BTEC Level 2 First Health and Social Care Assessment ... · BTEC Level 2 Health and Social Care Assessment Resource Pack 1 ... Care BTEC Level 2 Health and Social Care Assessment

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BTEC Level 2 Health and Social CareAssessment Resource Pack

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Cert / Ex Cert / Dip

Unit 1 Communication inHealth and Social Care

Unit overview This unit gives learners the knowledge and skills to be able to communicate effectively in health and social care environments. This will enable them to develop positive relationships and provide information to users and providers of services, including families, carers, colleagues and other professionals.

Prepare learners for assessment by using the activities in the BTEC Level 2 Health and Social Care Student Book, and the resources available in the BTEC Level 2 Health and Social Care Teaching Resource Pack. The latter includes activity sheets, interactive activities, as well as six short video scenarios highlighting different aspects of communication in health and social care settings.

Learners could also observe communication in television dramas such as Casualty and Holby City. They may be unfamiliar with some forms of communication and will need to see examples of Braille, Makaton and objects of reference. Ensure that learners consider cultural implications with regard to communication conventions. It is also important to consider issues that may arise as a result of inaccurate communication.

The assignments provided in this pack are based around simulated activities in the classroom. Alternatively, interactions could be assessed during work experience as part of Unit 5 Vocational Experience in a Health or Social Care Setting, in which case the learner should be observed either by a visiting tutor, or a suitably qualified member of staff in the workplace setting.

Assignments for this unit The following ready-made assignments are available in this Pack.

Assignment Learning outcome

Assessment and grading criteria

Summary

A1 Let’s communicate

LO1 Know different forms of communication

P1, M1 Learners produce an information pack for new workers in an International Community Centre to inform them of different forms of communication used in the centre. Evidence: information pack

A2 Could you say that again, please?

LO2 Understand barriers to effective communication

P2 Learners write an email to a friend who is about to join them on the same work experience placement. In the email they explain barriers to communication which could be encountered in the setting. Evidence: email

A3 Jamie’s problem

LO3 Be able to communicate effectively

P3, M2, D1 Learners should work in pairs for this assignment. Each learner is provided with a scenario that they must role-play with their partner to demonstrate their ability to communicate effectively in a one-to-one interaction. Evidence: script/prompt words; written description

Credits: 5

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© Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only. 2

BTEC Level 2 First SportAssessment Resource Pack

A4 The staff meeting

LO3 Be able to communicate effectively

P4, M2, D1 Learners should work in small groups for this assignment. Each group is provided with a scenario that they must role-play so each learner can demonstrate their ability to communicate effectively in a group interaction. Evidence: group interaction; written description; written assessment

Assignment guidance for tutors

A1 Let’s communicate P1 M1 In this assignment learners produce an information pack, which identifies (P1) and describes (M1) different forms of communication. Each form of communication should be covered on a separate page and could be accompanied by a picture where relevant. Learners should not substitute pictures for text and all pictures/diagrams should be appropriately referenced. Learners could use ICT, which will support the achievement of ICT Functional Skills Level 2.

Ensure that learners cover sufficient unit content to meet P1 and M1: all of the contexts named under Learning Outcome 1 in the specification should be included in the learner work (see page 25 of the specification). Learners must also include both verbal and non-verbal communication, identifying/describing sufficient forms and including alternative forms of communication such as sign language, signs and symbols etc to demonstrate a full understanding of the topic at Level 2.

Learners should be supported in finding some of the relevant information for themselves, in addition to input from you as tutor. A list of useful sources of information can be found in the appendices to this pack for you to share with your learners.

Ideas This assignment demonstrates just one way of assessing the criteria. Alternative scenarios could include:

• ‘You are a care assistant at the Green Firs Day Centre…’

• ‘You are a healthcare assistant working in an outpatient clinic…’

As an alternative form of evidence to an information pack, learners could produce a poster or information leaflet. If either a poster or leaflet is chosen the learner must ensure that there is sufficient space for a ‘description’ to be given. In preparation, learners could be shown examples of the suggested formats, for example:

• health and safety leaflets in your centre

• information booklets on health issues provided by major pharmaceutical outlets

• booklets and leaflets on health issues available at doctors and dentists surgeries.

A2 Could you say that again, please? P2 In this assignment the learner is asked to prepare an email to their friend that clearly explains barriers to communication within the context of a social care setting.

In preparation for the assignment, learners will need to be introduced to the concept of barriers to communication, for example the use of jargon, disability, emotional difficulties and cultural differences. Learners could take part in role play of sensory impairment, communicating in a noisy environment or using different languages. They could explore examples of aids to communication and view clips from television programmes, such as Casualty, focusing particularly on factors that

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interfere with successful communication. Replay of video clips of their role plays could be used to raise learners’ awareness of various ways barriers to communication can be overcome. If learners have access to a placement, they could observe ways in which professionals help to overcome communication barriers. Alternatively, they could discuss their personal experience of difficulties in communicating with others, either as the communicator or the recipient.

It is suggested that you discuss the proposed content of the email with the learners in order to ensure full understanding before they begin. Learners should include a full explanation of each barrier with the following information:

• why each factor is a barrier

• how each factor presents difficulties for users of the service/the staff.

Learners should refer to the communication cycle explaining how it may be used to overcome all named barriers listed in the unit content.

Prior to assessment, learners will benefit from clear and full explanations with regard to what constitutes a barrier. For example, use of jargon, disability, emotional difficulties, cultural differences etc.

The email could be presented using ICT to enable learners to meet part of the ICT Level 2 in Functional Skills. The email could also contribute towards meeting English Level 2 in Functional Skills.

Ideas This assignment could be used alongside delivery/assessment for Unit 5 Vocational Experience in a Health or Social Care Setting: learners could send an email to a friend explaining the barriers which occur in their real – rather than imagined – workplace setting.

Alternatively, the email could contain an explanation of barriers they/family/friends have experienced when visiting health or social care facilities. Or learners could base their email around a case study or relevant television programme.

A3 Jamie’s problem P3 M2 D1

Note: To meet M1 and D1, learners must complete both A3 and A4 assignments. Neither M1 nor D1 can be met from one of these assignments alone.

In this assignment, learners work in pairs to discuss an issue that could arise within a health or social care context. Individuals should take it in turns to take the role of a worker, Jamie, and use their communication skills to demonstrate their ability to interact effectively one-to-one.

Two scenarios are provided, one for each learner to avoid too much repetition:

Learner 1 takes the role of Jamie, a care worker in a residential setting. One of the residents has dementia and can no longer be cared for in the setting. Jamie has heard the lady say that she is afraid of moving and is discussing this with the manager (Learner 2).

Learner 2, in a different role-play, takes the role of Jamie, a member of staff at a local day centre. An older lady, who attends the day centre, has found that money has gone missing from her purse and is discussing this with Jamie (Learner 1).

Following the interaction, learners must each produce a written description:

• to meet part M2, learners must include a description of barriers they encountered which hindered the one-to-one communication

• for part D1, an assessment of the strengths and weaknesses of the interaction should be provided.

See below for further notes on how to meet M2 and D1 in full.

If a learner has described barriers and assessed the strengths and weaknesses for the one-to-one interaction at this stage then the feedback to the learner should clearly record both M1 and D1 as only partly met.

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Unit 1 Communication in Health and Social Care BTEC Level 2 Health and Social CareAssessment Resource Pack

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To prepare for this assignment learners need to plan their role plays so each interaction provides opportunity for the ‘Jamie’ character to demonstrate a good range of communication skills and the communication cycle. Learners should also consider what barriers to communication might arise in a residential setting and a day centre when communicating so that ‘Jamie’ can demonstrate ways of overcoming any barriers. Learners will need to develop a bit more detail to the scenario given for each interaction eg what the abilities of the resident with dementia and the older lady are. Each pair could develop two outline scripts and prompt words before checking with their tutor that their plans are appropriate to give ‘Jamie’ opportunity to demonstrate appropriate communication. Tutor feedback should help ensure that the scenarios for the interactions are realistic. It may be appropriate for learners to practice their interactions before they are formally observed for the assessment of P3.

You may wish to use a digital camcorder to record these in order to afford learners opportunities to review their own communication skills and refine them. Observation of DVDs/recordings of individuals interacting during the assessment will also provide opportunities to review interactions and the use of communication skills in relevant contexts. Please note that the production of a script is not in itself evidence for P3, it is the live interaction only that is assessed. Any ‘script’ should not be so detailed that learners are distracted from demonstrating appropriate communication skills because they are reading from that script.

As tutor, provide observation records for each learner as evidence of their performance, with a detailed description of where assessment and grading criteria have/have not been met and reasons why.

Learners will need to use a range of communication skills in their interactions in order to meet the requirements of P3, which must include both verbal and non-verbal communication.

Idea Alternatively, seek opportunities to assess skills in one-to-one communication during a work placement by visiting to observe such interactions yourself, or by working with the work placement supervisor so that they might provide a detailed witness statement. Learners must be given sufficient time to prepare and practise.

A4 The staff meeting P4 M2 D1

Note: To meet M1 and D1, learners must complete both A3 and A4 assignments. Neither M1 nor D1 can be met from one of these assignments alone.

In this assignment, learners are required to participate in a group interaction based in a health or social care context. The group should involve 3–6 learners only.

Again, as for A3, learners will need to plan their group discussion. This will include agreeing which scenario will be used and developing an outline of the discussion that will take place. For example, each member of the group could have a defined role in relation to the care of the young people in the residential setting, or be a different care professional working in a health centre. The outline of the points each role could make during the discussion could also be planned. This way every learner in the group can make a meaningful contribution that is sufficient to demonstrate appropriate communication skills.

The learners should discuss the relevant issue using communication skills appropriately.

You will need to produce an observation record for each learner which describes how the assessment and grading criteria have been met. Feedback to learners must be detailed and explain how and where assessment grading criteria have/have not been met.

Learners will benefit from observing the demonstration of communication skills, either by tutors or on a DVD.

All learners will need to participate equally in the interaction and use a range of both verbal and non-verbal communication skills.

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Less confident learners will need support, e.g. more opportunity to practise, carrying out the interaction in front of a smaller audience.

Note: M2 and D1M2 and D1 could be completed after learners have participated in interactions for Assignment 3 (one-to-one) and Assignment 4 (group) to generate the description for M2 and assessment for D1 in a single piece of evidence.

M2 asks the learner to describe the barriers encountered in both interactions. For example, the lighting in the room, external noise, misunderstandings which have occurred, unclear speech etc. Learners should describe how each interaction was affected by any external factors, for example lighting, external noise, misunderstandings that might have occurred from unclear speech etc.

D1 asks the learners to assess the strengths and weaknesses of both interactions. This will require learners to give careful consideration to all the factors that apply to the interactions and make a judgement about whether they added to their effectiveness (strengths), or whether they impaired the interactions (weaknesses). Each strength or weakness should be assessed in terms of its effect on the interaction.

When assessing, make sure that both P3 and P4 have been achieved and that the learner has evidence for M1 and D1 from both interactions.

Both of the interactions should be completed within class sessions unless taking place on work experience.

The dated observation record completed for each learner by the observing professional should confirm that the learner has made effective contributions to the interaction and this would be sufficient evidence alone for P3. Whilst the observation record might identify the skills the learner used, the testimony comment about how good the learner’s skills were would provide inappropriate assistance to learners for M2 and D1. If a learner’s contribution is not effective, then the interaction would need to be repeated before P3 could be met.

Ideas Alternative scenarios for group discussion could be:

1. The learners are staff at a residential setting for young people with complex needs. They are meeting to discuss why one individual must move to another setting.

2. The learners are a team of health care staff working in a clinic. They are meeting to discuss ways in which the clinic could be adapted for visitors with visual impairments.DRAFT


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Unit 1 Communication in Health and Social Care

BTEC Level 2 First Health and Social Care

Assessment Resource Pack

A1 Let’s communicate BTEC Level 2 Health and Social Care, Unit 1 Communication in Health and Social Care

Scenario You are an assistant youth worker at the International Community Centre in a large city. Several of the people who use the centre are young people who have just arrived in the UK and are learning English. Some of the young people have hearing impairments and others have visual impairments. Three of the young people also have a learning disability.

In this assignment you will have the opportunity to provide evidence towards the following criteria:

P1 identify different forms of communication

M1 describe different forms of communication.

TASK 1 – Diversity in communication P1, M1 Your manager has asked you to produce an information pack for new workers, to inform them of the different forms of communication used in the centre.

To meet P1 you must identify the forms of communication. To meet M1 you must extend your work to produce a full description of each one. For P1 you should include:

● Contexts: one-to-one, groups, formal, informal; with people using services, colleagues, managers

● Forms of communication: verbal, non-verbal: body language (e.g. posture, gestures); facial expression; touch or contact; use of signs, symbols and pictures, objects of reference; writing; technological aids

● Alternative forms of communication (choose a minimum of three from these examples): sign language, lip reading, Makaton, signs and symbols, Braille, technological aids, human aids (e.g. interpreters, translators, signers).

Guidance:

● You must set out your work clearly, using a different heading for each form of communication.

