Professional Focus Paper
Communication
1.
Level: National 1
Who is this paper for and what is its purpose?
This paper is for staff who provide learning, teaching and support as learners work towards Communication
National 1.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3 to 18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger, with a clear focus on knowledge, understanding, skills, capabilities and attributes. These are delivered
through the experiences and outcomes of the 3–15 Broad General Education (BGE) and, at the senior phase,
through programmes that build directly on the BGE, leading to qualifications. Because of a strengthened focus on
the nature and quality of learning experiences and increased learner participation in every aspect of the learning,
teaching and assessment cycle, self-motivation is likely to be increased and learners consequently more engaged
and enthused. To ensure continuity and progression, qualifications at the senior phase have been designed to
embrace this unambiguous focus on high-quality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years, whereas others may enable learners to work towards qualifications within one year. In both cases, the
advice in this paper is relevant to the learning and teaching approaches which learners will encounter. This paper is
intended to stimulate professional reflection and dialogue about learning. It highlights important features of learning
which are enhanced or different from previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of all learners?
2.
What’s new and what are the implications for learning and teaching?
At National 1, Communication consists of 10 units providing learners with relevant experiences to develop skills for
learning, life and work. The units are:
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Creating Text
Interacting in the Community
Interacting in the Workplace
Listening and Responding to Scottish Texts
Listening and Responding to Texts
Recognising Character in Fiction
Recognising Signs in the Community
Recognising Text
Responding to Ideas in Fiction
Using Information Texts.
COMMUNICATION
At National 1 the units are standalone and to achieve a Communication unit at National 1 learners must be able to
achieve the outcome within the unit, with the appropriate level of support and resources. However, in practice, as
the units are closely linked, most learners will undertake several units at the one time. At National 1 learning should
be relevant to the learner’s everyday life, their overall learning programme and/or work and leisure. The outcomes
across the range of Communication units at National 1 and other areas of the curriculum may be linked together to
provide personalised achievement opportunities for all learners, for example:
 Communication: Interacting in the Community could link directly to Personal Development: Taking Part in
Leisure Time Activities
 Communication: Using Information Texts could link directly to Number Skills: Handling Money
 Communication: Creating Text could link directly with Personal Development: Personal Organisation.
National 1 Communication units could have links with National 1 Personal Achievement Awards. For example,
Having Your Say, Developing Relationships, Social Events and Performing Arts: Group Activity.
Progression for learners may be across the range of National 1 Communication units to other units in English and
Communication at National 2, further study, employment or training. The nature of this progression will depend on
the individual needs of the learner.
What are the key aspects of Communication National 1?
Integrated approach to experiences and skills development
Communication units at National 1 build on the experiences and skills developed within the BGE. A range of
contexts, including at home and within the local community, will broaden and extend learners’ experiences and
enable them to apply their skills across a range of curricular areas. For some learners, with more complex needs,
specific targets may be set within their individualised educational programmes to ensure skills are developed
across communication and literacy. In planning experiences and skill development in communication staff should
also take account of the targets set in other curricular areas, including literacy, numeracy and personal
development.
Wider range of evidence of learning
There is a clear focus on assessment as an integral part of learning and teaching. Staff will want to use their
interactions with learners to form judgments of how teaching and tasks are to be directed to meet learners’ needs.
At National 1 it is anticipated that most evidence for assessment purposes will be gathered on a naturally occurring
basis. A variety of assessment approaches should be used in order to allow a range of valid and reliable
assessment evidence to be gathered. Such approaches might include:
 observation of evidence demonstrated during an activity (using an observation checklist, visual recording,
photography or equivalent)
 oral questioning before, during and on completion of a task (recorded using audio-visual or audio recording or
using detailed written assessor notes)
 the centre’s own assessment tools
 learning and teaching activities which generate physical evidence for assessment
 identifying opportunities to record evidence within other curricular areas and/or other environments.
These examples of evidence could be used by learners and/or staff to build a portfolio to demonstrate progress
across the outcomes in the Communication units. Staff should develop criteria of success where the focus is
placed on small, well-defined steps in learning. In this way, the learner with more complex needs is more likely to
achieve success and be able to progress within the level or on to the next level. Staff should ensure that different
approaches to assessment are matched to the individual learner’s needs, including accurate and regular feedback,
COMMUNICATION
as appropriate. Where possible, learners should be at the centre of this process so they have a clear
understanding of what will be assessed and how it will be assessed. They should also be supported and involved in
selecting the assessment evidence that best demonstrates the knowledge, understanding, skills, capabilities and
attributes they have developed and demonstrated. Staff have the flexibility to manage the support requirements for
each learner. They may also keep informal records, including contributions from parents/carers and others, as part
of the learning and teaching process, showing how the learner is progressing.
Hierarchy of units
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement.
There is no mandatory content at Communication National 1 but the general aims of the units provide learners with
opportunities to:
 develop the skills required to effectively communicate with other people in the community and in the workplace
 listen to Scottish and other texts and respond by communicating ideas, opinions and/or information about these
texts
 develop skills in recognising text and in communicating information by creating text
 access and use information texts in the contexts of learning, life and/or work
 recognise and convey information about characters from works of fiction
 develop their skills in understanding signs used in different contexts
 respond to the main ideas in works of fiction.
