A1Supported first steps in English
Recognises familiar language and communicates basic messages with substantial help.
ReadingRecognise familiar words and short, simple messages.
ListeningUnderstand familiar language when speech is slow and clear.
SpeakingUse basic phrases; interact with a helpful partner.
WritingWrite familiar words and simple personal statements.
What the same subject task might look like
HumanitiesPoster: “all”. Survey: “half”. Not the same.
MathsBoth answers: 400. Same answer. Different ways.
ScienceWarm water: 30 seconds. Cool water: 60 seconds.
Illustrative supported classroom responses, written for this portal. These are not validated CEFR scoring samples.
Teacher moves
Use labelled visuals, a small word bank, modelling, pointing and oral rehearsal. Check understanding through representations as well as English.
Let learners point, match, label or select an example, then model a short English response. The diagram or calculation can remain intellectually demanding.
A possible next language move: Build a short meaningful phrase into a simple sentence; reduce one prompt when the learner is ready.
A2Simple connected classroom messages
Handles familiar situations and communicates straightforward information in simple language.
ReadingFind predictable information in short, accessible texts.
ListeningCatch key information in short, clear messages.
SpeakingExchange routine information and give simple descriptions.
WritingProduce short messages and simple linked sentences.
What the same subject task might look like
HumanitiesThe poster says everyone agrees, but the survey says half. The poster may want support.
MathsBoth methods give 400. One method uses 200 plus 200. The other uses 100 times 4.
ScienceThe solid dissolved faster in warm water. It took 30 seconds, not 60.
Illustrative supported classroom responses, written for this portal. These are not validated CEFR scoring samples.
Teacher moves
Use short chunks, accessible headings, sentence starters and rehearsal. Model a small number of useful relationships.
Keep the same evidence available. Ask for a simple comparison, sequence or explanation, using a frame where needed.
A possible next language move: Link a point to a reason or example and ask a follow-up question.
B1Connected explanation on familiar content
Understands the main points of clear familiar input and gives connected explanations.
ReadingRead straightforward texts on familiar interests or topics.
ListeningFollow main points in clear speech on familiar matters.
SpeakingExplain experiences or views and give brief reasons.
WritingWrite connected text on familiar topics.
What the same subject task might look like
HumanitiesThe poster tries to persuade people that the plan has support. However, only half the survey respondents agreed, so the sources give different impressions.
MathsBoth methods are correct: 25 × 8 + 25 × 8 = 400, and a quarter of 100 × 16 is also 400. The second method is quick when I notice that 25 is a quarter of 100.
ScienceThe solid dissolved in 30 seconds at 40°C, compared with 60 seconds at 20°C. This suggests that temperature affected dissolving time, but we should repeat the test.
Illustrative supported classroom responses, written for this portal. These are not validated CEFR scoring samples.
Teacher moves
Offer paragraph plans, headings and focused vocabulary. Rehearse the evidence link before an independent response.
Ask for a connected response with a clear point, an evidence detail and an explanation. Use familiar subject content to diagnose the language demand.
A possible next language move: Develop the explanation, select stronger evidence and distinguish a claim from a limitation.
B2Developed explanation and supported judgement
Handles complex ideas and produces clear, developed responses, including arguments and comparisons.
ReadingFollow arguments and viewpoints in more complex texts.
ListeningFollow extended speech and developed argument in accessible contexts.
SpeakingParticipate actively and develop a supported point of view.
WritingWrite clear, detailed text and explain arguments.
What the same subject task might look like
HumanitiesThe poster’s universal claim is not supported by the survey, which reports agreement from half its respondents. Its persuasive purpose may explain the contrast, although the survey sample also needs checking.
MathsPartitioning uses distributivity: 25(8 + 8) = 200 + 200. The other method rescales 25 as 100/4, giving 100 × 4. Both are equivalent; efficiency depends on which numerical relationship is easiest to recognise.
ScienceDissolving time was lower at 40°C than at 20°C in these observations. The difference supports a possible temperature effect, but repeat trials and consistent stirring are needed before drawing a stronger conclusion.
Illustrative supported classroom responses, written for this portal. These are not validated CEFR scoring samples.
Teacher moves
Use targeted models for evidence, organisation, stance and qualification. Avoid assuming that fluent conversation guarantees control of every subject genre.
Ask learners to justify a choice or interpretation and address a relevant limitation. Check subject accuracy separately from the quality of the English argument.
A possible next language move: Improve precision, synthesis and the handling of exceptions or competing interpretations.
C1Precise, flexible academic expression
Handles demanding language and expresses complex ideas with organised, flexible and precise language.
ReadingInterpret demanding texts, including implied meaning.
ListeningFollow complex discourse and less explicit relationships.
SpeakingExpress complex ideas flexibly and with sustained organisation.
WritingProduce well-structured text with controlled cohesion and register.
What the same subject task might look like
HumanitiesThe contrast concerns both the scale and purpose of the claims: the poster presents unanimity, whereas the survey reports a proportion of respondents. The discrepancy challenges the poster’s wording, but not necessarily every aspect of its message.
MathsThe two solutions exploit different structures of the same product: distributivity in one case and proportional rescaling in the other. Their equivalence is secure, while their practical efficiency depends on the solver’s recognition of those structures.
ScienceThe observations are consistent with a temperature-related reduction in dissolving time. However, the apparent effect cannot be isolated confidently without evidence that other influential conditions were controlled and the pattern replicated.
Illustrative supported classroom responses, written for this portal. These are not validated CEFR scoring samples.
Teacher moves
Target specialist genre conventions, unfamiliar terminology and nuanced evidence links. Use feedback that sharpens an already substantial response.
Require synthesis or qualification where the subject task calls for it. Offer subject-specific support without treating advanced general English as complete disciplinary expertise.
A possible next language move: Refine precision and select an economical form suited to the audience and disciplinary purpose.
C2Nuanced and economical communication
Understands demanding language and communicates fine distinctions fluently, precisely and coherently.
ReadingSynthesize demanding texts and distinguish subtle differences.
ListeningUnderstand demanding speech, allowing familiarisation with unfamiliar accents.
SpeakingExpress nuanced meaning and adapt flexibly to the situation.
WritingProduce precise, fluent text suited to a complex purpose.
What the same subject task might look like
HumanitiesThe survey contradicts the poster’s claim of unanimity among its respondents; it does not establish the wider population’s view. Evaluating either source therefore requires attention to purpose, scope and representativeness.
MathsBoth calculations preserve the product, one through distribution and the other through rescaling. The useful comparison is not correctness but the ease with which each representation exposes a calculable structure.
ScienceThe observed difference motivates a hypothesis about temperature; it does not, on its own, establish causation. Replication under controlled conditions would help distinguish a temperature effect from other explanations.
Illustrative supported classroom responses, written for this portal. These are not validated CEFR scoring samples.
Teacher moves
Use expert feedback on the disciplinary argument, evidence, audience and rhetorical choices. Advanced proficiency does not remove the need to teach new subject knowledge.
Ask for precise, audience-appropriate judgement grounded in evidence. A concise explanation may be more successful than a long one.
A possible next language move: Refine the response for purpose and audience, rather than making it longer or more ornate.