● For M1, you must not use bullet points; a description means writing in full sentences.

● List all of your sources in a bibliography and include this in the information pack.

Useful sources of information

Student pages 4–7 may be useful for this assignment

Your tutor will have a list of sources of information that you can use for this assignment

Evidence checklist

TASK 1 information pack

Learner name Assessor name

Date issued Deadline

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Unit 1 Communication in Health and Social Care BTEC Level 2 First Health and Social Care


A2 Could you say that again, please? BTEC Level 2 Health and Social Care, Unit 1 Communication in Health and Social Care

Scenario You are on work experience in a residential setting with older people. Some of the residents have a visual impairment and four of the residents have English as a second language. A friend from your course is about to join you on work experience and you would like to provide her with some information before she begins.


P1 identify different forms of communication.

TASK 1 – Overcoming barriers P2 Write an email to your friend explaining the barriers to effective communication that you have already encountered in the setting. To meet P2, you must explain what each barrier is, and how it prevents effective communication between staff, users of the service, visitors to the centre and other professionals who come in to deliver a service, such as the dentist or optician. You must also include how the barriers may be overcome by using the communication cycle (shown in the diagram below).

Guidance:

● You must set out your work clearly and not use ‘text speak’ in your email.

● You should use a separate heading for each barrier.

● Please reference all your sources and provide a bibliography for these.




Evidence checklist

TASK 1 email to friend explaining the barriers to effective communication



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A3 Jamie’s problem BTEC Level 2 Health and Social Care, Unit 1 Communication in Health and Social Care

Scenario For this task you will need to work with a partner, but you will be assessed on your own performance.

You will be conducting one-to-one discussions, in pairs, where one of you plays ‘Jamie’, a care worker in the setting. You will be discussing an issue which could arise within a health or social care context, in order to demonstrate your ability to interact effectively.

Decide who will be Learner 1 and who will be Learner 2, then carry out these task instructions:

Learner 1 takes the role of Jamie, a care worker in a residential setting. One of the residents has dementia and can no longer be cared for in the setting. Jamie has heard the lady say that she is afraid of moving and is discussing this with the manager (Learner 2).

Learner 2, in a separate role-play, takes the role of Jamie, a member of staff at a local day centre. An older lady, who attends the day centre, has found that money has gone missing from her purse and is discussing this with Jamie (Learner 1).

Your tutor will complete an observation record to assess your performance during these interactions.


P3 take part in an effective one-to-one interaction

M2 describe the barriers to effective communication in their two interactions

D1 assess the strengths and weaknesses of their two interactions.



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TASK 1 – Role-Play P3 a) Prepare a short script or list of prompt words based on your scenario. Then carry out

a role-play with your partner. You will need to demonstrate a range of verbal and non-verbal communication skills and show your ability to hold a professional conversation.

b) After you have completed your interaction (P3), you must write a description of it, describing how you used your communication skills, including which forms of communication you used. Remember, you will be judged on your own participation and not on your partner’s.

c) Once you have completed this task, swap with your partner so that they can be assessed on their communication skills in the other scenario.

Guidance:

For part a:

● Remember that interactions are two-way and you must allow your partner to participate; take your time, you are not in a race! Most of all, listen to the other person as this will give you a prompt for when to speak again.

● You will need to practise before you are assessed so that you are comfortable with the task and also with working with your partner.

For part b:

● Consider your use of the following communication skills:

● facial expression

● eye contact

● posture

● use of gestures

● listening skills

● use of clear speech

● use of personal space.

● Remember not to use jargon or slang as this would be unprofessional.

TASK 2 – How did it go? M2 (Note: M2 and D1 are covered across Assignments A3 and A4. Just completing one of these assignments will not be enough to fulfil these criteria.)

Write a description (M2) of the barriers to effective communication in your interaction for Task 1.

For example, were either of you feeling nervous, was there a lot of noise outside of the classroom, did you have any difficulties understanding each other? How did these affect the interaction and why?

TASK 3 – Strengths and weaknesses D1 (Note: This task will enable you to partly meet D1. You will need to complete both Task 3 in Assignment A3 and Task 3 in Assignment A4 to achieve D1 fully).

Write an assessment (D1) of the strengths and weaknesses of your interaction.

For this you must consider where you did well and your contribution helped the conversation to progress. You must also assess each individual point where the interaction did not work so well and the reasons for this.

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In addition, you must assess your partner’s contributions in the same way. Remember to be objective and give reasons (justification) for what you say.

Guidance:

Examples of strengths could be:

● ‘We both used positive body language.’

● ‘We remembered to take turns when speaking.’

Examples of weaknesses could be:

● ‘I talked too quickly so my partner did not understand what I was saying’

● ‘I interrupted when she [i.e. the old lady] was trying to explain what was missing from her purse.’




Evidence checklist

TASK 1 script/prompt words

tutor observation record

written description of your own communication skills during the interaction

TASK 2 description of the barriers to effective communication in your interaction

TASK 3 assessment of the strengths and weaknesses of your interaction, and of your partner’s interaction.

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A4 The staff meeting BTEC Level 2 Health and Social Care, Unit 1 Communication in Health and Social Care

Scenario For this assignment you will need to work in a group, but you will be assessed on your own performance. You must demonstrate your ability to interact professionally with a group of people. This task will help you to prepare for your career in health and social care, where you will interact with a lot of different types of groups.

You are a team of youth workers meeting with your team leader to discuss how you could involve young people in community projects in the area. There are several projects to choose from:

● taking young people with learning difficulties shopping

● clearing rubbish from the children’s playground

● playing bingo with residents of a sheltered housing complex.

In your group, select which scenario you will be using and identify who will take the role of team leader.


P4 take part in an effective group interaction

M2 describe the barriers to effective communication in their two interactions

D1 assess the strengths and weaknesses of their two interactions



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TASK 1 – Communicating together P4 a) In your group, develop an outline of what you might discuss to be appropriate for the

scenario you have chosen and so that all members can contribute to the discussion. You may want to hold a practice discussion before being assessed so that you are more confident in the actual assessment.

b) Using the outline you have prepared for reference, perform your staff-meeting interaction as a group (P4) for your tutor. Remember to obtain an observation record from your tutor to confirm that you took part in the group interaction and made effective contributions. Remember that each of you will need to contribute more than single words and phrases. Each of you will have to provide new information or ideas to the discussion that have not been brought up by anyone else in the group.

Guidance:

Consider your use of the following communication skills:

● allowing other people to speak

● listening skills

● facial expression

● eye contact

● posture

● use of gestures

● respect for personal space

● clear speech

● no slang as this would be unprofessional

● no jargon.

TASK 2 – How did it go? M2

(Note: M2 and D1 are covered across Assignments A3 and A4. Just completing one of these assignments will not be enough to fulfil these criteria.)

Write a description (M2) of the barriers that restricted effective communication in your group interaction.

Guidance:

● This task must be completed individually.

● You need to consider those things which stopped or slowed down the conversation, for example, did anyone speak before someone else had finished speaking, did someone keep interrupting, did anyone have a cold or a cough which affected their speech, was there any noise or did anyone have their mobile phone on? Why did each of your examples affect the interaction?

● Remember to be objective: stand back and consider how the interaction really went; do not include personal opinions. Think about happened and write about the facts.

TASK 3 – Strengths and weaknesses D1

(Note: M2 and D1 are covered across Assignments A3 and A4. Just completing one of these assignments will not be enough to fulfil these criteria.)

Write an individual assessment (D1) of the strengths and weaknesses of the interaction.

● What things helped it to go well and why?

● What areas could have been improved?

● What could you all have done to make this happen and why?

● How did the strengths and weaknesses affect the overall interaction?

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Guidance:

● Be objective in your assessment and do not allow personal feelings to affect your judgement.

Examples of strengths could be:

● ‘Most people listened to each other.’

● ‘Most people were willing to join in.’

Examples of weaknesses could be:

● ‘Some people had lost their script and said things which had nothing to do with the topic.’

● ‘Two people kept chatting to each other about other subjects.’




Evidence checklist

TASK 1 group interaction

tutor observation record

written description of your own communication skills during the interaction

TASK 2 description of the barriers to effective communication in your interaction

TASK 3 assessment of the strengths and weaknesses of your interaction in the group.

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Sample learner work and assessor comments

Commentary for tutorsSample learner work and assessor comments follow for the assignment A1 Let’s communicate (P1, M1).

The work demonstrates independent research which has been used to produce work of a good standard.

The learner’s use of language demonstrates her suitability to be on the course, and the work overall demonstrates her understanding of the topic.

The work clearly goes further than the Pass criterion which asks the learner to identify forms of communication; this has been extended into a description in order to meet the Merit. Some of the descriptions are fuller than others, but overall, they are above an ‘identification’ of the relevant factors.

The learner has incorporated the P1 and M1 into one piece of writing which is good practice, rather than presenting this as two separate pieces of work. Learners should be encouraged to produce an enriched piece of writing wherever possible to enable them to progress and develop their writing skills.

The feedback to the learner is linked with the assessment and grading criteria and the learner has been provided with action points, all of which will enable the learner to progress. The learner has been given a full explanation of how and why she has achieved P1 and M1. This will enable the learner to repeat her success as she applies the principles to future work.

The learner work that follows is of a standard expected when a learner is achieving Merit criteria at Level 2. This standard is achieved because the evidence for P1 and M1 is thorough. However, this assignment only addresses some of the criteria for this unit (see the assignments listed on page 1). The other assignment for this unit would need to be completed and all the other criteria for the unit met before an overall grade can be awarded. Remember: to achieve a Pass for the unit, all Pass criteria must be achieved; to gain an overall unit grade of Merit all Pass criteria and all Merit criteria must be achieved; and to achieve an overall grade of Distinction all the Pass, Merit and Distinction criteria must be achieved.

Meeting local needsIncluding Merit and Distinction criteria in the same task as relevant Pass criteria will support less able learners to attempt these. Command verbs for the higher grades could be highlighted to enable learners to decide whether or not to attempt these. However, Edexcel prefer that all learners be provided with opportunities.

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Sample learner work for A1 Let’s communicate

Information Pack for the Community Centre

IntroductionAt the community centre we have lots of people from different ethnic backgrounds who have communication needs. It’s important we understand these. This information pack will tell what you need to know to work as a member of the centre team.

Contexts: these are the situations where the communication happens and it is important to remember certain things. When you are communicating one to one on one you should respect the individual’s personal space and only use touch if this is okay for the person. When you are working in a group you must include everyone and never stare at one person all of the time as they might feel uncomfortable. For both it is important to use eye contact and have the right facial expression otherwise you could offend somebody, for example if you were smiling when the conversation n was about something sad. Sometimes you will be in a formal conversation such as when your manager is telling you about the needs of one of the people who use the centre or you are planning tasks you can do with other people working at the centre. At other times it will be more informal such as when you are involved in activities with people who use the centre. Posture is important too, you should look interested and not bored. You must not be aggressive and must remember that different gestures mean different things in different cultures so don’t use one unless you know that it won’t cause offence. Most people don’t like someone waving their arms around and remember don’t shout even with a hearing impairment shouting does not help, it changes your mouth and stops people lip reading as they can’t see the shape of the words.

The forms of communication we use can be found on the these pages.

2. Verbal Communication

3. Non-Verbal Communication

4. Use of signs, symbols and pictures

5. Writing

6. Technological aids

7. Lip reading

8. Sign Language

9. Makaton

10. Braille

11. Intrepreters and translators

Assessor’s comment: Good work, Rena. Be careful not to repeat yourself. Evidence towards P1, M1.

Assessor’s comment: Rena, watch your spelling here.

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o lo

ud p

eopl

e m

ay th

ink

that

w

e ar

e sh

outin

g at

them

for s

ome

reas

on. S

ome

of th

e pe

ople

who

use

the

cent

re

have

bee

n tre

ated

ver

y ba

dly

befo

re th

ey c

ame

to th

e U

K an

d w

ill be

frig

hten

ed if

so

meo

ne s

hout

s at

them

.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

Pac

e

It is

impo

rtant

not

to s

peak

to q

uick

ly a

s pe

ople

who

spe

ak E

nglis

h as

an

addi

tiona

l la

ngua

ge, p

eopl

e w

ho a

re tr

ying

to li

p re

ad a

nd p

eopl

e ho

w h

ave

a he

arin

g im

pairm

ent m

ay n

ot b

e ab

le to

follo

w y

ou. F

or a

nyon

e it

is h

ard

to c

once

ntra

te o

n w

hat i

s be

ing

said

if th

e sp

eake

r is

goin

g to

fast

par

ticul

arly

if th

e su

bjec

t is

som

ethi

ng

they

do

not k

now

abo

ut.

Use

of

lan

gu

age

Try

to u

se la

ngua

ge w

hich

is a

t the

sam

e le

vel u

sed

by th

e pe

rson

you

are

spe

akin

g w

ith. S

ome

visi

tors

will

not u

nder

stan

d as

muc

h as

you

. If y

ou u

se w

ords

that

they

do

not u

nder

stan

d yo

u w

ill lo

wer

thei

r sel

f est

eem

and

mak

e th

em fe

el b

elow

you

whi

ch is

no

t acc

epta

ble

at th

e ce

ntre

. You

mus

t als

o re

mem

ber n

ot to

use

wor

ds a

nd p

hras

es

whi

ch w

ill of

fend

peo

ple

and

you

mus

t alw

ays

call

peop

le b

y th

e na

me

they

pre

fer.

