Tag: AP

AP 物理B Physics B

AP Physics B

The Physics B course includes topics in both classical and modern physics. A knowledge of algebra and basic trigonometry is required for the course; the basic ideas of calculus may be introduced in connection with physical concepts, such as acceleration and work. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems should be the major goals of the course. Consequently, the course should utilize guided inquiry and student-centered learning to foster the development of critical thinking skills.

Physics B should provide instruction in each of the following five content areas: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics.

Many colleges and universities include additional topics in their survey courses. Some AP teachers may wish to add supplementary material to a Physics B course. Many teachers have found that a good time to do this is late in the year, after the AP Exams have been given.

The Physics B course should also include a hands-on laboratory component comparable to introductory college-level physics laboratories, with a minimum of 12 student-conducted laboratory investigations representing a variety of topics covered in the course. Each student should complete a lab notebook or portfolio of lab reports.

The school should ensure that each student has a copy of a college-level textbook (supplemented when necessary to meet the curricular requirements) for individual use inside and outside of the classroom. A link to a list of examples of acceptable textbooks can be found on the Physics B course home page on the AP Central Web site.

IGCSE A & AS Level物理 Physics

IGCSE: Physics

The Cambridge IGCSE Physics helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. They learn about the basic principles of Physics through a mix of theoretical and practical studies. Learners also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, skills which are useful in everyday life. As they progress, learners gain an understanding of how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.

A & AS Level: Physics

Cambridge International AS and A Level Physics builds on the skills acquired at Cambridge IGCSE (or equivalent) level. It includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of physics, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination. The emphasis throughout is on the understanding of concepts and the application of physics ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Physics is ideal for learners who want to study physics or a wide variety of related subjects at university or to follow a career in science.

AP微积分BC Calculus BC

AP Calculus BC

AP courses in calculus consist of a full high school academic year of work and are comparable to calculus courses in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement, or both from institutions of higher learning.

The AP Program includes specifications for two calculus courses and the exam for each course. The two courses and the two corresponding exams are designated as Calculus AB and Calculus BC.

Calculus AB can be offered as an AP course by any school that can organize a curriculum for students with mathematical ability. This curriculum should include all the prerequisites for a year’s course in calculus listed on page 6. Calculus AB is designed to be taught over a full high school academic year. It is possible to spend some time on elementary functions and still teach the Calculus AB curriculum within a year. However, if students are to be adequately prepared for the Calculus AB Exam, most of the year must be devoted to the topics in differential and integral calculus describedon pages 6 to 9. These topics are the focus of the AP Exam questions.

Calculus BC can be offered by schools where students are able to complete all the prerequisites listed on page 6 before taking the course. Calculus BC is a full-year course in the calculus of functions of a single variable. It includes all topics taught in Calculus AB plus additional topics, but both courses are intended to be challenging and demanding; they require a similar depth of understanding of common topics. The topics for Calculus BC are describedon
pages 9 to 12. A Calculus AB subscore is reported based on performance on the portion of the Calculus BC Exam devoted to Calculus AB topics.

Both courses described here represent college-level mathematics for which most colleges grant advanced placement and/or credit. Most colleges and universities offer a sequence of several courses in calculus, and entering students are placed within this sequence according to the extent of their preparation, as measured by the results of an AP Exam or other criteria. Appropriate credit and placement are granted by each institution in accordance with local policies. The content of Calculus BC is designed to qualify the student for placement and credit in a course that is one course beyond that granted for Calculus AB. Many colleges provide statements regarding their AP policies in their catalogs and on their websites.

Secondary schools have a choice of several possible actions regarding AP Calculus. The option that is most appropriate for a particular school depends on local conditions and resources: school size, curriculum, the preparation of teachers, and the interest of students, teachers, and administrators.

Success in AP Calculus is closely tied to the preparation students have had in courses leading up to their AP courses. Students should have demonstrated mastery of material from courses that are the equivalent of four full years of high school mathematics before attempting calculus. These courses should include the study of algebra, geometry, coordinate geometry, and trigonometry, with the fourth year of study including advanced topics in algebra, trigonometry, analytic geometry, and elementary functions. Even though schools may choose from a variety of ways to accomplish these studies — including beginning the study of high school mathematics in grade 8; encouraging the election of more than one mathematics course in grade 9, 10, or 11; or instituting a program of summer study or guided independent study — it should be emphasized that eliminating preparatory course work in order to take an AP course is not appropriate.

