Month: July 2023

First Language English: IGCSE 0500 vs. O Level English 1123 – What are the Differences?

victortanws
 

Most students intending to take GCSE First Language English realize that there are various options available and different examination boards.

Today, however, we will talk about two different First Language English qualifications offered by the Cambridge International Examinations Board: 0500 and 1123. Both of these can be taken by international students who want to receive a Cambridge qualification.

Many students frequently grapple with the difference between 0500 and 1123. This uncertainty often presents a hurdle as they attempt to decide which curriculum suits them best. In this article, we’ll delve into some of the distinctions between these curricula while also acknowledging their significant similarities.

Are you ready to clear up your confusion? Let’s dive in!

Both the 1123 and 0500 examinations are accredited by the University of Cambridge and designed for first-language English speakers.

However, their focus and emphasis differ; the 1123 primarily caters to students in the United Kingdom, whereas the 0500 is designed for international students; both of these curricula can be taken by students anywhere, though, which can create some confusion for students at large.

Nonetheless, have a look at the syllabi side by side, and you’ll be able to see how they differ from one another from a bird’s eye’s perspective.

Here is the 1123 syllabus for 2024 and beyond, and here is the 0500 syllabus.

Additionally, there are several differences that become noticeable when comparing the exam papers side by side.

A detailed comparison is provided below for your perusal, featuring the 1123 specimen exam paper for examination in 2024 and beyond, and the 0500 exam papers in October-November 2022.

Let’s first look at Paper 1 for each.

Paper 1

Let’s discuss the differences in Paper 1 for 1123 and 0500.

In Section A of both exam papers, students are required to answer questions based on a provided text.

The structure of the questions is strikingly similar for both papers.

Particularly, the first question, 1A, in both papers is a factual one.

The second question, 1B, demands that students use their own words to explain a particular phrase in the text.

The slight discrepancy lies in the fact that the 0500 paper asks for two separate meanings of phrases.

In part 1C, both exams necessitate students to provide two facts derived from reading and comprehending the given text.

Part 1D follows a similar pattern.

However, part 1E and onwards show some divergence. While the 1123 paper continues to pose questions about facts and requires students to explain aspects of the text, the 0500 paper asks students to use their own words to describe how the father’s actions at the table could be seen as a kindness.

From 1F onwards, the papers significantly diverge. The 0500 paper transitions into a full-on summary question, a tactic not mirrored in the 1123 paper, which continues to assess student comprehension of the facts in the text. However, it’s worth noting that summaries are indeed tested in 1123, but in Question 3.

Let’s now move on to Question 2, where we will observe more similarities and differences between the papers.

Question 2

Question 2 in both 1123 and 0500 reveals a significant departure in format, but they essentially assess the same skills, albeit in slightly different ways.

In the 1123 paper, Question 2 remains focused on the same text used for Question 1, asking students to analyze the writer’s effect. In contrast, the 0500 paper continues the discussion in Section B, asking students to identify words and phrases, albeit in a different text.

Part B of Question 2 in the 1123 paper explicitly instructs students to discuss the differences in word choice, particularly why the writer uses “stronger” instead of “strong” in the phrase “a stronger branch.” In the 0500 paper, students are asked to clarify the meanings of three words in the context of the text.

Part C of Question 2 in the 1123 paper requires students to discuss two impressions the writer aims to convey in a particular sentence. The 0500 paper asks students to explain how a writer suggests characters and feelings of two specific characters in the text.

However, when it comes to 2D in both papers, any difference seems merely a shift in emphasis. The 1123 paper spreads the Writer’s Effect assessment throughout the entire question, while the 0500 paper compartmentalizes this aspect into a single section.

In essence, the entirety of Question 2 in the 1123 paper is dedicated to the writer’s effect, while in the 0500 paper, this is primarily tested in part D of Question 2.

Question 3

Question 3 of the IGCSE First Language English (1123 and 0500) papers requires students to utilize their reading comprehension skills to understand the text and craft a coherent response.

Looking at Question 3A, students are asked to write a summary of no more than 150 words. This differs from the summary in the 0500 paper, where students are asked for a 120-word summary in Question 1F.

While the tasks are similar—requiring students to synthesize points to fit within the word count—there seems to be a greater focus on comprehension and in-depth understanding in the 1123 paper, consistent with its emphasis on an extended response to reading.

Additionally, the 1123 paper includes a component, 3B, where students respond from a character’s viewpoint.

Question 3 in the 0500 paper demands a greater degree of this skill. As evident in the requirement to write a letter from Hua’s perspective about her new business venture—an exercise that not only demands reading comprehension, but also necessitates an appreciation of the broader context of the text over an extended period.

