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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. Learners listen to and talk about school, college, jobs and the workplace, from single words at Entry 1 to short conversations at Level 2. 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. Digital demand is low and no criterion asks for digital work. Digital skills appear only in suggested online research, Canva posters, partner school links, quiz tools and recorded dialogues.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
10
First taught
September 2027
Amount of digital work
Low
Unit pack
Open the unit delivery and assessment pack
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.

The digital skills in this qualification

  1. Researching school and job information online in the target language

    Assessed: Taught, but not assessed

    Learners could search online for a real school timetable or subject list in the assessed language and use it for pair and group speaking and listening, and Level 2 learners could research a job before a mock interview. This is a suggested activity only, so it is taught, not assessed, though the material can feed the listening and conversation criteria.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils use a search engine to find a picture of a school timetable from a school in France and circle five subject names they recognise.
    Year 8
    Pupils search for a timetable from a school in the country of the language they learn, using search words in that language, and compare the start and finish times with their own school day.
    Year 9
    Pupils research one job, such as a chef in Spain, from two websites, note three facts in the target language and say which site they trust more and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities, development activities, page 13; speaking and listening, page 13

    “Learners could complete online research to find a school timetable or subject list in the assessed language.”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

  2. Making a visual timetable or poster in the target language

    Assessed: Taught, but not assessed

    Learners could use a digital tool such as Canva to make a visual timetable or poster in the assessed language showing their weekly subjects and favourite lesson, with a short opinion sentence. This is a suggested activity only, so it is taught, not assessed.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils make a labelled slide in PowerPoint with pictures of five school subjects and the subject names in the target language.
    Year 8
    Pupils use Canva to build their weekly timetable in the target language, choosing a clear template, colours for each subject and a star for their favourite lesson.
    Year 9
    Pupils design a Canva poster about a job, with an image, three facts and an opinion sentence such as this job is interesting because, then adjust the layout after feedback from a partner.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities, development activities, page 13

    “Learners could also use digital tools such as Canva to create a visual timetable or poster in the assessed language”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can use software tools to enhance the outcomes for specific audiences.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

  3. Communicating online with a partner school

    Assessed: Taught, but not assessed

    Learners could link with a partner school over the internet to talk about school and work, using their earlier research as a basis for questions, and could present differences between the two schools to the partner school. The development activities also suggest completing a gap-fill email confirming work details and then writing a short workplace email. These are suggested activities and experiences only, so they are taught, not assessed.

    DCF: Communication, Collaboration

    Getting pupils ready

    Year 7
    Pupils record a short class video greeting in the target language, saying their names and favourite subjects, for the teacher to send to a partner class.
    Year 8
    Pupils write questions about school life in the target language and post them on a shared class page for a partner school, then read the replies together.
    Year 9
    Pupils take part in a short video call with a partner school, asking and answering questions about their school day, and discuss afterwards when a video call works better than email.
    Show the specification wording and the DCF statements

    Where it is in the specification: Experiences, page 15; Suggested activities, development activities, pages 13 and 14

    “create a link with a partner school to communicate via the internet about school and work”
    Progression step 3

    • I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    Progression step 4

    • I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

  4. Recording dialogues and interviews as portfolio evidence

    Assessed: Taught, but not assessed

    Speaking can be evidenced as an audio recording of the learner or a recording of dialogues or job interviews held on Teams, alongside teacher observation notes, and the specification says a portfolio is not limited to paper. The recording is a way of capturing evidence for the speaking criteria rather than a skill the criteria assess, so it is taught, not assessed.

    DCF: Communication, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils record themselves on a tablet saying five school subjects in the target language and save the file in a named class folder.
    Year 8
    Pupils record a short dialogue with a partner about what they study and what time school starts, listen back and record a second take with clearer pronunciation.
    Year 9
    Pupils hold a short mock job interview on Teams with a partner, record it, and save it with a clear file name in their digital portfolio folder.
    Show the specification wording and the DCF statements

    Where it is in the specification: Sources of evidence, page 15; Specification section 4.1, page 18

    “recording of practical demonstrations of evidence, such as dialogues or job interviews on Teams”
    Progression step 3

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    • I can manage files and folders locally or online, e.g. move files to a folder.

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

  5. Building vocabulary with online dictionaries and quiz tools

    Assessed: Taught, but not assessed

    Learners could use a hard copy or online dictionary to add their own adjectives and opinion phrases, and practise job and subject vocabulary with online tools such as Blooket, Quizlet or Kahoot, where Quizlet flashcards can be made by learners. These are suggested activities and resources only, so they are taught, not assessed.

    DCF: Sourcing, searching and planning digital content, Creating digital content

    Getting pupils ready

    Year 7
    Pupils play a Kahoot quiz matching job titles in the target language to pictures.
    Year 8
    Pupils look up five adjectives to describe jobs in an online dictionary, check the gender or form shown, and add them to a class Quizlet set.
    Year 9
    Pupils build their own Quizlet set of twenty work and school phrases, choosing the right meaning from several online dictionary results, and test a partner with it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities, speaking and listening, page 12; development activities, page 13; Resources available to support delivery, pages 16 and 17

    “Learners could also use a hard copy or online dictionary to add their own words and extend their vocabulary.”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

Good to know

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. The digital work here is light: online research, Canva posters, quiz tools and recorded dialogues. 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).