I can deliver my communication activity to my audience
I can gather evidence that meets the ComSk1 minimum
I can describe how my plan was used across the weeks
Aspire · respond confidently to unplanned audience questions — a Level 1 evidence standard.
Teacher Print Tools — Week 5
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
Say the first line of your talk, or the title of your text.
Any honest answer counts — say it out loud.
2. Spot it
Name one piece of evidence you will collect today.
Any honest answer — e.g. a photo, a witness note.
3. Point to it
Point to your plan from last week.
Any honest answer counts — say it out loud.
1. The big idea
Why is delivering the activity the ‘use’ part of the unit?
Own words — a plan only counts once it is put to work.
2. Today’s work
What is the ComSk1 minimum — talk length or word count?
A sensible answer — 2 minutes spoken, or 100 words written.
3. Success check
How will you capture proof as you go?
Name one method — photo, recording note, witness statement.
1. Delivery logic
Why does answering audience questions strengthen your evidence?
Because it shows real, two-way communication, not a memorised script.
2. Evidence test
What makes evidence usable at moderation?
Dated, specific, and tied to you — a witness statement names what YOU did.
3. Across weeks
How do you show the plan was used across weeks, not one lesson?
Own answer — a log or dated pieces across the weeks, often within another challenge.
Starter
Today at a Glance
Key Question: How do I deliver my activity — and capture proof that meets the standard?
💡 Big Idea
Delivering the plan is the ‘use’; the evidence must meet the ComSk1 minimum.
🎲 Today We Play
Wordsearch — delivery and evidence
🧱 The Wall Grows
Onto the Effectiveness Board
🏅 It Banks
ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes): delivering and gathering evidence
Talk first, then we play — every voice counts here.
I Do
The Model — Deliver and Capture
Key Idea: Deliver to a real audience, meet the minimum, and capture dated proof.
👀 Look: deliver to a real audience, meet the minimum, keep dated proof.
Step 0 of 3
Deliver to a real audience — the ‘use’.
Give your talk of at least two minutes, or share your text of at least 100 words, to the audience in your plan. Working with a group means at least three people.
Take audience questions — two-way communication.
Take at least two audience questions and respond — our lesson target for two-way communication (your plan already holds four prepared questions). This shows communication, not recitation, and it is part of the ComSk1 evidence.
Capture dated proof.
A photo, the text itself, and a witness statement naming what you did. Add it to the plan so the ‘use across the weeks’ is visible.
We Do
Wordsearch — delivery and evidence
How it works: Say what each word means, then tap to check.Found: 0/8
DELIVER
AUDIENCE
QUESTION
RESPOND
WITNESS
ANNOTATE
DATED
MINIMUM
I Do
Proving It — The Evidence Loop
Key Idea: Delivery plus a witness statement is the core of the ComSk1 use-evidence.
Step 0 of 3
Documentarian
photo or record a note of your delivery.
Annotate
write ‘I met the minimum by ___’.
Witness
staff sign what they saw you deliver, at what level.
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 Evidence to Why It Counts
Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/6
3-MIN TALK
250-WORD TEXT
TWO QUESTIONS
WITNESS NOTE
DATED PHOTO
WEEKLY LOG
Meets the spoken minimum for the unit
Meets the written minimum for the unit
Shows real, two-way communication
Names exactly what YOU did, at what level
Makes the proof checkable and time-stamped
Shows the plan was used across the weeks
Delivered for realTwo-way shownWitnessed at levelUsed across weeks
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): delivering the activity and gathering evidence.
Level 2 route — for pupils directed here by staff
Your task at Level 2 (ComSk2 2.5.1):use BOTH plans. Level 2 activity minima: presentation ≥4 min · discussion ≥10 min · text ≥500 words. A group must have ≥3 members. Evidence both activities — witness sheet ticks Level 2.
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: Deliver a short talk or share your text to a small, safe audience, and collect a photo and witness note with an adult.
Steps: One step at a time — adult support is right there. A recorded or scribed version counts.
👤 On your own
Task: Deliver your communication activity to your audience, take two questions, and gather dated evidence that meets the minimum.
Steps: Work it through — photo as you go, annotate at the end, witness tick before you pack up.
🚀 Take it further
Task: Deliver your activity, respond to unplanned questions, and describe how your plan was used across the weeks in your evidence.
Steps: Task first, description second — show the sustained use, not just the one delivery.
Lundy Loop
Lundy Loop — Your Voice on the Wall
Why: Article 12 — you choose your audience and how you deliver.
🚪 SPACE
The board tracks progress, never rankings — ‘pass’ is always allowed, and a smaller audience is fine.
📣 VOICE
Say who you delivered to and how it felt. Your words.
👥 AUDIENCE
Your delivery is yours — the board shows only the headline you choose.
⭐ INFLUENCE
What the room reports helps shape how we support delivery next.
Exit Ticket
Exit Ticket
Instructions: Answer independently. Own words — no wall-peeking.
1.
You delivered your activity — true? Say to whom.
Point to today’s work as your proof.
2.
You collected one piece of evidence — true? Say what.
Point to today’s work as your proof.
3.
You met the minimum — true? Say how.
Point to today’s work as your proof.
1.
Say how you delivered your activity today.
Own words — audience, form and one question you answered.
2.
What evidence did you gather, and does it meet the minimum?
Your evidence — name the length or word count.
3.
Where does today’s evidence bank?
ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes): delivering and gathering evidence.
1.
Which was harder: delivering, or answering questions? Give reasons.
Own pick + reasons.
2.
Why does a witness statement count more than a photo alone?
Because it names what YOU did, at what level, with what help.
3.
Describe how your plan was used across the weeks, not just today.
Own account — practice, drafts and dated pieces across weeks four to five.
Slide 1/10
🏅📸✍️
Deliver the Activity and Gather Evidence — banked!
Delivered, questioned, evidenced ✅
✓ I delivered my communication activity✓ I gathered evidence that meets the ComSk1 minimum✓ I can describe how my plan was used across the weeksNext lesson: Review Progress and Sign Off the Unit — closing Communication (ComSk1)
⏸ MID-POINT PEER CHECK
Pens down — quick partner check!
📣 Tell your partner what you delivered and show one piece of evidence. Check together: does it meet the minimum (2 minutes or 100 words), and is it dated and witnessed? Help fill any gap — kindly.
2 minutes max. Then I’ll resume the timer.
Knowledge Organiser (LAUNCH ASDAN W5): Deliver the Activity and Gather Evidence
LAUNCH · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes)
Key Word
Definition
DELIVER
Give or share your activity to a real audience.
MINIMUM
The least the unit accepts at Entry 3 — 2 minutes spoken, 5 minutes of discussion, or 100 words; at Level 1, 3 minutes, 8 minutes or 250 words.
WITNESS STATEMENT
A signed note naming what you did, at what level.
USE ACROSS WEEKS
Evidence that the plan ran over time, not one lesson.
Key Facts
Delivering the plan is the ‘use’ part of the unit.
ComSkE3 minimum: 2 minutes spoken OR 5 minutes of discussion OR 100 words written, and two audience questions prepared in the plan; at Level 1, 3 minutes OR 8 minutes OR 250 words and four questions; group of at least three.
Answer at least two audience questions to show two-way communication — our lesson target (your plan already holds four prepared questions).
Evidence must be dated, specific and witnessed.
Banks: ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes): delivering and gathering evidence.
3-MIN TALK · 250-WORD TEXT · TWO QUESTIONS · WITNESS NOTE · DATED PHOTO · WEEKLY LOG
Meets the spoken minimum for the unit · Meets the written minimum for the unit · Shows real, two-way communication · Names exactly what YOU did, at what level · Makes the proof checkable and time-stamped · Shows the plan was used across the weeks
Scaffolding – Supported
Access & sensory notes (staff) · The supported task today is: Deliver a short talk or share your text to a small, safe audience, and collect a photo and witness note 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) Deliver to your audience. 2) Take two questions. 3) Capture dated, witnessed evidence that meets the minimum.
Scaffolding – Stretch
Stretch prompts
How did you handle an unplanned question? How does your evidence show use across the weeks?
Independent Work – Supported
Task: Deliver a short talk or share your text to a small, safe audience, and collect a photo and witness note with an adult.
Work here (an adult can scribe):
Independent Work – Standard
Task: Deliver your communication activity to your audience, take two questions, and gather dated evidence that meets the minimum.
Evidence check: photo ☐ annotation ☐ witness ☐
Independent Work – Stretch
Task: Deliver your activity, respond to unplanned questions, and describe how your plan was used across the weeks in your evidence.
Stretch (Level 1): respond confidently to unplanned audience questions — a Level 1 evidence standard.
Exit Ticket – Supported
1) You delivered your activity — true? Say to whom.
2) You collected one piece of evidence — true? Say what.
3) You met the minimum — true? Say how.
Exit Ticket – Standard
1) Say how you delivered your activity today.
2) What evidence did you gather, and does it meet the minimum?
3) Where does today’s evidence bank?
Exit Ticket – Stretch
1) Which was harder: delivering, or answering questions? Give reasons.
2) Why does a witness statement count more than a photo alone?
3) Describe how your plan was used across the weeks, not just today.
Level 2 route — staff-directed (ComSk2)
Your task at Level 2 (ComSk2 2.5.1):use BOTH plans. Level 2 activity minima: presentation ≥4 min · discussion ≥10 min · text ≥500 words. A group must have ≥3 members. Evidence both activities — witness sheet ticks Level 2.
Working towards — registration and level are coordinator decisions; evidence banks at ONE level per skill (spec §6.5).
Assessor Witness Statement
LAUNCH ASDAN W5 · Deliver the Activity and Gather Evidence LAUNCH · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ Entry 3 — Communication (ComSkE3 · ComSk1 · ComSk2 routes)
Candidate name
Date of activity
Activity witnessed
Deliver the Activity and Gather Evidence
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 Deliver a short talk or share your text to a small, safe audience, and collect a photo and witness note with an adult.
STANDARD Deliver your communication activity to your audience, take two questions, and gather dated evidence that meets the minimum.
STRETCH Deliver your activity, respond to unplanned questions, and describe how your plan was used across the weeks in your evidence.
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, and a smaller audience is fine.
Voice
Say who you delivered to and how it felt. Your words.
Audience
Your delivery is yours — the board shows only the headline you choose.
Influence
What the room reports helps shape how we support delivery 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:
Deliver the Activity and Gather Evidence — Feedback Sheet