📚 Year 12 Cambridge English: 2026 Exam Changes and Trends | 剑桥12年级英语：2026年考试变化与趋势
As students embark on their Cambridge AS Level English journey in Year 12, understanding the syllabus changes and emerging trends for 2026 is essential for success. The current Cambridge International AS & A Level English suite—including English Language (9093) and Literature in English (9695)—underwent significant updates in 2024, and these continue to shape teaching, learning and assessment through 2026. This article examines the key modifications, their impact on Year 12 studies, and the predicted directions for future examinations.
对于正在修读剑桥 AS Level 英语的 12 年级学生而言，厘清 2026 年考试大纲的变化趋势是取得理想成绩的关键。当前剑桥国际 AS 与 A Level 英语系列——包含英语语言（9093）和英语文学（9695）——在 2024 年经历了大幅更新，这些变革将持续影响至 2026 年的教、学与评。本文剖析主要调整内容、其对 12 年级学习的影响，并预测未来考试的走向。
1. Overview of the 2024–2026 Syllabus | 2024–2026 年考纲总览
The Cambridge International AS & A Level English Language (9093) and Literature in English (9695) syllabuses for examination in 2024, 2025 and 2026 were redesigned to foster deeper critical engagement and transferable communication skills. For 9093, the former Paper 1 'Passages for Comment' was replaced by a new Paper 1 'Reading', which requires candidates to compare two unseen texts and produce a directed writing task. Paper 2 'Writing' now includes a more structured approach to imaginative and discursive writing. Similarly, Literature in English (9695) refined its assessment model to strengthen unseen poetry and prose analysis, alongside the study of set texts.
剑桥国际 AS 与 A Level 英语语言（9093）和英语文学（9695）2024、2025 及 2026 年的考纲经过重新设计，旨在培养更深层的批判性思维与可迁移的交际能力。针对 9093，原先的试卷一“短文评析”被全新的试卷一“阅读”取代，要求考生比较两篇非文学类文本并完成一项指导性写作任务。试卷二“写作”则引入了更具结构性的想象文与议论文写作。同样，英语文学（9695）优化了评估模式，强化了非文学诗歌与散文的分析，同时保留对规定文本的研究。
These changes reflect a broader move towards integrated reading and writing, emphasising the relationship between text analysis and production. In 2026, Year 12 students will sit papers that are the culmination of this three-year syllabus cycle, making it crucial to master the updated assessment demands.
这些变化反映了阅读与写作融合的更广泛趋势，强调文本分析与产出的关联。2026 年，12 年级学生将参加这一三年考纲周期的终结性考试，因此掌握更新的评估要求至关重要。
2. Key Changes in Assessment Objectives | 评估目标的主要变化
Both 9093 and 9695 have updated their assessment objectives (AOs) to place greater weight on critical interpretation, comparison, and the ability to shape writing for specific audiences and purposes. In English Language, AO2 now explicitly requires candidates to 'analyse how writers use language to create effects', while AO4 focuses on 'communicating effectively in a range of forms'. For Literature, AO3 (comparison and connection) has been sharpened, demanding sustained comparative analysis across texts and contexts.
9093 和 9695 均更新了评估目标（AO），更加侧重批判性解读、比较能力，以及为特定受众与目的构思写作的能力。在英语语言中，AO2 如今明确要求考生“分析作者如何运用语言创造效果”，而 AO4 则专注于“以多种形式进行有效沟通”。在文学科目中，AO3（比较与关联）得到强化，要求考生对文本与语境进行持续的比较分析。
A shift towards holistic assessment is also evident. Mark schemes now reward students who can synthesise insights from different parts of a text, or from multiple texts, rather than merely listing features. This demands that Year 12 learners develop a more integrated understanding of language and literature as interconnected systems of meaning.
整体性评估的转向也十分明显。现在的评分方案青睐那些能够综合文本不同部分、或多篇文本中见解的考生，而非简单罗列特征。这就要求 12 年级学生对语言和文学作为相互关联的意义系统形成更完整的理解。
3. Paper Structure Revisions for English Language 9093 | 英语语言 9093 试卷结构调整
The AS Level English Language 9093 syllabus now consists of two papers. The most striking revision is the new Paper 1 'Reading', which replaced the old 'Passages for Comment'. Paper 1 presents two thematically linked unseen non-fiction texts and asks students to compare them, followed by a directed writing task based on the same source material. The table below summarises the structural shift.
