Guidance for components

General guidance

Art & Design candidates working from home could consider various approaches. These include setting up a still life arrangement, portraits of family members, views from their home or studies of their home to develop their observational drawing skills. They could also use fabric and collage materials, for example, magazines, newspaper, packaging, textured papers or found objects, to create interesting collages based on their still life. These can then be developed into ideas for their coursework by experimenting with different layouts, choosing a section to make a repeat pattern, adding layers or lettering.

Candidates could photograph their drawings and collages, then scan them into drawing software. They could then experiment with changing the scale or colours, or use them as background ideas for fashion or graphic design. Photographing and documenting their surroundings can also be a good way to develop observational and recording skills.

Candidates can also benefit from sketching and making a visual journal, in which they storyboard and document their daily life visually. Approaches such as making models out of packaging or materials found around the home can be creative and lead ideas into new directions.

Several major art galleries and museums have moved their collections online. This presents a chance for research into the work of artists or designers and to think about what influenced them. Candidates can take inspiration from established artists to adapt techniques into forms that can be used at home. For example, drawing onto cardboard, mono-printing and photographing or painting scenes from daily life. Encourage candidates to use these resources where they are available. Some candidates may want to adapt or change their work depending on the availability of the resources. Candidates can access material online and use this to compare and contrast with their own practical work.

Candidates can work with first-hand sources from home by considering different approaches. For example, a still life arrangement, portraits of family members, views from their home or studies of their home to develop their observational drawing skills.

Candidates can prepare work for their coursework and supporting studies for their externally set assignment outside of the centre. However, they must produce their final outcome for their coursework and their final outcome for their externally set assignment in the centre.

If candidates cannot complete the component, apply for the following:

• If a candidate is not able to complete either their coursework final outcome or their externally set assignment final outcome, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’.
• If a candidate is not able to complete both their coursework final outcome and their externally set assignment final outcome, we will be unable to release a grade for the syllabus. Please see Section 5.5.3 of the Cambridge Handbook for more information.

General guidance on the research-based essay

Candidates could research an individual or event for which online material is available. If candidates choose to research a site, they could choose a site that has a website or a 360-degree video available, as this could be helpful if candidates cannot visit the site in person. Some sites might also have documentaries available, which could offer the flavour of a visit.

To help candidates know how to present their material, you could also post examples of referencing or schedule a skills session via a video conferencing platform before candidates draft their coursework.

If candidates cannot complete the component, apply for permission to use the following adjustment:

We recognise that in some cases candidates may not be able to fulfil the following requirement for component 02 (Performing):

(ii) sing or play in an ensemble – either one piece or two short contrasting pieces (which should be on the same instrument – but this does not need to be the same instrument as that offered for individual performing).

In specific cases where candidates are not able to fulfil this requirement, they may complete part (i) of the component requirements only:

(i) sing or play individually – either one piece or two short contrasting pieces (which should be on the same instrument).

The total playing time for parts (i) and (ii) should be between 4 and 10 minutes. Where candidates are only able to complete part (i) of this component, it is not necessary to extend the duration of part (i) to reach the usual minimum playing time of 4 minutes. However, in these cases the total playing time should not be less than 2 minutes.

When marking the candidate’s task and completing paperwork, please only provide a mark for the performance the candidate has completed. This means that if the candidate has only completed the individual performance, you should record a mark out of 25 for this performance. Do not record a mark for the ensemble performance. The candidate’s mark will be adjusted by Cambridge during external moderation to account for this.

General guidance

Candidates can complete their composing work outside of the centre. Handwritten scores are accepted, and free composition or music notation software is readily available for students to download. Candidates could record the composition using a mobile phone or auto-playback generated by their computer. Submit the recording in a file type specified on the samples database at www.cambridgeinternational.org/samples

If candidates cannot complete the component, apply for the following: If a candidate cannot complete their composing work outside of centre because they do not have access to a computer and cannot produce a handwritten score, you should apply for special consideration absent from a component for an acceptable reason. Please see Section 5.5.3 of the Cambridge Handbook for more information.

Paper 1 Written Examination

General guidance

You should continue to prepare for the exam, including the group devised work required to answer all questions on the exam paper. We know that it might be more difficult to complete the group work needed for preparing for this exam because of current circumstances. Please see ‘General guidance on practical drama preparation and performance’ below for advice on this.

Following feedback from centres, we will now allow candidates to answer in the written exam on any piece of group devised drama they have completed and performed during the course. If candidates cannot complete the component, apply for permission to use the following adjustment:

If it has not been possible to complete any group devised work in your centre, please apply for permission not to respond to the questions on the paper asking candidates to reflect on their performance of group devised work. If you receive permission to do this, the candidate should not respond to the affected questions (7, 8, 12, 13, 14). We will work out the candidate’s mark for these questions during marking.

Paper 2 Coursework

General guidance on practical drama preparation and performance

In circumstances where group interaction is restricted due to Covid-19, it may be possible to prepare and perform drama work by observing the following guidelines:

• The minimum group size for Cambridge IGCSE and IGCSE 9–1 is two candidates. Where the group size is two, candidates should aim for the lower end of the given time range for each piece. This would be roughly 8 to 10 minutes.
• Candidates may discuss and rehearse scripted and devised material wearing face shields rather than masks if necessary. These allow for better vocal expression and communication. However, where local regulations require students to wear face masks, these should be observed.
• Candidates may need to avoid pieces which require strongly physical-based performance and close interaction between performers.
• Pieces that require use of hand props should be rehearsed and performed with hand sanitiser available off stage, or with the performers wearing gloves. Props should be cleaned after use.
• Skilful use of proxemics may allow candidates to turn social distancing on stage into an element of artistic expression.
• Performances wearing face shields or masks can be accepted. However, if wearing face shields, make sure lighting does not result in glare completely obscuring facial expression. If candidates are wearing masks, teachers should not reduce the mark because of poor vocal projection. Moderators will take the difficulties candidates experience when performing in masks into account.
• If weather conditions permit, it may be possible to assess open air performances. Take care to define the performing space as for an indoor performance and make sure background noise is kept to a minimum. Actors will need to project more clearly, and sound recording will need to be checked for consistent levels.
• Submit the recordings to us in a file format specified on the Samples Database www.cambridgeinternational.org/samples for the component.

