Level 3


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Interact clearly to explore and justify varied ideas and perspectives in different situations.

Updated December 2016. This document has been updated to include language features.

Language Features

A repertoire of language features and strategies to maintain the interaction is required for this standard. For this reason, it does not produce evidence towards this standard if students write and learn scripted role plays by heart, or otherwise prepare the total interaction beforehand. Indicators of the ability to maintain an interaction will not be evident in such exchanges.

The standard at level 3 requires evidence of spontaneity, i.e. the ability to maintain and sustain an interaction without previous rehearsal 

Features and strategies such as pausing, negotiating meaning, prompting, seeking clarification etc. can only be in evidence when the student is unaware of all questions that are asked and has not prepared all answers. For this reason, the use of cue cards would also render evidence invalid.

Interactions where students can react in a genuine way, and where they are able to naturally control the direction of the interaction, give students the opportunity to meet the criteria.


The standard calls for a minimum of two interactions and these must be in different situations. This will mean that the context and/or purpose and/or type will be different for each interaction, e.g. negotiating the best way to spend a Saturday evening with friends will necessitate different language from a discussion of what students did in the holidays.

Assessing the collection of evidence

The grade will be awarded for the collection of interactions assessed as a whole, i.e. each interaction will not be assessed individually - the grade will be derived from the overall quality of the work. Students must show that they are working consciously and reasonably consistently at the level, rather than accidentally and occasionally.

The sample tasks suggest about four to five minutes interaction in total for level 3.


Incorrect language/inconsistencies will only affect a grade if they hinder communication. It is important to note that accuracy is not a criterion of this standard. In a realistic conversation by learners of a second language, errors are natural and should not be overly penalised.

Whilst inconsistencies that do not affect communication will not affect the grade, for Excellence, there needs to be sufficient language, outside the language with errors, that contributes to the criteria of the successful use of a range of language.

At level 3, students need to move beyond simply providing information and into exploring and justifying a variety of ideas and perspectives. This will involve evaluating, explaining and providing supporting evidence. Students could also support or challenge the ideas and perspectives of others.

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