abc Communication Core Skills Flexible Learning Resource Pack
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NATIONAL QUALIFICATIONS CURRICULUM SUPPORT Core Skills Communication Flexible Learning Resource Pack [INTERMEDIATE 2] Edward Blades abc The Open, Flexible and Distance Learning (OFDL) project has been guided by a steering group comprising representatives from the following organisations. Grateful thanks are extended to all involved. Learning and Teaching Scotland HM Inspectorate of Education Scottish Further Education Unit Heriot Watt University Scottish Qualifications Authority Scottish Councils’ Learning and Resources Network Colleges’ Open Learning Exchange Group The OFDL project has been funded by the Scottish Executive Education Department (SEED) as part of the Staff Development for Effective Teaching (SDET) initiative. The publishers are grateful to COLEG for permission to use the COLEG Millennium Guidelines for the Development of Self Study Learning Materials as part of the support offered to writers. The publishers further acknowledge this source as the template on which the design and structure of these materials are based. First published 2001 © Learning and Teaching Scotland 2001 This publication may be reproduced in whole or in part for educational purposes by educational establishments in Scotland provided that no profit accrues at any stage. ISBN 1 85955 945 X Learning and Teaching Scotland Gardyne Road Broughty Ferry Dundee DD5 1NY www.LTScotland.com CONTENTS Tutor Guide Part 1: National unit specification Part 2: Introduction to the unit Part 3: Introduction to this pack Part 4: Assessment information Part 5: Tutor assignments/responses Part 6: Attendance/tutor contact requirements Part 7: Tutor evaluation form 3 7 9 13 15 19 21 Student Introductory Guide Part 1: Introduction to the unit Part 2: Introduction to this pack Part 3: Assessment information Part 4: Attendance/tutor contact requirements Part 5: Student evaluation questionnaire 3 5 9 11 13 Outcome 1: Written Communication (Reading) Part 1: Introduction to the section Part 2: Assessment information for this section Part 3: Reading Part 4: Defining the writer’s purpose Part 5: Identifying the source of a text Part 6: Identifying the target audience Part 7: Summarising texts Part 8: Identifying the writer’s attitude Part 9: Evaluating a written communication Part 10: Summary of this study section Part 11: Answers to SAQs Appendix A: Excluded by the system Appendix B: Stress makes young old before their time 3 5 7 9 17 27 31 35 39 45 49 55 56 Outcome 2: Written Communication (Writing) Part 1: Introduction to the section Part 2: Assessment information for this section Part 3: What is well structured written communication? Part 4: Structuring your work Part 5: Accurate spelling, punctuation, syntax Part 6: Different types of writing – Writing essays – Discursive essays and personal reflective essays 3 5 7 11 13 23 24 27 COMMUNICATION/INT 2 iii CONTENTS Part 7: Part 8: – Report writing – Writing a portfolio – Letter writing Summary of this study section Answers to SAQs Outcome 3: Oral Communication Part 1: Introduction to the section Part 2: Assessment information for this section Part 3: Producing and responding to oral communication Part 4: Overcoming anxiety Part 5: Conveying essential information, opinions or ideas Part 6: Sequencing and linking Part 7: Responding to purpose, situation Part 8: Selecting appropriate vocabulary Part 9: Delivering your communication Part 10: Non-verbal communication (NVC) Part 11: Responding to others Part 12: Summary: delivery iv 34 40 41 49 51 3 5 7 9 13 15 17 19 21 23 25 27 Part 13: Using visual aids Part 14: Using notes and cue cards Part 15: Summary: visual aids and notes 29 31 33 Part 16: Into action Part 17: Summary of this study section Part 18: Answers to SAQs 35 41 43 COMMUNICATION/INT 2
