Gse Assessment Framework Young Learners

Young
Learners
Global
Scale
of En glish
Asse ssm e nt
Fram ew ork
February 2023
The GSE Learning Objectives for Young
Learners are truly ground-breaking. They
closely reflect the world of young language
learners, allowing them and those who work
with them to set aims and track progress in
a motivating and instructive way.”
Angela Hasselgreen,
Professor of Language Didactics,
University of Bergen, Norway
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without prior written permission of the Publishers.
©Pearson Education Limited 2023
GSE Assessment Framework for Young Learners © Pearson Education Ltd 2023 3
Global Scale of English Learning Objectives:

making learning more effective
This document introduces the Global Scale of English (GSE) Learning Objectives for Young Learners.
These Learning Objectives have been developed by Pearson English over a number of years in
collaboration with teachers, ELT authors and language experts from around the world. They form the
backbone of our mission to ensure that our products and services have a positive and measurable impact
on learners’ lives.
In order to learn English as effectively and efficiently as possible, a learner needs to know three things:
• What level is my English?
• Am I making progress?
• What should I aim to learn next to meet my long-term goals?
To answer these three questions, learners and teachers need the following as part of an overall English
learning ecosystem:
• A clear and precise definition of what it means to be at a particular ‘level’ of proficiency
• English teaching and learning materials which are aligned to the ‘level’ definitions
• An assessment tool designed to profile a learner’s proficiency across all four skills: reading, writing,
speaking and listening
The GSE Learning Objectives form part of the first point above: providing an accurate definition of what it
means to be at a particular ‘level’ on a scale of English language proficiency.
The Global Scale of English represents the most significant

advance in performance-based approaches to language
learning, teaching and assessment since the development of
the Common European Framework of Reference.”
David Nunan Ph.D., Professor Emeritus of Applied Linguistics, University of Hong Kong
Five sets of GSE Learning Objectives have been developed to meet the needs of specific audiences:
Pre-Primary (aged under 6 years old), Young Learners (6-14), General Adult Learners, learners of
Academic English and Professional English.
For more information about our work in this field, please visit pearsonenglish.com/gse.
4 GSE Assessment Framework for Young Learners © Pearson Education Ltd 2023
The Global Scale of English

The Global Scale of English (GSE) is a standardised, granular scale which measures English language
proficiency. Unlike some other frameworks which describe attainment in broad bands, the Global Scale of
English identifies what a learner can do at each point on the scale across speaking, listening, reading and
writing skills.
The scale is designed to motivate learners by giving more granular insight into learning progress.
The Global Scale of English serves as a standard against which English language courses and
assessments worldwide can be benchmarked, offering a truly global and shared understanding of
proficiency levels.
The GSE Learning Objectives are mapped to the Global Scale of English and describe what a learner can
do at different levels of proficiency on the scale. Using the Global Scale of English, teachers can match a
student to the right course materials to suit their exact level and learning goals.
For more information about how using the Global Scale of English can support planning and teaching,
assessment of your learners, and in creating additional materials to supplement your core programme
please go to pearsonenglish.com/gse.
Personalised Progress
+ + +
Proficiency Learning Course Assessment and
Scale Objectives Material Certification
For teachers, assessment specialists and content developers, the GSE ecosystem provides a detailed
picture of language performance at different levels of proficiency and for individual skills. By combining
course materials with assessment tools that are aligned to the Global Scale of English, teachers can:
• understand their students’ levels of proficiency more precisely
• monitor students’ progress at a granular level
• make more informed choices for each student or class
Extending the CEFR to Young Learners

The project to develop GSE Learning Objectives builds upon the research carried out by Brian North
(North, 2000) and the Council of Europe in creating the Common European Framework of Reference
for Languages (CEFR, Council of Europe, 2001). This research targeted adult and young adult learners
and provides a solid framework for extending the set of learning objectives to include additional learning
objectives (Can Do statements) specific to particular adult audiences. As part of the GSE project, we have
developed additional GSE Learning Objectives for both Academic and Professional English.
The CEFR, however, was never created with the youngest learners in mind, although many have tried to
adapt it with varying degrees of success. This is why we at Pearson English have carried out new research,
following the model of the CEFR, to create a similar proficiency framework that specifically targets
learners aged 6–14.
The Global Scale of English itself has been aligned to the CEFR following the psychometric principles
and procedures used in developing the CEFR – and all new GSE Learning Objectives for Young Learners
are given a GSE value on this same scale. In this way, learners can chart their proficiency and progress
across ages and stages of development – from primary school to higher education and learning in the
workplace.
Global Scale of English 10 20 30 40 50 60 70 80 90
CEFR <A1 A1 A2 + B1 + B2 + C1 C2
In developing the GSE Learning Objectives for Young Learners, we have created learning objectives that
support a granular definition of language proficiency – enabling teachers to establish clear learning goals
for their students, parents to understand more clearly what their children are learning, and perhaps most
importantly, ensuring that learners are aware of the small increases being made in their proficiency. All
students – and especially young learners – are much more motivated when they can see that progress is
being made.
Pearson’s CEFR-based descriptors of what young learners

can do are a unique contribution to assessing young learners.
The professional community now has the opportunity to
apply them to see how they can help advance the field.”
Professor Marianne Nikolov, Director of the Doctoral School of Linguistics, University of Pécs, Hungary
Creating a proficiency framework

for Young Learners
The research project to create a proficiency framework for young learners has focused on the age group
6–14 studying English as a second language in the classroom environment. This document outlines our
findings to date and forms part of an ongoing research project.
We are aware that many tasks are inaccessible to young learners not only until they reach a certain level
of English but also until they reach a certain stage of cognitive development. Moreover, there isn’t a
simple correspondence between chronological age and stage of cognitive development – it varies from
individual to individual. The current findings reported in this document do not take into account cognitive
development in young learners. Our initial research, however, suggests a high degree of correlation
between the difficulty of a learning objective on the Global Scale of English and the age at which teachers
think that children can perform the task. This makes intuitive sense, given that cognitive development
largely equates with greater ability to think in an abstract and symbolic way, and that the higher-level
descriptors are usually related to abstract and symbolic, rather than concrete tasks. This is, however, an
area that still requires further research.
Insights into the assessment of Young Learners

The GSE Assessment Framework for Young Learners draws on broad research into the assessment of
young learners. The research literature in this field identifies the following key considerations regarding
the assessment of young learners, which are taken account of in this framework:
• The importance of positivity: Research shows that in order to have a positive impact on learning,
assessment criteria for young learners have more value when they describe strengths and progress
rather than identify gaps or errors. To this end, and in line with the GSE Learning Objectives for Young
Learners, the language used in the assessment grids is presented in positive terms, focusing on
achievement (with words such as contributes, uses, produces).
• Developmental differences: Young learners vary significantly in their socio-, cognitive and emotional
development – all of which affects both their learning and their responses to assessment. For this
reason the young learner assessment criteria have been deliberately kept as ‘open’ as possible to allow
for a range of young learner capabilities within each subskill.
• Clarity for teachers: Whilst a holistic approach is preferred for young learners at lower levels, the
assessment criteria have been written in such a way as to enable teachers to consider, for example,
how one student’s oral performance compares to that of another’s (e.g. more fluent or more self-
assured; few words but to the point; few words but body language makes performance clear).
Additionally, the elemental details within the criteria across levels have been closely linked in order to
highlight the distinguishing factors between one level and another.
• The relevance of topics and contexts: The ‘own world’ context and classroom experience of a young
learner needs to be taken into consideration when evaluating what they can do so that topics and
tasks are rooted in this world. Additionally, many course materials for younger learners are topic-based
and the choice and ordering of topics will influence the order in which skills are developed.
The following sections outline the assessment features of each skill. These are divided into categories
representing the main assessment feature and, within that, a set of subskills which contribute to the
overall skill. These subskills are identified in order to support teachers
in understanding the detail of the main skill. Ideally, because young learners have specific assessment
needs identified at the start, it is considered more effective if they can be assessed holistically. This
allows them to be rewarded for their overall achievement rather than highlighting areas of error. In
order to assess holistically, teachers are advised to look across the categories and evaluate an overall
performance. In some instances, the assessment will need to focus on more detail, but again it is
preferred that any evaluation takes account of all the subskills in a category rather than focusing on only
one.
In the Framework, the criteria in the receptive skills and those in the productive skills tend to reflect
each other.
RECEPTIVE SKILLS
The Framework and criteria for both these skills represents the cognitive processing model where, first
and foremost, there is a Purpose for listening or reading and then, as we listen or read, we unconsciously
bring our Background Knowledge to bear to support our understanding. In presenting these skills in this
order, it is hoped that, through assessment, young learners can be supported in developing an awareness
of their own meta-cognitive skills, which will in turn support their independence in learning.
Listening Assessment Criteria
PURPOSE
The criteria consist of the following three subskills: Listening for gist, Listening for detail and Listening for
specific information. These differing subskills reflect the ways in which we might use a text for obtaining
information, e.g. main points, detail and specific needs.
BACKGROUND KNOWLEDGE
The criteria consist of the following four subskills: Topics and contexts, Text types, Predicting and
Guessing meaning. As with the Reading skill, Topics and contexts together with Text types reflect what is
represented in the productive skills but as this is a receptive skill, young learners are likely to understand
more than they can produce. The subskills also reward listeners for using strategies, such as predicting
and guessing which they can do with visuals from a low level.
LISTENING INTERACTION
The criteria consist of the following three subskills: Responding and maintaining interaction, Turn
taking and Appropriacy. The criteria reflect how well young learners understand listening as, e.g.
part of conversation, and how appropriately in both content and tone their response illustrates their
understanding. This understanding can be assessed through their speaking responses, while not
necessarily judging their response.
LANGUAGE RANGE
The criteria consist of the following three subskills: Sound, stress and intonation, Grammar and vocabulary
and Coherence and cohesion. The prosodic features represented here are features we would expect
a listener to understand and use to build meaning. However, young learners will only slowly develop an
understanding of stress and intonation and this is reflected across the levels of the Framework in this
category.
Listening
GSE 10-21/ <A1 GSE 22-29/A1
LISTENING PURPOSE Understands the gist of classroom language, of Understands the gist of a short, simple story, or a
short, simple conversations and of simple songs, simple conversation if spoken very slowly and clearly
• Listening for gist
when supported by pictures or physical movement. and supported by pictures or gestures.
• Listening for detail Recognises very familiar words within short Understands short simple conversational exchanges
• Listening for specific sentences or phrases if spoken very slowly and with personal information (e.g. How old are you?/I’m
clearly, with visual support. seven. Can you swim?/No I can’t.) if supported by
information pictures.
Understands specific information in classroom
instructions (Read./Write./Listen./Sing.). Recognises familiar words and short phrases in
stories and simple conversations if spoken very
slowly and clearly (e.g. someone’s age, a day of the
week).
Understands simple classroom instructions (e.g. Sit
down./Stand up./Close your books./Hands up.) if
supported by gestures.
BACKGROUND Topics and contexts relate to the immediate Topics and contexts relate to the classroom
KNOWLEDGE classroom environment and to information of close environment and to information of immediate
personal relevance (e.g. names, ages, immediate relevance to the learners’ lives (e.g. family, friends,
• Topics and contexts family). pets).
• Text types Listening content may be classroom instructions, a Listening content includes classroom instructions,
very short, simple conversation or an exchange of simple descriptions and conversations.
• Predicting
personal details. Guesses the meaning of some unfamiliar words
• Guessing meaning when supported by pictures.
LISTENING INTERACTION Gives a physical response in an isolated exchange Shows understanding using single words and simple
(e.g. nod or shake of the head) or gives a single word phrases (e.g. Yes, okay.) in simple conversations
• Responding and
or short memorised phrase as a response to indicate when language and topic are familiar.
maintaining interaction understanding. May need a high level of scaffolding or support from
• Turn taking May need a high level of support or scaffolding from the other speaker.
the other speaker (e.g. repetition or re-phrasing, Understands how turns are managed in very simple
• Appropriacy modifying speed, supplying missing language, giving conversations on familiar topics.
non-verbal support).
Understands simple politeness conventions such as
Understands very simple politeness phrases (e.g. greetings.
Please./Thank you./Sorry.).
LANGUAGE RANGE Understands the letters of the alphabet by name Identifies the sound at the beginning of a word and
and by their sounds. hears sounds within a word (e.g. cat/dad/mat, pet/
• Sound, stress and
Hears word stress in a small number of familiar bed/vet).
intonation
words, when modelled (e.g. the stress in their own Hears different word stress patterns in 2-syllable
• Grammar and vocabulary name, the name of their country). familiar words (e.g. names of people/places).
• Coherence and cohesion Understands very simple affirmative structures and Understands simple grammatical meaning (e.g.
questions (e.g. My name’s Mia./I’m seven./What preferences with like/don’t like, ability with can/
colour is it?). can’t).
Understands imperatives for basic actions (e.g. Understands simple questions about personal
stand up, sit down). information (e.g. Where do you live?/How old is your
Understands simple contractions (e.g. I’m, What’s). sister?).
Understands, with visual support, a limited range Understands, with visual support, a simple range
of isolated vocabulary items (e.g. basic colours and of vocabulary items (e.g. numbers, clothes, family
numbers, classroom objects). members).
Understands basic expressions used in social Understands words and simple phrases in familiar
interaction (e.g. Hello./Goodbye./Please./Thank topic areas (e.g. words and phrases used to describe
you.) when supported with gesture/facial expression. a person).
Understands very simple linking word for addition Understands simple linking words to indicate a
(e.g. and ). sequence (e.g. cardinal numbers, and ).
GSE 30-35/A2 GSE 36-42/A2+

LISTENING PURPOSE Understands the gist of a short story, conversation Understands the main information in short informal
or description if spoken slowly and clearly and if conversations.
supported by written text or pictures. Understands the main information in a short talk,
• Listening for detail Understands details in very short simple talks or with visual support, if the topic is familiar (e.g. a
• Listening for specific conversations on familiar topics (e.g. in a shop or in simple news story, a straightforward announcement
school). about an event, a recorded phone message).
information
Understands short, simple descriptions (e.g. of Understands the main points in short real-world
places) if spoken slowly and clearly. videos with visual support.
Identifies specific information (e.g. prices, times) in Understands the main details in a story or
short conversations or descriptions if spoken slowly conversation in familiar contexts.
and clearly. Identifies specific information (e.g. an activity that
Understands 2-step classroom instructions has been arranged, simple directions) in short
(e.g. When you finish, put up your hand.) if conversations or descriptions if spoken slowly and
supported by pictures or gestures. clearly.
Understands a set of simple instructions to
complete a task which is familiar (e.g. Open your
books at page 23, look at the picture and talk about
it with a friend.).
BACKGROUND Topics and contexts relate to the learner’s own Topics and contexts relate to the world as it is
KNOWLEDGE world experiences (e.g. daily routines, hobbies and relevant to young people, including school subjects.
activities). Listening content includes extended descriptions,
• Topics and contexts
Listening content includes descriptions and dialogues and monologues.
• Text types conversations. Uses context to help support understanding and
• Predicting Uses context to help support understanding and to to predict (e.g. the order of information in a simple
predict (e.g. the flow of a simple conversation). news story or the difference between a conversation
• Guessing meaning asking for information and an invitation).
Guesses the meaning of unfamiliar words in short
simple listenings when supported by pictures and Guesses the meaning of unfamiliar words in simple
when the topic is familiar. listenings, with visual support.
LISTENING INTERACTION Shows understanding using short expressions (e.g. I Shows understanding of a series of exchanges with
think so./ Yes, let’s do that.) when the language and one person or more people if the topic is familiar
• Responding and
topic are familiar. and involves exchanging information.
maintaining interaction
May need support from other speaker to maintain Asks for clarification, when needed, to support
• Turn taking communication. understanding.
• Appropriacy Understands how turns are managed in simple Understands how turns are managed in simple
conversations on familiar topics. conversations (e.g. arrangements, factual
Shows understanding of simple politeness information).
conventions by responding appropriately. Shows understanding of politeness conventions by
responding appropriately.
LANGUAGE RANGE Hears consonant clusters at the beginning and end Identifies the difference between vowel and
of words (e.g. trousers, smile, went). diphthong sounds (e.g. toy/girl, play/cloud) when the
Hears the difference between familiar vowel sounds sounds are not subject to confusion with their first
intonation language.
(e.g. bed/mat) when the sounds are not subject to
• Grammar and vocabulary confusion with their first language. Recognises that individual words have strong and
Hears different word stress patterns in longer words weak syllables and identifies which words in a
• Coherence and cohesion sentence are stressed.
of up to 4 syllables.
Understands the difference between past and Recognises simple intonation patterns in isolated
present in descriptions of events or situations. phrases when modelled and supported with visuals
(e.g. rising intonation for questions).
Understands simple directions and dates.
Understands the difference between past, present
Understands simple phrases and sentences and future in the description of events and
including vocabulary on food, clothes, jobs, places, situations.
weather.
Understands descriptions of frequency and manner
Understands simple linking words to indicate and simple comparisons.
sequence, contrast and cause (e.g. but, because).
Understands familiar words and phrases including
Understands the narrative thread of a simple story. vocabulary related to holidays, hobbies and sports,
food, shopping, animals.
Recognises words with the same sound but
different meanings.
Understands sequence, contrast and cause/effect
through a range of simple linking words and phrases
(e.g. however, so).
Understands the narrative thread of a story or a
simple line of argument.
GSE 43-50/B1 GSE 51-58/B1+

LISTENING PURPOSE Understands the gist of simple real-world video or Understands the gist of real-world video or podcast.
podcast, with visual support and when the topic is Understands the main information and some detail
familiar. in extended informal conversations if spoken clearly.
• Listening for detail Understands the main information in extended Understands the main information and some
• Listening for specific informal conversations if spoken clearly. detail in an extended talk if the topic is familiar
information Understands the main information in a talk if the (e.g. a presentation on a topic of interest or school
topic is familiar (e.g. a factual talk, a commentary on subject).
a TV programme). Identifies specific details from extended
Understands the main details of the events in a short descriptions, talks or conversations if spoken clearly.
story. Understands a range of details of the events in an
Understands the main details in a talk or extended story.
conversation in familiar contexts in order to take Understands the main details in a talk or
simple notes or repeat those points to another conversation in order to take simple notes or repeat
person. those points to another person.
Identifies specific information (e.g. how to complete Identifies the difference between fact and opinion if
a task) in descriptions, talks or conversations, when spoken clearly.
spoken clearly.
Understands a sequence of detailed instructions to
Understands a sequence of instructions to complete complete a task, with visual support (e.g. a detailed
a task, with visual support (e.g. instructions on how recipe).
to make a classroom display, or a model).
BACKGROUND Topics and contexts may expand beyond what is of Topics and contexts may expand into the less
KNOWLEDGE direct personal relevance. familiar.
• Topics and contexts Understands the difference between a formal and Recognises the difference between a formal and
an informal context if spoken clearly. an informal context and uses it to help support
• Text types Listening content includes monologues, discussions, understanding.
• Predicting interviews and simple news broadcasts. Listening content includes monologues, discussions,
Uses context to help support understanding and to interviews, news broadcasts and answer phone
• Guessing meaning messages.
predict (e.g. the flow of a simple discussion).
Guesses the meaning of unfamiliar words, when the Uses context to help support understanding and to
context is familiar. predict (e.g. the flow of a presentation, discussion or
news story).
Guesses the meaning of unfamiliar words or phrases
in a familiar context.
LISTENING INTERACTION Shows understanding of extended exchanges, in Shows understanding of a discussion among a
familiar informal and common formal contexts (e.g. group of people on familiar and some less familiar
• Responding and
by contributing relevant information or expressing topics (e.g. explaining, expressing support or
maintaining interaction opinions). disagreement).
• Turn taking Asks for clarification and checks something has Identifies when communication breaks down
been understood correctly. by offering repair techniques (e.g. repeating
• Appropriacy back, clarifying for another listener who has
Understands how turns are managed in
conversations. misunderstood).
Understands when a speaker signals a return to the Understands how turns are managed in extended
main topic (e.g. from the use of anyway, anyhow). conversations and when a speaker signals a return
to the main topic.
Shows understanding of politeness conventions and
simple formality rules by responding appropriately. Shows understanding of politeness conventions and
formality rules by responding appropriately.
LANGUAGE RANGE Is aware of sounds in English which may not exist in Distinguishes between pairs of sounds which may
their first language. not exist in their first language (e.g. ship/sheep) if
Understands when sentence stress alters the focus spoken clearly.
intonation
of meaning (e.g. WHERE are you going?/ Where are Identifies where the stress falls in compound nouns.
• Grammar and vocabulary YOU going?). Identifies the different stress patterns in words with
• Coherence and cohesion Recognises and replicates simple intonation a similar root (e.g. photograph/photography).
patterns when modelled. Recognises and replicates common intonation
Follows different time references within a patterns within dialogues.
conversation or talk when spoken clearly (e.g. can Understands opinions and expressions of intent,
recognise when a talk alters from discussing the obligation and certainty.
present to discussing the future).
Understand descriptions of past events and actions
Understands expressions of preference (e.g. I’d extending over a period of time.
rather, I prefer ).
Understands a wide range of words and phrases
Understands a number of words and phrases related associated with travel, health and fitness, fashion,
to entertainment, music, festivals and celebrations, nature, science, technology.
school and work and personal experiences.
Understands the connection between ideas or the
Understands examples, contrast and consequence line of argument in a talk, discussion or conversation
through a range of linking words (e.g. although, for through a range of linking words (e.g. for sequence,
example ). contrast and counter-argument, cause/effect,
Follows the overall purpose or line of argument summary).
in a monologue or dialogue by understanding
expressions of sequence, contrast, example,
summary (e.g. Firstly, Next, Finally ).
Reading Assessment Criteria
PURPOSE
The criteria consist of the following four subskills: Decoding, Skimming, Scanning for specific information
and Extensive reading. These represent the initial process of understanding how to approach a text plus
the ways in which we might use a text for information, e.g. main points, detail or orientation.
BACKGROUND KNOWLEDGE
The criteria consist of the following four subskills: Topics and contexts, Text types, Predicting and
Guessing meaning. Topics and contexts together with text types reflect what is represented in the
productive skills but, as this is a receptive skill, young learners are likely to understand more than they can
produce. The subskills also reward readers for using strategies, such as predicting and guessing, which
they can do with visuals from a low level.
LANGUAGE RANGE
The criteria consist of the following two subskills: Grammar and vocabulary and Coherence and
cohesion. As with productive skills, these subskills represent the breadth of understanding but, again, the
understanding of coherence and cohesion would not be expected to emerge until A2 level.
Reading
GSE 10-21/ <A1 GSE 22-29/A1
READING PURPOSE Follows a text from left to right and top to bottom of Understands the basic information in short, simple
the page. texts (e.g. stories and dialogues) if supported by
• Decoding
Echoes or reads along when language is new. pictures or read aloud.
• Skimming Understands the main points in illustrated narratives
Relates simple written text to corresponding images.
• Scanning for specific with simple dialogues.
May extract necessary information slowly or require
information more than one reading. May extract necessary information slowly or require
more than one reading.
• Extensive reading
Understands the gist of a simple picture story.
Identifies familiar words and key information in
a short, simple text (e.g. the day of an event in a
poster).
Understands short, written instructions for exercises
and classroom activities.
BACKGROUND Topics are familiar or related to the close Topics are own world centred but may include
KNOWLEDGE environment (e.g. numbers, colours, toys). familiar things seen in pictures (e.g. everyday items,
Understands text types often seen in classroom daily activities) and stories in familiar settings.
contexts (e.g. signs, posters, labels). Understands simple dialogues, simple information
• Text types texts about people and places and short illustrated
narratives with dialogue.
• Predicting
Guesses the meaning of some unfamiliar words
• Guessing meaning when supported by pictures.
LANGUAGE RANGE Understands very simple affirmative structures and Understands simple grammatical meaning (e.g.
questions (e.g. My name’s Tom./How many?). differentiates between positive and negative
• Grammar and vocabulary
Recognises and understands, with visual support, a statements and questions).
• Coherence and cohesion limited range of vocabulary items (e.g. very simple Understands a simple range of vocabulary in familiar
instructions: Say./Listen./Sing. basic colours and topic areas (e.g. clothes, family members, days of
numbers, some classroom objects). the week, personal appearance, everyday objects,
Recognises the letters of the alphabet in upper and days and times).
lower case. Uses basic punctuation to support understanding
Recognises basic punctuation (full stops, capital (e.g. recognising that question marks can signal a
letters, question marks). question, or that a capital letter signals the name of
a person/country).
GSE 30-35/A2 GSE 36-42/A2+

