Cambridge English Certificates in ESOL Skills for Life
There are a total of 24 marks for each of the 3 tasks.
For each task, candidates are given a mark of 0 – 6 for each of the Learning Outcomes in the tables below.
Level 2 Writing – Task 1 (form or questionnaire)
Learning Outcome
Be able to plan text for a
given task
Learning Outcome
Be able to produce text
for different tasks –
Sentence
Learning Outcome
Be able to produce text
for different tasks –
Word
Learning Outcome
Be able to complete a
form
Assessment Criteria
The learner can:
Plan text for a specific
purpose
Assessment Criteria
The learner can:
Use grammar correctly
Use punctuation
correctly
Assessment Criteria
The learner can:
Produce content which
meets the purpose
effectively
Spell words accurately
Assessment Criteria
The learner can:
Complete a form with
complex features
correctly
Clear evidence of planning is shown through appropriate degree of coherence.
Some evidence of planning is shown through appropriate degree of coherence.
Some evidence of attempt at planning is shown through appropriate degree of coherence.
Insufficient evidence of achievement at this level.
Sentence grammar (e.g. verb form and tense, word order) is consistently controlled and more
ambitious language used with a good degree of success.
Punctuation is used correctly and to good effect.
Sentence grammar (e.g. verb form and tense, word order) is consistently controlled, although errors
may occur where more ambitious language is attempted.
Punctuation is used correctly and generally to good effect.
Sentence grammar (e.g. verb form and tense, word order) is sufficiently controlled for meaning to
remain clear.
Punctuation is generally correct.
Insufficient evidence of achievement at this level.
A wide range of appropriate vocabulary is used effectively and naturally.
Handwriting is legible.
A wide range of task-appropriate and lower frequency words are spelled correctly.
A range of appropriate vocabulary is used effectively.
Handwriting is legible.
A range of task-appropriate and some lower frequency words are spelled correctly.
Vocabulary is appropriate to task.
Handwriting is almost always legible.
High frequency words are spelled correctly. Most task-appropriate words are spelled correctly.
Insufficient evidence of achievement at this level.
All sections of the form are completed appropriately and effectively.
Form is on the whole completed appropriately.
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
Some sections of the form are completed.
1 or 2 marks
Insufficient evidence of achievement at this level.
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
0 marks
Cambridge English Certificates in ESOL Skills for Life
Level 2 Writing – Tasks 2 & 3a/3b (e.g. email, letter, report, essay)
Learning Outcome
Be able to plan text for a
given task
Assessment Criteria
The learner can:
Plan text for a specific
purpose
Learning Outcome
Be able to produce text
for different tasks – Text
Assessment Criteria
The learner can:
Produce content which
meets the purpose
effectively
Use language
effectively
Structure text
coherently for purpose
Learning Outcome
Be able to produce text
for different tasks –
Sentence
Learning Outcome
Be able to produce text
for different tasks –
Word
Assessment Criteria
The learner can:
Use grammar correctly
Use punctuation
correctly
Assessment Criteria
The learner can:
Produce content which
meets the purpose
effectively
Spell words accurately
Clear evidence of planning is shown through appropriate degree of coherence.
Some evidence of planning is shown through appropriate degree of coherence.
Some evidence of attempt at planning is shown through appropriate degree of coherence.
Insufficient evidence of achievement at this level.
Intended audience would be fully informed.
Clear evidence of ability to adapt text to audience in terms of register and format.
Clear evidence of ability to organise text into paragraphs and to use a wide range of linking devices.
Referencing pronouns are used effectively.
Intended audience would be adequately informed.
Evidence of ability to adapt text to audience in terms of register and format.
Clear evidence of ability to organise text into paragraphs and use a range of linking devices and
referencing pronouns appropriately.
Intended audience would be partially informed.
Some evidence of ability to adapt text to audience in terms of register and format.
Evidence of ability to organise text into paragraphs and use linking devices appropriately.
Insufficient evidence of achievement at this level.
Sentence grammar (e.g. verb form and tense, word order) is consistently controlled and more
ambitious language used with a good degree of success.
Punctuation is used correctly and to good effect.
Sentence grammar (e.g. verb form and tense, word order) is consistently controlled, although errors
may occur where more ambitious language is attempted.
Punctuation is used correctly and generally to good effect.
Sentence grammar (e.g. verb form and tense, word order) is sufficiently controlled for meaning to
remain clear.
Punctuation is generally correct.
Insufficient evidence of achievement at this level.
A wide range of appropriate vocabulary is used effectively and naturally.
Handwriting is legible.
A wide range of task-appropriate and lower frequency words are spelled correctly.
A range of appropriate vocabulary is used effectively.
Handwriting is legible.
A range of task-appropriate and some lower frequency words are spelled correctly.
Vocabulary is appropriate to task.
Handwriting is almost always legible.
High frequency words are spelled correctly. Most task-appropriate words are spelled correctly.
Insufficient evidence of achievement at this level.
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks