KEY SKILLS

Communication
Level 1
The key skills are the skills which are most commonly needed to succeed in
a range of activities – at work, in education and training and in everyday
life. In developing the key skill of communication, you will learn to use and
adapt your communication skills confidently and effectively in a range of
settings and contexts.

Progression
The key skills qualifications are designed to enable you to progress at your
own pace. They build on the adult literacy standards, which provide further
detail of the skills needed to achieve the communication key skill at levels 1
and 2. Each level of the key skill above level 1 incorporates and builds on
the previous ones. The key skills qualifications not only recognise your
current capabilities, they also require you to identify how you can further
improve your skills to meet new demands at higher levels.

Part A Part B
YOU NEED TO YOU MUST
KNOW HOW TO
This section builds on Part A and
This section tells you about the describes the application of skills. It
techniques and knowledge associated describes the skills you must show. All
with each key skill. It tells you what you your work for this section will be
need to learn and practise to feel assessed. You must have evidence that
confident about applying communication you can do all the things listed in the
skills in your studies, work or other bullet points.
aspects of your life.

To achieve Communication at level 1, you must be able to apply

your communication skills to suit different purposes. You will show
that you can:

쏋 take part in a discussion

쏋 read and obtain information from at least one document
쏋 write two types of document.

Communication: level 1
Part
YOU NEED TO KNOW HOW TO:
Discuss
쏋

쏋
A
prepare for the discussion so that you can say things that are relevant
judge when to speak and how much to say
say things that suit the purpose of the discussion
speak clearly in ways that suit the situation
listen carefully and respond appropriately to what others say
use body language to support what you are saying and to show you are listening.

Read and obtain information

쏋 identify the main points and ideas in different types of documents
쏋 obtain information from images
쏋 find out the meanings of words and phrases you do not understand
쏋 ask others when you are unclear about what you have read.

Write documents
쏋 use different formats for presenting information, including business letters, memos, forms and short reports
쏋 judge the relevance of information and the amount of detail to include for your purpose
쏋 use relevant images to help the reader understand your main points
쏋 proof-read and where necessary, re-draft your documents so that:
– words you use most often in your work or studies and daily life are spelled correctly
– sentences are formed correctly with consistent use of tense and accurate subject-verb agreement such as
‘she was’ and ‘we were’
– sentences are marked by capital letters, full stops and question marks
– your writing is organised into paragraphs where appropriate
– your meaning is clear.

Communication: level 1
Part
C1.1

Take part in either a one-to-one

discussion or a group discussion.

C1.2

Read and obtain information from

at least one document.
B YOU MUST:
Evidence must show you can:
1.1.1 provide information that is relevant to the subject
and purpose of the discussion

1.1.2 communicate clearly in a way that suits the situation

and respond appropriately to others.

1.2.1 read relevant material

1.2.2 identify accurately the main points and ideas

1.2.3 use the information to suit your purpose.

C1.3

Write two different types of 1.3.1 present relevant information in a format that suits
documents. your purpose

1.3.2 spell, punctuate and use grammar accurately

1.3.3 make your meaning clear.

쏋 Use at least one image, either to obtain information, or to convey information in your discussion or one
of the documents you write to help the audience/reader understand the points you are making.

Communication: level 1
 EXAMPLES AND GUIDANCE
The following gives further guidance and examples of the
techniques and knowledge in Part A.
DISCUSSION:
쏋 to describe events, express opinions and develop ideas using language that everyone can
understand, adapting your tone of voice, expression and manner to suit the formality of
the situation.

READ AND OBTAIN INFORMATION:

쏋 to get instructions, facts, opinions and ideas from straightforward documents such as
letters, memos, extracts from books, newspaper or magazine articles and to collate this
information as notes to use in discussions or in written material such as letters or short
essays.

WRITE:
쏋 to complete forms and produce documents such as business letters, memos, notes, short
reports or essays
쏋 to give or obtain facts, opinions and ideas.

For further examples and guidance on the key skills standards please refer to The key skills
qualifications standards and guidance (order ref: QCA/04/1272). The adult literacy standards
also provide help and guidance for preparing candidates for the communication key skill at
levels 1 and 2.

