Syllabus: Cambridge IGCSE® Urdu As A Second Language 0539
Syllabus: Cambridge IGCSE® Urdu As A Second Language 0539
Syllabus: Cambridge IGCSE® Urdu As A Second Language 0539
Cambridge IGCSE®
Urdu as a Second Language 0539
For examination in June 2020.
Version 1
Changes to the syllabus for 2020
The latest syllabus is version 1, published September 2017.
There are no significant changes which affect teaching.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is
the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for
their own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a
third party even for internal use within a centre.
Contents
1. Introduction .................................................................................................................... 2
1.1 Why choose Cambridge International?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Urdu as a Second Language?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How can I find out more?
2. Teacher support.............................................................................................................. 5
2.1 Support materials
2.2 Endorsed resources
2.3 Training
1. Introduction
Our international qualifications are recognised by the world’s best universities and employers, giving
students a wide range of options in their education and career. As a not-for-profit organisation, we devote
our resources to delivering high-quality educational programmes that can unlock learners’ potential.
Our programmes and qualifications set the global standard for international education. They are created
by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for students to progress from one stage to the next, and are well supported by teaching and
learning resources.
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
with an international education from Cambridge International.
Cambridge learners
Our mission is to provide educational benefit through provision of international programmes and
qualifications for school education and to be the world leader in this field. Together with schools, we
develop Cambridge learners who are:
• confident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
Recognition
Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international
passport to progression and success. It provides a solid foundation for moving on to higher level studies.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications
and skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be
comparable to the standard of 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.
2 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Introduction
Our systems for managing the provision of international qualifications and education programmes
for learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cambridgeinternational.org/ISO9001
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare students to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS & A Levels,
the Cambridge AICE (Advanced International Certificate of Education) Diploma, Cambridge Pre-U, and other
education programmes, such as the US Advanced Placement program and the International Baccalaureate
Diploma programme. Learn more about Cambridge IGCSEs at www.cambridgeinternational.org/igcse
Prior learning
Learners beginning this course are expected to have had prior contact with Urdu at school and/or in their
community.
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 3
Introduction
Progression
Cambridge IGCSE Certificates are general qualifications that enable learners to either progress directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in Cambridge IGCSE Urdu as a Second Language are well
prepared to follow courses leading to Cambridge International AS and A Level Urdu, or the equivalent.
4 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Teacher support
2. Teacher support
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from the School Support Hub. Go to www.cambridgeinternational.org/support
(username and password required). If you do not have access, speak to the Teacher Support coordinator at
your school.
We have resource lists which can be filtered to show all resources, or just those which are endorsed by
Cambridge International. The resource lists include further suggestions for resources to support teaching.
See www.cambridgeinternational.org/i-want-to/resource-centre for further information.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cambridgeinternational.org/events for further information.
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 5
Assessment at a glance
3. Assessment at a glance
Centres may also choose to enter candidates for speaking. Marks for this optional component do not
contribute to the overall grade candidates receive. Instead, where candidates perform to an appropriate
standard, certificates record the achievement of grades 1 (high) to 5 (low) in speaking.
6 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Assessment at a glance
Availability
This syllabus is examined in the June examination series.
Centres in the UK that receive government funding are advised to consult the Cambridge International
website www.cambridgeinternational.org for the latest information before beginning to teach this
syllabus.
Please note that Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the
same level.
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 7
Syllabus aims and assessment objectives
AO1: READING
R1 understand and respond to information presented in a variety of forms
R2 select and organise material relevant to specific purposes
R3 recognise, understand and distinguish between facts, ideas and opinions
R4 infer information from texts.
AO2: WRITING
W1 communicate clearly, accurately and appropriately
W2 convey information and express opinions effectively
W3 employ and control a variety of grammatical structures
W4 demonstrate knowledge and understanding of a range of appropriate vocabulary
W5 observe conventions of paragraphing, punctuation and spelling
W6 employ appropriate register/style.
AO3: LISTENING
L1 understand and respond to information presented in a variety of forms
L2 recognise, understand and distinguish between facts, ideas and opinions
L3 select and organise material relevant to specific purposes.
AO4: SPEAKING
S1 communicate clearly, accurately and appropriately
S2 convey information, articulate experience and express thoughts and opinions
S3 employ and control a variety of grammatical structures
S4 demonstrate knowledge of a range of appropriate vocabulary
S5 employ suitable pronunciation and stress patterns
S6 listen to and respond appropriately to the contributions of another person.