On the other hand, here’s paper 2!

Paper 2

Let’s discuss the differences and similarities of these two papers.

One notable difference in the 1123 exam is the inclusion of a text within the question paper itself. Contrastingly, the 0500 exam includes the text in a separate insert. However, both exams require students to evaluate the ideas and opinions presented in the texts, demanding an explanation of the reasoning and thought processes behind their responses.

The 0500 exam tends to require more comprehensive reasoning within the responses. The response lengths are identical in both exams, but the allocation of marks varies. For the 1123 exam, 10 marks are awarded for the content of the answer and 15 marks for the quality of writing. Conversely, the 0500 exam allocates 15 marks for answer content and 25 for writing quality.

Despite this, these differences are only surface level. Fundamentally, both of these section A questions account for half of the marks allocated to their respective question papers.

Moving on to section B, we observe more similarities between the papers. In the 1123 exam, section B is allocated 10 marks for content and structure, and 15 marks for style and accuracy. For the 0500 exam, the marks are 16 for content and structure, and 24 for style and accuracy.

A further similarity is that both papers assess descriptive and narrative writing. Although the prompts differ, they ultimately evaluate the same set of skills, namely, creativity, command of language, organization, and coherence of ideas. This suggests that both papers value the ability to craft compelling and grammatically sound narratives that effectively convey the student’s understanding of the text.

Which is more difficult?

Whether the 0500 or 1123 paper would be more difficult largely depends on a student’s individual strengths and weaknesses, as each paper places emphasis on different skill sets. The 0500 paper, with its emphasis on personal engagement, introspection, and fluency in English, might be more challenging for students who struggle with crafting personal narratives or applying language creatively and accurately. On the other hand, the 1123 paper, which requires textual comprehension, critical analysis, and broader perspectives, might be more difficult for students who find it challenging to critically analyze texts and craft well-structured arguments.

However, it’s important to note that both papers are designed to assess a student’s proficiency in English writing and offer different contexts and genres to showcase their skills. Hence, while the papers are different in their focus and style, they are similar in their overarching goal, which is to assess the students’ proficiency in written English.

In terms of equivalence, both exams are designed to assess key skills in English language writing, including the ability to understand and respond to a variety of texts, use language creatively and accurately, and structure and organize writing effectively. These core skills are essential to succeeding in any English language assessment and both exams aim to assess them, albeit through slightly different methods.

Therefore, a student who does well in the 0500 paper should theoretically be able to perform well in the 1123 paper, and vice versa, provided they adapt to the differing demands and expectations of each paper. Students should choose the paper that best aligns with their strengths and the areas of English language writing they feel most confident in. The decision could also be influenced by the specific requirements or recommendations of the educational program or institution they are part of or aiming for.

As you’ll see, the assessment structures of these exams are strikingly similar, almost identical, with only minor variations in content. Because of this, many students who enroll in either course also attend my Thursday session.

Why would a school prefer one over the other? There’s no uniform answer to why a school would opt to teach one curriculum over the other. The choice ultimately comes down to personal preference and the curriculum to which the school subscribes. This determines which exam they register their students for. However, when you reference Cambridge International’s official explanation as to the differences of the curricula, you’ll understand a little better – Cambridge specifically mentions that:

Cambridge O Level offers fewer coursework options than Cambridge IGCSE.

• Some Cambridge O Level syllabuses were developed to meet specific local needs, such as minority languages.

• The focus of Cambridge O Level languages is on writing and reading skills

• There are more restricted practical test options in Cambridge O Level sciences. These constraints are advantageous to some schools where resources are limited.”

Some possible reasons as to why a school may pick 1123 is that the school itself as a whole may have elected to choose O Levels rather than the IGCSE curriculum, perhaps due to the advantages mentioned above. For instance, if there’s less of a practical requirement, a school may not need to create certain kinds of accommodations such as laboratories and other kinds of facilities that might be challenging to provide, which may hence lead the school to choose O Levels at large.

If you are interested in a more comprehensive rationale as to why it is that your school has chosen 1123 over 0500 or otherwise, though, I suggest writing an email to your school’s English Head of Department, in order to find out firsthand 🙂

Generally speaking though, even if you cannot get the information that you seek, both curricula are rather similar in terms of what they assess for IGCSE English, and any differences between them are minor and therefore not very consequential. In effect, they can be considered to be equivalent to one another.

Consequently, it’s entirely acceptable for 1123 students to share a learning environment with 0500 students. This is a typical occurrence in my Thursday class, which focuses on the 0500 curriculum.

However, it’s worth noting that both these curricula significantly differ from the Pearson assessment model, which demands distinct skills and proficiencies compared to the 1123 and 0500 curricula; I may cover that in a future post – to stay updated, make sure to keep us bookmarked so you don’t miss a single post!

The Complete IGCSE Grammar Guide: Book Release!

victortanws
 

I’m very excited to announce to all of you today that I have just released the complete IGCSE grammar guide and it’s available right now on my website!

Before you purchase…

What is this book about?

This is an IGCSE English grammar book.

It’s suitable for both First Language English students as well as English as a Second Language students who are taking the 0500 exam as well as the 0510 exam, and it’s also suitable for students of all ages who are interested in learning about the mechanics of English grammar across all ages.

Have a look at a sample below!

If you’re interested to purchase, click here; to complete your purchase, simply click or tap “Add to cart”, and you should be able to view your cart and check out normally using your credit card; please note that this is an eBook and no physical copy will be distributed to you!

Why this book?

I decided to write this book when I started to notice that my students were facing trouble in writing and constructing sentences, even though they are technically First Language students. This made me realize that there’s a little bit of a gap in what the IGCSE requires in terms of First Language English and English as a Second Language, what students are prepared to demonstrate, and what schools actually do teach along the way; although First Language English is a curriculum that was designed by Cambridge to create a curriculum for First Language English speakers, people take First Language English for a whole variety of reasons; maybe they take the subject because sometimes they just want to get into universities or it’s part of a requirement or maybe their school doesn’t allow them to take anything else…

But the net result is that many students who are taking First Language English and English as a Second Language do not have the requisite grammatical skills to write and communicate well in English.

This is terrible, because grammar is the foundation of almost all good writing; it is essentially the rules of the English language and what First Language is asking for is for the ability to demonstrate that you have certain types of artistry in mind as you create summaries, writer’s effect pieces, and everything in between…

But how can you create a work of artistry when you don’t even know the rules in the first place, let alone how to break them beautifully?

So that’s where this book comes in.

This book is…

  • Comprehensive.

    It’s essentially a full-scale study guide and reference book that is going to teach you about pretty much everything it is that you need to know about grammar, whether you’re a Year 8 student or Year 11 student. The book’s 230+ pages will teach you everything that you need to know about grammar and more, with a special emphasis on the elements that are required for IGCSE success, in the context of IGCSE English and much more!
  • Organized.

    It’s organized into multiple different sections that teach you about things like, for example, the parts of speech, multi-sentence pronoun-antecedent agreement, the different types of possible sentence structures, irregular verbs, irregular nouns, verb conjugations, and so on so forth.

    Each of these sections is ordered in such a way that it addresses common problems that students face in writing from the very outset and targets those problems from the perspective of a learner.
  • Practice-focused.

    The book contains many different exercises that you can conduct in order to improve your understanding and to test your understanding over the course of time and ultimately at the end of the day come out with the understanding of English grammar that you’ll need to conquer the IGCSE; you’ll get the chance to understand grammatical concepts on an intuitive level.

Ready to dramatically level up your writing and speaking? Purchase the book today!

6 Tips For Excelling at Reading Comprehension

victortanws
 

Have you ever wondered how much you actually understand from what you read? This is not a rhetorical question but a crucial introspection to recognize the importance of a vital yet often overlooked skill:

Reading comprehension.

Most of us read everyday.

In fact, in order to comprehend this post, you’re reading right now. As you’re doing that, your brain is piecing together every single one of the words together in order to create a cognitive mapping of words to meaning, meaning to significance, and significance into directives about how to act… Perhaps to continue reading, or perhaps to simply close the page entirely.

On the IGCSE, reading comprehension makes up a large part of the exam in itself; even though nominally, the exam is subdivided into a reading and a writing paper, the reality is that all aspects of the exam require students to demonstrate skills in reading comprehension.

Of almost all skills that students can be expected to develop during the course of their high school days, this is probably one of the most important yet though most poorly understood.

How, after all, is it possible for you to understand how much you understand? It requires not just the ability to criticize one’s own mental picture or images built from understanding, but also to refine it over the course of time through multiple practice opportunities.

Reading comprehension does not just mean being able to select the correct information that is necessary to perform whatever task you have been asked to do, whether it involves identification, explaining in your own words, or anything else.

Reading is also a matter of demonstrating the correct judgement in order to ensure that one obtains the correct interpretation of the questions that are being asked to you; if you don’t understand the prompts or the questions that are being asked of you on an exam, how are you going to answer these questions in the first place?

