Skills for Life: International Language: Social Activities (Spoken)
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
International language (spoken): social activities 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 other 10 or 20 hour units into a Skills for Life, or Skills for Life and Work, Award, Certificate or Diploma. The whole unit is listening and speaking about leisure, places, transport, food and drink, from recognising and pronouncing familiar words at Entry Level to open questions and a short conversation at Level 2. Numeracy is light: numbers, times and prices heard and said in the language.
- 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 basic spoken information relating to social activities, give basic information orally about social activities), with separate assessment criteria at Entry 1, Entry 2 and Entry 3, including clear pronunciation. 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 information relating to social activities, engage in a conversation relating to social activities), 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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Recognising familiar words and phrases when listening
At Entry 1 learners identify familiar words about social activities in basic spoken communication, at Entry 2 they recognise short phrases, and at Entry 3 they extract basic information. This is required by the Entry Level assessment criteria for learning outcome 1, and multiple-choice or matching tasks are suggested to support Entry 1 and Entry 2 learners.
Llythrennedd: Datblygu geirfa, Gwrando am ystyr
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to the teacher say ten leisure words in the target language and hold up the matching picture card, such as cinema, park or swimming pool.
- Blwyddyn 8
- Pupils listen to short recorded phrases such as "I play football at the park" and tick the activity and the place on a grid.
- Blwyddyn 9
- Pupils listen to a short recorded announcement about a sports centre and note in English or Welsh the activity, the day and the opening time.
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; suggested activities, page 12
“Identify familiar words relating to social activities in basic spoken communication.”
Cam cynnydd 3
Rwy’n gallu gwrando, adnabod a defnyddio geiriau allweddol i ddeall ystyr gyffredinol a syniadau sydd ymhlyg.
Rwy’n gallu gwrando ar, deall, dehongli ac adalw ystyr gyffredinol yr hyn rwyf wedi’i glywed.
Cam cynnydd 4
Rwy’n gallu gwrando er mwyn datblygu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.
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Listening for key points and specific details
At Level 1 learners identify key points and three details from predictable spoken language about social activities, and at Level 2 they extract specific details from routine spoken language. This is required by the assessment criteria, and the suggested activities have learners note what they hear, such as cinema ticket prices and film times, in English or Cymraeg.
Llythrennedd: Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to two short dialogues set in a café and write down what each person orders.
- Blwyddyn 8
- Pupils listen to a recording about weekend activities and note the activity, who the speaker goes with and one opinion in a three column table.
- Blwyddyn 9
- Pupils listen to a longer recording about cinema times and ticket prices, note the main point and three specific details, then compare notes with a partner to fill any gaps.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 1, assessment criteria L1 1.1 and L2 1.1, page 6; suggested activities, page 12
“Identify key points and three details from predictable spoken language relating to social activities.”
Cam cynnydd 3
Rwy’n gallu gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, gan grynhoi’r prif bwyntiau.
Rwy'n gallu defnyddio technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.
Cam cynnydd 4
Rwy'n gallu gwrando ar ac ystyried perthnasedd ac arwyddocâd gwybodaeth a syniadau a gyflwynir i mi.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
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Giving basic information orally about social activities
At Entry 1 learners use familiar words to express simple needs or wishes, at Entry 2 they use short phrases, and at Entry 3 they use simple sentences to respond orally. This is required by the Entry Level assessment criteria, and the amplification adds likes and dislikes, prices, times and where activities take place.
Llythrennedd: Datblygu geirfa, Diben, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils answer "What would you like?" with one word for a drink or snack, using picture prompts.
- Blwyddyn 8
- Pupils answer questions about their hobbies with short phrases such as "I like swimming" and "I don't like football".
- Blwyddyn 9
- Pupils say three simple sentences about an activity they do, giving where they do it, when it starts and why they like it.
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; amplification, pages 8 and 9
“Use short phrases to express needs, wishes or basic information relating to social activities.”
