the further education and training awards council (fetac ... · the standards in a module are...
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The Further Education and Training Awards Council (FETAC)
was set up as a statutory body on 11 June 2001
by the Minister for Education and Science.
Under the Qualifications (Education & Training) Act, 1999,
FETAC now has responsibility for making awards
previously made by FETAC.
Module Descriptor
Communications
Level 6 G30001
www.fetac.ie
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Introduction
A module is a statement of the standards to be achieved to gain an FETAC award.
Candidates are assessed to establish whether they have achieved the required
standards. Credit is awarded for each module successfully completed.
The standards in a module are expressed principally in terms of specific learning
outcomes, i.e. what the learner will be able to do on successful completion of the
module. The other elements of the module - the purpose, general aims, assessment
details and assessment criteria - combine with the learning outcomes to state the
standards in a holistic way.
While FETAC is responsible for setting the standards for certification in partnership
with course providers and industry, it is the course providers who are responsible for
the design of the learning programmes. The duration, content and delivery of learning
programmes should be appropriate to the learners’ needs and interests, and should
enable the learners to reach the standard as described in the modules. Modules may be
delivered alone or integrated with other modules.
The development of learners’ core skills is a key objective of vocational education and
training. The opportunity to develop these skills may arise through a single module or
a range of modules. The core skills include:
• taking initiative
• taking responsibility for one’s own learning and progress
• problem solving
• applying theoretical knowledge in practical contexts
• being numerate and literate
• having information and communication technology skills
• sourcing and organising information effectively
• listening effectively
• communicating orally and in writing
• working effectively in group situations
• understanding health and safety issues
• reflecting on and evaluating quality of own learning and achievement.
Course providers are encouraged to design programmes which enable learners to
develop core skills.
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1 Title Communications
2 Code G30001
3 Level 6
4 Value 1 Credit
5 Purpose This module is intended for participants in Level 6 vocational
education and training. It offers learners an opportunity to reflect on
the nature of human communication and on their own individual
competence as communicators. It encourages learners who may
already be practised and experienced communicators to explore
ways of developing and refining existing skills to their full potential,
in both professional and private life.
Course providers are encouraged to design programmes which are
consistent with these purposes and relevant to learners’ needs and
interests. Level 6 Communications may be offered as a stand-alone
module or may be integrated with other Level 6 modules. Evidence
of achievement may be presented in either Irish or English.
Communication skills are highly valued in the workplace but
delivery of the modules should range beyond exclusively vocational
needs, recognising that the acquisition of these skills is a life-long
process which plays a vital role in personal and professional
development and fulfilment.
Parts of this module can be modified for learners with disabilities.
The level and the standard must be maintained. Guidelines are
available from FETAC.
6 Preferred
Entry Level Leaving Certificate, Level 5 Certificate in or equivalent.
7 Special
Requirements None
4
8 General Aims
This module aims to enable the learner to:
8.1 heighten an awareness of the essential role played by communication
in human interaction
8.2 understand the communicative principles and practices involved in
gathering and relaying information
8.3 analyse the nature and theory of communication
8.4 explore varieties of non-verbal communication
8.5 acquire the skills and confidence required to encode and decode
meaning, in writing, verbally and visually
8.6 enhance and refine interactive skills and qualities.
9 Units The module comprises 6 Core Units and 1 Specialist Unit. The
Specialist Unit chosen must relate to the vocational area being
studied.
International Teleservices must take Unit 7 Tele-Communicative
Skills.
Networks & Software Systems must take Unit 9 Technical
Presentation Skills
Core Units
Unit 1 Information Gathering
Unit 2 The Communication Process
Unit 3 Non-verbal communication
Unit 4 Aural and Oral Skills
Unit 5 Reading and Writing Skills
Unit 6 Interactive Skills
Specialist Units
Unit 7 Tele-Communicative Skills
Unit 8 Mass Communication
Unit 9 Technical Presentation Skills
5
10 Specific Learning
Outcomes
Unit 1 Information Gathering
The learner should be able to:
10.1.1 devise and implement an overall strategy for researching a
topic/problem
10.1.2 gather information using one or more commonly recognised research
methods and techniques e.g. fieldwork, surveys, documentary
sources, experiment, interview etc.
