Engage in Discussion

Overview

Framework:
RQF
Level:
Level 2
Unit No:
H/505/4149
Credits:
2
Guided learning hours:
20 hours

Assessment Guidance

This unit maps to the Adult Literacy Core Curriculum in the following areas: SLd/L2.1; SLd/L2.4; SLd/L2.2; SLd/L2.3; SLd/L2.5.

Aim

In this unit, learners will learn how to engage in discussion in a variety of situations, making clear and effective contributions.

Unit Learning Outcomes

1

Be able to contribute to discussions and move them forward.

Assessment Criteria

  • 1.1
    Make relevant contributions to discussions in different contexts and on different subjects.
  • 1.2
    Adapt own contributions to suit audience, purpose and situation.
  • 1.3
    Move discussion forward when appropriate.
  • 1.4
    Support opinions and arguments with evidence.

    LO1: Discussions should be with groupsofvaryingsizes,from one other person, up to groups of 4 or 5. Discussions should be of varying lengths, including one of 6 – 8 minutes. Adaptations should include use of formal or informal language, appropriate verbal and non-verbal responses, tone, register. Topics should include issues both familiar and unfamiliar to the learner. Learners should make regular, multiple or sustained contributions, as appropriate, to move the contribution forward. They might suggest when they think it is appropriate to bring a discussion to a close, state what they think has been agreed, or ask if anyone else has a point to make.

2

Be able to respond to others in discussion.

Assessment Criteria

  • 2.1
    Use appropriate language and strategies when responding to the contributions of others.
  • 2.2

    Use appropriate phrases for interruption and change of topic.

    2.2: Learners might interrupt with phrases such as, ‘I agree to some extent’, or point out contradictions or inconsistencies in others’ arguments.

  • 2.3

    Use strategies intended to reassure, for example body language, appropriate phraseology.

    2.3: Learners might use phrases such as ‘that’s a valid point’, ‘that’s a good argument’ or ‘you’re entitled to your opinion, but I disagree’ to reassure fellow group members.