Common Planner
K–12 Standards

Business Communication 1: Grades 10-12 (2022)

Other Utah CTE sets

Effective communication-Students will understand that effective communication results in the receiver understanding the intended message.1

  • 1

    Recognizing the purpose of a message  1.1

    1. a

      Political1.1.a

    2. b

      Commercial1.1.b

    3. c

      Social1.1.c

    4. d

      Personal1.1.d

    5. e

      Education1.1.e

  • 2

    Understand and identify how the audience and situation affects style and tone.  1.2

    1. a

      Recognize when to use communication channels based on audience1.2.a

      1. 1

        Friends1.2.a.1

      2. 2

        Boss/Supervisor1.2.a.2

      3. 3

        People you supervise1.2.a.3

    2. b

      How appearances (visual aides and dress for example) impact message1.2.b

  • 3

    Barriers to effective communication  1.3

    1. a

      Identify barriers to communication. 1.3.a

      1. 1

        Organizational barriers: the hindrances in the flow of information among the employees that might result in a commercial failure of an organization. 1.3.a.1

      2. 2

        Physical barriers: an element or a physical factor that acts as a distraction to hinder the flow of communication 1.3.a.2

      3. 3

        Physiological barriers: the limitations of the human body and the human mind (memory, attention, and perception) 1.3.a.3

      4. 4

        Language barriers: Obstacles like the lack of knowledge of a specific language that obstructs communication. 1.3.a.4

      5. 5

        Cultural barriers: an issue arising from a misunderstanding of meaning, caused by cultural differences between sender and receiver. 1.3.a.5

      6. 6

        Psychological barriers: the influence of the psychological state of the communicators (sender and receiver) which creates an obstacle for effective communication. 1.3.a.6

      7. 7

        Technology barriers: any miscommunication caused by technology integration, slow internet, lack of training on technology or other technology based interferences. 1.3.a.7

    2. b

      Use bias-free language to develop responsible ways of thinking and acting. Bias-free language does not discriminate and therefore includes all audience members in a fair and friendly manner. 1.3.b

  •  

    Performance Skills: Create a presentation on any subject that shows the following

    1. a

      Clearly identified audience 

    2. b

      Tailor a presentation to an audience

    3. c

      Use bias-free language. 

Effective communication includes recognizing non-verbal cues, choosing the message, and recognizing barriers to communication. Students will identify and demonstrate effective non-verbal communication.  2

  • 1

    Nonverbal communication is the transfer of information through the use of body language including eye contact, facial expressions, gestures and more.  2.1

    1. a

      Recognize the effect of nonverbal communication 2.1.a

      1. 1

        Facial Gestures 2.1.a.1

      2. 2

        Hand gestures 2.1.a.2

      3. 3

        Body language 2.1.a.3

      4. 4

        Mannerisms 2.1.a.4

      5. 5

        Eye contact 2.1.a.5

  •  

    Performance Skills (choose one): Demonstrate nonverbal communication. This includes the following:  

    1. a

      Practice nonverbal forms of communication. 

    2. b

      Demonstrate how altering non-verbal communication can change a message. 

    3. c

      Give a specific example of a communication barrier in business 

Communication Skills- Students will develop and practice effective spoken communication skills. Spoken Communication- refers to the production of spoken language to send an intentional message to a listener, especially in contrast to using gestures or mannerisms (non-verbal communication).3

  • 1

    Understand correct use of the following components/characteristics of spoken language  3.1

    1. a

      Pronunciation: how you say a word. This includes emphasizing different syllables, words, or phrases. Pronunciation can vary based on geography or tradition. 3.1.a

    2. b

      Enunciation: to pronounce a word clearly; articulating every syllable of the word 3.1.b

    3. c

      Tone: is the inflection, the rise and fall of the sound, such as ending a question in a higher pitch. Often conveys specific emotions to the listener. Can include volume. 3.1.c

