Skills for Work: International Language: Education and Employment (Written)
International language (written): 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 read and write about school, college, jobs and the workplace, from single words at Entry 1 to opinions and written requests 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 emails, online research, Canva posters, partner school links and quiz tools.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 10
- First taught
- September 2027
- Amount of digital work
- Low
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Two learning outcomes (understand information relating to education and employment, write about education and employment), with assessment criteria at Entry 1, Entry 2 and Entry 3, including correct spelling. 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 key facts and information in texts relating to education and employment, produce texts about education and employment), with one reading criterion and four writing criteria at each of Level 1 and Level 2: facts and information, opinions, answers to questions and written requests. 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 Creating digital content
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Writing emails in the target language
Learners could complete a gap-fill email confirming work details and then write their own short workplace email, and the Level 1 amplification suggests topics such as looking for an email exchange partner. Level 2 amplification covers formal letter or email layout, openings and endings and phrases to apply for a job. An email can evidence the written request criteria L1 2.4 and L2 2.4, but nothing requires it to be digital, so the email skill is taught, not assessed.
DCF: Communication, Creating digital content
Getting pupils ready
- Year 7
- Pupils fill the gaps in a short email in the target language giving their name, school and year group, choosing words from a word bank.
- Year 8
- Pupils type a short email in the target language to an imaginary exchange partner about their school, adding a greeting, a sign off and a photo of their school as an attachment.
- Year 9
- Pupils write a formal email in the target language asking about a summer job, using a set opening and closing, a clear subject line and a polite request for the start time and pay.
Show the specification wording and the DCF statements
Where it is in the specification: Suggested activities, development activities, page 14; Amplification, Level 1, page 10; Amplification, Level 2, page 11; Level 1 and Level 2, learning outcome 2, assessment criteria L1 2.4 and L2 2.4, page 6
“Learners could then adapt the content to write their own short workplace-related email”
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 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).
I can explore and develop a range of formal text document structures for different audiences and purposes.
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Making a visual timetable or poster in the target language
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, though the opinion sentence could support the written opinion criteria.
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 14
“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.
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Building vocabulary with online dictionaries and quiz tools
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 13; development activities, page 14; Resources available to support delivery, page 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
- 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 learners already taking GCSE French, German or Spanish "may not benefit from taking an international language unit in the same language" (Planning courses, page 7).
- No digital resource is required. The unit uses "standard classroom environments", though "it would be beneficial to have access to computers, tablets, or mobile devices for digital activities and research" (Resources required for delivery, page 16). Assessors "should have subject-specific expertise in language teaching and assessment" (page 18).
- Evidence is mostly paper or photographed: possible sources include "photographic evidence / photocopies of mini whiteboards", worksheets, a gap-fill exercise and teacher observation notes (Sources of evidence, page 15), and a portfolio "is not limited to paper-based materials" (Specification section 4.1, page 18).
- 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).
- Appendix A maps the unit to Literacy only, not Digital Competence or Numeracy, and to the cross-cutting themes of local, national and international contexts and human rights education (Specification, pages 27 and 29). Only one level counts: "only the highest level of the unit achieved will count towards the GLH" (Specification section 2.2, page 10).
Links with other qualifications
The pack pairs this unit with the other WJEC international language units, Education and employment (spoken) and the spoken and written units in Social activities and Communicating personal information, 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: emails, online research, Canva posters and quiz tools. The Level 2 formal email and job application phrases link with the Applying for Jobs unit.
Source: WJEC International language (written): 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).