Syllabus

Cambridge IGCSE™
English as a Second Language 0510
(Speaking Endorsement)
Use this syllabus for exams in 2027, 2028 and 2029.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge?
We work with schools worldwide to build an education that shapes knowledge, understanding and skills.
Together, we give learners the confidence they need to thrive and make a positive impact in a changing world.

As part of the University of Cambridge, we offer a globally trusted and flexible framework for education from
age 3 to 19, informed by research, experience, and listening to educators.

With recognised qualifications, high-quality resources, comprehensive support and valuable insights, we help
schools prepare every student for the opportunities and challenges ahead.

Qualifications that are recognised and valued worldwide

From the world’s top-ranked universities to local higher education institutions, Cambridge qualifications open
doors to a world of opportunities.

Setting a global standard

With over 160 years of experience in delivering fair, valid and reliable assessments to students worldwide, we
offer a global, recognised performance standard for international education.

Your path, your way

Schools can adapt our curriculum, high-quality teaching and learning resources and flexible assessments to
their local context. Our aligned offer helps Cambridge schools support every learner to reach their potential and
thrive.

Learning with lasting impact

Cambridge learners build subject knowledge and conceptual understanding, and develop a broad range of
skills, learning habits and attributes to help make them ready for the world.

Improving learning outcomes through data-led insight and action

Our trusted baseline and diagnostic assessments, together with our insights and evaluation service, help
schools turn data into knowledge and actionable insights, to inform teaching decisions and improve learner
outcomes.

Bringing together a community of experts

We bring together the collective knowledge of experts and our diverse community of educators worldwide,
supporting them to learn from one another and share ideas and information.

Tackling the climate crisis together

We believe that education is key to tackling the climate crisis. Together with Cambridge schools, we can
empower young people with the skills and knowledge to take action on climate change, helping them be ready
for the world.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

© Cambridge University Press & Assessment September 2024

Cambridge International Education is the name of our awarding body and a part of Cambridge University Press & Assessment, which is a
department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

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

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

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

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3 Subject content ..........................................................................................................12

Reading 13
Writing 14
Listening 15
Speaking 16
Glossary of text types 17

4 Details of the assessment .........................................................................................18

Component 1 – Reading and Writing 18
Component 2 – Listening 20
Component 3 – Speaking 22

5 What else you need to know .................................................................................... 28

Before you start 28
Making entries 29
Accessibility and equality 30
After the exam 31
How students and teachers can use the grades 31
Changes to this syllabus for 2027, 2028 and 2029 32

Important: Changes to this syllabus

The latest syllabus is version 1, published September 2024. There are no significant changes
which affect teaching.
Any textbooks endorsed to support the syllabus for examination from 2024 are still suitable for use with this
syllabus.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.

1 Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken
by students at any age. Taught by over 5000 schools in 150
countries, it is tried, tested and trusted.

Students can choose from 70 subjects in any combination,

including 30 languages.

Our programmes promote a thorough knowledge and

understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE English as a Second Language

develops skills for understanding and communicating in a
range of situations in English. These skills include the ability
to understand written and spoken texts, and selecting relevant information from them. This information may
be directly stated or implied. Learners develop the linguistic skills required for progression to further studies
or employment through being able to communicate clearly in writing and speaking, on both familiar and less
familiar topics.

Our approach in Cambridge IGCSE English as a Second Language encourages learners to be:

confident, using a range of language to communicate ideas and information effectively in writing and speaking

responsible, seeking opportunities to use and develop their language skills

reflective, considering different opinions and information in written or spoken form, and responding to them
appropriately

innovative, using language creatively to express ideas and information

engaged, developing different learning strategies and using their language skills in a range of situations.

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

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles Group of Schools, Indonesia

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Why choose this syllabus?

Qualifications that are recognised and valued worldwide

Cambridge qualifications prepare and equip learners with the skills they need to thrive at university and beyond.
The world’s best higher education institutions recognise our qualifications and value the critical thinking skills,
independent research abilities and deep subject knowledge that Cambridge learners bring.

We continually work with universities and colleges in every part of the world to ensure that they understand and
accept our qualifications. Cambridge IGCSE provides a springboard to the Cambridge Advanced stage, as well
as other post-16 routes. The combination of knowledge and skills in Cambridge IGCSE English as a Second
Language gives learners a solid foundation for further study. Candidates who achieve grades A* to C are well
prepared to follow a wide range of courses.

