SEC G3 Arabic Examinations | What to Do (SEAB K386) — دليل التحضير للغة العربية G3 برمز K386 في شهادة SEC بسنغافورة لعام 2027. تحقّق أولاً من أهلية التسجيل للمرشحين الأفراد، ثم ادرس ورقتَي الامتحان: التعبير الكتابي والترجمة مع فهم المقروء. هناك فرق مهم بين العربية K386 والعربية كلغة ثالثة K366؛ عدد الأوراق وقواعد القاموس ونوع الأسئلة ليست واحدة. التركيز الصحيح هو التعبير الواضح والترجمة الأمينة والقراءة المبنية على النص.
Quick answer: G3 Arabic K386, old reference code 3186, appears in SEAB’s 2027 G3 PRIVATE-CANDIDATE local subject list—not the G3 school-candidate Arabic as a Third Language K366 entry. Candidates take TWO compulsory papers, both offered in November. Paper 1 Composition lasts 1 hour 30 minutes, 45 marks and 45%: choose ONE letter/report/speech/dialogue of about 120 Arabic words (15 marks) and ONE narrative/descriptive/argumentative essay of about 200 words (30). Paper 2 Translation and Reading Comprehension lasts 1 hour 30 minutes, 55 marks and 55%: Arabic→English 10 marks, English→Arabic 20, and reading a passage with comprehension responses for 25. Dictionaries are prohibited in both papers; there is no separate oral or listening paper.
- 2027 subject: SEC G3 Arabic K386, historical O-Level 3186; distinct from third-language Arabic K366.
- Candidate status: K386 is listed among 2027 G3 PRIVATE-CANDIDATE local subjects. Confirm eligibility and actual registration with SEAB.
- Paper 1: Composition, 90 minutes, 45 raw marks and 45% overall.
- Composition Section A: choose 1 of 3 letter/report/speech/dialogue topics, about 120 Arabic words, 15 marks.
- Composition Section B: choose 1 of 4 narrative, descriptive or argumentative essay topics, about 200 Arabic words, 30 marks.
- Paper 2: Translation and Reading Comprehension, 90 minutes, 55 marks and 55%.
- Translation Section A: Arabic into English, 10 marks; English into Arabic, 20 marks. Both directions are compulsory.
- Reading Section B: comprehension based on one Arabic passage, 25 marks.
- SEAB lists a November sitting. The actual 2027 examination and venue depend on current candidate notices.
- No dictionaries may be used in either paper. K366’s special monolingual dictionary permission does not apply.
- No separately assessed listening or oral examination appears in the K386 syllabus.
- The subject assesses purposeful writing, grammar, vocabulary, translation fidelity, and comprehension of implied meaning and attitude.
SEAB: 2027 G3 Arabic K386 official private-candidate syllabus PDF
Why K386 and K366 must never be treated as the same subject
The Singapore-Cambridge Secondary Education Certificate begins in 2027, and its G3 catalogue includes two different Arabic entries in different directories. K366 Arabic as a Third Language is a school-candidate Cambridge subject with four assessed skills and a limited monolingual-dictionary allowance in Writing. K386 Arabic is a local subject on the private-candidate list with just two written papers and an explicit no-dictionary rule. A candidate who prepares for K366’s listening or oral assessment without checking their actual registration may be overlooking translation and reading tasks worth 55% of K386. The subject name alone is not enough: the code and candidate status are essential.
The earlier code 3186 may still appear on legacy paper materials, but the SEC examination code is K386. Full Subject-Based Banding allows subjects to be taken at their registered G level, yet does not make every subject available through every candidate route. The private-candidate directory establishes where K386 is listed; it does not mean that any interested person can register without meeting SEAB’s current conditions. Check nationality, age or other eligibility criteria directly with SEAB rather than relying on a generic website’s assumption.
Two 90-minute papers and the exact marks
| Paper | Section | Question choice | Marks / weight |
| 1 Composition A | Formal/informal letter, report, speech or dialogue | Choose 1 of 3; about 120 Arabic words | 15 / 15% |
| 1 Composition B | Narrative, descriptive or argumentative essay | Choose 1 of 4; about 200 words | 30 / 30% |
| 2 Translation A1 | Arabic into English | Compulsory | 10 / 10% |
| 2 Translation A2 | English into Arabic | Compulsory | 20 / 20% |
| 2 Reading B | Arabic passage comprehension | Compulsory | 25 / 25% |
Both papers last ninety minutes, but their weights differ: Paper 1 contributes forty-five percent and Paper 2 fifty-five percent. Writing contains two separate responses, not one choice between a short letter and a longer essay. Translation has two directions with unequal marks, and both are assessed. A candidate who is comfortable writing original Arabic paragraphs but loses meaning when translating from English may need a specifically targeted plan. Do not assume that more essay practice automatically repairs translation or reading inference.