The AP Calculus Development Committee recommends that calculus should be taught as a college-level course. With a solid foundation in courses taken before AP, students will be prepared to handle the rigor of a course at this level. Students who take an AP Calculus course should do so with the intention of placing out of a comparable college calculus course. This may be done through the AP Exam, a college placement exam, or any other method employed by the college.

AP微积分AB Calculus AB

AP Calculus AB

AP courses in calculus consist of a full high school academic year of work and are comparable to calculus courses in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement, or both from institutions of higher learning.

The AP Program includes specifications for two calculus courses and the exam for each course. The two courses and the two corresponding exams are designated as Calculus AB and Calculus BC.

Calculus AB can be offered as an AP course by any school that can organize a curriculum for students with mathematical ability. This curriculum should include all the prerequisites for a year’s course in calculus listed on page 6. Calculus AB is designed to be taught over a full high school academic year. It is possible to spend some time on elementary functions and still teach the Calculus AB curriculum within a year. However, if students are to be adequately prepared for the Calculus AB Exam, most of the year must be devoted to the topics in differential and integral calculus describedon pages 6 to 9. These topics are the focus of the AP Exam questions.

Calculus BC can be offered by schools where students are able to complete all the prerequisites listed on page 6 before taking the course. Calculus BC is a full-year course in the calculus of functions of a single variable. It includes all topics taught in Calculus AB plus additional topics, but both courses are intended to be challenging and demanding; they require a similar depth of understanding of common topics. The topics for Calculus BC are describedon
pages 9 to 12. A Calculus AB subscore is reported based on performance on the portion of the Calculus BC Exam devoted to Calculus AB topics.

Both courses described here represent college-level mathematics for which most colleges grant advanced placement and/or credit. Most colleges and universities offer a sequence of several courses in calculus, and entering students are placed within this sequence according to the extent of their preparation, as measured by the results of an AP Exam or other criteria. Appropriate credit and placement are granted by each institution in accordance with local policies. The content of Calculus BC is designed to qualify the student for placement and credit in a course that is one course beyond that granted for Calculus AB. Many colleges provide statements regarding their AP policies in their catalogs and on their websites.

Secondary schools have a choice of several possible actions regarding AP Calculus. The option that is most appropriate for a particular school depends on local conditions and resources: school size, curriculum, the preparation of teachers, and the interest of students, teachers, and administrators.

Success in AP Calculus is closely tied to the preparation students have had in courses leading up to their AP courses. Students should have demonstrated mastery of material from courses that are the equivalent of four full years of high school mathematics before attempting calculus. These courses should include the study of algebra, geometry, coordinate geometry, and trigonometry, with the fourth year of study including advanced topics in algebra, trigonometry, analytic geometry, and elementary functions. Even though schools may choose from a variety of ways to accomplish these studies — including beginning the study of high school mathematics in grade 8; encouraging the election of more than one mathematics course in grade 9, 10, or 11; or instituting a program of summer study or guided independent study — it should be emphasized that eliminating preparatory course work in order to take an AP course is not appropriate.

The AP Calculus Development Committee recommends that calculus should be taught as a college-level course. With a solid foundation in courses taken before AP, students will be prepared to handle the rigor of a course at this level. Students who take an AP Calculus course should do so with the intention of placing out of a comparable college calculus course. This may be done through the AP Exam, a college placement exam, or any other method employed by the college.

AP微观经济学 Microeconomics

AP Microeconomics

The purpose of the AP course in microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. The following is a brief discussion of these topics and some aspects of them that a teacher may choose to explore.

AP统计学 Statistics

AP Statistics

The Advanced Placement Program offers a course description and exam in statistics to secondary school students who wish to complete studies equivalent to a onesemester, introductory, non-calculus-based, college course in statistics.

Statistics and mathematics educators who serve as members of the AP Statistics Development Committee have prepared the Course Description and exam to reflect the content of a typical introductory college course in statistics. The exam is representative of such a course and therefore is considered appropriate for the measurement of skills and knowledge in the field of introductory statistics.

In colleges and universities, the number of students who take a statistics course is almost as large as the number of students who take a calculus course. A July 2002 article in the Chronicle of Higher Education reports that the enrollment in statistics courses from 1990 to 2000 increased by 45 percent — one testament to the growth of statistics in those institutions. An introductory statistics course, similar to the AP Statistics course, is typically required for majors such as social sciences, health sciences and business. Every semester about 236,000 college and university students enroll in an introductory statistics course offered by a mathematics or statistics department. In addition, a large number of students enroll in an introductory statistics course offered by other departments. Science, engineering and mathematics majors usually take an upper-level calculus-based course in statistics, for which the AP Statistics course is effective preparation.