We

mus

t alw

ays

say

our n

ames

cor

rect

ly w

hich

can

mea

n le

arni

ng h

ow to

. Thi

s sh

ows

that

you

are

inte

rest

ed in

that

per

son

and

have

take

n tim

e to

lear

n so

met

hing

abo

ut

them

.

Ass

esso

r’s

com

men

t: Is

mum

ble

a s

lang

w

ord

? B

e ca

refu

l of y

our

lang

uag

e.

23

Ass

esso

r’s

com

men

t:

P1,

M1

par

tially

met

.

DRAFT

Uni

t 1

Co

mm

unic

atio

n in

Hea

lth

and

So

cial

Car

eB

TEC

Lev

el 2

Hea

lth

and

So

cial

Car

e A

sses

smen

t R

eso

urce

Pac

k

17

© P

ears

on

Ed

ucat

ion

Ltd

201

1. T

his

mat

eria

l is

not

cop

yrig

ht f

ree.

Co

pyi

ng p

erm

itte

d f

or

pur

chas

ing

inst

itut

ion

onl

y.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

No

n-V

erb

al C

om

mu

nic

atio

n

This

is v

ery

impo

rtant

bec

ause

eve

n if

your

wor

ds s

ound

goo

d, y

ou c

an c

ause

offe

nce

by y

our n

on-v

erba

l com

mun

icat

ion.

Po

stu

re

You

shou

ld a

lway

s be

faci

ng th

e pe

rson

you

are

spe

akin

g to

and

you

r pos

ture

sho

uld

be p

ositi

ve, n

on-d

efen

sive

and

not

agg

ress

ive.

You

r pos

ture

can

sho

w if

you

are

real

ly

inte

rest

ed in

that

per

son

even

if y

ou s

ay th

at y

ou a

re. Y

ou s

houl

d ne

ver t

ower

ove

r so

meo

ne, i

f the

y ar

e si

tting

in a

whe

elch

air y

ou s

houl

d al

so s

it so

that

you

can

face

th

e pe

rson

.

Ges

ture

s

Onl

y us

e ge

stur

es if

you

if th

ey h

elp

the

com

mun

icat

ion,

but

don

’t us

e th

em to

o m

uch

and

find

out a

bout

cul

tura

l cus

tom

s ge

stur

es. S

ome

gest

ures

may

be

alrig

ht fo

r you

to

use

but n

ot o

ther

s. F

or e

xam

ple,

poi

ntin

g th

e w

ay fo

r dire

ctio

ns is

not

acc

epta

ble

in

som

e co

untri

es, e

spec

ially

if y

ou u

se y

our l

eft h

and.

Ges

ture

s ca

n be

use

ful i

f nei

ther

yo

u no

r the

oth

er p

erso

n ca

n sp

eak

a la

ngua

ge y

ou c

an b

oth

unde

rsta

nd. R

emem

ber

that

you

sho

uld

neve

r to

use

rude

ges

ture

s w

hen

you

are

anno

yed,

som

eone

cou

ld s

ee

you

and

be o

ffend

ed. G

estu

res

are

are

sign

s yo

u m

ake

with

you

r han

ds a

nd c

an b

e us

ed a

s w

ell a

s sp

eech

.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

Per

son

al S

pac

e

It is

impo

rtant

to re

spec

t per

sona

l spa

ce. T

his

is th

e sp

ace

whi

ch p

eopl

e lik

e to

kee

p be

twee

n th

em a

nd s

omeo

ne e

lse,

it is

real

ly im

porta

nt w

hen

invo

lved

in a

one

to o

ne

on o

ne c

onve

rsat

ion

that

you

do

not c

ome

too

clos

e as

this

can

be

thre

aten

ing.

You

ar

e al

so a

llow

ed y

our p

erso

nal s

pace

and

you

may

hav

e to

ste

p ba

ck a

littl

e if

the

othe

r per

son

com

es to

o cl

ose.

You

hav

e to

be

care

ful h

ow y

ou d

o th

is o

r the

y m

ay b

e of

fend

ed.

Use

of

tou

ch

Touc

h ca

n be

use

d fo

r rea

ssur

ing

som

eone

, to

give

com

fort

whe

n th

ey a

re u

pset

and

to

sho

w y

ou a

re th

ere

to h

elp

them

. As

a m

embe

r of s

taff,

you

mus

t rem

embe

r tha

t al

thou

gh y

ou a

re a

frie

ndly

per

son,

you

are

not

ther

e to

be

a cl

ose

frien

d w

ith th

e pe

ople

who

atte

nd th

e ce

ntre

. Tou

ch fr

om a

per

son

of th

e op

posi

te g

ende

r can

cau

se

offe

nce

to p

eopl

e in

som

e cu

ltura

l gro

ups,

so

you

shou

ld m

ake

sure

you

kno

w th

e ru

les.

Peo

ple

do n

ot h

ave

to le

t you

, hol

d th

eir h

and,

eve

n if

they

are

ups

et, s

o do

n’t

be o

ffend

ed if

they

refu

se to

let y

ou d

o th

is. O

ther

form

s of

touc

h ca

n in

clud

e a

pat o

n th

e ar

m o

r sho

ulde

r, bu

t you

hav

e to

be

care

ful a

bout

the

pers

on’s

reac

tion

and

how

w

ell y

ou k

now

them

.

Rem

embe

r tha

t atti

tude

s, a

nd th

ings

we

like

and

don’

t lik

e ca

n be

com

mun

icat

ed

thro

ugh

non

verb

al c

omm

unic

atio

n, a

ctio

ns s

peak

loud

er th

an w

ords

.

Ass

esso

r’s

com

men

t: G

oo

d

po

int.

P1,

M1

par

tial

ly m

et.

Ass

esso

r’s

com

men

t: P

artia

lly m

eets

P1,

M1.

Ass

esso

r’s

com

men

t: G

oo

d c

om

men

ts, R

ena.

45

DRAFT

Uni

t 1

Co

mm

unic

atio

n in

Hea

lth

and

So

cial

Car

eB

TEC

Lev

el 2

Hea

lth

and

So

cial

Car

e A

sses

smen

t R

eso

urce

Pac

k

18

© P

ears

on

Ed

ucat

ion

Ltd

201

1. T

his

mat

eria

l is

not

cop

yrig

ht f

ree.

Co

pyi

ng p

erm

itte

d f

or

pur

chas

ing

inst

itut

ion

onl

y.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

Sig

ns

Sym

bo

ls a

nd

Pic

ture

s

Sign

s an

d sy

mbo

ls a

re u

sed

in th

e ce

ntre

to g

ive

info

rmat

ion

they

are

par

ticul

arly

us

eful

for p

eopl

e w

ho fi

nd re

adin

g di

fficu

lt. W

e al

l kno

w th

e si

gns

for t

he fi

rst a

id p

ost

whi

ch is

a g

reen

cro

ss o

n a

whi

te b

ackg

roun

d an

d th

e bl

ue a

nd w

hite

sig

n in

the

toile

ts a

nd th

e ki

tche

ns te

lling

use

to w

ash

our h

ands

.

Som

e pe

ople

in th

e ce

ntre

use

sym

bols

to c

omm

unic

ate

and

thes

e ar

e fo

rmed

into

la

ngua

ges.

An

exam

ple

of th

is a

re:

• Bl

iss

syst

em w

hich

use

s sy

mbo

ls a

s a

form

of

lang

uage

for p

eopl

e w

ho d

o no

t use

the

writ

ten

wor

d as

a fo

rm o

f com

mun

icat

ion

• W

idge

t whi

ch u

ses

a si

mila

r sys

tem

and

can

foun

d at

ww

w.sy

mbo

lwor

ld.o

rg

Both

of t

hese

sys

tem

s ca

n be

use

d by

peo

ple

who

hav

e co

mm

unic

atio

n ne

eds.

You

m

ust r

emem

ber t

hat i

f peo

ple

use

one

syst

em th

ey w

ill pr

obab

ly n

ot b

e us

ed to

any

ot

her,

alth

ough

som

etim

es th

e si

gn fo

r one

obj

ect i

s si

mila

r to

the

sam

e on

e in

ano

ther

sy

stem

.

• M

akat

on u

ses

gest

ures

as

wel

l as

writ

ten

or d

raw

n si

gns

and

it is

ofte

n us

ed b

y pe

ople

who

hav

e a

lear

ning

dis

abilit

y.

For i

ndiv

idua

ls a

nd th

eir s

uppo

rters

who

use

thes

e sy

stem

s, th

e sy

stem

is th

eir f

orm

of

lang

uage

car

ers

mus

t get

to k

now

it ra

ther

than

tryi

ng to

mak

e pe

ople

com

mun

icat

e in

a w

ay th

at s

uits

us.

Pict

ures

may

be

used

as

wel

l as

sym

bols

or h

ave

wor

ds w

ritte

n un

dern

eath

to s

uppo

rt th

e in

divi

dual

. Peo

ple

who

hav

e au

tism

som

etim

es p

refe

r inf

orm

atio

n to

be

pres

ente

d as

pic

ture

s an

d w

e do

sup

ply

a pi

ctur

e fo

rm o

f our

act

ivity

tim

etab

le a

t the

cen

tre fo

r th

e in

divi

dual

s w

ho u

se th

ese.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

OB

JEC

TS

OF

RE

FE

RE

NC

E

Obj

ects

of r

efer

ence

are

obj

ects

whi

ch h

ave

a sp

ecia

l mea

ning

to s

omeo

ne a

nd m

ay

conn

ect w

ith a

par

ticul

ar a

ctiv

ity. H

ere

are

som

e ex

ampl

es:

1.

A w

oode

n sp

oon

may

be

used

by

the

teac

her t

o te

ll th

e cl

ass

that

they

are

goi

ng

to b

e ba

king

, the

spo

on m

ay b

e st

uck

on to

a p

iece

of c

ard

and

only

use

d fo

r tha

t pu

rpos

e.

2.

A bo

ttle

of b

ubbl

e ba

th a

par

ent m

ay u

se th

is to

sho

w to

a c

hild

it is

bat

h tim

e.

Oth

er o

bjec

ts o

f ref

eren

ce m

ay s

how

moo

d or

brin

g ba

ck m

emor

ies.

For

exa

mpl

e so

meo

ne m

ay u

se c

andl

es to

mak

e th

em th

ink

of a

love

d on

e w

ho h

as d

ied.

The

ob

ject

s sh

ould

be

resp

ecte

d an

d ne

ver t

reat

ed a

s si

lly a

s th

ey h

elp

the

pers

on to

thin

k ab

out t

hing

s th

at a

re im

porta

nt to

them

.

This

cou

ld b

e fa

sten

ed to

a c

ard

and

used

to in

trodu

ce a

bak

ing

less

on6

Th

is s

ign

wo

uld

be

use

d t

o in

dic

ate

that

a

pla

ce o

r ac

tivi

ty w

as

dan

ger

ou

s

Th

is s

ign

w

ou

ld b

e u

sed

to

ind

icat

e an

in

form

atio

n

des

k

Ass

esso

r’s

com

men

t: B

e ca

refu

l o

f usi

ng b

ulle

t p

oin

ts, R

ena.

7

Ass

esso

r’s

com

men

t:

P1,

M1

par

tially

met

.

DRAFT

Uni

t 1

Co

mm

unic

atio

n in

Hea

lth

and

So

cial

Car

eB

TEC

Lev

el 2

Hea

lth

and

So

cial

Car

e A

sses

smen

t R

eso

urce

Pac

k

19

© P

ears

on

Ed

ucat

ion

Ltd

201

1. T

his

mat

eria

l is

not

cop

yrig

ht f

ree.

Co

pyi

ng p

erm

itte

d f

or

pur

chas

ing

inst

itut

ion

onl

y.

Tech

no

log

ical

aid

s

Mo

bile

Ph

on

es

Peop

le w

ho h

ave

hear

ing

impa

irmen

ts c

an u

se te

xt o

n a

mob

ile p

hone

to c

omm

unic

ate

with

frie

nds,

tuto

rs a

nd h

ealth

an

d so

cial

car

e pr

ofes

sion

als.

Th

e ph

one

need

s to

be

on

vibr

ate

mod

e so

the

indi

vidu

al

can

feel

the

vibr

atio

n an

d kn

ow th

at s

omeo

ne is

co

ntac

ting

them

. Peo

ple

who

al

so h

ave

a vi

sual

impa

irmen

t w

ill al

so n

eed

larg

er k

eys

with

te

xtur

e so

that

they

can

see

an

d fe

el th

em. T

hey

have

he

lped

com

mun

icat

ion

at

the

cent

re w

ith s

ome

of o

ur

visi

tors

.

