Coursework Handbook

Cambridge IGCSE®
Environmental Management

0680
Cambridge International Examinations 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.

© Cambridge International Examinations 2016

Version 1.1
Updated: 11.03.16
Contents

Introduction ........................................................................................................................ 2
Syllabus requirements
Assessment of the coursework
Levels of achievement

Section 1: Setting and managing coursework ...................................................................... 4

1.1 Points to consider
1.2 Choice of assignment
1.3 Setting up the coursework
1.4 Guiding the learner
1.5 The role of Cambridge Assessment

Section 2: Administering the coursework .......................................................................... 11

2.1 Practical guidelines for administration
2.2 Guidance to learners

Section 3: Assessing the coursework ................................................................................ 13

3.1 Coursework Assessment Criteria
3.2 Assessment of sample coursework
Introduction

Introduction

This handbook provides a guide to the coursework component of the Cambridge IGCSE Environmental
Management (0680) syllabus. It aims to help you set and manage appropriate tasks for your learners to
submit as coursework, and to help build your confidence in assessing the finished investigation.

You should work through the booklet and familiarise yourself with what is required by the syllabus. This will
enable you to help your learners achieve the most from their coursework.

Also included are three sample pieces of candidate coursework which have been marked and annotated by
the examiner to show you how the assessment criteria have been applied.

Further help
We hope that this information will provide a thorough introduction to the requirements and criteria for
assessment of coursework in IGCSE Environmental Management (0680).

However, if you have any further questions or difficulties, please do not hesitate to contact us and we will
do our best to help.

The address to which your queries should be sent is:

Customer Services
Cambridge International Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom

Telephone: + 44 1223 553554

Fax: +44 1223 553558

E-mail: [email protected]

Website: www.cie.org.uk

Syllabus requirements
The coursework requirements are outlined in the syllabus and repeated below:

• Candidates must offer one piece of coursework; this must be the individual work of the candidate.
• It is possible for the same topic to be tackled by a group, as long as the teacher ensures that each team
member has different responsibilities and aspects to investigate and work on.
• Under all circumstances the candidate must produce an individual report and, if the work was done as
part of a group, there should be an indication of where and with whom work was carried out jointly.
• It is essential that the project is based on a local environmental problem and that this is specific,
accessible and measurable.
• Resource and Development aspects must be analysed, and this will provide a setting for consideration
of Impact and Management.

2 Cambridge IGCSE Environmental Management

 Introduction

• The project must include primary data gathering using a suitable range of techniques, including
fieldwork.
• The data gathered should be analysed in depth, and from this analysis meaningful conclusions should be
drawn.
• The conclusions and findings should be presented in an orderly and reasoned way with a range of
illustrative techniques.
• The word target for the coursework is 3000 words.

Finally, it is crucial that the report involves analysis, discussion and judgement and be not merely description.

Assessment of the coursework

The assignment is to be marked in three sections as below:

Assessment Objective A: Knowledge and Understanding 12 marks

Criterion 1 Understanding the processes involved in the environmental problem 6 marks
Criterion 2 Understanding the resource, development, impact and management 6 marks
aspects of the problem
Assessment Objective B: The investigation 24 marks
(data acquisition, analysis, presentation)
Criterion 3 Data Collection: using sources 6 marks
Criterion 4 Data collection: using research techniques 6 marks
Criterion 5 Presenting findings 6 marks
Criterion 6 Analysing data 6 marks
Assessment Objective C: Evaluation, judgement and decision making 24 marks
Criterion 7 Recognising values 6 marks
Criterion 8 Evaluating choices 6 marks
Criterion 9 Evaluating strategies 6 marks
Criterion 10 Making reasoned judgements 6 marks
Total 60 marks

Levels of achievement
Each criterion within each Assessment Objective is marked out of 6 and has three levels of achievement.

5–6 Excellent

3–4 Competent

1–2 Some positive achievement

0 No evidence of positive achievement for this criterion

See the syllabus document for the year that your learners will be sitting the exam to see the full breakdown
of these criteria.

Cambridge IGCSE Environmental Management 3

Section 1: Setting and managing coursework

Section 1: Setting and managing coursework

1.1 Points to consider

Timing
The coursework should be started after some teaching on research methods has taken place and when
enough of the syllabus has been studied to give the candidates sufficient material on which to base their
investigation.

