square or by differentiation.
2.2 Use the maximum or minimum value of f(x) to Candidates should use correct notation to write a
sketch the graph of y = f(x) or determine the domain or range.
range for a given domain.
2.3 Know the conditions for f(x) = 0 to have: Understand how the discriminant relates to the roots
(i) two real roots of the equation.
(ii) two equal roots
(iii) no real roots
and the related conditions for a given line to:
(i) intersect a given curve
(ii) be a tangent to a given curve
(iii) not intersect a given curve.
2 Quadratic functions (continued)
2.4 Solve quadratic equations for real roots. Formula is given in the List of formulas.
Students are expected to be able to use
factorisation, the quadratic formula and completing
the square.
On the calculator paper, correct answers are
acceptable without working.
2.5 Find the solution set for quadratic inequalities Solutions should be written in the correct form. For
either graphically or algebraically. example:
• –3 < x < 4
• x < 1 or x > 6
3 Factors of polynomials
3.1 Know and use the remainder and factor

theorems.
3.2 Find factors of polynomials. For a cubic polynomial, students are first expected
to obtain a product of a linear factor and a quadratic
factor, for example by observation or by algebraic
long division.
3.3 Solve cubic equations.
4 Equations, inequalities and graphs
4.1 Solve equations of the type For graphical solutions, an accurate graph is
• |ax + b| = c (c ⩾ 0) expected.
• |ax + b| = cx + d For algebraic methods, any valid method is
acceptable.
• |ax + b| = |cx + d|
• |ax2 + bx + c| = d
using algebraic or graphical methods.
4.2 Solve graphically or algebraically inequalities For graphical solutions, an accurate graph is
of the type expected.
• k|ax + b| > c (c ⩾ 0) For algebraic methods, any valid method is
• k|ax + b| ⩽ c (c > 0) acceptable.
• k|ax + b| ⩽ |cx + d|
where k > 0
• |ax + b| ⩽ cx + d
• |ax2 + bx + c| > d
• |ax2 + bx + c| ⩽ d

4 Equations, inequalities and graphs (continued)
4.3 Use substitution to form and solve a quadratic For example:

equation in order to solve a related equation. 4 2
• x 3 + x 3 - 12 = 0
2(1n 5x)2 + 1n 5x – 6 = 0
• 3ex = 12 – 5e –x
Candidates are expected to identify the appropriate

substitution.
4.4 Sketch the graphs of cubic polynomials and The points of intersection of the graph with the
their moduli, when given as a product of three coordinate axes should be clearly labelled.
linear factors.
4.5 Solve graphically cubic inequalities of the form

• f(x) ⩾ d
• f(x) > d
• f(x) ⩽ d
• f(x) < d
where f(x) is a product of three linear factors
and d is a constant.
5 Simultaneous equations
5.1 Solve simultaneous equations in two For example:

unknowns by elimination or substitution.
• y – x + 3 = 0 and x2 – 3xy + y2 + 19 = 0
• xy2 = 4 and xy = 3
x 2y
•
x = 4 and y = x – 2
+
y
6 Logarithmic and exponential functions
6.1 Know and use simple properties and graphs Logarithms may be given to any base.
of the logarithmic and exponential functions, Understand that f(x) = ex and g(x) = 1n x are each
including ln x and ex. the inverse of the other.
Understand the asymptotic nature of the graphs
of logarithmic and exponential functions. State the
equations of any asymptotes.
Graphs are limited to y = kenx + a and
y = k ln(ax + b) where n, k, a and b are integers.
Series expansions are not required.

6 Logarithmic and exponential functions (continued)
6.2 Know and use the laws of logarithms, For example:

including change of base of logarithms.
• Write 3 + 21g p – 1g q as a single base 10
logarithm.
1
• Write as a natural logarithm.
log5 e
6.3 Solve equations of the form ax = b.
7 Straight-line graphs
7.1 Use the equation of a straight line.
7.2 Know and use the condition for two lines to

be parallel or perpendicular.
7.3 Solve problems involving midpoint and length

of a line, including finding and using the
equation of a perpendicular bisector.
7.4 Transform given relationships to and from For example:

straight-line form, including determining
• To straight-line form
unknown constants by calculating the gradient
or intercept of the transformed graph. y = Axn
y = Abx
• From straight-line form to an equation of the form .
y2 = Ax3 + B
e2y = Ax2 + B
y3 = A1n x + B
8 Coordinate geometry of the circle
8.1 Know and use the equation of a circle with Identify the centre and radius of a circle using a circle
radius r and centre (a, b). equation in any form.
For example:
• (x – a)2 + (y – b)2 = r2
• x2 + y2 + 2gx + 2fy + c = 0
Formula is given in the List of formulas.
8.2 Solve problems involving the intersection of a Includes finding points of intersection.
circle and a straight line. Includes determining whether a straight line:
• is a tangent
• is a chord
• does not intersect the circle.

8 Coordinate geometry of the circle (continued)
8.3 Solve problems involving tangents to a circle. Includes finding equations of tangents.
No use of calculus is expected.
8.4 Solve problems involving the intersection of Includes finding points of intersection, finding the
two circles. equation of a common chord or determining whether
two circles:
• intersect
• touch
• do not intersect.
9 Circular measure
9.1 Solve problems involving the arc length and Use of radian measure is expected in the solution of
sector area of a circle, including knowledge problems which may involve compound shapes.
and use of radian measure. Formulas are not given.
10 Trigonometry
10.1 Know and use the six trigonometric functions sine, cosine, tangent, secant, cosecant, cotangent
of angles of any magnitude.
10.2 Understand and use the amplitude and For example: y = sin x and y = 3sin 2x
period of a trigonometric function, including The period may be in either degrees or radians.
the relationship between graphs of related
trigonometric functions.
10.3 Draw and use the graphs of Graphs will be drawn over a given domain which
y = a sin bx + c may be in either degrees or radians.
y = a cos bx + c For a graph of y = a tan bx + c, the x-coordinate of
any asymptote should be clearly labelled.
y = a tan bx + c
Fractions will have a denominator of 2, 3, 4, 6 or 8
where a is a positive integer, b is a simple
only.
fraction or integer, and c is an integer.
10.4 Use the relationships: Trigonometric identities are given in the List of
2 2 formulas.
• sin A + cos A = 1
• sec2 A = 1 + tan2 A
• cosec2 A = 1 + cot2 A

10 Trigonometry (continued)
10.5 Solve, for a given domain, trigonometric Includes the use of the relationships in 10.4.
equations involving the six trigonometric For example:
functions.
• 4 cot θ = tan θ
• 2 sec2 θ + tan θ – 3 = 0
i i
• 5 sin + 2 cos =0
3 3
3 cosec d2i - n=4

r
•
12
10.6 Prove trigonometric relationships involving the Includes the use of the relationships in 10.4.
six trigonometric functions. For example:
• sin x tan x + cos x = sec x
sin i 1 + cos i
• + = 2 cosec θ
1 + cos i sin i
11 Permutations and combinations
11.1 Recognise the difference between

permutations and combinations and know
when each should be used.
11.2 Know and use the notation n! and Includes 0! = 1.

the expressions for permutations and
combinations of n items taken r at a time.
11.3 Solve problems on arrangement and selection Problems will be either in an everyday context or
using permutations or combinations. based on an algebraic problem.
Problems involving:
• repetition of objects
• objects arranged in a circle
• both permutations and combinations,
are not included.

12 Series
12.1 Use the binomial theorem for expansion of Includes simplification of coefficients.
(a + b)n for positive integer n. Formula is given in the List of formulas.
12.2 Use the general term For example:

JN Find the term independent of x in the expansion of
KnO an–rbr, 0 ⩽ r ⩽ n .
KrO
d2x + 1 n .
10
LP
x
Knowledge of the greatest term and properties of
the coefficients is not required.
12.3 Recognise arithmetic and geometric

progressions and understand the difference
between them.
12.4 Use the formulas for the nth term and for the Problems may be in context.
sum of the first n terms to solve problems Formulas are given in the List of formulas.
involving arithmetic or geometric progressions.
12.5 Use the condition for the convergence of a Includes explaining why a particular geometric
geometric progression, and the formula for progression has or does not have a sum to infinity.
the sum to infinity of a convergent geometric Formula is given in the List of formulas.
progression.
13 Vectors in two dimensions
13.1 Understand and use vector notation. Vectors will be given in any form including:
JaN
KK OO , AB , p, ai – bj
LbP
Candidates are expected to use correct vector
notation.
13.2 Know and use position vectors and unit For example:
vectors. a
The unit vector in the same direction as a is .
a
13.3 Find the magnitude of a vector; add and Includes:

subtract vectors and multiply vectors by
• equating like vectors
scalars.
• solving problems using vector geometry, with a
diagram given in more complex cases.
13.4 Compose and resolve velocities. Determine a resultant vector by adding two or more
vectors together.
Includes the use of a velocity vector to determine
position and solve problems in context such as
particles colliding.

14 Calculus
No formulas will be given in the List of formulas for the Calculus section.
14.1 Understand the idea of a derived function. Only an informal understanding of the idea of a limit
is expected, and the technique of differentiation from
first principles is not required.
14.2 Use the notations

R V
dy d2 y S d JKdyNOW
f′(x), f″(x), ,
dx dx2 SS dx KdxOWW
=
T L PX
dy
δx, δx → 0, .
dx
14.3 Know and use the derivatives of the standard Includes constant multiples, sums and composite
functions xn (for any rational n), sin x, cos x, functions (use of chain rule).
tan x, ex, ln x.
For example, differentiate `3x 2 + 4j .
1
3
For trigonometric functions angles will always be in

radians.
14.4 Differentiate products and quotients of

functions.
14.5 Use differentiation to find gradients, tangents

and normals.
14.6 Use differentiation to find stationary points. Points of inflexion are not included.
14.7 Apply differentiation to connected rates of

change, small increments and approximations.
14.8 Apply differentiation to practical problems

involving maxima and minima.
14.9 Use the first and second derivative tests to Points of inflexion are not included.
discriminate between maxima and minima. Full justification of conclusions is expected.
An explanation of how to distinguish between a
maximum point and a minimum point may be
required.
Unless specified otherwise, any valid method is
allowed.
14.10 Understand integration as the reverse process Solutions for indefinite integrals should include an
of differentiation. arbitrary constant.
14.11 Integrate sums of terms in powers of x, Solutions for indefinite integrals should include an
1 1 arbitrary constant.
including and .
x ax + b

14 Calculus (continued)
14.12 Integrate functions of the form: Includes the case where n = –1.
n
• (ax + b) for any rational n For trigonometric functions angles will always be in
• sin (ax + b) radians.
• cos (ax + b) Solutions for indefinite integrals should include an
arbitrary constant.
• sec2 (ax + b)
• eax+b
14.13 Evaluate definite integrals and apply Plane areas include:

integration to the evaluation of plane areas.
• between a line and a curve
• between two curves
• a sum of two areas.
14.14 Apply differentiation and integration For example:

to kinematics problems that involve Given the velocity of a particle is v = 3t2 – 30t + 72
displacement, velocity and acceleration of a find its acceleration when t = 2.
particle moving in a straight line with variable
or constant acceleration.
14.15 Make use of the relationships in 14.14 to draw For example:

and use the following graphs: A particle moves in a straight line. Its displacement s,
• displacement–time from a fixed point at time, t, is given by s = 3t3 – 10t2
• distance–time + 4t + 8 for 0 ⩽ t ⩽ 3. Sketch its displacement–time
graph, its speed–time graph, its acceleration–time
• velocity–time
graph.
• speed–time
• acceleration–time.

All candidates take two written papers.
Grades A* to E will be available for candidates who achieve the required standards. Candidates who do not
achieve the minimum mark for grade E will be unclassified.
Candidates must show all necessary working.
Paper 1
Written paper, 2 hours, 80 marks
Use of a calculator is not allowed.
Candidates answer all questions.
Structured and unstructured questions.
This paper consists of questions based on any part of the content.
This is a compulsory component for all candidates.
This written paper is an externally set assessment, marked by Cambridge.
Paper 2
A scientific calculator is required.
Structured and unstructured questions.
This paper consists of questions based on any part of the content.
This is a compulsory component for all candidates.

Cambridge O Level Additional Mathematics 4037 syllabus for 2025, 2026 and 2027. Details of the assessment
List of formulas
Equation of a circle with centre (a, b) and radius r. (x – a)2 + (y – b)2 = r2
Curved surface area, A, of cone of radius r, sloping edge l. A = πrl
Surface area, A, of sphere of radius r. A = 4πr2

1
Volume, V, of pyramid or cone, base area A, height h. V= Ah
3
4
Volume, V, of sphere of radius r. V = πr3
3
Quadratic Equation For the equation ax2 + bx + c = 0,
-b ! b 2 - 4ac
x= 2a
JnN JnN JnN

Binomial Theorem (a + b) n = a n + KK OO a n - 1 b + KK OO a n - 2 b 2 + … + KK OO a n - r b r + … + b n
L1P L2P LrP
JnN n!
where n is a positive integer and KK OO = -
n r) !r!
LrP
(
Arithmetic series un = a + ^n − 1h d
Sn = 2 n ^a + lh = 2 n #2a + ^n − 1h d -
1 1
−1
Geometric series un = ar n
a ^1 − r nh
Sn = ^r ! 1h
1− r
S3 = − ^ r 1 1h
a
1 r
Identities sin2 A + cos2 A = 1

sec2 A = 1 + tan2 A
cosec2 A = 1 + cot2 A
a b c
Formulas for ∆ABC = =
sin A sin B sin C
a2 = b2 + c2 – 2bc cos A
1
∆= ab sin C
2

Mathematical conventions
Mathematics is a universal language where there are some similarities and differences around the world.
The guidance below outlines the conventions that are 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 a grid or graph paper
– cover the range of values that has been requested. Candidates should calculate the coordinates of
points and connect them appropriately (where a table of values is not provided, the candidate must
decide on points required to draw the graph accurately so that it has the most important features listed
in sketching a graph)
– 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, stationary points, symmetry, and
asymptotes, with coordinates of relevant values marked on the axes, where required
– 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 if no domain has been specified.
• 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
– the modulus of a non-linear function, it should have cusps.
• 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, or show that a given result is true, they cannot gain full
marks without clearly communicating and fully justifying their method.
1
• A numerical answer should not be given as a combination of fractions and decimals, e.g. is not
0.2
acceptable.
• When asked to ‘simplify’, the candidate must simplify fully.
• When asked to ‘factorise’, the candidate must factorise fully.

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, e, natural
logarithms, surds or a combination of these, depending on the question.
• Where answers are not exact values:
– angles in degrees should be given to at least one decimal place
– all other values should be given to at least 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.

Command words
Determine establish with certainty
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
Verify confirm a given statement/result is true
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

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. Knowledge of the
subject content of Cambridge O Level/IGCSE™ Mathematics is assumed. This includes the use of indices and
surds.


Cambridge O Levels are available to centres in administrative zones 3, 4 and 5.
You can enter candidates in the June and November exam series. You can view the timetable for your
administrative zone at www.cambridgeinternational.org/timetables
Making Entries.

• Cambridge IGCSE Additional Mathematics (0606)
Cambridge O Level, Cambridge IGCSE™ and Cambridge IGCSE (9–1) syllabuses are at the same level.

Cambridge O Level Additional Mathematics 4037 syllabus for 2025, 2026 and 2027. What else you need to know
Making entries
Entries. Your exams officer has a copy of this guide.
Exam administration
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 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
Language

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
Access arrangements

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
After the exam

• Q (PENDING)
• X (NO RESULT).

skills specified in the syllabus, to the levels described in the grade descriptions.

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 O Level Additional Mathematics will be published after the first assessment
of the syllabus in 2025.

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 • The wording of learning outcomes has been updated and notes and
examples included, to clarify the depth of teaching.
• The subject content has been refreshed and updated. Significant
changes to content have been summarised below.
– The Indices and surds topic has been removed from the subject
content (this is now assumed knowledge).
– A new topic on Coordinate geometry of the circle has been
added to the subject content.
• Other content has been added, removed or clarified within topics;
you are advised to read the subject content in the syllabus carefully
for details.
• The teaching time has not changed.
• The List of formulas provided in the examinations has been
updated.
• The Command words have been updated.
• A section on mathematical conventions has been provided.
• The wording of the learner attributes has been updated to improve
clarity.
• The aims have been updated and clarified.
Changes to assessment • The wording of the assessment objectives (AOs) has been updated.
(including changes to There are no changes to the knowledge and skills being assessed
specimen papers) for each AO.
• A non-calculator assessment has been introduced to build
candidates’ confidence in working mathematically without a
calculator.
– Paper 1 is now a non-calculator paper, calculators are not
allowed in the exam.
– Calculators are still allowed in Paper 2.
• The questions in the examinations are the same standard as in the
existing assessment.
• Mark schemes have been updated to award more marks
for working where appropriate, in line with other Cambridge
Mathematics qualifications.
• 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.


Syllabus
Cambridge O Level
Art & Design 6090

Version 1
Quality management
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,

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................11

Skills and understanding common to all areas of study 11
Painting and related media 12
Graphic communication 13
Three-dimensional design 14
Textiles and fashion 15
Photography 16
4 Details of the assessment .........................................................................................17

Component 1 – Coursework 17
Component 2 – Externally Set Assignment 18
Administration 19
Assessment criteria for Component 1 and Component 2 21

Before you start 22
Making entries 23
After the exam 24

For information about changes to this syllabus for 2026, go to page 26.
syllabus.
Cambridge O Level Art & Design 6090 syllabus for 2026.
Key benefits
Cambridge
Our programmes promote a thorough knowledge and learner
Cambridge O Level 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 wide 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 a range of two- and/or
three‑dimensional processes and include new media and technologies in addition to traditional media and
processes.
The syllabus helps equip learners with lifelong skills including:

• confidence and enthusiasm as they develop technical skills in two- and/or three-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.

Cambridge O Level Art & Design 6090 syllabus for 2026. Why choose this syllabus?

O Level Art & Design 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 Art &
Design or Cambridge International AS & A Level Digital Media & Design.

Cambridge O Level Art & Design 6090 syllabus for 2026. Why choose this syllabus?
Supporting teachers

• Specimen Question • Support for mark schemes reports for teachers
Papers and Mark coursework
Schemes
assessments.
workshops.
Find out more at:



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

• 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 media, materials and techniques, including new media
and technologies, where appropriate
• experience of working in relevant frameworks and exploration of manipulative skills necessary to form,
compose and communicate in two and/or three 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.
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.

Cambridge O Level Art & Design 6090 syllabus for 2026. Syllabus overview
Content overview
Cambridge O Level Art & Design has been designed to offer a broad choice of media and approaches so that
candidates can produce a personal response and schools can use their strengths in terms of staff expertise
and interests.
The areas of study are:

• painting and related media
• graphic communication
• three-dimensional design
• textiles and fashion
• photography.
Candidates can respond to either component using any of the media listed in the areas of study above.
This O Level syllabus shares content with other Art & Design syllabuses. For further support see
the School Support Hub for IGCSE Art & Design 0400. Textbooks endorsed to support IGCSE Art &
Design are suitable for use with this syllabus.

Assessment overview
Component 1 Component 2 8 hours

Coursework 50% Externally Set Assignment 50%
100 marks 100 marks
Candidates research, develop and realise a Candidates respond to one starting point set
project from one or more of the areas of study by Cambridge International. Candidates may
and should explore a theme. produce work from the same areas of study as
There are two parts to the coursework: Component 1, but they do not have to.
– a portfolio and There are two parts to the assignment:
– a final outcome. – supporting studies and
Externally assessed – a final outcome, produced during a supervised
test of 8 hours’ total duration.
Externally assessed
Check the Guidance Notes and samples database at www.cambridgeinternational.org/samples for

submission information, forms and deadlines for Component 1.
Check the Guidance Notes and timetable at www.cambridgeinternational.org/timetables for the test date
window for Component 2.
The early question paper is made available to centres before the exam.
Teachers should check the Cambridge Handbook and Guidance Notes for the relevant year of assessment for
information on when and where the early question paper will be available.

AO1 Record
Record ideas, observations and insights relevant to intentions as work progresses.
AO2 Explore
Explore and select appropriate resources, media, materials, techniques and processes.
AO3 Develop
Develop ideas through investigation, demonstrating critical understanding.
AO4 Present
Present a personal and coherent response that realises intentions and demonstrates an understanding of visual
language.


AO1 Record 25
AO2 Explore 25
AO3 Develop 25
AO4 Present 25
Total 100

Component 1 Component 2
AO1 Record 25 25
AO2 Explore 25 25
AO3 Develop 25 25
AO4 Present 25 25
Total 100 100

3 Subject content
Where appropriate you are responsible for selecting topics, resources and examples to support your learners’
You have the flexibility to structure a course that suits the available resources and your teaching expertise.
For guidance and advice on planning and scheduling your teaching, please refer to the Course Handbook.
Candidates can work in the same areas of study for both components, but they do not have to. You should
encourage your candidates to experiment according to their interests and the available support and resources.
Candidates must present separate submissions for each component. Candidates must not present the same
work for both components.
The areas of study provide a framework of art and design practice and indicate an approach that encourages
exploration. Learners may use a broad range of different media, materials and techniques including traditional
and contemporary media and technologies, or a combination where appropriate, providing all assessment
objectives are met. Candidates are encouraged to produce a variety of creative responses through exploration
with a range of materials, processes and techniques.
Candidates are not expected to produce work from all the areas of study.
Skills and understanding common to all areas of study

Candidates who follow the Cambridge O Level Art & Design syllabus are expected to develop the following
skills as those outlined in each area of study.
Candidates must be able to:

• record their own experiences and observations from first-hand and secondary resources and personal
research
• collect, record and respond to visual information using a range of techniques
• select, give context to and organise the information they collect in a coherent way
• effectively use a wide range of resources and use the information to develop their practice
• make personal investigations
• apply a range of skills to produce art and design work
• evaluate their own work, review and edit
• reflect, refine and adapt.

Cambridge O Level Art & Design 6090 syllabus for 2026. Subject content
Painting and related media

Candidates should be encouraged to develop both their knowledge and skills in a broad range of media,
processes and techniques. They should demonstrate a personal response through painting and related media;
they should demonstrate working to a theme, starting point or brief and show the ability to consider artistic
constraints and problems. Candidates should consider traditional, contemporary and emerging techniques and
approaches.
Candidates should work in one or more of the following:

• painting
• drawing
• assemblage/collage
• printmaking
• mixed media.
Candidates will need to:

• carry out visual research, using direct observation (first-hand) and secondary sources, record observations,
experiences and ideas in appropriate ways
• explore and experiment with a wide range of different media (including recycled materials), techniques and
processes
• carry out in-depth research into artists, designers and cultural influences to inform the development of their
ideas
• select, review and refine their work throughout the whole process to produce a personal and resolved
response.
Skills and techniques

Candidates will need to demonstrate the following skills and techniques:
• the ability to use appropriate materials, including recycled material, and techniques to communicate their
intention effectively
• an understanding of form, perspective and scale
• the ability to create images with consideration for space, balance and colour relationships
• effective use of a few appropriate skills such as tonal drawing, pen and ink, pastels, painting, printmaking,
collage
• the ability to respond to a theme or given starting point.
Knowledge and understanding

Candidates will need to demonstrate knowledge and understanding of:
• appropriate materials, processes, technologies and resources
• how painting and related media can be used to communicate ideas and observations
• the importance of social and cultural factors
• relevant painting and related media genres, styles and techniques used by artists, past and present
• the importance of intention, research, realisation and reflection to the artistic process.

Graphic communication
processes and techniques. They should demonstrate visual meaning through graphic communication, working
to a theme, starting point or brief and considering design constraints and problems. Candidates should
consider traditional, contemporary and emerging techniques and approaches.

• illustration
• printmaking
• packaging design
• advertising
• typography.

experiences and ideas in appropriate ways
• explore and experiment with a wide range of different media, techniques and processes such as print
media, collage, pencils, inks and paper construction
• show an awareness of current and historical design processes and concepts
• explore the relationship between image and text, the use of colour composition, problem-solving and
communication to develop ideas
• select, review and refine their work throughout the whole process to produce a personal and resolved
response.

• the ability to use appropriate materials, including recycled, and techniques to communicate their intention
effectively
• an understanding of perspective, scale and colour
• the ability to create designs with consideration for space, balance and colour relationships
• effective use of a few appropriate skills such as drawing, photography, photo editing, printmaking,
typography and lettering, product design and package construction
• the ability to respond to a theme, starting point or design brief
• an awareness of the intended audience.

• how graphic design can be used to communicate ideas and observations
• the importance of social and cultural factors in the making, exhibiting and viewing of work
• relevant graphic communication styles and techniques used by designers, past and present
• the importance of intention, research, realisation and reflection to the graphic design process.

Three-dimensional design
processes and techniques. They should demonstrate their understanding of development of designs for a
three-dimensional outcome, working to a theme or brief and considering design constraints and problems.
Candidates should consider traditional, contemporary and emerging techniques and approaches.

• sculpture/ceramics
• product design
• architectural: interior design/set design
• craft design: metalwork, papercrafts and woodwork
• jewellery and fashion accessories.

experiences and ideas in appropriate ways to show clear evidence of the development of their ideas
• explore and experiment with a wide range of different media, techniques and processes such as clay,
plaster, cardboard, metal, string and tape and recycled material to develop maquettes for further
development
• carry out in-depth research into images and resources related to three-dimensional design, which reference
a range of cultural, social and local contexts
• explore form, function and surface using models, samples, materials exploration and technical notes to
develop their ideas
• select, review and refine their work throughout the whole process to plan and produce a personal and
resolved response.

• the ability to use appropriate materials and techniques to communicate their intention effectively
• an understanding of form, structure and scale
• the ability to create designs with consideration of texture, shape, colour and movement
• effective use of a few appropriate specialist working processes and equipment such as kilns, CAD, laser
cutters and hand tools
• the ability to respond to a theme or given starting point or brief
• consideration of the intended audience for the work.

• how three-dimensional design can be used to communicate ideas
• relevant genres, styles and techniques used by artists and designers, past and present
• the importance of intention, research, realisation and reflection to the three-dimensional design process.

Textiles and fashion

processes and techniques. They should demonstrate understanding of the development of designs for a
textiles or fashion outcome, working to a theme, starting point or brief and considering design constraints and
problems. Candidates should consider traditional, contemporary and emerging techniques and approaches.

• fashion design and/or illustration
• costume design
• screen printing
• batik
• surface pattern.

• explore and experiment with a wide range of different media, techniques and processes such as pencil,
paint, inks, marker pens, pastels, fabric swatches, recycled materials, samples, mock-ups and toiles, fabric
dyeing, printing and hand- and machine-embroidery
• develop an understanding of material, trends, manufacturing, local crafts and cultural factors relating to
textiles and fashion, different types of fabric, manipulation and surface treatments
• select, review and refine their work throughout the process to produce a personal and resolved response,
which may include fashion illustrations, hand-made costumes or contemporary textile designs.

• the ability to use appropriate materials and techniques to communicate their intention effectively
• an understanding of form, function and colour relationships within the design process
• the ability to create designs with consideration of texture, pattern and shape
• effective use of a few appropriate specialist working processes and equipment such as fabric construction,
dyeing and printing; screen and mono printing; batik; embroidery and machine stitching
• the ability to respond to a theme, starting point or brief

• how textiles and fashion design can be used to communicate ideas
• relevant textile and fashion genres, styles and techniques used by designers, past and present
• the importance of intention, research, realisation and reflection to the textile and fashion design process.

Photography
Candidates should be encouraged to develop both their knowledge of skills and processes relevant to
photography. Candidates should understand formal elements, animation, film or game design such as using
narrative and visual language to create meaning, and using composition and planning layouts. Drawing skills for
animation could include character development, background and storyboards. Candidates should be able to
use appropriate specialist technical language and support their creative work with technical notes and records.

• traditional film photography
• digital photography
• camera-less photography
• animation: hand-drawn or computer-aided or a combination
• photomontage or photocollage.

• explore and experiment with techniques relevant to photography such as depth of field, lighting and
exposure, aperture/shutter speed, angle and view-point/composition, framing and editing
• explore and experiment with different photographic media and processes such as abstracting,
documenting, developing and printing of films, pin-hole camera, photograms, multiple exposure,
photosensitive surfaces and alternative print processes, image scanning and manipulation and digital
manipulation
• for animation, film and game design, explore relevant media and processes such as hand-drawn, stop
motion or digital animation
• select, review and refine their work throughout the process to produce a personal response.

• storyboarding and image-making through photography, model-making, drawing and/or illustration
• an understanding of the conventions of photography and genres such as portrait, landscape and
documentary
• the ability to respond to a theme or brief

• different types and genres of photography and/or animation
• the importance of intention, research, realisation and reflection to the relevant processes
• a range of relevant artists, photographers or animators.

All candidates take both components.
Component 1 – Coursework
Externally assessed, 100 marks
This is an internally set assignment which is marked by Cambridge International. There is no question paper for
this component.
There are two parts to this component:

• a portfolio and
• a final outcome.
Candidates can choose to work in any of the areas of study and should explore a theme, producing a portfolio
of work that leads to a resolved final outcome. The theme may be set by the teacher or candidates may choose
their own theme in consultation with their teacher.
First-hand studies from primary sources such as visits to local galleries, tourist attractions or areas of interest,
or contact with visiting speakers, local artists, designers or craftspeople should be included during the course
where possible.
Portfolio
The portfolio may be presented in a number of ways depending on the approach, for example:
• practical work with little annotation but including relevant sketches, photographs and prints
• practical work with some written analysis and annotation
• illustrated written analysis including practical work and photographs.
Candidates may, but do not have to, support their practical work with written analysis and research notes.
Candidates should carefully select work for their portfolio that shows they have:
• recorded ideas and observations from first-hand studies, such as their own drawings and photography, as
well as secondary imagery and sources
• developed ideas and explored and experimented with different media, techniques and processes
• made reference to contextual sources where appropriate, e.g. artists, key art movements, historical events
or local or national art, craft and design
• selected, reviewed and refined their ideas as work progresses to plan and produce a personal and
coherent final outcome.
The portfolio should contain work which shows the research, exploration, development and evaluation relevant
to the final outcome.
The portfolio can be up to four sheets of A2. Candidates may work in any size or media, but all work must be
clearly labelled prior to the work being photographed for submission to Cambridge International.

Cambridge O Level Art & Design 6090 syllabus for 2026. Details of the assessment
Final outcome
The final outcome should be a resolved piece of work that demonstrates breadth and depth of exploration and
inquiry and it must be the candidate’s individual response.
The final outcome should be presented on one sheet of A2. Candidates may work in any size or media, but all
work must be clearly labelled prior to the work being photographed for submission to Cambridge International.
Component 1 is marked against the assessment criteria at the end of this section. Cambridge International
will assess the portfolio and the final outcome together and award a single mark out of 100. Work for this
component must not be submitted with Component 2.
Component 2 – Externally Set Assignment

Externally assessed, 8 hours, 100 marks
This is an externally set assignment which is marked by Cambridge International. There is a question paper for
this component. You may download the question paper from Cambridge International and give it to candidates
as soon as it is released. Refer to the Cambridge Handbook for the year of examination for more information.
There are two parts to this component:

• supporting studies created during the preparation period and
• a final outcome, produced during a supervised test of 8 hours’ total duration.
Candidates can choose to work in any of the areas of study and should explore one starting point set by
Cambridge International. Candidates produce their supporting studies during the preparation period, after
receipt of the paper and before the supervised test.
Candidates explore and develop supporting studies in response to the starting point, producing work leading to
a final outcome that is produced during the supervised test.
Candidates may, but do not have to, explore the same area of study for Component 1. The work produced
for this component must relate to the questions on the question paper. Candidates should avoid choosing
a question from the question paper that is the same/similar to the theme they have already covered in
Component 1: Coursework, in order to avoid overlap.
The supporting studies must be taken into the supervised test in order to inform the final outcome. They should
show how the candidates have worked through artistic processes towards the assessment objectives. The final
outcome should show the results of this process.
Candidates should select supporting studies that show how they have:
• recorded ideas and observations from first-hand studies, such as their own drawings and photography, and
secondary imagery from books, magazines and the internet
• explored and experimented with different media, techniques and processes
• carried out relevant research into artists, designers and cultural influences related to their ideas
• selected, reviewed and refined their ideas as work progresses to plan and produce a personal and
coherent final outcome.
The supporting studies can be up to two sheets of A2. Candidates may work in any size or media, but all work
must be clearly labelled prior to the work being photographed for submission to Cambridge International.

Final outcome
The final outcome should be presented on one sheet of A2. Candidates may work in any size or media, but all
work must be clearly labelled prior to the work being photographed for submission to Cambridge International.
Component 2 is marked against the assessment criteria at the end of this section. Cambridge International will
assess both the supporting studies and the final outcome together and award a single mark out of 100. Work
for this component must not be submitted with Component 1.
Administration
The samples database
The samples database refers you to key information about administering coursework. Use the database to find
out:
• when and how to submit your candidates’ work
• which forms to complete.
The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e., 6090).
The database will then take you to the information you need, including labels, dates and methods of submission
of candidates’ work, as well as any forms you may need to complete.
Avoidance of plagiarism
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/teaching-and-assessment. Cambridge International has robust systems
in place to detect, investigate and address plagiarism once work has been submitted.

Supervision of Coursework
Coursework must be a candidate’s own, unaided work. The teacher must be able to authenticate 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 you 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
Authentication
You will be requested to declare the authenticity of the work at the point of submitting the work for
Component 1. The candidate must sign a statement confirming that they are submitting their own work. You
countersign it to confirm that you believe the work is theirs.
Centres should use the cover sheet on the samples database for this purpose, for each candidate and include
with their portfolio and final outcome. Download the cover sheet from the samples database and follow the
instructions on the form itself to complete it.

Back to contents page
Assessment criteria for Component 1 and Component 2

AO1: Record ideas, AO2: Explore and select AO3: Develop ideas through AO4: Present a personal and
observations and insights appropriate resources, media, investigation, demonstrating coherent response that realises
relevant to intentions as work materials, techniques and critical understanding intentions and demonstrates
progresses processes an understanding of visual
language
25 marks 25 marks 25 marks 25 marks
Excellent skill in recording Excellent exploration of media, Excellent development of Excellent realisation of intentions,
observations from a variety of materials, techniques and ideas through investigation, demonstrating effective
relevant sources, showing intentions processes, showing effective demonstrating effective critical understanding of visual language.
effectively. selection of relevant resources. understanding.
21–25 21–25 21–25 21–25
Confident skill in recording Confident exploration of media, Confident development of Confident realisation of intentions,
observations from a variety of materials, techniques and ideas through investigation, consistently demonstrating
relevant sources, consistently processes, consistently selecting consistently demonstrating critical understanding of visual language.
showing intentions. relevant resources. understanding.
16–20 16–20 16–20 16–20
Competent skill in recording Competent exploration of Competent development of Competent realisation of

observations from a variety of media, materials, techniques and ideas through investigation, intentions, demonstrating clear
relevant sources, showing clear processes, showing clear selection demonstrating clear critical understanding of visual language.
intentions. of relevant resources. understanding.
11–15 11–15 11–15 11–15
www.cambridgeinternational.org/olevel
Satisfactory skill in recording Satisfactory exploration of Satisfactory development Satisfactory realisation of

observations from several relevant media, materials, techniques of ideas through investigation, intentions, demonstrating some
sources, showing some intentions. and processes, showing some demonstrating some understanding of visual language.
selection of relevant resources. understanding.
6–10 6–10 6–10 6–10
Limited skill in recording Limited exploration of media, Limited development of ideas Limited realisation of intentions,
observations from one or more materials, techniques and through basic investigation. demonstrating a basic
sources, showing basic intentions. processes, showing basic selection understanding of visual language.
of resources.
1–5 1–5 1–5 1–5
No creditable response. 0 No creditable response. 0 No creditable response. 0 No creditable response. 0

21
Before you start

Previous study
We do not expect learners starting this course to have previously studied Art & Design.


