I can write a SMART plan for a communication activity
I can name my audience, purpose and success measure
I can outline the evidence I will collect over the coming weeks
Aspire · outline how each SMART choice meets the ComSk1 standard — a Level 1 evidence standard.
Teacher Print Tools — Week 4
Staff — what the unit requires at EACH level (spec v1.2, Oct 2025). Supported and Standard evidence ComSkE3; Stretch evidences ComSk1. Know: at least 3 ways of communicating at both levels; at least 3 components of effective communication at E3 and 4 at L1; at least 2 difficulties at E3 and 3 at L1. Plan: SMART; at least 2 questions the audience could ask at E3 and 4 at L1, with responses, written into the plan. Use the plan — ONE activity only: at E3 a presentation of at least 2 minutes, or a discussion of at least 5 minutes, or a written text of at least 100 words; at L1 that becomes 3 minutes, 8 minutes or 250 words. Any group activity needs at least 3 members at either level. Review: at E3 a positive outcome and an area of further development; at L1 at least 2 of each (a learner with no difficulties may say so). There is no 10-hour plan-use requirement on Communication — that gate sits on the other five skills. This lesson sequence uses the talk-or-text routes; the discussion route is equally valid if a pupil chooses it.
Retrieval Quiz
Arrival Task – What Do You Already Know?
1. Say it
Name one communication activity you could do — e.g. a short talk.
Any honest answer — e.g. a talk, a poster, a phone call.
2. Spot it
Who would your audience be?
Any honest answer — e.g. the class, a visitor.
3. Point to it
Point to a plan you have followed before.
Any honest answer counts — say it out loud.
1. The big idea
What does SMART stand for, and why plan at all?
Own words — Specific, Measurable, Achievable, Relevant, Timed.
2. Today’s work
A talk of at least 2 minutes OR a text of at least 100 words — which suits you?
A sensible choice — we build the plan around it.
3. Success check
How will you KNOW your activity worked?
Name one measure — e.g. the audience could answer a question.
1. Plan logic
Why is a plan used over several weeks stronger evidence than a one-off?
Because it shows sustained, deliberate use of the skill — and one challenge can bank Communication alongside another PEQ unit.
2. Measure test
‘My talk went well.’ Replace that with a measurable success test.
Own version — e.g. two audience questions answered correctly.
3. Relevance
Why should your activity link to another challenge you are doing?
Because one challenge can bank communication AND another unit — efficient, and the unit expects it.
Starter
Today at a Glance
Key Question: What is my communication activity — and how will I prove it worked?
💡 Big Idea
A SMART plan names audience, purpose, form, measure and time.
🎲 Today We Play
Wordsearch — planning words
🧱 The Wall Grows
Onto the Effectiveness Board
🏅 It Banks
ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes): planning a communication activity
Talk first, then we play — every voice counts here.
I Do
The Model — A SMART Communication Plan
Key Idea: Specific, Measurable, Achievable, Relevant, Timed — and used across weeks.
👀 Look: a plan names who, why, how and when — and it runs over weeks.
Step 0 of 3
Specific and Measurable — name it and its test.
Choose one activity: a talk of at least 2 minutes, OR a written text of at least 100 words — at Level 1, 3 minutes or 250 words. Its success measure is how you will know it worked.
Audience, purpose and form — the ComSk1 core.
Name who receives it and why, and prepare at least two questions your audience could ask — at Level 1, at least four. This is the plan the unit asks for.
Planned and used across weeks.
The communication activity is planned and used across the coming weeks, often within another challenge, so the skill is evidenced over time, not in one lesson.
We Do
Wordsearch — planning words
How it works: Say what each word means, then tap to check.Found: 0/8
SPECIFIC
MEASURABLE
ACHIEVABLE
RELEVANT
TIMED
AUDIENCE
PURPOSE
EVIDENCE
I Do
Proving It — The Evidence Loop
Key Idea: A written plan you can point to is the first piece of ComSk1 use-evidence.
Step 0 of 3
Documentarian
photo your completed SMART plan.
Annotate
write ‘my success measure is ___’.
Witness
staff sign your plan as the start of the use evidence.
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 Plan Part to Its Job
Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/6
SPECIFIC
MEASURABLE
ACHIEVABLE
RELEVANT
TIMED
AUDIENCE
‘A three-minute talk about recycling’, not ‘do a talk’
‘Two audience questions answered’, so you can check it
Something you can prepare with the time you actually have
Links to your community project as well
‘Delivered by week 5, prepared across weeks 4 to 5’
The Year 9 class you will present to
SpecificMeasurableTimed and used over weeksAudience named
Independent Work
Independent Work — Studio Time
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): planning a communication activity (SMART).
Level 2 route — for pupils directed here by staff
Your task at Level 2 (ComSk2 2.4.1):createTWO plans covering two DIFFERENT ways of communicating (one can be a presentation or a group discussion). Each plan: purpose · audience · type with reason for choice · content outline · resources · potential audience questions and responses — at least 4 questions in total, 2 per activity.
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: Build a SMART plan by choosing one card for each part (who, why, how, when) 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 a SMART plan for your communication activity, naming audience, purpose, form, success measure and timing.
Steps: Work it through — photo as you go, annotate at the end, witness tick before you pack up.
🚀 Take it further
Task: Write a SMART plan and outline the evidence you will gather over the weeks, outlining your reasons for the success measure.
Steps: Task first, justification second — say why your measure really tests the skill.
Lundy Loop
Lundy Loop — Your Voice on the Wall
Why: Article 12 — you plan your own activity, and your choice is heard.
🚪 SPACE
The board tracks progress, never rankings — ‘pass’ is always allowed.
📣 VOICE
Say the audience you have chosen and why. Your words.
👥 AUDIENCE
Your plan is yours — the board shows only the headline you choose.
⭐ INFLUENCE
What the room chooses helps shape the activities we support next.
Exit Ticket
Exit Ticket
Instructions: Answer independently. Own words — no wall-peeking.
1.
You have a communication activity planned — true? Say what.
Point to today’s work as your proof.
2.
You named your audience — true? Say who.
Point to today’s work as your proof.
3.
You have a way to check it worked — true? Say how.
Point to today’s work as your proof.
1.
State your SMART plan in one sentence.
Own words — name activity, audience and measure.
2.
What is your success measure, and why did you choose it?
Your measure — e.g. two audience questions answered.
3.
Where does today’s evidence bank?
ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes): planning a communication activity.
1.
Which part of SMART was hardest to make real? Give reasons.
Own pick + reasons — often Measurable or Timed.
2.
Why plan the activity across several weeks, not one lesson?
Because communication is evidenced better over time, often within another challenge — not crammed into one lesson.
3.
How will your activity also bank another challenge?
Own link — name the other unit or project it feeds.
Slide 1/10
🏅📸✍️
Plan a Communication Activity — banked!
SMART plan written and witnessed ✅
✓ I wrote a SMART plan for a communication activity✓ I named audience, purpose and success measure✓ I outlined the evidence I will collect over the weeksNext lesson: Deliver the Activity and Gather Evidence — putting the plan to work
⏸ MID-POINT PEER CHECK
Pens down — quick partner check!
📣 Read your plan to your partner. Check together: is it specific, does it have a measure, and is it timed across weeks? If a part is fuzzy, help sharpen it — kindly.
2 minutes max. Then I’ll resume the timer.
Knowledge Organiser (LAUNCH ASDAN W4): Plan a Communication Activity
LAUNCH · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes)
Following the plan across several weeks, not one lesson.
Key Facts
A SMART plan names who, why, how and when.
ComSkE3 asks for ONE activity: a talk of at least 2 minutes OR a discussion of at least 5 minutes OR a text of at least 100 words; at Level 1 that becomes 3 minutes, 8 minutes or 250 words. A group activity needs at least three people at either level.
Prepare at least two questions your audience could ask — at Level 1, at least four.
The plan is used across weeks, not just one lesson.
Banks: ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes): planning a communication activity.
‘A three-minute talk about recycling’, not ‘do a talk’ · ‘Two audience questions answered’, so you can check it · Something you can prepare with the time you actually have · Links to your community project as well · ‘Delivered by week 5, prepared across weeks 4 to 5’ · The Year 9 class you will present to
Scaffolding – Supported
Access & sensory notes (staff) · The supported task today is: Build a SMART plan by choosing one card for each part (who, why, how, when) 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 activity (talk 2 min+ or text 100 words+). 2) Make it SMART. 3) List the evidence you will gather across the weeks.
Scaffolding – Stretch
Stretch prompts
Which SMART part was hardest to make real, and why? How does your activity also bank another challenge?
Independent Work – Supported
Task: Build a SMART plan by choosing one card for each part (who, why, how, when) with an adult.
Work here (an adult can scribe):
Independent Work – Standard
Task: Write a SMART plan for your communication activity, naming audience, purpose, form, success measure and timing.
Evidence check: photo ☐ annotation ☐ witness ☐
Independent Work – Stretch
Task: Write a SMART plan and outline the evidence you will gather over the weeks, outlining your reasons for the success measure.
Stretch (Level 1): outline how each SMART choice meets the ComSk1 standard — a Level 1 evidence standard.
Exit Ticket – Supported
1) You have a communication activity planned — true? Say what.
2) You named your audience — true? Say who.
3) You have a way to check it worked — true? Say how.
Exit Ticket – Standard
1) State your SMART plan in one sentence.
2) What is your success measure, and why did you choose it?
3) Where does today’s evidence bank?
Exit Ticket – Stretch
1) Which part of SMART was hardest to make real? Give reasons.
2) Why plan the activity across several weeks, not one lesson?
3) How will your activity also bank another challenge?
Level 2 route — staff-directed (ComSk2)
Your task at Level 2 (ComSk2 2.4.1):createTWO plans covering two DIFFERENT ways of communicating (one can be a presentation or a group discussion). Each plan: purpose · audience · type with reason for choice · content outline · resources · potential audience questions and responses — at least 4 questions in total, 2 per activity.
Working towards — registration and level are coordinator decisions; evidence banks at ONE level per skill (spec §6.5).
Assessor Witness Statement
LAUNCH ASDAN W4 · Plan a Communication Activity LAUNCH · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes)
Candidate name
Date of activity
Activity witnessed
Plan a Communication Activity
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 Build a SMART plan by choosing one card for each part (who, why, how, when) with an adult.
STANDARD Write a SMART plan for your communication activity, naming audience, purpose, form, success measure and timing.
STRETCH Write a SMART plan and outline the evidence you will gather over the weeks, outlining your reasons for the success measure.
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.
Staff — what the unit requires at EACH level (spec v1.2, Oct 2025)
Supported and Standard evidence ComSkE3; Stretch evidences ComSk1. Know: at least 3 ways of communicating at both levels; at least 3 components of effective communication at E3 and 4 at L1; at least 2 difficulties at E3 and 3 at L1. Plan: SMART; at least 2 questions the audience could ask at E3 and 4 at L1, with responses, written into the plan. Use the plan — ONE activity only: at E3 a presentation of at least 2 minutes, or a discussion of at least 5 minutes, or a written text of at least 100 words; at L1 that becomes 3 minutes, 8 minutes or 250 words. Any group activity needs at least 3 members at either level. Review: at E3 a positive outcome and an area of further development; at L1 at least 2 of each (a learner with no difficulties may say so). There is no 10-hour plan-use requirement on Communication — that gate sits on the other five skills. This lesson sequence uses the talk-or-text routes; the discussion route is equally valid if a pupil chooses 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 — ‘pass’ is always allowed.
Voice
Say the audience you have chosen and why. Your words.
Audience
Your plan is yours — the board shows only the headline you choose.
Influence
What the room chooses helps shape the activities we support next.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Pass is always allowed.