What the syllabus means by effective writing
The published assessment objectives include expressing experience and imagination, arranging facts and opinions, using conventions of sentence structure and punctuation, and communicating effectively to a reader. For specific-purpose writing, they add audience awareness and appropriate register across formal and informal situations. A report that invents attendance figures to sound official is not effective communication. An email that never states the requested action is not successful simply because its greeting is elegant. Every writing task should begin with the actual reader’s needs.
A good preparation notebook separates errors into content omissions, awkward register, unclear structure, weak vocabulary, verb or agreement errors, spelling and punctuation. The tutor can ask where the answer first stopped communicating correctly. For a report, that may be an unsupported fact. For an essay, a missing central argument. For a dialogue, a speaker who does not respond to the previous turn. Different root causes require different practice tasks; a single long list of memorised phrases is not a universal solution.
Paper 1 Section A: one 120-word letter, report, speech or dialogue
The examination offers three topics and candidates write one short composition of about 120 Arabic words. Each genre has a distinct purpose. A letter communicates to a named or implied reader; a report arranges relevant information in a factual way; a speech addresses listeners and develops a message; a dialogue shows participants reacting to each other’s ideas. A student should not select the first familiar word without checking the output demanded. A polished narrative cannot meet a report task if it invents dramatic events instead of reporting facts.
Original example: suppose a language club needs a message about changing the time of a community event. A letter may tell a participant the new time and explain why it changed. A report might explain the original plan, the constraint and the revised arrangements. A dialogue could show two organisers negotiating a feasible time. A speech could inform attendees of the purpose and next step. The details are hypothetical, but they demonstrate why the reader and task control the structure rather than the desire to use as many sophisticated words as possible.
Paper 1 Section B: a 200-word essay with a clear central idea
The longer essay offers four topics from narrative, descriptive or argumentative forms. The student should scan all choices and select one for which they can generate a coherent, relevant plan. A narrative may use a situation, complication, decision and consequence. A description should select details that allow the reader to understand a place or experience, organised by space or time. An argument needs a position and developed reasons that fit the question, with appropriate examples. The goal is not to fill the maximum page length but to communicate a meaningful response near the syllabus’s about-200-word expectation.
Consider an original prompt about whether a community library is worth extending into evening hours. A persuasive essay might discuss students’ needs, access and staffing constraints. A narrative could describe a person learning the importance of careful scheduling after an event. Both should answer their respective prompt, not a memorised generic theme. A claim that every young person benefits equally may be too strong if the question supplies different needs. Better writing considers relevant evidence and conditions.
Arabic script and grammar: choose clarity before complexity
Written standard Arabic involves meaningful relationships among roots, word patterns, verb forms, gender, number, definiteness and sentence structure. Memorising a word as an isolated English translation is a weak foundation if the learner cannot use it naturally with other words. Study complete phrases, identify the agent and action, then practise changing the subject or time. A sentence about yesterday should not accidentally become a statement about tomorrow. Use original teacher-checked examples and avoid treating every Arabic construction as a direct copy of English syntax.
When editing a short composition, check whether the right people perform the stated actions, whether negation is placed correctly and whether an ambiguous pronoun could refer to more than one person. If a more elaborate phrase risks changing the meaning, simpler accurate Arabic is preferable. A large vocabulary list is useful only to the extent that the learner can retrieve and apply it in new sentences. Under K386, there is no dictionary in the exam, so fluent retrieval of reliable everyday structures matters.
Translation: why its thirty marks need a different method from composition
Paper 2’s Translation Section A gives ten marks for Arabic into English and twenty for English into Arabic. This asymmetric weighting is a reason to practise each direction separately while continuing both. Translation is not a word-substitution contest. A faithful target-language version preserves who acts, what changes, whether the event is planned or completed, which reason is given, and whether a statement expresses possibility or certainty. It should sound natural in the target language without inventing facts absent from the source.
