Agape School of Education follows The Common European Framework of Reference for Languages (CEFR)

What is CEFR?
The Common European Framework of Reference for Languages (CEFR)

What is the CEFR?

The CEFR is a framework used to describe achievements and proficiency of learners of foreign languages. It was designed to provide a transparent, coherent and comprehensive basis for the development of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. It is used across Europe but also in other continents and is now available in 39 languages.

The CEFR describes foreign language proficiency at six levels (A1 and A2, B1 and B2, C1 and C2) by specifying what learners at each stage are able to understand and express. The scheme makes it possible to compare tests and examinations across languages and national boundaries.

The CEFR defines levels of progress as follows:
A1 and A2: basic language skills
B1 and B2: independent use of language
C1 und C2: proficient use of language

 

Listening

Reading

Speaking

Writing

A 1

Understand familiar words and simple phrases when they are spoken slowly and clearly

Comprehend single words and simple sentences, e.g. signs and billboards

Communicate in short, simple phrases

Produce short, simple notes and postcards and fill in forms

A 2

Understand the overall meaning of short, simple, clearly spoken messages

Read and comprehend short, simple text, e.g. advertisements, and personal correspondence

Make yourself understood with a series of sentences in familiar everyday situations

Produce short, simple notes, messages, emails and personal letters

B 1

Understand important information regarding work, school, free time, etc.

Comprehend texts written in everyday language for general and job-related purposes

Participate in conversations regarding family, hobbies, work, travel and current events

Produce simple, connected text on familiar themes and topics

B 2

Follow lengthy statements and reports as well as most films and TV programmes when the topics are somewhat familiar

Understand articles, reports and contemporary literary prose

Relay ideas relatively fluently and spontaneously, and actively participate in discussions

Produce detailed texts such as essays, reports and letters, and present arguments effectively

C 1

Understand lengthy reports, lectures, TV programmes and films without great effort

Comprehend complex and lengthy texts of a specialized or literary nature

Express thoughts spontaneously, fluently and precisely

Produce clear, well-structured texts in appropriate style on complex subjects

C 2

Understand spoken language with ease, even when spoken quickly

Comprehend original texts of any complexity with ease

Participate effortlessly in all conversations and discussions, understand and using colloquial language

Produce sophisticated and complex texts, summarize and discuss specialized texts and literature

As there are many variables in teaching a language, please check with us directly on the time frame that might be relevant for your situation or check our programmes’ information. Our experience has proven that a single student in a one-to-one setting with a teacher will learn much faster than a student in a group class.

FRAMEWORK

Language proficiency is categorized according to levels of progress. The table shows the proficiency a student will have acquired after completing the set of classes that make up the course work for each level.

PRIMARY

Based on MOELC Syllabus

SECONDARY

Based on MOELC Syllabus, Skills tested: Reading, writing, speaking and listening

JUNIOR COLLEGE (JC)

Based on MOELC Syllabus, Skills tested: Reading, writing, speaking and listening