8 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Syllabus aims and assessment objectives
AO1 R1
R2
R3
R4
AO2 W1
W2
W3
W4
W5
W6
Paper 2 Listening
AO3 L1
L2
L3
Component 5 Speaking
AO4 S1
S2
S3
S4
S5
S6
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 9
Syllabus aims and assessment objectives
AO1 36 40%
AO2 24 27%
AO3 30 33%
AO4 60 N/A
10 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Syllabus aims and assessment objectives
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 11
Syllabus content
5. Syllabus content
Assessment
Objective
Reading All candidates should be able to:
• understand public notices and signs (including timetables and advertisements)
• extract relevant specific information from forms, letters, brochures and examples of
imaginative writing considered likely to be within the experience of and reflecting the
interests of young people from varied cultural backgrounds
• scan for particular information, organise the relevant information and present it in a
logical manner/given format.
12 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Description of components
6. Description of components
Total mark: 60
Duration: 2 hours
For all parts of this paper, candidates write their answers in spaces provided in the question paper booklet.
Dictionaries may not be used in the examination.
The question paper is divided into two sections, as follows, and candidates should attempt all exercises:
Section 1
• Exercise 1 – Reading exercise: candidates will be required to answer a series of questions testing
skim-/gist-reading skills, requiring short (single word/phrase) answers, based on a short text printed in
the question paper. The text will be one of the following types: advertisement, brochure, leaflet, guide,
report, manual, instructions.
Assessment objective: R1
Total mark: 6
• Exercise 2 – Information transfer: candidates will be required to complete a form/notes template on the
basis of information provided in the question paper.
Assessment objectives: R1, R2, R4
Total mark: 7
• Exercise 3 – Note making: candidates will be required to make brief notes (under a supplied heading or
headings) relating to a text printed in the question paper.
Assessment objectives: R1, R2, R3, R4
Total mark: 7
• Exercise 4 – Summary writing: candidates will be required to write a paragraph-length summary about
an aspect or aspects of a passage printed in the question paper.
Assessment objectives: R1, R2, R3, W1, W2, W3, W4, W5, W6
Total mark: 10
Section 2
• Exercise 5 – Reading exercise: candidates will be required to answer a series of questions testing more
detailed comprehension, based on a text printed in the question paper. The text will take the form of a
report/newspaper/magazine article.
Assessment objectives: R1, R3, R4
Total mark: 10
• Exercise 6 – Writing exercise: candidates will be required to write approximately 150–200 words of
continuous prose, in response to a short stimulus (which may take the form of pictures) and/or short
prompts printed in the question paper. A purpose, format and audience for the writing will be specified.
Assessment objectives: W1, W2, W3, W4, W5, W6
Total mark: 20
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 13
Description of components
Total mark: 30
Duration: approx. 35–45 minutes
For all parts of this paper, candidates write their answers in spaces provided in a question paper booklet.
Dictionaries may not be used in the examination.
Each exercise tests listening comprehension of recorded texts (e.g. dialogues, interviews, conversations,
talks) on a CD played in the examination room. All listening material will be heard twice by candidates and
appropriate pauses for candidates to write answers will be included on the recording.
The CD is controlled by the invigilator of the examination, not the candidate(s). For details about room,
equipment, checking the CD in advance and guidance on acoustics, teachers/invigilators should consult the
relevant sections of the Cambridge Handbook.
The question paper is divided into four exercises, as follows, and candidates should attempt all exercises:
• Exercise 1 – Six comprehension items based on a series of short spoken texts (e.g. travel
announcement, answerphone message, brief message), requiring short answers.
Assessment objectives: L1
Total mark: 6
• Exercise 2 – Comprehension exercise based on a longer spoken text (e.g. conversation, interview,
monologue, talk): candidates will be required to complete gaps in a form or chart printed in the question
paper.
Assessment objectives: L1, L3
Total mark: 8
• Exercise 3 – Information correction exercise based on a longer spoken text (e.g. conversation, interview,
monologue, talk): candidates will be required to correct information in notes printed in the question
paper.
Assessment objectives: L1, L2
Total mark: 6
• Exercise 4 – Comprehension exercise based on a longer spoken text (e.g. conversation, interview,
monologue, talk): candidates will be required to answer open-ended questions, with short or sentence-
length answers.
Assessment objectives: L1, L2, L3
Total mark: 10
14 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Description of components
There is no question paper for the Speaking test. The Speaking test will be conducted and assessed in
Urdu, and must be recorded for all candidates.
This component description should be read in conjunction with section 7 (Administration of the Speaking
test).