A useful two-pass method begins with meaning. Identify the main statement, people, chronology and logical relations across the full source. Then draft naturally in the target language. In the second pass, compare source and target for omissions, added claims, numbers, dates, negation, pronoun reference and register. If the translator does not know a convenient direct equivalent for one word, a faithful phrase may be better than a misleading false cognate. The final check asks whether a new reader would understand the same message.
Worked translation: an invitation that was rescheduled
Imagine an original English practice sentence: ‘The meeting was planned for Monday, but it will now be held on Wednesday because the room is unavailable on Monday.’ A faithful Arabic translation must preserve Monday as the old plan, Wednesday as the new arrangement and room unavailability as the reason. A polished Arabic sentence that says the room is unavailable on Wednesday has reversed the facts. After checking with a proficient Arabic teacher, change the example to Friday or switch the speaker, then retest the same meaning relations without seeing the earlier answer.
For Arabic-to-English practice, choose an authorised short source with similar time, person and condition structures. Do not require learners to translate every literary nuance through the first literal glossary equivalent. Ask them to state the source’s facts, then render these in natural English. Compare the target against the Arabic for pronoun and negation accuracy. This is a first-principles translation skill: meaning is the object, accurate language is the means.
Paper 2 Reading: distinguish explicit information from inference and attitude
Reading Comprehension contributes twenty-five marks and uses a set Arabic passage. The syllabus expects candidates to recognise implied meaning and attitudes as well as relevant information. To prepare, read an unfamiliar passage once for main purpose, then locate evidence for each question. If asked what happened, name the relevant event; if asked why, give the cause; if asked what the writer implies, offer a reading supported by actual words and context. Do not invent an emotion solely because a character stayed silent.
The assessment objectives also expect candidates to evaluate information and express it in their own words. This is not permission to change the meaning. A short paraphrase must still preserve the source’s qualification or uncertainty. For instance, a passage saying an activity might continue next month does not establish that it certainly will. A learner who confidently writes an unsupported conclusion has a reasoning issue to repair, not merely a shortage of Arabic adjectives.
No dictionary means exam practice must develop independent vocabulary
The K386 syllabus expressly forbids dictionaries in both papers. This contrasts with K366’s specific monolingual Writing allowance. During revision, use dictionaries and teacher explanations as learning aids when appropriate, then practise complete timed work without prohibited materials. A useful vocabulary notebook records the word, meaningful patterns, context and an original correct sentence. The student should periodically retrieve the expression without notes and use it in a new topic. This strengthens usable language rather than dependence on looking up every uncertain term.
Parents can help by asking a child to explain why one Arabic form suits a reader, which sentence in a passage supports an inference and which part of a translation changed meaning. Parents do not need to ghostwrite essays; they can support the reasoning routine. A tutor may demonstrate one correction and then give an unfamiliar passage, checking whether the same error is avoided. The assessment is not a competition to copy a model answer most beautifully.
Twenty-eight K386 errors with targeted corrections and independent retests
1. Private versus school candidate route confused
Common failure: The student downloads K366 material because it is the first Arabic result.
Repair: Verify K386 on SEAB’s private-candidate directory and confirm the actual entry.
Original example: K386 has two written papers; K366 has four components.
Independent retest: Explain code and eligibility differences to a parent.
Why it matters: Registration determines assessment.
2. K366 dictionary rule imported
Common failure: A candidate assumes a monolingual Arabic dictionary is allowed.
Repair: Follow K386’s explicit no-dictionary rule in both papers.
Original example: A tool permitted in another subject is not automatically permitted here.
Independent retest: Complete timed writing and translation unaided.
Why it matters: Exam conditions affect preparation.
3. Oral/Listening added without evidence
Common failure: The family allocates large exam-prep sessions to nonexistent K386 papers.
Repair: Use the published composition 45% and translation/reading 55% scheme.
Original example: K366 assesses listening and oral; K386 does not.
Independent retest: Make a correct two-paper map.
Why it matters: Correct focus protects time.
4. Paper 1 Section A omitted
Common failure: A confident essay writer answers only the thirty-mark Section B.
Repair: Complete both the fifteen-mark functional task and thirty-mark essay.
Original example: A long essay cannot replace an unfinished short letter.
Independent retest: Run a 90-minute two-task mock.
Why it matters: Each compulsory section matters.
5. Three short options all attempted
Common failure: The student writes fragments of every Section A genre.
