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English Literature Syllabus 596436-2023-2025
English Literature Syllabus 596436-2023-2025
Cambridge IGCSE™
Literature in English 0475
Use this syllabus for exams in 2023, 2024 and 2025.
Exams are available in the June and November series.
Exams are also available in the March series in India only.
Version 2
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Cambridge IGCSE Literature in English offers learners the opportunity to read, interpret, evaluate and respond
to a range of literature in English. The range includes drama, prose and poetry from the works of Shakespeare to
contemporary literature. This course enables learners to deepen their understanding and appreciation of the ways
in which writers use English to express meaning and achieve effects. Cambridge IGCSE Literature in English will
stimulate learners to read for pleasure and to explore wider and universal issues, promoting a better understanding
of themselves and the world.
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
Content overview
The syllabus enables learners to read, interpret and evaluate texts through the study of literature in English.
Learners develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes
that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use
English to achieve a range of effects, and will be able to present an informed, personal response to the material
they have studied.
The syllabus also encourages the exploration of wider and universal issues, promoting learners’ better
understanding of themselves and of the world around them.
Assessment overview
All candidates take Paper 1 Poetry and Prose, and EITHER Paper 2 Drama, OR Paper 3 Drama (Open Text) and
Paper 4 Unseen, OR Paper 3 Drama (Open Text) and Component 5 Coursework. Candidates will be eligible for
grades A* to G.
and either:
or: and:
or: and:
Check the samples database at www.cambridgeinternational.org/samples for submission information, forms and
deadlines for Component 5.
Assessment objectives
The assessment objectives (AOs) are:
AO1
Show detailed knowledge of the content of literary texts in the three main forms (drama, poetry and prose),
supported by reference to the text.
AO2
Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show
deeper awareness of ideas and attitudes.
AO3
Recognise and appreciate ways in which writers use language, structure and form to create and shape
meanings and effects.
AO4
Communicate a sensitive and informed personal response to literary texts.
AO1 25
AO2 25
AO3 25
AO4 25
Total 100
AO1 25 25 25 25 25
AO2 25 25 25 25 25
AO3 25 25 25 25 25
AO4 25 25 25 25 25
3 Subject content
Set texts regularly rotate on the syllabus and may change from one year of examination to the next. Before you
begin teaching, check the set text list for the year in which your candidates will take their examinations.
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting texts, resources and examples to support your learners’ study.
These should be appropriate for the learners’ age, cultural background and learning context as well as complying
with your school policies and local legal requirements.
The set texts for each year of the syllabus are listed. For some texts we specify which edition to use. Where the
edition is not specified, candidates may use any edition of the set text, provided it is not an abridgement or a
simplified version.
These may be found in Songs of Ourselves Volume 1: The University of Cambridge International
Examinations Anthology of Poetry in English (Cambridge University Press). Poems printed in the paper will be as
printed in this text.
These may be found in Songs of Ourselves Volume 2: The University of Cambridge International
Examinations Anthology of Poetry in English (Cambridge University Press). Poems printed in the paper will be as
printed in this text.
You can find these poems in New Selected Poems 1957 – 1994, by Ted Hughes (Faber and Faber). Poems printed
in the paper will be printed as in this text.
This selection of 10 short stories may be found in Stories of Ourselves Volume 2: The University of Cambridge
International Examinations Anthology of Short Stories in English (Cambridge University Press); passages from these
stories in the paper will be printed as in this text.
The set texts for 2024 are listed here. For some texts we specify which edition to use. Where the edition is not
specified, candidates may use any edition of the set text, provided it is not an abridgement or a simplified version.
Section A: Poetry
These may be found in Songs of Ourselves Volume 1: The University of Cambridge International
Examinations Anthology of Poetry in English (Cambridge University Press). Poems printed in the paper will be as
printed in this text.
These may be found in Songs of Ourselves Volume 2: The University of Cambridge International
Examinations Anthology of Poetry in English (Cambridge University Press). Poems printed in the paper will be as
printed in this text.
