Cambridge Igcse - Geography 0460 - Syllabus Guide - 2023

Syllabus
Cambridge IGCSE™
Geography 0460
Use this syllabus for exams in 2023.
Exams are available in the June and November series.
Exams are also available in the March series in India only.
Version 1
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Contents
1 Why choose this syllabus? ..................................................................................................... 2
2 Syllabus overview .................................................................................................................... 5

Aims 5
Content overview 5
Assessment overview 6
Assessment objectives 7
3 Subject content .........................................................................................................................9

Resources 9
Case studies 9
Theme 1: Population and settlement 10
Theme 2: The natural environment 13
Theme 3: Economic development 16
Using mathematical skills in geography 18
4 Details of the assessment ....................................................................................................19

Paper 1 – Geographical Themes 19
Paper 2 – Geographical Skills 20
Component 3 – Coursework 23
Paper 4 – Alternative to Coursework 28
Coursework assessment 31
Coursework guidance notes 33
Command words 35
5 What else you need to know .............................................................................................. 36

Before you start 36
Making entries 37
After the exam 38
How students and teachers can use the grades 38
Grade descriptions 38
Changes to this syllabus for 2023 39
Important: Changes to this syllabus

For information about changes to this syllabus for 2023, go to page 39.
The latest syllabus is version 1, published September 2020.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use with this
syllabus.
Cambridge IGCSE Geography 0460 syllabus for 2023.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is

taught by over 4800 schools in over 150 countries.
Cambridge
Cambridge IGCSE Geography develops lifelong skills, including: learner
• an understanding of the processes which affect physical and
human environments
• an understanding of place on a local, regional and global scale
• the ability to use and understand geographical data and
information
• an understanding of how communities around the world are affected and constrained by different
environments.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Our approach in Cambridge IGCSE Geography encourages learners to be:
confident, using geographical data to interpret the world around them
responsible, and aware of the duty present and future generations have in creating sustainable solutions to global
issues
reflective, considering the similarities and differences between different environments, communities and
economies
innovative, by encouraging and being open to resourceful, technological solutions to geographical issues
engaged, with geographical issues, ideas and solutions that will have positive long-term impacts on the physical
and human environment.
‘The strength of Cambridge IGCSE qualifications is internationally recognised and has provided
an international pathway for our students to continue their studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
2 www.cambridgeinternational.org/igcse Back to contents page

Cambridge IGCSE Geography 0460 syllabus for 2023. 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 IGCSE
Geography 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 Geography.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of
academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
the standard of the reformed GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
‘Cambridge IGCSE is one of the most sought-after and recognised qualifications in the world. It
is very popular in Egypt because it provides the perfect preparation for success at advanced level
programmes.’
Managing Director of British School in Egypt BSE
Back to contents page www.cambridgeinternational.org/igcse 3

Cambridge IGCSE Geography 0460 syllabus for 2023. Why choose this syllabus?
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

• an understanding of location on a local, regional and global scale
• an awareness of the characteristics, distribution and processes affecting contrasting physical and human
environments
• an understanding of the ways in which people interact with each other and with their environment
• an awareness of the contrasting opportunities and constraints presented by different environments
• an appreciation of and concern for the environment
• an appreciation of the earth including its people, places, landscapes, natural processes and phenomena.
Content overview
The syllabus is divided into three themes:
Theme 1: Population and settlement
Theme 2: The natural environment
Theme 3: Economic development.
The themes are designed to develop an understanding of natural and human environments.
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 IGCSE Geography 0460 syllabus for 2023. Syllabus overview
Assessment overview
All candidates take three components. All candidates take Paper 1 and Paper 2, and either Component 3 or Paper 4.
Candidates will be eligible for grades A* to G.
All candidates take:
Paper 1 1 hour 45 minutes

Geographical Themes 45%
75 marks, weighted to 100 marks
Candidates answer three questions, each worth 25
marks. Candidates must answer one question from
each section
Externally assessed
and:
Paper 2 1 hour 30 minutes

Geographical Skills 27.5%
60 marks
Candidates answer all the questions
Externally assessed
and either: or:
Component 3 Paper 4 1 hour 30 minutes

Coursework 27.5% Alternative to Coursework 27.5%
60 marks 60 marks
Teachers set one centre-based assignment of up to Candidates answer two compulsory questions,
2000 words completing a series of written tasks
Centre-based assessment* Externally assessed
* Cambridge International offers schools in-service training courses on centre-based assessment which are held in
Cambridge and elsewhere.
Information on availability is in the Before you start section.
Check the samples database at www.cambridgeinternational.org/samples for submission information, forms and
deadlines for Component 3.

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

Candidates should be able to demonstrate knowledge and understanding of:
• the wide range of processes, including human actions, contributing to the development of
(a) physical, economic and social environments and their effects on the landscape
(b) spatial patterns and interactions which are important within these environments
• the relationships between human activity and the environment
• the importance of scale (whether local, regional or global)
• the changes which occur through time in places, landscapes and spatial distribution.
AO2 Skills and analysis

Candidates should be able to:
• interpret and analyse geographical data
• use and apply geographical knowledge and understanding to maps and in numerical, diagrammatic, pictorial,
photographic and graphical form
• use geographical data to recognise patterns in such data and to deduce relationships
• select and show understanding of techniques for observing and collecting data
• select and use techniques for organising and presenting data.
AO3 Judgement and decision-making

Through their geographical training, candidates should be able to:
• reason and make judgements and decisions, including evaluation and conclusions, which demonstrate, where
appropriate
(a) an appreciation of the attitudes, values and beliefs of others in issues which have a geographical dimension
(b) an awareness of the contrasting opportunities and constraints of people living in different places and under
different physical and human conditions
(c) a willingness to review their own attitudes in the light of the views of others and new knowledge acquired
• make judgements and decisions and recognise how these are made within a geographical context as affected
and constrained by
(a) the physical and human contexts in which decisions are made
(b) the values and perceptions of differing groups or individuals
(c) the choices available to decision-makers
(d) the increasing level of global interdependence and the need for sustainable development.

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 IGCSE %
AO1 Knowledge with understanding 30
AO2 Skills and analysis 52
AO3 Judgement and decision-making 18
Total 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Paper 2 Component 3 and

Paper 4
AO1 Knowledge with 48 11 20

understanding
AO2 Skills and analysis 30 80 60
AO3 Judgement and decision- 22 9 20

making
Total 100 100 100

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.
The subject content is arranged into the three themes:

• Population and settlement
• The natural environment
• Economic development.
The content listed 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 2.3, all the coastal landforms you must cover are listed
• in Topic 2.5, where ‘including’ is used, you may choose to introduce other climatic characteristics as well as the
ones listed.
Resources
Some questions in all the written papers are based on resource material, such as photographs, map extracts,
satellite images, drawings, diagrams, graphs, text extracts, statistics and tables of data.
To meet the aims of an international syllabus and examination, resource materials come from various areas of the
world. Candidates may not be familiar with the world areas used in the resources. The questions do not require
specific regional knowledge. The resources are designed to prompt candidates to use the general principles they
have studied.
The units used in all resources and papers are:

• metres and kilometres for height and distance
• degrees centigrade for temperature.
Questions in all papers may include references to latitude or longitude.
Case studies
Where a case study is specified in a topic, teachers should choose a suitable example to illustrate the subject
content. For example, Topic 1.6 requires a case study of an urban area. The case study can be from anywhere in the
world but it must illustrate all the content listed under Topic 1.6.
You can choose more than one case study for a topic. For example, for Topic 1.6 you could choose Settlement X for
a case study on land use and Settlement Y for a case study on urban problems.
You can also use the same case study for more than one topic as long as it is suitable for the subject content.

Cambridge IGCSE Geography 0460 syllabus for 2023. Subject content
Theme 1: Population and settlement

Please see the guidance on case studies for the options when planning case studies and note whether the word
‘including’ is used in the further guidance column.
1.1 Population dynamics

Candidates should be able to: Further guidance
Describe and give reasons for the rapid increase in the Causes and consequences of over-population and
world’s population under-population
Show an understanding of over-population and How birth rate, death rate and migration contribute
under-population to the population of a country increasing or declining
Understand the main causes of a change in Impacts of social, economic and other factors
population size (including government policies, HIV/AIDS) on birth
Give reasons for contrasting rates of natural and death rates
population change
Describe and evaluate population policies
Case Studies required for 1.1
• A country which is over-populated
• A country which is under-populated
• A country with a high rate of natural population growth
• A country with a low rate of population growth (or population decline)
1.2 Migration
Explain and give reasons for population migration Internal movements such as rural-urban migration, as
well as international migrations, both voluntary and
involuntary
Demonstrate an understanding of the impacts of Positive and negative impacts on the destination
migration and origin of the migrants, and on the migrants
themselves
Case Study required for 1.2
• An international migration
1.3 Population structure

Identify and give reasons for and implications of Age/sex pyramids of countries at different levels of
different types of population structure economic development
• A country with a high dependent population

1.4 Population density and distribution

Describe the factors influencing the density and Physical, economic, social and political factors
distribution of population
• A densely populated country or area (at any scale from local to regional)
• A sparsely populated country or area (at any scale from local to regional)
1.5 Settlements (rural and urban) and service provision

Explain the patterns of settlement Dispersed, linear, and nucleated settlement patterns
Describe and explain the factors which may influence Influence of physical factors (including relief,
the sites, growth and functions of settlements soil, water supply) and other factors (including
Give reasons for the hierarchy of settlements and accessibility, resources)
services High-, middle- and low-order settlements and
services. Sphere of influence and threshold
population
• Settlement and service provision in an area
1.6 Urban settlements

Describe and give reasons for the characteristics of, Land use zones including the Central Business District
and changes in, land use in urban areas (CBD), residential areas, industrial areas and the
rural-urban fringe of urban areas in countries at
different levels of economic development
The effect of change in land use and rapid urban
growth in an urban area including the effects of urban
sprawl
Explain the problems of urban areas, their causes and Different types of pollution (air, noise, water, visual),
possible solutions inequality, housing issues, traffic congestion and
conflicts over land use change
• An urban area or urban areas

1.7 Urbanisation
Identify and suggest reasons for rapid urban growth Reference should be made to physical, economic and
social factors which result in rural depopulation and
the movement of people to major cities
Describe the impacts of urban growth on both rural The effects of urbanisation on the people and the
and urban areas, along with possible solutions to natural environment
reduce the negative impacts The characteristics of squatter settlements
Strategies to reduce the negative impacts of
urbanisation
• A rapidly growing urban area in a developing country and migration to it

Theme 2: The natural environment

2.1 Earthquakes and volcanoes

Describe the main types and features of volcanoes Types of volcanoes (including strato-volcanoes
and earthquakes [composite cone] and shield volcano)
Features of volcanoes (including crater, vent, magma
chamber)
Features of earthquakes (including epicentre, focus,
magnitude)
Describe and explain the distribution of earthquakes The global pattern of plates and their structure;
and volcanoes an awareness of plate movements, subduction
zones and their effects – constructive/divergent,
destructive/convergent and conservative plate
boundaries
Describe the causes of earthquakes and volcanic
eruptions and their effects on people and the
environment
Demonstrate an understanding that volcanoes
present hazards and offer opportunities for people
Explain what can be done to reduce the impacts of
earthquakes and volcanoes
• An earthquake
• A volcano

