BTEC BTEC BTEC BTEC BTEC BTEC Unit No.

Level Level Level Level Level Level

3 3 3 3 3 3

National Diploma in IT Extended National Diploma in IT National Diploma in IT (Business) National Diploma in IT National Diploma in IT (Networking & System Support) Extended National Diploma in IT (Networking & System Support). Unit Title

1
No. of Credits

Communication and Employability Skills for IT (CESIT)

Assessor Student Name

10

Date Issued
12 September 2011

Submission Date
16 December 2011

Learning Outcomes
On completion of this unit a learner should: 1. 2. 3. 4.
Author Trevor Nichols 27 May 2011 Task Hand-in date

Understand the personal attributes valued by employers Understand the principles of effective communication Be able to use IT to communicate effectively Be able to address personal development needs.
IV Sally Clark 7 August 2011 IALV Eric Cockburn 7th August 2011 Task Criteria Met (Circle) Final grade

Assignment Results Summary

IV completed date

23/09/11

28/10/11

P7

14/10/11

18/11/11

P1

M3

25/11/11

13/01/12

P2

P3 P4 D1

P6 P5 P8

M1 M2

09/12/11

27/01/12

D2

All the work you submit for this assignment must be your own. You must reference any source information used from your research appropriately. Plagiarism is taken very seriously. Any work found to have been plagiarised from another student, manual, textbook, internet, intranet or any other source will be handed back to you for resubmission. A repeat occurrence will lead to the implementation of the Colleges disciplinary procedures. I confirm that all the work I have submitted for this assignment is my own. Student signature Date

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Note to student:
Your tutor will expect your assignment work to be professional and correct. To achieve this you must proofread your work before you submit it for assessment, to ensure that: there are no spelling errors the grammar is correct the punctuation is correct you have answered the question(s) set and the work makes sense.

Submit your work for assessment in a plastic wallet and, dont forget, put your name on it!

Dont be afraid to ask for help and advice

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Scenario

12 September 2011 Dear Re: Training Programme

15 Albion Street, LEEDS, LS1 6TZ 0113 389 6598 info@businesssolutionsutions.co.uk

The CAN DO company

You have been working for some time as a Trainee Manager for Business Solutions, which is an IT consultancy company which provides a wide variety of IT solutions to the retail and commercial market. To complete your training course you have to work, for a period of time, in each of the functional areas within the company. You have finished your first period of training in the Marketing department very successfully. We are very pleased with the way you have worked so far. You clearly understand that all employers like their staff to have a positive way of thinking and an optimistic outlook. You have a positive commitment to working for the company which is good for us both and, together, we will succeed. Your training continues in the Human Resources Department. During this time you must develop your skills and knowledge in a wide range of topics. By the end of this period you will: 1. 2. 3. 4. Understand the personal attributes valued by employers Understand the principles of effective communication Be able to use IT to communicate effectively Be able to address personal development needs.

On the following pages you will find a series of tasks that you have to complete to be successful in this phase of your training. These tasks will be tough but we are confident that you will come up with positive and inspired solutions. You will be expected to submit work that is of a high standard which reflects the ethos of the company and demonstrates your energy and passion, your can do attitude, your talent to work in a team and your good communication skills. We wish you every success in your new challenge. Yours sincerely Business Solutions

Fozia Patel (Ms) Head of Human Resources

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Task 1: Be able to address personal development needs

Memo
To: From: Date: Re: Trainee Manager Ms Fozia Patel 12 September 2011 Personal Development Plan (PDP)

The CAN DO company

During your time in the Human Resources Department there is a range of topics that you need to research, learn, develop and understand as shown in the tasks on the following pages. The topics include: 1. 2. 3. 4. 5. 6. Learn/develop researching skills Develop your writing skills Understand attitudes and attributes that employers value Knowing your learning style and how knowing it can help you Understand the principles of communication within an organisation Understand barriers to communication in an organisation and ways to overcome them 7. Learn and develop personal presentation skills 8. Understanding and demonstrate interpersonal skills 9. Create technical documents for a specialist channel of communication, i.e. email, blog, web page, vlog, podcast 10. Demonstrate the use of a variety of ICT tools and systems to communicate effectively 11. Being able to Proofread 12. Being able to evaluate what you have done

