2024 2026 Syllabus

Syllabus
Cambridge IGCSE™
English as a Second Language (0510)
(Speaking Endorsement)
Use this syllabus for exams in 2024, 2025 and 2026.
Exams are available in the June and November series.
Exams are also available in the March series in India only.
Version 3
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certification of Secondary Education.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for learners to progress from one stage to the next, and are well supported by teaching and learning
resources.
Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001
© Cambridge University Press & Assessment October 2021

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 7
Assessment overview 8
Assessment objectives 9
3 Subject content ..........................................................................................................11

Reading 12
Writing 13
Listening 14
Speaking 15
Glossary of text types 16
4 Details of the assessment .........................................................................................17

Paper 1 – Reading and Writing 17
Paper 2 – Listening 19
Paper 3 – Speaking 21
5 What else you need to know .................................................................................... 27

Before you start 27
Making entries 28
Accessibility and equality 29
After the exam 30
How students and teachers can use the grades 30
Changes to this syllabus for 2024, 2025 and 2026 31
Important: Changes to this syllabus

For information about changes to this syllabus for 2024, 2025 and 2026, go to page 31.
Cambridge IGCSE English as a Second Language 0510 (Speaking Endorsement) syllabus for 2024, 2025 and 2026.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
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.
Cambridge IGCSE English as a Second Language

develops skills for understanding and communicating in a
range of situations in English. These skills include the ability to
understand written and spoken texts, and selecting relevant
information from them. This information may be directly stated or implied. Learners develop the linguistic skills
required for progression to further studies or employment through being able to communicate clearly in writing
and speaking, on both familiar and less familiar topics.
Our approach in Cambridge IGCSE English as a Second Language encourages learners to be:
confident, using a range of language to communicate ideas and information effectively in writing and speaking
responsible, seeking opportunities to use and develop their language skills
reflective, considering different opinions and information in written or spoken form, and responding to them
appropriately
innovative, using language creatively to express ideas and information
engaged, developing different learning strategies and using their language skills in a range of situations.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
Back to contents page www.cambridgeinternational.org/igcse 4

Why choose this syllabus?
International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE English as a Second Language gives learners a solid foundation for further study. Candidates who
achieve grades A* to C are well prepared to follow a wide range of courses.
Candidates who achieve grade C overall, with grade 2 in Speaking, in Cambridge IGCSE English as a Second
Language 0510 (Speaking Endorsement) can be considered to be at a level equivalent to B2 on the Common
European Framework of Reference for Languages (CEFR).
Cambridge IGCSEs 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 IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
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
IGCSE qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School in Egypt BSE

Why choose this syllabus?
Supporting teachers
We provide a wide range of resources, detailed guidance and innovative training and professional development
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.
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
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.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge IGCSE
Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Next steps guides. • Endorsed resources. responses. Service.
• Schemes of work. • Online forums. • Past papers and • Principal examiner
• Specimen papers. • Support for mark schemes. reports for teachers.
• Syllabuses. coursework and • Specimen paper • Results Analysis.
Speaking tests. answers.
• Teacher guides.
Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates
Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events
• Cambridge Professional Development Qualifications

Find out more at www.cambridgeinternational.org/profdev
Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to:

• develop learners’ ability to use English effectively for the purpose of practical communication
• develop learners’ awareness of the nature of language and language-learning skills
• develop transferable skills to complement other areas of the curriculum
• promote learners’ personal development and enjoyment.
Content overview
Cambridge IGCSE English as a Second Language offers learners the opportunity to develop practical
communication skills in reading, writing, listening and speaking.
Learners will be presented with a variety of texts that will build up their skills in reading and writing. They will
learn to select relevant details, understand the difference between what is directly stated and implied, and
practise writing for different purposes and audiences.
Learners will listen to a range of spoken material, including talks and conversations, to develop listening skills.
Learners will engage in conversations on a variety of topics and develop their skills in responding to different
situations and audiences with a degree of accuracy and clarity.
Cambridge IGCSE English as a Second Language will enable learners to become independent users of English
both to support further study and to communicate effectively in a variety of practical contexts.
Cambridge Assessment International Education is an education organisation and politically

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.