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. This syllabus
is not available in all administrative zones. To find out about availability check the syllabus page at
www.cambridgeinterntional.org/6090
Private candidates cannot enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

• Cambridge IGCSE Art & Design (0400)
• Cambridge IGCSE (9–1) Art & Design (0989)

Cambridge O Level Art & Design 6090 syllabus for 2026. What else you need to know
Making entries
Exam administration
options.

Retakes and carrying forward marks

Candidates cannot resubmit, in whole or in part, coursework from a previous series for remarking.
Marks achieved in Component 1: Coursework, can be carried forward to future series, subject to the
requirements set out in the Cambridge Handbook 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


Access arrangements
Important:
After the exam

• Q (PENDING)
• X (NO RESULT).




Changes to assessment • This syllabus now has two components. Component 3 has been
removed and Component 1 has become compulsory for all students.
Design can be covered in Component 1.
• Candidates should have completed the work for Component
1: Coursework before they begin Component 2: Externally Set
Assignment. The work for Component 2: Externally Set Assignment
should avoid topic overlap, candidates should select a question that
does not result in overlap with work already produced for Component 1:
Coursework.
• The final outcome for Component 1: Coursework should be presented
on one sheet of A2.
• The final outcome for Component 2: Externally Set Assignment should
be presented on one sheet of A2.
• From 2025, you will need to submit scans or photographs of your
candidates’ work for Component 1 and 2. Cambridge International will
no longer accept any hardcopy work you send us.
Changes to syllabus • An Administration section has been added to bring this information
content together in one section. It includes the most up to date information.
specimen papers will help your students become familiar with exam requirements and command words
in questions. The specimen mark schemes explain how students should answer questions to meet the
assessment objectives.
with this syllabus.
You should take account of the changes described above when using these textbooks.


Syllabus
Cambridge O Level
Bangladesh Studies 7094
Exams are available in the June series.
Version 1
resources.
modern world.
Quality management
quality management system for the provision of international qualifications and education programmes for
© Cambridge University Press & Assessment October 2022

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................12

Paper 1 History and Culture of Bangladesh 12
Paper 2 Environment and Development of Bangladesh 23

Paper 1 History and Culture of Bangladesh 40
Paper 2 Environment and Development of Bangladesh 43
Command words 49

Before you start 50
Making entries 50
After the exam 52

Cambridge O Level Bangladesh Studies 7094 syllabus for 2025, 2026 and 2027.
Key benefits
Cambridge
Cambridge O Level Bangladesh Studies develops

knowledge and understanding of the history, culture and
environment of Bangladesh.
It encourages learners to raise questions and to develop and deploy historical skills, knowledge and
understanding to provide historical explanations. Learners explore the history of Bangladesh from a range of
perspectives, including social, political, cultural and economic.
Learners also develop geographical skills, knowledge and understanding to gain insight on how modern-day
communities in Bangladesh are affected and constrained by their physical and human environment.
Our approach in Cambridge O Level Bangladesh Studies encourages learners to be:
confident, exploring historical concepts and developing historical explanations; and in the use of a range of
geographical skills and data
responsible, developing skills of historical enquiry; and aware of the role present and future generations have
in creating sustainable solutions to issues facing modern-day Bangladesh
reflective, making connections between different events in the past, recognising patterns of change and
continuity and becoming secure in their own skills to raise and seek answers to historical questions; and
considering the issues facing the environment, economy and communities in modern-day Bangladesh
innovative, learning how to present clear, logical arguments and being open to a variety of answers and
solutions to past and modern-day issues and challenges
engaged, developing an interest in and enthusiasm for learning about and understanding Bangladesh’s past;
and engaging with ideas and solutions that will have a positive long-term impact on Bangladesh’s physical and
human environment.

Cambridge O Level Bangladesh Studies 7094 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

O Level Bangladesh Studies 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
History and Cambridge International AS & A Level Geography and other related subjects, or the equivalent.

Cambridge O Level Bangladesh Studies 7094 syllabus for 2025, 2026 and 2027. Why choose this syllabus?
Supporting teachers

answers



2 Syllabus overview
Aims

• stimulate interest and enthusiasm for the study of the past
• promote an understanding of the history of Bangladesh and its culture from 1204 to 2001
• develop knowledge and understanding of the factors leading to the creation of Bangladesh as a nation
• develop historical skills, including the ability to analyse and explain historical issues and events
• promote an understanding of historical concepts such as change and continuity
• develop knowledge and understanding of the physical and human environment of Bangladesh and its
economic development
• develop an understanding of the inter-relationship between people’s economic activities and their
environment, together with an awareness of some of the challenges and opportunities that arise from living
in Bangladesh
• develop an appreciation of the importance of sustainable development.


Cambridge O Level Bangladesh Studies 7094 syllabus for 2025, 2026 and 2027. Syllabus overview
Content overview
The syllabus content has two papers: Paper 1 and Paper 2. Candidates must study all the content in both
Papers 1 and 2.
Paper 1 History and Culture of Bangladesh

Paper 1 has four topics.
1 The struggle for control of the Indian subcontinent, 1204–1784
2 The years of growing opposition, 1784–1911
3 In search of independence, 1911–71
4 Post-independence Bangladesh, 1971–2001
Paper 2 Environment and Development of Bangladesh

Paper 2 has four themes. Each theme is sub-divided into topics.
Theme 1 Environment and natural resources

1 Landscape
2 Weather and climate
3 Natural resources
Theme 2 Economy and production

4 Economic development
5 Agriculture and its importance to Bangladesh
6 Manufacturing industry
7 The service sector
Theme 3 Population and society

8 Population structure, growth and impact on quality of life
9 Migration and urban growth
10 Health and education
Theme 4 Sustainable development

11 Sustainable Development Goals
Content on sustainable development is also integrated into Themes 1, 2 and 3.

Assessment overview

History and Culture of Bangladesh 50% Environment and Development
75 marks of Bangladesh 50%
Structured questions 75 marks
Candidates answer three questions from a Structured questions
choice of four. Candidates answer all questions.
Questions are based on the Paper 1 subject Questions are based on the Paper 2 subject
content. content.


• recall and use factual information
• demonstrate knowledge of the history and culture of Bangladesh
• demonstrate an understanding of developments in the history and culture of Bangladesh
• demonstrate locational knowledge and knowledge of broad economic and social trends in the development
of Bangladesh
• demonstrate an understanding of environmental and developmental features and their inter-relationships.
AO2 Analysis, evaluation and decision-making

• analyse and explain historical factors using supporting evidence
• analyse problems and evaluate solutions to environmental, social and economic issues
• show awareness of different points of view
• make reasoned judgements and decisions.
AO3 Change and continuity

• explain change and continuity within past periods using supporting evidence
• evaluate the extent of change and continuity within past periods using supporting evidence.
AO4 Resources skills

• use data to complete maps, graphs and diagrams
• use a variety of resources including maps, graphs, photographs, diagrams, statistics and written accounts,
to describe, interpret and extract relevant information.



AO2 Analysis, evaluation and decision-making 25
AO3 Change and continuity 12.5
AO4 Resources skills 12.5
Total 100

Paper 1 Paper 2
AO2 Analysis, evaluation and decision-making 25 25
AO3 Change and continuity 25 0
AO4 Resources skills 0 25
Total 100 100

3 Subject content
You can change the order in which you teach the papers. For example, you can teach Paper 1 after Paper 2,
or arrange for Papers 1 and 2 to be taught in parallel. The entire contents of Paper 1 and Paper 2 should be
studied.
The syllabus has been designed to be taught in the Bangladeshi context. 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.

Paper 1 has four topics:
• Topic 1 The struggle for control of the Indian subcontinent, 1204–1784
• Topic 2 The years of growing opposition, 1784–1911
• Topic 3 In search of independence, 1911–71
• Topic 4 Post-independence Bangladesh, 1971–2001.
Each topic specifies the Key Questions and Focus Points that need to be taught. Key content is specified under
each Focus Point.
Each topic has a Key Question that asks: ‘How much political, social, cultural and economic change was
there in this period of Bengal’s history?’ It is intended to prompt reflection and enable candidates to address
questions of change and continuity.
The Focus Points provide guidance on what is involved in addressing each Key Question. Candidates need to
address the Key Question adequately.
Candidates are expected to demonstrate an understanding of the Key Questions and Focus Points, using their
knowledge of relevant historical examples.
If several spellings are in use for a word, the spellings used in the question papers will match the spellings
specified in the syllabus.

Cambridge O Level Bangladesh Studies 7094 syllabus for 2025, 2026 and 2027. Subject content
Topic 1 The struggle for control of the Indian subcontinent, 1204–1784

Topic 1 begins with a focus on the rule of the Sultans, c.1204–1538, asking what they achieved. It goes on to
ask about the struggles the Mughals had to establish their empire from 1526, what they achieved and why their
empire declined. It follows by considering the pull factors that brought Europeans to the Indian subcontinent
and how the East India Company developed and extended its trading empire. The topic ends with the
handover of authority to the British government. Throughout Topic 1, the lives of the people who lived in the
Indian subcontinent during this period are explored.
Topic 1 focuses on five Key Questions.

1 How far was Muslim rule established between c.1204 and 1538?
2 How and with what success did the Mughals rule the Indian subcontinent, c.1526–1757?
3 What was the East India Company, how did it take control of the Indian subcontinent and how effectively
did it rule, 1600–1784?
4 What was life, work and culture like in Bengal, 1204–1784?
5 How much political, social, cultural and economic change was there in this period of Bengal’s history,
1204–1784?
1 How far was Muslim rule established between c.1204 and 1538?
This Key Question explores the achievements of Bakhtiyar Khilji, the role of Sufis and Sufism in religious and
political life, and the establishment of Muslim rule in Bengal.
Focus Point 1: The achievements of Bakhtiyar Khilji

• How the Turkish conquest happened under Bakhtiyar Khilji and the Sultans.
• The achievements of Bakhtiyar Khilji.
Focus Point 2: The role of Sufis and Sufism

• The role of Sufis and Sufism in religious and political life.
Focus Point 3: How Muslim rule developed in Bengal and the impact of this on Bengal
• The achievements of the dynasties of the Sultans: Ilyas Shahi (conquest and establishment of rule over
Bengal, architecture and religion), Hussain Shahi (conquest and establishment of rule, religion and trade)
and Nusrat Shah (conquest, trade and religion).
• The diplomatic successes of Nusrat Shah and Akbar.
• The impact of Muslim rule on Bengal as a centre of culture, industry and trade.
2 How and with what success did the Mughals rule the Indian subcontinent, c.1526–1757?
This Key Question explores the establishment of the Mughal Empire, the achievements of Mughal emperors
and Subadars, and the reasons for the downfall of the Mughal Empire.
Focus Point 1: The establishment of Mughal rule in the Indian subcontinent

• How the Mughals established their Empire under Babur in 1526.
• The First Battle of Panipath; methods of fighting used and reasons for Babur’s victory.

Focus Point 2: The achievements of the Mughal emperors and the Subadars
• The military, administrative and social policy achievements of Emperor Humayun.
• The military, religious and administrative achievements of Emperor Akbar.
• The military, administrative, justice, public health, education and economic achievements of Emperor
Jahangir; the development of trade with the English under Emperor Jahangir.
• The architecture, famine relief and military achievements of Emperor Shah Jahan.
• The military, administrative, religious, economic, justice, architecture and education achievements of
Emperor Aurangzeb.
• The role of the Subadars in Bengal during this period.
Focus Point 3: Why and how the Mughal Empire grew weak
• Why the Mughal Empire grew weak.
• Aurangzeb’s role in the Empire’s downfall.
3 What was the East India Company, how did it take control of the Indian subcontinent and how
effectively did it rule, 1600–1784?
This Key Question explores why and how the East India Company became established in the Indian
subcontinent, and the impact of its growth in power on the Indian subcontinent. The roles of Diwans and
Nawabs in Bengal are studied. A Focus Point about the causes and organisation of the Dual Administration,
and its effects, and the handover of authority by the 1784 India Act completes this Key Question.
Focus Point 1: The growth and impact of the East India Company on the Indian subcontinent
• The establishment, purpose and growth of the East India Company.
• The causes, events and impact on Bengal and the wider area of the Battles of Plassey and Buxar and land
annexations.
Focus Point 2: The roles of the Diwans and Nawabs in Bengal

• The roles of the Diwans and the Nawabs in Bengal.
Focus Point 3: The Indian subcontinent under Dual Administration

• The period of Dual Administration, its causes and its organisation.
• The economic and social effects of Dual Administration.
Focus Point 4: The Indian subcontinent under Direct Rule from Britain
• Reasons for imposing Direct Rule from Britain through the 1784 India Act.
• How did Direct Rule from Britain work, what did it introduce and what were its effects?


• The organisation of society.
• Early customs: religion and food, dress and the role of women.
• Entertainment.
• Work in villages including farming, cottage industry and commerce.
• Transport.
• An overview of changes in approaches in the arts: in music, dance, architecture and literature.
5 How much political, social, cultural and economic change was there in this period of Bengal’s
history, 1204–1784?
• What changed and what remained the same between 1204 and 1784.
Topic 2 The years of growing opposition, 1784–1911

Topic 2 focuses on the years when the Indian subcontinent was subject to Direct Rule from Britain. There is a
focus on opposition to the British, and how this opposition and British reactions to it affected relations between
the British and Muslim and Hindu communities. The events and impact of the Independence Struggle of
1857–8 (War of Independence) on the lives of people in the Indian subcontinent are central to this topic. Topic 2
ends with a study of Muslim–Hindu relations as Bengal was partitioned and then reversed.
Topic 2 focuses on five Key Questions.

1 Why, how and with what effects did opposition to the British grow in the Indian subcontinent, 1790–1905?
2 What was the Independence Struggle of 1857–8? Why did it happen, how successful was it and how did it
change relations between the populations of the Indian subcontinent and Britain?
3 How effective were attempts to promote shared responsibility for governing the Indian subcontinent during
1905–11?
1784–1911?
1 Why, how and with what effects did opposition to the British grow in the Indian subcontinent,
1790–1905?
This Key Question explores how Direct Rule from Britain led to opposition to the British, new ways of thinking
and behaving in Bengal, and eventually to the Independence Struggle of 1857–8.
Focus Point 1: What led to opposition to the British?

• The political, military, economic and religious causes of resistance to the British.
Focus Point 2: What forms did early opposition take and how far were they successful?
• The activities and impact of opposition leaders and movements: the Fakir and Sannyasi Movement, Titumir,
the Indigo Revolt and the Faraizi Movement.
• Bengal’s renaissance in thinking: the works of Raja Rammohun Roy and Henry Louis Derozio, and the
Reform Movement in education led by Haji Muhammad Mohsin, Nawab Abdul Latif and Syed Ameer Ali.
• The role of these thinkers in the developing nationalism and desire for independence.

2 What was the Independence Struggle of 1857–8? Why did it happen, how successful was it
and how did it change relations between the populations of the Indian subcontinent and
Britain?
This Key Question investigates the causes and events of the Independence Struggle (War of Independence) of
1857–8. It explores its impact on the Hindu and Muslim communities and looks at how Sir Syed Ahmad Khan
worked to improve the situation of the Muslim community.
Focus Point 1: What was the Independence Struggle of 1857–8, why did it happen and why did it not fully
succeed?
• The political, economic (the 1852 Doctrine of Lapse), military and religious causes of the Independence
Struggle (War of Independence) of 1857–8.
• Key events in the war: Mangal Pandey and other sepoys at Meerut, Bahadur Shah as a successful leader,
the regaining of Delhi by the British, the success but eventual defeat of Lakshmibai and Tatya Tope in
Jhansi.
• Reasons for the failure of the Independence Struggle of 1857–8: difficulties in coordinating local efforts and
the strength of the British military.
Focus Point 2: What was the impact of the Independence Struggle on the communities in Bengal and the
Indian subcontinent?
• Changes made to the way Bengal was ruled as laid out in the Proclamation of Allahabad in 1858.
• Reprisals against the people of the Indian subcontinent.
• Distrust of the British by Muslim communities.
• Impact on the Hindu community.
• The work of Sir Syed Ahmad Khan in promoting change.
3 How effective were attempts to promote shared responsibility for governing the Indian
subcontinent during 1905–11?
This Key Question focuses on the causes, events, opposition to and reversal of the Partition of Bengal,
1905–11.
Focus Point 1: The causes, interpretations and effects of the 1905 Partition of Bengal
• Hindu–Muslim relations by 1905.

• Hindu–British relations by 1905.
• The reactions to and effects of the 1905 Partition of Bengal, including the Simla Deputation and the
establishment of the All-India Muslim League in 1906.
Focus Point 2: The causes of and events in the opposition to the 1905 Partition of Bengal
• The causes of opposition to the Partition.
• The forms of opposition to the Partition.
Focus Point 3: The reversal of the Partition in 1911 and its impact
• The reversal of the Partition in 1911 and its impact.


• The effects of political and economic change on farming, industry, trade, transport, travel, communication
and commerce.
history, 1784–1911?
Topic 3 In search of independence, 1911–71

Topic 3 starts with the firming of opposition to the British after the reversal of the Partition of Bengal in 1911.
It follows with the negotiations about government reform that led in 1940 to the Lahore Resolution, in 1946 to
the Delhi Proposals and in 1947 to independence for Pakistan. It looks at the causes of rising political, social
and economic tensions between West and East Pakistan, but the focus is on how East Pakistan responded
to those tensions and strove for independence at first through constitutional means, and finally through armed
struggle. The impact of the 1970 Bhola cyclone is examined in some depth.
Topic 3 focuses on six Key Questions.

1 How effective were attempts to promote shared responsibility for governing the Indian subcontinent during
1911–47?
2 Why did East Pakistan seek independence, 1947–71?
3 How was independence from West Pakistan achieved, 1949–71?
4 What was the economic and political impact of the 1970 Bhola cyclone?
1911–71?
1 How effective were attempts to promote shared responsibility for governing the Indian
subcontinent during 1911–47?
This Key Question examines the realisation that shared responsibility was not acceptable to communities in
the Indian subcontinent, by focusing on laws passed, opposition to them and statements of intent made by
the Muslim League and Congress. The final Focus Point is about how independence from Britain and Partition
were achieved in 1947.
Focus Point 1: Attempts to engage in dialogue and responses from the Indian subcontinent
• The offers made to reform the government: the 1909 Indian Councils Act (Morley-Minto Reforms), the 1919
Montagu–Chelmsford Reforms, the 1927 Simon Commission and the 1935 Government of India Act.
• The reasons for the rejection of these offers and the impact of the rejection: the 1919 Rowlatt Act and the
1919 Amritsar Massacre; the 1928 Nehru Report and the 1929 Ali Jinnah’s 14 Points.
• The 1940 Lahore Resolution and 1946 Delhi Proposals.

Focus Point 2: How did opposition to the British strengthen and how effective was it?
• The growing opposition to the British in Bengal: the causes of opposition and the methods of opposition
used in the period 1908–c.1930.
• The impact of the Armed Movement in Bengal.
• Muslim–Hindu unity through the pact reached at Lucknow in 1916 between the Indian National Congress
and the Muslim League: the roles of Bal Gangadhar Tilak and Ali Jinnah in contributing to the Lucknow
Pact.
• The Non-Cooperation Movement and the 1923 Bengal Pact.
Focus Point 3: Why, how and with what effect did British rule in the Indian subcontinent come to an end?
• The attempts to reach compromise and the impact of failure: the Cripps Mission of 1942 and the Cabinet
Mission Plan of 1946.
• The attempts to form a united Bengal in 1947.
• Events leading to the end of British rule in the Indian subcontinent including the 3rd June Plan of 1947 and
the Radcliffe Award.
2 Why did East Pakistan seek independence, 1947–71?

This Key Question asks about the growing dissatisfaction in East Pakistan with the situation it was left in at
Partition.
Focus Point 1: How well was Pakistan governed between 1947 and 1971?
• The make-up of Pakistan: similarities and differences between East Pakistan and West Pakistan in terms of
customs, culture and geography.
• Social, economic and political difficulties in establishing the government of Pakistan between 1947 and
1971.
Focus Point 2: What caused dissatisfaction to grow in East Pakistan?

• The growing differences between the two wings of Pakistan.
• Differences in how people lived in rural and urban areas.
• Differences in language and the proposal of Urdu as the national language.
• Differences in economic well-being because of government policies that were detrimental to East Pakistan.
• Differences in defence because of the under-representation in the armed forces from East Pakistan.
• Differences in social welfare between West and East Pakistan.
3 How was independence from West Pakistan achieved, 1949–71?

This Key Question examines the key causes of events leading to independence for Bangladesh in 1971: the
Language Movement, growing awareness in East Pakistan about its potential political strength, the responses
from the central government in West Pakistan and the uprising in 1969.
Parts played by the 1970 Bhola cyclone and international support are also investigated, to explain the success
of East Pakistan in its fight for independence.
Focus Point 1: How did the growth of the Language Movement influence change in East Pakistan?
• The causes, actions and impact of the Language Movement as a force in East Pakistan.

Focus Point 2: How far was growing political awareness in East Pakistan a threat to Pakistan’s central
government?
• The causes, demands and impact of the Awami League’s Six Points in 1966.
• The Agartala Conspiracy Case in 1968 as a response to the growing influence of East Pakistan.
• The reaction of Pakistan’s central government in West Pakistan to developments in East Pakistan.
Focus Point 3: How did East Pakistan win its independence in 1971?
• The events surrounding the mass uprising of 1969.
• Operation Searchlight and the events of the War of Liberation.
• The reasons why East Pakistan was able to win its independence.
4 What was the economic and political impact of the 1970 Bhola cyclone?
This Key Question focuses on the 1970 Bhola cyclone, the damage it did to East Pakistan, both economically
and politically, and the response of the central government in West Pakistan. It also focuses on the impact the
Bhola cyclone had on elections that had to be postponed until January 1971.
Focus Point 1: How did the 1970 Bhola Cyclone impact on East Pakistan?
• The Bhola Cyclone and its economic and political impact on East Pakistan.
Focus Point 2: From where did support for East Pakistan come during this crisis?
• International support for East Pakistan.
• The response from the central government in West Pakistan.
Focus Point 3: What impact did the Bhola cyclone have on Pakistan’s political situation?
• The impact on the election results of January 1971.

• Life and work in towns and villages in Bengal.
history, 1911–71?

Topic 4 Post-independence Bangladesh, 1971–2001

Topic 4 begins with a study of post-war reconstruction, followed by periods that saw Bangladesh move forward
socially, economically and politically.
Topic 4 ends by reflecting on how Bangladesh remembers its past.
Topic 4 focuses on seven Key Questions.

1 What difficulties faced the new country and how far were they overcome between 1971 and 1975?
2 How did Bangladesh develop socially, politically and economically between 1975 and 1982?
6 How much political, social, cultural and economic change was there in this period of Bangladesh’s history,
1971–2001?
7 How does Bangladesh remember its past?
1 What difficulties faced the new country and how far were they overcome between 1971 and
1975?
This Key Question focuses on the social, political and economic situation following the War of Liberation and
the 1970 Bhola cyclone, and the steps taken to overcome the challenges. The Key Question ends with a
reflection on the social, political and economic achievements during the 1971–5 period.
Focus Point 1: How was political stability restored in Bangladesh during the 1971–5 period?
• The causes and effects of the 1971 parliamentary system, the 1973 election results with the Awami League
victory and the 1974 constitutional amendments.
• The presidency of Sheikh Mujibur Rahman (Bangabandhu) and his assassination in 1975.
• The political achievements during the 1971–5 period.
Focus Point 2: How successfully was the country, damaged by the war and the 1970 Bhola cyclone,
restored by 1975?
• What was Bangladesh like in 1971 as a result of the War of Liberation and the 1970 Bhola cyclone?
• Response to the urgent issues: hunger, lack of housing, lack of law and order and shortage of medical
resources to meet the needs of a population with many refugees.
• The effectiveness of the government’s programmes to increase production in agriculture and industry and
to foster national unity.
• The First Five-Year Plan.
• The role of literature and the arts during the period of reconstruction.
• Social and economic achievements during the 1971–5 period.

This Key Question starts with a study of the political situation during the 1975–82 period, followed by a study of
the effectiveness of social, economic and political policies during the period.
The Key Question ends with a reflection on the social, political and economic achievements during the
1975–82 period.
• The establishment of military rule.
• The presidency of Ziaur Rahman, the BNP and the 1977 Martial Law Decree.
• The effectiveness of policies of mass irrigation and food production, free markets to promote trade, freedom
of the press and free speech, and educational reform.
• Social, political and economic achievements during the 1975–82 period.
This Key Question starts with a study of the political situation in 1982. This is followed by a study of the
effectiveness of social, economic and political policies during the period.
The Key Question ends with a reflection on the social, political and economic achievements during the
1982–90 period.
• The causes and effects of the 1982 military coup.
• The presidency of Hussain Muhammad Ershad; the effectiveness of administrative and constitutional
reform.
• The effectiveness of economic reform: irrigation and education programmes, the 1983 Development
Programme, privatisation, foreign investment, land reform and domestic decentralisation (living and working
in villages, towns and cities).
• Why and how the 1982–90 period of government ended.
• Social, political and economic achievements during the 1982–90 period.
This Key Question focuses on the return to parliamentary democracy and the social, political, economic and
international relations achievements during the 1990–6 period.
• Why and how there was a change of government in 1991.
• The return to parliamentary democracy.
• The premiership of Khaleda Zia. The importance for Bangladesh of having a female prime minister.
• Social achievements: compulsory and free primary education for all and compulsory education for girls until
tenth grade. The impact of this change.
• Political achievements: direct election of mayors, the introduction of a two-tier system of local government
and an increased role for Thanes economically. The impact of these changes.
• Economic achievements: banking controls, agreements on tariffs and trade and the growth of inward
investment. The impact of these changes.
• International relations achievements: presidential visits to China and India and the importance of
agreements reached; working with the United Nations as peacekeepers.

This Key Question focuses on the effectiveness of international relations and the social, political and economic
achievements during the 1996–2001 period.
• Why and how there was a change in government in 1996.
• The premiership of Sheikh Hasina.
• Social and political achievements: progress towards self-sufficiency in food.
• Economic developments: developing new telecom and digital industries; privatisation of electricity and its
success; the role of remittances.
• The effectiveness of international relations: working with India; treaties with India about water and trade.
6 How much political, social, cultural and economic change was there in this period of
Bangladesh’s history, 1971–2001?
7 How does Bangladesh remember its past?

This Key Question focuses on how modern Bangladesh remembers its past.
• Present-day religious and cultural festivals, giving rural workers access to trade.
• The rural past through cultural dance.
• Literature, stories and poems such as the work of poets, in particular Rabindranath Tagore; journalists,
political writers and novelists, in particular Kazi Nazrul Islam and Begum Rokeya.
• Art and the work of artists such as Zainul Abedin evidencing social and political struggles.
• Monuments and memorial days such as the National Monument of Bangladesh and Shaheed Minar and
International Mother Language Day on 21 February.
• Commemorating the Bangla language.
• The strength of support for the new Bangladesh.


Paper 2 has four themes:
• Theme 1 Environment and natural resources
• Theme 2 Economy and production
• Theme 3 Population and society
• Theme 4 Sustainable development.
Sustainable development content is also integrated into Themes 1, 2 and 3.
Theme 1 Theme 2 Theme 3

Environment and Economy and Population and
natural resources production society
Theme 4
Sustainable
development
Each theme is divided into topics. For each topic:

• There is an introduction and an outline of key content.
• Some background information is provided and, where needed, further guidance on what is expected to
be covered in each topic. Links to the United Nations Sustainable Development Goals (SDGs) are included
where relevant.
• Where relevant, information is provided on the geographical skills and case studies that should be
integrated into the teaching of the topic.
Reference to the United Nations Sustainable Development Goals (SDGs) is integrated into Themes 1, 2 and 3,
with a further opportunity to study the United Nations SDGs in Topic 11.
In Paper 2 there are many topics linked to the United Nations SDGs. These include, for example, actions taken
to reduce the impact of river flooding, progress in achieving food security, and health care and educational
programmes in Bangladesh.
The content listed for Paper 2 is exhaustive except where the word ‘including’ is used. Where ‘including’ is
used, candidates must study everything in the list but may also study other relevant aspects. For example:
• In Topic 1.1, all the hill areas and major rivers you must cover are listed.
• In Topic 5.2, where ‘including’ is used, you may choose to introduce other physical and economic factors
as well as the factors listed.

THEME 1 ENVIRONMENT AND NATURAL RESOURCES

Topic 1 Landscape
This topic provides an overview of the physical landscape of Bangladesh and an understanding of two of the
main processes (rivers and plate tectonics) which have shaped the landscape of the region and the hazards
these processes produce.
1.1 The natural landscape of Bangladesh

Bangladesh has a variety of landforms.
Key content
• Names, location and appearance of the major hills (Chattogram Hills, Madhupur Tract, Borendra Tract and
Tippera Surface), flood plains, deltas and coastal plains of Bangladesh.
• Names and location of the main rivers of Bangladesh (Jamuna, Brahmaputra, Padma, Meghna, Surma,
Tista and Karnaphuli).
Further guidance
A general knowledge of the main features of Bangladesh landscape. No requirement in 1.1 for knowledge of
formation of landforms.
Skills
Use of an atlas/online maps and satellite images.
1.2 Rivers
Rivers play an important role in the life of Bangladesh because of the landscapes they create and the hazards
they pose.
River flow varies in volume. Variations in volume affect the amount of load a river can carry before being
deposited.
Key content
• How and why the flow of a river can change after precipitation, as illustrated by the hydrograph.
• Seasonal changes in river flow.
• River processes: erosion, transport and deposition.
• The characteristics and formation of the flood plains and deltas of Bangladesh.
Skills
• Introduction to the hydrograph showing a precipitation event and the subsequent discharge of the river.
• Understanding why the shape of the hydrograph can vary.
• Use of diagrams to explain the formation of landforms.

1.3 Plate tectonics

Plate tectonics are responsible for earthquakes in Bangladesh. Plate movements produced the Chattogram
Hills and the Himalayas.
Key content
• The structure of the Earth (crust, mantle, outer core and inner core).
• Names of the major tectonic plates of Southeast Asia (Australian, Eurasian, Philippines and Indian).
• How plate movement is responsible for earthquakes in Bangladesh and the formation of fold mountains
(Himalayas and Chattogram Hills).
Further guidance
• Focus on the plates of Southeast Asia.
• Focus on the types of plate boundaries which cause earthquakes and fold mountains in Bangladesh and
Southeast Asia.
Skills
• Understanding of a geological cross-section though the Earth’s structure.
• Maps and cross-sections of the Earth’s plates and plate boundaries.
1.4 The challenges created by landscape processes

Rivers and plate tectonics create hazards which pose serious challenges to Bangladesh.
Key content
• The causes and effects of the following and responses taken to reduce their impact:
– river bank erosion in Bangladesh
– river floods in Bangladesh
– earthquakes in Bangladesh.
• Case studies of river flooding and the earthquake hazard.
Case studies required for 1.4

The use of case studies teaches the importance of media sources (newspapers, journals, internet and
television) in understanding environmental events and how to extract appropriate information from such
sources.
• A case study of a river flood in Bangladesh:
1 Year of flood.
2 Causes of river flooding (natural and human).
3 Impact on people (injuries, loss of homes and loss of life).
4 Impact on economy (agriculture, industry, transport and travel).
5 Responses to the flood (short-term and long-term).
• A case study of an earthquake in Bangladesh:
1 Why is Bangladesh prone to earthquakes?
2 When have there been earthquakes in Bangladesh?
3 What damage has been done by earthquakes in Bangladesh?
4 What actions can be taken to reduce the impact of earthquakes on people and buildings?

Topic 2 Weather and climate

This topic introduces the main features of the weather and climate of Bangladesh and the challenges which
weather and climate produce for the country.
2.1 The tropical monsoon climate

The monsoon is caused by seasonal changes in pressure in this region which produce variations in the monthly
rainfall and temperature patterns in Bangladesh.
Key content
• The link between pressure and the south-west and north-east monsoons.
• The reasons for the high annual temperature of a tropical climate.
• The variation in monthly temperature and rainfall in Bangladesh.
Further guidance
• How latitude affects temperature.
• In Bangladesh the monsoon winds blow from the north-east in winter and south-west in summer.
Skills
• Interpreting temperature, rainfall and pressure maps.
• Constructing and interpreting a climate graph.
• Calculating a monthly average figure for temperature and rainfall from daily data.
2.2 Climate change

There is a long-term trend of global warming which is having serious consequences for Bangladesh.
Key content
• The global increase in temperature and the reasons for this.
• The effects of global increases in temperature on Bangladesh (sea level rise and increased incidence of
weather hazards).
• How the strategies of mitigation and adaptation are used to combat climate change in Bangladesh.
Further guidance
The strategies of mitigation and adaptation used to combat climate change in Bangladesh link to the United
Nations Sustainable Development Goal 13 Climate action. There is no requirement to learn the detail of Goal 13.
Skills
• Reading graphs which show change over a period of time.
• Interpreting maps which show predicted impacts of global warming.

2.3 The challenges produced by weather

Cyclones and drought create serious hazards for Bangladesh.
Key content
The causes of cyclones and drought, impact on people and actions to be taken to reduce damage from
cyclones and drought, looking at two case studies in Bangladesh.

• A case study of a cyclone in Bangladesh:
1 Year of cyclone.
2 Why the cyclone caused flooding.
3 Impact of the cyclone on people (injuries, loss of homes and loss of life).
4 Impact on the economy (agriculture, industry, transport and travel).
5 Responses to cyclones (short-term and long-term).
• A case study of drought in north-west Bangladesh:
1 What is drought and how often does it occur?
2 Why is north-west Bangladesh at risk from drought?
3 What effect does drought have on the lives of people?
4 What effect does drought have on crop production?
5 What actions can be taken to reduce the impact of drought?
Topic 3 Natural resources

Bangladesh has many natural resources crucial to its economic growth but there are also many challenges in
using them in a sustainable manner.
3.1 Forests
Bangladesh has two main forest types and they have environmental and economic importance to Bangladesh.
Key content
• The location and characteristics of hill forests and mangrove forests (Sundarbans).
• The value of forests for protecting soil, protecting the coast and maintaining biodiversity.
• The economic exploitation of forests for timber, pulp and paper.
• The impact of deforestation on the ecosystem and rivers.
• The sustainable management of forest areas in Bangladesh.
Further guidance
The sustainable management of forest areas in Bangladesh links to the United Nations Sustainable
Development Goal 15 Life on land. There is no requirement to learn the detail of Goal 15.
Skills
Use of atlas and other maps to identify locations of the two main forest types in Bangladesh.

