Communication Skills: Why they are important within an HND Programme.

The Journey: developing learners from directed to independent learners preparing learners for progression to further study providing an opportunity for learners to develop their English language skills increasing learners’ confidence

Developments in Communication H7TK 34 Communication: Business Communication (SCQFLevel 7) replaces DE3N 34 Communication: Analysing and Presenting Complex Communication and from August centres will deliver the new unit: H8T2 33 Workplace Communication in English (SCQF level 6)

Developments in Communication All new entries after 31/7/15 should be for the unit: Communication: Business Communication H7TK 34 (SCQF level 7) The Assessment Support Pack for this new unit will be available on the secure web pages listing all Assessment Support Packs from August 2015.

Two additional HN units Workplace Communication in English H8T2 33 (SCQF level 6) This is a lower level unit that prepares students for Communication: Business Communication. (SCQF level 7) Research Skills F60A 34 This can be delivered as a forerunner to a project based Graded Unit or can be delivered throughout HND Year 2 simultaneously with any project based Graded Unit. Workplace Communication in English to be delivered first. The Research unit can either be delivered in the first semester as a forerunner to a project based Graded Unit or can be delivered throughout HND year 2 simultaneously with any project based Graded Unit. The Quality enhancement Plan refers to: supporting students in the transition from directed to independent learning and importantly prepares learners for progression to further study (post HND)

Workplace Communication in English H8T2 33 (SCQF level 6) Summarise and evaluate written information on a complex vocational issue. Produce written information on a complex vocational issue. Produce and respond to oral communication on a complex vocational issue.

Outcome 1: Summarise and evaluate written information on a complex vocational issue. Break the class into groups of 4/5 Each group is tasked with finding an article of interest from a newspaper or magazine on a business topic. Each group is set the following questions to answer: What is the purpose of this article? Say what the article is about, summarising the key points. Say why you would recommend this to your classmates in 200 words. Try this activity.

Outcome 2:Produce written information on a complex vocational issue. Instead of submitting a single 800 word report, candidates may produce a folio of at least 3 vocationally relevant documents which present and examine information and ideas amounting to a minimum of 800 words on complex vocational issues. For example: An investigative report of 500 words Meeting papers, notice of meeting, agenda, minutes - 200 words Business email/letter - 100 words The Investigative Report is good preparation for the Business Graded Unit 2 – the project.

The Investigative Report There are various report styles but whatever is agreed upon should be in formal business-like language. Example: A Report Outline Front Cover - the title of the report, your name and date Contents page Introduction - state the purpose, say who has requested it and submission date Procedures - state 2 or 3 methods you will carry out Findings - this section must contain facts only Conclusions - summation based on what was found out Recommendations - list possible solutions/action points

Outcome 3: Produce and respond to oral communication on a complex vocational issue plan a contribution to a formal discussion speak clearly and audibly organise and present information clearly use appropriate tone, pace and body language listen to others and respond in a way which encourages communication complete a written record of the discussion make clear that this is an example of what can be undertaken and that it does not need to be a discussion

Assessment Guidelines for Outcome 3 Each candidate must make a sustained spoken contribution of at least 5 minutes. Each candidate should make brief planning notes and a record of proceedings such as action minutes. Brief written records such as an outline agenda and action minutes must be accurate and suitable for wider distribution. A recording and/or observation checklist should be completed for each candidate. For information: use the investigative report as the theme for Outcome 3 Talking. The notice of meeting, minutes, agenda, etc from Outcome 3 can form part of the folio for outcome 2 Writing.

Why English can be so challenging. Did you know there are nine different ways to pronounce ‘ough’ in English?

This sentence contains all of them:   ‘A rough-coated, dough-faced, thoughtful ploughman strode through the streets of Scarborough; after falling into a slough, he coughed and hiccoughed.’ Falling into a sloo

Test your knowledge of English Is this grammatically correct? I would like to briefly make a point. Change the following into the negative form in 3 different ways. He must leave right away. Think of 5 ways of changing this into the future. She arrived at 6 pm. Which is more correct? I have just seen her. or I just saw her. Is this correct? She didn’t used to smoke. Yes i. He must not leave right away ii. He cannot leave right away iii. He does not have to leave right away i. She will arrive at 6pm. ii. She arrives at 6pm. iii. She will be arriving at 6pm. iv. She is going to arrive at 6pm. v. She is arriving at 6pm. “I have just seen her.” – (“I just saw her” is correct in American English but not British English No – “She didn’t use to smoke.”

Answers Yes i. He must not leave right away ii. He cannot leave right away iii. He does not have to leave right away i. She will arrive at 6pm. ii. She arrives at 6pm. iii. She will be arriving at 6pm. iv. She is going to arrive at 6pm. v. She is arriving at 6pm. “I have just seen her.” – (“I just saw her” is correct in American English but not British English No – “She didn’t use to smoke.”

Some websites to try out http://www.manythings.org/vocabulary/ https://ielts.britishcouncil.org/ https://www.ets.org/toefl http://www.world-english.org/puzzles.htm http://www.englishmedialab.com http://a4esl.org/

And finally... “The word 'good' has many meanings. For example, if a man were to shoot his grandmother at a range of five hundred yards, I should call him a good shot, but not necessarily a good man.” Gilbert K. Chesterton