Cam cynnydd 3
Rwy’n gallu gwrando er mwyn adeiladu fy ngeirfa, datblygu fy ynganiad, goslef/acenion a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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Pronouncing words clearly
At Entry 1 learners pronounce familiar words clearly enough to be understood in a familiar context, at Entry 2 some words within phrases clearly and accurately, and at Entry 3 most words within sentences. This is required by the Entry Level assessment criteria for learning outcome 2, and repetition, games and spotting deliberately mispronounced words are suggested ways to practise.
Llythrennedd: Datblygu geirfa, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils repeat new hobby words after the teacher in a call and response game, focusing on sounds that differ from English or Welsh.
- Blwyddyn 8
- Pupils read a short phrase aloud in pairs, and their partner gives a thumbs up for each word that is clear.
- Blwyddyn 9
- Pupils record three sentences about their free time, compare them with a model recording and re-record the words they found hardest.
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; suggested activities, pages 11 and 12
“Pronounce familiar words clearly enough to be understood in a familiar context.”
Cam cynnydd 3
Rwy’n gallu gwrando er mwyn adeiladu fy ngeirfa, datblygu fy ynganiad, goslef/acenion a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy’n gallu myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.
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Making requests and asking questions
At Level 1 learners make simple spoken requests to express needs or wishes and use predictable questions to clarify basic information, and at Level 2 they use open questions to find out specific information. This is required by the assessment criteria, and the amplification contexts include ordering in a café, buying food by weight, travel times and car hire.
Llythrennedd: Gofyn cwestiynau, Siarad cydweithredol, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils act out a café role-play asking "How much is it?" and "Do you have...?" with picture cards and prices.
- Blwyddyn 8
- Pupils ask a partner predictable questions to check details, such as "At what time does it start?", and write down the answers.
- Blwyddyn 9
- Pupils plan and ask open questions in a car hire or cinema role-play, such as how long, how much and what is included, to find out three specific facts.
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 L1 2.1, L1 2.2 and L2 2.2, page 6; amplification, pages 9 and 10
“Use open questions to find out specific information relating to social activities.”
Cam cynnydd 3
Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan geisio eglurder, crynhoi ac esbonio’r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Cam cynnydd 4
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
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Taking part in a short conversation
At Level 2 learners take part in a short conversation about social activities, adding relevant details and giving appropriate responses. This is required by assessment criterion L2 2.1, and the Level 2 amplification adds past, present and future time frames and phrases for asking someone to repeat or speak more slowly.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gofyn cwestiynau, Siarad cydweithredol, Diben, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils hold a three line conversation in which they greet a partner, ask what they do in their free time and answer the same question.
- Blwyddyn 8
- Pupils hold a conversation about a film, each giving an opinion with a reason and asking a follow up question.
- Blwyddyn 9
- Pupils hold a conversation about last weekend and next weekend, adding details such as who they went with and asking their partner to speak more slowly when they need to.
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 criterion L2 2.1, page 6; amplification, page 10
“Participate in a short conversation relating to social activities, including additional relevant details and appropriate responses.”
Cam cynnydd 3
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Cam cynnydd 4
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Rwy’n gallu gwneud dewisiadau gwybodus am eirfa, iaith idiomatig a chystrawen er mwyn mynegi fy hun yn rhugl, yn gywir ac yn eglur.
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Moving between the assessed language and English or Cymraeg
Many suggested activities have learners hear the assessed language and note the main points in English or Cymraeg, confirm a café order in English or Cymraeg, correct a teacher's deliberately wrong translation, or translate short phrases. This is taught at all levels and supports the listening criteria, but translation is not itself an assessment criterion.
Llythrennedd: Trawsieithu
Paratoi disgyblion
- Blwyddyn 7
- Pupils hear five café phrases in the target language and write what each one means in English or Welsh.
- Blwyddyn 8
- Pupils listen to a partner's three sentences about a hobby in the target language and retell them in Welsh or English to the group.
