Syllabus: Cambridge International AS & A Level AS French 8129 A Level French 9094 For Centres in Mauritius

Syllabus
Cambridge International
AS & A Level
AS French 8129
A Level French 9094
For centres in Mauritius
Use this syllabus for exams in 2024.
Exams are available in the June series.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certification of Secondary Education.
Changes to the syllabus for 2024
The syllabus has been updated. The latest syllabus is version 1, published September 2021.
Section 4.2: The topics for Component 3: Essay, have been updated.
Section 4.3: The texts for Component 4: Texts, have been updated.
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 University Press & Assessment September 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
Introduction............................................................................................................................... 4
Why choose Cambridge International?
Why choose Cambridge International AS & A Levels?
Why choose Cambridge International AS & A Level French?
Supporting teachers
1 Assessment at a glance..................................................................................................... 9
2 Syllabus aims and assessment objectives.....................................................................11

2.1 Syllabus aims
2.2 Assessment objectives
3 Topic areas........................................................................................................................ 12
4 Description of components............................................................................................. 13
4.1 Component 2: Reading and Writing
4.2 Component 3: Essay
4.3 Component 4: Texts
4.4 Component 5: Listening Comprehension
4.5 Component 6: Transfer of Meaning
5 Topic areas: further guidance......................................................................................... 16
6 Mark Schemes.................................................................................................................. 18
7 Other information............................................................................................................. 26
Language
Accessibility and equality
Exam administration
Retakes
Grading and reporting
How students, teachers and higher education can use the grades
Cambridge International AS & A Level French syllabus. Introduction
Syllabus for examination in 2024.
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 students to progress from one stage to the next, and are well supported by teaching and learning
resources.
We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.
We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with
leading universities has helped us make sure our syllabuses encourage students to master the key concepts in
the subject and develop the skills necessary for success in higher education.
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, US
Back to contents page www.cambridgeinternational.org/alevel 4

Why choose Cambridge International AS & A Levels?

The best motivation for a student is a real passion for the
subject they’re learning. By offering students a variety of
fident
Cambridge International AS & A Levels, you can give them the Con
greatest chance of finding the path of education they most want
to follow. With over 50 subjects to choose from, students can
d
select the ones they love and that they’re best at, which helps
Engage
motivate them throughout their studies.
Cambridge
Following a Cambridge International AS & A Level programme learner
helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
igher order thinking skills – analysis, critical thinking,
• h
problem solving
• presenting ordered and coherent arguments
• independent learning and research.
Our approach in Cambridge International AS & A Level encourages learners to be:

• 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.
School feedback: Cambridge students develop a deep understanding of subjects

and independent thinking skills.
Feedback from: Principal, Rockledge High School, USA

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. Every year thousands of students with Cambridge
International AS & A Levels gain places at leading universities worldwide. They are valued by top universities
around the world including those in the UK, US (including Ivy League universities), Europe, Australia, Canada
and New Zealand.
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 International AS & A Level and found
it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their
Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A
Levels by leading universities worldwide.
Learn more
For more details go to www.cambridgeinternational.org/recognition
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 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.
School feedback: The depth of knowledge displayed by the best A Level students
makes them prime targets for America’s Ivy League universities
Feedback from: Yale University, USA

Why choose Cambridge International AS & A Level French?

About the syllabus
Cambridge International AS & 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 candidates who are beginning this course should have previously completed a Cambridge
O Level or Cambridge IGCSE™ assessment/course or equivalent in French.
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.
A Cambridge International AS Level in a language provides a suitable foundation for the study of the language
at Cambridge International A Level and thence for related courses in higher education. Depending on local
university entrance requirements, it may permit or assist progression directly to university courses in languages
or some other subjects. It is also suitable for candidates intending to pursue careers or further study in
languages, or as part of a course of general education.
We recommend learners check the Cambridge recognition database and university websites to find the most
up-to-date entry requirements for courses they wish to study.
School feedback: Cambridge International AS & A Levels prepare students well

for university because they’ve learnt to go into a subject in considerable depth. There’s
that ability to really understand the depth and richness and the detail of a subject. It’s a
wonderful preparation for what they are going to face at university.
Feedback from: US Higher Education Advisory Council

Supporting teachers
Support materials
We provide a wide range of resources so that you can give your students the best possible preparation for
Cambridge International AS & A Level.
Find out more at Mauritius School Support www.cambridgeinternational.org/mauritius
A range of additional support materials is available online from the School Support Hub. This syllabus shares
content with other French syllabuses. Go to www.cambridgeinternational.org/support (username and
password required) for Cambridge International AS & A Level French. If you do not have access, speak to the
School Support coordinator at your school.
Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications.