1a

Select four (4) topics from the list above that you need to learn, understand and develop. Create your own Personal Development Plan (PDP) or use one of the PDP templates you will find on the Moodle CESIT site and as a minimum: 1. list each of your selected topics as an action 2. describe how you will go about completing each action 3. set a target date for completing each action In addition, identify two (2) personal actions that you would like to develop and add these details to your PDP giving six (6) actions in total. This task must be completed by 23 September 2011/17. Very important: At least once every month, you and your tutor must review your PDP progress. It is your responsibility to ensure you have this monthly review meeting. This review will form your evidence for criteria P8 as shown in task 4c. Fozia Patel

P7

You must attribute any sources used for research appropriately.

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Task 1 deadline: 23 September 2011

Criteria

Feedback against Criteria

Action Plan/dates (if required)

Met?

P7: Produce a Personal Development Plan

Yes No

Feedback (general comments e.g. layout, grammar etc.)

Signed Learner:

Signed Assessor:

Date:

Signed Learner:

Actions completed Signed Assessor:

Date:

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Task 2:

Understand the personal attributes valued by employers

2a

Research what is meant by the phrases listed above and identify why employers value them. Hand in evidence of your research to your tutor. In groups, you will discuss why employers value positive attitudes and attributes from their employees covering each of the topics listed. Include in the discussion why some people develop these attitudes and attributes and why others dont. You must make a significant extended contribution that effectively discusses the topics. Your tutor (use appendix 3) and a colleague (use Appendix 1) will observe your involvement in the discussion and your interpersonal & communication skills. This evidence will contribute to criteria P4: Demonstrate a range of effective interpersonal skills (task 4d) and L2 English Functional Skills Speaking, listening and communication: Discussion. The information gathered for this task can be used in task 2b.

Business Solutions wants their employees and future job applicants to demonstrate a positive approach and attitude to the company. The Human Resources Manager, Ms Fozia Patel, wants you to explain different employee attitudes and attributes that are valued by Business Solutions. Using the information you gathered for task 2a and any additional research necessary, explain why Business Solutions values at least five (5) attitudes/attributes for each of the three categories listed below: 2b Specific attributes that an employee should have to work in the IT industry, i.e. work attitude, technical knowledge, healthy and safety General attributes that an employee should be able to demonstrate, i.e. planning skills, organisational skills Attitudes that an employee should display, i.e. a can do attitude, a positive mindset and attitude, energy and enthusiasm, realistic expectations

P1

You can present this work for Ms Patel in any way you would like. This could be a web page, a blog, a podcast, a video. Reports and PowerPoint presentations are strongly discouraged. Include the Business Solutions logo and company information, i.e. address, appropriately.
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L2 English Functional Skills Speaking & Listening: Discussion

All employers look for a special set of skills from job-seekers and employees. These skills will include specialist skills needed to perform a particular job. But beyond these job-specific skills, employers look for people that have a wide range of employability skills. Many studies have shown how important these key employability skills are for the success of the employee in their work. Employability skills are also known as attitudes and attributes. Business Solutions expect their employees to have good attitudes and attributes and some of these are listed below: Personal attitudes: a positive mindset and attitude energy and enthusiasm a can do mentality realistic expectations General attributes: the ability to work in a team good communication and numeracy skills Specific Attributes: a positive commitment to working for the company health & safety

Ms Patel wants you to identify your learning style and then explain by knowing your learning style, how can it help you to learn more effectively.

