Curriculum Comparison - Hainberg-Gymnasium Göttingen
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Curriculum Comparison
Country Germany
Federal state Niedersachsen
School type Gymnasium
Examination Cambridge English: Advanced
Date March 2017
www.cambridgeenglish.org/deContents 1. Introduction .................................................................................................................................... 3 2. Background ..................................................................................................................................... 3 2.1 Learning English at upper-secondary schools in Niedersachsen............................................. 3 2.2 The Abitur English Examination............................................................................................... 3 2.3 Cambridge English: Advanced (Advanced) Examination ......................................................... 4 3. Curriculum Comparison .................................................................................................................. 5 3.1 Comparison of Aims ................................................................................................................ 5 3.2 Comparison of Communicative Competences ........................................................................ 7 3.3 Comparison of Content ......................................................................................................... 13 3.4 Comparison of Assessment formats...................................................................................... 15 4. Conclusion .................................................................................................................................... 23 2
1. Introduction
This document compares the aims and curricular requirements involved in teaching English towards,
on the one hand, the Abitur English exam in upper-secondary schools in Niedersachsen, Germany,
and, on the other hand, towards the Cambridge English: Advanced exam. The resulting curriculum
mapping will show the extent to which the two exams, and hence the two curricula, overlap, which
may suggest the synergies that could be unlocked by integrating Cambridge English: Advanced
preparation with the regular teaching of English in Niedersachsen schools.
The comparison draws on the Kerncurriculum Englisch für das Gymnasium – gymnasiale Oberstufe,
die Gesamtschule – gymnasiale Oberstufe, das Berufliche Gymnasium, das Abendgymnasium und das
Kolleg (2017) (English Curriculum for Niedersachsen), Bildungsstandards für die fortgeführte
Fremdsprache (Englisch/Französisch) für die Allgemeine Hochschulreife (2012) (The National
Education Standards for Modern Languages), as well as on the Handbook for Teachers - Cambridge
English: Advanced (for exams from 2016). For specifications on the Abitur English exam 2017, the
Erlass vom 2.11.2015 (i.d.Fassung vom 16.2.2017) was used.
2. Background
2.1 Learning English at upper-secondary schools in Niedersachsen
Learning English Compulsory first foreign language (typically from grade
3)
In upper-secondary stage (typically grades 12-13),
English is taught in ‘basic’ (Kurs auf grundlegendem
Anforderungsniveau) and ‘advanced’ (Kurs auf
erhöhtem Anforderungsniveau) courses
Curricular areas Communicative competences (reading, writing,
(Bildungsstandards, p. 12) listening, speaking, mediation)
Intercultural communicative competence
Text and media competence
Language awareness and language learning
competence
Topic areas (Kerncurriculum, p. 25) Individual and Society
Science and Technology
Globalisation
Belief, Values and Norms in Society: Tradition and
Change
Shakespeare (nur erhöhtes Anforderungsniveau)
CEFR level targeted as upper- B2 (Kurs auf grundlegendem Anforderungsniveau)
secondary exit level Partial C1 receptive competences (Kurs auf erhöhtem
(Bildungsstandards, p. 13) Anforderungsniveau)
2.2 The Abitur English Examination
The Abitur English examination is available at two levels: basic (grundlegendes Niveau) and advanced
(erhöhtes Niveau). They correspond to the levels of the English course that students have chosen in
the upper-secondary cycle.
3The examination is made up of a compulsory Writing paper, which primarily assesses writing, but
also reading comprehension. Additionally, from 2017, two further language skills are tested (listening
or speaking and mediation). The specific skills mix is set by the federal state for each Abitur year, and
announced before the students enter their upper-secondary cycle. For 2017, 2018 and 2019, the
Abitur in Niedersachsen tests Listening, Mediation and Writing (compulsory at all times). In the
overall assessment, the Writing paper is weighted higher than the other papers individually.
The Abitur exam design, both in its construct and its formats, relies fundamentally on the national
standards set by the Bildungsstandards für die fortgeführte Fremdsprache. Each federal state sets its
curriculum and the selection of the language skills to test in the Abitur, in line with the national
standards. Furthermore, schools design their specific syllabus in line with the national standards and
with the federal state curriculum; they also design and run their own oral tests (P 5).
A detailed overview of the examination tasks and testing points will be provided in section 3.4.
2.3 Cambridge English: Advanced Examination
Level Level C1 Common European Framework
The content and level of Advanced reflect the CEFR C1 level
specifications, with results also being reported partly on level C2 and
B2 (see “Grading and results” below)
Papers Reading and Use of English; 90 minutes; 40% of total weight
Writing; 90 minutes; 20% of total weight
Listening, approx. 40 minutes; 20% of total weight
Speaking; 15 minutes (per candidate pair), 20% of total weight
Exam sessions Up to 38 sessions a year, which may be either in a paper-based or a
computer-based format. Local exam centres may choose not to run all
these sessions.
Scores between 180 and 210 on Cambridge English Scale.
Grading and results Performance above Advanced requirements is certified at level C2.
Performance below Advanced requirements (see below) is certified at
level B2.