Co

mp

ute

rs

Com

pute

rs c

an b

e us

ed b

y lo

ts o

f peo

ple

to c

omm

unic

ate

at th

e ce

ntre

. The

y ha

ve

softw

are

fitte

d w

hich

has

sym

bols

and

sig

ns s

o th

at p

eopl

e w

ho c

omm

unic

ate

this

w

ay c

an jo

in in

con

vers

atio

ns. W

e ha

ve a

spe

cial

sof

twar

e pa

ckag

e th

at a

utom

atic

ally

ch

ange

s sp

eech

into

wor

ds s

o th

ey a

ppea

r on

the

scre

en. T

his

is v

ery

usef

ul fo

r one

m

an w

ho c

anno

t use

his

han

ds to

type

. It m

eans

that

he

can

com

plet

e th

e co

urse

he

is ta

king

at t

he c

entre

.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

Wri

tin

g

It is

ver

y im

porta

nt to

com

mun

icat

e cl

early

thro

ugh

writ

ing,

suc

h as

in a

lette

r, em

ail,

notic

e, o

r acc

iden

t/ini

cden

t boo

k. Y

ou s

houl

d al

way

s us

e th

e rig

ht fo

rmat

, a le

tter t

o so

cial

ser

vice

s ab

out o

ne o

f th

e vi

sito

rs to

the

cent

re s

houl

d be

form

al a

nd u

se th

e co

rrect

way

of

addr

essi

ng th

e of

ficia

l. Ev

en e

mai

ls s

houl

d be

che

cked

for s

pellin

g an

d gr

amm

ar s

o th

at y

ou g

ive

the

right

imag

e of

you

rsel

f. Yo

u sh

ould

us

e la

ngua

ge th

at is

app

ropr

iate

and

does

not

use

jarg

on, s

lang

or

loca

l wor

ds s

o yo

ur w

ritin

g is

und

erst

anda

ble

by e

very

one

who

nee

ds

to re

ad it

. If y

ou n

eed

to u

se h

and

writ

ing,

then

you

sho

uld

take

car

e th

at y

our w

ritin

g is

legi

ble

to o

ther

peo

ple.

This

sho

uld

be c

lear

, in

the

right

form

at a

nd u

nder

stan

dabl

e.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

98

DRAFT

Uni

t 1

Co

mm

unic

atio

n in

Hea

lth

and

So

cial

Car

eB

TEC

Lev

el 2

Hea

lth

and

So

cial

Car

e A

sses

smen

t R

eso

urce

Pac

k

20

© P

ears

on

Ed

ucat

ion

Ltd

201

1. T

his

mat

eria

l is

not

cop

yrig

ht f

ree.

Co

pyi

ng p

erm

itte

d f

or

pur

chas

ing

inst

itut

ion

onl

y.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

Lip

rea

din

g

Peop

le w

ho h

ave

a he

arin

g im

pairm

ent m

ay w

ish

to li

p re

ad

whe

n yo

u ar

e sp

eaki

ng to

them

. Th

is m

eans

that

they

follo

w th

e sh

ape

of y

our l

ips

and

unde

rsta

nd

the

wor

ds. Y

ou s

houl

d ne

ver s

hout

be

caus

e th

is d

isto

rts y

our m

outh

so

you

won

’t be

und

erst

ood.

You

sh

ould

not

wea

r brig

ht c

loth

es o

r la

rge

jew

elle

ry a

s th

is c

an b

e di

stra

ctin

g fo

r a li

p re

ader

. You

r fac

e sh

ould

be

wel

l lit

so a

ver

y br

ight

ligh

t beh

ind

you

can

mak

e lip

read

ing

hard

. You

sho

uld

look

face

to

face

at t

he p

erso

n yo

u ar

e sp

eaki

ng to

and

rem

embe

r tha

t non

-ver

bal c

omm

unic

atio

n is

just

as

impo

rtant

bec

ause

the

lip re

ader

use

s th

is to

hel

p w

ork

out w

hat y

ou a

re

sayi

ng. N

ever

spe

ak to

o fa

st b

ecau

se th

is m

akes

you

diffi

cult

to fo

llow

and

goi

ng to

o sl

owly

mig

ht m

ake

the

pers

on fe

el in

sulte

d.

You

can

see

from

this

pic

ture

that

no

one

is

faci

ng e

ach

othe

r and

this

wou

ld m

ake

lip

read

ing

very

diffi

cult.

A li

p re

ader

wou

ld

be re

ally

lost

.

This

pic

ture

sho

ws

that

eve

ryon

e is

fa

cing

the

spea

ker a

nd li

p re

adin

g

wou

ld b

e po

ssib

le b

ut, i

t is

impo

rtant

no

t to

cove

r you

r fac

e ev

en w

ith

a m

icro

phon

e.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

e

Sig

n la

ng

uag

e

The

pict

ure

belo

w s

how

s so

me

peop

le u

sing

sig

n la

ngua

ge. S

ign

lang

uage

is a

wel

l kn

own

lang

uage

use

d by

peo

ple

with

out h

earin

g, th

eir f

riend

s an

d fa

milie

s. B

ritis

h Si

gn la

ngua

ge (B

SL) i

s us

ed in

the

UK

and

man

y pe

ople

with

out h

earin

g ch

oose

to

com

mun

icat

e al

l the

tim

e us

ing

BSL

to ra

ther

than

spe

ech.

The

lang

uage

is m

ade

up o

f ha

nd s

igns

whi

ch h

ave

a sp

ecifi

c m

eani

ng s

o pe

ople

can

com

mun

icat

e in

eve

ryda

y lif

e.

It is

impo

rtant

that

hea

ring

peop

le w

ho w

ork

at th

e ce

ntre

lear

n to

use

eve

n a

few

of

sign

s so

that

eve

ryon

e ca

n co

mm

unic

ate

a lit

tle w

ith o

ur v

isito

rs w

ho u

se th

is la

ngua

ge.

Sign

lang

uage

is a

full

lang

uage

whi

ch m

eans

that

you

will

need

to a

ttend

cla

sses

in

ord

er to

use

it c

orre

ctly.

1011

Ass

esso

r’s

com

men

t: R

ena,

it w

oul

d

have

bee

n b

ette

r to

pla

ce t

his

text

nex

t to

the

pic

ture

yo

u ar

e ta

lkin

g a

bo

ut.

DRAFT

Uni

t 1

Co

mm

unic

atio

n in

Hea

lth

and

So

cial

Car

eB

TEC

Lev

el 2

Hea

lth

and

So

cial

Car

e A

sses

smen

t R

eso

urce

Pac

k

21

© P

ears

on

Ed

ucat

ion

Ltd

201

1. T

his

mat

eria

l is

not

cop

yrig

ht f

ree.

Co

pyi

ng p

erm

itte

d f

or

pur

chas

ing

inst

itut

ion

onl

y.

