CEFR A1 – A2 level

Basic user

The CEFR CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages. organises language proficiency into a progressive scale from A1 to C2 level (see Figure 3 below) with the CEFR CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages. CV adding additional subcategories to all levels as well as including a pre-A1 level within the A descriptor band. The Specification for Junior Cycle MFL MFL
Modern Foreign Languages aims to develop communicative language proficiency broadly aligned with the A band (A1 to A2, Basic User) of the CEFR CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages. and CEFR CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages. CV and its descriptors.

CEFR CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages. Language Proficiency Scale

Language learners are seen as language users from the outset, who use language to communicate in specific situations within particular domains of language use which represent typical real-world needs relevant to the age and stage of the language learner. Although more than one domain Domain
refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students. may be involved in many situations, it is useful to distinguish the following in the context of learning modern foreign languages in junior cycle:

• the personal domain Domain
  refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students. is centred on home life with family and friends and reflects individual activities and social practices. 
• the public domain Domain
  refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students. refers to ordinary social interaction with the general public and includes transactions and leisure activities of a public nature. 
• the educational domain Domain
  refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students. is concerned with activities and social interaction in a learning context such as school. Further supports on the domains of language use can be found here.

Across all levels, language learning is supported by authentic, real-life texts, activities and experiences. At the basic user level of language learning, students’ own lived experiences play a key role. Students learn to interact in situations of immediate relevance, drawing on and transferring existing knowledge, skills and strategies to the new language they are learning. 

As students’ language proficiency develops across the A1-A2 band, they learn to navigate a broader range of familiar topics Familiar topics
Topics that are familiar to the learner through their own lived experience. , events, and experiences within these domains, appropriate and relevant to their own age and stage of development.