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Communication

Explore communication key skills, assess candidate work, review portfolios, examples of evidence sources, and standards for various levels. Enhance speaking, listening, and reading skills.

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Communication

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  1. Communication Key Skills INSET

  2. Outline of INSET training • A review of the standards for all levels of communication key skill • Examples of portfolios • Activity – working on sample portfolios • Question and answer session • Close

  3. Objectives of INSET • Requirements for levels 1, 2 & 3 Communication • Examples of possible evidence sources • How to assess candidates work • The difference between witness statements and assessor records

  4. C1.1 Speaking and ListeningThe standards • C1.1 Take part in either a one to one discussion or a group discussion • 1.1.1 Provide information that is relevant to the subject and purpose of the discussion • 1.1.2 Communicate clearly in a way that suits the situation and respond appropriately to others

  5. C2.1a Speaking and ListeningThe standards • C2.1a Take part in a group discussion • 2.2a.1 Make clear and relevant contributions in a way that suits your purpose and situation • 2.2a.2 Respond appropriately to others • 2.2a.3 Help to move the discussion forward

  6. Key points - discussion • The topic for discussion must be of a straightforward nature. Straightforward refers to material that is commonly met in the context that candidates work and study • A group should include a minimum of 3 participants

  7. Possible sources of evidence for C1.1/C2.1a (discussion) • A team meeting • A mock interview • A discussion about a product for a client • A review of a recent review/assignment • A classroom or workplace discussion about a current topic or problem

  8. C2.1b Speaking The standards • C2.1b Give a talk of at least 4 minutes • 2.2b.1 Speak clearly in a way that suits your subject, purpose and situation • 2.2b.2 Keep to the subject and structure your talk to help listeners follow what you are saying • 2.2b.3 Use appropriate ways to support your main points

  9. Key points - talk • Brief notes should only be used as a prompt and not simply read out • The audience must be engaged • If group presentation, each member must speak for at least 4 minutes and demonstrate they have achieved all aspects of the standards • Assessor Record/Witness Statements should state the length of the talk and be signed and dated

  10. Possible sources of evidence for C2.1b (talk) • An update on a team project using a diagram • An account of an event using a photograph • An explanation of an investigation including a chart of the findings • Instructions given to a small group of colleagues using a working model

  11. C3.1 a Speaking and ListeningThe standards • C3.1a Take part in a group discussion • 3.1a.1: Make clear and relevant contributions in a way that suits your purpose and situation • Respond sensitively to others, and develop points and ideas • Encourage others to contribute

  12. C3.1 b Speaking and ListeningThe standards • 3.1b Make a formal presentation of at least eight minutes, using an image or other support material • 3.1b.1: Speak clearly and adapt your style of presentation to suit your purpose, subject, audience and situation • 3.1b.2: Structure what you say to progress logically through each stage of your presentation • 3.1b.3: Use an image or other material to support or enhance what you are saying

  13. Key points for the presentation • Brief notes should only be used as a prompt and not simply read out • The audience must be engaged • If a group presentation, each member must speak for at least 8 minutes and demonstrate they have achieved all aspects of the standards • Other support material could include a handout or music

  14. Possible sources of evidence for 3.1b (presentation) • Using a graph to present main findings from an investigation • Using artwork or a demonstration as part of a briefing for clients • A case in a debate about a sensitive issue, using photographs to illustrate main points

  15. C1.2 ReadingThe standards • C1.2 Read and obtain material from at least one document • 1.2.1 Read relevant material • 1.2.2 Identify accurately the main points and ideas • 1.2.3 Use the information to suit your purpose

  16. C2.2 ReadingThe standards • C2.2 Read and summarise information from at least two documents about the same subject. Each document must be a minimum of 500 words long • 2.2.1 Select and read relevant documents • 2.2.2 Identify accurately the main points, ideas and lines of reasoning • 2.2.3 Summarise the information to suit your purpose

  17. C3.2 Read and SynthesiseThe standards • 3.2 Read andsynthesise information from at least 2 documents about the same subject. Each document must be a minimum of 1000 words long • 3.2.1: Select and read relevant documents • 3.2.2: Identify accurately, and compare, the main points, ideas and lines of reasoning • 3.2.3: Present your interpretation of the subject in a way that is coherent and brings together information from different documents to suit your purpose

  18. Key points - Reading • Level 2 • Each document must be a minimum of 500 words • The documents must relate to the same subject • Evidence (photocopies/appropriate references) of reading material should be included within the portfolio • The summary could also be presented for 2.3, as long as it meets the relevant criteria

