Cambridge English Exams for Schools

Introduction
Over the past few decades, English has increasingly become a lingua franca a language of
communication between people who dont speak each others languages. In fact, it is said that
many conversations that take place in English these days are between people who are not native
speakers. Given its international importance, children in many parts of the world are studying
English at primary school or even earlier. As a result they are reaching A2, B1 and B2 levels at a
younger age. When it became apparent that many of those taking Cambridge English: Key,
Cambridge English: Preliminary, and Cambridge English: First were still at school, a decision was
taken to adapt existing exams, which were originally designed for adults, and make them more
suitable for a younger age group.
This led to the development of Cambridge English: Key for Schools, Cambridge English:
Preliminary for Schools and Cambridge English: First for Schools. These exams are identical in
format to the original exams and test language at exactly the same level. However, as they are
targeted at children of secondary school age, they contain texts designed to be relevant to that age
group. Topics are similar to those in the original exams but the focus and angle take into account
the interests and experiences of young people. The for Schools papers also have texts with a
Content and Language Integrated Learning (CLIL) flavour, and these aim to reflect what learners
are learning about at school in a variety of subjects. For example they may read a text about a
famous historical figure, some aspect of science and technology, information about an interesting
part of the world, or a particular wild animal.
The grammar, vocabulary and skills tested are identical in both versions of the test at all three
levels, and both versions of each test are equally rigorous. The certificates candidates receive for
for Schools exams are just as widely recognised by universities and businesses around the world.
Cambridge English: Key for Schools, also known as Key English Test (KET) for Schools
This exam tests knowledge and understanding of language at A2 level, as described by the CEFR.
(For more information about the CEFR and exams, visit http://www.cambridgeenglish.org/examsand-qualifications/cefr/cefr-exams/).
Paper 1 (Reading and Writing) has nine parts. There are five reading tasks and four writing tasks.
The reading tasks include signs and notices, dialogues, and articles. The writing tasks include a
spelling task, an open cloze, an information transfer and a short message of between 25 and 35
words. Paper 2 (Listening) has five parts and includes multiple choice questions and productive
tasks in which learners listen and write down a word or number. Paper 3 (Speaking) has two parts.
Candidates are expected to answer a few questions about themselves and their interests and then
complete a pairwork activity with a partner, which involves forming questions from prompts and
answering their partners questions. Cambridge English: Key tasks are always on familiar, everyday
topics and items test understanding of straightforward factual information.

Cambridge English: Preliminary for Schools, also known as Preliminary English Test (PET)
for Schools
This exam tests language at B1 level. Paper 1 (Reading and Writing) has five reading tasks and
three writing tasks. Reading texts are longer than Cambridge English: Key texts, and as well as
being able to understand factual information, candidates are expected to show they can understand
the attitude and opinion of the writer. Of the three writing tasks, one tests knowledge of grammar in
the form of sentence transformations, one tests candidates ability to write a short functional
message, and the third is a longer piece of writing either a letter or a story. Paper 2 (Listening)
has four parts. There are multiple choice questions, a productive task, and a true/false task that
requires candidates to understand the attitude and opinion of the speakers. Paper 3 (Speaking) has
four parts. Candidates are asked a few personal questions before doing a task together which
involves making suggestions, offering opinions and reaching agreement. Each candidate is then
asked to describe a photograph and to have a conversation with their partner on a topic related to
the photographs.
Cambridge English: First for Schools, also known as First Certificate in English (FCE) for
Schools
This exam is at B2 level. Following the recent revisions which take effect in January 2015, there are
four papers. Paper 1 (Reading and Use of English) has seven parts. The first four parts are Use of
English and test understanding of vocabulary and grammar. The remaining three parts test reading.
Texts will contain complex ideas and language at B2 level, and candidates are expected to
demonstrate understanding of opinion, attitude, implication and features of text organisation. Paper
2 (Writing) has two parts a compulsory essay and one task from a choice of four questions, which
include articles, letters, stories, reviews and essays. Paper 3 (Listening) has four parts with tasks
including multiple choice, multiple matching and sentence completion. Paper 4 (Speaking) has four
parts. Across these parts, candidates must demonstrate the ability to offer and exchange ideas,
justify reasons, speculate, suggest alternatives, and agree and disagree.
Preparing younger learners for exams
The most important thing is to make sure learners are familiar with the contents of the test they will
be taking. Give them exercises to show how the different tasks work and tell them the best way to
approach each one. Useful information can be found in the relevant handbooks, which can be
downloaded from the Cambridge English Teaching Support website:
https://www.teachers.cambridgeesol.org/ts/
The handbooks contain the language specifications for Cambridge English: Key and Cambridge
English: Preliminary, and on the website, you can find vocabulary lists used in exam preparation.
Another resource (http://www.englishprofile.org/index.php/wordlists) contains highly searchable
lists and is free for teachers to use. For example you can look up all the A2 nouns related to
clothes, or ask for a list of adjectives at B1. This is an excellent way to check whether your learners
are learning the kind of words that are appropriate for the level and likely to appear in their exam,
and to create your own vocabulary tasks.

Make sure learners know how important it is to read or listen very carefully and pay attention to
meaning when answering exam questions. Remind them not to be distracted by wordspots, or
information that looks or sounds as if it is relevant to the question, but isnt. Do a lot of work on
paraphrase (saying the same thing in different ways), as this is a real life skill as well as a useful
one for the exam. Timing is another very important thing for learners to bear in mind. They should
plan in advance how much time they will spend on each part and then stick to it; otherwise it is
easy to find that time has run out before all parts are completed. For writing tasks, encourage
learners not to worry too much about counting exact words, although they should always try to write
about the required number. They will be penalised for writing too little if they dont include
everything required in the task, and if they write too much it may be irrelevant. It is important for
them to focus on getting the content right.
Nerves can be a problem for younger learners. Reassure them that in the speaking test, examiners
are expecting children to be nervous and that the first few minutes of the test involve
straightforward questions which will give candidates a chance to relax. Remind learners of the
importance of getting a good nights sleep before any exam and of having a good breakfast on the
day of the exam. One idea might be to have a class brainstorm on what to do before the test.
Learners can then use the ideas discussed to produce a colourful poster for the classroom wall.