Skills for Life: International Language: Communicating Personal Information (Spoken)
International language (spoken): communicating personal information is a 10 hour Skills for Life unit, from Entry 1 to Level 2, offered in French, German, Italian, Japanese, Mandarin and Spanish. It is one unit that learners combine with others into a Skills for Life, or Skills for Life and Work, Award, Certificate or Diploma. Literacy is the whole unit: learners listen for personal details and speak about themselves, from single words at Entry 1 to a short conversation with open questions at Level 2, often translating into English or Cymraeg. Numeracy is light, limited to saying numbers, dates and times.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- First taught
- September 2027
- Amount of literacy work
- High
- Amount of numeracy work
- Low
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Two learning outcomes (understand basic spoken personal information, give basic personal information orally), with separate assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 10 guided learning hours.
- Level 1 and Level 2: Two learning outcomes (understand spoken personal information, engage in a conversation relating to personal information), with separate assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 10 guided learning hours.
The literacy and numeracy skills in this qualification
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Listening for personal information
Learners listen to spoken language about personal information and show what they understood, identifying familiar words at Entry 1, recognising short phrases at Entry 2 and extracting basic information at Entry 3. At Level 1 they identify key points and three details from predictable speech, and at Level 2 they extract specific details from routine speech. This is required by the learning outcome 1 assessment criteria at every level.
Literacy: Listening for meaning, Developing vocabulary, Listening to understand
Getting pupils ready
- Year 7
- Pupils listen to a short recording of a young person introducing themselves and tick the name, age and town they hear on a picture grid.
- Year 8
- Pupils listen to two people describing their families and hobbies and note three details about each in English or Cymraeg.
- Year 9
- Pupils listen to a longer interview about someone's job, school and town, note the key points and specific details, then compare notes with a partner and settle any differences by listening again.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 1, assessment criteria E1 1.1, E2 1.1 and E3 1.1, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1, page 6
“Learners could listen and note down the key points or specific details in English/Cymraeg”
Progression step 3
I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.
I can listen to, identify and use key words to understand the general meaning and ideas which are implied.
I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.
Progression step 4
I can use different techniques to help me remember, record and respond to what I hear.
I can listen to build my vocabulary and sentence structure, and use these in my own communication.
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Speaking about yourself with clear pronunciation
Learners give personal information orally, using familiar words at Entry 1, short phrases at Entry 2 and simple sentences at Entry 3, and must pronounce familiar words clearly enough to be understood, then most words clearly and accurately by Entry 3. At Level 1 they make simple spoken requests about personal information. These are required by the assessment criteria.
Literacy: Developing vocabulary, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils repeat greetings, numbers and their name, age and town after the teacher, then say them to a partner who checks the sounds against a model recording.
- Year 8
- Pupils say four sentences about where they live and go to school, recording one attempt and marking the words they need to practise.
- Year 9
- Pupils give a short spoken introduction covering family, town and hobbies without notes, and a partner scores how many words were clear and accurate.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criteria E1 2.1 to E3 2.2, page 5; Level 1, learning outcome 2, assessment criterion 2.1, page 6
“Pronounce familiar words clearly enough to be understood in a familiar context.”
Progression step 3
I can listen to build my vocabulary, develop my pronunciation, intonation/accents and sentence structure, and use these in my own communication.
I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.
Progression step 4
I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, accuracy and clarity.
I can listen to build my vocabulary and sentence structure, and use these in my own communication.
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Asking and answering questions in a conversation
At Level 1 learners use predictable questions to clarify basic personal information, and at Level 2 they take part in a short conversation, adding relevant details and appropriate responses, and use open questions to find out specific information. Phrases such as asking someone to repeat or speak more slowly are listed in the amplification. The conversation and questions are required by the Level 1 and Level 2 assessment criteria.
Literacy: Questioning, Collaborative talk, Listening as part of collaborative talk
Getting pupils ready
- Year 7
- Pupils ask a partner three set questions, such as what is your name and how old are you, and write down the answers.
- Year 8
- Pupils carry out a class survey in the language asking where people live and what they do in their free time, using please repeat that when they do not understand.
- Year 9
- Pupils hold a two minute conversation with a partner using open questions about jobs, school and future plans, adding a reason or extra detail to each answer.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; Amplification, page 11
“Use open questions to find out specific personal information.”
Progression step 3
I can ask and answer questions, building on and developing the ideas of others in group discussions.
I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.
I have experienced speaking with different people in a variety of authentic contexts.
Progression step 4
I have experienced speaking with different people in a variety of authentic contexts.
I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.
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Giving opinions and reasons
Learners at all levels are taught to express likes and dislikes with adjectives and simple qualifiers, and at Levels 1 and 2 they begin to explain and give reasons for their answers, for example why they like their job or studies. The assessment criteria do not name opinions, so this is taught content that supports the Level 2 criterion of adding relevant details in a conversation.
Literacy: Purpose
Getting pupils ready
- Year 7
- Pupils hold up a thumbs up or down card and say I like or I do not like for pictures of sports and school subjects.
- Year 8
- Pupils sort adjectives into positive and negative in a Venn diagram, then give a spoken opinion on three hobbies using very or quite.
- Year 9
- Pupils tell a partner what they think of a school subject and why, using because and an adjective, and the partner notes the reason in English or Cymraeg.
