igcse coursework portfolio

A* IGCSE Art Coursework: Trinkets, Treasures and Memories

Last Updated on April 2, 2023

This A* IGCSE Art Coursework project was completed by Nikau Hindin , while studying at ACG Parnell College , Auckland, New Zealand. Awarded 98%, this Painting and Related Media project (CIE 0400) explores the theme of ‘Trinkets, Treasures and Memories’. This class-wide theme was split into a number of assignments, which students were able to interpret and respond to individually.

The following sketchbook pages (14 x A3 sheets) show Nikau’s entire Coursework project, along with her final painting (in 2007 a sketchbook of preparatory work was required for IGCSE Art and Design, rather than the maximum 4 x A2 sheets / 8 sides that is required today).

Some of Nikau’s sketchbook pages are included in our new book:  Outstanding High School Sketchbooks . This book has high-resolution images so that fine details and annotation are clear, making it an excellent resource for students and schools.  Learn more !

READ NEXT: How to make an artist website (and why you need one)

Nikau is an exceptionally talented, driven and motivated young artist, whose work is featured extensively on this website. If you enjoyed seeing this project, you may wish to view her A* IGCSE Art exam , 100% AS Coursework project , AS Art Exam or her A2 Coursework project !

Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Amiria is a CIE Accredited Art & Design Coursework Assessor.

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Your Complete Guide to IGCSE Coursework

This guide includes everything you need to know about all the IGCSE coursework.

Like many of our other Complete Guides this article is not meant to be read in its entirety – just skip to whichever section is most relevant to you.

By Rebecca Lally, Saoirse Boyle, Hazel Fricska, and Nina Hopley

English Language

What do you need to do?

You need to submit 3 pieces of work, each of 500-800 words: a descriptive and/or narrative piece; an informative, analytical and/or argumentative piece; and a response to a text. Our teacher got us to write multiple practice pieces for each of the three text types during year 10 so that we could pick our favourites to redraft at the start of year 11. Your coursework portfolio is worth 50% of the total marks, which can help make up for lower scores in the exam if you know that is where you will struggle.

You need to pick different topics for each piece; this will allow you to create contrast through the portfolio and showcase different styles of writing. The descriptive piece offers the most creative freedom, although your teacher should offer some general guidance. We wrote pieces restaurants for our informative writing coursework and, for the media response piece, we wrote open letters to Wayne LaPierre, an American gun rights lobbyist.

Any advice?

• Don’t use a thesaurus. Switching out every other word for a supposedly better synonym is not what will make your work good! Your writing will come across as stilted and pretentious.
• Channel your efforts into creating fluidity and a consistent voice. Read through your work in your head and then out loud. Whilst reading ask yourself some questions: Where do the words start tripping over each other? Are you repeating anything?
• Try to show, rather than tell. Don’t fill your work with fluffy adjectives. Take the restaurant review as an example. You can say the food was “great”, “scrumptious”, “delicious”, “incredible”, but this doesn’t give  the reader any new or important information! Instead, describe the different textures, the different colours on the plate and the flavours of the food.
• Listen to your teacher. Your work will be internally assessed by a panel of teachers. You are allowed one draft – make it count. Make it as good as you can before you hand it in; once you have received feedback make sure to take all their advice on board.
• Let others read your work. Friends, parents, classmates. Tell them to be brutal, to pick it apart. A fresh pair of eyes can provide valuable insight and notice little things that you won’t. This can be especially helpful to do with students from other English classes! Their teacher may have approached a requirement in a different way and this may help you see aspects of your work from different perspectives.
• Your creative piece is an opportunity to show off your beautiful writing and rich descriptive language. Don’t worry about the plot. You will not be able to write an entire story in less than 800 words without sounding rushed. Focus on creating atmosphere and providing insight into your character(s).
• Be as specific as possible in your informative piece. Again, no fluffy adjectives! What information is most important to the reader and how will you relay this to them?
• In your media response piece, acknowledge every single point the text makes, explicit or implicit.  These points must be analysed and evaluated.  You must show that you understand the general tone of the text and the opinion of the writer. Do you agree with the journalist? Follow these pointers to write a cohesive and well-developed argument.