Cambridge International AS & A Level French syllabus. 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
A Level AS Language Examined in
French 9094 8129 June only
These syllabuses are available to private candidates.
Scheme of assessment summary

Where a component is common to two or more qualifications, grading of each qualification is carried out
separately.
Component 2 Component 3 Component 4 Component 5 Component 6

Reading and Essay Texts Listening Transfer of
June Writing Comprehension Meaning
duration weighting duration weighting duration weighting duration weighting duration weighting
A Level 1 hour 1 hour 2 hours 1 hour 1 hour

c. 23% c. 13% c. 27% c. 17% 20%
(9094) 45 mins 30 mins 30 mins 15 mins 45 mins
AS
1 hour 1 hour
Language 70% 30% n/a n/a n/a n/a n/a n/a
45 mins 30 mins
(8129)

Cambridge International AS & A Level French syllabus. Assessment at a glance
Combining this with other syllabuses

Candidates may combine the syllabuses in this booklet 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
In addition:
• Syllabus 8129 may not be taken in the same series with 8682 French Language
• Syllabus 9094 may not be taken in the same series with 9716 French.

Cambridge International AS & A Level French syllabus. Syllabus aims and assessment objectives
2 Syllabus aims and assessment objectives
2.1 Syllabus aims

The Cambridge International AS & A Level French syllabus aims to:
• develop the ability to understand French in a variety of registers
• enable students to communicate confidently and clearly in French
• 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 French 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 French, drawn from a variety of sources such as magazines,
newspapers, reports, books and other forms of extended writing
• manipulate French accurately, choosing appropriate examples of lexis and structures; to transfer meaning
into French
• select information and present it in French
• organise arguments and ideas logically
• understand and respond to authentic contemporary spoken French drawn from a variety of sources such
as recorded news items, telephone messages, announcements, talks and discussions.

Cambridge International AS & A Level French syllabus. Topic areas
3 Topic areas
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 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.
All textual material used in the examinations will be drawn from the topic areas below, with reference to the
country or countries where French is spoken. More guidance on the topic areas is given in section 5.
• Human relationships
• Family
• Generation gap
• Young people
• Patterns of daily life
• Urban and rural life
• The media
• Food and drink
• Law and order
• Philosophy and belief
• Health and fitness
• Work and leisure
• Equality of opportunity
• Employment and unemployment
• Sport
• Free time activities
• Travel and tourism
• Education
• Cultural life/heritage
• War and peace
• Social and economic development
• Scientific and medical advances
• Technological innovation
• Environment
• Conservation
• Pollution
• Contemporary aspects of the country or countries where French is spoken

Cambridge International AS & A Level French syllabus. Description of components
4 Description of components

1 hour 45 minutes, 70 marks
Two passages in French 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. French 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).

A list of five topics, selected from the topic areas in section 3, is published below. The list changes every year.
A question will be set on each of the five topics; candidates choose one question and write an essay in French
of 250–400 words. Of the 40 marks available, 24 are for the Quality of Language and 16 for the Content (see
section 6, Mark Schemes).
Set topics for examination in 2024
1 La vie urbaine et rurale

2 L’alimentation et les boissons
3 Le sport
4 Vie culturelle et patrimoine
5 La guerre et la paix


2 hours 30 minutes, 75 marks
Candidates answer three questions in French. Each question must be on a different text, taken from the list
below. The list 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).
Set texts may not be taken into the examination room.
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.
Note that the list of set texts is different year-on-year. Please ensure that you refer to the table below for
candidates who will sit the exam in 2024.
Set texts for examination in 2024
Section 1 Section 2
1 Le Mariage de Figaro, Beaumarchais 5 Un Secret, Philippe Grimbert
2 Britannicus, Racine 6 Petit Pays, Gaël Faye
3 Eugénie Grandet, Honoré de Balzac 7 La Maison de Claudine, Colette
4 Bonjour Tristesse, Françoise Sagan 8 La Place, Annie Ernaux


A CD will be provided with pre-programmed gaps. Candidates, in groups of no more than 30, will listen to
the CD together. All items will be heard more than once, with some longer items being heard twice or three
times. All rubrics and task descriptions will be in French. Candidates will be given an answer booklet for their
responses. There will be two sections:
Section 1 (10 marks)

Two short, factual items, e.g. news flashes, advertisements, dialogues, telephone messages.
Both verbal and non-verbal responses will be required. Tasks to test comprehension might include:
box-ticking, matching, true/false, entering information on a grid, timetable, programme or other
diagrammatic aid.

Candidates will listen to two extended pieces, taken from a statement or talk given by a single speaker or from
an interview or a discussion involving more than one speaker.
Questions will test overall comprehension of the text and comprehension of specific detail. An overall
assessment of the candidate’s use of French will also be made. There are 30 marks available for
Comprehension and 10 marks for Quality of Language.


Candidates will be required to work from a text or texts in English and expand and explain the material for a
French speaker with limited knowledge of English. Tasks include comprehension questions in French and a
piece of directed writing, also inviting the opinions of the candidate, in response to the source material.

Candidates will be required to translate a short passage into French.

Cambridge International AS & A Level French syllabus. 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 French 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.

Cambridge International AS & A Level French syllabus. 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 French is spoken

• e.g. political, regional, social issues.

Cambridge International AS & A Level French syllabus. Mark Schemes
6 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).

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.


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

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

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

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


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.

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.