1. Identify your learning style using a recognised model, i.e. VAK, VARK or Multiple
Intelligences. Understand the different ways of learning, particularly your own, within your preferred model. 2c

2. You will be questioned orally by your tutor to explain:

If you are aware of your preferred learning style, how can you use that knowledge to make your learning more effective? Please ensure you are fully prepared to demonstrate your knowledge and understanding of learning styles and how they can help you before your questioning appointment. Your tutor will complete the Record of Oral Questioning form (Appendix 5) that provides the evidence for this task.

M3

Reminder: At least once every month, you and your tutor must review your PDP progress. It is your responsibility to ensure you have this monthly review meeting.

You must attribute any sources used for research appropriately.

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Task 2 deadline: 14 October 2011

Criteria

Feedback against Criteria

Action Plan/dates (if required)

Met?

L2 FS English: Discussion: 2.1.1 2.1.2 2.1.3 2.1.4

Yes

No

P1: Explain the personal attributes valued by employers

Yes

No

M3: Explain how an awareness of learning style can aid personal development.

Yes

No

Feedback (general comments e.g. layout, grammar etc.)

Signed Learner:

Signed Assessor:

Date:

Signed Learner:

Actions completed Signed Assessor:

Date:

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Task 3: Understand the principles of effective communication Principles of effective communication: key areas General communication Interpersonal skills: Communicate in writing: skills:

Cultural differences; Adapting the way we communicate with others, e.g. Modulating voice, terminology, format; Accuracy in communications; Engaging your audience e.g. Changing intonation, use of technology; Question and answer sessions

Methods of interpersonal skills e.g. Verbal exchanges, signing, lip reading; Techniques and cues in interpersonal skills e.g. Body language, use of intonation; Positive language & negative language; Active engagement e.g. Nodding, summarising, paraphrasing; Barriers e.g. Background noise, distractions, lack of concentration; Types of question e.g. Open, closed, probing; speed of response

The use of smileys or emoticons, key messages e.g. Letter, fax, email; grammar; Spelling; Structure of different documents; Identifying relevance of information; Proofreading; Considering alternative viewpoints; Note taking; Capitalisation

Good communications between colleagues at work is very important! If colleagues dont understand what each is saying, it could lead to serious consequences for the individual and the company, i.e. loss of job, loss of orders, supplying the wrong product or reduced profits. Ms Patel asks you to create a leaflet for Business Solutions staff that explains the principles of effective communication. You must describe two of the topics from each of the three Principles of effective communication: key areas shown above. 3a Proofread your work and provide either annotated draft & final version printouts or upload to Moodle, marked-up versions of the leaflet. P2

This will form part of the evidence for criteria M2: Review Annotated draft documents (task 3d).

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Sometimes, when communicating, the message is lost; a barrier can get in the way which can lead to confusion and errors. For the communication to succeed, these barriers have to be removed. To raise awareness of barriers to communication and how to overcome them, Ms Patel asks you to give a presentation to fellow trainees. Your presentation should last approximately six (6) minutes and must: 3b 1. Describe three (3) barriers to communication, one from each of the following Principles of effective communication: key areas: General communication skills, Interpersonal skills and Communicate in writing as listed above 2. Explain ways that can be used to reduce the impact of the three (3) barriers to communication and explain why they might work. Your tutor (use appendix 4) and a colleague (use Appendix 2) will observe your presentation and your interpersonal & communication skills. This evidence will contribute to criteria P4: Demonstrate a range of effective interpersonal skills (task 4d) and L2 English Functional Skills Speaking, listening and communication: Discussion. Business Solutions want their staff to understand a variety of communication channels that are available within the company. The channels available within Business Solutions include:

P3 M1

L2 E FS S&L Pres.

Podcast; Video Conferencing; Vlog; Email; Blog.

You also have to develop the way you write a technical document. Ms Patel asks you to select one (1) of the above available channels of communication and create a user friendly Dummies user guide, explaining how to set up and use it, i.e. how you would set up video-conferencing. You should use a combination of screen prints, images and written text to create a guide of at least six (6) pages that is very easy for a new user to use. Proofread your work and provide either annotated draft & final version printouts or upload marked-up versions of the user guide to Moodle.

