English Language 0500 — specification explorer

1. Why choose this syllabus?

• S1.001develop the ability to communicate clearly, accurately and effectively when speaking and writing
• S1.002learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation
• S1.003

  develop a personal style and an awareness of the audience being addressed. the ways in which English can be used. Cambridge IGCSE First Language English also develops more general analysis and communication skills such as inference, and the ability to order facts and present opinions effectively. recognised and has provided an international pathway for our students to continue their studies around the world.’ programmes and qualifications around the world. The combination of knowledge and skills in Cambridge grades A* to C are well prepared to follow a wide range of courses including Cambridge International AS & A evidence of academic achievement. Many universities require a combination of Cambridge International AS & A skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to the standard of the reformed GCSE in the UK. This means students can be confident that their Cambridge qualifications in the world. It is very popular in Egypt because it provides the perfect preparation for success at advanced level programmes.’ so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which resources are available for each syllabus go to our School Support Hub. you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge community through our online discussion forums. preparation assessment

  • Example candidate
  • Candidate Results
• S1.004

  Next steps guides.

  • Endorsed resources. responses. Service.
• S1.005

  Schemes of work.

  • Online forums.
  • Past papers and
  • Principal examiner
• S1.006

  Specimen papers.

  • Support for mark schemes. reports for teachers.
• S1.007

  Syllabuses. coursework and

  • Specimen paper
  • Results Analysis. speaking tests. answers.
• S1.008Teacher guides.
• S1.009Introductory Training – face-to-face or online
• S1.010Extension Training – face-to-face or online
• S1.011Enrichment Professional Development – face-to-face or online
• S1.012Cambridge Professional Development Qualifications

1. Syllabus overview

• S2.001read a wide range of texts, fluently and with good understanding, enjoying and appreciating a variety of language
• S2.002read critically, and use knowledge gained from wide reading to inform and improve their own writing
• S2.003write accurately and effectively, using Standard English appropriately
• S2.004work with information and with ideas in language by developing skills of evaluation, analysis, use and inference
• S2.005listen to, understand, and use spoken language effectively
• S2.006acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions. a rich array of reading texts during the course as a whole. Candidates will use these texts to inform and inspire their own writing, and write in a range of text types for different purposes and audiences. to questions and engaging in conversations. neutral. The contents of this syllabus, examination papers and associated materials do not endorse any political view. We endeavour to treat all aspects of the exam process neutrally. for grades A* to G. Component 4 is optional and assesses speaking and listening skills. This component is separately endorsed and marks will not contribute to a candidate’s overall grade. component do not contribute to the overall grade candidates receive for the written components. Instead, where candidates perform to an appropriate standard, certificates record achievement of grades 1 (high) to forms and deadlines for Components 3 and 4. 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.
• S2.007Demonstrate understanding of written texts, and of the words and phrases within them
• S2.008Summarise and use material for a specific context
• S2.009Develop, analyse and evaluate facts, ideas and opinions
• S2.010Demonstrate understanding of how writers achieve their effects and influence readers
• S2.011Select appropriate information for specific purposes
• S2.012Recognise and respond to linguistic devices, figurative language and imagery. twentieth and/or twenty-first centuries, including literature, fiction and non-fiction, and other forms of writing, such as discursive essays, reviews and articles. This study should include focus on writers’ use of language and style and the ways in which writers achieve effects and influence readers. Candidates should study how influence may include fact, ideas, perspectives, opinions and bias.

1. Writing

• S3.001Express what is thought, felt and imagined
• S3.002Organise and convey facts, ideas and opinions effectively
• S3.003Demonstrate a varied vocabulary appropriate to the context
• S3.004Demonstrate an effective use of sentence structures
• S3.005Demonstrate an understanding of audience, purpose and form
• S3.006Demonstrate accuracy in spelling, punctuation and grammar. the ability to create and compose texts with a variety of forms and purposes, e.g. descriptive, narrative, discursive, argumentative and persuasive. This study should include focus on the following text types: letter, report, article, journal, speech, interview and summary.

