Skills for Life: International Language: Social Activities (Written)
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
International language (written): 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 reading and writing about leisure, food and drink, from familiar words with correct spelling at Entry Level to texts, opinions, answers and written requests such as a restaurant booking at Level 2. Numeracy is light: numbers, prices, times and dates read and written 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 information relating to everyday social activities, be able to write about everyday social activities), with separate assessment criteria at Entry 1, Entry 2 and Entry 3, including correct spelling. 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 everyday social activities, produce texts about social activities), with one reading criterion and four writing criteria at each of 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.
Sgiliau sy'n defnyddio Geirfa, sillafu, gramadeg
-
Writing words, phrases and set sentences with correct spelling
At Entry 1 learners respond in writing with individual words, at Entry 2 with short written phrases, and at Entry 3 with basic set sentences about social activities. Spelling is assessed at each step, from some individual words at Entry 1 to most words within set sentences at Entry 3, so this is one place where spelling is itself an assessment criterion.
Llythrennedd: Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils fill in the missing letters in food and drink words, then write five of the words from memory on mini whiteboards.
- Blwyddyn 8
- Pupils write short phrases such as "I like tennis" under pictures and check their spelling against a word list.
- Blwyddyn 9
- Pupils write three set sentences about a social activity, such as where they go and what time it starts, and correct their own spelling with a glossary.
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 to E3 2.2, page 5
“Respond with the correct spelling for most words within set sentences relating to social activities.”
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 strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
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 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.
-
Writing information and answers with set phrases and routine language
At Level 1 learners use and adapt set phrases to write facts and information about social activities and to answer predictable questions, and at Level 2 they use and adapt routine language to produce information and answer questions. This is required by the assessment criteria, and the Level 2 amplification adds past and future time frames for describing past events and future plans.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils answer written questions such as "What do you do in your free time?" by adapting a model sentence with their own hobby.
- Blwyddyn 8
- Pupils write a short paragraph about their free time using a writing frame with time phrases such as every day and sometimes.
- Blwyddyn 9
- Pupils write about a past outing and a future plan using "I went to", "I visited" and "I am going to", then answer two written questions from a partner.
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 2.3, L2 2.1 and L2 2.3, page 6; amplification, pages 9 and 10
“Use and adapt set phrases to communicate written facts and information about social activities.”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
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 ffurf safonol amrywiaeth o eiriau, e.e. ffurfiau'r presennol, ffurfiau'r gorffennol a ffurfiau negyddol.
Cam cynnydd 4
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
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.
-
Writing requests and bookings
At Level 1 learners use and adapt set phrases to make simple written requests for key information, and at Level 2 they use and adapt routine language to make written requests about social activities. This is required by the assessment criteria, and the amplification suggests confirming a restaurant booking with the name, time, date, number of people and needs such as a nut allergy.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a simple written café order, adding the items they want and how many of each.
- Blwyddyn 8
- Pupils complete a gap-fill email booking a table, choosing the date, time and number of people from a word bank.
- Blwyddyn 9
- Pupils write their own email asking a sports centre for its prices and opening times, using a formal greeting and two clear requests.
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 2.4 and L2 2.4, page 6; amplification, page 10
“Use and adapt routine language to make written requests about social activities.”
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.
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.
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).
- Spelling counts only where a criterion names it: assessor judgements "should focus on meeting the standard, not spelling or presentation unless specifically assessed" (Sources of evidence, page 14), and the Entry Level criteria do assess spelling, up to "the correct spelling for most words within set sentences" at Entry 3 (page 5).
- Written evidence can take many forms, including "completed menu or order form", "letter or email", "flyer or invitation to an event" and "gap fill exercise" (Possible sources of evidence, page 15).
- 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).
- 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 writing: learners develop literacy skills "with an emphasis on writing" (Unit overview, page 3).
Cysylltiadau â chymwysterau eraill
The reading and writing 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 menus, restaurant bookings and dietary requests also suit VCSE Hospitality and Catering. Noting main points 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 (spoken): social activities and the other language units. The numeracy is limited to times, dates and Euro prices.
Ffynhonnell: WJEC International language (written) - 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).