3c

P6

This will form part of the evidence for criteria M2: Review Annotated draft documents (task 3d). When creating any document it should be presented to a high standard. To ensure that the work is of the accepted standard it should be proofread. This involves checking spelling, grammar, punctuation, sentence & paragraph construction and also checking that the question has been answered. 3d During the process of proofreading, any changes that need to be made should be indicated, or annotated, on the printout or marked-up versions in Word uploaded to Moodle. To show that you have undertaken proofreading, provide annotated draft and final versions or upload marked-up versions of your evidence for task 3a and task 3c. M2

Reminder: At least once every month, you and your tutor must review your PDP progress. It is your responsibility to ensure you have this monthly review meeting.

You must attribute any sources used for research appropriately.

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Task 3 deadline: 25 November 2011 Criteria Feedback against Criteria Action Plan/dates (if required) Met?

L2 FS English: Discussion: 2.1.2 2.1.3

Yes No

P2: Explain the principles of effective communication

Yes No

P3: Discuss potential barriers to effective communication

Yes No

P6: Communicate technical information to a specified audience M1: Explain mechanisms that can reduce the impact of communication barriers
Feedback (general comments e.g. layout, grammar etc.)

Yes No

Yes No

Signed Learner:

Signed Assessor:

Date:

Signed Learner:

Actions completed Signed Assessor:

Date:

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Task 4: Be able to use IT to communicate effectively

Memo
To: From: Date: Re: Trainee Manager Ms Fozia Patel 14 November 2011/23 April 2012/Other date Evaluation

The CAN DO company

We hope you have enjoyed your training in the Human Resources Department and have gained from the experience. We have been impressed with the work you have completed relating to the many topics covered. 4a Before you move on to the Accounts Department, I want you to evaluate what you have done in the Human Resources Department. In a report, evaluate the interpersonal and communication techniques you have used in ALL the sub-tasks in tasks 1, 2, 3 and 4. Consider each sub-task in turn, describing it and what your expected outcomes were. Did you achieve what you expected? What interpersonal and/or communication skills did you use and what could you have done to improve them. How will you be able to use this experience in future and what further could you do to develop your interpersonal/ communication skills? Do this for each of the pass and merit criteria. Complete this evaluation report and hand in as directed by your tutor. FP In a report, evaluate each action on your PDP, and identify areas for improvement. Consider each action in turn and give a brief description of it, the time scale, the expected outcomes and if you achieved them, explaining the processes you used. What went well with your approach to the action and what went less well and what could you have done to overcome this? How will you be able to use this experience in the future and what further could you do to develop your skills? D1

4b

D2

4c

You have worked hard to complete the actions that you set out in your PDP in September. Hand in your PDP, duly completed with actual dates of completion of tasks and comments and evidence that it has been reviewed by your tutor on a regular basis.

P8

4d

You have demonstrated your interpersonal skills in Task 2a and Task 3b. Gather further evidence from your other units where you have demonstrated your interpersonal skills. You can get your unit tutor to complete an Observer/Witness Statement (appendix 7) as evidence.

P4

4e

You have to demonstrate that you can use, and have used, IT to aid communication. Much of this you have done to complete the tasks within this assignment, i.e. Word for reports and PowerPoint for your presentation. All you need to do is to list these on the evidence sheet for P5, appendix 6. You can use evidence from other units of your course too but the work must be your own. Printouts or uploaded files to Moodle can be used as evidence.

P5

You must attribute any sources used for research appropriately.

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Task 4 deadline: 16 December 2011 Action Plan/dates (if required)

Criteria

Feedback against Criteria

Met?

P4: Demonstrate a range of effective interpersonal skills

Yes No

Yes

P5: Use IT to aid communications

No

P8: Follow a Personal Development Plan

Yes No

D1: Evaluate interpersonal and written communications techniques D2: Review progress on a Personal Development Plan, identifying areas for improvement
Feedback (general comments e.g. layout, grammar etc.)