Help with producing evidence

If producing certain types of evidence is difficult for you because of a disability or for another reason, please
discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative
methods. Depending on the skill and level, these may include use of Braille, voice activated software and
British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for
candidates with Particular Requirements published by the Joint Council for Qualifications. This is available
from your key skills awarding body.
Please ask your tutor or supervisor for further guidance.

This standard is for use in programmes starting from September 2004.

QCA/04/1272
Copyright © 2004 Qualifications and Curriculum Authority.
Reproduction, storage, adaption or translation, in any form or by any means, of this publication is prohibited without prior written permission of the
publisher, or within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study,
criticism or review, or by educational institutions solely for educational purposes, without permission, providing full acknowledgement is given.
Printed in Great Britain.
The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993.
Qualifications and Curriculum Authority, 83 Piccadilly, London W1J 8QA. www.qca.org.uk
Copies of this document may be obtained by contacting:
QCA Orderline, PO Box 29, Norwich NR3 1GN.
Telephone: 08700 60 60 15; fax: 08700 60 60 17; email: [email protected]
When ordering, please quote title and reference number.

Communication: level 1
KEY SKILLS

Communication
Level 2
The key skills are the skills which are most commonly needed to succeed in
a range of activities – at work, in education and training and in everyday
life. In developing the key skill of communication, you will learn to use and
adapt your communication skills confidently and effectively in a range of
settings and contexts.

Progression
The key skills qualifications are designed to enable you to progress at your
own pace. They build on adult literacy standards, which provide further
detail of the skills needed to achieve the communication key skill at levels 1
and 2. Each level of the key skill above level 1 incorporates and builds on
the previous ones. The key skills qualifications not only recognise your
current capabilities, they also require you to identify how you can further
improve your skills to meet new demands at higher levels.

Part A Part B
YOU NEED TO YOU MUST
KNOW HOW TO
This section builds on Part A and
This section tells you about the describes the application of skills. It
techniques and knowledge associated describes the skills you must show. All
with each key skill. It tells you what you your work for this section will be
need to learn and practise to feel assessed. You must have evidence that
confident about applying communication you can do all the things listed in the
skills in your studies, work or other bullet points.
aspects of your life.

To achieve Communication at level 2, you must be able to apply

your communication skills to suit different purposes. You will show
that you can:

쏋 take part in a group discussion

쏋 read and summarise at least two documents
쏋 give a short talk
쏋 write two types of document, each giving different information.

Communication: level 2
Part
YOU NEED TO KNOW HOW TO:
Discuss
쏋

쏋
A
use varied vocabulary and expressions to suit your purpose
adapt what you say to suit different situations
listen carefully to what others say
identify the speaker’s intentions
move the discussion forward.

Give a short talk

쏋 prepare for the talk
adapt your language to suit your subject, purpose and situation
structure what you say to help listeners follow a line of thought or series of events
use a variety of ways to support the main points of your talk including using images.

Read and summarise information

쏋 select and use different types of documents to obtain relevant information
쏋 skim documents to gain a general idea of content
쏋 scan documents to identify the information you need
쏋 recognise the writer’s intentions
쏋 identify the main points, ideas and lines of reasoning from text and images
쏋 summarise information for a purpose.

Write documents
쏋 use different formats for presenting information, including essays, reports and articles
쏋 structure your writing to help readers follow and understand your main points
쏋 use different styles of writing to suit different purposes
쏋 proof-read and where necessary re-draft your documents so that:
– spelling is accurate including familiar technical words
– sentences are formed correctly with accurate use of conjunctions
– punctuation is accurate including use of commas, apostrophes and inverted commas.

Communication: level 2
Part
C2.1a

Take part in a group discussion.

C2.1b

Give a talk of at least four minutes.

B YOU MUST:

Evidence must show you can:

2.1a.1

2.1a.2

2.1a.3

2.1b.1

2.1b.2
make clear and relevant contributions in a way
that suits your purpose and situation

respond appropriately to others

help to move the discussion forward.

speak clearly in a way that suits your subject,

purpose and situation

keep to the subject and structure your talk to help

listeners follow what you are saying

2.1b.3 use appropriate ways to support your main points.