You need to apply for permission to use any of the following adjustments:

For the individual piece, candidates can be recorded performing at home or in a setting outside of the centre. The teacher must be able to authenticate the candidate’s work and see the candidate at all times during the performance. They must confirm that the candidate did not have access to any materials not normally permitted, such as a script. The performance can be pre-recorded, without an audience, but the camera must be static, with no editing of the footage. The recording of the performance cannot be repeated.

For the group piece, if candidates have not been able to complete both pieces, they may perform one of the group pieces only. Submit either the scripted or devised performance, depending on what they have covered. For the piece candidates have not performed, you should enter a mark of 0 on the Individual Candidate Mark Sheet. We will adjust the candidate’s mark when we moderate the work.

If it is not possible for a candidate to complete any group piece for coursework, they may complete a second Individual Piece. This should be a second scripted piece from a published play representing a different genre, style or period of drama from the first piece.

We will also not accept group performances where candidates are working remotely, whether live streamed or separately recorded. Candidates who are working remotely and unable to participate in any group performance may submit a second Individual Piece.

General guidance on practising coursework skills remotely

Local regulations may vary in different parts of the world. While in some countries local regulations are starting to relax, in others they are still in place. You should follow local government safety guidelines. Where allowed by your government, we suggest that candidates practise their chosen sports and work on their skills under supervision, making sure that they keep safe and avoid injury.

If candidates cannot complete the component, apply for permission to use the following adjustment:

Candidates should complete one physical activity only from those listed in the syllabus. There is therefore no requirement for the candidate to cover two areas. Teachers should mark the one physical activity according to the marking criteria. Do not adjust the mark to account for other physical activities or for reduced evidence. This means that you should record one physical activity and its mark out of 25 on the Coursework Assessment Summary Form and submit this mark for the component.

The teacher can assess activities outside the centre’s curriculum (where students have developed ability through other providers, for example a local club). However, in all cases the activity must be on the list of activities in section 2 of the Coursework Guidelines. You can find the Coursework Guidelines on the syllabus page of our website.

A person who is not the candidate’s teacher may record them completing the physical activity. However, the recording must be completed according to the requirements of the Coursework Guidelines. It must include all the information we specify is needed in the recording.

In all cases, the teacher is responsible for monitoring, assessing and standardising the candidate’s work according to the criteria in the Coursework Guidelines.

We understand that many centres and candidates are facing challenging times. Some centres are having to teach practical IT skills remotely and we have prepared guidance to help you in this factsheet.

Supporting candidates learning from home to prepare for computer-based practical tests (PDF, 145KB)

General guidance

We are aware that candidates might not have access to the materials they need. Until they do, candidates may keep working on their sketches, drawings and photographs of stages of the development. Where appropriate, they may also work on the other information needed for their coursework. For example, their reasons for choosing specific materials, tools, equipment, finishes, etc.

If candidates cannot complete the component, apply for permission to use the following adjustment:

If it is not possible to complete Product Realisation for the component, the candidate should try to produce a prototype or model of the product they were planning to make. If it is not possible to produce a prototype, the candidate should be able to complete all other aspects of the project. You should send photos of each candidate’s prototype only rather than the actual prototype when you submit the candidate work. Each candidate should, as part of their portfolio, ensure that they show detailed designs and photos of them making the prototype, annotating their work. In their evaluation, each candidate should mention points of reflection/issues arising and how they would propose solutions to these issues.

When marking the work and preparing paperwork to send to us, please give a mark for the parts of the project the candidate has completed. Give a mark of 0 for the parts of the project they have not completed. The candidate’s mark for these sections will be determined by Cambridge during external moderation.

Candidates should make full use of the materials available to them when developing and creating their product. This includes materials they may have at home or outside of the centre, such as textiles. However, it must be possible to assess the outcome using the coursework assessment criteria in the syllabus.

Candidates should still be able to identify a need or opportunity with an analysis leading to a design brief. If relevant, candidates can identify a need or opportunity based on the current situation. If a candidate cannot access the required resources to do their research, you can provide them with research materials to choose from.

General guidance

Candidates can work alone or remotely in groups. Candidates working alone should carry out a small, simple project that allows them to complete all the activities themselves.

Candidates could consider the following:

• Negotiation could be done by email instead of face to face. For example, they could be negotiating with a relative for start-up finance or use of resources. They should keep their email communications as electronic evidence
• An Enterprise project could be done at home or electronically. For example, selling items online, doing household chores, washing cars, making and selling cakes, etc. They could set this up electronically and arrange to deliver the items, following local regulations
• The project does not need to succeed. When evaluating the project, there is still plenty to discuss if their project is not a success, regardless of the reason why.
• The presentation could be done remotely, for example, via a video-conferencing platform or recorded and emailed to the teacher.

General guidance

The component 3 Team Project must involve collaboration between team members. Candidates can still complete their team project using remote communication methods. For example, through email, video chat and instant messenger services. They should provide examples of difficulties they faced and how they overcame them, and how they organised work within the team. Candidates need to provide their teacher with evidence of their collaboration.

Teachers must be in a position to authenticate candidates’ coursework when you submit it. To help you do this remotely, you can:

• check in with your candidates regularly about their progress
• ask candidates to submit their draft work electronically for you to review, where appropriate
• supervise your candidates’ work using online systems with video capability provided you have the necessary permissions to do this
• refer to our advice about plagiarism.

General guidance on fieldwork

Many centres undertake the same fieldwork tasks every year. Where this is the case, teachers may be able to use data collected previously and discuss the data collection methodology with candidates. If candidates are not able to collect their own primary data, they can use such data to revise methodologies and explain what they would have done to collect primary data for their coursework. They can also use this for the data representation, evaluation and conclusion sections of their coursework.

Where centres cannot use previously collected data, candidates can use secondary data instead of primary data. To help them do this, candidates could use a wide range of online resources. For example, a centre could source secondary weather data from two different centre weather stations at different locations. Data from such weather stations are often shared online on the centres’ websites. Candidates could use this data (atmospheric pressure, wind speed and other weather readings) as the basis of a hypothesis, for example, 'Wind direction affects the amount of rainfall at a school in Sydney more than it does at a school in London'.

General guidance on how candidates can prepare their investigation report from home

Candidates can do the primary research element of the coursework remotely, for example, by email or telephone. Their written research report can also be completed from home. Where appropriate and in compliance with local safeguarding requirements, candidates can conduct research, surveys and interviews online instead of face to face. There are also many online resources that can help candidates to gather information for their coursework from home, for example, academic journals and fieldwork tutorials. Some art collections and museums can be visited online. Teachers may signpost subject-specific resources that will allow candidates to conduct research, complete surveys and practise key skills to help them with their coursework.

Teachers must be able to authenticate their candidates’ work. To help you do this remotely, you can:

• check in with your candidates regularly about their progress
• ask candidates to submit their draft work electronically for you to review, where appropriate
• supervise your candidates’ work using online systems with video capability provided you have the necessary permissions to do this
• refer to our advice about plagiarism.

General Guidance for IGCSE Literature in English (0475) and IGCSE Literature in English 9–1 (0992)

We have listened to feedback from schools. We realise some schools are facing difficult and unpredictable circumstances and that it would be helpful if our adjustments for IGCSE English Literature were more flexible. We have therefore made changes to the guidance for this syllabus and we are preparing further information about how you can apply these changes. We will update you with this information when it is available.

The changes mean:

• there are no compulsory components
• you can apply before 17 April 2021 for candidates to be exempt from a component you have not been able to teach.

You should try to cover the whole course. Make entries for the option that aligns with the content you have taught.

If candidates cannot complete the entire course content, you should apply for an exemption for the component you have not been able to teach. We recommend that candidates should only be exempted from component 1 as a last resort. In the first instance, you should try to exempt candidates from component 2, 3, 4 or 5. We do not recommend exemptions from component 1 because this assesses two out of the three genres covered by the whole syllabus. You may have to change your usual entry option to make sure this flexibility meets the needs of your teachers and candidates. You must be able to justify why you are applying for an exemption from any component.

There are no compulsory components but candidates must be assessed in at least 50% of the syllabus. Calculating an assessed mark using less than 50% of the assessment means candidates risk receiving a grade that does not reflect their capabilities.

Candidates cannot answer on just part of a component. For example, if they are sitting Component 1, Poetry and prose, they must answer on both the poetry and prose sections.

You must submit your applications before 17 April 2021.

You can find the entry option codes that match the combination of components your candidates enter below and in the ‘Cambridge Guide to making entries’, available on Cambridge International Direct.

• A Components 1 and 2 – Poetry and prose, Drama
• B Components 1, 3 and 4 – Poetry and prose, Drama (open text), Unseen
• C Components 1, 3 and 5 – Poetry and prose, Drama (open text), Coursework
• D Components 1, 3 and 5 – Poetry and prose, Drama (open text), Coursework carried forward

Please see section 5.5.3 of the Cambridge Handbook for more information.

General guidance

For these components, you should try to administer the speaking test as normal, according to the syllabus requirements. Where this is not possible, you can conduct the test remotely. However, you must make sure that the candidate does not have access to any materials not normally permitted in the speaking test. To do this, you will need to use a video call to check the materials the candidate has access to for the test. Once you have completed this check, you can conduct the rest of the test as an audio call.

You must record each speaking test you conduct remotely, as you normally would. Send all candidate recordings to us as one submission so we can moderate them. Submit the speaking test recordings for the component to us in a file format specified on the samples database: www.cambridgeinternational.org/samples

General guidance

Candidates can practise the skills required for their speaking tests from home. For example, by having online conversations with teachers and other candidates via a video-conferencing platform.

If candidates intend to wear a mask during their actual speaking test, they could practise having conversations wearing a mask. This might mean that candidates will need to adjust the way they speak. For example, they might need to speak more loudly and clearly to make sure that they can be understood. For speaking tests with confidential material, the test must be conducted face to face with the examiner. It cannot be conducted remotely. This is because of the security of the confidential materials, and how they are used during the test.

If candidates cannot complete the component, apply for the following:

If your candidate is not able to complete the test because a face-to-face test is not possible, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. Please see section 5.5.3 of the Cambridge Handbook for more information.

General guidance

Candidates can practise the skills required for their speaking tests from home. For example, by having online conversations with teachers and other candidates via a video-conferencing platform.

