Communication skills — ASDAN QCF Foundations for Learning Revision

    This subtopic introduces learners to the fundamentals of effective communication, including the definitions of communication and active listening, the crit

    Topic Synopsis

    This subtopic introduces learners to the fundamentals of effective communication, including the definitions of communication and active listening, the critical role of feedback, and the practical skills involved in planning, executing, and reflecting on communication activities. It equips learners with essential interpersonal skills for everyday life and future vocational contexts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Communication skills

    ASDAN
    vocational

    This subtopic introduces learners to the fundamentals of effective communication, including the definitions of communication and active listening, the critical role of feedback, and the practical skills involved in planning, executing, and reflecting on communication activities. It equips learners with essential interpersonal skills for everyday life and future vocational contexts.

    37
    Learning Outcomes
    47
    Assessment Guidance
    57
    Key Skills
    33
    Key Terms
    60
    Assessment Criteria

    Assessment criteria

    ASDAN Entry Level Certificate in Personal Effectiveness (Entry 3)
    ASDAN Entry Level Award of Personal Effectiveness (Entry 3)
    ASDAN Level 2 Certificate in Personal Effectiveness
    ASDAN Level 1 Extended Award in Personal Effectiveness
    ASDAN Level 3 Extended Award in Personal Effectiveness
    ASDAN Level 3 Award in Personal Effectiveness
    ASDAN Level 2 Extended Award in Personal Effectiveness
    ASDAN Level 2 Award in Personal Effectiveness
    ASDAN Level 3 Certificate in Personal Effectiveness
    ASDAN Entry Level Extended Award in Personal Effectiveness (Entry 3)
    ASDAN Level 1 Award in Personal Effectiveness
    ASDAN Level 1 Certificate in Personal Effectiveness

    Topic Overview

    The ASDAN Entry Level Certificate in Personal Effectiveness (Entry 3) is designed to help you develop essential life skills that will support your learning, work, and daily life. This qualification focuses on building your confidence, independence, and ability to work with others. You will complete a range of practical tasks and challenges that demonstrate your personal effectiveness in real-world contexts, such as managing a project, solving problems, or communicating effectively.

    This certificate is part of the Foundations for Learning suite, which is aimed at learners who are building foundational skills for further education, employment, or independent living. At Entry 3, you are expected to work with some support but show increasing responsibility for your own learning. The qualification is assessed through a portfolio of evidence, meaning you collect examples of your work to prove you have met the learning outcomes.

    Studying Personal Effectiveness is valuable because it prepares you for the next steps in your life, whether that is moving on to a higher-level qualification, starting an apprenticeship, or gaining employment. The skills you develop—such as teamwork, problem-solving, and self-management—are highly sought after by employers and will help you succeed in any area you choose.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal Effectiveness: The ability to manage yourself, your time, and your tasks to achieve goals. This includes being organised, motivated, and resilient.
    • →Working with Others: Collaborating in a team, listening to others, sharing ideas, and respecting different viewpoints. You will need to show you can contribute to group tasks.
    • →Problem-Solving: Identifying a problem, thinking of possible solutions, trying them out, and reflecting on what worked. This involves using creative and logical thinking.
    • →Communication: Expressing your ideas clearly in speaking and writing, and understanding information given by others. This includes using appropriate language for different audiences.
    • →Reflection: Looking back at what you have done, evaluating your performance, and identifying what you have learned. This is a key part of building your portfolio.

