English component of A-Level equivalents in Spain, Germany Switzerland and Japan
SPAIN - Bachillerato + PAU/EBAU (English)
1) What students study in the English course (curriculum content)
In the final two years (Bachillerato), English is taught as a foreign-language competence subject, typically aligned to CEFR B1–B2 outcomes, with emphasis on:
- Reading comprehension of authentic / semi-authentic texts (informative, argumentative, descriptive, narrative)
- Language use / accuracy: grammar in context + lexis
- Writing: short structured texts (opinion/argument, narrative/description, email/letter-style responses depending on region)
- (In some regions) Listening and/or mediation tasks are included in assessments; in others the external exam remains reading–use of English–writing.
Because the external exam design is set by each Autonomous Community, the best way to describe “exactly what students must do” is by describing a representative regional specification and paper.
2) External exam (PAU/EBAU) — detailed assessment structure (example: Andalusia, 2025–2026 official guidance)
The Andalusian official guidance sets out a 3-block structure with explicit question types, marks, and text length: Junta de Andalucía
Block A — Reading comprehension (4 points)
- One text of ~350–500 words (non-specialist language; authentic sources with possible adaptation) Junta de Andalucía
- 8 questions with fixed distribution: Junta de Andalucía
- 2 multiple-choice questions (0.5 each)
- 4 True/False questions (0.5 each)
- 2 vocabulary-in-context questions (0.5 each)
Block B — Use of English (3 points)
This is the “language accuracy” block: grammar/lexis tasks that typically include gap fills, word formation, transformations, or controlled sentence completions (the exact task menu is set in the regional guidance; the key point is the block is explicitly “Uso de la lengua”). Junta de Andalucía
Block C — Writing (3 points)
- Students choose one writing option (where alternatives are offered) and produce a short composition responding to a prompt (usually opinion/argument or a structured response linked to the text topic). Junta de Andalucía
3) What the questions look like in practice (published exam + marking criteria example)
A concrete example of how another region formats choices and marking is shown in the University of Oviedo (Asturias) EBAU English paper with marking criteria, where students:
- choose one of two texts
- answer a defined set of questions totalling 10 points (e.g., “five questions” from a chosen text + selected items worth 1 point and 4 points) uniovi.es
4) Coursework vs exam
Spain typically combines:
- Bachillerato internal school assessment (2 years of classwork/tests/teacher grading)
- plus the external PAU/EBAU English paper as part of the university entry score (weighting depends on the admissions formula used).
GERMANY - Abitur (English)
1) What students study (curriculum / skills model)
Across Germany, English in upper secondary is built around the national competence model for “continued foreign language” (fortgeführte Fremdsprache), with five core skill areas: kmk.org
- Listening / viewing comprehension (Hör-/Hörsehverstehen)
- Reading comprehension (Leseverstehen)
- Writing (Schreiben)
- Speaking (Sprechen)
- Mediation (Sprachmittlung)
This matters because Abitur exams are designed to test these competences (not isolated grammar drills).
2) How English is assessed in the Abitur (typical components)
Abitur structure varies by federal state, but the assessment commonly includes:
- Written Abitur exam (for students taking English as an examined subject)
- Oral Abitur exam / presentation (in some states or as an alternative component)
- Course grades (continuous assessment) contributing to the final Abitur result (how much varies by state)
A highly explicit example of written-paper structure (NRW “Zentralabitur” guidance for English in vocational Gymnasium) shows a clear breakdown into two major parts: standardsicherung.schulministerium.nrw.de
- Part A: Listening comprehension + Mediation
- Part B: Writing (with integrated reading)
Part A — Listening + Mediation (fixed sequence; no choice)
- Listening task: 30 minutes
- Mediation task: 60 minutes standardsicherung.schulministerium.nrw.de
Part B — Writing (with reading) (choice between tasks)
- Writing paper: 195 minutes (basic course) / 225 minutes (advanced course)
- Students choose one of two writing tasks standardsicherung.schulministerium.nrw.de
Weighting (example shown in the guidance)
- Listening: 20%
- Mediation: 25%
- Writing: 55% standardsicherung.schulministerium.nrw.de
3) What tasks look like (question types you actually see)
A reliable way to show “what students will do” is Germany’s national repository of Abitur-level tasks, which categorises tasks by competence area and level (basic vs advanced) and includes tasks for:
- Listening comprehension (HV)
- Writing (Schreiben)
- Mediation (Sprachmittlung) IQB
In practice, written Abitur tasks typically require students to:
- comprehend and analyse a text (fiction or non-fiction)
- write an extended response (e.g., analysis, comment, letter/article, argument)
- sometimes integrate a visual stimulus into the written task
- complete a mediation task where they convey key content for a target audience/purpose
ITALY - Esame di Stato (“Maturità”) with English
1) What students study (curriculum)
English is taught across the five years of upper secondary, but the depth depends heavily on school type:
- In Liceo Linguistico, foreign languages (often including English) are a defining “characterising subject” and are trained at higher proficiency.
