Skills for Work: International Language: Education and Employment (Spoken)
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.
- 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 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.
Skills that use Clarity and vocabulary
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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.
Literacy: Clarity and vocabulary, Developing vocabulary
Getting pupils ready
- Year 7
- Pupils answer the question what year are you in with a number and name their school in the target language.
- Year 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.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
Progression step 3
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
I can listen to build my vocabulary, develop my pronunciation, intonation/accents and sentence structure, and use these in my own communication.
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 listen to build my vocabulary and sentence structure, and use these in my own communication.
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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.
Literacy: Developing vocabulary, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils repeat new job words after the teacher in a call and response game, copying the sounds and stress.
- Year 8
- Pupils read short phrases about school aloud to a partner, who gives a thumbs up for each word they understood first time.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
Progression step 3
I can listen to build my vocabulary, develop my pronunciation, intonation/accents and sentence structure, and use these in my own communication.
I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.
Progression step 4
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken communication, including in formal situations.
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Asking questions to clarify and find out information
At Level 1 learners use predictable questions to clarify basic information about work or education, and at Level 2 they use open questions to find out specific information. Suggested activities include guess the job games and asking a visitor or partner questions in a mock interview. This is required by the assessment criteria.
Literacy: Questioning, Collaborative talk, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils play guess the job, asking yes or no questions in the target language such as do you work in a hospital.
- Year 8
- Pupils ask a partner three set questions about their school, such as what time do you start, and repeat back the answer to check it.
- Year 9
- Pupils prepare open questions with where, why and how long to interview a visiting speaker or partner about their job, and ask a follow up question to one answer.
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; Suggested activities, page 13; Experiences, page 15
“Use open questions to find out specific information relating to work or education.”
Progression step 3
I can ask and answer questions, building on and developing the ideas of others in group discussions.
I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.
Progression step 4
I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
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Using time frames and opinions to extend answers
The amplification asks Level 1 learners to express opinions and Level 2 learners to use verbs about work, school and college in the present, past and future time frames, with frequency phrases such as every day or for two years. The unit overview says Level 1 and 2 learners begin to explain and give reasons. This is content that supports the criteria rather than a separate criterion, so it is taught, not assessed.
Literacy: Clarity and vocabulary, Purpose
Getting pupils ready
- Year 7
- Pupils give an opinion of a school subject using a sentence starter such as I like and an adjective.
- Year 8
- Pupils say what they did at school yesterday and what they do today, using one past and one present verb.
- Year 9
- Pupils talk for thirty seconds about a past work experience or school trip, what they do now and the job they would like in future, with a reason for one opinion.
Show the specification wording and the LNF statements
Where it is in the specification: Amplification, Level 1 and Level 2, pages 10 and 11; Unit overview, page 3
“appropriate verbs relating to work / school / college in the present, past and future time frames”
Progression step 3
I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.
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 make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, accuracy and clarity.
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
Good to know
- 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.
Links with other qualifications
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.
Source: 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).