    Learning Objectives

    What you need to know and understand

    • Define communication and identify its key components.
    • Describe the characteristics of active listening.
    • Explain the role of feedback in effective communication.
    • Produce a structured plan for a communication activity.
    • Implement a communication activity plan to convey information.
    • Evaluate own performance in a communication activity, identifying strengths and areas for improvement.
    • Define communication and identify its key components in everyday contexts.
    • Demonstrate active listening techniques, such as paraphrasing and using non-verbal cues.
    • Explain the importance of feedback and provide examples of constructive responses.
    • Develop a structured plan for a communication activity, outlining objectives and methods.
    • Execute the planned communication activity, adapting communication style as needed.
    • Evaluate own performance in the communication activity, identifying strengths and areas for improvement.
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to assess own success in relation to communication activities
    • 1. Know what is meant by communication2. Know what is meant by active listening3. Know the importance of feedback in communication4. Be able to produce a plan for a communication activity5. Be able to use a plan for a communication activity6. Be able to identify own success in relation to a communication activity
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to review own success in relation to communication activities
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to assess own success in relation to communication activities
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to review own success in relation to communication activities
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to assess own success in relation to communication activities
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to review own success in relation to communication activities
    • Define communication and list its key components.
    • Describe what active listening involves and give an example.
    • Explain why feedback is important in communication.
    • Create a simple plan for a communication activity.
    • Carry out a communication activity using a plan.
    • Reflect on own performance in a communication activity and identify successes.
    • Define communication and its key components.
    • Describe what is meant by active listening and identify its key behaviours.
    • Explain the importance of feedback in effective communication.
    • Produce a structured plan for a communication activity.
    • Execute a communication activity using a prepared plan.
    • Evaluate own performance and identify successes in a communication activity.
    • Identify key elements of effective communication, including verbal and non-verbal methods.
    • Describe the principles of active listening and its role in successful communication.
    • Explain why feedback is essential for improving communication skills.
    • Produce a simple plan for a communication activity, outlining aims and methods.
    • Carry out a planned communication activity, using appropriate skills.
    • Assess own performance in a communication activity, identifying strengths and areas for improvement.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for providing a clear definition of communication that includes both sending and receiving information.
    • Look for evidence of active listening techniques being demonstrated, such as paraphrasing or asking clarifying questions.
    • Expect the learner to explain how feedback helps confirm understanding or improve future communication.
    • The plan must include a clear objective, audience, key message, and a step-by-step outline of the activity.
    • Assessors should check that the learner follows their plan and can adapt if necessary during the activity.
    • In self-evaluation, credit should be given for specific examples of what went well and what could be improved, not just general statements.
    • Award credit for accurate definitions of communication with clear examples (e.g., verbal, non-verbal, written).
    • Credit for demonstrating at least two active listening behaviours during role-play or discussion (e.g., eye contact, nodding, questioning).
    • Award credit for explaining the purpose of feedback and giving a relevant example of using feedback to improve communication.
    • Credit for a written or verbal plan that includes clear objectives, audience, and a chosen method of communication.
    • Award credit for successful implementation of the plan, showing ability to engage and convey information.
    • Credit for reflective statements that identify what went well and what could be improved, with specific examples.
    • Demonstrate a clear definition of communication, distinguishing between verbal and non-verbal forms, with relevant examples from everyday life.
    • Provide evidence of active listening techniques used during a planned communication activity, such as paraphrasing, summarizing, or using open-ended clarifying questions.
    • Produce a detailed communication plan that includes specific objectives, identified audience, chosen medium, and measurable success criteria.
    • Complete a reflective self-assessment that evaluates the planning process, execution, and outcomes, explicitly identifying what worked well and what could be improved with reasoned justification.
    • Award credit for accurately defining communication with examples of at least two forms (e.g., verbal, non-verbal, written).
    • Acknowledge evidence that demonstrates active listening techniques, such as paraphrasing, maintaining eye contact, and asking clarifying questions.
    • Look for a clear explanation of why feedback is important, including at least one benefit for the sender and one for the receiver.
    • Expect a well-structured plan that includes purpose, audience, key messages, and chosen method(s) for the communication activity.
    • Verify that the plan is used effectively during the activity, with evidence like observation records or witness statements.
    • Assess self-evaluation that identifies specific successes, challenges faced, and at least one suggestion for future improvement.
    • Award credit for demonstrating understanding of the communication cycle (sender, message, receiver, feedback, context) with reference to own communication scenarios.