Extended certification and scores:
• Grade A, scores 200-210, placing candidate at level C2
• Grades B and C, scores 180-199, placing candidate at level C1
• Near fail, no grade, scores 160-179, placing candidate at level
B2
• No certificate, scores 142-159 reported as results, candidate is
placed below level B2
43. Curriculum Comparison
The tables below include similar aspects across the two exam curricula displayed on the same table row. The significant elements that are specific only to one
curriculum are shaded (colour-coded for either of the two exam curricula).
3.1 Comparison of Aims
The curriculum for upper-secondary school teaching of English, finalised with the Abitur, is compared with the exam curriculum for Cambridge English:
Advanced in terms of their purpose and use.
Abitur Cambridge English: Advanced
Purpose Prove attainment of language Standard (CEFR B2, with partial Prove attainment of language Standard (CEFR C1)
C1 competences at erhöhtes Niveau)
Provide summative assessment of competences attained as per Independent of a specific school curriculum
upper-secondary curriculum
Use Requirement for Higher Education and work purposes in Requirement for Higher Education, work, and immigration / visa
Germany purposes, in Germany and worldwide
General construct: „(Der Fremdsprachenunterricht) trägt zu einer bewussten “…based on realistic tasks and situations so that preparing for their
values, broad Lebensgestaltung und zur gesellschaftlichen exam gives learners real-life language skills”
competences Teilhabe junger Erwachsener sowie deren Handlungsfähigkeit
im internationalen Kontext bei“ “…reliable, relevant and user friendly for candidates”
„die Befähigung zum mündlichen und schriftlichen Diskurs” “…a rigorous and thorough test of English at level C1. It covers all
four language skills, reading, writing, listening and speaking and
„Diese Diskursfähigkeit wird verstanden als eine Verstehens- includes a fifth element focusing on the candidate’s understanding
und Mitteilungsfähigkeit, die inhaltlich of the structure of the language”
zielführend, sprachlich sensibel und differenziert,
adressatengerecht und pragmatisch angemessen ist“ “Preparing for Cambridge English: Advanced helps candidates
develop the skills they need to use English to communicate
“wichtige interkulturelle Kompetenzen…zusammen mit den effectively in a variety of practical contexts.”
sprachlichen Kompetenzen…integriert erworben werden“
(Bildungsstandards S. 11) “fair and relevant”… ”to all candidate , whatever their national,
www.cambridgeenglish.org/deethnic and linguistic background, gender or disability”
Damit die Schülerinnen und Schüler im internationalen Kontext
bestehen und aktiv die Zukunft mitgestalten können, hat der “Cambridge English: Advanced is typically taken by high achievers
Englischunterricht die Aufgabe, auf die sprachlichen who want to follow an academic course at university level;
Herausforderungen in Studium, Beruf und Gesellschaft communicate effectively at managerial and professional level;
vorzubereiten und ihnen so eine gesellschaftliche Teilhabe zu participate with confidence in workplace meetings or academic
ermöglichen. Demzufolge werden der funktionalen tutorials and seminars; carry out complex and challenging research;
kommunikativen Kompetenz, insbesondere der Mündlichkeit, stand out and differentiate themselves”
sowie der interkulturellen kommunikativen Kompetenz ein
“International English”, …”all varieties and accents of English,
hoher Stellenwert eingeräumt.
provided they do not interfere with communication”
Wesentliches Ziel des Englischunterrichts in der Oberstufe ist
(Handbook, p. 2-4)
die Befähigung, inhaltlich zielführend, sprachlich sensibel und
differenziert, adressatengerecht und pragmatisch angemessen
kommunikativ zu handeln. Diese kommunikative
Handlungsfähigkeit umfasst wichtige interkulturelle
Kompetenzen, die im Unterricht zusammen mit den
sprachlichen Kompetenzen im Rahmen einer
Auseinandersetzung mit Themen, Texten und Medien integriert
erworben werden. Neben der Text- und Medienkompetenz
kommt auch der Reflexion über Sprache und
Sprachverwendung in der Oberstufe eine erhöhte Bedeutung
zu.
(Kerncurriculum S. 5)
As can be seen, both examinations have similar purposes and uses. The Abitur, at the erhöhtes Niveau, aims to measure partial C1-level competences similar to
Advanced. The purposes and uses are also matched to a similar construct of broader values and features that the examinations set out to build, elicit and
measure.
The main difference arises from the fact that the Abitur also aims to test knowledge and competences taught in accordance with the school curriculum. This
means that the Abitur involves a learning path guided by a curriculum with specific content standards. In contrast, Advanced is an international exam, which is
independent of a content curriculum.
6Such a difference suggests that the Abitur encompasses a broader curriculum (functional / communicative as well as content standards) than Advanced; on the
other hand, due to the consistent coverage of all language skills at CEFR C1 level, Advanced requires balanced preparation across the communicative
competence areas. A possible integration of the two examinations and curricula will be suggested at the end of this document.