If candidates intend to wear a mask during their actual speaking test, they could practise having conversations wearing a mask. This might mean that candidates will need to adjust the way they speak. For example, they might need to speak more loudly and clearly to make sure that they can be understood.

For speaking tests with confidential material, the test must be conducted face to face with the examiner. It cannot be conducted remotely. This is because of the security of the confidential materials, and how they are used during the test.

If candidates are not able to complete the component, apply for the following:

As this speaking component is separately endorsed, we are not able to calculate an assessed mark for the component. This means that if your candidate is not able to complete the test because a face-to-face test is not possible, they will not receive a separately endorsed grade for speaking. The candidate will still be eligible for their syllabus grade, provided that they complete the other components in the syllabus. If a candidate is not able to complete other syllabus components for an acceptable reason, see section 5.5 of the Cambridge Handbook, ‘Candidate absent from a timetabled component for acceptable reasons’.

General guidance

Practical skills should be taught and practised as an integral part of all science courses. We recommend that all candidates, whether they are taking practical exams or ‘alternative to practical’ exams, should prepare by doing practical experiments at the centre. However, we are aware that many candidates are currently not able to carry out practical work at the centre.

Candidates can practise many practical skills remotely. Teachers can use sample results from experiments that were carried out in class. These will allow candidates to practise skills such as graph plotting, data analysis and drawing conclusions. Teachers can also use the experiments described in past papers to develop candidates’ planning and evaluation skills.

You may also choose to prioritise teaching theory work while the centre is closed. You can then prioritise practical work when you are able to reopen. Science practical exams cannot take place remotely.

If candidates cannot complete the component, apply for the following:

Candidates can be entered for an alternative to practical route. Or, if they are not able to attend a science practical exam, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. Please see section 5.5.3 of the Cambridge Handbook for more information.

On the test paper, candidates will be asked to produce four rather than five dishes in the Practical Test. You can use the following information to help prepare candidates for the test:

If a question requires a ‘balanced meal’, then that part of the question is unchanged. Instead, the change will be made elsewhere in the question, usually in (b).

In some questions, candidates can choose which dish to make in (b), whereas previously the question required them to make both dishes. For example, make a savoury dish using fruit OR a batch of biscuits using the rubbing-in method.

If a question asks for five dishes each using, for example, an ingredient from a list, this is reduced to four dishes.

In some cases, a dish will be removed from (a). This means that (a) requires two dishes and (b) still requires two dishes.

You can schedule a candidate’s Practical Test more than a week after the Planning Session. This will support social distancing and allow more time to source the ingredients.

Encourage candidates to select dishes that it will be feasible for them to make, bearing in mind the availability of ingredients. Candidates may also source relevant ingredients themselves. If replacement ingredients are needed, the Practical Examiner should note them on the Practical Test Working Mark Sheet. If an ingredient cannot be sourced or replaced, the candidate should make what they can with the ingredients available to them. The Practical Examiner should record details of this on the Practical Test Working Mark Sheet and on the Supervisor’s Report (supplied in the Confidential Instructions).

You should mark the Practical Test following the guidance in the Practical Test Handbook. Record marks for all candidates on the forms described in the syllabus. If an ingredient cannot be sourced or replaced, mark the candidate’s work based on what they have been able to do in the circumstances. Submit the work to us so we can moderate it. Do not adjust any candidate’s mark to account for the difficulties experienced in sourcing ingredients.

General guidance

You should try to cover the whole course. Component 2 (Drama) gives candidates the choice to answer either a question on each of two different texts, or two questions on the same text. If you have not been able to teach two Drama texts, candidates may take the existing route of answering two questions on the one text they have studied.

General guidance

Candidates could create garments at home either using a sewing machine, if available, or by hand sewing. Teachers could provide guidance online. Candidates might also find it helpful to use guidance from online resources, such as downloadable tutorials or patterns.

Teachers must be able to authenticate their candidates’ work. To help you do this remotely, you can:

• check in with your candidates regularly about their progress
• ask candidates to submit their draft work electronically for you to review, where appropriate
• supervise your candidates’ work using online systems with video capability, provided you have the necessary permissions to do this
• refer to our advice about plagiarism.

If candidates cannot complete the component, apply for permission to use the following adjustment:

Candidates can submit one fashion garment or one fashion accessory instead of both of these. They should also submit an accompanying folder of supporting evidence for the garment or accessory. When marking the candidate’s work and completing forms, you should mark the item out of 20 and the accompanying folder out of 20, totalling to a mark out of 40. You should not adjust the mark to account for the missing item or missing accompanying folder. We will adjust the candidate’s mark when we moderate the work.

If candidates cannot complete the component, apply for permission to use the following adjustment:

If it is not possible to complete Product Realisation for the component, the candidate should try to produce a prototype or model of the product they were planning to make. If it is not possible to produce a prototype, the candidate should be able to complete all other aspects of the project. You should send photos of each candidate’s prototype only rather than the actual prototype when you submit the candidate work. Each candidate should, as part of their portfolio, ensure that they show detailed designs and photos of them making the prototype, annotating their work. In their evaluation, each candidate should mention points of reflection/issues arising and how they would propose solutions to these issues.

When marking the work and preparing paperwork to send to us, please give a mark for the parts of the project the candidate has completed. Give a mark of 0 for the parts of the project they have not completed. We will adjust the candidate’s mark when we moderate the work.

Candidates should make full use of the materials available to them when developing and creating their product. This includes materials they may have at home or outside of the centre, such as textiles. However, it must be possible to assess the outcome using the coursework assessment criteria in the syllabus.