C2.2

Read and summarise information from 2.2.1 select and read relevant documents
at least two documents about the 2.2.2 identify accurately the main points, ideas and lines
same subject. Each document must of reasoning
be a minimum of 500 words long. 2.2.3 summarise the information to suit your purpose.

C2.3

Write two different types of documents 2.3.1 present relevant information in a format that suits
each one giving different information. your purpose

2.3.2 use a structure and style of writing to suit your

One document must be at least 500 words
purpose
long.
2.3.3 spell, punctuate and use grammar accurately

2.3.4 make your meaning clear.

쏋 Use at least one image either to obtain information or to convey information in your discussion, your talk or
one of the documents you write in order to help the audience/reader understand the points you are making.

Communication: level 2
 EXAMPLES AND GUIDANCE
The following gives further guidance and examples of the
techniques and knowledge in Part A.
DISCUSSION:
쏋 to present an argument, express ideas or opinions and exchange information judging
effectively the amount to say and using a manner and tone of voice to suit the situation
쏋 to summarise, develop points and to focus on purpose.

GIVE A SHORT TALK:

쏋 avoiding or explaining technical terms and using a variety of techniques to engage the
audience (eg keeping attention by varying tone of voice; giving examples; signalling new
points; using images or other support material to illustrate what you are saying).

READ AND SUMMARISE INFORMATION:

쏋 to obtain and compare facts, opinions and ideas, obtain instructions or directions from
reports, text books and articles
쏋 to understand the writer’s intention by tone, vocabulary and the structure of the text.

WRITE:
쏋 to produce documents such as letters, memos and extended essays or reports
쏋 using paragraphs, headings and sub-headings to structure material.

For further examples and guidance on the key skills standards please refer to The key skills
qualifications standards and guidance (order ref: QCA/04/1272). The adult literacy standards
also provide help and guidance for preparing candidates for the communication key skill at
levels 1 and 2.

Help with producing evidence

If producing certain types of evidence is difficult for you because of a disability or for another reason, please
discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative
methods. Depending on the skill and level, these may include use of Braille, voice activated software and
British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for
candidates with Particular Requirements published by the Joint Council for Qualifications. This is available
from your key skills awarding body.
Please ask your tutor or supervisor for further guidance.

This standard is for use in programmes starting from September 2004.

QCA/04/1272
Copyright © 2004 Qualifications and Curriculum Authority.
Reproduction, storage, adaption or translation, in any form or by any means, of this publication is prohibited without prior written permission of the
publisher, or within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study,
criticism or review, or by educational institutions solely for educational purposes, without permission, providing full acknowledgement is given.
Printed in Great Britain.
The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993.
Qualifications and Curriculum Authority, 83 Piccadilly, London W1J 8QA. www.qca.org.uk
Copies of this document may be obtained by contacting:
QCA Orderline, PO Box 29, Norwich NR3 1GN.
Telephone: 08700 60 60 15; fax: 08700 60 60 17; email: [email protected]
When ordering, please quote title and reference number.

Communication: level 2
KEY SKILLS

Communication
Level 3
The key skills are the skills which are most commonly needed to succeed in
a range of activities – at work, in education and training and in everyday
life. In developing the key skill of communication, you will learn to use and
adapt your communication skills confidently and effectively in a range of
settings and contexts.

Progression
The key skills qualifications are designed to enable you to progress at your
own pace. Each level of the key skill above level 1 incorporates and builds
on the previous ones. The key skills qualifications not only recognise your
current capabilities, they also require you to identify how you can further
improve your skills to meet new demands at higher levels.

Part A Part B
YOU NEED TO YOU MUST
KNOW HOW TO
This section builds on Part A and
This section tells you about the describes the application of skills. It
techniques and knowledge associated describes the skills you must show. All
with each key skill. It tells you what you your work for this section will be
need to learn and practise to feel assessed. You must have evidence that
confident about applying communication you can do all the things listed in the
skills in your studies, work or other bullet points.
aspects of your life.