Guidance
Teachers are at liberty to give assistance during the planning and preparation of the investigation, and during
data collection. It must be appreciated, however, that any such help, especially during data collection and
also in analysis and report production must be taken into account when marking.

In the report writing stage you should ensure that all the required sections are included. Learners should
be encouraged to include secondary data but the wholesale inclusion of magazine articles, etc., or similar
treatment of web-based material should be avoided. Such material can be very valuable, but it is very
important that it is read and then presented in the candidates own words. Similarly the inclusion of maps
and photographs should be carefully considered and their use made to good effect, e.g. photographs are
worthless unless annotated.

1.2 Choice of assignment

It is important that the project title chosen is one which is of particular interest to the learner; although it is
possible to achieve this by presentation of a range of topics.

To achieve marks in all the Assessment Objectives it is essential that the topic chosen has an appropriate
resource consideration from the syllabus resource areas of:

• Lithosphere: structure and processes

• Elements of soil
• The water cycle
• The oceans
• The atmospheric system
• Biomes
• Types of vegetation

For example, if a candidate wished to investigate a zoo then they would need to focus on the resource of
biodiversity and ecosystems which are sections 20.7 and 20.1/2 in the syllabus. This would then lead on to
a discussion of the processes involved in destruction and conservation of biodiversity and habitats and so to
a consideration of the role of the zoo. If the investigation did not take this resource as a focus then it would
run the risk of being a picture gallery of the zoo animals and their treatment, with little scope for discussion
of future sustainable development and management choices needed for Assessment Objective C.

4 Cambridge IGCSE Environmental Management

 Section 1: Setting and managing coursework

Below is a table of the suggested coursework titles from the syllabus with some possible syllabus resource
areas. These suggestions are intended only as examples. Topics will depend on specific circumstances,
e.g. the school’s local area and resources, the special interests and expertise of teachers, and (not least) the
interests of candidates.

Examples of coursework topics Possible resource areas from the syllabus

How can industry X be managed to the benefit of 14.3, 14.4, 6.1
the environment?
How effective is the technology for preventing/ 6.1, 6.3, 7.1, 20.4
clearing oil spills so far as it affects the ecosystem?
Is solar energy a viable technology for electricity 14.1, 14.2, 14.3, 14.4, 1.4
production in our locality?
How can our school/community use more recycled 20.1, 20.2, 20.4, 20.6, 20.7, 21.1
material and generate more recycling?
Can people be made more aware of the potential 20.1, 20.2, 20.4, 20.6, 20.7, 21.1, 14.3, 14.4, 1.4
resource value of household waste?
Can the local disused quarry at X be adapted for 2.1, 2.2, 20.1, 20.2, 20.4, 20.5, 20.6, 20.7, 21.1
use as a conservation and recreation area?
How can water storage and control in our region 6.1, 6.2, 6.3, 2.1, 2.2
be improved to ensure a fair distribution of water
supply?
How can the quality of our tap water be improved? 6.1, 6.2, 6.3, 2.1, 2.2
Are the marine and recreational resources of 7.1, 7.2, 7.3, 7.4, 20.1, 20.2, 20.3, 20.4
coastline X maintained well enough to be sustained
in their use for future generations?
How can pollution of lake X be reduced and its 6.1, 6.2, 6.3, 2.1, 2.2
water cleaned?
What can be done to manage the tourist beach at V 20.1, 20.2, 20.3, 20.4, 20.7, 21.1
sustainably?
What steps can be taken to reduce the effects of 14.5, 14.6, 14.7, 20.1, 20.2, 20.3, 20.4, 20.7, 21.1
wind damage X on settlement X?
What weather conditions prevail when air pollution 14.3, 14.4, 14.5, 14.7, 1.4, 6.1, 20.3, 20.2
from traffic is most damaging and how can the
damage be limited?
How can the effect of acid rain on forest X be 1.4, 2.1, 2.2, 6.1, 6.3, 14.3, 14.4, 20.1, 20.2, 20.3
reduced by action at different levels of society?
Can our local zoo/botanical garden be regarded as a 20.1, 20.2, 20.3, 20.4, 20.5, 21.1
means of saving endangered species?
How can hardwood forest X best be managed to 21.1, 20.1, 20.2, 20.3, 20.4, 20.5, 14.6, 14.4, 14.7,
provide materials and to sustain itself? 2.1, 2.2
How can the local population of animal X be 20.1, 20.2, 20.3, 20.4, 20.5, 21.1
managed sustainably given available natural
resources and their economic use?
What strategies are available for controlling 21.1, 20.1, 20.2, 20.3, 20.4, 20.5
population growth in city X?

Cambridge IGCSE Environmental Management 5

Section 1: Setting and managing coursework

Is the replacement of existing ecosystems with 21.1, 20.1, 20.2, 20.3, 20.4, 20.5, 14.6, 14.4, 14.7,
plantations of X sustainable development? 2.1, 2.2
How can farming in area X be improved to prevent 2.1, 2.2, 21.1, 20.1, 20.2, 20.3, 20.4, 20.5, 14.6,
further soil erosion? 14.4, 14.7
Is intensive farming doing long-term damage to the 2.1, 2.2, 21.1, 20.1, 20.2, 20.3, 20.4, 20.5, 14.6,
local environment? 14.4, 14.7
How could crop wastes be used more efficiently in 2.1, 2.2, 21.1, 20.1, 20.2, 20.3, 20.4, 20.5, 14.6,
local agriculture and alternative uses promoted? 14.4, 14.7

The Candidate Coursework Proposal Form on page 8 of this training manual is a useful device to ensure that
students choose an appropriate topic to investigate.

The assignments that are weakest are those which do not choose an appropriate resource and consequently
cannot achieve marks in Assessment Objective C. The resultant assignment is usually largely descriptive
and lacking in the required analysis and discussion of judgement decisions.

1.3 Setting up the coursework

To ensure that the candidates can achieve a successful piece of coursework they need structured guidance.
One way to do this would be to get them to fill in a Candidate Coursework Proposal Form, showing how
each criterion is to be tackled. This would then allow the teacher to provide the learner with feedback at an
early stage and/or as an ongoing activity. The teacher could either get learners to fill in the sections as they
go along or complete all of them at the planning stage. Either system would work equally as well.

There follows an example of an investigation title and what a learner might write. There is also a blank form
for you to use if you wish.

1.4 Guiding the learner

You could start off the process by suggesting local issues that are having a real environmental impact.

Then

• Direct learners to select an issue that they feel they have an interest in (either from a list or from their
own knowledge or a previous piece of class work).
• Formulate this into a suitable title, see the table on page 5 for ideas.
• Examine the syllabus/their notes for relevant processes that impact on the issue.
• Think and suggest what data would be ideal to collect.
• Suggest what is the best way to collect this data.
• Consider who is involved in the issue.
• Suggest how their opinions could be canvassed.
• Suggest what solution there might be.
• Think about the pros and cons of each possible solution.
• Devise a strategy which considers the range of possible solutions.

Using a set of questions based on the above and the Candidate Coursework Proposal Form a learner is
likely to be guided through to an investigation which is likely to meet each criterion in the coursework
assessment.

6 Cambridge IGCSE Environmental Management

 Section 1: Setting and managing coursework

Candidate Coursework Proposal Form

Title: “What can be done to manage the tourist beach at X sustainably?”
Criteria Suggested Content
Possible Processes How people use and value their natural environment section 22.1
and syllabus reference
Migration, push pull factors section 23.3

Modification of vegetation and soils section 24.1

Resource potential section 20.7

The concept of an ecosystem section 20.1

Physical factors section 20.3

The impact of tourism section 25.3

Urbanisation section 26.4

Ecosystems at risk section 25

Land at risk section 27

Managing the land section 30

Managing tourism section 29.4

Conservation of the ecosystem section 28

Possible Data to be Data to be collected could include:
collected, methods and
techniques which could Quantity of rubbish
be used
Amount and type of erosion of land

Numbers of cars involved

Numbers of people using the beach

Types of use people make of beach (e.g. games, dog walking, picnicking).