Candidates who achieve grade C overall, with grade 2 in Speaking, in Cambridge IGCSE English as a Second
Language 0510 (Speaking Endorsement) can be considered to be at a level equivalent to B2 on the Common
European Framework of Reference for Languages (CEFR).

Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs or
equivalent to meet their entry requirements.

UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Why choose this syllabus?

Supporting teachers
We believe education works best when teaching and learning are closely aligned to the curriculum, resources
and assessment. Our high-quality teaching support helps to maximise teaching time and enables teachers to
engage learners of all backgrounds and abilities.

We aim to provide the following support for each Cambridge qualification:

• Syllabus
• Specimen question papers and mark schemes
• Specimen paper answers
• Schemes of Work
• Example candidate responses
• Past papers and mark schemes
• Principal examiner reports for teachers

These resources are available on the School Support Hub at www.cambridgeinternational.org/support, our
secure online site for Cambridge teachers. Your exams officer can provide you with a login.

Additional teaching & learning resources are also available for many syllabuses and vary according to
the nature of the subject and the structure of the assessment of each syllabus. These can include ready-
built lesson materials, digital resources and multimedia for the classroom and homework, guidance on
assessment and much more. Beyond the resources available on the Schools Support Hub, a wide range
of endorsed textbooks and associated teaching and learning support are available from Cambridge at
www.cambridge.org/education and from other publishers. Resources vary according to the nature of the
subject and the structure of the assessment of each syllabus.

You can also contact our global Cambridge community or talk to a senior examiner on our discussion forums.

Sign up for email notifications about changes to syllabuses, including new and revised products and services,
at www.cambridgeinternational.org/syllabusupdates

Professional development
Find the next step on your professional development journey.
• Introduction courses – An introduction to Cambridge programmes and qualifications. For teachers who
are new to Cambridge programmes or new to a specific syllabus.
• Focus on Teaching courses – These are for teachers who want to explore a specific area of teaching
and learning within a syllabus or programme.
• Focus on Assessment courses – These are for teachers who want to understand the assessment of a
syllabus in greater depth.
• Marking workshops – These workshops help you become more familiar with what examiners are looking
for, and provide an opportunity to raise questions and share your experiences of the syllabus.
• Enrichment Professional Development – Transform your approach to teaching with our Enrichment
workshops. Each workshop focuses on a specific area of teaching and learning practice.
• Cambridge Professional Development Qualifications (PDQs) – Practice-based programmes that
transform professional learning for practicing teachers. Available at Certificate and Diploma level.

For more information visit www.cambridgeinternational.org/support-for-teachers

Supporting exams officers

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

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to:

• develop learners’ ability to use English effectively for the purpose of practical communication
• develop learners’ awareness of the nature of language and language-learning skills
• develop transferable skills to complement other areas of the curriculum
• promote learners’ personal development and enjoyment.

We are 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.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Syllabus overview

Content overview
Cambridge IGCSE English as a Second Language offers learners the opportunity to develop practical
communication skills in reading, writing, listening and speaking.

Learners will be presented with a variety of texts that will build up their skills in reading and writing. They will
learn to select relevant details, understand the difference between what is directly stated and implied, and
practise writing for different purposes and audiences.

Learners will listen to a range of spoken material, including talks and conversations, to develop listening skills.
Learners will engage in conversations on a variety of topics and develop their skills in responding to different
situations and audiences with a degree of accuracy and clarity.

Cambridge IGCSE English as a Second Language will enable learners to become independent users of English
both to support further study and to communicate effectively in a variety of practical contexts.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Syllabus overview

Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to G.

All candidates take: and:

Component 1 2 hours Component 2 Approximately 50 minutes

Reading and Writing 70% Listening30%
60 marks 40 marks
Candidates respond to six exercises: four reading Candidates listen to five exercises of short and
and two writing longer texts
Structured and essay style questions Multiple-choice style questions
Externally assessed Externally assessed

Marks for the Speaking component do not contribute to the overall grade candidates receive for the written
components. Instead, where candidates perform to an appropriate standard, certificates record separately
the achievements of candidates, with grades 1 (high) to 5 (low) for speaking.

Candidates must also take:

Component 3 Approximately 10–15 minutes

Speaking Separately endorsed
40 marks
Candidates take part in an interview, short talk
and discussion
Internally assessed and externally moderated

Information on availability is in the Before you start section.

Check the timetable at www.cambridgeinternational.org/timetables for the test date window for
Component 3.
Check the samples database at www.cambridgeinternational.org/samples for submission information,
forms and deadlines for Component 3.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Reading
Candidates will be assessed on their ability to:
R1 . demonstrate understanding of specific factual information
R2 . demonstrate understanding of the connections between the ideas, opinions and attitudes
R3 . identify and select details for a specific purpose
R4 . demonstrate understanding of implied meaning

AO2 Writing
Candidates will be assessed on their ability to:
W1. communicate information, ideas and opinions
W2. organise ideas into coherent text using a range of linking devices
W3. use a range of appropriate grammatical structures and vocabulary
W4. use appropriate register and style for the given purpose and audience

AO3 Listening
Candidates will be assessed on their ability to:
L1 . demonstrate understanding of specific information
L2 . demonstrate understanding of speakers’ ideas, opinions and attitudes
L3 . demonstrate understanding of the connections between ideas, opinions and attitudes
L4 . demonstrate understanding of what is implied but not directly stated

AO4 Speaking
Candidates will be assessed on their ability to:
S1. communicate a range of ideas, facts and opinions
S2. demonstrate control of a range of vocabulary and grammatical structures
S3. develop responses and maintain communication
S4. demonstrate control of pronunciation and intonation

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Reading 35

AO2 Writing 35

AO3 Listening 30

AO4 Speaking separately endorsed

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Component 1 Component 2 Component 3

AO1 Reading 50 0 0

AO2 Writing 50 0 0

AO3 Listening 0 100 0

AO4 Speaking 0 0 100

Total 100 100 100

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your
learners. Where appropriate you are responsible for selecting resources and examples, texts, topics and
subject contexts to support your learners’ study. These should be appropriate for the learners’ age, cultural
background and learning context as well as complying with your school policies and local legal requirements.

The texts selected for each exercise are from areas of contemporary interest and relevance for second
language learners. These might include, for example, conservation/environment, culture/history, science/
technology, music/arts and human achievement. This list is not exhaustive; source texts may be from any other
area of contemporary interest.

The skills covered in the syllabus are highlighted in the tables below. The examples listed in the guidance
column are suggested rather than prescribed ways in which learners can demonstrate their reading, writing,
listening and speaking skills. These examples are not exhaustive.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Subject content

Reading
Learners should be introduced to a range of different text types on a variety of topics and are encouraged to
read widely in English both in class and at home.

Content Examples

• identify and understand • a range of short and longer text types: instructions, notices,
factual information, ideas advertisements, leaflets, articles, blogs, reviews and web pages
and arguments in a range • texts with different purposes: descriptive, narrative, informational,
of texts persuasive, discursive, argumentative
• texts with a purpose: to identify a piece of information, the writer’s point
of view, or a particular idea

• identify and understand • a range of short and longer text types: instructions, notices,
ideas, opinions and advertisements, leaflets, articles, blogs, reviews and web pages
attitudes, in a range of • texts with different purposes: descriptive, narrative, informational,
texts and the connections persuasive, discursive, argumentative
between them
• information and ideas connected in texts, e.g., use of pronouns and
referencing, and words and phrases which indicate time, cause and
effect, addition, contrasting ideas, exemplification

• understand what is • information that can be inferred (i.e., implied) but is not stated, e.g., the
implied but not directly purpose of a text, or the writer’s general opinion
stated • words and phrases that suggest the writer’s attitude or feelings, when
this is not explicitly/openly stated
• deduce meaning of an unfamiliar word/phrase, e.g., reading the
information around it, and making inferences

• select relevant details • a range of reading strategies:

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

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Subject content

Writing
Learners should practise writing for different purposes and different audiences. Learners should understand the
features of different text types and should be encouraged to plan, draft and check their writing.

Content Examples

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

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

• produce written texts that • grammatical structures

show control of language • vocabulary, punctuation and spelling
• check writing for accuracy

• select and organise • linking devices for different purposes:

relevant information and – cause/effect – therefore, because of, as a result, consequently, etc.
ideas into coherent text
– addition – in addition, moreover, furthermore, as well as, etc.
using appropriate linking
devices – contrast and concession – however, in contrast, whereas, although,
etc.
• ways of organising texts into a logical or clear order, and use of
paragraphs

• produce written texts with • a range of grammatical structures – different verb forms and tenses,
a range of grammatical conditional forms, a variety of sentence structures
and lexical structures • a range of lexical structures – words, set phrases, phrasal verbs,
collocations (words which typically go together), idioms
• avoid repetition – using synonyms

• respond to a written • purpose of a text, and what sort of information it should include
stimulus and use • audience of a text: how this might affect what to write, and what type of
appropriate register, style language (e.g., formal or informal) is appropriate
and format for the given
• conventions of:
purpose and audience
– informal correspondence – emails
– more formal correspondence – reports, essays, emails, reviews,
articles
– discursive/argumentative/persuasive styles

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Subject content

Listening
Learners should be introduced to a range of different text types on a variety of topics. They are also
encouraged to listen to English widely both in class and at home.

Content Examples

• identify and understand • a range of short and longer audio texts: phone messages,
factual detail and specific announcements, radio programmes, TV, film, plays, newsfeeds or
information in a range of podcasts, conversations, interviews
spoken contexts and from • audio texts with different purposes and different levels of formality:
a variety of sources formal, informal and semi-formal
• predicting what type of information will be heard (to engage with the
topic)
• vocabulary: how a word sounds when learning new vocabulary, spelling
and meaning
• listen for the main information which the intended listener would be
interested in – places, names, times, dates, directions

• identify and understand • a range of short and longer audio texts: phone messages,
speakers’ ideas, opinions, announcements, radio programmes, TV, film, plays, newsfeeds or
feelings and attitudes in a podcasts, conversations, interviews
range of spoken contexts • audio texts with different purposes and different levels of formality:
and from a variety of formal, informal and semi-formal
sources
• speakers’ ideas, feelings, attitudes and opinions and the language used
to express them

• show understanding of • how to identify speakers’ ideas, opinions, feelings or attitudes – what
the connections between gave the speaker an idea; what reasons the speaker gives for their
ideas, opinions, feelings feelings; or how the speaker formed a particular opinion
and attitudes in a range of • information and ideas connected in texts – use of pronouns and
spoken contexts and from referencing, and words and phrases which indicate time, cause and
a variety of sources effect, addition, contrasting ideas, exemplification

• show understanding of • information that is inferred but not stated – the gist or purpose of a text,
what is implied but not or the speaker’s overall intention
directly stated • words and phrases that suggest the speaker’s attitude or feelings,
when not explicitly stated
• deduce meaning of an unfamiliar word/phrase by listening to the
information around it, and making inferences

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Subject content

Speaking
Learners should be encouraged to speak in a range of different situations and for different purposes, including
brief transactions, conversations, expressing their opinions, and giving short talks on a range of topics.

Content Examples

• communicate factual • speaking in class – asking and answering questions, justifying ideas
information, ideas and and opinions with reasons and explanations
opinions with expansion • a range of everyday/familiar topics – environment, health, food, film,
travel, the natural world, technology, celebrations, science, arts,
shopping
• functional language – how to express personal preferences, tell
personal anecdotes, describe experiences, give opinions, agree
or disagree, describe advantages and disadvantages, make future
predictions
• expansion of responses by:
– exemplifying, e.g., just to name a few
– justifying, e.g., and that is why
– comparing and contrasting, e.g., just like, while
– speculating, e.g., I suppose
– clarifying statements, e.g., sorry, when you said …, did you
mean …? sorry, I didn’t quite catch that.
• models of clear language

• produce coherent and • paraphrasing – if cannot think of the word, or don’t know it
relevant responses • use of discourse markers to link ideas:
– addition, e.g., in addition, as well as, plus, on top of that
– time and sequence, e.g., at the start of, first of all, finally
– cause/effect, e.g., that’s why, therefore, because of, as a result
– contrast, e.g., however, having said that, although

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

types of interaction (e.g., • short talks – describing an event, giving reasons for something, giving
conversation, short talk, and explaining opinions (theirs or those of someone else)
interview)
• conversations – discussion about a topic, or describing more abstract
ideas and opinions
• a range of interactive skills – initiating, responding, asking for
clarification, clarifying meaning, turn-taking

• produce responses using • a range of grammatical structures – different verb forms and tenses,
a range of grammatical conditional forms, a variety of sentence structures
and lexical structures • a range of lexical structures – set phrases, phrasal verbs, collocations
(words which typically go together), idioms
• avoid repetition – using synonyms

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

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

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Subject content

Glossary of text types

Learners should be encouraged to read, write and listen to a range of text types. The common text types are:

Text type What it means

article A text written for a general audience, e.g., a magazine or newspaper, on a particular topic,
which is meant to be of interest to the reader (by informing, entertaining, etc.).

blog A text that is published on a website, usually informal, to inform or entertain readers.

conversation A spoken interaction between two or more people, usually informal, in which the speakers
exchange information, ideas and opinions.

dialogue Any type of spoken interaction between two people.

email A form of electronic communication which is written for a specific purpose, or in response
to a particular situation. It could be formal or informal, depending on the audience.

essay A text that is usually written on a particular topic, which presents an argument or point of
view. It should be well organised, with an introduction, main body and conclusion, and
opinions should be supported by examples or reasons.

