1. Information for completion of Qualification
Cambridge National
Information for completion of Qualification

2. Cambridge National RO22 communication
Worth 25% of your overall grade.

3. Draw an egg shape Draw a circle touching the egg shape Draw a small circle inside the circle you have just drawn Draw three straight lines inside the egg shape Draw two small lines coming out of the circle that touch at one end Repeat just below Draw two longer lines coming out of the egg shape Draw a line to join up these two lines Draw three straight lines inside the shape you have just created Draw two lines coming out of the bottom of the egg shape Draw two short lines coming out of the lines you have just drawn.

5. RO22: Communicating with individuals in health, social care and early years settings
LO1: Understand how to communicate effectively
LO2: Understand the personal qualities that contribute to effective care.
LO3: Be able to communicate effectively within a health, social care and early years setting

6. What you need 7 Plastic Wallets 2 Treasury Tags 1 large sticky label
Holly Parker
RO22: Communicating with individuals in Health, Social Care and Early Years Settings

7. Types of Communication
What you need
4 labels cut in half
Labels:
Types of communication
Factors
Barriers
Qualities
Behaviour that fails to value service users
One to One Interaction
Group Interaction
Folder 1:
Types of Communication

8. Front Cover
Communication Name:

9. Task 1
Task 1: Communication methods used in health, social care and early years settings and making communication a positive experience This task covers part of Learning Outcome 1: Understand how to communicate effectively The first section of your display must give information on different types of communication. You must: • explain the different types of communication that care workers should use • describe the factors that positively influence communication.

10. ALWAYS REMEMBER PLEASE….
Every example you give in your work MUST be related to a HEALTH AND SOCIAL CARE SETTING.
Communication is important in all careers but we are specifically interested in health and social care environments!!
PLEASE SPEND THE NEXT 2 MINUTES WRITING DOWN AS MANY HEALTH AND SOCIAL CARE SETTINGS AS YOU CAN 

11. Health and Social Care Services….
Youth club
CARE HOMES
Children's centres
Health and Social Care Services….
Social workers
Physiotherapy
Dentists
Hospitals- doctors/ nurses
Schools-teachers
Counsellors
Counselling
Nurseries
Residential Homes

12. ACTIVITY
IN GROUPS PLEASE PICK FOUR OF THE HEALTH AND SOCIAL CARE SERVICES AND ANSWER THE FOLLOWING QUESTIONS.
WHY IS COMMUNICATION IMPORTANT WITHIN THAT ENVIRONMENT
WHO ARE WE LIKELY TO BE COMMUNICATING WITH IF WE WORKED IN THAT ENVIRONMENT
EXTENSION
If you finish that can you go on to start thinking about three examples of what EFFECTIVE communication actually is?

13. Task 1A
• explain the different types of communication that care workers should use
There are four types of communication we must look at.
V_____

14. Task 1A Verbal Communication
Look up the following words and write them in your glossary: Pace Tone Clarity Empathy
You then need to explain how you think each of these could be used in a health and social care setting.
Write this definition into your glossary
Para Verbal Skills:
A sentence can convey entirely different meanings depending on the emphasis on words and the tone of voice.
“I didn’t say you were stupid”

15. Task 1A
• explain the different types of communication that care workers should use
There are four types of communication we must look at.
N__-V______

16. I used to be like this…

17. Then I met a girl…

18. She was like this…

19. Together we were like this…

20. I gave her gifts like this…

21. When she accepted my proposal, I was like this….

22. I used to talk to her all night like this….

23. And at the office I used to do this…

24. When my friends saw my girlfriend, they stared like this…

25. And I used to react like this…

26. But on Valentines Day, she received a red rose from someone else like this…

27. And she was like this….

28. And I was like this….

29. Which later led to this….

30. And this….

31. I felt like doing this…

32. So I started doing this…

33. NOW look at me!

34. Damn Girls!

35. YOU CAN’T HEAR ANYTHING BUT ARE THESE PICTURES COMMUNICATING ANYTHING?D F E

36. Task 1A
• explain the different types of communication that care workers should use
There are four types of communication we must look at.
W______

37. Task 1A
What types of written communication would be used in health and social care?

38. Task 1A
• explain the different types of communication that care workers should use
There are four types of communication we must look at.
S_________

39. What’s the difference between MAKATON and SIGN LANGUAGE?
Task 1A
What’s the difference between MAKATON and SIGN LANGUAGE?
Makaton is designed to help hearing people with learning and communication difficulties, it is an aid to communication not a language as such Makaton is unique because it combines signs, symbols, and speech to provide multi-modal communication

40. Task 1A THINK…what service users may need sign language?
What is sign language?
Sign language is a visual means of communicating using gestures, facial expressions and body language.
THINK…what service users may need sign language?

41. Task 1A
Those who are deaf and have hearing impairments may use sign language BRITISH SIGN LANGUAGE is the preferred language of between 50 – people in the UK.

42. BSL has its very own alphabet….can you draw your name?

43. Lets see if we can learn some…
Practice signing your name through finger spelling and then practice some other words. We will have a test on this shortly 

44. http://www. youtube. com/watch. v=6y0e1zmFWE8&safe=activ e http://www

45. MAKATON is different to BSL
Makaton uses speech together with a sign (gesture) and/ or a symbol (picture),
The Makaton programme can be used with autistic children and adults and is recognised as a useful method of developing communication.
Makaton can help if a child has difficulties with understanding and speaking.

46. We all hope that we will be able to talk to our friends, but for some people this can be a problem. We know that Makaton can help
Makaton was developed in the 1970s to help people with learning disability to communicate.
Makaton uses speech together with a sign (gesture) and/ or a symbol (picture), for example:

47. Draw these 
SLEEP
SLEEP
WHERE
WHERE
Research has shown that signs/ gestures are easier to learn than spoken words.

48. Frustration!
People who can’t speak often become withdrawn They may communicate through behaviours like shouting or harming themselves By using Makaton, it can help them communicate in a more acceptable way

49. Adam Matthews, 10, was diagnosed with autism at about three and half
Adam Matthews, 10, was diagnosed with autism at about three and half. He had started to make sounds and said a few words but then it disappeared.
He became a very frustrated and cross little boy not being able to get across what he wanted
On his fourth birthday he started a special nursery where they started teaching him Makaton, he took to it very quickly
He is now 10 and his speech is fantastic. He can make himself understood through speech but also signs to back it up

50. Frequently asked questions about Makaton…
What's a symbol?
A symbol is a picture used to represent a word
When do you use symbols?
Symbols can be used to develop language and reading skills
Who needs to use Makaton?
We learn to speak by listening to other people speaking. Everyone needs to learn signs/ symbols and use them as much as possible to help the person communicate.

51. Learn Makaton

52. The most basic level is where one symbol or sign represents a whole sentence or message. For example, the symbol or sign for eat could be used to represent the whole sentence the man is eating an orange.
THE MAN IS EATING AN ORANGE
The next level is to use key symbols and/ or signs to convey all the meaning, but not the grammatical items. So the symbols or signs for man, eat and orange would be used to represent the whole sentence.
THE MAN IS EATING AN ORANGE

53. Plenary
In groups of two think of something to say to the class using your sign language alphabet Or draw a picture that you think could be used in MAKATON to represent something

54. LO: Understand why Braille was created and practice using it
Starter: What are our five senses?
Challenge: What do we use them for?

55. Braille is a way that blind people can read and write.
It was invented in 1821 by Louis Braille, a blind Frenchman. Each Braille character, is made from six dot positions, arranged in a rectangle containing two columns of three dots each. The dots are raised at any of the six positions so they can be felt by the fingers.

56. Braille
The 3 by 2 configuration
Some dots are raised, why is this?

57. Braille
How many possibilities are there with only one dot?

58. Braille
How many possibilities are there with only one dot?
Two

59. Braille
How many possibilities are there with two dots?

60. Braille
How many possibilities are there with two dots?
Four

61. Braille
How many possibilities are there with three dots?

62. Braille
How many possibilities are there with three dots?
Eight

63. Braille
How many possibilities are there with four dots?
Challenge: Does it matter if it is placed in a column or a square?

65. Braille
How many possibilities are there with four dots?
Sixteen

66. Braille
How many possibilities are there with six dots?

67. Braille
Why do you think the system with six dots was chosen?

68. Why do you think the system with six dots was chosen?
Napoleon wanted a code that soldiers could use to communicate silently and without light at night. The original system of 12 raised dots was too difficult for soldiers, so was rejected.
So in 1821 Louis Braille worked out the problem, the finger could not feel the whole symbol without moving, he simplified it to six symbols which could easily be felt.
As well as the letters, numbers, punctuation AND EVEN SYMBOLS were added, so the system with six raised dots with up to 64 configurations was used.

70. Plenary
Why is it important that Braille exists?

71. Task 1A V_____ W______ Verbal Written S_________ N__-V______
• explain the different types of communication that care workers should use In your books can you remember the 4 types of communication we looked at.
V_____
W______
Verbal
Written
S_________
N__-V______
Specialist
Non-Verbal

72. Task 1A
You have been asked to produce a display on how a care worker should effectively communicate in settings.
explain the different types of communication that care workers should use
You need to make a plan in your books for how you want your display to look.
You need to list the resources you need and design/state how you want to present it.

73. Plagiarism

74. Task 1A
What you need to include:

75. Task 1A
How it will be marked: Remember this is marked from P1 (F) - *2 (A*)

76. Task 1a Criteria
LO1: Understand how to communicate effectively
MB1: 1-4 Marks
MB2: 5-8 Marks
MB3: 9-11 Marks
Demonstrates a basic understanding of effective communication.
Produces a basic explanation of some of the different types of communication methods related to a health, social care and early years setting. This may be a list of points with only partly relevant examples given.
Demonstrates a sound understanding of effective communication.
Produces a sound explanation of most of the different types of communication methods related to a health, social care and early years setting. Examples given are clear and mostly relevant to a health, social care and early years setting.
Demonstrates a thorough understanding of effective communication.
Produces a thorough explanation of all of the different types of communication methods related to a health, social care and early years setting. Examples given are clear and wholly relevant to a health, social care and early years setting. P1 F *2 A*

77. Task 1A
You have been asked to produce a display on how a care worker should effectively communicate in settings.
explain the different types of communication that care workers should use
You need to make a plan in your books for how you want your display to look.
You need to list the resources you need and design/state how you want to present it.

78. Task 1b
You have been asked to produce a display on how a care worker should effectively communicate in settings.
You need to:
describe the factors that positively influence communication.

79. Environmental factors that influence communication
Seating
Relationships
Heating
Space
Environmental Factors
Ventilation
Lighting
Proximity
Noise

80. Role plays
In pairs write two role plays – One that shows how an environmental factor positively effects communication One that shows an environmental factor negatively effecting communication

81. Recap
Memory test What are the 8 environmental factors???? What are the 4 types of communication??? What are the 5 verbal skills???? First person to finish and get all correct wins a sticker!!!!!!!

82. Learning objectives
To identify environmental factors that affect communication To display knowledge of how these factors can affect communication in a care setting To evaluate environmental factors to discuss how they positively effect communication

83. Interpersonal Factors
Understand and describe how interpersonal factors positively influence communication

84. Definition Race
Define Interpersonal 1. Of or relating to the interactions between individuals 2. Existing or occurring between individuals

85. Personal Space

86. Respecting differences in culture On your tables research one cultural difference in communication

87. Body Language Can you think of some examples of how body language positively influences communication?

88. A B
COMPARE THESE TWO INTERVIEW PICTURES. PLEASE DECIDE WHICH ONE YOU THINK IS DEMONSTRATING THE MOST EFFECTIVE COMMUNICATION AND WHY.

89. Active Listening
Worksheets What contributes towards active listening?

92. Task 1b
You have been asked to produce a display on how a care worker should effectively communicate in settings.
You need to:
describe the factors that positively influence communication.

93. Task 1B
What you need to include:

94. In order to meet the grading criteria Produce a thorough description of all the factors that positively influence communication. You need to create a display to give to new care workers to say how environmental factors can positively influence communication E.g. Noise is an environmental factor, it positively affects communication as some service users may find background noise comforting. It also means that in certain situations, e.g. a classroom, a student will be able to confide something in the teacher without everybody overhearing what they say.

95. Task 1b Criteria
LO1: Understand how to communicate effectively
MB1: 1-3 Marks
MB2: 4-6 Marks
MB3: 7-9 Marks
Produces a basic description of some of the factors that positively influence communication.
Produces a sound description of most of the factors that positively influence communication.
Produces a thorough description of all the factors that positively influence communication. P1 F *2 A*

96. Task 2
You have been asked to produce a display on how a care worker should effectively communicate in settings. In the second section of your display you must: • describe the barriers to communication in care settings • describe ways to overcome these barriers.

97. Barriers to communication
All students will be able To identify potential barriers to communication
Most students will be able To describe how barriers to communication can affect communication
Some students will be able to provide a thorough description of communication and begin to think about how these can be overcome

98. What is a barrier?
Write down your own definition of a barrier. Write a referenced definition of barriers. Can you think of any barriers to communication? Have a discussion about this on your tables – mind map any ideas

99. Barriers to communication
Can you think of examples of the following barriers to communication in a health and social care setting? patronising language, Tiredness inappropriate body language inappropriate use of language Aggression difference in language spoken speech difficulties due to disabilities or illness (e.g. dementia, deafness) noisy environment inadequate space poor lighting damaged or unsuitable furniture Give a brief explanation on your mindmap as to why these might cause barriers to communication
Add these to your mindmap
What is dementia?

100. Dementia Awareness

101. Learning Objectives To identify what dementia is.
To understand the key functions of the brain that are affected by dementia.
To interpret who might be affected by it

102. What is dementia?

103. Some symptoms of dementia include the following…
Loss of memory, mood changes, and problems with communication and reasoning.
Mood changes – people with dementia may be withdrawn, sad, frightened or angry about what is happening to them.
Communication problems – including problems finding the right words for things, for example describing the function of an item instead of naming it.

104. Who can get dementia?
Anybody…

105. Usually… There are about 800,000 people in the UK with dementia.
Dementia mainly affects people over the age of 65 and the likelihood increases with age.
However, it can affect younger people: there are over 17,000 people in the UK under the age of 65 who have dementia.
Dementia can affect men and women.

106. Can it be cured? Short answer… Long answer…
Most forms of dementia cannot be cured, although research is continuing into developing drugs, vaccines and other treatments. Drugs have been developed that can temporarily alleviate some of the symptoms of some types of dementia. These drugs include the three acetylcholinesterase inhibitors:
Aricept (donepezil hydrochloride)
Exelon (rivastigmine)
Reminyl (galantamine).

107. Task: What is it like to live with dementia?
What do you think it is like to live with dementia?
Discuss this with the person sat closest to you.
Report back to the class with your findings.

108. What is Alzheimer's disease?
It is the MOST common form of dementia
It is a disease
There is no cure for the disease
It worsens as it progresses
Alzheimer's is predicted to affect 1 in 85 people globally by 2050.
 Most often, AD is diagnosed in people over 65 years of age

109. Brain comparison...
Comparison of a normal aged brain (left) and the brain of a person with Alzheimer's (right). Differential characteristics are pointed out.