1. Speaking and Listening

• S4.001Describe and reflect on experience, and express what is thought, felt and imagined
• S4.002Organise and convey facts, ideas and opinions effectively
• S4.003Understand and convey complex ideas
• S4.004Communicate with clarity, focus and purpose
• S4.005Communicate appropriately for the context
• S4.006Engage appropriately in conversation. engaging conversations and to respond spontaneously to questions and prompts. This study should include focus on presentation skills in employing and organising content, and language devices, such as irony, tone and emphasis. write all their answers in the space provided on the question paper. should spend approximately 15 minutes reading the texts. explicit and implicit meanings. continuous writing of no more than 120 words. speech, interview and article. persuasive speech, letter or article. relevant year of assessment. completed in any order, and are: contribute to the final internally assessed mark or to the externally moderated mark for the portfolio. to moderate or standardise your teachers’ marking so that all candidates are assessed to a common standard. (If only one teacher is marking internal assessments, no internal moderation is necessary.)
• S4.007You must submit the marks of all candidates to Cambridge International.
• S4.008You must also submit the marked work of a sample of candidates to Cambridge International. teacher. The samples database at explains how the sample will be selected. the marks and work. administration of the assessment. relevant year of assessment.
• S4.009Assignments should arise from the programme of study undertaken by the teaching group.
• S4.010The best assignments are usually those that come from a shared learning experience but are finally chosen by individual candidates; negotiation of assignments with the teacher is recommended.
• S4.011All tasks set should be sufficiently challenging to stretch candidates to their full potential. For example, a class might study types of short story and their structures and conventions before individual candidates choose their own titles and write their own short stories for Assignment 3.
• S4.012Questions from past examination papers should not be used for coursework.
• S4.013Candidates are not expected to work under timed conditions.
• S4.014Assignments 1–3 may be completed in any sequence during the course. It is generally better that candidates complete more than three assignments during the course from which a suitable choice can eventually be made for the final portfolio.
• S4.015The assignments must clearly demonstrate different writing intentions and styles to the reader.
• S4.016Assignment 1 is a piece of directed writing in response to a text or texts chosen by the teacher (or by the candidate, with the teacher’s approval).
• S4.017This assignment is assessed for both writing and reading skills.
• S4.018Centres are advised to select text(s) of approximately two sides of A4 in total. Text(s) may consist of facts, opinions and/or arguments which can be selected, analysed and evaluated by the candidate and can be integrated into their own views.
• S4.019Note that literature texts are not usually suitable for this assignment.
• S4.020Text(s) may be of local, national or global interest – or all three – and should be suitable for the ability range of the candidates. They may be drawn from a variety of sources, e.g. newspapers, magazine articles, travel writing, text-based websites and media.
• S4.021Note that text(s) that are mainly informative or that provide content which has no development/discussion should not be set.
• S4.022Candidates should be able to give an overview of the argument as a whole and illustrate their understanding by commenting on specific ideas presented by the author of the text. This should include an explanation of any ideas of interest and an argument for or against them, as well as examining them for inconsistencies and substituting complementary or opposing views (e.g. recognise and comment on bias).
• S4.023The assignment may be written in any appropriate form, e.g. an article, a letter, or the words of a speech.
• S4.024A copy of all texts used for Assignment 1 must be included with the sample of portfolios sent to the external moderator.
• S4.025You are a local resident and feel very strongly about the ideas persuade in response to text(s) presented in the text and centre your arguments around what is said. against a controversial local issue. For example: plans to make changes to the local transport system, proposals to build a community building on public land or a plan to address the behaviour of young people in the area. or an article.
• S4.026You have read the transcript of a speech by a well-known person presented in the speech and centre your arguments around what they have said. a teacher’s speech about space travel, a celebrity’s speech about an environmental issue, or a doctor’s speech about medicine. speech or a letter.
• S4.027Assignment 2 is a piece of descriptive writing which is assessed for writing skills only.
• S4.028Candidates may submit poetry for Assignment 2, but this must be accompanied by some form of commentary by the candidate, e.g. about how the poem(s) came to be written. The commentary will be included in the word count.
• S4.029The candidate should develop ideas and images which create a convincing, well-defined picture, with varieties of focus.
• S4.030You are in a busy place waiting for a friend who is late. Describe sense of place/atmosphere and will contain a range of sights, sounds and/ or characters for candidates to describe, e.g. cafes, train or bus stations, airport arrival or departure areas, sports stadiums, beaches and markets.
• S4.031Describe an important gathering or celebration. celebration or gathering of which they have personal experience. sense of place/atmosphere and will contain a range of sights, sounds and/or characters for candidates to describe, e.g. weddings, significant anniversaries or birthdays.
• S4.032Assignment 3 is a piece of narrative writing which is assessed for writing skills only.
• S4.033Candidates may write in any form.
• S4.034The candidate should ensure the plot is well defined and developed with features of fiction writing, such as description, characterisation and convincing details.
• S4.035Write a narrative piece in which the following words appear ‘ and opening or closing chapter of a novel or a short story.
• S4.036Write a fictional or autobiographical account of an important or forms and perspectives, e.g. a short story or several diary entries. the whole range of marks, where appropriate. between two or more level statements.
• S4.037If the candidate’s work convincingly meets the level statement, award the highest mark.
• S4.038If the candidate’s work adequately meets the level statement, award the most appropriate mark in the middle of the range (where middle marks are available).
• S4.039If the candidate’s work just meets the level statement, award the lowest mark.