3.2 Comparison of Communicative Competences
English Curriculum Upper-Secondary Schools Niedersachsen (erhöhtes Cambridge English: Advanced Syllabus
Niveau)
Lesen Reading
Die Schülerinnen und Schüler können … Candidates need to be able to understand texts from publications such as
• komplexe authentische Texte unterschiedlicher Art, Länge und aus fiction and non-fiction books, journals, newspapers and magazines.
unterschiedlichen Entstehungszeiten verstehen, auch wenn diese nicht …understanding of a long text, including detail, opinion, tone, , purpose,
in der Standardsprache verfasst und thematisch nicht vertrauten main idea, attitude, and also text organisation features such as
Gebieten zuzuordnen sind exemplification, comparison and reference.
• komplexen Texten Hauptaussagen und Einzelinformationen …the ability to distinguish between, for example, apparently similar
entsprechend der Leseabsicht entnehmen viewpoints, outcomes or reasons.
…deduce meaning from context and interpret the text for inference and
• explizit und implizit dargestellte Aussagen und Argumentationslinien in style.
komplexen Texten erkennen.
…identifying opinions and attitudes expressed across (several) texts.
Kompetenzspezifische Strategien und Arbeitstechniken …understanding how texts are structured and the ability to follow text
Die Schülerinnen und Schüler können entsprechend der Leseabsicht development… comprehension of text structure, cohesion, coherence,
grundlegende Lesestrategien (skimming/reading for gist, scanning/reading for and global meaning.
specific information) und wörterbuchunabhängige Erschließungstechniken
…locating specific information, detail, opinion and attitude in a text or a
(infter and deduce meaning) anwenden sowie externes Wissen nutzen.
group of short texts.
(Kerncurriculum S. 13) (Handbook, pp. 4, 7-9)
7Schreiben Writing
The different task types are intended to provide frameworks for
Entsprechend der kommunikativen Absicht können die Schülerinnen und candidates so that they can put together and develop their ideas on a
Schüler … topic with a purpose for writing and a target reader in mind.
Task types: essay, (formal / informal) email, (formal / informal) letter,
• selbstständig formulierte, adressatengerechte und strukturierte, report, review, proposal.
zusammenhängende Texte zu einem breiten Spektrum von Themen
all-gemeinen, fachlichen oder persönlichen Interesses verfassen, (in order to pass Advanced, the candidate) uses the conventions of the
communicative task to hold the target reader’s attention and
• Texte in formeller und persönlich-informeller Sprache verfassen und communicate straightforward and complex ideas, as appropriate.
die Konventionen der jeweiligen Textsorten beachten, …underline salient issues on a topic, and to support an argument with
subsidiary points and reasons.
• etwas prägnant beschreiben oder berichten und dabei Themenpunkte
miteinander verbinden, einzelne Aspekte besonders ausführen und mit Candidates will be expected to show awareness of the style and tone
relevanten Details und Beispielen stützen, required by a task.
…demonstrate appropriate use of two or more of the following functions
• sich argumentativ mit unterschiedlichen Positionen differenziert as specified in the task: describing, evaluating, hypothesizing, persuading,
auseinandersetzen, expressing opinion, comparing, giving advice, justifying and judging
priorities.
• unter Beachtung der Textsortenmerkmale unterschiedliche kreative
Candidates will be asked to do more than describe a situation; they may
Texte verfassen, ggf. in Anbindung an eine Textvorlage, und bei der
be asked to evaluate to what extent a particular aim has been achieved,
Textgestaltung funktionale Gesichtspunkte (z.B. Leserlenkung)
or to suggest an alternative course of action.
beachten.
Effective planning and paragraphing is important in essay writing, as is the
Kompetenzspezifische Strategien und Arbeitstechniken appropriate use of linking words and phrases.
Die Schülerinnen und Schüler können Techniken und Strategien des formellen, The flow of ideas should be logical and easy for the reader to follow. (…)
informellen und kreativen Schreibens für die eigene Textproduktion Using a variety of cohesive devices and organizational patterns is also
anwenden. important.
Sie verfügen über Strategien der Planung, der Gliederung, der redaktionellen
Bearbeitung, der Überprüfung und der Eigenkorrektur der selbst verfassten …use a range of complex language where appropriate.
Texte sowie der Evaluation selbst verfasster Texte. …developing points as fully as possible in order to demonstrate a range of
structures and vocabulary, and in order to communicate more complex
(Kerncurriculum S.16)
8ideas where appropriate to the task.
Candidates may use the opinions in the task input to help develop their
essay, but they should do so in their own words as far as possible.
Students should be encouraged to look at the task types and topic areas
and to consider which register, functions, grammatical structures and
vocabulary are required by each task.
…students should read the whole of the teask before they move on to
planning their answer.
(Handbook, pp 29-32, 34-35)
… diskontinuierliche Texte (z. B. Karikaturen, Statistiken, Diagramme, Bilder) No text processing is involved
differenziert versprachlichen.
(Kerncurriculum S. 16)
Nutzung ein- und zweisprachiger Wörterbücher. No dictionaries or reference materials are allowed.
Hören Listening
Die Schülerinnen und Schüler können … Text types: announcements, radio broadcasts, speeches, talks, lectures,
anecdotes, interviews, discussions.
• Hör-/Hörsehtexte verstehen, auch wenn schnell gesprochen oder nicht …speaker feeling, attitude, opinion, purpose, function, agreement, course
Standardsprache verwendet wird und auch wenn of action, gist and detail.