Syllabus overview
Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.
All candidates take: and:
Paper 1 2 hours Paper 2 Approximately 50 minutes

Reading and Writing 70% Listening 30%
60 marks 40 marks
Candidates respond to six exercises: four reading Candidates listen to five exercises of short and
and two writing longer texts
Structured and essay style questions Multiple-choice style questions
Externally assessed Externally assessed
Marks for the Speaking component do not contribute to the overall grade candidates receive for the written
components. Instead, where candidates perform to an appropriate standard, certificates record separately
the achievements of candidates, with grades 1 (high) to 5 (low) for speaking.
Candidates must also take:
Paper 3 Approximately 10–15 minutes

Speaking Separately endorsed
40 marks
Candidates take part in an interview, short talk
and discussion
Internally assessed and externally moderated
Information on availability is in the Before you start section.
Check the timetable at www.cambridgeinternational.org/timetables for the test date window for Paper 3.
Check the samples database at www.cambridgeinternational.org/samples for submission information,
forms and deadlines for Paper 3.

Syllabus overview
Assessment objectives
The assessment objectives (AOs) are:
AO1 Reading
Candidates will be assessed on their ability to:
R1 . demonstrate understanding of specific factual information
R2 . demonstrate understanding of the connections between the ideas, opinions and attitudes
R3 . identify and select details for a specific purpose
R4 . demonstrate understanding of implied meaning
AO2 Writing
W1. communicate information, ideas and opinions
W2. organise ideas into coherent text using a range of linking devices
W3. use a range of appropriate grammatical structures and vocabulary
W4. use appropriate register and style for the given purpose and audience
AO3 Listening
L1 . demonstrate understanding of specific information
L2 . demonstrate understanding of speakers’ ideas, opinions and attitudes
L3 . demonstrate understanding of the connections between ideas, opinions and attitudes
L4 . demonstrate understanding of what is implied but not directly stated
AO4 Speaking
S1. communicate a range of ideas, facts and opinions
S2. demonstrate control of a range of vocabulary and grammatical structures
S3. develop responses and maintain communication
S4. demonstrate control of pronunciation and intonation

Syllabus overview
Weighting for assessment objectives

The weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %
AO1 Reading 35
AO2 Writing 35
AO3 Listening 30
AO4 Speaking separately endorsed
Total 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Paper 2 Paper 3
AO1 Reading 50 0 0
AO2 Writing 50 0 0
AO3 Listening 0 100 0
AO4 Speaking 0 0 100
Total 100 100 100

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 texts, topics, 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.
The texts selected for each exercise are from areas of contemporary interest and relevance for second
language learners. These might include, for example, conservation/environment, culture/history, science/
technology, music/arts and human achievement. This list is not exhaustive; source texts may be from any other
area of contemporary interest.
The skills covered in the syllabus are highlighted in the tables below. The examples listed in the guidance
column are suggested rather than prescribed ways in which learners can demonstrate their reading, writing,
listening and speaking skills. These examples are not exhaustive.

Subject content
Reading
Learners should be introduced to a range of different text types on a variety of topics and are encouraged to
read widely in English both in class and at home.
Content Examples
• identify and understand • a range of short and longer text types: instructions, notices,
factual information, ideas advertisements, leaflets, articles, blogs, reviews and web pages
and arguments in a range • texts with different purposes: descriptive, narrative, informational,
of texts persuasive, discursive, argumentative
• texts with a purpose: to identify a piece of information, the writer’s point
of view, or a particular idea
• identify and understand • a range of short and longer text types: instructions, notices,
ideas, opinions and advertisements, leaflets, articles, blogs, reviews and web pages
attitudes, in a range of • texts with different purposes: descriptive, narrative, informational,
texts and the connections persuasive, discursive, argumentative
between them
• information and ideas connected in texts, e.g., use of pronouns and
referencing, and words and phrases which indicate time, cause and
effect, addition, contrasting ideas, exemplification
• understand what is • information that can be inferred (i.e., implied) but is not stated, e.g., the
implied but not directly purpose of a text, or the writer’s general opinion
stated • words and phrases that suggest the writer’s attitude or feelings, when
this is not explicitly/openly stated
• deduce meaning of an unfamiliar word/phrase, e.g., reading the
information around it, and making inferences
• select relevant details • a range of reading strategies:

when reading for a – reading quickly to get a general idea about a text (skim reading)
specific purpose
– locating specific information in a text (scanning)
– reading carefully to understand detail
• predict what the answers to questions will be
• identify the type of information that a question focuses on