Quality of Language: Accuracy (for each extended piece in Section 2)
5 Very Good
High and consistent levels of accuracy. Only minor errors and slips in spelling and agreements and virtually
no problems with transcriptions from the spoken word.
4 Good
Accuracy generally quite consistent, but quite a number of minor errors in spelling and agreements and one
or two more serious lapses in transcriptions from the spoken word.
3 Adequate
Shows evidence of fair understanding of grammatical usage but performance is likely to be patchy and
inconsistent. Still recurrent errors in spelling, agreements and transcriptions from the spoken word.
2 Poor
Evidence of gaps in basic grammar. Frequent errors of an elementary kind, in spelling, agreements and
transcriptions from the spoken word.
0–1 Very poor

Little evidence of grammatical awareness. Persistent serious and elementary errors in spelling, agreements
and transcriptions from the spoken word.


Comprehension questions (16 marks)
The candidate is asked to render the sense of the original without necessarily providing a word for word
translation. As long as the communication of the main points requested is achieved, paraphrase and
circumlocution are acceptable. There are 3 marks for each answer, given on the elements of content. Each
answer requires three statements drawn from the text and each statement will be awarded 1 mark for Content.
An overall award of 4 marks (maximum) is added at the end for Quality of Language.
Piece of directed writing (24 marks)

The marks are divided as follows:
• Reference to the text – 5 marks
• Personal response – 5 marks
This will be marked like a mini-essay according to the variety and interest of the opinions and views expressed,
the response to the original text stimulus and the ability to express a personal point of view. Further, more
detailed guidance for particular 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.

• Quality of Language – 14 marks.

– Accuracy – 5 marks
– Fluency and range – 9 marks
Accuracy
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.
Fluency and range

8–9 Very good
Uses language articulately and fluently with a confident use of a variety of sentence patterns. Wide range of
vocabulary.
6–7 Good
Genuine effort to rise to the demands of fluent expression in French, but has not quite the flair and
confidence of the best candidates. Good range of vocabulary.
4–5 Sound
Expression rather forced and clumsy, perhaps somewhat anglicised. Limited range of sentence patterns.
Adequate range of vocabulary.
2–3 Below average

Almost all sentence patterns are simple. Expression very forced and pedestrian. Vocabulary limited and
pedestrian.
0–1 Poor
Only able to produce the simplest sentence patterns. Complete lack of fluency. Very halting and at times
incoherent. Vocabulary weak.

Cambridge International AS & A Level French syllabus. Other information
7 Other information
Language
This syllabus and the associated assessment materials are available in English only. The associated
assessment materials are in French.
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
www.cambridgeinternational.org/eoguide
• 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
www.cambridgeinternational.org/eoguide
• 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.

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.
Retakes
Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times
as they want to. Cambridge International AS & A Levels are linear qualifications. Candidates must enter for
an option that leads to certification. To confirm what entry options are available for this syllabus, refer to the
Cambridge Guide to Making Entries for the relevant series.
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 (pending) and X (no result) 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 (pending) and X (no result) 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.

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level 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.
Cambridge International AS Level

Assessment at Cambridge International AS Level 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.

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
info@cambridgeinternational.org 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 : info@cambridgeinternational.org www.cambridgeinternational.org
© Cambridge University Press & Assessment September 2021

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Syllabus

© Cambridge University Press & Assessment September 2021

2 Syllabus aims and assessment objectives.....................................................................11

5 Topic areas: further guidance......................................................................................... 16

Why choose Cambridge International?

School feedback: We think the Cambridge curriculum is superb preparation for

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

Why choose Cambridge International AS & A Levels?

Our approach in Cambridge International AS & A Level encourages learners to be:

School feedback: Cambridge students develop a deep understanding of subjects

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

International recognition and acceptance

Cambridge Assessment International Education is an education organisation and politically

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

Why choose Cambridge International AS & A Level French?

Guided learning hours

School feedback: Cambridge International AS & A Levels prepare students well

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

Find out more at Mauritius School Support www.cambridgeinternational.org/mauritius

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

Centres and candidates can choose to take an assessment at either

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

French 9094 8129 June only

These syllabuses are available to private candidates.

Scheme of assessment summary

Component 2 Component 3 Component 4 Component 5 Component 6

A Level 1 hour 1 hour 2 hours 1 hour 1 hour

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

Combining this with other syllabuses

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

2 Syllabus aims and assessment objectives

2.1 Syllabus aims

2.2 Assessment objectives

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

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

4.1 Component 2: Reading and Writing

4.2 Component 3: Essay

Set topics for examination in 2024

1 La vie urbaine et rurale

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

4.3 Component 4: Texts

Set texts may not be taken into the examination room.

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

Set texts for examination in 2024

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

4.4 Component 5: Listening Comprehension

Section 1 (10 marks)

Section 2 (40 marks)

4.5 Component 6: Transfer of Meaning

Section 1 (40 marks)

Section 2 (40 marks)

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

5 Topic areas: further guidance

Human relationships – family – generation gap – young people

War and peace – social and economic development

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

Medical advances – scientific and technological innovation

Environment – pollution – conservation

Contemporary aspects of the country/ies where French is spoken