Syllabus
Cambridge IGCSE Mathematics
Syllabus code 0580
Cambridge IGCSE Mathematics (with courwork)
Syllabus code 0581
For examination in June and November 2011Note for Exams Officers: Before making Final Entries, plea check availability of the codes for the
components and options in the E3 booklet (titled “Procedures for the Submission of Entries”) relevant to the
exam ssion. Plea note that component and option codes are subject to change.Contents
Cambridge IGCSE Mathematics
Syllabus code 0580
Cambridge IGCSE Mathematics (with courwork)
Syllabus code 0581
1. Introduction .....................................................................................2
1.1 Why choo Cambridge?
1.2 Why choo Cambridge IGCSE Mathematics?
1.3 Cambridge International Certificate of Education (ICE)
1.4 How can I find out more?
2. Asssment at a glance ..................................................................5
3. Syllabus aims and asssment .......................................................7
3.1 Syllabus aims
3.2 Asssment objectives and their weighting in the exam papers
3.3 Exam combinations
4. Curriculum content ........................................................................11
4.1 Grade descriptions
5. Courwork: guidance for centres ................................................22
5.1 Procedure
5.2 Selection of Courwork assignments
5.3 Suggested topics for Courwork assignments
5.4 Controlled elements
6. Courwork asssment criteria ...................................................25
6.1 Scheme of asssment for Courwork assignments
6.2 Moderation
Cambridge IGCSE Mathematics 0580/0581. Examination in June and November 2011.
© UCLES 2008Cambridge LEVEL Subject ####. Examination in June and November 2011.
7. Appendix ......................................................................................32
7.1 Resources
Individual candidate record card
Courwork asssment summary form
Note:
In ctions 3 and 4, vertical lines are ud to indicate where clarification has been added to this syllabus.2
Cambridge IGCSE Mathematics 0580/0581. Examination in June and November 2011.
1. Introduction
1.1 Why choo Cambridge?
University of Cambridge International Examinations (CIE) is the world’s largest provider of international
qualifications. Around 1.5 million students from 150 countries enter Cambridge examinations every year.
What makes educators around the world choo Cambridge?
Recognition
Cambridge IGCSE is internationally recognid by schools, universities and employers as equivalent to UK
GCSE. Cambridge IGCSE is excellent preparation for A/AS Level, the Advanced International Certificate of
Education (AICE), US Advanced Placement Programme and the International Baccalaureate (IB) Diploma.
Learn more at uk/recognition.
Support
CIE provides a world-class support rvice for teachers and exams officers. We offer a wide range of
teacher materials to Centres, plus teacher training (online and face-to-face) and student support materials.
Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support
from CIE Customer Services. Learn more at uk/teachers.
Excellence in education
Cambridge qualifications develop successful students. They not only build understanding and knowledge
required for progression, but also learning and thinking skills that help students become independent
learners and equip them for life.
Not-for-profit, part of the University of Cambridge
CIE is part of Cambridge Asssment, a not-for-profit organisation and part of the University of Cambridge.
The needs of teachers and learners are at the core of what we do. CIE invests constantly in improving its
qualifications and rvices. We draw upon education rearch in developing our qualifications.3
Cambridge IGCSE Mathematics 0580/0581. Examination in June and November 2011.
1. Introduction
1.2 Why choo Cambridge IGCSE Mathematics?
Cambridge IGCSE Mathematics is accepted by universities and employers as proof of mathematical
knowledge and understanding. Successful IGCSE Mathematics candidates gain lifelong skills, including:
the development of their mathematical knowledge; •
confidence by developing a feel for numbers, patterns and relationships; •
