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Core + Extended · Cambridge IGCSE Chemistry

Cambridge IGCSE Chemistry I

Build the connected quantitative, structural and reaction foundation for Cambridge IGCSE Chemistry 0620 Core or Extended.

Suggested pathway · 12 weeks
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This course page is a structured study-pathway guide. Your sequence, cadence and start date are arranged around your Cambridge syllabus, school progress and examination date.

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How the course begins

  • Can complete basic arithmetic and rearrange a simple equation
  • Can read axes and values from a graph
  • Is beginning 0620 or needs a systematic rebuild of its foundations
  • Confirms the intended Core or Extended examination route

Expected change

  • Explain macroscopic observations using particle, atomic and bonding models.
  • Write and interpret formulae, symbol equations and ionic equations with correct chemical reasoning.
  • Solve mole, concentration, gas-volume and reacting-mass problems with units and sensible working.
  • Connect redox, electrolysis, energy changes, rates and equilibrium to experimental evidence.
  • Plan measurements, process data and evaluate limitations in the style required across Papers 1–6.
  • Distinguish Core requirements from the additional depth expected on the Extended route.
How the programme adapts

Identify. Understand. Apply. Track.

Each cycle uses new evidence to decide what the student should work on next.

  1. Identify

    Find the immediate gap or recurring error.

    Example in this programmeCan complete basic arithmetic and rearrange a simple equation

  2. Understand

    Build the chemical explanation behind the topic.

    Example in this programmeFrom an observation to a particle explanation

  3. Apply

    Use the understanding in IB-style work.

    Example in this programmeExplain macroscopic observations using particle, atomic and bonding models.

  4. Track

    Record progress and define the next priority.

    Example in this programmeSubmitted work is normally returned within three working days.
TEACHING EXAMPLE

From an observation to a particle explanation

Incomplete response
The reaction is faster because the temperature is higher.

Developed response
At higher temperature, particles have greater kinetic energy. Collisions occur more frequently and a larger fraction have enough energy to react, so the frequency of successful collisions increases.

Reasoning chain: observation → particle model → collision evidence → conclusion

Course plan

View the week-by-week plan
  1. Week 1 — Particle model, states of matter and experimental evidence
  2. Week 2 — Atomic structure, isotopes and the Periodic Table
  3. Week 3 — Ionic, covalent and metallic bonding
  4. Week 4 — Formulae, equations and amount of substance
  5. Week 5 — Stoichiometry, masses and reacting quantities
  6. Week 6 — Gas volumes, solutions and concentration calculations
  7. Week 7 — Redox processes and electrolysis
  8. Week 8 — Energy changes and reaction profiles
  9. Week 9 — Rates of reaction and experimental data
  10. Week 10 — Reversible reactions and equilibrium
  11. Week 11 — Acids, bases, salts and qualitative reasoning
  12. Week 12 — Integrated Core and Extended problems, practical skills and correction

Practice, feedback and parent visibility

Submitted work is normally returned within three working days. Feedback marks the point at which the reasoning broke down and turns recurring errors into later practice.

The student receives

  • Focused assignments between live lessons
  • Human feedback linked to the first broken reasoning step
  • A clear next practice priority in the learning space

A parent can see

  • Attendance and completion patterns
  • Recurring error areas and current priorities
  • A concise progress summary at agreed checkpoints

Workload and attendance

Allow about 3 hours each week for retrieval, calculations, practical-data work and corrections.

Cadence and lesson times are arranged individually, with review points used to adapt the pathway from evidence of progress.

Questions about this programme

Does Chemistry I support both Core and Extended?

Yes. Shared Core foundations are taught securely, while every additional Extended expectation is identified explicitly so students practise at the correct depth.

Does this replace school practical work?

No. The course develops planning, observation, data and evaluation skills, but supervised laboratory work and official examination entry remain the responsibility of the student's school or examination centre.