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

interview A spoken interaction between two or more people, in which one person asks questions
and the others respond appropriately.

leaflet An informational text which either explains or advertises something and would usually be
handed out to people.

monologue A text spoken by one person only.

notice A written text which gives news or information about a specific topic, and would usually be
displayed on a wall, or noticeboard.

report A text written for a superior (e.g., a head teacher) or a group (e.g., a book club) about
an event, experience or situation, giving factual information as well as suggestions or
recommendations.

review A text written for a general audience, e.g., a magazine or newspaper, to describe and give
opinions about something that the writer has experienced (e.g., a film they have seen, a
place they have visited, etc.).

Faculty feedback: ‘Understanding how and why our climate is changing and providing the
knowledge and skills to explore the challenges plays a key role in every student’s education.’
Feedback from: Dr Amy Munro-Faure, Head of Education and Student Engagement of Cambridge Zero

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.

4 Details of the assessment

Component 1 – Reading and Writing

Written component, 2 hours, 60 marks

This component contains six exercises – four reading exercises and two writing exercises.

Candidates must answer all questions in each exercise.

The reading exercises will include a range of text types (e.g., articles, blogs, reports) and comprise of multiple-
choice and matching questions, as well as some questions requiring short answers in English.

The two writing exercises both require candidates to write 120–160 words of continuous prose. Candidates
respond to a short stimulus (which may include a picture) and to short prompts printed in the question paper.
The short stimulus includes information on the purpose, format and audience and these will be different for
each exercise. The writing exercises require candidates to respond in different styles. The first writing exercise
requires an informal style of writing, for example to a friend or relative. The second writing exercise requires a
more formal writing style, for example writing for a teacher, or an organiser of an event, etc.

For each writing exercise, candidates will be awarded marks for content (task fulfilment and the development of
ideas) and language (range, accuracy and organisation).

Candidates write their answers on the question paper.

Dictionaries may not be used.

Description of exercises
Exercise 1

Assessment objective R1, R2, R3

Task Candidates read a text and answer a series of questions. The text is approximately
400–450 words long and is likely to include facts, opinions, ideas and attitudes.
The first five questions require one answer, and the final question requires three
answers. Candidates write short (single word/phrase) answers.

Text type(s) The text may be taken from, for example, an article, blog or website.

Total marks 8

Exercise 2

Assessment objective R1, R2, R3, R4

Task Candidates read one continuous text divided into up to five sections, or they read
up to five shorter related texts. The text is approximately 600–650 words long.
This is a multiple matching task. Candidates read nine questions and select the
text which contains the relevant information or idea to answer each question. Each
question is worth one mark.

Text type(s) The text may be taken from, for example, an article, blog or website.

Total marks 9

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

Exercise 3

Assessment objective R1, R2, R3

Task Candidates read a text and complete a set of brief notes. The text is approximately
400–500 words long. Each response is worth one mark.

Text type(s) The text may be taken from, for example, an article, blog or website.

Total marks 7

Exercise 4

Assessment objective R1, R2, R3, R4

Task Candidates read a text that is approximately 550–600 words long and answer six
multiple choice questions. Each question may focus on the main ideas or details
in the text and on the attitudes or opinions expressed. There are three options to
choose between, and candidates write the appropriate letter (A, B or C) for each
answer. Each question is worth one mark.

Text type(s) The text may be taken from, for example, an article, blog or website.

Total marks 6

Exercise 5

Assessment objective W1, W2, W3, W4

Task Candidates write 120–160 words of continuous prose, in response to the rubric.
The rubric includes information on the purpose and audience. Candidates must
address the prompts provided in the task and are awarded up to 6 marks for
content (task fulfilment and the development of ideas) and up to 9 marks for
language (range, accuracy and organisation).

Type of response An informal email.

Total marks 15

Exercise 6

Assessment objective W1, W2, W3, W4

Task Candidates write 120–160 words of continuous prose, in response to the rubric.
The rubric includes information on the format of the response, its purpose and
audience. A more formal response is required. Candidates are awarded up to
6 marks for content (task fulfilment and the development of ideas) and up to
9 marks for language (range, accuracy and organisation).

Type of response A formal/semi-formal article, report, essay, or review.