This will help learners develop and improve their communication skills in familiar and not so familiar settings and for
a range of purposes. These experiences, skills and knowledge will be developed further in National 2 and beyond
and across National 1 units in other curricular areas. Careful planning of contexts will be required to ensure
learners can move within and between National 1 and National 2 units, as appropriate.
What are the key features of learning in Communication National 1?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively to
develop skills. Learners may require individualised differentiation of tasks and activities to promote their
engagement in learning and to support their achievements in Communication National 1. Learners will require
varying degrees of support to enable them to achieve the outcomes and assessment standards. Some learners
may take part at an experiential or sensory level, where they require full support. Some may require frequent
direction and support to enable them to take part, while others may take part independently or with intermittent
support. For a few learners, with more complex additional support needs, where the outcomes in a Communication
National 1 unit may not be fully achievable, the experiences gained in Communication units will enhance learning
and may contribute to their success within other National 1 units. Using a variety of different methodologies, active
learning approaches and support models will ensure learning experiences meet the needs of all learners.
Personalised learning and learning independently
At Communication National 1 learners have real opportunities to develop skills for learning, life and work in ways
that are stimulating, challenging, relevant and enjoyable. These opportunities may be related to their specific
needs, interests and choices, which in turn promote engagement. For example, a group of learners may be working
on appropriate interactions with people in the wider community. They can be supported in this when they take a
visit to on the local library. Each learner can focus on a different aspect of interaction when choosing books or
magazines that relate to their interests. Increased motivation and personalisation will lead to improved outcomes
for all. Learners with complex needs will require varying degrees of staff support for all or part of the tasks. Welldefined assessment tasks will determine the level of support an individual learner may require at any given point
COMMUNICATION
within the learning and teaching environment. Learners should be given opportunities to use their normal mode of
communication and have access to the appropriate resources identified to support their learning, for example:
 creating text – pictures, symbols, letters and words, Braille
 listening and responding to texts – responding to prompt questions, preparing a story board or picture board,
producing a drawing
 assistive technologies such as electronic tablets, Boardmaker, Picture Exchange Communication systems
(PEC), Talking Mats, word processing
 an identified level of staff support to access, participate and achieve in tasks
 an adapted environment.
How will you plan opportunities for learners to learn independently as appropriate?
How will you plan contexts to ensure there is progression without unnecessary repetition of content?
Responsibility for learning
The quality of relationships of the range of staff supporting the learner and a clear understanding of individual
needs will enhance the learners’ ability to engage in and, as appropriate to the individual needs, take responsibility
for their learning. Learners progress at different rates and will require different levels of support depending on the
task/activity to be undertaken. Staff should be aware of the types and range of supports required to enable the
learner to experience success and achievement, with the least possible intervention. Personalised learning, with
clear links to previous learning, progress and achievement, ensures that learning, teaching and individual
educational programmes are tailored to the learners’ needs across the contexts for learning. Learners’ preferred
methods of communication and the increasing use of technology will play an important role in allowing learners to
take increased responsibility for learning.
Learners should be encouraged to monitor their own progress, where appropriate. Learners can be guided towards
building their own understanding of the learning process using a range of strategies. For those learners who are at
the earliest stages of reading and writing or who require positive behaviour support strategies the following could
be used:
 visual self-assessment (photographic, pictorial, graphic)
 oral, gestural, signing responses
 achievement reward system (stickers, certificates).
How will you support learners to take responsibility for and plan their own learning?
What key areas will you communicate with learners to ensure they are making progress with the aims of the
course?
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working, including learning from
each other. When planning collaborative learning and teaching approaches staff will want to consider how
individual learners can be encouraged and supported to take on roles that provide appropriate challenge and also
meaningful opportunities to contribute to the group and to experience success. Working collaboratively provides the
relevant and real-life contexts and situations that promote knowledge and understanding of life outside home and
school. Communication development is likely to be enhanced in contexts where learners are encouraged to take on
a range of roles and responsibilities. In experiencing different roles learners will help to provide information and
support that can shape and develop their communication skills. These roles could include learners taking the lead
in communicating information at a school event or in the workplace, listening and responding to others, taking
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turns in a group activity, or responding to characters or events in a text, play or film clip. Working together will
encourage learners to build positive relationships while demonstrating awareness and respect for others.
How might you develop collaborative approaches to learning and make effective use of technology?
Applying learning
For learners with complex needs, learning experiences linked to strengths, interests and choices will enable them
to develop their individual communication skills and have opportunities to apply these in other areas of the
curriculum and in real-life situations. Staff should ensure that tasks and activities are clearly linked to outcomes,
which in turn will allow the learner to demonstrate their knowledge, understanding, skills, capabilities and attributes,
accompanied by whatever support model has been identified for the individual. There will be learning opportunities
which develop thinking skills as well as literacy and numeracy skills across the Communication units. A central
theme is to encourage learners to use their existing and emerging skills in a range of contexts in school, at home
and in the community. Opportunities for learners to apply and use their communication skills across other
curriculum areas will help to ensure that their skills and usual mode of communication are reinforced and
transferrable. Working in partnership with parents/carers and others, staff can ensure that learners are able to use
and practise their skills in as natural a context as possible.
How can you ensure that learners can access opportunities to apply their learning in other curriculum areas?
3.
Qualification information
The SQA website provides you with the following documents:
 unit specifications
 support notes
 unit assessment support packages.
Full information on arrangements for this qualification is available on the SQA website.
Further information on the developments in National units is available on SQA's National 1 unit web page:
www.sqa.org.uk/national1.
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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