IGCSE Physics Grade Boundaries Explained

The purpose of this page is to make IGCSE Physics Grade Boundaries Explained clear before you plan revision or an examination entry. Official Cambridge information takes priority whenever a date or assessment detail changes.

There is no permanent rule such as “80% always equals A*” for Cambridge IGCSE Physics 0625. A threshold from one session is useful historical context, not a promise for the next session.

What grade ranges are available?

For the 0625 syllabus used for examinations in 2026, 2027 and 2028:

The older claim that Extended stops at grade E does not apply to the current syllabus cycle.

Why do grade thresholds change?

Cambridge uses thresholds to maintain a consistent grading standard when the difficulty of papers varies between series and variants.

A paper that candidates find more demanding may have a lower threshold than a less demanding paper. This does not mean the qualification standard has been lowered. The purpose is to award the same grade standard across different papers.

Thresholds can differ because of:

• examination series
• paper variant
• Core or Extended route
• Paper 5 or Paper 6 option
• the combined entry option used by the centre

How are the three components combined?

The components contribute these percentages to the qualification:

Cambridge applies the component weightings when producing the overall result. Do not simply add raw marks or convert every paper to the same unweighted percentage and assume that is the official total.

Use the maximum mark and threshold shown in the official grade threshold table for the exact option. That table is the source of truth for the overall combination.

How do I find the correct threshold row?

Use this process:

1. Identify the examination series and year.
2. Read the exact component codes from the statement of entry.
3. Confirm whether the candidate took Paper 5 or Paper 6.
4. Open Cambridge’s official grade threshold document for that syllabus and series.
5. Find the entry option matching the candidate’s combination.
6. Compare the weighted total with the thresholds in that row.

Do not choose a threshold row merely because it contains the same theory paper. The entry option must match the complete component combination.

Why can an online percentage calculator be misleading?

A generic calculator may:

• ignore component weighting
• use the wrong paper variant
• use the wrong practical option
• use an old syllabus cycle
• confuse raw percentages with weighted totals
• apply a historical threshold as though it were fixed

A calculator can help with a provisional practice target, but it should show its assumptions and should never be described as an official grade predictor.

What is a Percentage Uniform Mark?

Where Cambridge reports a Percentage Uniform Mark, it is a scale that shows where the candidate’s performance sits within the awarded grade. It is not the same as the raw percentage of marks obtained.

For example, a Percentage Uniform Mark beginning at the lower boundary of a grade does not imply that the candidate obtained that same percentage of the raw marks. The conversion depends on the thresholds for the relevant series.

Do not reverse-engineer a raw score from a Percentage Uniform Mark without the official results context.

How should students use historical thresholds?

Use several recent official threshold tables as a planning range, not one table as a prediction.

A sensible process is:

1. Mark a complete paper using the official mark scheme.
2. Record the raw mark for each component.
3. Use the matching historical threshold table only for that paper combination.
4. Repeat across several series.
5. Look for consistent performance rather than one unusually high or low result.
6. Set a working margin above the historical target rather than aiming at the boundary itself.

The margin matters because practice conditions, marking accuracy, topic mix and examination pressure can all affect the final performance.

Where should a student focus first?

Use component evidence rather than a universal claim about where marks are “cheapest.”

For one student, the fastest improvement may come from:

• multiple-choice misconception correction
• equation selection and units
• structured theory explanations
• practical graph skills
• time management
• completing omitted syllabus topics

For another student, the priority may be different. Compare marks lost by skill and topic across several papers before deciding.

An example of useful error tracking

After each paper, classify every lost mark:

This produces a better revision plan than repeatedly checking whether one raw percentage is above an old threshold.

What should parents ask a tutor or school?

Ask for:

• the route and component codes
• marks from complete timed papers
• the error breakdown, not only the total
• the historical threshold documents used
• the student’s performance across several series
• the plan for the weakest component

Final rule

Use official threshold documents for the exact series and option. Treat historical thresholds as context, build a margin and track the causes of lost marks. The current Cambridge grading eligibility is clear: Core is C to G and Extended is A* to G, but the mark required for each grade is set for each examination series.