    • Evidence of applying active listening techniques (e.g., paraphrasing, summarising, questioning) as recorded in planning documents and witness statements.
    • Clear integration of feedback (from peers, tutors, or self-assessment) into revised communication plans, showing a responsive approach.
    • Detailed and realistic communication activity plans with SMART objectives, identified audiences, and chosen methods.
    • Use of a reflective log evaluating personal success against planned outcomes, citing specific examples and identifying areas for improvement.
    • Award credit for clear definitions of communication models (e.g., transactional, linear) and their components.
    • Assess evidence of active listening techniques such as paraphrasing, clarifying, and non-verbal cues.
    • Expect demonstration of giving and receiving feedback using structured approaches (e.g., SBI model).
    • Credit for detailed communication activity plans with SMART objectives, resources, and evaluation criteria.
    • Evidence of implemented plans through logs, recordings, or witness statements.
    • Assess reflective self-assessment against set criteria, identifying strengths and areas for improvement.
    • Award credit for demonstrating a clear definition of communication with relevant examples (e.g., verbal, non-verbal, written) and explaining how these apply in personal or professional settings.
    • Credit should be given for evidence of active listening techniques such as paraphrasing, summarizing, and asking clarifying questions during a recorded or observed interaction.
    • Recognise when the learner identifies both positive and constructive feedback in their communication plan, and shows how feedback was used to improve performance.
    • Award credit for demonstrating a clear understanding of verbal and non-verbal communication, with relevant examples from personal experience or observed scenarios.
    • Credit evidence that illustrates active listening techniques, such as paraphrasing, summarising, asking open questions, and showing empathy.
    • Look for a well-articulated explanation of how feedback can improve communication, supported by a specific example of giving or receiving feedback.
    • The communication plan must include a clear purpose, identified audience, chosen methods, and measurable success criteria.
    • Award credit for executing the plan and providing robust evidence (e.g., recordings, witness statements, reflective notes) that matches the plan's objectives.
    • Self-assessment must be honest and specific, referencing the success criteria and identifying both strengths and actionable areas for improvement.
    • Award credit for demonstrating a clear explanation of communication as a two-way process, incorporating verbal, non-verbal, and written forms with appropriate examples.
    • Expect learners to provide specific examples of active listening techniques (e.g., paraphrasing, summarising, questioning) and evidence of their application in real or simulated interactions.
    • Look for a well-structured communication plan that includes clear objectives, target audience, key messages, chosen methods, timelines, and criteria for success.
    • Evidence of implementing the plan should show adaptability and effective use of communication skills, with supporting material such as witness statements, recordings, or artefacts.
    • The review must critically evaluate own performance against planned criteria, identify strengths and areas for improvement, and demonstrate understanding of how feedback received was used to enhance communication.
    • Award credit for a clear definition of communication in own words.
    • Look for evidence of active listening during a recorded conversation or role-play.
    • Check that the plan includes a clear aim, method, and expected outcome.
    • Credit identification of at least one specific success and one area for improvement.
    • Award credit for a clear definition of communication, supported by relevant examples.
    • Look for evidence of active listening during the activity (e.g., paraphrasing, appropriate non-verbal cues).
    • Check that the communication plan includes specific elements: objective, audience, message, and method.
    • Assess the use of the plan through practical evidence such as observation records or witness statements.
    • Credit should be given for honest, specific self-evaluation that highlights what went well and why.
    • Award credit for a clear explanation of communication that covers both sending and receiving messages, with examples of verbal and non-verbal methods.
    • Expect learners to demonstrate active listening through observable behaviours such as paraphrasing, questioning, or suitable non-verbal cues in a practical task.
    • Credit should be given for a written communication plan that includes a realistic aim, identified audience, key message, and chosen method or medium.
    • In self-assessment, look for specific references to personal performance linked to the plan objectives, and at least one concrete example of a strength and an area for development.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice active listening by summarizing what others say before responding.
    • 💡Use a simple feedback model like 'What went well? Even better if...' to structure peer feedback.
    • 💡Create a checklist for your communication plan to ensure you cover all necessary elements.
    • 💡Keep a journal or log of communication activities to support reflective evidence.
    • 💡When evaluating success, compare your outcomes directly against the objectives in your plan.
    • 💡Practice active listening in everyday conversations and record examples for your portfolio.
    • 💡When planning, use a simple template to ensure you cover all key elements: aim, audience, method, and content.
    • 💡Collect feedback from others during your activity to strengthen your evidence of effective communication.
    • 💡For self-evaluation, use the 'what went well, even better if' format to structure your reflection.
    • 💡Ensure your evidence demonstrates understanding of both verbal and non-verbal communication.
    • 💡Structure your portfolio so that each learning outcome (1-6) is clearly labelled and supported by distinct pieces of evidence—do not combine all into one narrative.
    • 💡Select a communication activity that is realistic and personally meaningful (e.g., a presentation, a difficult conversation with a friend/colleague) to generate richer, more authentic evidence.
    • 💡For self-assessment, use a structured reflective model (such as Gibbs' Reflective Cycle or a simple SWOT) and explicitly link your reflections back to the success criteria in your plan.
    • 💡Include a variety of evidence in your portfolio, such as written plans, recordings, reflective logs, and witness statements, to cover all assessment criteria.
    • 💡When reflecting on your communication activity, use a structured model like 'What went well?', 'Even better if?' to show deep analysis.
    • 💡Practice active listening with a partner and document specific techniques used, as assessors will look for practical application, not just theory.
    • 💡Ensure your communication plan directly links to the chosen activity and shows consideration of context, purpose, and potential barriers.
    • 💡Always link theory to practice: use concrete examples from your planned activities to show understanding of communication models.
    • 💡Keep a contemporaneous reflective diary during activities to capture genuine feelings and learning points, which strengthens your review evidence.
    • 💡When planning, consider potential barriers to communication (e.g., environmental, emotional, cultural) and how you will overcome them.
    • 💡In coursework, demonstrate progression by showing how feedback from one activity informed the planning of subsequent ones.
    • 💡When explaining communication, refer to recognised models (e.g., Shannon-Weaver) to demonstrate theoretical understanding.
    • 💡For active listening, provide concrete examples from practice, such as using open questions and summarising.
    • 💡In feedback exercises, structure responses using the ‘What? So What? Now What?’ reflective model.
    • 💡Ensure communication plans include clear milestones and contingency measures.
    • 💡In self-assessment, link evidence to the original plan and use specific criteria to judge success.
    • 💡When creating communication plans, always include clear objectives, target audience, key messages, and success measures to demonstrate thorough planning.
    • 💡For active listening, provide concrete evidence such as a witness statement or recording showing you used techniques like summarising after a speaker finishes.
    • 💡In the review stage, refer directly to your plan's success criteria and use specific examples of what went well and what could be improved.
    • 💡Use a recognised communication model (e.g., sender-message-receiver-feedback) to structure your written explanations, showing theoretical understanding.
    • 💡When planning and carrying out communication activities, record them (with permission) to capture real evidence of your active listening and interpersonal skills.
    • 💡Seek feedback from others involved in your activities and include their comments in your portfolio—this demonstrates your commitment to improving through feedback.
    • 💡For the self-assessment, be specific: link your reflections directly to the success criteria in your plan, and set at least one clear goal for future development.
    • 💡When compiling your portfolio, include a reflective log or diary that captures thoughts and feelings before, during, and after communication activities to evidence personal growth.
    • 💡Use a variety of evidence types—such as video/audio clips (with consent), written plans, feedback forms, and annotated screenshots—to demonstrate your communication journey authentically.
    • 💡In your review, directly reference the success criteria from your plan, and explicitly state how you would adapt your approach for future similar situations.
    • 💡Include witness statements or observation records to confirm active listening skills.
    • 💡Use a template for your communication plan to ensure you cover the aim, audience, method, and reflection.
    • 💡When reflecting, be honest and specific—mention exactly what went well and what you would change.
    • 💡Practice giving and receiving feedback with a peer before submitting evidence.
    • 💡Use a variety of communication methods (verbal, non-verbal, written) to demonstrate comprehensive understanding.
    • 💡Keep a record of your planning process, including drafts and notes, to strengthen your portfolio evidence.
    • 💡Seek feedback from peers or supervisors after your activity to support your self-evaluation.
    • 💡Ensure your communication plan clearly states what you aim to achieve and how you will measure success.
    • 💡When planning a communication activity, start by defining exactly what you want to achieve and who you are communicating with to keep your plan targeted.
    • 💡During practical assessments, consciously use non-verbal cues such as eye contact and nodding to visibly show active listening, as these are often assessed alongside words.
    • 💡For the self-evaluation task, compare your own view of your performance with any feedback from others, and pick one specific moment from the activity to analyse in depth.
    • 💡Tip 1: Plan your portfolio early. Start collecting evidence from the very first task. Use a checklist of the learning outcomes to make sure you cover everything. Organise your evidence in a folder with clear labels.
    • 💡Tip 2: Use the 'STAR' method when writing reflections: describe the Situation, Task, Action, and Result. This structure helps you give detailed, specific examples that show your personal effectiveness.
    • 💡Tip 3: Ask for feedback from your teacher or peers and include it in your portfolio. Showing that you can accept and act on feedback demonstrates maturity and self-improvement, which are key aspects of personal effectiveness.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing communication with simply speaking, ignoring non-verbal cues and listening.
    • Assuming active listening means just hearing words without providing feedback.
    • Viewing feedback only as criticism, rather than as a tool for mutual understanding.
    • Writing a plan that is too vague, lacking specific steps, or not tailored to the audience.
    • Forgetting to refer back to the plan during the activity, leading to unplanned outcomes.
    • Self-assessment being overly generic, e.g., 'I did well', without linking to specific criteria or evidence.
    • Confusing hearing with active listening; learners may believe that simply being present constitutes listening.
    • Providing vague or non-constructive feedback, such as 'it was good' without explanation.
    • Failing to adapt communication style to the audience, resulting in misunderstandings.
    • Overcomplicating the plan with unrealistic objectives, making the activity difficult to execute.
    • Identifying only positive aspects in self-reflection, without acknowledging areas for development.