AS Level 英语语言 9093 考纲如今包含两份试卷。最显著的变化是全新的试卷一“阅读”，它取代了原来的“短文评析”。试卷一提供两篇主题相关的非文学类文本，要求考生进行比较，随后完成一项基于相同材料的指导性写作任务。下表概括了结构变化。
| Pre-2024 Paper | 2024–2026 Paper | Nature of Change (变化性质) |
|---|---|---|
| Paper 1: Passages for Comment | Paper 1: Reading (50%) | 比较两篇文本 + 指导性写作; 强调综合能力 |
| Paper 2: Writing | Paper 2: Writing (50%) | 新增结构化提示; 更明确的体裁与目的要求 |
Paper 2 'Writing' retains a choice of imaginative and discursive tasks, but now includes clearer framing of audience, context and form. Students are expected to produce texts such as speeches, articles, reviews or narrative pieces, demonstrating control of register and structure. In 2026, this paper will continue to test the ability to shape language for effect, with increased emphasis on original thinking and stylistic versatility.
试卷二“写作”仍保留了想象文与议论文的选题，但现在更清晰地界定了受众、语境和体裁。考生需撰写演讲稿、文章、评论或叙事文等文本，展现对语体和结构的掌控。在 2026 年，该试卷将继续考查为达到特定效果而运用语言的能力，并更加强调原创思维和文体的多样性。
4. Paper Structure Revisions for Literature in English 9695 | 英语文学 9695 试卷结构调整
For AS Level Literature in English 9695, the 2024–2026 syllabus maintains two papers but has refined their focus. Paper 1 'Drama and Poetry' now obliges students to answer on one play and one cluster of poems, balancing set-text knowledge with close analysis. Paper 2 'Prose and Unseen' combines a set prose text question with a compulsory unseen poetry or prose analysis, a component that rewards skills of independent interpretation.
就 AS Level 英语文学 9695 而言，2024–2026 年考纲保留了两份试卷，但优化了考察重点。试卷一“戏剧与诗歌”要求考生必须回答一部戏剧和一组诗歌的问题，兼顾规定文本知识与细读分析。试卷二“散文与非文学文本”将规定散文问题与必答的非文学诗歌或散文分析相结合，这一部分奖励独立解读能力。
The increased weighting on unseen material signifies a trend away from purely memory-based responses. In 2026, candidates must demonstrate that they can apply literary concepts to unfamiliar passages, a skill that also prepares them for university-level literary study. The syllabus encourages exploration of post-1900 texts and contemporary voices, reflecting the modern literary canon's expansion.
非文学文本权重的增加标志着从纯粹记忆性作答的转变。2026 年，考生须展示能将文学概念应用于陌生篇章的能力，这项技能也为大学阶段的文学研究做好了准备。考纲鼓励探索 1900 年后的文本和当代声音，反映了现代文学经典的扩展。
5. Growing Emphasis on Unseen Text Analysis | 非文学文本分析日益重要
A defining feature of the 2024–2026 Cambridge English syllabuses is the elevation of unseen text analysis. In 9093, Paper 1 is built entirely around unseen materials; in 9695, the unseen component carries significant marks and can be the differentiator for high grades. This shift stems from a desire to assess students' authentic reading and critical thinking, rather than rehearsed commentary on taught texts.
2024–2026 年剑桥英语考纲的一个鲜明特征，就是提升了非文学文本分析的地位。在 9093 中，试卷一完全围绕非文学材料构建；在 9695 中，非文学部分占分可观，且常成为区分高分的关键。这一转变源于对考察学生真实阅读与批判性思维的追求，而非对已学文本的预演评析。
To succeed, Year 12 learners must practise tackling a variety of genres under timed conditions—editorials, travel writing, memoir extracts, advertisements, and even hybrid texts. They need to develop a toolkit for identifying tone, purpose, structure, and linguistic patterns without the safety net of prior teacher guidance. In 2026, papers are likely to feature even more culturally diverse and multimodal texts, reflecting global communication trends.
