ࡱ>  @ bjbjVV 6jr<r<        V~'~'~'8','V7 ) ) ) ) ) ) ) )!7#7#7#7#7#7#7$=R?tG7 * ) )**G7   ) )\77-7-7-*R  )  )!77-*!77-7-:92,  2 )( p]+zi~'-+je2 3r707o2RL@+NL@24H    L@ 2L )v)T7-)D* ) ) )G7G7VVd ,RVV Assignment front sheetLearner name Assessor nameDate issuedCompletion dateSubmitted onQualificationUnit number and titleBTEC Level 1 Certificate in Introduction to Health and Social Care (Adults and Children and Young People), Early Years and Childcare (Wales and Northern Ireland) (QCF)Unit 6: Introduction to Communication in Health and Social Care, Adults and Children and Young People, Early Years and Child CareAssignment title The Importance of CommunicationIn this example assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. Criteria referenceTo achieve the criteria the evidence must show that the student is able to:Task no.Evidence1.1Identify a range of communication methods.12.1Outline how to identify an individuals communication and language needs, wishes and preferences.22.2Identify a range of barriers to communication.22.3Identify factors that promote communication and overcome barriers.2 Learner declarationI certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Learner signature: Date:  Assignment briefQualification BTEC Level 1 Award and Certificate in Introduction to Health and Social Care (Adults and Children and Young People), Early Years and Childcare (Wales and Northern Ireland) (QCF)Unit number and titleUnit 6: Introduction to Communication in Health and Social Care, Adults and Children and Young People, Early Years and Child CareStart dateDeadline Assessor nameAssignment titleThe Importance of CommunicationThe purpose of this assignment is to assess your knowledge of communication in working with adults, children and young people.Scenario You have been asked to create an information pack for health and social care and childcare students about the importance of communication in working with adults, children and young people. Your pack should include information about a range of communication methods, both verbal and non-verbal. It should also include advice about how to identify the different communication needs of individuals, some of the barriers to effective communication and how these can be overcome. Task 1 Produce an illustrated poster or fact sheet, which identifies a range of communication methods. Your poster/fact sheet should identify 4 different methods and should include both verbal and non-verbal communication. Task 2 Create a portfolio of information, which could form part of your pack for the students. Your portfolio should: outline how to identify an individuals communication and language needs, wishes and preferences, using examples to explain your ideas identify a range of barriers to communication, including one example of each of the following types of barriers: environmental, psychological, cultural, emotional, social, speech and language issues, use of English as an additional language identify four factors which can promote communication and overcome some of the barriers you have mentioned, using examples to explain your understanding. Note to tutors Learners could produce this information over a period of