415060-2020-2022-Syllabus Español PDF

Syllabus
Cambridge International AS & A Level

This booklet covers syllabuses for A level, AS Language, AS Literature and
AS First Language in the specified languages
Afrikaans 8679, 9679

French 8682, 9716
German 8683, 9717
Portuguese 8684, 9718
Spanish 8665, 8673, 8685, 9719
For examination in 2020, 2021 and 2022.
Version 3
Please check the syllabus page at www.cambridgeinternational.org/alevel
to see if this syllabus is available in your administrative zone.
Changes to the syllabus for 2020, 2021 and 2022
The syllabus has been updated. The latest syllabus is version 3, published June 2019.
Changes have been made to section 4.5.2, Set texts for French (9716)
• The asterisk (*) has been removed before ‘Tempête en juin (from Suite Française), Irène Némirovsky’
in the set text table for 2020, as it won’t be examined again in 2021.
Previous changes made to version 2, published May 2018.

Changes have been made to section 4.5.2, Set texts for French (9716):
• For ‘Set texts for examination in 2020 and 2021’ a typographical error has been corrected in the title
of the first text and the author’s name has been changed to the more common usage:
Le Barbier de Séville, Beaumarchais
• For ‘Set texts for examination in 2022’ the autor’s name has been changed to the more common
usage for the first text:
Le Mariage de Figaro, Beaumarchais
Changes have been made to section 4.5.5, Set texts for Spanish (9719):
• For ‘Set texts for examination in 2020’ a typographical error has been corrected in the year of the
‘continuation’ page.
• For ‘Set texts for examination in 2020, 20121 and 2022’ a line has been added to clarify that the
following text is a short story and only this story is to be studied, even when it appears as part of an
anthology:
• Las ataduras, Carmen Martín Gaite (short story)
Significant changes to the syllabus are indicated by black vertical lines either side of the text.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is
the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge.
UCLES 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
Introduction........................................................................................................................... 2
Why choose Cambridge Assessment International Education?
Why Cambridge International AS & A Levels?
Why Cambridge International AS & A Level Afrikaans, French, German, Portuguese and Spanish?
Teacher support
1 Assessment at a glance.................................................................................................. 7
2 Syllabus aims and assessment objectives.................................................................... 10

2.1 Syllabus aims
2.2 Assessment objectives
3 Topic areas.................................................................................................................... 11
4 Description of components........................................................................................... 12
4.1 Component 1: Speaking Test
4.2 Component 2: Reading and Writing
4.3 Component 3: Essay
4.4 Component 4: Texts
4.5 Set texts for Component 4
5 Topic areas: further guidance........................................................................................ 23
6 Mark Schemes.............................................................................................................. 25
7 Administrative guidance on the Speaking Test............................................................. 32

7.1 Conducting the Speaking Test
7.2 Administrative arrangements
7.3 Arrangements for external moderation
8 Other information.......................................................................................................... 36
Equality and inclusion
Language
Grading and reporting
Exam administration
Cambridge International AS & A Level Afrikaans, French, German, Portuguese and Spanish syllabus.
Introduction
Syllabus for examination in 2020, 2021 and 2022
Why choose Cambridge Assessment International Education?

Cambridge Assessment International Education 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 international qualifications are recognised by the world’s best universities and employers,
giving students a wide range of options in their education and career. As a not-for-profit
organisation, we devote our resources to delivering high-quality educational programmes that can
unlock learners’ potential.
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 students to progress from one stage to the next, and are well supported by teaching and
learning resources.
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
with an international education from Cambridge.
Cambridge learners
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 in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially ready to make a difference.
fident
Con
d
Engage
Cambridge
learner
Learn more about the Cambridge learner attributes in Chapter 2 of our Implementing the curriculum
with Cambridge guide at www.cambridgeinternational.org/curriculumguide
2 www.cambridgeinternational.org/alevel Back to contents page

Introduction
Why Cambridge International AS & A Levels?

Cambridge International AS & A Levels are international in outlook, but retain a local relevance.
The syllabuses provide opportunities for contextualised learning and the content has been created
to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including
creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our qualifications to enable students to become
effective learners and to provide a solid foundation for their continuing educational journey. Cambridge
International AS & A Levels give learners building blocks for an individualised curriculum that develops their
knowledge, understanding and skills.
Cambridge International AS & A Level curricula are flexible. It is possible to offer almost any combination
from a wide range of subjects. Cambridge International A Level is typically a two-year course, and
Cambridge International AS Level is typically one year. Some subjects can be started as a Cambridge
International AS Level and extended to a Cambridge International A Level.
Every year thousands of learners with Cambridge International AS & A Levels gain places at leading
universities worldwide. Cambridge International AS & A Levels are accepted and valued by top
universities around the world including those in the UK, US (including Ivy League universities), European
nations, Australia, Canada and New Zealand. Learners should check the university website for specific
entry requirements before applying.
Did you know?

In some countries universities accept Cambridge International AS Levels in their own right as
qualifications counting towards entry to courses in the same or other related subjects. Many students
who take Cambridge International AS Levels also choose to progress to Cambridge International
A Level.
Learn more
For more details go to www.cambridgeinternational.org/recognition
Back to contents page www.cambridgeinternational.org/alevel 3

Introduction
Why Cambridge International AS & A Level Afrikaans, French,

German, Portuguese and Spanish?
About the syllabus
Cambridge International AS and A Levels in languages other than English are accepted by universities and
employers as proof of linguistic ability and understanding. Successful language students gain lifelong skills,
including:
• the ability to communicate confidently and clearly in the target language
• a sound understanding of the nature of language and language study, and of the skills and abilities
required for further study, work and leisure
• insight into the culture and contemporary society of countries where the language is spoken
• better integration into communities where the language is spoken
• positive attitudes towards language learning, towards the speakers of other languages, and towards
other cultures and societies
• skills which can be used in other areas of learning, such as analysis and memory skills.
Guided learning hours

Guided learning hours give an indication of the amount of contact time teachers need to have with learners
to deliver a particular course. Our syllabuses are designed around 180 guided learning hours for Cambridge
International AS Level, and around 360 guided learning hours for Cambridge International A Level.
These figures are for guidance only. The number of hours needed to gain the qualification may vary
depending on local practice and the learners’ previous experience of the subject.
Prior learning
We recommend that learners who are beginning this course should have previously completed a Cambridge
O Level or Cambridge IGCSE® assessment/course or equivalent in the subject.
Progression
A Cambridge International A Level in a language provides a suitable foundation for the study of languages
or related courses in higher education. Equally it is suitable for candidates intending to pursue careers or
further study in languages, or as part of a course of general education.
most up-to-date entry requirements for courses they wish to study.