要取得成功，12 年级学生必须练习在限时条件下处理各种体裁——社论、游记、回忆录节选、广告甚至混合文本。他们需要建立一套识别语气、目的、结构和语言模式的工具包，而不再有教师事先指导的安全网。2026 年试卷很可能将出现更具文化多样性和多模态的文本，以反映全球沟通趋势。
6. Directed Writing and Genre Awareness | 指导性写作与体裁意识
The directed writing task in 9093 Paper 1 is a new and challenging element. After comparing two unseen texts, candidates must write a response in a specified form—for example, a letter, a blog post, a script, or a news report—drawing on evidence and ideas from the source material. This tests not only reading comprehension but also the ability to repurpose information for a different audience and purpose.
9093 试卷一中的指导性写作任务是一个全新且具有挑战性的环节。在比较了两篇非文学文本之后，考生必须以指定的形式撰写回应——例如一封信、一篇博客、一个脚本或一篇新闻报道——利用原始材料中的证据和观点。这不仅考察阅读理解，还测试了根据不同受众和目的重新组织信息的能力。
Genre awareness is therefore critical. Students must understand conventions of various text types: rhetorical devices expected in a persuasive speech, the inverted pyramid structure of a news article, or the interactive tone of a blog. The 2026 exams will continue to reward precise use of register, format, and stylistic choices that align with the task. This mirrors real-world writing demands, making the skill highly transferable.
因此，体裁意识至关重要。学生必须了解各种文本类型的常规：劝说性演讲中应有的修辞手法、新闻文章的倒金字塔结构，或是博客的互动语气。2026 年考试将继续奖励与任务相符的精确语体、格式和文体选择。这反映了真实世界的写作要求，使该技能具有高度的可迁移性。
7. Comparative Analysis Across Texts | 跨文本比较分析
Comparison has become a cornerstone of the updated syllabuses. In English Language, Paper 1 explicitly demands a comparative commentary, requiring learners to identify similarities and differences in how writers convey ideas, attitudes, and stylistic effects. In Literature 9695, comparative skills are embedded in AO3 and may be tested both within set-text essays and in unseen analysis, for instance by pairing two poems from different eras.
比较分析已成为更新后考纲的基石。在英语语言中，试卷一明确要求进行对比评析，要求学习者识别作者在传达思想、态度和文体效果方面的异同。在文学 9695 中，比较技能内嵌于 AO3 之中，既可能出现在规定文本的论文中，也可能在非文学文本分析（如将两首不同时代的诗歌组合）中进行考查。
Effective comparison goes beyond surface-level note-making. Students must explore how context, genre, and language choices interact. In 2026, high-scoring responses will demonstrate a nuanced understanding of thematic parallels and contrasts, supported by well-selected textual evidence. Regular practice with comparative grids and dual-text analysis exercises should become part of every Year 12 study plan.
有效的比较分析超越了表面的摘记。学生必须探索语境、体裁和语言选择如何相互作用。在 2026 年，高分答案将展现对主题相似点与反差的细腻理解，并辅以精选的文本证据。定期使用对比表格和双文本分析练习，应成为每个 12 年级学习计划的一部分。
8. Integrating Global and Cultural Perspectives | 融入全球与文化视角
Cambridge's revised English syllabuses deliberately incorporate a wider range of international voices and cultural contexts. In 9093, unseen texts are sourced from diverse global settings, encouraging students to engage with postcolonial, diasporic, and transnational writing. 9695 set-text lists now include more works by authors from Africa, Asia, and the Caribbean, moving beyond a traditional Anglo-centric canon.
剑桥修订后的英语考纲有意纳入了更广泛的国际声音和文化语境。在 9093 中，非文学文本选自多元的全球背景，鼓励学生接触后殖民、流散和跨国写作。9695 的规定文本列表如今包含更多来自非洲、亚洲和加勒比地区的作家作品，超越了传统的以英国为中心的经典。
This trend is set to deepen in 2026, as examiners seek evidence that students can interpret cultural nuances and recognise how language shapes identity and power relations. For Year 12 learners, building cultural capital through wide reading of international news, literary translations, and global issues becomes an integral part of exam preparation, not just an enrichment activity.
这一趋势在 2026 年将进一步深化，因为考官希望看到考生能够解读文化细微差别，并认识到语言如何塑造身份和权力关系。对于 12 年级学生而言，通过广泛阅读国际新闻、文学译作和全球议题来积累文化资本，已成为备考不可或缺的一部分，而非仅仅是拓展活动。
9. Mark Scheme Evolution and What It Means for Students | 评分标准的演变及其对考生的影响
The marking criteria for both 9093 and 9695 have been tightened to distinguish levels of critical engagement more effectively. In English Language, the top band for reading now requires 'perceptive analysis' that explores implicit meanings and evaluates the writer's technique, rather than merely identifying features. In Literature, 'informed personal response' is rewarded only when it is rooted in textual detail and awareness of alternative interpretations.
