Language competency framework

for education practitioners

Common European Framework of Reference for Languages (CEFR)/Welsh for Adults level

No Welsh Pre-entry A1/Entry A2/Foundation B1/Intermediate B2/Advanced C1/ Proficient

language
skills
School Workforce Annual Census (SWAC) workforce characteristics: Welsh ability codes

W1 Only for use in ITE W2 W3 W4 W5 W6

Listening No skills. I can understand and respond to I can understand and respond to I can understand and respond to a I can understand and respond to I can understand most of the I can understand and respond to
greetings, questions and simple simple everyday sentences, relevant range of simple sentences relating main points when someone speaks discussions, even on unfamiliar and almost everything heard, including
vocabulary used regularly in the to the school context, when someone to situations relevant to the school naturally about everyday subjects specialist subjects, e.g. in a formal different accents, dialects and speed
context of the whole school. speaks carefully. context, e.g. everyday themes and inside and outside of school, e.g. in a context. of speaker.
different verb tenses. conversation or within small group
situations.

Mae’r ddogfen yma hefyd ar gael yn Gymraeg. / This document is also available in Welsh.
Oral No skills. I can pronounce the alphabet and say I can introduce myself and others I can contribute to a simple I can hold and contribute to a I can communicate using a range of I can speak extensively on complex
simple words fairly correctly in the verbally. conversation using a range of simple conversation on familiar subjects syntax showing an increasing level of matters, and can present arguments
school context. I can ask and answer questions sentences relating to situations relating to school and everyday life accuracy. using the correct register.
I can introduce myself and start on simple information, e.g. where relevant to the school context, using a range of simple and complex I can discuss unfamiliar and specialist I can interact and lead discussions
e.g. everyday themes and different sentences.
interacting socially by using familiar someone lives, what they like to do. subjects. and extended teaching sessions
verb tenses.
everyday phrases, e.g. greetings, I can use verb tenses and numerals. I can describe experiences and hopes, I can express and justify an opinion. correctly in the main.
thanks, praising a learner and giving and can give short explanations for
I can recognise some errors and I can self-correct where necessary.
simple commands. my opinion.
correct them.
I am beginning to recognise common
errors.

Reading No skills. I can understand simple greetings I can understand very short I can understand simple written I can understand articles or direct I can understand most I can summarise information
and commands. written texts where people give messages on everyday things and e-mails on everyday subjects or correspondence, newspaper articles from different oral and written
I can read any phrases used in simple simple personal information about simple letters/e-mails. work-related subjects. and reports intended for fluent sources, and recreate debates
text. themselves or others, e.g. forms, I can read simple stories aloud and I can read stories aloud with the speakers, with the aid of a dictionary, and descriptions in a coherent
school signs. attempt the correct pronunciation. correct pronunciation in the main. and can scan through long text to presentation.
I can understand very elementary find details.
personal details, e.g. name and I can read simple commands suitable I can read stories aloud to learners
address. to the school context. I can read stories aloud quite of all ages in a confident and
confidently with the correct meaningful manner.

WG41488
pronunciation.
Writing No skills. I can write simple vocabulary used I can write simple everyday I can write composite/complex I can write short paragraphs on I can write extended paragraphs on I can write extensively in standard
regularly in the context of the whole sentences, relevant to the school sentences for educational purposes. everyday subjects inside and outside
a range of unfamiliar and specialist language on complex matters.

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school correctly. context, e.g. instructions, questions, of school. subjects, perhaps with editorial I can write in a variety of forms.
commands, simple feedback. I am beginning to recognise common assistance. I can self-correct where necessary.
errors. I can recognise some errors and
correct them.

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