You need to produce a detailed essay, up to 2000 words in length, answering a question set by the school. You will need to do your own research from a variety of sources, evaluate different information and form your own opinion/argument. This year, we were asked to evaluate the significance of Gustav Stresemann, a chancellor and foreign minister from Germany’s Weimar years.

• Define the question clearly. Take significance: what does ‘significance’ mean? How is it different from importance? How will you measure it? Are there different kinds of significance? Answer these questions in your introductory paragraph.
• Read widely on the topic before you start writing, or even planning. This is the phase which should take the longest. It is really, really hard to write or plan an essay until you are totally familiar with the topic. By developing an opinion before you start writing, you can be consistent through the entire essay and really drive your point home.
• Read from a variety of reliable sources. Read any and all sources put on moodle by your teacher, check out books from the MMC, use JSTOR. This will set you apart from other candidates.
• You don’t need to mention every event in a period of time, or a person’s life.  Decide what is most important and what adds substance to your argument.
• Keep your ‘background information’ concise. The assessor is a History teacher – just assume they already know the details of the Weimar constitution, or the state of Germany at the time. The point of this essay is not to say what happened, but to evaluate events and develop your own argument.
• Keep referencing the question! You literally cannot use the keyword of the question, in our case, ‘significance’, too many times.  You defined your criteria at the start of the essay, you should use these criteria and explain how information fits into it.
• Don’t just organize chronologically. Organise chronologically and, within that, thematically. Reference events that happen later or earlier if it backs up an assertion that you have made.
• Compare and contrast similar events. What was different about the handling of situation A and situation B? What was the significance of each event? How much did each event impact the following years?
• Acknowledge both sides of the story, the role played by other figures and surrounding circumstances.
• Listen to your teacher’s advice. Like in English it is your teacher who will be assessing it and they have your best interests at heart.

Geography coursework is worth 27.5% of your overall geography grade. You will be taken on a field day to collect data and, after that, you have the summer to write it all up.

2017’s topic: “ An Investigation Into the Impact of Skiing on the Natural Environment” , carried out at Col de la Faucille.

2016’s topic: “ An investigation into River Processes on La Promenthouse”, carried out at La Promenthouse river.

Before going on the field trip, you will be given class time to prepare your investigation. You will come up with a research question, hypotheses to test and you will write out justifications for these hypotheses. The data collection will occur in groups and you can share results with students from other classes. But, you will be on your own when it comes to writing up your final report.

• Don’t leave it all to the end of summer, or the night before it is due! Especially if you did not finish your introductory work at the end of the year. It was a lot more time consuming than anyone expected.
• Focus on the analytical part of the coursework – this is what you should spend the most time and effort on. Any analysis or assertion you make is fine, as long as you can back it up with data and/or geographical theory.
• Use at least 4 types of graphs. Don’t just use the same scatter graphs or bar charts over and over again. Your teachers will have suggestions for other types. Building a GE graph may be more time-consuming, but it is more interesting than an excel column graph and will help you stand out from the other candidates.  
• Make your draft count. This is your only chance to get feedback, so make it as good as it can be. Your teacher is there to help.
• Don’t stress about the word count. Even our teacher admitted it would be very difficult to get an A* in 2000 words. You shouldn’t write a thesis, but it’s totally ok if you end up with 4000.
• Follow any checklist or rubric you are given. Make sure you are fulfilling every requirement. Don’t miss out on easy marks!

You will complete up to 8 prep sheets; it is preferable you make 8 to the best of your ability, as this will show the examiners you have a wide variety of skills. You will then do a final piece of work based on 2 of your prep sheets. You do have the option to do two exams, rather than coursework and one exam. While the coursework is more work overall, you will be under less time pressure than if you were taking an additional exam.

To score highly, you will need to perfect your technical skill. It is also crucial to demonstrate your artistic development – you can do this by including small mind maps based on a theme/unit, and by doing small ‘test’ sketches exploring various arrangements for a more detailed piece. In addition, your prep sheets should be aesthetically pleasing, as presentation does count. Bluetack your pieces of work to the sheet when you first hand it in, so you can rearrange the layout, or remove/add/improve any work. Use a variety of mediums to show versatility. Fortunately, the course will force you to create large projects and use different media (batik, lino, still life, collage).

