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This is where things get a little...examish. No, that isn’t technically a word, but you catch my drift.

Not-so-funny jokes aside, what if a Proficiency candidate actually uttered that word in the speaking exam?

What if they used the suffix '-ish' to playfully add nuance to the word? Maybe they were talking about a language course they'd been taking. Would it be wrong to say that? Perhaps it would be better to use words like 'exam-focused' or 'exam-oriented' instead. How about 'exam-esque'? Okay, that last one may sound good, but would it make sense in this context?

The above example could easily have been based on a discussion you might have with students based on emergent language in a proficiency classroom - we'll go into that in more detail later on in the course.

For now, it serves as an example of how you could explain the C2 level in a nutshell:

First, let’s try to get a solid, high-level sense of the C1-C2 learning gap. The following is based on an exploration of the Cambridge Proficiency Handbook and Cambridge Advanced Handbook.

Advanced vs. Proficiency

Video 1 - Level

• Go through key understandings from ‘what learners can do at C2’.
• Compare with C1
• Allude to Exam performance and what it means in class

Now we’ll focus on the exam itself - another whole thing that learners (and teachers) need to know about. Let’s take a tour through key differences between the Cambridge Proficiency exam and other Cambridge exams.

Video 2 - Exam format

• Overview of how the exam is different from Advanced / First.
• Differences in format

Finally, let’s focus on the skills gap. What exactly is the step up from C1 to C2 and what does this mean for your classes?

Video 3 - Exam criteria

• Focus on level of skills necessary for input tests
• Focusing in on differences in exam criteria for output tests
• Appropriacy?
• Range?
• Rhetorical resource?
• Emphasis?