To achieve Communication at level 3, you must be able to apply

your communication skills to suit different purposes. You will show
that you can:

쏋 take part in a group discussion

쏋 make a formal presentation
쏋 read and synthesise information from at least two extended documents
쏋 write two types of document giving different information about complex
subjects.

Communication: level 3
Part
YOU NEED TO KNOW HOW TO:
Discuss
쏋

쏋
A
develop points and ideas, with an awareness of others’ feelings, beliefs and opinions
encourage others to contribute.

Make a presentation
prepare a formal presentation to suit your purpose
match your language and style to suit the complexity of the subject, the formality of the situation and the
needs of the audience
structure what you say to progress logically through each stage of your presentation
use a variety of techniques to engage the audience, including images.

Read and synthesise information

쏋 explore a range of documents to find the most appropriate ones for your purpose
쏋 select and use different documents to obtain relevant information
쏋 use additional sources to help you understand complex lines of reasoning and information
쏋 compare accounts and recognise opinion and possible bias
쏋 present your own interpretation of the subject in a way that brings together information from different
documents in a coherent form.

Write documents
쏋 select appropriate formats for presenting information including essays, reports and articles
쏋 select and use an appropriate style and tone to suit your audience, the degree of formality required and the
nature of the subject
쏋 organise material coherently to suit the length, complexity and purpose of your document
쏋 proof-read and where necessary re-draft your documents so that spelling, punctuation and grammar are
accurate.

Communication: level 3
Part
C3.1a

Take part in a group discussion.

C3.1b

Make a formal presentation of

B
at least eight minutes using an image or
other support material.
YOU MUST:
Evidence must show you can:
3.1a.1

3.1a.2

3.1a.3

3.1b.1

3.1b.2
make clear and relevant contributions in a way
that suits your purpose and situation

respond sensitively to others, and develop points and

ideas

encourage others to contribute.

speak clearly and adapt your style of presentation

to suit your purpose, subject, audience and
situation

structure what you say to progress logically

through each stage of your presentation

3.1b.3 use an image or other material to support or

enhance what you are saying.
C3.2

Read and synthesise information 3.2.1 select and read relevant documents
from at least two documents 3.2.2 identify accurately, and compare, the main points,
about the same subject. ideas and lines of reasoning

Each document must be a minimum of 3.2.3 present your own interpretation of the subject in a
1,000 words long. way that is coherent and brings together
information from different documents to suit your
purpose.

C3.3

Write two different types of documents, 3.3.1 select and use a format and style of writing that is
each one giving different information appropriate to your purpose and the complexity of
the subject matter
about complex subjects.
3.3.2 organise material coherently to suit the length,
One document must be at
complexity and purpose of your document
least 1,000 words long.
3.3.3 spell, punctuate and use grammar accurately

3.3.4 make your meaning clear.

쏋 In addition to the image used in 3.1b.3, use at least one image either to obtain information or to convey
information in one of the documents you write.

Communication: level 3
 EXAMPLES AND GUIDANCE
The following gives further guidance and examples of the
techniques and knowledge in Part A.
MAKE A PRESENTATION:
쏋 to present an argument in a debate, findings from an investigation or outcomes from a
project
쏋 confidently and with precise use of vocabulary
쏋 using a variety of techniques to help your audience understand what you are saying (eg
giving examples to illustrate complex points, relating what is said to audience experience,
varying tone of voice, using images, such as charts, pictures and models to illustrate
points).
READ AND SYNTHESISE INFORMATION:
쏋 to develop understanding about a subject and to obtain evidence, opinions and ideas
쏋 to identify the writer’s intentions by the way meaning and information is conveyed.

DISCUSS:
쏋 to present a complicated line of reasoning or argument, to explain events and express
opinions and ideas adapting your contributions to suit the formality and nature of the
discussion, acknowledging gender and cultural aspects and the feelings of others.
WRITE:
쏋 extended essays and reports, to present arguments, ideas, complicated lines of reasoning
or a series of events
쏋 organising information using paragraphs, headings, subheadings, indentation and
highlighting, and linking information and ideas using words such as however and
therefore
쏋 using vocabulary, sentence structures and tone that suit the intended readers and the
complexity or sensitivity of the subject.
For further examples and guidance on the key skills standards please refer to The key skills
qualifications standards and guidance (order ref QCA/04/1271).