2.2 Rivers
Explain the main hydrological characteristics and Characteristics of rivers (including width, depth,
processes which operate in rivers and drainage basins speed of flow, discharge) and drainage basins
(including watershed, tributary, confluence)
Processes which operate in a drainage basin
(including interception, infiltration, throughflow,
groundwater flow, evaporation, overland flow)
Demonstrate an understanding of the work of a river
in eroding, transporting and depositing
Describe and explain the formation of the landforms Forms of river valleys – long profile and shape in
associated with these processes cross-section, waterfalls, potholes, meanders, oxbow
lakes, deltas, levées and flood plains
Demonstrate an understanding that rivers present Causes of hazards (including flooding and river
hazards and offer opportunities for people erosion)
Opportunities of living on a flood plain or a delta or
near a river
Explain what can be done to manage the impacts of
river flooding
• The opportunities presented by a river or rivers, the associated hazards and their management
2.3 Coasts
Demonstrate an understanding of the work of the sea
and wind in eroding, transporting and depositing
Describe and explain the formation of the landforms Cliffs, wave-cut platforms, caves, arches, stacks,
associated with these processes stumps, bay and headland coastlines, beaches, spits,
and coastal sand dunes
Describe coral reefs and mangrove swamps and the
conditions required for their development
Demonstrate an understanding that coasts present Hazards (including coastal erosion and tropical
hazards and offer opportunities for people storms)
Explain what can be done to manage the impacts of
coastal erosion
• The opportunities presented by an area or areas of coastline, the associated hazards and their management

2.4 Weather
Describe how weather data are collected Describe and explain the characteristics, siting and
use made of a Stevenson Screen
Rain gauge, maximum-minimum thermometer,
wet-and-dry bulb thermometer (hygrometer),
sunshine recorder, barometer, anemometer and wind
vane, along with simple digital instruments which can
be used for weather observations; observations of
types and amounts of cloud
Make calculations using information from weather
instruments
Use and interpret graphs and other diagrams showing
weather and climate data
2.5 Climate and natural vegetation

Describe and explain the characteristics of two Climate characteristics (including temperature
climates: [mean temperature of the hottest month, mean
temperature of the coolest month, annual range];
• equatorial
and precipitation including convection and relief
• hot desert rainfall [the amount and seasonal distribution])
Factors influencing the characteristics of these
climates (including latitude, pressure systems, winds,
distance from the sea, altitude and ocean currents)
Climatic graphs showing the main characteristics of
temperature and rainfall of the two climates
Describe and explain the characteristics of tropical The relationship in each ecosystem of natural
rainforest and hot desert ecosystems vegetation, soil, wildlife and climate
Describe the causes and effects of deforestation of Effects on the natural environment (both locally and
tropical rainforest globally) and effects on people
• An area of tropical rainforest
• An area of hot desert

Theme 3: Economic development

3.1 Development
Use a variety of indicators to assess the level of Indicators of development (including GNP per capita,
development of a country literacy, life expectancy and composite indices, e.g.
Human Development Index (HDI))
Identify and explain inequalities between and within
countries
Classify production into different sectors and give Primary, secondary, tertiary and quaternary sectors
illustrations of each
Describe and explain how the proportions employed Use of indicators of development and employment
in each sector vary according to the level of structure to compare countries at different levels of
development economic development and over time
Describe and explain the process of globalisation, and The role of technology and transnational
consider its impacts corporations in globalisation along with economic
factors which give rise to globalisation
Impacts at a local, national and global scale
• A transnational corporation and its global links
3.2 Food production

Describe and explain the main features of an Farming types: commercial and subsistence; arable,
agricultural system: inputs, processes and outputs pastoral and mixed; intensive and extensive
The influence of natural and human inputs on
agricultural land use (including natural inputs [relief,
climate and soil] and human inputs [economic and
social]). Their combined influences on the scale
of production, methods of organisation and the
products of agricultural systems
Recognise the causes and effects of food shortages Natural problems which cause food shortages
and describe possible solutions to this problem (including drought, floods, tropical storms, pests) and
economic and political factors (including low capital
investment, poor distribution/transport difficulties,
wars)
The negative effects of food shortages; the effects of
food shortages in encouraging food aid and measures
to increase output
• A farm or agricultural system
• A country or region suffering from food shortages

3.3 Industry
Demonstrate an understanding of an industrial Industry types: manufacturing, processing, assembly
system: inputs, processes and outputs (products and and high technology industry
waste)
Describe and explain the factors influencing the The influence of factors including land, labour, raw
distribution and location of factories and industrial materials and fuel and power, transport, markets and
zones political factors
Their combined influences on the location, scale
of production, methods of organisation and the
products of the system
Industrial zones and/or factories with respect to
locational and siting factors
• An industrial zone or factory
3.4 Tourism
Describe and explain the growth of tourism in
relation to the main attractions of the physical and
human landscape
Evaluate the benefits and disadvantages of tourism
to receiving areas
Demonstrate an understanding that careful
management of tourism is required in order for it to
be sustainable
• An area where tourism is important
3.5 Energy
Describe the importance of non-renewable fossil Non-renewable fossil fuels including coal, oil and
fuels, renewable energy supplies, nuclear power natural gas. Renewable energy supplies including
and fuelwood; globally and in different countries at geothermal, wind, HEP, wave and tidal power, solar
different levels of development power and biofuels
Evaluate the benefits and disadvantages of nuclear
power and renewable energy sources
• Energy supply in a country or area

3.6 Water
Describe methods of water supply and the Methods of water supply (including reservoirs/dams,
proportions of water used for agriculture, domestic wells and bore holes, desalination)
and industrial purposes in countries at different levels
of economic development
Explain why there are water shortages in some The impact of lack of access to clean water on local
areas and demonstrate that careful management is people and the potential for economic development
required to ensure future supplies
• Water supply in a country or area
3.7 Environmental risks of economic development

Describe how economic activities may pose threats Threats to the natural environment (including soil
to the natural environment and people, locally and erosion, desertification, enhanced global warming
globally and pollution [water, air, noise, visual])
Demonstrate the need for sustainable development
and management
Understand the importance of resource conservation
• An area where economic development is taking place and causing the environment to be at risk
Using mathematical skills in geography

• add, subtract, multiply and divide
• understand map scale and the use of the scale line and representative fractions
• understand the terms mean and range
• use averages, decimals, fractions, percentages and ratios
• use standard notation, including both positive and negative indices
• understand significant figures and use them appropriately
• recognise positive and negative relationships shown by scatter graphs
• draw and interpret graphs from given data for the types of graph listed in the syllabus
• select suitable scales and axes for graphs
• use a ruler and protractor.
Calculators may be used in all examinations.