110. Case Study Elizabeth, 70 years old, lives in Wales with her son, Joe
Case Study Elizabeth, 70 years old, lives in Wales with her son, Joe. Until recently, Elizabeth has been coping well at home, even when Joe is at work during the day. However, several times over the last weeks on returning home from work, Joe found Elizabeth wandering in the garden looking lost. When he questions her, Elizabeth does not know where she is and occasionally fails to recognise him. Once or twice Joe has found Elizabeth has left the cooker on.

111. In Pairs:
Activity...
1.What symptoms is Elizabeth exhibiting? 2.which type of dementia is Elizabeth probably experiencing? 3.Identify which part of the brain is affected? 4.Make a list of different types of memory impairment that Elizabeth may exhibit.

112. How good is your memory??? Individual activity...
Type in the link below into the search bar on your computer.
Read the instruction and follow the steps to complete the memory based quiz.
So...Just how good is your memory and how can you improve it?

113. Tell me 3 things that you have learned today.
Tell me 2 things you already knew.
Identify 1 thing you need to research independently.

114. Task 2
You have been asked to produce a display on how a care worker should effectively communicate in settings. In the second section of your display you must: • describe the barriers to communication in care settings • describe ways to overcome these barriers.

115. Task 2

116. Task 2 Criteria
LO1: Understand how to communicate effectively
MB1: 1-3 Marks
MB2: 4-6 Marks
MB3: 7-9 Marks
Produces a basic description of barriers to communication and offers limited ways to overcome them, giving basic examples, few of which will be relevant to health, social care and early years settings. There will be some errors in spelling, punctuation and grammar
Produces a sound description of barriers to communication and offers detailed ways to overcome them. Examples given are sound and most are relevant to health, social care and early years settings. There will be minor errors in spelling, punctuation and grammar.
Produces a thorough description of barriers to communication and offers detailed and effective ways to overcome them. Examples given are detailed and wholly relevant to a health, social care and early years setting and link theory to practice. There will be few, if any, errors in spelling punctuation and grammar P1 F *2 A*

117. Task 3
You have been asked to produce a display on how a care worker should effectively communicate in settings. In the third section of your display you must: • describe the personal qualities that will contribute to effective care • describe how personal qualities contribute to effective care

118. Task 3
What is a quality?

119. Task 3
2 Mins to draw
a picture of yourself

120. Write these qualities around the picture of yourself
Task 3
What qualities
do you have?
Go around the class and ask everyone to tell you one good quality about you!
Write these qualities around the picture of yourself

121. What qualities did the care workers have?
Task 3
What qualities did the care workers have?
Define these terms:
Patience
Understanding
Respect
Willingness
Sense of humour
Cheerfulness
Why is this important?

122. Task 3
You have been asked to produce a display on how a care worker should effectively communicate in settings. In the third section of your display you must: • describe the personal qualities that will contribute to effective care • describe how personal qualities contribute to effective care

123. Task 3

124. Task 3 Criteria
LO2: Understand the personal qualities that contribute to effective care
MB1: 1-6 Marks
MB2: 7-11 Marks
MB3: 1216 Marks
Produces a basic description of the different personal qualities that contribute to care.
Basic connections are made between personal
qualities and effective care and there are limited links
to how these are used when caring for an individual in a health, social care and early years setting.
Basic examples are used which partly illustrate
relevant application with some justification of personal qualities to be used and why
Produces a sound description of the different personal qualities that contribute to care.
Clear connections are made between personal
qualities and effective care and there are some links to
how these are used when caring for an individual in a
health, social care and early years setting.
Sound examples are used which mostly illustrate
relevant application, with clear justification of personal qualities to be used and why.
Produces a thorough description of the different
personal qualities that contribute to care.
Detailed and in-depth connections are made between personal qualities and effective care and there are many links to how these are used when caring for an individual in a health, social care and early years setting.
Excellent examples are used which wholly illustrate
relevant application, with clear and detailed
justification of personal qualities to be used and why. P1 F *2 A*