Hintergrundgeräusche oder die Art der Wiedergabe das Verstehen
beeinflussen, …follow the main points of a text and retrieve specific information and
stated opinion.
• komplexen, authentischen Hör- bzw. Hörsehtexten auch zu wenig …main points, speaker purpose, interpreting context
vertrauten Themen die Gesamtaussage, Hauptaussagen oder Ein-
zelinformationen entsprechend der Hör- bzw. Hörsehabsicht Texts are taken from a wide range of real-life contexts and therefore
entnehmen, contain a correspondingly wide range of topics, voices and styles of
delivery.
• auch implizite Informationen erkennen, einordnen und deren Wirkung (Texts are) aimed at a non-specialist audience, and are delivered in a
interpretieren,
9neutral or semi-formal style.
• auch implizite Einstellungen oder Beziehungen der Sprechenden …the attitude and opinions of speakers, both explicitly stated and implied.
erfassen.
The monologues represent spontaneous speech, delivered in an informal
Kompetenzspezifische Strategien und Arbeitstechniken spoken style by speakers with a range of backgrounds and voices.
Die Schülerinnen und Schüler können entsprechend der Höransicht
grundlegende Strategien zur Entschlüsselung von Hör/Hörsehtexten
(skimming/listening for gist, scanning/listening for specific information; infer
and deduce meaning) anwenden, angemessene Stategien zur Lösung von
Verständnisproblemen einsetzen und externes Wissen nutzen.
(Kerncurriculum S. 12)
Überwiegend Standardsprache ...a variety of (…) accents…
(Handbook, pp. 54-57)
… Hör- bzw. Hörseh-texten No specific audio-visual skills
(Kerncurriculum, S. 12)
Sprechen Speaking
Speaking Production
Entsprechend der kommunikativen Absicht können die Schülerinnen und (At Advanced level, candidate…)
Schüler …
• handles communication on a range of familiar and unfamiliar topics, with
very little hesitation.
Sachverhalte bezogen auf ein breites Spektrum von anspruchsvollen
Themen fachlichen, persönlichen und kulturellen Interesses strukturiert • uses accurate and appropriate linguistic resources to express ideas and
sowie detailliert darstellen und kommentieren, produce extended discourse that is generally coherent.
(Candidates can) show their ability to organise their thoughts and ideas, and
für Meinungen, Pläne oder Handlungen klare und ausführliche
10Begründungen bzw. Erläuterungen geben, express themselves coherently in appropriate language.
…to speak for 1 minute without interruption; comment on and react to
einen gegliederten Vortrag halten, spontan vom vorbereiteten Text
pictures; compare, express opinions and speculate about two pictures from
abweichen und auf Nachfragen angemessen eingehen.
a set of three.
Kompetenzspezifische Strategien und Arbeitstechniken The listening candidate is also asked to comment briefly after their partner’s
long turn.
Die Schülerinnen und Schüler können Techniken für die Planung und …expressing and justifying opinions, evaluating and speculating…
Realisierung eigener Redebeiträge und Präsentationen nutzen. Sie können
bei sprachlichen Schwierigkeiten verbale und non- verbale
Kompensationsstrategien funktional anwenden.
Kerncurriculum S. 15
nicht-literarische, literarische und mediale Textvorlagen sprachlich Little reading input, text processing and info transfer required.
angemessen und kohärent vorstellen und dabei wesentliche Punkte sowie
relevante unterstützende Details hervorheben
Kerncurriculum S. 15
11Entsprechend der kommunikativen Absicht können die Schülerinnen und (At Advanced level, candidate)
Schüler …
• handles communication on a range of familiar and unfamiliar topics, with
very little hesitation.
• ein adressatengerechtes und situationsangemessenes Gespräch
auch zu weniger vertrauten Themen führen, • uses accurate and appropriate linguistic resources to express ideas and
produce extended discourse that is generally coherent.
• Gesprächskonventionen differenziert anwenden, um z. B. ein • initiates and responds appropriately, linking contributions to those of
Gespräch oder eine Diskussion zu initiieren, aufrechtzuerhalten other speakers. Maintains and develops the interaction and negotiates
und zu beenden, towards an outcome.
• in Diskussionen eigene Gedanken und Standpunkte überzeugend (Candidates can) show their ability to organise their thoughts and ideas, and
darlegen und geschickt mit denen anderer Personen verbinden, express themselves coherently in appropriate language.
Speaking interaction
Candidates are expected to discuss some or all of the prompts in relation to
• flexibel und adäquat auf Gesprächspartner und unvorhergesehene a question, expressing and justifying opinions, evaluating and speculating.
Wendungen in Gesprächen und Situationen reagieren,
…negotiating towards a decision related to the written prompts that they
have previously discussed.
• in informellen und formellen Situationen persönliche Meinungen
unter Beachtung kultureller Gesprächskonventionen differenziert …show their range of language and their ability to invite the opinions and
ausdrücken und begründen. ideas of their partner. Candidates are expected to share the interaction in
this way and to initiate and respond appropriately.
Kompetenzspezifische Strategien und Arbeitstechniken …ability to use the language of negotiation and collaboration.
Die Schülerinnen und Schüler können verbale und nicht-verbale Strategien
(z. B. Gliederungssignale, turn-taking-Signale, Kontakt- und …to show their ability to exchange information, express and justify their
Überbrückungssignale) unter Beachtung kultureller Konventionen opinions, and agree or disagree with one another.
einsetzen. Sie können angemessene kommunikative Strategien bewusst Being able to paraphrase if they do not know or cannot remember a word…
anwenden, um mit Nichtverstehen und Missverständnissen umzugehen
(Korrektursignale). (Handbook, pp.76-78, 86)
(Kerncurriculum S. 14)
123.3 Comparison of Content
Cambridge English: Advanced tests language abilities as emerging by exposure to “familiar and
unfamiliar topics”, in accordance with the Can-Do Statements at level C1. Familiar topics are defined
in the Handbook as “topics about which candidates can be expected to have some knowledge or
personal experience”, with examples such as what people like to do on holiday, or what it is like to
do different jobs. Familiar topics are typical at level B2. Unfamiliar topics emerge at level C1 and may
be speculating about whether people in the world today only care about themselves, or the kinds of
problems that having a lot of money can cause (Handbook, p. 88).
Browsing the topics included in the Advanced preparation course books elaborated by Cambridge
University Press in collaboration with Cambridge English Language Assessment, a tentative list can be
put together, such as:
• People and places; family life; travel
• Hobbies and free time; food; fashion; the arts
• Media, news
• Giving advice
• Jobs
• Communications technology
• Work and business
• Inventions
• Modern cities
• Life decisions
• Human communication; truth and lies; persuasion
• Climate, the environment
• Intelligence and learning
The topics are addressed without factual input regarding a particular English-speaking society, in
order to provide equal opportunities for a broad international candidature to relate to the topics and
showcase their communicative abilities.
The Abitur English exam, by contrast, is set within topics (Themenfelder) related to one or several
English-speaking societies, which are addressed in rich detail, as well as set texts, published each year
in the Fachbezogene Hinweise. In the writing part of the Abitur exam, students will be asked to refer
to at least one of these texts.
The topics laid out by the Kerncurriculum in Niedersachsen are:
Individual and Society
Identity
Ethnic, Cultural and Linguistic Diversity
Gender and Sexual Diversity
Science and Technology
Chances and Risks
Visions of the Future
The Media, e.g. the Influence of the Media on Public Opinion and Personal Life
The Digital Revolution
www.cambridgeenglish.org/deGlobalisation Effects on the World of Work Impact on Personal Lives Global Responsibility concerning e.g. Politics, the Environment, Economy English as a Global Language Beliefs, Values and Norms in Society: Tradition and Change Britishness The American Experience Postcolonial/Neo-Colonial Experiences Migration Effects on the World of Work Shakespeare (nur erhöhtes Anforderungsniveau) The World that Made Him Modern Adaptations (Kerncurriculum, S. 25) The two exams employ topics, therefore, in two different ways. Advanced uses topics as contexts for activating language abilities and resources; the topics themselves hardly require content preparation. They rely on candidates’ own general knowledge of the world and personal life experience. The Abitur, on the other hand, employs topics as part of the instruction process; they involve input and an effective answer in the exam requires topic preparation along the upper-secondary school years. 14
3.4 Comparison of Assessment formats
Prüfungsteile Abitur Niedersachsen Exam Papers Advanced
Prüfungsteil 1: zwei der Teilkompetenzen: Reading (including Use of English)
Hörverstehen / Hörsehverstehen // Sprechen // Writing
Sprachmittlung Listening
Speaking
Prüfungsteil 1 In 2017: Hörverstehen und Sprachmittlung
Prüfungsteil 2 (immer verpflichtend): Schreiben
Lesen Reading
Reading is only tested in „Klausuren“, not in the „Abitur“; the Erlass vom The Advanced Reading paper is completely shaded in this table,
15.08.2011 includes the following test specifications for a 60-minute readingbecause the Abitur does not include a Reading component as such.
test: Multiple-choice gapped text
Focus: vocabulary
Es sind mehrere Texte im Sinne des erweiterten Textbegriffs zu bearbeiten, Format: text with 8 gaps, 4-option MC items
die einen Bezug zu den Themenfeldern des Kerncurriculums haben. Die Länge Open (i.e., no options provided) gapped text
der Texte hängt ab von deren inhaltlicher Komplexität und lexikalischer Focus: grammar and partly vocabulary
Schwierigkeit. Format: text with 8 gaps
Gapped text with key word
Mit den Aufgaben werden mittels geschlossener und halboffener Focus: word formation
Aufgabenformate das globale, das detaillierte und das inferierende Verstehen Format: text with 8 gaps, each gap corresponds to a word;
überprüft. Mögliche Aufgabenformate sind „Zuordnung“, „multiple choice“ missing word’s stem is provided beside the text.
