Skills for Life: International Language: Communicating Personal Information (Written)
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 10
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- 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.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading short texts for personal information
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.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils read two short paragraphs about young people and underline the differences in names, ages, birthdays and hobbies.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu darllen geiriau a brawddegau o wahanol destunau gan ddefnyddio ystod o strategaethau i bennu ystyr.
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Cam cynnydd 4
Rwy'n gallu defnyddio'r hyn rwy'n ei wybod am:
- wreiddiau geiriau a'u teuluoedd
- gramadeg, strwythur brawddegau a thestunau cyfan
- cynnwys a chyd-destun
i wneud synnwyr o eiriau, brawddegau a thestunau cyfan.
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
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Writing words, phrases and sentences about yourself
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.
Llythrennedd: Geirfa, sillafu, gramadeg, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils label a picture of themselves with single words in the language for name, age, town and a hobby.
- Blwyddyn 8
- Pupils use a sentence builder to write five sentences about where they live, their school and their family.
- Blwyddyn 9
- Pupils write a short profile of about 60 words for an exchange website, adapting set phrases so every sentence is true for them.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu defnyddio iaith briodol ar gyfer ysgrifennu, gan gynnwys ffurfiau safonol, e.e. enwau, rhagenwau, ansoddeiriau, adferfau, arddodiaid, cysyllteiriau ac amseroedd y ferf.
Rwy'n gallu defnyddio strwythurau brawddeg syml, cyfansawdd a chymhleth er pwyslais ac effaith.
Cam cynnydd 4
Rwy’n gallu gwneud dewisiadau gwybodus am eirfa, iaith idiomatig a ffigurol, a chystrawen er mwyn mynegi fy hun yn rhugl, yn gywir ac yn eglur.
Rwy'n gallu dewis a defnyddio amrywiaeth o wahanol strwythurau brawddeg (brawddegau syml, cyfansawdd a chymhleth) gyda chywirdeb gramadegol wrth i mi ysgrifennu.
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Spelling familiar words correctly
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.
Llythrennedd: Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils fill in the missing vowels in ten words for family members and check them against the word list.
- Blwyddyn 8
- Pupils learn ten hobby words using look, say, cover, write, check and then spell them in a short dictation.
- Blwyddyn 9
- Pupils write four sentences about themselves from memory, then use a dictionary and their vocabulary list to correct every spelling and accent.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
Cam cynnydd 4
Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
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Giving written opinions
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils write I like or I do not like next to pictures of five hobbies in the language.
- Blwyddyn 8
- Pupils write an opinion with a reason for three school subjects, using because and an adjective such as interesting or boring.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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Answering questions and making written requests
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils write a note to a new classmate asking three questions about their family and hobbies and answering the same questions themselves.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
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Writing in past, present and future time frames
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.
Llythrennedd: Geirfa, sillafu, gramadeg, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write what they play and what their friend plays, changing the verb from I to he or she.
- Blwyddyn 8
- Pupils write about a normal weekend in the present tense and then rewrite two sentences about last weekend in the past.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ffurf safonol amrywiaeth o eiriau, e.e. ffurfiau'r presennol, ffurfiau'r gorffennol a ffurfiau negyddol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o wahanol strwythurau brawddeg (brawddegau syml, cyfansawdd a chymhleth) gyda chywirdeb gramadegol wrth i mi ysgrifennu.
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Moving between the target language and English or Cymraeg
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.
Llythrennedd: Trawsieithu
Paratoi disgyblion
- Blwyddyn 7
- Pupils match short written phrases in the language they are learning to their English and Welsh versions.
- Blwyddyn 8
- Pupils read a tangled text with some words in English or Cymraeg and choose the right word in the language for each gap.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Suggested activities, pages 12 and 13
“noting the key points and specific details in English/Cymraeg”
Cam cynnydd 3
Rwy’n gallu derbyn gwybodaeth mewn un iaith a’i haddasu at wahanol ddibenion mewn iaith arall.
Cam cynnydd 4
Rwy’n gallu cymhwyso fy sgiliau trawsieithu er mwyn cefnogi fy nysgu mewn ieithoedd cyfarwydd ac ieithoedd newydd.
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Writing numbers, dates and times
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.
Rhifedd: Mesur, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils write their age, birthday and phone number in words and figures in the language.
- Blwyddyn 8
- Pupils write the times of five clock pictures in the language using the 12 hour clock and o'clock.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Amplification, learning outcomes 1 and 2, pages 8 and 9
“the time (12- and 24-hour clock)”
Cam cynnydd 3
Rwy'n gallu darllen a defnyddio clociau analog a digidol.
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Cam cynnydd 4
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
Da gwybod
- 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 writing." (Unit overview, page 3). Appendix A of the specification has no row for this unit.
- Spelling is assessed only where a criterion says so, as at Entry Level: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed." (Sources of evidence, page 14).
- Evidence can be short: sources include a "completed profile", "completed ID card", "CV" and "letter or email", and "extended written work is not required unless appropriate" (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).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: 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).