Introduction
How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions,
please contact us at info@cambridgeinternational.org
If you are not yet a Cambridge school
Learn more about the benefits of becoming a Cambridge school from our website
at www.cambridgeinternational.org/startcambridge
Email us at info@cambridgeinternational.org to find out how your organisation can register to
become a Cambridge school.
Cambridge AICE
Cambridge AICE Diploma is the group award of the Cambridge International AS & A Level. It gives schools
the opportunity to benefit from offering a broad and balanced curriculum by recognising the achievements
of candidates who pass examinations from different curriculum groups.
Learn more
For more details go to www.cambridgeinternational.org/aice
Our research has shown that students who came to the university with a
Cambridge AICE background performed better than anyone else that came to the
university. That really wasn’t surprising considering the emphasis they have on critical
research and analysis, and that’s what we require at university.
John Barnhill, Assistant Vice President for Enrollment Management, Florida State University, USA

Introduction
Teacher support
We offer a wide range of practical and innovative support to help teachers plan and deliver our
programmes and qualifications confidently.
The support package for our Cambridge International AS & A Levels gives teachers access to a worldwide
teaching community enabling them to connect with other teachers, swap ideas and share best practice.
Teaching and learning Exam preparation

• Support materials provide teachers with ideas and • Past question papers and mark schemes so
planning resources for their lessons. teachers can give learners the opportunity
to practise answering different questions.
• Endorsed textbooks, ebooks and digital resources
are produced by leading publishers. We have • Example candidate responses help teachers
quality checked these materials to make sure they understand exactly what examiners are looking for.
provide a high level of support for teachers and
• Principal examiner reports describing learners’
learners.
overall performance on each part of the papers.
• Resource lists to help support teaching, The reports give insight into common
including textbooks and websites. misconceptions shown by learners, which teachers
can address in lessons.
Cambridge
International
AS & A Level
support for
Professional development teachers Learn more
Face-to-face training Find out more about support for this syllabus
We hold workshops around the world to support at www.cambridgeinternational.org/alevel
teachers in delivering Cambridge syllabuses and Visit our online resource bank and discussion forum
developing their skills. at www.cambridgeinternational.org/support
Online training
You can find useful information, as well as share
We offer self-study and tutor-led online training
your ideas and experiences with other teachers, on
courses via our virtual learning environment. A
our social media channels and community forums.
wide range of syllabus-specific courses and skills
courses is available. We also offer training via Find out more at
video conference and webinars. www.cambridgeinternational.org/social-media
Qualifications
We offer a wide range of practice-based qualifications
at Certificate and Diploma level, providing a
framework for continuing professional development.

Assessment at a glance
1 Assessment at a glance
Centres and candidates can choose to take an assessment at either

• Advanced (A) Level or
• Advanced Subsidiary (AS) Level.
Candidates wishing to take a Cambridge International A Level must take all components of the assessment
in the same examination series. It is not possible for candidates to follow a staged assessment of these
qualifications. Centres can offer an AS qualification either as a stand-alone assessment, or as a means of
testing candidates’ skills and competence before they enter for the Cambridge International A Level exam.
See section 4 for an outline of the components.
Note: The use of dictionaries is not permitted in any assessment.
Availability
Note: Not all qualifications are available in all languages.
AS AS AS
A Level Examined in
Language Literature First Language
Afrikaans 9679 8679 n/a n/a November
June and
French 9716 8682 n/a n/a
November
June and
German 9717 8683 n/a n/a
November
Portuguese 9718 8684 n/a n/a June
June and
Spanish 9719 8685 8673 8665
November
These syllabuses are available to private candidates.
Detailed timetables are available from www.cambridgeinternational.org/timetables
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cambridgeinternational.org for the latest information before beginning to teach these syllabuses.

Scheme of assessment summary

Where a component is common to two or more qualifications, grading of each qualification is carried out
separately.
Component 1 Component 2 Component 3 Component 4

Speaking Test Reading and Essay Texts
Writing
duration weighting duration weighting duration weighting duration weighting
A Level
1 hour 1 hour 2 hours
(compulsory 20 mins 20% 35% 15% 30%
45 mins 30 mins 30 mins
Speaking Test1)
A Level Afrikaans
1 hour 1 hour 2 hours
(optional Speaking 20 mins none 45% 20% 35%
45 mins 30 mins 30 mins
Test2)
AS Language
1 hour 1 hour
(compulsory 20 mins 29%
45 mins
50%
30 mins
21% – –
Speaking Test1)
AS Language
Afrikaans 1 hour 1 hour
(optional Speaking
20 mins none
45 mins
70%
30 mins
30% – –
Test2)
AS First 1 hour 2 hours
Language
– – 45 mins
50% – – 30 mins
50%
2 hours
AS Literature – – – – – – 30 mins
100%
1
The compulsory Speaking Test (French, German, Portuguese and Spanish only) contributes to
candidates’ overall grade. Where candidates perform to the appropriate standard, certificates will record
whether a Distinction, Merit or Pass was achieved in the Speaking Test.
2
The optional Speaking Test (Afrikaans only) does not contribute to candidates’ overall grade. Where
candidates perform to the appropriate standard, certificates will record whether a Distinction, Merit or
Pass was achieved in the Speaking Test.

Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge International
syllabus, except:
• syllabuses with the same title at the same level.
In addition, where a component contributes to different awards, candidates may not take more than one of
those awards in the same examination series:
• Cambridge International A Level candidates may not take a Cambridge International AS Level
qualification in the same language in the same series
• Cambridge International AS Level candidates may not take the Cambridge International A Level
qualification in the same language in the same series
• AS First Language candidates may not take AS Literature or AS Language in the same language in the
same series
• AS Language candidates may not take AS First Language in the same language in the same series
• AS Literature candidates may not take AS First Language in the same language in the same series.
Note: Candidates may take AS Language and AS Literature in the same language in the same series

Syllabus aims and assessment objectives
2 Syllabus aims and assessment objectives
2.1 Syllabus aims

Cambridge International AS & A Level syllabuses in languages other than English aim to:
• develop the ability to understand a language from a variety of registers
• enable students to communicate confidently and clearly in the target language
• form a sound base of skills, language and attitudes required for further study, work and leisure
• develop insights into the culture and civilisation of the countries where the language is spoken, including
the study of literary texts where appropriate (this does not apply to AS Language qualifications)
• encourage positive attitudes to language learning and a sympathetic approach to other cultures and
civilisations
• support intellectual and personal development by promoting learning and social skills.
2.2 Assessment objectives

The examinations are designed to assess candidates’ linguistic competence and their knowledge of
contemporary society. In the exams, candidates will be expected to:
• understand and respond to texts written in the target language, drawn from a variety of sources such as
magazines, newspapers, reports, books and other forms of extended writing
• manipulate the target language accurately in spoken and written forms, choosing appropriate examples
of lexis and structures
• select information and present it in the target language
• organise arguments and ideas logically.