3.2 Fish
Fishing is an important economic activity in Bangladesh that needs to be managed in a sustainable way.
Key content
• Different types of fishing in Bangladesh, inland (including aquaculture) and marine (inshore and deep sea
trawling).
• The contribution of the fishing industry to the economy of Bangladesh.
• The causes and consequences of overfishing.
• The sustainable management of fishing in Bangladesh.
Further guidance
The sustainable management of fishing in Bangladesh links to the United Nations Sustainable Development
Goal 14 Life below water. There is no requirement to learn the detail of Goal 14.
3.3 Water
Water is a valuable resource in Bangladesh which needs to be managed sustainably.
Key content
• The sources of water in Bangladesh (rainfall, rivers and groundwater) and the advantages and
disadvantages of each source.
• The sustainable management of water resources in Bangladesh as the economy grows and demand
increases.
Further guidance
• Sources of water supply include dams/reservoirs, wells, tube wells and bore holes and desalination plants.
• The risks from arsenic poisoning as a result of the overuse of groundwater.
• The issue of sustainable water supply as a result of economic development.
• The sustainable management of water resources in Bangladesh as the economy grows and demand
increases links to the United Nations Sustainable Development Goal 6 Clean water and sanitation. There is
no requirement to learn the detail of Goal 6.

3.4 Energy
There are several energy sources available in Bangladesh but there are many challenges in using them in a
sustainable manner.
Key content
• The difference between renewable and non-renewable energy.
• The location of non-renewable energy sources, such as coal, oil and natural gas and their use for
generating energy.
• How generation of electricity can cause pollution.
• The location and generation of energy from hydro-electric power (HEP).
• The development of affordable and clean energy in Bangladesh.
• A case study of a renewable energy type or project in Bangladesh.
Further guidance
• Renewable energy sources include wind, HEP, wave, tidal and solar power and biofuels.
• Pollution can include air pollution, water pollution, noise pollution, light pollution and visual pollution.
• The development of affordable and clean energy in Bangladesh links to the United Nations Sustainable
Development Goal 7 Affordable and clean energy. There is no requirement to learn the detail of Goal 7.
Skills
Understanding of diagrams showing how electricity is generated by thermal methods and by HEP.
Case study required for 3.4

Renewable energy in Bangladesh.
This can be a study of a particular energy type, e.g. wind, solar, tidal or biofuel, or a specific project.
1 Where is this renewable energy generation located?
2 How is it funded?
3 How does it produce energy?
4 How much energy will it contribute to Bangladesh’s energy needs?
5 What are the advantage and disadvantages of its development?

THEME 2 ECONOMY AND PRODUCTION

Topic 4 Economic development
The economy of Bangladesh has grown and changed significantly since 1971 and this growth has seen
significant changes in trade.
4.1 Sectors of the economy and economic growth

The economy can be divided into primary, secondary, tertiary and quaternary sectors.
The Bangladesh economy has grown significantly since 1971.
Key content
• The meaning of each of the four sectors: primary, secondary, tertiary and quaternary.
• The changing contribution of each of the four sectors to the economy of Bangladesh since 1971.
• The meaning of Gross Domestic Product (GDP) and how the GDP of Bangladesh has changed since 1971.
• The economic growth of Bangladesh compared with other countries.
Further guidance
The quaternary sector is defined as the knowledge-based part of the economy including areas such as
media, research and development, financial consultation, information generation and searching, blogging and
designing.
Skills
• Constructing pie charts showing the different sectors.
• Constructing and interpreting multiple line graphs showing the changes in each sector over time.
4.2 Economic growth and trade

Economic growth in Bangladesh has led to significant increases in international trade.
Key content
The changes in the pattern and volume of international trade in:
• raw materials
• food
• manufactured goods.
Further guidance
The focus is on imports and exports not internal movement of goods.
Skills
Interpreting flow line maps showing volume and direction of flow of goods.

Topic 5 Agriculture and its importance to Bangladesh

Agriculture is the second largest sector of employment. Although the production of food and cash crops has
grown significantly since 1971, there are still issues of food security in Bangladesh.
5.1 Agricultural development

There has been enormous expansion in production of crops grown in Bangladesh since 1971.
Key content
• The difference between food crops and cash crops.
• The changes in the production of the main food crops of rice, wheat and pulses since 1971.
• The changes in the production of the main cash crops of sugar cane, tea and jute since 1971.
5.2 Factors affecting agricultural production

There are two groups of factors: physical and economic.
Key content
• The difference between physical factors, including relief, climate and soil; and economic factors, including
demand, labour, technology, capital, land fragmentation, chemicals, seeds, irrigation and economic aid.
• How physical and economic factors have influenced the location and development of one food crop (rice,
wheat or pulses) and one cash crop (sugar cane, tea or jute).
• A case study of one food crop grown in Bangladesh (rice, wheat or pulses) and one cash crop grown in
Bangladesh (sugar cane, tea or jute).
Further guidance
The factors described are best understood when linked to the study of the named crops. The crop studies
include location and reasons for the location, changes in production volume, production techniques and
marketing.

• One food crop grown in Bangladesh.
The study of only one food crop is required (either rice, wheat or pulses).
1 Location of the crop growing area.
2 Physical requirements for growing the crop.
3 Economic factors influencing production.
4 Growing methods.
5 Trends in production.
• One cash crop grown in Bangladesh.
The study of only one cash crop is required (either sugar cane, tea or jute).
1 Location of the crop growing area.
2 Physical requirements for growing the crop.
3 Economic factors influencing production.
4 Growing methods.
5 Trends in production.

5.3 Food production and the environment

Food production has a significant impact on the environment in Bangladesh.
Key content
• The development of aquaculture in Bangladesh and how it affects the environment.
• How overuse of the land can lead to soil erosion.
• The causes and effects of salinisation in irrigated areas.
• A case study of an irrigation project in Bangladesh.
• The development of sustainable agriculture in Bangladesh.
Further guidance
• Salinisation is the accumulation of soluble salts of sodium, magnesium and calcium in the soil to the extent
that soil fertility is significantly reduced.
• The development of sustainable agriculture in Bangladesh links to the United Nations Sustainable
Development Goal 2 Zero hunger. There is no requirement to learn the detail of Goal 2.

A case study of an irrigation project in Bangladesh:
1 Name and location of the project.
2 Details of the construction features of the project.
3 Area irrigated.
4 Crops grown.
5 Irrigation methods.
6 Any problems which have developed/occurred since the project was created.
7 Successes of the project.
5.4 Food security

Although Bangladesh has changed from a country with chronic food shortages to one that is self-sufficient, it
still faces food security challenges.
Key content
• The meaning of food security.
• The factors influencing food security including population growth, fragmentation of land, natural disaster,
political unrest, access to food, income per head and price of food.
• The contribution of the different types of food-to-food security (cereals and pulses and animals, including
fish).
• How Bangladesh can end hunger, achieve food security and improve nutrition.
Further guidance
• Food security exists when all people at all times have physical and economic access to sufficient safe and
nutritious food to meet their dietary needs and food preferences for an active and healthy life. (World Food
Summit, 1996)
• How Bangladesh can end hunger, achieve food security and improve nutrition links to the United Nations
Sustainable Development Goal 2 Zero hunger. There is no requirement to learn the detail of Goal 2.

Topic 6 Manufacturing industry

The manufacturing industry in Bangladesh is a major driver of economic growth and has a significant impact on
employment, trade, public safety, health and the environment.
6.1 Types of manufacturing industry

There are several different types of manufacturing industry in Bangladesh with different conditions which have
led to their growth and development.
Key content
• Different conditions for manufacturing industry to grow, including access to raw materials, level of
education of the workforce, capital (including investment from transnational companies), development of
infrastructure such as the internet, information and communications technology (ICT), transport systems
and globalisation.
• How these conditions have affected the growth and development of the following three types of industries:
– the cottage industry
– the garment and textile industry
– the capital-intensive industries (chemicals/pharmaceuticals).
• A case study of a ready-made garment manufacturer in Bangladesh.
Further guidance
• Through the study of the three types of industries specified in the key content, candidates will understand
the relative importance of the different conditions for industrial growth.
• Capital-intensive industry is defined as industry that requires large amounts of investment to produce a
good or service and thus has a high percentage of fixed assets, such as property, plant and equipment.

A case study of a ready-made garment manufacturer in Bangladesh:
1 Name and location of the ready-made garment manufacturer.
2 Source of materials.
3 Production processes.
4 Workforce.
5 Products and markets.
6 Changes in production volume.
7 Impact of the industry, for example, on environment and employment levels.
6.2 The impact of the growth of manufacturing industry on people and the environment
Industry is associated with economic development and growing employment. Its growth has a significant
impact on people and the environment and needs to be managed in a sustainable way.
Key content
• The nature of working conditions in some factories and how these can affect the workforce.
• The importance of factory regulation to help provide decent work.
• How the development of the manufacturing industry can lead to pollution.
• How actions taken, such as reducing pollution, can make manufacturing industry more sustainable in
Bangladesh.

Further guidance
• Factory regulation includes health and safety regulations.
• Pollution can include air pollution, water pollution, noise pollution, light pollution and visual pollution.
• The importance of factory regulation to help provide decent work links to the United Nations Sustainable
Development Goal 8 Decent work and economic growth. There is no requirement to learn the detail of
Goal 8.
• The actions taken to make the manufacturing industry more sustainable in Bangladesh links to the United
Nations Sustainable Development Goal 9 Industry, innovation and infrastructure. There is no requirement to
learn the detail of Goal 9.
Topic 7 The service sector

The service sector makes up most of the GDP of Bangladesh but there are substantial differences in access to
services and income to be earned from the sector.
7.1 The informal sector

The informal sector is an important element in the life and work of many people in Bangladesh.
Key content
• The differences between the formal and the informal sector.
• The advantages and disadvantages of this sector for workers such as domestic servants, rickshaw drivers,
street food sellers and those in informal manufacturing work.
• The difficulty of moving people away from the informal sector to the formal sector.
Further guidance
The informal sector refers to workers who are self-employed or who work for those who are self-employed.
People who earn a living through self-employment are usually not on payrolls and so are not taxed. Many
informal workers do their work in unprotected and insecure places.
7.2 The financial sector

An effective financial sector is needed to support enterprise and business in an expanding economy like
Bangladesh’s.
Key content
• The role of this sector in enabling investment and mobilising savings (e.g. private sector banks, public
sector banks and microcredit such as Grameen Bank).
• The role of microcredit in empowering women in Bangladesh.
Further guidance
Microcredit, also known as micro banking, is a means of extending credit, usually in the form of small loans with
no collateral, to non-traditional borrowers.

7.3 The quaternary sector

The quaternary sector is growing in Bangladesh.
Key content
How the growth of hi-tech knowledge and research development will help the economy of Bangladesh.
7.4 Transport
An effective transport system is important to the growth of the economy of Bangladesh.
Key content
• The relative importance of water, road and rail transport for freight and passengers in Bangladesh.
• The challenges to be managed in improving transport in Bangladesh, including disruption caused by
cyclones and floods, traffic volumes, connecting rural areas, numbers of accidents and unlicensed drivers.
• The strategies being developed to provide safe, affordable and sustainable transport in Bangladesh.
• The impact of increased transport in urban areas on atmospheric quality.
• Strategies used to reduce atmospheric pollution caused by transport.
Further guidance
The strategies being developed to provide safe, affordable and sustainable transport in Bangladesh link to the
United Nations Sustainable Development Goal 11 Sustainable cities and communities. There is no requirement
to learn the detail of Goal 11.
THEME 3 POPULATION AND SOCIETY

Topic 8 Population structure, growth and impact on quality of life
Bangladesh has undergone huge population growth since 1971 which has been accompanied by changes in
quality of life.
8.1 Population structure

Bangladesh has a population structure which reflects its large population growth.
Key content
The changing population pyramid for Bangladesh.
Skills
Understanding and interpreting a population pyramid and how it can change over time.
8.2 Population growth

Population growth is driven by changes in birth and death rates, and these changes are reflected in other
population statistics.
Key content
The reasons for changes in population numbers (changes in birth and death rates, infant mortality, dependency
ratios and life expectancy).
Skills
• Understanding and interpreting a graph showing changes over time in birth and death rates.
• Understanding and interpreting population data.
• Calculating natural increases/decrease in population from birth and death rates.

8.3 Quality of life

Population growth impacts on quality of life. There are several indicators which show the quality of life in a
country.
Key content
• The meaning of the following indicators:
– literacy
– numeracy
– life expectancy
– per capita income.
• Changes in each indicator in different parts of Bangladesh and the country as a whole since 1971.
• Comparison of Bangladesh with other countries.
Skills
Comparison with other countries using data, graphs and maps such as choropleth maps and scatter graphs.
Topic 9 Migration and urban growth

The growth in population in Bangladesh has been accompanied by the migration of population and urban
development.
9.1 Population migration

Bangladesh is experiencing both internal and international migration.
Key content
• The different types of population migration (internal and international, voluntary and forced).
• The factors causing people to leave rural areas and migrate to towns (push factors from rural areas and pull
factors to urban areas).
• The reasons for people migrating into and out of Bangladesh, including refugee movements.
Further guidance
• Push factors are negative reasons for leaving and pull factors are positive reasons for migrating somewhere.
• Climate change is increasing the number of migrants.
• The provision of remittances is an important reason for migration overseas from Bangladesh.
9.2 Impact of population migration

Population migration has had an impact on urban and rural areas in Bangladesh.
Key content
• The impact of migration on rural areas (scarcity of workforce, shortage of services and ageing rural
population).
• The challenges and benefits of refugee migration within and into Bangladesh.
• Population migration and urban growth: a case study of Dhaka.


The growth of Dhaka considering the impact of its growth on:
1 Clean water supply.
2 Power supply.
3 Traffic.
4 Pollution (which can include air, water, noise, light and visual).
5 Employment.
6 Housing.
Topic 10 Health and education

Economic growth requires significant changes in health and education as illustrated by the United Nations
SDGs.
10.1 Health care

A healthy workforce is an essential part of a country’s development.
Key content
• The role of the different health care providers (government, private sector and non-governmental
organisations (NGOs)).
• The importance of disease control programmes in Bangladesh.
• Health care as a vehicle to improve the quality of life.
• Health care programmes in Bangladesh.
• Further improvements needed to ensure good health and wellbeing for all in Bangladesh.
• A case study of a health care programme in Bangladesh.
Further guidance
• Programmes to control the growth of disease.
• Programmes to improve quality of life such as supporting mothers and guidance on nutrition.
• Further improvements needed to ensure good health and wellbeing for all in Bangladesh link to the United
Nations Sustainable Development Goal 3 Good health and well-being. There is no requirement to learn the
detail of Goal 3.

A health care programme in Bangladesh:
1 Name of the programme.
2 Why is it needed?
3 Who does it help?
4 What positive impacts and challenges has the programme had?

10.2 Education
An educated workforce is a key driver in a country’s development.
Key content
• Access to education and equality of education between genders and between rural and urban areas.
• The progress made in improving literacy, numeracy and overall educational standards in Bangladesh.
• The role of education in helping to achieve gender equality and to empower all women and girls in
Bangladesh.
• The need to develop further occupational and professional skills.
• Educational programmes in Bangladesh.
• Further improvements needed to ensure quality education for all in Bangladesh.
• A case study of an educational programme in Bangladesh.
Further guidance
• Progress made by government, the private sector and non-governmental organisations (NGOs).
• The role of education in helping to achieve gender equality and to empower all women and girls in
Bangladesh links to the United Nations Sustainable Development Goal 5 Gender equality. There is no
requirement to learn the detail of Goal 5.
• Further improvements needed to ensure quality education for all in Bangladesh links to the United Nations
Sustainable Development Goal 4 Quality education. There is no requirement to learn the detail of Goal 4.

An educational programme in Bangladesh:
1 Name of the programme.
2 Why is it needed?
3 Who does it help?
4 What positive impacts and challenges has the programme had?

THEME 4 SUSTAINABLE DEVELOPMENT

Content on sustainable development is studied in Topic 11. It is also integrated into Themes 1, 2 and 3,
examples of which include actions taken to reduce the impact of river flooding, and actions taken to reduce
pollution from manufacturing industry.
Topic 11 Sustainable Development Goals

The United Nations Sustainable Development Goals (SDGs) are a driving force for sustainable development in
Bangladesh and a way in which its success is being measured.
The United Nations SDGs, also known as the Global Goals, were adopted by all United Nations member states
in 2015 as a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace
and prosperity by 2030.
Key content
• The meaning of sustainable development.
• The importance of sustainable development.
• An understanding that action in one area will affect outcomes in others, and that development must
balance social, economic and environmental sustainability.
• How successful Bangladesh has been overall in working towards the United Nations SDGs.
• The role of the United Nations in helping Bangladesh to achieve the SDGs.
Further guidance
• The United Nations 17 SDGs are:
1 No poverty
2 Zero hunger
3 Good health and well-being
4 Quality education
5 Gender equality
6 Clean water and sanitation
7 Affordable and clean energy
8 Decent work and economic growth
9 Industry, innovation and infrastructure
10 Reduced inequalities
11 Sustainable cities and communities
12 Responsible consumption and production
13 Climate action
14 Life below water
15 Life on land
16 Peace, justice and strong institutions
17 Partnerships for the goals.
• There is no requirement to work through this list. Many of the areas covered by the United Nations SDGs
are included in the content of Paper 2 and have already been studied. On the basis of this evidence,
candidates should be able to make a comment about the overall progress Bangladesh has made towards
these targets.
• Content from Topic 11 Sustainable Development Goals can be assessed in any of the questions (1 to 3) in
the Paper 2 exam.

Candidates take Papers 1 and 2.

Questions are based on the subject content for Paper 1.
Paper 1 has four questions:

• Question 1 tests content in Topic 1 The struggle for control of the Indian subcontinent, 1204–1784
• Question 2 tests content in Topic 2 The years of growing opposition, 1784–1911
• Question 3 tests content in Topic 3 In search of independence, 1911–71
• Question 4 tests content in Topic 4 Post-independence Bangladesh, 1971–2001.
Candidates answer three questions from a choice of four. Candidates answer all the parts of the chosen
questions.
Each question is worth 25 marks and is divided into sub-parts:

• Part (a) 9 marks testing AO1 Knowledge and understanding
• Part (b) 8 marks testing AO1 Knowledge and understanding (2 marks) and AO2 Analysis, evaluation and
decision-making (6 marks)
• Part (c) 8 marks testing AO1 Knowledge and understanding (2 marks) and AO3 Change and continuity
(6 marks).
Part (a) questions

Part (a) assesses AO1 Knowledge and understanding with a series of sub-questions: (i), (ii), (iii), (iv) and (v),
totalling nine marks.
The sub-questions require a one-word or short written-response and are point-marked. Candidates should be
aware of the sub-marks for each part question. These are printed on the question paper. Candidates should
use them as a guide to the amount of detail and length of response expected and to help them manage their
time effectively.
Some questions ask for two features/aspects to be given. For example, ‘Identify two features of the economy
during the xxx period’. In these questions one mark is awarded for each relevant point, up to a total of two
marks. The number of relevant features/aspects required is indicated in the question, and through the number
of bullet points provided in the answer booklet.
In questions worth two marks using the command words Describe or Explain, one mark is given for each
relevant response. A second mark can be awarded for the development of the response if there is an
explanation or further detail to support the response.

Cambridge O Level Bangladesh Studies 7094 syllabus for 2025, 2026 and 2027. Details of the assessment
For Describe or Explain questions worth three marks, to achieve three marks at least two responses must be
stated. Three marks can be achieved by providing two responses, one of which is developed, or by providing
three responses without development.
The sub-questions in part (a) will come from a maximum of two Focus Points within the same Key Question.
The following command words and phrases are used for the AO1 Knowledge and understanding questions:
Give, Identify, State, Outline, Name, Explain or Describe.
Part (b) questions

Part (b) has two sub-questions:
• (b) (i) One two-mark question testing AO1 Knowledge and understanding on the same theme as (b) (ii). The
question is point-marked and requires a short written-response. The question will use the same command
words as in the part (a) questions, and the same expectations for answering it will apply.
• (b) (ii) One six-mark extended response question testing AO2 Analysis, evaluation and decision-making on
the same theme as (b) (i). Marked with the Paper 1 AO2 Analysis, evaluation and decision-making marking
grid.
Part (b) (ii) AO2 Analysis, evaluation and decision-making questions

Candidates should analyse and explain at least one factor/side with detailed and relevant supporting evidence.
Candidates should answer in continuous prose and structure their response in paragraphs.
A good response will be fully focused on the question and will analyse or examine two factors/sides. These
factors/sides will be fully supported with detailed and relevant material.
Responses should go beyond an identification or description of the factor/side and should show the impact or
consequence of it within the context of the question.
The following command words and phrases may be used in the part (b) (ii) Analysis, evaluation and decision-
making questions: Analyse, Discuss or Examine.
The Paper 1 AO2 Analysis, evaluation and decision-making marking grid is published in the specimen
Paper 1 mark scheme which accompanies the syllabus. This is available on the syllabus page at
www.cambridgeinternational.org/7094 and our School Support Hub.
The AO2 marking grid should be read in conjunction with the indicative content for each AO2 six-mark
extended response question in the mark scheme.
Part (c) questions

Part (c) has two sub-questions:
• (c) (i) One two-mark question testing AO1 Knowledge and understanding on the same theme as (c) (ii). The
question is point-marked and requires a short written-response. The question will use the same command
words as in the part (a) questions, and the same expectations for answering it will apply.
• (c) (ii) One six-mark extended response question testing AO3 Change and continuity on the same theme as
(c) (i). Marked with the Paper 1 AO3 Change and continuity marking grid.

Part (c) (ii) AO3 Change and continuity questions

Questions on change and continuity require candidates to discuss and evaluate the extent of past changes and
to consider what changed and what remained the same in that period. Questions ask candidates to reflect on
change within the period in the topic (not across topics).
Each topic in the subject content for Paper 1 has a Key Question that asks: ‘How much political, social, cultural
and economic change was there in this period of Bengal’s history?’ It is intended to prompt reflection and
enable candidates to address questions of change and continuity.
Questions can ask candidates to reflect on what changed and what remained the same in relation to either
an aspect across the whole period of the topic or an aspect for a specific shorter timeframe within the period.
Candidates are encouraged to draw on material from across the period specified in the question.
Candidates should answer in continuous prose and structure their response in paragraphs.
The first two paragraphs should state and explain at least one element of change and one element of
continuity. These explanations should be supported with relevant and precise evidence.
The final paragraph should be a conclusion providing a clear and well-reasoned judgement which evaluates the
amount of change and continuity across the period specified in the question. The command phrase requires
candidates to consider ‘how far’ and ‘to what extent’, and therefore requires a judgement to be reached as to
the extent of the change.
The following command words and phrases may be used in the part (c) (ii) Change and continuity questions:
‘How far did … change?’ or ‘To what extent did … change?’ The command phrase requires candidates not
only to explain what changed and what stayed the same, but also to reach a judgement on the extent of the
change.
The Paper 1 AO3 Change and continuity marking grid is published in the specimen Paper 1 mark scheme
which accompanies the syllabus. This is available on the syllabus page at
www.cambridgeinternational.org/7094 and our School Support Hub.
The AO3 marking grid should be read in conjunction with the indicative content for each AO3 6-mark extended
response question in the mark scheme.


Questions are based on the subject content for Paper 2.
Candidates answer three questions:

• Question 1 tests content in Theme 1 Environment and natural resources and Theme 4 Sustainable
development
• Question 2 tests content in Theme 2 Economy and production and Theme 4 Sustainable development
• Question 3 tests content in Theme 3 Population and society and Theme 4 Sustainable development.
Content on Topic 11 Sustainable Development Goals in Theme 4 can be tested on any question in the
assessment (Question 1, 2 and/or 3).
Questions 1, 2 and 3 are each worth 25 marks and are divided into sub-questions. They start with short
questions building to more open-ended questions requiring a longer response. They consist of a combination
of resource-based tasks and free-response writing requiring Bangladesh-specific information.
Candidates should be aware of the sub-marks for each part question. These are printed on the exam paper.
Candidates should use them as a guide to the amount of detail and length of response expected and to help
them manage their time effectively.
Questions test AO1, AO2 and AO4. Each 25-mark question has:
• 12–13 marks testing AO1 Knowledge and understanding
• 6–7 marks testing AO4 Resources skills
• one 6-mark extended response question testing AO2 Analysis, evaluation and decision-making.
AO1 Knowledge and understanding questions

The question types used to test AO1 Knowledge and understanding include:
• short-answer knowledge recall questions. For example:
Define the term aquaculture. [1 mark]
Name the two main food crops grown in Bangladesh. [2 marks]
State two pull factors which cause rural to urban migration within Bangladesh. [2 marks]
• knowledge-based Describe questions. For example:
Describe the growing conditions required by one of the food crops you identified in (i). [3 marks]
Describe a named health care programme you have studied and its impacts. [4 marks]
• Explain questions to show understanding of the knowledge in the syllabus. For example:
Explain why heavy rain occurs between May and September in Bangladesh. [4 marks]
Explain why Bangladesh’s population growth rate has decreased. [4 marks]
For questions using Describe or Explain candidates should answer in continuous prose and provide detail to
support their answer.
The following command words may be used in questions assessing AO1 Knowledge and understanding:
• Compare
• Contrast
• Define

• Describe
• Explain
• Give
• Outline
• State
• Suggest.
Candidates should carefully look at the command word used in the question to help them understand what
is expected from them in the exam. Please refer to the Command words section. For example, a question
using the command word Give has a different requirement to a question using the command word Explain.
A question using Give expects candidates to recall knowledge from the syllabus content whereas a question
with the command word Explain requires candidates to show knowledge and understanding of the specific
topic to explain the reasons why. For full marks to be awarded candidates need to go beyond stating facts to
provide an explanation. They should use their own words to answer the question and where possible provide
some supporting evidence.
AO4 Resources skills questions

The question types used to test AO4 Resources skills include:
• using data to complete maps, graphs and diagrams. For example:
Complete the climate graph, Fig. 1.2, for October, November and December using the data in Table 1.1.
[2 marks]
Complete the water supply pie chart on Fig. 2.1, using the key provided. [3 marks]
• questions to describe, interpret and extract relevant information. For example:
Use the choropleth map in Fig. 3.2 to describe the distribution of tuberculosis (TB) in Bangladesh. [3 marks]
Use the multiple line graph in Fig. 3.3 to compare Bangladesh’s population growth rate with that of Pakistan
and that of India. [4 marks]
The following command words and phrases may be used in questions assessing AO4 Resources skills:
• Analyse
• Calculate
• Compare
• Complete
• Contrast
• Describe
• Explain
• Give
• Identify
• Predict
• State
• Summarise.
There is more information on the types of resources used in Paper 2 later in this section.

AO2 Analysis, evaluation and decision-making questions

The question type used to test AO2 Analysis, evaluation and decision-making is a 6-mark extended response
question. For example:
‘Having a large number of jobs in the informal sector has many benefits for Bangladesh.’
How far do you agree with this statement? Give reasons to support your answer. [6 marks]
‘Dhaka has overcome the challenges created by its rapid growth.’

Evaluate how well Dhaka has overcome these challenges. [6 marks]
Candidates should answer in continuous prose and structure their response in paragraphs. They should
support their analysis with evidence and explanations to support their arguments. They should also show an
awareness of different points of view and should arrive at a judgement or decision.
The 6-mark extended response questions take a range of formats depending on the command words used,
but they always present an item for discussion where different points of view can be held and considered by
candidates. These are often opposing points of view, for example ‘agree’ and ‘disagree’. Candidates should
support each point of view with evidence. Answers should not be descriptive. The focus should be on the
specific question. The final statement should be a conclusion providing a firm and clear judgement so that the
examiner can see the position the candidate has taken on the issue.
The 6-mark extended response questions can be based on a case study. For example:
‘The main causes of river flooding are physical’.

Using an example of a river flood in Bangladesh you have studied, explain to what extent you agree with this
statement. [6 marks]
A good response to this question would focus on the candidate’s case study of a river flood rather than the
general causes of river flooding. It would:
• provide a clear analysis using evidence from their case study of a river flood that is relevant, detailed and
integrated effectively
• consider both the physical and human causes of flooding of their case study river flood
• show awareness of different points of view about the relative importance of physical and human causes of
flooding of their case study river flood
• make a well-reasoned decision clearly stating to what extent the main causes of their case study river flood
are physical.
The following command words and phrases may be used in the AO2 Analysis, evaluation and decision-making
6-mark extended response questions:
• Assess
• Discuss
• Evaluate
• Justify
• How far do you agree?
• To what extent …

The 6-mark extended response questions are marked using the Paper 2 AO2 Analysis, evaluation and
decision-making marking grid in conjunction with the indicative content for each 6-mark extended response
question in the mark scheme.
The Paper 2 AO2 Analysis, evaluation and decision-making marking grid is published in the specimen
Paper 2 mark scheme which accompanies the syllabus. This is available on the syllabus page at
www.cambridgeinternational.org/7094 and on our School Support Hub.
Guidance on resources and skills for Paper 2

Resources are used to assess AO4 Resources skills in Paper 2. Questions can be based on resource material,
such as photographs, satellite images, maps, diagrams, drawings, graphs, text extracts, statistics or tables of
data.

• use data to complete maps, graphs and diagrams
• describe, interpret and extract relevant information from resource material.
The resources questions also give candidates the opportunity to show knowledge and understanding of the
content being assessed.
Skills are best taught as part of the content. The Skills and Further guidance sections in the Paper 2 subject
content section suggest where skills can be integrated with content.
The units used in the resources in Paper 2 are:

• metres (m) and kilometres (km) for height and distance
• degrees Celsius (°C) for temperature
• US dollars (USD ($)) and Bangladeshi taka (BDT) for economic data.
Types of resources
Photographs
Questions may be set using various types of photographs, pictorials, aerial photographs and satellite images.

• give simple descriptions of human and physical landscapes (landforms, natural vegetation, land use and
settlement) and other significant features shown on the photograph or image
• extract appropriate information from the photograph or image.
Maps
Various types of maps may be used such as topographical, political, economic, choropleth, isoline (isotherms
and isohyets) and flow line (trade). Maps may be at different scales: local, national and global.

• name specific features on a map, e.g. a city, river or range of hills
• describe patterns and distributions on maps
• use data to complete maps.

Diagrams and drawings

Simplified diagrams or drawings could be of a cross-section of the Earth’s structure, a river basin system,
landforms, electricity generation (thermal or HEP), etc.

• identify features on diagrams and drawings
• add information to diagrams and drawings.
Graphs
Various types of graphs may be used, such as line graphs, multiple line graphs, bar graphs, divided bar graphs,
histograms, pie graphs, hydrographs, climate graphs, scatter graphs and population pyramids.

• plot information on to graphs when axes and scales are provided
• describe and analyse trends from the data provided.
Text extracts
Newspapers, magazine articles and internet topics may be used.

• extract and use appropriate information from the text extracts
• show an understanding of the material provided.
Statistics and data tables

Data tables may provide various types of information such as a comparison table of different types of fishing,
climate data, population data, settlement data, agriculture data, GDP data, etc.

• understand and carry out basic mathematical calculations of adding, subtracting, dividing and multiplying
• make simple statistical calculations such as calculating the range and mean
• know how to convert data into different forms of presentation such as a bar chart, line graph, compound
bar graph, scatter graph or pie chart
• extract relevant information from diagrams, graphs, tables, tabular data and charts.
Questions are set using the types of resources listed above, which are all important ways of representing data.
Resources may be used to illustrate a basic principle which candidates must be able to interpret. For example,
a population pyramid may be used to illustrate the age and gender structure of Bangladesh.
Equipment
Candidates should have the following in the examination room:
• pencil
• rubber
• ruler
• protractor
• calculator.

Guidance on case studies for Paper 2

Case studies may be used in the examination to assess AO1 Knowledge and understanding, AO2 Analysis,
evaluation and decision-making and AO4 Resources skills. For example:
Describe a named health care programme you have studied and its impacts. [4 marks] AO1
Use your knowledge of a ready-made garment manufacturer in Bangladesh to identify the main features of the
ready-made garment factory shown in the photograph. [4 marks] AO4
‘Dhaka has overcome the challenges created by its rapid growth.’

Evaluate how well Dhaka has overcome these challenges. [6 marks] AO2
A case study is a detailed example used to illustrate a topic being studied. Case studies form an important
feature of Paper 2. Case studies give teachers and candidates the opportunity to look at contemporary
sources such as newspaper or magazine articles, internet topics or video clips as well as older sources where
appropriate and relevant. However, case studies from within the lifetime of the candidates are often seen as the
most engaging.
Case studies link syllabus content with the lives of people. A case study can be used as:
• a stimulus to introduce a topic
• homework to introduce/illustrate a topic
• a summary of a topic
• assessment for the learning which has taken place.
Case studies are an excellent way to develop independent research and learning in candidates.
In this syllabus, the specified case studies are:

1 A river flood in Bangladesh (Topic 1.4)
2 An earthquake in Bangladesh (Topic 1.4)
3 A cyclone in Bangladesh (Topic 2.3)
4 Drought in north-west Bangladesh (Topic 2.3)
5 Renewable energy in Bangladesh (Topic 3.4)
6 One food crop grown in Bangladesh (rice, wheat or pulses) (Topic 5.2)
7 One cash crop grown in Bangladesh (sugar cane, tea or jute) (Topic 5.2)
8 An irrigation project in Bangladesh (Topic 5.3)
9 A ready-made garment manufacturer in Bangladesh (Topic 6.1)
10 The growth of Dhaka (Topic 9.2)
11 A health care programme in Bangladesh (Topic 10.1)
12 An educational programme in Bangladesh (Topic 10.2).
The content you select for the case studies should be appropriate for the learners’ age, cultural background
and learning context as well as complying with your school policies and local legal requirements.

Command words
Command words and their meanings help candidates know what is expected from them in the exam. 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.
Analyse examine in detail to show meaning, identify elements and the relationship between them
Develop take forward to a more advanced stage or build upon given information
Phrases such as ‘How far did … change …?’, ‘How far do you agree …?’ and ‘To what extent …?’ may also be
seen in the assessment for this syllabus.

Before you start

Previous study
We do not expect learners starting this course to have previously studied Bangladesh Studies.


This syllabus is not available in all administrative zones. To find out about availability check the syllabus page at
www.cambridgeinternational.org/7094
You can enter candidates in the June exam series. You can view the timetable for your administrative zone at
www.cambridgeinternational.org/timetables
Making Entries.

• syllabuses with the same title at the same level (include coversheets of IGCSE A* to G and 9 to 1).
Making entries

Cambridge O Level Bangladesh Studies 7094 syllabus for 2025, 2026 and 2027. What else you need to know
Exam administration

Retakes
Language

Access arrangements
Important:

After the exam

• Q (PENDING)
• X (NO RESULT).

Grade descriptions
Grade descriptions for Cambridge O Level Bangladesh Studies will be published after the first assessment of
the syllabus in 2025.


Changes to syllabus • The subject content has been updated.

content • Paper 1 has been restructured into four revised topics:
– Topic 1 The struggle for control of the Indian subcontinent,
1204–1784
– Topic 2 The years of growing opposition, 1784–1911
– Topic 3 In search of independence, 1911–71
– Topic 4 Post-independence Bangladesh, 1971–2001.
• From exams in 2025, Topic 1 The Culture and Heritage of Bangladesh
has been removed and opportunities to study significant cultural figures
have been integrated into the revised topics.
• Content on Ancient Bengal and Early Kingdoms in Bengal has been
removed. The period of study for Paper 1 now starts in 1204 with
the establishment and consolidation of Muslim rule in the Indian
subcontinent.
• A new Topic 4 on Post-independence Bangladesh, 1971–2001 has
been added.
• Each topic has been restructured into Key Questions and Focus Points
with more detail on what needs to be taught.
• Each topic has a Key Question that asks: ‘How much political, social,
cultural and economic change was there in this period of Bengal’s
history?’ This Key Question is intended to prompt reflection and enable
candidates to address questions of change and continuity.
• Paper 2 has been restructured into four revised themes:
– Theme 1 Environment and natural resources
– Theme 2 Economy and production
– Theme 3 Population and society
– Theme 4 Sustainable development.
Each theme is subdivided into topics.
• New content on sustainable development and the United Nations
Sustainable Development Goals (SDGs) has been added. The new
content is in Theme 4 and is also integrated into Themes 1, 2 and 3.
• We have included more detail of what needs to be taught. This includes:
– further guidance, where needed, on what we expect to be covered
in each topic
– information, where relevant, on the geographical skills and case
studies that should be integrated into the teaching of each topic.
• For Papers 1 and 2, an introductory explanation to each of the papers
and topics has been added.
• A glossary of command words has been added.
• The syllabus aims have been updated and key benefits to learners have
been listed.