- In other tracks (e.g., Scientifico/Classico/Technical), English remains present but is typically less dominant in the final exam.
2) How English is assessed in the Esame di Stato (structure)
The Esame di Stato is classically:
- Two written papers + one oral exam Skuola
and final scoring combines: - up to 60 points from written + oral exams, plus
- up to 40 points from accumulated school credit Skuola
Where English appears
- In many schools English is assessed within the oral examination, where candidates discuss topics and demonstrate interdisciplinary links (English may be used directly or via documents depending on the commission approach).
- In Liceo Linguistico, English can be directly assessed as the Second Written Paper (because it is one of the “discipline caratterizzanti”).
3) What the “English paper” looks like (Liceo Linguistico – typical second paper design)
Published guidance and prep breakdowns for the Linguistico second paper commonly describe a two-part structure: Studenti
- Comprehension of two texts (often one literary + one non-literary), with about 15 questions (open/closed)
- Two written productions, typically:
- one argumentative text
- one narrative or descriptive text
around ~300 words each Studenti
4) What students must be able to do (skills)
- sustained reading comprehension at upper-secondary level (including inference and identifying viewpoint)
- structured writing with coherence and register control
- lexical range and grammatical accuracy appropriate to the track
- oral discussion skills (especially in Linguistico)
(Note: Italy’s ministry PDFs for the live-year official paper are sometimes access-restricted; where blocked, you can cite published “structure + guidance” plus school/commission documents.) Studenti+1
SWITZERLAND - Swiss Matura / Maturité: English (canton/school set)
1) What students study (curriculum)
Swiss Matura is cantonal in delivery, but in many schools English is treated as a substantial foreign-language subject with:
- listening, reading, writing, and vocabulary/grammar-in-context
- text handling often includes both informative and cultural/literary material depending on school profile
- oral competence is often assessed separately (oral exam or oral grade components)
2) What the English Matura exam can look like (concrete published school exam example)
A published English Matura exam paper (Gymnasium Oberwil) shows an extremely clear, operational breakdown into three assessed components with timings and weightings: Gym Oberwil
Component I — Listening comprehension (20%)
- Explicit “Listening Comprehension” section (e.g., multiple extracts)
- Typical question formats include multiple choice and gap fill / note completion Gym Oberwil
Component II — Reading comprehension (30%)
- Split into:
- comprehension questions
- vocabulary tasks Gym Oberwil
Component III — Essay (50%)
- Extended writing task
- Dictionary permitted only for the essay (per this paper) Gym Oberwil
Timing (as shown in the same exam)
- Listening: 40 minutes
- Reading + Essay: 3 hours 20 minutes Gym Oberwil
3) Coursework / internal assessment
Many Swiss schools combine:
- written + oral exams
- plus internal grading across the upper secondary years
- and in many programmes, a research project / “Matura thesis” exists (not always English-specific, but it can be bilingual/English in some programmes). Lyceum Alpinum Zuoz
(Key message for your sheet: Switzerland is not one single national paper format; the “what exactly will I do?” answer must be framed as “typical Matura English exam components” + “varies by canton/school”.)