10.1.3 record, interpret and report information gathered.
Unit 2 The Communication Process
The learner should be able to:
10.2.1 define key terms used in discussion of communications e.g. sender,
receiver, code, channel, communicate, noise, feedback, context etc.
10.2.2 outline the main features of communication theory
10.2.3 recognise the role of perception in the communication process.
Unit 3 Non-verbal Communication
The learner should be able to:
10.3.1 demonstrate a clear understanding of the principal codes used in
non-verbal communication e.g. body signals, music, numbers, dance,
colour etc.
10.3.2 assess the contribution of non-verbal communication to everyday
human interaction
10.3.3 discuss the principal ways in which the body transmits signals e.g.
proximity, orientation, head nods, gesture, non-verbal aspects of
speech, eye and body contact, posture, appearance, colour, facial
expression etc.
10.3.4 recognise ways in which physical environment communicates e.g.
structure, shape, colour, texture, smell, sound etc.
10.3.5 encode and decode non-verbal and visual messages
10.3.6 construct and interpret visual aids/ images.
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Unit 4 Aural and Oral Skills
The learner should be able to:
10.4.1 distinguish between different types of listening e.g. listening to
understand, to evaluate, to appreciate, to empathise
10.4.2 identify techniques (e.g. note-taking, questioning) and conditions
(e.g. physical, psychological, intellectual, environmental) for active
listening
10.4.3 assess objectively personal listening skills
10.4.4 demonstrate good listening practice in a variety of roles and
contexts, formal and informal e.g. as note-taker, message receiver,
minute taker, reporter, summariser, paraphraser etc.
10.4.5 recognise the characteristics of good speaking practice in formal and
informal contexts e.g. fluency, clarity of delivery, adequate volume,
lively pace, vocal colour, regular eye-contact, distinct articulation,
command of pitch and tone etc.
10.4.6 assess objectively personal speaking practice and habits
10.4.7 demonstrate good speaking practice in personal and professional
contexts
10.4.8 contribute effectively to a range of interpersonal transactions, both
structured and unstructured e.g. conversation, discussion, debate,
meeting, interview etc.
10.4.9 plan and deliver oral presentations.
Unit 5 Reading and Writing Skills
The learner should be able to:
10.5.1 select and apply a reading approach appropriate to the nature and
purpose of the text e.g. skimming, scanning, reading closely,
analysing, obtaining an overview etc.
10.5.2 comprehend and evaluate adult written material e.g. serious/quality
journalism, official documents, business communications, literary
texts, technical/vocational matter, etc.
10.5.3 assess objectively personal reading skills including speed of reading,
powers of recall and vocabulary
10.5.4 write clearly, confidently and expressively in a variety of forms
relating to personal, social and professional needs, obligations and
activities
10.5.5 recognise and observe the conventions governing a range of formal
written communications e.g. reports, correspondence, faxes, memos,
minutes
7
10.5.6 observe the current conventions of written English usage (spelling,
punctuation, syntax etc.) as form and function require
10.5.7 use drafting, editing and proof-reading skills.
Unit 6 Interactive Skills
The learner should be able to:
10.6.1 describe the basic principles of group dynamics, group maintenance
and organisational structures
10.6.2 co-operate and contribute effectively as a member of formal and
informal groups
10.6.3 assess objectively personal strengths and limitations when
functioning as a member of a group
10.6.4 recognise ways in which information is sent and received within
organisations
10.6.5 work in a supervisory capacity, displaying qualities such as
assertiveness, self-confidence, tact, diplomacy, empathy and
patience.
Specialist Units
Unit 7 Tele-Communicative Skills
The learner should be able to:
10.7.1 recognise the characteristics of computer-mediated communication
(CmC) e.g teletext colour coding, truncated sentences structure, page
connectivity indicators, absence of normal conversational rules such
as turn-taking and phatic rituals, use of space-saving conventions
such as abbreviations etc.
10.7.2 display familiarity with linguistic usage specific to his/her vocational
specialism e.g occupational dialect/jargon/slang, specialist lexicon
etc.