The topic of the presentation should be chosen by the candidate and must reflect (an) aspect(s) of life in an
Urdu-speaking community or Urdu-speaking culture.
Candidates may prepare a single ‘cue card’ in Urdu to bring into the examination room. This should be no
larger than a postcard, and could contain a maximum of five headings to remind candidates of the points
they wish to make. Candidates may also bring in a limited quantity of illustrative material, which may include
maps, diagrams, statistics and pictures. A script of their presentation is not allowed.
Part 2
3–4 minute discussion with the examiner following on from the presentation [20 marks]
Part 3
3–4 minute conversation with the examiner about general topics (see pages 16 and 17) [20 marks]
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 15
Description of components
At least two topics will be covered in the general conversation: one from Areas A–B and one from Areas
C–E. The candidate will not know in advance which topics will be covered by the examiner. Topics must be
chosen so as not to overlap with the content of the presentation.
16 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Description of components
Examples illustrating the depth and scope to which the topic areas should be covered in the general
conversation section are given below:
• Area A: Everyday activities
Areas of discussion might include, for example, how you help in the house, school discipline, dangers of
smoking.
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 17
Administration of the Speaking test
This guidance should be read in conjunction with the Component 5 description (section 6) and the mark
schemes (this section). There is no question paper for Component 5, the Speaking test. Information on how
to conduct and assess the Speaking test, and the website links to the forms required for assessment, are
provided in this syllabus.
In order to put candidates at their ease when they enter the room, the examiner should greet the candidate
and indicate where he/she should sit.
Where possible, you should only use one examiner. If you have a large number of candidates for the
Speaking test, you may use more than one examiner on the understanding that examiners at the centre
work together to ensure a common approach to the conduct of the Speaking test and the application of the
mark scheme. The sample that the centre submits to Cambridge International should include the work of
each examiner and a Working Mark Sheet should be submitted for each examiner, with candidate names
and numbers clearly entered.
18 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Administration of the Speaking test
The form, and the instructions for completing it, may be downloaded from
www.cambridgeinternational.org/samples. The database will ask you for the syllabus code (i.e. 0539)
and your centre number, after which it will take you to the correct forms. Follow the instructions when
completing each form.
(b) The total marks recorded on the Working Mark Sheet(s) must be transferred to the computer-printed
Internal Assessment Mark Sheet(s) (MS1) provided by Cambridge International (or to computer for
centres submitting marks electronically). All transcriptions must be checked carefully.
It is preferable for the Speaking tests to be recorded in .mp3 format using a suitable digital voice recorder
or sound recording program on a computer. The Speaking tests selected to be part of the sample to send
to Cambridge International for external moderation should then be transferred to a standard-format CD or
USB stick. The centre is responsible for supplying blank CDs or USB sticks for the recording of its
sample for external moderation: these will not be supplied by Cambridge International. All recording
equipment must be of as high a standard as possible to ensure that moderation samples are clearly audible.
In order to ensure that recording levels are satisfactory for both candidates and examiners, the equipment to
be used must be tested in situ some time before the actual examination, ideally with one of the candidates.
If at all possible, external microphones should be used so that separate microphones can be used for the
candidate and the examiner. If only one microphone is used it should be placed nearer to the candidate
than to the examiner. If the candidate is softly-spoken the microphone should be placed nearer to the
candidate before the start of the test. Where centres make use of digital recording software, each
candidate’s file must be saved individually and saved as .mp3 so that it can be accessed for the
purposes of moderation. More detailed guidance is available in the Exams Officer area of the website
www.cambridgeinternational.org
The recording must not be stopped once a candidate’s examination has started.
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 19
Administration of the Speaking test
The contents of each CD or USB stick sent to Cambridge International for external moderation should be
clearly labelled.
Before CDs or USB sticks are despatched, spot checks must be made to ensure that every candidate
is clearly audible.
If for any reason the tests have failed to record, or there are problems with the audibility of the recordings,
the centre must contact Cambridge International Customer Services immediately to seek advice.
20 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Administration of the Speaking test
Enter the separate marks for Content and Presentation [max. 10 marks]; Vocabulary, Pronunciation and
Intonation [max. 5 marks]; and Structures [5 marks]; onto the Working Mark Sheet.
Good
7/8 • Good coverage and 4 • Uses a sufficient range 4 • Uses some complex
sound organisation of of vocabulary, which structures and a range
the topic sometimes lacks of simple structures
• Makes relevant factual precision • Errors do not impede
points with some ideas • Vocabulary errors do not communication
and opinions impede communication
• Presentation clear • Pronunciation and
• Examiner’s interest intonation are generally
sustained clear
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 21
Administration of the Speaking test
Satisfactory
5/6 • Adequate coverage 3 • Uses a limited range 3 • Generally uses simple
of the topic, generally of vocabulary which structures
organised conveys simple ideas • Errors occur when
• Includes some factual and information clearly complex structures are
points with few ideas but lacks precision attempted
or opinions • Hesitates and searches • Simple structures used
• Presentation is slow for words when going generally accurately
and somewhat stilted beyond simplicity
• Any errors in
• Examiner’s interest • Vocabulary errors do simple structures
generally sustained not usually impede do not impede
communication communication
• Pronunciation and
intonation sometimes
lack clarity but
communication is not
impeded
Weak
3/4 • Thin coverage of 2 • Uses a very limited range 2 • Generally uses very
the topic, lacking of vocabulary which is simple structures,
organisation sometimes inadequate such as single-word
• Few ideas or opinions to convey even simple responses
ideas • Errors often occur
• Mostly coherent but
weak presentation • Pauses frequently and some impede
• Vocabulary errors often communication
• Examiner’s interest
sometimes not impede communication
sustained • Pronunciation and
intonation cause
some communication
difficulties
Poor
1/2 • Very thin and often 1 • Uses enough words to 1 • Uses only very simple
irrelevant coverage convey only very short structures
• Very little factual pieces of information • Errors often impede
information, only vague • Conversation is limited communication
ideas and opinions and confused
• Incoherent presentation • Pronunciation and
• Examiner’s interest is intonation cause
not sustained frequent communication
difficulties
0 No rewardable content 0 No rewardable output 0 No rewardable output
22 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Administration of the Speaking test
Part 2: Topic Conversation [Total: 20 marks] and Part 3: General Conversation [Total 20 marks]
Enter the separate marks for Comprehension and Responsiveness [max. 10 marks]; Vocabulary,
Pronunciation and Intonation [max. 5 marks]; and Structures [5 marks] onto the Working Mark Sheet.
This grid is used for both Parts 2 and 3 and should be applied separately for each part.
Good
7/8 • Few problems of 4 • Uses a sufficient range 4 • Uses some complex
comprehension of vocabulary, which structures and a range
• Responds thoughtfully, sometimes lacks of simple structures
and copes reasonably precision • Errors do not impede
well with unexpected • Vocabulary errors communication
questions and with do not impede
changes in direction of communication
the conversation • Pronunciation and
• Reasonably intonation are generally
forthcoming but tends clear
to follow examiner’s
lead
• Responds relevantly
and at a length to
questions which makes
frequent prompting
unnecessary
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 23
Administration of the Speaking test
Satisfactory
5/6 • Understands discussion 3 • Uses a limited range 3 • Generally uses simple
around basic situations of vocabulary which structures
and concepts, but has conveys simple ideas • Errors occur when
difficulty with more and information clearly complex structures are
complex ideas but lacks precision attempted
• Some delay in response • Hesitates and searches • Simple structures used
• Needs prompting for words when going generally accurately
and encouragement beyond simplicity
• Any errors in simple
to develop topics but • Vocabulary errors do structures do not
attempts to keep the not usually impede impede communication
conversation going communication
• May rely heavily on • Pronunciation and
seemingly prepared intonation sometimes
responses lack clarity but
communication is not
impeded
Weak
3/4 • Generally has difficulty 2 • Uses a very limited 2 • Generally uses very
understanding range of vocabulary simple structures,
• Responses to questions which is sometimes such as single word
raised on the majority inadequate to convey responses
of topics are limited and even simple ideas • Errors often occur
brief • Pauses frequently and some impede
• Needs prompting and • Vocabulary errors often communication
encouragement to go impede communication
beyond single word • Pronunciation and
responses intonation cause
some communication
difficulties
Poor
1/2 • Severe problems of 1 • Uses enough words to 1 • Uses only very simple
comprehension convey only very short structures
• Very marked hesitation. pieces of information • Errors often impede
Limited responsiveness • Conversation is limited communication
• Responses are so brief and confused
and imprecise that little • Pronunciation
is communicated and intonation
cause frequent
communication
difficulties
0 No rewardable output 0 No rewardable output 0 No rewardable output
24 Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020.
Other information
8. Other information
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cambridgeinternational.org/examsofficers
Language
This syllabus is available in English only. The assessment materials are in Urdu.
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.
Cambridge IGCSE Urdu as a Second Language 0539. Syllabus for examination in 2020. 25
‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China