Like Level 1 the four skills are in separate units: two optional units for the Award and four mandatory units for the Certificate and all units are context free. Level three requires clear communication, both written and verbal, and a higher degree of accuracy within the limits of the level. Like Level 1 the four skills are in separate units: two optional units for the Award and 4 mandatory units for the Certificate and all units are context free. All tasks are criterion-referenced and teachers are advised to consult the handbook for these. Careful examination of the detailed descriptors of skills and knowledge as well as help in planning assessment tasks are essential at this level so as not to disadvantage students. Download the qualification guide (pdf 3.42 MB)

Level 3 Speaking
The tasks should last about three minutes each. Firstly two tasks in different formal contexts, vocational or recreational, with opportunities to ask for and give information should be covered. Formats could be a presentation, discussion, problem-solving task, interview or survey or negotiation. Secondly, a formal or informal conversation of about three minutes needs to be conducted. This should be on a play, book, film or short story in the target language or a topic of cultural or vocational interest based on comparable stimulus material. For example, an article on environmental issues could be used. Here group discussion led by a different student each time might be appropriate. Accurate and confident pronunciation of commonly used phases and tenses is expected. Reasonable pronunciation and accuracy are tolerated in more complex structures. A variety of tenses and more complex sentence structure should be used. Prompts may be used. Each student should be recorded at least once.

Assessment must include oral question and answer and could include a report, role-play or simulation or a group discussion.

Level 3 Listening
Firstly an understanding should be shown of at least two varied passages of about five minutes in total on two topics of vocational or public interest. Students need to understand overall meaning, purpose (facts, opinions, instructions/advice) and emphasis, identify emotions and attitudes and show understanding of the language. Secondly, they need to understand at least two formal and more informal discussions, interviews or conversations of about five minutes from two further topic areas. Authentic texts should be chosen. Students need to understand the register, ideas and opinions, and factual information as well as show understanding of the language. At least two and no more than four questions on each passage are advised.

There is no prescribed form of assessment for listening: it can be written question and answer in test/exam situation, a report, oral questions and answers, written description, or group discussion. At this level it is considered that oral questions and answers and  discussion are more suitable for teaching than assessing.

Level 3 Reading
Two factual texts should be used to assess students. These should contain a range of styles and be about 1000 words in total to test understanding of specific details, ideas and opinions. Secondly students should show understanding of two imaginary texts with a variety of expression and structure of about 1000 words in total to test understanding of key points, themes, differences between information and opinion. Three to five questions for each passage would be appropriate and a variety of closed and open questions should be used.

There is no prescribed form of assessment for reading: it can be written question and answer in test/exam situation, oral questions and answers, written description, or role-play. The board advises however that oral questions and answers and  role-play are more suitable for teaching than assessing.

Level 3 Writing
At least three pieces of work totalling about 1000 words are required for different purposes and for a different audience. Some example could be creative or factual writing, formal and informal correspondence. Students will need to structure their writing using a variety of more complex structures and tenses with reasonable accuracy and in a suitable register. Assessment must include written description but written questions and answers in test/exam situation, essay, report  or reflective log or diary formats may also be used. Assessment should be by the tutor.