Total marks 15

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

Component 2 – Listening
Approximately 50 minutes (including 6 minutes’ transfer time), 40 marks

This component consists of five exercises, and a total of 40 questions. All questions are multiple choice, and
candidates answer each one by selecting the correct option. At the end of the test candidates transfer their
answers onto a separate answer sheet and they have six minutes to do this. English as a Second Language
example answer sheets are found at www.cambridgeinternational.org/exam-administration/cambridge-
exams-officers-guide/phase-5-exam-day/multiple-choice-answer-sheets/

Each exercise tests comprehension of recorded texts (e.g., monologues, interviews or conversations).
Candidates hear each recorded text twice. At the end of the test, candidates will be asked to transfer their
answers onto a separate answer sheet and they have six minutes to do this.

Centres must check the Cambridge Handbook for the year candidates are taking the assessment. The
Cambridge Handbook tells you when and how to access the audio material for each examination series:
www.cambridgeinternational.org/eoguide

Teachers/invigilators must consult the relevant sections of the Cambridge Handbook about administering the
listening examination and for details about rooms, equipment, guidance on acoustics and checking the audio
material in advance.

Description of exercises
Exercise 1

Assessment objective L1, L2, L3

Task Candidates listen to eight short extracts, on familiar and accessible topics. For
each extract, there is one multiple-choice question with four visual options,
and candidates select the correct option (A, B, C or D). The questions test
understanding of information or ideas expressed by the speaker(s). Each question
is worth one mark.

Text type(s) A range of text types, including monologues and dialogues, e.g., conversations,
recorded messages, announcements, news items, extracts from radio
programmes, etc.

Total marks 8

Exercise 2

Assessment objective L1, L2, L3, L4

Task Candidates listen to five short extracts. Candidates answer two multiple choice
questions per text. Each question has three written options, which may be words
or short phrases, and candidates select the correct option (A, B or C). The
questions test understanding of details, opinions, ideas and implied information
expressed by the speaker(s). Each question is worth one mark.

Text type(s) A range of text types, including monologues and dialogues, e.g., conversations,
recorded messages, announcements, news items, extracts from radio
programmes, etc.

Total marks 10

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

Exercise 3

Assessment objective L1, L2, L3

Task Candidates listen to a monologue. Candidates complete eight sentences by

selecting the correct answer from three written options (A, B or C). Each option is
either a word or a short phrase. The sentences test understanding of information
and main ideas expressed by the speaker. Each question is worth one mark.

Text type(s) A monologue, e.g., a talk or presentation

Total marks 8

Exercise 4

Assessment objective L1, L2, L3, L4

Task Candidates listen to six short monologues. This is a multiple-matching task,

and for each extract, candidates select from a choice of eight statements. The
statements test details, opinions, ideas and implied information expressed by the
speakers. Each question is worth one mark.

Text type(s) Short monologues

Total marks 6

Exercise 5

Assessment objective L1, L2, L3, L4

Task Candidates listen to an interview between two speakers. Candidates answer

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

Text type(s) Interview

Total marks 8

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

Component 3 – Speaking
Speaking test, approximately 10–15 minutes, 40 marks

Internally assessed/externally moderated

The test will be conducted in English. The test must be recorded for all candidates.

Dictionaries may not be used.

Cambridge supplies a number of Speaking Assessment cards, with accompanying Teacher’s/Examiner’s

Notes. The teacher/examiner selects one Speaking Assessment card from the range provided for each
candidate. The Teacher’s/Examiner’s Notes contain instructions, assessment criteria and teacher/examiner
questions for the Speaking Assessment cards.

The tests are conducted and marked by the teacher/examiner. They are moderated by Cambridge International.

Check the timetable at www.cambridgeinternational.org/timetables for the test date window. Before the
test date window, centres will receive the materials for the test.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

Description of the Speaking test

Task Duration Task focus

Introduction Approximately 1 minute Start the recording. State your name, the
candidate’s number and name and the date.
Welcome the candidate and read out the
examiner script.
This part is not assessed.

Warm-up Approximately 1–2 minutes Use the warm-up to put the candidate at
ease by conducting a short conversation
using the questions provided.
This part is not assessed.

Part 1: Interview Approximately 2–3 minutes Tell the candidate the topic for this part by
reading out the examiner script. Conduct a
short interview with the candidate by asking
the questions provided on this topic.
This part is assessed.

Part 2: Short talk Approximately 3–4 minutes, including Preparation period for short talk. Read out
1 minute of preparation time the examiner script and give the Speaking
Assessment card to the candidate. The
candidate has up to 1 minute to read the card
and prepare for the talk. Candidates are not
allowed to make any written notes.
Short talk. The candidate talks on their own
about the topic on the card. The candidate
can keep the card until the end of the short
talk.
This part is assessed.

Part 3: Approximately 3–4 minutes Read out the examiner script and conduct a
Discussion discussion using the questions related to the
topic in Part 2.
This part is assessed.

The total duration of the Speaking test, from the beginning of the introduction to the end of Part 3,
should be 10–15 minutes and recorded in full.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

Administration of the Speaking test

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

Using the samples database

The samples database explains everything you need to know about administering Speaking tests.

Use the database to find out:

• when and how to submit your marks for moderated Speaking tests
• when and how to submit your candidates’ work
• which forms to complete and return with your candidates’ work.

The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e., 0510 for this syllabus).

The database will then take you to the information you need, including dates and methods of submission of
candidates’ marks and work, as well as any forms you may need to complete.

Recording and submitting candidates’ marks and work

Please refer to the samples database at www.cambridgeinternational.org/samples for information,
dates and methods of submission of candidates’ marks and work. You should follow the instructions for
Component 3 Speaking Test (0510) on the samples database.

You should record marks on the Speaking Examination Summary Form which you should download each
year from the samples database at www.cambridgeinternational.org/samples. Follow the instructions on
the form to complete it. The marks on these forms must be identical to the marks you submit to Cambridge
International.

Internal moderation
If more than one teacher/examiner in your centre is marking internal assessments, you must make
arrangements to moderate or standardise their marking so that all candidates are assessed to a common
standard. (If only one teacher/examiner is marking internal assessments, no internal moderation is necessary.)
You can find further information on the process of internal moderation on the samples database at
www.cambridgeinternational.org/samples

You should record the internally moderated marks for all candidates on the Speaking Examination Summary
Form and submit these marks to Cambridge International according to the instructions set out in the
Cambridge Handbook for the relevant year of assessment.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

External moderation
Cambridge International will externally moderate all internally assessed components.

• You must submit the marks of all candidates to Cambridge International.

• You must also submit the marked work of a sample of candidates to Cambridge International.

The sample you submit to Cambridge International should ideally include examples of the marking of each
teacher/examiner. The samples database at www.cambridgeinternational.org/samples explains how the
sample will be selected.

The samples database at www.cambridgeinternational.org/samples also provides details of how to submit

the marks and work.

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

Speaking assessment criteria

Candidate performance in the interview, short talk and discussion parts of the test will be assessed using the
marking criteria below.

Guidance on using levels-based mark schemes

Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across
the whole range of marks, where appropriate.

The teacher/examiner should listen to the work and then make a judgement about which level statement is the
best fit. In practice, work does not always match one level statement precisely so a judgement may need to be
made between two or more level statements.

Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:
• If the candidate’s work convincingly meets the level statement, award the highest mark.
• If the candidate’s work adequately meets the level statement, award the most appropriate mark in the
middle of the range (where middle marks are available).
• If the candidate’s work just meets the level statement, award the lowest mark.

Marking criteria – interview, short talk and discussion (40 marks)

Marks are awarded for the following criteria:
• grammar (maximum of 10 marks)
• vocabulary (maximum of 10 marks)
• development (maximum of 10 marks)
• pronunciation (maximum of 10 marks)

Give a mark out of 10 for each criterion and then add these marks to give an overall total out of 40.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

Description

Level Grammar Vocabulary Development Pronunciation Marks

5 • a range of • a wide range of • responses are • pronunciation is 9–10

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

4 • a range • a sufficient • responses • pronunciation 7–8

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

3 • a range • a range of • responses are • pronunciation 5–6

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

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
Details of the assessment

Description

Level Grammar Vocabulary Development Pronunciation Marks

2 • a limited range • a limited range • responses are • pronunciation 3–4

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

1 • response • insufficient • responses • pronunciation 1–2

limited to widely vocabulary to are brief and is unclear
spaced single convey the most infrequent and impedes
words or short basic facts and • communication communication
phrases opinions is not achieved • intonation is not
even with a feature
frequent
support

0 • No creditable • No creditable • No creditable • No creditable 0

response. response. response. response.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.

5 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

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

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridgeinternational.org/adminzone

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus, provided that the accommodating centre can make appropriate
arrangements to conduct and assess the Speaking test, and submit the required sample and paperwork to
Cambridge International for external moderation. For more information, please refer to the Cambridge Guide to
Making Entries.