Candidates should still be able to identify a need or opportunity with an analysis leading to a design brief. If relevant, candidates can identify a need or opportunity based on the current situation. If a candidate cannot access the required resources to do their research, you can provide research material for them to choose from.

General guidance on practical investigations for the report

The report may focus on a local, regional or global issue. It may be based on secondary source material and/or internet data. Where it is practical to do so, candidates can use primary sources and field data collection. If this is not possible, candidates can use secondary source material and/or internet data only.

General guidance

For these components, you should try to administer the speaking test as normal, according to the syllabus requirements. Where this is not possible, you can conduct the test remotely, but you must make sure that the candidate does not have access to any materials not normally permitted in the speaking test. To do this, you will need to use a video call to check the materials the candidate has access to for the test. Once you have completed this check, you can conduct the rest of the test as an audio call.

You must record each speaking test you conduct remotely, as you normally would, and compile all candidate recordings in a single submission to Cambridge for external moderation. Submit the speaking test recordings to us in a file format specified on the samples database www.cambridgeinternational.org/samples for the component.

General guidance

The component 3 Team Project must involve collaboration between team members. Candidates can still complete their team project using remote communication methods, through email, video chat and instant messenger services. They should provide examples of difficulties they faced and how they overcame them and how they organised work within the team. Candidates need to provide evidence of their collaboration to their teacher.

Teachers must be in a position to authenticate candidates’ coursework when you submit it. To help you do this remotely, you can:

• check in with your candidates regularly about their progress
• ask candidates to submit their draft work electronically for you to review, where appropriate
• supervise your candidates’ work using online systems with video capability provided you have the necessary permissions to do this
• refer to our advice about plagiarism.

General guidance on how candidates can prepare their investigation report from home

Candidates can do the primary research element of the coursework remotely, for example, by email or telephone. They can also complete their written research report from home. Where appropriate and in compliance with local safeguarding requirements, candidates can conduct research, surveys and interviews online instead of face to face. There are also many online resources that can help candidates to gather information for their coursework from home, for example, academic journals and fieldwork tutorials. Some art collections and museums can be visited online. Teachers may signpost subject-specific resources that will allow candidates to conduct research, complete surveys and practise key skills to help them with their coursework.

Teachers must be able to authenticate their candidates’ work. To help you do this remotely, you can:

• check in with your candidates regularly about their progress
• ask candidates to submit their draft work electronically for you to review, where appropriate
• supervise your candidates’ work using online systems with video capability provided you have the necessary permissions to do this
• refer to our advice about plagiarism.

General guidance on how candidates can plan and manage a tourism event remotely

We are aware that it may be difficult or not possible for candidates to run an event as usual in the current situation. However, candidates could consider running an online event, subject to local safeguarding requirements. Planning, organisation and evaluation of the event can be done remotely using online platforms or email.

Suitable online events could include:

• an online tourism seminar
• an online talk, e.g. guest speakers on Dark Tourism
• an online Travel & Tourism debate, e.g. is ecotourism just another marketing tool?
• an online cultural tourism conference
• an online travel programme with information from different contributors about destinations, sustainability, etc
• an online launch of a Travel & Tourism radio programme – with features on tourism destinations
• an online Travel & Tourism app or blog, e.g. with details of the safest ways to travel
• virtual tours of visitor attractions, hotels, destinations or resorts.

Evidence of the team working collaboratively can be produced electronically via online discussions and interactions. Examples include blogs, group chats or use of social media platforms. Evidence of witnessing the event can be produced using screen shots of social media advertisements and discussions, and evidence of online meetings or group chats. Candidates need to demonstrate excellent customer service for the evaluation section of the coursework. They can achieve this through interactions via email, online meetings and group chats with internal and external customers.

These online or electronic versions of evidence and events can still fulfil the assessment objectives and criteria for component 2 of the AS Level.

If centres cannot complete the component, apply for permission to use the following adjustment:

Candidates may complete one physical activity only from those listed in the syllabus as available for the component. Candidates must also complete an Action Plan (see below). There is therefore no requirement for the candidate to cover two areas. Teachers should mark the one physical activity according to the marking criteria. They should not adjust the mark to account for other physical activities or for reduced evidence.

On the Coursework Assessment Summary Form, you should record one physical activity and its mark out of 30. Also give a mark out of 30 for the Action Plan. You should submit a mark out of 60 for the component: combine the mark for the physical activity out of 30 and the mark for the Action Plan out of 30.

A person who is not the teacher may record candidates completing this physical activity. However, the recording must be completed according to the requirements of the Coursework Guidelines. It must also include all the information we specify. You can find the Coursework Guidelines on the syllabus page of our website.

In all cases, the teacher is responsible for monitoring, assessing and standardising the candidate’s work according to the criteria in the Coursework Guidelines.

Candidates may complete their Action Plan based on any of the physical activities listed in the syllabus as available for this component, apart from Weight Training.

If candidates cannot complete the component, apply for permission to use the following adjustment:

Candidates may complete one physical activity only from any of those listed in the syllabus as available for this component. They must also complete the Evaluation and Appreciation of Performance (see below). There is therefore no requirement for the candidate to cover two areas. Teachers should mark the one physical activity according to the marking criteria. They should not adjust the mark to account for other physical activities or reduced evidence.

On the Coursework Assessment Summary Form, you should record one physical activity and its mark out of 30. Also record a mark out of 30 for the Evaluation and Appreciation of Performance. You should submit a mark out of 60 for the component: combine the mark for the physical activity out of 30 and the mark for the Evaluation and Appreciation of Performance out of 30.

A person who is not the teacher may record candidates completing this activity. However, the recording must be completed according to the requirements of the Coursework Guidelines. It must also include all the information we specify. You can find the Coursework Guidelines on the syllabus page of our website.

In all cases, the teacher is responsible for monitoring, assessing and standardising the candidate’s work according to the criteria in the Coursework Guidelines.

Candidates may complete their Evaluation and Appreciation of Performance based on any of the physical activities listed in the syllabus as available for the component.

Students may access research material on-line if they are finding it difficult to access primary resources such as galleries, artist visits, museum collections, exhibitions and local craftspeople. Encourage them to use a range of sources such as articles, reviews, interviews, films, extracts from books and websites to support their personal observations and opinions.

It may also be possible to make contact with a local Artist via email and conduct an on-line interview. Many schools are delivering courses online and it may be possible for teachers to arrange a talk by a local Artist as part of one of the sessions. This would provide an opportunity for students to hear about the work first-hand and ask questions. If it is not possible to find an Artist that is relevant to all of the students’ investigations, a series of talks from Artists working in different disciplines may be helpful.

Where possible, candidates should study a combination of local and well-known international Artists to make sure a good range of quality research material is available to them. While students can use Artists found on the internet, they should not focus on those that only have a presence on social media platforms as there is likely to be less quality research material available about them. Students should be encouraged to use the research to develop their opinions and support the observations they have made about the work.

Encourage students to use items related to their theme or ideas that are accessible in and around the home. They can use these to gather direct observational studies and to record visual information to support their ideas. For example, if a student is looking at self-portraits it might be useful for them to consider related concepts such as identity and heritage. They could explore this using direct observational drawing combined with collaging, or taking parts of photographs from their childhood or other family members and experimenting with different compositional formats. This would be good use of first-hand and secondary sources.

Where students are struggling to identify first-hand materials for gathering direct observational studies, they may need to create relevant visual stimulus using photography. They may need to create objects, space, view or scenarios and use photography to capture this.

Encourage students who are creating their own photography to develop ideas for paintings, drawings or collages to get the best images possible. They should consider lighting, perspective and focus to give a high quality foundation for their own creative work . They should combine this with direct observation where possible.

General guidance on working remotely

If candidates have access to their own device and software, they could research ideas for animations, photographic stories or montages by recording their own surroundings and family life. They could also do storyboarding or plan animations or films, either on paper or using drawing software. Candidates could look for opportunities for creative problem-solving. For example, designing digital elements for information websites or apps (e.g. related to teaching online or to information about public health).

Candidates could also research artists, filmmakers or photographers to inform their ideas. They could look at different ways of working, both digital and using drawing, collage and mixed media. These collaged or drawn works could be scanned and used as backgrounds for design work. Or they could be animated to music to form a projection or moving image work. Candidates could use online surveys with their friends and families to gather feedback to inform the development of their ideas.

General guidance

The audience for both the devised piece and scripted performance may consist of the teacher alone. However, the performance must take place in a theatrical, open air or drama studio setting, rather than at home.

General guidance on practical drama preparation and performance

In circumstances where group interaction is restricted due to Covid-19, it may be possible to prepare and perform drama work by observing the following guidelines:

• The minimum group size for AS Level is two candidates. Where the group size is two, candidates should aim for the lower end of the given time range for each piece. This would be 10 minutes for AS Level component 2.
• Candidates may discuss and rehearse scripted and devised material wearing face shields rather than masks if necessary. These allow for better vocal expression and communication.
• It may be necessary to avoid pieces that require strongly physical-based performance and close interaction between performers.
• Pieces that require use of hand props should be rehearsed and performed with hand sanitiser available off stage, or with the performers wearing gloves. Props should be cleaned after use.
• Skilful use of proxemics may enable candidates to turn social distancing on stage into an element of artistic expression.
• Performances wearing face shields but not masks may be accepted. However, make sure lighting does not result in glare completely obscuring facial expression.
• If weather conditions permit, it may be possible to assess open air performances. Take care to define the performing space as for an indoor performance and make sure background noise is kept to a minimum. Actors will need to project more clearly and sound recording will need to be checked for consistent levels.
• Submit the recordings to us in a file format specified on the samples database www.cambridgeinternational.org/samples for the component.

If candidates cannot complete the component, apply for the following:

If the practical drama performance cannot take place, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. Please see section 5.5.3 of the Cambridge Handbook for more information.

General guidance

The audience for both the group devised piece and the individual performance may consist of the teacher alone. However, the performance must take place in a theatrical, open air or drama studio setting, rather than at home.

General guidance on practical drama preparation and performance

In circumstances where group interaction is restricted due to Covid-19, it may be possible to prepare and perform drama work by observing the following guidelines:

• The minimum group size for A Level is two candidates. Where the group size is two, candidates should aim for the lower end of the given time range for each piece. This would be 15 minutes for A Level component 3.
• Candidates may discuss and rehearse scripted and devised material wearing face shields rather than masks if necessary. These allow for better vocal expression and communication.
• It may be necessary to avoid pieces that require strongly physical-based performance and close interaction between performers.
• Pieces that require use of hand props should be rehearsed and performed with hand sanitiser available off stage, or with the performers wearing gloves. Props should be cleaned after use.
• Skilful use of proxemics may enable candidates to turn social distancing on stage into an element of artistic expression.
• Performances wearing face shields but not masks may be accepted. However, make sure lighting does not result in glare completely obscuring facial expression.
• If weather conditions permit, it may be possible to assess open air performances. Take care to define the performing space as for an indoor performance and make sure background noise is kept to a minimum. Actors will need to project more clearly and sound recording will need to be checked for consistent levels.
• Submit the recordings to us in a file format specified on the samples database www.cambridgeinternational.org/samples for the component.

