Progress SoW · LAUNCH ASDAN Aut 1 · 2026–27 · PEQ Entry 3 (Level 1 · Level 2 routes) · Week 2🏅 Banks: ASDAN PEQ Entry 3 — Communication skills (ComSkE3 · ComSk1 · ComSk2 routes): knowing what makes communication effective
Spark: Getting a message across is a skill you can name and grow.
Success looks like
I can outline what makes communication effective
I can describe audience and purpose with examples
I can give a range of examples of formal and informal communication
Aspire · describe WHY a choice of register works for a given audience — a Level 1 evidence standard.
Teacher Print Tools — Week 2
Retrieval Quiz
Arrival Task – What Do You Already Know?
1. Say it
Name one way people send a message without speaking.
Any honest answer — e.g. a smile, a sign, a text.
2. Spot it
Name someone you speak to differently from your friends.
Any honest answer — e.g. a teacher, a boss.
3. Point to it
Point to a time today you understood a message clearly.
Any honest answer counts — say it out loud.
1. The big idea
What does ‘know your audience’ mean when you communicate?
Own words — who you are talking to changes how you say it.
2. Today’s work
Formal or informal — how would you text a friend vs email a manager?
A sensible contrast — we build on it.
3. Success check
By the end you can state what makes communication effective. What might be on the list?
Name one thing that makes a message land.
1. Register logic
Why can the SAME message fail with one audience and work with another?
Because register, tone and detail have to match who is receiving it.
2. Evidence test
Describe a message you sent that clearly worked. How do you know it worked?
A checkable outcome — they did the thing, or replied correctly.
3. Purpose
Does every message have a purpose? Argue it.
Own argument — to inform, persuade, ask, or connect; naming it sharpens the message.
Starter
Today at a Glance
Key Question: What makes a message land — and how do we prove we can do it?
💡 Big Idea
Effective communication matches the message to audience and purpose.
🎲 Today We Play
Wordsearch — communication words
🧱 The Wall Grows
Onto the Effectiveness Board
🏅 It Banks
ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes): knowing effective communication
Talk first, then we play — every voice counts here.
I Do
The Model — What Makes Communication Effective
Key Idea: Match the message to the audience and the purpose, in a clear form.
👀 Look: audience, purpose, form and clarity make a message land.
Step 0 of 3
Audience — who receives it.
Formal for a manager, informal for a friend. The audience sets the register: the words, tone and detail you choose.
Purpose — why you are sending it.
To inform, to ask, to persuade, or to connect. Naming the purpose keeps the message on track.
Form and clarity — how it travels.
Spoken, written, or non-verbal. Clear means the receiver can act on it without asking you to repeat it.
We Do
Wordsearch — communication words
How it works: Say what each word means, then tap to check.Found: 0/8
AUDIENCE
PURPOSE
FORMAL
INFORMAL
VERBAL
NONVERBAL
CLEAR
FEEDBACK
I Do
Proving It — The Evidence Loop
Key Idea: A worked example of matching message to audience is stronger than a definition.
Step 0 of 3
Documentarian
photo your two contrasting messages (formal and informal).
Annotate
write ‘this is formal because ___’ on one.
Witness
staff sign that you can state what makes communication effective.
For the moderator, not just the folder
A tick says it happened. A witness statement says what you did. Before the photo is filed, the adult writes one sentence naming the thing they actually saw you do — and rings whether you did it Supported, Standard or Stretch.
That ring is the part that counts. It is the difference between “the class did this” and “this candidate did it, at this level, with this much help.” The witness sheet prints with every pack.
We Do
Match the Word to the Moment You’d Use It
Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/6
AUDIENCE
PURPOSE
FORMAL
INFORMAL
NONVERBAL
FEEDBACK
Deciding how to speak because it is a manager, not a mate
Instructions: Work at your level. Evidence goes in your ASDAN portfolio — Documentarian photo + annotation + witness tick — ASDAN PEQ Entry 3 — Communication skills (ComSkE3 · ComSk1 · ComSk2 routes): knowing what makes communication effective.
Level 2 route — for pupils directed here by staff
Your task at Level 2 (ComSk2 2.1.1–2.1.3):describe what communication means — at least 4 ways people communicate, 3 types and 3 purposes; describe at least 4 components of effective communication; explain at least 4 difficulties and the potential impact of poor communication.
Working towards — registration and level are coordinator decisions; evidence banks at ONE level per skill (spec §6.5). Full Level 2 facts: SPEC_FACTS_L2.
15:00
🤝 With support
Task: Sort message cards into FORMAL and INFORMAL, then say one reason for each with an adult.
Steps: One step at a time — adult support is right there. Photo it when you are proud of it.
👤 On your own
Task: Write two versions of the same message — one formal, one informal — and state what makes each effective.
Steps: Work it through — photo as you go, annotate at the end, witness tick before you pack up.
🚀 Take it further
Task: Write two versions of the same message and describe, with examples, how audience and purpose changed your choices.
Steps: Task first, description second — explain the why behind each choice, not just the what.
Lundy Loop
Lundy Loop — Your Voice on the Wall
Why: Article 12 — your view on how we communicate in this room counts.
🚪 SPACE
The board tracks progress, never rankings — your headline is yours, and ‘pass’ is always allowed.
📣 VOICE
Say one place you have to communicate formally in real life. Your words.
👥 AUDIENCE
Your examples are yours — the board shows only the headline you choose.
⭐ INFLUENCE
What the room flags helps shape the communication tasks we set next.
Exit Ticket
Exit Ticket
Instructions: Answer independently. Own words — no wall-peeking.
1.
You can state what makes communication effective — true? Say one thing.