several weeks, providing the opportunity for some formative assessment and ongoing feedback. Sources of information Guest speakers Case studies Training DVDs Relevant websites This brief has been verified as being fit for purposeAssessorSignatureDateInternal verifier SignatureDate Notes The portfolio of information could be replaced by a verbal presentation, accompanied by an authenticated observation record/witness statement and PowerPoint presentation notes printed on A4 or over-head projector slides.     &){5 6 ; < _ f g u v w pp]]JpJ$hzhxPCJOJQJaJmH sH $hzhzCJOJQJaJmH sH $hzh5CJOJQJaJmH sH hzh5CJOJQJaJhzCJOJQJaJmH sH $hzhCJOJQJaJmH sH hzhCJOJQJaJh5CJaJ hXh5&hXh55CJ OJ\aJ mH sH hXh55CJ \aJ hLh5CJaJ&7*m)|~lJ%dL$%d&d 'd IfOPYQYgd5 dL$Ifgd5@kd$$If<9N***2U22la9 $Ifgd5gd5789:mm $Ifgd5rkdo$$Ifs09N*T    YY*YY22 U22Ua9pYY:;GWdn~T m mm $Ifgd5ikdj$$If709N*T   *YYY22 Ua9pdefghwnT mn mnm $Ifgd5kdS$$IfvF97 N*  v    YYY*    22 Ua9pYYYhiwwn~k|k| dL$Ifgd5kd$$If7F97 N*        v   *  YYY YYY YYY22 Ua9p6 ZZ $Ifgd5ikdo$$Ifv09N*T      YY*YYYY22 Ua9pYY mm $Ifgd5ikdX$$Ifn09N*T      *YYYYYY22 Ua9p |"|"| dL$Ifgd5ikd$$If09N*T    *YYYY22 Ua9p Z [  : ; ? 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G-Y- @ !G-Y- @ !G-Y- @ !GD -Y- @ !CGH -Y- @ !G-Y- @ !K-- @ !K-Y- @ !K- - @ !!-  - @ !"-  - @ !f\'- @"Verdana-2 ?' iBTEC Level 1 934;/1215:2 ?iiCertificate in Introduction to :2#!+2!15"5!#245+!25!2 - @ !e\Q'- 82 'iHealth and Social Care (Adults>12!525492+2:2#1'945!+2 )i and2542  i Children :54#15 - @ !e\'- 22 'iand Young People), Early Y2543255422241&42#142  iears and 12$+254 - @ !e\'- F2 o''iChildcare (Wales and Northern Ireland) :54+2#1&R21+254?2#!52#5##1254& - @ !f\'- 2 'i(QCF) &A:0& 2 i 5 - @ !e -  - @ !0!P-  - @ !0"Pi-  - @ !f -  - @ !f P- 2 iUnit =5! 2  i65@2  #i: Introduction to Communication in n&"5!$245+!25!2:2QQ55+2 2552 iHealth s>12 5 2 ia22  ind 54 - @ !e - 2  iSocial Care92+2:2#1 2  i, 2  i M2  ,iAdults and Children and Young People, Early 945!+254:54#15254325542234142#1 - @ !e - )2 oiYears and Child Care313#+254:54:2#1 2 o4 i 6Y- @ !-Y- @ !-Y- @ !-N - @ !d-  - @ !5)N-  - @ !5#N-  - @ !W\N'- - 2 'i ''N - @ !d -  - @ !5)N-  - @ !5#Ni-  - @ !W N- -  2 i '' - @ !d- Y- @ !-- @ !- - @ !d- Y- @ !-Y- @ ! - - @ !d -  - @ !d- Y- @ !- - @ !d- Y- @ !-Y- @ ! - - @ !d - Y- @ !-Y- @ !-- @ !- YY- @ !e-  YY- @ !K!-  YY- @ !K"-  YY- @ !f7 -  YY- @ !Kf'- - 2 ( 'iAssign,&)2 (  iment title>))) 2 ( Hi '  - @ !@-  - @ !!-  - @ !"i-  - @ !@] - @"Trebuchet MS- - @ !K-  2  i 0@"Trebuchet MS- - @ !K -  -:2 N iThe Importance of Communication875N64'$16/54!84NO66/1$46- 2 N i <Y- @ !-- @ !- Y- @ !- Y- @ ! - Y- @ !- Y- @ !- Y- @ !- Y- @ ! - Y- @ !- Y- @ !-- @ !- Y- @ !- Y- @ !- Y- @ !-  - @ ! -   - @ !! -   - @ !" i-   - @ !d -   - @ !WB '-  -2 'iIn this ))2 iexample )&'>*)2 A iassessmen ')>))2 Rit you will have opportunities to provide evidence against the following criteria. %))8)'%)(**()))(*(%*))%*))%)'&')))((8)&%)' 2 +i K - @ !WB '-  b2 O ':iIndicate the page numbers where the evidence can be found.)*%')))*'&())>*)8())))(%*))%)%')*)())* 2 O A i &Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ !y -- @ !y - Y- @ !y - Y- @ ! - Y- @ !y -- @ !y -  2 _i ' YY- @ !K -   YY- @ !+# -   YY- @ !