„Textergänzung“ oder „Textbelege (citing)“. Key-word transformation
Die Aufgaben decken die Anforderungsbereiche I und ggf. II ab. Focus: grammar, vocab
Für die Bearbeitung der Prüfungsaufgabe steht den Prüflingen kein Format: six separate items – one lead-in sentence and a
Wörterbuch zur Verfügung. gapped second sentence to be completed with 2-5 words,
one of which is the key word.
Multiple choice
www.cambridgeenglish.org/deFocus: reading comprehension (detail, opinion, main idea,
text organisation features etc)
Format: text followed by six 4-option MC questions
Cross-text multiple matching
Focus: reading comprehension (understanding, comparing
and contrasting opinions and attitudes across texts)
Format: 4 short texts with 4 MC questions
Gapped text, missing paragraphs
Focus: cohesion, coherence, text structure, global meaning
Format: text with 6 paragraphs removed and placed in
jumbled order after the text.
Multiple matching
Focus: detail, opinion, specific information
Format: 1 or several short texts, preceded by 10 multiple-
matching questions.
Texts
Length: 3,000-3,500 words in total
Type: non-fiction general interest (magazine articles, interviews,
reviews etc), fiction possible in Part 5
Timing: 90 minutes
(Handbook, pp. 7-11)
Hören Listening
Hörvorlagen: Types of recordings:
Radiosendungen, Reden, Interviews, Gespräche Text types: announcements, radio broadcasts, speeches, talks,
lectures, anecdotes, interviews, discussions.
Bearbeitungszeit: 30 Min
A variety of voices, styles of delivery, and accents will be heard.
(Erlass von 2.11.2015, S. 3)
Length: about 40 minutes (including transferring answers to answer
Das Sprechtempo der Hörvorlage kann variieren und entspricht der
sheets)
16Sprechweise von Sprechern auf muttersprachlichem Niveau.
Task formats
(Bildungsstandards, S. 26)
Multiple choice
Focus: identifying speaker feeling, attitude, opinion, purpose,
Der Prüfungsteil Hörverstehen besteht aus mindestens zwei Texten. Die Länge function, agreement, gist, detail etc.
der einzelnen Textvorlagen sollte in der Regel 5 Minuten nicht überschreiten. Format: 3 short extracts, 2 MC questions per extract.
Für die Bearbeitung des Prüfungsteils Hörverstehen stehen ca. 30 Minuten zur Sentence completion
Verfügung. Focus: specific information, stated opinion.
Format: monologue (3 min). Candidates complete sentences
Mögliche Aufgabenformate sind with info heard.
•short answers, Multiple choice
Focus: identifying opinion, attitude, agreement, detail, gist,
• gap filling, speaker purpose, function.
• multiple matching, Format: conversation between two or more speakers (4 min).
Six 4-option MC questions.
• multiple choice. Multiple matching
(http://www.nibis.de/uploads/1gohrgs/za2017/EN_HV_Musteraufgaben.pdf) Focus: understand gist, attitude, opinion, main points,
speaker purpose, feeling, interpreting context
Format: 5 short themed monologues (approx. 30s each);
select 5 answers from a list of 8.
(Handbook, p. 54)
Schreiben Writing
3 Aufgaben, derselbe Vorlagetext 2 writing tasks, different prompts and rubrics
Textsorten: Task types: essay, (formal / informal) email, (formal / informal) letter,
• Article report, review, proposal.
• Article (comment) Rubric requirements: discuss (advantages / disadvantages), present
• Letter (and formal e-mail) an argument, agree / disagree with statement, give information or
• Essay account of events, give opinion, give reasons, compare and contrast,
• Blog entry recommend solution, provide additional own idea; describe, explain,
report, suggest, recommend, persuade.
17Anforderungsbereich I: das Wiedergeben von Sachverhalten und Kenntnissen “write an essay discussing two of the … in your notes. You should
im gelernten Zusammenhang, explain…, giving reasons in support of your answer”
die Verständnissicherung sowie das Anwenden und Beschreiben geübter “write your review / article / email” etc. “Your (text) should explain /
Arbeitstechniken und Verfahren describe etc and suggest”
Operatoren: „describe“, „outline“, „state“ (…) “write your letter in reply”
Anforderungsbereich II: das selbstständige Auswählen, Anordnen,
Verarbeiten, Erklären und Darstellen bekannter
Sachverhalte unter vorgegebenen Gesichtspunkten in einem durch Übung
bekannten Zusammenhang und das selbstständige Übertragen und Anwenden
des Gelernten auf vergleichbare neue Zusammenhänge und Sachverhalte.
Operatoren: (…) „examine“, „compare“, „explain“, “contrast”
Anforderungsbereich III: das Verarbeiten komplexer Sachverhalte mit dem
Ziel, zu selbstständigen Lösungen, Gestaltungen oder Deutungen,
Folgerungen, Verallgemeinerungen, Begründungen und Wertungen zu
gelangen.
Operatoren: write… a letter / email to a friend / your letter to the
editor / an article / a script / the ending of a story / an interior
monologue / usw.
(Bildungsstandards, S. 23, Kerncurriculum S. 31-32)
Operatoren in Anforderungsbereich I: „summarise / write a summary“ No summaries required.
Operatoren in Anforderungsbereich II: „analyse“ No analysis of text input required.
