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Cambridge IGCSE Chemistry (fourth edition)

A fully updated edition of our successful series to support the Cambridge IGCSE Chemistry syllabus 0620.

Written by a team with teaching and examining experience, Cambridge IGCSE Chemistry (fourth edition) gives comprehensive and accessible coverage of the syllabus.

The series components of Cambridge IGCSE Chemistry (fourth edition) work together to cover all required content and skills, including ideas for practicals and other activities that will help to develop experimental skills. The student components are engaging, and accessible to students with a wide range of abilities including those who do not have English as their first language. The Teacher's Resource CD-ROM gives teachers extensive support as well as further resources to use in class.

Completely -cambridge

  • Language accessible to students of a wide range of abilities.
  • Revision and exam support provided through study tips and practice questions.
  • CD-ROM accompanying coursebook contains a host of revision and practice material designed to help students maximise their chances in their examinations. It also contains answers to the exam-style questions in the coursebook.
  • Workbook helps to develop information handling and problem solving skills, as well as some experimental skills including planning investigations and interpreting results.

What is important when translating syllabus content into a teaching tool?

To realise that the syllabus is not arranged in an order intended for or suitable for teaching. The teaching sequence needs to reflect the previous experience of the students, their abilities and academic goals. Also, to arrange the topics in an order which allows one unit to link into the next so that the teaching of one unit will draw from and reinforce the previous one. Chemistry is a subject where there are considerable links between topic areas and therefore there is considerable cross-referencing of ideas as the course progresses – a course can have a spiral progression as topics are re-visited in greater detail as it develops. It is also important to design practical work and formative assessment opportunities into the teaching scheme so that knowledge of the current unit and previous ones is consolidated. Practical work is an important teaching tool and support for the theory. Practical skills are important in themselves and also a source of confidence for the whole course. Finally, it must suit the facilities and time allocation within the centre. The teaching scheme must relate to the practical circumstances of the facilities and resources available.

What is the pedagogy/approach used in the content?

The book, quite deliberately, does not follow the same order of topics as does the syllabus. The aim has been to present one pathway through the content of the course presenting the argumentation and ideas behind the material. However it is recognized that there are other sequences and teaching orders that, in part, depend on the previous experience of the students in a given class. Chapters in the book can be used as teaching units but need not and maybe should not be used in the same order as printed. The individual topics within the chapters can also be used to inform a different approach to the syllabus. The aim has been to make sure that the information is there and that there are resources presented to help with the course in terms of practice questions, practical activities, worksheets and external references. The book, and material in the resources, leads candidates through topics with examples and frequent questions to check understanding. The Workbook as well as the text provides opportunities for assessment and practice to consolidate knowledge within the units. There are exercises designed to help develop skills of data-handling, design of practical work and the application of student knowledge to unfamiliar examples. Questions from past papers are provided at the end of each chapter to allow candidates to see what level of knowledge is likely to be required. Practice exam papers and self-assessment tools are given to help develop and monitor progress.

How can teachers put this into practice in the classroom?

Create a scheme of work that lists topics in order, together with a time scale for their accomplishment. It is important to leave some 'spare time' to account for assessment, revision and over-runs. Also, link the scheme to chapters or sections of chapters and the activities provided in the book, and to exercises in the Workbook and worksheets in the Teacher resources. Use the teaching notes provided on the Teacher’s resources to guide your planning. It is important, too, to build in practical experiences which will reinforce knowledge and prepare candidates for whichever mode of practical assessment has been selected. Homework/private study tasks can be sourced from the book, the worksheets and the Workbook, and guidance is provided on the Teacher’s resource; but performance in these should be checked to ensure understanding. The Teacher’s Resource CD-ROM gives some guidance on constructing and implementing teaching schemes of work. It gives extended information on the practical activities in the book including some guidance on the assessment of progress in developing practical skills as well as worksheets, teaching ideas and some guidance on external resources.

Richard Harwood has taught Cambridge IGCSE Chemistry for many years and organises and presents training and teaching workshops in many locations including Europe, Middle East, Africa and South America. He has extensive knowledge and awareness of the needs of international schools through work with ECIS, IBO and NEASC.

Ian Lodge is an experienced Chemistry teacher and examiner.

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Titles in this series

Title Price (USD) In your shopping list

Cambridge IGCSE Chemistry: Coursebook with CD-ROM (fourth edition)

ISBN: 9781107615038

$37.00

Cambridge IGCSE Chemistry: Workbook (fourth edition)

ISBN: 9781107614994

$11.00

Cambridge IGCSE Chemistry: Teacher's Resource CD-ROM (fourth edition)

ISBN: 9781107615014

$80.00
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