1

ESSENTIAL SKILLS WALES

LEVEL 1 – 3 COMMUNICATION

Guidance/Clarification

General

This document is intended to aid centres to successfully plan, deliver and assess

Communication.

Whilst this guidance focuses on clarification and application of the first two columns of the

standards – “You must provide evidence that you can…” & “Evidence requirements” it is

emphasised that candidates must have covered sufficiently the skills included in the third

column - “In order to show that you are competent, you need to show how to:” before

attempting to produce a portfolio.

This guidance/clarification should be read in conjunction with the following publications:

Essential Skills Wales publication (WG, April 2010)

Additional Clarification of Essential Skills Wales (WG, November 2011)

WJEC Example Portfolios (Available on CD from WJEC)

WJEC Handbook for Centres 2011/12 (Available from WJEC Secure Website)

Progression

The aim of the Communication standards is to encourage candidates to develop and

demonstrate their speaking, listening, reading and writing skills for different purposes. The

standards are essentially concerned with developing and recognising candidates’ ability to

select and apply communication skills in ways that are appropriate to their particular context.

However, they can also be used to help individuals make connections with less-familiar

contexts and develop their ability to progress to higher levels of competence. The techniques

of communication are essential, but so too are the skills of application, such as making

decisions about the relevance and quality of information and taking account of purpose and

audience. The standards are designed to recognise candidates’ progression in terms both of

underpinning techniques and of the skills of application.

Skills and Evidence Progression – Essential Skills Wales publication (p.12-26)

Each level of the skill incorporates and builds on the previous levels. It is important to note

that, where the wording of a standard is identical at different levels, the progression is

inherent in another aspect of the standard. For example, the requirement to ‘ask others

when you are unclear about what you have read’ appears at all levels from Entry Level 1 to

Level 3. The progression is inherent in the fact that the complexity and detail of the reading

matter will be more demanding at each level.

November 2011

2

Level 1 Subject matter and materials should be straightforward i.e. those that the candidate meets in their work, studies or other activities. Content will be put across in a direct way with the main points easily identified. Sentence structures are simple and the candidate will be familiar with the vocabulary. Assessment activities must be relevant to the candidate. There must be at least one image evident in the reading documentation for C1.2.1; however other images can be used to obtain and convey information. An image is a photograph, model, plan, sketch, diagram, picture, graph and chart but not a table of text or numbers. The image must aid the understanding of the written or spoken word and must not be a ‘bolt on’.

3

C1.1 Speaking and Listening The evidence must show that the candidate has: C1.1.1 – Understood and responded to spoken language in a range of contexts C1.1.2 – Spoken to communicate Information Feelings Opinions Questions Instructions On familiar topics, using appropriate language and in a range of contexts C1.1.3 – Take part in formal discussions with two or more people on at least two occasions

Evidence

Essential *Assessment records with ticks against C1.1.1, C1.1.2 and C1.1.3 confirming that the candidate has met the requirements including specific ticks against information, feelings, opinions, questions, instructions where appropriate *Evidence of two discussions *The relevant section completed in the candidate/assessor log book

Optional *Witness statement – i.e., by a ‘third party’. Where a witness statement is used, it must be supported by further evidence and include the date, name, signature, contact details of the witness and details of the context in which the observation took place. The person assessing the whole portfolio is responsible for judging its validity and must counter-sign the statement

*Written comments setting the speaking/discussions in context and reflecting on the candidate’s performance. This could be incorporated into the assessment records if a centre is not using WJEC proformas *Preparatory notes used in the discussions

Best practice *Preparatory notes that have been clearly produced before the discussion has taken place and it is obvious how these notes have informed the discussion. For example, the candidate may have personalised a handout with their own notes.

Best avoided *Generic class handouts/internet printouts that have not been personalised/individualised as evidence of preparatory notes *All statements ticked on each discussion record (information, feelings, opinions, questions, instructions) where there is not

4

*Instructions can be defined as an explanation of the proper way of doing something, usually in a step by step format *Preparatory notes can be in the form of candidates’ own notes, class notes or teacher stimulus material, but candidates must be encouraged to personalise/individualise these *A photograph of the speaking/discussion or edited video/audio clips *Any reading information used by the candidate could also be included as evidence for C1.2.1 * Any written information prepared by the candidate could also be included as one of the two documents required for C1.3.1 as long as it meets the requirements

supporting evidence to explain what or how these were covered. This is particularly relevant with regard to instructions

5

C1.2 Reading The evidence must show that the candidate has: C1.2.1 - Read, understood and obtained information independently from at least two different types of documents. At least one must

contain an image, and one document must be at least 250 words long.

Evidence

Essential *The relevant section completed in the candidate/assessor log book *A description of the documents read, if not included in the portfolio. The required length must be confirmed by the assessor * A description of the image, if not included in the portfolio *A copy/description of the outcome of the reading

Optional *A copy of the documents, highlighted to show which parts of the text were read to obtain the information

Best practice *An explanation of the purpose of the reading *A copy of the document written by the candidate as a result of reading the information can also be used as evidence for C1.1.1/2/3 if contributing to speaking and/or as one of the two documents required for C1.3.1 *An image is a photograph, plan, sketch, diagram, picture, graph or chart. Whatever form the image takes, it must be fit for purpose and must aid understanding of the written or spoken text. Candidates should specifically refer to the image in order to demonstrate how it aided understanding

Best avoided *Candidates can be given documents to read, but they must be long enough so they can find information within them *If reading documents are not included, they should be fully referenced including URLs if relevant and their length stated *An image tagged onto the end of a reading document that is not referred to in the candidate’s output *A table of text or numbers does not count as an image *If the image is not included, the assessor must give details of the image and how it was relevant to the reading *If a bibliography has been included as evidence, at least two of the reading sources must be highlighted with information provided regarding their length

6

C1.3 Writing The evidence must show that the candidate has: C1.3.1 - Written two short documents of different types to communicate information to a familiar audience in appropriate formats and

used language that is appropriate to their purpose and audience. One document must be at least 250 words long.

Evidence

Essential *The relevant section completed in the candidate/assessor log book *Copies of the two different documents – this could include a letter, short report, short essay, memo, completed form, set of instructions, newspaper article, leaflet/handout, poster or menu. One of which must be 250 words in length *A plan for each document *A draft version of each document *Candidates must be able to write compound sentences using correct basic grammar and be able to spell correctly including specialist words related to the topic and context. Punctuation must be accurate including use of capital letters, full stops, question marks, exclamation marks, apostrophes and appropriate paragraphing. *Where a document is intended for public consumption (including formal circulation to colleagues in a work setting or classroom setting) where mistakes might be seen to reflect badly on the writer or organisation, it should be without mistakes (pg 86). Examples of such documents could include leaflets, posters, formal letters, application forms, minutes of meetings, reports and newspaper articles. *Any work that is produced using IT should be authenticated as the candidate’s own.

Optional

7

Best practice *A copy of the document written by the candidate as a result of the reading can also be used as evidence for C1.3.1 *A plan is defined as a method for doing something and must include two elements – a list or spider diagram (or similar) of the points to be included and an order or sequence that they will be dealt with *Correctness – spelling: at level 1 ‘one or two spelling mistakes….are permitted’ pg 86. *Correctness – punctuation: at level 1 accurate use of capital letters, full stops, question marks, exclamation marks and apostrophes *Correctness – grammar: from entry level 3 onwards accurate use of conjunctions, paragraphs and grammar is required

Best avoided *Written documents that have not been annotated to demonstrate that spelling, punctuation and grammar have been assessed *Retrospective planning should be avoided *If a PowerPoint is submitted as evidence of writing, it must be without mistakes and fit for purpose by: Using key words or phrases and not continuous prose Appropriate use of capital letters Use of appropriate images (if relevant)

8

Level 2

Subject matter and materials should be straightforward i.e. those that the candidate meets in their work, studies or other activities. Content will be put across in a direct way with the main points easily identified. Sentence structures are simple and the candidate will be familiar with the vocabulary. Assessment activities must be relevant to the candidate. There must be at least one image evident in the reading documentation for C2.1.2; however other images can be used to obtain and convey information. An image is a photograph, model, plan, sketch, diagram, picture, graph and chart but not a table of text or numbers. The image must aid the understanding of the written or spoken word and must not be a ‘bolt on’.