Help with producing evidence

If producing certain types of evidence is difficult for you because of a disability or for another reason, please
discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative
methods. Depending on the skill and level, these may include use of Braille, voice activated software and
British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for
candidates with Particular Requirements published by the Joint Council for Qualifications. This is available
from your key skills awarding body.
Please ask your tutor or supervisor for further guidance.

This standard is for use in programmes starting from September 2004.

QCA/04/1272
Copyright © 2004 Qualifications and Curriculum Authority.
Reproduction, storage, adaption or translation, in any form or by any means, of this publication is prohibited without prior written permission of the
publisher, or within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study,
criticism or review, or by educational institutions solely for educational purposes, without permission, providing full acknowledgement is given.
Printed in Great Britain.
The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993.
Qualifications and Curriculum Authority, 83 Piccadilly, London W1J 8QA. www.qca.org.uk
Copies of this document may be obtained by contacting:
QCA Orderline, PO Box 29, Norwich NR3 1GN.
Telephone: 08700 60 60 15; fax: 08700 60 60 17; email: [email protected]
When ordering, please quote title and reference number.

Communication: level 3
KEY SKILLS

Communication
Level 4
The key skills are the skills which are most commonly needed to succeed in
a range of activities – at work, in education and training and in everyday
life. In developing the key skill of communication, you will learn to use and
adapt your communication skills confidently and effectively in a range of
settings and contexts.

Progression
The key skills qualifications are designed to enable you to progress at your
own pace. Each level of the key skill above level 1 incorporates and builds
on the previous ones. The key skills qualifications not only recognise your
current capabilities, they also require you to identify how you can further
improve your skills to meet new demands at higher levels.

Part A Part B
YOU NEED TO YOU MUST
KNOW HOW TO
This section builds on Part A and
This section tells you about the describes the application of skills. It
techniques and knowledge associated describes the skills you must show. All
with each key skill. It tells you what you your work for this section will be
need to learn and practise to feel assessed. You must have evidence that
confident about applying communication you can do all the things listed in the
skills in your studies, work or other bullet points.
aspects of your life.

To achieve Communication at level 4, you must be able to apply

your communication skills to suit different purposes. You will show
that you can:

쏋 develop a strategy for using communication skills over an extended

period of time
쏋 monitor progress and adapt your strategy to achieve the quality of
outcomes required
쏋 evaluate your strategy and present outcomes through a formal
presentation.

Communication: level 4
Part
쏋

쏋
YOU NEED TO KNOW HOW TO:
Develop a strategy
쏋

A
choose methods for achieving the quality of outcomes required, including collating and recording information
identify relevant sources of information, including people and reference material and research information for planning
purposes
plan the use of communication skills over an extended period of time
identify the outcomes you hope to achieve.

Monitor progress
쏋 evaluate information obtained from discussions with others and from reference material, identifying opinion, possible
bias and distortion of information when making judgements
synthesise information by identifying the various arguments and presenting your own interpretation
in a way that brings together information coherently
쏋 communicate relevant information about complex subjects in a form that suits your purpose
– take a lead role in group discussions, clearly structuring what you say and using appropriate vocabulary, intonation
and emphasis to make your points
– write extended documents, structuring the material and presenting arguments and information in a logical sequence,
and ensure that spelling, punctuation and grammar are accurate
– respond perceptively to contributions from others
쏋 monitor and critically reflect on your use of communication skills including:
– obtaining feedback from others
– noting choices made and judging their effectiveness
쏋 adapt your strategy to overcome difficulties and produce the quality of outcomes required.

Evaluate strategy and present outcomes

쏋 organise and clearly present relevant information, including your outcomes, illustrating what you say by making
comparisons, providing examples that relate to the interests of the audience and using a range of methods to illustrate
complex points
쏋 vary use of vocabulary and grammatical expression to convey particular effects, enable fine distinctions to be made,
achieve emphasis and engage your audience
쏋 assess the effectiveness of your strategy, identifying factors that had an impact on the outcomes
쏋 identify ways of further developing your communication skills.