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes:

1. Exploring Data: Describing patterns and departures from patterns
   2. Sampling and Experimentation: Planning and conducting a study
   3. Anticipating Patterns: Exploring random phenomena using probability and simulation
   4. Statistical Inference: Estimating population parameters and testing hypotheses

Students who successfully complete the course and exam may receive credit, advanced placement or both for a one-semester introductory college statistics course. This does not necessarily imply that the high school course should be one semester long. Each high school needs to determine the length of its AP Statistics course to best serve the needs of its students. Statistics, like some other AP courses, could be effectively studied in a one-semester, a two-trimester or a one-year course. Most schools, however, offer it as a one-year course.

IGCSE A & AS Level 通信技术 ICT

IGCSE: ICT

By following the ICT, learners develop an interest in, enjoyment of, and confidence in the use of computing. They develop an appreciation of the range and power of computer applications and solve problems using computing; their studies include systems analysis, algorithm design and programming concepts. Cambridge IGCSE ICT learners consider a broad range of computer applications, to develop an understanding of the power and versatility of the computer and the benefits of its use, but also its limitations and potential disadvantages. Cambridge IGCSE ICT is an ideal foundation for further study at Cambridge International AS and A Level, and the skills learnt can also be used in other areas of study and in everyday life.

A & AS Level: ICT

The aim of the Cambridge International AS and A Level ICT is to develop an understanding of how computers are used to solve a wide range of problems. Learners investigate a variety of different computers, and also look at the ways that computers are organised in terms of software, data, hardware, communications and people. Learners develop the skills necessary to apply their understanding to the development of computer-based solutions. As they progress, they learn about the main principles of systems analysis and design, looking at different methods of problem formulation, and the planning of solutions. They also consider systematic methods of solution implementation, testing and documentation.

思维技巧 Thinking Skills

A & AS Level: Thinking Skills

Thinking Skills develops a specific set of intellectual skills, independent of subject content, reflecting the need voiced by universities and employers for more mature and sophisticated ways of thinking. It also enables students to approach their other subjects with an improved ability to understand, analyse and resolve problems. As a result, students will find the course of great benefit when preparing for higher education and for a wide range of careers, including law, scientific research, social science, journalism, medicine, business, accounting and engineering. It encourages free and open debate, critical and investigative thinking, and informed and disciplined reasoning.

AP 世界历史 World History

AP World History

The breadth of world history has always posed challenges for AP teachers to create opportunities for deep conceptual understanding for students while addressing a syllabus largely driven by sheer scope. The AP World History course outlined in this course and exam description addresses these challenges by providing a clear framework of six chronological periods viewed through the lens of related key concepts and course themes, accompanied by a set of skills that clearly define what it means to think historically.

The course’s organization around a limited number of key concepts instead of a perceived list of facts, events, and dates makes teaching each historical period more manageable. The three to four key concepts per period define what is most essential to know about each period based upon the most current historical research in world history. This approach enables students to spend less time on factual recall, more time on learning essential concepts, and helps them develop historical thinking skills necessary to explore the broad trends and global processes involved in their study of AP World History.

To foster a deeper level of learning, the framework distinguishes content that is essential to support the understanding of key concepts from content examples that are not required. Throughout the framework, possible examples of historical content are provided in the right-hand column as an illustration of the key concept, but these illustrative examples are not required features of the course or required knowledge for the exam. Instead, the illustrative examples are provided to offer teachers a variety of optional instructional contexts that will help their students achieve deeper understanding. In this way the framework provides teachers freedom to tailor instruction to the needs of their students and offers flexibility in building upon their own strengths as teachers.

The themes and key concepts are intended to provide foundational knowledge for future college-level course work in history. Command of these course themes and key concepts requires sufficient knowledge of detailed and specific relevant historical developments and processes — including names, chronology, facts, and events — to exemplify the themes and key concepts. However, the specific historical developments and processes taught in an AP World History course will vary by teacher according to the instructional choices each teacher makes to provide opportunities for student investigation and learning for each key concept and theme.

AP 生物学 Biology

AP Biology

Given the speed with which scientific discoveries and research continuously expand scientific knowledge, many educators are faced with the challenge of balancing breadth of content coverage with depth of understanding.

The revised AP® Biology course addresses this challenge by shifting from a traditional “content coverage” model of instruction to one that focuses on enduring, conceptual understandings and the content that supports them. This approach will enable students to spend less time on factual recall and more time on inquiry-based learning of essential concepts, and will help them develop the reasoning skills necessary to engage in the science practices used throughout their study of AP Biology.

To foster this deeper level of learning, the breadth of content coverage in AP Biology is defined in a way that distinguishes content essential to support the enduring understandings from the many examples or applications that can overburden the course. Illustrative examples are provided that offer teachers a variety of optional instructional contexts to help their students achieve deeper understanding. Additionally, content that is outside the scope of the course and exam is also identified.

Students who take an AP Biology course designed using this curriculum framework as its foundation will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The result will be readiness for the study of advanced topics in subsequent college courses — a goal of every AP course.

The revised AP Biology course is equivalent to a two-semester college introductory biology course and has been endorsed enthusiastically by higher education officials.

IGCSE A & AS Level 生物 Biology

IGCSE: Biology

With an emphasis on human biology, the Cambridge IGCSE Biology helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. Learners gain an understanding of the basic principles of biology through a mix of theoretical and practical studies. They also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, which are useful in everyday life. As they progress, learners understand how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.

A & AS Level: Biology

Cambridge International AS and A Level Biology builds on the skills acquired at Cambridge IGCSE (or equivalent) level. It includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of biology, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination. The emphasis throughout is on the understanding of concepts and the application of biology ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Biology is ideal for learners who want to study biology or a wide variety of related subjects at university or to follow a career in science.

IGCSE A & AS Level商学研究 Business Studies

IGCSE: Business Studies

The Cambridge IGCSE Business Studies develops learners’ understanding of business activity in the public and private sectors, and the importance of innovation and change. Learners find out how the major types of business organisation are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence. Learners not only study business concepts and techniques but also enhance related skills such as numeracy and enquiry. It provides both a foundation for further study at Cambridge International A Level and an ideal preparation for the world of work.

A & AS Level: Business Studies

The Business Studies enables learners to understand and appreciate the nature and scope of business, and the role it plays in society. It covers economic, environmental, ethical, governmental, legal, social and technological issues, and encourages a critical understanding of organisations, the markets they serve and the process of adding value. Learners examine the management of organisations and, in particular, the process of decision-making in a dynamic external environment

AP 人文地理学 Human Geography

AP Human Geography

The Advanced Placement Program offers a course and exam in Human Geography to qualified students who wish to complete studies in secondary school equivalent to an introductory college course in human geography. The exam presumes at least one semester of college-level preparation, as is described in this book.

The inclusion of material in this Course Description and in the exam is not intended as an endorsement by the College Board or ETS of the content, ideas, or values expressed in the material. The material has been selected by geographers who serve as members of the AP Human Geography Development Committee. In their judgment, the material printed here reflects the content of a typical introductory college course in human geography. The exam is representative of such a course and therefore is considered appropriate for the measurement of skills and knowledge in the field of introductory human geography.

AP 美国历史 United States History

AP United States History

The Advanced Placement Program (AP) offers a course and exam in AP United States History to qualified students who wish to complete studies in secondary school equivalent to an introductory college course in U.S. history. The AP U.S. History Exam presumes at least one year of college-level preparation, as is described in this book.

The inclusion of material in the Course Description and exam is not intended as an endorsement by the College Board or ETS of the content, ideas, or values expressed in the material. The material contained herein has been selected and periodically revised by high school and university instructors of history who serve as members of the AP U.S. History Development Committee. It reflects the content of an introductory college course in U.S. history and is based on survey data from more than 100 colleges and universities. The exam tests skills and knowledge gained from an introductory survey in U.S. history.

The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to prsent reasons and evidence clearly and persuasively in essay format.

会计 Accounting

IGCSE: Accounting

The Cambridge IGCSE Accounting introduces learners to the theory and concepts of accounting and the ways in which accounting is used in a variety of modern economic and business contexts. Learners focus on the skills of recording, reporting, presenting and interpreting financial information and build an ideal foundation both for further study and for a future career within the profession.

A & AS Level: Accounting

The Cambridge International AS and A Level Accounting enables learners to apply their accounting knowledge and understanding in order to analyse and present information, give reasoned explanations, and make judgements and recommendations. It covers topics such as the recording of financial information, accounting principles and control systems, and the preparation of final accounts for a variety of different organisations and businesses. Learners find out about raising capital by shares and loans, ratio analysis and cost accounting, and also study the preparation of cash flow statements, cash flow analysis, the repayment of share capital, and standard costing and investment appraisal, among many other topics.