Changes to assessment • Papers 1 and 2 continue to be externally assessed and are each worth
(including changes to 50% of the O Level.
specimen papers) • The duration of each paper remains unchanged at 1 hour 30 minutes.
• There are four revised assessment objectives (AOs) with new
descriptions:
– AO1 Knowledge and understanding
– AO2 Analysis, evaluation and decision-making
– AO3 Change and continuity
– AO4 Resources skills.
• We have introduced a new assessment objective AO3 Change and
continuity for use in Paper 1. This new assessment objective will help
candidates to broaden their history skills enabling them to discuss and
evaluate the extent of past changes and to consider what remained
constant.
• The weightings of the assessment objectives in the qualification and
across the components have been updated.
• Papers 1 and 2 continue to be worth 75 marks each. Candidates
continue to answer three questions but the way the papers are
structured has changed:
Paper 1: Answer three questions (from a choice of four)
Paper 2: Answer three questions.
• Paper 1 has new question types, with part (b) (ii) questions testing AO2
Analysis, evaluation and decision-making, and part (c) (ii) questions
testing AO3 Change and continuity.
• Questions testing historical sources have been removed from Paper 1.
The compulsory question on Topic 1 The Culture and Heritage of
Bangladesh has been removed.
• Paper 2 has an updated assessment structure. The revised paper
has one 25-mark question on each of the first three themes in the
revised Paper 2. Content from Theme 4 can be tested in Questions 1, 2
and/or 3.
• Paper 2 has a new question type testing AO2 Analysis, evaluation and
decision-making.
• The syllabus has a new Details of the assessment section to provide
information on the assessment requirements.
• The Details of the assessment information for Paper 2 includes
guidance on the use of resources and skills.
• Updated specimen papers have been published to accompany the
new syllabus. These exemplify the changes to the assessment and the
subject content.
• The marking criteria have been updated with new levels-based
marking grids. These are available in the specimen mark schemes that
accompany the syllabus.
• The specimen mark schemes also include indicative content
exemplifying the types of answers that candidates could give.

Other changes • From exams in 2025, Paper 1 is answered on the question paper
instead of in a separate answer booklet.
• An image has been added to the front cover of the syllabus document.
with this syllabus.

© Cambridge University Press & Assessment October 2022

Syllabus
Cambridge O Level
Bengali 3204
Exams are available in the June series.

Version 1
Changes to the syllabus for 2026
The latest syllabus is version 1, published July 2023.

© Cambridge University Press & Assessment July 2023

Contents
1. Introduction......................................................................................................................... 4
1.1 Why choose Cambridge International?
1.2 Why choose Cambridge O Level?
1.3 Why choose Cambridge O Level Bengali?
1.4 How can I find out more?
2. Teacher support.................................................................................................................. 7
2.1 Support materials
2.2 Endorsed resources
2.3 Training
3. Assessment at a glance..................................................................................................... 8
4. Syllabus aims and assessment objectives...................................................................... 9

4.1 Syllabus aims
4.2 Assessment objectives
5. Description of components..............................................................................................11
6. Other information............................................................................................................. 12
Additional information
Introduction
1. Introduction
1.1 Why choose Cambridge International?

strong platform for students to progress from one stage to the next, and are well supported by teaching and
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
Cambridge learners
learners who are:
• confident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
Recognition
programmes and qualifications around the world.
Cambridge O Level is internationally recognised by schools, universities and employers as equivalent in

demand to Cambridge IGCSE™ (International General Certificate of Secondary Education). There are over
600 000 entries a year in over 50 countries. Learn more at www.cambridgeinternational.org/recognition

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.
Cambridge O Level Bengali 3204. Syllabus for examination in 2026. 4

Introduction
Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cambridgeinternational.org/teachers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cambridgeinternational.org/eoguide
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/
1.2 Why choose Cambridge O Level?

Our aim is to promote knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational journey.
Through our professional development courses and our support materials for Cambridge O Levels, we provide
the tools to enable teachers to prepare students to the best of their ability and work with us in the pursuit of
excellence in education.
Cambridge O Levels are considered to be an excellent preparation for Cambridge International AS & A Levels,
the Cambridge AICE (Advanced International Certificate of Education) Diploma, and other education
programmes, such as the US Advanced Placement program and the International Baccalaureate Diploma
programme. Learn more about Cambridge O Levels at www.cambridgeinternational.org/olevel

Cambridge O Level syllabuses are designed on the assumption that learners have about 130 guided learning
hours per subject over the duration of the course, but this is for guidance only. The number of hours required
to gain the qualification may vary according to local curricular practice and the students’ prior experience of the
subject.

Introduction
1.3 Why choose Cambridge O Level Bengali?

Cambridge O Levels are established qualifications that keep pace with educational developments and trends.
The Cambridge O Level curriculum places emphasis on broad and balanced study across a wide range
of subject areas. The curriculum is structured so that candidates attain both practical skills and theoretical
knowledge.
Cambridge O Level Bengali is accepted by universities and employers as proof of knowledge and
understanding of the language. Successful candidates gain lifelong skills including:
• the ability to communicate clearly, accurately and effectively in writing
• the ability to use a wide range of vocabulary, and correct grammar, spelling and punctuation
• a personal style and an awareness of the audience being addressed.
Candidates are also encouraged to read widely, both for their own enjoyment and to further their awareness
of the ways in which the language can be used. Cambridge O Level Language qualifications also develop
more general analysis and communication skills such as synthesis, inference, and the ability to order facts and
present opinions effectively.
Prior learning
We recommend that candidates who are beginning this course should have previously achieved a level
corresponding to the requirements of the Key Stage 3 programme of study for Modern Foreign Languages
within the National Curriculum for England.
Progression
Cambridge O Level Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades A* to C in a Cambridge O Level language syllabus are well prepared to
follow courses leading to Cambridge International AS and A Levels, or the equivalent, in the same language.
1.4 How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at info@cambridgeinternational.org
If you are not yet a Cambridge school

Learn about the benefits of becoming a Cambridge school at www.cambridgeinternational.org/join
Email us at info@cambridgeinternational.org to find out how your organisation can register to become a
Cambridge school.

Teacher support
2. Teacher support
2.1 Support materials

You can go to our public website at www.cambridgeinternational.org/olevel to download current and future
syllabuses together with specimen papers or past question papers, examiner reports and grade threshold
tables from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific syllabuses is
available online from the School Support Hub. Go to www.cambridgeinternational.org/support (username
and password required). If you do not have access, speak to the School Support coordinator at your school.
2.2 Endorsed resources

We work with a range of publishers to provide a choice of high-quality resources to help teachers plan and
deliver Cambridge programmes and qualifications. All Cambridge endorsed resources have been through a
detailed quality assurance process to make sure they closely reflect the syllabus and provide a high level of
support for teachers and learners.
You can find resources to support this syllabus by clicking the Published resources link on the syllabus page
www.cambridgeinternational.org/3204
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cambridgeinternational.org/events for further information.

Assessment at a glance
3. Assessment at a glance
All candidates take Papers 1 and 2.
Paper 1: Composition (2 hours)
Section A – 30 marks
One composition of about 120 words from a choice of two topics.
Section B – 60 marks
One essay of about 200 words from a choice of three topics.
Weighting: 45% of total marks
Paper 2: Language Usage and Comprehension (1½ hours)
Section A – 50 marks
Language usage questions.
Section B – 14 marks
Multiple-choice comprehension questions.
Section C – 46 marks
Open-ended comprehension questions.
Weighting: 55% of total marks
3.1 Availability
This syllabus is examined in the June examination series.
This syllabus is available to private candidates.
This syllabus is not available in all administrative zones. To find out about availability check the syllabus page at
Detailed timetables are available from www.cambridgeinternational.org/timetables
3.2 Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge International syllabus,
except:
Please note that Cambridge O Level, Cambridge IGCSE and Cambridge IGCSE (9–1) syllabuses are at the
same level.

Syllabus aims and assessment objectives
4. Syllabus aims and assessment objectives
4.1 Syllabus aims

The aims of the syllabus are the same for all candidates. The aims are set out below and describe the
educational purposes of a course in a language other than English for the Cambridge O Level examination.
They are not listed in order of priority.
The aims are to:

• enable students to communicate accurately, appropriately and effectively in writing
• enable students to understand and respond appropriately to what they read
• encourage students to enjoy and appreciate the variety of language
• complement the students’ other areas of study by developing skills of a more general application
(e.g. analysis, synthesis, drawing of inferences)
• promote the students’ personal development and an understanding of themselves and others.
4.2 Assessment objectives

There are three assessment objectives:
A Continuous Writing
Candidates will be assessed on their ability to:
1 articulate experience and express what is felt and what is imagined
2 order and present facts, ideas and opinions
3 communicate effectively and appropriately
4 demonstrate an awareness of the conventions of paragraphing, sentence structure, punctuation and
spelling
5 express thoughts, feelings and opinions in order to interest, inform or convince
6 demonstrate adequate control of vocabulary, syntax and grammar, punctuation and spelling.
B Writing for a specific purpose

1 understand and adequately convey information
2 understand, order and present facts, ideas and opinions
3 evaluate information and select what is relevant to specific purposes
4 articulate experience and express what is felt and what is imagined
5 communicate effectively and appropriately
6 show a sense of audience and an awareness of register and style in both formal and informal situations.

Syllabus aims and assessment objectives
C Language Usage/Reading Comprehension

1 exercise control of appropriate structures
2 understand and employ a range of apt vocabulary
3 recognise implicit meaning and attitude
4 evaluate information and express it in their own words.

Description of components
5. Description of components
The question papers are set entirely in Bengali. Dictionaries may not be used in the examination.
Paper 1: Composition
2 hours, 90 marks
Section A: Letter, report, dialogue or speech (30 marks)

From a choice of two topics, candidates must write one letter, report, dialogue or speech of about 120 words in
Bengali.
Section B: Essay (60 marks)

From a choice of three topics, candidates must write one essay of about 200 words in Bengali.
Paper 2: Language Usage and Comprehension

1½ hours, 110 marks
Section A: Language Usage (50 marks)

Questions will include combination or separation of words, idioms, proverbs and words in pairs, sentence
transformation and a cloze passage.
Section B: Comprehension (multiple-choice questions) (14 marks)

Candidates must answer seven questions based on a prose passage of about 280 words.
Section C: Comprehension (open-ended questions) and Vocabulary (46 marks)

Candidates must answer six questions based on a prose passage of about 270 words. A vocabulary question
will follow the comprehension questions in this section.

Other information
6. Other information

Access arrangements
Important:
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 word processing technology which uses word prediction and/or phrase
prompting
• candidates must not use human readers.
Please note that we cannot provide Braille papers for this syllabus. We can only provide Braille papers for
languages which use the Roman alphabet.

Other information
Additional information
Language
This syllabus is available in English only. The assessment materials are in Bengali.
Making entries
Exam administration
administrative zones. We allocate all Cambridge schools to one 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.
Retakes and carry forward marks

Marks achieved in Cambridge O Level Bengali (3204), cannot be carried forward to

future series. See the regulations for carry forward set out in the Cambridge Handbook at
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

Cambridge O Level results are shown by one of the grades A*, A, B, C, D or E, indicating the standard
achieved, A* being the highest and E the lowest. ‘Ungraded’ indicates that the candidate’s performance fell
short of the standard required for grade E. ‘Ungraded’ will be reported on the statement of results but not on
the certificate. The letters Q (pending) and X (no result) may also appear on the statement of results but not on
the certificate.

The outcomes to show likely future success

© Cambridge University Press & Assessment July 2023

Syllabus
Cambridge O Level
Biology 5090

Version 1
Quality management

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................12

Practical assessment 32
Apparatus, materials and reagents 35
Safety in the laboratory 37
Mathematical requirements 38
Presentation of data 39
Conventions (e.g. signs, symbols, terminology and nomenclature) 40
Command words 41

Before you start 42
Making entries 43
After the exam 44

teaching.
syllabus.
Cambridge O Level Biology 5090 syllabus for 2026, 2027 and 2028.
Key benefits
Cambridge
Cambridge O Level 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 O Level 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, curious about scientific principles and their application in the world.

Cambridge O Level Biology 5090 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

O Level 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.

Cambridge O Level Biology 5090 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
Supporting teachers

Schemes answers
• Teacher guides • Test Maker
assessments.
workshops.
Find out more at:



2 Syllabus overview
Aims

• 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 O Level Biology 5090 syllabus for 2026, 2027 and 2028. Syllabus overview
Content overview
Candidates study the following topics:
1 Cells
2 Classification
3 Movement into and out of cells
4 Biological molecules
5 Enzymes
6 Plant nutrition
7 Transport in flowering plants
8 Human nutrition
9 Human gas exchange
10 Respiration
11 Transport in humans
12 Disease and immunity
13 Excretion
14 Coordination and control
15 Coordination and response in plants
16 Development of organisms and continuity of life
17 Inheritance
18 Biotechnology and genetic modification
19 Relationships of organisms with one another and with the environment

Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to E.
Paper 1: Multiple Choice Paper 2: Theory
1 hour 1 hour 30 minutes

40 marks 30% 80 marks 50%
AND
40 four-option multiple-choice questions Short-answer and structured questions
Practical assessment
All candidates take one practical paper from a choice of two:
Paper 3: Practical Test Paper 4: Alternative to Practical
1 hour 30 minutes 1 hour

Questions will be based on the experimental OR Questions will be based on the experimental
skills in Section 4 skills in Section 4

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

• 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.



AO1 Knowledge with understanding 50
AO2 Handling information and problem-solving 30
AO3 Experimental skills and investigations 20
Total 100

Paper 1 Paper 2 Papers 3 and 4
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

3 Subject content
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 Cells
1.1 Cell structure and function
1 Examine under the microscope, animal cells and plant cells from any suitable locally available material,
using an appropriate temporary staining technique, such as methylene blue or iodine solution
2 Draw diagrams to represent observations of the animal and plant cells examined above
3 Identify on diagrams, photomicrographs or electron micrographs, the ribosomes, mitochondria,
nucleus, cytoplasm and cell membrane in an animal cell
4 Identify on diagrams, photomicrographs or electron micrographs, the ribosomes, mitochondria,
chloroplasts, nucleus, sap vacuole, cytoplasm, cell membrane and cellulose cell wall in a plant cell
5 Describe the structure of a bacterial cell, limited to: ribosomes, circular deoxyribonucleic acid (DNA)
and plasmids, cytoplasm, cell membrane and cell wall
6 Describe the functions of the above structures in animal, plant and bacterial cells
1.2 Specialised cells, tissues and organs
1 Understand that cells can become specialised and that their structures are related to their specific
functions, as illustrated by examples covered in the syllabus
2 Understand the terms cell, tissue, organ, organ system and organism as illustrated by examples
covered in the syllabus
image size
3 State and use the formula magnification = actual size

Cambridge O Level Biology 5090 syllabus for 2026, 2027 and 2028. Subject content
2 Classification
2.1 Concept and use of a classification system
1 Understand that organisms can be classified into groups by the features they share
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
2.2 Features of organisms
1 State the main features used to place all organisms into one of the five kingdoms: Animal, Plant,
Fungus, Prokaryote, Protoctist
2 State the main features used to place organisms into groups within the animal kingdom, limited to:
(a) the main groups of vertebrates: mammals, birds, reptiles, amphibians, fish
(b) the main groups of arthropods: myriapods, insects, arachnids, crustaceans
3 State the main features used to place organisms into groups within the plant kingdom, limited to ferns
and flowering plants (dicotyledons and monocotyledons)
4 Classify organisms using the features identified in 2.2.1, 2.2.2 and 2.2.3
5 State the main features of viruses, limited to protein coat and genetic material
6 Understand that viruses can only replicate in living cells
3 Movement into and out of cells

3.1 Diffusion and osmosis
1 Describe the role of water as a solvent in organisms with reference to digestion, excretion and
transport
2 Understand that the energy for diffusion and osmosis comes from the kinetic energy of random
movement of molecules and ions
3 Understand diffusion as the net movement of molecules or ions 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
4 Investigate the factors that influence diffusion, limited to: surface area, temperature, concentration
gradient and distance
5 Understand osmosis as the net movement of water molecules from a region of higher water potential
to a region of lower water potential, through a partially permeable membrane
6 Understand that plants are supported by the pressure of water inside the cells pressing outwards on
the cell wall
7 Describe the effects of osmosis on plant and animal tissues and explain the importance of water
potential gradient and osmosis in the uptake and loss of water
8 Investigate and explain the effects on plant tissues of immersing them in solutions of different
concentrations, using the terms turgid, turgor pressure, plasmolysis and flaccid
9 Investigate osmosis using materials such as dialysis tubing

3.2 Active transport
1 Understand active transport as the movement of molecules or ions into or out of a cell through the
cell membrane, from a region of their lower concentration to a region of their higher concentration
(i.e. against a concentration gradient), using energy released during respiration
2 Explain the importance of active transport in ion uptake by root hair cells
4 Biological molecules
4.1 Biological molecules
1 List the chemical elements that make up:

(a) carbohydrates
(b) lipids (fats and oils)
(c) proteins
(d) DNA
2 State that large molecules are made from smaller molecules, limited to: starch, cellulose and glycogen
from glucose; proteins from amino acids; lipids from fatty acids and glycerol; DNA from nucleotides
3 Describe and be able to do chemical tests for:
(a) starch (iodine solution)
(b) glucose and maltose (Benedict’s solution)
(c) protein (biuret test)
(d) lipids (ethanol emulsion test)
5 Enzymes
5.1 Enzyme action
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 function as biological catalysts and are involved in all metabolic
reactions
3 Explain enzyme action with reference to the substrate, active site, enzyme-substrate complex, and
product
4 Explain the specificity of enzymes in terms of the complementary shape and fit of the active site with
the substrate (‘lock and key’ hypothesis)
5.2 Effects of temperature and pH
1 Understand that the progress of enzyme-catalysed reactions can be followed by measuring the
concentrations of reactants and products
2 Investigate and describe the effects of temperature and pH on enzyme activity
3 Explain the effect of changes in temperature and pH on enzyme activity in terms of kinetic energy,
shape and fit, denaturation and the frequency of effective collisions

6 Plant nutrition
6.1 Photosynthesis
1 Understand that photosynthesis is the process by which plants make carbohydrates from raw
materials using energy from light
2 State that chlorophyll is a green pigment that is found in chloroplasts
3 State that chlorophyll transfers light energy into chemical energy for the formation of glucose and other
carbohydrates
4 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 through the plant
5 State the word equation and balanced chemical equation for photosynthesis
6 Investigate the need for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate
controls
7 Describe and explain the effect of varying light intensity, carbon dioxide concentration and temperature
on the rate of photosynthesis
8 Investigate the effect of varying light intensity, carbon dioxide concentration and temperature on the
rate of photosynthesis using submerged aquatic plants and hydrogencarbonate indicator solution
9 Identify and explain the limiting factors of photosynthesis in different environmental conditions
6.2 Leaf structure
1 State that most leaves have a large surface area and are thin, and explain how these features are
adaptations for photosynthesis
2 Identify and label the cuticle, cellular and tissue structures of a dicotyledonous leaf, as seen in
diagrams or photomicrographs, and explain how these structures are adaptations for photosynthesis
and gas exchange, limited to:
(a) stomata and guard cells
(b) spongy and palisade mesophyll cells
(c) air spaces
(d) vascular bundles (xylem and phloem)
(e) distribution of chloroplasts
(f) upper and lower epidermis
6.3 Mineral nutrition
1 Explain the importance of nitrate ions for making amino acids, required for the production of proteins
2 Explain the importance of magnesium ions for making chlorophyll

7 Transport in flowering plants

7.1 Uptake and transport of water and ions
1 Relate the structure of root hair cells to their function of water and ion uptake
2 Outline the pathway taken by water through the root, stem and leaf, limited to: root hair cells, root
cortex cells, xylem and mesophyll cells
3 Investigate, using a suitable stain, the pathway of water in a cut stem
7.2 Transpiration and translocation
1 Describe transpiration as the loss of water vapour from leaves

2 Understand that water evaporates from the surfaces of the mesophyll cells into air spaces and then
diffuses out of the leaves through the stomata as water vapour
3 Explain:
(a) the effects of wind speed, and the variation of temperature, humidity and light intensity on
transpiration rate
(b) how wilting occurs
4 Investigate the effects of wind speed, light intensity and temperature variation on transpiration rate
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
6 Describe translocation as the movement of sucrose and amino acids in the phloem from parts of plants
that produce or release them (sources) to parts of plants that use or store them (sinks)
7 Identify the positions of tissues as seen in transverse sections of non-woody dicotyledonous roots and
stems, limited to: xylem, phloem and cortex
8 State the functions of xylem as transport of water and mineral ions, and support
9 Relate the structure of xylem vessels to their function, limited to:
(a) thick walls with lignin (details of lignification are not required)
(b) no cell contents
(c) cells joined end-to-end with no cross walls to form a long continuous tube
8 Human nutrition
8.1 Diet
1 List the principal sources of, and describe the dietary importance of, carbohydrates, lipids, proteins,
vitamins (C and D only), mineral salts (calcium and iron only), fibre (roughage) and water
2 Name the diseases and describe the symptoms resulting from deficiencies of vitamin C (scurvy),
vitamin D (rickets), calcium (rickets) and iron (anaemia)
3 Understand the concept of a balanced diet

8.2 Human digestive system
1 Identify the main regions of the digestive system: mouth, salivary glands, oesophagus, stomach, small
intestine (duodenum and ileum), pancreas, liver, gall bladder and large intestine (colon, rectum and
anus)
2 Explain why most foods must be digested before they can be absorbed
3 Describe physical digestion as the breakdown of food into smaller pieces without chemical change to
the food molecules
4 Describe chemical digestion as the breakdown of large molecules into small molecules
5 State that physical digestion increases the surface area of food for the action of enzymes in chemical
digestion
6 Identify the types of human teeth (incisors, canines, premolars and molars)
7 Describe the structure of human teeth, limited to: enamel, dentine, pulp, nerves and cement, and
understand that teeth are embedded in the gum
8 Describe the functions of the types of human teeth in physical digestion of food
9 Describe the functions of the main regions of the digestive system, limited to:
(a) mouth – ingestion, physical digestion, chemical digestion of starch by amylase
(b) salivary glands – secretion of saliva containing amylase
(c) stomach – physical digestion, chemical digestion of protein by protease, presence of hydrochloric
acid in gastric secretions
(d) small intestine (duodenum and ileum) – chemical digestion of starch by amylase, maltose by
maltase, protein by protease and lipids by lipase
(e) liver – production of bile and storage of glycogen
(f) gall bladder – storage of bile
(g) pancreas – alkaline secretion containing amylase, protease and lipase
(h) ileum and colon – absorption
(i) rectum and anus – egestion
10 Describe the functions of amylase, maltase, protease and lipase, listing the substrates and end-
products, limited to:
(a) amylase breaks down starch to maltose
(b) maltase breaks down maltose to glucose
(c) protease (pepsin and trypsin) breaks down protein to amino acids
(d) lipase breaks down lipids to fatty acids and glycerol
11 Describe the function of hydrochloric acid in the stomach as killing ingested bacteria
12 Understand that the different proteases present in the stomach and the duodenum work best at
different pH levels
13 Outline the role of bile in emulsifying fats to increase the surface area for the chemical digestion of fat
to fatty acids and glycerol by lipase
14 Describe peristalsis as waves of contractions of longitudinal and circular muscles which move food
through the digestive system

8.3 Absorption and assimilation
1 State that the small intestine is the region where nutrients are absorbed
2 Understand that absorption (by diffusion, osmosis and active transport) is the movement of nutrients
from the intestines into cells lining the digestive system and then into the blood
3 Understand that assimilation is the uptake and use by cells of nutrients from the blood
4 Describe the structure of a villus and the roles of capillaries and lacteals
5 Explain the significance of villi and microvilli in increasing the internal surface area of the ileum
6 Understand that water is absorbed from the lumen of the small intestine and the colon, but that most
absorption of water happens in the small intestine
7 State the function of the hepatic portal vein as the route taken to the liver by most of the molecules and
ions absorbed from the ileum
9 Human gas exchange

9.1 Human gas exchange
1 Describe the features of gas exchange surfaces in humans, limited to: large surface area, thin surface,
good blood and air supply
2 State the percentages of the gases in atmospheric air
3 Investigate and explain the differences between inspired and expired air
4 Identify, on diagrams and images, the larynx, trachea, lungs, bronchi, bronchioles, alveoli and
associated capillaries
5 State the characteristics of, and describe the role of, the exchange surface of the alveoli in gas
exchange
6 Identify, on diagrams and images, the ribs, internal and external intercostal muscles and the diaphragm
7 Explain the role of the ribs, the internal and external intercostal muscles and the diaphragm in
producing volume and pressure changes in the thorax, causing the movement of air into and out of the
lungs (breathing)
8 Investigate and explain the effect of physical activity on rate and depth of breathing
9 Explain the role of goblet cells, ciliated cells and mucus in protecting the gas exchange system from
pathogens and particles
10 Respiration
10.1 Respiration
1 Describe respiration as the chemical reactions in all living cells that release energy from glucose
2 State the uses of energy in living organisms including muscle contraction, protein synthesis, cell
division, active transport, growth, the passage of electrical impulses along neurones and the
maintenance of a constant body temperature
3 Investigate and describe the effect of temperature on respiration in yeast

10.2 Aerobic respiration
1 Describe aerobic respiration as the release of a relatively large amount of energy by the breakdown of
glucose in the presence of oxygen
2 State the word equation and balanced chemical equation for aerobic respiration
10.3 Anaerobic respiration
1 Describe anaerobic respiration as the release of a relatively small amount of energy by the breakdown
of glucose without using oxygen
2 State the word equation for anaerobic respiration in humans
3 State the word equation for anaerobic respiration in yeast
4 Explain why lactic acid builds up in muscles and blood during vigorous exercise causing Excess
Post‑exercise Oxygen Consumption (EPOC) or an ‘oxygen debt’
5 Outline how the oxygen debt is removed after exercise, limited to:
(a) continuation of fast heart rate to transport lactic acid in blood from muscles to the liver
(b) continuation of deeper and faster breathing to supply oxygen for the breakdown of lactic acid in
the liver
11 Transport in humans
11.1 Circulatory system
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 a double circulation as a system in which blood passes through the heart twice for each
complete circuit
3 Understand that a double circulation provides a low pressure circulation to the lungs and a high
pressure circulation to the body tissues
11.2 Heart
1 Identify the structures of the mammalian heart, limited to: the muscular wall, the septum, the left and
right ventricles and atria, atrioventricular and semilunar valves and coronary arteries
2 Explain the relative thickness:
(a) of the muscle walls of the left and right ventricles
(b) of the muscle walls of the atria compared to those of the ventricles
3 Describe the functioning of the heart in terms of the contraction of muscles of the atria and ventricles
and the action of the valves in a heartbeat
4 State that blood is pumped away from the heart in arteries and returns to the heart in veins
5 State that the activity of the heart may be monitored by electrocardiogram (ECG), pulse rate and
listening to sounds of valves closing
6 Investigate and explain the effect of physical activity on heart rate
7 Describe coronary heart disease in terms of the blockage of coronary arteries and state the possible
risk factors including diet, sedentary lifestyle, stress, smoking, genetic predisposition, age and gender
8 Discuss the role of diet and exercise in reducing the risk of coronary heart disease

11.3 Blood vessels
1 Name the main blood vessels that carry blood to and from the heart, lungs, liver and kidneys, limited
to: aorta, vena cava, pulmonary artery, pulmonary vein, hepatic vein, hepatic artery, hepatic portal vein,
renal artery and renal vein
2 Describe, and identify on diagrams and photomicrographs, the structure of arteries, veins and
capillaries, limited to:
(a) relative thickness of wall
(b) composition of wall (muscle and elastic tissue)
(c) diameter of lumen
(d) presence of valves
3 Explain how the structure of arteries, veins and capillaries is related to the pressure of the blood that
they transport
11.4 Blood
1 Identify red and white blood cells (lymphocytes and phagocytes) as seen under the light microscope on
prepared slides, and in diagrams and photomicrographs
2 List the components of blood as red blood cells, white blood cells, platelets and plasma
3 State the functions of the components of blood:
(a) red blood cells – oxygen transport
(b) white blood cells – antibody production by lymphocytes and engulfing pathogens by phagocytes
(c) platelets – clotting by converting soluble fibrinogen to insoluble fibrin to prevent blood loss and the
entry of pathogens
(d) plasma – transport, limited to: blood cells, ions, glucose, amino acids, hormones, carbon dioxide,
urea, vitamins and plasma proteins
4 Describe the transfer of substances between blood in capillaries, tissue fluid and body cells

12 Disease and immunity

12.1 Disease
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 Understand that a pathogen may be transmitted:
(a) through direct contact, including through blood or other body fluids
(b) indirectly, including from contaminated surfaces or food, from animals, or from the air
4 Describe the human body’s barriers to the entry of pathogens, limited to: skin, hairs in the nose,
mucus, stomach acid
5 Understand the role of the mosquito as a vector of disease
6 Describe the malarial pathogen as an example of a parasite and explain how it is transmitted
7 Describe the control of the mosquito that transmits malaria with reference to its life cycle
8 Explain that human immunodeficiency virus (HIV) is a viral pathogen
9 Describe how HIV is transmitted
10 Understand that HIV infection may lead to Acquired Immune Deficiency Syndrome (AIDS)
11 Describe the methods by which HIV may be controlled
12 Describe cholera as a disease caused by a bacterium, which is transmitted in contaminated water
13 Explain the importance of a clean water supply, hygienic food preparation, good personal hygiene,
waste disposal and sewage treatment in controlling the spread of cholera (details of the stages of
sewage treatment are not required)
14 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, resulting in diarrhoea, dehydration
and loss of ions from the blood
15 Describe the effects of excessive consumption of alcohol: reduced self-control, depressant, effect on
reaction times, damage to liver and social implications
16 Describe the effects of tobacco smoke and its major toxic components (nicotine, tar and carbon
monoxide): strong association with bronchitis, emphysema, lung cancer, heart disease, and the
association between smoking during pregnancy and reduced birth weight of the baby
12.2 Antibiotics
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 infection
3 State that antibiotics kill bacteria but do not affect viruses
4 Explain how development of antibiotic-resistant bacteria, including MRSA, can be minimised by using
antibiotics only when essential

12.3 Immunity
1 Describe active immunity as defence against a pathogen by antibody production in the body
2 State that each pathogen has its own antigens, which have specific shapes
3 Describe antibodies as proteins that bind to antigens leading to direct destruction of pathogens, or
marking of pathogens for destruction by phagocytes
4 State that specific antibodies have complementary shapes which fit specific antigens
5 Explain that active immunity is gained after an infection by a pathogen, or by vaccination
6 Outline the process of vaccination:
(a) weakened pathogens or their antigens are given
(b) the antigens stimulate an immune response by lymphocytes which produce antibodies
(c) memory cells are produced that give long-term immunity
7 Explain the role of vaccination in controlling the spread of transmissible diseases
8 Explain that passive immunity is a short-term defence against a pathogen by antibodies acquired from
another individual, limited to: across the placenta and in breast milk
9 Explain the importance of breast-feeding for the development of passive immunity in infants
10 State that memory cells are not produced in passive immunity
11 Outline how HIV affects the immune system, limited to: decreased lymphocyte numbers and reduced
ability to produce antibodies, which weakens the immune system
13 Excretion
13.1 Excretion
1 Describe excretion as the removal of toxic materials and the waste products of metabolism from
organisms
2 State that carbon dioxide is a waste product of respiration, which is excreted through the lungs
3 State that urea is a toxic waste product produced in the liver from the breakdown of excess amino
acids
13.2 Urinary system
1 Identify, on diagrams, the kidneys, ureters, bladder and urethra and state the function of each (the
function of the kidney should be described simply as removing urea and excess salts and water from
the blood as urine)
2 Explain the need for excretion, limited to toxicity of urea
3 Outline the structure of a nephron and its associated blood vessels, limited to: Bowman’s capsule,
glomerulus, tubules, loop of Henle and collecting duct
4 Outline the 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)
5 Describe the role of the liver in the assimilation of amino acids by converting them to proteins
6 Describe deamination in the liver as the removal of the nitrogen-containing part of amino acids,
resulting in the formation of urea

14 Coordination and control

14.1 Mammalian nervous system
1 State that the nervous system (brain, spinal cord and nerves) coordinates and regulates body functions
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 the brain and spinal cord
3 Identify, on diagrams, sensory, relay and motor neurones
4 State that electrical impulses travel along neurones
5 Describe simple reflex arcs in terms of receptor, sensory neurone, relay neurone, motor neurone and
effector (muscles and glands)
6 Describe a reflex action as a rapid and automatic response to a stimulus
7 Describe a synapse as a junction between two neurones
8 Describe the structure of a synapse, including the presence of vesicles containing neurotransmitter
molecules, the synaptic gap and receptor proteins
9 Describe the events at a synapse:
(a) an impulse stimulates the release of neurotransmitter molecules from vesicles into the synaptic
gap
(b) the neurotransmitter molecules diffuse across the gap and bind with receptor proteins
(c) an impulse is stimulated in the next neurone
10 State that synapses ensure that impulses travel in one direction only
14.2 Mammalian sense organs
1 Describe sense organs as groups of receptor cells responding to specific stimuli: light, sound, touch,
temperature and chemicals
2 Identify, on a diagram, the structures of the eye, limited to: cornea, iris, pupil, lens, ciliary muscles,
suspensory ligaments, retina, fovea, 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 onto the retina
(d) ciliary muscles and suspensory ligaments – control the shape of the lens
(e) retina – contains light receptors, some sensitive to light of different colours
(f) fovea – contains the greatest density of light receptors
(g) optic nerve – carries impulses to the brain
4 Explain the pupil reflex in terms of light intensity and antagonistic action of circular and radial muscles
in the iris
5 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

14.3 Mammalian hormones
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, on a diagram, endocrine glands that produce hormones and state the hormones they
produce, limited to:
(a) the adrenal glands – produce adrenaline
(b) the pancreas – produces insulin and glucagon
(c) the pituitary gland – produces follicle-stimulating hormone (FSH) and luteinising hormone (LH)
(d) the testes – produce testosterone
(e) the ovaries – produce oestrogen and progesterone
3 Understand the role of the hormone adrenaline, produced by the adrenal glands, in increasing the
blood glucose concentration and heart rate and give examples of situations in which these may occur
4 Compare nervous and hormonal control, limited to speed of action and duration of effect
14.4 Homeostasis
1 Describe homeostasis as the maintenance of a constant internal environment