It is okay if you feel that you need to redo almost every prep sheet that you handed in during year 10 – with time and patience, you will improve. When you have time away from the art class, during the holidays, reflect on the work that you have finished and try to perfect it. This way, when the deadline comes around in year 11, you will have finished and will be ready to focus all your artistic energy on the exam!

The most daunting thing about coursework is how many weeks you have to complete it! The themes are open ended and you have a lot of freedom. Unfortunately, this can paralyze rather than inspire. Art is time-consuming, and you are juggling it with 8 other subjects which each have their own homework and tests. You might push art to the side in order to tackle more imminent deadlines, dreaming of the great work you will produce when you have the time to sit down and devote yourself to it… but this will not happen. There is never going to be a ‘good time’ to do it. I ended up spending 6 days solid over the Christmas break drawing my final piece, and by day 3 I had started to despair, but I am so glad I finished it.

You should be prepared to fail: allocate time to hate your work, feel frustrated by your work and then pick yourself up and start again. Grab a black sharpie and title all of the documents that you are given by the department, such as, “ Year 11 coursework requirements” and, “Art unit planner”, with PLAN TO FAIL. This will remind you to get your head out of the clouds and make you start work immediately. Coursework is composed of prep sheets and a final piece (that has its own prep sheet as well): it is a lot of physical work to produce.

• Plan to fail! It will go wrong, take a direction you did not intend or even want! You must factor in time to start over.
• C ommit to ideas. Brainstorm your theme exhaustively in the first week of the assignment to find an idea you really love, then commit. Don’t start over halfway through.
• Don’t start year 11 with incomplete prep sheets. Finish them all before the coursework final is due.
• Finish every drawing. You may hate it, but if you don’t finish it, you won’t learn anything from it.
• Use the guidelines the art department gives you. Pin them up on a notice board and share them with your parents – keep those deadlines firmly in sight.
• Use the Art room at lunchtime , consult your teachers regularly for advice and guidance.

You need to complete*:

• Two stylistically different compositions
• Two solo performances
• A group performance

*There is also set work covering the work of one artist (for us, Felix Mendelssohn), World Music, and the music of one particular region (for us, Latin America). These are not part of the coursework component but are part of the syllabus.

It is ok if you have never played an instrument or studied music theory – as long as you love the subject. It may be wise to take private lessons in music theory and an instrument from the beginning of year 10. If you already play an instrument and know some music theory, you are ahead of the game!

In year 10 you are informed about the coursework, but class time is not devoted to it until year 11. Because the deadline is so far away, it is rare anyone starts working on it. Many of my peers decided to take the internal exam after realising they wouldn’t have the time to acquire the skills needed. Get started immediately. Record your performance to the best of your ability in year 10, even if you find it disappointing. In year 11 you will have the opportunity to listen to it again and re-record, challenging yourself further on the content. Same for compositions – experiment with melodies and sounds even if you are not confident. When Year 11 begins you will have a starting point to build from.

For compositions, as they have to be very different, listen to music from a variety of genres. In doing this you will find out what you like and it will be easier to create something you enjoy. If you find using Garageband difficult, talk to Mr. Aram. He always makes himself available to help, so don’t be shy or insecure about your work. He is not expecting you to be a musical prodigy!

When you are happy with your compositions in Garageband you then have to transpose everything into note form, using software like Sibelius. This is time-consuming  and challenging, especially if you are not confident with musical notation. So, plan to learn and ask for help before it’s too late. Go to the music department at lunch or work on your score with your classmates so that you all struggle together and can help each other.

Music is such an enriching subject that allows insight into different cultures and can lead to global understanding and communication. You want your compositions to reflect this exposure – which is very challenging because you need a certain level of skill. You can acquire these with help from teachers and extracurricular lessons but it all takes time as you still have 8 other subjects with equal demands. Ultimately, plan to fail and to experiment so that you have the time to achieve your best.

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IGCSE Art: Year 1

The first two terms of year one in the course will be focused on developing skills in drawing, painting, mixed media (collage), digital art and 3d (sculpture).  Students will explore a range of dry and wet media while researching key art movements that have impacted the art world over time.  Term 3 is typically split between a unit on Figures & Portraits and beginning the Component 1: Coursework .

Below is a predicted layout for the first year of the IGCSE program.

3 (1st half)

3 (2nd half)

Topics / Skills Covered

Still-life :

Students will learn to draw still-life objects from direct observation. They will explore the visual elements of art- line, tone, shape and form whilst studying natural and organic forms. They will learn to use a variety of media such as pens, pencils, graphite and charcoal. They will learn about the history and characteristics of Cubism and make a final painting in a Cubist style using mixed media and collage.

Spaces and Places :

Students will start to explore the theme in a personal and individual way through direct observation and photographs. They will create paintings in watercolours, acrylics, pastels and other media. They will use colour theory to create colour schemes and use colour in an expressive manner. Students will create a final piece of the project in 8 hours as an assessment. 

Figures and Portraits :

Students will learn how to draw portraits and figures with accuracy. They will use rules of proportion and create a series of sketches involving figurative elements.

IGCSE Coursework Project :

Students start the coursework project for IGCSE Art & Design. They start by choosing a theme and gathering and recording images from direct observation. This is worth 50% of their IGCSE grade. 

Within this project students will experiment with a variety of images, media and techniques and demonstrate the development of an idea from start to a final resolved piece.

How Artists Capture Environments:

How Artists Explore Identity:

At the beginning of the coursework you will be asked to select a theme which will be the focus of your work for the next year.  Consider your theme carefully and aim to choose one that is of personal interest to you.

Choosing a theme may be more difficult than it sounds.  You might begin with this simple 3 step process:

Brainstorm             Evaluate           Narrow it down

For additional resources on theme development and a comprehensive list of artist's by themes click here

Full list  of themes

Here are examples for  Component 1.   There is no order nor have marks been assigned; just a variety of prior student work. ​

example 7 

example 8 

It is important that both Component 1 and 2 progress thematically with unity between each sheet.  Although there is no set format for how this is to be done, I instruct my students to follow idea progress based on the Elements of Art .  Use this document here to add structure and maintain organization between sheets.

Use these links for an in depth view on how to develop a final work: ​

A* Coursework

Compositional layout

Top Marks in the World

If you are interested in a Surrealistic approach, look into the following links:  

Intro to Surrealism

Surrealism ppt

Speed drawing in pencil

My Surreal Room

Speed painting

Simple box figure

Citing Sources

PDF File Download

IGCSE First Language English Papers

Need Tuition Help to do These IGCSE First Language English Past Year Papers?

Need Tuition Help To Score In Your IGCSE English Papers?

List of (0500) IGCSE First Language English Past Year Papers

Other igcse past exam paper downloads.

Business Studies

English First Language

English Second Language

Additional Mathematics

Mathematics

Objectives To Achieve When Doing These (0500) IGCSE First Language English Past Year Papers

The objectives describe here are the purposes for these IGCSE First Language English past year papers. The objectives are to enable students to: 

Read More • Read a wide range of texts, fluently and with good understanding, enjoying and appreciating a variety of language • Read critically, and use knowledge gained from wide reading to inform and improve their own writing • Write accurately and effectively, using Standard English appropriately • Work with information and with ideas in language by developing skills of evaluation, analysis, use and inference • Listen to, understand, and use spoken language effectively • Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions.

Find it tough to handle IGCSE English papers? We have IGSCE First Language English Tuition . We’re an IGCSE & A-levels tuition centre located in Subang Jaya. We also have IGCSE online tuition for First Language English . Contact us now to secure your slots   with us. We have students who comes from Shah Alam, Klang, Puchong, Ara Damansara, Petaling Jaya PJ and Kuala Lumpur KL. IELTS preparation courses for college level students are also available. 

The 3 essential skills needed for these IGCSE First Language English Past Year Papers are outlined below

1 Reading • Show understanding of written texts, and of the words and phrases within them • Summarise and use material for a specific context • Choose appropriate information for specific purposes • Recognise and respond to linguistic devices, figurative language and imagery • Improve, analyse and evaluate facts, ideas and opinions • Prove understanding of how writers achieve their effects and influence readers.

In developing reading skills, candidates should engage with a range of genres and text types from the twentieth and/or twenty-first centuries. This includes literature, fiction and non-fiction, and other forms of writing, such as discursive essays, reviews and articles. This study should include emphasis on writers’ use of language and style and the ways in which writers achieve effects and influence readers. Candidates should study how influence may include fact, ideas, perspectives, opinions and bias in these IGCSE First Language English past year papers.