9

C2.1 Speaking and Listening The evidence must show that the candidate has: C2.1.1 – Understood and responded to spoken language on a range of topics and in a range of contexts C2.1.2 – Spoken to communicate Information Feelings Opinions Questions Instructions On familiar and unfamiliar topics, using appropriate language and non-verbal communication, and in a range of contexts C2.1.3a – Take part in formal discussions with two or more people on at least two occasions. C2.1.3b – Give a talk/presentation of at least 4 minutes

Evidence

Essential *Assessment records with ticks against C2.1.1, C2.1.2 and C2.1.3a/b confirming that the candidate has met the requirements including specific ticks against information, feelings, opinions, questions, instructions where appropriate. Also a time statement for C2.1.3b of at least 4 minutes *Evidence of two discussions and one talk *The relevant section completed in the candidate/assessor log book *Written comments setting the speaking/discussions in context and reflecting on the candidate’s performance. This could be incorporated into the assessment records if a centre is not using WJEC proformas *Preparatory notes used in the discussions *Preparatory notes used in the talk/presentation

Optional *Witness statement – i.e.,by a ‘third party’. Where a witness statement is used, it must be supported by further evidence and include the date, name, signature, contact details of the witness and details of the context in which the observation took place. The person assessing the whole portfolio is responsible for judging its validity and must counter-sign the statement

10

*Evidence of an image or some other support material used for C2.1.3b

Best practice *Preparatory notes that have been clearly produced before the discussion/talk/presentation has taken place and it is obvious how these notes have informed the discussion/talk/presentation. For example, the candidate may have personalised a handout with their own notes.

*Instructions can be defined as an explanation of the proper way of doing something, usually in a step by step format

*Preparatory notes can be in the form of candidates’ own notes, class notes or teacher stimulus material, but candidates must be encouraged to personalise/individualise these

*A photograph of the speaking/discussion/talk/presentation or edited video/audio clips

*Reading information used by the candidate could also be included as evidence for C2.2.1as long as it meets the requirements

* Any written information prepared by the candidate could also be included as one of the two documents required for C2.3.1 as long as it meets the requirements

Best avoided *Generic class handouts/internet printouts that have not been personalised/individualised as evidence of preparatory notes *All statements ticked on each discussion record (information, feelings, opinions, questions, instructions) where there is not supporting evidence to explain what or how these were covered. This is particularly relevant with regard to instructions *Overcrowded PowerPoint slides - they must be fit for purpose which refers to the idea that the audience must be able to see and follow the information on them

11

C2.2.1 Reading The evidence must show that the candidate has: C2.2.1 - Read, understood and summarised information from at least two documents about the same subject. Each document must be

at least 500 words long. At least one must contain reasoning and at least one must contain an image.

Evidence

Essential *The relevant section completed in the candidate/assessor log book *A description of the documents read, if not included in the portfolio. The required length must be confirmed by the assessor

*One reading document must contain reasoning

* A description of the image, if not included in the portfolio

*A copy of the summary from the reading. This could be implicit within another document – e.g., a report

*Reading documents must be of different types. This can refer to format or style (e.g., informative, persuasive, instruction, reflective, entertaining)

Optional *A copy of the documents, highlighted to show which parts of the text were read to obtain the information

Best practice *An explanation of the purpose of the reading

*A copy of the document written by the candidate as a result of reading the information can also be used as evidence for C2.1.1/2/3 if contributing to speaking/talk and/or as one of the two documents required for C2.3.1

*An image is a photograph, plan, sketch, diagram, picture, graph or chart. Whatever form the image takes, it must be fit for purpose and must aid understanding of the written or spoken text. Candidates should specifically refer to the image in order to demonstrate how it aided understanding of the written or spoken text. Candidates should specifically refer to the image in order to demonstrate how it aided

Best avoided *Candidates must not be given detailed page references but they can be given a reading list *If reading documents are not included, they should be fully referenced including URLs if relevant and their length stated *An image tagged onto the end of a reading document that is not referred to in the candidate’s output *A table of text or numbers does not count as an image *If the image is not included, the assessor must give details of the

12

understanding.

image and how it was relevant to the reading *Two separate summaries should be avoided, instead candidates should read at least two documents and bring together their understanding in the form of one summary *If a bibliography has been included as evidence, at least two of the reading sources must be highlighted with information provided regarding their length and which one contains the image and reasoning

13

C2.3.1 Writing The evidence must show that the candidate has: C2.3.1 - Written two documents of different types, each one giving different information to different audiences in appropriate formats and

using language that is appropriate to their purpose and audience. One document must be at least 500 words long.

Evidence

Essential *The relevant section completed in the candidate/assessor log book *Copies of the two different documents, one of which must be 500 words in length *A plan for each document *A draft version of each document *Candidates must be able to spell correctly, including specialist words related to their topic and context. They must know how to write complex sentences (e.g., using ‘because’ or ‘although’), and use tenses consistently as well as ensuring subject-verb agreement. Punctuation must be accurate including use of capital letters, full stops, question marks, exclamation marks, apostrophes, commas, inverted commas and appropriate paragraphing *Where a document is intended for public consumption (including formal circulation to colleagues in a work setting or classroom setting) where mistakes might be seen to reflect badly on the writer or organisation, it should be without mistakes (pg 86). Examples of such documents could include leaflets, posters, formal letters, application forms, minutes of meetings, reports and newspaper articles. *Any work that is produced using IT should be authenticated as the candidate’s own.