Show the specification wording and the LNF statements
Where it is in the specification: Amplification, learning outcomes 1 and 2, pages 8 to 10; Unit overview, integral and cross cutting skills, page 4
“learners will begin to explain and give reasons for their answers”
Progression step 3
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
Progression step 4
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
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Using present, past and future time frames
Entry 2 and Entry 3 learners use present tense verbs in the first and third person, and Level 2 learners should know verbs about work, school or college in the present, past and future time frames, together with future plans and past activities. This is amplification content rather than a named assessment criterion, although it helps learners add detail in a Level 2 conversation.
Literacy: Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils say what they play and what their friend plays, changing I play to he or she plays in the language.
- Year 8
- Pupils describe a normal school day and then say one thing they did last weekend, using a sentence builder for the past tense.
- Year 9
- Pupils answer three questions about their studies now, a past holiday and the job they would like in the future, using a different time frame in each answer.
Show the specification wording and the LNF statements
Where it is in the specification: Amplification, learning outcomes 1 and 2, pages 9 and 11
“appropriate verbs relating to work / school / college in the present, past and future time frames”
Progression step 3
I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.
Progression step 4
I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, accuracy and clarity.
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Moving between the target language and English or Cymraeg
Suggested activities ask learners to note key points of what they hear in English or Cymraeg, to translate a partner's answer, and to rearrange and translate questions such as what is your email address. This translanguaging supports the learning outcome 1 criteria at every level but is a suggested approach, not a requirement.
Literacy: Translanguaging
Getting pupils ready
- Year 7
- Pupils match greetings in the language they are learning to the English and Welsh versions on cards.
- Year 8
- Pupils work in threes where one asks a question, one answers and the third translates the answer into English or Cymraeg, then swap roles.
- Year 9
- Pupils listen to a short dialogue, write a summary of it in English or Cymraeg, then use the summary to retell the dialogue in the target language.
Show the specification wording and the LNF statements
Where it is in the specification: Suggested activities, Speaking and Listening and Development Activities, pages 12 and 13
“the third learner could check or translate the answer into English / Cymraeg”
Progression step 3
I can receive information in one language and adapt it for various purposes in another language.
Progression step 4
I can apply my translanguaging skills to support my learning in familiar and new languages.
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Saying numbers, dates and times
Learners use numbers to at least 16 at all levels, numbers over 16 from Entry 2, a mobile number in single digits at Entry 3, and the 12 and 24 hour clock, days and months at Levels 1 and 2. The number work is language for giving age, phone numbers and times rather than calculation, so numeracy demand is low and it is not assessed as numeracy.
Numeracy: Measurement, Conceptual understanding
Getting pupils ready
- Year 7
- Pupils count to 20 in the language around the class and say their age and the date of their birthday.
- Year 8
- Pupils read times from analogue and digital clock pictures aloud in the language, using the 12 hour clock.
- Year 9
- Pupils give a partner a mobile number digit by digit and the times of their school day in the 24 hour clock, and the partner writes them down to check.
Show the specification wording and the LNF statements
Where it is in the specification: Amplification, learning outcomes 1 and 2, pages 8 to 10; Suggested activities, Recall Activities, page 13
“reinforce numbers and time, and encourage speaking in full sentences”
Progression step 3
I can read and use analogue and digital clocks.
I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.
Progression step 4
I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.
Good to know
- There is one unit for each language. The title is "available in French, German, Italian, Japanese, Mandarin and Spanish", and for unit codes the pack says "Please refer to the Skills for Life and Work qualifications specification." (Unit overview, page 3), where every code is still listed as TBC (section 3.1, page 13).
- Literacy is the integral skill named for the unit: "Learners will have opportunities to develop their literacy skills, with an emphasis on speaking and listening." (Unit overview, page 4). Appendix A of the specification has no row for this unit.
- Spoken work can be evidenced without writing: sources include "audio recording of candidate", "video recording of role-play" and "teacher observation notes", and "extended written work is not required unless appropriate" (Sources of evidence, page 14).
- Judgements are on the criteria, not accuracy of writing: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed." (Sources of evidence, page 14).
- Suggested assessment tasks are optional: "These tasks are not mandatory." (Skills for Life and Work specification, section 4.1, page 18).
- AI use must be acknowledged. Properly referenced AI use "can be acceptable", but "Failing to acknowledge use of AI tools when they have been used as a source of information" is malpractice (Skills for Life and Work specification, section 4.6, page 21).
- The unit starts from scratch: the units "assume that learners have no previous experience of the language being learnt" (Planning courses, page 7), with Entry Level pitched at CEFR pre-A1 to A1 and Levels 1 and 2 at A2 to B1 (page 8). Staff should have "subject-specific expertise in language teaching" (page 14).
Links with other qualifications
The pack names VCSE Travel and Tourism and GCSE Business as qualifications the international language units can complement, and greetings, nationality, travel and talk about where people live and work fit both. Learners already taking GCSE French, GCSE German or GCSE Spanish are pointed towards a new language rather than the same one. Within the Skills Suite the unit pairs with International language (written): communicating personal information, the Social activities units and the Skills for Work Education and employment units, which share vocabulary for school, work and hobbies. Translating answers into English or Cymraeg draws on GCSE English Language and Literature, GCSE Cymraeg Language and Literature and GCSE Core Cymraeg, and the Level 2 questions about skills and future jobs echo the Interview and confidence techniques unit.
Source: WJEC International language (spoken) - communicating personal information unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).