Subject content
Writing
Learners should practise writing for different purposes and different audiences. Learners should understand the
features of different text types and should be encouraged to plan, draft and check their writing.
Content Examples
• communicate factual • purpose of a text: informational, argumentative, discursive

information, ideas and • a range of everyday/familiar topics to write about
arguments clearly and
• models of clear language
with expansion
• planning – what to include in the writing and how to organise it
• produce written texts that • grammatical structures

show control of language • vocabulary, punctuation and spelling
• check writing for accuracy
• select and organise • linking devices for different purposes:

relevant information and – cause/effect – therefore, because of, as a result, consequently, etc.
ideas into coherent text
– addition – in addition, moreover, furthermore, as well as, etc.
using appropriate linking
devices – contrast and concession – however, in contrast, whereas, although,
etc.
• ways of organising texts into a logical or clear order, and use of
paragraphs
• produce written texts with • a range of grammatical structures – different verb forms and tenses,
a range of grammatical conditional forms, a variety of sentence structures
and lexical structures • a range of lexical structures – words, set phrases, phrasal verbs,
collocations (words which typically go together), idioms
• avoid repetition – using synonyms
• respond to a written • purpose of a text, and what sort of information it should include
stimulus and use • audience of a text: how this might affect what to write, and what type of
appropriate register, style language (e.g., formal or informal) is appropriate
and format for the given
• conventions of:
purpose and audience
– informal correspondence – emails
– more formal correspondence – reports, essays, emails, reviews,
articles
– discursive/argumentative/persuasive styles

Subject content
Listening
Learners should be introduced to a range of different text types on a variety of topics. They are also
encouraged to listen to English widely both in class and at home.
Content Examples
• identify and understand • a range of short and longer audio texts: phone messages,
factual detail and specific announcements, radio programmes, TV, film, plays, newsfeeds or
information in a range of podcasts, conversations, interviews
spoken contexts and from • audio texts with different purposes and different levels of formality:
a variety of sources formal, informal and semi-formal
• predicting what type of information will be heard (to engage with the
topic)
• vocabulary: how a word sounds when learning new vocabulary, spelling
and meaning
• listen for the main information which the intended listener would be
interested in – places, names, times, dates, directions
• identify and understand • a range of short and longer audio texts: phone messages,
speakers’ ideas, opinions, announcements, radio programmes, TV, film, plays, newsfeeds or
feelings and attitudes in a podcasts, conversations, interviews
range of spoken contexts • audio texts with different purposes and different levels of formality:
and from a variety of formal, informal and semi-formal
sources
• speakers’ ideas, feelings, attitudes and opinions and the language used
to express them
• show understanding of • how to identify speakers’ ideas, opinions, feelings or attitudes – what
the connections between gave the speaker an idea; what reasons the speaker gives for their
ideas, opinions, feelings feelings; or how the speaker formed a particular opinion
and attitudes in a range of • information and ideas connected in texts – use of pronouns and
spoken contexts and from referencing, and words and phrases which indicate time, cause and
a variety of sources effect, addition, contrasting ideas, exemplification
• show understanding of • information that is inferred but not stated – the gist or purpose of a text,
what is implied but not or the speaker’s overall intention
directly stated • words and phrases that suggest the speaker’s attitude or feelings,
when not explicitly stated
• deduce meaning of an unfamiliar word/phrase by listening to the
information around it, and making inferences

Subject content
Speaking
Learners should be encouraged to speak in a range of different situations and for different purposes, including
brief transactions, conversations, expressing their opinions, and giving short talks on a range of topics.
Content Examples
• communicate factual • speaking in class – asking and answering questions, justifying ideas
information, ideas and and opinions with reasons and explanations
opinions with expansion • a range of everyday/familiar topics – environment, health, food, film,
travel, the natural world, technology, celebrations, science, arts,
shopping
• functional language – how to express personal preferences, tell
personal anecdotes, describe experiences, give opinions, agree
or disagree, describe advantages and disadvantages, make future
predictions
• expansion of responses by:
– exemplifying, e.g., just to name a few
– justifying, e.g., and that is why
– comparing and contrasting, e.g., just like, while
– speculating, e.g., I suppose
– clarifying statements, e.g., sorry, when you said …, did you
mean …? sorry, I didn’t quite catch that.
• models of clear language
• produce coherent and • paraphrasing – if cannot think of the word, or don’t know it
relevant responses • use of discourse markers to link ideas:
– addition, e.g., in addition, as well as, plus, on top of that
– time and sequence, e.g., at the start of, first of all, finally
– cause/effect, e.g., that’s why, therefore, because of, as a result
– contrast, e.g., however, having said that, although
• engage in different • interviews – transactional conversations (factual information)

