Skills for Work: International Language: Education and Employment (Spoken)
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
International language (spoken): education and employment is a 10 hour Skills for Work unit, from Entry 1 to Level 2, offered in French, German, Italian, Japanese, Mandarin and Spanish. It is one unit learners combine with other 10 or 20 hour units into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. The whole unit is listening and speaking about school, college, jobs and the workplace: picking out words and details, giving information, pronouncing clearly, and at Levels 1 and 2 holding a short conversation and asking questions. Numeracy demand is low, limited to numbers, times and working hours as vocabulary.
- 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 work or education, give basic information orally about work or education), with assessment criteria at Entry 1, Entry 2 and Entry 3, including pronouncing words clearly. Entry Level reflects pre-A1 to A1 of the Common European Framework of Reference for Languages. 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 work or education, engage in a conversation relating to work or education), with assessment criteria at Level 1 and Level 2, including asking questions to clarify or find out information. Levels 1 and 2 reflect A2 to B1 of the Common European Framework of Reference for Languages. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 10 guided learning hours.
Sgiliau sy'n defnyddio Datblygu geirfa
-
Listening for words, phrases and details about work and education
Learners listen to spoken language about school, college and jobs and show they understand it, from identifying familiar words at Entry 1 and short phrases at Entry 2 to extracting basic information at Entry 3. At Level 1 they identify key points and three details from predictable speech, and at Level 2 they extract specific details from routine speech. This is required by the assessment criteria.
Llythrennedd: Gwrando am ystyr, Datblygu geirfa, Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to the teacher say school subjects in the target language and tick the matching pictures on a worksheet.
- Blwyddyn 8
- Pupils listen to a short recording of a young person describing their school day and note each subject and the time it starts.
- Blwyddyn 9
- Pupils listen to two people talking about their jobs and note the job, the workplace, the hours and one reason for their opinion.
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 L1 1.1 and L2 1.1, page 6
“Identify key points and three details from predictable spoken language relating to work or education.”
Cam cynnydd 3
Rwy’n gallu gwrando ar, deall, dehongli ac adalw ystyr gyffredinol yr hyn rwyf wedi’i glywed.
Rwy’n gallu gwrando, adnabod a defnyddio geiriau allweddol i ddeall ystyr gyffredinol a syniadau sydd ymhlyg.
Rwy’n gallu gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, gan grynhoi’r prif bwyntiau.
Cam cynnydd 4
Rwy’n gallu gwrando er mwyn datblygu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
-
Giving basic information about school and work orally
Learners use topic vocabulary to say where they study or work, what they study, their job title and when they start, moving from familiar single words at Entry 1 to short phrases at Entry 2 and simple sentences at Entry 3. At Level 1 they make simple spoken requests to express needs or wishes about work or education. This is required by the assessment criteria.
Llythrennedd: Eglurder a geirfa, Datblygu geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils answer the question what year are you in with a number and name their school in the target language.
- Blwyddyn 8
- Pupils say three short phrases about their school, such as it is big, it is called and in Year 8, using a picture prompt card.
- Blwyddyn 9
- Pupils give a four sentence spoken description of a job they would like, saying where it is, the hours and one thing they would need, without a script.
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, learning outcome 2, assessment criterion L1 2.1, page 6; Amplification, pages 8 to 10
“Use short phrases to express needs, wishes or basic information relating to work or education.”
Cam cynnydd 3
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
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.
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 gwrando er mwyn datblygu fy ngeirfa a strwythurau brawddegau, gan ddefnyddio’r rhain wrth i mi gyfathrebu.
-
Pronouncing words clearly and accurately
At Entry Level learners must pronounce words clearly: familiar words clearly enough to be understood at Entry 1, some words within phrases clearly and accurately at Entry 2, and most words within sentences at Entry 3. Level 1 and Level 2 have no separate pronunciation criterion, but conversation needs speech a listener can follow. This is required by the Entry Level assessment criteria.
Llythrennedd: Datblygu geirfa, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils repeat new job words after the teacher in a call and response game, copying the sounds and stress.
- Blwyddyn 8
- Pupils read short phrases about school aloud to a partner, who gives a thumbs up for each word they understood first time.
- Blwyddyn 9
- Pupils record a short description of their school day, listen back, pick out two words they found hard to say and record an improved version.
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
“Pronounce most words within the sentences clearly and accurately.”
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.
Da gwybod
- Unit codes are not printed in the pack, which says "Please refer to the Skills for Life and Work qualifications specification" (Unit overview, page 3). The specification lists each language version separately with the code "TBC" (Specification section 3.1, pages 15 and 16).
- The unit runs in six languages: "This unit is available in French, German, Italian, Japanese, Mandarin and Spanish." The title on the certificate shows the language achieved (Unit overview, page 3).
- The criteria "assume that learners have no previous experience of the language being learnt", and teachers should assess a learner who already has some of the language to choose the right level (Planning courses, page 7).
- Spelling is not the focus: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed", and "extended written work is not required unless appropriate" (Sources of evidence, page 15).
- Spoken evidence can be recorded: possible sources include an "audio recording of candidate", dialogues or job interviews "on Teams" and "teacher observation notes" (Sources of evidence, page 15).
- Suggested assessment tasks "are not mandatory"; teachers may use, adapt or replace them as long as learners can meet all the criteria (Specification section 4.1, page 18).
- AI misuse is malpractice. Misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work", and learners "cannot be credited for any work they produce for assessment which is not their own" (Specification section 4.6, page 21).
- Teachers and assessors need language expertise: assessors "should have subject-specific expertise in language teaching and assessment" (Resources required for assessment, page 17).
- Appendix A maps the unit to Literacy only, not Numeracy (Specification, page 29), which fits a unit where numbers and times are vocabulary rather than calculation.
Cysylltiadau â chymwysterau eraill
The pack pairs this unit with the other WJEC international language units, Education and employment (written) and the spoken and written units in Communicating personal information and Social activities, and suggests it can complement VCSE Travel and Tourism and GCSE Business. It covers school and jobs topics also found in GCSE French, GCSE German and GCSE Spanish, but at a lower level, and the pack suggests GCSE learners try a different language rather than repeat one. Noting what they hear in English or Cymraeg draws on the same skills as GCSE English Language and Literature, GCSE Core Cymraeg and GCSE Cymraeg Language and Literature. The Level 2 mock interviews link with the Interview and Confidence Techniques unit.
Ffynhonnell: WJEC International language (spoken): education and employment 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).