化学 Chemistry3

AP Chemistry

The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first college year. For some students,
this course enables them to undertake, in their first year, second-year work in the chemistry sequence at their institution or to register in courses in other fields where general chemistry is a prerequisite. For other students, the AP Chemistry course fulfills the laboratory science requirement and frees time for other courses.

AP Chemistry should meet the objectives of a good college general chemistry course. Students in such a course should attain a depth of understanding of
fundamentals and a reasonable competence in dealing with chemical problems. The course should contribute to the development of the students’ abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. The college course in general chemistry differs qualitatively from the usual first secondary school course in chemistry with respect to the kind of textbook used, the topics covered, the emphasis on chemical calculations and the mathematical formulation of principles, and the kind of laboratory work done by students. Quantitative differences appear in the number of topics treated, the time spent on the course by students, and the nature and the variety of experiments done in the laboratory. Secondary schools that wish to offer an AP Chemistry course must be prepared to provide a laboratory experience equivalent to that of a typical college course.

IGCSE A & AS Level 化学 Chemistry

IGCSE: Chemistry

The Cambridge IGCSE Chemistry enables learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. Learners gain an understanding of the basic principles of Chemistry through a mix of theoretical and practical studies. They also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, skills which are useful in everyday life. As they progress, learners understand how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.

A & AS Level: Chemistry

Cambridge International AS and A Level Chemistry builds on the skills acquired at Cambridge IGCSE (or equivalent) level. It includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of chemistry, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination. The emphasis throughout is on the understanding of concepts and the application of chemistry ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Chemistry is ideal for learners who want to study chemistry or a wide variety of related subjects at university or to follow a career in science.

宏观经济学  Macroeconomics

AP Macroeconomics

The purpose of the AP course in macroeconomics is to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination, and also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. There is no single approach that an AP Macroeconomics course is expected to follow. Whatever the approach, however, AP teachers are advised to take into account certain topics generally covered in college courses. The following is a brief discussion of these topics and some aspects of them that a teacher may choose to explore.

高中数学 Mathematics

IGCSE: Mathematics

An essential subject for all learners, Cambridge IGCSE Mathematics is a fully examined course which encourages the development of mathematical knowledge as a key life skill, and as a basis for more advanced study.It aims to build learners’ confidence by helping them develop a feel for numbers, patterns and relationships, and places a strong emphasis on solving problems and presenting and interpreting results. Learners also gain an understanding of how to communicate and reason using mathematical concepts.

A & AS Level: Mathematics

Cambridge International AS and A Level Mathematics builds on the skills acquired at Cambridge IGCSE (or equivalent) level. It allows teachers to choose from three different routes to Cambridge International AS Level Mathematics: Pure Mathematics only, Pure Mathematics and Mechanics or Pure Mathematics and Probability and Statistics. Teachers can also choose from three different routes to Cambridge International A Level Mathematics depending on the choice of Mechanics, or Probability and Statistics, or both, in the broad area of ‘applications’.

法语 French

IGCSE: French – First Language

Cambridge IGCSE First Language French is designed for learners whose first language is French. This develops learners’ ability to communicate clearly, accurately and effectively. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed. Learners are also encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. It also complements other areas of study by encouraging skills of more general application.

IGCSE: French – Foreign Language

Cambridge IGCSE Foreign Language French is designed for learners who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for purposes of practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies. It also aims to offer insights into the culture and civilisation of countries where French is spoken, thus encouraging positive attitudes towards language learning and towards speakers of foreign languages.

A & AS Level: French

Cambridge International A Level French builds on the language skills gained at Cambridge IGCSE, Cambridge O Level or Cambridge International AS Level, and is the ideal foundation for university-level study, or to improve career prospects. Learners will gain an understanding of how to use the language in a variety of situations. They will be expected to handle texts and other source materials, extracting information in order to respond to specific tasks. Through their studies, learners can expect to achieve greater fluency, accuracy and confidence in the language.

A & AS Level: French – Language (AS Level Only)

The Cambridge International AS Level French 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 French in a variety of situations, understanding how to read texts and other source materials, extract information, initiate conversations and respond to questions both orally and in writing.

A & AS Level: French – Literature (AS Level Only)

Learners following the Cambridge International AS French will study a series of examples from French literature. The aim is to better understand these texts, and the issues raised by the authors, and to develop the skills to communicate this understanding in a clear and focused way. learners will study a variety of texts, including novels, poems and plays, looking both at the way the authors have conveyed their ideas, and discussing the wider issues that each text raises.