Repair: Choose one of three and answer it completely.
Original example: Extra starts reduce time for the essay.
Independent retest: Practise a prompt-choice checklist.
Why it matters: Exam choices require discipline.
6. Four essay choices confused
Common failure: A student tries to answer all four topics or forgets to choose the best.
Repair: Read all four, choose one with a defensible plan.
Original example: One relevant essay is required, not several unrelated paragraphs.
Independent retest: Make quick plans for two choices and select.
Why it matters: Selecting for relevance saves marks.
7. Letter without a clear addressee
Common failure: The response sounds like an anonymous essay.
Repair: Identify recipient, purpose, necessary information and next action.
Original example: A message rescheduling an event should specify the replacement time.
Independent retest: Ask an unfamiliar reader what the letter requests.
Why it matters: Audience affects organisation.
8. Report invents evidence
Common failure: Facts absent from the prompt are inserted to make reporting sound official.
Repair: Use supplied facts and distinguish observed outcomes from expectations.
Original example: An attendance figure must not be fabricated in a factual report.
Independent retest: Highlight every factual sentence and its support.
Why it matters: Credible communication avoids invention.
9. Speech has no listener structure
Common failure: A formal essay is given a greeting but no clear reason or close.
Repair: State a relevant claim, develop reasons and address the audience.
Original example: A speech about reading should make clear what listeners can do.
Independent retest: Read the draft aloud and assess its purpose.
Why it matters: Text form should suit listeners.
10. Dialogue is alternating monologue
Common failure: Speakers exchange unrelated speeches without responding.
Repair: Use turns that answer a question, objection or change.
Original example: A concern about travel cost should receive a relevant reply.
Independent retest: Write six linked turns in a new fictional context.
Why it matters: Interaction is central to dialogue.
11. Short composition padded with greetings
Common failure: The pupil repeats courtesies to reach the approximate length.
Repair: Add relevant detail, explanation and request instead.
Original example: A precise reason beats three repeated compliments.
Independent retest: Edit a first draft to remove filler.
Why it matters: Word count is guidance, not substance.
12. Essay narrative lists events
Common failure: A daily timetable has no central complication or consequence.
Repair: Plan goal, obstacle, action, outcome and reflection.
Original example: A lost item gains significance when the narrator decides what to do.
Independent retest: Rewrite a new story around one turning point.
Why it matters: Narrative meaning requires causality.
13. Argument uses slogans only
Common failure: The answer repeats that an issue is important without evidence.
Repair: State distinct reasons and examples, including a practical condition.
Original example: A longer school-library schedule involves access and staff capacity.
Independent retest: Underline what each paragraph explains.
Why it matters: Analysis makes opinions understandable.
14. Description is disconnected nouns
Common failure: A market is described as a list of objects without spatial or emotional coherence.
Repair: Choose a viewpoint and meaningful descriptive sequence.
Original example: Movement and sound can shape an accurate scene.
Independent retest: Describe one place from another perspective.
Why it matters: Selection supports reader understanding.
15. Arabic word forms guessed
Common failure: The candidate selects a root form but ignores the surrounding grammatical relation.
Repair: Practise complete subject-verb and noun-modifier phrases.
Original example: The same root may appear in forms with different functions.
Independent retest: Write several teacher-checked new sentences.
Why it matters: Morphology conveys grammatical meaning.
16. Gender and number agreement unclear
Common failure: A sentence’s actors are ambiguous because related forms do not agree.
Repair: Identify who acts and verify agreement in context.
Original example: Plural and singular subjects can require distinct verbal or adjectival patterns.
Independent retest: Edit a fresh paragraph specifically for agreement.
Why it matters: Precision improves comprehension.
17. Negation dropped in translation
Common failure: A prohibited action becomes permitted in the target text.
Repair: Mark every negative and its scope before drafting.
Original example: ‘Not all’ must not become ‘all’ or ‘none’.
Independent retest: Translate three new negative propositions.
Why it matters: Small logical details can reverse instructions.
18. Arabic/English pronoun referents switched
Common failure: The target assigns one person’s action to another.
Repair: Map speaker, actor and recipient before translating.
Original example: Two friends discussing one event have separate responsibilities.
Independent retest: Create an actor map for an unfamiliar text.
Why it matters: Faithful translation preserves relationships.
19. Future plan turned into completed past
Common failure: A target says an event happened when the source only proposes it.
