What Are English Language Exit Standards and Which Certificates Are Most Common Today? English language exit standards are the level of English proficiency students are expected to reach by the end of each stage of schooling, measured through certificates such as IELTS, TOEIC, Cambridge, VSTEP or IB English. Understanding these score levels helps parents and students see exactly what is required and prepare accordingly. Read on to explore each certificate in detail and how the latest exit standards are applied. What are English language exit standards? English language exit standards are the minimum level of English proficiency a learner must reach on completing a programme or stage of education. This level is usually set as a specific score on a certificate such as IELTS, TOEIC, VSTEP or Cambridge, or as a level on the CEFR framework. Common English language exit certificates When it comes to English exit standards, every school and programme seems to use a different yardstick. One asks for IELTS 6.0, another for TOEIC 600, another for Level 3 of 6 on VSTEP. Parents are easily confused because the numbers look unrelated, but in fact they all map onto a common reference framework. Below are six English exit certificates widely used today: Some of the most common English language exit certificates today CEFR (A1–C2) The CEFR (Common European Framework of Reference) is a language reference framework developed by the Council of Europe. It divides language proficiency into six levels, from A1 (beginner) to C2 (near-native). Almost every English certificate today can be mapped onto the CEFR. That is why it makes sense to use the CEFR as your anchor when assessing proficiency, rather than trying to remember the individual scores of each test. Cambridge English Qualifications Cambridge offers a suite of qualifications spread across the CEFR levels, well suited to school-age students: YLE (Starters/Movers/Flyers): for primary school pupils, equivalent to Pre-A1 to A2. KET (A2 Key): typically taken by students in the early years of lower secondary school. PET (B1 Preliminary): a familiar benchmark at the end of lower secondary school. FCE (B2 First): the level many international upper secondary schools aim for. CAE (C1 Advanced): sufficient for academic study in English at top universities. Cambridge's strength is that it assesses all four skills and the certificates do not expire. IELTS, TOEFL, TOEIC These three certificates serve different purposes: IELTS: the most popular choice for studying abroad, immigration and university exit requirements. Valid for two years. TOEFL iBT: commonly used for universities in the United States; taken on computer; valid for two years. TOEIC: geared towards the workplace; many Vietnamese universities use it as a graduation requirement. VSTEP VSTEP is a framework issued by Vietnam's Ministry of Education and Training, also divided into six levels that correspond to the CEFR. Many public universities accept VSTEP Level 3 (~B1) as their exit standard. VSTEP carries less international recognition than IELTS, but it is convenient for students who plan to study and work only in Vietnam. IB English In the IB programme, English is not taken as a standalone certificate exam but as a subject with its own standards: Language Acquisition (English B): for students learning English as a second language. Language & Literature (English A): for students who use English at a near-native level, including the study of literature. IB English results at DP level (the IB Diploma Programme for upper secondary) are recognised directly by many of the world's top universities, without the need to submit IELTS or TOEFL scores as well. Conversion table across the scales The table below gives a quick reference: for the same level of proficiency, the equivalent score on each certificate. CEFR Cambridge IELTS TOEFL iBT TOEIC (L&R) VSTEP IB English A1 Pre-A1 Starters – – 120–224 Level 1 – A2 A2 Flyers / KET 3.0–3.5 – 225–549 Level 2 – B1 B1 Preliminary (PET) 4.0–5.0 42–71 550–784 Level 3 English B SL (3–4) B2 B2 First (FCE) 5.5–6.5 72–94 785–944 Level 4 English B HL (5–6) / English A SL (3–4) C1 C1 Advanced (CAE) 7.0–8.0 95–120 945–990 Level 5 English A HL (5–6) C2 C2 Proficiency (CPE) 8.5–9.0 – – Level 6 English A HL (7) English language exit standards by stage of education Each stage of education has its own English exit standard, and knowing where your child sits on this scale helps parents avoid being caught off guard at each transition point. The section below sets out the standards stage by stage, using the CEFR as the main reference and converting to Cambridge and IELTS for easy comparison. Primary: CEFR A1–A2 and Cambridge YLE At primary level, the common exit standard at international and bilingual schools is usually CEFR A1–A2, measured using the Cambridge Young Learners English (YLE) suite: Starters, Movers and Flyers. A pupil reaching A2 by the end of Grade 5 can read a restaurant menu, ask for directions, and write a short 50-word paragraph about their family or school. Lower secondary: CEFR A2–B1 and Cambridge KET/PET By the end of Grade 9, a reasonable exit standard for students on an international programme is CEFR B1, equivalent to Cambridge PET or IELTS 4.0–5.0. At this level, students can take part in group discussions in English, write 150–200-word essays and understand