JAPAN — Upper Secondary + University Entrance Exams (Common Test + individual universities)
Japan does not have a single leaving exam equivalent to A-levels; the English “end point” is the entrance exam system, particularly the national Common Test and then university-specific exams
A-level equivalents (1)
1) What students study (curriculum reality)
English in upper secondary is strongly shaped by entrance requirements:
- heavy focus on reading speed + comprehension accuracy
- strong listening component since the Common Test
- grammar/vocabulary are typically tested implicitly through reading tasks rather than separate “Use of English” exercises
- writing may be limited in the national test, but can appear in individual university exams (varies by university)
2) National Common Test — English assessment model (what students must do)
Official guidance from the National Center shows English is divided into:
- Reading: 80 minutes, 100 points
- Listening: 100 points
…and the listening administration often includes equipment instructions, with “testing time” itself commonly described as 30 minutes (plus procedure time depending on administration). dnc.ac.jp+1
A widely used entrance-exam guide also summarises the Common Test as:
- Reading 80 minutes
- Listening 60 minutes
- 100 points each (universities may re-weight). 予備校·大学受験なら四谷学院+1
What the questions look like (typical task types)
Common Test English reading is known for:
- multiple passages of different real-world text types (emails, web pages, flyers, articles, blogs etc.)
- multiple-choice questions that test:
- locating specific information quickly
- inference / purpose / author stance
- matching headings, selecting summaries, integrating information across parts of a text
A recent academic paper analysing the Common Test reading component describes the section as entirely English-based and built from multiple everyday/academic text genres and summarises the overall outline of the reading section. J-STAGE
Listening similarly uses multiple extracts with questions that typically target:
- gist vs detail
- speaker intention
- selecting correct responses from options under time pressure
3) University-specific exams (second stage)
Many universities require additional English testing beyond the Common Test; the format can include:
- more difficult reading passages
- translation, short writing, summary, or structured writing (depends on institution)
- sometimes integrated listening/speaking in specific admissions routes
(These vary so widely that the sheet should present them as “Common Test baseline + university-specific second-stage variation”.)
FRANCE – General Baccalauréat (English / Langue Vivante A)
1) What students study in the English course (curriculum content)
In the final two years of upper secondary education (Première and Terminale), English is studied as a foreign-language competence subject, most commonly as Langue Vivante A (LVA). By the end of Terminale, students are expected to reach approximately CEFR B2.
The English curriculum is nationally defined and focuses on the balanced development of four core language skills, organised around thematic study rather than literary set texts:
- Reading comprehension (Compréhension de l’écrit)
Students study authentic and semi-authentic texts (journalistic, argumentative, narrative, cultural, and occasionally literary extracts). They are trained to identify main ideas, supporting detail, implicit meaning, author viewpoint, and cultural context. - Listening comprehension (Compréhension de l’oral)
Students practise understanding spoken English through recordings such as interviews, reports, dialogues, and monologues, focusing on gist, detail, speaker intention, and register. - Written expression (Expression écrite)
Students produce structured written responses, including opinion essays, analytical or reflective texts, and responses linked to provided documents or themes. Emphasis is placed on coherence, clarity, and grammatical accuracy rather than creative writing. - Spoken expression (Expression orale)
Students develop the ability to speak fluently and coherently, respond to questions, present ideas, and discuss documents or themes studied during the course.
The curriculum is organised around broad thematic areas (e.g. identities, cultural expression, global issues, innovation and progress), rather than a fixed syllabus of texts.
2) External assessment — detailed structure (General Baccalauréat, English LVA)
English assessment in the French Baccalauréat combines continuous assessment with nationally standardised examinations, following the post-2019 reform framework set by the Ministry of Education.
3) National examination components (English LVA)
A) Written examination — Reading comprehension and written expression
Duration: approximately 3 hours
Total marks: 20 points
Section 1 — Reading comprehension (10 points)
- One or more written texts (often 1–2 texts linked by theme)
- Tasks typically include:
- short written answers in English
- identification of main ideas and specific information
- inference and interpretation questions
- Students are assessed on understanding, not translation.
Section 2 — Written production (10 points)
- One extended writing task responding to a set prompt
- Task types commonly include:
- an opinion or argumentative essay
- a structured analytical response linked to the text(s) or theme
- Typical length: 250–300 words
- Assessment criteria focus on relevance, organisation, lexical range, grammatical accuracy, and coherence.