Here are some 6 helpful tips that you can implement in order to ensure that you have a higher chance of correctly interpreting a text – we will go into some of these steps in the course of this piece; let’s go!

Tip #1: Eliminate your personal standards and biases.

This first piece of advice may seem unconventional to those of you who have thought that English at the heart of it is a subjective area of knowledge – while it’s true that many aspects of the English language require personal interpretation and can be considered more as an art than a science, it nonetheless remains a reality that one’s personal standards are not required for reading comprehension.

To understand something means to know it as it is – not to change it, not to modify it, not to offer it in accordance with one’s personal standards, biases, and preconceptions.

It is to understand how while it’s true that there can be correct interpretations, there can also be interpretations that are ultimately dreadfully wrong. In many cases, it is true that the language that you use can be used to change the world in some way or another… But in the context of reading comprehension, this is inappropriate – you are not trying to change the meaning of a text; you are trying to understand it with the intent of comprehending the message sent by the person who created the text and ensuring that the message was reliably understood, sent, and acted upon!

That brings us immediately to the next point.

Tip #2: Base your judgements on evidence.

Whenever you read, focus on what is inside the text and be prepared to cite specific evidence from in the event that you are challenged about any judgement or assessments that you have made based on the text.

Whether you are reading a newspaper article or a document from the national Constitution of a country hundreds and thousands of miles away, this principle holds; in the event that you make a claim about something, you should always be prepared to back it up as if there are multiple enemies looking to open up holes in the ship of your ideas.

Every single statement that you make about a piece of writing can be challenged based on the words, ideas, and points that are contained within that writing – at the very least, in most cases, that is the truth. With that in mind, in order to ensure that you read well, you can…

Tip #3: Ask yourself questions.

No matter how thoroughly you read a text the first time, it’s almost inevitable that you may not understand all of it. Some aspects of the text may impact the proper context or interpretation of a word, phrase, or sentence. These are influenced by the interlinkages across parts of a sentence, much like the threads in a fabric, and can be affected by virtually everything within its structure.

This doesn’t mean reading is an insurmountable task. It does, however, mean you need to periodically check if your understanding is comprehensive and accurate. This is where self-questioning comes into play.

Questioning your understanding of the text can be incredibly useful to ensure your assessments are factually correct and supported by evidence within the text. This process also ensures you can defend your ideas against any challenges, as you have already challenged yourself.

Consider asking yourself questions like some of the following:

Who is the main speaker in the text? Who are the main characters? What is the purpose of this statement and what does it clarify? What lessons can be learned from this piece? What is the main argument? Is this argument supported by the premises and evidence provided in the piece?

During the process of questioning, you may find that your initial answers are inconsistent with those derived later from the text. Don’t be discouraged; this is part of the process of deepening your understanding. It underscores that gaining knowledge is rarely a linear or straightforward journey.

Once you have satisfactory answers, cross-reference them with the text to verify your understanding. Continue this until your interpretation aligns with the text’s meaning. From there, you can move onto the next step.

Tip #4: Seek out feedback. 

Consciousness extends far beyond our individual minds. Although each mind is unique, like a universe filled with various currents, idiosyncrasies, and challenges, understanding is often enriched through dialogue.

Receiving feedback from others can be beneficial, whether in an informal, unstructured context or a more formal setting, like higher education. Especially in Socratic dialogue and understanding, ideas evolve from being individually understood to being refined through discussion, impacting the collective consciousness.

While different people have unique ways of understanding the world, dialogue remains a valuable tool for developing knowledge by verifying our thoughts and how much they align with others. This affirms our ability to expand our understanding.

However, not everyone has access to such an environment, nor is everyone suited for it. Regardless, it’s highly recommended that everyone…

Tip #5: Read widely.

Mastering reading comprehension is part of the learning process and requires diverse reading. While this advice may seem straightforward and not a special technique, it’s important to remember that valuable skills require hard work, and the universe owes you nothing. Mastery in reading comprehension is no exception.

While it’s true that implementing the techniques you’ve learned in this post will enhance your understanding of individual texts, there is a significant gap between theory and practice. This gap can only be bridged by consciously practicing what you’ve learned on a wide range of writings, including books, articles, essays, and even social media captions. Reading a variety of texts – from novels to academic papers to opinion pieces – equips writers with a versatile style that can adapt to different genres, audiences, and purposes. It enables them to convey complex ideas, construct compelling narratives, and build persuasive arguments. Exposure to different authors, perspectives, and writing styles can also foster creativity, helping writers develop their unique voice.