Point to today’s work as your proof.
2.
You can name a formal and an informal message — true? Say both.
Point to today’s work as your proof.
3.
You can say who your audience was — true? Say who.
Point to today’s work as your proof.
1.
State three things that make communication effective.
Own words — e.g. matches audience, has a clear purpose.
2.
What did you make today, and which version are you proudest of?
Why does the SAME message sometimes work and sometimes fail?
Because register and detail must match the receiver.
3.
Give a range of examples of purposes a message can have.
Three or more — to inform, to ask, to persuade, to connect.
Slide 1/10
🏅📸✍️
What Makes Communication Effective — banked!
Audience, purpose, form and clarity ✅
✓ I can outline what makes communication effective✓ I can describe audience and purpose with examples✓ I can give a range of formal and informal examplesNext lesson: Active Listening and Giving Feedback — the other half of communicating
⏸ MID-POINT PEER CHECK
Pens down — quick partner check!
📣 Show your partner your two messages. Check together: is one clearly formal and one clearly informal, and can you each say why? If not, help fix it — kindly.
2 minutes max. Then I’ll resume the timer.
Knowledge Organiser (LAUNCH ASDAN W2): What Makes Communication Effective
LAUNCH · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes)
Key Word
Definition
AUDIENCE
The person or people receiving your message.
PURPOSE
The reason you communicate — to inform, ask or persuade.
REGISTER
How formal or informal your words and tone are.
EFFECTIVE
The receiver understands and can act on it first time.
Key Facts
Effective communication matches audience and purpose.
Level 1: outline, describe, give a range of examples.
Register changes with the audience, not the message.
Deciding how to speak because it is a manager, not a mate · Being clear you are asking, not just chatting · Emailing to request time off work · Texting a friend about the weekend · A nod that shows you are listening · A reply that tells you the message was understood
Scaffolding – Supported
Access & sensory notes (staff) · The supported task today is: Sort message cards into FORMAL and INFORMAL, then say one reason for each with an adult. · Fine motor: offer the chunky-grip pen, and accept a card sort or a spoken answer scribed by an adult — the judgement is the evidence, not the handwriting. · Sensory: offer the write-it-first option before any share-aloud; nobody is put on the spot cold. · Cognitive load: a completed small piece beats a half-done large one at moderation. Cut the target, never the thinking. · Ring the level honestly on the witness sheet. Supported with the work finished is a stronger portfolio entry than Standard with it abandoned.
1) Choose one message. 2) Write it formally, then informally. 3) State what makes each effective for its audience.
Scaffolding – Stretch
Stretch prompts
How did audience and purpose change your word choices? Which version is strongest, and why?
Independent Work – Supported
Task: Sort message cards into FORMAL and INFORMAL, then say one reason for each with an adult.
Work here (an adult can scribe):
Independent Work – Standard
Task: Write two versions of the same message — one formal, one informal — and state what makes each effective.
Evidence check: photo ☐ annotation ☐ witness ☐
Independent Work – Stretch
Task: Write two versions of the same message and describe, with examples, how audience and purpose changed your choices.
Stretch (Level 1): describe WHY a choice of register works for a given audience — a Level 1 evidence standard.
Exit Ticket – Supported
1) You can state what makes communication effective — true? Say one thing.
2) You can name a formal and an informal message — true? Say both.
3) You can say who your audience was — true? Say who.
Exit Ticket – Standard
1) State three things that make communication effective.
2) What did you make today, and which version are you proudest of?
3) Where does today’s evidence bank?
Exit Ticket – Stretch
1) Which of your two messages is strongest, and why?
2) Why does the SAME message sometimes work and sometimes fail?
3) Give a range of examples of purposes a message can have.
Level 2 route — staff-directed (ComSk2)
Your task at Level 2 (ComSk2 2.1.1–2.1.3):describe what communication means — at least 4 ways people communicate, 3 types and 3 purposes; describe at least 4 components of effective communication; explain at least 4 difficulties and the potential impact of poor communication.
Working towards — registration and level are coordinator decisions; evidence banks at ONE level per skill (spec §6.5).
Assessor Witness Statement
LAUNCH ASDAN W2 · What Makes Communication Effective LAUNCH · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes)
Candidate name
Date of activity
Activity witnessed
What Makes Communication Effective
1 · What I actually saw this candidate do
Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.
2 · Level the candidate worked at — ring ONE
SUPPORTED Sort message cards into FORMAL and INFORMAL, then say one reason for each with an adult.
STANDARD Write two versions of the same message — one formal, one informal — and state what makes each effective.
STRETCH Write two versions of the same message and describe, with examples, how audience and purpose changed your choices.
I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.
Level this evidence banks at — tick ONE: ☐ Entry 3 ☐ Level 1 ☐ Level 2 A learner’s evidence for a skill banks at ONE level only — Entry 3, Level 1 or Level 2, never more than one (barred combinations, spec v1.2 §6.5). Supported and Standard evidence Entry 3; Stretch evidences Level 1; the staff-directed Level 2 route evidences Level 2.
Assessor name (print)
Role
Signature
Date
5 · Learner confirmation
I confirm this is my own work.
Learner name (print)
Signature
Date
One statement per candidate per session. File it with the photo, not instead of it.
Lundy Loop — this lesson
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
Space
The board tracks progress, never rankings — your headline is yours, and ‘pass’ is always allowed.
Voice
Say one place you have to communicate formally in real life. Your words.
Audience
Your examples are yours — the board shows only the headline you choose.
Influence
What the room flags helps shape the communication tasks we set next.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Pass is always allowed.
What I said, and what it changed:
What Makes Communication Effective — Feedback Sheet