basic academic texts. This is also an important milestone, because programmes such as the IB MYP, A Levels and AP all require a solid foundation in academic English from this stage. Students below B1 entering Grade 10 will have to study their subjects while simultaneously filling gaps in their language. Upper secondary: CEFR B1–B2 and Cambridge FCE By the end of Grade 12, the exit standard for students planning to study abroad or following the IB Diploma is typically CEFR B2, equivalent to Cambridge FCE or IELTS 5.5–6.5. This is enough to study at university in English, write a 500-word academic essay and deliver a 5–10-minute presentation. IB Diploma students have an advantage: the DP itself builds in academic English at B2+ level through the Language A/B subjects, so many graduate already at IELTS 6.5–7.5 without needing intensive exam preparation. Vietnamese universities: TOEIC/IELTS English exit standards at Vietnamese universities commonly fall within TOEIC 450–650 or IELTS 5.0–6.0, depending on the subject and type of programme. Some reference standards at universities in Vietnam include: Hanoi University of Science and Technology: TOEIC 500 (standard programme) National Economics University: TOEIC 600 (Vietnamese-taught programme); TOEIC 730 (high-quality programme) Foreign Trade University: TOEIC 650 FPT University: IELTS 6.0 Hanoi University: IELTS 6.0 RMIT Vietnam: IELTS 6.5 Note: Figures updated in June 2026 and provided for reference only. Each university sets its own requirements by intake year, subject and type of programme (standard, high-quality, international joint programme). Parents should verify directly on each university's official admissions website before using these figures to make decisions. International universities: IELTS 6.5–7.5 and TOEFL iBT 90+ To enter university in the UK, the US, Australia, Canada or Singapore, students typically need IELTS 6.5–7.5 or TOEFL iBT 90+, equivalent to upper B2 to C1 on the CEFR. Russell Group universities, the Ivy League and Australia's Group of Eight may even require IELTS 7.0–7.5 with no individual band below 6.5. This is why many parents with study-abroad ambitions choose an IB school early: academic English is developed continuously from the PYP through to the DP, rather than piling the pressure onto the final year of secondary school. English exit standards at each stage of education, using the CEFR as the main reference and converted to Cambridge and IELTS English language exit standards at international schools and in the IB programme When looking into international schools, parents often ask a very practical question: once my child finishes, what level of English will they reach on the international scale? The answer lies in how the IB programme designs its English pathway: rather than concentrating everything in the final year, it develops English steadily through every stage and measures progress regularly against the CEFR. English exit standards for international school students at each IB stage At schools that teach the full IB programme in English, language proficiency is developed stage by stage rather than concentrated in the final year: PYP – Primary Years Programme (Grades 1–5): pupils typically reach around CEFR A1 to A2, with basic reading, writing, listening and speaking skills, and can give short presentations on class topics. MYP – Middle Years Programme (Grades 6–10): the common target range is CEFR B1 to B2, as students begin writing essays, analysing texts and engaging in academic debate. DP – Diploma Programme (Grades 11–12): DP graduates are typically at CEFR B2 to C1, fully able to study in English at university level. English exit standards at international schools and in the IB programme At Westlink, the IB pathway is designed as a continuous progression from Primary through to Upper Secondary. Westlink is an officially authorised IB World School for both the PYP and the MYP, while the DP is offered in Grades 11–12, helping students maintain an international learning direction throughout every stage of their schooling. Find out more about the IB Primary Years Programme (PYP) and the IB Diploma Programme (DP) at Westlink for a clearer picture of the English pathway at each stage. IB English Language A and IB English Language B This is a point many parents get wrong. The IB divides English into two separate subjects based on each student's proficiency and background: Language A (Language & Literature): for students who use English as a first or near-first language. Students read literary works and carry out critical analysis, with an exit standard equivalent to a native speaker. Language B: for students learning English as a second language. It is offered at two levels, Standard Level and Higher Level. Language B Higher Level results are commonly recognised by many universities in Europe, Australia and Canada as equivalent to around IELTS 6.5 or above, meeting their English entry requirements. Distinguishing correctly between these two subjects helps families choose a pathway that suits their child's ability, rather than pushing them into the wrong level. Specialist English support for students who are not yet fluent Most Vietnamese students and returning families start out not yet fluent in English. This is why specialist English support (known as EAL – English as an Additional Language) is a