Techniques could include:

Photographs

Transects

Number counts of people and cars

Category counts

Survey, questionnaire of tourists, traders, residents, etc.

Interviews with local council, trade and commerce, industrial organisations,

hoteliers

Rubbish collection and categorisation.

Cambridge IGCSE Environmental Management 7

Section 1: Setting and managing coursework

Possible Presentation and Bar charts, pie charts, etc. of amount of rubbish, numbers of cars/people,
Analysis to be used use of beach

Interview and survey data should be summarised as charts on such as use

of beach, opinions of value of tourism, attitude to parking restrictions

Photographs of pollution/erosion problems to be presented AND annotated

Secondary data from newspapers books as articles, etc. to be included AND

discussed/annotated

Analysis of these data linking them up to causes and effects

Values to be investigated Results of surveys and interviews to be summarised and discussed in terms
of how they feel about the issues and the causes of their opinions
Choices, Strategies Solutions to car parking and erosions to include such as: parking fees,
and Judgements to be quotas, timings, speed
explored
Rubbish solutions such as provision of bins, fines, litter clearing

Traders restrictions/fines for pollutions, licenses

Conservation initiatives, e.g. fencing delicate areas, building wind breaks,

putting in paths to direct tourists away from sensitive areas, wildlife
reserves area, notice boards.

8 Cambridge IGCSE Environmental Management

 Candidate Coursework Proposal Form

Title: Name:

Criteria Suggested Content Teacher’s Comments

Possible Processes

(and syllabus
reference)

Possible Data to be
collected, methods
and techniques which
could be used

Possible Presentation
and Analysis to be
used

Values to be
investigated

Choices, Strategies
and Judgements to
be explored

Cambridge IGCSE Environmental Management

9
Section 1: Setting and managing coursework
Section 1: Setting and managing coursework

1.5 The role of Cambridge Assessment

Advice on specific coursework assignments is available from Cambridge. The syllabus requests that a
Centre submits their coursework proposals to Cambridge for consideration.

10 Cambridge IGCSE Environmental Management

 Section 2: Administering the coursework

Section 2: Administering the coursework

2.1 Practical guidelines for administration

When should coursework be carried out?
It is very much your own responsibility to decide when the coursework is carried out, as school
arrangements differ widely. However, the scheme allows flexibility of approach, with a range of possibilities
from work carried throughout the course (including holiday time) to carrying out the work on a residential
trip. Whichever strategy you adopt, it is essential that candidates have had some preparation prior to its
commencement. This would involve you having already covered processes (to some extent), data collection
and presentation techniques.

One important consideration is that the collection of data is not something that can be hurried. In
particular the setting up of interviews, distribution of questionnaires, collecting of articles, the collection
of environmental measurements and setting up of experiments all need a fairly protracted period of time.
Learners need to plan their study well so as to allow sufficient time to organise all this.

You need to give your learners enough warning of the deadlines so that they can properly plan the data
collection.

How much time should be spent on coursework?

It must also be understood that the amount of time spent on the coursework needs to reflect the fact that it
accounts for 30 per cent of the total marks.

You need to be constantly aware of health and safety issues. Learners should be assisted with risk
assessments of the work they intend to carry out.

How should learners begin?

It is strongly advised that learners are encouraged to submit a plan of their coursework to you for comment,
although it is finally the learner’s responsibility as to whether they heed any advice given. The Candidate
Coursework Proposal Form provided on page 10 can be used for this. You can then provide the learner with
feedback as to the desirability of the proposal.

As said previously, the assignment can be a group activity initially but the final write up must be the learner’s
own work. Plus each learner must submit their own plans as to how the investigation might proceed. Each
learner must have the opportunity to plan the collecting of the data and how to present it. It must also be
clear for assessment purposes, where each candidate was able to collect data individually.

Health and safety

As with any practical activity it is essential that Centres Risk Assess all proposed learner activities.

In addition, learners should have it impressed upon them that they do not engage in ANY activity which has
not been approved by you. It is particularly important that learners inform an adult of any visits or interviews
they intend engaging in so that they do not put themselves at risk by being somewhere unknown to anyone
else that is responsible for their safety. It is always advisable that learners do not carry out work alone:
they should be accompanied by a responsible adult. Proper procedures need to be in place to ensure that
learners do not leave themselves vulnerable.