types of interaction (e.g., • short talks – describing an event, giving reasons for something, giving
conversation, short talk, and explaining opinions (theirs or those of someone else)
interview)
• conversations – discussion about a topic, or describing more abstract
ideas and opinions
• a range of interactive skills – initiating, responding, asking for
clarification, clarifying meaning, turn-taking
• produce responses using • a range of grammatical structures – different verb forms and tenses,
a range of grammatical conditional forms, a variety of sentence structures
and lexical structures • a range of lexical structures – set phrases, phrasal verbs, collocations
(words which typically go together), idioms
• avoid repetition – using synonyms
• communicate showing • pronunciation of language when teaching new words, phrases or

control of pronunciation structures
and intonation • intonation patterns – rising and falling intonation in clauses
• syllable stress in words
• sentence stress – to show contrast or emphasis

Subject content
Glossary of text types

Learners should be encouraged to read, write and listen to a range of text types. The common text types are:
Text type What it means
article A text written for a general audience, e.g., a magazine or newspaper, on a particular topic,
which is meant to be of interest to the reader (by informing, entertaining, etc.).
blog A text that is published on a website, usually informal, to inform or entertain readers.
conversation A spoken interaction between two or more people, usually informal, in which the speakers
exchange information, ideas and opinions.
dialogue Any type of spoken interaction between two people.
email A form of electronic communication which is written for a specific purpose, or in response
to a particular situation. It could be formal or informal, depending on the audience.
essay A text that is usually written on a particular topic, which presents an argument or point of
view. It should be well organised, with an introduction, main body and conclusion, and
opinions should be supported by examples or reasons.
instructions A text (written or spoken) which tells you how to do something.
interview A spoken interaction between two or more people, in which one person asks questions
and the others respond appropriately.
leaflet An informational text which either explains or advertises something and would usually be
handed out to people.
monologue A text spoken by one person only.
notice A written text which gives news or information about a specific topic, and would usually be
displayed on a wall, or noticeboard.
report A text written for a superior (e.g., a head teacher) or a group (e.g., a book club) about
an event, experience or situation, giving factual information as well as suggestions or
recommendations.
review A text written for a general audience, e.g., a magazine or newspaper, to describe and give
opinions about something that the writer has experienced (e.g., a film they have seen, a
place they have visited, etc.).

4 Details of the assessment
Paper 1 – Reading and Writing

Written paper, 2 hours, 60 marks
This paper contains six exercises – four reading exercises and two writing exercises.
Candidates must answer all questions in each exercise.
The reading exercises will include a range of text types (e.g., articles, blogs, reports) and comprise of multiple-
choice and matching questions, as well as some questions requiring short answers in English.
The two writing exercises both require candidates to write 120–160 words of continuous prose. Candidates
respond to a short stimulus (which may include a picture) and to short prompts printed in the question paper.
The short stimulus includes information on the purpose, format and audience and these will be different for
each exercise. The writing exercises require candidates to respond in different styles. The first writing exercise
requires an informal style of writing, for example to a friend or relative. The second writing exercise requires a
more formal writing style, for example writing for a teacher, or an organiser of an event, etc.
For each writing exercise, candidates will be awarded marks for content (task fulfilment and the development of
ideas) and language (range, accuracy and organisation).
Candidates write their answers on the question paper.
Dictionaries may not be used.
Description of exercises
Exercise 1
Assessment objective R1, R2, R3
Task Candidates read a text and answer a series of questions. The text is approximately
400–450 words long and is likely to include facts, opinions, ideas and attitudes.
The first five questions require one answer, and the final question requires three
answers. Candidates write short (single word/phrase) answers.
Text type(s) The text may be taken from, for example, an article, blog or website.
Total marks 8
Exercise 2
Assessment objective R1, R2, R3, R4
Task Candidates read one continuous text divided into up to five sections, or they read
up to five shorter related texts. The text is approximately 600–650 words long.
This is a multiple matching task. Candidates read nine questions and select the
text which contains the relevant information or idea to answer each question. Each
question is worth one mark.
Total marks 9