2 Writing • Express what is thought, felt and imagined • Organise and convey facts, ideas and opinions effectively • Demonstrate a varied vocabulary appropriate to the context • Demonstrate an effective use of sentence structures • Demonstrate an understanding of audience, purpose and form • Demonstrate accuracy in spelling, punctuation and grammar.

As developing writers themselves, learners or candidates should be presented to a range of writing skills. This includes the ability to create and compose texts with a variety of forms and purposes, e.g. descriptive, narrative, discursive, argumentative and persuasive when doing these IGCSE First Language English past year papers. This learning should include focus on the following text types: letter, report, article, journal, speech, interview and summary.

3 Speaking and listening • Describe and mirror on experience, and express what is thought, felt and imagined • Categorise and express facts, ideas and opinions effectively • Understand and express complex ideas • Communicate with purpose, focus and clarity • Communicate appropriately for the context • Engage appropriately and suitably in any dialogue.

Find it tough to handle IGCSE English papers? We’re an IGCSE tuition & A-levels tuition centre located in Subang Jaya. Contact us now  to secure your slots   with us. We have students who comes from Shah Alam, Klang, Puchong, Ara Damansara, Petaling Jaya PJ and Kuala Lumpur KL.  Students here also considers our  English IGCSE tuition for Second Language  to further improve their English.

Candidates or learners will discover a variety of speaking and listening skills, including the ability to join in engaging conversations and to respond impulsively to questions and prompts when doing these IGCSE First Language English past year papers. This education should focus on presentation skills in employing and organising content.  Not forgetting, language devices, such as irony, tone and emphasis.

The Details of the Assessment for these IGCSE First Language English past year papers

Paper 1 – Reading

Learners or candidates will be answering three compulsory questions on three texts which may be on a similar topic. Learners or candidates write all their answers in the space provided on the question paper.

Text A and Text B will be approximately 700–750 words in length. Text C will be about 500–650 words in length. Candidates should spend approximately 15 minutes reading the texts. The texts will be printed as an insert on the question paper. Dictionaries may not be necessarily be used here.

Paper 2 – Directed Writing and Composition

Learners or candidates will be answering two questions. It will be one question from each section. The texts will be printed on the question paper insert. Dictionaries may not be used.

Component 3 – Coursework Portfolio

This information should be read in conjunction with the relevant sections of the Cambridge Handbook. The forms required for the conduct and assessment of the portfolio may be downloaded from www.cambridgeinternational.org/samples

Candidates are require to submit a portfolio of three assignments. Each of these about 500–800 words. The assignments could be completed in any order, and are:

Assignment 1: writing to discuss, argue and/or persuade in response to a text or texts Assignment 2: writing to describe Assignment 3: writing to narrate.

The following are the writing assessment objectives for this IGCSE First Language English past year papers Coursework Portfolio tests: W1 articulate experience and express what is thought, felt and imagined W2 organise and structure ideas and opinions for deliberate effect W3 use a range of vocabulary and sentence structures appropriate to context W4 use register appropriate to context W5 make accurate use of spelling, punctuation and grammar.

The following reading assessment objectives are tested (for Assignment 1 only): R1 demonstrate understanding of clear meanings R2 demonstrate understanding of hidden meanings and attitudes R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text R4 select and use information for exact purposes.

Work may be handwritten or word-processed. Dictionaries may be used. First draft of one of the three assignments are to be submitted. The first draft will not contribute to the final internally assessed mark. It will also not be assessment for externally moderated mark for the portfolio. The Coursework Portfolio for these IGCSE First Language English past year papers must also include the text(s) used (for Assignment 1 only).

Component 4 – Speaking and Listening Test

This component test is an Individual Talk and Conversation test. This will approximately take 10–15 minutes in total. This component is individually endorsed with grades of 1 (high) to 5 (low). Marks for Component 4 do not contribute to a candidate’s overall grade.

Teachers must treat this component as a non-coursework speaking test. Teachers must also read this information in conjunction with the relevant sections of the Cambridge Handbook.

There are two parts to the Speaking and Listening Test. In Part 1, candidates present an individual talk. In Part 2, candidates engage in a conversation with the teacher or examiner on their chosen topic. There is no question paper for the component test. The test must be taken within the Speaking and Listening Test window.

Overall Benefits To Work On These IGCSE First Language English Past Year Papers

These Cambridge IGCSE First Language English past year papers are created especially for international students. For over 25 years, they have been working with schools and teachers worldwide to develop these IGCSE First Language English past year papers that are suitable for different countries, different types of schools and for learners with a wide variety of abilities.

These Cambridge IGCSE First Language English past year papers allows learners or candidates to:  • develop the ability to communicate clearly, accurately and effectively when speaking and writing • develop an individual style and an awareness of the audience being addressed • study how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation.

Learners or candidates are also encouraged to read extensively, both for their own enjoyment and to further their awareness of the ways in which English can be used. These Cambridge IGCSE First Language English past year papers also helps develop a more general analysis and communication skills. Examples of skills are inference, and the ability to order facts and present ideas effectively.

Learners or candidates will need these thorough knowledge and understanding for their next steps in future learning and/or employment. If you need tuition classes for IGCSE First Language English , feel free to reach us out!

As a IGCSE tuition centre nearby Puchong , we have other tutoring services to apart from English. We have maths, sciences and business subjects.

For maths, we have IGCSE maths tutoring service , and IGCSE add maths tutoring service .

For sciences, we have IGCSE physics tutoring service , IGCSE chemistry tutoring service , and IGCSE biology tutoring service . 

For business, we have IGCSE accounting tutoring service , IGCSE business studies tutoring service , and IGCSE Economics tutoring service . 

For Chinese, we have IGCSE Chinese tutoring service .

For Malay, we have IGCSE Malay tutoring service . 

For English, IELTS tuition courses are also available. 

Disclaimer Note:

This site may contain copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available without profit for the convenience of our students for educational purposes. If you wish to use copyrighted material from this site for purposes of your own that go beyond fair use, please obtain permission from the copyright owner.

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Coursework Narrative Writing for IGCSE First Language English 0500/0990

Subject: English

Age range: 14-16

Resource type: Unit of work

Last updated

11 May 2024

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13 lesson unit for IGCSE First Language English 0500 for Narrative Writing, specifically for the Coursework route . The theme of this unit is fantasy narrative writing.

Included is a 239 slide PowerPoint and 81 page student workbook with all activities included, such as the do nows, planning sheets, extracts, etc.

Planned by an experienced 0500 teacher and IGCSE English examiner. Find me on Youtube by searching Taughtly for 0500 video lessons.

Find the Paper 2 exam adaptation of this same unit here: https://www.tes.com/teaching-resource/-13036397

Lesson topics:

• Introducing the fantasy genre
• Show don’t tell
• Characterisation
• Plot mountain
• Clues and tension
• A* exemplar
• Rank ordering three example stories
• Generating story ideas
• Planning my story
• Writing my story
• Redrafting my story

Free sample lessons:

• Unpicking an exemplar A* story: https://www.tes.com/teaching-resource/resource-13037017
• Identifying show don’t tell: https://www.tes.com/teaching-resource/resource-13037005

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• Submit for Assessment
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Phase 3 – Coursework & Moderation

Find all our administrative forms and guidance documents on this page .

This phase of the cycle is all about components that are assessed in the school, either by the school's teachers or other local teachers, and are then moderated by us. 

You are likely to be involved when it comes to submitting internally assessed marks and samples of work to us for external moderation. Examples of such components include: projects, field work, art work, speaking tests and assessed practical work. 

On this page you can find information about:

Instructions for candidates

Submitting internally assessed marks, moderating your internal marks, submitting coursework and speaking tests, packing and despatching candidates' work, returning samples.

• Submitting Global Perspectives work online

Preventing and identifying plagiarism

To help maintain the security of our exams, make sure you share this information with your candidates. It contains information on coursework.

Information for candidates (PDF, 126KB)

You need to send us internally assessed marks for all candidates entered for coursework and speaking test components.

Submit your marks using one of the following methods:

• Cambridge International Direct
• A2C (only available to UK centres)

To help you, read out factsheet about how to submit your marks on Direct:

Submitting internally assessed marks through Cambridge International Direct (PDF, 527KB)

VIDEO: The video shows you how to submit internally assessed marks. 前往优酷观看 View on YouKu

If more than one teacher is involved in the marking of coursework for a component, you must internally moderate the marking across teachers and teaching groups. Each centre must select one teacher per component to act as an internal moderator.