Repair: Identify time reference, modality and completion state.
Original example: ‘Will be held’ is not the same as ‘was held’.
Independent retest: Translate a new sequence of plans and outcomes.
Why it matters: Tense and aspect carry facts.
20. Translation direction reversed
Common failure: A candidate writes Arabic when English is required or the reverse.
Repair: Label source and target on both mandatory tasks.
Original example: Arabic→English 10 marks, English→Arabic 20.
Independent retest: State both directions before a mock.
Why it matters: Wrong output language risks the marks.
21. English-to-Arabic avoided
Common failure: More time goes to the familiar ten-mark direction.
Repair: Prioritise targeted practice for the twenty-mark direction while retaining both.
Original example: The 20/10 split is official, not equal.
Independent retest: Track practice accuracy separately.
Why it matters: Weighting should guide diagnosis.
22. Word-for-word translation
Common failure: Each source word is substituted while the result becomes unnatural or misleading.
Repair: Reconstruct the complete meaning in the target language.
Original example: A rearranged clause can preserve sense more faithfully than literal order.
Independent retest: Compare two target versions and explain one.
Why it matters: Fidelity is more important than word order.
23. Extra motive invented
Common failure: A translation adds a reason for a person’s behaviour not present in the source.
Repair: Preserve facts and uncertainty without embellishment.
Original example: Leaving early does not prove a person was upset.
Independent retest: Underline target claims with no source basis.
Why it matters: Translation is not creative rewriting.
24. Reading comprehension answered from belief
Common failure: A plausible general-world answer replaces passage evidence.
Repair: Find the relevant sentence and read its surrounding context.
Original example: The text’s exact event overrides stereotypes about typical behaviour.
Independent retest: Locate evidence for five new responses.
Why it matters: Reading tests the supplied source.
25. Writer attitude made absolute
Common failure: A qualified view is exaggerated into unreserved praise or rejection.
Repair: Identify contrasts, conditions and implied stance.
Original example: Enjoying a programme despite inconvenience is a mixed response.
Independent retest: Write two supported attitude statements.
Why it matters: Nuance matters in reading.
26. Question ‘why’ answered with ‘what’
Common failure: An action is repeated without its causal explanation.
Repair: State the reason and link it to the event.
Original example: A change of venue requires the stated cause.
Independent retest: Write a causal chain from a new passage.
Why it matters: The command determines content.
27. Vocabulary memorised as one translation
Common failure: A word’s literal glossary meaning is used in a figurative context.
Repair: Test the proposed sense in the complete Arabic sentence.
Original example: One expression can have different contextual uses.
Independent retest: Write a new appropriate sentence and counterexample.
Why it matters: Context determines language.
28. Corrections copied, not learned
Common failure: A revised model essay looks good but the new task repeats the same issue.
Repair: Identify the root error and retest with unfamiliar material.
Original example: Fixing report tone should improve another report topic.
Independent retest: Try a new task after a week without the model.
Why it matters: Independent transfer demonstrates mastery.
Original worked reading exercise: distinguish plan from outcome
Imagine an Arabic practice passage that reports a community event originally planned for Saturday but postponed because the venue became unavailable. The writer says the new date is not yet confirmed. A weak answer says the event was cancelled forever, or invents a new Sunday arrangement. A stronger response identifies the original plan, the postponement and the fact that the new date remains uncertain. When the question asks about the organiser’s next step, answer only with what the text supports.
This exercise illustrates why reading and translation share a foundation: accurate representation of what a source says. Translate the passage into English while preserving uncertainty, then try a different short message about a changed timetable. If the student maintains the same distinction without prompts, the correction has begun to transfer. The texts are fictional examples and do not predict the 2027 examination content.
A twelve-week K386 preparation plan
Weeks 12–9: verify eligibility, then diagnose two papers
Confirm private-candidate eligibility and K386. Save the official 2027 PDF, then attempt a short functional-writing task, an essay outline, a passage translated each way and one reading comprehension excerpt. Classify errors as wrong genre, weak agreement, lost negation, unnatural target-language phrasing or unsupported reading inference. The tutor should identify which foundational error causes several losses and repair that first, rather than issue generic advice to read more Arabic.
Weeks 8–5: alternate writing, translation and passage inference
Rotate genre-based composition, short translation in both directions and unfamiliar comprehension. Develop a checked vocabulary notebook containing authentic words in complete Arabic sentences. When a translation is corrected, change the source actors or times for an immediate transfer drill. Practice reading longer contexts without turning every word into a mechanical English gloss. A proficient language teacher can help ensure the written register remains natural and accurate.