Topic areas
3 Topic areas
All textual material used in the examinations will be drawn from the topic areas below, with reference to the
country or countries where the language is spoken. More guidance on the topic areas is given in section 5.
• Human relationships • Sport

• Family • Free time activities
• Generation gap • Travel and tourism
• Young people • Education
• Patterns of daily life • Cultural life/heritage
• Urban and rural life • War and peace
• The media • Social and economic development
• Food and drink • Scientific and medical advances
• Law and order • Technological innovation
• Philosophy and belief • Environment
• Health and fitness • Conservation
• Work and leisure • Pollution
• Equality of opportunity • Contemporary aspects of the country or countries
• Employment and unemployment where the language is spoken

Description of components
4 Description of components

20 minutes, 100 marks
There is no question paper for the Speaking Test.
This component description should be read in conjunction with section 6 (Mark Schemes), and section 7
(Administrative guidance on the Speaking Test). It is important that the timings listed for the individual parts
of the test are adhered to, within the tolerances given.
Centres/Ministries must appoint a local examiner to conduct the Speaking Test.
Section 1: Presentation
No more than 3½ minutes, 20 marks
The candidate gives a presentation, which they will have prepared in advance, lasting about three minutes,
on a specific topic taken from one of the topic areas listed in section 3.
The presentation must demonstrate the candidate’s knowledge of the contemporary society or cultural
heritage of a country where the target language is spoken. Candidates who do not do this will have their
mark for Content/Presentation halved (see section 6, Mark Schemes). There must not be a close relationship
between the subject matter of the presentation and the texts studied for Component 4. Centres wanting
further advice on acceptable subject matter should contact the Cambridge International Languages Group.
The candidate should be able to present relevant facts, express opinions and hypotheses, and put forward
points for discussion.
Ideally, the candidate should prepare a topic in which they have a personal interest, aiming to give a lively
and interesting presentation. Candidates may prepare a ‘cue card’ (such as a postcard) in the target language
to remind them of the main points they wish to make, to bring into the examination room. Candidates may
also bring in a limited quantity of illustrative material, such as maps, diagrams, statistics, pictures or short
articles.
A script of the presentation is not allowed.
Examiners will only interrupt candidates to ask questions if the presentation shows no sign of finishing after
3½ minutes, or to prompt a candidate having obvious difficulty in continuing with their presentation.

Section 2: Topic conversation

7–8 minutes, 40 marks
The presentation will lead into a conversation about the chosen topic. During the presentation, the examiner
can make notes in order to help them ask appropriate questions. Candidates must be prepared to supply
additional factual material where appropriate and to express and defend a point of view. In order to give the
candidate every opportunity to do this, examiners will use open-ended questions (such as ‘tell me more
about...’, ‘why…?’, ‘how…?’), rather than closed questions which may be answered by ‘yes/no’. When
choosing a topic, candidates should consider how the subsequent conversation might develop: if they
cannot think of six or more possible questions that the examiner could ask, the topic is unlikely to be a
fruitful source of discussion.
The examiner will encourage the candidate to contribute as much as possible to the conversation. As part of
this, the candidate is required to seek information from and the opinions of the examiner, and must be given
every opportunity to do so (see section 6, Mark Schemes).
Section 3: General conversation

8–9 minutes, 40 marks
At the end of the Topic conversation the examiner will announce the transition to the General conversation.
This section begins with fairly straightforward questions about the candidate’s background and interests,
and moves quickly on to a more mature conversation discussing more abstract and/or current issues within
the general topic areas.
The subjects covered in this section will depend on the candidate’s interests and the subject of the
presentation: for example, it would not be appropriate to continue talking about the environment if the
candidate has already chosen to discuss ecology for the topic.
Candidates should be able to discuss some matters of current interest, though examiners should not expect
candidates to be well informed on all matters of serious contemporary concern. If the candidate seems
unresponsive, the examiner will try a change of topic.
For example, the examiner might begin this section with questions such as ‘How do you spend your spare
time?’, leading rapidly to matters of contemporary interest/current affairs. The type of question is important:
closed questions may, of course, be used to gain some information on the candidate’s interests, but open-
ended questions beginning with ‘why...?’, ‘how...?’, or ‘what do you think about...?’ will give the candidate
more scope in their responses.
Each ‘starter’ question could, depending on the reaction of the candidate, lead away from factual matters
towards more abstract areas, for example:
• ‘How long have you lived here?’ could lead on to ‘What do you think of the area?’ → ‘What would attract
people to the area/make them leave it?’ → ‘What would be your ideal place to live and why?’
• ‘What subjects are you studying?’ → ‘What do you think of the way you’ve been taught?’ → ‘How could
it be improved?’ → discussion of school/education system, comparison with other countries.

The General Conversation section might develop as follows:
• ‘What do you do in your spare time?’
Answer: ‘Sport’ Answer: ‘Watch TV’

Supplementary questions – taking part?/ Supplementary questions – what sort of
watching?/team/individual? programmes/news?
→ Why? This might develop along the lines of whether
This could develop along sport/health lines, the news is unbiased/censorship in general.
necessity for sport in schools, success/failure → Films? what makes a film successful,
of national teams. importance of stars and why; national or
→ Feelings of nationalism/nationality; drugs in international film industries, subsidies for the
sport etc, all according to the responses of the Arts, etc.
candidate. Any of these areas of discussion Documentaries? → are they merely
could lead to violence in sport → society, the entertainment, or a genuine educational
need for government intervention/control → experience? are they sensationalised? → power
politics etc. of the media, etc.
Reference may be made to a candidate’s reading but candidates must not be examined in detail on the
content of any set books. Questions will act as stepping-stones to the discussion of wider issues.
Candidates must seek information and opinions from the examiner, and should be given every opportunity
to do so (see section 6, Mark Schemes).
The General Conversation section might only cover two or three topic areas, possibly more if the examiner
has difficulty finding something the candidate is interested in, or can talk about. Candidates who cannot
sustain the conversation at a level appropriate to a 17/18+ examination (when given every opportunity to do
so) cannot expect a high mark.
Important note:
It is intended that both conversation elements will be lively and spontaneous. Teachers should warn their
candidates not to produce chunks of pre-learned material since Cambridge International’s moderators
are advised to penalise candidates who do so. Equally, teachers who may also be conducting the final
examination should guard against over-rehearsing the tests in advance. Any suspicion of collusion in the
conduct of speaking tests (e.g. pre-prepared questions, candidates or teachers using pre-determined scripts)
will be dealt with in accordance with Cambridge International’s Malpractice procedures.


1 hour 45 minutes, 70 marks
Two passages in the target language are set which deal with related themes.
Candidates answer specific and general comprehension questions on the two passages, and respond to a
task requiring a summary or comparison of issues raised. The target language will be used for all questions
and answers.
The passages will have been written during the last twenty years, and will reflect the international scene.
In addition:
• the two passages, taken together, will not exceed 750 words
• on the first passage, two tests (5 marks each) will cover vocabulary recognition and grammatical
manipulation. These will be followed by a series of comprehension questions (15 marks for Content and
5 marks for Quality of Language)
• on the second passage, there will be a series of comprehension questions (15 marks for Content and
5 marks for Quality of Language)
• the last question will require candidates to write about 140 words, drawing information from both
passages and adding their own opinions, (10 marks for information drawn from the passages, 5 marks
for personal response to the material, and 5 marks for Quality of Language).

1 hour 30 minutes, 40 marks
A list of five topics, selected from the topic areas in section 5, is published below for each year of
examination. The list changes every year. A question will be set on each of the five topics corresponding
to the year of examination; candidates choose one question and write an essay in the target language of
250–400 words. Of the 40 marks available, 24 are for the Quality of the Language and 16 for the Content
(see section 6, Mark Schemes).
Set topics for examination Set topics for examination Set topics for examination
in 2020: in 2021: in 2022:
1 Generation gap 1 Patterns of daily life 1 Young people

2 Health and fitness 2 Food and drink 2 The media
3 Education 3 Employment and 3 Equality of opportunity
4 Technological innovation unemployment 4 Free time activities
5 Conservation 4 Social and economic 5 Scientific and medical
development advances
5 Environment


2 hours 30 minutes, 75 marks
Candidates answer three questions in the target language. Each question must be on a different text, taken
from the list corresponding to the year of examination in section 4.5. The list for each year is divided into
two sections: candidates must choose at least one text from each section.
Each question is marked out of 25. Candidates are advised to write between 500 and 600 words.
Candidates who write more than 600 words will not be placed higher than the 16–17 category for that
answer (see section 6, Mark Schemes).
Unannotated set texts may be taken into the examination room. These texts must not have been written in
or marked in any way. Where any Editors’ Notes appear at the beginning or end of a set text, these must be
separated off with an elastic band.
Section 1
Candidates are given a choice of two questions for each text.
For each text in this section there will be an extended passage taken from the text followed by either a single
question or a number of short questions. This will not be a context passage (the location of the passage is
given) but a stimulus to allow candidates to bring a focus to their answer. Candidates are asked to comment
on particular aspects of the passage and/or to indicate how the passage reflects the book as a whole.
The alternative question will be an essay question, similar to those in section 2.
Section 2
For each text there is a choice of two questions focusing on issues central to the text. Candidates are
expected to display detailed knowledge of the text and to show some awareness of how the author conveys
the message of the work.

4.5 Set texts for Component 4

4.5.1 Set texts for Afrikaans
Note that the list of set texts is different for each year. Please ensure that you refer to the table
corresponding to the year in which candidates will sit the examination.
Set texts for examination in 2020
Section 1 Section 2
1 *Mahala, Chris Barnard 4 *Ons wag op die kaptein, Elsa Joubert
2 *Die verdwyning van Mina Afrika, Zuretha Roos 5 Mirakel, Reza de Wet
3 *Sabbatsreis, Annelie Botes 6 Siener in die suburbs, P G du Plessis
* To be examined again in 2021.
Section 1 Section 2
1 *Mahala, Chris Barnard 4 *Ons wag op die kaptein, Elsa Joubert
2 *Die verdwyning van Mina Afrika, Zuretha Roos 5 *Die Ambassadeur, André Brink
3 *Sabbatsreis, Annelie Botes 6 *Kanna hy kô hystoe, Adam Small
Section 1 Section 2
1 Mahala, Chris Barnard 4 Ons wag op die kaptein, Elsa Joubert
2 Die verdwyning van Mina Afrika, Zuretha Roos 5 Die Ambassadeur, André Brink
3 Sabbatsreis, Annelie Botes 6 Kanna hy kô hystoe, Adam Small
For information regarding the examination in 2023, please go to the Cambridge International website
www.cambridgeinternational.org

4.5.2 Set texts for French

Section 1 Section 2
1 *Le Barbier de Séville, Beaumarchais 5
Une saison dans la vie d’Emmanuel, Marie-
2
Madame Bovary, Gustave Flaubert Claire Blais
3 *La Porte étroite, André Gide 6
Le Chercheur d’or, Jean-Marie Gustave Le
Clézio
4 *Kiffe kiffe demain, Faïza Guène
7 *Candide, Voltaire
8
Tempête en juin (from Suite Française),
Irène Némirovsky
Section 1 Section 2
1 Le Barbier de Séville, Beaumarchais 5 *Tanguy, Michel del Castillo
2 *Les jeux sont faits, Jean-Paul Sartre 6 *La Rue Cases-Nègres, Joseph Zobel
3 La Porte étroite, André Gide 7 *Candide, Voltaire
4 *Kiffe kiffe demain, Faïza Guène 8 *No et moi, Delphine de Vigan
Section 1 Section 2
1
Le Mariage de Figaro, Beaumarchais 5
Tanguy, Michel del Castillo
2
Les jeux sont faits, Jean-Paul Sartre 6
La Rue Cases-Nègres, Joseph Zobel
3 La Mare au Diable, George Sand 7 Candide, Voltaire
4 Kiffe kiffe demain, Faïza Guène 8
No et moi, Delphine de Vigan

4.5.3 Set texts for German

Section 1 Section 2
1 *Die Physiker, Friedrich Dürrenmatt 4 *Als Hitler das rosa Kaninchen stahl, Judith
2 *Tschick, Wolfgang Herrndorf Kerr
3 *Homo faber, Max Frisch 5 Weiter leben: Eine Jugend, Ruth Klüger
6 *Liebesfluchten, Bernhard Schlink
Section 1 Section 2
1 *Die Physiker, Friedrich Dürrenmatt 4 *Als Hitler das rosa Kaninchen stahl, Judith
2 *Tschick, Wolfgang Herrndorf Kerr
3 *Homo faber, Max Frisch 5 *Demian, Hermann Hesse
6 Liebesfluchten, Bernhard Schlink
Section 1 Section 2
1 Die Physiker, Friedrich Dürrenmatt 4 Als Hitler das rosa Kaninchen stahl, Judith Kerr
2 Tschick, Wolfgang Herrndorf 5 Demian, Hermann Hesse
3 Homo faber, Max Frisch 6 Professor Unrat, Heinrich Mann

4.5.4 Set texts for Portuguese

Section 1 Section 2
1 *Novos Contos da Montanha, Miguel Torga 1 *A Hora da Estrela, Clarice Lispector
2 Terra Sonâmbula, Mia Couto 2 *A Costa dos Murmúrios, Lídia Jorge
3 *Olhai os Lírios do Campo, Érico Veríssimo 3 Chiquinho, Baltasar Lopes
Section 1 Section 2
1 *Novos Contos da Montanha, Miguel Torga 1 *A Hora da Estrela, Clarice Lispector
2 *A Sibila, Agustina Bessa-Luís 2 A Costa dos Murmúrios, Lídia Jorge
3 Olhai os Lírios do Campo, Érico Veríssimo 3 *A Geração da Utopia, Pepetela
Section 1 Section 2
1 Novos Contos da Montanha, Miguel Torga 1 A Hora da Estrela, Clarice Lispector
2 A Sibila, Agustina Bessa-Luís 2 Os Flagelados do Vento Leste, Manuel Lopes
3 Livro das Horas, Nélida Piñon 3 A Geração da Utopia, Pepetela

4.5.5 Set texts for Spanish

Section 1 Section 2
1 *Los pazos de Ulloa, Emilia Pardo Bazán 1 *Las ataduras, Carmen Martín Gaite
(short story)
2 El caballero de Olmedo, Lope de Vega
2 *Yerma, Federico García Lorca
3 *Sab, Gertrudis Gómez de Avellaneda (ed
Hispanic Texts, MUP) 3 Cuentos Escogidos, Horacio Quiroga
(ed Jean Franco)
4 *El amor en los tiempos del cólera, Gabriel
(Nuestro primer cigarro / La insolación / El
García Márquez
alambre de púa/Yaguaí / Anaconda / Los
fabricantes de carbón / En la noche / Los
pescadores de vigas / La voluntad / El simún /
A la deriva /El hombre muerto / El yaciyateré /
Tacuara –Mansión)
4 *Tala : Lagar, Gabriela Mistral (Cátedra, Letras
Hispánicas)
The following poems are to be studied:
Tala
Muerte de mi madre: La fuga
Alucinación: Riqueza
Gestos: La copa / La medianoche / Dos ángeles
/ Paraíso / La gracia / La rosa
Historias de loca: I La muerte-niña / II La flor del
aire / III La sombra / El fantasma
Materias: I Pan / II Sal / III Agua / V El Aire
América: Dos himnos - I Sol del Trópico / II
Cordillera / El maíz
Saudade: País de la ausencia / La extranjera /
Beber / Todos íbamos a ser reinas/ Cosas
La ola muerta: Muro / Viejo león
Criaturas: Canción de las muchachas muertas /
Deshecha / Confesión / Vieja / Palomas
Lagar
Locas mujeres: La otra / La abandonada /
La ansiosa / La bailarina / La desasida / La
desvelada / La dichosa / La ferverosa / La
fugitiva / La granjera / La que camina / Una
mujer / Una piadosa
Naturaleza: Amapola de California / Hallazgo del
Palmar / La piedra de Parahibuna / Muerte del
mar / Ocotillo / Palmas de Cuba
Desvarío: El reparto / Encargo a Blanca
Guerra: Caída de Europa / La huella
Jugarretas: Doña Venenos / Ocho perritos
Lutos: Aniversario / Luto / Una palabra
Nocturnos: Canto que amabas
Oficios: Herramientas