Operatoren in Anforderungsbereich III: “continue the story”, “imagine you are No (creative) story writing required.
XYZ. Continue / tell the story from their point of view” etc
Zeit: Timing: 90 minutes
210 Minuten (erhöhtes Niveau)
(Erlass S. 2)
18Leistungsbewertung Assessment criteria (with descriptors for minimal performance
required)
Sprachliche Kriterien:
Content (coverage of points provided in rubric): minor irrelevances
• Verständlichkeit der Ausführungen
and / or omissions may be present. Target reader is on the whole
• normgerechte und situativ angemessene Sprachverwendung / Verwendung informed.
eines breiten Repertoires grammatischer und syntaktischer Strukturen
Communicative achievement: uses the conventions of the
Verwendung eines differenzierten Wortschatzspektrums und Gebrauch von
communicative task effectively to hold the target reader’s attention
Kollokationen und idiomatischen Wendungen (…)
and communicate straightforward and complex ideas, as appropriate.
• situativ angemessene Auswahl von Sprachregister und Stilebene
Organisation: text is well organised and coherent, using a variety of
• Verwendung textstrukturierender sprachlicher Mittel in Abhängigkeit von and cohesive devices and organisational patterns to generally good
der zu erstellenden Textsorte effect.
• eigenständige sprachliche Darstellung Language: uses a range of vocabulary, including less common lexis,
Inhaltliche Kriterien: appropriately. Uses a range of simple and complex grammatical
forms with control and flexibility. Occasional errors may be present
• Erfassen der relevanten Inhalte und Umsetzung der Aufgabenstellung but do not impede communication.
• textsortenspezifische, adressaten- und situationsgerechte Umsetzung der (Handbook, pp. 30-32, 35)
thematischen Vorgaben
• Schlüssigkeit, Verständlichkeit und Kohärenz der Darstellung;
Differenziertheit der Argumentation
(Bildungsstandards, S. 27-28)
Es gilt die integrative Bewertung von Sprachrichtigkeit und
Ausdrucksvermögen.
(Erlass vom 2.11.2015, S. 4)
(all language descriptors above): gemäß Niveau B2 / in Englisch (gemäß The entire exam is set at level C1.
Niveau B2 / in Englisch) in Teilen C 1 des Gemeinsamen Europäischen
Referenzrahmens
Bei der Bewertung der Leistung im Rahmen einer schriftlichen Textproduktion No such differentiation available (but see next cell).
kommt der sprachlichen Leistung im Verhältnis zur inhaltlichen Leistung eine
19größere Bedeutung zu (60%:40%).
(Erlass vom 2.11.2015, S. 4)
Inhaltliche Kriterien: Content assessed in terms of coverage and balanced development of
points provided
• Nutzung des Wissens um verschiedene Textsorten und spezifische Mittel der
Textgestaltung bei der Analyse und Deutung des Textes No assessment of content ideas based on subject knowledge
• Analyse von Gestaltungsmerkmalen in Form und Wirkung, ggf. unter No text analysis, no commentaries
Einbeziehung von Textbelegen
No creative writing i.e. text production based on entirely invented
• Deutung, Kommentierung und Wertung von Standpunkten sowie content
Einordnung in größere Zusammenhänge, ggf. unter Nutzung von erworbenem
Fach- und soziokulturellem Orientierungswissen
• Erfassen und Einordnen von sowie selbstständige Auseinandersetzung mit
Werten, Haltungen und Einstellungen
• je nach Aufgabenstellung kreative Ausgestaltung von Inhalten
(Bildungsstandards, S. 27-28)
Sprechen Speaking
As part of the Abitur, Speaking is assessed as part of the “written” exam, Speaking is an integrative part of Advanced, taken at all times. The speaking
which tests three skills out of four (writing, listening, speaking, mediation) tests are highly standardized (same task formats, types of questions and
prompts, same timing and interaction formats).
Die Sprechprüfung kann als Einzel-, Partner- oder Gruppenprüfung Speaking test components
durchgeführt werden.
Interview-like conversation between examiner and candidate
(Bildungsstandards S. 27)
Focus: general interactional and social language
Die Überprüfung der Kompetenz Sprechen erfolgt nach den Vorgaben des
Format: examiner-candidate (in turn)
Erlasses „Überprüfung der Kompetenz „Sprechen“ anstelle einer Klausur“. Sie
erfolgt in der Regel als Partnerprüfung und besteht aus den Teilen Interview, Prompt: spoken questions
monologisches Sprechen und dialogisches Sprechen. Überprüft werden Individual long turn with short response from listening candidate
unterschiedliche Sprachhandlungen, mit denen sich die Prüflinge spontan auf
20verschiedene Anlässe und Gesprächspartner einstellen müssen. Focus: organising a larger unit of discourse; comparing, describing and
expressing opinions and speculating
Richtwert der Prüfungsdauer: 20 Minuten als Partnerprüfung, 30 Minuten als
Format: Candidate A individually (1 minute); follow-up question to
Dreierprüfung
Candidate B (30 seconds); swap
Bewertung: Die Bewertung erfolgt anhand eines Bewertungsrasters
Hilfsmittel: keine Prompt: 3 photographs for each candidate
Collaborative task
(Erlass 2.11.2015, i.d.F. vom 16.02.2017) Focus: sustaining interaction; exchanging ideas, expressing and
justifying opinions, agreeing / disagreeing, speculating, evaluating,
Siehe auch reaching a decision through negotiation etc.