4 Details of the assessment
Paper 1 – Geographical Themes

Written paper, 1 hour 45 minutes, 75 marks
All candidates take Paper 1. They choose three questions.
Please note:
Candidates must comply with the instructions for Paper 1. They must choose only three questions, one from each
of the three sections. Sometimes there is a choice within a question. Candidates must not answer more than is
required.
Questions are structured with different levels of difficulty. They consist of a combination of resource-based tasks
and free-response writing requiring place-specific information.
For resource-based tasks, candidates should interpret and analyse the resource and use the data provided to
illustrate their understanding of the concept being assessed.
Candidates are expected to know the location of the continents.
All the other information they need to answer a resource-based question is in the resource. No other previous
knowledge is needed of the content of the resource.
Resources may be:

• photographs • map extracts
• sketch maps • drawings
• diagrams • graphs
• text extracts • statistics and tables of data-satellite images
• GIS data. • maps showing latitude and longitude
Resource materials are chosen from different world areas. This means that candidates may be dealing with world
areas they are not familiar with. You should make it clear to candidates that they do not need any regional
knowledge to answer a resource-based question. Everything they need is provided. It is important that candidates
are not influenced in their choice of question by the nature or location of a resource.
Case studies
Candidates should refer to suitable case studies to illustrate the individual themes.
You may choose a case study because it relates to:

• the local school area
• a contemporary development such as the occurrence of a natural hazard in part of the world
• a particular illustration with which you are familiar
• a presentation in a newspaper or website or video or film, or a well-documented illustration in a textbook, etc.

Cambridge IGCSE Geography 0460 syllabus for 2023. Details of the assessment
A case study may also be based on a field study undertaken as part of the work for Component 3 (Coursework) or
Paper 4 (Alternative to Coursework). Specific questions based on fieldwork will not be set in Paper 1, but candidates
may use information based on their fieldwork to illustrate answers in Paper 1.
The case studies should give candidates details which they can use in their answers to certain questions on Paper 1.
Some part questions ask candidates to refer to information from the specific case studies for each theme.
Candidates may also use details from these case studies to volunteer information when they are answering other
part questions.
Specific named illustrations of case studies are not included in the syllabus. This is to give you complete freedom in
selecting examples which you feel are most suitable for your candidates.
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.
Paper 2 – Geographical Skills

All candidates take Paper 2. They must answer all the questions.
The paper tests:

• skills of application, interpretation and analysis of geographical information, for example:
– topographical maps – tables of data
– other maps – written material
– diagrams – photographs and pictorial material
– graphs
• application of graphical and other techniques.
Candidates do not need any place-specific knowledge to answer questions in Paper 2. Questions that require
knowledge and understanding (AO1) will be based on topics from the three themes (see section 3).
Equipment for Paper 2

Candidates must have in the examination room:
• a pencil, rubber, ruler, protractor and calculator
• access to a sheet of plain paper for measuring distance or for assisting with cross-sections on the large-scale
map.
Mapwork question
All answers to the mapwork question must be based on map evidence only.
One question will be based on a large-scale map. The large-scale maps provided will be on a scale of either
1:25 000 or 1:50 000 and will always contain a full key.
One third of the marks for Paper 2 are for the mapwork question. Candidates are asked to describe and analyse a
large-scale map. This means that candidates must be proficient in map-reading and interpretation skills.

Candidates should be able to use a co-ordinate reference system and to give and read four-figure and six-figure grid
references to locate places.
In this example, the four-figure reference for the dot is 4665 and the six-figure grid reference for the dot is 463654:
46 47
66 66
9
8
7 2nd Reading
(NORTHINGS)
6
5
4
3
2
1
0
65 0 1 2 3 4 5 6 7 8 9
65
46 47
1st Reading (EASTINGS)
To give the six-figure grid reference, first identify the grid square, in this case 4665. The third figure is obtained
by dividing the space between grid lines 46 and 47 into ten equal parts. Similarly, the sixth figure is obtained by a
division of the gap between northings 65 and 66. This results in a grid reference of 463654 for the dot and 460650
for the star. Please note that the first tenth is 0 and the last tenth is 9 in the divided grid square.
Candidates should be able to give directions, both in terms of a 16-point compass (such as north, north-north east,
north east, etc.) and as a bearing from grid north of one place from another. For this reason candidates must have
protractors in the examination room.
Candidates should be able to measure horizontal distances. This is done most accurately by using a straight-
edged piece of paper and the scale line. If the line to be measured is curved, divide the curve into straight sections
and rotate the paper after each straight section to follow the next straight section. Finally, place the completed
straight-edged piece of paper along the linear scale line on the map extract and read off the distance in kilometres/
metres. This method avoids complicated mathematical calculations which can arise when rulers are used.
Candidates should also be able to:

• calculate differences in height by means of contour reading
• interpret, construct or complete a cross-section
• translate the scale of a feature by describing its size and shape in real terms
• be proficient in using the key to identify features on the map
• draw inferences about the physical and human landscape by interpreting map evidence (including patterns of
relief, drainage, settlement, communication and land use)
• identify basic landscape features (such as river valleys and uplands)
• give brief descriptions of basic landscape features using suitable geographical terms (such as ridge, plateau,
scarp, flood plain) and simple adjectives showing an appreciation of their nature (such as broad, flat, steep-
sided, deeply cut, gently sloping)
• recognise essential differences in density of drainage, stream patterns, gradients or sizes of streams in relation
to the relief
• describe the physical features of coastlines and the shape and form of river channels as they are shown on
large-scale maps
• describe variations in land use
• recognise and analyse patterns of settlement (dispersed, nucleated, linear)
• draw sketch maps illustrating these patterns

• interpret and describe features of urban morphology as they are shown on large-scale maps
• describe the functions of and services provided by settlements
• give reasons for the site and growth of individual settlements
• recognise communication networks in terms of their type and density in relation to physical and human features.
Maps, diagrams, graphs, tables of data, written material

Questions will be set using some or all of these resources, which are all important ways of representing
geographical 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 sex structure of a country. Maps based on
global and other scales may also be used.

