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HSC01 Scheme of work
New A-Level Health and Social Care/Schemes of work/Version 1.0
Unit Title HSC01: Effective Care and Communication (compulsory)
This unit introduces candidates to the communication skills used in health, social care, children and young people and community justice sectors.
Method of assessment - portfolio of evidence
Topic Learning Key Suggested activities Resources
objectives/understanding terms/definitions/notes
3.1.1 Understand the impact of the Quality of life Teacher led discussion AS level for Health and
Life quality following factors on the quality of the term “quality of Social Care (AQA) by
factors of life: Occupation life”. What contributes to Neil Moonie. Page 2.
a good quality of life?
occupation Stimulation What about a bad AQA AS Health and
stimulation quality of life? Social Care by Richard
effective communication Effective communication Smithson. Page 1.
choice Students work in small
autonomy Choice groups, using “physical”
equitable treatment and “psychological” as
(absence of unfair Autonomy headings, to brainstorm
discrimination) what is needed for a
social contact Equitable treatment good quality of life.
Feedback to class.
social support
Discrimination
approval
Discuss whether there
dignity Social contact are life stages where
confidentiality some LQFs are more or
psychological security Social support less important for the
exercise individual, or maybe at
nutrition Approval greater or lower risk of
physical safety and being absent for the
hygiene Dignity individual.
physical comfort Confidentiality Matching exercise – key
freedom from pain terms with definitions.
Psychological security
Students create a table
Exercise of the different LQFs
and their definitions.
Nutrition Then add examples of
their provision in a
Physical safety range of care settings.
Where possible,
Hygiene students could ask
family members or
Physical comfort contacts they have who
work in one of the four
Freedom from pain sectors.
Teacher provides
examples of
scenarios/case studies
where LQFs conflict.
Discussion on the
decisions which need to
be made to balance out
conflicting factors.
3.1.2 Understand how practitioners Social perception Students work in pairs AS level for Health and
Caring skills use the following caring skills to to write scenarios from Social Care (AQA) by
and techniques treat people well: Observation the sectors which Neil Moonie. Page 23.
illustrate different caring
Social perception – being able Communication techniques. These could AQA AS Health and
to recognise correctly a person’s then be role-played or Social Care by Richard
feelings, needs and intentions Encouraging discussed. Teacher Smithson. Page 15.
Observation – including Creating trust provides definitions of
measuring temperature and each caring skill for the
blood pressure, noticing Reducing negative task.
changes in behaviour over time, feelings
food intake and wakefulness
Gaining compliance
Communication – listening,
inviting questions, giving and Eye contact
explaining information in a way
which matches communication Facial expression
style and content to the client
Disengagement
Encouraging – including
rewarding adaptive behaviour. Physical contact
Adaptive behaviour is the
behaviour of a client which Distraction
tends to increase his/her well-
being (as opposed to Modelling
maladaptive behaviour)
Working alongside
Creating trust – by acting
consistently, by doing what you Showing approval
have promised to do, by not
breaching confidentiality Setting challenges
Reducing negative feelings and
behaviours of clients and others,
avoiding and defusing conflict
Gaining compliance – by giving
reasons, by offering limited
choices, without coercion
Eye contact and facial
expression in communication,
including making eye contact in
order to gain compliance, to
reassure, to signal attentiveness
and avoiding eye contact with
an aggressive person
Disengagement, i.e. temporarily
breaking off an encounter, e.g.
by moving away in order to
enable a client to calm down
Physical contact, for example by
providing psychological security
or approval, while being aware
of the risks of misinterpretation
of this gesture
Distraction, i.e. either providing
temporary distraction to divert a
client from their own anxiety or
pain, or teaching a client to
develop their own distraction
techniques
Modelling, i.e. displaying only
acceptable behaviour in social
situations, so that clients can
learn to act similarly
Working alongside, i.e.
engaging in the same activity
you are trying to get the client to
do, for example playing
alongside an infant
Showing approval, for example
giving praise
Setting challenges, i.e.
suggesting achievable targets to
clients.
3.1.3 Understand that there are Ethics Mix and match AS level for Health and
Barriers to barriers to effective caring. definitions activity – key Social Care (AQA) by
effective caring Understand that treating people Duty of care terms with their Neil Moonie. Page 18.
well involves providing life definitions.
quality factors which match the Attitude AQA AS Health and
needs and personality of the Careers advice column Social Care by Richard
individual. Stereotype – students write letters Smithson. Page 11.
about difficulties they
Understand that there are Lacking in motivation are experiencing in the
ethical and practical reasons for workplace with regards
treating people well. Inappropriate workplace to caring. Swap with
norms another student and
One ethical reason is that those
advise them on how to
who provide care for others
Preoccupation with own overcome their barriers
have a duty to maintain an
needs to effective caring
acceptable quality of life for
appropriately.
them.
