communication checklist key stage 3 llw.pdf

7/28/2019 Communication Checklist Key Stage 3 LLW.pdf

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Communication Checklists or use in Learning or Lie and Work

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Developing Communication Skillsin Learning for Life and Work

Key Stage 3


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Communication is central to the wholecurriculum. Children should be ableto communicate in order to expressthemselves socially, emotionally and

physically, to develop as individuals,engage with others and contribute asmembers of society.

Children should be given opportunitiesto engage with and demonstrate theskill of communication and to transfertheir knowledge about communication

concepts and skills to real-lifemeaningful contexts acrossthe curriculum.

The Statutory Curriculum at Key Stage 3: Rationale and Detail, (CCEA, 2007)


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Personal Development

Local and Global Citizenship

Wow FactorEducation or Employability



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The Northern Ireland Curriculum embedsthe development o skills within the statutoryrequirements or each Area o Learning. Thelearning outcomes or Learning or Lie and Workstate that pupils should be able to communicateeectively in oral, visual and written ormats

showing clear awareness o audience and purpose.

The aim o this document is to help Learningor Lie and Work teachers identiy relevantopportunities to develop pupils Communicationskills through their subject. It also aims to provideLearning or Lie and Work teachers with thetools and inormation needed to optimise pupilsdevelopment o these skills.

About the Resource

The document relates to three resources that havebeen published by CCEA or Learning or Lie andWork at Key Stage 3:

Insync (Personal Development); Local and Global Citizenship Folder; and Wow Factor (Education or Employability).

From each resource, we have selected an activityor each year group that we believe provides anexcellent opportunity or the development oCommunication skills. We then explain how theactivity can be adapted to ocus on Communication.We also provide a checklist that can be used tohelp teachers and pupils think about the skill theyare developing.

How to Use this Resource

On each page you will nd:

A Communication Checklist this will provideteachers and pupils with tips and pointers on how

to develop the specifc Communication skill they

are ocusing on. A Link to a Learning for Life and Work

Resource this link will bring you to the originalactivity in one o the Learning or Lie and Work

resources.

Preparation Notes urther inormation onhow to adapt the original activity so that the

development o Communication skills can be

optimised.

Linking to the original Learning or Lie and Work

resource rst will help you understand the contextand background to the activity described. Thepreparation notes help you turn the activity intoan opportunity to develop Communication skills.When perorming the activity, display the checklistor pupils so that they can sel-assess theirdevelopment o the skill, or use it as a reminderor the sorts o behaviour and work you shouldexpect to see throughout the activity.

The checklists themselves are context-ree andthereore can be applied to any activity where youwant pupils to develop that particular aspect oCommunication. However, the checklists are linkedto a particular year group, so i you are presentinga Year 10 checklist to a Year 8 class, you may needto amend the list to refect the pupils ability.


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Education for Employability

Individual Presentation

Make sure your voice is loud

and clear.

Maintain eye contact with your audience. Be aware o posture, or example, stand

up straight, dont slouch and dont dget.

Pace yourself correctly ensuring youmake good use o time.

Have brief notes which are easy to reerto, but do not read directly rom them.

Use visual aids, i appropriate, to engageyour audience or example, presentationsotware, photographs, props, etc.

Match your style and tone to youraudience and purpose or example,a ormal style or an interview

presentation, a conversational style or apresentation or your classmates.

Engage your audience immediately;draw them in with an interestingopening.

Stick to your topic throughout i youhave prepared well you will be less likelyto veer o topic.

Keep a catchy thought or yourconclusion make your audience thinkabout what you have said.

Year 8

Where to Develop the Skill:

Year 8, WOW Factor, Unit 4, Theme 4,

Steps to Achievement

In this activity, pupils discuss howto set goals in order to achieve theiraim. By extending the activity to

include a one-minute presentationrelated to goal-setting, pupils

have an opportunity to develop theCommunication skill o individual

presentation.

Preparation:

Once the pupils have completedResource 5, indicate that during

this part o the activity they willalso be ocusing on developing

the skill o delivering an individualpresentation to an audience.

Ask the class to identiy what

they think are the skills o a good

presenter. Record pupils suggestions as

appropriate and supplement asnecessary rom the checklistprovided. Indicate that this list

represents the success criteria orthe skill.

Pupils peer-assess each other

using their success criteria.
http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_8/unit4.pdf#page=11http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_8/unit4.pdf#page=11http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_8/unit4.pdf#page=11http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_8/unit4.pdf#page=11


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Using Evidence fromTexts to Support

Opinions

When points are made, ensure they arebacked up by evidence rom what hasbeen read.

Evidence can be in the orm oquotations or examples rom the text.

I quotations are being used, ensurethe correct punctuation is applied (seeexample below).

Use the ollowing structure in eachparagraph to ensure opinions areproperly supported:

Point Evidence Explanation

(To help remember this, think P.E.E.)

For example:

(Point) Some teenagers suer romracist bullying which can be veryupsetting.

(Evidence) For example, Jillian says thatpupils said things like, all Jews shoulddie when she was at school.

(Explanation) Targeting young peoplesdierences can be very hurtul as it canmake them eel that they do not t in andthat these dierences are something tobe ashamed o. However, in reality weare all dierent in some way and that iswhat makes us special.


Year 8


Local and Global Citizenship, Unit 2,

Activity 2.7, Responding to Racism

In this Local and Global Citizenshipactivity, pupils read case studiesabout racism and think about ways to

respond to racism. By extending thetask to include preparing a speech

about how people are aected byracism, pupils have a good opportunity

to develop the Communication skill

o using evidence rom texts tosupport opinions.

Preparation:

Ater pupils have read throughthe case studies on racism in the

resource and have completed theworksheet, ask them to prepare a

speech explaining how teenagersare aected by racism in Northern

Ireland. They must use examplesrom the case studies to support

their points.

Tell them that during this part o theactivity they will also ocus on the

skill o using evidence rom texts tosupport opinions. Use the checklist

to help pupils with the task.
http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_123/Teachers_Notes_Units_1_2_3.pdf#page=25http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_123/Teachers_Notes_Units_1_2_3.pdf#page=25http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_123/Teachers_Notes_Units_1_2_3.pdf#page=25http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_123/Teachers_Notes_Units_1_2_3.pdf#page=25


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Adopting andMaintaining a Role

Choose and use appropriate bodylanguage or the role, or example:

Arms crossed to show annoyance. Finger pointing to show aggression. Fidgeting and staring into space to

show boredom. Straight, upright posture to show

authority.

Use relevant facial expressions or thesituation, or example:

shock anger ear humour etc.

Use appropriate language, or example: Childish vocabulary or young children. Slang or a teenager.

Relevant costume/props i appropriate,or example:

apron walking stick baseball cap

Maintain your role throughout theperormance.

Year 8


Insync Year 8, Theme 3, Activity 2.2,Decisions and Consequences

In this Personal Development activity,groups o pupils are given a scenario

to act out rom a worksheet. Theyhave to create alternative endings or

their scenario and demonstrate theconsequences o each decision they

make.

Preparation:

Indicate that during this part o theactivity they will also be ocusing

on developing the skill o adoptingand maintaining a role.

Once the pupils have created their

role-play, discuss with them howactors make their perormances

convincing (see checklist orsuggestions).

Record pupils suggestions asappropriate and supplement as

necessary rom the checklistprovided. Indicate that this list

represents the success criteria orthe skill.

Pupils peer-assess each other

using their success criteria.
http://www.nicurriculum.org.uk/docs/key_stage_3/insync/yr8/teacher_notes/y8_3.pdf#page=6http://www.nicurriculum.org.uk/docs/key_stage_3/insync/yr8/teacher_notes/y8_3.pdf#page=6


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Persuasive Writing

Make your opinion clear rom the rst

line. Sum up your overall belie in therst paragraph.

Write using a polite and balanced tone,avoid being one-sided, or example, weappreciate the need to make a prot,however

Make your points clear and logical.

Use accurate grammar and punctuation.

Use common persuasive techniques orexample, alliteration, acts, opinions,repetition, rhetorical questions, emotivelanguage, statistics, lists o threes.

** Look at a copy o, or listen to, MartinLuther Kings I have a dream speech tosee how he uses these techniques.

Support your arguments with evidence,or example, statistics, expert opinionsetc.

Conclude with a brief memorablethought or example, a quote or ahumorous quip.


Year 9


Year 9, WOW Factor, Unit 4, Theme 5,

Go Green, Activity 2

In this Education or Employabilityactivity, pupils investigate howbusinesses can reduce their carbon

emissions. They then write a letterto encourage a company to reduce

its carbon ootprint. This provides anopportunity or pupils to develop the

Communication skill o persuasive

writing.

