LNF Cymru Literacy and numeracy for Wales

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Skills for Life: International Language: Communicating Personal Information (Written)

International language (written): 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 read short texts for personal details and write about themselves, from single correctly spelt words at Entry 1 to written facts, opinions, answers and requests at Level 2, often translating into English or Cymraeg. Numeracy is light, limited to writing 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
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Two learning outcomes (understand material relating to communicating personal information, write about personal information), 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 key facts and information in texts relating to personal information, produce texts about 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

  1. Reading short texts for personal information

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

    Learners read written material about personal information and show understanding, identifying familiar words at Entry 1, selecting short phrases at Entry 2 and locating simple information in a short text at Entry 3. At Level 1 they identify the key points and three details from simple texts, and at Level 2 they extract specific details from texts. This is required by the learning outcome 1 assessment criteria at every level.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read three short ID cards in the language they are learning and match each one to a picture by name, age and town.
    Year 8
    Pupils read two short paragraphs about young people and underline the differences in names, ages, birthdays and hobbies.
    Year 9
    Pupils read a mock interview with a young worker and fill in a table of key points and specific details in English or Cymraeg, including what they think of their job and why.
    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

    “Extract specific details from texts relating to personal information”
    Progression step 3

    • I can read words and sentences from different texts using a range of strategies to make meaning.

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can use my knowledge of:

      • word roots and families
      • grammar, sentence and whole-text structure
      • content and context

      to make sense of words, sentences and whole texts.

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

  2. Writing words, phrases and sentences about yourself

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

    Learners respond in writing with individual words at Entry 1, short phrases at Entry 2 and basic set sentences at Entry 3. At Level 1 they use and adapt set phrases to write facts about personal information, and at Level 2 they use routine language to produce written material, such as a profile or short email. This is required by the learning outcome 2 assessment criteria at every level.

    Literacy: Vocabulary, spelling, grammar, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils label a picture of themselves with single words in the language for name, age, town and a hobby.
    Year 8
    Pupils use a sentence builder to write five sentences about where they live, their school and their family.
    Year 9
    Pupils write a short profile of about 60 words for an exchange website, adapting set phrases so every sentence is true for them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criteria E1 2.1, E2 2.1 and E3 2.1, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1, page 6

    “Use routine language to produce written material about personal information”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

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

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

    Progression step 4

    • I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

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

  3. Spelling familiar words correctly

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

    At Entry Level, spelling is assessed directly: learners spell some individual words correctly at Entry 1, some words within phrases at Entry 2 and most words within set sentences at Entry 3. At Levels 1 and 2 there is no separate spelling criterion, and assessors judge the standard rather than spelling unless it is specifically assessed.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils fill in the missing vowels in ten words for family members and check them against the word list.
    Year 8
    Pupils learn ten hobby words using look, say, cover, write, check and then spell them in a short dictation.
    Year 9
    Pupils write four sentences about themselves from memory, then use a dictionary and their vocabulary list to correct every spelling and accent.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criteria E1 2.2, E2 2.2 and E3 2.2, page 5; Sources of evidence, page 14

    “Respond with the correct spelling for most words within the set sentences”
    Progression step 3

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

  4. Giving written opinions

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

    At Level 1 learners give simple written opinions about personal information, and at Level 2 they express written opinions, for example what they think of their job, studies or hobbies and why. Entry Level learners are taught likes and dislikes and, from Entry 3, short reasons with an adjective. The written opinions are required by the Level 1 and Level 2 assessment criteria.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax, Purpose

    Getting pupils ready

    Year 7
    Pupils write I like or I do not like next to pictures of five hobbies in the language.
    Year 8
    Pupils write an opinion with a reason for three school subjects, using because and an adjective such as interesting or boring.
    Year 9
    Pupils write a short review of a film or hobby giving their opinion, a reason and one thing they would change, using very, quite or sometimes.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria 2.2, page 6; Amplification, pages 9 and 10

    “Express written opinions about personal information”
    Progression step 3

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

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

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

  5. Answering questions and making written requests

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

    At Level 1 learners use and adapt set phrases to answer predictable questions in writing and to make simple written requests for personal information. At Level 2 they use and adapt routine language for both, and the amplification adds letter writing conventions and expressing thanks for an email. Answers and requests are required by the Level 1 and Level 2 assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils write short answers in the language to four questions on a form, such as what is your name and where do you live.
    Year 8
    Pupils write a note to a new classmate asking three questions about their family and hobbies and answering the same questions themselves.
    Year 9
    Pupils write a short formal letter to a host family asking for their address and the times of meals, using a greeting, a thank you and a sign-off.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria 2.3 and 2.4, page 6; Amplification, Level 2, page 10

    “Use and adapt routine language to make written requests for personal information”
    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.

    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.

  6. Writing in past, present and future time frames

    Assessed: Taught, but not assessed

    All learners are taught present tense verbs in the first and third person, and Level 1 and Level 2 learners are taught past, present and future time frames, with Level 2 describing past events and future plans. Suggested activities have learners convert a text into a different time frame. This is amplification content rather than a named assessment criterion.

    Literacy: Vocabulary, spelling, grammar, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write what they play and what their friend plays, changing the verb from I to he or she.
    Year 8
    Pupils write about a normal weekend in the present tense and then rewrite two sentences about last weekend in the past.
    Year 9
    Pupils rewrite a short paragraph about a holiday from the past into the future, changing every verb and time phrase, then check it with a partner.
    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, Development Activities, page 13

    “Learners could also convert the text into a different time frame”
    Progression step 3

    • I can use the standard form of a variety of words, e.g. present, past and negative forms.

    Progression step 4

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

  7. Moving between the target language and English or Cymraeg

    Assessed: Taught, but not assessed

    Suggested activities have learners note key points and specific details from a text or interview in English or Cymraeg, replace English or Cymraeg words in a tangled text, and translate sentences into the assessed language from memory. This translanguaging supports both learning outcomes but is a suggested approach, not a requirement.

    Literacy: Translanguaging

    Getting pupils ready

    Year 7
    Pupils match short written phrases in the language they are learning to their English and Welsh versions.
    Year 8
    Pupils read a tangled text with some words in English or Cymraeg and choose the right word in the language for each gap.
    Year 9
    Pupils read a short email in the language, note its main points in English or Cymraeg, then use their notes to write a reply in the language.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, pages 12 and 13

    “noting the key points and specific details in 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.

  8. Writing numbers, dates and times

    Assessed: Taught, but not assessed

    All learners are taught numbers and dates and the time on the 12 hour clock, Entry 2 and Entry 3 learners use o'clock, and Level 1 and Level 2 learners use the 12 and 24 hour clock, days and dates. The number work is language for giving age, birthdays, 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 write their age, birthday and phone number in words and figures in the language.
    Year 8
    Pupils write the times of five clock pictures in the language using the 12 hour clock and o'clock.
    Year 9
    Pupils write out a day's timetable for a visiting pupil in the language, giving days, dates and times in the 24 hour clock.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification, learning outcomes 1 and 2, pages 8 and 9

    “the time (12- and 24-hour clock)”
    Progression step 3

    • I can read and use analogue and digital clocks.

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    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

Links with other qualifications

The pack names VCSE Travel and Tourism and GCSE Business as qualifications the international language units can complement, and writing about nationality, where people live and work, and future plans fits 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 (spoken): 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 sentences into English or Cymraeg draws on GCSE English Language and Literature, GCSE Cymraeg Language and Literature and GCSE Core Cymraeg, and writing a basic CV or covering letter echoes the job applications in the Applying for jobs unit.

Source: WJEC International language (written) - 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).