Details of the assessment
Exercise 3
Assessment objective R1, R2, R3
Task Candidates read a text and complete a set of brief notes. The text is approximately
400–500 words long. Each response is worth one mark.
Total marks 7
Exercise 4
Assessment objective R1, R2, R3, R4
Task Candidates read a text that is approximately 550–600 words long and answer six
multiple choice questions. Each question may focus on the main ideas or details
in the text and on the attitudes or opinions expressed. There are three options to
choose between, and candidates write the appropriate letter (A, B or C) for each
answer. Each question is worth one mark.
Total marks 6
Exercise 5
Assessment objective W1, W2, W3, W4
Task Candidates write 120–160 words of continuous prose, in response to the rubric.
The rubric includes information on the purpose and audience. Candidates must
address the prompts provided in the task and are awarded up to 6 marks for
content (task fulfilment and the development of ideas) and up to 9 marks for
language (range, accuracy and organisation).
Type of response An informal email.
Total marks 15
Exercise 6
Assessment objective W1, W2, W3, W4
Task Candidates write 120–160 words of continuous prose, in response to the rubric.
The rubric includes information on the format of the response, its purpose and
audience. A more formal response is required. Candidates are awarded up to
6 marks for content (task fulfilment and the development of ideas) and up to
9 marks for language (range, accuracy and organisation).
Type of response A formal/semi-formal article, report, essay, or review.
Total marks 15

Paper 2 – Listening
Approximately 50 minutes (including 6 minutes’ transfer time), 40 marks
This paper consists of five exercises, and a total of 40 questions. All questions are multiple choice, and
candidates answer each one by selecting the correct option. At the end of the test candidates transfer their
answers onto a separate answer sheet and they have six minutes to do this. English as a Second Language
example answer sheets are found at www.cambridgeinternational.org/exam-administration/cambridge-
exams-officers-guide/phase-5-exam-day/multiple-choice-answer-sheets
Each exercise tests comprehension of recorded texts (e.g., monologues, interviews or conversations).
Candidates hear each recorded text twice. At the end of the test, candidates will be asked to transfer their
answers onto a separate answer sheet and they have six minutes to do this.
Centres must check the Cambridge Handbook for the year candidates are taking the assessment. The
Cambridge Handbook tells you when and how to access the audio material for each examination series:
www.cambridgeinternational.org/eoguide
Teachers/invigilators must consult the relevant sections of the Cambridge Handbook about administering the
listening examination and for details about rooms, equipment, guidance on acoustics and checking the audio
material in advance.
Description of exercises
Exercise 1
Assessment objective L1, L2, L3
Task Candidates listen to eight short extracts, on familiar and accessible topics. For
each extract, there is one multiple-choice question with four visual options,
and candidates select the correct option (A, B, C or D). The questions test
understanding of information or ideas expressed by the speaker(s). Each question
is worth one mark.
Text type(s) A range of text types, including monologues and dialogues, e.g., conversations,
recorded messages, announcements, news items, extracts from radio
programmes, etc.
Total marks 8
Exercise 2
Assessment objective L1, L2, L3, L4
Task Candidates listen to five short extracts. Candidates answer two multiple choice
questions per text. Each question has three written options, which may be words
or short phrases, and candidates select the correct option (A, B or C). The
questions test understanding of details, opinions, ideas and implied information
expressed by the speaker(s). Each question is worth one mark.
Text type(s) A range of text types, including monologues and dialogues, e.g., conversations,
recorded messages, announcements, news items, extracts from radio
programmes, etc.
Total marks 10

Exercise 3
Assessment objective L1, L2, L3
Task Candidates listen to a monologue. Candidates complete eight sentences by

selecting the correct answer from three written options (A, B or C). Each option is
either a word or a short phrase. The sentences test understanding of information
and main ideas expressed by the speaker. Each question is worth one mark.
Text type(s) A monologue, e.g., a talk or presentation
Total marks 8
Exercise 4
Task Candidates listen to six short monologues. This is a multiple-matching task,

and for each extract, candidates select from a choice of eight statements. The
statements test details, opinions, ideas and implied information expressed by the
speakers. Each question is worth one mark.
Text type(s) Short monologues
Total marks 6
Exercise 5
Task Candidates listen to an interview between two speakers. Candidates answer

eight multiple-choice questions. Each question has three written options (A, B
or C), which may be words, phrases or short sentences. The questions test
understanding of details, opinions, ideas and implied information expressed by the
main speaker. Each question is worth one mark.
Text type(s) Interview
Total marks 8

