Unit 1 Developing effective communication in health and social care

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2 © Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. Week Outcome/topic Tutor activity Learner activity Resources Assessment and PLTS and Functional Skills 4 LO1: Communication and language needs and preferences 5 Preparation for assignment 6 Assignment 1: The role of communication and interpersonal interaction in health and social care 7 LO2: Understand factors that influence communication and interpersonal interaction in health and social care environments Theories of communication 8 LO2: Environment Arrange for taster session with professional Encourage discussion around individual preferences Introduce learners to selfassessment/evaluation of skills Provide sensitive feedback to learners’ own assessments Ensure learners have planned and discussed their interaction with workplace supervisor Ensure learners understand and follow the guidelines for the assessment task Introduce learners to the communication cycle and theory/stages of group interaction Lead the role play; encourage reflection and links to theories Lead whole group discussions Prepare recording sheets Ensure groupings are balanced R – Identify methods of communication such as British Sign Language (BSL), Makaton, etc. SB Activity Learners complete AS4 to assess non-verbal skills NS – Learners communicate in the workplace and link this to the theory, e.g. through a log with examples of communication and interpersonal interactions Learners complete AS5, AS6 and AS7 Learners carry out role play/reflections with reference to stages of communication Presentations to group SB activity and case study V Workspace case study and video NS – Observations in the workplace Learners discuss contexts for group interaction and participate in different types of group interaction: recording, reflecting and feedback SB activity A taster session for British Sign Language and/or Makaton may encourage learners to develop these skills further. SB1 p.14 AS4 Assess your own nonverbal skills IE, RL ICT: Bring together information to suit content and purpose English: Speaking and listening RL English: Speaking and listening Template to prepare log P1, M1 IE, SM English: Speaking and listening AS5 Factors that influence communication and interpersonal interaction AS6 Factors that influence communication AS7 The communication cycle SB1 p.19 V5 Recording sheets SB1 p.21 IE English: Speaking and listening IE, CT English: Speaking and listening, Writing Stretch and support Individual support as necessary to carry out research Stretch – AS4 stretch section Careful guidance needed to protect vulnerable learners Stretch – AS6 stretch section Support may be needed to protect more vulnerable learners during role play Mixed ability groups Unit 1 Developing effective communication in health and social care BTEC Level 3 National Health and Social Care
© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 3 Week Outcome/topic Tutor activity Learner activity Resources Assessment and PLTS and Functional Skills 9 LO2: Barriers Introduce a range of factors that affect communication Invite a suitable guest speaker to provide insight into cultural variations in verbal and non-verbal communication 10 Putting LO2 into practice Review learning 11 Assignment 2: Understanding effective communication and interpersonal skills 12 LO3: Understand ways to overcome barriers in a health and social care environment Communication and interpersonal interaction 13 LO3: Aids to communication Provide a summary to communication barriers, ways to overcome these and skills required Lead role plays Introduce the assignment and ensure learners are familiar with the assessment criteria Discuss assertive, aggressive and submissive behaviour Introduce complex issues/coping skills Provide a variety of aids to communication for learners to explore Lead role play R – Learners carry out group research into positive and negative factors affecting communication NS – Learners create a poster of barriers to communication SB case studies Learners complete AS8 and AS9 Learners use role play and feedback to practise communication using a counselling skills training format Learners cover one-to-one and group communication and interpersonal interaction, including factors and strategies used to assist effective interactions SB activities Learners practise assertiveness skills through role play and complete AS10 and AS11 SB activities and case studies Learners role play human aids, e.g. the part of an advocate SB Activity and case studies SB1 p.23, 25, 27 IE, CT English: Speaking and listening ICT: Bring together information AS8 Barriers to communication AS9 Overcoming communication barriers Internet access IE, CT English: Speaking and listening SB1 p.21, 28, 39 P2, P3, P4, M2, D1 IE, CT English: Speaking and listening ICT: Recording AS10 Assertiveness AS11 Assertive behaviour SB1 p.30 Technological aids SB1 p.37 IE, CT English: Speaking and listening IE, RL English: Speaking and listening ICT: Bring together information Stretch and support Mixed ability groups; The more able could research cultural variations Stretch – AS8 and AS9 stretch sections Encourage less assertive learners and guide more aggressive learners to support others Mixed ability groups to support each other on research BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care
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Unit 1 Developing effective communication in health and social care

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