Sam

ple

lear

ner w

ork

for A

1 L

et’s

com

mun

icat

eSa

mpl

e le

arne

r wor

k fo

r A1

Let

’s c

omm

unic

ate

Inte

rpre

ters

an

d t

ran

slat

ors

Inte

rpre

ters

inte

rpre

t spo

ken

lang

uage

s fo

r peo

ple

who

are

onl

y ab

le to

com

mun

icat

e in

thei

r ow

n la

ngua

ge. W

hen

peop

le w

ho d

on’t

spea

k En

glis

h as

thei

r firs

t lan

guag

e,

heal

th a

nd s

ocia

l car

e se

tting

s su

ch a

s ho

spita

ls a

nd s

ocia

l ser

vice

use

vol

unte

ers

who

are

flue

nt in

Eng

lish

and

a sp

ecifi

c ad

ditio

nal l

angu

age.

The

vol

unte

er a

ttend

s a

mee

ting

to in

terp

ret b

etw

een

the

lang

uage

s so

the

prof

essi

onal

s an

d th

e pe

rson

ca

n co

mm

unic

ate.

Tra

nsla

tors

tran

slat

e th

e w

ritte

n w

ord

and

supp

ort p

eopl

e w

hose

sp

oken

lang

uage

may

be

fine

but w

ho c

anno

t rea

d of

ficia

l doc

umen

ts s

uch

as

appl

icat

ions

for fi

nanc

ial o

r oth

er s

uppo

rt. O

ften

a vo

lunt

eer w

ill ac

t bot

h as

an

inte

rpre

ter a

nd a

s a

trans

lato

r and

it is

impo

rtant

that

they

hav

e a

good

und

erst

andi

ng

of th

e cu

lture

and

cus

tom

s of

the

indi

vidu

al a

s w

ell a

s th

e la

ngua

ge. W

e do

hav

e in

terp

rete

rs a

nd tr

ansl

ator

s w

ho v

isit

the

cent

re b

ut it

is im

porta

nt th

at y

ou le

arn

som

e w

ords

of o

ther

lang

uage

s to

hel

p re

duce

the

num

ber o

f peo

ple

who

wor

k w

ith a

n in

divi

dual

so

that

they

don

’t ge

t affe

cted

by

extra

stre

ss w

hen

thei

r life

is d

ifficu

lt.

Th

is p

ictu

re s

ho

ws

a p

erso

n

inte

rpre

tin

g f

or

a g

ues

t sp

eake

r.

Man

y pe

ople

who

act

as

inte

rpre

ters

and

tra

nsla

tors

als

o ac

t as

advo

cate

s fo

r the

m.

An a

dvoc

ate

is s

omeo

ne w

ho s

peak

s fo

r the

m p

uttin

g th

eir v

iew

s fo

rwar

d. F

or

exam

ple

an a

dvoc

ate

may

spe

ak fo

r one

of

our

vis

itors

who

wou

ld li

ke to

sta

y in

the

UK

but w

ho c

anno

t say

this

wel

l eno

ugh

in

Engl

ish

them

selv

es.

Bra

ille

This

is a

lang

uage

use

d fo

r re

adin

g by

peo

ple

with

out

sigh

t. Th

e la

ngua

ge is

mad

e up

of p

atte

rns

of ra

ised

dot

s w

hich

the

pers

on fe

els

with

th

eir fi

nger

tips

whe

n th

ey

read

. The

dot

s ar

e pr

esse

d in

to p

aper

and

use

d to

be

prod

uced

by

usin

g a

kind

of

type

writ

er c

alle

d a

Brai

lle

mac

hine

but

now

com

pute

r so

ftwar

e is

use

d to

pro

duce

te

xt in

Bra

ille. H

ere

is a

n ex

ampl

e of

som

eone

usi

ng

Brai

lle to

read

a b

ook.

Her

e is

an

exam

ple

of B

raille

pr

inte

d on

a p

age.

You

can

se

e th

e pa

ttern

s of

rais

ed d

ots

whi

ch m

ake

up th

e la

ngua

ge.

Lots

of d

iffer

ent l

angu

ages

ca

n be

tran

slat

ed in

to B

raille

an

d if

a pe

rson

read

thei

r boo

k to

you

they

wou

ld u

se th

eir

spok

en la

ngua

ge. E

ach

serie

s of

dot

s re

pres

ents

lette

rs

and

wor

ds. C

hild

ren

who

are

w

ithou

t sig

ht a

re ta

ught

to u

se

Brai

lle ju

st a

s pe

ople

with

sig

ht

lear

n to

use

writ

ten

lang

uage

.12

13

Ass

esso

r’s

com

men

t: P

1 M

1 –

Cle

ar d

escr

iptio

n he

re, R

ena.

DRAFT

BTEC Level 2 Health and Social CareAssessment Resource Pack



Criteria reference

To achieve the criteria the evidence must show that the learner is able to: Achieved?

P1 identify different forms of communication Y

M1 describe different forms of communication Y

Learner feedback

I found this assignment very interesting because I learnt quite a lot during my research. I think that the information will be really useful to me when I go on my work experience. I am proud of how the work turned out but I will follow Mia’s action points to improve the next piece of work.

Assessor feedback

Well done, Rena. You have clearly indentified the different forms of communication which were named on the assignment. You show an understanding of the different forms and how they may be used in a health or social care context.

You have provided descriptions for all of the forms of communication you identified for P1. There are some areas where you have repeated yourself, for example some of the information under the heading of contexts is repeated elsewhere and could have been summarised. Do be careful of using bullet points, they do limit the amount of description in some places. Some of your pictures are rather large and could have been smaller, making room for more text.

Action plan

Points for future actions:

• Avoidbulletpointswhenproducingdescriptions

• Extenddescriptions,someofthemwereratherbrief

• Includedirectreferencesfromsourcesandacknowledgethese–Iknowthatyouhaveconsulted them

• Referenceyourpictures;IrecognisethemashavingcomefromclipartandIrealisethatyouwere not suggesting that they were your own, but the correct protocols must be observed.

Assessor’s comments

QualificationEdexcel BTEC Level 2 Health and Social Care

Assessor name Mia James

Unit number and titleUnit 1 Communication in Health and Social Care

Learner name Rena Lock

Assignment title A1 Let’s communicate

Assessor signature Mia James Date 16.12.10

Learner signature Rena Lock Date 17.12.10

22

DRAFT

Documents

BTEC Level 2 First Health and Social Care Assessment ... · BTEC Level 2 Health and Social Care Assessment Resource Pack 1 ... Care BTEC Level 2 Health and Social Care Assessment