Paper 3 – Speaking
Speaking test, approximately 10–15 minutes, 40 marks
Internally assessed/externally moderated
The test will be conducted in English. The test must be recorded for all candidates.
Dictionaries may not be used.
Cambridge supplies a number of Speaking Assessment cards, with accompanying Teacher’s/Examiner’s

Notes. The teacher/examiner selects one Speaking Assessment card from the range provided for each
candidate. The Teacher’s/Examiner’s Notes contain instructions, assessment criteria and teacher/examiner
questions for the Speaking Assessment cards.
The tests are conducted and marked by the teacher/examiner. They are moderated by Cambridge International.
Check the timetable at www.cambridgeinternational.org/timetables for the test date window. Before the
test date window, centres will receive the materials for the test.

Description of the Speaking test

Task Duration Task focus
Introduction Approximately 1 minute Start the recording. State your name, the
candidate’s number and name, and the date.
Welcome the candidate and read out the
examiner script.
This part is not assessed.
Warm-up Approximately 1–2 minutes Use the warm-up to put the candidate at
ease by conducting a short conversation
using the questions provided.
This part is not assessed.
Part 1: Interview Approximately 2–3 minutes Tell the candidate the topic for this part by
reading out the examiner script. Conduct a
short interview with the candidate by asking
the questions provided on this topic.
This part is assessed.
Part 2: Short talk Approximately 3–4 minutes, including Preparation period for short talk. Read out
1 minute of preparation time the examiner script and give the Speaking
Assessment card to the candidate. The
candidate has up to 1 minute to read the card
and prepare for the talk. Candidates are not
allowed to make any written notes.
Short talk. The candidate talks on their own
about the topic on the card. The candidate
can keep the card until the end of the short
talk.
Part 3: Approximately 3–4 minutes Read out the examiner script and conduct a
Discussion discussion using the questions related to the
topic in Part 2.
The total duration of the Speaking test, from the beginning of the introduction to the end of Part 3,
should be 10–15 minutes and recorded in full.

Administration of the Speaking test

Further information about the administration of the Speaking tests is provided in the Cambridge Handbook,
available from our website.
Using the samples database

The samples database explains everything you need to know about administering Speaking tests.
Use the database to find out:

• when and how to submit your marks for moderated Speaking tests
• when and how to submit your candidates’ work
• which forms to complete and return with your candidates’ work.
The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e., 0510 for this syllabus).
The database will then take you to the information you need, including dates and methods of submission of
candidates’ marks and work, as well as any forms you may need to complete.
Recording and submitting candidates’ marks and work

Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates
and methods of submission of candidates’ marks and work. You should follow the instructions for Paper 3
Speaking Test (0510) on the samples database.
You should record marks on the Speaking Examination Summary Form which you should download each
year from the samples database at www.cambridgeinternational.org/samples. Follow the instructions on
the form to complete it. The marks on these forms must be identical to the marks you submit to Cambridge
International.
Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements
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.)
You can find further information on the process of internal moderation on the samples database at
www.cambridgeinternational.org/samples
You should record the internally moderated marks for all candidates on the Speaking Examination Summary
Form and submit these marks to Cambridge International according to the instructions set out in the
Cambridge Handbook for the relevant year of assessment.

External moderation
Cambridge International will externally moderate all internally assessed components.
• You must submit the marks of all candidates to Cambridge International.

• You must also submit the marked work of a sample of candidates to Cambridge International.
The sample you submit to Cambridge International should ideally include examples of the marking of each
teacher. The samples database at www.cambridgeinternational.org/samples explains how the sample will
be selected.
The samples database at www.cambridgeinternational.org/samples also provides details of how to submit

the marks and work.
External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.
Speaking assessment criteria

Candidate performance in the interview, short talk and discussion parts of the test will be assessed using the
marking criteria below.
Guidance on using levels-based mark schemes

Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across
the whole range of marks, where appropriate.
The marker should listen to the work and then make a judgement about which level statement is the best fit.
In practice, work does not always match one level statement precisely so a judgement may need to be made
between two or more level statements.
Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:
• If the candidate’s work convincingly meets the level statement, award the highest mark.
• If 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).
• If the candidate’s work just meets the level statement, award the lowest mark.
Marking criteria – interview, short talk and discussion (40 marks)

Marks are awarded for the following criteria:
• grammar (maximum of 10 marks)
• vocabulary (maximum of 10 marks)
• development (maximum of 10 marks)
• pronunciation (maximum of 10 marks)
Give a mark out of 10 for each criterion and then add these marks to give an overall total out of 40.

Description
Level Grammar Vocabulary Development Pronunciation Marks
5 • a range of • a wide range of • responses are • pronunciation is 9–10

simple and vocabulary used relevant and clear
complex precisely to consistently • intonation is
structures used discuss a variety well-developed frequently used
• structures are of ideas, facts • communication effectively to
used mostly and opinions is maintained convey intended
accurately; with ease meaning
errors are
rare and do
not impede
understanding
4 • a range • a sufficient • responses • pronunciation 7–8

of simple range of are relevant is mostly clear;
structures vocabulary used and mostly inaccuracies
used; complex appropriately to developed do not impede
structures are discuss a variety • communication communication
attempted of ideas, facts is maintained • intonation is
• simple and opinions with occasional sometimes used
structures are support effectively to
used mostly convey intended
accurately; meaning
errors often
occur when
attempting
to use more
complex
structures
but these do
not impede
understanding
3 • a range • a range of • responses are • pronunciation 5–6

of simple vocabulary relevant with is mostly clear;
structures used mostly attempts at inaccuracies
used; complex appropriately to development occasionally
structures discuss simple • communication impede
occasionally ideas, facts and is maintained communication
attempted opinions but with • intonation is
• simple frequent rarely used
structures may support effectively to
not be used convey intended
accurately; meaning
errors may
impede
understanding

Description
Level Grammar Vocabulary Development Pronunciation Marks
2 • a limited range • a limited range • responses are • pronunciation 3–4

of only simple of vocabulary mostly relevant is frequently
structures used used to discuss but limited unclear;
• structures rarely basic facts and • communication inaccuracies
used accurately; opinions may not always often impede
errors frequently be maintained communication
impede even with • intonation
understanding frequent is not used
support effectively to
convey intended
meaning
1 • response • insufficient • responses • pronunciation 1–2

limited to widely vocabulary to are brief and is unclear
spaced single convey the most infrequent and impedes
words or short basic facts and • communication communication
phrases opinions is not achieved • intonation is not
even with a feature
frequent
support
0 • No creditable • No creditable • No creditable • No creditable 0

response. response. response. response.

5 What else you need to know
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
Before you start

Previous study
We recommend that learners starting this course should have studied an English as a Second Language
curriculum such as the Cambridge Lower Secondary programme or equivalent national educational framework.
Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each
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.
Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus, provided that the accommodating centre can make appropriate
arrangements to conduct and assess the Speaking test, and submit the required sample and paperwork to
Cambridge International for external moderation. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE English as a Second Language (0511) (Count-in Speaking)
• Cambridge IGCSE (9–1) English as a Second Language (0993/0991)
• Cambridge IGCSE First Language English (0500)
• Cambridge IGCSE (9–1) First Language English (0990)
• Cambridge O Level English Language (1123)
• Cambridge IGCSE English (as an Additional Language) (0472)
• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

What else you need to know
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
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 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 for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
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 www.cambridgeinternational.org/eoguide
Retakes and carry forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries
Marks achieved in Paper 3 Speaking can be carried forward to future series, subject to the requirements set
out in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Candidates cannot resubmit, in whole or in part, coursework or Speaking tests from a previous series. To
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 www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination in our syllabuses and assessment
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.
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
• 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
• 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.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘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 IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified
in the syllabus.
• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students
are more likely to be successful
– help students choose the most suitable course or career.

Changes to this syllabus for 2024, 2025 and 2026

The syllabus has been reviewed and revised for first examination in 2024. This is version 3, published
April 2024.
You must read the whole syllabus before planning your teaching programme.
Changes to version 3 of the syllabus, published April 2024
Changes to syllabus content • We have added information on where the Listening answer sheets
can be found on our public website. Please see the Details of
assessment section on page 19.
• We have updated wording in the description of the Speaking test.
Please see the Details of the assessment section on page 22.
Other changes • We have updated wording around sample submission and examiner
instructions in the Teacher’s/Examiner’s Notes for the Paper 3
Speaking test.
Changes to version 2 of the syllabus, published March 2022
Changes to syllabus content • We have added further information about marking and submitting
the Paper 3 Speaking test.
Please see the Details of the assessment section from page 21.
Changes to version 1 of the syllabus, published October 2021
Changes to syllabus content • Tiering has been removed from the qualification.
• Learner attributes have been added to the syllabus.
• The syllabus aims have been updated.
• The subject content has been revised and a guidance column has
been added for support.
• A glossary on the different text types used in the qualification has
been added to the syllabus.
Changes to assessment • There are three papers taken by all candidates:

(including changes to – Paper 1 Reading and Writing
specimen papers)
– Paper 2 Listening
– Paper 3 Speaking.
• The assessment objectives have been updated.
• The mark schemes for all papers have been revised.
Paper 1 Reading and Writing

• The summary task has been removed and replaced with a multiple-
choice question.
• The duration of this paper is 2 hours.
continued

Changes to assessment Paper 2 Listening

(including changes to
• The Listening paper is now 100% multiple-choice.
specimen papers) continued
• The total number of marks for this component is now 40. The
duration of the test is now approximately 50 minutes.
• Candidates answer 40 multiple-choice questions. At the end of
the test, candidates transfer their answers on to a separate answer
sheet.
Paper 3 Speaking
• The total number of marks for this component has increased from
30 to 40 marks.
• Candidates are assessed on three parts: an interview, a short talk
and a discussion.
• Candidates are only given a Speaking assessment card for
part 2 (short talk). The questions for part 1 (interview) and part 3
(discussion) are listed in the teacher/examiner notes and are not
handed to candidates.
Other changes • The syllabus is no longer in a shared document with IGCSE English
as a Second Language (0511) (Count-in Speaking).
• The teacher/examiner notes have been simplified and made more
accessible.
• New support materials will be available for this syllabus. Existing
support materials will be updated to reflect the revised syllabus and
specimen materials.
In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
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.
Any textbooks endorsed to support the syllabus for examination from 2024 are suitable for use
with this syllabus.

School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve
the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, contact us at
[email protected] 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.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org
© Cambridge University Press & Assessment October 2021

2024 2026 Syllabus

Uploaded by

Copyright:

Available Formats

2024 2026 Syllabus

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2024 2026 Syllabus

Uploaded by

Copyright:

Available Formats

Syllabus

© Cambridge University Press & Assessment October 2021

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

3 Subject content ..........................................................................................................11

4 Details of the assessment .........................................................................................17

5 What else you need to know .................................................................................... 27

Important: Changes to this syllabus

1 Why choose this syllabus?

Students can choose from 70 subjects in any combination – it is

Cambridge IGCSE English as a Second Language

responsible, seeking opportunities to use and develop their language skills

innovative, using language creatively to express ideas and information

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

Back to contents page www.cambridgeinternational.org/igcse 4

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/igcse 5

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

• Cambridge Professional Development Qualifications

Supporting exams officers

Back to contents page www.cambridgeinternational.org/igcse 6

The aims are to:

Cambridge Assessment International Education is an education organisation and politically

Back to contents page www.cambridgeinternational.org/igcse 7

All candidates take: and:

Paper 1 2 hours Paper 2 Approximately 50 minutes

Candidates must also take:

Paper 3 Approximately 10–15 minutes

Information on availability is in the Before you start section.

Back to contents page www.cambridgeinternational.org/igcse 8

Back to contents page www.cambridgeinternational.org/igcse 9

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

AO4 Speaking separately endorsed

Assessment objectives as a percentage of each component

Paper 1 Paper 2 Paper 3

AO3 Listening 0 100 0

AO4 Speaking 0 0 100

Total 100 100 100

Back to contents page www.cambridgeinternational.org/igcse 10

Back to contents page www.cambridgeinternational.org/igcse 11

• select relevant details • a range of reading strategies:

Back to contents page www.cambridgeinternational.org/igcse 12

• communicate factual • purpose of a text: informational, argumentative, discursive

• produce written texts that • grammatical structures

• select and organise • linking devices for different purposes:

Back to contents page www.cambridgeinternational.org/igcse 13

Back to contents page www.cambridgeinternational.org/igcse 14

• engage in different • interviews – transactional conversations (factual information)

• communicate showing • pronunciation of language when teaching new words, phrases or

Back to contents page www.cambridgeinternational.org/igcse 15

Glossary of text types

Text type What it means

dialogue Any type of spoken interaction between two people.

instructions A text (written or spoken) which tells you how to do something.