Communication – Concepts and Skills Charts
Introduction | Listening, viewing and responding | Presenting | Downloads | Show All
Introduction
The Communication standards focus on a number of concepts and skills. The charts below identify, for the two dimensions of Listening, viewing and responding and Presenting the concepts and skills and the expectations of students at each level.
Key concepts and skills identified for each dimension are:
Listening, viewing and responding
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Presenting
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As students progress from Level 1 to 6 the concepts and skills become more complex. This complexity is developed through:
- a learning environment that supports student understanding through explicit teaching
- providing opportunities for students to practise their skills through a range of learning activities
- applying skills in different contexts including the school, the wider community and workplaces.
In some cases, elements of the standards have been used verbatim in the charts; in other cases the standards include elaborations.
Listening, viewing and responding chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
This symbol in the Concepts and skills charts links to a sample unit where the particular concept or skill is addressed in the teaching and learning activities.
This symbol in the Concepts and skills charts links to student work samples in the Assessment Maps that demonstrate the concept or skill.
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Key concepts and skills |
Level 1,2 and 3 |
Level 4 |
Level 5 |
Level 6 |
|---|---|---|---|---|
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Using explicit communication strategies |
Standards do not apply at Levels 1, 2 and 3. The Level 1, Level 2 and Level 3 learning focus statements suggest appropriate learning experiences from which teachers can plan relevant teaching and learning activities that support students to develop the concepts and skills.
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Describe the purpose of a range of communication strategies, including non-verbal strategies. Evaluate the effectiveness of different communication strategies for different audiences.
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Modify verbal and non-verbal responses to suit particular audiences. |
Use complex verbal and non-verbal cues. |
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Interpreting information |
Develop interpretations of content and provide reasons for them.
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Interpret complex information.
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Identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication.
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Explain why peers may develop alternative interpretations
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Evaluate the effectiveness of the presentation of complex information
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When listening, viewing and responding, consider alternative views, recognise multiple possible interpretations and respond with insight.
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Developing clarification strategies |
Ask clarifying questions about ideas and information they listen to and view.
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Consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations.
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Use pertinent questions to explore, clarify and elaborate complex meaning. |
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Understanding specialised language |
When responding, use specialised language and symbols as appropriate to the contexts in which they are working.
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Use subject-specific language, and a wide range of communication forms.
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Presenting chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
This symbol in the Concepts and skills charts links to a sample unit where the particular concept or skill is addressed in the teaching and learning activities.
This symbol in the Concepts and skills charts links to student work samples in the Assessment Maps that demonstrate the concept or skill.
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Key concepts and skills |
Level 1,2 and 3 |
Level 4 |
Level 5 |
Level 6 |
|---|---|---|---|---|
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Understanding conventions of presentations |
Standards do not apply at Levels 1, 2 and 3. The Level 1, Level 2 and Level 3 learning focus statements suggest appropriate learning experiences from which teachers can plan relevant teaching and learning activities that support students to develop the concepts and skills. |
Summarise and organise ideas and information, logically and clearly in a range of presentations.
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Use the communication conventions, forms and language appropriate to the subject to convey a clear message across a range of presentation forms to meet the needs of the context, purpose and audience.
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Demonstrate their understanding of the relationship between form, content and mode.
Select suitable resources and technologies to effectively communicate.
Use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.
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Reflecting on presentations and providing feedback |
Identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Use provided criteria to evaluate the effectiveness of their own and others’ presentations.
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Provide and use constructive feedback and reflection to develop effective communication skills.
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Provide constructive feedback to others and use feedback and reflection in order to inform their future presentations.
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