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IGCSE · Cambridge (CIE) · 0478

Phishing and authentication

Recognise deceptive requests and explain how controls reduce specific risks.

What you will learn

  • Identify a phishing attempt.
  • Distinguish social engineering from technical access controls.

The target is a decision

Phishing uses a deceptive message or site to persuade someone to disclose information, open a malicious attachment or take another harmful action. A fake login page can look convincing because visual branding can be copied.

Urgency, an unexpected request and a mismatch between a claimed organisation and the actual destination are clues. A padlock indicates an encrypted connection; it does not prove the site is the genuine organisation.

Match the control to the threat

Independent verification through a known channel reduces reliance on a message's claims. Multi-factor authentication can reduce the damage from a stolen password, but it is not a guarantee against every phishing method.

In an exam explanation, name the threat, describe how it works and connect the proposed control to the part of the attack it limits. Avoid saying a control makes a system completely secure.

Put the idea to work

Worked example

A message claims that a bank account will close unless the user signs in through its link. The page copies the bank's design. Identify and explain the threat.

Show the worked solution
  1. The message pressures the user to act urgently.
  2. It directs them to a login page whose authenticity is not established.
  3. The likely purpose is to collect credentials through deception.

Answer Phishing, a form of social engineering

Common mistakes

  • An encrypted connection can still lead to a fraudulent site.
  • Phishing is not the same as guessing many passwords by brute force.
Recall without your notes

What can you explain now?

Does knowing a password alone satisfy two-factor authentication?

Compare with the explanation

No

Two-factor authentication combines different categories of evidence, such as knowledge and possession.

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Course scope and assessment

165 original lessons map the listed objectives across all 10 main topics in the 2026–2028 Version 6 syllabus, with worked explanations and guided, independent and transfer practice. This is mapped teaching coverage, not proof of full exam readiness. Three earlier starter lessons remain available but are not counted as syllabus-mapped teaching. Practical programming experience in an executable browser workspace, full timed-paper practice, human subject-teacher review and the separate 2029–2031 syllabus remain outstanding. Practice is self-checked and does not award an official Cambridge grade.

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