How do I teach to Cambridge IGCSE assessment objectives?
How do I teach to Cambridge IGCSE assessment objectives?
Resources that fit
Science units that build AO2 and AO3 skills
Ready-made units with data-handling tasks, practical write-ups and tiered questions; tap any cover for the full preview, contents and price.
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Step by step
How to build assessment objectives into your teaching
- Read the weightings firstCheck the syllabus for how many marks each objective carries; in the sciences AO1 is roughly half.
- Label tasks by objectiveWrite AO1, AO2 or AO3 beside each activity in your scheme of work, then look hard at the gaps.
- Teach the command wordsStudents lose AO2 marks by describing when the question said explain, so drill that difference explicitly.
- Practise in unfamiliar contextsGive data or a scenario the class has never seen, because that is exactly what AO2 questions do.
What's covered
What each download contains
Each unit is a complete teaching set rather than a single question sheet.
- Questions at four difficulty levels
- Editable PowerPoint lesson slides
- Full answers and worked solutions
- Data-handling and graph tasks
- Lesson plan with timings
Make it work for everyone
Stretching the Extended tier
In a class sitting both Core and Extended papers, use the lower question levels to secure AO1 and keep the top two tiers for extended-response and calculation work. Marked scripts annotated with the objective make a useful record when a department meeting asks where AO2 is actually being taught.
Good to know
Frequently asked questions
Are these resources endorsed by Cambridge?
No. Nothing here is endorsed, approved or published by Cambridge International or Cambridge Assessment. The units are written to the concepts and skills the IGCSE syllabuses cover, so they map onto most schemes of work. Always work from the current syllabus for your series and check the mark schemes yourself.
How do I get students past AO1 answers?
Change the questions rather than the content. Give them a graph they have not seen, a set of results with an obvious anomaly, or a scenario from another context, and ask them to apply what they know. Students who can recite a definition often stall the first few times, which is the point.
What is the fastest way to prepare for the practical paper?
Short, frequent practical tasks beat one long revision session. Even without a laboratory, students can plan a method, identify variables, spot an anomalous reading and draw a line of best fit from supplied data, which is most of what the alternative to practical paper asks for.
Plan the next unit around the objectives
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