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Unit 1 Public service skills BTEC First Public Services

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Sche

me

of w

ork

BTE

C F

irst

Pub

lic S

ervi

ces

Uni

t 1

Pub

lic s

ervi

ce s

kills

A

cad

emic

yea

r:

Bro

ad a

im:

N

umb

er o

f w

eeks

: 24

Tuto

r(s)

:

Dur

atio

n o

f se

ssio

n: 2

.5-h

our

blo

cks

AT

= A

ctiv

eTea

ch

SB =

Stu

den

t B

oo

k

Gui

ded

lear

ning

ho

urs:

60

EA

= E

lect

roni

c ac

tivi

ty

AS

= A

ctiv

ity

Shee

t C

red

its:

10

PP

T =

Po

wer

Po

int

AA

= A

sses

smen

t A

ctiv

ity

R =

Res

earc

h

NS

= N

on-s

uper

vise

d in

div

idua

l stu

dy

time

Wee

kO

utco

me/

top

icC

ont

ent

Lear

ner

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

SSt

retc

h an

d

sup

po

rt

1In

tro

duc

tion

and

out

line

of s

chem

e o

f wo

rk a

nd

asse

ssm

ents

LO1:

Kno

w t

he

pur

po

se a

nd

imp

ort

ance

of

pub

lic s

ervi

ce

skill

s

Pub

lic s

ervi

ce s

kills

Talk

thr

oug

h th

e un

it in

clud

ing

the

p

urp

ose

of t

he u

nit

and

lear

ning

o

utco

mes

Star

ter

stim

ulus

Wha

t o

ther

tea

ms

exis

t?

Lear

ners

list

en a

nd e

ngag

e in

sta

rter

st

imul

us a

nd w

ork

thr

oug

h q

uest

ions

Lear

ners

rese

arch

oth

er t

eam

s th

at

exis

t b

oth

in a

nd o

ut o

f the

pub

lic

serv

ices

Star

ter

stim

ulus

(fro

m S

B)

Acc

ess

to n

ewsp

aper

s, b

ooks

, th

e in

tern

et to

rese

arch

typ

es o

f p

ublic

ser

vice

team

s

P1/P

2/M

1/D

1

2LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Pub

lic s

ervi

ce s

kills

: wha

t ar

e th

ey?

Wo

rk t

hro

ugh

the

skill

s id

entifi

ed v

ia

the

Pow

erPo

int

pre

sent

atio

n w

ith

inte

ract

ion

fro

m le

arne

rs

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

iden

tify

diff

eren

t p

ublic

se

rvic

e sk

ills

and

mak

e a

list

PPT1

AS1

: Pu

blic

ser

vice

ski

lls: w

hat

are

they

?

Acc

ess

to n

ewsp

aper

s, b

ooks

, the

in

tern

et to

rese

arch

ski

lls in

the

p

ublic

ser

vice

s

P1/P

2/M

1/D

1

3LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Pub

lic s

ervi

ce s

kills

: ho

w d

o t

hey

app

ly

to s

pec

ific

pub

lic s

ervi

ces?