Weeks 4–2: complete both 90-minute papers
Sit Paper 1 with one 120-word-style functional task plus one approximately 200-word essay, with realistic time for both. Separately sit Paper 2 with ten-mark Arabic-to-English translation, twenty-mark English-to-Arabic and twenty-five-mark comprehension. Record the marks lost to unfinished parts and the errors that change meaning. Repeat using different prompts after feedback, under the official no-dictionary conditions. Exam readiness means completing the real assessment, not one polished essay.
Final week: correct details, no invented predictions
Review the private-candidate code K386, separate from K366, current November examination date, reporting venue and prohibition on dictionaries. Revisit a short error log covering verb relations, pronouns, negation and evidence. Practise several fresh short tasks rather than searching for guaranteed essays or sample answers. Maintain adequate rest and confirm the exact candidate instructions with SEAB. If registration information is incorrect, use its current correction procedure promptly.
Seven-day Arabic K386 revision cycle
| Day | Task | Evidence of progress |
| Monday | Short letter/report/speech/dialogue | Correct reader, purpose and approximately 120 words |
| Tuesday | Narrative/descriptive/argumentative essay | Coherent relevant approximately 200 words |
| Wednesday | Arabic into English translation | Accurate time, actor and negation relations |
| Thursday | English into Arabic translation | Natural faithful Arabic with no added facts |
| Friday | Arabic passage inference | Text-supported reasons and implied attitude |
| Saturday | Full 90-minute Paper 1 or Paper 2 | All compulsory tasks attempted without dictionary |
| Sunday | Retest two weaknesses and rest | Corrections survive a different passage |
Frequently asked questions: G3 Arabic K386
What is the 2027 SEC G3 Arabic code?
K386, previously O-Level reference 3186.
Who is K386 listed for?
SEAB’s official 2027 G3 PRIVATE-CANDIDATE local subject list. Confirm individual eligibility and entry requirements.
Is K386 the same as Arabic as a Third Language K366?
No. K366 has four papers under a distinct school-candidate programme; K386 has two written papers.
How many papers are compulsory?
Two: Composition and Translation/Reading Comprehension.
How long does Paper 1 last?
One hour thirty minutes, 45 marks and 45%.
What is functional writing worth?
Fifteen marks, one question chosen from three letter/report/speech/dialogue options.
How long is the short composition?
About 120 Arabic words, as stated in the syllabus.
How many essay choices are there?
Four; answer one narrative, descriptive or argumentative essay of about 200 words.
How long is Paper 2?
One hour thirty minutes, 55 marks and 55%.
How much is Arabic-to-English translation?
Ten marks.
How much is English-to-Arabic translation?
Twenty marks.
What is Reading Comprehension worth?
Twenty-five marks on a supplied Arabic passage.
Does K386 have an oral examination?
No separate oral component is specified in its 2027 scheme.
Does it have a listening paper?
No separate listening paper is included in K386’s assessment.
Is a dictionary allowed?
No. SEAB prohibits dictionaries in both K386 papers.
Does the K366 dictionary rule apply?
No. The school-candidate Arabic as a Third Language K366 allowance must not be transferred to K386.
When does the exam take place?
November according to the syllabus, with the exact day in current SEAB notices.
Can old 3186 papers still help?
They may supply aligned practice, but the 2027 K386 syllabus defines the assessment.
How do I improve a translation that changes facts?
Map actors, time, negation and modality before drafting, then compare against the source.
What is the best final-week priority?
Code and registration, two paper choices, 45/55 weight, no-dictionary practice and current venue/date.
Where is the official source?
SEAB’s 2027 G3 private-candidate list and its K386 syllabus PDF.
Official references and connected eduKate reading
The 2027 K386 code, private-candidate availability, two 90-minute paper weights and no-dictionary conditions follow the official SEAB private-candidate syllabus as available on 14 November 2026. Always check current candidate registration and exam notices.
SEAB: Official 2027 G3 Arabic K386 private-candidate syllabus
SEAB: G3 2027 private-candidate syllabus directory and eligibility entry
SEAB: school-candidate list to distinguish Arabic K366 and K386
eduKate: Compare Arabic as a Third Language K366 (different papers)