READING PURPOSE Understands the overall meaning of a simple text Understands the overall meaning of simple texts and
when given support in the form of visuals and stories.
• Decoding
questions. Recognises that different paragraphs or different
• Skimming Understands detail in visual information such as sections of a text contain different ideas.
• Scanning for specific simple graphs and infographics. Compares different facts or ideas in simple texts.
information May extract necessary information slowly or require May read more complex or lengthy texts slowly or
more than one reading. require more than one reading.
Extracts specific information (e.g. times, days or Scans a text to find specific information for personal
simple factual information) from a simple text. interest or in answer to a comprehension question.
Understands the general thread of narrative or Identifies a simple opinion or point of view in a text
information when reading for pleasure. when guided.
Understands the general thread of narrative or
information when reading for pleasure.
BACKGROUND Topics relate to the learner’s own world situations, Topics relate to the world as it is relevant to young
KNOWLEDGE knowledge and experiences (e.g. family and friends, people.
their town) and traditional stories. Understands simple descriptive texts, simple
Understands simple descriptions, short illustrated factual, informative texts and simple emails and text
• Text types narratives with dialogue and short, simple notes messages.
from family or friends. Understands descriptions and information in
• Predicting
Understands simple notices and diagrams. diagrams and charts.
• Guessing meaning
Predicts the order of information in simple, familiar Uses titles, headings and pictures to predict the
texts (e.g. stories or descriptions). content of a text and predicts the ending, or what
Guesses the meaning of unfamiliar words and happens next, in a story.
phrases when supported by pictures. Predicts the order of information in simple texts (e.g.
stories or descriptions).
Guesses the meaning of unfamiliar words in simple
texts, when supported by pictures.
LANGUAGE RANGE Understands simple grammatical meaning (e.g. Understands the grammatical meaning of the past,
difference between past and present, expressions present and future.
of movement, direction, time and place). Understands descriptions of frequency and manner,
• Coherence and cohesion Understands a range of vocabulary on topics of simple comparisons and sequencing of ideas.
personal relevance and recognises that words and Recognises the meaning of words built from a
phrases can be grouped into areas of meaning (e.g. common root (e.g. happy/happily, interested/
clothes, places in a town, hobbies). interesting).
Recognises the meaning in patterns in words, (e.g. Recognises words with the same sound but
verbs ending in –ing ). different meanings.
Understands linking of ideas (e.g. He likes cats but Understands a range of vocabulary related to such
he doesn’t like dogs ). topics as entertainment, music, nature, sports and
Understands the order of events in a simple text and fashion.
differentiates between the beginning, middle and Identifies simple sequences through linking words
end of a simple story. (e.g. One day…/Next…/Later… ).
Understands cause and contrast through linking
words (e.g. because, but ).
Understands the narrative thread of a story or a
simple line of argument.
GSE 43-50/B1 GSE 51-58/B1+