If candidates cannot complete the component, apply for the following:

If the candidate is unable to work on their performances for this component, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. Please see section 5.5.3 of the Cambridge Handbook for more information.

If candidates cannot complete the component, apply for permission to use the following adjustment:

Wherever possible, candidates should complete both parts (i) and (ii) of the component, using the guidance below. If the candidate is not able to complete both parts of the component, you should apply for permission to complete one of the parts only. When you are marking the component and completing the forms, you should only mark the part the candidate has been able to complete. Do not provide marks for parts of the component that the candidate has not been able to complete.

For part (i) Performing, there is no compulsory requirement to perform in an ensemble. Candidates may therefore perform solo work if ensemble work is not possible. They may use a backing track.

For part (ii) Composing, handwritten scores are accepted and free composition or music notation software is readily available for candidates to download. Candidates could record the composition using a mobile phone or auto-playback generated by their computer. Submit the recording to us in a file type specified on the samples database: www.cambridgeinternational.org/samples

If a candidate cannot complete both parts (i) and (ii), you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. Please see section 5.5.3 of the Cambridge Handbook for more information.

General guidance

For Performing, there is no compulsory requirement to perform in an ensemble. Candidates may therefore perform solo work if ensemble work is not possible. They may use a backing track. If candidates cannot complete the component, apply for the following:

If a candidate cannot complete their performing work outside of the centre because they do not have access to their instrument, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. However, if candidates are not able to complete multiple components for this syllabus, there may not be enough evidence to calculate an assessed mark for the component. Please see section 5.5.3 of the Cambridge Handbook for more information.

For Composing, candidates can complete their composing work outside of the centre. Handwritten scores are accepted and free composition or music notation software is readily available for students to download.

Candidates could record the composition using a mobile phone or auto-playback generated by their computer. Submit the recording to us in a file type specified on the samples database: www.cambridgeinternational.org/samples

If candidates cannot complete the component, apply for the following:

If a candidate cannot complete their composing work outside of the centre because they do not have access to a computer and cannot produce a handwritten score, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. However, if candidates are not able to complete multiple components for this syllabus, there may not be enough evidence for us to calculate an assessed mark for the component. Please see section 5.5.3 of the Cambridge Handbook for more information.

General guidance

For the Research Study, candidates should be able to complete this work remotely.

If candidates cannot complete the component, apply for the following:

If a candidate cannot complete their Research Study outside of the centre, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. However, if candidates are not able to complete multiple components for this syllabus, there may not be enough evidence for us to calculate an assessed mark for the component. Please see section 5.5.3 of the Cambridge Handbook for more information.

General guidance

We are aware that for candidates to work safely, they might have difficulties in filming or might need to change locations or groups. Candidates are permitted to do this. They should explain on their blog any changes they needed to make and why. Candidates are also able to work on their projects individually, rather than in a group.

We understand that many centres and candidates are facing challenging times. Some centres are having to teach practical IT skills remotely and we have prepared guidance to help you in this factsheet.

Supporting candidates learning from home to prepare for computer-based practical tests (PDF, 145KB)

General guidance

You should consider the complexity of the task you set. Adjust it accordingly if you think that candidates have been affected by loss of teaching time, or lack of available resources.

If candidates cannot complete the component, apply for the following:

If candidates are not able to complete the component for a reason related to Covid-19, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. Please see section 5.5.3 of the Cambridge Handbook for more information.

If candidates cannot complete the component, apply for permission to use the following adjustment:

Candidates may produce one investigative item or piece of coursework, instead of three pieces. You should still submit an accompanying folder demonstrating the candidate’s research, planning, implementation and evaluation for this item (approximately 1000 words).

General guidance

You should teach and practise practical skills as an integral part of all science courses. We recommend that all candidates should prepare by doing practical experiments at the centre. However, we are aware that many candidates are currently not able to carry out practical work in the centre.

Candidates can practise many practical skills remotely. Teachers can use sample results from experiments that were carried out in class. These will allow candidates to practise skills such as graph plotting, data analysis and drawing conclusions. Teachers can also use the experiments described in past papers to develop candidates’ planning and evaluation skills.

You may also choose to prioritise teaching theory work while the centre is closed. You can then prioritise practical work when you are able to reopen. Science practical exams cannot take place remotely.

If candidates cannot complete the component, apply for the following:

If a candidate is not able to attend a science practical exam, you should apply for special consideration – ‘Candidate absent from a timetabled component for acceptable reasons’. Please see section 5.5.3 of the Cambridge Handbook for more information.

The assessment process for all components has changed. There will be no centre visits. Candidate work for components 1 and 2 will be moderated remotely and work for component 3 will be examined remotely. Centres will need to submit work digitally - we will be providing more information on how to do this. Once available, this information will be provided on the samples database at www.cambridgeinternational.org/samples

Please start to prepare your candidates for digital submission of their work. This can include, for example, photographs, scans of drawings, recordings, moving image, digital sketchbooks, powerpoints and copies of blogs or online portfolios.

If candidates cannot complete all three components, you need to apply for Special Consideration 'absent from a component for acceptable reasons' for one of the components in the syllabus. You will select for which component you want to apply for Special Consideration, based on the way you have taught the course. This means that candidates will complete the work for two components only.

We will calculate the candidate’s mark for the third component based on their performance in the two components they have completed in the June 2021 series. We acknowledge that the different components in the syllabus have different weightings, but we have chosen to make this adjustment flexible, allowing you to select which of the three components your candidates will not complete. This is because we know that you have taught different components within the syllabus, and there is no one component which would meet the needs of all our centres.

