English Language 0500 — specification explorer

1. Why choose this syllabus?

• S1.001Syllabus
• S1.002Specimen question papers and mark schemes
• S1.003Specimen paper answers
• S1.004Schemes of Work
• S1.005Example candidate responses
• S1.006Past papers and mark schemes
• S1.007Principal examiner reports for teachers secure online site for Cambridge teachers. Your exams officer can provide you with a login. the nature of the subject and the structure of the assessment of each syllabus. These can include ready- built lesson materials, digital resources and multimedia for the classroom and homework, guidance on assessment and much more. Beyond the resources available on the Schools Support Hub, a wide range of endorsed textbooks and associated teaching and learning support are available from Cambridge at www.cambridge.org/education and from other publishers. Resources vary according to the nature of the subject and the structure of the assessment of each syllabus.
• S1.008Introduction courses – An introduction to Cambridge programmes and qualifications. For teachers who are new to Cambridge programmes or new to a specific syllabus.
• S1.009Focus on Teaching courses – These are for teachers who want to explore a specific area of teaching and learning within a syllabus or programme.
• S1.010Focus on Assessment courses – These are for teachers who want to understand the assessment of a syllabus in greater depth.
• S1.011Marking workshops – These workshops help you become more familiar with what examiners are looking for, and provide an opportunity to raise questions and share your experiences of the syllabus.
• S1.012Enrichment Professional Development – Transform your approach to teaching with our Enrichment workshops. Each workshop focuses on a specific area of teaching and learning practice.
• S1.013Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that transform professional learning for practicing teachers. Available at Certificate and Diploma level.
• S1.014Carefully structured for benefit of the reader. (W2)
• S1.015Purposefully selected vocabulary, precisely used. (W3)
• S1.016Highly effective use of language for audience and purpose. (W4)
• S1.017Spelling, punctuation and grammar always accurate. (W5)
• S1.018Secure overall structure, organised to help the reader. (W2)
• S1.019Well-chosen vocabulary, used with some precision. (W3)
• S1.020Effective use of language for audience and purpose. (W4)
• S1.021Spelling, punctuation and grammar mostly accurate, with occasional minor errors.
• S1.022Ideas generally well sequenced. (W2)
• S1.023Uses a range of appropriate vocabulary. (W3)
• S1.024Mostly effective use of language for audience and purpose. (W4)
• S1.025Spelling, punctuation and grammar generally accurate though with some errors. (W5)
• S1.026Relies on the sequence of the original text. (W2)
• S1.027Vocabulary is simple, limited in range or reliant on the original text. (W3)
• S1.028Some awareness of audience and purpose. (W4)
• S1.029Frequent errors of spelling, punctuation and grammar, sometimes affecting communication. (W5)
• S1.030Limited evidence of sequencing. (W2)
• S1.031Limited vocabulary or words/phrases copied from the original text. (W3)
• S1.032Limited awareness of audience and purpose. (W4)
• S1.033Persistent errors of spelling, punctuation and grammar, occasionally impeding communication. (W5)
• S1.034Very limited sequencing of ideas. (W2)
• S1.035Very limited vocabulary or copying from the original text. (W3)
• S1.036Very limited awareness of audience and purpose. (W4)
• S1.037Persistent errors in spelling, punctuation and grammar impede communication. (W5)