http://www.nibis.de/uploads/redriedl/moderne_fremdsprachen/20151102_E Format: two-way interaction between candidates; 2-minute discussion
rlass%2BAnlage_Moderne_Fremdsprachen.pdf followed by 1-minute decision-making (select item)
Prompt: written stimuli (spider map)
Bewertungskriterien:
Discussion on topics related to collaborative task
Kommunikatives Handeln
Focus: expressing and justifying opinions, agreeing / disagreeing,
Sprachliche Flexibilität und Kohärenz/Kohäsion speculating etc
Wortschatz Format: questions to one or both candidates
Aussprache, Betonung, Satzmelodie Prompt: spoken questions
Assessment criteria (with descriptor for minimal performance required)
Grammar: a good degree of control of a range of simple and some complex
grammatical forms.
Vocabulary: a range of appropriate vocabulary to give and exchange views on
familiar and unfamiliar topics.
Discourse Management: extended stretches of language with very little
hesitation. Contributions are relevant and there is a clear organisation of ideas.
A range of cohesive devices and discourse markers.
Pronunciation: intelligible. Intonation is appropriate. Sentence and word stress
21is accurately placed. Individual sounds are articulated clearly.
Interactive Communication: initiates and responds appropriately, linking
contributions to those of other speakers. Maintains and develops the
interaction and negotiates towards an outcome.
Global Achievement: handles communication on a range of familiar and
unfamiliar topics, with very little hesitation. Uses accurate and appropriate
linguistic resources to express ideas and produce extended discourse that is
generally coherent.
(Handbook, pp. 75, 86)
224. Conclusion
As this comparison has shown, both the Abitur and Advanced aim to equip students with, and finally
to measure acquisition of, a very similar set of communicative competences. The two exams, with
their corresponding curricula, share important elements, such as:
• similar uses of the assessment results, as credentials required for work and higher education
admission,
• a competence-oriented view of foreign language learning and assessment,
• a broad construct of English as an asset for international work, study, and intercultural
competences,
• very similar test formats that are chosen to collect evidence of language competences
acquired.
The upper-secondary English curriculum in Niedersachsen, finalised with the Abitur’s summative
assessment, encompasses a broad range of competences alongside communicative skills. Such
competences are taught explicitly and extensively over the three upper-secondary school years, and
they are an integrative component of the Abitur examination and its assessment criteria. By contrast,
Advanced aims to test only communicative skills, although the study skills, background knowledge,
cognitive abilities, aptitudes etc. that candidates have through studying for the Abitur may also prove
useful.
Secondly, the Abitur and Advanced differ in their approach to content knowledge. The Abitur topics
are more specialized on a particular domain of knowledge, which could be related to a Global /
Cultural Studies subject. Secondly, knowledge of the themes is implicitly assessed in the Abitur exam
and plays a role in the ability of the candidate to display their language resources in answering the
exam questions, particularly when answering questions on the set texts. By contrast, Advanced is an
international English language exam, where topics are not related to content subjects, and in which
particular topic knowledge is not required for task achievement.
The third main difference between the two examinations is that Advanced consistently tests all
language skills, unlike the Abitur, which selects three such skills. The consequence for teachers and
students is that preparation for Advanced needs to cover language work that may not be directly
involved in the Abitur exam. The advantages however of preparing for, and sitting, Advanced would
consist in:
• Additional language practice and development of fluency and naturalness in using the
language
• A solid development of all language skills that would support success in the Abitur and
beyond
• Increased learner and teacher motivation through a palpable learning goal linked with the
benchmark set by the Abitur.
Regarding the CEFR level of communicative competences to reach, Advanced is geared throughout
its papers and tasks at a complexity level aligned with CEFR C1. This means that the Abitur exam
material on the erhöhtes Anforderungsniveau would match the Advanced level. The two exams could
be seen as in the illustration below:
www.cambridgeenglish.org/deBoth exams aim to test similar communicative competences, at C1 level (especially for Abitur erhöhtes Niveau). Preparation for the Abitur needs to additionally build content knowledge (topics and set texts), while the language competences are tested selectively and in a mix of requirements that result, even at the erhöhtes Niveau, only in “partial C1” competences being certified. On the other hand, Advanced preparation needs to consistently address and develop all language skills at C1 level. Advanced, in conclusion, can optimally be used with students on the Kurs auf erhöhtem Anforderungsniveau as a tool for building the required language abilities, while releasing resources in the regular English classes for addressing the more academic topics and skills laid down by the curriculum. The Advanced full coverage of language skills equips the students with a solid repository of resources and competences which enables the students to approach the academic writing tasks in the Abitur with confidence and effectiveness. The Cambridge English: Advanced can be used by teachers and students as further support with a view to Abitur success, but also as a road map to achieving complete certification of C1-level language abilities with an international recognition. 24
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