Level 1 XXXXX
Achievement Standard Languages XXXXX: Interact using spoken
(Target Language) to communicate personal information, ideas and
opinions in different situations
Languages 1.3A Version 1 (Target Language)
TITLE OF TASK
Credits: 5
Achievement
Achievement with Merit
Achievement with Excellence
Interact using spoken (Target
Language) to communicate
personal information, ideas and
opinions in different situations.
Interact using convincing
spoken (Target Language) to
communicate personal
information, ideas and opinions
in different situations.
Interact using effective spoken
(Target Language) to
communicate personal
information, ideas and opinions
in different situations.
Student instructions
Introduction
This task requires you to interact in (Target Language) in a range of different situations.
Interactions will be in pairs or groups, but your work will be assessed individually.
You will complete this work over time, throughout the year.
You will be assessed on how well you are able to use spoken (Target Language) to
communicate personal information, ideas and opinions in different situations.
To achieve this standard, you need to communicate beyond the immediate context, e.g. the
past and/or the future.
Task
During the year, you will make audio or video recordings of yourself using (Target Language)
in a range of spoken interactions.
As you work, you are responsible for recording each interaction and storing several back-ups
in a suitable manner, for example on the school’s student drive, on a dedicated pen drive, on
MyPortfolio website.
At the end of the assessment period, select three to five of your recorded interactions for
assessment.
Task 1
In your interactions you could discuss:

More detailed instructions on the task
Task 2
In your interactions you could discuss:

More detailed instructions on the task
Task 3
In your interactions you could discuss:

More detailed instructions on the task
Task 4
In your interactions you could discuss:

More detailed instructions on the task
NB to teachers:
When writing the tasks, ensure that what you ask students to do allows them to fulfil the
requirements of standards. This means they will be given opportunities to:

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focus on topics that allow students to maintain/sustain interaction
have an element of debate so opinions are defended/challenged
have an element of the 'unknown' so that there is potential to explore own point while
taking others into account
Assessment Conditions
Your interactions must be recorded. Methods include videoing, digitally recording in a
computer lab, or using a digital voice recorder, cell phone, or MP3 player. The recording of
this interaction must be of good enough quality to ensure that all participants can be heard
clearly.
Make sure that in your selected interactions, your total spoken contribution is about three
minutes and all the work is your own. If there is any doubt, the school’s authenticity policy
will be enacted. See the languages authenticity statement below.
Quality is more important than quantity.
You may not use the language from the language samples unless it has been significantly
reworked.
Cue cards may not be used. You may use authentic context material suitable to the task, for
example, a shopping list, map or poem, but you may not read from it.
Make sure you choose different situations for each interaction and check each choice with
your teacher before you begin work on it.
It is not appropriate to write out a script then learn it by heart for this Achievement Standard.
Quality markers such as the ability to maintain an interaction, or the appropriate and
spontaneous use of interjections will not be evident in such exchanges. All tasks will be
designed in such a way to guarantee a level of spontaneity, e.g. you may be warned of three
possible scenarios/topics/roles and choose by random on the day.
It may be that in a conversation both students are not being assessed. The student being
assessed should be clearly identified. You will need to get in to the habit of ‘namedropping’,
i.e. introduce yourself at the begging and keep referring to your partner’s name during the
interaction to ease identification.
In all situations you should be showing your ability to use the language you have acquired in
as natural a way as possible, i.e. not artificially using long sentences and complex structures
where native speakers would not naturally do so.
NZQA says:

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Unmodified extracts from any external source should not be included without
acknowledgement of sources and will not be considered for the final achievement judgement.
When considering the authenticity of the evidence: ‘the teacher’s knowledge of the student’s
work and learning enables the teacher to make judgments of the authenticity of the evidence’
(NZC pp 39 -41).
At Epsom Girls Grammar School, this means:
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It is vital that you present only your own work.
You may use words and phrases from your resources but must be certain to adapt them. You
may not reproduce whole sentences or paragraphs from the resources, or from previously
corrected work.
If the teacher suspects that you have used work that is not your own, you may be asked
questions to test your level of understanding.
Where evidence indicates work presented is not your own work, ‘Not Achieved’ will be
awarded.
Definitions
Write refers to composing and organising text in a linguistically and culturally
appropriate format and style, and may include:
 drafting
 reworking over a period of time.
Write on areas of most immediate relevance refers to using language, related to basic
personal information and past, present, and/or future experiences, in order to express
personal information, ideas and opinions in culturally appropriate written (Target
Language).
Communication is achieved overall, despite inconsistencies, such as:
 format
 spelling
 lexical choice
 level of formality
 language conventions
 language features.
Convincing means that there is development of the information, ideas and opinions
which is generally credible and connected. The writer selects and uses a range of
language and language features that are fit for purpose and audience.
Communication is not significantly hindered by inconsistencies.
Effective means that there is development of the information, ideas and opinions which
is controlled and integrated. The writer capably selects and successfully uses
language and language features that are fit for purpose and audience.
Communication is not hindered by inconsistencies.
Variety refers to texts selected from a range of different text types, which have been
created for different purposes. At all times the quality of the texts in the selection,
considered as a whole, is more important than length.
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php
Assessment schedule: Languages XXXXX (Target Language) –
TASK TITLE
Evidence/Judgements for
Achievement
Evidence/Judgements for
Achievement with Merit
Evidence/Judgements for
Achievement with Excellence
The student interacts using
spoken (Target Language) to
communicate personal
information, ideas and opinions
in different situations.
The student interacts using
convincing spoken (Target
Language) to communicate
personal information, ideas and
opinions in different situations.
The student interacts using
effective spoken (Target
Language) to communicate
personal information, ideas and
opinions in different situations.
The student provides a
collection of recordings of three
to five different spoken
interactions.
The student provides a
collection of recordings of three
to five different spoken
interactions.
The student provides a
collection of recordings of three
to five different spoken
interactions.
The total student contribution to
the interactions is about three
minutes.
The total student contribution to
the interactions is about three
minutes.
The total student contribution to
the interactions is about three
minutes.
The interactions are in different
situations, for example,
planning an event, discussing a
party, or helping a tourist.
The interactions are in different
situations, for example,
planning an event, discussing a
party, or helping a tourist.
The interactions are in different
situations, for example,
planning an event, discussing a
party, or helping a tourist.
The interactions show the
student sharing personal
information, ideas and opinions
that are relevant to the task.
The interactions show the
student sharing personal
information, ideas and opinions
that are relevant to the task.
The interactions show the
student sharing personal
information, ideas and opinions
that are relevant to the task.
Over the three to five
interactions, there is evidence
of communicating beyond the
immediate context, for example,
communicating about the past
and/or future.
Over the three to five
interactions, there is evidence
of communicating beyond the
immediate context, for example,
communicating about the past
and/or future.
Over the three to five
interactions, there is evidence
of communicating beyond the
immediate context, for example,
communicating about the past
and/or future.
The student achieves
communication overall,
although inconsistencies may
hinder understanding in some
places.
The student uses a range of
language that is fit for the
context.
The student successfully uses a
range of language that is
consistently fit for the context.
The student is generally
successful in selecting from a
repertoire of language features
and strategies to support the
interaction.
The student skilfully selects
from a repertoire of language
features and strategies to
support the interaction.
For example:
Language Example
The student achieves
communication, and
inconsistencies do not
significantly hinder
understanding.
For example:
The student achieves
communication, and
inconsistencies do not hinder
understanding.
For example:
A:
Language Example
Language Example
Final grades will be decided using professional judgement based on a holistic examination of
the evidence provided against the criteria in the Achievement Standard.