Learning objective 

By the end of this lesson, students should understand the fundamental importance of communication in health and social care settings and its impact on individuals with diverse needs.

Connect (5 minutes) 

Learners to complete thought-shower around Communication skills in health and social care

HSC6.1 Thought shower 

Start the lesson with a short icebreaker to engage students and set a positive tone for the session. 

For example, have them pair up and share a situation where effective communication made a significant difference in their lives. 

Introduce unit aims and objectives and assessment criteria. introduce lesson outcomes. 

Activate (35 mins)

 Definition and Overview (10 minutes) 

A) Tutor to provide a clear definition of communication in the context of health and social care. Tutor to Explain the role of communication in building relationships between care providers and individuals with health or social care needs. Discuss the potential consequences of ineffective communication in these settings. 

B) Importance of Giving and Receiving Information (15 minutes) 

Tutor to emphasise the significance of giving accurate information to patients/clients and their families in health and social care situations. Discuss the importance of receiving information from patients/clients to understand their needs, concerns, and preferences better. Use real-life scenarios or case studies to illustrate the impact of effective communication on the well-being of individuals in care. 

C) One-to-One Discussions (10 minutes) 

Explore the nature of one-to-one discussions in health and social care settings. Highlight the benefits of personalised communication and how it fosters trust and understanding between care providers and individuals. Provide tips and techniques for effective one-to-one communication, such as active listening and empathy. 

Demonstrate 

A) Take part in group discussion and then divide the group into small groups and have them collectively define communication in the context of health and social care. Each group presents their definition to the class.

 HSC6.2 Key words 

b) Role-play Scenarios: After explaining the role of communication in building relationships, conduct brief role-plays of effective and ineffective communication in health and social care settings.

Consolidate (5 minutes) 

Learners to explain the fundamental importance of communication within the health and social care setting and how this impacts diverse needs.

 HSC6.3 Communication in HSC 

Review learning objectives.

What happens next?

Learning objectives:

By the end of this lesson, students should understand the fundamental importance of communication in health and social care settings and its impact on individuals with diverse needs.

Connect 

Begin by briefly recapping the key points from the previous lesson, focusing on the importance of communication in health and social care settings. Introduce learning objectives for lesson 

Activate 

Communication Needs Across Different Age Groups (10 minutes) 

• Explore the communication requirements of babies, children, teenagers, and adults in health and social care contexts. 

• Discuss how age-related factors, such as language development and cognitive abilities, impact communication needs. 

• Provide examples of effective communication strategies tailored to each age group. 

Communication Needs of Older People (10 minutes) 

• Explore the specific communication needs of older individuals, including challenges related to hearing, vision, and memory. 

• Discuss the importance of adapting communication styles to accommodate older adults while respecting their dignity and autonomy. 

Communication with Individuals with Additional Needs (10 minutes) 

• Address the unique communication needs of individuals with disabilities, cognitive impairments, or sensory limitations. 

• Emphasise the significance of inclusive communication practices and avoiding assumptions or stereotypes. 

• Provide practical tips for supporting individuals with additional needs in expressing themselves and understanding information. 

Demonstrate 

Learners to take part in group discussion around communication needs accross different age groups:

• Babies, Children, teenagers and adults. 

• Needs of older people 

• communication with individuals with additional needs 

HSC6.4 Communication needs

Consolidate 

Group Activity (optional, 10 minutes) 

Divide the class into small groups and assign each group a specific age group or an individual with additional needs. Have them discuss and present effective communication strategies tailored to their assigned group. 

Summarise the key takeaways from both lesson Reinforce the importance of effective communication in health and social care settings. Encourage students to apply their knowledge in real-life scenarios, fostering better communication with individuals in care.

Recap learning objectives 

What happens next?

Learning objective 

By the end of this lesson, students should be able to distinguish between different types of communication used in health and social care settings and understand their significance in various situations.

Connect 

Begin the lesson by discussing the importance of effective communication in health and social care and how it impacts the quality of care provided. 

Activate 

A) Verbal Communication in One-to-One Discussions and Meetings (15 minutes) 

Define verbal communication and its relevance in one-to-one interactions with patients, clients, and their families. Discuss the key elements of effective verbal communication, such as active listening, clarity, and empathy. Role-play scenarios to demonstrate both positive and negative examples of verbal communication in health and social care settings. HSC6.5 Role play examples positive and negative communication 

B) Non-verbal Communication: Body Language, Posture, and Facial Expressions (15 minutes) 

Introduce the concept of non-verbal communication and its impact on understanding emotions and messages. Discuss how body language, posture, and facial expressions can influence communication in health and social care interactions. Conduct interactive activities where students interpret different non-verbal cues and their potential meanings. HSC6.6 Non verbal communication 

C) Written Communication: Information Leaflets, Letters, and Records (10 minutes) 

Explain the importance of clear and concise written communication in health and social care, especially when providing information to patients and clients. Discuss the significance of accurate record-keeping and the role it plays in ensuring continuity of care. Show examples of well-designed information leaflets and emphasise the use of plain language to enhance accessibility.

Demonstrate 

A) leaners to participate in one to one discussion completing MINI role plays demonstrating positive and negative communication using scenarios provided. 

B) Learners to work in pairs and conduct interactive activities where learners interpret different non-verbal clues and their potential meanings. 

C) Individuals to explain the importance of accurate record-keeping and different types of written communication. 

 HSC6.7 Explanations

Consolidate 

Recap lesson objectives 

Introduce next lesson topic.

Learning objective

By the end of this lesson, students should understand the importance of adapting communication methods to various situations and respecting individuals' preferences to empower them in health and social care settings.

Connect: (5 minute)

Recap from Previous Lesson (5 minutes) 

Begin with a brief recap of the different types of communication covered in the previous lesson and their significance in health and social care.

Activate (20 minute): 

Tailoring Communication to Different Situations: 

• Discuss the concept of situational communication and its relevance in health and social care contexts. 

• Present various scenarios (e.g., comforting a distressed patient, giving instructions for medication) and explore the most appropriate communication approach for each. 

Empowering Individuals through Respect for Preferred Communication: 

• Highlight the importance of recognising and respecting individuals' preferences in communication methods. 

• Discuss how honouring their choices empowers patients and clients to actively participate in decision-making and express their needs effectively.

Awareness of Alternative Forms of Communication : 

• Introduce alternative communication methods used by individuals with disabilities, such as Braille for the visually impaired, sign language for the Deaf community, and pictures for people with communication difficulties. 

• Promote an inclusive approach to communication, emphasising the significance of learning and using alternative forms when necessary. 

Demonstrate (15 minutes) 

Role-playing and Scenarios 

• Divide the class into groups and assign each group a specific communication scenario involving a patient or client with specific needs. 

• Have them role-play the situations, encouraging the use of appropriate communication methods, including alternative forms when applicable. 

Consolidate 

Learners to complete STAR reflection around lesson 

HSC6.8 STAR reflection 

Summarise the key concepts covered in both lessons, emphasising the importance of choosing the right communication method for different situations and respecting individuals' preferences. 

Encourage students to continue developing their communication skills and awareness of diverse communication needs in health and social care settings. 

Introduce next lesson. 

learning objective:

By the end of this lesson, students should be able to demonstrate and apply effective verbal communication skills when interacting with individuals in health and social care settings

Connector (5 minutes) 

Review previous lessons around understanding the right type of communication to use. 

Begin the lesson by discussing the importance of effective verbal communication in providing high-quality care and building trust with patients and clients.

Introduce learning objective 

Activitae: 

Speaking Clearly, Audibly, and Pronouncing Words (10 minutes)

• Emphasise the significance of clear and audible speech in health and social care interactions. Discuss the potential challenges individuals with certain speech difficulties may face and strategies to overcome them. 

Maintaining an Appropriate Pace and Language (10 minutes) 

• Explain the importance of using an appropriate pace when communicating with individuals, avoiding speaking too fast or too slow. 

• Discuss the use of jargon and technical terms, encouraging students to adapt their language to suit the understanding level of the person they are communicating with. 

• Using a Polite Tone of Voice and 

Asking Questions Actively (10 minutes) 

• Discuss the impact of tone of voice on communication and how a polite and respectful tone can foster a positive rapport with patients and clients.

• Provide examples of open-ended questions to encourage active participation and meaningful conversations. Giving Individuals Time to Respond and 

Actively Listening (10 minutes) 

• Discuss the importance of patience and allowing individuals sufficient time to process information and formulate their responses. 