10.7.3 discuss the advantages and disadvantages of different forms of
interactive telecommunication
10.7.4 distinguish between regional variations in the use of English e.g.
British English, American English, Hiberno-English etc.
10.7.5 recognise characteristics of good vocal techniques e.g. breathing and
breath control, correct use of pause and phrasing for speech, speech
modulation and emphasis, resonance techniques etc.
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Unit 8 Mass Communications
The learner should be able to:
10.8.1 read with understanding and discrimination a wide range of media
texts e.g. visual ,televisual, film, broadcast etc
10.8.2 debate the role and significance of mass communication in modern
day-to-day living, in both personal and professional life
10.8.3 identify ways in which mass communications impact on his/her
vocational area
10.8.4 debate key issues currently facing media providers and consumers.
Unit 9 Technical Presentation Skills
The learner should be able to:
10.9.1 use the technical terminology specific to computer technology
10.9.2 demonstrate the ability to structure technical information appropriate
to an identified audience
10.9.3 select and use appropriate visual aids and support materials to
enhance a technical presentation.
9
11 Assessment
Summary Portfolio of Coursework 25%
Case Study 25%
Oral Skills 30%
Specialist Vocational Skills 20%
11.1 Technique Portfolio of Coursework – 25%
Components A selection of work/ pieces under the following headings:
11.1.1 Interview 5%
An interview by the Assessor/teacher, on the candidate’s CV and
future career. Duration of 3 - 5 minutes, presented on audio tape.
11.1.2 CV 2%
This should be a “real life” CV, presented on 2 pages and word
processed.
11.1.3 Formal business letter 3%
The letter should be word processed, following current business
conventions, consisting of 2 – 3 full paragraphs. The letter should
reply on behalf of a supervisor / manager within a company to a
letter addressed to the company (e.g. letter of enquiry, of complaint
etc).
11.1.4 Evidence of group interaction 5%
The evidence of interpersonal /group interaction should include the
use of non-verbal as well as oral/aural communication. It may take
place during group discussions or during role plays, and may be
Assessor verified.
11.1.5 Sustained piece of writing 5%
The piece of writing should be based on the candidate’s
personal/professional interest e.g. short story, personal letter. It
should consist of at least 700 – 1000 words, and may be hand
written. Evidence of editing, proof-reading and re-drafting skills
should be provided.
11.1.6 Critique/review 5%
The critique/review may be on any topic of the candidate’s choice.
The written review should be 500 - 700 words long, and will form
the basis for an oral presentation to the candidate’s peers.
10
11.2 Technique Case Study – 25%
Format A case study on information flow within an organisation familiar to
the learner. The case study will provide evidence of research and
analytical skills, knowledge of communications theory, and ability
to present information visually. It should be word processed, with
graphics/diagrams/charts etc.
11.3 Technique Oral Skills – 30%
Components As follows:
11.3.1 Oral presentation on the written critique/review 5%
The oral presentation to the candidate’s peers should be based on a
written item from the module such as the case study, the
critique/review or the specialist report, use visual aids, and include
an opportunity for the candidate to answer questions from the
audience. The oral presentation should be recorded video tape.
11.3.2 Oral exercise 15%
The candidate should role play dealing with a customer on the
telephone, using active listening and communication skills.
Evidence of the interaction should be presented on audio tape.
11.3.3 Video CV 10%
The candidate should make a 3 – 5 minute presentation focussing on
his/her qualifications, skills acquired, experience, interests, and
career aspirations, using his/her CV as a basis for the presentation.
The presentation should be recorded on video tape.
11.4 Technique Specialist Vocational Skills – 20%
Components As follows:
11.4.1 Teleservices
The candidate must produce a full structured written report on any
aspect of the Teleservices industry. It should include appropriate
visual aids such as diagrams, charts etc., and show evidence of
critical thinking/analysis of the topic. OR
11.4.2 Network & Software Systems OR
The candidate must develop and deliver an oral, technical
presentation, presented on video tape ( approx. 10 minutes) on a
computer related product. The presentation should include
appropriate visual aids, demonstrations and support materials.