Set texts for examination in 2020, continued
Religiosas: El regreso
Vagabundaje: Puertas /Emigrada judía
Tiempo: Amanecer / Mañana / Atardecer /
Noche
Epílogo: Último árbol
Religiosas: El regreso
Vagabundaje: Puertas / Emigrada judía
Tiempo: Amanecer / Mañana / Atardecer /
Noche
Epílogo: Último árbol
Section 1 Section 2
1 Los pazos de Ulloa, Emilia Pardo Bazán 1 *Las ataduras, Carmen Martín Gaite
2 *Sab, Gertrudis Gómez de Avellaneda (ed (short story)
Hispanic Texts, MUP) 2 Yerma, Federico García Lorca
3 *El amor en los tiempos del cólera, Gabriel 3 *Tala : Lagar, Gabriela Mistral (Cátedra, Letras
García Márquez Hispánicas)
4 *Lazarillo de Tormes, Anonymous (Cátedra, 4 *La casa de los espíritus, Isabel Allende
Letras Hispánicas)
Section 1 Section 2
1 Sab, Gertrudis Gómez de Avellaneda (ed 1 Las ataduras, Carmen Martín Gaite
Hispanic Texts, MUP) (short story)
2 El amor en los tiempos del cólera, Gabriel 2 Bodas de sangre, Federico García Lorca
García Márquez 3 Tala : Lagar, Gabriela Mistral (Cátedra, Letras
3 Lazarillo de Tormes, Anonymous (Cátedra, Hispánicas)
Letras Hispánicas) 4 La casa de los espíritus, Isabel Allende
4 El alcalde de Zalamea, Calderón de la Barca

Topic areas: further guidance
5 Topic areas: further guidance
Teachers can explore the topic areas in any way they choose. The following examples (which are not
prescriptive) are a useful guide to planning courses. All these suggestions, and other themes chosen by the
teacher from within the topic areas, should be studied with reference to countries/communities where the
language is spoken.
Human relationships – family – generation gap – young people

• family activities; new patterns of family relationships; the status of the elderly and responsibility for their
care
• generation gap; conflicts in the family circle; young people and the older generation; attitudes of young
people to the family environment
• young people; young people and their peer group; young people as a target group for advertisers and
politicians
Patterns of daily life – urban and rural life – the media – food and drink – law and order – philosophy
and belief – health and fitness
• daily routine; school; the individual’s way of life; living conditions
• advantages and disadvantages of urban and rural life; transport and communications; shopping; housing
• the role and influence of the media; the power of advertising
• healthy eating; fast-food; national traditions of eating and drinking
• violence and crime; drug-related crime; the role of the police; law-enforcement
• the role of philosophy and belief in a local, national and an international context; attitudes towards
different beliefs and philosophical issues; philosophical and religious practices/groups; values and
morality
• healthy living; exercise; dieting; drugs; health care provision; stress; AIDS
Work and leisure – equality of opportunity – employment and unemployment – sport – free time
activities – travel and tourism – education – cultural life/heritage
• women in society and in the workforce; equality of opportunity for minority groups
• preparation for work and job opportunities; career plans; qualifications and job routines; plight of
the unemployed, areas of high unemployment; demise of traditional industries; possible solutions,
immigrant workers
• individual and team sports; amateur and professional sport
• value of leisure; balance between leisure and work; planning leisure time
• tourism as a modern phenomenon; friction between tourists and local inhabitants; holidays and foreign
travel
• education systems and types of school; patterns of curriculum; relationship between education and
training; further and higher education provision; examinations
• the world of the arts; significant figures and trends in the arts; the place of culture and the arts in the life
of the nation
War and peace – social and economic development

• conflicts in the world: ethnic, religious, ideological
• positive and negative aspects of social and economic development; recent and predicted trends

Topic areas: further guidance
Medical advances – scientific and technological innovation

• advances in the treatment of disease; ethical issues of medical and other technologies
• cloning; genetic modifications; modern communications systems
Environment – pollution – conservation

• the individual in his/her surroundings; effect of environment on individuals; protest action to protect
one’s locality; ways of contributing to environmental awareness
• global warming; acid rain; air pollution; water pollution; noise pollution; destruction of rain forests;
damage to animal world; solutions and cost implications
• saving endangered species and landscapes
Contemporary aspects of the country/ies where the language is spoken

• e.g. political, regional, social issues

Mark Schemes
6 Mark Schemes

Section 1: Presentation (20 marks)
• Content and Presentation – 10 marks
• Pronunciation and Intonation – 5 marks
• Language – 5 marks
Candidates who make no specific reference to the contemporary society or cultural heritage of a country
where the language is spoken will have their mark for Content and Presentation halved.
Content and Presentation Pronunciation and Intonation Language

Knowledge of facts; ability to
express opinions and raise issues
for discussion.
9/10 Full and well organised 5 Outstanding 5 Has a very good feeling
coverage of the topic; pronunciation and for the language; speaks
ideas and opinions intonation; an occasional fluently and accurately;
included as well as factual slight mistake or shows good use of
points; lively presentation; hesitation. Not relevant idiom and uses a
examiner’s interest necessarily a native wide range of structures
sustained. speaker. and vocabulary.
7/8 Good exposition and 4 Good pronunciation, 4 Speaks fairly fluently and
sound organisation of makes a fair attempt accurately; uses idiom
the topic; makes relevant at correct intonation with a reasonable range of
factual points though may and expression; some structures and vocabulary.
be less good in ideas and mistakes and/or
opinions; presentation hesitation.
somewhat stilted though
keeps examiner’s interest.
5/6 Adequate exposition 3 A fair degree of accuracy 3 May speak with hesitation;
of the topic; few ideas in pronunciation; quite a adequate range of
or opinions; evidence number of errors; some structures and vocabulary;
of preparation but attempt at intonation and no ambiguity of meaning.
presentation pedestrian. expression.
3/4 Material thin; rambling, 2 Intelligible but shows 2 Marked hesitation; limited
repetitious; hardly any marked influence of range of structures and
ideas or opinions; in mother tongue and vocabulary; leading
danger of losing the very many errors of to some ambiguity of
examiner’s interest. pronunciation. meaning.
0/1/2 Very little factual 0/1 Very poor; many gross 0/1 Very marked hesitation;
information; material errors; frequently severe limitations of
irrelevant; vague, incomprehensible. structures and vocabulary;
arguments incoherent; thought processes
little effort at presentation. basically influenced by
mother tongue.