• Teach active listening techniques, such as maintaining eye contact, nodding, and paraphrasing, to show understanding and interest in the conversation. 

Demonstrate 

Learners to complete open ended questions worksheets.

 HSC6.8 Open and closed questions 

Conduct pair or group activities where students practise active listening and provide feedback on each other's communication skills. 

Consolidate 

Learners to mark each others open ended questions 

Review learning objectives 

Introducing the next lesson.

Learning objective:

By the end of this lesson, students should be able to apply the communication skills learned in Lesson 5 to various health and social care scenarios effectively.

Connect 

Recap from Previous Lesson (5 minutes) 

Begin with a brief recap of the key verbal communication skills covered in the previous lesson. 

Introduce learning objectives 

Activate: 

• Communication Skills in Specific Health and Social Care Scenarios (20 minutes) 

• Present different scenarios that students may encounter in health and social care settings (e.g., explaining a medical procedure, providing emotional support to a patient). 

• Discuss and demonstrate how to apply effective verbal communication skills in each scenario. 

• Encourage students to share their experiences or insights related to communication challenges in specific situations. 

Demonstrate 

Role-playing and Simulations (15 minutes) 

• Divide the class into small groups and assign each group a health and social care scenario. 

• Have them role-play the scenarios, practising the verbal communication skills they have learned. 

• Learners provide each other with constructive feedback and guidance to each group, focusing on areas for improvement and strengths in their communication approach. 

Reflection and Action Plan (5 minutes) 

• Facilitate a class discussion where students reflect on the importance of communication skills in health and social care. 

• Ask them to identify areas where they feel confident in their communication and areas they want to improve. 

• Encourage students to create an action plan outlining how they will continue developing their communication skills beyond the classroom. 

Consolidate 

Learners to review there role-playing and identify there own strengths and areas for improvement.

 HSC6.10 Reflection wheel

Summarise the key communication skills covered in both lessons and their relevance in health and social care settings. 

Remind students of the value of continuous practice and self-improvement in communication skills to provide compassionate and effective care to individuals in need. 

Introduce next lesson

learning objective:

By the end of this lesson, participants should understand the importance of non-verbal communication in health and social care interactions and be able to identify and demonstrate various non-verbal cues.

Connect 

Introduce learning objectives Introduction to Non-Verbal Communication (10 minutes) 

Learners to read and complete feedback slips ensuring that the learner check question has been completed. 

Start the lesson by explaining the concept of non-verbal communication and its significance in health and social care settings. 

Discuss how non-verbal cues can convey emotions, empathy, and understanding even without spoken words. Activate 

Demonstrate 

Types of Non-Verbal Cues (15 minutes) 

Break down different types of non-verbal cues, including facial expressions, eye contact, posture, and hand gestures. 

Discuss the meaning and cultural variations of various non-verbal cues, highlighting the importance of sensitivity in diverse care environments. 

Body language video 

Activate

 Mastering Non-Verbal Cues (15 minutes) 

Engage participants in interactive activities to practise using appropriate facial expressions, eye contact, posture, and hand gestures. Provide constructive feedback and guidance to help participants refine their non-verbal communication skills.

 Role-Playing Scenarios (optional, 5 minutes)

 HSC6.12 Role play reflection Listening 

HSC6.11 Role play reflection speaking 

Divide participants into pairs and assign each pair a specific health or social care scenario. 

Have them role-play the scenarios, focusing on effectively utilising non-verbal cues to enhance communication. 

Encourage participants to switch roles and provide feedback to each other. 

Consolidate 

What body language do you think you use? 

Review lesson and compare with learning objectives 

Introduce next lesson

Learning objective:

By the end of this lesson, participants should be able to identify common communication barriers in health and social care and implement strategies to overcome them.

Connect: 

Identifying Common Communication Barriers (10 minutes) 

Present a list of common communication barriers that health and social care professionals may encounter (e.g., language barriers, cultural differences, cognitive impairments). 

Discuss the impact of these barriers on effective communication and the quality of care provided. 

Introduce learning objective

Demonstrate 

Reducing Background Noise (10 minutes) 

• Explain the importance of reducing background noise to enhance communication clarity. 

• Discuss practical ways to minimise noise distractions in various care settings. 

• Encourage participants to practise active listening techniques to focus on individuals' messages amid noise. 

Creating a Comfortable Environment (10 minutes) 

Discuss the significance of creating a comfortable and welcoming environment for individuals in health and social care interactions. 