2 Explain the concept of control by negative feedback with reference to a set point
14.5 Temperature control
1 Identify, on a diagram of the skin: hairs, hair erector muscles, sweat glands, receptors, sensory
neurones, blood vessels and fatty tissue
2 Describe the role of insulation in maintaining a constant internal body temperature in mammals
3 Describe the roles of the hypothalamus and of temperature receptors in the skin in maintaining a
constant internal body temperature in mammals
4 Explain how each of the following processes contributes to the maintenance of constant internal body
temperature in mammals:
(a) sweating
(b) shivering
(c) contraction of hair erector muscles
(d) vasodilation and vasoconstriction of arterioles supplying skin surface capillaries
14.6 Blood glucose control
1 Explain the need to control blood glucose concentration

2 Describe the control of blood glucose concentration by the liver and pancreas and the roles of insulin
and glucagon
3 Describe the signs of Type 1 diabetes (limited to increased blood glucose concentration and glucose in
urine) and its treatment (administration of insulin)

15 Coordination and response in plants

15.1 Coordination and response in plants
1 Describe gravitropism as a response in which parts of a plant grow towards or away from gravity
2 Describe phototropism as a response in which parts of a plant grow towards or away from light
3 Explain the role of auxin in controlling shoot growth, limited to:
(a) auxin is made in the shoot tip
(b) auxin spreads through the plant from the shoot tip
(c) auxin is unequally distributed in response to light and gravity
(d) auxin stimulates cell elongation
4 Investigate gravitropism and phototropism in shoots and roots
16 Development of organisms and continuity of life

16.1 Nuclear division
1 Understand that chromosomes contain DNA, which carries genetic information in the form of genes
2 Describe a haploid nucleus as a nucleus containing a single set of chromosomes
3 Describe a diploid nucleus as a nucleus containing two sets of chromosomes
4 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
5 Describe mitosis as nuclear division giving rise to genetically identical cells in which the chromosome
number is maintained (details of stages are not required)
6 Outline the role of mitosis in growth, repair of damaged tissues, replacement of dying cells and asexual
reproduction
7 Describe stem cells as unspecialised cells that divide by mitosis to produce daughter cells that can
become specialised for specific functions
8 State that meiosis is involved in the production of gametes
9 Describe meiosis as a reduction division in which the chromosome number is halved from diploid to
haploid resulting in genetically different cells (details of stages are not required)
10 Understand that cancers form as a result of uncontrolled cell division
16.2 Asexual and sexual reproduction
1 Describe asexual reproduction as a process resulting in the production of genetically identical offspring
from one parent
2 Identify examples of asexual reproduction
3 Describe sexual reproduction as the process involving the fusion of haploid nuclei (fertilisation) to form
a diploid zygote and the production of genetically different offspring
4 Discuss the advantages and disadvantages of asexual reproduction and sexual reproduction

16.3 Sexual reproduction in plants
1 Identify and draw the sepals, petals, stamens (anthers and filaments) and carpels (stigmas, styles,
ovaries and ovules) of an insect-pollinated flower
2 Identify and draw the anthers and stigmas of a wind-pollinated flower
3 Relate the structure of the parts of flowers to their functions, limited to the parts listed in 16.3.1
4 Compare the flower structure and the pollen from insect-pollinated and wind-pollinated flowers
5 Outline the process of pollination and distinguish between self-pollination and cross-pollination
6 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
7 Describe the growth of the pollen tube and its entry into the ovule followed by fertilisation (production
of endosperm and details of development are not required)
8 Understand that after fertilisation the ovules develop into seeds and the ovary develops into a fruit
9 Investigate and describe the structure of a seed, limited to embryo (radicle, plumule and cotyledons)
and testa
10 Understand that seed and fruit dispersal by wind and by animals is a means of colonising new areas
and of reducing competition
11 Relate the features of wind-dispersed fruits and animal-dispersed fruits to their functions
12 Investigate and state the environmental conditions that affect germination of seeds, limited to: suitable
temperature, water and oxygen
13 Describe the process of germination, including the role of enzymes
16.4 Sexual reproduction in humans
1 Identify, on diagrams of the male reproductive system: the testes, scrotum, sperm ducts, prostate
gland, urethra and penis, and describe their functions
2 Identify, on diagrams of the female reproductive system: the ovaries, oviducts, uterus, cervix and
vagina, and describe their functions
3 Explain how the structure of a sperm cell is related to its function, limited to: flagellum, mitochondria
and enzymes in the acrosome
4 Explain how the structure of an egg cell is related to its function, limited to energy stores and the jelly
coat that changes at fertilisation
5 Describe fertilisation as the fusion of the nuclei from a male gamete (sperm) and a female gamete (egg
cell)
6 Compare male and female gametes in terms of size, structure, numbers and motility
7 Describe the roles of testosterone and oestrogen in the development and regulation of secondary
sexual characteristics during puberty
8 Describe the menstrual cycle in terms of development and release of an egg and changes in the lining
of the uterus
9 Explain the roles of follicle-stimulating hormone (FSH), luteinising hormone (LH), oestrogen and
progesterone in controlling the menstrual cycle
10 Describe the early development of the zygote, limited to the formation of a ball of cells (embryo) that
becomes implanted in the lining of the uterus
11 State the functions of the amniotic sac and the amniotic fluid
12 Identify, on diagrams, the placenta and umbilical cord and describe their functions in relation to the
exchange of dissolved nutrients, gases and excretory products between the blood of the mother and
the blood of the fetus (structural details are not required)
13 State that some viruses can pass across the placenta and affect the fetus

17 Inheritance
17.1 Variation
1 Describe variation as differences between individuals of the same species

2 Understand that continuous variation results in a range of phenotypes between two extremes,
including body length and body mass
3 Understand that discontinuous variation results in a limited number of phenotypes with no
intermediates, including ABO blood groups, seed shape and seed colour in peas
4 Understand that discontinuous variation is usually caused by genes only and continuous variation is
caused by genes and the environment
5 Investigate and describe examples of continuous and discontinuous variation
17.2 DNA
1 Describe the structure of a DNA molecule:

(a) two strands coiled together to form a double helix
(b) each strand is made up of a chain of nucleotides
(c) each nucleotide contains a base (A, T, C, G; full names are not required)
(d) bonds between pairs of bases hold the strands together
(e) the bases always pair up in the same way: A with T, and C with G
2 Define a gene as a length of DNA that codes for a protein
3 Explain that DNA controls cell function by controlling the production of proteins, including enzymes
4 State that the sequence of bases in a gene determines the sequence of amino acids needed to make
a specific protein (knowledge of the details of nucleotide structure is not required)
5 Understand that different sequences of amino acids give different shapes to protein molecules

17.3 Inheritance
1 Describe inheritance as the transmission of genetic information from generation to generation

2 Define an allele as an alternative form of a gene
3 Understand and use the terms: dominant, recessive, phenotype, genotype, homozygous and
heterozygous
4 Use genetic diagrams, including Punnett squares, to predict the results of monohybrid crosses and
calculate phenotypic ratios, limited to 1 : 1 and 3 : 1 ratios
5 Explain why observed ratios often differ from expected ratios, especially when there are small numbers
of offspring
6 State that two identical homozygous individuals that breed together will be pure-breeding
7 Explain codominance by reference to the inheritance of the ABO blood groups (phenotypes A, B, AB,
O, gene alleles IA, IB and Io)
8 Describe the determination of sex in humans (XX and XY chromosomes)
9 Describe a gene mutation as a random change in the base sequence of DNA, using sickle cell anaemia
as an example
10 Describe a chromosome mutation as a change in the chromosome number or structure, using Down’s
syndrome as an example (47 chromosomes instead of 46)
11 State that mutation, meiosis, random mating and random fertilisation are sources of genetic variation in
populations
12 Understand that ionising radiation and some chemicals increase the rate of mutation
17.4 Selection
1 Describe natural selection with reference to:

(a) variation within populations
(b) production of many offspring
(c) struggle for survival, including competition for resources
(d) reproduction by individuals that are better adapted to the environment than others
(e) passing on of their alleles to the next generation
2 Describe how the inherited features of a population can evolve over time as a result of natural selection
3 Describe the development of strains of antibiotic-resistant bacteria, including MRSA, as an example of
natural selection
4 Describe artificial selection (selective breeding) with reference to:
(a) selection by humans of animals or plants with desirable features
(b) crossing these to produce the next generation
(c) selection of offspring showing the desirable features
(d) repetition over many generations
5 Describe the role of artificial selection in the production of economically important plants and animals

18 Biotechnology and genetic modification

18.1 Biotechnology
1 Explain the role of yeast in the production of bread and ethanol

2 Understand that bacteria are useful in biotechnology and genetic modification due to their rapid
reproduction rate and their ability to make complex molecules
3 Discuss why bacteria are useful in biotechnology and genetic modification, limited to:
(a) no ethical concerns over their manipulation and growth
(b) presence of plasmids
4 Describe how fermenters can be used for the large-scale production of useful products by bacteria
and fungi, including the conditions that need to be controlled, limited to: temperature, pH, oxygen,
nutrient supply and waste products
5 Describe the use of:
(a) enzymes in biological washing powders
(b) pectinase for fruit juice production
(c) lactase for lactose-free milk
18.2 Genetic modification
1 Describe genetic modification as changing the genetic material of an organism by removing, changing
or inserting individual genes
2 Understand that the gene that controls the production of human insulin has been inserted into bacterial
DNA, for commercial production of insulin
3 Outline the use of genetic modification in crop plants by inserting genes:
(a) to confer resistance to herbicides
(b) to confer resistance to insect pests
(c) to provide additional vitamins
4 Discuss potential advantages and risks of genetic modification, limited to modifying crop plants and
bacteria

19 Relationships of organisms with one another and with the environment

19.1 Energy flow
1 Understand that the Sun is the principal source of energy input to most biological systems
2 Explain why most forms of life are completely dependent on photosynthesis
3 Describe the flow of energy through food chains and webs including energy from light and energy in
living organisms and its eventual transfer to the environment
4 Construct and interpret simple food chains
5 Understand the terms producer, consumer, herbivore, carnivore and decomposer
6 Describe food webs as networks of interconnected food chains and construct and interpret them
7 Explain why the transfer of energy from one trophic level to another is inefficient
8 Explain why food chains usually have fewer than five trophic levels
9 Explain why it is more energy efficient for humans to eat crop plants than to eat livestock that have
been fed on crop plants
10 Construct and interpret pyramids of numbers, biomass and energy
19.2 Nutrient cycles
1 Describe the carbon cycle, limited to: photosynthesis, respiration, feeding, decomposition, formation of
fossil fuels and combustion
2 Outline the nitrogen cycle in making nitrogen available for plant and animal protein, limited to:
(a) decomposition of plant and animal protein to ammonium ions
(b) nitrification
(c) nitrogen fixation by lightning and bacteria
(d) absorption of nitrate ions by plants
(e) production of amino acids and protein
(f) feeding and digestion of proteins
(g) denitrification
(the names of individual bacteria are not required)
3 Outline the role of fungi and bacteria in decomposition
19.3 Ecosystems and biodiversity
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 Describe biodiversity as the number of different species that live in an area
5 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
6 Understand that the growth of the human population is increasing the demand for global resources

19.4 Effects of humans on ecosystems
1 Outline the causes and describe the consequences of deforestation, limited to its effects on:
biodiversity, extinction, loss of soil, flooding and concentration of carbon dioxide in the atmosphere
2 Describe the impacts humans have through:
(a) over-harvesting of plant and animal species
(b) introducing a non-native species to an ecosystem
3 Describe the harmful effects of:
(a) water pollution by untreated sewage and nitrogen-containing fertilisers leading to eutrophication,
limited to:
(i) increased availability of nitrate and other ions
(ii) increased growth of producers
(iii) increased decomposition after death of producers
(iv) increased aerobic respiration by decomposers
(v) reduction in dissolved oxygen
(vi) death of organisms requiring dissolved oxygen in water
(b) air pollution by greenhouse gases (carbon dioxide and methane), contributing to global warming
and its likely effects
(c) pollution due to insecticides and herbicides
(d) non-biodegradable plastics in the environment, in both aquatic and terrestrial ecosystems
19.5 Conservation
1 Discuss reasons for conservation of species with reference to:

(a) maintenance of biodiversity
(b) reducing extinction
(c) protecting vulnerable environments
2 Explain how forests can be conserved using education, protected areas, quotas and replanting
3 Explain how fish stocks can be conserved using education, closed seasons, protected areas,
controlled net types and mesh size, quotas and monitoring
4 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

All candidates take three papers. All papers assess grades A* to E.

40 marks 80 marks
Forty compulsory multiple-choice items of the Compulsory short-answer and structured
four-choice type AND questions
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2

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
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.

Cambridge O Level Biology 5090 syllabus for 2026, 2027 and 2028. Details of the assessment
Candidates are expected to be familiar with and may be asked questions using the following experimental
contexts:
• simple quantitative experiments, including the measurement of:
– volumes of gases or solutions/liquids
– masses
– temperatures
– times
– lengths
• diffusion
• osmosis
• food tests
• rates of enzyme-catalysed reactions
• pH and the use of hydrogencarbonate indicator, litmus and universal indicator
• photosynthesis (rate and limiting factors)
• effect of mineral ions on plant growth
• transpiration
• heart rate and breathing rate
• respiration
• tropic responses
• nervous responses
• observation and dissection of seeds and flowers
• germination
• continuous and discontinuous variation
• sampling techniques
• use of a microscope to examine biological specimens
• calculating the magnification of biological specimens
• 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 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 tests to determine the pH of solutions and substances
– 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 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
– observe and take measurements from biological specimens or images of specimens
– take sufficient observations or measurements, including repeats 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 or techniques

Apparatus, materials and reagents

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.
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 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.
Biological materials
• a selection of prepared slides of plant and animal tissue relating to the syllabus content
• locally available terrestrial and aquatic plant material
• yeast
Chemicals, reagents and indicators

Please note, hazard symbols were accurate at the time of publication and may change.
• agar jelly
• Benedict’s solution [MH]
• biuret reagent (sodium or potassium hydroxide solution and copper sulfate solution) [C] [MH]
• buffer solutions (buffer tablets are commonly available)
• carbohydrates (starch, glucose, sucrose), proteins, lipids
• dilute acid [C] [MH]
• dilute alkali [C] [MH]
• distilled or deionised water
• enzymes (e.g. amylase, a protease, lipase) [C] [HH] [MH]
• eosin dye/red ink
• ethanol [F] [HH] [MH]
• hydrogen peroxide solution [C] [MH]

• indicators (red and blue litmus paper or litmus solution, universal indicator paper or solution,
hydrogencarbonate indicator)
• iodine in potassium iodide solution (iodine solution) [MH] [N]
• limewater [MH]
• methylene blue dye [F] [HH] [MH]
• petroleum jelly (Vaseline® or similar)
• sodium chloride
• sodium hydrogencarbonate (sodium bicarbonate)
Apparatus
• aluminium foil or black paper
• balance to measure up to 500 g, with precision of at least 0.1 g
• beakers (various sizes, e.g. 100 cm3, 250 cm3)
• bungs to fit small test-tubes and large test-tubes
• bungs with delivery tubes to fit small test-tubes and large test-tubes
• capillary tubes
• clamp (retort) stands and bosses
• dishes (e.g. Petri dishes)
• electric fan
• electric lamp
• filter paper
• forceps
• funnels
• glass microscope slides and coverslips
• glass rods
• hand lenses (at least ×6 magnification)
• heat-proof mats, tripods and gauzes
• means of cutting biological materials (e.g. scalpels or sharp knives)
• means of heating (e.g. Bunsen burner, spirit burner or other gas burner)
• means of writing on glassware (e.g. wax pencils or water-resistant markers)
• measuring cylinders (various sizes, e.g. 10 cm3, 25 cm3, 100 cm3)
• microscope, with lamp or inbuilt illumination, ideally fitted with:
– an eyepiece lens, ×10 magnification
– a low-power objective lens, ×10 magnification
– a high-power objective lens, ×40 magnification
• mortars and pestles (or access to a blender)
• mounted needles or seekers or long pins with large heads
• partially permeable membrane (e.g. dialysis or Visking® tubing)
• ruler, graduated in mm
• scissors
• small droppers or teat pipettes
• spotting tiles

• stopwatch, reading to 1 s or better

• syringes (without needles, various sizes, e.g. 1 cm3, 5 cm3, 10 cm3)
• test-tubes – small (125 mm × 15 mm) and large (150 mm × 25 mm)
• test-tube racks and test-tube holders
• thermometer, –10 °C to +110 °C, with 1 °C graduations
• wash bottle
• white tiles or other suitable cutting surfaces
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
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 examination.
Number
• add, subtract, multiply and divide
• use decimals, fractions, ratios and reciprocals
• calculate and use percentages and percentage change
• use standard form
• use decimal places appropriately
• use significant figures appropriately
• make estimates of numbers, quantities and lengths
Algebra
• 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
• understand the meaning of: angle, curve, circle, radius, diameter, circumference, square, rectangle and
diagonal
• 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
• 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
• convert between metric units, including µm, mm, cm and m; cm3 and dm3; mg, g and kg
• use mathematical instruments (ruler, protractor)
Graphs, charts and statistics

• draw charts and graphs from data
• interpret charts and graphs, including interpolation and extrapolation of data
• determine the gradient (slope) of a line on a graph
• 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
• use and interpret Venn diagrams to show groupings and sets
• 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 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.
• The number of significant figures given for measured quantities should be appropriate to the measuring
instrument used.
Graphs
• The column headings of the 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, 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 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.
Drawings
• These should be drawn using a sharp pencil to give fine lines that are clear and unbroken.
• These should use most of the available space and show all the features observed in the specimen, with no
shading.
• 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 proportional data.
• Bar charts should be drawn for categorical or discrete data. They should have 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
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.

Command words
Determine establish an answer using the information available
Sketch make a simple freehand drawing showing the key features, taking care over
proportions

Before you start

Previous study


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. Cambridge O Levels are available to
centres in administrative zones 3, 4 and 5.
Making Entries.

• Cambridge IGCSE Biology (0610)
• 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)

Cambridge O Level Biology 5090 syllabus for 2026, 2027 and 2028. What else you need to know
Making entries
Exam administration
options.

Retakes
Language


Access arrangements
Important:
After the exam

• Q (PENDING)
• X (NO RESULT).




schools value.


Syllabus
Cambridge O Level
Business Studies 7115

Version 1
Quality management

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................12

Paper 1 – Short Answer and Data Response 25
Paper 2 – Case Study 25
Command words 26

Before you start 27
Making entries 28
After the exam 29

teaching.
syllabus.
Cambridge O Level Business Studies 7115 syllabus for 2026.
Key benefits
Cambridge O Level 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:

• 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.
Our approach in Cambridge O Level Business Studies encourages learners to be:
Cambridge
learner

Cambridge O Level Business Studies 7115 syllabus for 2026. Why choose this syllabus?

O Level Business Studies gives learners a solid foundation for further study. Candidates who achieve grades
Business.

Cambridge O Level Business Studies 7115 syllabus for 2026. Why choose this syllabus?
Supporting teachers

Papers and Mark coursework • Specimen paper
Schemes • Resource Plus answers
assessments.
workshops.
Find out more at:



2 Syllabus overview
Aims

• 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.


Cambridge O Level Business Studies 7115 syllabus for 2026. Syllabus overview
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 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.
This O Level syllabus shares content with other Business Studies syllabuses. For further support
see the School Support Hub for IGCSE Business Studies. Textbooks endorsed to support IGCSE Business
Studies are suitable for use with this syllabus.

Assessment overview

Short Answer and Data Response 50% Case Study 50%
80 marks 80 marks
Four questions requiring a mixture of short Four questions based on a case study, provided
answers and structured data responses as an insert with the paper
Candidates answer all questions Candidates answer all questions


• demonstrate knowledge and understanding of facts, terms, concepts, conventions, theories and
techniques commonly applied to or used as part of business behaviour.
AO2 Application
• apply knowledge and understanding of facts, terms, concepts, conventions, theories and techniques.
AO3 Analysis
• distinguish between evidence and opinion in a business context
• order, analyse and interpret information in narrative, numerical and graphical forms, using appropriate
techniques.
AO4 Evaluation
• present reasoned explanations, develop arguments, understand implications and draw inferences
• make judgements, recommendations and decisions.



AO2 Application 20
AO3 Analysis 25
AO4 Evaluation 15
Total 100

Paper 1 Paper 2
AO2 Application 20 20
AO3 Analysis 20 30
AO4 Evaluation 10 20
Total 100 100

3 Subject content
In all of the following, candidates are required to apply their understanding to a variety of simple business
situations. Candidates should be able to make simple decisions based upon the analysis and evaluation of
information provided.
1 Understanding business activity

1.1 Business activity
1.1.1 The purpose and nature of business activity: • Concepts of needs, wants, scarcity and
opportunity cost
• Importance of specialisation
• Purpose of business activity
• The concept of adding value and how added
value can be increased
1.2 Classification of businesses
1.2.1 Economic sectors in terms of primary, • Basis of business classification, using examples
secondary and tertiary sectors: to illustrate the classification
• Reasons for the changing importance of
business classification, e.g. in developed and
developing economies
1.2.2 Classify business enterprises between private

sector and public sector in a mixed economy
1.3 Enterprise, business growth and size
1.3.1 Enterprise and entrepreneurship: • Characteristics of successful entrepreneurs

• Contents of a business plan and how business
plans assist entrepreneurs
• Why and how governments support business
start-ups, e.g. grants, training schemes

Cambridge O Level Business Studies 7115 syllabus for 2026. Subject content
1.3 Enterprise, business growth and size continued
1.3.2 The methods and problems of measuring • Methods of measuring business size, e.g.
business size: number of people employed, value of output,
capital employed (profit is not a method of
measuring business size)
• Limitations of methods of measuring business
size
1.3.3 Why some businesses grow and others • Why the owners of a business may want to
remain small: expand the business
• Different ways in which businesses can grow,
e.g. internal/external
• Problems linked to business growth and how
these might be overcome
• Why some businesses remain small
1.3.4 Why some (new or established) businesses • Causes of business failure, e.g. lack of
fail: management skills, changes in the business
environment, liquidity problems
• Why new businesses are at a greater risk of
failing
1.4 Types of business organisation
1.4.1 The main features of different forms of • Sole traders, partnerships, private and public
business organisation: limited companies, franchises and joint
ventures
• Differences between unincorporated
businesses and limited companies
• Concepts of risk, ownership and limited liability
• Recommend and justify a suitable form of
business organisation to owners/management
in a given situation
• Business organisations in the public sector,
e.g. public corporations

1.5 Business objectives and stakeholder objectives
1.5.1 Businesses can have several objectives and • Need for business objectives and the
the importance of them can change: importance of them
• Different business objectives, e.g. survival,
growth, profit and market share
• Objectives of social enterprises
1.5.2 The role of stakeholder groups involved in • Main internal and external stakeholder groups
business activity: • Objectives of different stakeholder groups
• How these objectives might conflict with each
other, use examples
1.5.3 Differences in the objectives of private sector

and public sector enterprises
2 People in business
2.1 Motivating employees
2.1.1 The importance of a well-motivated • Why people work and what motivation means
workforce: • The benefits of a well-motivated workforce:
labour productivity, reduced absenteeism and
labour turnover
• The concept of human needs, e.g. Maslow’s
hierarchy
• Key motivational theories: Taylor and Herzberg
2.1.2 Methods of motivation: • Financial rewards, e.g. wage, salary, bonus,

commission and profit sharing
• Non-financial methods, e.g. job enrichment, job
rotation, teamworking, training, opportunities
for promotion
• Recommend and justify appropriate method(s)
of motivation in given circumstances

2.2 Organisation and management
2.2.1 Draw, interpret and understand simple • Simple hierarchical structures: levels of
organisational charts: hierarchy, span of control, chain of command
e.g. tall/short
• Roles and responsibilities of directors,
managers, supervisors, other employees in an
organisation and inter-relationships between
them
2.2.2 The role of management: • Functions of management, e.g. planning,

organising, coordinating, commanding and
controlling
• Importance of delegation; trust versus control
2.2.3 Leadership styles: • Features of the main leadership styles,

e.g. autocratic, democratic and laissez-faire
• Recommend and justify an appropriate
leadership style in given circumstances
2.2.4 Trade unions: • What a trade union is and the effects of

employees being union members
2.3 Recruitment, selection and training of employees
2.3.1 Recruitment and selecting employees: • Recruitment and selection methods

• Difference between internal recruitment and
external recruitment
• Main stages in recruitment and selection of
employees
• Recommend and justify who to employ in given
circumstances
• Benefits and limitations of part-time employees
and full-time employees
2.3.2 The importance of training and the methods • Importance of training to a business and to
of training: employees
• Benefits and limitations of induction training,
on-the-job training and off-the-job training

2.3 Recruitment, selection and training of employees continued
2.3.3 Why reducing the size of the workforce might • Difference between dismissal and redundancy
be necessary: with examples
• Understand situations in which downsizing the
workforce might be necessary, e.g. automation
or reduced demand for products
• Recommend and justify which employees to
make redundant in given circumstances
2.3.4 Legal controls over employment issues and • Legal controls over employment contracts,
their impact on employers and employees: unfair dismissal, discrimination, health and
safety, legal minimum wage
2.4 Internal and external communication
2.4.1 Why effective communication is important • Effective communication and its importance to
and the methods used to achieve it: business
• Benefits and limitations of different
communication methods including those based
on information technology (IT)
• Recommend and justify which communication
method to use in given circumstances
2.4.2 Demonstrate an awareness of communication • How communication barriers arise and

barriers: problems of ineffective communication; how
communication barriers can be reduced or
removed
3 Marketing
3.1 Marketing, competition and the customer
3.1.1 The role of marketing: • Identifying customer needs

• Satisfying customer needs
• Maintaining customer loyalty
• Building customer relationships
3.1.2 Market changes: • Why customer/consumer spending patterns

may change
• The importance of changing customer needs
• Why some markets have become more
competitive
• How businesses can respond to changing
spending patterns and increased competition

3.1 Marketing, competition and the customer continued
3.1.3 Concepts of niche marketing and mass • Benefits and limitations of both approaches to
marketing: marketing
3.1.4 How and why market segmentation is • How markets can be segmented, e.g. according
undertaken: to age, socio-economic grouping, location,
gender
• Potential benefits of segmentation to business
• Recommend and justify an appropriate method
of segmentation in given circumstances
3.2 Market research
3.2.1 The role of market research and methods • Market-orientated businesses (uses of market
used: research information to a business)
• Primary research and secondary research
(benefits and limitations of each)
• Methods of primary research, e.g. postal
questionnaire, online survey, interviews, focus
groups
• The need for sampling
• Methods of secondary research, e.g. online,
accessing government sources, paying for
commercial market research reports
• Factors influencing the accuracy of market
research data
3.2.2 Presentation and use of market research • Analyse market research data shown in the
results: form of graphs, charts and diagrams; draw
simple conclusions from such data

3.3 Marketing mix
3.3.1 Product: • The limitations and benefits of developing new

products
• Brand image; impact on sales and customer
loyalty
• The role of packaging
• The product life cycle: main stages and
extension strategies; draw and interpret a
product life cycle diagram
• How stages of the product life cycle can
influence marketing decisions, e.g. promotion
and pricing decisions
3.3.2 Price: • Pricing methods (benefits and limitations of

different methods), e.g. cost plus, competitive,
penetration, skimming, and promotional
• Recommend and justify an appropriate pricing
method in given circumstances
• Understand the significance of price elasticity:
difference between price elastic demand and
price inelastic demand; importance of the
concept in pricing decisions (knowledge of the
formula and calculations of PED will not be
assessed)
3.3.3 Place – distribution channels: • Advantages and disadvantages of different

channels, e.g. use of wholesalers, retailers or
direct to consumers
distribution channel in given circumstances
3.3.4 Promotion: • The aims of promotion

• Different forms of promotion and how they
influence sales, e.g. advertising, sales
promotion
• The need for cost-effectiveness in spending the
marketing budget on promotion
3.3.5 Technology and the marketing mix: • Define and explain the concept of e-commerce
• The opportunities and threats of e-commerce
to business and consumers
• Use of the internet and social media networks
for promotion

3.4 Marketing strategy
3.4.1 Justify marketing strategies appropriate to a • Importance of different elements of the

given situation: marketing mix in influencing consumer
decisions in given circumstances
marketing strategy in given circumstances
3.4.2 The nature and impact of legal controls • Impact of legal controls on marketing
related to marketing: strategy, e.g. misleading promotion, faulty and
dangerous goods
3.4.3 The opportunities and problems of entering • Growth potential of new markets in other
new foreign markets: countries
• Problems of entering foreign markets,
e.g. cultural differences and lack of knowledge
• Benefits and limitations of methods to
overcome such problems, e.g. joint ventures,
licensing
4 Operations management
4.1 Production of goods and services
4.1.1 The meaning of production: • Managing resources effectively to produce

goods and services
• Difference between production and productivity
• Benefits of increasing efficiency and how to
increase it, e.g. increasing productivity by
automation and technology, improved labour
skills
• Why businesses hold inventories
• The concept of lean production: how to achieve
it, e.g. just-in-time inventory control and Kaizen;
benefits of lean production
4.1.2 The main methods of production: • Features, benefits and limitations of job, batch
and flow production
production method for a given situation
4.1.3 How technology has changed and is

changing production methods, e.g. using
computers in design and manufacturing

4.2 Costs, scale of production and break-even analysis
4.2.1 Identify and classify costs: • Classifying costs using examples, e.g. fixed,
variable, average, total
• Use cost data to help make simple cost-based
decisions, e.g. to stop production or continue
4.2.2 Economies and diseconomies of scale: • The concept of economies of scale with
examples, e.g. purchasing, marketing, financial,
managerial, technical
• The concept of diseconomies of scale with
examples, e.g. poor communication, lack
of commitment from employees, weak
coordination
4.2.3 Break-even analysis: • The concept of break-even

• Construct, complete or amend a simple
break-even chart
• Interpret a given chart and use it to analyse a
situation
• Calculate break-even output from given data
• Define, calculate and interpret the margin of
safety
• Use break-even analysis to help make simple
decisions, e.g. impact of higher price
• Understand the limitations of break-even
analysis
4.3 Achieving quality production
4.3.1 Why quality is important and how quality • What quality means and why it is important for
production might be achieved: all businesses
• The concept of quality control and how
businesses implement quality control
• The concept of quality assurance and how this
can be implemented
4.4 Location decisions
4.4.1 The main factors influencing the location and • Factors relevant to the location decision
relocation decisions of a business: of manufacturing businesses and service
businesses
• Factors that a business could consider when
deciding which country to locate operations in
• The role of legal controls on location decisions
• Recommend and justify an appropriate location
for a business in given circumstances

5 Financial information and decisions

5.1 Business finance: needs and sources
5.1.1 The need for business finance: • The main reasons why businesses need
finance, e.g. start-up capital, capital for
expansion and additional working capital
• Understand the difference between short-term
and long-term finance needs
5.1.2 The main sources of finance: • Internal sources and external sources with
examples
• Short-term and long-term sources with
examples, e.g. overdraft for short-term finance
and debt or equity for long-term finance
• Importance of alternative sources of capital,
e.g. micro-finance, crowd-funding
• The main factors considered in making the
financial choice, e.g. size and legal form of
business, amount required, length of time,
existing loans
• Recommend and justify appropriate source(s)
of finance in given circumstances
5.2 Cash-flow forecasting and working capital
5.2.1 The importance of cash and of cash-flow • Why cash is important to a business
forecasting: • What a cash-flow forecast is, how a simple one
is constructed and the importance of it
• Amend or complete a simple cash-flow forecast
• How to interpret a simple cash-flow forecast
• How a short-term cash-flow problem might
be overcome, e.g. overdraft, delaying supplier
payments, asking debtors to pay more quickly
5.2.2 Working capital: • The concept and importance of working capital
5.3 Income statements
5.3.1 What profit is and why it is important: • How a profit is made

• Importance of profit to private sector
businesses, e.g. reward for risk-taking/
enterprise, source of finance
• Difference between profit and cash

5.3 Income statements continued
5.3.2 Income statements: • Main features of an income statement,

e.g. revenue, cost of sales, gross profit, profit
and retained profit
• Use simple income statements in decision-
making based on profit calculations
(constructing income statements will not be
assessed)
5.4 Statement of financial position
5.4.1 The main elements of a statement of financial • The main classifications of assets and liabilities,
position: using examples
5.4.2 Interpret a simple statement of financial

position and make deductions from it,
e.g. how a business is financing its activities
and what assets it owns, sale of inventories
to raise finance (constructing statements of
financial position will not be assessed)
5.5 Analysis of accounts
5.5.1 Profitability: • The concept and importance of profitability
5.5.2 Liquidity: • The concept and importance of liquidity
5.5.3 How to interpret the financial performance • Gross profit margin

of a business by calculating and analysing • Profit margin
profitability ratios and liquidity ratios:
• Return on Capital Employed
• Current ratio
• Acid test ratio
5.5.4 Why and how accounts are used: • Needs of different users of accounts and ratio
analysis
• How users of accounts and ratio results might
use information to help make decisions, e.g.
whether to lend to or invest in the business

6 External influences on business activity

6.1 Economic issues
6.1.1 Business cycle: • Main stages of the business cycle, e.g. growth,
boom, recession, slump
• Impact on businesses of changes in
employment levels, inflation and Gross
Domestic Product (GDP)
6.1.2 How government control over the economy • Identify government economic objectives,
affects business activity and how businesses e.g. increasing Gross Domestic Product (GDP)
may respond: • Impact of changes in taxes and government
spending
• Impact of changes in interest rates
• How businesses might respond to these
changes
6.2 Environmental and ethical issues
6.2.1 Environmental concerns and ethical issues • How business activity can impact on the
as both opportunities and constraints for environment, e.g. global warming
businesses: • The concept of externalities: possible external
costs and external benefits of business
decisions
• Sustainable development; how business activity
can contribute to this
• How and why business might respond to
environmental pressures and opportunities,
e.g. pressure groups
• The role of legal controls over business activity
affecting the environment, e.g. pollution controls
• Ethical issues a business might face: conflicts
between profits and ethics
• How business might react and respond to
ethical issues, e.g. child labour, paying fair
prices to suppliers

6.3 Business and the international economy
6.3.1 The importance of globalisation: • The concept of globalisation and the reasons
for it
• Opportunities and threats of globalisation for
businesses
• Why governments might introduce import tariffs
and import quotas
6.3.2 Reasons for the importance and growth of • Benefits to a business of becoming a
multinational companies (MNCs): multinational and the impact on its stakeholders
• Potential benefits to a country and/or economy
where a MNC is located, e.g. jobs, exports,
increased choice, investment
• Potential drawbacks to a country and/or
economy where a MNC is located, e.g. reduced
sales of local businesses, repatriation of profits
6.3.3 The impact of exchange rate changes: • Depreciation and appreciation of an exchange
rate
• How exchange rate changes can affect
businesses as importers and exporters of
products,
e.g. prices, competitiveness, profitability
(exchange rate calculations will not be
assessed)

Paper 1 – Short Answer and Data Response

The question paper comprises four questions requiring a mixture of short answers and structured data
responses.
The paper assesses content drawn from the entire syllabus.
Each question is introduced by stimulus material. For some questions candidates will need to refer to the
stimulus material in their answers. The stimulus material may include tables, graphs and images.
Candidates should be aware of the marks for each part question. These are printed on the question paper.
Candidates write their answers on the question paper.

AO2: Application
AO3: Analysis
AO4: Evaluation
Paper 2 – Case Study

The question paper comprises four questions based on a case study, provided as an insert with the paper. The
case study includes appendices with data presented in a variety of forms, such as tables, graphs, newspaper
extracts and advertisements.
The paper assesses content drawn from the entire syllabus.
Candidates write their answers on the question paper.

