Skills for Life: International Language: Social Activities (Written)
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.
- 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 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.
The literacy and numeracy skills in this qualification
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Reading to find familiar words and simple information
At Entry 1 learners identify familiar words in basic written communication, at Entry 2 they select short phrases to show they understand simple sentences, and at Entry 3 they locate simple information in a short text about social activities. This is required by the Entry Level assessment criteria for learning outcome 1.
Literacy: Reading strategies
Getting pupils ready
- Year 7
- Pupils match ten written hobby words in the target language to pictures, using words that look like English, such as tennis and football, to help.
- Year 8
- Pupils read short sentences about weekend plans and pick the phrase that matches each picture.
- Year 9
- Pupils scan a short leaflet for a leisure centre and find the opening time, the price and two activities on offer.
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
“Locate simple information from a short text relating to social activities.”
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.
Progression step 4
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.
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Reading texts for key points and details
At Level 1 learners identify the key points and three details from simple texts about everyday social activities, and at Level 2 they extract specific details from texts. This is required by the assessment criteria, and suggested texts include film reviews, booking emails and café dialogues.
Literacy: Reading strategies, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils read a short email from a pen friend about their hobbies and list two activities they do.
- Year 8
- Pupils read a short film review and answer questions in English or Welsh on the film, where it takes place and the writer's opinion.
- Year 9
- Pupils read an email confirming a restaurant booking and note the main point and three details, such as the date, the time and the number of people.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria L1 1.1 and L2 1.1, page 6; suggested activities, pages 13 and 14
“Identify the key points and three details from simple texts relating to everyday social activities.”
Progression step 3
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 read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.
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.
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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.
Literacy: Vocabulary, spelling, grammar
Getting pupils ready
- Year 7
- Pupils fill in the missing letters in food and drink words, then write five of the words from memory on mini whiteboards.
- Year 8
- Pupils write short phrases such as "I like tennis" under pictures and check their spelling against a word list.
- Year 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.
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
“Respond with the correct spelling for most words within set sentences relating to social activities.”
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 strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.
Progression step 4
I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.
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.
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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.
Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils answer written questions such as "What do you do in your free time?" by adapting a model sentence with their own hobby.
- Year 8
- Pupils write a short paragraph about their free time using a writing frame with time phrases such as every day and sometimes.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
Progression step 3
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
I can use language appropriate to writing, including standard forms, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses.
I can use the standard form of a variety of words, e.g. present, past and negative forms.
Progression step 4
I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.
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.
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Writing opinions about social activities
At Level 1 learners give simple written opinions about different social activities, and at Level 2 they express written opinions about them. This is required by the assessment criteria, and the amplification adds qualifiers such as quite, very and really, likes and dislikes, and saying what was enjoyed and why.
Literacy: Planning and organising for different purposes, audiences and context, Purpose, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils write an opinion of three hobbies using "I like" or "I don't like" with an adjective.
- Year 8
- Pupils write opinions of two films with a reason, using "because" and qualifiers such as very and quite.
- Year 9
- Pupils write a short review of a café or film with a star rating, saying what they enjoyed and why, for a partner to guess the rating.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria L1 2.2 and L2 2.2, page 6; amplification, pages 9 and 10
“Give simple written opinions about different social activities.”
Progression step 3
I can write about my thoughts, feelings and opinions, showing empathy and respect.
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.
I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.
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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.
Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar
Getting pupils ready
- Year 7
- Pupils complete a simple written café order, adding the items they want and how many of each.
- Year 8
- Pupils complete a gap-fill email booking a table, choosing the date, time and number of people from a word bank.
- Year 9
- Pupils write their own email asking a sports centre for its prices and opening times, using a formal greeting and two clear requests.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
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.
I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.
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Moving between the assessed language and English or Cymraeg
Suggested activities ask learners to note the main points of a text in English or Cymraeg, translate café vocabulary and sentences, read tangled texts where English or Cymraeg replaces parts of the assessed language, and then adapt a model text for their own writing. This is taught at all levels and supports the reading and writing criteria, but translation is not itself an assessment criterion.
Literacy: Translanguaging
Getting pupils ready
- Year 7
- Pupils translate six café words, such as croissant, tea and juice, to and from the target language.
- Year 8
- Pupils read a tangled text where some words are in English or Welsh and choose the right target language word for each gap.
- Year 9
- Pupils read a booking email in the target language, note its main points in Welsh or English, then adapt it to write their own booking.
Show the specification wording and the LNF statements
Where it is in the specification: Delivery guidance, suggested activities, pages 11 to 14
“learners could note the main points of the email 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.
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Reading and writing numbers, prices, times and dates
The amplification lists numbers, prices and the 12 hour clock at all levels, and the 12 hour and 24 hour clock, days and dates at Level 1 and Level 2, while suggested activities have learners draw clock times they hear and write prices in Euro such as €1,20. The numeracy is reading and writing numbers in another language rather than calculating, so it supports the reading and writing criteria without being assessed on its own.
Numeracy: Measurement, Communicating with symbols, Strategic competence
Getting pupils ready
- Year 7
- Pupils hear times in the target language and draw the hands on blank clock faces, then write the time in words.
- Year 8
- Pupils write the prices of six café items in Euro with the comma decimal, such as €2,50, and read them back to a partner.
- Year 9
- Pupils read a cinema listing with 24 hour times, dates and ticket prices in Euro and write a booking for a showing that fits a given day and budget.
Show the specification wording and the LNF statements
Where it is in the specification: Amplification, LO1 and LO2, pages 8 to 10; suggested activities, pages 11 and 14
“The teacher gives a time in the assessed language and learners must draw the hands of the 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.
I can use appropriate notation, symbols and units of measurement.
Progression step 4
I can use appropriate notation, symbols and units of measurement, including compound measures.
I can identify, measure or obtain required information to complete the task.
Good to know
- 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).
Links with other qualifications
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.
Source: 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).