Consider reading the classics alongside contemporary non-fiction. This will not only broaden your interests but may also benefit areas you hadn’t anticipated. Reading what we classify as classics provides a sense of timeless knowledge, giving a sense of infinity within the context of individual life. Meanwhile, diving into non-fiction offers targeted exploration into unfamiliar topics, expanding your mind beyond its natural boundaries.

Reading allows you to better understand the modern world, provided you engage in critical thinking and avoid falling into a knowledge silo, which is necessary to not be deceived by the world or yourself.

That said, not reading is not an excuse, which leads us to our final point.

Tip #6: Learn how to evaluate. 

This is the last point, as it relates not just to reading comprehension but also to the broader domain of critical thinking and rational judgement.

An unfortunate fact is that you cannot believe everything you read. Understanding something and believing it are entirely separate matters. It’s entirely possible for something to be understandable regarding its origin, the creator’s intent, and the message conveyed, yet be completely false. As an intelligent reader, it’s crucial to distinguish these cases, entering the domain of evaluation.

Learning to evaluate effectively is a hallmark of an educated person. It allows an individual to live a life not deceived by others, making sound judgments by understanding the world’s messages and reasoning at a higher order level. Evaluation serves not only as a vehicle for successful writing but also as a linchpin in the formation of an educated civil society.

Evaluation is an essential skill that extends far beyond the realm of reading comprehension. It plays a vital role in understanding complex information, problem-solving, decision-making, and ultimately, being a valuable member of civil society. It shapes our ability to differentiate between facts and opinions, verify sources, recognize bias, and challenge assumptions.

In the context of understanding, evaluation is fundamental. Our world is flooded with information, from scientific articles and historical accounts to news reports and social media posts. Evaluation allows us to sort through this wealth of information, identify what is credible, interpret its significance, and integrate it with our existing knowledge. It’s a mechanism to prevent misinformation from polluting our understanding and judgment.

As we evaluate information, we also enhance our critical thinking skills. We begin to recognize patterns, anticipate outcomes, and understand connections between events, ideas, or phenomena. This fosters a deeper understanding of the world around us, helping us become more aware, informed, and thoughtful individuals.

Moreover, evaluation is central to active participation in civil society. In a democratic system, citizens are required to make informed decisions about social, economic, and political issues. Without the ability to evaluate information, people can fall prey to false narratives, propaganda, or manipulation, undermining the democratic process. In interpersonal relationships, evaluation helps us understand different perspectives, build empathy, and engage in constructive dialogue. It enables us to challenge prejudices, dispel stereotypes, and promote understanding and respect among diverse groups. In professional environments, the ability to evaluate helps in making well-informed decisions, formulating effective strategies, and improving work processes. It enhances problem-solving abilities, facilitates innovation, and leads to better outcomes.

In summary, learning to evaluate effectively is not just about improving reading comprehension; it’s a multidimensional skill that enhances our understanding, informs our decision-making, and shapes our participation in society. By cultivating this skill, we become more informed, thoughtful, and responsible members of our communities.

Conclusion:

Reading comprehension goes beyond simply recognizing words on a page. It involves interpreting, analyzing, and deriving meaning from complex pieces of writing. The ability to comprehend written information effectively allows individuals to engage more deeply with the world around them, understand different perspectives, make informed judgments, and contribute meaningfully to conversations and debates.

In the realm of writing, reading comprehension serves as an invaluable skill. Writing is not a one-way process, it is a dialogue between the writer and the reader. As a writer, understanding how readers might interpret your words allows you to express your ideas more clearly and effectively. Without strong reading comprehension skills, a writer might not fully grasp the complexities of language, tone, subtext, and thematic development that bring a piece of writing to life. Thus, reading comprehension fuels writing ability, fostering a more nuanced understanding of language and its potential.

Shifting the lens to a broader societal perspective, in the age of information overload, being able to discern reliable sources, identify biases, understand complex issues, and absorb crucial insights from an array of texts is paramount. Reading comprehension equips citizens with the skills to navigate this information landscape, ensuring that they are not simply passive consumers of information but active, critical, and engaged participants. Accordingly, reading comprehension holds a foundational role in the formation of an educated civil society. A well-informed society is one that can engage in substantive discussions, make rational decisions, and contribute to social, political, and cultural dialogues. Central to all these processes is the ability to understand, interpret, and critically analyze written information, a critical life skill that transcends the boundaries of the classroom. It nurtures our ability to engage, understand, and respond to the world around us – whether that’s crafting a piece of writing or contributing to our civil society.

So, the next time you find yourself reading a book, news article, or even a blog post, pause for a moment and consider not just what you’re reading, but how you’re understanding it. After all, it’s not just about reading the words, but grasping their meaning that truly makes the difference.

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