Each sub-dimension starts with a horizontal row that describes competences for language-sensitive teaching that are common to all teachers.
These competence descriptors are at a fairly general level, with an attempt to cover the given sub-dimension relatively exhaustively. Capital letters (A, B, C) are used with the descriptor numbers to highlight which descriptions in the rows below exemplify these common descriptors.
The second row of four cells contains examples of competence descriptors that are specific to each of four different categories of teachers; these examples are illustrative, and not necessarily exhaustive. Also, there is a frequent and intended overlap between the competences of the four different categories of teacher. In many cases, a specific descriptor for one kind of teacher (e.g. a primary school science teacher) can be seen as applicable, with small adaptations, to another kind of teacher (e.g. a secondary school foreign language teacher). Therefore, users are invited to consult more than one of the four columns, and to engage in their own reflection on what areas of competence are common for different kinds of teaching. Moreover, in many contexts the same person teaches subjects covered in several columns, with primary school teachers often being a case in point. For these teachers, comparing the descriptors and examples across the columns is of special interest.
The third row of four cells contains illustrative examples, again for each of the four different kinds of teachers. These examples are typically even more specific than the descriptors in the two rows above. Moreover, the examples are contextualised to illustrate the relevance of the competence in given realistic circumstances.