WJEC Qualifications in
Modern
Languages (QCF)
For teaching from September 2012
p
p
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Llwybrau Dysgu CBAC
WJEC Pathways to Learning
WJEC QUALIFICATIONS IN
MODERN LANGUAGES (QCF)
SPECIFICATION
For first teaching 2012
Additional Units from 2014
WJEC Qualifications in Languages (QCF) Specification 3
Contents
Page
1.
Introduction and Rationale
5
1.1 Qualification Titles and Codes
5
1.2 Rationale
13
1.3 Progression
13
1.4 WJEC Qualifications in Languages (QCF) and the QCF Framework
14
1.5 UK Occupational Language Standards
14
1.6 WJEC Qualifications in Languages and the Welsh Baccalaureate
Qualification
14
Rules of Combination
16
2.1 WJEC Qualifications in Languages (QCF) Rules of Combination
16
Unit Structure
17
3.1 Units - Learning outcomes assessment criteria
19
3.2 Resources
45
Assessment
48
4.1 Principles of Assessment
48
4.2 Assessment Controls
49
4.3 Standardisation
53
4.4 Training Lead Assessors
53
5.
Entry Procedures
54
6.
External Moderation
55
7.
Awarding and Reporting
57
8.
Access Arrangements
58
9.
Post-Results Services
59
2.
3.
4.
Appendices
A
Relationship with UK Occupational Language Standards
60
B
Essential Skills (Wales) Mapping
62
C
Glossary
63
WJEC Qualifications in Languages (QCF) Specification 5
1
INTRODUCTION
1.1
Qualification Titles and Codes
This specification covers the following qualifications:
Entry 3
600/5282/X
600/5288/0
600/5303/3
600/5305/7
600/5323/9
600/5324/0
600/5325/2
600/5326/4
600/5327/6
600/5328/8
600/5329/X
600/5331/8
600/5330/6
600/5332/X
600/5333/1
600/5334/3
600/5336/7
600/5337/9
600/5339/2
600/5343/4
WJEC Award in Spoken French:
(Entry 3) (QCF)
WJEC Award in Spoken French:
(Entry 3) (QCF)
WJEC Award in Spoken French:
and Instructions (Entry 3) (QCF)
WJEC Award in Spoken French:
WJEC Award in Spoken French:
Communicating Personal Information
Education and Employment
Giving and Receiving Information
Organising and Planning (Entry 3) (QCF)
Social Activities (Entry 3) (QCF)
WJEC Award in Spoken German: Communicating Personal
Information (Entry 3) (QCF)
WJEC Award in Spoken German: Education and Employment
(Entry 3) (QCF)
WJEC Award in Spoken German: Giving and Receiving Information
and Instructions (Entry 3) (QCF)
WJEC Award in Spoken German: Organising and Planning
(Entry 3) (QCF)
WJEC Award in Spoken German: Social Activities (Entry 3) (QCF)
WJEC Award in Spoken Italian:
(Entry 3) (QCF)
WJEC Award in Spoken Italian:
(Entry 3) (QCF)
WJEC Award in Spoken Italian:
Instructions (Entry 3) (QCF)
WJEC Award in Spoken Italian:
(Entry 3) (QCF)
WJEC Award in Spoken Italian:
Communicating Personal Information
Education and Employment
Giving and Receiving Information and
Organising and Planning
Social Activities (Entry 3) (QCF)
WJEC Award in Spoken Japanese:
Information (Entry 3) (QCF)
WJEC Award in Spoken Japanese:
(Entry 3) (QCF)
WJEC Award in Spoken Japanese:
and Instructions (Entry 3) (QCF)
WJEC Award in Spoken Japanese:
(Entry 3) (QCF)
WJEC Award in Spoken Japanese:
Communicating Personal
Education and Employment
Giving and Receiving Information
Organising and Planning
Social Activities (Entry 3) (QCF)
WJEC Qualifications in Languages (QCF) Specification 6
600/5347/1
600/5352/5
600/5356/2
600/5361/6
600/5364/1
600/5367/7
600/5371/9
600/5375/6
600/5380/X
600/5382/3
WJEC Award in Spoken Mandarin:
Information (Entry 3) (QCF)
WJEC Award in Spoken Mandarin:
(Entry 3) (QCF)
WJEC Award in Spoken Mandarin:
and Instructions (Entry 3) (QCF)
WJEC Award in Spoken Mandarin:
(Entry 3) (QCF)
WJEC Award in Spoken Mandarin:
WJEC Award in Spoken Spanish:
Information (Entry 3) (QCF)
WJEC Award in Spoken Spanish:
(Entry 3) (QCF)
WJEC Award in Spoken Spanish:
and Instructions (Entry 3) (QCF)
WJEC Award in Spoken Spanish:
(Entry 3) (QCF)
WJEC Award in Spoken Spanish:
Communicating Personal
Education and Employment
Giving and Receiving Information
Organising and Planning
Social Activities (Entry 3) (QCF)
Communicating Personal
Education and Employment
Giving and Receiving Information
Organising and Planning
Social Activities (Entry 3) (QCF)
Level 1
600/5320/3
600/5318/5
600/5317/3
600/5316/1
600/5315/X
600/5308/2
600/5304/5
600/5305/9
600/5335/5
600/5307/0
600/5314/8
600/5313/6
600/5312/4
600/5311/2
600/5310/0
600/5319/7
600/5321/5
600/5322/7
600/5391/4
600/5392/6
WJEC Level 1 Award in Spoken French:
Information (QCF)
WJEC Level 1 Award in Spoken French:
WJEC Level 1 Award in Spoken French:
Information and Instructions (QCF)
WJEC Level 1 Award in Spoken French:
WJEC Level 1 Award in Spoken French:
WJEC Level 1 Award in Written French:
Information (QCF)
WJEC Level 1 Award in Written French:
WJEC Level 1 Award in Written French:
Information and Instructions (QCF)
WJEC Level 1 Award in Written French:
WJEC Level 1 Award in Written French:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
WJEC Level 1 Award in Spoken German:
Information (QCF)
WJEC Level 1 Award in Spoken German:
WJEC Level 1 Award in Spoken German:
Information and Instructions (QCF)
WJEC Level 1 Award in Spoken German:
WJEC Level 1 Award in Spoken German:
WJEC Level 1 Award in Written German:
Information (QCF)
WJEC Level 1 Award in Written German:
WJEC Level 1 Award in Written German:
Information and Instructions (QCF)
WJEC Level 1 Award in Written German:
WJEC Level 1 Award in Written German:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
WJEC Qualifications in Languages (QCF) Specification 7
600/5309/4
600/5300/8
600/5284/3
600/5285/5
600/5296/X
600/5384/7
600/5429/3
600/5426/8
600/5428/1
600/5425/6
600/5290/9
600/5238/1
600/5286/7
600/5287/9
600/5289/2
600/5424/4
600/5423/2
600/5422/0
600/5421/9
600/5420/7
600/5295/8
600/5291/0
600/5292/2
600/5293/4
600/5294/6
600/5419/0
600/5418/9
600/5417/7
600/5416/5
600/5415/3
WJEC Level 1 Award in Spoken Italian:
Information (QCF)
WJEC Level 1 Award in Spoken Italian:
(QCF)
WJEC Level 1 Award in Spoken Italian:
Information and Instructions (QCF)
WJEC Level 1 Award in Spoken Italian:
(QCF)
WJEC Level 1 Award in Spoken Italian:
WJEC Level 1 Award in Written Italian:
(QCF)
WJEC Level 1 Award in Written Italian:
(QCF)
WJEC Level 1 Award in Written Italian:
Information and Instructions (QCF)
WJEC Level 1 Award in Written Italian:
(QCF)
WJEC Level 1 Award in Written Italian:
Communicating Personal
Education and Employment
Giving and Receiving
Organising and Planning
Social Activities (QCF)
Communicating Personal Information
Education and Employment
Giving and Receiving
Organising and Planning
Social Activities (QCF)
WJEC Level 1 Award in Spoken Japanese:
Information (QCF)
WJEC Level 1 Award in Spoken Japanese:
WJEC Level 1 Award in Spoken Japanese:
Information and Instructions (QCF)
WJEC Level 1 Award in Spoken Japanese:
WJEC Level 1 Award in Spoken Japanese:
WJEC Level 1 Award in Written Japanese:
Information (QCF)
WJEC Level 1 Award in Written Japanese:
WJEC Level 1 Award in Written Japanese:
Information and Instructions (QCF)
WJEC Level 1 Award in Written Japanese:
WJEC Level 1 Award in Written Japanese:
WJEC Level 1 Award in Spoken Mandarin:
Information (QCF)
WJEC Level 1 Award in Spoken Mandarin:
Employment (QCF)
WJEC Level 1 Award in Spoken Mandarin:
Information and Instructions (QCF)
WJEC Level 1 Award in Spoken Mandarin:
WJEC Level 1 Award in Spoken Mandarin:
WJEC Level 1 Award in Written Mandarin:
Information (QCF)
WJEC Level 1 Award in Written Mandarin:
WJEC Level 1 Award in Written Mandarin:
Information and Instructions (QCF)
WJEC Level 1 Award in Written Mandarin:
WJEC Level 1 Award in Written Mandarin:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
WJEC Qualifications in Languages (QCF) Specification 8
600/5297/1
600/5298/3
600/5299/5
600/5302/1
600/5301/X
600/5414/1
600/5413/X
600/5412/8
600/5411/6
600/5410/4
WJEC Level 1 Award in Spoken Spanish:
Information (QCF)
WJEC Level 1 Award in Spoken Spanish:
WJEC Level 1 Award in Spoken Spanish:
Information and Instructions (QCF)
WJEC Level 1 Award in Spoken Spanish:
WJEC Level 1 Award in Spoken Spanish:
WJEC Level 1 Award in Written Spanish:
Information (QCF)
WJEC Level 1 Award in Written Spanish:
WJEC Level 1 Award in Written Spanish:
Information and Instructions (QCF)
WJEC Level 1 Award in Written Spanish:
WJEC Level 1 Award in Written Spanish:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Level 2
600/5409/8
600/5408/6
600/5407/4
600/5406/2
600/5404/9
600/5377/X
600/5376/8
600/5374/4
600/5373/2
600/5372/0
600/5403/7
600/5401/3
600/5399/9
600/5402/5
600/5400/1
600/5370/7
600/5369/0
600/5368/9
600/5366/5
600/5365/3
WJEC Level 2 Award in Spoken French:
Information (QCF)
WJEC Level 2 Award in Spoken French:
WJEC Level 2 Award in Spoken French:
Information and Instructions (QCF)
WJEC Level 2 Award in Spoken French:
WJEC Level 2 Award in Spoken French:
WJEC Level 2 Award in Written French:
Information (QCF)
WJEC Level 2 Award in Written French:
WJEC Level 2 Award in Written French:
Information and Instructions (QCF)
WJEC Level 2 Award in Written French:
WJEC Level 2 Award in Written French:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
WJEC Level 2 Award in Spoken German:
Information (QCF)
WJEC Level 2 Award in Spoken German:
