To achieve Step 1, individuals will show that they can speak clearly to small groups of people that they know.
This builds off the previous step which focused on being able to speak clearly to one other person that they know.
The building blocks of this step are learning:
In school or college, we frequently have to work with other people we know, in pairs or in groups. We may have to discuss a question asked by the teacher, suggest and agree ideas, or explain what we think about something. If we are to contribute effectively in lessons or seminars, it is essential that we are able to speak what is on our mind in a very clear manner.
At work, we often spend our time in small groups, with people we know well, perhaps in a shop, café,office, production line or building site. In each situation, we are likely to talk about what we are doing or ask questions of others. We may need to speak to ask what we need to do, to give instructions, to give or ask for ideas or to confirm things. If the work is to be carried out accurately and efficiently it will be important that everyone understands the instructions, questions and explanations. If you are not understood, things may not be done correctly and need repeating.
When away from work or education, we may spend quite a time with other people, family, friends or members of a club we know well. In each situation we are likely to need to ask questions, for example, where shall we go? We may need to explain something, for example how to play a game or use new equipment or simply chat. When we talk in a small group, everyone in the group needs to be able to understand what we are talking about otherwise the enjoyment is lost and people will not be able to share the experience successfully.
To best practise this step of Speaking, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
To teach this step:
This step can be reinforced effectively in a classroom setting:
This step is best assessed through structured observation. For example:
This step is relevant to everyone who will work in small groups or teams in the course of their work.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through observation. For instance:
During the recruitment process, this step could be assessed by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: