Environmental
Environmental
Environmental
Cambridge O Level
Environmental Management 5014
Use this syllabus for exams in 2025 and 2026.
Exams are available in the June series.
Version 1
Please check the syllabus page at www.cambridgeinternational.org/5014
to see if this syllabus is available in your administrative zone.
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
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Key benefits
Cambridge O Level is typically for 14 to 16 year olds and is an
internationally recognised qualification. It has been designed
especially for an international market and is sensitive to the
needs of different countries. Cambridge O Level is designed
for learners whose first language may not be English, and this
is acknowledged throughout the examination process.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Environmental Management is concerned not only with the impact of humans on the planet but also with
the patterns of human behaviour necessary to preserve and manage the environment in a self-sustaining
way. Study is linked to the areas of new thinking in environmental management, environmental economics
and the quest for alternative technologies. Case studies allow candidates to obtain a local as well as a global
perspective.
Environmental Management recognises that human behaviour towards the environment is guided by the
survival needs, perceptions and values of people. Underlying the syllabus there is a recognition that cultural,
social and political attitudes directly influence the economy of nature. A core principle of the syllabus is that
sustainability will only be achieved by changes in the ways in which people think and make decisions.
A course in Environmental Management therefore calls upon learners to be participants in defining the future of
their world.
School feedback: ‘Cambridge O Level has helped me develop thinking and analytical skills
which will go a long way in helping me with advanced studies.’
Feedback from: Kamal Khan Virk, former student at Beaconhouse Garden Town Secondary School, Pakistan, who
went on to study Actuarial Science at the London School of Economics
Cambridge O Levels are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge O Levels or equivalent to meet their entry requirements.
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
Content overview
The syllabus is divided into nine topics which have been designed to develop an understanding of both the
natural and the human environment:
1 Rocks and minerals and their exploitation
2 Energy and the environment
3 Agriculture and the environment
4 Water and its management
5 Oceans and fisheries
6 Managing natural hazards
7 The atmosphere and human activities
8 Human population
9 Natural ecosystems and human activities.
This O Level syllabus shares content with other Environmental Management syllabuses. For
further support see the School Support Hub for IGCSE Environmental Management 0680. Textbooks
endorsed to support IGCSE Environmental Management are suitable for use with this syllabus.
Assessment overview
All candidates take two papers. Candidates will be eligible for grades A* to E.
Externally assessed
Assessment objectives
The assessment objectives (AOs) are:
Total 100
Paper 1 Paper 2
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to
support your learners’ study. These should be appropriate for the learners’ age, cultural background and
learning context as well as complying with your school policies and local legal requirements.
Case studies
The curriculum gives teachers the opportunity to select their own case studies to illustrate the content.
Teachers should select appropriate examples where specified. The same case study can be used to illustrate
more than one topic as long as it gives candidates the opportunity to study an example of appropriate content.
Candidates are encouraged to integrate appropriate information from their case studies into their answers.
Expected knowledge
Candidates should be able to identify and name the world’s continents and oceans:
• Africa, Antarctica, Asia, Europe, North America, Oceania and South America
• Atlantic Ocean, Pacific Ocean, Indian Ocean, Arctic Ocean and Southern Ocean.
Case study:
• Study the development, impact and management of a mine including land restoration after the mine has
closed.
Case study:
• Study the impact and management of an oil pollution event.
Case study:
• Study an example where agriculture has had severe environmental consequences including soil erosion
and strategies for the conservation of the soil.
Case studies:
• Study the impact of a named multipurpose dam scheme.
• Study the causes, impact and management of pollution in a named body of water.
Case studies:
• Study the resource potential, exploitation, impact and management of a marine fishery.
• Study an example of farming of marine species, including the source of food, pollution from waste and
impact on the natural habitat.
6.3 Flooding
6.4 Drought
Case studies:
• Compare and contrast the strategies for managing the impacts of tectonic events between a named
more economically developed country (MEDC) and a named less economically developed country
(LEDC).
• Study the strategies for managing the impacts of a tropical storm or flood or drought.
Case study:
• Study the causes, impact and management of a specific example of atmospheric pollution.
8 Human population
8.1 Human population distribution and density
Case study:
• Study the strategies a named country or region has used to manage population size.
9.3 Deforestation
Case studies:
• Study the causes and impacts of deforestation in a named area.
• Study the conservation of a named species.
• Study a named biosphere reserve.
Gathering of data
Candidates should be able to:
• formulate aims and hypotheses
• design questionnaires that can be oral or written to gain information from an individual or a group of
individuals (consideration should be given to factors influencing the successful design of questionnaires,
e.g. layout, format of questions, the appropriate wording of questions and the number of questions. The
practical considerations of conducting a questionnaire, e.g. the sampling methods, pilot survey and location
of survey should also be discussed)
• design a simple experiment using suitable controls
• understand and evaluate random and systematic sampling techniques.
Mathematical requirements
Calculators may be used in all parts of the examination.
Paper 1 – Theory
Written paper, 1 hour 45 minutes, 80 marks
Externally assessed.
This paper consists of short-answer, data processing and analysis, and extended response questions based
on source material. Candidates will be expected to make use of information from the source material to help
illustrate issues of environmental management.
Externally assessed.
Presentation of data
The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g. time / s for
time in seconds.
(a) Tables
• Each column of a table should be headed with the physical quantity and the appropriate unit,
e.g. time / s.
• The column headings of the table can then be directly transferred to the axes of a constructed graph.
(b) Graphs
• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis)
and the dependent variable plotted on the y-axis (vertical axis).
• Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time / s.
• The scales for the axes should allow more than half of the graph grid to be used in both directions, and
be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the variable.
• The graph is the whole diagrammatic presentation, including the best-fit line when appropriate. It may
have one or more sets of data plotted on it.
• Points on the graph should be clearly marked as crosses (x) or encircled dots ().
• Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one half of
each of the smallest squares on the grid.
• A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. The line does not need
to coincide exactly with any of the points; where there is scatter evident in the data, Examiners would
expect a roughly even distribution of points either side of the line over its entire length. Points that are
clearly anomalous should be ignored when drawing the best-fit line.
• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least
half of the length of the best-fit line, and this triangle should be marked on the graph.
(c) Numerical results
• Data should be recorded so as to reflect the precision of the measuring instrument.
• The number of significant figures given for calculated quantities should be appropriate to the least
number of significant figures in the raw data used.
(d) Pie charts
• These should be drawn with the sectors in rank order, largest first, beginning at ‘noon’ and proceeding
clockwise. Pie charts should preferably contain no more than six sectors.
(e) Bar charts
• These should be drawn when one of the variables is not numerical. They should be made up of narrow
blocks of equal width that do not touch.
(f) Histograms
• These are drawn when plotting frequency graphs with continuous data. The blocks should be drawn in
order of increasing or decreasing magnitude and they should touch.
1 Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase being required.
2 What do you understand by/What is meant by (the term(s) … ) normally implies that a definition should
be given, together with some relevant comment on the significance or context of the term(s) concerned,
especially where two or more terms are included in the question. The amount of supplementary comment
intended should be interpreted in the light of the indicated mark value.
3 State implies a concise answer with little or no supporting argument (e.g. a numerical answer that can
readily be obtained ‘by inspection’).
4 List requires a number of points, generally each of one word, with no elaboration. Where a given number of
points is specified this should not be exceeded.
5 (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way
of asking candidates to give reasons. The candidate needs to leave the examiner in no doubt why
something happens.
(b) Give a reason/Give reasons is another way of asking candidates to explain why something happens.
6 Describe requires the candidate to state in words (using diagrams where appropriate) the main points.
Describe and explain may be coupled, as may state and explain.
7 Discuss requires the candidate to give a critical account of the points involved.
8 Outline implies brevity (i.e. restricting the answer to giving essentials).
9 Predict implies that the candidate is expected to make a prediction not by recall but by making a logical
connection between other pieces of information.
10 Deduce implies that the candidate is not expected to produce the required answer by recall but by making
a logical connection between other pieces of information.
11 Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in chemistry,
two or more substances may satisfy the given conditions describing an ‘unknown’), or to imply that
candidates are expected to apply their general knowledge of the subject to a ‘novel’ situation, one that may
be formally ‘not in the syllabus’ – many data response and problem solving questions are of this type.
12 Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13 Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.
14 Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument
(e.g. length using a rule, or mass using a balance).
15 Determine often implies that the quantity concerned cannot be measured directly but is obtained from a
graph or by calculation.
16 Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about points of principle and about the values of
quantities not otherwise included in the question.
17 Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some quantitative
aspects may be looked for (e.g. passing through the origin, having an intercept).
In diagrams, sketch implies that simple, freehand drawing is acceptable; nevertheless, care should be taken
over proportions and the clear exposition of important details.
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
You can enter candidates in the June exam series. You can view the timetable for your administrative zone at
www.cambridgeinternational.org/timetables
Check you are using the syllabus for the year the candidate is taking the exam.
Cambridge O Level, Cambridge IGCSE™ and Cambridge IGCSE (9–1) syllabuses are at the same level.
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.
Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear
qualification so candidates cannot re-sit individual components. Information on retake entries is at
www.cambridgeinternational.org/retakes
Language
This syllabus and the related assessment materials are available in English only.
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
A* is the highest and E is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade E. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge O Level is shown as GENERAL CERTIFICATE OF
EDUCATION (GCE O LEVEL).
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge O Level Environmental Management will be published after the first
assessment of the syllabus in 2019.
You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.
Changes to availability • This syllabus is no longer available for exams in the November series.
This syllabus is available for exams in the June series only.
Any textbooks endorsed to support the syllabus for examination from 2019 are still suitable for
use with this syllabus.
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