Word Recognition: The student can recognise and understand basic, everyday vocabulary and common phrases related to immediate needs and personal experiences, such as family, shopping, local geography, and employment.

Word Use: The student can use these words and phrases to communicate simple messages. They are likely to make mistakes but can usually be understood by someone used to dealing with non-native speakers.

Spelling: The student can spell a basic repertoire of isolated words and phrases.

Collocations: The student can use a limited range of simple linking words and conjunctions to connect ideas, such as "and" or "but".

Semantic Range: The student uses a limited variety of words, mostly common ones. The use of synonyms or more complex vocabulary is minimal.

Word Formation: The student is beginning to understand the basic concept of word formation, such as adding "-ing" or "-ed" for verb tenses or the use of plurals.

Word Recognition: The student recognises and understands a wider range of everyday vocabulary, including more abstract terms related to areas of immediate relevance.

Word Use: The student can use this vocabulary to express thoughts on more abstract topics such as basic personal and family information, shopping, employment, and descriptive language about their immediate environment and experiences. 

Spelling: The student's spelling of common words and phrases is generally accurate, with some mistakes with more complex or irregular words.

Collocations: The student can use a wider range of linking words and conjunctions to connect ideas. Their sentence structure is still simple but shows more variety.

Semantic Range: The student uses a wider variety of words. They can discuss a range of topics relevant to their daily life with their expanded vocabulary.

Word Formation: The student has a better understanding of word formation and can use it more accurately, such as changing verb tenses or forming plurals.

Word Recognition: The student can communicate the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Word Use: The student is able to use and understand familiar vocabulary related to areas of immediate relevance (e.g., basic personal and family information, shopping, local geography, employment).

Spelling: The student can spell a broader range of words, though some errors may still occur. The occasional spelling mistake does not hinder overall understanding.

Collocations: The student can use a broader range of linking words and conjunctions to connect ideas, but may not always do so accurately or appropriately.

Semantic Range: The student uses a satisfactory range of vocabulary to express thoughts on familiar topics, but might still struggle to find the right word or phrase and may use circumlocution or simplification strategies.

Word Formation: The student can use some simple structures correctly, but still systematically makes basic mistakes.

Word Recognition: The student can understand a wide range of vocabulary that allows them to participate in conversations about various topics with fluency and spontaneity.

Word Use: The student can use this vocabulary to express themselves clearly and in detail, without frequently needing to search for words. Their speech or writing exhibits some synonyms, idiomatic expressions, and less common phrases.

Spelling: The student can spell most words correctly, including less common ones. Occasional mistakes are acceptable.

Collocations: The student can use a broad range of linking words, conjunctions, and transitional phrases to connect ideas smoothly and create cohesive arguments or narratives.

Semantic Range: The student uses a wide variety of words and is capable of distinguishing slight differences in meaning. They can use synonyms effectively and incorporate more complex vocabulary into their speech or writing.

Word Formation: The student has a good grasp of English word formation and can correctly use various forms of a word in appropriate contexts, such as using nouns as verbs, changing tenses, and using prefixes or suffixes.

Word Recognition: The student can recognise and understand a wide range of demanding, longer texts, and recognise implicit meaning in them.

Word Use: The student can express ideas fluently and spontaneously without much obvious searching for expressions. The student uses language flexibly and effectively for social, academic, and professional purposes.

Spelling: The student can spell most words correctly, including those with complex spelling.

Collocations: The student has a good command of idiomatic expressions and colloquialisms, demonstrating familiarity with nuances in vocabulary choice.

Semantic Range: The student can use a wide range of vocabulary to convey finer shades of meaning precisely, even in more complex situations.

Word Formation: The student shows a strong understanding of word formation, including the use of prefixes, suffixes, and compound words, and can utilise these in their speech and writing.

Word Recognition: The student demonstrates an exceptional understanding of a wide range of vocabulary, including idiomatic expressions, colloquialisms, academic terminology, and specialised language from various professional fields.

Word Use: The student uses these words and phrases with a high degree of precision and fluency, maintaining a natural and sophisticated level of discourse in both speaking and writing. The student rarely, if ever, makes vocabulary mistakes.

Spelling: The student can spell virtually all words correctly, including complex and irregular words.

Collocations: The student exhibits the ability to use idiomatic expressions and has an excellent grasp of the subtle nuances of word connotations, appropriateness, and register.

Semantic Range: The student uses a wide variety of words and synonyms to convey precise meanings and to avoid repetition. The student's vocabulary breadth and depth are on par with a well-educated native speaker.

Word Formation: The student demonstrates a full understanding of word formation and can manipulate prefixes, suffixes, compound words, and internal changes to form new words or to convey nuances of meaning, mood, and tone.