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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
Communication Checklists or use in Learning or Lie and Work
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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.
Local and Global Citizenship
Year 8
Where to Develop the Skill:
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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Personal Development
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
Where to Develop the Skill:
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.
Education for Employability
Year 9
Where to Develop the Skill:
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.
http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_9/unit4.pdf#page=13http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_9/unit4.pdf#page=13http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_9/unit4.pdf#page=13http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_9/unit4.pdf#page=13 -
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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
Where to Develop the Skill:
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.
Personal Development
Year 9
Where to Develop the Skill:
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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Education for Employability
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
Where to Develop the Skill:
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.
http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_10/unit1.pdf#page=10http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_10/unit1.pdf#page=10http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_10/unit1.pdf#page=10http://www.rewardinglearning.org.uk/microsites_other/employability/documents/wow_factor/year_10/unit1.pdf#page=10 -
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Communication Checklists or use in Learning or Lie and Work
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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.
Local and Global Citizenship
Year 10
Where to Develop the Skill:
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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Personal Development
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
Where to Develop the Skill:
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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Communication Checklists or use in Learning or Lie and Work
A CCEA Publication 2011