Optional

14

Best practice *A copy of the document written by the candidate as a result of the reading can also be used as evidence for C2.3.1 *A plan is defined as a method for doing something and must include two elements – a list or spider diagram (or similar) of the points to be included and an order or sequence that they will be dealt with *Correctness – spelling: at level 2 ‘one or two spelling mistakes….are permitted’ pg 86. *Correctness – punctuation: at level 2 accurate use of capital letters, full stops, question marks, exclamation marks, apostrophes, commas and inverted commas *Correctness – grammar: from entry level 3 onwards accurate use of conjunctions, paragraphs and grammar is required *A description setting the writing tasks in context, along with details of the audience and reflecting on the candidate’s performance in the form of an assessment record

Best avoided *Written documents that have not been annotated to demonstrate that spelling, punctuation and grammar have been assessed *Retrospective planning should be avoided *If a PowerPoint is submitted as evidence of writing, it must be without mistakes and fit for purpose by: Using key words or phrases and not continuous prose Appropriate use of capital letters Use of appropriate images (if relevant)

15

Level 3 Subject matter and materials should be complex i.e. those that deal with abstract or sensitive issues and lines of enquiry that depend on clear reasoning which may not be immediately clear. The subject matter will have several strands and will be challenging to candidates in terms of the ideas it presents. Specialist vocabulary and complicated sentence structures may also be used. Assessment activities must be relevant to the candidate.

There must be at least one image evident in the reading documentation for C3.2; however other images can be used to obtain and convey information. An image is a photograph, model, plan, sketch, diagram, picture, graph and chart but not a table of text or numbers. The image must aid the understanding of the written or spoken word and must not be a ‘bolt on’.

16

C3.1 Speaking and Listening The evidence must show that the candidate has: C3.1.1 – Understood and responded to spoken language on a range of topics and in a range of contexts C3.1.2 – Spoken to communicate Information Feelings Opinions Questions Complex instructions On a range of familiar and unfamiliar topics, using appropriate language and non-verbal communication, and in a range of contexts C3.1.3a –Take part in formal discussions with two or more people on at least two ocassions C3.1.3b –Give a talk/presentation of at least 8 minutes

Evidence

Essential *Assessment records with ticks against C3.1.1, C3.1.2 and C3.1.3a/b confirming that the candidate has met the requirements including specific ticks against information, feelings, opinions, questions, complex instructions where appropriate. Complex instructions refer to those that deal with abstract or sensitive subjects. Also a time statement for C3.1.3b of at least 8 minutes *Evidence of two discussions and one talk/presentation

*The relevant section completed in the candidate/assessor log book

*Written comments setting the speaking/discussions in context and reflecting on the candidate’s performance. This could be incorporated into the assessment records if a centre is not using WJEC proformas

*Preparatory notes used in the discussions

*Preparatory notes used in the talk/presentation

*Evidence of an image or some other support material used for C3.1.3b

Optional *Witness statement – i.e.,by a ‘third party’. Where a witness statement is used, it must be supported by further evidence and include the date, name, signature, contact details of the witness and details of the context in which the observation took place. The person assessing the whole portfolio is responsible for judging its validity and must counter-sign the statement

17

Best practice *Preparatory notes that have been clearly produced before the discussion/talk/presentation has taken place and it is obvious how these notes have informed the discussion/talk/presentation. For example, the candidate may have personalised a handout with their own notes.

*Complex instructions can be defined as an explanation of the proper way of doing something, usually in a step by step format. At level 3 the subject matter should be abstract or sensitive

*Preparatory notes can be in the form of candidates’ own notes, class notes or teacher stimulus material, but candidates must be encouraged to personalise/individualise these

*A photograph of the speaking/discussion/talk/presentation or edited video/audio clips

*Reading information used by the candidate could also be included as evidence for C3.2.1as long as it meets the requirements

* Any written information prepared by the candidate could also be included as one of the two documents required for C3.3.1 as long as it meets the requirements.

Best avoided *Generic class handouts/internet printouts that have not been personalised/individualised as evidence of preparatory notes *All statements ticked on each discussion record (information, feelings, opinions, questions, complex instructions) where there is not supporting evidence to explain what or how these were covered. This is particularly relevant with regard to complex instructions *Overcrowded PowerPoint slides - they must be fit for purpose which refers to the idea that the audience must be able to see and follow the information on them

18

C3.2 Reading The evidence must show that the candidate has: C3.2.1 - Read, understood and synthesised information from at least two documents about the same subject. Each document must be at

least 1000 words long. At least one must contain complex information or reasoning and at least one must contain an image.

Evidence

Essential *The relevant section completed in the candidate/assessor log book *A description of the documents read, if not included in the portfolio. The required length must be confirmed by the assessor *One reading document must contain complex information or reasoning *A description of the image, if not included in the portfolio *A copy of the synthesis from the reading *Reading documents must be of different types. This can refer to format or style (e.g., informative, persuasive, instruction)

Optional *A copy of the documents, highlighted to show which parts of the text were read to obtain the information

Best practice *An explanation of the purpose of the reading *A copy of the document written by the candidate as a result of reading the information can also be used as evidence for C3.1.1/2/3 if contributing to speaking/talk and/or as one of the two documents required for C3.3.1

*An image is a photograph, plan, sketch, diagram, picture, graph or chart. Whatever form the image takes, it must be fit for purpose and must aid understanding of the written or spoken text. Candidates should specifically refer to the image in order to demonstrate how it aided understanding

Best avoided *Candidates must not be given detailed page references but they can be given a reading list

*If reading documents are not included, they should be fully referenced including URLs if relevant and their length stated

*An image tagged onto the end of a reading document that is not referred to in the candidate’s output

*A table of text or numbers does not count as an image

*If the image is not included, the assessor must give details of the image and how it was relevant to the reading

19

*A summary of the reading documents. Synthesis is step up from summarising and it involves assessing and sorting facts, opinions and ideas from a range of sources and bringing them together to present a consistent and coherent interpretation. Usually this can be brought out when the candidate responds to a question *If a bibliography has been included as evidence, at least two of the reading sources must be highlighted with information provided regarding their length and which one contains the image and complex information or reasoning.

20

C3.3.1 Writing The evidence must show that the candidate has: C3.3.1 - Written two documents of different types, each one giving different information to different audiences about complex subjects in

appropriate formats and using language that is appropriate to their purpose and audience. One document must be at least 1000 words long.

Evidence

Essential *The relevant section completed in the candidate/assessor log book *Copies of the two different documents, one of which must be 1000 words in length *A plan for each document *A draft version of each document *Candidates must be able to spell correctly, including specialist words related to their topic and context. They must know how to write complex sentences (e.g., using ‘because’ or ‘although’), and use tenses consistently as well as ensuring subject-verb agreement. Punctuation must be accurate including use of capital letters, full stops, question marks, exclamation marks, apostrophes, commas, inverted commas and appropriate paragraphing *Where a document is intended for public consumption (including formal circulation to colleagues in a work setting or classroom setting) where mistakes might be seen to reflect badly on the writer or organisation, it should be without mistakes (pg 86). Examples of such documents could include formal letters, application forms, reports and newspaper articles.

*Any work that is produced using IT should be authenticated as the candidate’s own.

Optional

21

Best practice *A copy of the document written by the candidate as a result of the reading can also be used as evidence for C3.3.1 *A plan is defined as a method for doing something and must include two elements – a list or spider diagram (or similar) of the points to be included and an order or sequence that they will be dealt with *Correctness – spelling: at level 3 ‘one or two spelling mistakes….are permitted’ pg 86. *Correctness – punctuation: this should be correct *Correctness – grammar: from entry level 3 onwards accurate use of conjunctions, paragraphs and grammar is required *A description setting the writing tasks in context, along with details of the audience and reflecting on the candidate’s performance in the form of an assessment record

Best avoided *Written documents that have not been annotated to demonstrate that spelling, punctuation and grammar have been assessed *Retrospective planning should be avoided *CVs are not acceptable at level 3 *Personal statements are appropriate as long as they demonstrate that the candidate has considered the following: The intended audience The appropriate style (formal) The correct balance (not boastful or too modest) Persuasion as opposed to a summary of employment/academic history *If a PowerPoint is submitted as evidence of writing, it must be without mistakes and fit for purpose by: Using key words or phrases and not continuous prose Appropriate use of capital letters Use of appropriate images (if relevant) Complex subject matter

BD/HJ/W11(11)