Developing communication skills — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This subtopic focuses on developing fundamental interpersonal communication skills, including active listening, clear speaking or alternative communication

    Topic Synopsis

    This subtopic focuses on developing fundamental interpersonal communication skills, including active listening, clear speaking or alternative communication methods, and participatory discussion techniques. Learners will practice conveying simple information, expressing feelings and opinions, and responding appropriately in social and learning contexts. Mastery of these skills supports increased independence, social inclusion, and access to further education or employment opportunities.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Developing communication skills

    WJEC-CBAC
    vocational

    This subtopic focuses on foundational communication skills essential for personal interaction and daily life. Learners develop the ability to listen attentively, respond appropriately, and engage in simple discussions, facilitating social inclusion and collaborative activities. These skills are assessed through real-life scenarios, promoting confidence in expressing needs, ideas, and preferences.

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    Learning Outcomes
    21
    Assessment Guidance
    24
    Key Skills
    20
    Key Terms
    26
    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Diploma in Personal Progress (Entry 1)
    WJEC Entry Level Certificate in Personal Progress (Entry 1)
    WJEC Entry Level Award in Personal Progress (Entry 1)
    WJEC Entry Level Certificate in Additional English (Entry 2)
    WJEC Entry Level Award in Additional English (Entry 3)
    WJEC Entry Level Award in Additional English (Entry 2)
    WJEC Entry Level Certificate in Additional English (Entry 3)

    Topic Overview

    The WJEC Entry Level Certificate in Additional English (Entry 3) is designed to build on the skills developed at Entry 2, helping you become a more confident and independent communicator. This qualification focuses on reading, writing, and speaking and listening in everyday contexts, such as work, study, and social situations. You will learn to understand longer texts, write for different purposes and audiences, and participate in discussions with greater clarity and detail.

    This course is part of the Foundations for Learning suite, which means it is ideal if you are working towards further study or employment. It is a vocationally-related qualification, so the tasks are practical and relevant to real life. For example, you might read a newspaper article, write a letter of complaint, or take part in a group discussion about a local issue. By the end of the course, you will have improved your ability to express yourself accurately and understand others effectively.

    Mastering these skills is crucial because they are the building blocks for success in other subjects and in the workplace. Whether you plan to take a GCSE in English later or move into an apprenticeship, the confidence you gain here will serve you well. The qualification is assessed through controlled assessments rather than exams, so you have the chance to show your best work in a supportive environment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Reading for meaning: Understanding the main points and details in texts such as articles, instructions, and stories. You need to identify the purpose, audience, and key information.
    • →Writing for purpose and audience: Planning and producing clear, coherent texts like letters, emails, reports, and narratives. Use appropriate tone, vocabulary, and structure.
    • →Speaking and listening: Contributing to discussions, asking and answering questions, and giving short presentations. You should listen carefully and respond appropriately.
    • →Spelling, punctuation, and grammar: Using basic rules correctly, including full stops, capital letters, commas, and common spellings. This makes your writing easier to read.
    • →Organising ideas: Structuring your writing with an introduction, main points, and a conclusion. Use paragraphs to group related ideas.