You can find these poems in New Selected Poems 1957 – 1994, by Ted Hughes (Faber and Faber). Poems printed
in the paper will be printed as in this text.
This selection of 10 short stories may be found in Stories of Ourselves Volume 2: The University of Cambridge
International Examinations Anthology of Short Stories in English (Cambridge University Press); passages from these
stories in the paper will be printed as in this text.
The set texts for 2025 are listed here. For some texts we specify which edition to use. Where the edition is not
specified, candidates may use any edition of the set text, provided it is not an abridgement or a simplified version.
Section A: Poetry
These may be found in Songs of Ourselves Volume 1: The University of Cambridge International
Examinations Anthology of Poetry in English (Cambridge University Press). Poems printed in the paper will be as
printed in this text.
These may be found in Songs of Ourselves Volume 2: The University of Cambridge International
Examinations Anthology of Poetry in English (Cambridge University Press). Poems printed in the paper will be as
printed in this text.
You can find these poems in New Selected Poems 1957 – 1994, by Ted Hughes (Faber and Faber). Poems printed
in the paper will be printed as in this text.
This selection of 10 short stories may be found in Stories of Ourselves Volume 2: The University of Cambridge
International Examinations Anthology of Short Stories in English (Cambridge University Press); passages from these
stories in the paper will be printed as in this text.
The edition of Shakespeare used for setting extract questions on examination papers is the Alexander Text of The
Complete Works of William Shakespeare, ed. Peter Alexander (Collins, 1951; new edition 2006, introduced by Peter
Ackroyd). However, this complete, standard one-volume edition is not recommended for classroom study of
individual plays.
Although we do not specify editions of individual plays, here are some examples of reliable and useful series:
This is a compulsory written paper. It is an externally set assessment, marked by Cambridge International.
Candidates answer two questions: one from Section A (Poetry) and one from Section B (Prose). All questions carry
equal marks (25 marks each).
Set texts for this component are listed in Section 3 of this syllabus.
Candidates may not take their set texts into the exam room.
All questions encourage an informed personal response and test all four assessment objectives.
Paper 2 – Drama
1 hour 30 minutes, 50 marks
This is an optional written paper. It is an externally set assessment, marked by Cambridge International.
Candidates answer two questions on two texts. All questions carry equal marks (25 marks each).
There is a choice of two questions on each text: either (a) a passage-based question or (b) an essay question.
Candidates must answer one passage-based question and one essay question.
Set texts for this component are listed in Section 3 of this syllabus.
Candidates may not take their set texts into the exam room.
All questions encourage an informed personal response and test all four assessment objectives.
Candidates will have to demonstrate the following:
• knowledge of the content of the text – through reference to detail and use of quotations from the text (AO1)
• understanding of characters, relationships, situations and themes (AO2)
• understanding of the writer’s intentions and methods – response to the writer’s use of language (AO3)
• personal response – sometimes directly (answering questions such as ‘What do you think?’, ‘What are your
feelings about…?’) and sometimes by implication (answering questions such as ‘Explore the ways in which…’)
(AO4).
This is an optional written paper. It is an externally set assessment, marked by Cambridge International.
Candidates answer one question from a choice of two. Both questions carry equal marks (25 marks each).
Set texts for this component are listed in Section 3 of this syllabus.
Candidates may take their clean copy set texts into the exam room, but these texts must not contain personal
annotations, highlighting or underlining. They are also not permitted to use editions that include extensive study
notes or face-paging translations or explanations. Editions with brief introductions, conclusions and foot/end notes
are permitted, though candidates must not make use of these additional notes during the examination.
Information about requirements for open-book literature examinations is in the Cambridge Handbook for the
relevant year of assessment.
All questions encourage an informed personal response and test all four assessment objectives.
Paper 4 – Unseen
1 hour 15 minutes, 25 marks
This is an optional written paper. It is an externally set assessment, marked by Cambridge International.
