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Skills that use Planning and organising for different purposes, audiences and context

1. Writing in a set form for a chosen audience

   Assessed: In the exam

   In Unit 1 Subject Test 2 learners write one extended task in a specific form such as a speech, email, article, letter or conversation. They use language that suits the audience and give opinions in basic sentences.

   Literacy: Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils write a short Welsh letter to a grandparent about their week, with a greeting, two opinions using dw i'n hoffi and a sign off.

   Year 8

   Pupils write a Welsh speech for a school assembly about a charity, using phrases that speak directly to the audience and giving reasons for their opinions.

   Year 9

   Pupils write the same event as a Welsh email to a friend and as an article for a community newsletter, changing the register and layout for each.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.1.2, page 12; Summary of assessment, page 5

   “use extended writing using language for the purpose of”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

   • I can write about my thoughts, feelings and opinions, showing empathy and respect.

   Progression step 4

   • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

   • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

2. Writing accurate sentences in paragraphs

   Assessed: In the exam and in coursework (NEA)

   Across Units 1 and 2 learners write in sentences with appropriate grammar, correct spelling and punctuation, and organise their work into paragraphs. In the translanguaging task they also vary how sentences begin and how long they are.

   Literacy: Vocabulary, spelling, grammar, Punctuation, Planning and organising for different purposes, audiences and context, Connectives and syntax

   Getting pupils ready

   Year 7

   Pupils write five Welsh sentences about their family in the present tense, checking capital letters, full stops and verb endings against a checklist.

   Year 8

   Pupils write two Welsh paragraphs about a weekend, one in the past tense, using connectives such as achos and ond, and check spellings in a dictionary.

   Year 9

   Pupils proofread and redraft a Welsh paragraph with planted errors in tense, spelling and punctuation, then rewrite it so sentences start in different ways.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.1.2, page 12; Unit 2, Section 2.1.2, page 14; Section 3.1, page 18

   “use sentences, appropriate grammar, correct spelling”

   Progression step 3

   • I can use language appropriate to writing, including standard forms, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses.

   • I can use a range of punctuation accurately (including apostrophe for possession) to clarify and expand meaning.

   • I can use paragraphs and make links between them.

   • I can use simple, compound and complex sentence structures for emphasis and effect.

   Progression step 4

   • Welsh-medium statement: I can write grammatically accurate sentences with attention to conjugated verbs, verb tense, and person correspondence and gender agreement.

   • I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

   • I can use paragraphs and sections to give coherence to longer pieces of writing.

3. Writing creatively in role as a character

   Assessed: In coursework (non-examination assessment, NEA)

   Learners write a creative response to the whole text or part of it, choosing a suitable form such as a newspaper report, diary, letter or monologue. They write from the perspective of one or more characters.

   Literacy: Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils write a short Welsh diary entry as a character from a class story, saying how they felt about one event.

   Year 8

   Pupils write a Welsh letter in role as a character to another character, explaining a decision they made in the story.

   Year 9

   Pupils plan and write a Welsh monologue for a character at a turning point in a novel, keeping the mood of the original and redrafting it once.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.1, page 14; Section 3.2, page 19

   “write a creative response from the perspective of one or”

   Progression step 3

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

   • I can write about my thoughts, feelings and opinions, showing empathy and respect.

   • I can explore different ways to plan, draft and present my work appropriately.

   Progression step 4

   • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

   • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

Source: WJEC Entry Level Foundation Cymraeg specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).