WJEC Level 2 Award in Spoken German:
Information and Instructions (QCF)
WJEC Level 2 Award in Spoken German:
WJEC Level 2 Award in Spoken German:
WJEC Level 2 Award in Written German:
Information (QCF)
WJEC Level 2 Award in Written German:
WJEC Level 2 Award in Written German:
Information and Instructions (QCF)
WJEC Level 2 Award in Written German:
WJEC Level 2 Award in Written German:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
WJEC Qualifications in Languages (QCF) Specification 9
600/5398/7
600/5396/3
600/5397/5
600/5395/1
600/5394/X
600/5363/X
600/5362/8
600/5360/4
600/5359/8
600/5358/6
600/5405/0
600/5433/5
600/5393/8
600/5390/2
600/5389/6
600/5357/4
600/5355/0
600/5354/9
600/5353/7
600/5350/1
600/5388/4
600/5387/2
600/5434/7
600/5386/0
600/5385/9
600/5349/5
600/5348/3
600/5351/3
600/5346/X
600/5345/8
600/5383/5
600/5381/1
600/5379/3
600/5378/1
600/5435/9
WJEC Level 2 Award in Spoken Italian:
Information (QCF)
WJEC Level 2 Award in Spoken Italian:
WJEC Level 2 Award in Spoken Italian:
Information and Instructions (QCF)
WJEC Level 2 Award in Spoken Italian:
WJEC Level 2 Award in Spoken Italian:
WJEC Level 2 Award in Written Italian:
Information (QCF)
WJEC Level 2 Award in Written Italian:
WJEC Level 2 Award in Written Italian:
Information and Instructions (QCF)
WJEC Level 2 Award in Written Italian:
WJEC Level 2 Award in Written Italian:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
WJEC Level 2 Award in Spoken Japanese:
Information (QCF)
WJEC Level 2 Award in Spoken Japanese:
WJEC Level 2 Award in Spoken Japanese:
Information and Instructions (QCF)
WJEC Level 2 Award in Spoken Japanese:
WJEC Level 2 Award in Spoken Japanese:
WJEC Level 2 Award in Written Japanese:
Information (QCF)
WJEC Level 2 Award in Written Japanese:
WJEC Level 2 Award in Written Japanese:
Information and Instructions (QCF)
WJEC Level 2 Award in Written Japanese:
WJEC Level 2 Award in Written Japanese:
WJEC Level 2 Award in Spoken Mandarin:
Information (QCF)
WJEC Level 2 Award in Spoken Mandarin:
WJEC Level 2 Award in Spoken Mandarin:
Information and Instructions (QCF)
WJEC Level 2 Award in Spoken Mandarin:
WJEC Level 2 Award in Spoken Mandarin:
WJEC Level 2 Award in Written Mandarin:
Information (QCF)
WJEC Level 2 Award in Written Mandarin:
WJEC Level 2 Award in Written Mandarin:
Information and Instructions (QCF)
WJEC Level 2 Award in Written Mandarin:
WJEC Level 2 Award in Written Mandarin:
WJEC Level 2 Award in Spoken Spanish:
Information (QCF)
WJEC Level 2 Award in Spoken Spanish:
WJEC Level 2 Award in Spoken Spanish:
Information and Instructions (QCF)
WJEC Level 2 Award in Spoken Spanish:
WJEC Level 2 Award in Spoken Spanish:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
Communicating Personal
Education and Employment (QCF)
Giving and Receiving
Organising and Planning (QCF)
Social Activities (QCF)
WJEC Qualifications in Languages (QCF) Specification 10
600/5344/6
600/5342/2
600/5341/0
600/5338/0
600/5340/9
WJEC Level 2 Award in Written Spanish:
Information (QCF)
WJEC Level 2 Award in Written Spanish:
WJEC Level 2 Award in Written Spanish:
and Instructions (QCF)
WJEC Level 2 Award in Written Spanish:
WJEC Level 2 Award in Written Spanish:
Communicating Personal
Education and Employment (QCF)
Giving and Receiving Information
Organising and Planning (QCF)
Social Activities (QCF)
All these qualifications are available in the following languages from 2012:
French
German
Spanish
Italian
Mandarin
Japanese
The following qualifications are available from 2014 in:
Russian
Cornish
Entry 3
601/4101/3
601/4098/7
601/4099/9
601/41001
601/4102/5
601/3946/8
601/3988/2
601/3985/7
601/3990/0
601/3984/5
WJEC Award in Spoken Russian: Communicating Personal Information
(Entry 3) (QCF)
WJEC Award in Spoken Russian: Social Activities (Entry 3) (QCF)
WJEC Award in Spoken Russian: Organising and Planning (Entry 3) (QCF)
WJEC Award in Spoken Russian: Giving and Receiving Information and
Instructions (Entry 3) (QCF)
WJEC Award in Spoken Russian: Education and Employment (Entry 3) (QCF)
WJEC Award in Spoken Cornish: Communicating Personal Information
(Entry 3 QCF)
WJEC Award in Spoken Cornish: Education and Employment (Entry 3) (QCF)
WJEC Award in Spoken Cornish: Giving and Receiving Information and
Instructions (Entry 3) (QCF)
WJEC Award in Spoken Cornish: Organising and Planning (Entry 3) (QCF)
WJEC Award in Spoken Cornish: Social Activities (Entry 3) (QCF)
WJEC Qualifications in Languages (QCF) Specification 11
Entry Code *
FRENCH
Entry Code *
GERMAN
Entry Code *
SPANISH
Entry Code *
ITALIAN
Entry Code *
MANDARIN
Entry Code *
JAPANESE
Entry Code *
RUSSIAN
Entry Code *
CORNISH
Spoken [Target Language]:
Communicating Personal
Information
6600/E3
6610/E3
6620/E3
6630/E3
6640/E3
6650/E3
6660/E3
6670E3
E3
Spoken [Target Language]:
Social Activities
6602/E3
6612/E3
6622/E3
6632/E3
6642/E3
6652/E3
6662/E3
6672/E3
E3
Spoken [Target Language]:
Organising and Planning
6604/E3
6614/E3
6624/E3
6634/E3
6644/E3
6654/E3
6664/E3
6674/E3
E3
Spoken [Target Language]:
Giving and Receiving
Information and Instructions
6606/E3
6616/E3
6626/E3
6636/E3
6646/E3
6656/E3
6666/E3
6676/E3
E3
Spoken [Target Language]:
Education and Employment
6608/E3
6618/E3
6628/E3
6638/E3
6648/E3
6658/E3
6668/E3
6678/E3
L1
Spoken [Target Language]:
Communicating Personal
Information
6600/L1
6610/L1
6620/L1
6630/L1
6640/L1
6650/L1
L1
Spoken [Target Language]:
Social Activities
6602/L1
6612/L1
6622/L1
6632/L1
6642/L1
6652/L1
L1
Spoken [Target Language]:
Organising and Planning
6604/L1
6614/L1
6624/L1
6634/L1
6644/L1
6654/L1
L1
Spoken [Target Language]:
Giving and Receiving
Information and Instructions
6606/L1
6616/L1
6626/L1
6636/L1
6646/L1
6656/L1
L1
Spoken [Target Language]:
Education and Employment
6608/L1
6618/L1
6628/L1
6638/L1
6648/L1
6658/L1
L1
Written [Target Language]:
Communicating Personal
Information
6601/L1
6611/L1
6621/L1
6631/L1
6641/L1
6651/L1
L1
Written [Target Language]:
Social Activities
6603/L1
6613/L1
6623/L1
6633/L1
6643/L1
6653/L1
L1
Written [Target Language]:
Organising and Planning
6605/L1
6615/L1
6625/L1
6635/L1
6645/L1
6655/L1
Level
Title
E3
WJEC Qualifications in Languages (QCF) Specification 12
Entry Code *
FRENCH
Entry Code *
GERMAN
Entry Code *
SPANISH
Entry Code *
ITALIAN
Entry Code *
MANDARIN
Entry Code *
JAPANESE
Written [Target Language]:
Giving and Receiving
Information and Instructions
6607/L1
6617/L1
6627/L1
6637/L1
6647/L1
6657/L1
L1
Written [Target Language]:
Education and Employment
6609/L1
6619/L1
6629/L1
6639/L1
6649/L1
6659/L1
L2
Spoken [Target Language]:
Communicating Personal
Information
6600/L2
6610/L2
6620/L2
6630/L2
6640/L2
6650/L2
L2
Spoken [Target Language]:
Social Activities
6602/L2
6612/L2
6622/L2
6632/L2
6642/L2
6652/L2
L2
Spoken [Target Language]:
Organising and Planning
6604/L2
6614/L2
6624/L2
6634/L2
6644/L2
6654/L2
L2
Spoken [Target Language]:
Giving and Receiving
Information and Instructions
6606/L2
6616/L2
6626/L2
6636/L2
6646/L2
6656/L2
L2
Spoken [Target Language]:
Education and Employment
6608/L2
6618/L2
6628/L2
6638/L2
6648/L2
6658/L2
L2
Written [Target Language]:
Communicating Personal
Information
6601/L2
6611/L2
6621/L2
6631/L2
6641/L2
6651/L2
L2
Written [Target Language]:
Social Activities
6603/L2
6613/L2
6623/L2
6633/L2
6643/L2
6653/L2
L2
Written [Target Language]:
Organising and Planning
6605/L2
6615/L2
6625/L2
6635/L2
6645/L2
6655/L2
L2
Written [Target Language]:
Giving and Receiving
Information and Instructions
6607/L2
6617/L2
6627/L2
6637/L2
6647/L2
6657/L2
L2
Written [Target Language]:
Education and Employment
6609/L2
6619/L2
6629/L2
6639/L2
6649/L2
6659/L2
Level
Title
L1
Entry Code *
RUSSIAN
Entry Code *
CORNISH
WJEC Qualifications in Languages (QCF) Specification 13
Entry Code
Entry Code
Level
Title
Russian
Cornish
E3
Spoken [Target Language]:
Communicating Personal
Information
6660/E3
6670/E3
E3
Spoken [Target Language]:
Social Activities
6662/E3
6672/E3
E3
Spoken [Target Language]:
Organising and Planning
6664/E3
6674/E3
E3
Spoken [Target Language]:
Giving and Receiving
Information and Instructions
6666/E3
6676/E3
E3
Spoken [Target Language]:
Education and Employment
6668/E3
6678/E3
*For Welsh medium entries the codes will be: Entry Level xxxx/M3; Level 1 xxxx/W1; Level 2 xxxx/W2
WJEC Qualifications in Languages (QCF) Specification 14
1.2
Rationale
WJEC Qualifications in Languages (QCF) offers a learning experience that focuses
learning through the acquisition of knowledge and understanding in purposeful
contexts, work-related, social and educational.
Each qualification is built from discrete units. Each unit has an applied purpose
which acts as a focus for the learning in the unit. The applied purpose is the vehicle
through which the learning contained in the unit is made relevant and purposeful. It
is also the means by which learners are enthused, engaged and motivated to study
the language. The applied purpose will require learners to consider how the use and
application of their learning impacts on individuals, employers, society and the
environment. The applied purpose will also enable learners to learn in such a way
that they develop.


a range of generic and transferable skills
the ability to solve problems
The range of units available would support learners’ progression from any previous
study of a language or from none at all. In particular, the qualifications are designed
specifically to support the varied approach to the language module (Wales, Europe
and the World) in Welsh Baccalaureate centres and encourage them to deliver
language qualifications, providing greater opportunities for learners across Wales to
develop their interests and skills in languages.
Centres will need to make a decision about the qualification a learner is placed on at
the outset of the course.
All units are internally assessed and externally moderated. Each unit must be
assessed independently. Learners may produce a piece of evidence that contributes
to assessment criteria for more than one unit. This is acceptable, provided it can be
clearly attributed to the specified assessment criterion. Learners must provide
evidence for each learning outcome. This evidence can be provided through products
of learners’ work, observations, witness statements, simulation, question and
answers, expert witness statements, etc.
1.3
Progression
These WJEC Qualifications in Language (QCF) have been designed to support
learners in the development of language skills, regardless of their skill on entering the
course. They are designed to support the learning of other language qualifications.
These qualifications also support adult learners with an interest in the subject, or
those currently working within any area where a basic knowledge of a language
would be particularly useful and would help those who intend to follow NVQ language
units eventually.
Qualifications can be built up by level or learners could study several languages at a
variety of levels.
Equally, the skills and understanding developed are relevant to other qualifications,
whether general or vocational.
Language skills need to be maintained, and continued development is needed.
Knowing how to maintain and develop language skills is considered important and
these qualifications provide learners with that opportunity.
WJEC Qualifications in Languages (QCF) Specification 15
1.4
WJEC Qualifications in Language and the QCF Framework
The WJEC Qualifications in Language (QCF) are provided within the Qualifications
and Credit Framework (QCF), which is designed to provide learners, learning
providers and employers with an inclusive and flexible regulated qualifications
framework that recognises the widest possible range of quality-assured learner
achievements. Consistent with the principles of the QCF, these qualifications aim to
be:



1.5
inclusive – recognising the achievements of all learners through a standard
currency for learner achievement; the award of credit
responsive – enabling individuals and centres to establish routes to achievement
that are appropriate to their needs and facilitate progression
accessible – based on clear design features that are easy for all users to
understand
UK Occupational Language Standards
WJEC Qualifications in Language (QCF) provide for some of the underpinning
knowledge and understanding for the UK Occupational Language Standards.
A mapping document can be found in Appendix A
1.6
WJEC Qualifications in Languages and the Welsh Baccalaureate
Qualification
The language module complements and forms part of the Wales, Europe and the
World component of the Welsh Baccalaureate Qualification at each level. In this
module learners must spend 20 hours (2 credits) developing language skills in their
chosen language.
The language module aims to:




develop the learner’s language skills
demonstrate progression from their previous level in the language
develop the learner’s capacity for independent language learning
raise awareness of linguistic and cultural diversity
Learners may begin their study of the language module from a variety of different
starting points. Some will have already developed language skills and competencies
in their chosen language and this will mean building upon the skills already acquired,
e.g. starting with Level 1 or Level 2. Other learners will begin studying a new
language, e.g. starting with Entry Level. However, it is important to note that the
language module must be undertaken during the learner’s Welsh Baccalaureate
programme of study.
These qualifications have been developed to enable learners to achieve a
qualification in a language while studying the language requirement for the Welsh
Baccalaureate. The qualifications are mainly 1 or 2 credits and allow centres to
choose appropriate qualifications for their learners. Each qualification was designed
to cover the aims of the language module. Awareness of cultural and non verbal
conventions is included within the delivery and assessment of the qualifications.
WJEC Qualifications in Languages (QCF) Specification 16
The qualifications can be delivered in any way that is suitable to the centre. The most
common ways of delivering the language module are:




1 hour a week over 20 weeks (autumn and spring term)
2 hours a week over 10 weeks (autumn and/or spring term)
a ‘Language Week’ at the end of the summer term (usually at the end of the first
year, if it is a two year course)
10 hours of timetabled sessions, complemented by 10 hours of self-guided
learning
WJEC Qualifications in Languages (QCF) Specification 17
2
RULES OF COMBINATION
2.1
WJEC Qualifications in Language (QCF) Rules of Combination
The range of units and structure of the qualifications enable centres to establish
programmes that facilitate routes to achievement appropriate to the needs of learners
and the requirements of employers.
Each unit is a qualification in its own right; therefore there is no set unit combination.
If centres are using the units for the language module of the Welsh Baccalaureate
qualification they must be aware that 20 hours of study is stipulated in the Welsh
Baccalaureate qualification specification. Therefore qualification/s that consist of or
add up to 2 credits must be followed. It is the responsibility of the centre to ensure
that these rules of combination are adhered to.
WJEC Qualifications in Languages (QCF) Specification 18
3
UNIT STRUCTURE
Unit title
The unit title is accredited on the QCF database. The title summarises the content of
the unit in a concise manner.
QCF level
Units are assigned a level on the QCF database. The level describes the complexity
of the unit.
Credit value
Each unit of the WJEC Qualifications in Languages (QCF) is assigned a credit value.
One credit is the equivalent to a total of 10 hours of learning. Learning time is defined
as the total time taken by learners at the level of the unit, on average, to complete the
learning outcomes of the unit to the standard determined by the assessment criteria.
Guided learning hours
Guided learning time represents only those hours in which a tutor is present and
contributing to the learning process. In some organisations this is known as ‘contact
time’. This time includes lecturers, supervised practical periods and supervised study
time.
Unit introduction
This is written to the learner and gives a summary of the unit content. It sets the
vocational context of the unit and highlights the purpose of the learning in the unit.
Learning outcomes
Learning outcomes state what the learner should know, understand or be able to do
as a result of completing the learning in the unit.
Assessment Criteria
The assessment criteria specify the standard a learner is expected to meet to
demonstrate that the learning outcomes of that unit have been achieved.
Unit content
The indicative content defines the breadth and depth of learning for each assessment
criterion. It is expected that all the indicative content will be delivered during the
programme of learning. It is not required to assess every aspect of the content when
assessing the unit. Learners will be expected to apply the knowledge, understanding
and skills acquired through the learning to the specifics of the assessment context.
WJEC Qualifications in Languages (QCF) Specification 19
Assessment
WJEC Qualifications in Language (QCF) are assessed through internal assessment
and are externally moderated.
Guidance for delivery
This gives the tutor some ideas on how to deliver the unit in a variety of settings
consistent with the philosophy and intent of the qualification. Sample contexts are
provided for each unit.
Resources
This identifies useful resources to help in the delivery of the learning. Many of the
resources listed are suitable for using with learners.
WJEC Qualifications in Languages (QCF) Specification 20
3.1
Units - Learning outcomes and assessment criteria
Entry 3
Unit Title: Spoken ( Target Language): Communicating Personal Information
Learning Outcomes
Assessment criteria
The learner will:
The learner can:
1. Be able to give personal 1.1
Use basic set phrases
information orally in
to communicate
response to questions
personal information
in familiar everyday
orally in response to
situations or work
basic questions : e.g.
related contexts
name, contact details,
place of work, mobile,
e-mail, interests, likes
and dislikes
Content
Possible Language Content
Greetings
Alphabet
Numbers
Context Specific Vocabulary for:
 Personal information
 School
 College
 The workplace
 Leisure interests
Likes and dislikes
Present tense
Examples
 Personal information including
name, where you live/ work. Job title/
from + country
 Use simple set phrases e.g. My
name is........., I live in ........., I work
in........, I go to _____ school or
college
 I like..., I don’t like........
 Age
 Numbers (0-10)
E mail address
WJEC Qualifications in Languages (QCF) Specification 21
Level 1
Unit Title: Spoken (Target Language): Communicating Personal Information
Learning Outcomes
The learner will:
1. Be able to give and
request personal
information orally in a
social or work context
Assessment criteria
The learner can:
1.1 Respond orally to
predictable questions
relating to personal
information by adapting
set phrases.
Content
Possible Language Content
Greetings
1.2
Context Specific Vocabulary for:
 Personal information
 The family
 Town and region
Use and adapt
predictable questions
to request personal
information orally. E.g.
name, likes/dislikes,
home town, contact
details
Alphabet
Numbers
Likes and dislikes
Present tense
Examples
 Name, home location, family
members, contact information
 Numbers (1-50),
 Simple words to get speaker to
repeat or speak more slowly – can
be single words e.g. repeat please,
WJEC Qualifications in Languages (QCF) Specification 22
Level 2
Unit Title: Spoken (Target Language): Communicating Personal Information
Learning Outcomes
The learner will:
1. Be able to engage in
conversations to give
and request personal
information in a social or
work context
Assessment criteria
The learner can:
1.1 Initiate and maintain a
routine conversation
on everyday personal
information
responding and asking
questions where
appropriate e.g. name,
likes/dislikes, home
town, contact details,
future plans and past
activities
Content
Possible Language Content
Greetings
Alphabet
Numbers
Context Specific Vocabulary for:
 Personal information
 The family
 Town and region
 Future plans
 Activities
Likes and dislikes
Present, Past and Future tenses
Examples
 Develop vocabulary to be able to get
speaker to repeat e.g. sorry I didn’t
understand, please say that again,
please speak more slowly
 Responding to questions at interview
WJEC Qualifications in Languages (QCF) Specification 23
Entry 3
Unit Title: Spoken (Target Language): Education and Employment
Learning Outcomes
The learner will:
1. Be able to give
information orally in
response to questions
about work or
education.
Assessment criteria
The learner can:
1.1
Use set phrases to
communicate
information orally
about work or
education in response
to basic questions.
Content
Possible Language Content
Greetings
Numbers
The time
Context Specific Vocabulary for:
 School
 College
 The workplace
Appropriate verbs in the present
tense
Expressing likes and dislikes
Adjectives to express size and
opinions
Examples
Possible questions + answers:
Where do you e.g. work/go to
school?
I go to / I work in... + place
What is the name of the e.g.
company / employer / school?
Give name / It is called…
What type of company / school is it?
It is ... e.g. a restaurant/ store/sport
centre/ hairdresser/building company/
Secondary school etc …
What is your job title / what year are
you in?
I am + job/ I am in Year...
Do you like your job/school?
Yes, I like...
No, I Don’t like...
Why do you like/ not like your job /
school?
It is... + adjective e.g. it is interesting/it
is boring.
What subjects do you study? / What
do you do?
I study + subjects.
I work in e.g. marketing.
What time do you start / finish?
At...(hour clock)
Is it a big company/school?
Yes, it is big.
No, it is small.
WJEC Qualifications in Languages (QCF) Specification 24
Level 1
Unit Title: Spoken (Target Language): Education and Employment
Learning Outcomes
The learner will:
1. Understand spoken facts
about work or education.
Assessment criteria
The learner can:
1.1
Extract key information from
spoken language including:
Name of employer / school,
department / function / email address, phone
number.
Content
Possible Language Content
Greetings
Numbers
The time
The alphabet
2.1
2.
Be able to present facts orally
about work or education.
2.2
Express predictable
information orally about
work / education e.g. job
title, hours of work, role &
responsibilities, subjects
studied.
Respond orally to
predictable questions about
work or education.
Context Specific Vocabulary for:

Countries and nationality

Town / region

School

College

The workplace
(as appropriate)
Appropriate verbs in the present tense
Transport
Leisure activities
Months and days of the week
Expressing likes and dislikes
Examples
Give personal general details
e.g.
What is your name?
My name is...
Where do you live?
I live in + country
What nationality are you?
I am + nationality
What do you do?
I am + job description
I work for + type of work place
I go to school.
Is your school / company in e.g. a town?
Yes, it is in a big town.
No, it is near the sea.
What is your e-mail / address / mobile phone
number?
It is....
What do you do in a typical day?
I have e.g. 5 lessons a day and I play e.g.
football.
I answer the phone and help clients.
How long have you been there / worked
there?
For ...e.g. 6 years / 2 weeks
Do you enjoy your job / studies? Why?
Yes, I really like e.g. languages/ travel.
No, I don’t like e.g. the work / people / noise
...because e.g. I enjoy e.g. communicating / I
don’t like e.g. the machines.
How do you get to work / school?
I go / I travel by e.g. bus / train / car / I walk.
Are the holidays good?
Yes, I have e.g. 6 weeks off in the summer.
No, I only have 28 days off a year.
What days do you work?
I work e.g. Monday – Friday
I work part time. E.g. Tuesday and Wednesday.
How many people work / study there?
WJEC Qualifications in Languages (QCF) Specification 25
Level 2
Entry Unit Title: Spoken (Target Language): Education and Employment
Learning Outcomes
The learner will:
1. Be able to engage in
conversations to present
and understand information
about work or education.
Assessment criteria
The learner can:
1.1
Initiate and maintain a
routine conversation about
work / school or college
e.g. roles &
responsibilities / daily
routine, description of
products & services or
subjects studied, past
activities, future plans.
1.2
Respond orally to routine
questions relating to a
specific job / school
subject, e.g. experience,
personal qualities,
reasons for wanting to
work or study in a
particular job / industry.
Content
Possible Language Content
Greetings
Numbers
The time
The alphabet
Context Specific Vocabulary for:
 Countries and nationality
 Town / region
 School
 College
 The workplace
(as appropriate)
Appropriate verbs in the present and past
tenses
Months and days of the week
Expressing likes and dislikes
Examples
As for Entry 3 / Level 1+
What do you do exactly?
I + verbs describing various tasks / skills
How many hours / days do you work?
I work e.g. 8 hours a day / weekends
How long have you worked for this
company / been in school?
I have worked in / studied in for e.g. 7 years...
What does your job involve / do you do?
I have + verb in past tense
I am used to...
I can...
E.g. answer the phone, use ICT packages,
speak 2 languages, and drive to venues...
Frequency
E.g. often, already, last year, for the last 2
years….
Adverbs:
e.g. Very / quite / generally / etc.
Do you work full time / are you in school
every day.
Yes, I work / go to school every day Monday
– Friday.
No, I just work 4 days a week.
What qualities / skills do you have for this
job?
I am / I consider that I am + adjective
I can e.g. communicate very well.
What job / career will you do in the future?
I will be; e.g. an engineer in France, a sales
rep in Germany.
WJEC Qualifications in Languages (QCF) Specification 26
Entry 3
Unit Title: Spoken (Target Language): Giving and Receiving Information and Instructions
Learning Outcomes
Assessment criteria
The learner will:
The learner can:
1. Understand spoken
1.1 Respond appropriately
information or
to basic spoken
instructions in a social or
information and
work context.
instructions to
demonstrate
understanding e.g.
time, simple directions.
Content
Possible Language Content
Greetings
2. Be able to give spoken
2.1
instructions in a social or
work context.
Directions
Use basic set phrases
to give instructions
orally e.g. directions
and orders.
Numbers
Context specific Vocabulary for:
 Town and region
 clothing
Prepositions
Commands
Requests
Example of Scenarios
Formal greetings:
Introduce yourself e.g. name, country
Directions:
Where is? e.g. the museum, cinema,
park...
e.g. Go.. right, left, straight ahead.
It is on the ...1st, 2nd, 3rd...
Prepositions... it is next to / opposite.
Can you repeat that please?
Is that correct?
Commands:
e.g. Look...wear e.g. a hat, gloves,
shoes...Listen...
Do.... Do not...
Be careful!
Can you repeat that please? / Is that
correct...?
Emergency exit
No smoking
No noise
Lock the.....
WJEC Qualifications in Languages (QCF) Specification 27
Level 1
Unit Title: Spoken (Target Language): Giving and Receiving Information and Instructions
Learning Outcomes
Assessment criteria
The learner will:
The learner can:
1. Understand spoken
1.1 Identify predictable
information or
information or
instructions in a social or
instructions from
work context.
spoken
communication e.g.
time, prices,
directions,
imperatives.
Content
Possible Language Content
Greetings
Context specific vocabulary
Numbers
Months and days of the week
Time
2. Be able to give spoken
instructions in a work or
social context.
2.1
Use and adapt
predictable language
to communicate
instructions or
information orally e.g.
directions, recipe
instructions.
Quantities and money
Making requests
Asking and understanding
directions
Commands
Example of Scenarios
Telephone greetings:
Hello, how can I help you?
Hello... can I speak to...
Is...there please?
This is ... from... I would like to speak
to... / I would like to know...
Questions to request information:
Is there / are there...
Yes there is... e.g. a train at 10 o’clock.
Where is...?
It is...e.g. 2nd road on left.
Use of prepositions. E.g. next to the
swimming pool.
How do you get to...?
You can take the e.g. number 3 metro
line to...
What are the opening times...?
e.g. on a Saturday it opens at 8 am.
On a Monday it is closed.
How much is...?
It is....e.g. price + currency per room /
person.
I would like to book... for (number) of
people please.
Instructions:
How do you...e.g. make?
You need to...
Get a ...
Expression of quantities
Commands e.g. mix, stir, pour,
put, take...
WJEC Qualifications in Languages (QCF) Specification 28
Level 2
Unit Title: Spoken (Target Language): Giving and Receiving Information and Instructions
Learning Outcomes
The learner will:
Assessment criteria
The learner can:
1. Be able to engage in
1.1 Use routine language
conversations to give
to communicate routine
and receive information
instructions or
or instructions in a social
information orally which
or work context.
includes several
elements e.g. prices,
dates and times,
directions, Health and
Safety information.
1.2 Use and adapt open
questions to request
further relevant details
orally in relation to
routine pieces of
information and
instructions.
Content
Possible Language Content
Understand instructions and commands
Give instructions and commands
Example of Scenarios
As for Entry 3 / Level 1 +
You will need...
You must take...
You will need to check...
Remember to....
How do I...?
Shall I....?
What do I do next?
When can...?
Where shall I...?
WJEC Qualifications in Languages (QCF) Specification 29
Entry 3
Unit Title: Spoken (Target Language): Organising and Planning Activities
Learning Outcomes
The learner will:
1. Be able to give information
orally in response to
questions relating to planning
and organising activities in a
social or work context.
Assessment criteria
The learner can:
1.1 Use set phrases to
answer basic questions
relating to planning and
organising activities e.g.
time, dates, location, cost.
Content
Possible Language Content
Greetings
2. Be able to make oral requests
or invitations relating to
planning and organising
activities in a work or social
context.
2.1
Numbers
Use basic set phrases to
communicate a request or
make an invitation e.g.
book a hotel, invite
someone to a meeting.
Context specific vocabulary for:
 Hotel accommodation
 Hotel facilities
Personal Information
Days, Months, Dates
Question forms
Making requests
Present and Conditional tenses
Examples
Polite Telephone conventions:
Hello how can I help you?
Hello my name is...I would like to
book e.g. a table please
What day?
e.g. Thursday.
At what time?
e.g. at 6 o’clock.
How many people?
e.g. 3...
Accommodation details:
How can I help you?
I would like to make a booking
How many rooms / people?
e.g. 1 room, 2 people
When would you like to book
for?
e.g. from 12 May to 16 May
Do you have / Is there....?
e.g. a swimming pool?
Yes, it is outdoors.
No, but we have a gym
How much is it?
It is... e.g. per night.
Facility requests:
e.g. with a bathroom / shower / a
view of the sea / ground floor
room / free WIFI access .
Do you have a car?
Yes / no.
Ending polite conversations:
e.g. Thank you, goodbye.
WJEC Qualifications in Languages (QCF) Specification 30
Level 1
Unit Title: Spoken (Target Language): Organising and Planning Activities
Learning Outcomes
The learner will:
1. Be able to give and request
information orally relating to planning
and organising activities in a social
or work context.
Assessment criteria
The learner can:
1.1
Initiate a simple conversation to
make arrangements e.g. express
facts, make invitations, requests
and needs.
Content
Possible Language Content
Greetings
Context specific vocabulary
Numbers
1.2
Ask and answer simple questions
orally to clarify arrangements e.g.
quantity (how much, many), who?
what? where? when? time and
dates.
Personal Information
Days, Months, Dates
Question forms
Making requests
Present and Conditional tenses
Past and Future tenses of certain
verbs
Time
Directions
Example of Scenarios
Telephone: formal greetings
Hello, I would like to book...e.g. for
number of people / rooms.
At what time is e.g. lunch?
It is served between e.g. 12-2pm
Which day?
e.g. Next Tuesday
How many people?
There are e.g.5 of us
When will you arrive?
We are coming by train.
How long will you be staying for?
We would like to stay for 1 week.
Requests
Type of room
For + number of people / rooms
e.g. a meeting room / bedroom..
How much is it?
It is price + currency
Is the cost per person / room?
The price is per e.g. person
What are the types of rooms are
there?
We have e.g. twin, single, double and
family rooms.
Facility requests
Is there...e.g. a lift / swimming pool?
Yes there is a ... on your e.g. right.
No there isn’t.
What time is breakfast?
e.g. between 7.30 and 10.30 am
Is breakfast included?
e.g. Yes, it is included in the room price.
No, it is (price + currency)
Where is the restaurant?
It is e.g. on the ground floor next to the
swimming pool.
Thank you, just to confirm, I have
booked.....on (date) ... at (time)... for
(number people)...
WJEC Qualifications in Languages (QCF) Specification 31
Level 2
Unit Title: Spoken (Target Language): Organising and Planning Activities
Learning Outcomes
The learner will:
1. Be able to engage in
conversations to organise
activities in a work or social
context
Assessment criteria
The learner can:
1.1
Initiate and maintain a routine
conversation to plan an
activity which includes several
elements, responding and
asking questions where
appropriate e.g. express
requests, future needs and
actions completed and
required.
Content
Possible Language Content
Greetings
Context specific vocabulary
Location
Numbers
Personal Information - age
Days, Months, Dates
Question forms
Making requests
Expressing preferences
Present, Conditional and Future
tenses
Time
Examples
As for Entry 3 / Level 1+
Give dates, times, location. For
bookings.
Future Tense:
How old will you be?
I will be e.g. 16
When is the ...e.g. party?
e.g. On Saturday
Conditional Tense:
Would you like to go...?
Yes I would like to go.../
No I don’t want to go to…
No I would prefer to...
Would you like to invite...?
Yes I would like to invite e.g. all the
class /
No I would like a small party
Requesting information;
Where would you like your...e.g.
party?
Could we have it at the leisure
centre?
What time will the.... start?
At about 6pm.
What food and drink would you
like?
I would like a hot / cold buffet.
What kind of music do you like?
e.g. I like pop, rock, jazz..
What time will it finish?
At e.g. 11pm
What shall we wear?
Smart clothes
WJEC Qualifications in Languages (QCF) Specification 32
Entry 3
Unit Title: Spoken (Target Language): Social Activities
Learning Outcomes
The learner will:
1. Understand key spoken
information relating to
everyday social
activities
Assessment criteria
The learner can:
1.1
Identify key points in basic
spoken communication
relating to everyday
activities.
2. Be able to make oral
requests relating to
everyday social
activities
2.1
Content
Possible Language Content
Greetings
Time
Numbers and prices
Use basic set phrases to
state needs or wishes
relating to everyday social
activities.
Question forms
Examples
At the cafe ordering drinks and
snacks
Buying tickets and
understanding announcements
Shopping
Context Specific Vocabulary for:
 Drinks and snacks
 Leisure activities
 Places
 transport
Use set phrases such as;
I would like...
Do you have...?
How much is...?
Do you have anything cheaper?
Is there a discount for...?
At what time does it begin / end?
When does the first / next /
last...leave?
Present tense
Numbers
Locations (prepositions)
WJEC Qualifications in Languages (QCF) Specification 33
Level 1
Unit Title: Spoken (Target Language): Social Activities
Learning Outcomes
The learner will:
1. Understand key spoken
information relating to
everyday social
activities
2. Be able to make oral
requests relating to
everyday social
activities
Assessment criteria
The learner can:
1.1 Identify key points and some
detail in predictable
conversations /
announcements regarding
social activities e.g.
dialogues, travel
announcements
2.1 Use and adapt set phrases
orally to express facts and
needs, make predictable
requests relating to everyday
social activities e.g. shopping,
eating out, travel
2.2 Use and adapt predictable
questions to clarify details
orally e.g. time, cost
Content
Possible Language Content
Greetings
Time
Numbers
Prices and quantities
Question forms
and making requests
Locations (prepositions)
Context Specific Vocabulary for:
 Drinks and snacks
 Leisure activities
 Shopping for food
 places
Present tense
Examples
At the cafe ordering drinks and
snacks
Buying tickets and
understanding announcements
Shopping
Use set phrases such as;
I would like...
Do you have...?
How much is...?
Do you have anything cheaper?
Is there a discount for...?
At what time does it begin / end?
When does the first / next /
last...leave?
Numbers
Question forms: how / when /
where / what?
WJEC Qualifications in Languages (QCF) Specification 34
Level 2
Unit Title: Spoken (Target Language): Social Activities
Learning Outcomes
The learner will:
1. Be able to engage in
conversations relating
to everyday social
activities
Assessment criteria
The learner can:
1.1 Initiate and maintain a
conversation to express
requests and
preferences relating to
routine transactions and
everyday activities,
including additional
specific details e.g.
seating preferences,
how you would like food
prepared.
Content
Possible Language Content
Greetings
Time 24 hour clock
Numbers
Prices and quantities
Question forms
and making requests
Locations (prepositions)
1.2 Ask and respond orally
to open questions to find Context Specific Vocabulary for:
out information e.g.
 Menu
quantity (people / items,
 Car hire
prices, opening times
(24 hour clock), dates,
Present tense
special offers, discounts.
Examples
At the restaurant /
Hiring a car
Express seating preferences
Ask for opening and closing times
Use set phrases such as;
I would like... / Do you have...?
How much is...?
Do you have anything cheaper?
Is there a discount for...?
Say what type of car you require
Is insurance included?
Is there a mileage charge?
Say how many people are in your
group
Ask if there are child seats
available
Numbers
Question forms: how / when /
where / what?
WJEC Qualifications in Languages (QCF) Specification 35
Level 1
Unit Title: Written (Target Language): Communicating Personal Information
Learning Outcomes
The learner will:
1. Understand texts on
personal information in a
social or work context
Assessment criteria
The learner can:
1.1 Identify the key points and
some details from simple
texts relating to personal
information
Content
Possible Language Content
Greetings
Alphabet
Numbers
Context Specific Vocabulary for:
 Personal information
 School
 College
 The workplace
 Leisure interests
Likes and dislikes
Present tense
2. Be able to produce texts
on personal information in
a social or work context
2.1
Use and adapt set phrases
to respond in writing to
predictable questions and
requests for personal
everyday facts and
information e.g. name,
address, contact details,
likes & dislikes
2.2
Use and adapt predictable
questions to request in
writing personal everyday
facts and information from
others. e.g. name, likes /
dislikes, address, contact
details
Examples
Reading about other people /
Checking –in at the airport;
 Personal information including
name, where you live / work.
Job title / from + country
 Use simple set phrases e.g.
My name is........., I live in
........., I work in........, I go to
_____ school or college
 I like..., I don’t like........
 Age
 Numbers (0-10)
E mail address
WJEC Qualifications in Languages (QCF) Specification 36
Level 2
Unit Title: Written (Target Language): Communicating Personal Information
Learning Outcomes
The learner will:
1. Understand texts on
personal information in a
social or work context
Assessment criteria
The learner can:
1.1
Extract specific details
relating to personal
information from routine
texts e.g. preferences and
opinions, future plans and
past activities.
Content
Possible Language Content
Greetings
Alphabet
Numbers
Examples
 Activity Example: Read a selection of
CVs and identify which one would be
most appropriate for a specific job.
 Match up student profiles with host
families for an exchange visit.
Context Specific Vocabulary for:
 Personal information
 The family
 Town and region
 Future plans
 Activities
Likes and dislikes
Present, Past and Future tenses
2
Be able to produce texts on
personal information in a
social or work context
2.1
2.2
Use and adapt routine
language to respond in
writing to questions and
requests for personal
everyday facts and
information e.g. name,
address, contact details,
likes / dislikes, opinions,
future plans and past
activities.
Use and adapt routine
language to make written
requests for personal
everyday facts and
information from others.
e.g. name, contact details,
likes / dislikes, home town,
opinions, future plans, past
activities