Yes No

Yes No

Signed Learner:

Signed Assessor:

Date:

Signed Learner:

Actions completed Signed Assessor:

Date:

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Indicative reading for this unit Text books Bolton R People Skills (Simon & Schuster, 1986) ISBN-10 067162248X, ISBN-13 978-0671622480 Barker A Improve Your Communication Skills, 2nd edition (Kogan Page, 2006) ISBN-10 0749448229, ISBN-13 978-0749448226

Websites

www.mindtools.com/page8.html

ICT When using ICT Use ICT systems

Functional Skills Level: 2 When learners are using IT to aid communications

Select, interact with and use ICT systems independently for a complex task to meet a variety of needs ICT Develop, present and communicate information Present information in ways that are fit for purpose and audience Evaluate the selection and use of ICT tools and facilities used to present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists English When using Speaking and listening make a range of contributions to discussions and make effective presentations in a wide range of contexts

communicating technical information to a specified audience evaluating interpersonal and written communications techniques

using IT to aid communications

Level: 2 When learners are

demonstrating a range of effective interpersonal skills

Writing write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively

communicating technical information to a specified audience.

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Communication & Employability Skills for IT (CESIT):. Peer Observation sheet: DISCUSSION..
Make notes as you observe the DISCUSSION of your colleague; the sections below are a guide. Comment on the communication and interpersonal skills demonstrated by your colleague.
Presenters name: Observers name: Date:

Discussion content
Say how they showed this?

Observers comments

Evidence of preparation for the discussion did they understand the topic? Involves others Moves the discussion on

Say how they showed this?

Speaks clearly/suitably Volume (audible) Clarity of expression (not muttered etc.) Suitable language appropriate to subject, situation & purpose jargon/slang.
Say how they showed this?

Listening Listened to others Showed they were listening using nods and body language

Appendix 1

Say how they showed this?

Body language Adequate eye contact made with others Confident posture Appropriate use of gesture

Say how they showed this?

Additional comments

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Communication & Employability Skills for IT (CESIT):. Peer Observation sheet: PRESENTATION..
Make notes as you observe the PRESENTATION of your colleague; the sections below are a guide. Observation feedback on communication and interpersonal skills demonstrated.
Presenters name: Observers name: Date:

Presentation content Adequate content/duration e.g. content appropriate to task and lasted 6 minutes Adequate preparation e.g. not reliant on notes, not too hesitant Speaks clearly/suitably Pace (not too fast, pauses confirm listeners following ) Volume (audible) Clarity of expression (not muttered etc.) Suitable language appropriate to subject, situation & purpose jargon/slang. Keeps to subject /talk has structure Beginning (intro) Middle (kept to subject) End (conclusion) Any questions? Presentation is visually competent Consistent style/colour schemes SPG adequately accurate No text/colour clash Appropriate use of blank space Body language Describe the interpersonal skills demonstrated by the presenter
Say how they showed this? Say how they showed this?

Observers comments

Say how they showed this?

Say how they showed this?

Appendix 2

Say how they showed this?

Say how they showed this?

Say how they showed this?

Has the presenter described barriers to communication?

Say how they showed this?

Has the presenter explained mechanisms to reduce barriers to communication?

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FUNCTIONAL SKILLS ENGLISH LEVEL 2: SPEAKING, LISTENING & COMMUNICATION ASSESSMENT CONTRIBUTING TO A DISCUSSION - ASSESSORS OBSERVATION RECORD FOR DISCUSSION
Centre name Centre No. Role(s) undertaken in discussion: FS ref GOOD PASS The candidate has: listened perceptively to complex information given relevant, cogent responses used appropriate language. PASS The candidate has: considered complex information given relevant, cogent responses used appropriate language adapted contributions to suit audience, purpose and situation NEAR MISS The candidate has: listened to information given relevant responses FAIL The candidate has: listened most of the time made some responses, although not all relevant made limited contributions some of which may not have been relevant to the audience, purpose and situation Candidate name Candidate No. No. in discussion group Subject of discussion

2.S.1

2.S.3

made influential and authoritative contributions so they are appropriate to the audience, purpose and situation

made contributions, which are, on the whole, appropriate to the audience, purpose or situation

made significant contributions using different ways to initiate, develop and share discussion taken on a range of roles including 2.S.4 encouraging others participation effectively moved discussion forward, helping to make decisions where appropriate RESULT Evidence/comment: GOOD PASS PASS NEAR MISS FAIL Assessors name

made significant contributions taken on a range of roles helped move discussion forward

taken on a limited range of roles

taken on only one role eg supporter, within the discussion

Appendix 3
Signature Date

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FUNCTIONAL SKILLS ENGLISH LEVEL 2 SPEAKING, LISTENING & COMMUNICATION ASSESSMENT MAKING A PRESENTATION ASSESSORS OBSERVATION RECORD FOR PRESENTATION
Centre name Centre no. FS ref 2.S.2 GOOD PASS The candidate has: presented relevant information and ideas clearly presented, where appropriately, persuasively to others used a mature command of vocabulary 2.S.3 adapted their presentation to suit the audience, purpose and situation used a range of appropriate visual and other aids managed listeners attention through sophisticated styles of delivery RESULT GOOD PASS PASS NEAR MISS FAIL Assessors name Signature Date Evidence/comment: Candidate name Candidate no. PASS The candidate has: presented relevant information and ideas clearly presented, where appropriately, persuasively to others adapted their presentation to suit the audience, purpose and situation used visual aids, if appropriate, to make an effective presentation given their presentation in a way, which, on the whole, suits the audience, purpose and situation not fully given their presentation in a way which suits the audience, purpose and situation NEAR MISS The candidate has: presented information and ideas reasonably clearly, to others Description of Audience Purpose and subject of presentation FAIL The candidate has: presented information and ideas, although not always with clarity

Appendix 4

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Course:

Unit:

Student Name:

Questioning Situation, i.e. 1-1 Assignment task reference Criteria reference Enter first question then add subsequent questions Students actual response

Criteria text to be achieved

Explain how and why the students responses satisfy the criterion requirements?

Appendix 5

Achieved

Student signature:

Tutor signature:

Tutor name:

Date:

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Communication & Employability Skills for IT Evidence sheet for Task 4e

P5: Use IT to aid communications

Student Name
You need to demonstrate that you can use IT to aid communication, i.e. word processing, presentation software, and email or specialist software. Much of this you have completed in the tasks within this assignment and these can be referenced below. You can also use evidence (hard copy) from other units of your course but the work must be your own. This evidence can include spreadsheet, database, web pages, programming, maths, and any other specialist software. Identify the piece of work you want to use as evidence for the software listed Task below. reference
Word-processed document

PowerPoint Presentation

Email

Blog

Web pages

Appendix 6
Spreadsheets

Podcast

Other

Student signature

Assessor name

Assessor signature

Date

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Communication & Employability Skills in IT WITNESS/OBSERVER WITNESS/OBSERVER STATEMENT

Student name: Qualification: Unit number & title:
Description of activity undertaken (please be as specific as possible)

Assessment & grading criteria (for which the activity provides evidence)

Appendix 7
How the activity meets the requirements of the assessment and grading criteria, including how and where the activity took place

Witness name: Witness signature: Learner name: Learner signature: Assessor name: Assessor signature:

Job role: Date: Date: Date:

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Communication & Employability Skills in IT Check List

Task and criteria Minimum Portfolio Evidence
Done?