Lack of skill
Understand the following Powerlessness Research ways in which
different practitioners
barriers: Exaggeration from across the sectors
can be supported in
a practitioner having Hostile their continued
negative attitudes professional
a practitioner holding development. Students
stereotypes about certain may like to take the
groups opportunity of
a practitioner lacking researching a job role
motivation they are interested in
a practitioner not pursuing as a career.
conforming with
appropriate workplace
norms
a practitioner being
preoccupied with their
own needs
a practitioner having a
lack of skill
a client perceiving
themselves to be
powerless
a client hiding their real
needs and concerns
a client exaggerating
needs and concerns
a client behaving in a
hostile manner.
3.1.4 neglect Neglect Research recent news AS level for Health and
Ways in which rejection articles showing elderly Social Care (AQA) by
clients are hostility Rejection clients being treated Neil Moonie. Page 15.
treated badly punishment badly in residential
bullying Hostility homes. Write a report AQA AS Health and
violence which makes use of the Social Care by Richard
unfair discrimination on Punishment key terms. Smithson. Page 10.
the basis of sex,
sexuality, ethnicity, Bullying
religion, social class, age
and impairment. Violence
Discrimination
3.1.5 Verbal communication: Verbal communication Students brainstorm AS level for Health and
Types of speaking and listening, writing different methods of Social Care (AQA) by
communication and reading. Paraphrasing communication in a Neil Moonie. Page 50.
You should understand how the range of settings.
following affect the effectiveness Colloquialism AQA AS Health and
of verbal communication: Discuss reasons for Social Care by Richard
Non verbal using different methods Smithson. Page 38.
Matching the language and style communication of communication.
of the communication to the
clients in terms of: Body orientation and View an episode of a
proximity television soap opera to
whether to use technical analyse the body
terminology with or without language used by
explanation/definition of its different characters.
meaning, or whether to avoid it
and paraphrase (depending on Select examples from
the assumed familiarity of the the specification to
clients with the topic) illustrate how effective
the length and complexity of communication will
sentences (depending on the change depending on
language comprehension skills the client and the
of the clients) setting, e.g. a
discussion of when it is
whether or not to use humour appropriate and when it
is inappropriate to use
how formal or informal the style humour.
should be
Role play – good and
whether or not to use bad examples of
colloquialisms communication between
a teacher / parents /
structuring a communication to student at a parents
give a logical progression of evening.
ideas (for example by
appropriate sequencing of
information and by using
headings and recapitulation)
applying grammatical skills to
avoid ambiguity
using words appropriately, i.e.
with their conventional meaning,
and with precision
fluency (the avoidance of
clumsy or ponderous phrasing)
In addition, understand how the
following affect written verbal
communication skills:
correct spelling and
punctuation
legibility
Understand how the following
affect oral verbal communication
skills:
using an appropriate speed of
speech, clarity of utterance and
loudness (to enable others to
hear and understand)
using an appropriate pitch, and
tone of voice (in order to avoid
sounding bored or boring)
minimising hesitations and filled
pauses (such as ‘err’ and ‘you
know’)
(The above three skills are
described in some sources as
‘paralanguage skills’ and
categorised as aspects of non-
verbal communication)
understanding and responding
to questions and comments
Non-verbal communication:
body language, facial
expressions, gestures
Understand how the following
affect non-verbal communication
skills and support effective oral
communication:
appropriate eye contact
use of facial expression
(communicating confidence,
interest, responsiveness)
use of body orientation and
proximity (facing clients,
appropriate distance for visibility
and engagement)
use of gesture, posture and
other body movements (to aid
verbal communication,
communicating confidence,
without distracting)
use of supporting equipment
including visual aids
3.1.6 Know that sensory impairments Aphasia Work in pairs to AS level for Health and
Communication including deafness and research one or more Social Care (AQA) by
difficulties blindness can create Sight impairment alternative and Neil Moonie. Page 56.
communication difficulties, as augmentative methods
can disability conditions causing Hearing impairment of communication, for AQA AS Health and
reading difficulties, poorly- example Braille, Social Care by Richard
developed speech, slurred British Sign Language Makaton, British Sign Smithson. Page 47.
speech and aphasia. Language (BSL) and the
Braille Picture Exchange
Lack of skills, e.g. internet use in Communication System
later adulthood. Makaton (PECS). Share findings
with other pairs.