• Explore strategies to put individuals at ease, such as offering a comfortable seating arrangement, maintaining appropriate lighting, and displaying empathy and warmth. 

Using Simple Language and Avoiding Jargon (5 minutes) 

• Emphasise the importance of using simple and plain language to improve understanding. 

• Encourage participants to avoid using jargon and technical terms when unnecessary, especially when communicating with individuals who may not be familiar with medical terminology. 

Group Discussion and Action Plan (optional, 5 minutes) 

Facilitate a group discussion where participants share their experiences in overcoming communication barriers. 

• Learners to complete task B and create an action plan to develop their communication in health and social care. 

Activate 

A) Group to work in pairs and identify ways to minimise noise detractions 

B) Have participants create an action plan detailing how they will apply the strategies learned to improve communication in their health and social care practice. 

HSC6.13 Action plan 

Consolidate: 

Summarise the key points covered in both lessons, emphasising the significance of non-verbal communication and the importance of overcoming barriers to provide effective and compassionate care. 

Encourage participants to continue practising and refining their communication skills to enhance the overall well-being of individuals in health and social care settings. 

Review learning objectives 

åIntroduce next lesson

Learning objective:

By the end of this lesson, participants should understand the importance of professional and respectful behaviours in health and social care communication and be able to demonstrate these behaviours in interactions with individuals

Connect 

Recap previous lesson Introduce learning objectives Introduction to Professional and Respectful Behaviours (5 minutes)

 Start the lesson by discussing the significance of maintaining professionalism and respect in health and social care communication. 

• Explain how these behaviours contribute to building trust and establishing positive relationships with patients, clients, and their families. 

Introduce learning objectives

Activate 

Establishing Rapport and Building Trust (10 minutes) 

* Discuss the essential elements of establishing rapport, such as active listening, empathy, and genuineness. 

• Introduce techniques to build trust, including being consistent, reliable, and transparent in communication. 

Providing Undivided Attention (10 minutes) 

• Emphasise the importance of patience in health and social care interactions, especially when individuals may require more time to express themselves.

 • Discuss the negative impact of distractions and multitasking during communication and the need to provide undivided attention to individuals. 

Activate - (15 mins)

 Learners to create a poster around one of the topics covered in lesson 

• Importance of being professional 

• Building trust • Being patient. 

HSC6.14 Poster Presentation 

Consolidate - (5 mins) 

Review posters and learning objectives 

Introduce next lesson

Learning objective

By the end of this lesson, participants should recognize the importance of equality and diversity in communication and be able to apply strategies to respect individuals' preferences and cultural differences.

Connect 

Review the previous lessons role plays. Introduce learning objectives Respecting Individuals' Preferences (10 minutes) 

• Discuss the significance of respecting how individuals wish to be addressed (e.g., using titles, first names, or specific pronouns). 

• Emphasise the importance of seeking consent before using informal or intimate language in communication. 

introduce learning objective

Activate 

Cultural Differences Related to Communication (15 minutes) 

• Explore cultural differences in communication, such as eye contact, body language, and personal space. 

• Discuss how misunderstandings can arise if these differences are not recognised and respected in health and social care settings. 

Strategies for Culturally Sensitive Communication (15 minutes) 

• Provide practical strategies for engaging in culturally sensitive communication, including active listening, open-mindedness, and avoiding assumptions. 

• Encourage participants to ask open-ended questions to gain insight into individuals' cultural backgrounds and communication preferences. 

Demonstrate

Role-playing Cultural Scenarios (optional, 5 minutes) 

• Divide participants into pairs and assign each pair a different cultural scenario related to communication. 

• Have them role-play the scenarios, applying the strategies for culturally sensitive communication. 

• Encourage participants to provide feedback and discuss the challenges and successes they experienced. 

HSC11.16 Role play reflection - Speaking 

HSC6.12 Role play reflection - Listening 

Consolidate: 

Summarise the key points covered in both lessons, emphasising the importance of promoting professional and respectful behaviours while recognising and embracing equality and diversity in health and social care communication. 

Encourage participants to continue developing their communication skills and cultural awareness to provide inclusive and person-centred care to individuals of diverse backgrounds.

Learners to revisit the thought shower used in lesson 1.

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.

HSC6 Communication skills in  health and social care