Activity Example: Write to exchange
school requesting information from
students
Activity Example: Produce a CV /
Complete a job application form
Write a covering letter for a job
Update “Facebook” profile in target
language
Enter a competition giving your
opinions about product x
WJEC Qualifications in Languages (QCF) Specification 37
Level 1
Unit Title: Written (Target Language): Giving and Receiving Information and Instructions
Learning Outcomes
The learner will:
1. Understand written
information and
instructions in social or
work contexts.
2. Be able to produce
written information and
instructions in a work or
social context.
Assessment criteria
The learner can:
1.1 Identify predictable
information and
instructions in simple
texts e.g. written signs,
notice, advertisements
2.1
Use and adapt
predictable language to
communicate
information and
instructions in writing
e.g. simple directions,
signs, notices.
Content
Possible Language Content
Context Specific Vocabulary
Command forms
Examples
Produce promotional materials /
Read and understand health and
safety signs and give additional
information:
Directions
You must / must not...
Put / leave
Be careful
Make sure
Before.../ After
Check...
Ask...
Do / do not...
Turn...e.g. left
Push / pull / press
Next, after, then...
Don’t miss...
This way
WJEC Qualifications in Languages (QCF) Specification 38
Level 2
Unit Title: Written(Target Language): Giving and Receiving Information and Instructions
Learning Outcomes
The learner will:
1. Understand written
information and
instructions in social or
work contexts.
Assessment criteria
The learner can:
1.1 Extract specific
information from routine
written information and
instructions e.g. signs &
notices, directions,
marketing materials,
catalogues &
brochures.
Content
Possible Language Content
Context Specific Vocabulary
Command forms
Advantages / disadvantages
Opinions
Comparisons and superlatives
2. Be able to produce
written information and
instructions in a work or
social context.
2.1
Use and adapt routine
language to
communicate key
information and
instructions in writing
e.g. directions, notices,
marketing or
promotional material.
Examples
Buying a mobile phone on line /
Producing promotional literature:
Reductions / discounts / special offers
Advantages of...
Materials / colours
Refunds / guarantees.
Expressing opinions / preferences
Superlatives...e.g. the best, the
cheapest, the longest...
WJEC Qualifications in Languages (QCF) Specification 39
Level 1
Unit Title: Written (Target Language): Organising and Planning Activities
Learning Outcomes
The learner will:
1. Be able to respond to
written invitations and
requests in a social or
work context.
Assessment criteria
The learner can:
1.1 Identify the key points
of simple written
invitations and
requests.
1.2
Use set phrases to
accept or decline
simple invitations and
requests in writing.
Content
Possible Language Content
Greetings (Formal and informal)
Context specific vocabulary for:
 Social gatherings
 Transport
 Clothing
Numbers
Dates – days and months
2. Be able to make written
arrangements relating
to organising and
planning activities in a
social or work context.
2.1
Adapt set phrases to
make simple invitations
or requests in writing
e.g. meeting schedule,
travel plans, social
events.
Time
Directions
Present and Conditional tenses
Written conventions
Accepting and declining invitations /
requests etc.
Examples
Email to a friend or colleague
inviting them to a party /
Invitations to a customer loyalty
party:
Written formats formal / informal
Invites:
Conditional tense
I would like to invite you to...
Dates
On the ( date / day)
Times
It will start at...
It will finish at...
Venues
The ... will be held at...
To get there by... ( Transport)
You will need to take...
( Directions / travel information)
Dress code
It is... e.g. black tie / casual / fancy
dress
Response to invites
Polite written conventions
Thank you for the invitation to....on...
at...
I am able / not able / unsure if I am
able to attend.
I look forward to seeing you.
I will get there by...( transport)
WJEC Qualifications in Languages (QCF) Specification 40
Level 2
Unit Title: Written (Target Language): Organising and Planning Activities
Learning Outcomes
The learner will:
1. Be able to respond to
written invitations and
requests in a social or
work context.
Assessment criteria
The learner can:
1.1 Identify specific details
of written invitations
and requests.
1.2
Accept, confirm or
decline plans and
arrangements in
writing.
1.3
Clarify arrangements in
writing e.g. time, dates,
quantity, future
requirements.
Content
Possible Language Content
Greetings (Formal and informal)
Context specific vocabulary for:
 Health and wellbeing
 Dietary requirements
 Weather
Numbers
2. Be able to make written
arrangements to
organise and plan
events in a social or
work context.
2.1
Make routine written
invitations and
requests, including
details of arrangements
e.g. organising
meetings or social
engagements, booking
and requesting travel
information.
Dates – days and months
Time
Directions
Present and Conditional tenses
Written conventions
Accepting and declining invitations /
requests etc.
If... clauses
Examples
Give a written response to an
invitation to a celebration /
Booking a venue for a company
event.
Written formats formal / informal
As for level 1+
Special requirements e.g. diet,
health, disability e.g.
I am vegetarian
I am allergic to
He will need wheelchair access
Clarify
Can I check if / that...?
Would it be possible to..?
Shall I / we...?
How many....?
Do you have...?
Could you provide...?
Details of arrangements
If it rains...
If it is fine…
If it snows...
If I / you are late / lost
WJEC Qualifications in Languages (QCF) Specification 41
Level 1
Unit Title: Written (Target Language): Social Activities
Learning Outcomes
The learner will:
1. Understand by
responding to key facts
and information in texts
relating to everyday social
activities.
Assessment criteria
The learner can:
1.1 Identify key points and
some details in simple
texts relating to everyday
social activities e.g.
shopping, entertainment,
travel
Content
Possible Language Content
Greetings (formal and informal)
Examples
Numbers and prices
Confirming a restaurant booking /
Emailing friends to thank them for a
organising a past event
Time
Day and dates
Context Specific Vocabulary for:
 Leisure interests
 Socialising
 Menu
Basic opinions
I have reserved / booked….
I would like to confirm my reservation
for...
For...+name, time, day / date
For...persons
I / we would like...
One of the party is a vegetarian / has a
nut allergy
Express specific requirements: e.g. table
by the window etc.
Expressing gratitude
Expressing thanks
Past and Conditional tenses
Say what you enjoyed and why (about
meal / event)
2. Be able to make and
respond to requests for
information relating to
everyday social activities.
2.1
Use and adapt set phrases
to make simple requests
for key information about
social activities or events
e.g. request for information
about events, travel
enquiries.
2.2
Use and adapt set phrases
to respond to predictable
questions and requests for
key information about
social activities or events.
WJEC Qualifications in Languages (QCF) Specification 42
Level 2
Unit Title: Written (Target Language): Social Activities
Learning Outcomes
The learner will:
1. Understand facts and
information in texts relating
to everyday social
activities.
Assessment criteria
The learner can:
1.1 Identify and extract specific
details from texts relating to
everyday social activities
e.g. shopping, eating out,
travelling and social events
Content
Possible Language Content
Greetings (formal and informal)
Context Specific Vocabulary for:
 Leisure interests
 socialising
Examples
Describing a past social activities /
celebration or holiday / visit
Describing future events
Expressing thanks for an email
Opinions
Describe a past event... e.g. where you
went, what you did and with whom, what
presents you received
Future and Past tenses
Letter writing conventions
Likes and dislikes
I have been on holiday to...
I went to / visited...
I went with...
I have met...
It was...
Tomorrow / next weekend / month / year
etc. I / we will...
2.
Be able to make and
respond to requests for
information relating to
everyday social activities.
2.1
Use and adapt routine
language to make request
for key information about
everyday social activities or
events e.g. request for
product information, travel
enquiries, future
programmes / events
2.2
Use and adapt routine
language to provide key
information about everyday
social activities or events
2.3
Use routine questions to
clarify details e.g. prices,
quantities, times
WJEC Qualifications in Languages (QCF) Specification 43
Level 1
Unit Title: Written (Target Language): Education and Employment
Learning Outcomes
The learner will:
1. Understand written
information relating to
work or education
Assessment criteria
The learner can:
1.1 Identify key points and
some detail in predictable
texts relating to education
or work.
Content
Possible Language Content
Greetings
Personal details
Context specific vocabulary
2. Be able to present written
facts and information
about work or study
2.1
Use and adapt predictable
language to communicate
in writing facts and
information about key
areas of work / study e.g.
name of employer or
school / college, hours of
work or timetable, role &
responsibilities or subjects
studied.
2.2
Give simple opinions in
writing about different
activities at work or
education.
2.3
Respond in writing to
predictable questions
relating to work or
education.
Examples
Looking for an email exchange partner /
At an International student conference:
Numbers
Time
Daily routine
Likes and dislikes / preferences
Opinions
Present and Future tenses
Studies:
Subjects / options chosen
I have been studying...
I am interested in...
I enjoy…
Languages spoken.
School years(cultural differences: equivalence)
Intentions/Future plans :
I intend to ...
I would like to ...
I hope to ...
e.g. Carry on with my studies / go to
college / university.
Future tense
(e.g. near future / simple future )
/ Conditional Tense
School / work routine:
Which days?
Hours?
Number of lessons / meetings per day /
length of lessons / meetings).
School:
Options / compulsory subjects
Opinion e.g.
I think that.
It is too…
There are not enough…+ adjective
We can / cannot + verb
We have / don’t have the opportunity to...
It is / not possible to do + activities / to
study + subjects
WJEC Qualifications in Languages (QCF) Specification 44
Level 2
Unit Title: Written (Target Language): Education and Employment
Learning Outcomes
The learner will:
1. Understand written
information relating to
work or education
Assessment criteria
The learner can:
1.1 Extract specific
information from routine
texts relating to work or
education.
2. Be able to present
written information
about work or study.
2.1 Use routine language to
present information in
writing about work,
school, or education e.g.
CV, qualifications,
description of product or
services, target markets,
past experience and
future plans.
Content
Possible Language Content
Greetings
Personal details
Context specific vocabulary
Numbers
Time
Expressions of time
Daily routine
Likes and dislikes / preferences
2.2 Respond in writing to
routine written questions
relating to education or
work e.g. experience,
personal qualities,
qualifications.
2.3 Express opinions in
writing about different
activities at work or in
education
Opinions
Present, Past and Future tenses
Examples
Studies:
Subjects / options chosen
I have been studying...
I am interested in...
I enjoy…
My strengths are...
Languages spoken.
School years
(cultural differences: equivalence)
Interests / qualities:
Use of adjectives
My interests / qualities are…
e.g. trustworthy, reliable, punctual,
hardworking
I am / I consider that / I look forward
to / I believe that.....
I am able to …
Qualifications/ experience:
Past tense
Roles and responsibilities in a work
place.
Mention of part time/weekend/holiday
jobs / work experience.
Intentions:
Type of experience needed / future
plans.
Future tense / present tense
e.g. I hope to.... / I plan to travel...
Conditional tense
WJEC Qualifications in Languages (QCF) Specification 45
Writing a formal letter:
Formal letter beginning / ending
Letter layout
Polite set conventions
Introducing yourself
Useful phrases to apply for a job.
What you have enjoyed in previous
work placement/ job:
I have enjoyed…
I learnt to...
I had the opportunity to …
I have developed … skills
Higher frequency words.
e.g. mainly, also, above all.
Expression of opinions:
e.g. it was useful, interesting …
Justification: because…
WJEC Qualifications in Languages (QCF) Specification 46
3.2
Resources
QCF Resources Languages General
Useful websites:
www.4learning.co.uk
FR,GR,SP – Extra programme CH4.
www.ciltcymru.org.uk
National Centre for Languages.
www.ngfl.cymru.org.uk
FR, GR, SP.
www.eriding.net
FR, GR, SP, ITA, JAP - Free Teaching and Learning resources
www.languagesonline.org.uk
FR, GR, SP, ITA.
www.MFLsunderland.org.
FR, GR, SP, ITA
www.languagesnetworks4excellence.org.uk
Curriculum centre for Languages
www.caslt.org.uk
FR, GR, SP, CHI, JAP, ITA - Canadian Association of 2nd Language
www.bbc.co.uk/learning
FR, GR, SP, CHI, ITA, JAP:
-
French Steps
-
Bitesize
-
Language Tutors
-
Better Listening
-
Le mensuel
-
Worktalk Fr.
-
Languages in Sport
WJEC Qualifications in Languages (QCF) Specification 47
www.tes.co.uk
FR, GR, SP – Free Teaching and Learning resource
www.zut.org.uk
FR, GR, SP
www.o2learn.co.uk
FR, GR, ITA, SP, CHI,JAP - Video library of lessons.
www.vocationallanguages.org.uk
FR, SP, GR, ITA
[email protected]
FR, SP, GR, ITA, CHI
www.teachers.guardian.co.uk
FR, GR,SP - free interactive materials, resources 4-18
QCF French Language Resources
Useful websites:
www.brittany.ferries.co.uk
www.ac-rouen.fr
www.anpe.fr
Jobs, careers, cvs.
www.phosphore.com
www.rfi.fr
News updates France
www.sofitel.com.fr
Luxury hotels
www.quick45.com
Fast food restaurant – France:menus
www.lesassocies.co.uk
French restaurant – video, menu
WJEC Qualifications in Languages (QCF) Specification 48
www.tragusgroup.s3.amazon.org.uk
Café Rouge Menus
www.bonjourdeFrance.com
Free Teaching and Learning resources
www.explorereshotel.com
www.news.disneylandparis.co.uk
www.fr.sport.yahoo.com/rugby
www.french.ie
Quizzes
www.french-linguistics.co.uk
Teaching and Learning Resource
www.canon.fr
www.letudiant.fr/jobstages.co.uk
www.French.about.com
www.amazon.fr
Useful books:
Harraps Business Dictionary FR-Eng
Heinemann – Context Leisure and Tourism: GCSE Applied French
WJEC Qualifications in Languages (QCF) Specification 49
4
ASSESSMENT AND GRADING
4.1
Principles of Assessment
All WJEC Qualifications in Languages (QCF) units are internally assessed and
externally moderated. The following principles apply to the assessment of each unit:

Each unit must be assessed independently. Learners may produce a piece of
evidence that contributes to assessment criteria for more than one unit. This is
acceptable provided it can be clearly attributed to specified assessment criterion.

Learners must provide evidence for each learning outcome. This evidence can be
provided through products of learners’ work, observations, witness statements,
simulation, question and answers, expert witness statements, etc. All work will
be able to be submitted for external moderation.

All assessment criteria must be met as specified for the unit learning outcomes to
be achieved.

All assessments should follow the assessment guidance for each unit. For those
units which assess oral communication through the language, the learners
should:
- use polite conventions and set phrases appropriate to the context, e.g. verbal
and non-verbal
- pronounce the language clearly
- pronounce the language accurately enough to be understood (there may be
some hesitancy)
- be able to ask for repetition or check understanding using language
appropriate to the levels for which they are studying (e.g. Entry Level, Level 1
or Level 2)

For those units that assess reading and writing, learners should:
- write accurately enough to be understood using language appropriate to the
levels for which they are studying (Level 1, Level 2)
- use polite set phrases and conventions, e.g. forms of address, please, thank
you, appropriate to the context and level
- be able to use dictionaries and resources to support written communication

The overall grade for these qualifications and units is a ‘pass’. Centres are
expected to standardise assessment decisions. This is the process by which
centres ensure that all candidates are judged to the same standard across
different assessors, teaching groups and from year to year. Evidence of
standardisation should be submitted with learner evidence.
WJEC Qualifications in Languages (QCF) Specification 50
4.2
Assessment Controls
This section sets out the aspects of assessment controls that will generally be
applied to all units.
Task setting
WJEC have produced model assignments for each unit. Centres are, however,
allowed to modify the assignment to suit their own needs or to design their own. This
will allow centres to tailor the assessment to local needs. The model assignment has
been written to ensure the following controls are in place:




each unit is assessed through one assignment
the assignment must provide each learner with the opportunity to address all
assessment criteria
the assignment must indicate the acceptable forms of evidence
where a centre has adapted the model assignment, there must be evidence of
quality assuring its fitness for purpose
Task taking
The following criteria need to be demonstrated in all the evidence appropriate to the
level being assessed.
Oral communication




Use conventions appropriate to the context, e.g. verbal and non-verbal.
Use polite set phrases to build relationships, e.g. forms of address, greetings and
leave taking.
Pronounce language clearly and accurately enough to be understood.
Use appropriate register for the context.
Written communication


Write accurately enough to be understood.
Use polite set phrases to build relationships, e.g. forms of address, please, thank
you, formal signing off of letters.
Assessment should focus on the practical language skills and language knowledge.
Assessment may take place through:


direct observation of the learner
verification of recorded or written material
It may also be appropriate for part of the assessment to include witness testimony
from others who either have the language skills to testify or who have seen the
outcome of the learner’s language skills.
Language knowledge (grammar and vocabulary) should mainly be assessed through
practical use. However, a small amount of additional testing may be appropriate to
ensure knowledge is secure.
WJEC Qualifications in Languages (QCF) Specification 51
Simulation
In the classroom
Language tasks can occur naturally even though the environment may be simulated
(e.g. set up in the classroom). Simulations can be aligned to a range of contexts
which enable the learner to demonstrate competence and can be either a workplace
or social context, whichever suits the needs of the learner.
In the workplace
Learners may be working in environments which require irregular use of the
language that is being assessed. Assessors may be language trainers external to
the workplace. It may be impractical to assess learners’ competence through normal
working practice. In these situations, assessment in a simulated environment is
acceptable.
Spontaneous or scripted language?




MOST of the evidence presented at all levels should contain spontaneous (not
scripted) use of language.
Material may never be read as a script.
At all levels, there may be some occasions where brief notes are acceptable (e.g.
for presentations). These must only be used as prompts.
Insisting on eye contact where appropriate (so notes are glanced down at but not
read) may help learners avoid the temptation to over-use such prompts.
Time
Centres have the discretion for how time is allocated to each task.
Resources
The assessor can determine which resources all learners should be provided with to
ensure fair and valid assessment takes place.
Supervision
Learners must normally be supervised by an assessor whilst completing assignment
tasks.
Authentication
Supervision is in place to ensure the authenticity of evidence produced for
summative assessment. Assessors are not expected to provide input or guidance to
learners during the assessment time. Assessors can provide guidance on the
requirements of the task and remind learners of the assessment criteria and how
they can be interpreted. Assessors must intervene where there is a health and
safety hazard observed.
Learners can review and redraft evidence independently within the time for the
assessment.
Learners cannot redraft based on feedback from an assessor.
Learners must sign a declaration to confirm that all evidence submitted for
moderation is their own work and that any sources used have been acknowledged.
Assessors must sign a declaration to confirm that evidence submitted for moderation
is that of the learner.
WJEC Qualifications in Languages (QCF) Specification 52
Collaboration
‘Collaboration’ refers to group work.
Where group work takes place, the following principles must be considered:





tasks should allow each member of the group to have full access to all
assessment criteria
evidence must be clearly attributable to each individual member of the group
assessment of the individual must be based on the individual contribution to the
evidence produced
learners achievement must not be affected by the poor performance of other
group members
learners achievement must not benefit from the performance of other group
members
Resubmission
Learners can resubmit for entry at any moderation point. Learners must complete a
new assessment. Assessors will need to adapt the task or develop a new one to
cover all the assessment criteria.
Task marking
All marking of evidence must be made against the assessment criteria given in each
unit.
Written evidence must be annotated to show how it relates to the assessment
criteria.
Where performance is observed by someone other than an assessor, the ‘witness’
must complete a witness statement (an example is available on the WJEC website).
In certain circumstances, where the assessor does not have the necessary skills in
the language being assessed, and provided this has first been agreed with WJEC, a
centre may appoint an expert witness who has the appropriate language skills. The
expert witness will work with the assessor to verify the candidate’s language
competence.
Assessors will need to authenticate the statement, either through scrutiny of
supporting evidence and/or questioning of the learner and/or witness. If the
statement is authenticated, it can be allowed to contribute to the evidence for
assessment. Evidence of authentication will also need to be included.
An assessor or staff acting as assessors must have the necessary expertise in the
subject and level for a specified unit and the ability to make objective and reliable
judgements about candidate competence. They should also have access to a lead
assessor (internal verifier) who is responsible for the quality assurance of
assessment procedures and outcomes for one or more programme areas.
The assessor is responsible for ensuring that:
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assessment is conducted under specified controlled conditions
they are clear about the requirements of the learning outcomes, assessment
criteria prior to commencing assessment
evidence presented for assessment is authentic
assessment decisions are accurately recorded
evidence is appropriately annotated
observation records contain sufficient detail for objective corroboration of
decisions
WJEC Qualifications in Languages (QCF) Specification 53
All members of teams delivering QCF units should understand how they can access
information and guidance provided by WJEC. Teams should have regular meetings
for both delivery and assessment, co-ordinated with the key dates for registrations,
entries and certification.
All assessors/lead assessors should have access to professional development to
familiarise them with QCF assessment.
Evidence requirements
Oral Communication (Speaking and Understanding)
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Evidence must be drawn from listening to a range of voices and materials of
different types and for different purposes, work and social.
Some of this must be face to face (not recorded).
Interactive situations must be included (to allow collection of evidence for both
understanding and speaking together).
Providing evidence of listening to a range of voices in the classroom is likely to
involve use of video/audio recordings.
Use of the telephone should be included from level 2 (and may be included
before).
Evidence must be drawn from speaking in a range of situations, work and social.
As a general guide, evidence is likely to include approximately two minutes of the
candidate’s voice, depending on level.
The most important thing is that the assessment criteria have been met with
detail appropriate to the level being assessed.
Written Communication (Reading and Writing)
As for understanding spoken language, this must include a range of materials of
different types and for different purposes, work and social. The length should be
appropriate for the level (e.g. at Level 1, short texts of one or two simple sentences;
and at Level 2, short paragraphs such as e-mails and letters).
Presentation of Evidence
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Each candidate‘s work should be presented in an A4 folder clearly marked with
the following information:
- centre name and number
- candidate name and number
- unit titles and level(s)
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Each folder must include a signed authentication sheet
Ring binders and plastic wallets should NOT be used
Evidence should be referenced on the cover sheet
WJEC Qualifications in Languages (QCF) Specification 54
Recognition of Prior Learning (RPL)
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RPL is a method of enabling individuals to claim credit for units in the QCF,
irrespective of how their learning took place.
There is no concept of ‘partial achievement of a unit’; claims for credit through
RPL must be assessed against the assessment requirements for the unit(s) as a
whole.
The learner should be offered advice on the nature and range of evidence
considered appropriate to support a claim for credit through RPL, and be given
guidance and support to make a claim.
Centres should ensure that the assessment methods they use for RPL are:
- of equal rigour as other assessment methods
- fit for purpose
- relate to the evidence of learning
The assessment process for RPL must be subject to the same quality assurance
procedures, both within the centre and through external moderation, as for all WJEC
QCF units. The lead assessor will be responsible for ensuring that procedures are in
place to:
 collect and review evidence
 map and assess evidence against unit requirements
Sampling arrangements for internal standardisation MUST include any assessments
of RPL evidence, and ensure comparability.
It is unlikely that RPL will be claimed for language units as these qualifications are
very small.
4.3
Standardisation
Centres are expected to standardise assessment decisions. This is the process by
which centres ensure that all learners are judged to the same standard across
different assessors, teaching groups and from year to year. Evidence of
standardisation should be available for the moderators.
Where more than one assessor is involved, the centre must appoint a lead assessor.
The role of the lead assessor is to:
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document all activities
ensure that the assignment presented to learners is fit for purpose
ensure all assessors have appropriate documentation in place to support fair and
valid assessment decisions
ensure all assessment activities are in accordance with the assessment criteria
sample assessment judgements at appropriate times to ensure the assessment
criteria are correctly and consistently applied
provide feedback to assessors
provide support to assessors
In addition, the lead assessor should have sufficient expertise and language skills to
enable them to verify assessment decisions and give advice to assessors.
4.4
Training Lead Assessors
WJEC will provide training for lead assessors and assessors each academic year.
Assessor support material, including sample documentation, will also be made
available to assessors and lead assessors.
WJEC Qualifications in Languages (QCF) Specification 55
5
ENTRY PROCEDURES
WJEC Qualifications in Languages (QCF) will be available for certification from
June 2013.
Thereafter, each qualification will be available for certification each following January
and June moderation series.
Entries for the January moderation series should be submitted by 21 October with
amendments possible up until the 30 November. Entries for the June moderation
series should be submitted by 21 February with amendments possible up until the 30
April.
Unit entry
Entry for individual units must be made by submitting the relevant unit codes as
indicated on each unit specification.
Qualification entry
Learners will be entered for the qualification when entering for a unit as the unit and
qualification are one and the same (cash-in).
WJEC Qualifications in Languages (QCF) Specification 56
6
EXTERNAL MODERATION
The consistency of assessment practices and decisions across centres will be
assured through the external moderation of a sample of work.
Centres will have the opportunity to attend moderation meetings in each year of
delivery. Attendance at these meetings and successful completion of the activities
could lead to reduced level of external moderation.
Moderation will take place at two points in each year: January and June.
External moderators must have:
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skills to at least QCF Level 3 in a language other than English; when they do not
have skills in a particular language being assessed, they may appoint an expert
witness, who has these skills, to advise on questions relating to language
competence
sufficient expertise to enable them to verify assessment decisions and advise
assessors, internal verifiers and centres on the quality and consistency of
assessment and verification systems and practices
up-to-date knowledge of verification practice, demonstrated by a record of
continuous professional development reviewed on at least an annual basis
knowledge and understanding of the qualification they are verifying
in-depth knowledge of the awarding body’s quality assurance procedures.
Centres should ensure they keep all learner portfolios not sent to the
moderator in their possession for two months after the closing date for
sending samples for moderation. External moderators may visit during this
time.
Centres should submit a sample identified by WJEC for each unit that includes:
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the controlled assignment brief used to set the assessment activity
a record sheet confirming the authenticity of the evidence presented
all evidence produced by learners in completion of the assessment, annotated
appropriately by the assessor
evidence produced by the assessor to confirm a learner’s ability in performance
related tasks
Moderators will review all evidence presented to ensure standards are aligned.
Evidence will be judged against the following criteria:
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task setting – were tasks set within the controls set by WJEC in the model
assignment?
annotation – is the evidence produced by learners appropriately annotated,
including the detail and clarity in evidence produced by the assessor?
authentication – is it clear that the evidence submitted was authentically
produced by the learner?
standardisation – is there evidence of effective standardisation/internal quality
assurance within the centre?
WJEC Qualifications in Languages (QCF) Specification 57
Timetable
Samples of work must be submitted for external moderation, and related mark sheets
returned to WJEC by 12 December for the January series and 5 May for the June
series. Centres will need to ensure that internal submission dates are set sufficiently
in advance of this to allow for authentication, assessment and standardisation.
Feedback
The outcome of moderation will be to either accept or amend a centre’s assessment
decisions. Guidance on actions needed before re-submission of specified units at a
subsequent moderation series will be also be provided.
Feedback will be provided through a centre moderator’s report for each certification
title, covering the units entered by the centre and will be accessible through WJEC
secure website. The report will address the criteria referred to above.
A principal moderator’s report will be provided for each series.
WJEC Qualifications in Languages (QCF) Specification 58
7
AWARDING AND REPORTING
Awarding and reporting of results in WJEC Qualifications in Languages (QCF) will
take place in March and August each year.
A Qualification Certificate, issued at a later date, will confirm the title, level and size
(i.e. Award, Certificate or Diploma) of qualification(s) achieved.
WJEC Qualifications in Languages (QCF) Specification 59
8
ACCESS AND SPECIAL CONSIDERATION
This specification has been designed to offer fair access for all and to minimise the
need to make reasonable adjustments for learners who have particular requirements.
It is expected that, normally, individual learners’ abilities, interests and needs will be
appropriately catered for by centres through:
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the choice of units and qualifications available
the potential for personalisation of an assessment
If there are any queries about the use of this flexibility inherent in the specification to
meet learners’ needs, or about the use of reasonable adjustments, centres should
contact WJEC.
Exceptionally, if a centre wishes to request that a learner receives special
consideration; procedures will follow those outlined in Section E of the JCQ
publication, Access Arrangements, Reasonable Adjustments and Special
Consideration.
WJEC Qualifications in Languages (QCF) Specification 60
9
POST-RESULTS SERVICE
If a centre wishes to query the outcome of the moderation process, this must be done
formally by the head of the centre notifying WJEC within 21 days of the publication of
results.
The sample of work submitted for moderation will be reviewed by a moderator not
involved in the original process, and the centre informed of the outcome.
Should the centre not be satisfied with the outcome of the review, there is provision
for an appeal to WJEC.
WJEC Qualifications in Languages (QCF) Specification 61
Appendix A –
Relationship with UK Occupational Language Standards
The knowledge and understanding covered in the WJEC Language Qualifications (QCF) can
be referenced against those from the UK Occupational Language Standards.
What are the 2010 UK Occupational Language Standards (UKOLS)?
They describe the skills and knowledge needed for using a language in a work setting which
can include social contexts. They can be applied to any language in any vocational context.
For further information please go to:
http://www.ciltcymru.org.uk/downloads/UKOccupationalLanguageStandards%202010.pdf
Each standard has a clearly identifiable title which can be directly linked to each of the QCF
levels.
QCF level:
UKOLS Standard title:
Entry Level
BASIC
Entry Level summary
You understand a small number of basic words/signs and key phrases in a few very familiar
situations. Your vocabulary relates mainly to personal details such as name, family, job role,
and specific work situations.
You can meet and greet people, understand some key expressions and follow very simple
directions (one at a time). You can follow and send messages about basic practical
arrangements, state the time and place of a meeting, wishes for accommodation and
personal likes and dislikes. You may need a template to adapt all but the shortest of
messages.
QCF level:
UKOLS Standard title:
Level 1
PREDICTABLE
Level 1 summary
You understand a small range of words/signs and simple sentences in familiar and
predictable situations, provided they are spoken/written clearly, with opportunities for you to
check back. You can follow short and predictable conversations, manage simple workrelated and social situations, e.g. at a hotel reception desk or shopping, and follow simple
instructions. You can get the rough gist of short articles or tourist or promotional material,
use a simple travel timetable and understand simple forms to complete them with a few
words and personal details. You can write accurately when providing personal details,
writing lists or completing simple forms or questionnaires. You will need a template when
accuracy is important when writing short formal messages.
WJEC Qualifications in Languages (QCF) Specification 62
QCF level:
UKOLS Standard title:
Level 2
ROUTINE
Level 2 summary
You can understand common everyday language spoken/signed clearly in familiar situations,
preferably with opportunities for you to check back. You can follow conversations on familiar
subjects, handle routine exchanges of information about your area of work, understand
routine step-by-step instructions and take simple phone/video calls. You can produce short
texts combining set phrases and familiar language. You may make some grammar and
spelling errors and will need templates and reference material for writing formal text. You
can create standard formal letters and write a brief CV and informal e-mails.
WJEC Qualifications in Languages (QCF) Specification 63
Appendix B – Essential Skills (Wales) Mapping
Application of Number
Understand
numerical data
Carry out
calculations
Interpret results
and present
findings
Communicating
Personal
Information
Social
Activities
Organising
and
Planning
Giving and
Receiving
Information
and
Instructions
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Education
and
Employment
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Communication
Communicating
Personal
Information
Social
Activities
Organising
and
Planning
Giving and
Receiving
Information
and
Instructions
Speaking and
listening
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Reading
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Writing
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Education
and
Employment
WJEC Qualifications in Languages (QCF) Specification 64
Appendix C – Glossary
Definitions and Differentiators
Respond appropriately – the oral or written response must make sense in relation to the
stimulus, taking into account the situation and context. Appropriateness relates to correct
register (i.e. formal or informal) and cultural mores. Differentiation occurs by the length and
detail of the response and the increased evidence of non-verbal and cultural knowledge and
the ability to respond to a wider range of prompts.
Adapt – the candidate can identify appropriate sentences or questions and replace with
alternative lexical items to create phrases to fit the context, e.g. in its simplest form, “I like
coffee” could be adapted to “I like tea”.
Set phrases – these are short phrases or idioms which can stand alone and which the
learner learns as a block of communication, not necessarily understanding the full
grammatical structure or underpinning, e.g. “s’il vous plait” means “please” in French.
Identify – recognise, distinguish and establish what something is, e.g. the key messages
from a piece of communication. Differentiation relates to the amount of specific detail
provided.
Understand – learners will demonstrate their competence by applying their knowledge of
grammar and vocabulary to decipher written texts and oral communication and, as a result,
be able to make an appropriate response. Understanding relates to their ability to be able to
analyse the communication. Differentiation occurs by increasing the amount of detail
extracted and level of complexity of the communication.
WJEC Qualifications in Languages (QCF) ED
25 September 2014