  19. Key points – ReadingLevel 3 • The candidate must work independently to select material i.e. candidates should not be given two 1000 word documents to use, or detailed chapter or page numbers. However a reading list is acceptable • Synthesis goes beyond summary. It also includes the candidate’s own interpretation in bringing together information in a coherent form for a specified purpose • The subject matter must be complex

  20. Possible sources of evidence for C1.2 - Reading • Level 1 • Reading a short illustrated instruction leaflet • Reading a brief newspaper item to inform a discussion on a local issue • Taking notes from the Internet to write a short essay (C1.3)

  21. Possible sources of evidence for C2.2 - Reading • Level 2 • Summarising information from a staff handbook and an illustrated report • From two text books, one which includes a chart, for use in an essay • A college prospectus and a careers booklet for writing a letter of application

  22. Possible sources of evidence for C3.2 - Reading • Level 3: • to inform an essay • to produce a technical report • to carry out a presentation • to plan a project

  23. C1.3 WritingThe standards • 1.3 Write two different types of documents • 1.3.1 Present relevant information in a format that suits your purpose • 1.3.2 Spell, punctuate and use grammar accurately • 1.3.3 Make your meaning clear

  24. C2.3 WritingThe standards • 2.3 Write two different types of documents each one giving different information. One document must be at least 500 words long • 2.3.1 Present relevant information in a format that suits your purpose • 2.3.2 Use a structure and style of writing to suit your purpose • 2.3.3 Spell, punctuate and use grammar accurately • 2.3.4 Make your meaning clear

  25. C3.3 WritingThe standards • 3.3 Write 2 different types of documents, each one giving different information about complex subjects . One document must be at least a 1000 words long • 3.3.1: Select and use a format and style of writing that is appropriate to your purpose and complexity of subject matter • 3.3.2: Organise material coherently to suit the length, complexity and purpose of your document • 3.3.3 Spell, punctuate and use grammar accurately • 3.3.4: Make your meaning clear

  26. Key points • The candidate should select and use a form and style that is fit for purpose • Candidates should not be penalised for 1 or 2 errors as long as they are not repeated in the second document • Material electronically produced should be signed and dated as candidates own work • The subject matter should be straightforward at levels 1 and 2 • At level 3 the subject matter must be complex e.g.abstract, sensitive, having a number of strands, challenging….

  27. Key points continued • Fitness for purpose is important. Several minor errors in a document for one’s own use or limited internal circulation can be acceptable whereas a document intended for public consumption, where accuracy might be seen to reflect on the writer or the organisation from which it comes, would require greater accuracy. (Page 29 of Guidance)

  28. Possible sources of evidence for C1.3 - Writing • Candidates should present two different written documents which can include the following: • A short report or essay • A memo • A menu • A poster • An illustrated leaflet • A business letter

  29. Possible sources of evidence for C2.3 - Writing • Candidates should present two different written documents which can include the following: • A letter • A memo • A set of instructions Longer document i.e.500 words • An essay • A report including a graph • A newspaper-type article with a picture

  30. Possible sources of evidence for C3.3 - Writing • An essay and newspaper article • A report and leaflet • A business letter and handout for a presentation • A set of instructions and an investigation Nb: as long as one is at least 1000 words

  31. Level 1 – Use of image • Candidates must use at least one image, either to obtain information, or to convey information in their discussion or one of the documents they write to help the audience/reader understand the points they are making • An image may take the form of a model, plan, sketch, diagram, photograph, picture, graph or chart • A table of text or numbers does not constitute an image

  32. Level 2 – Use of image • Candidates must use at least one image, either to obtain information, or to convey information in their discussion, their talk or one of the documents they write to help the audience/reader understand the points they are making

  33. Level 3 – Use of image • An image may take the form of a model, plan, sketch, diagram, photograph, picture, graph or chart • A table of text or numbers does not constitute an image • At least 1 image must be used to either obtain information or to convey information in one of the written documents • An image or other ‘support material’ must be used for the formal presentation (3.1b)

  34. Witness statements and Assessor records • As Centres, you may use your own Assessor Records/Witness Statements or pro-formas can be supplied by the WJEC • As teachers you should be assessing students work using ‘Assessor records’. These should list the requirements for each criterion, allowing an assessor to tick to confirm the candidate has met the requirements and also allowing a comment to be made

  35. Witness statements and Assessor records • A witness is a ‘third party’ who is neither the candidate nor assessor e.g. work experience officer or employer. • Witness statements should not be the sole form of evidence for the discussion and talk, where used they should include the date, the name, signature and contact details of the witness • Assessors are responsible for judging the validity of witness statements. See pages 33 & 37 ofThe key skills qualifications standards and guidance 2004

  36. Thank you for your time Any questions?

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