AO2: Application
AO3: Analysis
AO4: Evaluation

Cambridge O Level Business Studies 7115 syllabus for 2026. Details of the assessment
Command words

Before you start

Previous study
We do not expect learners starting this course to have previously studied Business Studies.


Find your administrative zone at www.cambridginternational.org/adminzone. This syllabus is not available in
all administrative zones. Cambridge O Levels are available to centres in administrative zones 3, 4 and 5.
Making Entries.

• Cambridge IGCSE Business Studies (0450)
• Cambridge IGCSE (9–1) Business Studies (0986)

Cambridge O Level Business Studies 7115 syllabus for 2026. What else you need to know
Making entries
Exam administration
options.

Retakes
Language


Access arrangements
Important:
After the exam

• Q (PENDING)
• X (NO RESULT).




schools value.
There are no significant changes to syllabus content.


Syllabus
Cambridge O Level
Chemistry 5070

Version 1
Quality management

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................12

Apparatus and reagents 37
Notes for use in qualitative analysis 41
The Periodic Table of Elements 43
Command words 47

Before you start 48
Making entries 49
After the exam 50

teaching.
syllabus.
Cambridge O Level Chemistry 5070 syllabus for 2026, 2027 and 2028.
Key benefits
Cambridge
Cambridge O Level 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,
Our approach in Cambridge O Level Chemistry encourages learners to be:

Cambridge O Level Chemistry 5070 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

O Level 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 O Level Chemistry 5070 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
Supporting teachers

Papers and Mark coursework • Specimen paper
Schemes answers
• Teacher guides
assessments.
workshops.
Find out more at:



2 Syllabus overview
Aims



Cambridge O Level Chemistry 5070 syllabus for 2026, 2027 and 2028. Syllabus overview
Content overview
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

Assessment overview

AND

skills in section 4 skills in section 4



numerical), to:




Total 100

Total 100 100 100

3 Subject content

1 States of matter
1.1 Solids, liquids and gases
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 and explain changes of state (melting, boiling, evaporating, freezing and condensing) in terms
of kinetic particle theory
4 Interpret and explain heating and cooling curves in terms of kinetic particle theory
5 Describe and explain, in terms of kinetic particle theory, the effects of temperature and pressure on the
volume of a gas
1.2 Diffusion
1 Describe and explain diffusion in terms of kinetic particle theory

2 Describe and explain the effect of relative molecular mass on the rate of diffusion of gases
2 Atoms, elements and compounds

2.1 Elements, compounds and mixtures
1 Describe the differences between elements, compounds and mixtures

Cambridge O Level Chemistry 5070 syllabus for 2026, 2027 and 2028. Subject content
2.2 Atomic structure and the Periodic Table
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
1 Define isotopes as different atoms of the same element that have the same number of protons but
different numbers of neutrons
2 State that isotopes of the same element have the same chemical properties because they have the
same number of electrons and therefore the same electronic configuration
3 Interpret and use symbols for atoms, e.g. 126C, and ions, e.g. 35
17Cl –
4 Calculate the relative atomic mass of an element from the relative masses and abundances of its
isotopes
2.4 Ion and ionic bonds
1 Describe the formation of positive ions, known as cations, and negative ions, known as anions
2 Describe the giant lattice structure of ionic compounds as a regular arrangement of alternating positive
and negative ions
3 State that an ionic bond is a strong electrostatic attraction between oppositely charged ions
4 Describe the formation of ionic bonds between ions of metallic and non-metallic elements, including the
use of dot-and-cross diagrams
5 Describe and explain in terms of structure and bonding the properties of ionic compounds:
(a) high melting points and boiling points
(b) good electrical conductivity when aqueous or molten and poor when solid

2.5 Simple molecules and covalent bonds
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 simple molecules, including H2, Cl 2, H2O, CH4, NH3, HCl,
CH3OH, C2H4, O2, CO2 and N2. Use dot-and-cross diagrams to show the electronic configurations in
these and similar molecules
3 Describe and explain in terms of structure and bonding the properties of simple molecular compounds:
(a) low melting points and boiling points in terms of weak intermolecular forces (specific types of
intermolecular forces are not required)
(b) poor electrical conductivity
2.6 Giant covalent structures
1 Describe the giant covalent structures of graphite, diamond and silicon(IV ) oxide, SiO2
2 Relate the structures and bonding of graphite and diamond to their uses, limited to:
(a) graphite as a lubricant and as an electrode
(b) diamond in cutting tools
3 Describe the similarity in properties between diamond and silicon(IV ) oxide, related to their structures
2.7 Metallic bonding
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
1 State the formulae of the elements and compounds named in the subject content
2 Define the molecular formula of a compound as the number and type of different atoms in one molecule
3 Define the empirical formula of a compound as the simplest whole number ratio of the different atoms
or ions in a compound
4 Deduce the formula of a simple compound from the relative numbers of atoms or ions present in a
model or a diagrammatic representation
5 Deduce the formula of an ionic compound from the charges on the ions
6 Construct word equations, symbol equations and ionic equations to show how reactants form
products, including state symbols
7 Deduce the symbol equation with state symbols for a chemical reaction, given relevant information

3.2 Relative masses of atoms and molecules
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 12C
2 Define relative molecular mass, Mr, as the sum of the relative atomic masses. Relative formula mass, Mr,
will be used for ionic compounds
3.3 The mole and the Avogadro constant
1 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
2 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
3 Use the molar gas volume, taken as 24 dm3 at room temperature and pressure, r.t.p., in calculations
involving gases
4 State that concentration can be measured in g / dm3 or mol / dm3
5 Calculate stoichiometric reacting masses, 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 to calculate the concentration of a solution in a titration
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
1 Define electrolysis as the decomposition of an ionic compound, when molten or in aqueous solution, by
the passage of an electric current
2 Identify in simple electrolytic cells:
(a) the anode as the positive electrode
(b) the cathode as the negative electrode
(c) the electrolyte as the molten or aqueous substance that undergoes electrolysis
3 Describe the transfer of charge during electrolysis to include:
(a) the movement of electrons in the external circuit
(b) the loss or gain of electrons at the electrodes
(c) the movement of ions in the electrolyte
4 Identify the products formed at the electrodes and describe the observations made during the
electrolysis of:
(a) molten lead(II) bromide
(b) concentrated aqueous sodium chloride
(c) dilute sulfuric acid
using inert electrodes made of platinum or carbon / graphite
5 Identify the products formed at the electrodes and describe the observations made during the
electrolysis of aqueous copper(II) sulfate using inert carbon / graphite electrodes and when using
copper electrodes
6 State that metals or hydrogen are formed at the cathode and that non-metals (other than hydrogen) are
formed at the anode
7 Predict the identity of the products at each electrode for the electrolysis of a binary compound in the
molten state
8 Predict the identity of the products at each electrode for the electrolysis of a halide compound in dilute
or concentrated aqueous solution
9 Construct ionic half-equations for reactions at the anode (to show oxidation) and at the cathode (to
show reduction)
10 State that metal objects are electroplated to improve their appearance and resistance to corrosion
11 Describe how metals are electroplated
4.2 Hydrogen–oxygen fuel cells
1 State that a hydrogen–oxygen fuel cell uses hydrogen and oxygen to produce electricity with water as
the only chemical product
2 Describe the advantages and disadvantages of using hydrogen–oxygen fuel cells in comparison with
gasoline / petrol engines in vehicles

5 Chemical energetics
5.1 Exothermic and endothermic reactions
1 State that an exothermic reaction transfers thermal energy to the surroundings leading to an increase in
the temperature of the surroundings
2 State that an endothermic reaction takes in thermal energy from the surroundings leading to a decrease
in the temperature of the surroundings
3 State that the transfer of thermal energy during a reaction is called the enthalpy change, ΔH, of the
reaction. ΔH is negative for exothermic reactions and positive for endothermic reactions
4 Define activation energy, Ea, as the minimum energy that colliding particles must have to react
5 Draw, label and interpret reaction pathway diagrams for exothermic and endothermic reactions using
information provided, to include:
(a) reactants
(b) products
(c) enthalpy change of the reaction, ΔH
(d) activation energy, Ea
6 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
7 Calculate the enthalpy change of a reaction using bond energies
6 Chemical reactions
6.1 Physical and chemical changes
1 Identify physical and chemical changes, and describe the differences between them
6.2 Rate of reaction
1 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
2 State that a catalyst increases the rate of a reaction, decreases the activation energy, Ea, of a reaction
and is unchanged at the end of a reaction
3 Describe and explain the effect on the rate of reactions of:
(a) changing the concentration of solutions
(b) changing the pressure of gases
(c) changing the surface area of solids
(d) changing the temperature
(e) adding or removing a catalyst, including enzymes
using collision theory
4 Describe and evaluate practical methods for investigating the rate of a reaction, including change in
mass of a reactant or a product and the formation of a gas
5 Interpret data, including graphs, from rate of reaction experiments

6.3 Reversible reactions and equilibrium
1 State that some chemical reactions are reversible as shown by the symbol ⇌
2 Describe how changing the conditions can change the direction of a reversible reaction for:
(a) the effect of heat on hydrated compounds
(b) the addition of water to anhydrous compounds
including copper(II) sulfate and cobalt(II) chloride
3 State that a reversible reaction in a closed 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
4 Predict and explain, for a reversible reaction, how the position of equilibrium is affected by:
(a) changing temperature
(b) changing pressure
(c) changing concentration
(d) using a catalyst
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

6.4 Redox
1 Use a Roman numeral to indicate the oxidation number of an element in a compound

2 Define redox reactions as involving simultaneous reduction and oxidation
3 Define oxidation in terms of:
(a) gain of oxygen
(b) loss of electrons
(c) an increase in oxidation number
4 Define reduction in terms of:
(a) loss of oxygen
(b) gain of electrons
(c) a decrease in oxidation number
5 Identify redox reactions as reactions involving gain and loss of oxygen, or gain and loss of electrons
6 Identify redox reactions by changes in oxidation 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
7 Identify redox reactions by the colour changes involved when using acidified aqueous potassium
manganate( VII) or aqueous potassium iodide
8 Define an oxidising agent as a substance that oxidises another substance and is itself reduced
9 Define a reducing agent as a substance that reduces another substance and is itself oxidised
10 Identify oxidation, oxidising agents, reduction and reducing agents in redox reactions

7 Acids, bases and salts

7.1 The characteristic properties of acids and bases
1 State that aqueous solutions of acids contain H+ ions and aqueous solutions of alkalis contain OH – ions
2 Define acids as proton donors and bases as proton acceptors
3 State that bases are oxides or hydroxides of metals and that alkalis are soluble bases
4 Describe the characteristic properties of acids in terms of their reactions with:
(a) metals
(b) bases
(c) carbonates
5 Describe the characteristic properties of bases in terms of their reactions with:
(a) acids
(b) ammonium salts
6 State that a neutralisation reaction occurs between an acid and a base
7 Describe the neutralisation reaction between an acid and an alkali to produce water,
H+(aq) + OH−(aq) → H2O(l )
8 Describe acids and alkalis in terms of their effects on:
(a) litmus
(b) thymolphthalein
(c) methyl orange
9 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
10 State examples of strong acids, including hydrochloric acid, nitric acid and sulfuric acid and construct
the symbol equations to show their complete dissociation, e.g. HCl(aq) → H+(aq) + Cl – (aq)
11 State examples of weak acids, including carboxylic acids and construct the symbol equations to show
their partial dissociation, e.g. for ethanoic acid, CH3COOH(aq) ⇌ H+(aq) + CH3COO – (aq)
12 Describe how to compare hydrogen ion concentration, neutrality, relative acidity and relative alkalinity in
terms of colour and pH using universal indicator paper
7.2 Oxides
1 Describe amphoteric oxides as oxides that react with acids and bases to produce a salt and water
2 Classify oxides as acidic, including SO2 and CO2, basic, including CuO and CaO, or amphoteric, limited
to Al 2O3 and ZnO, related to metallic and non-metallic character

7.3 Preparation of salts
1 Describe the preparation, separation and purification of soluble salts by reaction of an acid with:
(a) an alkali by titration
(b) excess metal
(c) excess insoluble base
(d) excess insoluble carbonate
2 Describe the preparation of insoluble salts by precipitation
3 Describe the general solubility rule 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)
4 Define a hydrated substance as a substance that is chemically combined with water and an anhydrous
substance as a substance containing no water
5 Define the term water of crystallisation as the water molecules present in hydrated crystals, including
CuSO4•5H2O and CoCl 2•6H2O
8 The Periodic Table

8.1 Arrangement of elements
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 the Periodic Table can be used to predict its properties
6 Identify trends in groups, given information about the elements
8.2 Group I properties
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

8.3 Group VII properties
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
1 Describe the transition elements as metals that:

(a) have high densities
(b) have high melting points
(c) have variable oxidation numbers
(d) form coloured compounds
(e) often act as catalysts as elements and in compounds
8.5 Noble gases
1 Describe the Group VIII noble gases as unreactive, monatomic gases and explain this in terms of
electronic configuration
9 Metals
9.1 Properties of metals
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
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
9.3 Alloys and their properties
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 Explain in terms of structure how alloys can be harder and stronger than the pure metals because the
different sized atoms or ions in alloys mean the layers can no longer slide over each other
3 Describe the uses of alloys in terms of their 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
1 State the order of the reactivity series as: potassium, sodium, calcium, magnesium, aluminium, carbon,
zinc, iron, hydrogen, copper, silver, gold
2 Describe the relative reactivities of metals in terms of their tendency to form positive ions, by
displacement reactions, if any, with the aqueous ions of magnesium, zinc, iron, copper and silver
3 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
4 Explain the apparent unreactivity of aluminium in terms of its oxide layer
5 Deduce an order of reactivity from a given set of experimental results
9.5 Corrosion of metals
1 State the conditions required for the rusting of iron and steel to form hydrated iron(III) oxide
2 Describe how barrier methods prevent rusting by excluding oxygen or water
3 State some common barrier methods, including painting, greasing and coating with plastic
4 Explain sacrificial protection in terms of the reactivity series and in terms of electron loss
5 Describe the use of zinc in galvanising as an example of a barrier method and sacrificial protection

9.6 Extraction of metals
1 Describe the ease of 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 the blast furnace, including symbol equations for each
step, limited to:
(a) the burning of carbon (coke) to provide heat and produce carbon dioxide
(b) the reduction of carbon dioxide to carbon monoxide
(c) the reduction of iron(III) oxide by carbon monoxide
(d) the thermal decomposition of calcium carbonate / limestone to produce calcium oxide
(e) the formation of slag
3 Describe the extraction of aluminium from 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

10 Chemistry of the environment

10.1 Water
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
10.2 Fertilisers
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
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:
(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 effects of these air pollutants:
(a) carbon dioxide: higher levels of carbon dioxide leading to increased global warming, which leads
to climate change
(b) carbon monoxide: toxic gas
(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
4 Describe how the greenhouse gases carbon dioxide and methane cause global warming, limited to:
(a) the absorption, reflection and emission of thermal energy
(b) reducing thermal energy loss to space
5 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 vehicles, reducing emissions of sulfur dioxide by using
low‑sulfur fuels and flue gas desulfurisation with calcium oxide
6 Explain how oxides of nitrogen form in car engines and describe their removal by catalytic converters,
e.g. 2CO + 2NO → 2CO2 + N2
7 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
8 State the word equation and symbol equation for photosynthesis

11 Organic chemistry
11.1 Formulae, functional groups and terminology
1 State that a structural formula is an unambiguous description of the way the atoms in a molecule are
arranged, including CH2=CH2, CH3CH2OH, CH3COOCH3
2 Draw and interpret the displayed formula of a molecule to show all the atoms and all the bonds
3 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
4 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
5 Identify a functional group as an atom or group of atoms that determine the chemical properties of a
homologous series
6 Describe the general characteristics of a homologous series as:
(a) having the same 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
7 State that a saturated compound has molecules in which all carbon–carbon bonds are single bonds
8 State that an unsaturated compound has molecules in which one or more carbon–carbon bonds are
not single bonds
11.2 Naming organic compounds
1 Name and draw the structural and displayed formulae of unbranched:

(a) alkanes
(b) alkenes, including but-1-ene and but-2-ene
(c) alcohols, including propan-1-ol, propan-2-ol, butan-1-ol and butan-2-ol
(d) carboxylic acids
(e) the products of the reactions stated in sections 11.4–11.7
containing up to four carbon atoms per molecule
2 State the type of compound present given the chemical name ending in -ane, -ene, -ol, or -oic acid or
from a molecular, structural or displayed formula
3 Name and draw the displayed formulae of the unbranched esters which can be made from unbranched
alcohols and carboxylic acids, each containing up to four carbon atoms

11.3 Fuels
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
11.4 Alkanes
1 State that the bonding in alkanes is single covalent and that alkanes are saturated hydrocarbons
2 Describe the properties of alkanes as being generally unreactive, except in terms of combustion and
substitution by chlorine
3 State that in a substitution reaction one atom or group of atoms is replaced by another atom or 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
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
4 Describe the test to distinguish between saturated and unsaturated hydrocarbons by their reaction with
aqueous bromine
5 State that in an addition reaction only one product is formed
6 Describe the properties of alkenes in terms of addition reactions with:
(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
11.6 Alcohols
1 Describe the manufacture of ethanol by:

(a) fermentation of aqueous glucose at 25–35 °C in the presence of yeast and in the absence of
oxygen
(b) catalytic addition of steam to ethene at 300 °C and 6000 kPa / 60 atm in the presence of an
acid catalyst
including a comparison of the advantages and disadvantages of the two methods
2 Describe the combustion of alcohols
3 State the uses of ethanol as:
(a) a solvent
(b) a fuel
11.7 Carboxylic acids
1 Describe the reactions of carboxylic acids with:

(a) metals
(b) bases
(c) carbonates
including names and formulae of the salts produced
2 Describe the formation of ethanoic acid by the oxidation of ethanol:
(a) with acidified aqueous potassium manganate( VII)
(b) by bacterial oxidation during vinegar production
3 Describe the reaction of a carboxylic acid with an alcohol using an acid catalyst to form an ester

11.8 Polymers
1 Define polymers as large molecules built up from many smaller molecules called monomers
2 Identify the repeat units and / or linkages in addition polymers and in condensation polymers
3 Deduce the structure or repeat unit of an addition polymer from a given alkene and vice versa
4 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
5 Describe the differences between addition and condensation polymerisation
6 State that plastics are made from polymers
7 Describe how the properties of plastics have implications for their disposal
8 Describe the environmental challenges caused by plastics, limited to:
(a) disposal in land fill sites
(b) accumulation in oceans
(c) formation of toxic gases from burning
9 Describe and draw the structure of:
(a) nylon, a polyamide
O O O O O
C C N N C C N N C
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

10 State that PET can be converted back into monomers and re-polymerised
11 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

12 Describe and draw the structure of proteins as:
H O H O
N C N C N C
H O

12 Experimental techniques and chemical analysis

12.1 Experimental design
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
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
12.3 Chromatography
1 Describe how paper chromatography is used to separate mixtures of soluble substances, using a
suitable solvent
2 Describe the use of locating agents when separating mixtures containing colourless substances.
Knowledge of specific locating agents is not required
3 Interpret simple chromatograms to identify:
(a) unknown substances by comparison with known substances
(b) pure and impure substances
4 State and use the equation for Rf:
distance travelled by substance
Rf =
distance travelled by solvent

12.4 Separation and purification
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
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 –, by reduction with aluminium foil and aqueous sodium hydroxide and then testing for
ammonia gas
(d) sulfate, SO42–, by acidifying with dilute nitric acid then adding aqueous barium nitrate
(e) sulfite, SO32–, by reaction with acidified aqueous potassium manganate( VII)
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)

12.5 Identification of ions and gases continued
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+


40 marks 80 marks
40 compulsory multiple-choice items of the Compulsory short-answer and structured
AO2 AO2
All candidates take one practical paper from a choice of two.

40 marks 40 marks
a laboratory as part of this test experiments in a laboratory as part of this test
Notes for use in qualitative analysis are provided for both Paper 3 and Paper 4.

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

Cambridge O Level Chemistry 5070 syllabus for 2026, 2027 and 2028. Details of the assessment
• 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
• 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

– draw, complete or label diagrams of apparatus
– describe tests (qualitative, gas tests, other tests)

– identify risks and suggest safety precautions
– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction


– 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

appropriate
– present data graphically, including the use of best-fit lines where appropriate
action
• evaluate methods and suggest possible improvements, including:

– evaluate experimental arrangements, methods and techniques, including the control of variables
– identify sources of error

Apparatus and reagents

This list gives items that candidates should be familiar with using, whether they are taking the Practical Test or
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.
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.
• 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
• 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.

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).


Associations
www.cleapss.org.uk
Publications
UK regulations


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.
iodide, I− acidify with dilute nitric acid, then add yellow ppt.
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

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

Back to contents page
The Periodic Table of Elements
The Periodic Table of Elements

Group
I II III IV V VI VII VIII
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
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
Cs Ba lanthanoids
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
Fr Ra actinoids
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.).
43
Number
• 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
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

• 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
appropriate
• calculate and use the average (mean) for a set 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
difference that can be detected on the measuring scale should be reflected by the number of decimal
places and unit given in the measurement.
• Each reading should be repeated, where appropriate, and recorded.
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.
• 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).
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.
• 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.
• 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.



Candidates are expected to be familiar with the nomenclature used in the syllabus.
The syllabus 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.
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
Numbers
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
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 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.

Command words
them
Deduce conclude from available information
proportions

Before you start

Previous study

your administrative zone at www.cambridgeinternational.org/adminzone. Cambridge O Levels are available
to centres in administrative zones 3, 4 and 5.
Making Entries.

• Cambridge IGCSE Chemistry (0620)
• Cambridge IGCSE (9–1) Chemistry (0971)
• Cambridge IGCSE Physical Science (0652)

Cambridge O Level Chemistry 5070 syllabus for 2026, 2027 and 2028. What else you need to know
Making entries
Exam administration
options.

Retakes
Language


Access arrangements
Important:
After the exam

• Q (PENDING)
• X (NO RESULT).




schools value.
There are no substantial changes in this syllabus that would impact teaching.


Syllabus
Cambridge O Level
Computer Science 2210

Version 1
Quality management

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................11

Computer systems 11
Algorithms, programming and logic 25

Paper 1 – Computer Systems 32
Paper 2 – Algorithms, Programming and Logic 32
Flowchart symbols 33
Logic gate symbols 34
Pseudocode 35
Command words 49

Before you start 50
Making entries 51
After the exam 52

syllabus.
Cambridge O Level Computer Science 2210 syllabus for 2026, 2027 and 2028.
Key benefits
Cambridge
Cambridge O Level 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 O Level 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.

Cambridge O Level Computer Science 2210 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

O Level Computer Science gives learners a solid foundation for further study. Candidates who achieve grades
Computer Science.

Cambridge O Level Computer Science 2210 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
Supporting teachers

Schemes answers
• Teacher guides
assessments.
workshops.
Find out more at:



2 Syllabus overview
Aims

• 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 O Level Computer Science 2210 syllabus for 2026, 2027 and 2028. Syllabus overview
Content overview
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
This O Level syllabus shares content with other Computer Science syllabuses. For further support
see the School Support Hub for IGCSE Computer Science (0478). Textbooks endorsed to support IGCSE
Computer Science (0478) are suitable for use with this syllabus’.

Assessment overview

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

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.


AO1 40
AO2 40
AO3 20
Total 100

Paper 1 Paper 2
AO1 60 20
AO2 20 60
AO3 20 20
Total 100 100

3 Subject content
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

Cambridge O Level Computer Science 2210 syllabus for 2026, 2027 and 2028. Subject content
1.1 Number systems continued

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

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

1.2 Text, sound and images continued

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

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

1.3 Data storage and compression continued

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

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

2.2 Methods of error detection

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

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

3 Hardware
3.1 Computer architecture

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

3.2 Input and output devices

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

3.3 Data storage

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

3.4 Network hardware

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

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

4.1 Types of software and interrupts continued

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)

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

4.2 Types of programming language, translators and integrated development environments

(IDEs) continued

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

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

5.1 The internet and the world wide web continued

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

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

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

5.3 Cyber security continued

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

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

6.2 Robotics

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

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

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.
Students are advised to program solutions to a variety of different problems on a computer, using one of
these high-level programming languages: Python, VB.NET or Java.
7 Algorithm design and problem-solving

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

7 Algorithm design and problem-solving continued

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
– the purpose of each validation check and
writing algorithms to implement each
validation check
(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
– the purpose of each verification check
and writing algorithms to implement each
verification 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

8 Programming
8.1 Programming concepts

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

8.1 Programming concepts continued

(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

8.1 Programming concepts continued

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

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

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

9 Databases
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

10 Boolean logic
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

Paper 1 – Computer Systems

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

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.
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.

Cambridge O Level Computer Science 2210 syllabus for 2026, 2027 and 2028. Details of the assessment
Calculators are not permitted in IGCSE Computer Science examinations.

• 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.

Logic gate symbols
NOT
AND
OR
NAND
NOR
XOR (EOR)

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.

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.

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.

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]

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

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

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

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

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>
...
ENDCASE
An OTHERWISE clause can be the last case:

CASE OF <identifier>
...
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

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

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

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.

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.

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"

Command words

Before you start

Previous study


Find your administrative zone at www.cambridginternational.org/adminzone. Cambridge O Levels are
available to centres in administrative zones 3, 4 and 5.
Making Entries.

• Cambridge IGCSE Computer Science (0478)
• Cambridge IGCSE (9–1) Computer Science (0984)

Cambridge O Level Computer Science 2210 syllabus for 2026, 2027 and 2028. What else you need to know
Making entries
Exam administration
options.

Retakes
Language


Access arrangements
Important:
After the exam

In specific circumstances, your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).




schools value.
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
• Learning outcome 9.4 on page 30 has been updated to include the
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.
You should take account of the changes described above when using these textbooks.


Syllabus
Cambridge O Level
Economics 2281

Version 1
Quality management

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................12

Paper 1 – Multiple Choice 25
Paper 2 – Structured Questions 25
Command words 26

Before you start 27
Making entries 28
After the exam 29

teaching.
syllabus.
Cambridge O Level Economics 2281 syllabus for 2026.
Key benefits
Cambridge O Level Economics is accepted by universities and employers as proof of knowledge and
understanding of economics. Successful Cambridge O Level Economics candidates gain lifelong skills,
including:
• an understanding of economic theory, terminology and principles
• the ability to apply the tools of economic analysis
• the ability to distinguish between facts and value judgements in economic issues
• an understanding of, and an ability to use, basic economic numeracy and literacy
• the ability to take a greater part in decision-making processes in everyday life
• an ability to use examples from a variety of economies
• an excellent foundation for advanced study in economics.
Our approach encourages learners to be:
Cambridge
learner

Cambridge O Level Economics 2281 syllabus for 2026. Why choose this syllabus?

O Level Economics 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 Economics.

Cambridge O Level Economics 2281 syllabus for 2026. Why choose this syllabus?
Supporting teachers

Papers and Mark • Specimen paper • Results Analysis
Schemes answers
• Teacher guides
assessments.
workshops.
Find out more at:



2 Syllabus overview
Aims

• know and understand economic terminology, concepts and theories
• use basic economic numeracy and interpret economic data
• use the tools of economic analysis
• express economic ideas logically and clearly in a written form
• apply economic understanding to current economic issues.


Cambridge O Level Economics 2281 syllabus for 2026. Syllabus overview
Content overview
1 The basic economic problem
The first section of the syllabus introduces the fundamental ideas and concepts that underpin the study of
economics including the basic economic problem, factors of production, opportunity cost and production
possibility curves.
2 The allocation of resources
The fundamental principles of resource allocation are considered through the price mechanism in a market
economy. The market forces of demand and supply, market equilibrium and disequilibrium, and elasticity
form the core of this section.
3 Microeconomic decision makers
The microeconomy is an important area of study, and the approach to learning taken here is through the
role of the major decision makers: banks, households, workers, trade unions and firms.
4 Government and the macroeconomy
Governments have different macroeconomic aims, and conflicts often arise between the choice of
measures used to achieve them. Variables must be measured to consider the causes and consequences
of change, and appropriate policies applied.
As an economy develops there will be changes in population, living standards, poverty and income
redistribution. Therefore, the effects of changes in the size and structure of population and of other
influences on development in a variety of countries are explored.
6 International trade and globalisation
The importance of trade between countries and the growth of globalisation is explored. Principles such
as specialisation, the role of free trade, the role of multinational companies, foreign exchange rates and
balance of payments stability are considered.
This O Level syllabus shares content with other [subject] syllabuses. For further support see the
School Support Hub for IGCSE Economics. Textbooks endorsed to support IGCSE Economics are suitable
for use with this syllabus.

Assessment overview
Paper 1 45 minutes Paper 2 2 hours 15 minutes

Multiple Choice 30% Structured Questions 70%
30 marks 90 marks
Candidates answer all 30 questions Candidates answer one compulsory question
Externally assessed and three questions from a choice of four.
Externally assessed


• show knowledge and understanding of economic definitions, formulas, concepts and theories
• use economic terminology.
AO2 Analysis
• select, organise and interpret data
• use economic information and data to recognise patterns and to deduce relationships
• apply economic analysis to written, numerical, diagrammatic and graphical data
• analyse economic issues and situations, identifying and developing links.
AO3 Evaluation
• evaluate economic information and data
• distinguish between economic analysis and unreasoned statements
• recognise the uncertainties of the outcomes of economic decisions and events
• communicate economic thinking in a logical manner.



AO2 Analysis 40
AO3 Evaluation 20
Total 100

Paper 1 Paper 2
AO2 Analysis 50 35
AO3 Evaluation 0 30
Total 100 100

3 Subject content
Teachers and students are encouraged to focus learning of the following subject content around real, relevant
and up-to-date economic events that affect the whole world and students’ own countries. Such events might
include but are certainly not limited to:
(a) how large immigration movements may impact on economic growth/living standards in countries affected
(b) the impact that changes in oil prices and the effect that drilling/fracking may have on world trade
(c) the impact that a significant recession in one country may have on its trading partners
(d) how changes in corporation tax between countries may impact on where multinational companies (MNCs)
locate their head office.
1 The basic economic problem

1.1 The nature of the economic problem
Topic Guidance
1.1.1 finite resources and unlimited wants Definition and examples of the economic problem
in the contexts of: consumers; workers; producers;
and governments.
1.1.2 economic and free goods The difference between economic goods and free
goods.
1.2 The factors of production
Topic Guidance
1.2.1 definitions of the factors of production and Definitions and examples of land, labour, capital
their rewards and enterprise. Examples of the nature of each
factor of production.
1.2.2 mobility of the factors of production The influences on the mobility of the various
factors.
1.2.3 quantity and quality of the factors of The causes of changes in the quantity and quality
production of the various factors.
1.3 Opportunity cost
Topic Guidance
1.3.1 definition of opportunity cost Definition and examples of opportunity cost in
different contexts.
1.3.2 the influence of opportunity cost on decision Decisions made by consumers, workers, producers
making and governments when allocating their resources.

Cambridge O Level Economics 2281 syllabus for 2026. Subject content
1.4 Production possibility curve (PPC) diagrams
Topic Guidance
1.4.1 definition of PPC Definition, drawing and interpretation of appropriate
diagrams.
1.4.2 points under, on and beyond a PPC The significance of the location of production
points.
1.4.3 movements along a PPC Movements along a PPC and opportunity cost.
1.4.4 shifts in a PPC The causes and consequences of shifts in a PPC in
terms of an economy’s growth.
2 The allocation of resources

2.1 Microeconomics and macroeconomics
Topic Guidance
2.1.1 microeconomics The difference between microeconomics and
2.1.2 macroeconomics macroeconomics and the decision makers involved
in each.
2.2 The role of markets in allocating resources
Topic Guidance
2.2.1 the market system How a market system works; including buyers,
sellers, allocation of scarce resources, market
equilibrium, and market disequilibrium.
2.2.2 key resources allocation decisions Establishing that the economic problem creates
three key questions about determining resource
allocation – what to produce, how, and for whom.
2.2.3 introduction to the price mechanism How the price mechanism provides answers to
these key allocation questions.
2.3 Demand
Topic Guidance
2.3.1 definition of demand Definition, drawing and interpretation of appropriate
diagrams.
2.3.2 price, demand and quantity A demand curve to be drawn and used to
illustrate movements along a demand curve with
appropriate terminology, for example extensions
and contractions in demand.
2.3.3 individual and market demand The link between individual and market demand in
terms of aggregation.
2.3.4 conditions of demand The causes of shifts in a demand curve with
appropriate terminology, for example increase and
decrease in demand.

2.4 Supply
Topic Guidance
2.4.1 definition of supply Definition, drawing and interpretation of appropriate
diagrams.
2.4.2 price, supply and quantity A supply curve to be drawn and used to illustrate
movements along a supply curve with appropriate
terminology, for example extensions and
contractions in supply.
2.4.3 individual and market supply The link between individual and market supply in
terms of aggregation.
2.4.4 conditions of supply The causes of shifts in a supply curve with
appropriate terminology, for example increase and
decrease in supply.
2.5 Price determination
Topic Guidance
2.5.1 market equilibrium Definition, drawing and interpretation of demand
and supply schedules and curves used to establish
equilibrium price and sales in a market.
2.5.2 market disequilibrium Definition, drawing and interpretation of demand
and supply schedules and curves used to identify
disequilibrium prices and shortages (demand
exceeding supply) and surpluses (supply exceeding
demand).
2.6 Price changes
Topic Guidance
2.6.1 causes of price changes Changing market conditions as causes of price
changes.
2.6.2 consequences of price changes Demand and supply diagrams to be used to
illustrate these changes in market conditions and
their consequences for equilibrium price and sales.

2.7 Price elasticity of demand (PED)
Topic Guidance
2.7.1 definition of PED
2.7.2 calculation of PED Calculation of PED using the formula and
interpreting the significance of the result.
Drawing and interpretation of demand curve
diagrams to show different PED.
2.7.3 determinants of PED The key influences on whether demand is elastic or
inelastic.
2.7.4 PED and total spending on a product/ The relationship between PED and total spending
revenue on a product/revenue, both in a diagram and as a
calculation.
2.7.5 significance of PED The implications for decision making by consumers,
producers and government.
2.8 Price elasticity of supply (PES)
Topic Guidance
2.8.1 definition of PES
2.8.2 calculation of PES Calculation of PES using the formula and
interpreting the significance of the result.
Drawing and interpretation of supply curve
diagrams to show different PES.
2.8.3 determinants of PES The key influences on whether supply is elastic or
inelastic.
2.8.4 significance of PES The implications for decision making by consumers,
producers and government.
2.9 Market economic system
Topic Guidance
2.9.1 definition of market economic system
2.9.2 advantages and disadvantages of the market Including examples of how it works in a variety of
economic system different countries.

2.10 Market failure
Topic Guidance
2.10.1 definition of market failure The key terms associated with market failure: public
good, merit good, demerit good, social benefits,
external benefits, private benefits, social costs,
external costs, private costs.
2.10.2 causes of market failure With respect to public goods, merit and demerit
goods, external costs and external benefits, abuse
of monopoly power and factor immobility.
Examples of market failure with respect to these
areas only.
2.10.3 consequences of market failure The implications of misallocation of resources in
respect of the over consumption of demerit goods
and goods with external costs, and the under
consumption of merit goods and goods with
external benefits.
Note: demand and supply diagrams relating to
market failure are not required.
2.11 Mixed economic system
Topic Guidance
2.11.1 definition of the mixed economic system
2.11.2 government intervention to address market Definitions, drawing and interpretation of
failure appropriate diagrams showing the effects of three
government microeconomic policy measures:
maximum and minimum prices in product, labour
and foreign exchange markets; indirect taxation;
and subsidies.
The implications of other government
microeconomic policy measures: regulation;
privatisation and nationalisation; and direct
provision of goods.
The effectiveness of government intervention in
overcoming the drawbacks of a market economic
system.