• Describe the broad features of the population structure and use the pyramid to identify comparisons and
contrasts between the male and female populations, the working and non-working population and the
young-, middle- and old-age groups.
• Identify and describe significant features of the human and physical landscape on maps, for example,
population distribution, population movements, transport networks, settlement layout, relief and drainage.
• Recognise patterns and deduce relationships.
• Extract specified geographical information from graphs, diagrams, tables of data and written material. Various
types of graphs, maps and diagrams may be used, for example: pictograms, line graphs, bar graphs, divided bar
graphs, histograms, kite diagrams, flow diagrams, wind rose graphs, dispersion graphs, isoline maps, scatter
graphs (including best-fit lines), choropleth maps, pie graphs, triangular graphs and radial graphs.
• Describe variations and identify trends in information. Graphs may show, for example, temperature, birth rate,
death rate, energy, rainfall distribution or river discharge.
• Plot information on graphs when axes and scales are provided.
Data tables may provide various types of information on physical phenomena, economic activities, population,
settlement, agricultural and manufacturing output, etc. and candidates may be asked to describe and analyse
features and trends from the data provided. They may also be asked to suggest a suitable form of graphical
representation for the data provided.
Written material may be extracts from books, periodicals and newspapers, and candidates will need to show an
understanding of the material presented.
Photographic and pictorial material (including field sketches)

Questions may include field sketches of physical and human landscapes to stimulate geographical description and
annotation. Cartoons illustrating a geographical theme may be set for interpretation and analysis.
Some questions will include oblique photographs. Candidates should be able to:
• Give simple descriptions of human and physical landscapes (landforms, natural vegetation, land use and
settlement) and geographical phenomena from photographs, aerial photographs, satellite images and GIS.
• Add specified detail on maps or other material provided to show that they can apply geographical knowledge
and understanding.
• Use supporting material in conjunction with large-scale maps to identify, describe and analyse features and
show that they can recognise patterns and deduce trends.

Component 3 – Coursework
Centre-based assessment, 60 marks
Candidates must complete one coursework assignment, set by teachers, of up to 2000 words.
Coursework assignments may be based on physical geography or human geography or on an interaction between
physical and human geography. Coursework must be clearly related to one or more of the subject themes (see
section 3).
The focus of assignments can be common to all candidates at a centre but they do not have to be. There should be
enough variety and differentiation of tasks, and opportunity for individual initiative in all assignments, to fulfil the
assessment criteria at all levels of achievement.
Coursework will be assessed on the quality of the content of the assignment in relation to the criteria on which
assessment is based. The time candidates spend on their coursework assignments should reflect the weighting of
the component in the total assessment (27.5 per cent).
Centre-based assessment provides a complementary assessment of the assessment objectives tested in Papers 1
and 2, with an emphasis on AO2, skills and analysis. Coursework assignments must cover the assessment criteria in
the proportions given below.
Assessment criteria Marks allocated

Observation and collection of data 12
Organisation and the presentation of data 12
Analysis and interpretation 12
AO3 Judgement and decision-making (conclusion and 12
evaluation)
Total: 60 marks
You should devise and structure coursework assignment(s) to enable all candidates to fulfil these assessment
criteria. Differentiation should be achieved by candidates engaging in enquiries appropriate to their abilities, which
will allow them to demonstrate what they know and can do.
Setting up a coursework assignment

You should structure each coursework assignment to promote the:
• acquisition of geographical knowledge
• understanding and application of ideas
• development of skills and the clarification of values in a geographical context.

The coursework assignment should follow the accepted ‘route to geographical enquiry’ as below.
The route to geographical enquiry
1 Identification of issue, question or problem A topic for investigation is recognised through

observation, discussion, reading or previous study. The
design of hypotheses to test the issue, question or
problem.
2 Objectives of the study are defined The objectives of the study are defined in specific terms.
Decisions are made on:
(a) what data are relevant to the study
(b) how the data can be collected.
3 Collection of data Candidates carry out a group or individual set of tasks,

which may include fieldwork to collect primary data, such
as undertaking questionnaires, mapping or sketching,
observation, recording counts or measurements. This
may also involve gathering data from secondary sources
such as census information, the internet, published maps,
books, newspapers or magazines.
4 Selection and collation of data You may collate data for class use. Candidates select data
to develop the aims or hypotheses for the topic.
5 Presentation and recording of the results Candidates individually record results and present findings
in appropriate forms using a variety of maps, graphs, etc.
6 Analysis and interpretation Candidates individually analyse and interpret their findings
in response to the issue/question/problem with reference
to relevant geographical concepts.
7 Making effective conclusions, evaluation Candidates individually draw conclusions from their
and suggestions for further work findings and make evaluations related to the original
objectives.
If appropriate, comments may be made on the limitations
of the data and possibilities for further study.

Examples of suitable coursework assignments

The coursework assignments listed below identify issues, questions or problems which could be investigated.
Human geography
Theme 1: Population and settlement Topic
reference
• What are the push and pull factors influencing migrants in a certain area? 1.2
• Are the leisure facilities of a settlement area adequate for the needs of its population? 1.5
• To what extent has the physical landscape influenced settlement patterns in an area? 1.5
[also listed under physical geography topics]
• Do pedestrian and traffic patterns vary within the CBD of a local town/city? 1.5 / 1.6
• How does the pattern of land use vary with distance from the centre of a settlement? 1.6
• To what extent does an urban area match the Burgess concentric ring model of urban land 1.6
use?
• How and why do housing types differ in the residential environments of a settlement? 1.6
• How and why does the height of buildings vary with distance from the CBD? 1.6
• Do most people employed in the CBD work in shops and service industries? 1.6
• Use a particular city or town(s) to find out if newer housing areas have better 1.7
environments than older housing areas.
Theme 3: Economic development Topic

reference
• What are the benefits and problems created by tourists visiting an area/settlement? 3.4
• Where does a particular tourist resort fit in the Butler model of tourist development? 3.4
• To what extent are problems of an uneven/unreliable water supply being solved by people 3.6
and organisations in an area?