- Blwyddyn 9
- Pupils hear the teacher translate a classmate's sentences with deliberate mistakes, then correct them first in English or Welsh and then in the target language.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Delivery guidance, suggested activities, pages 11 to 13
“Learners could listen and note down the key points or 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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Understanding numbers, times and prices in the assessed language
The amplification lists numbers to at least 16 and hours at all levels, and prices, quantities and the 12 hour and 24 hour clock at Level 1 and Level 2, while suggested activities use prices in Euro written as €2,50. The numeracy is understanding and saying numbers in another language rather than calculating, so it supports the listening and speaking criteria without being assessed on its own.
Rhifedd: Mesur, Cyfathrebu â symbolau, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils play bingo with numbers 1 to 20 called out in the target language, then match spoken prices to pictures of snacks.
- Blwyddyn 8
- Pupils listen to opening times given in the 12 hour clock, set the hands on a clock face and say each time back.
- Blwyddyn 9
- Pupils listen to cinema times in the 24 hour clock and ticket prices in Euro, write them as figures such as €7,50, and work out which showing they could reach after school.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Amplification, LO1 and LO2, pages 8 to 10; suggested activities, pages 11 and 13
“Learners could also be asked to match prices in Euro to pictures of items”
Cam cynnydd 3
Rwy'n gallu darllen a defnyddio clociau analog a digidol.
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol.
Cam cynnydd 4
Rwy'n gallu defnyddio nodiant, symbolau ac unedau mesur priodol, gan gynnwys mesurau cyfansawdd.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Da gwybod
- There is no test. The unit "is centre assessed and externally quality assured by WJEC", and evidence "may be verbal, written, practical, or visual", with "extended written work" not required unless appropriate (Sources of evidence, page 14).
- Speaking evidence is usually recorded or observed: sources include "audio recording of candidate", "video recording of role-play" and "teacher observation notes" (Sources of evidence, page 14).
- The levels follow the CEFR: Entry Level criteria reflect "pre-A1 to A1" and Level 1 and 2 criteria reflect "A2 to B1" (Relationship to the CEFR, page 8). The criteria "assume that learners have no previous experience of the language being learnt" (Planning courses, page 7).
- Plural wording sets a minimum: "a plural reference within assessment criterion refers to a minimum of two" (pages 5 and 6), and Level 1 learning outcome 1 asks for "three details" (page 6).
- Support depends on level: "Entry 1 Learners will require a high level of support, including verbal, visual and practical assistance" (Specification, Section 4.2, page 19).
- Suggested activities and tasks are optional: "These tasks are not mandatory." (Specification, Section 4.1, page 18).
- AI tools: misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work" and "Failing to acknowledge use of AI tools when they have been used as a source of information" (Specification, Section 4.6, page 21).
- The unit is offered in six languages: "This unit is available in French, German, Italian, Japanese, Mandarin and Spanish." (Unit overview, page 3). The unit page gives no code and refers to the specification, which lists the codes as "TBC" (Section 3.1, page 13).
- The unit overview places the literacy in talk: learners develop literacy "with an emphasis on speaking and listening" (Unit overview, page 3).
Cysylltiadau â chymwysterau eraill
The listening and speaking skills match those in GCSE French, GCSE German and GCSE Spanish, though the pack says learners already taking one of those GCSEs "may not benefit" from this unit in the same language and may prefer a new one, such as Italian, Japanese or Mandarin. The pack names VCSE Travel and Tourism and GCSE Business as qualifications it could complement, and ordering food, menus, restaurant bookings and car hire also suit VCSE Hospitality and Catering. Noting what is heard in English or Cymraeg draws on the English and Welsh that learners also study in GCSE English Language and Literature, GCSE Core Cymraeg or GCSE Cymraeg Language and Literature. Within the Skills Suite it pairs with International language (written): social activities and the communicating personal information and education and employment language units. The numeracy is limited to times and Euro prices.
Ffynhonnell: WJEC International language (spoken) - social activities 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).