1. Syllabus overview

• S2.001read a wide range of texts, fluently and with good understanding, enjoying, exploring and appreciating a variety of language
• S2.002read critically, and to use knowledge gained from reading to inform and improve their own writing
• S2.003write accurately and effectively, using English language appropriate to audience, purpose and form
• 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 English effectively, developing a range of spoken language strategies
• S2.006acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions. them to become appreciative and critical readers, writers, speakers and listeners. course. Candidates use these texts to inform and inspire their own writing, and write in a range of text types for different purposes and audiences. conversations. 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. learners’ study. These should be appropriate for the learners’ age, cultural background and learning context, as well as comply 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. twenty-first centuries, including literature, fiction and non-fiction, and other forms of writing, such as discursive essays, reviews and articles. Study includes writers’ use of language and style and the ways in which writers achieve effects. Learners also study how writers influence readers through the use of facts, ideas, perspectives, opinions and/or bias.
• S2.013Express what is thought, felt and imagined.
• S2.014Organise and convey facts, ideas and opinions effectively.
• S2.015Demonstrate a varied vocabulary appropriate to the context.
• S2.016Demonstrate an effective use of sentence structures.
• S2.017Demonstrate an understanding of audience, purpose and form.
• S2.018Demonstrate accuracy in spelling, punctuation and grammar. create and compose texts in a variety of styles suitable for different audiences and purposes, e.g. descriptive, narrative, discursive, argumentative and persuasive. Study includes the following text types: letter, report, article, journal, speech, interview and summary.
• S2.019Describe and reflect on experience.
• S2.020Discuss what is thought, felt and imagined.
• S2.021Select and organise facts, ideas and opinions.
• S2.022Understand and convey complex ideas.
• S2.023Communicate fluently with clarity, focus and purpose for a range of contexts.
• S2.024Actively engage in a variety of discussions and conversations. to respond spontaneously to questions and prompts. Study includes presentation skills and spoken language devices such as effective use of tone / emphasis / register / structure / word choice / analytical and evaluative response. knowledge and skills to explore the challenges plays a key role in every student’s education.’ all their answers in the space provided on the question paper. approximately 15 minutes reading the texts. explicit and implicit meanings. summary as continuous writing of no more than 120 words. opinions. speech, interview and article. understanding of the text(s). argumentative / persuasive speech, letter, article or report. 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.)
• S2.025Fully evaluates, analyses and develops ideas, attitudes and opinions, showing understanding of how writers influence readers. (R3, R4)
• S2.026Integrates ideas from the text(s) to give a convincing response. (R5)
• S2.027Some evaluation, analysis and development of ideas, attitudes and opinions showing some understanding of how writers influence readers. (R3, R4)
• S2.028Some ideas supported by details from the text(s). (R5)
• S2.029Opportunities for development of ideas, attitudes and opinions are rarely taken. (R3,
• S2.030Includes some details, but there may be mechanical use of the text(s). (R5)
• S2.031Recognises some of the main ideas, attitudes and opinions. (R3, R4)
• S2.032There may be some reliance on lifting from the text(s). (R5) original. (R1, R2)
• S2.033Limited response to the topic of the text(s). (R3, R4)
• S2.034Content is either insubstantial or unselective. (R5) and 3 (10 marks each)

1. Details of the assessment

• S4.001You must submit the marks of all candidates to Cambridge International.
• S4.002You 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.
• S4.003Assignments should arise from the programme of study undertaken by the teaching group.
• S4.004The 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.
• S4.005All 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.
• S4.006Questions from past examination papers should not be used for coursework.
• S4.007Candidates are not expected to work under timed conditions.
• S4.008Assignments 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.
• S4.009The assignments must clearly demonstrate different writing intentions and styles to the reader.
• S4.010Centres must complete and submit a coversheet to authenticate work. candidate, with the teacher’s approval).
• S4.011This assignment is assessed for both writing and reading skills.
• S4.012Centres 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.
• S4.013Note that literature texts are not usually suitable for this assignment.
• S4.014Text(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.
• S4.015Note that text(s) that are mainly informative or that provide content which has no development/discussion should not be set.
• S4.016Candidates 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).
• S4.017The assignment may be written in one of the following forms: discursive / argumentative / persuasive speech, letter, article or report.
• S4.018

  A copy of all texts used for Assignment 1 must be included with the sample of portfolios sent to the external moderator. persuade in response to text(s)

  • You are a local resident and feel very strongly about the ideas presented in the text and centre your arguments around what is said. or 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. letter or an article.
• S4.019You have read the transcript of a speech by a well-known example: 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.
• S4.020The candidate should develop ideas and images which create a convincing, well-defined picture, with varieties of focus.
• S4.021You are in a busy place waiting for a friend who is late. definite 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.
• S4.022Describe 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.
• S4.023Candidates may write in any form.
• S4.024The candidate should ensure the plot is well defined and developed with features of fiction writing, such as description, characterisation and convincing details.
• S4.025Write a narrative piece in which the following words appear writing. Candidates may write in a range of appropriate narrative forms, e.g. the opening or closing chapter of a novel or a short story.
• S4.026Write a fictional or autobiographical account of an important or narrative 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.
• S4.027If the candidate’s work convincingly meets the level statement, award the highest mark.
• S4.028If 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).
• S4.029If the candidate’s work just meets the level statement, award the lowest mark.
• S4.030Content is highly focused on the task, complex and engaging. (W1)
• S4.031Structure is secure, well balanced and carefully managed for deliberate effect. (W2)