For more information visit our Internal moderation web page or view the Cambridge Handbook .

You need to submit samples of your candidates’ coursework and speaking tests so that we can moderate your marks. Moderation ensures that candidates across all our centres have been assessed against the same standards. For examined coursework, instead of submitting samples you submit the work of all your candidates to us. 

For specific syllabuses and components, centres need to submit samples digitally. If you are submitting samples on CD, DVD or USB stick, read our guidance (PDF, 52KB) on how to do this. 

If you cannot use the same examiner for all of your internally assessed speaking tests, read our guidance (PDF, 227KB) .

The samples database explains everything you need to know about administering coursework, speaking test and examined coursework components.

Use the database to find out:

• When and how to submit your marks for moderated coursework and non-coursework tests
• When and how to submit your candidates’ work
• Which forms to complete and return with your candidates’ work.

For moderated coursework and non-coursework tests you need to submit the marks and a sample of your candidates’ work to us for external moderation. For examined coursework, you need to submit the work of all of your candidates to us.

There is more information about coursework and non-coursework tests in section 3 of the Cambridge Handbook.

If you work in a UK centre, for some coursework components, we choose the candidates whose work you need to include in your sample. We add the list of candidates to the ‘My Messages’ section of Cambridge International Direct approximately two working days after we have received your internally assessed marks.

Use the Cambridge samples database

Once you have checked the samples database, you need to pack your candidates' work correctly and send it to us so that it arrives before the deadline. Part 3 of the Cambridge Handbook contains more information about packing and despatching samples.

We moderate/examine a range of components, for example, speaking tests and coursework, where the evidence you need to submit may include digital files, such as music recordings, speaking tests, video and photographs. If you need to submit digital files you must make sure they can be accessed and viewed or heard by our moderators/examiners.

You can download coursework identification and coursework return labels:

For Art & Design syllabuses:

Cambridge IGCSE Art & Design (0400) and Cambridge IGCSE (9-1) Art & Design (0989) Coursework and moderation Label 1a (PDF, 74KB)

Cambridge O level Art & Design (6090, 6089 and 6005) - Coursework and moderation Label 1b (PDF, 75KB)

Cambridge International AS & A Level Art & Design (9479)  Coursework and moderation Label 1c (PDF, 76KB)

VIDEO: Our video explains how to pack and despatch Art & Design work 前往优酷观看 View on YouKu

Packing and despatching Art & Design work transcript (PDF, 137KB)

For other syllabuses:

Coursework address labels - Coursework & moderation - Label 2 (PDF, 77KB)

Coursework identification labels - Coursework & moderation - Label 3 (PDF, 65KB)

If you are returning Cambridge ICT Starters samples please complete the Coursework & moderation - Form 7 (PDF, 737KB)

For extra guidance submitting coursework and speaking tests, watch our video and download our poster (PDF, 351KB) .

VIDEO: This video shows you how select, pack and submit Cambridge coursework samples. 前往优酷观看 View on YouKu

You need to tell us if you would like us to return your moderated and/or examined work.

To ask us to send work back, complete the relevant form:

Coursework and moderation – Form 5 for Art and Design work (PDF, 636KB)

Coursework and moderation – Form 6 for all other moderated coursework (PDF, 693KB)

If you do not want us to return the work you have sent us, you do not need to do anything. Apart from all Cambridge Art & Design qualifications, we do not charge for the return of work.

We may keep some items of coursework for research, exhibition, archive or educational purposes.

Cambridge Global Perspectives guides

For guidance on preparing and submitting Cambridge Global Perspectives work see the Cambridge Exams Officers' Guide .

Work submitted for examination or moderation must be the candidates' own. Candidates must not submit someone else's work as their own or use material produced by someone else without citing and referencing it properly. View the preventing and identifying plagiarism page for more information.

• Syllabus overview
• Past papers, examiner reports and specimen papers
• Published resources

9705 D&T coursework examples

Topic outline.

A range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

• Select activity Component 2 Component 2
• Select activity Component 4 Component 4