9093 和 9695 的评分标准均得到收紧，以更有效地区分批判性参与的水平。在英语语言中，阅读的最高层级如今要求“敏锐分析”，探索隐含意义并评价作者的技法，而非仅仅是识别特征。在文学中，“有见识的个人回应”只有在根植于文本细节并意识到其他解读时，才能获得奖励。
Students aiming for high grades in 2026 must therefore demonstrate evaluative judgement, not mere description. Mark schemes now frequently use descriptors like 'coherent evaluation of the interplay between form and content' or 'sophisticated comparison of contextual influences'. Practising with official mark schemes and examiner reports from the 2024 and 2025 series will provide invaluable insight into what examiners actively seek.
因此，以 2026 年高分为目标的考生必须展现评价性判断，而非仅仅是描述。评分方案现在经常使用诸如“对形式与内容相互作用的连贯评价”或“对语境影响的精妙比较”等描述词。利用 2024 和 2025 年真题系列的官方评分方案和考官报告进行练习，将为洞察考官的真正要求提供宝贵线索。
10. Preparation Strategies for Year 12 in 2026 | 2026 年 12 年级备考策略
To thrive in the 2026 exams, Year 12 students should adopt a multi-pronged approach. First, integrate reading and writing practice daily, treating them as interconnected skills. Use authentic materials—op-ed columns, podcasts, literary magazines—and respond to them through both analytical commentary and creative rewriting. Second, build a personal glossary of analytical terms for genre, tone, and structural devices, ensuring they can be applied confidently under exam conditions.
为了在 2026 年考试中脱颖而出，12 年级学生应采取多管齐下的策略。首先，每天将阅读与写作练习相结合，将它们视为相互关联的技能。使用真实材料——专栏文章、播客、文学杂志——并通过分析性评析和创造性重写进行回应。其次，建立个人的体裁、语气和结构手法分析术语表，确保能在考试条件下自信运用。
Third, practise timed comparative tasks weekly, using paired texts from past papers and specimen materials. Fourth, join study groups to discuss interpretations and receive peer feedback on writing. Finally, familiarise yourself with the latest examiner reports to internalise the standard of 'perceptive' and 'evaluative' responses; this metacognitive awareness often distinguishes top performers.
第三，每周练习限时比较任务，使用历年真题和样题中的成对文本。第四，加入学习小组讨论解读并获取同伴对写作的反馈。最后，熟读最新的考官报告，内化“敏锐”与“评价性”回答的标准；这种元认知意识往往是拔尖考生的分水岭。
11. Predicted Trends Beyond 2026 | 2026 年后趋势预测
Looking ahead, the Cambridge English suite is likely to continue evolving towards greater integration of digital literacy and multimodal analysis. Future syllabuses may include audio-visual sources in unseen papers, or require students to analyse the rhetoric of social media and online communication. The emphasis on global perspectives and ethical use of language will probably intensify, aligning with UN Sustainable Development Goals and educational frameworks for global competence.
展望未来，剑桥英语系列可能会继续朝着数字素养与多模态分析更深层次融合的方向发展。未来的考纲或许会将视听资源纳入非文学卷，或要求学生分析社交媒体和网络传播的修辞手法。对全球视野与语言伦理使用的强调很可能会进一步强化，与联合国可持续发展目标及全球素养教育框架保持一致。
For current Year 12 students, these trends mean that the skills cultivated for 2026—versatility, cultural awareness, comparative thinking—will remain relevant far beyond the exam hall. Staying curious about how language operates across media and communities will not only secure strong AS results but also build a foundation for lifelong learning and responsible global citizenship.
对于当前的 12 年级学生而言，这些趋势意味着，为 2026 年培养的技能——应变能力、文化意识、比较性思维——在考场之外仍将长期有效。保持对不同媒介和社群中语言运作方式的好奇心，不仅能确保 AS 取得优异成绩，还会为终身学习和负责任的全球公民素养奠定基础。
Published by TutorHao | English Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
或截图后用「扫一扫 → 相册」选择本图