READING PURPOSE Uses strategies to aid the understanding of overall Identifies the overall meaning of different
meaning (e.g. recognises the topic sentence in a paragraphs or sections of extended texts.
• Decoding
paragraph). Understands the main ideas in news stories or
• Skimming Identifies different points of view within a text and magazine articles.
• Scanning for specific makes simple inferences about motives or feelings. Understands key information in a series of texts or
information May read more complex or lengthy texts slowly or social media exchanges and searches for internet
require more than one reading. information.
Skims a short text to get a general idea of the Identifies the purpose of a text and the point of view
content. it is written from.
Scans an extended text, or a few short texts, to find Identifies evidence that supports a point of view in
specific information. a text.
Understands detailed information in texts on familiar May read more complex or lengthy texts slowly or
topics in order to take simple notes or repeat those require more than one reading.
points to another person. Uses features of a text (e.g. titles, paragraph
Understands the general thread of narrative or divisions, diagrams) as an aid when scanning for
information when reading for pleasure. specific information.
Identifies evidence that supports a point of view in
a text.
Understands detailed information in texts on familiar
topics so that they could take simple notes or
repeat those points to another person.
Understands the general thread of narrative or
information when reading for pleasure.
BACKGROUND Topics may expand beyond what is of direct Topics may expand into the more abstract and less
KNOWLEDGE personal relevance. familiar.
• Topics and contexts Understands information in descriptions of simple Identifies the difference between written styles
processes, extended narratives and simple factual (e.g. formal/informal) and uses this to support
• Text types news stories, text. understanding.
• Predicting Uses titles, headings and pictures to predict the Understands a range of texts including infographics,
content and the narrative of a text. narratives, extended media exchanges and
• Guessing meaning argument or opinion texts on familiar or school
Predicts the meaning of unfamiliar words when the
context is familiar or by making links to the meaning subjects.
of words they already know. Uses titles, headings and pictures to predict the
Guesses the meaning of unfamiliar words when the content of a text and predict the narrative or line of
context is familiar. argument.
Guesses the meaning of unfamiliar words or phrases
in a familiar context.
LANGUAGE RANGE Understands grammatical structures describing the Understands conditionals, modality, simple passive
past, present and future, expressing conditionals structures and relative clauses.
and basic modality. Recognises patterns in word formation to
• Coherence and cohesion Recognises linking of additional information (e.g. decode meaning from unfamiliar vocabulary (e.g.
also, as well as, too). un+help+ful, dis+ loyal+ty).
Recognises simple prefixes and suffixes and uses Understands a range of collocations, some phrasal
them to guess the meaning of unfamiliar words (e.g. verbs and vocabulary related to travel, health and
un+ usual, happi+ness). fitness, fashion, nature, science, technology.
Understands a range of collocations and vocabulary Understands the connection between ideas or line
related to entertainment, music, festivals and of argument in a text through a range of linking
celebrations, school and work and personal words (e.g. for sequence, contrast and counter-
experiences. argument, cause/effect, summary).
Recognises how linking words make connections
within a text and uses this information to support
understanding (e.g. They arrived while we were
having dinner.).
Follows the overall purpose or line of argument of
a text by understanding expressions of sequence,
contrast, example, summary (e.g. Firstly, Next,
Finally ).
PRODUCTIVE SKILLS
Speaking Assessment Criteria

Within the Speaking skill, assessment of young learners should be on overall communicative achievement
to allow them to be rewarded for success. In keeping with this pedagogy, the Assessment Framework
places more emphasis on the broader communicative aims of Spoken Production and Fluency and
Spoken Interaction than on the micro features of Accuracy and Range.
Young learners can be expected to require a high level of support during the early stages of language
learning, a need which gradually diminishes as they gain in proficiency, age and confidence. At very low
levels, production is limited but with age and experience young learners begin to develop the ability to
extend and sustain speech to a greater extent and with less hesitation.
SPOKEN PRODUCTION AND FLUENCY

The criteria consist of four key subskills which include: Extent of contribution, Productive ability, Cohesion
and coherence and Pausing and hesitation. The feature of Cohesion and coherence will only be relevant
at the higher levels and likely with slightly older children in the group as their understanding of this
concept is affected by their cognitive development.
SPOKEN INTERACTION
The criteria consist of three key subskills which reflect the sociolinguistic nature of interaction:
Understand, contribute and maintain interaction, Support required, Appropriacy of language and
communicative functions. It should be noted that with interaction young learners will need a significant
level of support. This support is likely to include slowing down, repeating and re-phrasing their own
speech, using non-verbal signs and repeating young learners’ speech back to check or reinforce,
supplying missing language, modelling language and giving alternative possibilities to help define
meaning.
Children’s speaking can be assessed in a number of ways and not only through tasks which have been
designed specifically to elicit spoken language (e.g. talking about something familiar or rehearsed). There
are frequent opportunities for young learners to speak with the teacher and peers as part of classroom
interaction and these interactions can serve as useful indicators of spoken proficiency.
LANGUAGE RANGE
The criteria consist of two key sub-skills: Topics and contexts and Grammar and vocabulary. Young
learners’ grammar and vocabulary will typically develop along the following scale.
Non-verbal communication > Responses in mother-tongue > Single words > Two or three words > Basic
phrases > Simple sentences > Longer sentences > Complex sentences > Extended speech.
The range of topics and contexts relevant to young learners should reflect the curriculum and learning
opportunities to which children are exposed. Prompts should also be relevant to the age and context of
the learner. At A1 and A2 levels, an appropriate spoken task may need to be scaffolded with reference to
visual prompts: a menu or a personal message from mother to child, an advertisement or announcement,
a greetings card, a public sign, caption, comic strip or sketch depicting a story.
ACCURACY
The criteria consist of the following two subskills: Sound, stress and intonation and Control of vocabulary,
structure and functions. Certain criteria, e.g. intonation, are not included in all levels as they are less
relevant until learners have reached a higher level of proficiency.
Speaking
GSE 10-21/ <A1 GSE 22-29/A1
PRODUCTION AND Uses single words and very short formulaic phrases Uses simple phrases and fixed or formulaic
FLUENCY (e.g. numbers, colours, My name is…) given a expressions (e.g. What time is it?/Do you have a
prompt. pencil?).
• Extent of contribution
May use non-verbal communication to support May use non-verbal communication to support
• Productive ability meaning. meaning.
• Cohesion and coherence Uses and to link two simple words. Uses and to link two simple words or phrases.
• Pausing and hesitation May pause frequently or need considerable thinking May pause frequently or need thinking time before
time before starting to speak. starting to speak.
SPOKEN INTERACTION Contributes to basic exchanges using single words Contributes to short exchanges on familiar topic
or very simple fixed phrases with scaffolding from areas with some support, both asking and answering
• Understand, contribute
the other speaker. formulaic questions.
and maintain interaction
May need a high level of support or scaffolding from Asks basic questions on very familiar topics.
• Support required the other speaker (e.g. repetition or re-phrasing, May need a high level of scaffolding or support from
modifying speed, supplying missing language, giving the other speaker (e.g. asking questions).
• Appropriacy of language non-verbal support).
and communicative Uses simple fixed expressions to observe social
Uses basic words to observe social conventions (e.g. conventions (e.g. How are you?/I’m sorry!).
functions polite greetings, please, thank you).
LANGUAGE RANGE Uses single words and short fixed expressions Uses basic phrases and fixed expressions related
related to information of personal relevance or the to family, friends and home life as well as the
immediate personal environment and situation (e.g. immediate classroom environment (e.g. It’s my
• Grammar and vocabulary Hello./Goodbye./I’m Alex./I’m 7.). sister./I have a dog.)
Uses common nouns in singular and plural (e.g. Expresses simple personal opinions (likes and
book/books), present simple tense of the verb to be dislikes).
and simple adjectives (e.g. small, big). Talks about the position of objects.
Vocabulary covers single words (e.g. colours, Uses present simple tense, possessive pronouns,
numbers up to 20, pets). prepositions of place, there is/there are and have/
have got.
Uses vocabulary related to family and friends,
animals, household and classroom objects,
possessions, days of the week.
ACCURACY Produces intelligible language if supported with Produces intelligible language with more
questions or modelling from other interlocutors. independence, although modelling and display
questions may often still be necessary.
intonation
Has some control, although errors may be
• Control of vocabulary, frequent and modelling still needed to achieve
structure and functions communication.
GSE 30-35/A2 GSE 36-42/A2+

PRODUCTION AND Uses extended utterances in prompted and some Describes (e.g. routines, places, people) using
FLUENCY unprompted contexts (e.g. This is my best friend. self-generated language with some formulaic
He’s got short brown hair. He likes going to the expressions.
• Extent of contribution cinema.).
Uses longer utterances with simple connectors
• Productive ability Describes in novel as well as formulaic ways.
in a less controlled context and with greater
• Cohesion and coherence Sustains speech beyond short isolated phrases. independence.
• Pausing and hesitation Connects ideas using very simple linkers (e.g. but, May be able to repair or re-formulate.
and ).
Connects ideas using simple linkers (e.g. but, and,
May pause for thinking time. because ).
May hesitate especially between meaning chunks. May hesitate, especially when searching for
vocabulary, and may pause in places but not so that
it affects fluency.
SPOKEN INTERACTION Contributes to simple exchanges on topics of Contributes to exchanges on topics relevant to
personal importance or everyday relevance using themselves, their routine and their environment
simple language and some fixed expressions. using mainly self-generated language and
and maintain interaction expressions.
Asks simple questions in familiar situations, makes
• Support required requests and offers invitations. Contributes to extended exchanges in familiar
May achieve the interactive process (e.g. turn taking) topics.
• Appropriacy of language
without support. Asks questions on familiar topics and in familiar
and communicative
Uses simple fixed expressions to observe social settings (e.g. making an arrangement, past
functions activities).
conventions in a widening range of contexts (e.g.
introducing people, responding to apologies, politely Asks for clarification when needed to support
refusing a request). understanding.
Communicates in a range of language appropriate
for familiar social interaction (e.g. asking for
someone’s news, giving a reason along with an
apology).
LANGUAGE RANGE Contexts are still learner’s world centred but may be Topics and contexts relate to the world as it is
broader in range (e.g. their own childhood, their past relevant to young people.
holidays, their friend’s routines). Uses a range of simple language to interact and
• Grammar and vocabulary Uses simple, often repetitive, language related to offer extended contributions on familiar topics
their own world situations and experiences (e.g. related to their own world experience.
Let’s go to the cinema./Can I have some juice, Uses past simple of regular and common irregular
please? ). verbs, present continuous and going to for future.
Uses a wide variety of language needed within Uses comparatives and superlatives of adjectives,
the classroom to express needs and wants and to adverbs of manner and frequency and like+ -ing.
complete classroom activities.
Uses vocabulary related to holidays, hobbies and
Uses can/can’t, past simple of the verb to be, sports, food, shopping, animals.
present continuous and prepositions of movement,
time and place.
Uses vocabulary related to weather, free time, jobs,
places, shops, food and clothes.
ACCURACY Produces utterances intelligible for the context most Produces intelligible speech, although pronunciation
of the time. of individual items may still cause issues.
Uses simple word and sentence stress to convey Uses word and sentence stress to convey meaning,
intonation
meaning. such as contrast emphasis in simple utterances (e.g.
• Control of vocabulary, May produce several errors, especially when MY brother plays tennis.).
structure and functions attempting more complex language for the level May produce errors but these generally do not
but there is less need for modelling to achieve hinder communication.
communication.
GSE 43-50/B1 GSE 51-58/B1+

PRODUCTION AND Produces self-generated extended speech. Produces self-generated extended speech.
FLUENCY Delivers a sustained monologue (e.g. a short talk) if Delivers a monologue with some detail on a topic of
• Extent of contribution given preparation time. general interest if given preparation time.
Uses simple repair or re-formulation. Uses connectors to form a coherent and cohesive
• Productive ability whole.
Connects ideas using linking words expressing
• Cohesion and coherence comparison (e.g. also, too), cause and effect (e.g. so) Connects ideas using linking words expressing
• Pausing and hesitation and sequence (e.g. before, after, next). sequence, contrast, counter-argument, cause/
May hesitate when searching for the appropriate effect and summary.
expression(s) and may pause in places but not so May hesitate when searching for the appropriate
that it affects fluency. expression(s) and may pause in places but not so
that it affects fluency.
SPOKEN INTERACTION Participates fully in exchanges on topics relevant to Participates fully in discussions on topics of general
themselves and the world around them. interest if given preparation time.
Initiates and maintains interaction. Initiates, maintains, develops and closes interaction,
and maintain interaction
Ask questions to manage familiar interactions and to although may need support if topic area is not
• Support required extend the exchange and elicit opinions. familiar.
• Appropriacy of language Asks for clarification and checks something has Asks questions to clarify points or to extend an
been understood correctly. exchange.
and communicative
Communicates in a wide range of polite and Identifies when communication breaks down
functions
appropriate functional language in social by offering repair techniques (e.g. repeating
interactions in familiar settings (e.g. invites others to back, clarifying for another listener who has
have their say in a discussion or makes suggestions misunderstood).
about what to do). Communicates in a wide range of polite and
functional language in familiar and unfamiliar social
settings (e.g. expressing tentative disagreement,
approval).
LANGUAGE RANGE Topics and contexts may expand beyond what is of Contexts and topics may expand into the less
direct personal relevance. familiar.
Uses a range of language leading to detailed and Uses past continuous, present continuous for future,
• Grammar and vocabulary extended spoken contributions (e.g. expresses zero and first conditional, restrictive relative clauses,
opinions, agreement and disagreement and reports past simple passive and quesation tags.
information from a listening and reading input). Uses vocabulary related to travel, health and fitness,
Uses present perfect, will for future, reflexive fashion, nature, science, technology.
pronouns, first conditional and modal verbs for
future.
Uses vocabulary related to entertainment, music,
festivals and celebrations, school and work and
personal experiences.
ACCURACY Produces intelligible speech, despite occasional Produces intelligible speech, with infrequent errors.
errors. Uses a range of stress and intonation patterns
Uses stress and basic intonation patterns to support to support meaning (e.g. raising intonation for
intonation
meaning mostly accurately. questions).
• Control of vocabulary, May produce errors but these do not hinder May produce errors but these do not hinder
structure and functions communication. communication.
Writing Assessment Criteria