Physical geography
Theme 1: Population and settlement Topic
reference
• To what extent has the physical landscape influenced settlement patterns in an area? 1.5
[also listed under human geography topics]
• Are temperatures near to and in the CBD always higher than temperatures on the rural- 1.6
urban fringe of a settlement?
Theme 2: The natural environment Topic

reference
• Does river velocity increase downstream? 2.2
• Does the bedload of a local river become smaller and more rounded downstream? 2.2
• How far do a river’s characteristics fit the Bradshaw model? 2.2
• Does pollution increase as a river flows downstream? 2.2 / 3.6
• A comparison of two beaches to see if the size of beach material gets larger towards the 2.3
top of a beach nearer to the cliff.
• Does the direction of the wind and waves influence the size and location of pebbles on a 2.3
beach?
• Is there a relationship between the amount of rainfall and the wind direction in the local 2.4
area?
• Is there a relationship between atmospheric pressure and the amount of rainfall in your 2.4
local area?
Where a single hypothesis is stated, it can be broken down into two sub-hypotheses. If the question is not in the
form of a hypothesis, it is hoped that one or more hypotheses may be derived from any particular one. This list is
not prescriptive and other titles are equally valid providing they fall within the syllabus.
It is important to note that, although data collection may be a collaborative exercise, a candidate’s actual
coursework should still be individual in its presentation and analysis. Only part of the total data collected by the
group may be relevant for a candidate’s particular hypothesis/hypotheses.
Outline proposal forms are no longer in use for this syllabus. As part of teaching, you should give guidance and
feedback to candidates on whether their coursework title is suitable.
For guidance on developing suitable titles for coursework go to our School Support Hub
www.cambridgeinternational.org/support
For further information, see the Cambridge Handbook for the relevant year of assessment at
www.cambridgeinternational.org/eoguide

Teacher guidance
You must devise the coursework assignment and give candidates suitable guidance on their choices and methods.
Suitable guidance includes:

• introducing the ‘route to geographical enquiry’
• outlining the purpose and aims of the assignment
• teaching the relevant geographical concepts to allow the assignment to be placed in context
• discussing and giving instructions on data collection methods
• introducing suitable presentation techniques
• ensuring candidates understand the requirements for the finished assignment, including word counts
• ensuring candidates are aware of the extent of individual initiative required to access higher levels in the
generic mark scheme.
Different candidates will need different levels of individual guidance on their choice of graphs, analytical comments
or conclusions. You should reflect the amount of guidance provided in the level of marks awarded.
Undertaking coursework assignments

The amount of time candidates spend on their assignment will vary. Assignments should follow a programme
of introductory work and should assess the outcomes of about four or five weeks’ work in the classroom plus
homework. You should incorporate coursework assignments into the course at a suitable time.
Candidates are encouraged to use computers to produce coursework for geography, both for word-processed text
and for computer-generated maps, diagrams and graphs. But you should also remind candidates that hand-drawn
maps, diagrams and graphs can sometimes be more suitable and more useful than those generated by computer.
Candidates will gain credit for selecting and using the most appropriate method for data presentation.

Paper 4 – Alternative to Coursework

Candidates must answer all the questions.
Alternative to Coursework will provide a complementary assessment of the assessment objectives tested in
Papers 1 and 2, with an emphasis on AO2, skills and analysis. The breakdown of marks in Alternative to Coursework
will assess the same assessment objectives in the same proportions as provided by the route to geographical
enquiry and generic mark scheme for the Coursework option.
Assessment criteria Marks allocated

Techniques for observing and collecting data 12
Techniques for organising and presenting data 12
Analysis and interpretation 12
AO3 Judgement and decision-making (conclusion and 12
evaluation)
Total: 60 marks
Candidates are set a series of tasks on issues relating to one or more of the subject themes (see section 3).
Questions test the methodology of questionnaires, observation, counts and measurement techniques, and involve
testing hypotheses appropriate to specific topics. Questions also test processing, presentation and analysis of data.
Candidates should be aware of the general requirements for this paper. To prepare for it they should follow the
route to geographical enquiry, as for Component 3 (Coursework). They should have some practical experience,
however limited, of coursework methodology. One approach is to introduce the appropriate enquiry skills
and techniques relevant to Paper 4 during the teaching of specific topics for Paper 1. For example, while you are
teaching Topic 2.2 Rivers, you could discuss how key aspects of the form of rivers can be measured, how depth
data can be plotted and how cross-sectional area and discharge can be calculated. You could introduce the skills
required for questionnaires, counts and observations in a variety of topics, wherever this is practical for the centre.
Candidates should be aware of the range of aspects involved in the route to geographical enquiry for coursework
assignments, such as identifying aims and hypotheses, using enquiry skills to collect data, using presentation
techniques to display data, making analyses of data and reaching conclusions. Enquiry skills involved in coursework
assignments are stated in items 1 to 7 of ‘The route to geographical enquiry’ in the section on Component 3
(Coursework).

Enquiry skills for Paper 4

1 Formulating aims and hypotheses
Candidates should be familiar with hypotheses as statements that form the basis of coursework assignments.
The hypotheses may investigate a geographical concept, for example, ‘A CBD has the highest concentration
of comparison shops.’ Hypotheses can be tested by collecting relevant data, by analysis and by drawing
conclusions using the data as evidence.
2 Enquiry skills to collect data

Questions will test knowledge and application of the methodology used in the following range of enquiry skills
to collect data.
Questionnaires
Questionnaires can be oral or written to gain information from an individual or a group of individuals.
Questionnaires can be used when studying a number of syllabus topics, including: spheres of influence; use of
services; shopping habits; a farm study; a factory or industrial study; leisure activities; tourism; or attitudes of
the public to developments associated with resource development.
Candidates should be aware of:
• factors influencing the successful design of questionnaires, for example:
– layout
– format of questions
– appropriate wording of questions
– number of questions
• the practical considerations involved in conducting a questionnaire, for example:
– sampling methods
– pilot survey
– location of survey.
Observation
Examples of using observations to collect data include the recording of land use in an urban area or
observations of river or coastal features. Candidates can use maps, recording sheets, field sketches and
annotated photographs to record their observations.
Counts
Examples of counts are pedestrian and traffic counts. Candidates should be aware of suitable methods for
recording counts, including the layout of recording sheets, instructions and the information required to identify
the sheet following the count (time, date, location and name of recorder).
Measurement
Candidates should be aware that when they are recording measurements, it is important to plan the layout
of the recording sheet, the location of instruments and the sampling methods used to provide reliable data.
They should know what measurement equipment is required, such as the quadrat, the clinometer and the
pebbleometer or callipers. They should be familiar with:
• river measurements of channel width, depth, speed of flow and the size and shape of bedload
• beach studies of beach profile, the size and shape of pebbles and the movement of beach material
• weather study instruments closely linked to Theme 2: The natural environment
• measurement techniques associated with human fieldwork such as survey strategies and pedestrian/traffic
counts.

3 Data presentation techniques

Candidates need to know about the illustrative techniques that can be used to present data. These include
various types of graphs, maps and diagrams, for example:
• line graphs
• bar graphs
• divided bar graphs
• histograms, flow diagrams
• wind-rose graphs
• isoline maps
• scatter graphs (including best-fit lines)
• pie graphs
• triangular graphs
• radial graphs
• dispersion graphs
• choropleth maps
• kite diagrams
• pictograms.
4 Analysis
Candidates should be able to describe the patterns in data presented in graphs and tables of results. Questions
often require candidates to refer to relevant geographical knowledge and understanding when they are
interpreting data.
5 Making conclusions
Using the evidence from the data, candidates should be able to make judgements on the validity of the original
hypothesis or the aims of the assignment. They must refer to the reliability of the data collected and give a
critical evaluation of the data collection methods chosen, along with suggestions for other possible hypotheses
and extension work.

Coursework assessment
When assessing coursework, you must use the generic mark scheme on the next page. The mark scheme allocates
marks out of a total of 60.
You should study the generic mark scheme closely at the same time as candidates are preparing topics for the
coursework assignments. This will help you ensure that topics will provide opportunities for each of the assessment
criteria at different levels of achievement.
There are two key stages in marking a coursework assignment.
Stage 1: Use the assessment criteria stated in the generic mark scheme and for each one identify the level of
achievement (Levels 1–3).
Stage 2: Then decide which mark within a level of achievement for each assessment criterion best fits the standard
achieved.
Guidance on using levels-based mark schemes

Marking of the coursework should be positive, rewarding achievement where possible but clearly differentiating
across the whole range of marks available.
In approaching the assessment process, the marker should look at the work and then make a ‘best fit’ judgement
as to which level statement it fits. In practice the work does not always match one level statement precisely so a
judgement may need to be made between two or more level statements.
Once a ‘best fit’ level statement has been identified, the following guide should be used to decide on a specific
mark:
• Where the candidate’s work convincingly meets the level statement, the highest mark should be awarded
• Where the candidate’s work adequately meets the level statement, the most appropriate mark in the middle
of the range should be awarded
• Where the candidate’s work just meets the level statement, the lowest mark should be awarded.

Generic mark scheme for coursework assessment
Assessment criterion **Level 1 Level 2 Level 3

1–4 marks 5–8 marks 9–12 marks
Knowledge with Describes information Outlines relevant Provides comprehensive

understanding (within in simple geographical information using information with
the context of teaching terms and shows a appropriate a careful use
and guidance) tentative grasp of the geographical terms and of appropriate
(max 12 marks) aims. develops a clear link geographical terms and
between the aims and the aims are clearly
geographical ideas. related to relevant key
geographical ideas.
Skills and analysis Shows evidence of some Collects and records Collects and records
ability to collect and relevant information detailed data from a
• Observation and
record basic information from valid sources range of valid sources
collection of data
from limited sources and with evidence of sound within a clear planning
(max 12 marks)
shows evidence of simple planning. design.
planning.
• Organisation and The presentation is The presentation is A coherent presentation

presentation loosely ordered and uses logically ordered using a range of
(max 12 marks) one simple presentation using two or more appropriate techniques
technique appropriately. presentation techniques with accuracy and clear
appropriately and relevance to the aims.
effectively.
• Analysis and Makes descriptive and Makes a number of A thorough

interpretation simple comments about valid statements about interpretation of the
(max 12 marks) the information. the data with some data with reasoned
explanations attempted. explanations and
comments.
• Conclusion and States superficial States tentative States clear conclusions

evaluation conclusions showing conclusions linked to in the light of the aims,
(max 12 marks) tenuous links to the the original aims. Some clearly related to the
original aims. Simple judgements linked to evidence collected. Makes
evaluation showing information collected. a sound evaluation
little awareness of any Some evaluation identifying weaknesses
shortcomings. of a limited range of and suggesting
weaknesses. improvement.
** Level 0 (0 marks) is awarded for a criterion where there is no credit-worthy material.
Bold words are level indicators.

Coursework guidance notes

Recording and submitting candidates’ marks and work
Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates and
methods of submission of candidates’ marks and work.
You should record candidates’ marks for Component 3 Coursework on the Individual Candidate Record Card which
you should download each year from the samples database at www.cambridgeinternational.org/samples. The
database will ask you for your country/territory and the syllabus code (i.e. 0460), after which it will take you to the
correct forms. Follow the instructions on the form to complete it.
The marks on this form must be identical to the marks you submit to Cambridge International.
Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements to moderate
or standardise your teachers’ marking so that all candidates are assessed to a common standard. (If only one
teacher is marking internal assessments, no internal moderation is necessary.) You can find further information on
the process of internal moderation on the samples database at www.cambridgeinternational.org/samples
You should record the internally moderated marks for all candidates on the Coursework Assessment Summary
Form and submit these marks to Cambridge International according to the instructions set out in the Cambridge
Handbook for the relevant year of assessment.
External moderation
Cambridge International will externally moderate all internally assessed components.
• You must submit the marks of all candidates to Cambridge International.
• You must also submit the marked work of a sample of candidates to Cambridge International.
The sample you submit to Cambridge International should include examples of the marking of each teacher. The
samples database at www.cambridgeinternational.org/samples explains how the sample will be selected.
The samples database also provides details of how to submit the marks and work.
External moderators will produce a short report for each centre with feedback on your marking and administration
of the assessment.