1. Specific – descriptive Specific – narrative

• S5.001

  Creates well-defined and developed

  • Crafts a well-defined and strongly ideas and images to offer a convincing developed plot in response to the overall picture. prompt.
• S5.002

  Effectively uses features of descriptive

  • Effectively uses features of fiction writing such as close observation, writing such as description, effective use of figurative language and characterisation and effective climax, varieties of focus. with convincing details.
• S5.003Cambridge IGCSE English (as an Additional Language) (0472)
• S5.004Cambridge IGCSE (9–1) First Language English (0990)
• S5.005Cambridge IGCSE English as a Second Language (0510)
• S5.006Cambridge IGCSE (9–1) English as a Second Language (0993)
• S5.007Cambridge IGCSE English as a Second Language (count-in oral) (0511)
• S5.008Cambridge IGCSE (9–1) English as a Second Language (count-in oral) (0991)
• S5.009Cambridge O Level English Language (1123)
• S5.010syllabuses with the same title at the same level. schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a range of different subjects. 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 access to this guide. administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location. the components the candidate will take relevant to the administrative zone and the available assessment options. support they need to make entries on time. Your exams officer will find this support, and guidance for all other phases of the Cambridge Exams Cycle, at for remarking. For information, refer to the Cambridge Handbook for the relevant year of assessment at for the relevant series. Regulations for carrying forward component marks can be found in the Cambridge backgrounds, and may also have a variety of protected characteristics. Protected characteristics include special educational needs and disability (SEND), religion and belief, and characteristics related to gender and identity. inclusive as possible. We review language accessibility, visual resources, question layout and the contexts used in questions. Using this approach means that we give all candidates the fairest possible opportunity to demonstrate their knowledge, skills and understanding. minimise barriers faced by candidates with SEND, illness or injury, we offer a range of access arrangements and modified papers. This is the principal way in which we comply with our duty to make ‘reasonable adjustments’, as guided by the UK Equality Act 2010. assessment and should also reflect their normal way of working. This is explained in section 1.3 of the
• S5.011For Cambridge to approve an access arrangement, we need to agree that it constitutes a reasonable adjustment and does not affect the security or integrity of the assessment.
• S5.012Details of our standard access arrangements and modified question papers are available in section 1.3 of the Cambridge Handbook
• S5.013Centres are expected to check the availability of access arrangements and modified question papers at the start of the course. All applications should be made by the deadlines published in section 1.3 of the
• S5.014Contact us at the start of the course to find out if we can approve an access arrangement that is not included in the list of standard access arrangements.
• S5.015Candidates who cannot access parts of the assessment may be able to receive an award based on the parts they have completed.
• S5.016candidates must not use voice-activated software to dictate their written work
• S5.017candidates must not use a human reader. standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
• S5.018Q (PENDING)
• S5.019X (NO RESULT). skills specified in the syllabus. course or career.
• S5.020The list of command words has been updated.

1. 5 7–8 General

• S6.001Content is developed, engaging and effective. (W1)
• S6.002Structure is well managed, with some choices made for deliberate effect. (W2)

1. Specific – descriptive Specific – narrative (_)

• S7.001

  Frequent, well-chosen images and

  • The plot is defined and developed. details give a mostly convincing picture.
• S7.002

  Uses some features of descriptive

  • Uses some features of fiction writing writing such as close observation, such as description, characterisation, effective use of figurative language and climax and details. varieties of focus.

1. 4 5–6 General

• S8.001Content is relevant with some effective development. (W1)
• S8.002Structure is competently managed. (W2)

1. Specific – descriptive Specific – narrative (_)

• S9.001

  A selection of relevant ideas, images

  • The plot is relevant and cohesive, with and details, even where there is a some features such as characterisation tendency to write in a narrative style. and setting of scene.

1. 3 3–4 General

• S10.001Content is straightforward with some development. (W1)
• S10.002Structure is mostly organised but may not always be effective. (W2)

1. Specific – descriptive Specific – narrative (_)

• S11.001

  A series of generally relevant details,

  • The plot is straightforward, with limited with limited use of the features of use of the features of narrative writing. descriptive writing.