1. Level Marks Description

• S5.001Carefully structured for benefit of the reader. (W2)
• S5.002Wide range of sophisticated vocabulary, precisely used. (W3)
• S5.003Highly effective register for audience and purpose. (W4)
• S5.004Spelling, punctuation and grammar almost always accurate. (W5)
• S5.005Secure overall structure, organised to help the reader. (W2)
• S5.006Wide range of vocabulary, used with some precision. (W3)
• S5.007Effective register for audience and purpose. (W4)
• S5.008Spelling, punctuation and grammar mostly accurate, with occasional minor errors.
• S5.009Ideas generally well sequenced. (W2)
• S5.010Range of vocabulary is adequate and sometimes effective. (W3)
• S5.011Sometimes effective register for audience and purpose. (W4)
• S5.012Spelling, punctuation and grammar generally accurate though with some errors.
• S5.013Relies on the sequence of the original text. (W2)
• S5.014Vocabulary is simple, limited in range or reliant on the original text. (W3)
• S5.015Some awareness of an appropriate register for audience and purpose. (W4)
• S5.016Frequent errors of spelling, punctuation and grammar, sometimes serious. (W5)
• S5.017Response is not well sequenced. (W2)
• S5.018Limited vocabulary or words/phrases copied from the original text. (W3)
• S5.019Limited awareness of appropriate register for audience and purpose. (W4)
• S5.020Persistent errors of spelling, punctuation and grammar. (W5)
• S5.021Poor sequencing of ideas. (W2)
• S5.022Very limited vocabulary or copying from the original text. (W3)
• S5.023Very limited awareness of appropriate register for audience and purpose. (W4)
• S5.024Persistent errors in spelling, punctuation and grammar impede communication. (W5)
• S5.025Assimilates ideas from the text to give a developed, sophisticated response. (R3, R5)
• S5.026A thorough response, supported by a detailed selection of relevant ideas from the text. (R3, R5)
• S5.027An appropriate response that includes relevant ideas from the text. (R3, R5)
• S5.028Makes a general response including a few relevant ideas from the text.
• S5.029Makes a limited response with little evidence from the text. (R3, R5) and 3 (10 marks each)
• S5.030Cambridge IGCSE English (as an Additional Language) (0472)
• S5.031Cambridge IGCSE (9–1) First Language English (0990)
• S5.032Cambridge IGCSE English as a Second Language (0510)
• S5.033Cambridge IGCSE (9–1) English as a Second Language (0993)
• S5.034Cambridge IGCSE English as a Second Language (count-in oral) (0511)
• S5.035Cambridge IGCSE (9–1) English as a Second Language (count-in oral) (0991)
• S5.036Cambridge O Level English Language (1123)
• S5.037syllabuses with the same title at the same level. to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a range of different subjects. 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 administrative zones. We allocate all Cambridge schools to one 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. support they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases of the Cambridge Exams Cycle, at confirm what entry options are available to carry forward marks for this syllabus, refer to the Cambridge Guide to Making Entries for the relevant series. Regulations for carrying forward internally assessed marks can be found in the Cambridge Handbook for the relevant year at materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and with other protected characteristics. In addition, the language and layout used are designed to make our materials as accessible as possible. This gives all learners the opportunity, as fairly as possible, to demonstrate their knowledge, skills and understanding and helps to minimise the requirement to make reasonable adjustments during the assessment process. 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.
• S5.038Requested 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
• S5.039For 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.
• S5.040Availability 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
• S5.041Please 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.
• S5.042Candidates who cannot access parts of the assessment may be able to receive an award based on the parts they have completed.
• S5.043candidates are not allowed to use voice-activated software to dictate their written work
• S5.044human readers are not allowed. contact before starting the course. standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
• S5.045Q (PENDING)
• S5.046X (NO RESULT).
• S5.047to measure learning and achievement
• S5.048confirms achievement and performance in relation to the knowledge, understanding and skills specified in the syllabus, to the levels described in the grade descriptions.
• S5.049to show likely future success
• S5.050help predict which students are well prepared for a particular course or career and/or which students are more likely to be successful
• S5.051help students choose the most suitable course or career. particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better performance in some other aspect. the syllabus in 2020. Find more information at

1. General

• S6.001Structure is secure, well balanced and carefully managed for deliberate effect. (W2) and images create a convincing overall developed with features of fiction writing such picture with varieties of focus. as description, characterisation and effective climax, and convincing details.