Communication: level 4
Part
C4.1

Develop a strategy for using

communication skills over an
extended period of time.

C4.2

Monitor progress and adapt your

strategy, as necessary, to achieve
the quality of outcomes required
B YOU MUST:
Produce evidence of meeting the requirements for C4.1, C4.2 and C4.3 as part of one activity.

Evidence must show you can:

4.1.1 clearly identify the outcomes you hope to achieve

4.1.2 plan your use of communication skills, and make a

reasoned selection of methods for achieving the
quality of outcomes required

4.1.3 identify relevant sources and research the information.

4.2.1 evaluate and synthesise information from different

sources

4.2.2 communicate relevant information with accuracy,

in work involving at least: effectively using a form, structure and style that suits
your purpose, and respond perceptively to
쏋 one group discussion about
contributions from others
a complex subject
4.2.3 monitor and critically reflect on your use of
쏋 one document of 1,000 words or more
communication skills, adapting your strategy as
about a complex subject. necessary to produce the quality of outcomes
required.

C4.3

Evaluate your overall strategy and 4.3.1 organise and clearly present relevant information,
illustrating what you say in ways that suit your
present the outcomes from your
purpose, subject and audience
work, using at least one formal
oral presentation. Include a variety of 4.3.2 vary use of vocabulary and grammatical expression to
convey particular effects, enable fine distinctions to be
verbal, visual and other techniques to
made, achieve emphasis and engage the audience
illustrate your points.
4.3.3 assess the effectiveness of your strategy, including
factors that had an impact on the outcomes, and
identify ways to further develop your communication
skills.

Communication: level 4
 EXAMPLES AND GUIDANCE
The following gives further guidance and examples of the
techniques and knowledge in Part A.
DEVELOP A STRATEGY:
쏋 identify relevant sources of information (eg specialists, customers, colleagues, reference
texts, reports, material from the internet or intranet, audio or video)
쏋 plan your use of communication skills (eg identify options, sequence of work, resources
and level of expertise needed)
쏋 identify the outcomes you hope to achieve (eg Improved presentation of research
findings, use of information to inform a project, customer service).
MONITOR PROGRESS:
쏋 evaluate information recognising how effects are achieved through linguistics structure
and presentation
쏋 synthesise and communicate information in a way that suits your purpose
쏋 reflect on your use of communication skills seeking feedback from others (eg colleagues,
supervisor, line manager, tutor).
EVALUATE STRATEGY AND PRESENT OUTCOMES:
쏋 use a range of communication skills and techniques to present your outcomes in a way
that best suits your purpose and audience
쏋 identify factors that had an impact on the success of your strategy (eg how choice of
language and style affected implied and explicit meaning, characteristics of the audience,
formality of context, level of expertise and confidence).

For further examples and guidance on the key skills standards please refer to The key skills
qualifications standards and guidance (order ref: QCA/04/1272).

Help with producing evidence

If producing certain types of evidence is difficult for you because of a disability or for another reason, please
discuss this with your tutor or supervisor. It may be possible for you to produce evidence using alternative
methods. Depending on the skill and level, these may include use of Braille, voice activated software and
British Sign Language. Detailed guidance is available in the document Basic and Key Skills: Guidance for
candidates with Particular Requirements published by the Joint Council for Qualifications. This is available
from your key skills awarding body.
Please ask your tutor or supervisor for further guidance.

This standard is for use in programmes starting from September 2004.

QCA/04/1272
Copyright © 2004 Qualifications and Curriculum Authority.
Reproduction, storage, adaption or translation, in any form or by any means, of this publication is prohibited without prior written permission of the
publisher, or within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study,
criticism or review, or by educational institutions solely for educational purposes, without permission, providing full acknowledgement is given.
Printed in Great Britain.
The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993.
Qualifications and Curriculum Authority, 83 Piccadilly, London W1J 8QA. www.qca.org.uk
Copies of this document may be obtained by contacting:
QCA Orderline, PO Box 29, Norwich NR3 1GN.
Telephone: 08700 60 60 15; fax: 08700 60 60 17; email: [email protected]
When ordering, please quote title and reference number.

Communication: level 4