As with Speaking, teachers of young learners will want any assessment to focus on overall communicative
achievement in order to allow a more holistic approach to the assessment. For the writing skill, the
Assessment Framework reflects a more formal approach as, for example, errors in writing cannot be
corrected for the audience in the way that they can with spoken tasks. Hence the categories here are
more evenly balanced than in the Speaking skill. Again, teachers are advised not to ‘require’ every subskill
but to take a balanced approach to what has been achieved overall across the categories.
Making the writing process relevant: The output of writing is generally less interactive than speaking and
thus can be less motivating for young learners. As a result, the onus is on the teacher to make the writing
task – and the written output - meaningful and relevant to their students in the choice of topic, context
and text type.
Writing as a skill in its own right: Writing has often been used as a vehicle to assess structure, vocabulary
and spelling. The writing assessment framework has been created to support teachers in assessing
writing as a skill in its own right - of which structure, vocabulary, spelling and punctuation are component
parts.
WRITTEN PRODUCTION
The criteria consist of the following four subskills: Text types, Content and organisation, Coherence and
cohesion and Ability to correct. In terms of language progress in young learners, it is the range of text
types that will broaden and develop as the young learner increases in age and ability. Content refers
to more than simply including the facts. It also involves presenting those facts in an organised and
appropriate manner. Young learners can be assessed on their ability to produce texts which are cohesive
at sentence and paragraph level, and coherent overall. Their ability to do this depends both on language
ability and also on their maturity so these features tend to be relevant at the higher levels or the older age
group. In terms of correcting their work, at Below A1 level, young learners will rely on copying and it is their
gradual movement away from a high level of support which is a marker of their improvement. The ability to
assess their own work critically is a key skill in moving towards greater independence and assessing this
will motivate them to do so.
LANGUAGE RANGE
The criteria consist of the following three subskills: Topics and contexts, Communicative functions and
Grammar and vocabulary. When designing assessment tasks, topics must be young learner oriented
and familiarity and relevance are the strongest considerations. Communicative functions emerge with
maturity/language level and the ability to use language for such purposes. In the very early stages of
writing skills development, only the simplest of functional language will be within the reach of the young
learner. The focus of assessment for grammar and vocabulary is the breadth of the young learners’
knowledge and usage.
ACCURACY
The criteria consist of the following four subskills: Control of vocabulary, structure and functions, Spelling,
Punctuation and Orthography. It is clear that the difference between accuracy in writing in controlled,
modelled tasks with familiar language and familiar contexts will be quite different from accuracy when
young learners are writing with more independence and creativity. In the latter case, teachers will be more
likely to consider the communicative success rather than detail. The framework describes the extent to
which errors are likely to occur and in what contexts.
The term ‘basic punctuation’ (capital letters, full stops, commas, question marks, apostrophes,
exclamation marks and speech marks) has been used in the criteria. Orthography reflects the extent to
which young learners are literate in their own language and specifically for learners whose progress in a
new alphabet needs to be assessed.
Writing
GSE 10-21/ <A1 GSE 22-29/A1
WRITTEN PRODUCTION Produces single words and very short phrases or Produces very basic text types, such as lists, and
sentences when provided with a model. completes simple tables, grids or forms with basic
• Text types
Writes the letters of the alphabet in upper and lower information (e.g. a greeting in a card).
• Content and organisation case. Writes basic isolated sentences (e.g. I can swim./I
• Coherence and cohesion Copies short words and may be able to copy very like dogs and cats.) with a model.
short phrases (e.g. This is Mary.) once familiarised Writes short answers to questions in a reading text
• Ability to correct with them. (e.g. What colour is the book? ➔ It is red.).
May produce 2-3 sentences on a familiar topic,
when modelled.
Connects simple ideas with and.
Is aware of errors in spelling when guided.
LANGUAGE RANGE Topics are familiar or related to the immediate Topics are own world centred but may include
environment (e.g. names, numbers, classroom familiar things presented in pictures or stories (e.g.
objects). everyday items, daily activities).
• Communicative functions Structures are limited to very simple affirmatives Uses some basic communicative functions (e.g.
• Grammar and vocabulary (e.g. This is.../I am...). simple personal preferences, card greetings, basic
Vocabulary covers single words (e.g. for colours, factual information).
pets, family members). Produces basic affirmative structures in present
simple tense.
Uses vocabulary related to family and friends,
animals, household and classroom objects,
possessions, days of the week.
ACCURACY Errors may be frequent if not copying from a model. May show good control of structure and vocabulary
Spells simple words correctly when copying from a when closely guided by a model.
• Control of vocabulary,
model. Errors in spelling may be frequent.
structure and functions
Uses capital letters on names and may use a capital Spells familiar words correctly.
• Spelling to begin a sentence. Has an awareness of very simple spelling rules (e.g.
• Punctuation Learners with non-Roman first language alphabets cat ➔ cats, bus ➔ buses).
are likely to make systematic mistakes in spelling Punctuates a sentence correctly (using capital
• Orthography
and orthography at all times. letters and full stops) and may use question marks.
Uses apostrophes for contractions.
Learners with non-Roman first language alphabets
are likely to make systematic mistakes in spelling
and orthography at all times.
GSE 30-35/A2 GSE 36-42/A2+

WRITTEN PRODUCTION Produces a limited range of text types appropriately, Produces a range of text types appropriately,
including simple notes and invitations, short, basic including simple emails and letters, simple diary
• Text types
descriptions, and lists for specific purposes (e.g. entries and short simple descriptive texts.
• Content and organisation recording an activity). Produces simple texts in linked sentences, of
• Coherence and cohesion Writes simple sentences (e.g. My friend has got relevant content or of personal interest, with
brown hair./I don’t like doing my homework.) with a guidance.
• Ability to correct model. Uses a range of simple sequential, contrastive and
May produce simple texts with relevant content on a cause and effect linking devices to connect ideas
familiar topic, when modelled. (e.g. and, but, so).
Uses very simple sequential and contrastive linking Corrects spellings and errors in layout with
devices (e.g. and, but) to connect sentences. guidance.
Makes corrections to spelling and layout when
guided.
LANGUAGE RANGE Topics relate to the learner’s own world situations, Topics relate to the world as it is relevant to young
knowledge and experiences (e.g. family and friends, people.
their town). Uses language for a range of functions (e.g. giving
• Communicative functions Uses a limited range of communicative functions instructions, simple advice) if given a model.
• Grammar and vocabulary (e.g. inviting or thanking someone) if given a model. Produces a range of simple structures (e.g.
Produces simple affirmative and negative structures comparative and superlative adjectives, past simple
in present simple and past simple tense (e.g. I went with regular and irregular verbs, present continuous,
to the park. /I don’t walk to school.). like + -ing), although may need guidance.
Uses vocabulary related to weather, free time, jobs, Uses vocabulary related to holidays, hobbies and
places, shops, food and clothes. sports, food, shopping, animals.
ACCURACY Controls structure and vocabulary when using Shows good control of structure and vocabulary
familiar language. with familiar language.
Errors are likely with less familiar language in less Errors may be frequent in less controlled tasks.
controlled contexts. Spelling is accurate with familiar words.
• Spelling Spells familiar words correctly, errors may occur Is aware of a range of spelling rules (e.g. tidy ➔
• Punctuation with new vocabulary. tidied, big ➔ bigger).
Is aware of simple spelling rules (e.g. dance ➔ Uses basic punctuation (e.g. capitals, full stops,
• Orthography
dancing). commas, question marks) with accuracy.
Uses a range of punctuation accurately including May use exclamation marks accurately, although
commas and possessive apostrophes. may under- or over-use them.
Learners with non-Roman first language alphabets Features of the first language are likely to interfere,
are likely to make several systematic mistakes in and learners with non-Roman first language
spelling and orthography. alphabets may make mistakes in spelling and
orthography.
GSE 43-50/B1 GSE 51-58/B1+

