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They define how performance is characterised across three grades, F, C and A, and they sit alongside the syllabus, specimen assessment materials and grade thresholds. The grid format links content areas to descriptors that increase from left to right, and capture knowledge, understanding and skills from top to bottom within each grade. 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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 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| Motion, forces and energy | Students recall v = s / t. They use this to do simple calculations to find the speed of an object. They state that distance travelled is the area under a speed–time graph.\u003Cbr>Students know that forces change the speed or direction of motion of objects. They find the resultant force from a diagram showing two forces acting in opposite directions along the same straight line.\u003Cbr>Students know that the pressure an object exerts on the ground depends on its force and the surface area in contact with the ground. Students recall 􀁕 = m / V. They use this to calculate the density of an object. | Students rearrange v = s /t to calculate distance or time. They interpret speed–time graphs to identify when objects are at rest, moving with constant speed or moving with constant acceleration. They use information from a graph to calculate the distance travelled when speed is constant.\u003Cbr>Students recall the formula k = F /x, relating force to the extension it produces in a spring. They recall F = ma. They use this to calculate the force which produce","cbCaioCcjIet1u4Z","https://ap.wps.com/l/cbCaioCcjIet1u4Z","pdf",178704,"English","# What are grade descriptions?\n## How do I use this resource?","[{\"question\":\"What are Cambridge IGCSE grade descriptions used for?\",\"answer\":\"They describe the level of performance typically demonstrated by candidates achieving different grades. They support teaching, learning, and interpretation of candidate scores and grades.\"},{\"question\":\"Which documents do grade descriptions sit alongside?\",\"answer\":\"They accompany key documents such as the syllabus, specimen assessment materials, and grade thresholds.\"},{\"question\":\"How can teachers or candidates use the grid in grade descriptions?\",\"answer\":\"Each row groups content-area aspects, and each grade has a descriptor. Reading left to right shows increasing performance, while reading down a grade column shows the range of knowledge, understanding and skills likely to be demonstrated.\"}]","Cambridge IGCSE Grade Descriptions for Cambridge IGCSE Physics 0625 - Grade Descriptions | PDF",15]