Unit 1 Developing effective communication in health and social care

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4 © 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 14 Assignment 3: One-to-one interpersonal interaction and review Ensure learners have planned and discussed their interaction with a workplace supervisor Ensure learners understand and follow the guidelines for the assessment task 15 Review Go through the presentation and the theory hidden underneath the pictures (The Communication Cycle) 16 LO4: Be able to communicate and interact effectively in a health or social care environment 17 LO4: Communication skills 18 LO4: Effectiveness 19 Assignment 4: Group interaction and reflection 20 LO1, LO2, LO3, LO4 Provide opportunities for learners to practise their skills Ensure arrangements for interactions within the workplace are discussed and agreed with tutor and supervisors Provide support and feedback to improve learners’ skills in preparation for assessment Provide support to improve learners’ skills in interaction and writing up evidence Provide time and support for learners to complete their assignments Learners provide evidence of interaction with an individual in a health and social care context SB Assessment activity 1.5 PPT Learners work in groups to answer questions on PPT and guess the hidden theory Learners use AS12 for revision Learners can practise their communication and personal interactive skills in preparation for assessed interactions SB Activity NS – Finish chapter 1 of SB1 NS – Learners carry out interactions and record the outcomes NS – Learners can record interactions to support the reviewing process and receive feedback from peers and tutors Learners provide evidence of group interaction in a health and social care context as a review of skills SB: Assessment activity 1.6 Learners complete and check assignments against the assessment criteria SB1 p.41 Log/witness form AS12 Key terms PPT P5 (part M3 and part D2) CT, RL, SM English: Speaking and listening ICT: Recording English: Speaking and listening SB1 p.38 IE, SM English: Speaking and listening SB1 for reference IE, SM English: Speaking and listening ICT: Recording SB1 for reference IE, SM English: Speaking and listening ICT: Recording SB1 p.42 P6, M3, D2 CT, RL, SM English: Speaking and listening. ICT: Recording SB for reference English: Speaking and listening ICT: Recording Stretch and support Mixed ability groups Support learners as necessary through sensitive feedback Support may be needed for less able learners Support individual learners as needed Individual support as necessary to encourage highest attainment 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. 1 Lesson plan – Week 3 Aim To introduce learners to different types of interpersonal interaction, e.g. speech, language (first language, dialect, slang, jargon), non-verbal communication (posture, facial expression, touch, silence, proximity, reflective listening) SB1/2 = Student Book 1 or 2 PPT = Presentation AS = Activity sheet V = Video This is a 60-minute lesson. Learning objectives ● All learners will understand effective communication and interpersonal interaction by participating in activities ● All learners will describe each term ● All learners will reflect upon their own communication skills and make adaptations as necessary ● Most learners will read the relative chapter in SB1 and make notes on the different types of interpersonal interaction ● Some learners will research further into areas such as non-verbal communication Timing/ content 5 min Welcome Tutor activity Learner activity Resources Individualised activity/ differentiation Welcome to the session and aims of the lesson written on the board Health and safety check Every Child Matters check Register 5 min Hand out packs of cards and explain the task; each card should contain a symbol that learners will not instantly recognise 5 min Lead feedback and discussion; record responses on board 5 min Introduce the importance of listening and the case study Learners settle and read aims Whiteboard/interactive whiteboard/pen PC Learners work in pairs, sitting back to back, and take it turns to pull out a card and describe the picture to their partner, who draws the picture Learners discuss the difficulties involved in the previous exercise Is speech alone enough to communicate? What else is involved? Learners read SB case study and answer questions on page 14 Packs of 6+ cards in envelopes Paper and pens/individual whiteboards and pens Whiteboard/interactive whiteboard/pen SB1 p.14 Learner pairs may be deliberately balanced or arranged according to stretch and support needs Quiet learners persuaded to communicate ideas PLTS Functional Skills IE, CT RL English: Speaking and listening 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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