K-1  I can outline the importance of communication. 

• Importance e.g. give and receive information, get to know the service users, colleagues, and professionals, identification of needs, meeting the needs.

 
K-2. I can label the main stages of the communication cycle

• Stages of the Communication Cycle: Sender; receiver; message sent; message received.

 
K-3. I can identify different forms of communication

• Forms of communication: one-to-one, group, formal and informal communication 

K-4. I can record the different types of communication
Different types of communication:  verbal, non-verbal, written, alternative
  
K-5 I can illustrate how non-verbal signals affect communication.

• Non-verbal signals: facial expressions; gestures; posture; eye contact; proximity; tone of voice

 
K-6. I can list different barriers to communication

• Barriers: e.g. jargon/slang/abbreviations, health problems, disability/sensory deprivation, cultural differences, language differences, environmental, emotional difficulties.

 
C-1. I can outline the difficulties that one might encounter when communicating

• Difficulties: e.g. misunderstandings; misinterpretation; lack of clarity; not seeing the seeing the other person

C-2. I can describe how different barriers can be overcome.

• Ways to overcome barriers:  adapting the environment; calm tone; training staff. 

K-7.   I can identify the qualities that contribute to effective care.
The qualities that contribute to effective care; e.g.:
○ patience 
○ understanding 
○ empathy
○ respect
○ willingness
○ sense of humour
○ cheerfulness
 
C-3. I can outline the importance of confidentiality in care relationships.
Importance of confidentiality: to build trust; to safeguard the service-user; to adhere to local legislation; to agree on limits of data sharing
 
A-1. I can participate actively in a one-to-one conversation related to health and social care.
 
Communicating effectively in a one-to-one conversation: 

• active listening


• using appropriate language


• facial expressions,


• gestures,


• posture,


• eye contact,


• tone of voice.

K-8. I can outline the importance of following instruction.
Importance of following instructions: to avoid accidents, to avoid conflicts, to avoid misunderstandings, to carry out a task effectively, to operate equipment safely, to offer a continuum of care.
 
A-2. I can participate in an effective group communication related to health and social care.
Skills: active listening; clear speech; tone of voice; pace; level of voice; eye contact; hand gestures; touch; contributing to the conversation; turn taking.
 
K-9. Identify the skills needed to work in a team
Skills: e.g. communication skills; listening skills; emotional intelligence, negotiating skills/flexibility; conflict management skills; problem solving skills; supporting colleagues.
 
K-10. I can recognize the difference between passiveness, assertiveness and aggressiveness.
 
 C-4. I can describe the difficulties that one might encounter when working within a team
Difficulties: e.g. different personalities, different backgrounds, conflicting ideas, lack of communication, different attitudes, lack of participation, ineffective leadership.
 
 C-5. I can illustrate the stages required to prepare and carry out an activity related to a particular group of service-users.
Stages: select the group of service-users; aim of the activity; select the date and time; select the venue; set timeframe; identify resources needed; outline the procedure, assign roles, carry out the activity, evaluation.
 
A-3. I can demonstrate teamwork skills while participating in a team activity related to health and social care.
Skills: e.g. communication skills; listening skills; turn taking; emotional intelligence, negotiating skills/flexibility; conflict management skills; problem solving skills; supporting colleagues.