    • Confusing passive hearing with active listening, often evidenced by a lack of engagement demonstrated through minimal verbal or non-verbal feedback.
    • Failing to set clear, measurable criteria in communication plans, making it difficult to assess whether the activity was successful.
    • Overlooking non-verbal communication aspects such as body language, eye contact, and tone of voice when analysing communication effectiveness.
    • Confusing communication with just talking, ignoring non-verbal cues like body language and tone of voice.
    • Thinking active listening only means being quiet while the other person speaks, without engaging or providing feedback.
    • Describing feedback as only criticism, rather than constructive information that helps both parties improve.
    • Creating a plan that lacks detail, such as missing the objective or not considering the audience's needs.
    • Failing to use the plan during the activity, resulting in a disorganised or off-topic communication.
    • Providing vague self-assessment without concrete examples of what went well or what could be done differently.
    • Confusing active listening with simply hearing or waiting to speak, rather than engaging through verbal and non-verbal cues.
    • Treating feedback as criticism rather than a tool for improvement, leading to defensive reactions or failure to incorporate suggestions.
    • Creating vague communication plans without clear goals, target audiences, or success criteria.
    • Neglecting to review and evidence the review stage, resulting in a descriptive rather than evaluative reflection.
    • Assuming communication is only verbal, ignoring non-verbal and written elements essential in different contexts.
    • Assuming communication is solely about speaking, neglecting listening and non-verbal aspects.
    • Confusing hearing with active listening – not applying techniques to confirm understanding.
    • Providing feedback that is vague or personal rather than specific and behavior-focused.
    • Creating plans that are unrealistic or lack measurable outcomes.
    • Failing to reflect critically on own performance, offering superficial self-assessment.
    • Confusing communication with simply speaking or writing, rather than a two-way process involving a sender, message, and receiver.
    • Thinking active listening is the same as hearing; ignoring non-verbal cues like nodding and eye contact.
    • Neglecting to include specific criteria for success in communication plans, leading to vague evaluation.
    • Confusing hearing with active listening – learners may describe passive hearing rather than the intentional process of engaging, understanding, and responding.
    • Providing vague or overly general feedback, such as 'you did well', without linking it to specific behaviours or outcomes.
    • Setting communication plans with unclear or unrealistic aims, making it difficult to measure success or gather meaningful evidence.
    • Failing to collect sufficient evidence during the communication activity, leaving the portfolio with gaps in proving competence.
    • Writing a superficial self-assessment that lacks critical reflection, often focusing only on what went well without identifying genuine areas for development.
    • Describing communication as simply sending a message, ignoring the role of the receiver, context, and potential barriers.
    • Confusing active listening with merely hearing; failing to demonstrate strategies like asking clarifying questions or providing non-verbal cues that show engagement.
    • Providing feedback that is vague or purely evaluative rather than specific, constructive, and focused on behaviour or outcomes.
    • Creating a communication plan that lacks measurable objectives, realistic timescales, or alternative approaches if initial methods prove ineffective.
    • Conducting a superficial review that only summarises what happened, without analysing the impact of own communication choices or linking reflections to the original plan.
    • Confusing communication solely with speaking, rather than a two-way process.
    • Assuming active listening is simply hearing words without engaging.
    • Struggling to accept constructive feedback or dismissing it as criticism.
    • Writing vague plans that lack detail on steps or resources.
    • Overestimating performance in self-evaluation without concrete examples.
    • Confusing communication with simply talking, ignoring the reception and interpretation of the message.
    • Assuming active listening means only hearing words, without engaging or providing feedback.
    • Overlooking that feedback must be constructive and two-way to be effective.
    • Attempting the communication activity without a written plan, leading to disorganised delivery.
    • Struggling to identify concrete successes, resulting in vague statements like 'it went well'.
    • Confusing communication with simply delivering information, ignoring the two-way nature and the impact of non-verbal signals.
    • Treating active listening as passive hearing, failing to use techniques like paraphrasing or asking clarifying questions.
    • Writing communication plans that are vague, missing a clear purpose or audience consideration, which leads to unfocused activities.
    • In self-assessment, providing only general praise or criticism without linking to specific evidence or feedback received.
    • Misconception: 'Personal effectiveness is just about being organised.' Correction: While organisation is important, personal effectiveness also includes skills like communication, teamwork, problem-solving, and self-reflection. It's about how you manage all aspects of a task or project.
    • Misconception: 'I don't need to show evidence if I just do the task.' Correction: For this qualification, you must collect evidence (e.g., photos, witness statements, written work) to prove you have met the criteria. Simply doing the task is not enough; you need to document it.
    • Misconception: 'Working with others means I can let them do all the work.' Correction: You must actively contribute to group tasks. Your evidence should show your individual input, such as ideas you shared or tasks you completed. Passively watching others will not earn you the certificate.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 2 level, as you will need to read instructions, write simple sentences, and do basic calculations.
    • •Some experience of working in a group or on a simple project, such as in PSHE or other life skills lessons.
    • •A willingness to try new tasks and reflect on your experiences.