Supervising coursework
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. If plans and first drafts are completed under teacher supervision, you can be sure
of the authenticity of the final coursework. Candidates can draft and redraft work, but you should only give brief
summative comments on progress during this drafting phase.
Coursework must be a candidate’s own, unaided work. Unless there is subject-specific guidance that says
otherwise, you can support candidates by reviewing their work before it is handed in for final assessment. You can
do this orally or through written feedback. Your advice should be kept at a general level so that the candidate leads
the discussion and makes the suggestions for any amendments. You must not give detailed advice to individual
candidates or groups of candidates on how their work can be improved to meet the assessment criteria. You should
not correct or edit draft coursework.
For further information about supervising coursework, see the Cambridge Handbook for the relevant year of
assessment at www.cambridgeinternational.org/eoguide
Authenticity and academic honesty

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 his or her 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/teachingandassessment

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
Calculate work out from given facts, figures or information
Compare identify/comment on similarities and/or differences
Define give precise meaning
Describe state the points of a topic / give characteristics and main features
Devise create a questionnaire to present other information according to specific requirements
Estimate use judgement to give a unit value to a distance or area
Explain set out purposes or reasons / make the relationships between things evident / provide 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
Locate indicate the position of a place, feature or entity from/on a resource
Plan create a method to obtain or present certain information (such as a questionnaire)

according to specific requirements
Predict suggest what may happen based on available information
Sketch make a simple freehand drawing showing the key features, taking care over proportions
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
Phrases such as ‘How far do you agree …?’ and ‘To what extent …?’ may also be seen in the assessment for this
syllabus.

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 geography curriculum at lower secondary
level or equivalent national educational framework.
Guided learning hours

We design Cambridge IGCSE 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.
Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
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. If your school is in India, you can also enter your
candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. Coursework options are not available to private candidates. 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 (9–1) Geography (0976)
• Cambridge O Level Geography (2217)
• 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.
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools to
offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a range of
different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Cambridge IGCSE Geography 0460 syllabus for 2023. 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 a copy of 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 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.
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 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 and carrying forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries
Candidates cannot resubmit, in whole or in part, coursework from a previous series. To confirm if an option is
available to carry forward marks for this syllabus, refer to the Cambridge Guide to Making Entries for the relevant
series. Regulations for carrying forward internally assessed marks can be found in the Cambridge Handbook for the
relevant year at www.cambridgeinternational.org/eoguide
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In our effort to comply with the UK Equality Act (2010) we have taken all reasonable steps to avoid any
direct and indirect discrimination.
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate
is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive
recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage
over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘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 IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
• 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 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 IGCSE Geography will be published after the first assessment of the syllabus in
2020. Find more information at www.cambridgeinternational.org/0460

Changes to this syllabus for 2023

The syllabus has been updated. This is version 1, published September 2020.
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content • We have added learner attributes, to communicate the benefits of the
syllabus in more detail.
• In section 4 Details of the assessment
– Paper 1 Geographical Themes we have added ‘maps showing latitude
and longitude’ to the resources.
– Paper 2 Geographical Skills and Paper 4 Alternative to Coursework we
have clarified scatter graphs to include best-fit lines.
• We have also clarified some of the wording in Coursework Guidance
Notes.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use
with this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge Assessment International Education

The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] www.cambridgeinternational.org
Copyright © UCLES September 2020

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Syllabus

‘We think the Cambridge curriculum is superb preparation for university.’

Copyright © UCLES September 2020

1 Why choose this syllabus? ..................................................................................................... 2

2 Syllabus overview .................................................................................................................... 5

3 Subject content .........................................................................................................................9

4 Details of the assessment ....................................................................................................19

5 What else you need to know .............................................................................................. 36

Important: Changes to this syllabus

1 Why choose this syllabus?

Students can choose from 70 subjects in any combination – it is

Our approach in Cambridge IGCSE Geography encourages learners to be:

confident, using geographical data to interpret the world around them

2 www.cambridgeinternational.org/igcse Back to contents page

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/igcse 3

Find out more at www.cambridgeinternational.org/support

Planning and preparation Teaching and assessment

• Cambridge Professional Development Qualifications

Supporting exams officers

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

The aims are to enable students to:

Cambridge Assessment International Education is an education organisation and politically neutral.

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

All candidates take:

Paper 1 1 hour 45 minutes

Paper 2 1 hour 30 minutes

and either: or:

Component 3 Paper 4 1 hour 30 minutes

Information on availability is in the Before you start section.

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

AO1 Knowledge with understanding

AO2 Skills and analysis

AO3 Judgement and decision-making

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

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

AO1 Knowledge with understanding 30

AO2 Skills and analysis 52

AO3 Judgement and decision-making 18

Assessment objectives as a percentage of each component

Paper 1 Paper 2 Component 3 and

AO1 Knowledge with 48 11 20

AO2 Skills and analysis 30 80 60

AO3 Judgement and decision- 22 9 20

Total 100 100 100

8 www.cambridgeinternational.org/igcse Back to contents page

The subject content is arranged into the three themes:

The units used in all resources and papers are:

Questions in all papers may include references to latitude or longitude.

Back to contents page www.cambridgeinternational.org/igcse 9

Theme 1: Population and settlement

1.1 Population dynamics

1.3 Population structure

10 www.cambridgeinternational.org/igcse Back to contents page

1.4 Population density and distribution

1.5 Settlements (rural and urban) and service provision

1.6 Urban settlements