1. General (_)

• S7.001Structure is well managed, with some choices made for deliberate effect. (W2) give a mostly convincing picture. features of fiction writing such as description, characterisation, climax and details.

1. General (_)

• S8.001Structure is competently managed. (W2) details, even where there is a tendency to features such as characterisation and setting write in a narrative style. of scene.

1. General (_)

• S9.001Structure is mostly organised but may not always be effective. (W2) relevant but straightforward details, the features of narrative writing. which may be more typical of a narrative.

1. General (_)

• S10.001Structure is partially organised but limited in its effect. (W2) with limited detail. of events that are only partially linked and/or which are presented with partial clarity.

1. General (_)

• S11.001Structure is limited and ineffective. (W2) and 3 (15 marks each)
• S11.002Consistent well-chosen register suitable for the context. (W4)
• S11.003Spelling, punctuation and grammar almost always accurate. (W5)
• S11.004Mostly consistent appropriate register suitable for the context. (W4)
• S11.005Spelling, punctuation and grammar mostly accurate, with occasional minor errors. effect. (W3)
• S11.006Some appropriate register for the context. (W4)
• S11.007Spelling, punctuation and grammar generally accurate, but with some errors. (W5)
• S11.008Simple register with a general awareness of the context. (W4)
• S11.009Frequent errors of spelling, punctuation and grammar, occasionally serious. (W5)
• S11.010Limited and/or imprecise register for the context. (W4)
• S11.011Persistent errors of spelling, punctuation and grammar. (W5)
• S11.012Register demonstrates little or no sense of the context. (W4)
• S11.013Persistent errors of spelling, punctuation and grammar impair communication. (W5) contribute to a candidate’s overall grade. conjunction with the relevant sections of the Cambridge Handbook for the relevant year of assessment. candidates engage in a conversation with the teacher/examiner on their chosen topic. parts of the test must be recorded as one. a famous person or about a recent film, which would include suggestions as to why others would also like it. select and employ a range of language devices. Candidates are encouraged to make presentations which are lively, by perhaps incorporating more creative presentational styles, such as taking up a ‘voice’ or presenting a dramatic monologue. material for the Individual Talk. The interaction is between the candidate and the teacher only, although the class may be present as an audience. main points they wish to make. The cue card should contain a list of key points, not continuous sentences. of illustrative material, which may include maps, diagrams, statistics and pictures. Reading from, or reliance on, a script or extended notes is not allowed. Recitation of a memorised script is unlikely to be successful. The cue card and illustrative material must be retained by centres until six months after publication of results. The cue card and illustrative material must be labelled with the candidate’s name and number. finding it difficult to continue within the advised time of 3–4 minutes. Teachers/examiners should interrupt to ask questions, and begin Part 2, if the candidate shows no sign of finishing after 4½ minutes. example, an account of meeting a famous person could be developed into a discussion of wider issues such as the nature and role of ‘celebrity’ and media intrusion; a talk about a film could be developed into discussion of wider issues such as censorship, popular culture and the film industry. they cannot think of six questions they could be asked, the topic is unlikely to be easy to discuss. questions. defend a point of view. In order to give the candidate every opportunity, questions should be open, such as teacher/examiner. The teacher/examiner may wish to ask questions about those views, but these questions must not be judgemental. few minutes, teachers/examiners should be ready to explore another aspect of the topic or theme; they should keep trying to make conversation so that the candidate is given every opportunity to demonstrate their ability. teacher/examiner has actually said. Candidates are responsible for showing that they can converse adequately; at the same time the teacher/examiner must make sure the candidate is given every opportunity to converse by following up any opening given. mark for the test is divided into 20 marks for Speaking in Part 1 (Individual Talk), and 10 marks for Speaking and 10 marks for Listening in Part 2 (Conversation). please refer to the Cambridge Handbook for the relevant year of assessment and the samples database at clearly differentiating across the whole range of marks, where appropriate. between two or more level statements.
• S11.014If the candidate’s work convincingly meets the level statement, award the highest mark.
• S11.015If the candidate’s work adequately meets the level statement, award the most appropriate mark in the middle of the range (where middle marks are available).
• S11.016If the candidate’s work just meets the level statement, award the lowest mark.

1. Level Marks Description (_)

• S12.001Lively delivery which fully engages the audience.
• S12.002Employs a wide range of language devices (e.g. tone, irony, emphasis) accurately and sometimes eloquently.
• S12.003Sustained, appropriate and accurate use of language throughout.
• S12.004Delivery may occasionally be stilted but often attempts to engage the audience.
• S12.005Employs a good range of language devices (e.g. tone, irony, emphasis) soundly.
• S12.006Mainly appropriate and accurate use of language.
• S12.007Delivery is secure but at times unimaginative, with some attempt to engage the audience.
• S12.008Language devices (e.g. tone, irony, emphasis) are used safely and appropriately.
• S12.009Appropriate and accurate use of language demonstrated but some inaccuracy may be present.
• S12.010Delivery is not secure, with little attempt to engage the audience.
• S12.011Limited employment of language devices (e.g. tone, irony, emphasis) with some inaccuracy.
• S12.012Some appropriate use of language but with some inaccuracy.
• S12.013Delivery is weak, with no attempt to engage the audience.
• S12.014Not able to use language devices (e.g. tone, irony, emphasis) or devices used with serious error.
• S12.015

  Language is not used appropriately, or is used with serious inaccuracy. and elicits responses from conversation. the listener; speaks on equal

  • Responds fully to questions terms with the listener. and develops prompts; deals
• S12.016

  Employs a wide range of confidently and sometimes language devices (e.g. tone, enthusiastically with alterations irony, emphasis) accurately in the direction of the and sometimes eloquently; conversation. sustained, appropriate and accurate use of language throughout. and expressed competently; occasionally fluent and attempts to speak on equal sometimes shaped by the terms with the listener but with candidate. a varying degree of success.

  • Consistently responds
• S12.017

  Employs a good range of appropriately and in extended language devices (e.g. tone, detail to questions and irony, emphasis) soundly; prompts; deals appropriately mainly appropriate and with most of the changes accurate use of language. in the direction of the conversation. adequately; the listener is through the candidate’s generally but not always responses. prominent.

  • Responds to questions
• S12.018

  Language devices (e.g. tone, adequately but deals less irony, emphasis) are used effectively with prompts; appropriately; appropriate changes in the direction of the and accurate use of language conversation are occasionally demonstrated, but some dealt with. inaccuracy may be present. linking together of ideas the listener’s questions. relating to the subject matter

  • The candidate provides limited but it is inconsistent; accepts response to the questions and that the listener is in full control struggles to develop prompts; of the conversation. tends to maintain the direction
• S12.019

  Limited use of language of the conversation. devices (e.g. tone, irony, emphasis) with some inaccuracy; some appropriate use of language but with some inaccuracy. expressed with generally successfully maintained. unsuccessful attempts at

  • The candidate responds organisation; barely capable simply or is unable to respond of engaging in a two-way to questions or prompts; conversation. cannot recognise changes
• S12.020Not able to use language in the direction of the devices (e.g. tone, irony, conversation. emphasis) or devices used with serious error; language is not used appropriately or is used with serious inaccuracy. criteria. criteria. table below includes command words used in the assessment for this syllabus. The use of the command word will relate to the subject context. why and/or how and support with relevant evidence administrative information with your exams officer so they know when you will need their support. Find more information about our administrative processes at the Cambridge Lower Secondary programme or equivalent national educational framework. subject during the course but this is for guidance only. The number of hours a learner needs to achieve the qualification may vary according to local practice and their previous experience of the subject. your candidates in the March exam series. more information, please refer to the Cambridge Guide to Making Entries .

1. (including changes to

• S13.001The assessment of W5: Make accurate use of spelling, punctuation and grammar, has been removed from Paper 1 Reading only.

1. specimen papers)

• S14.001W5 has been removed from Question 1f and Question 3. use with this syllabus. broaden their horizons through a global perspective and develop a lasting passion for learning.’ the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, contact us at with the subject heading: Digital accessibility. If you need this document in a different format, contact us and supply your name, email address and requirements and we will respond within 15 working days. t : +44 (0)1223 553554