This presentation must be assessed separately from the oral
presentation detailed above in 11.3.1. OR
11.4.3 Mass Communications
The provider to develop an assessment instrument appropriate to the
vocational area and to the learning outcomes set out in Unit 8 above
11
12 Performance Criteria
12.1 Portfolio
of Coursework The performance criteria are detailed in the accompanying
guidelines to the Individual Candidate Marking Sheet G30001/MS1
12.2 Case Study The performance criteria are detailed in the accompanying
guidelines to the Individual Candidate Marking Sheet G30001/MS2
12.3 Oral Skills The performance criteria are detailed in the accompanying
guidelines to the Individual Candidate Marking Sheet G30001/MS2
12.4 Specialist
Vocational Skills The performance criteria are detailed in the accompanying
guidelines to the Individual Candidate Marking Sheet G30001/MS3
13 Grading Pass 50 - 64%
Merit 65 - 79%
Distinction 80 - 100%
12
Individual Candidate
Marking Sheet 1
Communications
G30001 Portfolio of Coursework - 25%
Candidate Name: ________________________ PPSN: _______________
Centre: __________________________ Centre No: ____________
PERFORMANCE CRITERIA MAXIMUM
MARK
CANDIDATE
MARK
Interview
positive listening, eye contact, positive body language, seeking
clarification
answers relevant to questions, contain information
expansion on answers
delivery – clarity, confidence, tone
10
15
10
15
CV
structure – headings, logical order, reverse chronology
essential components, personal details, education, qualifications,
work experience, referees etc
relevance, consistency, focus on future career and job opportunities
presentation – word processed, 2 pages, attractiveness
4
4
4
8
Formal business letter
structure, conventions of address, layout, word processed
content, correct use of grammar, spelling, punctuation etc
15
15
Group interaction
positive contributions to group discussion, facilitates, includes
others, moves discussion on
observing conventions of interpersonal interaction – taking turns,
signalling, positive listening, clarification, body language
25
25
Sustained piece of writing
structure, paragraphing, editing, proof-reading and redrafting
fluency of style and expression
choice of topic, sustains interest
correct use of grammar, spelling, punctuation etc
15
20
5
10
Critique/review
choice of topic
content – research, critical thinking
correct use of grammar, spelling, punctuation etc
structure – introduction, body of text, conclusion, appropriate length
presentation and layout
10
10
10
10
10
Total 250
Weighted Total = (Total ÷÷÷÷10) 25
Assessor’s Signature: _____________________________________ Date: ________________
External Authenticator's Signature: __________________________ Date: _______________
13
Individual Candidate
Marking Sheet 2
Communications
G30001 Case Study and Oral Skills - 55%
Candidate Name: _____________________________ PPSN: _______________
Centre: _______________________________ Centre No: ____________
PERFORMANCE CRITERIA MAXIMUM
MARK
CANDIDATE
MARK
Case Study
research skills, notes, sources, etc
analysis of situation, conclusions and recommendations
knowledge of communications theory, use of terms, key
players/factors identified, application of theory
use of graphs/charts/diagrams to explain findings clearly
presentation, layout, structure, grammar, spelling, punctuation
50
70
60
40
30
Sub-total 250
Oral Presentation on critique/review
clarity of speech, tone, inflexion, breathing, voice, pace,
confidence
use of language – formal/informal, appropriate to audience
command of subject, captures and sustains interest
timing and structure
15
10
15
10
Sub-total 50
Oral Exercise
listening, interpreting, responding to questions
positive tone, confidence
modulation, inflexion, breathing, pace
receipt and transfer of information
use of appropriate language
30
30
30
30
30
Sub-total 150
Video CV
planning – drafts, notes, timing, rehearsal
delivery – expressive language, fluency
- content structured and focussed of self and future career
- engaging, captures interest
- variety of tones, inflexion, breathing, pace
30
20
20
15
15
Sub-total 100
Total 550
Weighted Total = (Total ÷÷÷÷10) 55
Assessor’s Signature: _______________________________________ Date: ________________
External Authenticator's Signature: _________________________ Date: ________________
14
Individual Candidate
Marking Sheet 3 Communications