    Learning Objectives

    What you need to know and understand

    • Demonstrate active listening by maintaining eye contact and responding appropriately in a one-on-one interaction.
    • Use spoken words or alternative communication methods to express a simple request or statement.
    • Participate in a brief group discussion by taking turns and making relevant contributions.
    • Demonstrate active listening by making appropriate non-verbal or verbal responses
    • Use single words, signs, or symbols to express wants and needs
    • Sustain a short exchange of at least two turns with a familiar person
    • Show awareness of social rules during interactions (e.g., waiting for pause before speaking)
    • Demonstrate attentive listening by following a short, simple instruction
    • Respond appropriately to a familiar communication partner using words, signs, symbols, or gestures
    • Initiate communication to express a basic need or preference
    • Participate in a brief exchange on a familiar topic with support
    • Use non-verbal communication to support or replace spoken language when needed
    • Demonstrate attentive listening by responding appropriately to short statements and questions
    • Use spoken communication to express personal needs and preferences clearly
    • Engage in a simple discussion by taking turns and adding relevant contributions
    • Recognise and use basic non-verbal signals to support understanding
    • Request clarification when communication is unclear
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating attentive listening, such as nodding or making a relevant verbal response.
    • Credit should be given for using any consistent communication method (speech, sign, symbol, gesture) to convey a clear message.
    • Evidence of engaging in discussion includes taking at least one turn in a conversation without interrupting.
    • Award credit when the learner consistently looks toward the speaker and indicates recognition (nod, smile) in a structured listening activity
    • Evidence must show the learner initiating a request using their preferred communication method without physical prompting
    • Look for two clear conversational turns not including greeting/closing
    • Accept any intentional communicative act (speech, sign, gesture, symbol) as valid evidence of expression
    • Evidence of sustained eye contact or appropriate body orientation towards speaker
    • Clear indication of understanding the speaker’s message, such as a correct verbal or physical response
    • Successful use of at least one alternative communication aid (e.g., picture card, sign) if spoken language is limited
    • Demonstration of turn-taking in a simple conversation without dominating or withdrawing
    • Award credit for maintaining eye contact or using alternative means of engagement (e.g., gesture, sign)
    • Credit given for responding to a question with a relevant answer, even if not fully grammatically correct
    • Evidence of turn-taking, such as waiting for a pause before speaking or acknowledging the other speaker
    • Effective use of clarification strategies, e.g., 'Can you say that again?' or 'I didn't understand'
    • Demonstration of appropriate volume, tone, or alternative communication mode for the context
    • Award credit for demonstrating active listening by providing relevant verbal or non-verbal responses to a speaker, such as nodding or paraphrasing key points.
    • Assessors should look for the ability to initiate and sustain a short, appropriate interaction using clear speech or alternative communication aids, with minimal prompting.
    • In discussion, credit is given for taking turns appropriately, staying on topic, and making contributions that build on others’ comments.
    • Award credit for demonstrating active listening through appropriate responses, such as nodding, facial expressions, or verbal acknowledgements.
    • Award credit for speaking or using alternative communication methods to convey simple, coherent messages relevant to the context.
    • Award credit for engaging in a two-way discussion by taking turns, staying on topic, and responding to others' contributions.
    • Award credit for demonstrating active listening through non-verbal signals such as nodding, eye contact, and appropriate facial expressions in response to the speaker.
    • Credit should be given when the learner responds to a question or comment with a relevant and coherent answer, even if delivered via augmentative or alternative communication (AAC) devices.
    • Learners must show the ability to take turns appropriately in a conversation, including signaling when they wish to speak and allowing others to finish.
    • For speaking assessments, award credit for clear articulation or alternative output that conveys the intended message, regardless of accent or communication method, as long as the message is comprehensible.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice turn-taking in conversations with peers and support staff to build confidence.
    • 💡Use symbols, pictures, or assistive technology if verbal communication is challenging, and ensure these are included in evidence.
    • 💡Use familiar routines and topics to scaffold initial discussions, then gradually introduce novel elements
    • 💡Record video evidence of natural interactions rather than staged scenarios to capture authentic communication
    • 💡During assessment, provide wait time to allow the learner to process and respond without prompting
    • 💡Provide multiple opportunities for learners to demonstrate communication in naturalistic settings, reducing performance anxiety.
    • 💡When assessing, consider all forms of communication—including non-verbal—and document them as valid evidence of skill.
    • 💡In the assessment, make sure to demonstrate both speaking and listening in the same interaction
    • 💡If you use alternative communication aids, ensure the assessor knows your usual method beforehand
    • 💡Practice with a partner to build confidence in initiating and closing a short conversation
    • 💡Don’t worry about perfect grammar; focus on getting your message across and showing you understand the other person
    • 💡Before the assessment, rehearse key phrases for clarifying, agreeing, or politely disagreeing to keep discussions flowing naturally.
    • 💡During listening tasks, take brief mental notes on the main points so your response directly addresses what was said, demonstrating comprehension.
    • 💡In discussion assessments, consciously use turn-taking signals like ‘I agree with…’ or ‘Can I add…’ to show you are engaging collaboratively.
    • 💡Use recorded role-plays or observed group tasks as evidence; ensure the learner demonstrates interaction, not just a prepared monologue.
    • 💡Encourage learners to show they are listening by summarising what another person said before adding their own point.
    • 💡Assessors should create naturalistic, low-pressure scenarios where learners feel comfortable using everyday vocabulary and short sentences.
    • 💡In discussion assessments, deliberately pause before responding to process what the other person said, and then build your answer on their point to show active listening.
    • 💡Prepare a small set of key phrases or vocabulary on the assessment topic in advance, and practice using them in different conversational contexts to boost confidence.
    • 💡If using an AAC device, pre-program common opening and follow-up phrases (e.g., 'I agree because...', 'Can you explain that again?') to facilitate smoother interactions.
    • 💡Remember that assessors value clear communication over perfect grammar; focus on making your main point understandable, and use repetition or rephrasing if needed.
    • 💡Read the question carefully and highlight key words. For example, if the task says 'persuade', make sure your writing includes persuasive techniques like rhetorical questions or emotive language.
    • 💡In speaking and listening, show that you can build on what others say. Use phrases like 'I agree with... because...' or 'That's a good point, but have you considered...?' This demonstrates higher-level skills.
    • 💡Proofread your writing at the end. Check for common errors like missing capital letters, incorrect verb tenses, and spelling mistakes. Even small corrections can make a big difference to your mark.