Mark Schemes
Section 2: Topic Conversation (40 marks) and Section 3: General

Conversation (40 marks)
• Comprehension and Responsiveness – 10 marks Range of vocabulary and structures
• Accuracy – 10 marks • Providing Information and Opinions – 5 marks
• Feel for the Language – 10 marks • Seeking Information and Opinions – 5 marks
Comprehension & Responsiveness Accuracy Feel for the Language
9–10 Very good 9–10 Very good 9–10 Very good
No problems of comprehension. Responses are Consistently accurate. Only Has a very good feeling for the
natural and spontaneous even to unexpected occasional minor slips. language and is able to express
questions. Able to present and defend a point concepts fluently in appropriate idiom.
of view in discussion. Negligible influence from the mother
tongue.
7–8 Good 7–8 Good 7–8 Good
Few problems of comprehension. Responds Accuracy generally good, with Has a very good feeling for the
thoughtfully, and copes fairly well with more frequent errors than in the language. Shows competent use
unexpected questions. Reasonably forthcoming very best candidates. Shows a of relevant idiom. Avoids significant
but tends to follow Examiner’s lead. sound basic understanding of influence from mother tongue.
grammatical usage.
5–6 Satisfactory 5–6 Satisfactory 5–6 Satisfactory
Understands questions on basic situations Accuracy indicates a measure Feeling for the language evident
and concepts, but has difficulty with more of competence but with some with some occasional use of relevant
complicated ideas. Some delay in response. obvious and significant gaps in idiom. Thought processes and
Needs encouragement to develop topics. grammatical usage. expression are influenced by mother
OR Relies heavily on prepared responses. tongue.
3–4 Weak 3–4 Weak 3–4 Weak
Has general difficulty in understanding. Limited Generally inaccurate use of the Has scant feeling for the idiom.
response to questions on the majority of topics language. Generally translates literally from the
raised. mother tongue.
0–2 Poor 0–2 Poor 0–2 Poor
Severe problems of comprehension. Very No grasp of grammatical Has no feeling for the foreign target
marked hesitation. Limited responsiveness. accuracy. Errors constant and language.
repeated.
Range of vocabulary and structures

Providing Information and Opinions Seeking Information and Opinions*
5 Very good 5 Very good
Extensive range of appropriate vocabulary. More than one question asked with confidence. Spontaneous or prompted,
Able to use a wide range of structures with but arising out of conversation and relevant to topic under discussion.
confidence. High level of accuracy, using a range of question forms.
4 Good 4 Good
Has sufficient range of vocabulary and Asks more than one question confidently. Spontaneous or prompted, but
structures to handle reasonably mature arising out of conversation and relevant to topic under discussion.
subjects. Questions largely accurate, but forms may be limited.
3 Satisfactory 3 Satisfactory
Limited expression of ideas (but not Capable of asking a minimum of one question. Spontaneous or prompted,
ambiguity) caused by limitations in range of but arising out of conversation and relevant to topic under discussion.
vocabulary and some structures. Has difficulty in formulating questions, but questions comprehensible.
2 Weak 2 Weak
Severe limitations of vocabulary and Severe limitations in asking questions – possibly one question only.
structures restrict discussion to a very basic Question(s) will probably not arise naturally or be relevant to the topic under
level. discussion. Question(s) difficult to understand.
0–1 Poor 0–1 Poor
Very restricted vocabulary. Only simple Questions attempted, but incomprehensible. (1)
sentences and no variety of structure. No questions, even when prompted. (0)
* In the case of candidates who do not ask any questions by the end of the Topic Conversation, Examiners must prompt by asking
Do you have any questions to ask of me? in the appropriate language. The same prompt should be used at the end of the General
Conversation. Candidates will not be penalised for being prompted.

Mark Schemes

Quality of Language – Accuracy (Questions 3, 4 and 5)
5 Very good
Consistently accurate. Only very few errors of minor significance. Accurate use of more complex
structures (verb forms, tenses, prepositions, word order).
4 Good
Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in
spite of lapses. Some capacity to use accurately more complex structures.
3 Sound
Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in
forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions.
2 Below average
Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in
agreement of adjectives.
0–1 Poor
Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect.
Consistent and repeated error.
Additional marking guidance for Quality of Language – questions 3 and 4
The five marks available for Quality of Language are awarded globally for the whole performance on
each set of answers.
A concise answer, containing all mark-bearing components for Content is scored on the full range of
marks for language, i.e. length does not determine the Quality of Language mark.
Answers scoring 0 for Content cannot contribute to the overall Quality of Language mark.
Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the
number of Content marks available for each of these questions and reduce the Quality of Language
mark according to the following table:
Total Content marks available on questions Reduce Quality of Language mark by:
where a candidate scores 0
2–3 1
4–5 2
6–7 3
8–14 4
15 5
Note: A minimum of one mark for Quality of Language should be awarded if there are any Content
marks at all (i.e. 0 Quality of Language marks only if 0 Content marks).

Mark Schemes
Response to the passage (Question 5)

This should be marked as a mini-essay according to the variety and interest of the opinions and views
expressed, the candidate’s response to the original text stimulus, and their ability to express a personal
point of view. Additional guidance on marking specific questions will be given to examiners.
5 Very good
Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a
personal point of view.
4 Good
Not the flair and imagination of the best candidates, but work still shows an ability to express a range
of ideas, maintain interest and respond to the issues raised.
3 Sound
A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to
ideas in the text.
2 Below average
Limited range of ideas; rather humdrum. May disregard the element of response to the text, and
write a largely unrelated free-composition.
0–1 Poor
Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text.
Repeated error.

Mark Schemes

Language (24 marks) Content (16 marks)
21–24 Very good 14–16 Very good

Confident use of complex sentence patterns, Detailed, clearly relevant and well illustrated;
generally accurate, extensive vocabulary, good coherently argued and structured.
sense of idiom.
16–20 Good 11–13 Good

Generally sound grasp of grammar in spite of Sound knowledge and generally relevant;
quite a few lapses; reads reasonably; some some ability to develop argument and draw
attempt at varied vocabulary. conclusions.
10–15 Adequate 7–10 Adequate

A tendency to be simple, clumsy or laboured; Some knowledge, but not always relevant; a
some degree of accuracy; inappropriate use of more limited capacity to argue.
idiom.
5–9 Poor 3–6 Poor

Consistently simple or pedestrian sentence Some attempt at argument, tends to be
patterns with persistent errors; limited sketchy or unspecific; little attempt to structure
vocabulary. an argument; major misunderstanding of
question.
0–4 Very poor 0–2 Very poor

Only the simplest sentence patterns, little Vague and general, ideas presented at random.
evidence of grammatical awareness, very
limited vocabulary.