B) Listening comprehension assessment
Format: timed listening test under exam conditions
- Students listen to one or more audio recordings
- Questions require written responses (often short, guided answers)
- Audio is played according to a fixed national protocol (usually multiple times)
This component assesses understanding of both general meaning and specific detail.
C) Speaking / oral examination
Format: individual oral examination with an examiner
- Includes preparation time, followed by:
- a spoken response or presentation
- follow-up questions and discussion
Students may be asked to:
- respond to a document or stimulus
- discuss a theme studied during the course
- express and justify opinions clearly in spoken English
4) Coursework vs exam
The final English grade in the Baccalauréat is derived from a combination of:
- Continuous assessment (Contrôle continu)
Including classroom tests, written assignments, listening tasks, and oral assessments completed during Première and Terminale. - National examinations
Standardised written, listening, and oral assessments contributing to the final Baccalauréat result.
Unlike the Spanish system, the French model places significant weight on oral and listening skills as compulsory assessed components.
5) What the questions look like in practice (example paper)
A representative example of the written English exam is the Baccalauréat Général – Anglais LV1, June 2019 (France métropolitaine) paper, which includes:
- multiple reading texts
- comprehension questions requiring short written responses
- a written production task linked to the exam theme
This paper illustrates the real task types, structure, and level of linguistic demand used nationally.
6) Summary comparison point (for internal context)
- The French Baccalauréat English exam is closer to A-level Modern Foreign Languages than to A-level English Literature.
- Assessment focuses on practical language competence rather than literary analysis.
- All four skills (reading, writing, listening, speaking) are formally assessed.
Example Papers:
Spain - EBAU / PAU English Exam (Selectividad)
Example Papers
- EBAU English Exam Mock (2019–2020) — includes two reading passages (Option A & B) with comprehension questions designed in the format of the real university entrance exam. Scribd
➤ This mock exam shows the structure: reading text, followed by comprehension questions and tasks based on the passage, often with a short writing prompt. - Archive of solved Spanish English exams — includes real past papers from EBAU/PAU years with solutions and examples of essays. Academia Bravosol
➤ Useful for seeing how a range of questions have been set over multiple years.
These cover the core task types (comprehension questions linked to a text, vocabulary/grammar in context, and writing). Academia Bravosol+1
Italy - Esame di Stato English (“Seconda Prova”)
Example/Sample Exam
- Simulazione English Seconda Prova (Liceo Linguistico) — a simulation exam paper showing two texts with comprehension questions and writing prompts. Scribd
This is a published student simulation used for practice, modeled on the official structure of the English second written paper in the Linguistico track: reading & comprehension, followed by interpretation and essay prompts. Scribd
Germany - Abitur English Example
Example Materials
- English Abitur 2020 overview — not a full paper, but a detailed guide to topic areas and tasks students are expected to tackle in Abitur English exams. Scribd
- Past Abitur papers (vary by state):
Many federal states publish actual past Abitur English exam papers online — though availability varies by state (e.g., Lower Saxony and Schleswig-Holstein have collections). https://fragdenstaat.de/kampagnen/verschlusssache-pruefung/
Note: There isn’t one single central national English Abitur paper; papers are state-level. The Reddit discussion points to where you can access them region by region. https://fragdenstaat.de/kampagnen/verschlusssache-pruefung/
France — Baccalauréat English (Langue Vivante A, LV1)
Example Papers (Past English Exams)
1. Baccalauréat Général – Anglais LV1, June 2019 (France Métropolitaine)
This is an official past English paper for the French national high-school leaving qualification, including reading texts and comprehension questions.
Download PDF: Sujet du bac S-ES-L Anglais LV1 2019 — includes real texts and questions from the exam. franglish.fr
2. Baccalauréat LV1 English 2018 (Lebanon / French curriculum)
This is a real Baccalauréat English LV1 paper used in French-curriculum schools (comparable structure).
Download PDF: Bac 2018 Liban LV1 Anglais S_ES_L — shows official exam format. Scribd
3. Compilation of English Bac papers (2010–2022)
An archive of multiple past English Baccalauréat exams covering a range of years and series.
Download PDF: 2010–2022 Bac Exams – English — many real past papers in one file. Scribd
These examples include a reading comprehension section with multiple texts and questions, and a written expression task (essay or structured writing).* franglish.fr