1. 2 2 General

• S13.001Content is simple; ideas and events may be limited. (W1)
• S13.002Structure is partially organised. (W2)

1. Specific – descriptive Specific – narrative (_)

• S14.001

  Occasionally relevant with limited detail.

  • Events are only partially linked and/or lack clarity.

1. 1 1 General

• S15.001Content is occasionally relevant or clear. (W1)
• S15.002Structure is limited and ineffective. (W2)

1. Specific – descriptive Specific – narrative (_)

• S16.001

  The description is unclear.

  • The narrative lacks coherence. and 3 (15 marks each)
• S16.002Highly effective use of language to engage the reader. (W4)
• S16.003Spelling, punctuation and grammar always accurate. (W5)
• S16.004Effective use of language to engage the reader. (W4)
• S16.005Spelling, punctuation and grammar is mostly accurate with some minor errors. (W5) effect. (W3)
• S16.006Sometimes effective use of language to engage the reader. (W4)
• S16.007Spelling, punctuation and grammar generally accurate with some errors. (W5)
• S16.008Some awareness of the reader. (W4)
• S16.009Frequent errors of spelling, punctuation and grammar, sometimes affecting communication. (W5)
• S16.010Limited awareness of the reader. (W4)
• S16.011Persistent errors of spelling, punctuation and grammar, occasionally impeding communication. (W5)
• S16.012Very limited awareness of the reader. (W4)
• S16.013Persistent errors in spelling, punctuation and grammar impede communication. (W5) contribute to a candidate’s overall grade. conjunction with the relevant sections of the Cambridge Handbook for the relevant year of assessment. parts of the test must be recorded as one. hobby or activity, which would include persuasive suggestions as to why others would also find it engaging. select and employ a range of spoken language devices. Candidates are encouraged to make presentations which are engaging, 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 labelled with the candidate’s name and number and must be retained by centres until six months after publication of results. candidate who is 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 a specific hobby or activity that could be developed into a discussion of wider issues such as the importance of having a hobby or interest to one’s mental and physical wellbeing. A talk about physical activity could be developed into discussion of wider issues such as who should be responsible for ensuring relevant facilities exist and how should they be funded. they cannot think of a number of questions they could be asked, the topic is unlikely to be easy to discuss. questions. The primary role of the teacher/examiner in Part 1 is to be a passive but attentive listener. 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. judgement about which level statement is the best fit. Candidates’ work does not always match one level statement precisely, so a judgement will often need to be made between two or more level statements.
• S16.014If the candidate’s work convincingly meets the level statement, award the highest mark.
• S16.015If 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).
• S16.016If the candidate’s work just meets the level statement, award the lowest mark.

1. Level Marks Description

• S17.001Delivery is consistently assured and fully engages the audience.
• S17.002Effective use of a wide range of spoken language devices.
• S17.003Sustained, appropriate and accurate use of spoken language throughout.
• S17.004Effective register for audience and purpose.
• S17.005Delivery is competent with frequent attempts to engage the audience.
• S17.006Uses a good range of spoken language devices confidently.
• S17.007Mostly appropriate and accurate use of spoken language.
• S17.008Some awareness of an appropriate register for audience and purpose.
• S17.009Delivery is secure with some attempt to engage the audience.
• S17.010Some appropriate use of spoken language devices.
• S17.011Generally accurate use of language.
• S17.012Delivery is not secure, with limited attempt to engage the audience.
• S17.013Limited use of spoken language devices.
• S17.014Some appropriate use of language but frequent inaccuracies affect communication.
• S17.015Delivery is weak, with very limited attempt to engage the audience.
• S17.016

  Spoken language is not used appropriately or inaccuracies impede communication. and confidently elicits conversation with the teacher/ responses from the teacher/ examiner. examiner.