Mark Schemes

Candidates must write their answers in the target language. Examiners will look for a candidate’s ability to
communicate effectively and will ignore linguistic errors which do not impede communication.
Passage-based questions
Examiners should consider the extent to which candidates have been able to identify the significant
issues raised in the passage and, where appropriate, have applied these to the text as a whole. The
passage is a stimulus passage, to be used as a springboard to give candidates a starting point for their
answer. Examiners should allow candidates to use the passage as they choose, and ask themselves how
successfully the candidates have manipulated their material and to what extent they have shown depth of
awareness and knowledge of the workings of the text under discussion. This is not an exercise in literary
criticism: Examiners should reward candidates whose answers show good understanding of how a text
works and how an author has conveyed the key issues.
Essay questions
A prime consideration is that candidates show detailed knowledge and understanding of the text.
Extracts from Examiners’ Notes

This paper is intended to test candidates’ knowledge of a text and their ability to use this knowledge to
answer questions in a clear and focused manner. A sophisticated literary approach is not expected (though
at the highest levels it is sometimes seen), but great value is placed on evidence of a firsthand response
and thoughtful, personal evaluation of what candidates have read. Candidates may have been encouraged to
depend closely on prepared notes and quotations: quotation for its own sake is not useful, though it will not
be undervalued if used appropriately to illustrate a point in the answer.
Candidates do not tend to show all the qualities or faults described in any one mark-band. Examiners
attempt to weigh all these up at every borderline, in order to see whether the work can be considered for
the category above. At the lower levels, the answer may mention a few ‘facts’ but these may be so poorly
understood, badly organised and irrelevant that it falls into category 10–11; or there may be just enough
sense of understanding and focus for the examiner to consider the 12–13 band. Again, at a higher level,
an answer may be clear, solid and conscientious (perhaps 18–19), without showing quite the control and
attention to perceptively chosen detail which would justify 20 or more.
Examiners take a positive and flexible approach and, even when there are obvious flaws in an answer,
reward evidence of knowledge and especially any signs of understanding and careful organisation.

Mark Schemes
Candidates are expected to write 500–600 words for each of their answers. Candidates who write more
than 600 words cannot be placed higher than the 16–17 category in the Mark scheme.
Marks Description
22–25 Exceptional work. Excellent ability to organise material, thorough knowledge, considerable
sensitivity to language and to author’s intentions, understanding of some literary techniques.
Really articulate and intelligent answers should be considered in this band even if there are
still flaws and omissions.
20–21 Very good. Close attention to detail of passages, controlled structure, perceptive use of
illustration, good insight when discussing characters. Ability to look beyond the immediate
material and to show some understanding of author’s intentions and of underlying themes.
18–19 Thoroughly solid and relevant work. Candidate does not simply reproduce information: can
discuss and evaluate material and come to clear conclusion. Good focus on passages. Some
limitations of insight but coherent, detailed approach and aptly chosen illustrations.
16–17 Painstaking. Sound knowledge of texts; mainly relevant. Some attempt to analyse and
compare, some sense of understanding. Possibly not in full control of material; solid but
indiscriminate. Many very conscientious candidates fall into this category: they tend to write
far too much as they are reluctant to leave out anything they have learnt. Focused, coherent
essays which lack really solid detail but convey a good understanding of the text should also
be considered for this band.
14–15 Fair relevance and knowledge. Better organised than work in the 12–13 band: the candidate
probably understands the demands of the question without being able to develop a very
thorough response. Still a fairly simple, black and white approach. Some narrative and ‘learnt’
material but better control and focus than work in the 12–13 band. Many candidates probably
fall into this category.
12–13 Sound, if simple and superficial, knowledge of plot and characters. Makes assertions without
being able to illustrate or develop points. Probably still too dependent on narrative and
memorised oddments but there may be a visible attempt to relate these to the question.
Can extract one or two relevant points from a set passage.
10–11 Some very basic material but not much sense of understanding or ability to answer the
question. The candidate rarely reads the set passage but uses it as a springboard for
storytelling and memorised bits and pieces about characters. Very general, unspecific
approach. Random, bitty structure. Signs of organisation and relevance should be looked for
in case the answer can be considered for a mark in the 12–13 band.
6–9 Marginally more knowledge here than in the 0–5 band. The candidate may have read the text
but is probably unable to see beyond the barest bones of the plot or half-remembered notes.
Insubstantial; very little relevance. The candidate may have problems with the language and
will be unable to express ideas comprehensibly.
0–5 No discernible material. Often very inadequate language. Marks in this section are awarded
almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of
knowledge, 4 or 5 where there is also a hint of relevance to the question. It is possible for
a candidate to write a whole page demonstrating no knowledge at all (have they read the
book?), or only misunderstood background facts or very vague general remarks unrelated to
either text or question.

Administrative guidance
7 Administrative guidance on the Speaking Test
This guidance should be read in conjunction with the Component 1 description (section 4) and the Mark
Schemes (section 6). There is no question paper for Component 1, the Speaking Test. Information on how
to conduct and assess the Speaking Test, and the website links to the forms required for assessment, are
provided in this syllabus.
7.1 Conducting the Speaking Test

Candidates must be examined singly and face-to-face. Only one examiner may conduct the test. No other
person should normally be present during the examination.
Examination conditions must prevail in the area where the examination takes place. Supervision should be
provided to ensure candidates leaving the interview room do not communicate with those waiting to enter.
In order to put candidates at their ease when they enter the room, the examiner should smile and indicate
where the candidate should sit. A good examiner will usually send a candidate out of the interview smiling,
no matter how good or bad their performance.
Other instructions for examiners:

• no smoking in the examination room
• do not walk about or distract the candidate in any way, for example by doodling or fiddling with papers
• always appear interested, even in mundane matters
• never show undue surprise, impatience or mockery
• never correct a candidate.
7.2 Administrative arrangements

7.2.1 Timing
Speaking Tests take place in the period before the main examination series as notified on the timetable.
Each centre decides on a convenient period within these dates to conduct the Speaking Tests.
7.2.2 Appointment of examiners

(a) For Ministries:
For Ministry centres, the Ministry will appoint the examiner and make arrangements for testing candidates.
(b) For non-Ministry centres:

To maintain a consistent standard only one examiner per centre is recommended. Each centre selects its
own examiner. This is normally a teacher from within the centre’s Languages Department, but could be
a suitably qualified person from outside the centre. A group of centres can choose the same examiner.
Cambridge International is not responsible for any fees agreed.

7.2.3 The Working Mark Sheet

Each candidate’s test should be marked according to the Mark Scheme provided in section 6. Candidates
must be marked as they are being examined and not afterwards from a recording.
All candidates’ marks must be recorded on the Working Mark Sheet. The Working Mark Sheet, and the
instructions for completing it, may be downloaded from www.cambridgeinternational.org/samples. The
database will ask for the syllabus code (e.g. 9716) and your centre number, after which it will take you to the
correct form. Follow the instructions when completing the form.
7.2.4 Selecting a sample to send to Cambridge International

Centres must record the Speaking Test for all candidates. Centres will then select the sample to
send to Cambridge International for external moderation according to the instructions provided
at www.cambridgeinternational.org/samples. Examiners who examine at more than one centre should
provide a separate sample for each centre.
Only the recordings chosen as part of the sample for external moderation must be sent to Cambridge
International. A copy of the sample submitted to Cambridge International as well as all other recordings
must be retained at the centre until the result enquiry period has elapsed as they may be requested by
Cambridge International at a later stage.
See also section 7.3, ‘Arrangements for external moderation’.
7.2.5 Recording of candidates

