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Level 2 Introduction to communication in health, social care or children’s and young people’s settings

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Level 2 Introduction to communication in health, social care or children’s and young people’s settings

Post by Lil Miss Sunshine on Fri Sep 14, 2012 5:29 pm

Please post all questions relating to this unit here Very Happy
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Re: Level 2 Introduction to communication in health, social care or children’s and young people’s settings

Post by Lil Miss Sunshine on Sun Jul 07, 2013 10:57 am

I have devised several booklets to aid my learners through their qualification. Below is an example of the questions and advice I give them. If you follow this you will complete unit 001 Very Happy


1. Understand why communication is important in the work setting
1.1 Give as many examples as you can why people communicate with one another.

Reason for communication and Who may be involved
To give parents information about the daily activities of the setting. Including routines, visits and activities Manager, parents, early years staff
Communicate child’s progress Child care staff, other adults
To inform parents/carers of illness or accidents Child care staff, managers and parents
To inform staff about child’s life at home Parents and managers
To lead an activity with children, such as story telling or cooking Staff and children
To encourage positive behaviour Staff and children
To give instructions to children Staff and children
To share information about children Staff, managers and parents
Team meetings Staff, mangers and parents
inform parents/carers and staff of emergencies All team members
Performance management All team members
Training Manager, staff

1.2 How does effective communication aid you in your role? Look at the case study and answer the questions.
Case Study.
At a Nursery, Amanda works in the room for children aged two to three years. At the end of the day she writes a message in a child’s home school book. It states how the child has enjoyed their day and what activities they were involved in. Amanda has also included a picture of the child completing a cooking activity. The child’s Mum has been worried about them not settling in. Sadly the Mum did not collect the child but a friend did. The next morning Amanda speaks to Mum in more detail. The child’s Mum is very relieved and her and her child did discuss the picture when she returned from work.
1. What do you think are the reasons for writing in the home school book?

2. Why do you think Amanda put a picture in?

1.3. Why it important to watch how people react when you are talking to them?





2. Be able to meet the communication and language needs, wishes and preferences of individuals
The following elements are observations or professional discussions with you in your setting. To be able to gain as much evidence as possible please complete the activities below prior to your assessor coming to visit you.

2.1 Find out an individual’s communication and language needs, wishes and preferences
In order to do this you must speak to the parent/carer, your line manager/supervisor and the child. Make notes of these conversations so that you can discuss this with your assessor. See the diagram on page 6 to help you.

2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences

Your assessor will want to see a range of communication methods. Lots of verbal and non-verbal communication, hand gestures, smiles, positive body language, tone of voice, any aids you make use, such as visual timetables or picture cards. Again be aware of this prior to your observation.
2.3 Show how and when to seek advice about communication.
Makes notes on the following ready for discussion with your assessor.
If you had a problem communicating with a child or their parent/carer who would you go to? Why would you do this?



3. Be able to reduce barriers to communication
3.1 Identify barriers to communication.
Give at least three examples of what a barrier to communication is and be ready to discuss these with your assessor.
3.2 Demonstrate how to reduce barriers to communication in different ways
During observation your tutor will be looking for how you overcome any misunderstandings with communication. What aids do you use? For example, picture cards, visual gestures.


3.3 Demonstrate ways to check that communication has been understood
How will you know that the children you are communicating understand? What do you do to check this? Be ready to show this during observation.

3.4 Identify sources of information and support or services to enable more effective communication.
Give four examples of sources of information, support and services that aid communication. Speak to your line manager or supervisor at your setting about these. Make notes ready for discussion with your assessor.

4. Be able to apply principles and practices relating to confidentiality at work

4.1 Explain the term ‘confidentiality’
What is the definition of confidentiality? What does it mean in your setting?
4.2 Demonstrate confidentiality in day to day communication, in line with agreed ways of working

Be ready to discuss and show your settings policies to you assessor and describe how your setting has agreed to maintain confidentiality.

4.3 Describe situations where information normally considered to be confidential might need to be passed on

Name two different situations when you may have to break confidentiality and make notes of these for discussion with your assessor.


4.4 Explain how and when to seek advice about confidentiality.

Who would you speak to in your setting regarding confidentiality? Who would you ask about policies and procedures? Make notes and bring these to the discussion with your assessor.
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