  • Responds fully to questions
• S17.017Uses a wide range of spoken and develops prompts; deals language devices effectively; confidently with alterations sustained, appropriate and in the direction of the accurate use of language conversation. throughout. subject matter competently; with the teacher/examiner, elicits responses from the sometimes shaping the teacher/examiner. conversation.
• S17.018

  Uses a good range of spoken

  • Responds in some detail to language devices confidently; questions and prompts; deals mostly appropriate and competently with most of the accurate use of language. changes in the direction of the conversation. adequately and attempts the teacher/examiner. to elicit responses from the
  • Responds to questions teacher/examiner. adequately but deals less
• S17.019

  Spoken language devices are effectively with prompts; some used appropriately; generally changes in the direction of the appropriate use of language, conversation are dealt with. but with some inaccuracy. simply with some loss of focus teacher/examiner to maintain and limited attempt to elicit the conversation. responses from the teacher/

  • Provides limited responses to examiner. the questions and prompts,
• S17.020

  Limited use of spoken occasionally recognises language devices; some changes in the direction of the appropriate use of language conversation. but frequent inaccuracies affect communication. with the subject matter or successfully maintained. to elicit responses from the

  • Provides very limited teacher/examiner. responses to the questions
• S17.021Very limited use of language and prompts, does not or inaccuracies impede recognise changes in the communication. direction of the conversation. table below includes command words used in the assessment for this syllabus. The use of the command word will relate to the subject context. them and/or how and support with relevant evidence responses in order to make proposals / put forward considerations administrative information with your exams officer so they know when you will need their support. Find more information about our administrative processes at for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each school and the learners’ previous experience of the subject. your candidates in the March exam series. more information, please refer to the Cambridge Guide to Making Entries .

1. specimen papers)

• S18.001The wording of the assessment objectives has been updated. The knowledge and skills assessed have not changed.

1. Paper 1 Reading

• S19.001The number of total question paper marks has not changed.
• S19.002The duration of the paper has not changed.
• S19.003The question paper has been restructured to help candidates to navigate the paper efficiently and use their exam time effectively.
• S19.004The questions are based on three reading texts which are printed in an insert.
• S19.005Candidates answer four compulsory questions worth 20 marks each.
• S19.006The marking criteria for Paper 1 have been updated.
• S19.007Question 1 Comprehension questions
• S19.008These questions now test all five reading assessment objectives.
• S19.009There are now 20 marks for comprehension.
• S19.010Question 2 Summary task
• S19.011There is a new 5-mark question incorporated that tests R2 and
• S19.012There are now 15 marks for reading and 5 marks for writing.
• S19.013Question 3 Short answer questions
• S19.014There are now 2 marks for questions which require candidates to show their understanding of words identified from a text.
• S19.015The style of questions with underlining has changed to use bold.

1. Language task

• S20.001The wording of the question has been simplified.
• S20.002The amount candidates write has reduced to 200–250 words.
• S20.003Question 4 Extended response to reading
• S20.004There are now 10 marks for reading and 10 marks for writing.
• S20.005The amount candidates write has reduced to 250–300 words. continued

1. (including changes to

• S21.001The number of total question paper marks has not changed. specimen papers) continued
• S21.002The duration of the paper has not changed.

1. Section A: Directed Writing

• S22.001The total word count for the reading texts has been reduced to
• S22.002This task has been divided into two parts, question 1(a) and 1(b) to help candidates with their comprehension of the text(s).
• S22.003Question 1(a) assesses R3 and R4. R4 was not previously assessed in this paper.
• S22.004Question 1(b) the Directed Writing task has 10 marks for reading and 25 marks for writing.
• S22.005The marking criteria have been updated.

1. Section B: Composition

• S23.001The composition tasks remain unchanged.
• S23.002The marking criteria have been updated.

1. Component 3 Coursework Portfolio

• S24.001The forms in which candidates write have been updated and clarified.
• S24.002There are no changes to the mark allocations.
• S24.003The marking criteria have been updated.

1. Component 4 Speaking and Listening Test

• S25.001There are no changes to the speaking and listening tasks and mark allocations.
• S25.002The marking criteria have been updated. specimen papers will help your students become familiar with exam requirements and command words in questions. The specimen mark schemes show how students should answer questions to meet the assessment objectives. with this syllabus. assessments. supporting schools in 160 countries, we understand your local context and are here to guide you so you can provide your learners with everything they need to prepare for Cambridge IGCSE. system for the provision of international education programmes and qualifications for students aged 5 to 19 is independently certified as meeting the internationally recognised standard, ISO 9001:2015. 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 are 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