cornerstone of any genuine international school. Specialist English support is not a crash course or extra tuition. It is a personalised system: teachers assess each student's language gaps, build a support plan that runs alongside mainstream lessons, and track progress regularly against the CEFR. A pathway to help your child meet English exit standards for the long term Meeting English exit standards is not the result of a crash exam-preparation course in Grades 11–12; it is the product of years spent living in an English-speaking environment. Parents can take the lead in building that pathway by following the four principles below. Start early in a genuinely multilingual environment Children who are naturally exposed to English from Early Years through Primary progress much faster than those who attend just two or three sessions a week at a language centre. The deciding factor is not the number of hours of English lessons, but the number of hours a child uses English to learn other subjects, to play and to make friends with classmates of many different nationalities. This is why the multilingual environment at Westlink is designed for students to use English throughout the school day, not only in English lessons. A multilingual environment helps children use English naturally in learning and communication. Measure progress regularly against the CEFR – don't wait for the final year Parents should know which CEFR level their child has reached after every school year, rather than waiting until Grade 12 to sit IELTS. International schools following IB standards assess students' English regularly through Cambridge tests, GL Assessment or internal assessment against CEFR descriptors. This helps identify language gaps early and intervene in good time, rather than letting them build up. Tell "genuinely bilingual" apart from "bilingual in name only" This is where parents most often choose the wrong school. A genuinely bilingual school shows three verifiable signs: (1) regular CEFR/Cambridge testing with progress reports shared with parents; (2) a personalised EAL programme for students who are not native speakers, not a crash course of extra lessons; (3) a multinational student community in which English is the natural language of communication, not a language "learnt just for the sake of it". Review the pathway at each transition point Starting Grade 6, starting Grade 10 and preparing to study abroad are the three moments when parents should sit down with the school to check whether the English pathway is still the right fit. Returning families and families transferring mid-year should review it earlier, as soon as their child enrols, so that a suitable EAL support plan can be put in place. Frequently asked questions about English language exit standards 1. Is IB English recognised as an exemption from foreign-language certificate requirements at Vietnamese universities? Some Vietnamese universities have policies for converting IB English results into their foreign-language exit standard, particularly for high-quality and international joint programmes. These rules are not consistent across universities. 2. My child is at a Vietnamese school. If they move to an IB school, will they have time to meet the exit standard? Absolutely, provided they move at the right stage and receive English support alongside. Children who join at primary level or early lower secondary have the advantage of time. Westlink provides personalised EAL support for students who have not yet reached the required English level on entry, helping them settle into the IB programme without becoming overwhelmed. 3. How long does it take to progress from CEFR A1 to B2? It typically takes four to six years in a structured learning environment, measured against the CEFR. Children learning in a multilingual environment with 30+ nationalities progress faster than those taking a few extra lessons a week. The deciding factor is not the hours of lessons, but how much a child uses English every day to learn other subjects, communicate and present. 4. My child became used to English while our family lived abroad. Will studying in a bilingual school back in Vietnam cause them to "fall behind"? This is a common concern among overseas Vietnamese families. The answer depends on the environment your child joins. If the school genuinely teaches entirely in English and has a multinational community, your child will not lose momentum. If the school is only "bilingual in name", the risk of falling behind is real. Westlink responds within 24 hours and offers individual transition guidance for each child – families can contact Westlink Admissions for a personalised pathway consultation. English language exit standards are not a destination – they are milestones on a long journey that begins in primary school. Your child can reach any level on the CEFR scale if they learn in an environment with regular assessment, personalised EAL support and a multinational community in which to use English every day. If you are considering a sustainable English pathway for your child, book a tour of Westlink to meet our academic team and receive a personalised pathway consultation. Our Admissions team responds within 24 hours and supports your family throughout the transition, true to the Dream – Strive – Succeed spirit that Westlink nurtures in every student.