There is more information about applying for Special Consideration on our website.

Guidance on completing the Personal Investigation

We know that it may be difficult to get information from businesses in the current circumstances. Here is information about how candidates can manage their Personal Investigation at the moment:

• The ‘business problem’ can be broadened into an ‘investigation question’, such as ‘why did business X survive the Covid crisis, whereas business Y did not?’ or ‘what were the factors that enabled business X to thrive during the pandemic lockdown?’ or ‘what changes will enable business X to survive?’
• It will be perfectly acceptable for candidates to choose a big business for the investigation, including plcs. It will be sensible to focus on one aspect, or one local branch in this case, to prevent the investigation getting too large and complicated. Social enterprise organisations, such as foodbanks or charity shops could also provide a useful focus.
• Primary research could include observation of changes, but also general surveys and interviews to find out how consumers’ buying habits have changed and how confident people feel about going out to shop, eat and so on. Group research (referenced as such) in this case could prove useful as individuals could use the results of a group general survey and apply this to their different companies.
• Secondary research could include online, magazine and media articles about the impact of the pandemic on different industries, which can be used to help predict impacts on individual firms, e.g. impact of % reduction in customers going forward. A candidate who adopts a ‘winners and losers’ approach might also choose an article as a starting point for their investigation. An example of this approach could be a pub or restaurant with outside space against one without.
• For both the primary and secondary research sections, evaluation of individual candidates’ research, rejected sources and so on will be largely unchanged. It may in fact be easier to find conflicting views on the long-term impacts of the pandemic.
• The analysis section may prove the most challenging, potentially due to lack of ‘hard’ financial information that would have been provided by the business. However, there are numerous opportunities provided by the post-Covid business environment. These may be linked to the data in primary and secondary research, such as the likely decrease in customers or the limiting of customers, for instance in a ‘socially distanced’ restaurant environment. Estimated figures, supported by research will be acceptable in such cases. Candidates who choose to investigate a branch of a large plc business may also be able to make use of published accounts, for instance in estimating impact of percentage reduction in sales.
• Conclusions and recommendations should, as before, answer the research question and look into wider issues and developments. This will probably involve some speculation as to the long-term impacts of the Covid virus.
• The communication assessment will also be unchanged, with candidates recommended to use formal report format, abstract, section numbering and Harvard referencing as before.

The following adjustments have been made to Cambridge Pre-U Geography Paper 4 Research Topic for June 2021 as a result of consultation and feedback from Centres. For June 2021 the questions on the paper which require candidates to refer to their own fieldwork study will be removed completely. This means that candidates will not answer either questions 3 or 4 from Section A, questions 7 or 8 from Section B, or questions 11 or 12 from Section C.

Candidates will only be required to answer questions 1 and 2 from Section A or 5 and 6 from Section B or 9 and 10 from Section C. The number of marks for the paper will reduce from 50 marks to 35 marks and the duration of the examination will be reduced from 1 hour 30 minutes to 1 hour 5 minutes.

Clear instructions will be given to candidates on the front of the question paper.

Performing 9800/02

We will not send Visiting Examiners to centres to administer and assess this component. Instead, you will administer and record the performances, and submit these recordings to us for marking.

We will give you more details about how to do this soon on the samples database, at www.cambridgeinternational.org/samples

Recital times should be as in the syllabus. Performances should be recorded on DVD from a single static camera, in a single, unedited take. An audio recording should also be made as back-up in case of poor audio quality on the DVD.

The improvisation option continues to be available. We will be providing more information about how to administer the improvisation option.

If your candidate is not able to complete an ensemble performance because of local restrictions, for Part B, a candidate may complete a second solo performance on the same instrument as in Part A, or they may offer improvisation. Where candidates do offer solo performances on the same instrument, the two performances should demonstrate distinct repertoire and performing technique as far as possible.

Composing: Section B Stylistic Exercises 9800/03

Candidates should submit only six stylistic exercises rather than ten; three in each of their chosen genres.

Additional guidance on the use of music notation software

We will allow the use of Sibelius files as long as the material given by the teacher is clearly distinguishable from the candidate’s work, for example through the use of colour coding.

• If using Sibelius to complete the coursework exercises, it is the responsibility of the teacher to create the exercise from original source scores.
• The teacher should ensure it is clear what has been given and what the candidate has done. This could be done by colour coding or bracketing the given incipit.
• Teachers should keep work under supervision as far as possible to ensure functionality such as identification of consecutive 5ths and 8ves is not used. If possible this should be disabled in Sibelius.
• Exercises should be titled, numbered and dated and the candidate should add their name to the work in the Sibelius file.
• When the candidate has worked the exercise they should export it as a pdf and submit to the teacher who can add annotations using the Comment facility.
• Subsequent drafts should be clearly named, numbered and dated.
• When the exercises and drafts are completed they will need to be printed and submitted in the usual way.
• It would also be permissible for candidates to work the exercises by hand and then scan them and email them to the teacher.

Further Performing 9800/42

If the candidate’s recording of their recital has not yet been completed and they are not able to perform with an audience or as an ensemble, they may perform a solo recital without an audience.

If your candidate is not able to complete an ensemble performance because of local restrictions, the candidate may complete a second solo recital on the same instrument as Component 2 Performing, up to a maximum of two solo recitals on the same instrument across the two components. This means that no candidate should complete three solo performances on the same instrument across Component 2 Performing and Component 42 Further Performing. Where candidates do offer solo performances on the same instrument, the two performances should demonstrate distinct repertoire and performing technique as far as possible.