Wo

rk t

hro

ugh

the

skill

s an

d h

ow

th

ey a

pp

ly t

o p

ublic

ser

vice

s vi

a th

e Po

wer

Poin

t p

rese

ntat

ion

with

in

tera

ctio

n fr

om

lear

ners

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

co

mp

lete

sp

ider

dia

gra

m o

n ho

w s

kills

ap

ply

to

a s

pec

ific

pub

lic

serv

ice

PPT1

AS2

: Ho

w s

kills

ass

ist

a p

ublic

se

rvic

e

Acc

ess

to n

ewsp

aper

s, b

ooks

, th

e in

tern

et to

rese

arch

ho

w s

kills

ap

ply

to

a s

pec

ific

pub

lic s

ervi

ce

P1/P

2/M

1/D

1

BTEC First Public Services


Unit 1 Public service skills

4LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Diff

eren

t ty

pes

of t

eam

s/ Im

po

rtan

ce o

f te

amw

ork

Wo

rk t

hro

ugh

the

diff

eren

t ty

pes

of

team

s an

d t

he im

po

rtan

ce o

f tea

mw

ork

vi

a th

e Po

wer

Poin

t p

rese

ntat

ion

with

in

tera

ctio

n fr

om

lear

ners

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

co

mp

lete

tab

le o

n d

escr

iptio

ns o

f pub

lic s

ervi

ce t

eam

s

PPT1

AS3

: Pub

lic s

ervi

ce t

eam

s

Acc

ess

to n

ewsp

aper

s, b

ooks

, th

e in

tern

et to

rese

arch

diff

eren

t ty

pes

of t

eam

s

P1/P

2/M

1/D

1

5LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Qua

litie

s ne

eded

for

effe

ctiv

e te

ams

Wo

rk t

hro

ugh

the

qua

litie

s ne

eded

fo

r ef

fect

ive

team

s vi

a th

e Po

wer

Poin

t p

rese

ntat

ion

with

inte

ract

ion

fro

m

lear

ners

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

co

mp

lete

grid

on

qua

litie

s o

f ef

fect

ive

team

s

PPT1

AS4

: Qua

litie

s o

f an

effe

ctiv

e te

am

Acc

ess

to n

ewsp

aper

s, b

ooks

, the

in

tern

et to

rese

arch

qua

litie

s of

ef

fect

ive

team

s

P1/P

2/M

1/D

1

6LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Rec

ap w

eeks

1 t

o 5

Lear

ners

list

en t

o re

cap

of w

eeks

1 t

o 5

Cas

e st

udy:

Car

eer

inte

rvie

w

(fro

m S

B)

P1/P

2/M

1/D

1E

1: C

om

par

ing

sk

ills

E2:

dev

elo

pin

g

jud

emen

t

7LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Ass

essm

ent

activ

ity 1

.1 fo

r P

1 P2

, M1,

D

1

This

may

be

a p

rese

ntat

ion,

rep

ort

or

gui

de.

Lear

ners

und

erta

ke A

sses

smen

t ac

tivity

in c

lass

[lear

ners

sho

uld

sp

end

the

ses

sio

n tim

e an

d n

on-

sup

ervi

sed

tim

e w

ork

ing

o

n th

is a

ctiv

ity]

Ass

essm

ent

activ

ity 1

.1

[Ass

essm

ent a

ctiv

ity in

clud

ing

no

n-su

per

vise

d s

tud

y an

d

rese

arch

[

P1/P

2/M

1/D

1Le

arne

rs

wo

rkin

g

tow

ard

s Pa

ss,

Mer

it o

r D

istin

ctio

n

8LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Team

bui

ldin

g a

ctiv

ities

Lear

ners

und

erta

ke a

num

ber

of

team

bui

ldin

g a

ctiv

ities

to

sup

po

rt t

heir

und

erst

and

ing

of p

ublic

ser

vice

ski

lls

and

tea

mw

ork

Lear

ners

rep

ort

and

refle

ct o

n th

eir

per

form

ance

Act

ivity

: Tea

mb

uild

ing

(fro

m S

B)

AS5

: Tea

mb

uild

ing

Lo

g

P3

9LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Team

bui

ldin

g a

ctiv

ities

Lear

ners

und

erta

ke a

num

ber

of

team

bui

ldin

g a

ctiv

ities

to

sup

po

rt t

heir

und

erst

and

ing

of p

ublic

ser

vice

ski

lls

and

tea

mw

ork

Lear

ners

rep

ort

and

refle

ct o

n th

eir

per

form

ance

Act

ivity

: Tea

mb

uild

ing

(fro

m S

B)

AS5

: Tea

mb

uild

ing

Lo

g

P3



Wee

kO

utco

me/

top

icC

ont

ent

Lear

ner

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

SSt

retc

h an

d

sup

po

rt

10LO

1: K

now

the

p

urp

ose

and

im

po

rtan

ce o

f p

ublic

ser

vice

sk

ills

Team

bui

ldin

g a

ctiv

ities

Lear

ners

und

erta

ke a

num

ber

of

team

bui

ldin

g a

ctiv

ities

to

sup

po

rt t

heir

und

erst

and

ing

of p

ublic

ser

vice

ski

lls

and

tea

mw

ork

Lear

ners

rep

ort

and

refle

ct o

n th

eir

per

form

ance

Act

ivity

: Tea

mb

uild

ing

(fro

m S

B)

AS5

: Tea

mb

uild

ing

Lo

g

P3

11LO

2:

Und

erst

and

va

rious

m

etho

ds

of

inst

ruct

ion

Met

hod

s o

f ins

truc

tion

Wo

rk t

hro

ugh

met

hod

s o

f ins

truc

tion

via

the

Pow

erPo

int

pre

sent

atio

n w

ith

inte

ract

ion

fro

m le

arne

rs

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

cre

ate

a le

sso

n p

lan

to t

each

a

skill

PPT1

AS6

: Met

hod

s o

f ins

truc

tion

Acc

ess

to n

ewsp

aper

s, b

ooks

, the

in

tern

et to

rese

arch

met

hod

s of

in

stru

ctio

n

P4/M

2

12LO

2:

Und

erst

and

va

rious

m

etho

ds

of

inst

ruct

ion

Qua

litie

s o

f a g

oo

d in

stru

cto

r

Wo

rk t

hro

ugh

qua

litie

s o

f a g

oo

d

inst

ruct

or

via

the

Pow

erPo

int

pre

sent

atio

n w

ith in

tera

ctio

n fr

om

le

arne

rs

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

cre

ate

a d

eliv

ery

to in

clud

e el

emen

ts fo

r g

oo

d in

stru

ctio

n

PPT1

AS7

: Qua

litie

s o

f an

inst

ruct

or

– d

eliv

ery

Acc

ess

to n

ewsp

aper

s, b

ooks

, the

in

tern

et to

rese

arch

qua

litie

s of

g

ood

inst

ruct

ion

P4/M

2

13LO

2:

Und

erst

and

va

rious

m

etho

ds

of

inst

ruct

ion

Effe

ctiv

e in

stru

ctio

nal s

kills

Dem

ons

trat

ion

of e

ffect

ive

inst

ruct

iona

l sk

ills

Lear

ners

giv

e 20

min

ute

pre

sent

atio

n to

dem

ons

trat

e ef

fect

ive

inst

ruct

iona

l sk

ills

AS8

: Qua

litie

s o

f an

inst

ruct

or

– le

sso

n p

lan

Acc

ess

to n

ewsp

aper

s, b

ooks

, th

e in

tern

et to

ass

ist i

n th

e p

rep

arat

ion

of 2

0 m

inut

e p

rese

ntat

ion

M2

E3:

Dev

elo

pin

g

effe

ctiv

e in

stru

ctio

nal

skill

s

14LO

2:

Und

erst

and

va

rious

m

etho

ds

of

inst

ruct

ion

Rec

ap w

eeks

8 t

o 1

3Le

arne

rs li

sten

to

reca

p o

f wee

ks 8

to

13

Cas

e st

udy:

A tr

aini

ng s

essi

on

(from

SB

)P3

/P4/

M2

15LO

2:

Und

erst

and

va

rious

m

etho

ds

of

inst

ruct

ion

Ass

essm

ent

activ

ity 1

.2 fo

r P3

, P4,

M2

This

may

be

a p

rese

ntat

ion,

rep

ort

or

gui

de.

Lear

ners

und

erta

ke A

sses

smen

t ac

tivity

in c

lass

[lear

ners

sho

uld

sp

end

the

ses

sio

n tim

e an

d n

on-

sup

ervi

sed

tim

e w

ork

ing

o

n th

is a

ctiv

ity]

Ass

essm

ent

activ

ity 1

.2

[Ass

essm

ent a

ctiv

ity in

clud

ing

no

n-su

per

vise

d s

tud

y an

d

rese

arch

[

P3/P

4/M

2Le

arne

rs

wo

rkin

g

tow

ard

s Pa

ss,

Mer

it o

r D

istin

ctio

n




16LO

3: B

e ab

le t

o

use

a ra

nge

of

inte

rper

sona

l co

mm

unic

atio

n sk

ills

Rea

din

g s

kills

Wo

rk t

hro

ugh

read

ing

ski

lls v

ia

the

Pow

erPo

int

pre

sent

atio

n w

ith

inte

ract

ion

fro

m le

arne

rs

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

pra

ctis

e sk

im re

adin

g a

nd

scan

read

ing

PPT1

AS9

: Int

erp

erso

nal

com

mun

icat

ion

–rea

din

g s

kills

I

AS1

0: In

terp

erso

nal

com

mun

icat

ion

–rea

din

g s

kills

II

Acc

ess

to n

ewsp

aper

s, b

ooks

, th

e in

tern

et to

rese

arch

the

use

of re

adin

g s

kills

in th

e p

ublic

se

rvic

es

P5/P

6/M

3/D

2

17LO

3: B

e ab

le t

o

use

a ra

nge

of

inte

rper

sona

l co

mm

unic

atio

n sk

ills

Rea

din

g s

kills

Wo

rk t

hro

ugh

read

ing

ski

lls v

ia

the

Pow

erPo

int

pre

sent

atio

n w

ith

inte

ract

ion

fro

m le

arne

rs

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

pra

ctis

e d

etai

led

read

ing

PPT1

AS1

1: In

terp

erso

nal

com

mun

icat

ion

skill

s –

read

ing

sk

ills

III

Acc

ess

to n

ewsp

aper

s, b

ooks

, th

e in

tern

et to

rese

arch

the

use

of re

adin

g s

kills

in th

e p

ublic

se

rvic

es

P5/P

6/M

3/D

2

18LO

3: B

e ab

le t

o

use

a ra

nge

of

inte

rper

sona

l co

mm

unic

atio

n sk

ills

Writ

ing

ski

lls

Wo

rk t

hro

ugh

writ

ing

ski

lls v

ia

the

Pow

erPo

int

pre

sent

atio

n w

ith

inte

ract

ion

fro

m le

arne

rs

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

pra

ctis

e le

tter

writ

ing

PPT1

AS1

2: W

ritin

g a

sem

i-for

mal

lett

er

Acc

ess

to n

ewsp

aper

s, b

ooks

, th

e in

tern

et to

rese

arch

the

use

of

writ

ing

ski

lls in

the

pub

lic s

ervi

ces

P5/P

6/M

3/D

2

19LO

3: B

e ab

le t

o

use

a ra

nge

of

inte

rper

sona

l co

mm

unic

atio

n sk

ills

Verb

al s

kills

Wo

rk t

hro

ugh

verb

al s

kills

via

the

Po

wer

Poin

t p

rese

ntat

ion

with

in

tera

ctio

n fr

om

lear

ners

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

iden

tify

met

hod

s o

f tw

o-w

ay

com

mun

icat

ion

and

bar

riers

to

ver

bal

co

mm

unic

atio

n

PPT1

AS1

3: T

wo-

way

com

mun

icat

ion

AS1

4: B

arrie

rs to

ver

bal

co

mm

unic

atio

n

Acc

ess

to n

ewsp

aper

s, b

ooks

, th

e in

tern

et to

rese

arch

the

use

of

verb

al s

kills

in th

e p

ublic

ser

vice

s

P5/P

6/M

3/D

2



Wee

kO

utco

me/

top

icC

ont

ent

Lear

ner

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

SSt

retc

h an

d

sup

po

rt

20LO

3: B

e ab

le t

o

use

a ra

nge

of

inte

rper

sona

l co

mm

unic

atio

n sk

ills

List

enin

g s

kills

Wo

rk t

hro

ugh

liste

ning

ski

lls v

ia

the

Pow

erPo

int

pre

sent

atio

n w

ith

inte

ract

ion

fro

m le

arne

rs

Lear

ners

list

en a

nd w

atch

pre

sent

atio

n

Lear

ners

tak

e p

art

and

ana

lyse

ver

bal

co

mm

unic

atio

n g

ame

PPT1

AS1

5: C

hine

se w

hisp

ers

Acc

ess

to n

ewsp

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hat

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?

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d o

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r in

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gum

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and

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ins

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ary

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list

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ake

note

sE

P –

effe

ctiv

e p

artic

ipat

ors



AS1 Public service skills: what are they?‘Public service skills’ is a term generally given to a range of personal, professional and communication skills that employees of the public services develop and improve during their careers.

This table lists the main skills required for public service. Complete the table to get a better understanding of these skills.

Skill Explanation

Punctuality/timekeeping

Pride of appearance

Behaviour

Discipline

Problem solving

Cooperation

Conflict management



AS2 How skills assist the public servicesThink of one specific public service and complete the spider diagram below showing how the public service skills you have identified will benefit the public service you have chosen.

For example, ‘conflict management’ is an important skill for the police force. You are likely to deal with a number of volatile situations and your ability to manage and calm the situation down could have a direct impact on the end result.



AS3 Public service teamsVisit the Army website (www.army.mod.uk) to find out the names of five teams and a description of their role in the Army.

Team Description of role

1

2

3

4

5

Share your findings with the class to see how many different teams you have been able to find.



AS4 Qualities for an effective teamThere are a number of qualities that are very important in the performance of an effective team. The table below identifies some of these. Complete the table to get a better understanding of these qualities.

Quality Why important

Leadership

Combining individual skills

Achieving aims

Working with others

Think about a time when you have been involved in a team activity. Write a short report on this including aspects that went well as well as aspects that could be improved. Using the knowledge you have gained about teamwork try to explain why you think this happened.



AS5 Teambuilding activities logAn essential part of working as an effective team member is to develop your skills through teambuilding activities. During this unit you will undertake a number of teambuilding activities. Complete the log below so to keep a record of what you have done. Record your role in the activity as well as a reflection on your performance. This record will then be very useful as evidence towards P3.

Activity Date undertaken Role (leader/team member)

Reflection on performance

Paper bowls 01/09/09 team member I thought this activity went really well, I have played green bowls before and so I already understood the rules of the game and I was able to control my bowls well in order to get quite near to the jack.



AS6 Methods of instructionWorking in small groupsThink about a skill that you could teach someone, such as how to ride a bike, how to do a stunt on a skateboard or how to cook a favourite dish.

Now start to work out a plan by thinking though the objective, the audience and the timing, as well as the steps needed to demonstrate the skill. Also, think about the best techniques to use to achieve your objective.

Once you have worked through the tasks above create a plan designed to demonstrate the skill you wish to teach. Remember you could use role play or ask someone to demonstrate the skill as you talk through the instructions.

Objective:

Timings Instructions Demonstration/role play/presentation

Working as a classDiscuss as a class the different methods of instruction that each group used. Try to identify the good and bad points of what each group did.



AS7 Qualities of an instructorWorking individuallyThink about the time you were at school, was there a teacher that you really liked? Why? What was good about their teaching?

Write down the qualities that made them a ‘good teacher’.

Working in pairsYour tutor will give you a topic to work with. Think about the qualities you’ve identified in a good teacher. Produce a plan of how you would deliver instructions. Make sure your plan includes:

1 Time 2 Parts and content 3 Notes 4 Objectives 5 Beginning 6 Incentives 7 EDIP 8 End of lesson 9 Handouts



AS8 Lesson planYou are going to give a 20-minute lesson on a topic of your choice. Use this chart to help your delivery.

Lesson plan

Tutor:

Course:

Objectives (expressing in terms audience will understand)

Resources

Special issues, support staff roles, differentiation (stretch & challenge, learning types)

Indicative timing and learning phase

Teaching strategies/planned activities (How are you going to teach it?)

Learning and assessment (How do you know audience have learnt it?)

Starter

Main body of lesson

Plenary

Homework and deadline



AS9 Interpersonal communication – reading skills I

Reading skills are crucial in all public services. As an employee you are expected to continually improve these skills. In general terms the three main ways that we read are:

Skim reading Scan reading Detailed reading

You have one minute to skim read the article below and answer the questions.

Senior police officers face court

Two senior Surrey police officers are to appear before magistrates over claims of misconduct in public office. Ch Supt Adrian Harper and Supt Jonathan Johncox have both been summonsed to appear in court, the Independent Police Complaints Commission (IPCC) said. Both were suspended in May over alleged dishonest conduct relating to the avoidance of speeding fines. The IPCC said the court summonses followed an inquiry into the granting of exemptions for traffic offences. The cases are due to be heard at Aldershot Magistrates’ Court in Hampshire on 28 August. Ch Supt Harper is facing claims of two offences of misconduct in public office, and Supt Johncox is facing an allegation of one offence. Temporary replacements were appointed at Surrey Police after the high-ranking officers were suspended.

Further cases The IPCC investigation looked at exemptions for traffic offences granted to Surrey Police officers and staff from April 2006 to December 2008. In addition to Ch Supt Harper and Supt Johncox, 11 other officers were also investigated. Three of those cases were not upheld and four are still being considered by the IPCC. Four cases have been upheld and Surrey Police is considering further misconduct charges against the officers involved. An IPCC spokeswoman said: “Police officers responding to emergencies with their blue lights activated are exempt from prosecution for speeding or red light offences. “However, officers in unmarked cars or who do not activate their emergency equipment may not be, and could be issued with notices of intended prosecution. “In these cases, officers are able to apply for an exemption if there is a justifiable reason within the law for the speed at which they were travelling, or the reason why they drove through a red light.”

Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/1/hi/england/surrey/8199039.stm Published: 2009/08/13 10:45:13



AS9 Interpersonal communication – reading skills I (cont.)

Working individuallyYou have one minute to skim read the article above, then turn the page over and answer the questions below:

1 Name the two officers discussed in the article?2 Which court was the case heard in on 28th August?3 How many others officers are also being investigated?

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Working in a groupDid you find this task easy? Could you remember much from the article after only reading it quickly? Try to identify as a group three occasions when you might skim read things?

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AS10 Interpersonal communication – reading skills II



You have one minute to scan read the article below and take brief notes.

Anti-terror gun stops boats dead

The government is appealing to industry, academics and individuals to develop new technologies to fight terrorism.

One such gadget – a device to stop a speed boat - is already under development under its science and technology strategy.

At the Defence Diving School near Portsmouth, a team of Home Office scientists and industry experts are developing a device that aims to achieve what some consider to be the near impossible. Their mission? Stopping a speed boat - possibly laden with explosives - from reaching its target, without the use of lethal force.

Cyber terrorism The device, known as the Air Launch Running Gear Entanglement System, looks like a futuristic bazooka out of the imagination of a Hollywood prop designer. The US Coastguard has expressed a keen interest. Compressed air is used on the shoulder-held device to propel a line from a pursuing boat which drags with it a high-tech, high tensile net to disable the target craft’s propulsion system. Watching repeated trials of the system is Admiral Lord West of Spithead - the Home Office’s counter terrorism minister. Explaining how the system might be used in the future, he said: “Lets say now we’re off Weymouth in 2012 and we’re doing the Olympic games, and we suddenly find a boat. “What we want to be able to do is stop it without actually having to kill the people in the boat, or risk killing the people in the boat.” The device is being tested at five locations around the UK while a decision is made over its future deployment. Lord West says the “boat-stopping system” is only a small part of what science and technology can do to help counter the terrorist threat. It extends from cyber terrorism to reducing risk in crowded places and investigating how to intercept new methods of telecommunications, he adds. “To defeat this terrorist threat to our nation, we needed to draw on all our resources, and what we are very good at as a nation is science technology and academic research, and actually within our industries we can produce really good things.” The science and technology strategy is, according to Lord West, designed to help keep “one step ahead of the terrorists”. The Home Office is casting its own net as wide as possible to garner innovative ideas - and is encouraging industry and even private individuals to come forward.

Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/1/hi/uk/8200840.stm Published: 2009/08/14 04:40:52

Now put the article away and write a summary of the article based on your notes.



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AS11 Interpersonal communication – reading skills III



Your tutor will provide you with two newspaper articles on the same story. One of the articles will be from a tabloid newspaper such as The Sun or The Mirror. The other will be an article on the same story from a broadsheet newspaper such as The Guardian or The Times.

Your task is to read both articles in detail and try to complete the table below. Some hints and tips have been provided to assist you.

Comparison of news story

Differences in content

Quality of report Possible bias by reporter

Public services affected

Report 1 Is the content clear? Can you understand the story? Is the article detailed?

Is the report detailed or fairly brief? Does it use complicated or easy to understand words, phrases or language?

Does the reporter seem to concentrate on one side of the story? Do they seem to be giving an even sided view of the story?

Which public services are discussed in the article?



Report 2



AS12 Writing a semi-formal letterLetters form an integral part of communication for all public services. These often fall into two categories:

Formal Semi-formalYour tutor wants to take your class to visit the local police station. They know that the person in charge of these visits is called Mr Braithwaite because they have arranged class visits before. As your tutor knows the person they are writing to they need to compile a semi-formal letter.

Your task is to write a semi-formal letter to Mr Braithwaite about the proposed visit to include:

1 The station you would like to visit2 The number of pupils in your class3 Some proposed dates for the visit

Your tutor will provide you with the basic information but it is up to you to produce a letter in an appropriate format.



AS13 Two-way communicationTwo-way communication includes discussions, debates, arguments, conversations and meetings. These can be formal and informal.

Working in pairs Discuss the different types of two-way communication identified in the list above and then complete a table like the one below. Try to see if you can identify which of these are formal and informal. Think of when you use these different types of communication during the day and how you use them.

Type Brief description Formal or informal?

Discussion

Debate

Argument

Conversation

Meeting

Chatting



AS14 Barriers to verbal communicationTwo-way communication includes discussions, debates, arguments, conversations and meetings. These can be formal and informal.

There can be a number of things that stand in your way when you communicate verbally. These can generally be categorised into three areas:

• problemswithyouasthespeaker• problemswithyouraudience(thelistener)• problemswiththeenvironment(whereyouare).

Working individuallyTry to identify four barriers to verbal communication from each area that you can. You have been given an exmple from each area to get you started. Now try to complete a table like the one below;

Problems with the speaker Problems with the listener Problems with environment

Not loud enough – very quiet voice so listener cannot hear what is being said

Bored and distracted because not interested in what speaker has to say

Other people are talking therefore it’s too noisy to hear what is being said

Working in pairsTry to think about these barriers, can you suggest ways that they can be avoided? Write some of your answers down and share them with the rest of the class.

ExtensionHow might the barriers you have identified differ in operational and non-operation situations. Make a few notes that you can use in a group discussion.

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AS15 Chinese whispersIt is important that you listen carefully to orders and directions so that you are able to complete them accurately and efficiently. As a member of a team everyone needs to know the orders. You may need to relay orders to other members of the team, so repeating accurately what has been said is important.

Working as a classYour tutor will sit you all in a circle and whisper an order/direction into the ear of one of the learners. That learner will then whisper into the ear of the learner to their left and so on until the order/direction has gone right round the class to the last learner. This learner will then come to the front of the class and write the order/direction on the board.

Has the order/direction changed? Discuss what happened and try to identify what went wrong.

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stretch and support assessment and plts resources · learners listen and watch presentation...

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