    4. d

      Cadence: rhythmic flow of a sequence of sounds or words, including pauses. 3.1.d

  • 2

    Understand how to create an effective spoken presentation  3.2

    1. a

      Prepare thoroughly and plan your message 3.2.a

    2. b

      Consider your audience 3.2.b

    3. c

      Avoid reading your presentation 3.2.c

    4. d

      Dress appropriately 3.2.d

    5. e

      Introduce yourself and your topic 3.2.e

    6. f

      Speak clearly using projection to reach the back row 3.2.f

    7. g

      Have confidence, make eye contact and use your space 3.2.g

    8. h

      Be careful with filler words 3.2.h

    9. i

      Summarize and end strong 3.2.i

    10. j

      Be prepared to answer questions 3.2.j

  •  

    Performance Skills: Practice and use oral communication skills. This includes the following:

    1. a

      Plan and present short presentations 

    2. b

      Analyze a famous speech 

      1. 1

        Evaluate cadence, enunciation, pronunciation and tone 

Written Communication- Students will produce effective written communication documents.  4

  • 1

    Use digital tools to identify and correct common grammatical errors  4.1

    1. a

      Misspelled and misused words 4.1.a

    2. b

      Run on sentences or fragments 4.1.b

    3. c

      Proper capitalization (proper nouns, I, start of sentences) 4.1.c

    4. d

      Improper punctuation (when to use semicolons, colons, commas, and periods) 4.1.d

  • 2

    Use effective writing to produce emails appropriate to task, purpose, and audience.  4.2

    1. a

      Appropriate use of salutation and opening of an email 4.2.a

    2. b

      Use correct tone and professionalism (etiquette) for the audience and intended message 4.2.b

      1. 1

        everyday/routine/good news 4.2.b.1

      2. 2

        sales/persuasive 4.2.b.2

      3. 3

        bad news/refusal messages 4.2.b.3

    3. c

      Appropriate use of complimentary close 4.2.c

    4. d

      Understand the use of e-mail attachments 4.2.d

    5. e

      Editing (read it through) before publishing/send 4.2.e

  • 3

    Know how to access and select the appropriate templates for document design  4.3

    1. a

      Explore available templates - in google, microsoft, or other web resources 4.3.a

    2. b

      Understand the importance and need for document layout 4.3.b

    3. c

      Know which templates will enhance your message 4.3.c

  •  

    Performance Skills (choose one): Students will demonstrate their understanding of effective written communication

    1. a

      Compose and send either a good news or a bad news email 

    2. b

      Have students evaluate email or another piece of writing looking for grammar, purpose, audience, and layout. 

Listening Skills- Students will develop and practice proficient listening skills in the workplace- including phone calls, video calls, and in person.  5

  • 1

    Understand how to follow directions and listen attentively  5.1

    1. a

      Take accurate notes 5.1.a

    2. b

      Ask questions 5.1.b

    3. c

      Follow directions 5.1.c

    4. d

      Make eye contact and exhibit other non-verbal cues, such as nodding, and smiling 5.1.d

  • 2

    Demonstrate the proper use of telephone and video call techniques  5.2

    1. a

      Speak clearly and take part in conversation 5.2.a

    2. b

      Be aware of your background, muting self or turning off camera 5.2.b

    3. c

      Be courteous- professional in chat, not texting during meetings, etc. 5.2.c

    4. d

      Leave effective messages including contact information- spoken slowly 5.2.d

    5. e

      Reply to messages in a timely manner 5.2.e

  •  

    Performance Skills (choose one): Students will practice listening skills.

    1. a

      Watch or participate in a business meeting and take notes 

    2. b

      Practice following oral directions and taking notes. 

    3. c

      Demonstrate proper phone technique. 

Frequently asked questions

What grade levels do these standards cover?
Grade 10, Grade 11, and Grade 12
Where can I read the official document?
Business Communication 1

Keep exploring

Keep exploring CTE standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.