3 Microeconomic decision makers

3.1 Money and banking
Topic Guidance
3.1.1 money The forms, functions and characteristics of money.
3.1.2 banking The role and importance of central banks and
commercial banks for government, producers and
consumers.
3.2 Households
Topic Guidance
3.2.1 the influences on spending, saving and Including income, the rate of interest and
borrowing confidence – between different households and
over time.
3.3 Workers
Topic Guidance
3.3.1 factors affecting an individual’s choice of Wage and non-wage factors.
occupation
3.3.2 wage determination The influences of demand and supply, relative
bargaining power and government policy, including
minimum wage.
3.3.3 reasons for differences in earnings How changes in demand and supply, relative
bargaining strengths, discrimination and
government policy can all influence differences
in earnings between workers whether they are:
skilled/unskilled; primary/secondary/tertiary; male/
female; private sector/public sector. Definition,
drawing and interpretation of diagrams that illustrate
the effects of changes in demand and supply in the
labour market.
3.3.4 division of labour/specialisation Advantages and disadvantages for workers, firms
and the economy.
3.4 Trade unions
Topic Guidance
3.4.1 definition of a trade union
3.4.2 the role of trade unions in the economy Including engaging in collective bargaining on
wages, working hours and working conditions;
protecting employment; and influencing
government policy.
3.4.3 the advantages and disadvantages of trade Factors influencing the strength of trade unions.
union activity From the viewpoint of workers, firms and the
government.

3.5 Firms
Topic Guidance
3.5.1 classification of firms In terms of primary/secondary/tertiary sectors and
private/public sector, and the relative size of firms.
Note: detailed knowledge of different types of
structure of a firm is not required.
3.5.2 small firms The advantages and disadvantages of small firms,
the challenges facing small firms and reasons for
their existence.
3.5.3 causes and forms of the growth of firms Internal growth, for example increased market
share. External growth, for example mergers.
3.5.4 mergers Examples, advantages and disadvantages of
different types of mergers: horizontal, vertical, and
conglomerate.
3.5.5 economies and diseconomies of scale How internal and external economies and
diseconomies of scale can affect a firm/industry as
the scale of production changes.
3.6 Firms and production
Topic Guidance
3.6.1 demand for factors of production Influences to include demand for the product,
the price of different factors of production, their
availability and their productivity.
3.6.2 labour-intensive and capital-intensive The reasons for adopting the different forms
production of production and their advantages and
3.6.3 production and productivity disadvantages.
The difference between, and influences on,
production and productivity.
3.7 Firms’ costs, revenue and objectives
Topic Guidance
3.7.1 definition of costs of production Total cost (TC), average total cost (ATC), fixed cost
(FC), variable cost (VC), average fixed cost (AFC),
average variable cost (AVC).
Note: marginal cost is not required.
3.7.2 calculation of costs of production Calculation of TC, ATC, FC, VC, AFC and AVC.
Definition, drawing and interpretation of diagrams
that show how changes in output affect costs of
production.
3.7.3 definition of revenue Total revenue (TR) and average revenue (AR).
Note: marginal revenue is not required.
3.7.4 calculation of revenue Calculation of TR and AR.
The influence of sales on revenue.
3.7.5 objectives of firms Survival, social welfare, profit maximisation and
growth.

3.8 Market structure
Topic Guidance
3.8.1 competitive markets The effect of having a high number of firms on
price, quality, choice, profit.
Note: the theory of perfect and imperfect
competition and diagrams are not required.
3.8.2 monopoly markets Characteristics, advantages and disadvantages of
monopoly.
Note: diagrams are not required.
4 Government and the macroeconomy

4.1 The role of government
Topic Guidance
4.1.1 the role of government Locally, nationally and internationally.
4.2 The macroeconomic aims of government
Topic Guidance
4.2.1 the macroeconomic aims of government Economic growth, full employment/low
unemployment, stable prices/low inflation, balance
of payments stability, redistribution of income.
Reasons behind the choice of aims and the criteria
that governments set for each aim.
4.2.2 possible conflicts between macroeconomic Possible conflicts between aims: full employment
aims versus stable prices; economic growth versus
balance of payments stability; and full employment
versus balance of payments stability.
4.3 Fiscal policy
Topic Guidance
4.3.1 definition of the government budget
4.3.2 reasons for government spending The main areas of government spending and the
reasons for and effects of spending in these areas.
4.3.3 reasons for taxation Taxation as the main source of government revenue
and the reasons for levying taxation.
4.3.4 classification of taxes Examples of the different classifications of tax;
progressive, regressive, proportional; and direct,
indirect.
4.3.5 principles of taxation The qualities of a good tax.
4.3.6 impact of taxation The impact of taxation on consumers, producers,
government and economy as a whole.
Continued

4.3 Fiscal policy continued
Topic Guidance
4.3.7 definition of fiscal policy
4.3.8 fiscal policy measures The tax and spending changes, in the form of fiscal
policy, that cause budget balance or imbalance.
Including calculations of the size of a budget deficit
or surplus.
4.3.9 effects of fiscal policy on government How fiscal policy measures may enable the
macroeconomic aims government to achieve its macroeconomic aims.
Note: aggregate demand and aggregate supply are
not required.
4.4 Monetary policy
Topic Guidance
4.4.1 definition of money supply and monetary
policy
4.4.2 monetary policy measures Changes in interest rates, money supply and
foreign exchange rates.
4.4.3 effects of monetary policy on government How monetary policy measures may enable the
macroeconomic aims government to achieve its macroeconomic aims.
4.5 Supply-side policy
Topic Guidance
4.5.1 definition of supply-side policy
4.5.2 supply-side policy measures Possible supply-side policy measures include
education and training, labour market reforms,
lower direct taxes, deregulation, improving
incentives to work and invest, and privatisation.
4.5.3 effects of supply-side policy measures on How supply-side policy measures may enable the
government macroeconomic aims government to achieve its macroeconomic aims.

4.6 Economic growth
Topic Guidance
4.6.1 definition of economic growth
4.6.2 measurement of economic growth Real Gross Domestic Product (GDP) and how it can
be used to measure economic growth. GDP per
head (capita).
4.6.3 causes and consequences of recession Meaning of recession and how a recession moves
the economy within its PPC.
4.6.4 causes of economic growth How changes in total demand may increase the
utilisation of resources and GDP – resulting in a
movement from inside toward the PPC.
How economic growth shifts the economy’s PPC to
the right and is caused by changes in investment,
technology, and the quantity and quality of the
factors of production.
4.6.5 consequences of economic growth The costs and benefits of economic growth in the
context of different economies.
4.6.6 policies to promote economic growth The range of policies available to promote
economic growth and how effective they might be.
4.7 Employment and unemployment
Topic Guidance
4.7.1 definition of employment, unemployment and
full employment
4.7.2 changing patterns and level of employment The nature and causes of changes in the pattern
of employment, for example increase in proportion
of workers employed in the tertiary sector and
formal economy as an economy develops; a
greater proportion of women in the labour force
due to changes in social attitudes; decline in the
proportion employed in the public sector as a
country moves towards a market economy.
4.7.3 measurement of unemployment How unemployment is measured – claimant count
and labour force survey – and the formula for the
unemployment rate.
4.7.4 causes/types of unemployment Frictional, structural and cyclical unemployment.
4.7.5 consequences of unemployment The consequences of unemployment for the
individual, firms and the economy as a whole.
4.7.6 policies to reduce unemployment The range of policies available to reduce
unemployment and how effective they might be.

4.8 Inflation and deflation
Topic Guidance
4.8.1 definition of inflation and deflation
4.8.2 measurement of inflation and deflation Measurement of inflation and deflation using the
Consumer Prices Index (CPI).
4.8.3 causes of inflation and deflation Causes of inflation: demand-pull and cost-push.
Causes of deflation: demand-side and supply-side.
4.8.4 consequences of inflation and deflation The consequences of inflation and deflation for
consumers, workers, savers, lenders, firms and the
economy as a whole.
4.8.5 policies to control inflation and deflation The range of policies available to control inflation
and deflation and how effective they might be.
5.1 Living standards
Topic Guidance
5.1.1 indicators of living standards Real GDP per head and the Human Development
Index (HDI).
The components of real GDP and HDI.
The advantages and disadvantages of real GDP
and HDI.
5.1.2 comparing living standards and income Reasons for differences in living standards and
distribution income distribution within and between countries.
5.2 Poverty
Topic Guidance
5.2.1 definition of absolute and relative poverty The difference between the two terms.
5.2.2 the causes of poverty The causes of poverty including unemployment,
low wages, illness and age.
5.2.3 policies to alleviate poverty and redistribute Policies including those promoting economic
income growth, improved education, more generous
state benefits, progressive taxation, and national
minimum wage.

5.3 Population
Topic Guidance
5.3.1 the factors that affect population growth Birth rate, death rate, net migration, immigration
and emigration.
5.3.2 reasons for different rates of population How and why birth rates, death rates and net
growth in different countries migration vary between countries.
5.3.3 the effects of changes in the size and The concept of an optimum population. The effects
structure of population on different countries of increases and decreases in population size
and changes in the age and gender distribution of
population.
Note: interpretation of a population pyramid is
required, but drawing is not.
5.4 Differences in economic development between countries
Topic Guidance
5.4.1 differences in economic development Causes and impacts of differences in income;
between countries productivity; population growth; size of primary,
secondary and tertiary sectors; saving and
investment; education; and healthcare.
6 International trade and globalisation

6.1 International specialisation
Topic Guidance
6.1.1 specialisation at a national level The basis for specialisation at national level in
broad terms of: superior resource allocation and/or
cheaper production methods.
6.1.2 advantages and disadvantages of For consumers, firms and the economy.
specialisation at a national level
6.2 Globalisation, free trade and protection
Topic Guidance
6.2.1 definition of globalisation
6.2.2 role of multinational companies (MNCs) MNCs and the costs and benefits to their host and
home countries.
6.2.3 the benefits of free trade The benefits for consumers, producers and the
economy in a variety of countries.
6.2.4 methods of protection Tariffs, import quotas, subsidies and embargoes.
6.2.5 reasons for protection Including infant industry, declining industry,
strategic industry and avoidance of dumping.
6.2.6 consequences of protection Effectiveness of protection and its impact on the
home country and its trading partners.

6.3 Foreign exchange rates
Topic Guidance
6.3.1 definition of foreign exchange rate Floating and fixed systems.
6.3.2 determination of foreign exchange rate in The demand for and supply of a currency in the
foreign exchange market foreign exchange market and the determination of
the equilibrium foreign exchange rate.
6.3.3 causes of foreign exchange rate fluctuations Including changes in demand for exports and
imports, changes in the rate of interest, speculation,
and the entry or departure of MNCs.
6.3.4 consequences of foreign exchange rate The effects of foreign exchange rate fluctuations on
fluctuations export and import prices and spending on imports
and exports via the PED.
6.3.5 floating and fixed foreign exchange rates The difference between, and the advantages and
disadvantages of, a floating foreign exchange rate
and a fixed foreign exchange rate system.
6.4 Current account of balance of payments
Topic Guidance
6.4.1 structure The components of the current account of the
balance of payments – trade in goods, trade in
services, primary income and secondary income.
Calculation of deficits and surpluses on the current
account of the balance of payments and its
component sections.
6.4.2 causes of current account deficit and surplus Reasons for deficits and surpluses.
6.4.3 consequences of current account deficit and Impact on GDP, employment, inflation and foreign
surplus exchange rate.
6.4.4 policies to achieve balance of payments The range of policies available to achieve balance of
stability payments stability and how effective they might be.

For information on the assessment objectives (AOs), see section 2.
Paper 1 – Multiple Choice

Multiple-choice paper, 45 minutes, 30 marks
Candidates answer all 30 multiple-choice questions. Candidates indicate their answers on the multiple choice
answer sheet provided. The questions are based on all six sections of the syllabus content. The questions may
include calculations.

AO2: Analysis
Paper 2 – Structured Questions

Written paper, 2 hours 15 minutes, 90 marks
Candidates answer one compulsory question in Section A and three questions from a choice of four in
Section B. Candidates write their answers in the answer booklet provided.
Calculators may be used in both sections of the examination.
Section A
Candidates answer one compulsory question (30 marks), which requires them to interpret and analyse
previously unseen source material relevant to a real economic situation. The question has part questions. Each
part question is based on one or more topics drawn from the syllabus content. The part questions require
short and extended responses, based on the source information provided and may include calculations and
diagrams. The source material contains written text and may contain diagrammatic or tabular information.
Candidates must refer to this source material.
Section B
Candidates answer three questions from a choice of four. Each question is worth 20 marks and has four
part questions. Each part question is based on one or more topics drawn from the syllabus content. The
questions require short and extended responses, and may include calculations and diagrams. Each question is
introduced by stimulus material. The stimulus gives the question context. Candidates may refer to this material
and/or to other examples that they have studied.

AO2: Analysis
AO3: Evaluation

Cambridge O Level Economics 2281 syllabus for 2026. Details of the assessment
Command words
them

Before you start

Previous study
We do not expect learners starting this course to have previously studied economics.


Find your administrative zone at www.cambridginternational.org/adminzone. Cambridge O Levels are
available to centres in administrative zones 3, 4 and 5.
Making Entries.

• Cambridge IGCSE Economics (0455)
• Cambridge IGCSE (9–1) Economics (0987)

Cambridge O Level Economics 2281 syllabus for 2026. What else you need to know
Making entries
Exam administration
options.

Retakes
Language


Access arrangements
Important:
After the exam

• Q (PENDING)
• X (NO RESULT).




schools value.


Syllabus
Cambridge O Level
English Language 1123
Version 2
refers to Cambridge International General Certification of Secondary Education.
resources.
modern world.
Quality management

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................10

Reading 10
Writing 10
4 Details of the assessment .........................................................................................11

Paper 1 – Reading 11
Paper 2 – Writing 12
Command words 14
5 What else you need to know .....................................................................................15

Before you start 15
Making entries 16
After the exam 17

The latest syllabus is version 2, published December 2022.
Cambridge O Level English Language 1123 syllabus for 2024, 2025 and 2026.
Key benefits
Cambridge
Cambridge O Level English Language encourages

learners to read a variety of texts and improve their use and
style of language in a range of contexts. Learners develop the
ability to understand and respond to what they read and to
communicate effectively in writing. These skills equip them for progression to further study or employment.
Our approach in Cambridge O Level English Language encourages learners to be:
confident, exploring and evaluating ideas and arguments in a structured, critical and analytical way. They are
able to communicate and defend views and opinions as well as respect those of others
responsible, understanding how to use English language in different contexts and for different purposes to
influence and affect the world around them
reflective, critically reviewing their own work and identifying ways to improve. They develop successful learning
strategies to consolidate their skills
innovative, applying their knowledge and understanding to engage with a range of texts and styles of writing.
They adapt their skills in order to respond to tasks in different contexts
engaged, taking inspiration from, and being interested in, the variety of language around them. They read
critically, learn from others and understand how their English Language learning fits within the wider context.

Cambridge O Level English Language 1123 syllabus for 2024, 2025 and 2026. Why choose this syllabus?

O Level English Language gives learners a solid foundation for further study. Candidates who achieve grades
English.

Cambridge O Level English Language 1123 syllabus for 2024, 2025 and 2026. Why choose this syllabus?
Supporting teachers
We provide a wide range of resources, detailed guidance and innovative training and professional development

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



2 Syllabus overview
Aims

• 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
• acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical
terminology and linguistic conventions.


Cambridge O Level English Language 1123 syllabus for 2024, 2025 and 2026. Syllabus overview
Content overview
Cambridge O Level English Language 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.
The reading texts cover a range of genres and types, including fiction and non-fiction, and may also include
other forms of writing, such as essays, reviews and articles.
Candidates are encouraged to become appreciative and critical readers and writers of English.
Assessment overview
Paper 1 2 hours Paper 2 2 hours

Reading 50% Writing 50%
50 marks 50 marks
Structured and extended writing questions Directed writing question and a composition task
Questions are based on two reading texts Externally assessed
Externally assessed

Cambridge O Level English Language 1123 syllabus for 2024, 2025 and 2026. Syllabus overview
AO1 Reading
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
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.


AO1 Reading 50
AO2 Writing 50
Total 100

Paper 1 Paper 2
AO1 Reading 80 20
AO2 Writing 20 80
Total 100 100

3 Subject content
Where appropriate you are responsible for selecting texts, resources and examples to support your learners’
The skills covered in the 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.
To develop reading skills, students should engage with a range of genres and text types from the twentieth
and/or twenty-first centuries, including literature, fiction and non-fiction. Other forms of Reading should
include blogs, essays, reviews or articles, short stories in their entirety or extracts from a longer work of
prose or drama. Learning should include focus on writers’ use of language and style and the ways in which
writers achieve effects and influence readers. Students should study how influence may include facts, ideas,
perspectives, opinions and 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, students should be introduced to a range of writing skills, including the ability
to create and compose texts with a variety of forms and purposes, e.g. descriptive, narrative, argumentative
and persuasive. Learning should include focus on the following text types: email, letter, report, article, speech,
and summary.

Paper 1 – Reading
Candidates answer all the questions in two compulsory sections. Candidates write their answers in the space
provided on the question paper.
The texts are printed in the question paper insert.
Dictionaries must not be used.
Section A Comprehension and Use of Language (25 marks)

Question 1 Comprehension task
Candidates respond to a series of sub-questions based on Text A, a narrative text. These are short answers
testing understanding of both explicit and implicit meanings.
Text A is approximately 900 words long and is from either the twentieth or the twenty-first century.
This question tests the following reading assessment objectives (16 marks):
R2 demonstrate understanding of implicit meanings and attitude.
Question 2 Use of Language task

Candidates respond to a series of sub-questions based on Text A. These are short answers worth a total of
nine marks relating to the author’s use of language and the effect this has.
This question tests the following reading assessment objective (9 marks):

R4 demonstrate understanding of how writers achieve effects and influence readers.
Section B Summary and Short response (25 marks)

Question 3a Summary task
Candidates answer a summary task in response to Text B. Candidates write a summary as continuous writing
of no more than 150 words.
Text B is approximately 550–600 words long.
This question tests the following reading assessment objectives (10 marks):
This question also tests the following writing assessment objectives (10 marks):
W3 use a range of vocabulary and sentence structures appropriate to context.

Cambridge O Level English Language 1123 syllabus for 2024, 2025 and 2026. Details of the assessment
Question 3b Short response task

Candidates give a short response to show understanding of implicit meanings and attitude in response to Text B.
This question tests the following reading assessment objective (5 marks):

R2 demonstrate understanding of implicit meanings and attitudes.
Paper 2 – Writing
Candidates answer two questions, one from section A and one from section B.
The texts are printed on the question paper.
Dictionaries must not be used.
Section A Directed Writing (25 marks)

Candidates answer one compulsory question.
Candidates read one or two texts totalling approximately 400–450 words in length. They use, develop and
evaluate the information in the text(s) to create a discursive/argumentative/ persuasive speech, email, report,
letter or article.
Candidates write about 250–350 words.
This question tests the following writing assessment objectives (15 marks):
W4 use register appropriate to context
This question also tests the following reading assessment objectives (10 marks):
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text

Section B Composition (25 marks)

Candidates answer one question from a choice of four: two descriptive and two narrative.
Candidates develop and write a composition.
Candidates write about 350–450 words.
This question tests the following writing assessment objectives (25 marks):
Descriptive:
A descriptive piece of writing describes a person, place or situation (including atmosphere) in detail so that the
reader can picture it.
Narrative:
A narrative piece of writing tells a story containing a sequence of connected events which may be real or
imaginary.

Command words
Command words and their meanings help candidates know what is expected from them in the exam. 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.

Before you start

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

We design Cambridge O Level syllabuses based on learners having about 130 guided learning hours for each
subject during the course but this is for guidance only. The number of hours a learner needs to achieve the
qualification may vary according to local practice and their previous experience of the subject.

Making Entries.

• Cambridge IGCSE First Language English (0500)
• Cambridge IGCSE First Language English (9–1) (0990)
• Cambridge IGCSE First Language English (US) (0524)
• Cambridge IGCSE English as a Second Language (count-in speaking) (0511)
• Cambridge IGCSE English as a Second Language (Speaking endorsement) (0510)
• Cambridge IGCSE English as a Second Language (Speaking endorsement) (9–1) (0993)
• Cambridge IGCSE English as an Additional Language (0472)
• Cambridge IGCSE English as an Additional Language (9–1) (0772)
• Cambridge O Level English Language (Malaysia) (1119)
• Cambridge O Level English Language (Brunei) (1120)
• Cambridge O Level English Language (Mauritius) (1125)
• Cambridge O Level English Language Syllabus B (Mauritius) (1126)
• Cambridge O Level English Language (Singapore) (1128)

Cambridge O Level English Language 1123 syllabus for 2024, 2025 and 2026. What else you need to know
Entries for Cambridge O Level English Language MUST use the following codes:
• Entries in Brunei must enter for Subject code 1120
• Entries in Mauritius must enter for Subject code 1125 or 1126
• Entries in Singapore must enter for Subject code 1128
• Entries elsewhere must enter for Subject code 1123.
Making entries
Exam administration
administrative zones. We allocate all Cambridge schools to one 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.

Retakes
www.cambridgeinternational.org/entries
Language

Cambridge International works 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 with
other protected characteristics. In addition, the language and layout used are designed to make our materials
as accessible as possible. This gives all learners the opportunity, as fairly as possible, to demonstrate their
knowledge, skills and understanding and helps to minimise the requirement to make reasonable adjustments
during the assessment process.

Access arrangements
Important:
and should also reflect their normal way of working at school; this is in line with The Cambridge Handbook
standard access arrangements and modified question papers are available in The Cambridge Handbook
Some access arrangements are not allowed in this syllabus because they affect the assessment objective:
• candidates are not allowed to use voice-activated software to dictate their written work
• human readers are not allowed.
After the exam

• Q (PENDING)
• X (NO RESULT).


• 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.
• 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
– help students choose the most suitable course or career.
Grade descriptions
Grade descriptions for Cambridge O Level English Language will be published after the first assessment of the
syllabus in 2024. Find more information at www.cambridgeinternational.org/olevel


The latest syllabus is version 2, published December 2022.
Changes to syllabus version 2, published December 2022
Changes to assessment Paper 1 Reading

(including changes to
• A change has been made to the word count for Question 3a Summary
specimen papers)
task.
Candidates are now required to write a summary of no more than 150

words.
Changes to syllabus version 1, published September 2021
Changes to syllabus Aims and assessment objectives

content
• The syllabus aims and assessment objectives have been updated.
• The wording of the assessment objectives has been revised to make
them more concise. The assessment objectives continue to test the
same knowledge and skills.
Subject content
• The syllabus content has been updated to reflect current educational
thinking and practice.
• A list of command words has been added to the syllabus.
Changes to assessment The order of the question papers has changed to: Paper 1 Reading and
(including changes to Paper 2 Writing.
specimen papers) Paper 1 Reading
• There is more integration of skills in the paper with 80% assessment of
Reading and 20% assessment of Writing.
• There are two reading texts, printed in an insert.
• Section A assesses Comprehension and Use of Language, and Section
B assesses Summary writing and a short response task.
• The summary task has changed. Please read the syllabus and
specimen papers for details.
• There is a new question assessing understanding of implicit meanings
and attitudes (5 marks).
• Questions are short answer and extended response.
• The marking criteria have been updated.
• The duration of Paper 1 Reading is 2 hours.
continued

Changes to assessment Paper 2 Writing

(including changes
• There is more integration of skills in the paper with 80% assessment of
to specimen papers)
Writing and 20% assessment of Reading.
continued
• Candidates must now write in two different styles. In Section A Directed
Writing, candidates write an argumentative/discursive style essay.
In Section B Composition, there is a choice between descriptive or
narrative writing.
• The Directed Writing includes stimulus reading text(s).
• The marking criteria have been updated.
• The number of marks for the paper is 50.
• The duration of the paper is 2 hours.
with this syllabus.

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve
the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, contact us at
info@cambridgeinternational.org 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.

Syllabus
Cambridge O Level
Mathematics (Syllabus D) 4024
Version 1
resources.
modern world.
Quality management

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................12

Paper 1 Non-calculator 36
Paper 2 Calculator 37
List of formulas 38
Mathematical conventions 39
Command words 41

Before you start 42
Making entries 43
After the exam 44

Cambridge O Level Mathematics (Syllabus D) 4024 syllabus for 2025, 2026 and 2027.
Key benefits
Cambridge
Cambridge O Level Mathematics (Syllabus D) 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 O Level Mathematics (Syllabus D) 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.
Our approach in Cambridge O Level Mathematics (Syllabus D) 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.

Cambridge O Level Mathematics (Syllabus D) 4024 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

O Level Mathematics (Syllabus D) 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 O Level Mathematics (Syllabus D) 4024 syllabus for 2025, 2026 and 2027. Why choose this syllabus?
Supporting teachers

answers



2 Syllabus overview
Aims

• 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 O Level Mathematics (Syllabus D) 4024 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
The subject content is organised by topic and is not presented in a teaching order. This content structure
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.

Assessment overview
Candidates should have a scientific calculator for Paper 2. Calculators are not allowed for Paper 1.
Please see the Cambridge Handbook www.cambridgeinternational.org/eoguide for guidance on use of

calculators in the examinations.
Paper 1: Non-calculator Paper 2: Calculator
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

AO1 Knowledge and understanding of mathematical techniques

• 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

• 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.



AO1 Knowledge and understanding of mathematical techniques 40–50
AO2 Analyse, interpret and communicate mathematically 50–60
Total 100

Paper 1 Paper 2
AO1 Knowledge and understanding of mathematical techniques 40–50 40–50
AO2 Analyse, interpret and communicate mathematically 50–60 50–60
Total 100 100

3 Subject content
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.
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 when a formula is given in the examination papers and when a formula is not given,
i.e. knowledge of a formula is required.
1 Number
1.1 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.

Cambridge O Level Mathematics (Syllabus D) 4024 syllabus for 2025, 2026 and 2027. Subject content
1 Number (continued)
1.2 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, …}.
1.3 Powers and roots Notes and examples
Calculate with the following: Includes recall of squares and their corresponding
roots from 1 to 15, and recall of cubes and their
• squares
corresponding roots of 1, 2, 3, 4, 5, and 10, e.g.:
• square roots
• Write down the value of 169 .
• cubes 3
• Work out 5 #2
8 .
• cube roots
• other powers and roots of numbers.

1.4 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.
1.5 Ordering Notes and examples
Order quantities by magnitude and demonstrate

familiarity with the symbols =, ≠, >, < , ⩾ and ⩽.
1.6 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.
1.7 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
1
find the value of 7 –2, 81 2 , 8
- 32
• .
2 Understand and use the rules of indices. e.g. find the value of 2 –3 × 24, (23)2, 23 ÷ 24 .
1.8 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.

1.9 Estimation Notes and examples
1 Round values to a specified degree of accuracy. Includes decimal places and significant figures.
e.g. Write 5764 correct to the nearest thousand.
2 Make estimates for calculations involving e.g. By writing each number correct to 1 significant
numbers, quantities and measurements.
41.3
figure, estimate the value of .
9.79 # 0.765
3 Round answers to a reasonable degree of
accuracy in the context of a given problem.
1.10 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.
1.11 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.

1.12 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?
The notation used for rates will be in the form, e.g.
m/s (metres per second), g/cm3 (grams per cubic
centimetre).
1.13 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%.
1.14 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.

1.15 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.
1.16 Money Notes and examples
1 Calculate with money.

2 Convert from one currency to another.
1.17 Exponential growth and decay Notes and examples
Use exponential growth and decay. e.g. depreciation, population change.

Knowledge of e is not required.
1.18 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

2 Algebra and graphs

2.1 Introduction to algebra Notes and examples
1 Know that letters can be used to represent

generalised numbers.
2 Substitute numbers into expressions and
formulas.
2.2 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 .
2.3 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

2 Algebra and graphs (continued)

2.4 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:
−4 2 12
3x 3x
• #
2 12 ' − 2
•
5 x 2x
J 5N3
• KK2x OO .
L3P
Knowledge of logarithms is not required.
2.5 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 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.
6 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.


2.6 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.
2.7 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.


2.8 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.
2.9 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 only.
speed–time graph.
2.10 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.
4 Estimate gradients of curves by drawing
tangents.


2.11 Sketching curves Notes and examples
Recognise, sketch and interpret graphs of the Where a, b, c, and d are rational numbers, functions
following functions: will be equivalent to:
(a) linear • ax + by = c
(b) quadratic • y = ax2 + bx + c
(c) cubic • y = ax3 + d
(d) reciprocal • y = ax3 + bx2 + cx .
(e) exponential. Where m and n are integers, functions will be
equivalent to:
m
• y= x +n
• y = mx + n .
Knowledge of turning points, vertical and horizontal
asymptotes, roots and symmetry is required.
Finding turning points of quadratics by completing
the square may be required.
2.12 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.

3 Coordinate geometry
3.1 Coordinates Notes and examples
Use and interpret Cartesian coordinates in

two dimensions.
3.2 Drawing linear graphs Notes and examples
Draw straight-line graphs for linear equations. Examples include:

• y = –2x + 5
• y = 7 – 4x
• 3x + 2y = 5 .
3.3 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.
3.4 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.
3.5 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.

3 Coordinate geometry (continued)

3.6 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).
3.7 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).

4 Geometry
4.1 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

4 Geometry (continued)
4.1 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.

4.2 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.
4.3 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.
4.4 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.
4.5 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.

4.6 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 (supplementary) angles sum to 180°.
3 Know and use angle properties of regular and Includes exterior and interior angles, and angle
irregular polygons. sum.
4.7 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.
4.8 Circle theorems II Notes and examples
Use the following symmetry properties of circles: Candidates will be 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.

5 Mensuration
5.1 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.
5.2 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.
5.3 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.
5.4 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.

5 Mensuration (continued)
5.5 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.

6 Trigonometry
6.1 Pythagoras’ theorem Notes and examples
Know and use Pythagoras’ theorem.
6.2 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.
6.3 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.
6.4 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.

7 Transformations and vectors

7.1 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 Positive, fractional and negative scale factors may
scale factor. be used.
JN
x
4 Translation of a shape by a vector KK OO .
y
LP
7.2 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.
7.3 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.
x2 + y2
• a is the magnitude of a
• AB is the magnitude of AB .
7.4 Vector geometry
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.

8 Probability
8.1 Introduction to probability Notes and examples
1 Understand and use the probability scale from

0 to 1.
2 Understand and use probability notation. P(A) is the probability of A.
P(A′) is the probability of not A.
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.
8.2 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 and
bias.
8.3 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 the branches and probabilities by the side of
the branches.

9 Statistics
9.1 Classifying statistical data Notes and examples
Classify and tabulate statistical data. e.g. tally tables, two-way tables.
9.2 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.
9.3 Averages and measures of spread Notes and examples
1 Calculate the mean, median, mode and 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.
9.4 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) simple frequency distributions.

9 Statistics (continued)
9.5 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.
9.6 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.
9.7 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 .

Both papers assess AO1 Knowledge and understanding of mathematical techniques and AO2 Analyse,
interpret and communicate mathematically.
Both 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 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 papers. Candidates cannot bring their own tracing
paper but may request it during the examination.
Candidates should have a scientific calculator for Paper 2; one with trigonometric functions is strongly
recommended. Algebraic or graphical calculators are not permitted. Please see the Cambridge Handbook
www.cambridgeinternational.org/eoguide for guidance on use of calculators in the examinations.
Calculators are not allowed for Paper 1.
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 www.cambridgeinternational.org/eoguide
Paper 1 Non-calculator
Written paper, 2 hours, 100 marks.
Use of a calculator is not allowed.
This paper consists of questions based on any of the subject content, except for 1.14 Using a calculator.
This paper will be weighted at 50% of the total qualification.

Cambridge O Level Mathematics (Syllabus D) 4024 syllabus for 2025, 2026 and 2027. Details of the assessment
Paper 2 Calculator
Written paper, 2 hours, 100 marks.
A scientific calculator is required.
This paper consists of questions based on any of the 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.

List of formulas
This list of formulas will be included on page 2 of the examination papers.
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 = Ah
3
Volume, V, of cylinder of radius r, height h. V = rr 2 h
1
Volume, V, of cone of radius r, height h. V = rr 2 h
3
4
Volume, V, of sphere of radius r. V = rr 3
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
= =
sin A sin B sin C
b a 2 = b 2 + c 2 - 2bc cos A
c
1
Area = 2 ab sin C
B a C

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.

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 3 significant figures unless a different
accuracy is defined in the question.
• Answers that are exact to 4 or 5 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.

Command words
Construct make an accurate drawing
Determine establish with certainty
Plot mark point(s) on a graph
Sketch make a simple freehand drawing showing the key features
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

Before you start

Previous study
We recommend that learners starting this course should have studied a mathematics curriculum such as the


Making Entries.

• Cambridge IGCSE Mathematics 0580
• Cambridge IGCSE (9–1) Mathematics 0980
• Cambridge IGCSE International Mathematics 0607

Cambridge O Level Mathematics (Syllabus D) 4024 syllabus for 2025, 2026 and 2027. What else you need to know
Making entries
Exam administration

Retakes
Language

Access arrangements

Important:
After the exam

• Q (PENDING)
• X (NO RESULT).


Grade descriptions
Grade descriptions for Cambridge O Level Mathematics (Syllabus D) will be published after the first assessment
of the syllabus in 2025.


Changes to syllabus • The wording of learning outcomes has been updated and additional
content notes and examples included, to clarify the depth of teaching.
• The subject content has also been refreshed and updated, with some
topics and learning outcomes added and some removed. Significant
changes to content have been summarised below.
• New topics added:
– 1.17 Exponential growth and decay
– 1.18 Surds
• Topics removed:
– Loci
– Matrices
• New content included within existing topics (number in brackets is the
topic number according to this updated syllabus):
– reciprocals (1.1)
– recurring decimals (1.4)
– expanding algebraic expressions with products of more than two
brackets (2.2)
– factorising expressions in the form ax3 + bx2 + cx (2.2)
– conventions for representing inequalities on a number line and
graphically (2.6)
– interpreting the gradients of curves (2.9)
graphs of functions in the form axn now include n values of - 2 and
1
–
1
2 (2.10)
– graphs of functions in the form abx now include a constant, c, i.e.
abx + c (2.10)
– drawing and interpreting graphs representing exponential growth
and decay problems (2.10)
– recognising, sketching and interpreting graphs of specified
functions, including knowledge of turning points, asymptotes and
symmetry where applicable (2.11)
– domain and range (2.12)
– composite functions (2.12)
– terms frustum, hemisphere, radii, semicircle, major and minor (4.1)
– alternate segment theorem (4.7)
– calculating the angle between a line and a plane (6.4)
continued

Changes to syllabus • Learning outcomes removed from existing topics (topic number in
content (continued) brackets reflect the numbering in this updated syllabus):
– proper subsets (1.2)
– increasing and decreasing a quantity by a given ratio (1.11)
– reading dials (1.15)
– use of maps to notation, e.g. f : x ↦ y (2.12)
– constructing simple geometric shapes that cannot be formed only
from triangles (4.2)
– constructing perpendicular bisectors (4.2)
– constructing angle bisectors (4.2)
– showing that two triangles are congruent (4.4)
– t = 37° .
the hat notation over angles has been removed, e.g. PQR
• The teaching time has not changed.
• Mathematical notation is now included within the subject content.
• The learning outcomes in the subject content have been numbered,
rather than listed by bullet points.
• The Details of the assessment section now includes:
– the List of formulas that are provided in the examinations
– mathematical conventions.
• A list of command words used in the assessments has been included.
• The wording of the learner attributes have been updated to improve the
clarity of wording.
• The wording of the aims have 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.
Changes to assessment • The examination papers have been rebalanced to provide improved
(including changes to accessibility and a better candidate experience.
specimen papers) • Both examination papers will include a List of formulas on page 2.
• Mark schemes have been updated to award more marks for working
where appropriate, in alignment with other Cambridge Mathematics
qualifications.
• Changes to Paper 1 Non-calculator:
– number of marks increased to 100 marks
– includes a mixture of structured and unstructured questions.
• The duration of Paper 1 has not changed, it is still 2 hours.
• Changes to Paper 2 Calculator:
– duration decreased to 2 hours
– includes a mixture of structured and unstructured questions.
• The number of marks in Paper 2 has not changed, it is still 100 marks.

with this syllabus.


Syllabus
Cambridge O Level
Physics 5054

Version 1
Quality management

Contents

Aims 7
Content overview 8
3 Subject content ..........................................................................................................12

Language of measurement 37
Apparatus 38
Electrical symbols 41
Symbols and units for physical quantities 42
Command words 47

Before you start 48
Making entries 49
After the exam 50

teaching.
syllabus.
Cambridge O Level Physics 5054 syllabus for 2026, 2027 and 2028.
Key benefits
Cambridge
Cambridge O Level 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,
Our approach in Cambridge O Level Physics encourages learners to be:

Cambridge O Level Physics 5054 syllabus for 2026, 2027 and 2028. Why choose this syllabus?

O Level 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 O Level Physics 5054 syllabus for 2026, 2027 and 2028. Why choose this syllabus?
Supporting teachers

Schemes answers
assessments.
workshops.
Find out more at:



2 Syllabus overview
Aims



Cambridge O Level Physics 5054 syllabus for 2026, 2027 and 2028. Syllabus overview
Content overview
1 Motion, forces and energy
2 Thermal physics
3 Waves
4 Electricity and magnetism
5 Nuclear physics
6 Space physics

Assessment overview

AND

skills in Section 4 skills in Section 4



numerical), to:




Total 100

Total 100 100 100

3 Subject content

1 Motion, forces and energy

1.1 Physical quantities and measurement techniques
1 Describe how to measure a variety of lengths with appropriate precision using tapes, rulers and
micrometers (including reading the scale on an analogue micrometer)
2 Describe how to use a measuring cylinder to measure the volume of a liquid and to determine the
volume of a solid by displacement
3 Describe how to measure a variety of time intervals using clocks and digital timers
4 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)
5 Understand that a scalar quantity has magnitude (size) only and that a vector quantity has magnitude
and direction
6 Know that the following quantities are scalars: distance, speed, time, mass, energy and temperature
7 Know that the following quantities are vectors: displacement, force, weight, velocity, acceleration,
momentum, electric field strength and gravitational field strength
8 Determine, by calculation or graphically, the resultant of two vectors at right angles

Cambridge O Level Physics 5054 syllabus for 2026, 2027 and 2028. Subject content
1.2 Motion
1 Define speed as distance travelled per unit time and define velocity as change in displacement per unit
time
2 Recall and use the equation
distance
speed =
time
s
v=
t
total distance travelled
average speed =
total time taken
4 Define acceleration as change in velocity per unit time; recall and use the equation
change in velocity
acceleration =
time taken
∆v
a=
∆t
5 State what is meant by, and describe examples of, uniform acceleration and non-uniform acceleration
6 Know that a deceleration is a negative acceleration and use this in calculations
7 Sketch, plot and interpret distance–time and speed–time graphs
8 Determine from the shape of a distance–time graph when an object is:
(a) at rest
(b) moving with constant speed
(c) accelerating
(d) decelerating
9 Determine from the shape of a speed–time graph when an object is:
(a) at rest
(b) moving with constant speed
(c) moving with constant acceleration
(d) moving with changing acceleration
10 State that the acceleration of free fall g for an object near to the surface of the Earth is approximately
constant and is approximately 9.8 m / s2
11 Calculate speed from the gradient of a distance–time graph
12 Calculate the area under a speed–time graph to determine the distance travelled for motion with
constant speed or constant acceleration
13 Calculate acceleration from the gradient of a speed–time graph

1.3 Mass and weight
1 State that mass is a measure of the quantity of matter in an object at rest relative to the observer
2 State that the mass of an object resists change from its state of rest or motion (inertia)
3 Know that weights, and therefore masses, may be compared using a beam balance or equal-arm
balance
4 Describe how to determine mass using an electronic balance
5 Describe how to measure weight using a force meter
6 Define gravitational field strength as force per unit mass; recall and use the equation
weight
gravitational field strength =
mass
W
g=
m
and know that this is equivalent to the acceleration of free fall
7 State that a gravitational field is a region in which a mass experiences a force due to gravitational
attraction
1.4 Density
1 Define density as mass per unit volume; recall and use the equation
mass
density =
volume
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
1.5 Forces
1.5.1 Balanced and unbalanced forces
1 Identify and use different types of force, including weight (gravitational force), friction, drag, air
resistance, tension (elastic force), electrostatic force, magnetic force, thrust (driving force) and contact
force
2 Identify forces acting on an object and draw free-body diagram(s) representing the forces
3 State Newton’s first law as ‘an object either remains at rest or continues to move in a straight line at
constant speed unless acted on by a resultant force’
4 State that a force may change the velocity of an object by changing its direction of motion or its speed
5 Determine the resultant of two or more forces acting along the same straight line
resultant force = mass × acceleration
F = ma
7 State Newton’s third law as ‘when object A exerts a force on object B, then object B exerts an equal
and opposite force on object A’
8 Know that Newton’s third law describes pairs of forces of the same type acting on different objects

1.5 Forces continued
1.5.2 Friction
1 Describe friction as a force that may impede motion and produce heating
2 Understand the motion of objects acted on by a constant weight or driving force, with and without drag
(including air resistance or resistance in a liquid)
3 Explain how an object reaches terminal velocity
4 Define the thinking distance, braking distance and stopping distance of a moving vehicle
5 Explain the factors that affect thinking and braking distance including speed, tiredness, alcohol, drugs,
load, tyre surface and road conditions
1.5.3 Elastic deformation
1 Know that forces may produce a change in size and shape of an object
2 Define the spring constant as force per unit extension; recall and use the equation
force
spring constant =
extension
F
k=
x
3 Sketch, plot and interpret load–extension graphs for an elastic solid and describe the associated
experimental procedures
4 Define and use the term ‘limit of proportionality’ for a load–extension graph and identify this point on
the graph (an understanding of the elastic limit is not required)
1.5.4 Circular motion
1 Describe, qualitatively, motion in a circular path due to a force perpendicular to the motion as:
(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
mv2
(F = is not required)
r
1.5.5 Turning effect of forces
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 State and use the principle of moments for an object in equilibrium
4 Describe an experiment to verify the principle of moments
1.5.6 Centre of gravity
1 State what is meant by centre of gravity

2 Describe how to determine the position of the centre of gravity of a plane lamina using a plumb line
3 Describe, qualitatively, the effect of the position of the centre of gravity on the stability of simple objects

1.6 Momentum
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 = FΔt = Δ(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
change in momentum
resultant force =
time taken
∆p
F=
∆t
1.7 Energy, work and power
1.7.1 Energy
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
3 Know the principle of the conservation of energy and apply this principle to the transfer of energy
between stores during events and processes
4 Recall and use the equation for kinetic energy
1
Ek = mv2
2
5 Recall and use the equation for the change in gravitational potential energy
ΔEp = mgΔh
1.7.2 Work

work done = force × distance moved in the direction of the force
W = Fd

1.7 Energy, work and power continued
1.7.3 Energy resources
1 List renewable and non-renewable energy sources

2 Describe how useful energy may be obtained, or electrical power generated, from:
(a) chemical energy stored in fossil fuels
(b) chemical energy stored in biofuels
(c) hydroelectric resources
(d) solar radiation
(e) nuclear fuel
(f) geothermal resources
(g) wind
(h) tides
(i) waves in the sea
including references to a boiler, turbine and generator where they are used
3 Describe advantages and disadvantages of each method limited to whether it is renewable, when and
whether it is available, and its impact on the environment
1.7.4 Efficiency
1 Define efficiency as:

(useful energy output)
(a) (%) efficiency = ( × 100%)
(total energy input)
(useful power output)
(b) (%) efficiency = ( × 100%)
(total power input)
and recall and use these equations
1.7.5 Power
1 Define power as work done per unit time and also as energy transferred per unit time; recall and use
the equations
work done
(a) power =
time taken
W
P=
t
energy transferred
(b) power =
time taken
∆E
P=
t

1.8 Pressure
1 Define pressure as force per unit area; recall and use the equation
force
pressure =
area
F
p=
A
2 Describe how pressure varies with force and area in the context of everyday examples
3 State that the pressure at a surface produces a force in a direction at right angles to the surface and
describe an experiment to show this
4 Describe how the height of a liquid column in a liquid barometer may be used to determine the
atmospheric pressure
5 Describe, quantitatively, how the pressure beneath the surface of a liquid changes with depth and
density of the liquid
6 Recall and use the equation for the change in pressure beneath the surface of a liquid
change in pressure = density × gravitational field strength × change in height
∆p = ρg∆h
2 Thermal physics
2.1 Kinetic particle model of matter
2.1.1 States of matter
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)
2.1.2 Particle model
1 Describe, qualitatively, the particle structure of solids, liquids and gases, relating their properties to the
forces and distances between particles and to the motion of the particles (atoms, molecules, ions and
electrons)
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 pressure of a gas in terms of the forces exerted by particles
colliding with surfaces, creating a force per unit area
4 Explain qualitatively, in terms of particles, the relationship between:
(a) pressure and temperature at constant volume
(b) volume and temperature at constant pressure
(c) pressure and volume at constant temperature
5 Recall and use the equation p1V1 = p2V2, including a graphical representation of the relationship
between pressure and volume for a gas at constant temperature

2.2 Thermal properties and temperature
2.2.1 Thermal expansion of solids, liquids and gases
1 Explain applications and consequences of thermal expansion in the context of common examples,
including the liquid-in-glass thermometer
2 Explain, in terms of the motion and arrangement of particles, the thermal expansion of solids, liquids
and gases, and state the relative order of magnitudes of the expansion of solids, liquids and gases
3 Convert temperatures between kelvin and degrees Celsius; recall and use the equation
T (in K) = θ (in °C) + 273
2.2.2 Specific heat capacity
1 Know that an increase in the temperature of an object increases its internal energy
2 Describe an increase in temperature of an 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
change in energy
specific heat capacity =
mass × change in temperature
∆E
c=
m∆θ
4 Describe experiments to measure the specific heat capacity of a solid and of a liquid
2.2.3 Melting, boiling and evaporation
1 Describe melting, solidification, boiling and condensation in terms of energy transfer without a change
in temperature
2 Know the melting and boiling temperatures for water at standard atmospheric pressure
3 Describe the differences between boiling and evaporation
4 Describe evaporation in terms of the escape of more energetic particles from the surface of a liquid
5 Describe how temperature, surface area and air movement over a surface affect evaporation
6 Explain how evaporation causes cooling
7 Describe latent heat as the energy required to change the state of a substance and explain it in terms of
particle behaviour and the forces between particles

2.3 Transfer of thermal energy
2.3.1 Conduction
1 Describe experiments to distinguish between good and bad thermal conductors

2 Describe thermal conduction in all solids in terms of atomic or molecular lattice vibrations and also in
terms of the movement of free (delocalised) electrons in metallic conductors
2.3.2 Convection
1 Explain convection in liquids and gases in terms of density changes and describe experiments to
illustrate convection
2.3.3 Radiation
1 Describe the process of thermal energy transfer by infrared radiation and know that it does not require
a medium
2 Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission,
absorption and reflection of infrared radiation
3 Describe how the rate of emission of radiation depends on the surface temperature and surface area of
an object
4 Describe experiments to distinguish between good and bad emitters of infrared radiation
5 Describe experiments to distinguish between good and bad absorbers of infrared radiation
2.3.4 Consequences of thermal energy transfer
1 Explain everyday applications using ideas about conduction, convection and radiation, including:
(a) heating objects such as kitchen pans
(b) heating a room by convection
(c) measuring temperature using an infrared thermometer
(d) using thermal insulation to maintain the temperature of a liquid and to reduce thermal energy
transfer in buildings

3 Waves
3.1 General properties of waves
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 Define the terms:
(a) frequency as the number of wavelengths that pass a point per unit time
(b) wavelength as the distance between two consecutive, identical points such as two consecutive
crests
(c) amplitude as the maximum distance from the mean position
wave speed = frequency × wavelength
v = fλ
6 Know that for a transverse wave, the direction of vibration is at right angles to the direction of the
energy transfer, and give examples such as electromagnetic radiation, waves on the surface of water,
and seismic S-waves (secondary)
7 Know that for a longitudinal wave, the direction of vibration is parallel to the direction of the energy
transfer, and give examples such as sound waves and seismic P-waves (primary)
8 Describe how waves can undergo:
(a) reflection at a plane surface
(b) refraction due to a change of speed
(c) diffraction through a gap
9 Describe how wavelength and gap size affects diffraction through a gap
10 Describe the use of a ripple tank to show:
(a) reflection at a plane surface
(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
11 Describe how wavelength affects diffraction at an edge
3.2 Light
3.2.1 Reflection of light
1 Define and use the terms normal, angle of incidence and angle of reflection
2 Describe an experiment to illustrate the law of reflection
3 Describe an experiment to find the position and characteristics of an optical image formed by a plane
mirror (same size, same distance from mirror as object and virtual)
4 State that for reflection, the angle of incidence is equal to the angle of reflection and use this in
constructions, measurements and calculations

3.2 Light continued
3.2.2 Refraction of light
1 Define and use the terms normal, angle of incidence and angle of refraction
sin i
2 Define refractive index n as n = ; recall and use this equation
sin r
3 Describe an experiment to show refraction of light by transparent blocks of different shapes
4 Define the terms critical angle and total internal reflection; recall and use the equation
1
n=
sin c
5 Describe experiments to show internal reflection and total internal reflection
6 Describe the use of optical fibres, particularly in telecommunications, stating the advantages of their
use in each context
3.2.3 Thin lenses
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 ray diagrams to illustrate the formation of real and virtual images of an object by a converging lens
and know that a real image is formed by converging rays and a virtual image is formed by diverging rays
4 Define linear magnification as the ratio of image length to object length; recall and use the equation
image length
linear magnification =
object length
5 Describe the use of a single lens as a magnifying glass
6 Draw ray diagrams to show the formation of images in the normal eye, a short-sighted eye and a
long-sighted eye
7 Describe the use of converging and diverging lenses to correct long-sightedness and short-sightedness
3.2.4 Dispersion of light
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 spectrum in order of frequency and in order of
wavelength

3.3 Electromagnetic spectrum
1 Know the main regions of the electromagnetic spectrum in order of frequency and in order of
wavelength
2 Know that the speed of all electromagnetic waves in:
(a) a vacuum is 3.0 × 108 m / s
(b) air is approximately the same as in a vacuum
3 Describe the role of the following components in the stated applications:
(a) radio waves – radio and television communications, astronomy
(b) microwaves – satellite television, mobile (cell) phone, Bluetooth, microwave ovens
(c) infrared – household electrical appliances, remote controllers, intruder alarms, thermal imaging,
optical fibres
(d) visible light – photography, vision
(e) ultraviolet – security marking, detecting counterfeit bank notes, sterilising water
(f) X-rays – hospital use in medical imaging, security scanners, killing cancerous cells, engineering
applications such as detecting cracks in metal
(g) gamma rays – medical treatment in detecting and killing cancerous cells, sterilising food and
medical equipment, engineering applications such as detecting cracks in metal
4 Describe the damage caused by electromagnetic radiation, including:
(a) excessive exposure causing heating of soft tissues and burns
(b) ionising effects caused by ultraviolet (skin cancer and cataracts), X-rays and gamma rays (cell
mutation and cancer)
3.4 Sound
1 Describe the production of sound by vibrating sources

2 Describe the longitudinal nature of sound waves and describe compressions and rarefactions
3 State the approximate range of frequencies audible to humans as 20 Hz to 20 000 Hz
4 Explain why sound waves cannot travel in a vacuum and describe an experiment to demonstrate this
5 Describe how changes in amplitude and frequency affect the loudness and pitch of sound waves
6 Describe how different sound sources produce sound waves with different qualities (timbres), as shown
by the shape of the traces on an oscilloscope
7 Describe an echo as the reflection of sound waves
8 Describe simple experiments to show the reflection of sound waves
9 Describe a method involving a measurement of distance and time for determining the speed of sound
in air
10 Know that the speed of sound in air is approximately 330–350 m / s
11 Know that, in general, sound travels faster in solids than in liquids and faster in liquids than in gases
12 Define ultrasound as sound with a frequency higher than 20 kHz
13 Describe the uses of ultrasound in cleaning, prenatal and other medical scanning, and in sonar
(including calculation of depth or distance from time and wave speed)

4 Electricity and magnetism

4.1 Simple magnetism and magnetic fields
1 Describe the forces between magnetic poles and between magnets and magnetic materials, 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 difference between magnetic and non-magnetic materials
4 State the differences between the properties of temporary magnets (made of soft iron) and the
properties of permanent magnets (made of steel)
5 Describe a magnetic field as a region in which a magnetic pole experiences a force
6 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
7 Draw the pattern and direction of the magnetic field lines around a bar magnet
8 State that the direction of the magnetic field at a point is the direction of the force on the N pole of a
magnet at that point
9 Know that the relative strength of a magnetic field is represented by the spacing of the magnetic field
lines
10 Describe uses of permanent magnets and electromagnets
4.2 Electrical quantities
4.2.1 Electrical charge
1 State that there are positive and negative charges and that charge is measured in coulombs
2 State that unlike charges attract and like charges repel
3 Describe experiments to show electrostatic charging by friction
4 Explain that charging of solids by friction involves only a transfer of negative charge (electrons)
5 Describe an electric field as a region in which an electric charge experiences a force
6 State that the direction of an electric field line at a point is the direction of the force on a positive charge
at that point
7 Describe simple electric field patterns, including the direction of the field:
(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)
8 State examples of electrical conductors and insulators
9 Describe an experiment to distinguish between electrical conductors and insulators
10 Recall and use a simple electron model to explain the difference between electrical conductors and
insulators

4.2 Electrical quantities continued
4.2.2 Electrical current
1 Define electric current as the charge passing a point per unit time; recall and use the equation
charge
electric current =
time
Q
I=
t
2 Describe electrical conduction in metals in terms of the movement of free electrons
3 Know that current is measured in amps (amperes) and that the amp is given by coulomb per second
(C / s)
4 Know the difference between direct current (d.c.) and alternating current (a.c.)
5 State that conventional current is from positive to negative and that the flow of free electrons is from
negative to positive
6 Describe the use of ammeters (analogue and digital) with different ranges
4.2.3 Electromotive force and potential difference
1 Define e.m.f. (electromotive force) as the electrical work done by a source in moving a unit charge
around a complete circuit; recall and use the equation
work done (by a source)
e.m.f. =
charge
W
E=
Q
2 Define p.d. (potential difference) as the work done by a unit charge passing through a component; recall
and use the equation
work done (on a component)
p.d. =
charge
W
V=
Q
3 Know that e.m.f. and p.d. are measured in volts and that the volt is given by joule per coulomb ( J / C)
4 Describe the use of voltmeters (analogue and digital) with different ranges
5 Calculate the total e.m.f. where several sources are arranged in series
6 State that the e.m.f of identical sources connected in parallel is equal to the e.m.f. of one of the sources

4.2 Electrical quantities continued
4.2.4 Resistance

p.d.
resistance =
current
V
R=
I
2 Describe an experiment to determine resistance using a voltmeter and an ammeter and do the
appropriate calculations
3 Recall and use, for a wire, the direct proportionality between resistance and length, and the inverse
proportionality between resistance and cross-sectional area
4 State Ohm’s law, including reference to constant temperature
5 Sketch and explain the current–voltage graphs for a resistor of constant resistance, a filament lamp and
a diode
6 Describe the effect of temperature increase on the resistance of a resistor, such as the filament in a
filament lamp
4.3 Electric circuits
4.3.1 Circuit diagrams and circuit components
1 Draw and interpret circuit diagrams with cells, batteries, power supplies, generators, oscilloscopes,
potential dividers, switches, resistors (fixed and variable), heaters, thermistors (NTC only), light-
dependent resistors (LDRs), lamps, motors, ammeters, voltmeters, magnetising coils, transformers,
fuses, relays, diodes and light-emitting diodes (LEDs), and know how these components behave in the
circuit
4.3.2 Series and parallel circuits
1 Recall and use in calculations, the fact that:

(a) the current at every point in a series circuit is the same
(b) the sum of the currents entering a junction in a parallel circuit is equal to the sum of the currents
that leave the junction
(c) 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
(d) 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 Calculate the combined resistance of two or more resistors in series
3 Calculate the combined resistance of two resistors in parallel
4 Calculate current, voltage and resistance in parts of a circuit or in the whole circuit

4.3 Electric circuits continued
4.3.3 Action and use of circuit components
1 Describe the action of negative temperature coefficient (NTC) thermistors and light-dependent resistors
and explain their use as input sensors
2 Describe the action of a variable potential divider
3 Recall and use the equation for two resistors used as a potential divider
R1 V1
=
R2 V2
4.4 Practical electricity
4.4.1 Uses of electricity
1 State common uses of electricity, including heating, lighting, battery charging and powering motors and
electronic systems
2 State the advantages of connecting lamps in parallel in a lighting circuit
power = current × voltage
P = IV
energy = current × voltage × time
E = IVt
5 Define the kilowatt-hour (kW h) and calculate the cost of using electrical appliances where the energy
unit is the kW h
4.4.2 Electrical safety
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 Explain the use and operation of trip switches and fuses and choose appropriate fuse ratings and trip
switch settings
3 Explain what happens when a live wire touches a metal case that is earthed
4 Explain why the outer casing of an electrical appliance must be either non-conducting (double-
insulated) or earthed
5 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 into the live wire for the circuit to be switched off safely
6 Explain why fuses and circuit breakers are connected into the live wire

4.5 Electromagnetic effects
4.5.1 Electromagnetic induction
1 Describe an experiment to demonstrate electromagnetic induction

2 State that the magnitude of an induced e.m.f. is affected by:
(a) the rate of change of the magnetic field or the rate of cutting of magnetic field lines
(b) the number of turns in a coil
3 State and use the fact that the effect of the current produced by an induced e.m.f. is to oppose the
change producing it (Lenz’s law) and describe how this law may be demonstrated
4.5.2 The a.c. generator
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
1 Describe the pattern and direction of the magnetic field due to currents in straight wires and in
solenoids and state the effect on the magnetic field of changing the magnitude and direction of the
current
2 Describe how the magnetic effect of a current is used in relays and loudspeakers and give examples of
their application
4.5.4 Forces on a current-carrying conductor
1 Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field,
including the effect of reversing:
(a) the current
(b) the direction of the field
2 Recall and use the relative directions of force, magnetic field and current
3 Describe the magnetic field patterns between currents in parallel conductors and relate these to the
forces on the conductors (excluding the Earth’s field)
4.5.5 The d.c. motor
1 Know that a current-carrying coil in a magnetic field may experience a turning effect and that the
turning effect is increased by increasing:
(a) the number of turns on the coil
(b) the current
(c) the strength of the magnetic field
2 Describe the operation of an electric motor, including the action of a split-ring commutator and brushes

4.5 Electromagnetic effects continued
4.5.6 The transformer
1 Describe the structure and explain the principle of operation of a simple iron-cored transformer
2 Use the terms primary, secondary, step-up and step-down
Vp Np
=
Vs Ns
where P and S refer to primary and secondary
4 State the advantages of high-voltage transmission and explain why power losses in cables are smaller
when the voltage is greater
4.6 Uses of an oscilloscope
1 Describe the use of an oscilloscope to display waveforms (the structure of an oscilloscope is not
required)
2 Describe how to measure p.d. and short intervals of time with an oscilloscope using the Y-gain and
timebase
5 Nuclear physics
5.1 The nuclear model of the atom
5.1.1 The atom
1 Describe the structure of the atom in terms of a positively charged nucleus and negatively charged
electrons in orbit around the nucleus
2 Describe how alpha-particle scattering experiments provide 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
5.1.2 The nucleus
1 Describe the composition of the nucleus in terms of protons and neutrons

2 Describe how atoms form positive ions by losing electrons or negative ions by gaining electrons
3 Define the terms proton number (atomic number) Z and nucleon number (mass number) A and be able
to calculate the number of neutrons in a nucleus
A
4 Explain the term nuclide and 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

5.2 Radioactivity
5.2.1 Detection of radioactivity
1 Describe the detection of alpha particles (α-particles) using a cloud chamber or spark counter and the
detection of beta particles (β-particles) (β-particles will be taken to refer to β−) and gamma radiation
(γ-radiation) by using a Geiger-Müller tube and counter
2 Use count rate measured in counts / s or counts / minute
3 Know what is meant by background radiation
4 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
5 Use measurements of background radiation to determine a corrected count rate
5.2.2 The three types of emission
1 Describe the emission of radiation from a nucleus as spontaneous and random in direction
2 Describe α-particles as two protons and two neutrons (helium nuclei), β-particles as high-speed
electrons from the nucleus and γ-radiation as high-frequency electromagnetic waves
3 State, for α-particles, β-particles and γ-radiation:
(a) their relative ionising effects
(b) their relative penetrating powers
4 Describe the deflection of α-particles, β-particles and γ-radiation in electric fields and magnetic fields
5.2.3 Radioactive decay
1 Know that radioactive decay is a change in an unstable nucleus that can result in the emission of
α-particles or β-particles and/or γ-radiation and know that these changes are spontaneous and random
2 Use decay equations, using nuclide notation, to show the emission of α-particles, β-particles and
γ-radiation
5.2.4 Fission and fusion
1 Describe the process of fusion as the formation of a larger nucleus by combining two smaller nuclei
with the release of energy, and recognise fusion as the energy source for stars
2 Describe the process of fission when a nucleus, such as uranium-235 (U-235), absorbs a neutron and
produces daughter nuclei and two or more neutrons with the release of energy
3 Explain how the neutrons produced in fission create a chain reaction and that this is controlled in a
nuclear reactor, including the action of coolant, moderators and control rods

5.2 Radioactivity continued
5.2.5 Half-life
1 Define the half-life of a particular isotope as the time taken for half the nuclei of that isotope in any
sample to decay; recall and use this definition in calculations, which may involve information in tables or
decay curves
2 Describe the dating of objects by the use of 14C
3 Explain how the type of radiation emitted and the half-life of the 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
5.2.6 Safety precautions
1 State the effects of ionising nuclear radiations on living things, including cell death, mutations and
cancer
2 Explain how radioactive materials are moved, used and stored in a safe way, with reference to:
(a) reducing exposure time
(b) increasing distance between source and living tissue
(c) use of shielding to absorb radiation
6 Space physics
6.1 Earth and the Solar System
6.1.1 The Earth
1 Know that:
(a) the Earth is a planet that orbits the Sun once in approximately 365 days
(b) the orbit of the Earth around the Sun is an ellipse which is approximately circular
(c) the Earth rotates on its axis, which is tilted, once in approximately 24 hours
(d) it takes approximately one month for the Moon to orbit the Earth
(e) it takes approximately 500 s for light from the Sun to reach the Earth
2 Define average orbital speed from the equation
2π r
v=
T
where r is the average radius of the orbit and T is the orbital period; recall and use this equation

6.1 Earth and the Solar System continued
6.1.2 The Solar System
1 Describe the Solar System as containing:

(a) one star, the Sun
(b) the eight named planets and know their 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
2 Analyse and interpret planetary data about orbital distance, orbital period, density, surface temperature
and uniform gravitational field strength at the planet’s surface
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 Know that the Sun contains most of the mass of the Solar System and that the strength of the
gravitational field at the surface of the Sun is greater than the strength of the gravitational field at the
surface of the planets
5 Know that the force that keeps an object in orbit around the Sun is the gravitational attraction of the
Sun
6 Know that the strength of the Sun’s gravitational field decreases and that the orbital speeds of the
planets decrease as the distance from the Sun increases
6.2 Stars and the Universe
6.2.1 The Sun as a star
1 Know that the Sun is a star of medium size, consisting mostly of hydrogen and helium, and that
it radiates most of its energy in the infrared, visible and ultraviolet regions of the electromagnetic
spectrum
2 Know that stars are powered by nuclear reactions that release energy and that in stable stars the
nuclear reactions involve the fusion of hydrogen into helium

6.2 Stars and the Universe continued
6.2.2 Stars
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 a vacuum by light in one year
2 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 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
6.2.3 The Universe
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 from distant galaxies shows redshift and that the further away the galaxy, the
greater the observed redshift and the faster the galaxy’s speed away from the Earth
4 Describe, qualitatively, how redshift provides evidence for the Big Bang theory


40 marks 80 marks
40 compulsory multiple-choice items of the Compulsory short-answer and structured
AO2 AO2

40 marks 40 marks
a laboratory as part of this test experiments as part of this test


Cambridge O Level Physics 5054 syllabus for 2026, 2027 and 2028. Details of the assessment
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 semi-circular), 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.

– draw, complete or label diagrams of apparatus

– identify risks and suggest appropriate safety precautions
– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction


– 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
– repeat observations or measurements where appropriate
– record qualitative observations from tests

appropriate
– present data graphically, including the use of best-fit lines where 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)
• 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

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

Apparatus
These lists give items that candidates should be familiar with using, whether they are taking the Practical Test or
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.
obtainable.
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)
• pair of compasses
• 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 10.0 N
• G-clamp
• glass ball (marble), ball bearing (approx. 10 mm in diameter) and table tennis ball
• half-metre rule, graduated in mm
• masses, 10 × 10 g, 10 × 100 g, including holders
• metre rule, graduated in mm
• modelling clay (e.g. Plasticine®)
• pendulum bob
• pivots (e.g. 15 cm nails, triangular wooden blocks)
• retort stand, boss and clamp
• single-wheel pulley, with facilities for attaching to a bench or to a clamp stand
• stop-watch, reading to 0.1 s or better

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)
• glass or Perspex 60° prism
• glass or Perspex blocks, rectangular and semi-circular
• 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, including LEDs
• 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)
• switches, including push switches
• 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)


Associations
www.cleapss.org.uk
Publications
UK regulations


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 oscilloscope

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.
Candidates should be able to use the following multipliers: G giga, M mega, k kilo, d deci, c centi, m milli,
μ micro, n nano
Quantity Usual symbol Usual unit
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, mg
time t h, min, s, ms, μs
density ρ g / cm3, kg / m3
speed u, v km / h, m / s, cm / s
velocity u, v m/s
acceleration a m / s2
acceleration of free fall g m / s2
force F N
gravitational field strength g N / kg
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, Pa
temperature θ, T °C, K
specific heat capacity c J / (g °C), J / (kg °C)

Quantity Usual symbol Usual unit
frequency f Hz, kHz
wavelength λ m, cm, 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
magnification M
potential difference/voltage V V, mV, kV
current I A, mA
e.m.f. E V
resistance R Ω
charge Q C
count rate counts / s, counts / minute
half-life s, minutes, h, days, weeks, years

Numerical answers should be written as decimals (or percentages if appropriate).
Number
• 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
• 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 a change 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, pair of 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


• 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
appropriate
• understand that y = mx + c represents a linear relationship
• calculate and use the average (mean) for a set 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
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.
• Each reading should be repeated, where appropriate, and recorded.
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.
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.

• 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.
• 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.


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.
Decimal markers
Numbers
Units
used in place of l or litre. Similarly, the cubic centimetre (cm3) will be used in place of ml or millilitre.
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
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.

Command words
Deduce conclude from available information
proportions

Before you start

Previous study


your administrative zone at www.cambridginternational.org/adminzone. Cambridge O Levels are available to
centres in administrative zones 3, 4 and 5.
Making Entries.

• Cambridge IGCSE Physics (0625)
• Cambridge IGCSE (9–1) Physics (0972)
• Cambridge IGCSE Physical Science (0652)

Cambridge O Level Physics 5054 syllabus for 2026, 2027 and 2028. What else you need to know
Making entries
Exam administration
options.

Retakes
Language


Access arrangements
Important:
After the exam

• Q (PENDING)
• X (NO RESULT).




schools value.
Significant changes to the syllabus are indicated by black vertical lines either side of the text.


Curricula, Courses and Syllabus for Classes IX and X-2024-2026

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Curricula, Courses and Syllabus for Classes IX and X-2024-2026

Uploaded by

Copyright:

Available Formats

Curricula and Courses for

Classes IX and X: 2024-2026

Graduating Class of 2026

Circular: Ordinary Level Subject Selection Guidance

The choice of subjects is critical to a student’s performance in the examinations. We

1. Attendance must be above 75%.

 During the Ordinary Level Examinations registration under Cambridge, a

a. Compulsory Subjects: Bengali, English Language, and Mathematics D

We have emphasized, on many occasions, the importance of a close and productive

Thank you in anticipation of your continued and active cooperation, as always.

Date: 23 December 2023 Tazeen Ahmed

Instructions for students regarding Curricula and Courses

The syllabuses of the subjects prescribed by Cambridge Assessment International Education

 Which subjects do I enjoy studying the most?

SUBJECTS CHOSEN FOR ORDINARY LEVEL COURSE

Name (Block Letters):

Class: VIII of 2023-2024 Roll No. Section ________________

Please use a pen to tick the subjects chosen

The Compulsory Subjects are:

1. ___________ Bengali, Syllabus Code No. 3204

2. ___________ English Language, Syllabus Code No. 1123

3. ___________ Mathematics D, Syllabus Code No. 4024

The Elective Subjects are:

4. ___________ Accounting, Syllabus Code No. 7707

5. ___________ Additional Mathematics, Syllabus Code No. 4037

6. ___________ Art & Design, Syllabus Code No. 6090

7. ___________ Bangladesh Studies, Syllabus Code No. 7094

8. ___________ Biology, Syllabus Code No. 5090

9. ___________ Business Studies, Syllabus Code No. 7115

10. ___________ Chemistry, Syllabus Code No. 5070

11. ___________ Computer Science, Syllabus Code 2210

12. ___________ Economics, Syllabus Code No. 2281

13. ___________ Physics, Syllabus Code No. 5054

Student’s Signature: Date:

Parents’ Signature: 1. Date:

This syllabus is not available in all administrative zones.

© Cambridge University Press & Assessment September 2023

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

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

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

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

4 Details of the assessment ........................................................................................ 20

5 What else you need to know .................................................................................... 23

Important: Changes to this syllabus

1 Why choose this syllabus?

Our approach encourages learners to be:

Back to contents page www.cambridgeinternational.org/olevel 4

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/olevel 5

Find out more at www.cambridgeinternational.org/support

Support for Cambridge O Level

Planning and Teaching and Learning and revision Results

Find out more at:

Supporting exams officers

Back to contents page www.cambridgeinternational.org/olevel 6

The aims are to enable students to develop:

Cambridge Assessment International Education is an education organisation and politically

Back to contents page www.cambridgeinternational.org/olevel 7

2 Sources and recording of data

3 Verification of accounting records

5 Preparation of financial statements

6 Analysis and interpretation

7 Accounting principles and policies