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They sit alongside key standards documents such as the syllabus, specimen assessment materials, and grade thresholds. Produced after initial examinations and reviewed after substantial revision, they support teachers, students, and admissions or employers by describing typical performance. The resource uses a grid organized by content areas and grade columns, with descriptors increasing across rows and summarizing ranges down columns. 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For Cambridge IGCSEs, they describe performance at three levels – grades ‘F’, ‘C’ and ‘A’.  \nGrade descriptions sit alongside other key documents that illustrate examination standards, including:  \n• the syllabus, which presents what students should be taught over a course of study and explains how this is assessed  \n• the specimen assessment materials, which illustrate the structure of the assessment and the kinds of tasks that candidates complete  \n• grade thresholds, which show the total mark required to achieve a grade.  \nGrade descriptions are produced with a wide range of audiences in mind. For teachers, they support lesson planning and curriculum development, while students may gain useful insights into what is required to achieve a high grade and what candidate performance at lower grades typically looks like. For university admissions staff and employers, and those less familiar with Cambridge, they paint a picture of typical performance at different grades.  \nCambridge publishes grade descriptions for a qualification once examinations have taken place for the first time and we review them when a qualification is substantially revised. They are developed by highly experienced examiners who understand performance standards in the subject area and have studied samples of candidate work.  \nHow do I use this resource?  \nGrade descriptions are presented as a grid, with content areas atthe start of each row and the different grades at the top of each column.  \nThe content areas group together various aspects of the syllabus – they reflect topics, assessment objectives, key concepts, syllabus aims and/or components. The way they are organised is specific to each subject.  \nFor each content area there is a descriptor for each grade. Reading across the row from left to right, the descriptors represent increasing levels of performance, with each grade descriptor building on, and including, the last.  \nEach column represents overall performance at a particular grade. Reading down the column from top to bottom, the descriptors capture the range of knowledge, understanding and skills that a candidate ‘comfortably inside the grade’ is likely to demonstrate.  \nCambridge produces grade descriptions to support teaching and learning and the interpretation of candidate scores and grades. We do not use them to set grade thresholds. As such, they cannot be used to challenge the grade awarded to any individual candidate.  \nGrade Descriptions  \n\n| Area of knowledge,\u003Cbr>understanding and skills | Typical performance at grade F | Typical performance at grade C | Typical performance at grade A |\n| --- | --- | --- | --- |\n|  |  |  |  |\n| Atomic structure, the Periodic Table and bonding | Students describe solids, liquids and gases. This could be through the use of diagrams, descriptions of physical properties and the names for changes of state.\u003Cbr>Students recall properties and the location of particles within an atom. This includes the relative mass and the relative charge for protons, neutrons and electrons.\u003Cbr>Students describe ionic and covalent bonding and draw dot-and-cross diagrams when provided with support. They identify and describe some physical properties of ionic and covalent substances. This could include the structures of diamond and graphite. | Students apply a particle model to describe and explain physical changes. These changes could include changes in state, dissolving, precipitation and diffusion.\u003Cbr>Students use nuclide notation. This could include the determination of the number of each particle within an atom or ion. They maybe able to give the electronic configuration for an atom or ion.\u003Cbr>Students draw dot-and-cross diagrams without support. They may be able to predic","cbCainGOs8DQ0XEp","https://ap.wps.com/l/cbCainGOs8DQ0XEp","pdf",145007,"English","# What are Grade Descriptions?\n## How do I use this resource?","[{\"question\":\"What do grade descriptions show for Cambridge IGCSEs?\",\"answer\":\"They describe the level of performance typically demonstrated by candidates achieving grades F, C and A, explaining how performance differs across grade levels.\"},{\"question\":\"Which documents do grade descriptions work alongside?\",\"answer\":\"They sit alongside the syllabus, specimen assessment materials, and grade thresholds, which show the total marks required for each grade.\"},{\"question\":\"How should teachers and candidates use this resource?\",\"answer\":\"Teachers use it to support lesson planning and curriculum development, while students can understand what is needed for higher grades and what lower-grade performance typically looks like.\"}]","Cambridge IGCSE - Grade Descriptions for Cambridge IGCSE Chemistry 0620 | PDF",18]