Syllabus

Cambridge IGCSE™
Afrikaans as a Second Language
0548
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the November series.

Version 1
Please check the syllabus page at www.cambridgeinternational.org/0548
to see if this syllabus is available in your administrative zone.

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 International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
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of the University of Cambridge.

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Our programmes and qualifications set the global standard for international education. They are created by
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for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.

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with the Cambridge Pathway.

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Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

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© Cambridge University Press & Assessment September 2022

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Contents

Why choose Cambridge International?......................................................................... 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
Glossary of text types 16

4  Details of the assessment .........................................................................................17

Paper 1 – Reading and Writing 17
Paper 2 – Listening 19

5  What else you need to know .................................................................................... 21

Before you start 21
Making entries 22
Accessibility and equality 22
After the exam 23
How students and teachers can use the grades 23
Changes to this syllabus for 2025, 2026 and 2027 24

Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 25.
 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.

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 of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Cambridge International IGCSE

Afrikaans as a Second Language develops skills for
understanding and communicating in a range of situations in
Afrikaans. 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, on both familiar and less familiar topics.

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

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

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 International Group of Schools, Indonesia

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Afrikaans 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 including Cambridge International
AS & A Level Afrikaans.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International AS & A
Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.

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 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.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

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 Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper • Results Analysis
speaking tests answers

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

Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events

• Cambridge Professional Development Qualifications

Find out more at www.cambridgeinternational.org/profdev

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 Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.

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 Afrikaans 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.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  Syllabus overview

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

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.

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

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  Syllabus overview

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

All candidates take: and:

Paper 1 2 hours Paper 2 Approximately 50 minutes

Reading and Writing 70% Listening 30%
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

Information on availability is in the Before you start section.

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  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.

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  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

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2

AO1 Reading 50 0

AO2 Writing 50 0

AO3 Listening 0 100

Total 100 100

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.

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 texts, topics, subject contexts, 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 texts selected for each exercise will be drawn 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 drawn
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 and
listening skills. These examples are not exhaustive.

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  Subject content

Reading
Learners are introduced to a range of different text types on a variety of topics and are encouraged to read
widely in Afrikaans 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 Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  Subject content

Writing
Learners 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 Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  Subject content

Listening
Learners are introduced to a range of different text types on a variety of topics. They are also encouraged to
listen to Afrikaans 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 Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  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.).

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.

4  Details of the assessment

Paper 1 – Reading and Writing

Written paper, 2 hours, 60 marks
This paper 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 Afrikaans.

The 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, a website, review or report.

Total marks 9

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  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 Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  Details of the assessment

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

This paper 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.

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 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 10

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  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 Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.

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 Afrikaans at school and/or in their
community.

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.

This syllabus is not available in all administrative zones. To find out about availability check the syllabus page at
www.cambridgeinternational.org/0548

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

You can enter candidates in the November exam series.

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

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge International AS Level Afrikaans Language (8679)
• 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 allows 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

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  What else you need to know

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 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 your 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

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

Language
This syllabus is available in English only. The assessment materials are in Afrikaans.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  What else you need to know

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

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 and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

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 a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  What else you need to know

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 0548 Afrikaans as a Second Language will be published after the
first assessment of the syllabus in 2025.

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 Cambridge IGCSE Afrikaans as a Second Language 0548 syllabus for 2025, 2026 and 2027.  What else you need to know

Changes to this syllabus for 2025, 2026 and 2027

The syllabus has been reviewed and revised for first examination in 2025.

You must read the whole syllabus before planning your teaching programme.

Changes to syllabus content • Learner attributes have been added to the syllabus.
• The syllabus aims have been updated.
• The subject content has been revised and a guidance column has
been added for support.
• A glossary on the different text types used in the qualification has
been added to the syllabus.

Changes to assessment • There is no longer a Speaking component.

(including changes to • The assessment objectives have been updated.
specimen papers)
• The mark schemes for Papers 1 and 2 have been revised.

Paper 1 Reading and Writing

• The summary task has been removed and replaced with a multiple-
choice question.

Paper 2 Listening
• The Listening paper is now 100% multiple-choice.
• The total number of marks for this component is now 40. The
duration of the test is now approximately 55 minutes.
• Candidates answer 40 multiple-choice questions. At the end of the
test, candidates transfer their answers

Other changes • New support materials will be available for this syllabus. Existing
support materials will be updated to reflect the revised syllabus and
specimen materials.

Significant changes to the syllabus are indicated by black vertical lines either side of the text.

In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
specimen papers will help your students become familiar with exam requirements and command words in
questions. The specimen mark schemes show how students should answer questions to meet the assessment
objectives.

Any textbooks endorsed to support the syllabus for examination from 2025 are suitable for use
with this syllabus.

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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

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