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In the November 2020 series for some coursework, speaking and practical components, teachers and students will be able to adjust their approach to the course or their administration of the test to meet the requirements of the component. This applies to components in listed in the ‘Coursework, speaking and practical components: advice for November 2020 (PDF, 31KB)’ document.
The general guidance and syllabus-specific guidance below are relevant to components where candidates will be able to work from home on coursework or speaking tasks for final assessment. The guidance covers how to authenticate work submitted remotely for final assessment, and ways to support students as they complete assessed work from home.
For components where candidates cannot complete the component according to the syllabus requirement, but it is still possible for candidates to meet all the assessment objectives, we have determined adjustments to the requirements of the component. Where a candidate cannot complete the component according to the syllabus requirements, but a component adjustment is not possible, we have explained what you can do. You can find this information on our Coursework, speaking and practical components (component adjustments) page.
How can candidates complete their coursework from home and without teacher supervision?
You must be in a position to authenticate your candidates’ coursework when you submit it. To help you do this remotely, you can:
How can candidates conduct their coursework research, surveys or interviews 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.
What can candidates do at home to practise speaking skills in preparation for their speaking tests?
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 without confidential material, can we administer the test remotely?
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.
For speaking tests with confidential material, can we administer the test remotely?
You will not be able to administer speaking tests with confidential material remotely. We will be giving you more information about these speaking tests in our next update.
Can I have an extension to conduct the speaking tests?
You should conduct the speaking tests within the published test window. We know that, in some cases, that you may need more time to complete your tests, and so we will not require you to complete the tests within as short a timeframe as possible, however, you must administer all of your speaking tests within the test window for the component.
How can candidates prepare for their science practical exams?
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 school, although we are aware that many candidates are not able to carry out practical work in school at the moment.
However, candidates can practise many practical skills remotely. Teachers can use sample results from experiments that were carried out in class to 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.
Schools may also choose to prioritise the teaching of theory work while closed, and then prioritise practical work when they are able to reopen. There is more information on science practical exams on our Coursework, speaking and practical components (component adjustment) page.
Below is further guidance on how you can adjust your approach to teaching and learning for specific syllabuses.
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, schools could also post examples of referencing or schedule a skills session via a video conferencing platform before candidates draft their coursework.
Art & Design candidates working from home could consider various different approaches such as setting up a still life arrangement, portraits of family members, views from their homes or studies of their home to draw and 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, scan them into drawing software and experiment 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, which 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. I
f your candidates are not able to complete this component because of circumstances caused by Covid-19, we have determined adjustments to the requirements of the component. See our Coursework, speaking and practical components in the November 2020 exam series (component adjustments) page .
How can candidates work with first-hand sources from home?
Candidates could consider various different approaches, for example a still life arrangement, portraits of family members, views from their homes or studies of their home to draw and develop their observational drawing skills.
Candidates will not be able to access art galleries and exhibitions at first-hand; however, many galleries and exhibitions are being made available online and candidates should be encouraged to use these resources where they are available. Some candidates may want to adapt or amend their work depending on the availability of such resources. Candidates can access material online and use this to compare and contrast with their own practical work.
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 required for their coursework, for example, their reasons for choosing specific materials, tools, equipment, finishes, etc.
If your candidates are not able to complete this component because of circumstances caused by Covid-19, we have determined adjustments to the requirements of the component. See our Coursework, speaking and practical components in the November 2020 exam series (component adjustments) page.
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 by looking 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 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.
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:
Candidates could create garments at home either using a sewing machine, if available, or hand sewing. Teachers could provide guidance online and 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. See advice above on supervising your candidates remotely in 'How can candidates prepare their coursework from home and without teacher supervision?'
Many schools undertake the same fieldwork tasks year-on-year. Where this is the case, teachers may be able to use data collected previously to discuss with candidates the data collection methodology. 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 schools 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 school could source secondary weather data from two different school weather stations at different locations. Data from such weather stations are often shared online on the schools’ 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'.
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. Candidates 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.
Please also see guidance above on 'How can candidates prepare their coursework from home and without teacher supervision?'
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 and they should explain on their blog any changes they needed to make and why.
Local regulations may vary in different parts of the world; while in some countries local regulations are starting to relax, in some 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.
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.
Teachers must be able to authenticate their candidates’ work. See advice above on supervising your candidates remotely in ‘How can candidates prepare their coursework from home and without teacher supervision?’
If your candidates are not able to complete this component because of circumstances caused by Covid-19, we have determined adjustments to the requirements of the component. See our Coursework, speaking and practical components in the November 2020 exam series (component adjustments) page .
How can candidates plan and manage a travel & tourism event while schools are closed (9395/02)?
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:
Evidence of the team in operation can be produced electronically via online discussions and interactions, such as blogs, group chats or use of social media platforms. Evidence of witnessing the event can be done using screen shots, social media advertisements and discussions, and evidence of online meetings or group chats. The demonstration of excellent customer service, as required for the evaluation section of the coursework, can be achieved through interactions via email, online meetings and groups 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.
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, but if this is not possible, candidates can use secondary source material and/or internet data only.