Skills for Life: International Language: Communicating Personal Information (Written)
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
International language (written): communicating personal information is a 10 hour Skills for Life unit, from Entry 1 to Level 2, offered in French, German, Italian, Japanese, Mandarin and Spanish. Learners read short texts about people and write about themselves, from single words at Entry 1 to written facts, opinions, answers and requests at Level 2. It is one unit that learners combine with others into a Skills for Life, or Skills for Life and Work, Award, Certificate or Diploma. Digital demand is low. No assessment criterion asks for digital work; digital skills sit in suggested emails, CVs, online quizzes and dictionaries, and photographed evidence.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 10
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- 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 material relating to communicating personal information, write about personal information), with separate assessment criteria at Entry 1, Entry 2 and Entry 3. 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 personal information, produce texts about personal information), with separate assessment criteria at 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.
Y sgiliau digidol yn y cymhwyster hwn
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Writing emails in the target language
The Level 2 amplification lists expressing thanks for an email and letter writing conventions, and suggested activities include completing a gap-fill email and writing an email to a pupil in a partner school at Levels 1 and 2. A letter or email is a listed source of evidence for the writing criteria, but no assessment criterion requires the writing to be an email.
DCF: Cyfathrebu, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils fill the gaps in a short email in the language they are learning with their name, age and town, using a word bank on screen.
- Blwyddyn 8
- Pupils write a short email to a made-up penfriend about their family and hobbies, with a greeting, a subject line and a sign-off in the language.
- Blwyddyn 9
- Pupils reply to an email from a partner school pupil, thanking them, answering their questions and asking two of their own, then attach a photo of their school.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Amplification, Level 2, page 10; Suggested activities, Development Activities, page 13; Sources of evidence, page 14
“write an email to a pupil or student in a partner school”
Cam cynnydd 3
Rwy'n gallu cyfnewid cyfathrebiadau ar-lein, gan ddefnyddio ystod gynyddol o nodweddion sydd ar gael, e.e. ychwanegu atodiadau neu hyperddolenni, newid fformatio.
Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
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Working with a partner school online
The pack suggests linking with a partner school to communicate via the internet, with pupils emailing each other regularly, and researching and presenting differences between pupils in the two schools. These are suggested experiences rather than assessment requirements. Because the unit is about writing details such as an email address and mobile number, a real exchange is a natural point to agree what is safe to share, although the pack does not cover online safety.
DCF: Cydweithredu, Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils add one sentence each about themselves in the language to a class slide that is sent to a partner class, and agree which details stay private.
- Blwyddyn 8
- Pupils read profiles sent by a partner school and match each one to a pupil in their own class with similar hobbies.
- Blwyddyn 9
- Pupils build a shared document with partner school pupils comparing school days in both languages, setting editing rights and leaving out personal contact details.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Experiences, page 14; Suggested activities, Development Activities, page 13
“create a link with a partner school to communicate via the internet”
Cam cynnydd 3
Rwy'n gallu cydweithio i greu prosiect ar-lein ar y cyd at ddiben penodol, gan rannu a gosod caniatâd mewn ffordd briodol ar gyfer aelodau eraill y grŵp, e.e. golygu, rhoi sylwadau, gweld.
Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.
Cam cynnydd 4
Rwy'n gallu dewis yn annibynnol a defnyddio ystod o ddulliau cydweithio i greu prosiect gydag eraill mewn un iaith neu fwy, e.e. defnyddio technoleg ar-lein i rannu a chyflwyno syniadau i eraill.
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
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Producing a CV, profile or ID card
A completed profile, ID card and CV are listed sources of evidence, and suggested activities have learners at Levels 1 and 2 complete a very basic CV or fill in a mock CV. These documents can evidence the written facts in learning outcome 2, but making them digitally is optional and not required by the assessment criteria.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils complete a digital ID card template in the language with their name, age, birthday and town, and add a photo or avatar.
- Blwyddyn 8
- Pupils make a one page profile in Word with headings for family, school and hobbies and two full sentences under each.
- Blwyddyn 9
- Pupils lay out a basic CV in the language using a table for personal details, school and skills, and check it fits on one page and is easy to read.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Sources of evidence, page 14; Suggested activities, pages 12 and 13; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1, page 6
“complete a very basic CV or write an email”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
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Using online dictionaries and quiz tools to build vocabulary
Suggested activities use online tools such as Blooket, Quizlet and Kahoot for practice and dictation, and ask learners to extend their vocabulary with a hard copy or online dictionary. These support the writing and spelling criteria but are suggested activities, not requirements.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils play a Quizlet spelling game on family words and type each word correctly before moving on.
- Blwyddyn 8
- Pupils look up six adjectives in an online dictionary, check the gender and spelling, and add them to their own Quizlet set.
- Blwyddyn 9
- Pupils build a Blooket or Kahoot quiz of personal information questions for the class, choosing the correct answer and three believable wrong ones for each.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Suggested activities, Speaking and Listening and Development Activities, pages 11 and 12; Resources available to support delivery, page 15
“Online tools such as Blooket, Quizlet or Kahoot could also be used, where appropriate.”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
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Capturing written work as digital evidence
Sources of evidence include annotated photographs of matching or sorting activities and photographs or photocopies of mini whiteboards, alongside worksheets, profiles and letters. Evidence must be referenced to the assessment criteria, and any work sampled by WJEC must be provided digitally by the centre, so paper work at any level is often photographed or scanned.
DCF: Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils photograph their mini whiteboard answers to a vocabulary quiz on a tablet and save the photo in their class folder.
- Blwyddyn 8
- Pupils photograph a completed card sort of questions and answers, add labels to the photo and upload it to their online folder.
- Blwyddyn 9
- Pupils gather their written work for a topic into one folder, scan the paper pieces, name each file by task and add a short note of what each piece shows.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Sources of evidence, page 14; Skills for Life and Work specification, section 4.1, page 19, and section 5.2, page 23
“photographic evidence/photocopy of mini whiteboard”
Cam cynnydd 3
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Da gwybod
- There is one unit for each language. The title is "available in French, German, Italian, Japanese, Mandarin and Spanish", and for unit codes the pack says "Please refer to the Skills for Life and Work qualifications specification." (Unit overview, page 3), where every code is still listed as TBC (section 3.1, page 13).
- Specialist staff are expected: "assessors should have subject-specific expertise in language teaching and assessment" (Resources required for assessment, page 16). Devices help but are optional: "it would be beneficial to have access to computers, tablets, or mobile devices for digital activities and research" (page 14).
- Evidence can be paper or digital. Sources include "annotated photographic evidence of matching or sorting activity", a "completed profile", a "CV" and a "letter or email" (Sources of evidence, page 14), and a portfolio "is not limited to paper-based materials" (Skills for Life and Work specification, section 4.1, page 18).
- Sampling is remote: "all evidence submitted for sampling must be provided digitally by the centre" (Skills for Life and Work specification, section 5.2, page 23).
- Suggested assessment tasks are optional: "These tasks are not mandatory." (Skills for Life and Work specification, section 4.1, page 18). Every digital tool named in the pack, such as Blooket, Quizlet and Kahoot, appears only in suggested activities.
- AI use must be acknowledged. Properly referenced AI use "can be acceptable", but "Failing to acknowledge use of AI tools when they have been used as a source of information" is malpractice (Skills for Life and Work specification, section 4.6, page 21).
- The pack carries a note that "The UK Government has announced plans to restrict social media use by children under 16" (page 2), which matters for any online contact with a partner school.
- The unit starts from scratch: the units "assume that learners have no previous experience of the language being learnt" (Planning courses, page 7), with Entry Level pitched at CEFR pre-A1 to A1 and Levels 1 and 2 at A2 to B1 (page 8).
Cysylltiadau â chymwysterau eraill
The pack names VCSE Travel and Tourism and GCSE Business as qualifications the international language units can complement, and writing about nationality, where people live and work, and future plans fits both. Learners already taking GCSE French, GCSE German or GCSE Spanish are pointed towards a new language rather than the same one. Within the Skills Suite the unit pairs with International language (spoken): communicating personal information, the Social activities units and the Skills for Work Education and employment units, which share vocabulary for school, work and hobbies. Translating sentences into English or Cymraeg draws on GCSE English Language and Literature, GCSE Cymraeg Language and Literature and GCSE Core Cymraeg, and writing a basic CV or covering letter echoes the job applications in the Applying for jobs unit.
Ffynhonnell: WJEC International language (written) - communicating personal information 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).