Task 1

1a

P7

Your Personal Development Plan that details actions, how each action will be completed and expected & actual target dates

English Functional Skills (Discussion)

2a

Proof of research into the attitudes and attributes valued by employers Tutor feedback sheet (Appendix 3) Peer observation feedback sheet (Appendix 1)

Task 2

2b

P1

Your presentation about attributes and attitudes valued by employers

2c

M3

Your tutor questioning sheet about learning styles Draft & final versions of attitudes & attributes booklet and Learning Styles essay A staff leaflet that describes two of the topics from each of the three Principles of effective communication: key areas

2d

M2

3a

P2

3b Task 3

P3 M1

PowerPoint presentation with notes pages showing descriptions of barriers and explanations of ways to overcome barriers. Tutor feedback sheet (Appendix 4) Peer feedback sheet (Appendix 2)

3b

English Functional Skills (Presentation)

Tutor feedback sheet

3c 4a 4b Task 4

P6 D1 D2

A user-friendly Dummies user guide for a channel of communication of your choice that is clear and easy to use. An evaluative report of the interpersonal and communication techniques you have used in ALL pass and Merit criteria graded tasks An evaluative report that reviews and explains each action on your PDP Your PDP duly completed with actual dates of completion of tasks and added comments together with signed and dated evidence that it has been reviewed by your tutor on a regular basis Tutor & peer feedback sheets for Task 2a discussion Tutor & peer feedback sheets for Task 3b presentation A third example evidenced in some way (Witness statement Appendix 7) Completed evidence sheet (appendix 6) Hard copy or uploaded files to Moodle
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4c

P8

4d 4e

P4 P5

Communication and Employability Skills for IT (CESIT)

Tutor notes: The students should understand the scenario for this assignment and produce all work within it. They Work for Business Solutions so the work is for that organisation. A variety of methods of presenting the evidence is offered. Task 1a, the PDP should be a working document that is created and printed then annotated as progress with the actions is achieved. The PDP must be reviewed regularly, once each month; this ensures achievement of criteria P8. Task 2a produces the evidence for level 2 English functional skills Speaking, listening and communication.
The following is taken from OCR Functional Skills qualification in English at level 2 standards http://www.ocr.org.uk/download/kd/ocr_38933_kd_fs_centre_hb_l2.pdf : The term 'speaking, listening and communication', as used by these standards, is intended to be interpreted in a broadly inclusive way and is not intended to create any unnecessary barriers to learners with speech or hearing impairment. The needs of individual learners will vary but, as guidance, the term should be interpreted as meaning communication, discussion and presentation that: can include use of sign language (eg British Sign Language, sign-supported English) provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of speaking, listening and communication where BSL is the learner's normal way of communicating in the contexts described by the standards). No other languages are permitted as alternatives to English; can include access to augmentative speech equipment and such software as constitutes the learner's normal way of working; does not depend solely on the use of written language or require the individual/s with whom the learner is communicating to be able to read (as these skills are covered by the requirements for reading and writing). Skill standards Coverage and range Speaking, listening and communication (2S1) Consider complex information and give a relevant, cogent response in appropriate (2S) Make a range of contributions to language (2S2) Present information and ideas discussions in a range of contexts, clearly and persuasively to others includingthose that are unfamiliar, (2S3) Adapt contributions to suit audience, purpose and situation (2S4) Make significant contributions to discussions, taking a range of roles and Component Assessment availability Assessment details Centre set and assessed. Externally moderated by OCR 1 formal discussion about unfamiliar subjects conducted under controlled assessment conditions 1 presentation about unfamiliar subjects conducted under controlled assessment conditions The subject for the discussion and presentation can be similar, if appropriate Duration

Speaking, Listening and Communication

Available throughout the year.

30 minutes

The Speaking, listening and communication component of this qualification is designed around the principle that learners will build evidence towards the achievement of a level within a prescribed period of time under Controlled Assessment conditions. Once all skills standards have been met, for the subject level, the evidence is then submitted to OCR for external moderation. In order for learners to be able to effectively progress towards meeting the requirements of each skill standard in the Speaking, listening and communication component, teachers must make sure that the coverage and range requirements for each standard are fully addressed. The identified coverage and range are not exhaustive and may be expanded upon or tailored to particular contexts to which the qualification is being taught and the skills standards applied.
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