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
What else you need to know

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE English as a Second Language (0511) (Count-in Speaking)
• Cambridge IGCSE (9–1) English as a Second Language (0991) (Count-in Speaking)
• Cambridge IGCSE (9–1) English as a Second Language (0993) (Speaking Endorsement)
• Cambridge IGCSE First Language English (0500)
• Cambridge IGCSE (9–1) First Language English (0990)
• Cambridge O Level English Language (1123)
• Cambridge IGCSE English (as an Additional Language) (0472)
• Cambridge IGCSE (9–1) English (as an Additional Language) (0772)
• Cambridge O Level English as a Second Language (1158)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages
schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams
in a range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Making entries
Exams officers are responsible for submitting entries. We encourage them to work closely with you to make
sure they enter the right number of candidates for the right combination of syllabus components. Entry option
codes and instructions for submitting entries are in the Cambridge Guide to Making Entries. Your exams officer
has access to this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable.

Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the candidate will take relevant to the administrative zone and the available assessment
options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make entries on time. Your exams officer will find this support, and guidance for all other
phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
What else you need to know

Retakes and carrying forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Candidates cannot resubmit, in whole or in part, coursework or Speaking tests from a previous series
for remarking. For information, refer to the Cambridge Handbook for the relevant year of assessment at
www.cambridgeinternational.org/eoguide

Marks achieved in Paper 3 Speaking can be carried forward to future series, subject to the requirements
set out in the Cambridge Handbook for the relevant year of assessment and the Carry-forward regulations
supplement at www.cambridgeinternational.org/eoguide]

To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to Making Entries
for the relevant series. Regulations for carrying forward component marks can be found in the Cambridge
Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
At Cambridge we recognise that our candidates have highly diverse socio-economic, cultural and linguistic
backgrounds, and may also have a variety of protected characteristics. Protected characteristics include
special educational needs and disability (SEND), religion and belief, and characteristics related to gender and
identity.

We follow accessible design principles to make our syllabuses and assessment materials as accessible and
inclusive as possible. We review language accessibility, visual resources, question layout and the contexts
used in questions. Using this approach means that we give all candidates the fairest possible opportunity to
demonstrate their knowledge, skills and understanding.

Access arrangements
Our design principles aim to make sure our assessment materials are accessible for all candidates. To further
minimise barriers faced by candidates with SEND, illness or injury, we offer a range of access arrangements
and modified papers. This is the principal way in which we comply with our duty to make ‘reasonable
adjustments’, as guided by the UK Equality Act 2010.

Important:
Requested access arrangements should be based on evidence of the candidate’s barrier to taking an
assessment and should also reflect their normal way of working. This is explained in section 1.3 of the
Cambridge Handbook www.cambridgeinternational.org/eoguide
• For Cambridge to approve an access arrangement, we need to agree that it constitutes a reasonable
adjustment and does not affect the security or integrity of the assessment.
• Details of our standard access arrangements and modified question papers are available in section 1.3 of
the Cambridge Handbook www.cambridgeinternational.org/eoguide

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
What else you need to know

• Centres are expected to check the availability of access arrangements and modified question papers at
the start of the course. All applications should be made by the deadlines published in section 1.3 of the
Cambridge Handbook www.cambridgeinternational.org/eoguide
• Contact us at the start of the course to find out if we can approve an access arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results, Cambridge IGCSE is shown as INTERNATIONAL GENERAL CERTIFICATE OF

SECONDARY EDUCATION (IGCSE).

On certificates, Cambridge IGCSE is shown as International General Certificate of Secondary Education.

How students and teachers can use the grades

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

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 Cambridge IGCSE English as a Second Language (Speaking Endorsement) 0510 syllabus for 2027, 2028 and 2029.
What else you need to know

Changes to this syllabus for 2027, 2028 and 2029

The syllabus has been updated. This is version 1, published September 2024.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

There are no significant changes which affect teaching.

Any textbooks endorsed to support the syllabus for examination from 2024 are still suitable for
use with this syllabus.

Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.

With a Customer Services team available 24 hours a day, 6 days a week, and dedicated regional teams
supporting schools in 160 countries, we understand your local context and are here to guide you so you can
provide your learners with everything they need to prepare for Cambridge IGCSE.

Quality management
We are committed to providing exceptional quality. In line with this commitment, our quality management
system for the provision of international education programmes and qualifications for students aged 5 to 19
is independently certified as meeting the internationally recognised standard, ISO 9001:2015.
Learn more at www.cambridgeinternational.org/about-us/our-standards/

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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 are always looking to improve
the accessibility of our documents. If you find any problems or you think we are 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.

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