Strategies for overcoming
communication difficulties
Discuss in groups/class
Understand how alternative what is needed for
systems of verbal effective
communication including British communication and the
Sign Language, Makaton and consequences of poor
Braille are used to overcome communication.
communication barriers.
Review examples of
information literature
from sector
organisations and
services.
3.1.7 Understand how the following Dialect In pairs, brainstorm AS level for Health and
Barriers to can be barriers to effective barriers to Social Care (AQA) by
communication communication between clients Culture communication in Neil Moonie. Page 58.
and practitioners: settings and for clients
Hostility identified by the teacher
lack of a common or (teacher provides
shared language examples from the four
use of unfamiliar sectors).
technical or dialect words
or phrases For each barrier
differences in cultural identified, suggest ways
beliefs and assumptions in which they might be
environmental issues overcome.
such as noise,
inappropriate rooms, lack
of privacy
reluctance to
communicate (such as
being in an abusive or
violent situation)
practitioner’s lack of
confidence or experience
hostility between client
and practitioner.
3.1.8 Know that communication skills Watch a ‘celebrity’ AS level for Health and
Evaluating can be evaluated by assessing interviewer and evaluate Social Care (AQA) by
communication a practitioner’s use of the skills the communication skills Neil Moonie. Page 94.
skills above and by assessing used, e.g. Jonathan
whether the style and content of Ross. As a contrast, you
communication is appropriate could also watch a clip
for the client/client group and of Michael Parkinson
setting. interviewing Meg Ryan.
3.1.9 Know that many care settings Record keeping Discuss as a class what AS level for Health and
Communication involve people working in teams records are kept on Social Care (AQA) by
when working of practitioners, some of whom Partnership working them as students. Neil Moonie. Page 63.
in teams have the same responsibilities,
while others do not. Know that Continuity of care Make a list of the
effective communication records kept on them to
between team members is Summary care records date. Who are these
important for: shared with?
Conflicts
ensuring continuity of Research the records
care, for example when kept about them at
shifts change school / college
sharing essential
information about Identify how these
client/client group needs records are used and
informing practitioners of shared.
change in a client/client
group’s condition Look at the
avoiding or defusing school/college
conflicts between staff attendance policy and
developing the caring identify record keeping
skills of inexperienced and partnership working
staff within it.
supporting, guiding and Create a flow diagram of
encouraging staff. how information is
shared within and
across the sectors.
Class debate on what
information should be
shared.
Identify the key points
as to why information
must be shared.
Student research into
summary care records.
3.1.10 You should learn about the use Students to select a AS level for Health and
Clients and of communication skills, and client group from the list Social Care (AQA) by
care settings ways of overcoming and produce a 5 minute Neil Moonie. Page 66.
communication barriers and presentation which
difficulties with the following outlines some of the AQA AS Health and
types of client: communication skills Social Care by Richard
and ways of overcoming Smithson. Page 46.
children and young barriers pertaining to
people their client / client group.
people with specific These could be
learning difficulty uploaded to the
conditions department’s Moodle
people with sensory, site for other students to
speech or other share.
communication
impairments
people with other
disabilities
people (including client’s
relatives) attending an
accident and emergency
unit
people resident in a
hospital ward
people in consultation
with a practitioner
people in later adulthood
offenders
3.1.11
The portfolio should include the following:
Section A Introduction
identification of a sector
one type of client/client group within this sector
care setting
work of identified sector and care setting
Section B Caring in the chosen setting
life quality factors and how they are met (for the client/client group) in the setting chosen (with examples)
caring skills used in the setting (applied to the client/client group)
barriers to caring which the client/client group could experience/might experience in the chosen setting
ways in which the client/client group could be treated badly in this setting
Section C Communication in the chosen setting
good practice in communication skills for the setting (both for the client/client group and between practitioners)
how barriers to communication can be overcome in the setting (both for the client/client group and between practitioners)
Section D Evaluation
evaluation of the most appropriate caring and communication skills for the client/client group in the specified setting
justification of the most appropriate caring and communication skills for the client/client group in the specified setting
Section E Appendix
an appendix to state references to the sources of information used