G30001 Telecommunication Skills - 20%
Candidate Name: _________________________ PPSN: _______________
Centre: __________________________Centre No: ____________ Date: __________
PERFORMANCE CRITERIA MAXIMUM
MARK
CANDIDATE
MARK
• structure/format of report
• content – breadth of knowledge, relevance to industry
• analysis, understanding of industry
• use of language – grammar, vocabulary, punctuation
• presentation – layout, visual aids
40
20
20
10
10
Total 100
Weighted TOTAL = ( Total ÷÷÷÷ 5) 20
Assessor’s Signature: ______________________________ Date: ______________
External Authenticator's Signature: ___________________________ Date: _______________
15
Individual Candidate
Marking Sheet 3
Communications
G30001 Technical Presentation Skills - 20%
Candidate Name: ________________________ PPSN: ______________
Centre: __________________________ Centre No: ____________ Date: __________
PERFORMANCE CRITERIA Maximum
Mark
Candidate
Mark
Appropriate use of vocabulary (techno-speak) 15
Structure of technical presentation 10
Clarity of presentation 10
Selection of level of delivery to specified audience 10
Use of support materials ( e.g. demonstrations, drawings,
slides) 20
Glossary of terms 10
Ability to answer technical questions on product 10
Overall effectiveness of presentation 15
SUB TOTAL 100
WEIGHTED TOTAL (TOTAL X 0.2) 20
Assessor’s Signature: _____________________________________ Date: ________________
External Authenticator's Signature: __________________________ Date: ________________
16
Individual Candidate
Marking Sheet 3
Communications
G30001 Mass Communication - 20%
Candidate Name: _________________________ PPSN: _______________
Centre: __________________________Centre No: ____________ Date: __________
PERFORMANCE CRITERIA MAXIMUM
MARK
CANDIDATE
MARK
• understanding and discrimination of a wide range of
media texts e.g. visual ,televisual, film, broadcast
demonstrated
• understanding of significance of mass
communication in modern day-to-day living, in both
personal and professional life analysed
• impact of mass communications on his/her
vocational area identified
• key issues currently facing media providers and
consumers discussed
30
30
15
25
Total 100
Weighted TOTAL = ( Total ÷÷÷÷ 5) 20
Assessor’s Signature: ______________________________ Date: ______________
External Authenticator's Signature: ___________________________ Date: _______________
Results Form
(Candidate results to be entered in alphabetical order)
Communications
G30001
Sheet number _______ of _______ Centre:________________________________________ Centre No:_______________ 199
Candidate Name PPSN Portfolio of
Coursework
Case
Study
Oral Skills Specialist
Vocational
Skills
Total
Percentage
Mark
Grade
Pass=50%
Merit=65%
Dist.=80%
Moderated
Mark/
Grade
For
FETAC
use only
25% 25% 30% 20% 100%
Assessor’s signature:______________________________________________ Date:_____________________
External Authenticator's signature:_____________________________________ Date:___________________
FETAC Assessment Principles
1 Assessment is regarded as an integral part of the learning process.
2 All FETAC assessment is criterion referenced. Each assessment technique
has assessment criteria which detail the range of marks to be awarded for
specific standards of knowledge, skills and competence demonstrated by
candidates.
3 The mode of assessment is generally local i.e. the assessment techniques are
devised and implemented by internal assessors in centres.
4 Assessment techniques in FETAC modules are valid in that they test a range
of appropriate learning outcomes.
5 The reliability of assessment techniques is facilitated by providing support
for assessors.
6 Arising from an extensive consultation process, each FETAC module
describes what is considered to be an optimum approach to assessment.
When the necessary procedures are in place, it will be possible for assessors
to use other forms of assessment, provided they are demonstrated to be valid
and reliable.
7 To enable all learners to demonstrate that they have reached the required
standard, candidate evidence may be submitted in written, oral, visual,
multimedia or other format as appropriate to the learning outcomes.
8 Assessment of a number of modules may be integrated, provided the separate
criteria for each module are met.
9 Group or team work may form part of the assessment of a module, provided
each candidate’s achievement is separately assessed.