Candidates answer one question from a choice of two. Both questions carry equal marks (25 marks each).
Both questions require candidates to write a critical commentary on a poem or prose extract printed in the
question paper and to demonstrate an appreciation of the text.
One question is based on a passage of literary prose, such as an extract from a novel or short story. The other
question is based on a poem or extract from a poem.
Candidates should spend around 20 minutes reading the questions and planning their answer to the question they
choose before starting to write.
All questions test all four assessment objectives. Candidates will have to demonstrate the following:
• knowledge of the content of the text – through reference to detail and use of quotations from the text (AO1)
• understanding of characters, relationships, situations and themes (AO2)
• understanding of writer’s intentions and methods – response to the writer’s use of language (AO3)
• personal response – sometimes directly (answering questions such as ‘What do you think?’, ‘What are your
feelings about…?’) and sometimes by implication (answering questions such as ‘Explore the ways in which…’)
(AO4).
Component 5 – Coursework
25 marks
Candidates submit a portfolio of two assignments (600–1200 words each). Each assignment should be based on
the study of one complete text. The text must be equivalent in scope and demand to the set texts for Papers 1, 2
and 3.
The assignments must be on different texts. One of the assignments may be on a text set for Papers 1, 2 and 3.
The title of each assignment must be phrased to allow scope for the assessment of all four assessment objectives.
One of the assignments may be an empathic response to a prose or drama text.
This component is marked and internally moderated (if applicable) by the centre and externally moderated by
Cambridge International.
For more information and guidance on creating, presenting, marking and moderating coursework, see pages 23–27.
For more detailed information, please refer to the Cambridge Handbook for the relevant year of assessment and
samples database at www.cambridgeinternational.org/samples
Format
• The coursework portfolio must contain two assignments, each on a different text.
• Assignments should be between 600 and 1200 words (including quotations, but excluding references and
bibliography). Candidates may disadvantage themselves if their assignments are significantly over or under the
word count guidance.
• Assignments can be written electronically or by hand.
• The assignments must be securely fastened and clearly marked with the candidate’s name, number and the
centre number. Do not send the assignments in folders, plastic wallets or ringbinders.
• Each portfolio must include a completed Individual Candidate Record Card.
• The centre’s sample must include a completed Coursework Assessment Summary Form.
General
• Candidates can complete their assignments at any time during the course, usually following a programme of
study undertaken by a teaching group. Candidates should undertake more than two assignments so that they
have a choice of assignments to include in their portfolio. Although assignments are selected by the candidate,
it is recommended that the teacher and candidate discuss which are the best assignments to submit.
• Candidates should remember to proofread their work carefully.
Texts
• Assignment texts can be chosen by teachers or by candidates and teachers together. The texts must have been
originally written in English, and must be of a quality appropriate for study at Cambridge IGCSE.
• Candidates within a centre do not have to submit assignments on the same texts.
• Assignments must show that the candidate has studied the whole text.
• If poetry or short stories are used for an assignment, candidates must cover a minimum of two poems or
stories. Candidates are not required to compare poems or stories within the assignment, as it is assumed that
the assignment is based on the study of a wider selection of poems or stories broadly equivalent to a poetry or
short stories set text.
You should record candidates’ marks for Component 5 Coursework on the Individual Candidate Record Card and
the Coursework Assessment Summary Form, which you should download each year from the samples database at
www.cambridgeinternational.org/samples. The database will ask you for the syllabus code (i.e. 0475), after which
it will take you to the correct forms. 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.
Marking
Teachers must mark each assignment out of a total of 25, in accordance with the assessment criteria. Marking
involves balancing the strengths and weaknesses in the candidate’s work. If a candidate submits no assignment, a
mark of zero must be recorded.
Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements to moderate
or standardise your teachers’ marking so that all candidates are assessed to a common standard. (If only one
teacher is marking internal assessments, no internal moderation is necessary.) You can find further information on
the process of internal moderation on the samples database at www.cambridgeinternational.org/samples
You should record the internally moderated marks for all candidates on the Coursework Assessment Summary
Form and submit these marks to Cambridge International according to the instructions set out in the Cambridge
Handbook for the relevant year of assessment.
External moderation
Cambridge International will externally moderate all internally assessed components.
• You must submit the marks of all candidates to Cambridge International.
• You must also submit the marked work of a sample of candidates to Cambridge International.
• The sample you submit to Cambridge International should include examples of the marking of each teacher.
The samples database at www.cambridgeinternational.org/samples explains how the sample will be selected.
• The samples database 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.
Candidates must understand that they cannot submit someone else’s work as their own, or use material produced
by someone else without citing and referencing it properly. You should make candidates aware of the academic
conventions governing quotation and reference to the work of others, and teach candidates how to use them.
This should include full reference to the publication, including date, author and page number. If it is a website, the
website address and the date the website was accessed should be included.
Candidates must not use online tools which act as writing assistants in the production of their coursework. Online
writing assistant tools identify specific sections of the candidate’s work where a correction should be made and
propose specific words that should be used instead.
A candidate taking someone else’s work or ideas and passing them off as his or her own is an example of
plagiarism. It is your responsibility as a teacher to prevent plagiarism from happening and to detect it if it does
happen. For more information, search for ‘Preventing plagiarism – guidance for teachers’ on our website at
www.cambridgeinternational.org
The marker should look at 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.
Level 4 11–13 • demonstrates knowledge by using some supporting textual detail (or
uses some supporting textual detail in an empathic task) (AO1)
• shows some understanding of meaning (AO2)
• makes a little reference to the language of the text (or begins to assume a
voice for the character in an empathic task) (AO3)
• begins to develop a relevant personal response (AO4)
Level 2 5–7 • demonstrates knowledge by making a little reference to the text (or
makes a little reference to the text in an empathic task) (AO1)
• makes a few straightforward comments (AO2)
• shows a few signs of understanding the surface meaning of the text
and language (or shows a few signs of understanding of character in an
empathic task) (AO3)
• shows some evidence of simple personal response (AO4)
Level 1 1–4 • demonstrates knowledge by limited textual reference (or makes limited
reference to the text in an empathic task) (AO1)
• shows some limited understanding of simple/literal meaning (AO2)
• shows a little awareness of surface meaning of text and language (or
shows a little awareness of surface meaning of character and voice in an
empathic task) (AO3)
• makes a limited attempt to respond (AO4)
Command words
Command words and their meanings help candidates know what is expected from them in the exams. The table
below includes command words used in the assessment for this syllabus. The use of the command word will relate
to the subject context.
Phrases such as ‘How does the writer convey …?’, ‘In what ways does the writer …?’ ‘What do you find particularly
memorable …?’ may also be seen in the assessment for this syllabus.
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
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. Some components are not available to private candidates. For more
information, please refer to the Cambridge Guide to Making Entries.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Candidates cannot resubmit, in whole or in part, coursework from a previous series. To confirm if an option is
available to carry forward marks for this syllabus, refer to the Cambridge Guide to Making Entries for the relevant
series. Regulations for carrying forward internally assessed marks can be found in the Cambridge Handbook for the
relevant year at www.cambridgeinternational.org/eoguide
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate
is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive
recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage
over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Language
This syllabus and the related assessment materials are available in English only.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Literature in English will be published after the first assessment of the
syllabus in 2020. Find more information at www.cambridgeinternational.org/0475
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content • ‘The Planners’ by Boey Kim Cheng has replaced ‘The Bay’ by James K
Baxter in set texts for Paper 1: for examination in 2023 (page 8), 2024
(page 12) and 2025 (page 16).
Changes to syllabus content • The set texts have been changed. Please check the set text list for the
relevant year of examination in section 3 of this syllabus for the set texts
for each year.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use
with this syllabus.
You should take account of the changes described above when using these textbooks.