Cambridge IGCSE Environmental Management 11

Section 2: Administering the coursework

2.2 Guidance to learners

Criteria
Learners need to familiarise themselves with the assessment criteria and be given guidance of where the
coursework should fit in with the syllabus topics covered.

They should be encouraged to provide a Candidate Coursework Proposal Form as outlined in Section 1 so
that they can be given feedback on their ideas.

Presentation
They need to be given guidance as to the sort of presentation techniques that are available to them in their
Centre.

The use of computer presentations is to be encouraged but only if learners are familiar with them and can
use them effectively and to their own advantage. Use of computer presentations without any thought of
what they are showing is to be discouraged.

At the write up stage the learner will need help to get the best out of their data, in particular, guidance on
the effective use of materials such as photographs and magazine articles is essential.

Learners should then be advised to present the report in a suitable wallet which allows the reader easy
access to the pages but is not over-packaged. All questionnaires do not need to be included, a sample to
show the format is sufficient.

Analysis
You will have to carefully lead the analysis and management section of the report to help learners see how
they can interpret the data rather than just presenting it, and you will need to draw out their understanding
of cause and effect relationships by asking questions such as:

“Why do you think that so much rubbish is left on the beach?”

“How could people be encouraged not to litter the beach?”

“Why do you think so many people come to walk their dogs on the beach?”

“How do you think there might be a compromise between those who want to use the beach for leisure and
those who want to conserve the natural plant life of the beach?”

Recognising values
You need to help learners see that people can hold different opinions about the same issue and encourage
them to consider how each person’s role fits into the problem and what is affecting their opinions.

12 Cambridge IGCSE Environmental Management

 Section 3: Assessing the coursework

Section 3: Assessing the coursework

A feature of Cambridge IGCSE assessment is to reward positive achievement rather than to penalise errors.
The principle is to assess what candidates know, understand and can do.

Centres may not undertake school-based assessment of coursework without the written approval of
Cambridge. Each Centre should have at least one accredited assessor.

You must mark the work of each candidate and then record the marks on the Individual Candidate Record
Card, showing the breakdown.

Where there is more than one teacher in the Centre, a process of internal moderation will need to be
undertaken.

Finally, marks for all the candidates must be recorded on the Coursework Assessment Summary Form. All
forms (including a Topic Proposal Form) are available from the Cambridge Samples Database at
www.cie.org.uk/samples. Enter your Centre number and the syllabus code (0680) and a link to all forms
will be provided. The Samples Database will also provide you with information on the number of samples
that should be sent to Cambridge for external moderation. Examples of these forms have been included on
pages 17–22 for your reference.

All documentation (Individual Candidate Record Card, Coursework Assessment Summary Form, and MS1)
should be sent to Cambridge, with the sample, by the date specified in the Cambridge Administrative Guide.

The coursework component is worth 30 per cent of the total marks. It is, therefore, a very important
component of the examination and you must allocate sufficient time for candidates to be able to achieve the
full range of marks for each objective.

The coursework is marked out of 60 and the allocation of marks reflects the weighting of assessment
objectives as shown below:

Objective Weighting (%) Max. mark

A Knowledge with Understanding 6 12
B Enquiry, Presentation & Analysis 12 24
C Evaluation, Judgement & Decision Making 12 24
Total 60

A generic mark scheme for coursework is given below (and included in the syllabus booklet). It is not
necessary to design specific mark schemes for individual projects.

The criteria for assessment are also given in the syllabus and are based on a levels system, with three levels
(level 1: some positive achievement, level 2: competent and level 3: excellent). Each level will be deemed to
be just achieved or easily achieved, thus giving the two possible marks for the level and a possible total of
6 for each criterion.

The criteria reflect the objectives of the overall syllabus, thus there are three groups,

• A (Knowledge with understanding)

• B (Enquiry, presentation and analysis)
• C (Evaluation, judgement and decision making).

Cambridge IGCSE Environmental Management 13

Section 3: Assessing the coursework

3.1 Coursework Assessment Criteria

Each criterion carries a maximum of 6 marks. The general principle underlying the award of marks for
achievement at various levels should be:

5–6 Excellent

3–4 Competent

1–2 Some positive achievement

0 No evidence of positive achievement for this criterion.

The higher the mark, the greater the breadth and depth of the candidate’s insight into, and handling of topic,
methods, data and conclusions.

Assessment Objective A: Knowledge with understanding

1: Understanding the processes involved in the environmental problem
Marks available

5–6 Processes identified and fully explained using appropriate terminology.

3–4 Processes identified and partially explained using appropriate terminology.

1–2 Processes identified, with minimal explanation.

2: Understanding the resource, development, impact and management aspects of the problem
5–6 Aspects interrelated using appropriate terminology.

3–4 Aspects interrelated.

1–2 Aspects identified.

Assessment Objective B: Enquiry, presentation and analysis

3: Data collection: using sources
5–6 Extensive range of sources used, including collection of primary data.

3–4 Limited range of sources used, including collection of primary data.

1–2 Limited range of sources used.

4: Data collection: using research techniques

5–6 Wide range of appropriate techniques selected and used effectively

3–4 Range of appropriate techniques used

1–2 Limited range of techniques used

5: Presenting findings
5–6 An appropriate range of presentation techniques used accurately.

3–4 A range of appropriate presentation techniques used with minor errors.

1–2 Limited presentation techniques with basic level of accuracy and clarity.

14 Cambridge IGCSE Environmental Management

 Section 3: Assessing the coursework

6: Analysing data
5–6 Thorough interpretation, discerning patterns of cause and effect and recognising limitations of
data.

3–4 Valid, straightforward interpretation, discerning some patterns of cause and effect.

1–2 Mainly descriptive, with limited interpretation.

Assessment Objective C: Evaluation, judgment and decision making

7: Recognising values
5–6 Recognition of value positions of people involved, and some assessment of relative importance of
possible factors influencing those values.

3–4 Recognition of value positions of people involved, and some assessment of possible factors
influencing those values.

1–2 Some recognition of value positions of people involved.

8: Evaluating choices
5–6 Evaluation of choices open to decision-makers, and some assessment of relative importance of
influences and constraints.

3–4 Evaluation of choices open to decision-makers, and some assessment of possible influences and
constraints.

1–2 Some appreciation of the choices open to decision-makers.

9: Evaluating strategies
5–6 Thorough identification and explanation of possible strategy for sustainable development, with
some evaluation of advantages and disadvantages.

3–4 Identification and explanation of possible strategy for sustainable development.

1–2 Identification of possible strategy for sustainable development, with limited explanation.

10: Making reasoned judgements

5–6 Judgements made about Impact and Management issues involved in the topic with explanation,
and with some recognition of limiting factors.

3–4 Judgements made about Impact and Management issues involved in the topic with explanation.

1–2 Judgements made about Impact and Management issues involved in the topic, with limited
explanation.

Cambridge IGCSE Environmental Management 15

Section 3: Assessing the coursework

3.2 Assessment of sample coursework

This handbook contains three pieces of coursework written by candidates in the past as part of the old
Natural Economy requirements. These three pieces of work have been re-marked by the Principal Moderator
for Paper 3. In addition, these three pieces of work have been thoroughly annotated in a style and to a
degree that you will be expected to reproduce in your own marking.

Finally, Individual Candidates Record Cards for these marked samples have been included, giving a full
breakdown of the marks awarded and showing the kind of comments that Cambridge expects teachers to
make on this form.

Read through these three pieces to familiarise yourself with the criteria and levels, using the scheme above.

The table shows the marks that each sample piece of coursework has been awarded. The moderator’s
comments have been reproduced on the coursework itself and in summary at the end of each portfolio.