Preparation:

Tell pupils that during this activity

they will ocus on developing theskill o persuasive writing.

Ask the class to identiy what

they think makes a good piece opersuasive writing.

Record pupils suggestions as

appropriate and supplement asnecessary rom the checklist

below. This list can be used as thesuccess criteria or the skill.

Ater nishing their letter, pupilscan peer-assess another groups

letter using the success criteria.


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Citizenship

Effective ActiveListening

Be patient, avoid trying to guess whatsomeone is about to say and allow thespeaker to nish their sentence.

Do not interrupt or talk over someoneelse when they are speaking.

Look at the person who is speaking,making eye contact.

Show that you are listening by usingnon-verbal reactions, such as, nodding,smiling, facial expressions.

Show curiosity by asking relevantprobing questions.

Make a note o any questions you wouldlike to ask ater the speaker has nished.

Repeat what has been said to ensureunderstanding.

Challenge or agree with points that havebeen raised.

Dont dget!

Year 9


Local and Global Citizenship, Unit 6,Activity 6.1, I There Were 100 inthe World

In this Local and Global Citizenshipactivity pupils explore social justice

and social exclusion. In groups,pupils use the questions provided

to encourage discussion about thedistribution o wealth in the world.

Each group gives eedback on

decisions, responding to questionsand challenges rom others. Thisactivity provides a good opportunity or

pupils to develop their listening skills.

Preparation:

Ater completing activity 6.1 aboutdistribution o wealth in the world,ask pupils to discuss the ollowing

question: Do you think everyperson in the world has the same

opportunities in lie?

Tell them that during this parto the activity they will ocus on

developing their listening skills.

Ask pupils to suggest what theythink good listening would look

like and record their ideas asappropriate.

Ask pupils to suggest how they

could tell i someone is listeningeectively and record their ideas

as appropriate. You can addsuggestions rom the checklist.

Ask the pupils to note down

examples o good listening skillsthat they observed during their

group discussion. This could bepart o a class eedback session.
http://boston/nicrefresh/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_456/Teachers_Notes_Units_4_5_6.pdf#page=25http://boston/nicrefresh/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_456/Teachers_Notes_Units_4_5_6.pdf#page=25http://boston/nicrefresh/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_456/Teachers_Notes_Units_4_5_6.pdf#page=25http://boston/nicrefresh/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_456/Teachers_Notes_Units_4_5_6.pdf#page=25http://boston/nicrefresh/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_456/Teachers_Notes_Units_4_5_6.pdf#page=25http://boston/nicrefresh/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_456/Teachers_Notes_Units_4_5_6.pdf#page=25


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Finding and SelectingInformation from a

Range of InternetSources

Be aware that some websites are morereliable than others.

Distinguish between credible sites

and sites where anyone can contributeinormation without regulation.

Identiy inormation relevant to the task,or example, acts, experts opinions, andstatistics.

Keep an accurate record o the sitesused or reerence purposes (ull webaddresses).

Be aware o the publication date, and thedierence between historical and currentinormation.


Year 9


Insync Year 9, Theme 10, Activity 2,

What Do you Know About Smoking?

In this activity, pupils explore theissue o smoking, its physical eects

and why people smoke. By extendingthis activity to ask pupils to create an

inormation leafet about smoking,they can develop their skill o nding

and selecting inormation rom arange o Internet sources.

Preparation:

Tell pupils that during this parto the activity they will ocus on

developing their skills in ndingand selecting inormation rom a

range o Internet sources.

Ask pupils to nd out moreabout smoking by reading the

inormation worksheet provided

and conducting personal researchusing an Internet search engine.

Tell pupils they must consult atleast two websites and ensure they

record their web addresses.

Ask pupils to suggest possiblesites they could consult. Facilitatea class discussion around the

reliability o inormation ound onthe web (see checklist).
http://www.nicurriculum.org.uk/docs/key_stage_3/insync/yr9/teacher_notes/y9_10.pdf#page=6http://www.nicurriculum.org.uk/docs/key_stage_3/insync/yr9/teacher_notes/y9_10.pdf#page=6


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Locating Informationfrom a Range of

Sources

Identify the key question you wantanswered about your chosen subject, orexample, Is coursework necessary?

Be aware o where to locate usefulsources of information, or example,

the careers section in the school/publiclibrary.

Find out i there are any outsideagencies that can help, or example,exam board websites.

Be aware that some websites are morereliable than others.

Identiy any inormation relevant to thetask by making notes. Keep an accurate record o the sources

used, to reer to later.