    Common Mistakes

    Common errors to avoid in your coursework

    • Misunderstanding when to respond, leading to interrupting or speaking over others.
    • Using vague gestures or words that do not clearly convey the intended message.
    • Failing to maintain topic relevance during discussion.
    • Believing full sentences are required when single words or pictures are acceptable at this level
    • Frequently interrupting without understanding the concept of turn-taking
    • Assuming communication only means verbal speech, ignoring sign or symbol use
    • Assuming that communication must be verbal; neglecting alternative methods such as gestures or symbols
    • Failing to acknowledge the speaker before responding, leading to disjointed interactions
    • Confusing passive hearing with active listening and response
    • Struggling to maintain focus on the speaker and interrupting inappropriately
    • Using a volume that is too quiet or too loud for the setting
    • Giving minimal responses without expanding or seeking clarification, leading to misunderstandings
    • Relying solely on speech without using supporting facial expressions or gestures
    • Misinterpreting non-verbal cues from others
    • Learners often interrupt the speaker or prepare their response prematurely, leading to misunderstandings or incomplete listening.
    • A common error is giving overly brief or one-word answers in discussions, missing the opportunity to elaborate and demonstrate communication range.
    • Many struggle with maintaining appropriate eye contact or body language, which can convey disinterest or reduce the impact of their message.
    • Learners often mistake communication for merely speaking without considering the importance of listening and responding to others.
    • Students may ramble or go off-topic during discussions, failing to maintain a focused exchange.
    • Some learners rely solely on one-word answers and struggle to extend their responses to sustain a simple conversation.
    • Interrupting the speaker before they have finished their point, which disrupts the flow of communication and demonstrates poor listening skills.
    • Providing only one-word answers or gestures when capable of more detailed responses, thus missing opportunities to demonstrate full engagement.
    • Using overly complex vocabulary or structures that obscure meaning, rather than focusing on simple, clear communication appropriate for Entry 3 level.
    • Forgetting to use prepared communication aids effectively, such as not activating a pre-recorded message in time during a discussion.
    • Misconception: 'I don't need to plan my writing – I can just start and it will be fine.' Correction: Planning helps you organise your thoughts and ensures you cover all the key points. Even a simple bullet-point list can improve your final piece.
    • Misconception: 'Speaking and listening doesn't matter as much as writing.' Correction: Speaking and listening is a compulsory part of the qualification and counts towards your final grade. It also helps you develop skills for real-life communication.
    • Misconception: 'I should use long, complicated words to sound clever.' Correction: Clear, simple language is often more effective. Focus on getting your message across accurately rather than using fancy vocabulary you're unsure about.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Completion of WJEC Entry Level Certificate in Additional English (Entry 2) or equivalent functional skills at Entry 2.
    • •Basic understanding of sentence structure, punctuation, and common vocabulary.
    • •Ability to read short texts and write simple sentences independently.

    Key Terminology

    Essential terms to know

    • Active listening and responding
    • Expressive communication methods
    • Interactive dialogue skills
    • Non-verbal communication cues
    • Active listening and response
    • Expressive communication methods
    • Engagement in simple discussions
    • Turn-taking and social cues
    • Active listening and response
    • Expressive communication
    • Interactive discussion
    • Alternative communication methods
    • Active and responsive listening
    • Expressive spoken communication
    • Turn-taking in conversation
    • Non-verbal engagement
    • Clarification and repair strategies
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people

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