Cambridge Flyers Complete Guide -- A2 English Exam for Kids Ages 9-12

Cambridge YLE Flyers is the third and most advanced level of the Young Learners English (YLE) series, sitting just above Movers and reaching the A2 level of the Common European Framework of Reference (CEFR). For parents and teachers starting the journey toward Flyers, this guide explains exactly what the exam tests, how it is structured, what grammar and vocabulary children need, and how to prepare effectively.

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What Is Cambridge Flyers?

Cambridge Flyers is designed for children aged approximately 9 to 12 who have been learning English for two to three years after completing Starters and Movers. The exam assesses whether a child can:

• Understand longer texts and conversations
• Read and write simple continuous English (not just single sentences)
• Express opinions and give reasons
• Write a short story of 20 or more words
• Use a vocabulary of over 500 words
• Use more complex grammar including the present perfect tense

The typical preparation time suggested by Cambridge is around 250 guided learning hours, though many children take longer depending on their starting level and learning pace.

Why Take Flyers?

The Flyers certificate demonstrates solid A2 English ability. It is widely recognised as a stepping stone toward Cambridge Key (KET) and is valued by international schools, bilingual programmes and language centres across Asia and beyond. For children in Vietnam, Flyers is often a key milestone on the path toward B1-level qualifications in secondary school.

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How Flyers Differs from Movers

Parents who have already guided their child through Starters and Movers will notice several important increases in difficulty at Flyers level.

In short, children moving from Movers to Flyers need to do three new things: express opinions with reasons, write in connected sentences, and use tenses accurately including the present perfect.

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Exam Structure

Listening -- 25 Minutes, 5 Parts

The Listening test is recorded and played twice for each part.

• Part 1: Listen and draw lines to match people to activities or objects.
• Part 2: Listen to a conversation and fill in missing information on a form or list.
• Part 3: Listen and match people (A or B) to statements or pictures.
• Part 4: Listen and choose the right picture for each sentence.
• Part 5: Listen and colour / write words on a picture.

Total: approximately 25 questions.

Reading and Writing -- 40 Minutes, 7 Parts

• Part 1: Read definitions and write the matching word (10 items).
• Part 2: Read a story with gaps and choose the best word (A/B/C).
• Part 3: Read a longer story and answer multiple-choice questions.
• Part 4: Read a factual text and complete sentences.
• Part 5: Choose the right word for grammar questions (prepositions, tenses, structures).
• Part 6: Reorder words to make correct sentences.
• Part 7: Look at a picture and write a short composition of 20 or more words.

Speaking -- 7 to 9 Minutes, 4 Parts

• Part 1: Find differences between two pictures (5 differences).
• Part 2: Narrate a 4-picture story.
• Part 3: Examiner suggests actions from pictures; child gives opinions ("I think they should...").
• Part 4: Personal questions about the child's life, hobbies, opinions and future plans.

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Key Grammar for Flyers

Children need to know and use all Movers grammar plus the following at Flyers level.

Present Perfect

Form: "have/has + past participle"

Uses at Flyers level:

• Life experiences: "Have you ever been to France?" -- "Yes, I have been to Paris."
• Recent actions: "She has just finished her homework."
• Actions with results now: "He has lost his key, so he cannot open the door."

Common mistake: Confusing present perfect with past simple.

• Wrong: "I have gone to the cinema yesterday."
• Right: "I went to the cinema yesterday." (use past simple with a specific time)
• Right: "I have seen that film." (no specific time -- just life experience)

Comparative and Superlative

• "My brother is taller than me."
• "This is the most interesting book I have ever read."
• "She runs faster than her friend."
• Common mistake: "more better" -- the correct form is simply "better."

Should, Must, Have to

• Advice: "You should drink more water."
• Obligation: "You must wear a helmet when cycling."
• Necessity: "She has to finish her homework before dinner."

Conditionals (If...Will)

First conditional for real possibilities:

• "If it rains tomorrow, we will stay inside."
• "If you study hard, you will pass the exam."

Passive Voice Basics

Simple passive structures can appear in Flyers texts:

• "This bridge was built 100 years ago."
• "English is spoken in many countries."

Children do not need to produce complex passive sentences but should be able to understand them when reading.

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Key Vocabulary Topics for Flyers

In addition to all Movers vocabulary, Flyers introduces the following topic areas:

Environment and Nature

recycle, pollute, protect, clean, forest, ocean, planet, climate, wildlife, environment, natural, endangered, carbon, energy, solar

Science and Technology

experiment, laboratory, discover, invention, computer, robot, programme, astronaut, telescope, microscope, satellite, electricity, gravity

Places Around the World

continent, capital city, culture, tradition, local, ancient, monument, historic, tropical, desert, arctic, valley, volcano, waterfall

Feelings and Emotions

excited, nervous, surprised, disappointed, proud, confused, worried, relaxed, frustrated, curious, embarrassed, delighted, upset

History and Culture

century, museum, civilisation, legend, explorer, discover, ancient, revolution, kingdom, empire, ceremony, festival, heritage

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Score System

Cambridge YLE uses a shield system rather than percentage scores.

• Each skill (Listening, Reading+Writing, Speaking) is worth up to 15 shields.
• Maximum total: 45 shields.
• A pass is generally considered to be 15 or more shields total, with children aiming for "Pass with Merit" at 25+ and "Pass with Distinction" at 35+.

There is no fail grade listed on the certificate -- the report simply shows how many shields the child earned in each skill. This means the exam is low-stakes and positive for children's confidence.

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6-Month Study Roadmap

Months 1 and 2: Movers Review and Foundation Building

• Review all Movers vocabulary (300 words) and make sure all is secure.
• Practise writing full sentences with correct punctuation (capital letters, full stops).
• Introduce present perfect tense through games and storytelling.
• Begin reading slightly longer texts (5 to 10 sentences) in English.
• Start a vocabulary notebook for new Flyers words -- 5 to 10 per week.

Month 3: Flyers Vocabulary and Reading Skills

• Focus on the 5 key topic areas: environment, science, places, feelings, history.
• Read short stories in English every day (graded readers are ideal).
• Practise Reading Part 1 (definitions) -- aim to know all vocabulary on the Flyers word list.
• Introduce opinion phrases: "I think...", "I believe...", "In my opinion..."

Month 4: Writing and Grammar Focus

• Practise Writing Part 7 every week -- write one 20-word composition per session.
• Drill present perfect vs past simple in context (not just drills but real reading/writing).
• Practise reordering sentences (Part 6).
• Work on comparative and superlative adjectives and adverbs.

Month 5: Listening and Speaking Practice

• Listen to Flyers-level listening tests and practise note-taking.
• Practise 4-picture story narration at least twice a week.
• Role-play the speaking test with a parent or teacher: spot differences, answer personal questions.
• Record the child speaking and listen back together.

Month 6: Full Practice Tests and Review

• Complete two full practice tests under timed conditions.
• Review any weak areas from test results.
• Focus on test technique: read questions before the text, check spelling, count words in Part 7.
• Boost confidence with lots of positive feedback and praise.

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Exercise 1: Flyers Vocabulary Match (7 Items)

Match each word to its definition.

atmosphere

endangered

laboratory

civilisation

gravity

frustrated

heritage

A. A room or building where scientists do experiments. B. The force that pulls objects toward the Earth. C. The layer of gas that surrounds a planet. D. The cultural traditions and history passed down from the past. E. At risk of dying out completely. Said of plants and animals. F. The way of life of a group of people at a particular time in history. G. Feeling annoyed because you cannot do something or something is not working.

Answers: 1-C, 2-E, 3-A, 4-F, 5-B, 6-G, 7-D

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Exercise 2: Cloze with Grammar Choices (Present Perfect / Past Simple)

Read the text. Choose the correct form (A or B) for each gap.

Last year our school (1) ___ a Science Week. Many students (2) ___ exciting experiments. My friend Tom (3) ___ a model volcano. He (4) ___ how to make it erupt by mixing vinegar and baking soda. Since then, Tom (5) ___ very interested in chemistry. He (6) ___ already (7) ___ three more experiments at home. His teacher (8) ___ him that he could become a scientist one day.

A) had B) has had

A) did B) have done

A) made B) has made

A) learnt B) has learnt

A) became B) has become

A) did B) has

A) done B) did

A) told B) has told

Answers: 1-A, 2-A, 3-A, 4-A, 5-B, 6-B, 7-A, 8-A

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Exercise 3: Read the Story and Answer Questions (Flyers Part 3)

Read the story. Choose the best answer (A, B or C).