Ensure all inormation is current andup-to-date.

Year 10


Year 10, WOW Factor, Unit 1, Theme 2,Qualications or Me

In this activity, pupils select andresearch a GCSE subject which

they would like to promote. Theywrite an insert or an inormation

booklet promoting their chosenGCSE subject. This provides pupils

with an opportunity to develop theCommunication skill o locating

inormation rom a range o sources.

Preparation:

Tell pupils that during this activitythey will ocus on developing the

skill o locating inormation rom arange o sources.

Ask pupils how they could begin to

carry out this research.

Record pupils suggestions as

appropriate and supplement asnecessary rom the checklist

provided. This list can be used asthe success criteria or the skill.

Pupils work in pairs to conduct

research on their chosen subject.


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Formal Letter Writing

Ensure the letter has been structuredcorrectly (see template below). Write in paragraphs. Make your purpose clear in the rst

paragraph.

Conclude the letter with relevant closingremarks or example, in a letter to whichyou expect a reply you could write, I lookorward to hearing rom you soon.

Sign the letter Yours sincerely i youhave used the name o the person at thebeginning.

Sign the letter Yours aithully i theletter begins with Dear Sir/Madam orTo whom it may concern.

Use ormal language. Dont use slang orcolloquialisms. Use a polite tone. Prooread the letter and check spelling,

punctuation and grammar.


Year 10


Local and Global Citizenship, Unit 9,

Activity 9.4, At What Age Can I?

In this Citizenship activity, pupilsdiscuss laws which state the age atwhich you can do certain things or

example, you can only vote i you are18 or older. They then select one o

these laws which they would like tochange and create an argument to

convince the rest o the class that it

should be changed.

By extending the activity to include

writing a letter to their local MP orMLA, pupils have a good opportunity

to develop their ormal letter writingskills.

Preparation:

Ater pupils have presented their

argument to the class, ask them toindividually write a letter to their

local MLA/MP.

Indicate that during this part othe activity they will ocus on

developing their ormal letterwriting skills.

Ask pupils to suggest what shouldbe included in a ormal letter and

how it should be structured.

Show pupils the checklist to help

them write and assess their letter.

FormalLette

rWritingTemplate

Youraddress

Date

Recipientsadd

ress

DearSir/Mada

m(ornameof

thepersonifk

nown),

Iamwritingt

o

Yoursfaithfull

y(sincerelyift

henameofthe

person

hasbeenused)
http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_789/Teachers_Notes_Units_7_8_9.pdf#page=33http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_789/Teachers_Notes_Units_7_8_9.pdf#page=33http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_789/Teachers_Notes_Units_7_8_9.pdf#page=33http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/learning_for_life_and_work/local_global_citz_resources/units_789/Teachers_Notes_Units_7_8_9.pdf#page=33


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Writing to Advise

Use a riendly inormal tone to make

your reader eel comortable.

Use personal pronouns such as I,you, we and us, so that you make apersonal connection with your reader.

Use short simple words and sentencesto ensure that you do not soundintimidating.

Use rhetorical questions to encourageyour reader to think about yoursuggestions.

Use a balanced non-judgemental style -advise rather than preach!

Year 10


InSync Year 10, Theme 9, Activity 2.2,Dating

As part o a Personal Developmentlesson on the risks and dangers

associated with dating, pupils writeboth a letter to an agony aunt and an

appropriate response. This providesa good opportunity to develop the

Communication skill o writing toadvise.

Preparation:

As pupils are writing theirresponse to the agony aunt letter,

indicate that during this part o theactivity they will also be ocusing

on developing the skill o writing toadvise.

Make available examples oproblem pages to demonstrate

how responses are structured.

Ask pupils to identiy commoneatures o the advice given in

problem pages. Record these andsupplement with inormation rom

the checklist.
http://www.nicurriculum.org.uk/docs/key_stage_3/insync/yr10/teacher_notes/y10_9.pdf#page=6http://www.nicurriculum.org.uk/docs/key_stage_3/insync/yr10/teacher_notes/y10_9.pdf#page=6http://www.nicurriculum.org.uk/docs/key_stage_3/insync/yr10/teacher_notes/y10_9.pdf#page=6http://www.nicurriculum.org.uk/docs/key_stage_3/insync/yr10/teacher_notes/y10_9.pdf#page=6


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A CCEA Publication 2011

communication checklist key stage 3 llw.pdf

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