    Key Terminology

    Essential terms to know

    • Understanding communication
    • Active listening techniques
    • Feedback in communication
    • Planning communication activities
    • Reflective practice
    • Verbal and non-verbal communication
    • Active listening techniques
    • Constructive feedback
    • Planning communication activities
    • Self-reflection and evaluation
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to assess own success in relation to communication activities
    • 1. Know what is meant by communication2. Know what is meant by active listening3. Know the importance of feedback in communication4. Be able to produce a plan for a communication activity5. Be able to use a plan for a communication activity6. Be able to identify own success in relation to a communication activity
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to review own success in relation to communication activities
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to assess own success in relation to communication activities
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to review own success in relation to communication activities
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to assess own success in relation to communication activities
    • 1. Understand what is meant by communication2. Understand what is meant by active listening3. Understand the importance of feedback in communication 4. Be able to create plans for communication activities5. Be able to use plans for communication activities6. Be able to review own success in relation to communication activities
    • Communication basics
    • Active listening
    • Feedback role
    • Planning to communicate
    • Self-evaluation
    • Defining communication
    • Active listening techniques
    • Role of feedback
    • Planning communication activities
    • Self-evaluation and reflection
    • Practical application
    • Verbal and non-verbal communication
    • Active listening skills
    • Giving and receiving feedback
    • Planning communication activities
    • Self-evaluation of communication

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