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The Cambridge International AS Level German syllabus enables learners to achieve greater fluency, accuracy and confidence in the language as it is spoken and written, and improve their communication skills.
They will learn how to improve their use of German in a variety of situations, understanding how to read texts and other source materials, and how to extract information, initiate conversations and respond to questions both orally and in writing.
The syllabus year refers to the year in which the examination will be taken.
We have redeveloped our Cambridge International AS and A Level German offer to make sure there is smoother progression from Cambridge IGCSE based on learners' level of German and a closer alignment with the CEFR framework. We are withdrawing Cambridge International AS Level German Language (8683) and A Level German (9717) to replace them with our newly designed Cambridge International AS Level German Language (8027) and A Level German Language & Literature (9897) syllabuses.
The last assessment of Cambridge International AS Level German Language (8683) and Cambridge International A Level German (9717) will be November 2024. The first assessment of the new Cambridge International AS Level German Language (8027) and Cambridge International A Level German Language & Literature (9897) syllabuses will be June 2025.
From 2020, we have made some changes to the wording and layout of the front covers of our question papers to reflect the new Cambridge International branding and to make instructions clearer for candidates - learn more.
Check the Submit for Assessment page and the samples database for information and guidance on submitting moderated and examined work using Submit for Assessment.
We provide a wide range of support so that teachers can give their learners the best possible preparation for Cambridge programmes and qualifications. For teachers at registered Cambridge schools, support materials for specific syllabuses are available from the School Support Hub (username and password required).
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