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Maya loved the ocean. Every summer her family drove to a small beach town on the coast. This year was different. Her dad had read about a coral reef conservation project nearby and asked if Maya wanted to join for one morning. Maya had never seen a coral reef before, so she said yes immediately.

The next day, a marine biologist called Dr Chen took a small group of children out on a boat. She explained that coral reefs are home to more than 25 per cent of all ocean life but that pollution and rising water temperatures were destroying many of them. The children were given masks and snorkels and swam just below the surface. Maya was amazed -- the colours were more beautiful than anything she had seen in photos.

Afterwards, Dr Chen asked the children to help collect rubbish from the beach. Maya found six plastic bottles and two old bags. "Every piece of plastic we remove helps," Dr Chen said. Maya felt proud. She decided to join an environment club when she returned to school.

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Why was this summer different for Maya?

A) Her family did not go to the beach. B) She joined a project about coral reefs. C) She learned to swim for the first time.

What did Dr Chen say about coral reefs?

A) They are getting bigger every year. B) They are home to all ocean creatures. C) They are being damaged by pollution and temperature.

How did Maya feel when she saw the reef underwater?

A) Frightened. B) Amazed. C) Bored.

What did the children do after swimming?

A) They had a picnic. B) They collected rubbish from the beach. C) They listened to a talk about fish.

What did Maya decide to do when she got home?

A) Join an environment club. B) Ask her dad to buy a boat. C) Write a letter to the government.

Which word best describes Maya in this story?

A) Lazy. B) Curious and caring. C) Shy and nervous.

Answers: 1-B, 2-C, 3-B, 4-B, 5-A, 6-B

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Exercise 4: Write 3 Opinion Sentences

Write three sentences using the opinion starters below. Use your own ideas.

"I think animals should... because..."

"In my opinion, the best way to help the environment is..."

"I believe that science is important because..."

Model answers (examples -- your child's answers will vary):

I think animals should be protected because many species are endangered.

In my opinion, the best way to help the environment is to recycle more.

I believe that science is important because it helps us solve problems.

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Speaking: Long Turn -- Describe a Picture

Look at a picture and practise describing it using this structure:

Opening: "In this picture I can see..." People: "There is a [person] who is [action]." Objects: "On the [left/right] there is a..." Feelings: "The [person] looks [emotion] because..." Opinion: "I think this picture shows... I really like / do not like it because..."

Practise with a variety of pictures -- parks, classrooms, museums, markets, beaches.

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Apps and Games for Flyers Preparation

"Story Builder" Game

Children read a short passage aloud and record themselves. They then listen back and check:

• Did they say all the words correctly?
• Did they pause at full stops?
• Did they sound confident?

Parents can choose a Flyers-level graded reader and listen together. Ask comprehension questions afterwards.

"Opinion Express" Activity

Show your child a picture of a problem (a littered park, a busy road, a polluted river). Tap the picture and immediately say your opinion:

"I think people should... because..." "In my opinion the best solution is..."

Record each answer. Replay and discuss as a family. This builds the habit of expressing opinions quickly and confidently, which is essential for Flyers Speaking Part 3.

"World Quiz" Geography Game

Make flashcards for countries, capitals and interesting facts. Quiz each other:

• "What is the capital of Australia?"
• "Which is the longest river in the world?"
• "Which continent has the most countries?"

This builds the Places Around the World vocabulary topic that appears frequently in Flyers Reading texts.

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Recommended Resources

• Cambridge YLE official practice tests (available on Cambridge's website)
• CubLearn Flyers practice tests and vocabulary builders
• Oxford Reading Tree or Cambridge English Readers (Level 2 and 3 for graded reading)
• British Council LearnEnglish Kids website (free activities at A2 level)

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Common Mistakes to Avoid

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Final Tips for Parents and Teachers

Make reading in English a daily habit, even for 10 minutes. Fluency in reading is the single biggest predictor of success across all parts of the Flyers exam.

Encourage opinion giving at home in English. Ask "What do you think about...?" at the dinner table and reward full-sentence answers.

Do not focus only on practice tests. Vocabulary depth and reading fluency come from wide reading, not from drilling test papers alone.

Celebrate the shields. The YLE shield system is designed to be encouraging. Focus on progress, not perfection.

Flyers is a genuine achievement at A2 level and gives children the confidence and skills they need to continue toward B1 qualifications. Start early, be consistent, and make it fun.