Use the resource’s own level labels
Cambridge English activities for children are grouped at Pre A1, A1 and A2. Cambridge suggests beginning with Pre A1 when unsure and trying a higher level if the work is too easy. The activities cover different language skills.
Treat that as a way to choose an activity, not as a formal assessment. Finishing one page does not establish a child’s overall CEFR level.
Watch the first attempt
Choose a topic your child recognises so that the subject itself is not an extra puzzle. Before supplying an answer, check whether the instruction makes sense. A child may know the word but not understand that the task requires dragging a picture rather than clicking it.
You could keep three notes:
- The task: listen and select a picture.
- The help: explained how to select an answer.
- The response: chose the picture after hearing the recording again.
Those notes describe what happened. They do not convert into a score or a reading age.
Change one difficulty at a time
If the instruction was the problem, try another task with the same answer format. If the language was unfamiliar, choose simpler language while keeping the format familiar. If both were straightforward, try a more demanding activity and observe again.
A child’s performance can differ across listening, reading and writing. Do not assume that a comfortable listening task means a writing task with the same label will be equally comfortable. When browsing a new library, use the task-first approach in free English resources.