Communication

Overview

Framework:
RQF
Level:
Level 2
Unit No:
R/651/1515
Credits:
3
Guided learning hours:
26 hours

Assessment Guidance

Assessment guidance:

Assessment decisions for skills-based learning outcomes must be made during the learner’s normal work activity.
Skills-based assessment must include direct observation as the main source of evidence and must be carried out over an appropriate period of time.

AC 6.4b: Will be relevant to the learners role and ideally should relate to the support the learner is providing to the individual. If this is not achievable then as a minimum this can be evidenced within daily practices and use of digital tools in the in the workplace.

AC 6.4e requires the learner to provide performance evidence, however the opportunity to do this may not arise during the period of the qualification. Other evidence to show that the learner would be able to do this if real work evidence is not available is permissible.

Any knowledge evidence integral to skills-based learning outcomes may be generated outside of the work environment, but the final assessment decision must show application of knowledge within the real work environment.

Aim

This unit will help learners to understand the importance of effective communication by using a range of methods and techniques to help meet the needs of the individual/s receiving care. It also incorporates the importance and principles of confidentiality.

Unit Learning Outcomes

6.1

Understand the importance of effective communication in the workplace

Assessment Criteria

  • a)

    Identify the different ways that people communicate in the workplace

  • b)

    Explain how communication affects relationships at work

6.2

Understand how to meet the communication and language needs, wishes and preferences of individuals

Assessment Criteria

  • a)

    Describe how to establish an individual's communication and language needs, wishes and preferences

  • b)

    Identify a range of methods, styles, communication aids and assistive technologies that could help meet an individual's communication needs, wishes and preferences

  • c)

    List a range of digital communication tools that can be used to support and enhance the individual’s communication needs, wishes, preferences and connections

6.3

Understand how to promote effective communication with individuals

Assessment Criteria

  • a)

    Describe barriers to effective communication with individuals and how they can be reduced

  • b)

    Explain how an individual's behaviour may be a form of communication

  • c)

    Identify where to find information and support or services, to help individuals communicate more effectively

6.4

Be able to use appropriate communication with individuals and support the safe use of communication aids and technologies

Assessment Criteria

  • a)

    Demonstrate the use of appropriate verbal and non-verbal communication when communicating with individuals

  • b)

    Demonstrate the appropriate and safe use of communication aids, assistive technologies, and digital communication tools

  • c)

    Check whether they have been understood when communicating with individuals

  • d)

    Explain why it is important to observe and be receptive to an individual’s reactions when communicating with them

  • e)

    Report any concerns about communication aids or technologies to the appropriate person

6.5

Understand the principles and practices relating to confidentiality

Assessment Criteria

  • a)

    Describe what confidentiality means in relation to their own role

  • b)

    Describe legislation and agreed ways of working which maintain confidentiality across all types of communication

  • c)

    Explain situations where information, normally considered to be confidential, might need to be passed on

  • d)

    Identify who they should ask for advice and support about confidentiality