Grade 11 Effective Communication

Content standard

The learners demonstrate effective communication in personal and interpersonal contexts through spoken, written, and multimodal forms; they understand that interaction patterns are adaptive and collaborative, and that trust-building, emotional reciprocity, and contextual understanding foster meaningful relationships.

Performance standard

The learners are able to perform specific roles in controlled and uncontrolled personal and interpersonal communication events; engage in intrapersonal communication, including goal-setting, reflection and journaling; participate in extended conversations and discussions on a variety of personal and interpersonal topics; provide short and extended responses to questions pertaining to the content and intent of conversations and correspondences; and produce short and extended personal and interpersonal correspondence in formats such as, but not limited to, letters, email, texting and messaging, and social media posts.

Learning competencies (11)

• EFFCOM-G11-Q1-01

  Determine how language and tone are used purposefully in discussing a variety of personal and interpersonal topics.

• EFFCOM-G11-Q1-02

  Extract main points from spoken, written, and multimodal texts (e.g., recorded and live extended personal interactions).

• EFFCOM-G11-Q1-03

  Analyze the content and intent of personal and interpersonal communication (e.g., conversation and correspondence).

• EFFCOM-G11-Q1-04

  Use language, tone, and structure appropriately for audience, purpose, and context in discussing a variety of personal and interpersonal topics.

• EFFCOM-G11-Q1-05

  Use politeness markers and conversation management signals and strategies (e.g., topic nomination, topic shift/control, turn-taking, back-channeling, feedback-giving, and topic termination).

• EFFCOM-G11-Q1-06

  Use appropriate non-verbal strategies to enhance the quality of personal and interpersonal conversation.

• EFFCOM-G11-Q1-07

  Compose well-structured personal and interpersonal communication, showing awareness of audience and purpose (e.g., reporting observations, narrating experiences, or articulating opinions).

• EFFCOM-G11-Q1-08

  Engage in intrapersonal communication (e.g., diary writing, journaling, building a social media profile) to reflect on learning and experiences, set goals, and establish an online presence while safeguarding privacy.

• EFFCOM-G11-Q1-09

  Employ language and structure (e.g., use of transition/cohesive devices) appropriately and effectively for a variety of purposes.

• EFFCOM-G11-Q1-10

  Describe processes of interpretation, engagement, and expression used for communication in personal and interpersonal contexts, demonstrating awareness of their purposes.

• EFFCOM-G11-Q1-11

  Review one’s participation in personal and interpersonal communication, identifying strengths and areas for growth to improve communicative competence and personal effectiveness.

Content standard

The learners demonstrate effective communication in social and cultural contexts through oral, written, and multimodal forms; they understand that interaction patterns reflect social roles, group norms and dynamics, and cultural diversity, and that openness, intercultural sensitivity, inclusive language, and ethical considerations foster respectful engagement with diverse communities in public settings and digital spaces.

Performance standard

The learners are able to participate in communicative events that involve diverse social and cultural groups; engage in formal and informal interactions that reflect sensitivity to cultural norms, group roles and dynamics, and social practices; respond appropriately and respectfully in forums and public exchanges on social and cultural issues; and produce spoken, written, and multimodal texts such as public service announcements, opinion pieces, cultural narratives, community blog posts, and reflective commentaries that promote inclusive and ethical social communication.

Learning competencies (10)

• EFFCOM-G11-Q2-01

  Recognize underlying attitudes, assumptions, or perspectives related to social or cultural topics in various culturally significant communication events (e.g., speeches, media broadcasts, cultural performances).

• EFFCOM-G11-Q2-02

  Use critical listening, reading, and viewing strategies, including cultural awareness and sensitivity, to interpret various forms of literary, media and digital communication.

• EFFCOM-G11-Q2-03

  Identify main messages, implied meanings, and biases in public, civic, or culturally significant communication events (e.g., social media, podcasts, art exhibitions, festivals).

• EFFCOM-G11-Q2-04

  Use culturally appropriate verbal and non-verbal strategies (e.g., politeness markers, conversation management signals and strategies) to communicate effectively in navigating diverse social and cultural settings.

• EFFCOM-G11-Q2-05

  Demonstrate sensitivity to social roles, group dynamics, and cultural identities in face-to-face and online interactions.

• EFFCOM-G11-Q2-06

  Compose public-facing texts (e.g., blogs, commentaries, social media advocacy posts, or short opinion pieces) that promote inclusivity, equity, or social awareness.

• EFFCOM-G11-Q2-07

  Compose critical reviews of culturally significant texts (e.g., films, short stories, poetry, television series).

• EFFCOM-G11-Q2-08

  Construct coherent arguments or narratives that reflect understanding of social responsibility, diversity, and shared values.

• EFFCOM-G11-Q2-09

  Describe how cultural awareness and sensitivity influence processes of interpretation, engagement, and expression in diverse social contexts.

• EFFCOM-G11-Q2-10

  Review one’s participation in social or intercultural interactions, identifying strengths and areas for growth in promoting inclusive and ethical communication.

Content standard

The learners demonstrate effective communication in academic and training contexts through spoken, written, and multimodal forms; they understand that interaction patterns in academic and training contexts are formal, structured, and discipline-specific, and that intellectual integrity, honest and respectful critique, and inclusive language foster meaningful academic and training engagement.

Performance standard

The learners produce spoken, written, and multimodal academic and technical texts for specific purposes and audiences, such as, but not limited to, articles, research reports, public speaking presentations, reviews, and podcasts; prepare note cards and reference lists in support of these texts; convert these texts into presentation formats aided by non-verbal signals and multimedia tools or resources; and give and use feedback on the content, structure and language of communication to improve performance.

Learning competencies (14)

• EFFCOM-G11-Q3-01

  Identify how content, structure, and language of spoken, written, and multimodal academic and technical texts are shaped by audience, purpose, and context.

• EFFCOM-G11-Q3-02

  Use critical listening, reading, and viewing strategies in comprehending academic and technical texts.

• EFFCOM-G11-Q3-03

  Interpret data represented in multimodal forms (e.g., charts, tables, figures).

• EFFCOM-G11-Q3-04

  Employ appropriate strategies in understanding unfamiliar vocabulary, including specialized terminology.

• EFFCOM-G11-Q3-05

  Use language, tone, and structure appropriately for audience, purpose, and context in discussing a variety of academic and technical topics.

• EFFCOM-G11-Q3-06

  Follow procedures, instructions, or processes in spoken, written, or multimodal forms (e.g., figures, diagrams, charts) to successfully achieve outcomes.

• EFFCOM-G11-Q3-07

  Participate constructively in academic or technical lectures, presentations, or discussions by formulating and asking questions, providing feedback, and responding appropriately.

• EFFCOM-G11-Q3-08

  Collaborate on academic and technical tasks (e.g., project proposals, technical reports, lectures, manuals) to leverage individual knowledge and skills and optimize common goals.

• EFFCOM-G11-Q3-09

  Compose well-structured academic and technical texts, showing awareness of audience and purpose (e.g., presentations with visual aids, essays, research and analysis reports).

• EFFCOM-G11-Q3-10

  Explain concepts using appropriate academic and technical vocabulary and language, and multimodal representations (e.g., diagrams, graphs, charts, infographics).

• EFFCOM-G11-Q3-11

  Condense spoken, written, or multimodal texts into diagrams, charts, outline, summary, synopsis, or paraphrase.

• EFFCOM-G11-Q3-12

  Employ ethical considerations (e.g., citation methods, AI attribution/declaration, avoiding plagiarism) in producing extended spoken, written, or multimodal academic and technical texts.

• EFFCOM-G11-Q3-13

  Describe processes of interpretation, engagement, and expression used for communication in academic and training contexts, demonstrating awareness of their purposes.

• EFFCOM-G11-Q3-14

  Review one’s readiness to participate in academic and technical communication, identifying strengths and areas for growth to improve performance and shape life-long learning.

Content standard

The learners demonstrate effective communication in professional and work contexts through oral, written, and multimodal forms; they understand that professional and workplace interaction patterns are goal-oriented, concise, and context-specific, and that clarity, formality, hierarchical awareness, emotional regulation, cultural sensitivity, and ethical responsibility foster effective and professional workplace relationships.

Performance standard

The learners compose types of correspondence following specific writing conventions; create professional profiles and resumés fit for purpose and audience; draft business case studies, project proposals, and business reports; propose job ads, corporate publications, or industry articles following brand alignment practices; and participate constructively in interviews, meetings, discussions, and negotiations.

Learning competencies (10)

• EFFCOM-G11-Q4-01

  Identify how content, structure, and language of spoken, written, and multimodal workplace and professional communication are shaped by audience, purpose, and context.

• EFFCOM-G11-Q4-02

  Listen actively to workplace and professional communication (e.g., meetings, phone calls, presentations, instructions) to take accurate, well-organized notes for future reference and task completion.

• EFFCOM-G11-Q4-03

  Use language, tone, and structure appropriately for audience, purpose, and context in discussing workplace and professional matters.

• EFFCOM-G11-Q4-04

  Participate constructively in workplace and professional communication (e.g., conversations, meetings, negotiations, interviews, feedback sessions) by formulating and asking questions, providing feedback, and responding appropriately.

• EFFCOM-G11-Q4-05

  Collaborate on workplace and professional tasks (e.g., proposals, reports, presentations, projects) to leverage individual knowledge and skills, and optimize common goals.

• EFFCOM-G11-Q4-06

  Compose well-structured workplace and professional communication, showing awareness of audience and purpose (e.g., presentations with visual aids, emails, reports).

• EFFCOM-G11-Q4-07

  Use appropriate conventions (e.g., layout, font choice, bullets, bolds, italics) and concise language to deliver effective workplace and professional communication.

• EFFCOM-G11-Q4-08

  Produce professional profiles, resumés, and job and college applications, tailored for purpose and audience.

• EFFCOM-G11-Q4-09

  Describe processes of interpretation, engagement, and expression used for communication in professional and workplace contexts, demonstrating awareness of their purposes.

• EFFCOM-G11-Q4-10

  Review one’s readiness to participate in professional and workplace communication, identifying strengths and areas for sustained career growth.