Skills for Life: International Language: Social Activities (Written)
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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. Learners read and write about leisure activities, places, transport, food and drink, from single words at Entry 1 to opinions, bookings and requests at Level 2. 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. Digital demand is low. No assessment criterion asks for digital work. Digital skills sit in emails, a partner school and suggested activities.
- 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 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.
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Writing emails in the assessed language
The Level 1 and Level 2 amplification includes confirming a restaurant booking or emailing friends to thank them for a past event, and the Level 2 content adds email writing conventions. A letter or email is one source of evidence for the writing criteria, but the criteria do not require it to be sent or typed, so the digital side is taught rather than assessed.
DCF: Cyfathrebu, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils type a three line email in the target language thanking a friend for a party, with a greeting, one sentence and a sign off.
- Blwyddyn 8
- Pupils complete a gap-fill email confirming a restaurant booking on screen, then send it to the teacher with a clear subject line.
- Blwyddyn 9
- Pupils write their own booking email with the date, time, number of people and a request such as a table by the window, using a formal greeting and sign off, and attach the menu they plan to order from.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Amplification, Level 1 and Level 2, page 10; possible sources of evidence, page 15
“Confirming a restaurant booking or emailing friends to thank them for organising a past event”
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 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 archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
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).
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Researching and creating a café menu with digital tools
Learners search online for a café menu in the assessed language with prices in Euro, and can use a tool such as Canva to design their own menu with food, drinks and realistic prices, printed for ordering role-plays. These are suggested development activities, and a completed menu or order form is one possible source of evidence, but the assessment criteria do not ask for digital tools.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search for a café menu from Paris or Madrid, save a screenshot and label three drinks and their prices in Euro.
- Blwyddyn 8
- Pupils change their search words to find two real café menus in the target language and copy six items with their prices into a table to compare.
- Blwyddyn 9
- Pupils design a café menu in Canva in the target language with sections for drinks and snacks, images and prices in Euro, then print it for a pair ordering role-play.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Delivery guidance, suggested activities, development activities, page 13; possible sources of evidence, page 15
“use digital tools such as Canva to create their own café menu in the assessed language”
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.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
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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Practising vocabulary with online quiz and flashcard tools
Learners practise new words and sentence structures for social activities with online tools such as Blooket, Quizlet or Kahoot, and Quizlet sets can be made by learners as well as teachers. This is a suggested activity at all levels and is not required by the assessment criteria.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils play a Kahoot in the target language that matches ten hobby words, such as football, swimming and cinema, to pictures.
- Blwyddyn 8
- Pupils make a Quizlet set of twelve leisure activities, practise the spelling mode until they type each word correctly, and share the link with a partner.
- Blwyddyn 9
- Pupils build a Quizlet or Blooket set of written café questions and answers, such as "What would you like?" and "How much is it?", and use the results screen to pick out the five they got wrong most.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Delivery guidance, suggested activities, speaking and listening, page 11; resources available to support delivery, page 16
“Online tools such as Blooket, Quizlet or Kahoot could also be used, where appropriate.”
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 creu a rhannu hyperddolenni i ffeiliau lleol, rhwydwaith ac 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.
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Photographing written work as portfolio evidence
Possible sources of evidence include annotated photographs of matching or sorting activities and photographs or photocopies of mini whiteboard work, alongside worksheets, menus, letters and emails. Taking and labelling photographs is one way to keep short-lived written work in the portfolio, but it is not itself assessed.
DCF: Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils photograph their mini whiteboard with five food words on an iPad and save it in a class folder with their name.
- Blwyddyn 8
- Pupils photograph a finished card sort of hobbies and places and add labels on the image saying which activity goes where.
- Blwyddyn 9
- Pupils upload photographs of a card sort, a mini whiteboard sentence and a written order form to an online folder, name each file and add a caption saying what it shows.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Possible sources of evidence, page 15; Skills for Life and Work specification, Section 4.1, pages 18 and 19
“annotated photographic evidence of matching or sorting activity”
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.
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 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
- The unit page gives no code: "Please refer to the Skills for Life and Work qualifications specification." (Unit overview, page 3), and the specification lists each language version of the unit with the code "TBC" (Section 3.1, page 13).
- The unit is offered in six languages: "This unit is available in French, German, Italian, Japanese, Mandarin and Spanish." and "The unit title awarded to the learner will indicate the language that has been achieved." (Unit overview, page 3).
- No digital equipment is required. The unit is "designed to be delivered using standard classroom environments", though "it would be beneficial to have access to computers, tablets, or mobile devices for digital activities and research" (Resources for delivery, page 15).
- Written evidence can be photographed: possible sources include "photographic evidence/photocopy of mini white board" and "letter or email" (Possible sources of evidence, page 15), and the portfolio "is not limited to paper-based materials" (Specification, Section 4.1, page 18).
- Suggested activities and tasks are optional: "These tasks are not mandatory." Teachers "may choose to use these suggestions, adapt them, or develop their own alternatives" (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 pack opens with a warning that "The UK Government has announced plans to restrict social media use by children under 16, which may impact some of our qualifications." (page 2), which matters for any online contact with a partner school.
- Staffing: "it is preferential that teachers have subject-specific expertise in language teaching" (page 15) and assessors "should have subject-specific expertise in language teaching and assessment" (page 17).
- Learners can take the unit at several levels, but "only the highest level of the unit achieved will count towards the GLH required for a qualification" (Specification, Section 2.2, page 10).
Cysylltiadau â chymwysterau eraill
The pack names VCSE Travel and Tourism and GCSE Business as qualifications this unit could complement, and the menus, restaurant bookings and dietary requests such as a nut allergy also fit VCSE Hospitality and Catering. It sits alongside GCSE French, GCSE German and GCSE Spanish, but 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. Within the Skills Suite it pairs with International language (spoken): social activities and with the communicating personal information and education and employment units, spoken and written. The digital work, such as emails, online quizzes and a Canva menu, is light and links only loosely with GCSE Digital Technology.
Ffynhonnell: 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).