Assessment Criteria 1. Disposal: A 2. Soil pollution 3. Beach pollution

Problem in Delhi and plant growth of the River Plate
Knowledge with
5 7 11
understanding
Enquiry, presentation and
13 18 16
analysis
Evaluation, judgement,
4 7 17
decision making
TOTAL 22 32 44

16 Cambridge IGCSE Environmental Management

 Example of a Coursework Proposal Form
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Cambridge IGCSE Environmental Management

17
Section 3: Assessing the coursework
18
Environmental Management 0680/03
Centre’s Coursework Proposal Form
Cambridge IGCSE

Centre Number Centre Name Exam Series Year

The examples of projects described below were developed for advisory purposes and may be amended when undertaken by individual candidates. Please outline between three and five possible
projects.
Section 3: Assessing the coursework

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Cambridge IGCSE Environmental Management

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1. This form is an interactive PDF and may be completed in one of three ways:
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x printed out and completed on paper by hand.

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Environmental Management 0680/03
Individual Candidate Record Card
Cambridge IGCSE

Please read the previous printed instructions and the General Coursework Regulations before completing this form.
Centre Number Centre Name Exam Series Year
Candidate Number Candidate Name Teaching Group/Set

Title of Assignment

Domain Mark Gained Comment

A) Knowledge with Understanding (max 12)

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Cambridge IGCSE Environmental Management

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21
Section 3: Assessing the coursework
22
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 Section 3: Assessing the coursework

Assignment A
Disposal: A Problem in New Delhi

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 Moderator’s marks and comments Assignment A
Title of assignment Assignment A
Disposal: A Problem in New Delhi
Assessment objective Mark gained Comment
A) Knowledge with understanding (max 12) 1 2 Process of rubbish generation and disposal in landfills is identified in
introduction. Little is said about ‘types’ of rubbish and the different
problems generated.
2 3
Impact and present management described. Aspects shown in
introduction.
B) Investigation (max 24) 3 4 Sources include: 3 classes of people, 2 interviews, 2 articles,
photographs, newspaper and internet.
4 4
5 3 Techniques of data collection include: interview, questionnaires,
photographs, whole articles reproduced.

6 2 Some lack of clarity.

Very little analysis and interpretation.

C) Evaluation, judgement and Decision One statement of a value position in the introduction.
7 1
Making (max 24)
A reproduction of text on the choices available for rubbish disposal is
8 1
included but not used in relation to this investigation. Also alluded to
9 1 in introduction.

No strategy is given for this investigation. Hinted at in introduction.

10 1
Some reference to impact, etc. in introduction.
Total mark (max 60) 22

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Assignment B
Does soil pollution delay plant growth?

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 Moderator’s marks and comments Assignment B
Title of assignment Assignment B
Does soil pollution delay plant growth?
Assessment objective Mark gained Comment
A) Knowledge with understanding (max 12) 1 3 Basic process of waste disposal identified and partially explained.

2 4 Aspects involved in waste disposal identified and the impact

described with management issues.
B) Investigation (max 24) 3 5 Good range of sources of data including experimental, observational
and literature research.
4 5
5 6 Techniques include experiment, observation and reading.

Presentation of different types of graphs, tables and photos.

6 2
Very limited, weak analysis.
C) Evaluation, judgement and Decision No values presented, no interviews carried out.
7 0
Making (max 24)
Choices of waste disposal presented but very little assessment of
8 3
their constraints.
9 2
No coherent strategy, composting will not deal with inorganic waste.
10 2
Sweeping general statement about impact of problem.
Total mark (max 60) 32

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Assignment C
Beach pollution of the River Plate

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 Moderator’s marks and comments Assignment C
Title of assignment Assignment C
Beach pollution of the River Plate
Assessment objective Mark gained Comment
A) Knowledge with understanding (max 12) 1 5 Excellent review of processes but more factual theory on such as the
water cycle is needed for top marks.
2 6
All aspects thoroughly considered.
B) Investigation (max 24) 3 4 Good range of sources, including people, observation and literature
research BUT no experimental analysis of water quality.
4 4
5 4 Techniques include interview, photographs and reading.

A range of presentation but no graphs/tables and there are some

errors.
6 4
Good analysis of photographs, otherwise analysis is limited but
straight forward.
C) Evaluation, judgement and Decision Most people involved are considered with some assessment of their
7 5
Making (max 24) values.
8 5
Choices considered, some constraints considered.
9 4
Some good strategies implied but not thoroughly evaluated.

10 3 Some consideration of Impact and Management issues BUT a final

conclusion could have addressed this better.
Total mark (max 60) 44

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Cambridge International Examinations
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