WRITTEN PRODUCTION Produces a wide range of both straightforward Produces a range of complex text types
and more complex text types appropriately (e.g. appropriately (e.g. short essays, more extended
• Text types
narratives, factfiles, posters, recipes and more narratives, reviews, dialogues and articles).
• Content and organisation extended letters). Content is relevant, organised and focused.
• Coherence and cohesion Produces simple, structured texts using connected Writes from a personal viewpoint.
sentences, with guidance.
• Ability to correct Produces structured texts with appropriate
Uses a range of linking devices to connect ideas paragraphing, using a variety of linking devices and
across the text (e.g. for sequence, comparison, organisational patterns.
cause and effect).
Reviews writing and self-corrects, with little direct
Structures texts into simple paragraphs to organise guidance needed.
content cohesively.
Corrects errors with spelling, layout and
organisation, with guidance.
LANGUAGE RANGE Topics may expand beyond what is of direct Topics may expand into the more abstract and less
personal relevance. familiar.
Uses a range of communicative functions Uses a range of complex communicative functions
• Communicative functions appropriately (e.g. thank you letters, letters of (e.g. can produce persuasive texts, opinions,
• Grammar and vocabulary apology, more detailed invitations, more complex recommendations and complaints) if given a model.
instructions) if given a model. Uses a range of complex structures (e.g. relative
Produces a range of complex structures (e.g. clauses, past simple passive), and a range of verbs
present perfect, will for future, first conditionals, to express aspect and modality.
some uses of modals). Uses vocabulary related to travel, health and fitness,
Uses appropriate verb tenses (e.g. distinguishing fashion, nature, science, technology.
between uses of past simple and present perfect)
although may need guidance.
Uses vocabulary related to entertainment, music,
festivals and celebrations, school and work and
personal experiences.
ACCURACY Shows control of structure, vocabulary and function Shows good control of structure, vocabulary
with familiar, and some less familiar language. and function with familiar, and some less familiar
Errors are likely to be common when using complex language.
language, and in unfamiliar contexts. Errors may occur when attempting to express
• Spelling Spells common and some less frequent words complex ideas, or attempting complex language,
accurately and is aware of spelling rules (e.g. ‘i and first language interference is possible.
• Punctuation
before e’). Spells common and less frequent words with good
• Orthography overall control. Errors are possible but do not
Uses a range of basic punctuation with accuracy
and to good effect. obscure meaning.
Features of the first language may interfere and Uses a wide range of punctuation with accuracy,
learners with non-Roman first language alphabets and to good effect, including colons, semi-colons
may make mistakes in spelling and orthography of and hyphens.
unfamiliar language. Learners with non-Roman first language alphabets
may make mistakes in spelling and orthography of
unfamiliar language.
Glossary
Term Definition
Audience The person or people being addressed or for whom a text is written.
Content The information included in spoken language or a piece of writing.
Discourse A stretch of spoken or written language that is longer than a single phrase or
sentence.
Function or Purpose The communicative reason for speaking or writing (e.g. to persuade/to invite).
Genre A particular form of writing: narrative, recount, procedure, report, explanation or

exposition.
Interlocutor A person who takes part in a conversation.
Prompt A question, photo, object etc. used by a teacher to help a learner give a response
in the foreign language.
Text type The format of a piece of writing: e.g. a letter, a story, a recipe, a newspaper article.
Topics and contexts The subject area of a discussion or piece of writing.

References
Council of Europe (2001) Common European Framework of References for Languages: Learning,
Teaching, Assessment [online]. Available from:
http://www.coe.int/t/dg4/linguistic/Source/Framework_en.pdf#page=3
[Accessed 20th January 2021]
McKay, P. (2006) Assessing Young Language Learners Cambridge: CUP.
Further Reading
The following documents were consulted during the development of the Assessment Framework for
Young Learners.
ALTE (2014) The CEFR Grid for Speaking [online]. Available from:
https://www.scribd.com/document/262119152/ALTE-CEFR-Speaking-Grid-Tests2014
Cambridge English (2013) Preliminary for Schools: Victoria and Chiara [online]. Available from:
https://www.youtube.com/watch?v=QwlBZc9MrJA&t=304s
Cambridge English, [n.d.], Cambridge English Flyers: YLE Flyers Preparation [online]. Available from:
https://www.cambridgeenglish.org/exams-and-tests/flyers/preparation/
Cambridge English, [n.d.], Cambridge English Movers: YLE Movers Preparation [online]. Available from:
https://www.cambridgeenglish.org/exams-and-tests/movers/preparation/
Cambridge English, [n.d.], Cambridge English: Ket (KET) for schools [online]. Available from:
http://www.cambridgeenglish.org/exams/key-for-schools/
Cambridge English, [n.d.], Cambridge English: Ket (KET) for schools Preparation [online]. Available
from: http://www.cambridgeenglish.org/exams/key-for-schools/preparation/
Cambridge English, [n.d.], Cambridge English Starters: YLE Starters Preparation [online]. Available
from: https://www.cambridgeenglish.org/exams-and-tests/starters/preparation/
Council of Europe (2016) Collated Representative Samples Of Descriptors Of Language Competences
Developed For Young Learners Aged 7 – 10 Years [online]. Available from:
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All you need to g:
persona lise learnin
SE Teacher Toolkit
The G
Help your learners unlock their

full potential with personalised
learning paths created using the
Global Scale of English Teacher Toolkit.
The free online tool includes:
^ Searchable databases of learning

objectives, vocabulary and grammar
^ Downloadable search results

for improved reporting
^ Text analyzer to measure

reading difficulty
Access the GSE Teacher Toolkit and

learn more about the Global Scale of
English at pearsonenglish.com/gse.

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Young

Global Scale of English Learning Objectives:

The Global Scale of English represents the most significant

The Global Scale of English

Extending the CEFR to Young Learners

Global Scale of English 10 20 30 40 50 60 70 80 90

Pearson’s CEFR-based descriptors of what young learners

Creating a proficiency framework

Insights into the assessment of Young Learners

Listening Assessment Criteria

GSE 30-35/A2 GSE 36-42/A2+

GSE 43-50/B1 GSE 51-58/B1+

Reading Assessment Criteria

GSE 30-35/A2 GSE 36-42/A2+

GSE 43-50/B1 GSE 51-58/B1+

Speaking Assessment Criteria

SPOKEN PRODUCTION AND FLUENCY

GSE 30-35/A2 GSE 36-42/A2+

GSE 43-50/B1 GSE 51-58/B1+

Writing Assessment Criteria

GSE 30-35/A2 GSE 36-42/A2+

GSE 43-50/B1 GSE 51-58/B1+

Content The information included in spoken language or a piece of writing.

Genre A particular form of writing: narrative, recount, procedure, report, explanation or

Interlocutor A person who takes part in a conversation.

Topics and contexts The subject area of a discussion or piece of writing.

IIISchools (2013) Cambridge English Flyers Speaking [online]. Available from:

Help your learners unlock their

^ Searchable databases of learning

^ Downloadable search results

^ Text analyzer to measure

Access the GSE Teacher Toolkit and

You might also like

^ Downloadable search results