Centres should ensure, well in advance of the test, that a suitably quiet room is available and that the
recording equipment is in good order. Rooms which are too close to a playground, recreation room or noisy
classroom should be avoided; unnecessary background noise must be excluded.
It is preferable for the tests to be recorded in .mp3 format using a suitable digital voice recorder or sound
recording program on a computer. Each candidate’s file must be saved individually. The Speaking tests
selected to be part of the sample to send to Cambridge International for external moderation should then be
transferred to a standard-format CD. The centre is responsible for supplying CDs for the recording of
its sample for external moderation: these will not be supplied by Cambridge International.
All recording equipment and CDs must be of as high a standard as possible and care should be taken
to ensure that recording quality is good. The recording equipment must be tested in advance, and new,
unrecorded CDs used. The recording level should be tested before the start of the tests. Where possible,
the recording equipment should have external microphones so that separate microphones can be used
for the candidate and the examiner. If only one microphone is being used, it should be placed facing the
candidate. If the candidate is softly-spoken, the microphone should be placed nearer to the candidate before
the start of the test.
Each candidate should be introduced by their candidate number and their name.
For example:
‘Candidate number 047, candidate name Jane Williams’
Recording should be done as unobtrusively as possible and it should be emphasised that the recording is to
check the examiner not the candidate.

Examiners should take care to avoid long gaps and extraneous noise on the recordings.
Once a test has begun, the recording should run without interruption. On no account should the
examiner stop and re-start the recording during a test.
Centres must spot-check recordings at the end of each half day session of examining.
7.2.6 Presentation of the sample for external moderation

The examiner should introduce each CD with the following information:
• Centre number
• Centre name
• Syllabus number
• Syllabus name
• Name of examiner
• Date
At the end of the sample, the examiner should say: ‘End of sample’.
The contents of each CD sent to Cambridge International for external moderation should be clearly labelled.
If a centre discovers that a candidate, whose recording should be sent as part of the moderation sample,
has not been recorded or is inaudible, an email must be sent immediately to Cambridge International.
The email must include:

• the breakdown of the marks of the candidates who have been recorded (as required on the Working
Mark Sheet), as well as the candidate whose recording is unsatisfactory
• detailed notes describing the unrecorded candidate’s performance, mentioning specific features which
led to the award of particular marks, made as soon as possible after discovery of the problem
• comparisons for each section of the test with other candidates included in the sample.
Cambridge International will then advise on the appropriate course of action. In some cases, it will be
necessary to redo the test.
7.3 Arrangements for external moderation

External moderation of internal assessment is carried out by Cambridge International.
• Centres must submit the internally assessed total marks of all candidates to Cambridge International.
• Centres must also submit the internally assessed Speaking tests of a sample of candidates to
Cambridge International. Go to www.cambridgeinternational.org/samples for details of which
candidates are to be included in the sample.
The deadlines and methods for submitting internally assessed marks and work are in the Cambridge
Administrative Guide, available on our website.

Centres must send the following to Cambridge International in the envelope provided:
• a copy of the completed Working Mark Sheet(s) listing the marks for all candidates
• a signed printout of the candidates’ total marks as submitted to Cambridge International
• the recorded sample of candidates according to the instructions at
www.cambridgeinternational.org/samples
• if there are two or more examiners: a copy of the permission from Cambridge International to use more
than one examiner together with the details of the internal moderation procedures implemented by the
centre.
Do not wait until the end of the Speaking Test period before despatching these items.
Copies of the recordings and the Working Mark Sheet(s) should be kept by the centre in case of postal loss
or delay.

Other information
8 Other information
Equality and inclusion

We have taken great care in the preparation of this syllabus and related assessment materials to avoid bias
of any kind. To comply with the UK Equality Act (2010), we have designed this qualification with the aim of
avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access
the assessments and receive recognition of their attainment. Access arrangements will not be agreed if
they give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook, which can be downloaded from
the website www.cambridgeinternational.org/examsofficers
Language
This syllabus is available in English only. The associated assessment materials are in the target language.
Grading and reporting

Cambridge International A Level results are shown by one of the grades A*, A, B, C, D or E, indicating
the standard achieved, A* being the highest and E the lowest. ‘Ungraded’ indicates that the candidate’s
performance fell short of the standard required for grade E. ‘Ungraded’ will be reported on the statement of
results but not on the certificate. The letters Q (result pending), X (no result) and Y (to be issued) may also
appear on the statement of results but not on the certificate.
Cambridge International AS Level results are shown by one of the grades a, b, c, d or e, indicating the
standard achieved, ‘a’ being the highest and ‘e’ the lowest. ‘Ungraded’ indicates that the candidate’s
performance fell short of the standard required for grade ‘e’. ‘Ungraded’ will be reported on the statement
of results but not on the certificate. The letters Q (result pending), X (no result) and Y (to be issued) may also
appear on the statement of results but not on the certificate.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included
all the components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a
Cambridge International AS Level grade.
For the assessment of languages other than English, Cambridge International also reports separate speaking
endorsement grades (Distinction, Merit and Pass), for candidates who satisfy the conditions stated in the
syllabus.

Other information
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.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their
horizons through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge Assessment International Education

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cambridgeinternational.org www.cambridgeinternational.org
® IGCSE is a registered trademark.
Copyright © UCLES September 2017

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Syllabus

Cambridge International AS & A Level

Afrikaans 8679, 9679

Previous changes made to version 2, published May 2018.

2 Syllabus aims and assessment objectives.................................................................... 10

5 Topic areas: further guidance........................................................................................ 23

7 Administrative guidance on the Speaking Test............................................................. 32

Why choose Cambridge Assessment International Education?

2 www.cambridgeinternational.org/alevel Back to contents page

Why Cambridge International AS & A Levels?

Did you know?

Back to contents page www.cambridgeinternational.org/alevel 3

Why Cambridge International AS & A Level Afrikaans, French,

Guided learning hours

most up-to-date entry requirements for courses they wish to study.

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

How can I find out more?

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

Teaching and learning Exam preparation

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

Centres and candidates can choose to take an assessment at either

Note: The use of dictionaries is not permitted in any assessment.

Afrikaans 9679 8679 n/a n/a November

Portuguese 9718 8684 n/a n/a June

These syllabuses are available to private candidates.

Detailed timetables are available from www.cambridgeinternational.org/timetables

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

Scheme of assessment summary

Component 1 Component 2 Component 3 Component 4

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

Combining this with other syllabuses

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

2 Syllabus aims and assessment objectives

2.1 Syllabus aims

2.2 Assessment objectives

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

• Human relationships • Sport

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

4.1 Component 1: Speaking Test

There is no question paper for the Speaking Test.

Centres/Ministries must appoint a local examiner to conduct the Speaking Test.

A script of the presentation is not allowed.

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

Section 2: Topic conversation

Section 3: General conversation

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

The General Conversation section might develop as follows:

• ‘What do you do in your spare time?’

Answer: ‘Sport’ Answer: ‘Watch TV’

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

4.2 Component 2: Reading and Writing

4.3 Component 3: Essay

1 Generation gap 1 Patterns of daily life 1 Young people

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

4.4 Component 4: Texts

The alternative question will be an essay question, similar to those in section 2.

16 www.cambridgeinternational.org/alevel Back to contents page

4.5 Set texts for Component 4

Set texts for examination in 2020

1 Generation gap 1 Patterns of daily life 1 Young people