*# -   YY- @ !K -   YY- @ !Wt# 3-   2 e 3 iCriteria -)'  YY- @ !Wtz 3-   2 3 ireference))))%) 2 {i '  YY- @ !K -   YY- @ !+# -   YY- @ !+# i -   YY- @ !K -   YY- @ !Wi # -   Y2 e 4 iTo achieve the criteria the evidence must show that ,('%))%)))%)'))($*))%)>))(8)' 2 e  i J  YY- @ !Wi z -   .2  ithe student is able to:)))*))'*)( 2  i &  2  i ' YY- @ !Kp -   YY- @ !+# -   YY- @ !+# ?-   YY- @ !Kp -   YY- @ !W# %-   2 e f jiTask l,'&  YY- @ !Wz %-   2 { jino.)( 2  ji '  2 ni ' YY- @ !v -   YY- @ !W+N -   YY- @ !W,N a-   YY- @ !w -   YY- @ !WWN -   2 iEvidel(%*)2 Tince)%) 2 i ' Y- @ ! -- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! -- @ ! - - @ !^ -Y- @ ! -- @ ! - Y- @ !p - Y- @ ! j-- @ ! j- - @ !m n-Y- @ ! -- @ ! - Y- @ ! - Y- @ ! -- @ ! - Y- @ !D - - @ !D - Y- @ !D - Y- @ !D - Y- @ !D j- Y- @ !D - Y- @ !D -  - @ ! -   - @ !e+ -   - @ !e* -   - @ ! -   - @ !et 3-  -2  3i1.155 2  i 5 - @ !  -   - @ !e+ -   - @ !e+ i -   - @ !  -   - @ !ei -  I2  ) iIdentify a range of communication methods"515!12#25422,2RQ54+2!25Q1!524+ 2  /  i. 2  M  i 6 2 p  i 5 - @ !p -   - @ !e+ -   - @ !e+ ?-   - @ !p -   - @ !e %-   2  % ji15 2  Z ji 5 2 p ni 5 - @ ! -   - @ !e+ -   - @ !e, a-   - @ ! -   - @ !eW -   2  i 5Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! j- Y- @ ! - Y- @ ! -  - @ ! -   - @ !e+H-   - @ !e*H-   - @ !-   - @ !etH3-  2 3i2.155 2 i 5 - @ !c -   - @ !+-   - @ !+i -   - @ !d -   - @ !ei -  b2 i: iOutline how to identify an individuals communication and A5!5152D!2415!125530351++2QQ55+2!25254 - @ !ei z-  D2 & ilanguage needs, wishes and preferences25352415115+D+52,2544#22$15+2+ 2   i. 2   i 6 2   i 5 - @ !p -   - @ !e+H -   - @ !e+H?-   - @ !p -   - @ !eH%-   2 % ji25 2 Z ji 5 2 ni 5 - @ ! -   - @ !e+H-   - @ !e,Ha-   - @ !-   - @ !eWH -   2  i 5Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - - @ !^ -Y- @ ! - Y- @ !p - Y- @ ! j- - @ !m n-Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! - Y- @ ! j- Y- @ ! - Y- @ ! -  - @ !H-   - @ !f+-   - @ !f*-   - @ !C-   - @ !ft3-  2 13i2.255 2 1i 5 - @ ! H-   - @ !f+-   - @ !f+i -   - @ ! C-   - @ !fi -  O2 1- iIdentify a range of barriers to communication "515!12#2542242$#1$+!3,2QQ55+2 25 2 1{  i. 2 1  i 5 2   i 5 - @ !pH -   - @ !f+ -   - @ !f+?-   - @ !pC -   - @ !f%-   2 1% ji25 2 1Z ji 5 2 ni 5 - @ !H-   - @ !f+-   - @ !f,a-   - @ !C-   - @ !fW -   2 1 i 5Y- @ !C- Y- @ !C- Y- @ !C- Y- @ ! C- Y- @ !C - - @ !^C -Y- @ !C - Y- @ !pC - Y- @ !Cj- - @ !mCn-Y- @ !C- Y- @ !C- Y- @ !C- Y- @ !G- Y- @ !G- Y- @ !G - Y- @ !G - Y- @ !Gj- Y- @ !G- Y- @ !G-  - @ !-   - @ !f+s-   - @ !f*s-   - @ !-   - @ !fts3-  2 3i2.355 2 i 5 - @ !c -   - @ !+@-   - @ !+@i -   - @ !d -   - @ !fi @-  72  iIdentify factors that promote"515!12+!3#+!52!5#3Q2!152  i communication and overcome +2RQ55+2 25244221$+2R1 - @ !ei -  2  ibarriers42##1$+ 2 D i. 2 b i 6 2 1  i 5 - @ !p -   - @ !f+s -   - @ !f+s?-   - @ !p -   - @ !fs%-   2 % ji25 2 Z ji 5 2 1ni 5 - @ !-   - @ !f+s-   - @ !f,sa-   - @ !-   - @ !fWs -   2  i 5Y- @ !- Y- @ !- Y- @ !- Y- @ ! - Y- @ ! - - @ !^ -Y- @ ! - Y- @ !p - Y- @ !j- - @ !mn-Y- @ !- Y- @ !- Y- @ !- Y- @ !- Y- @ !o-- @ !o- Y- @ !o- Y- @ !- Y- @ !o- Y- @ ! o- Y- @ ! - Y- @ !o -- @ !o - - @ !^o -Y- @ ! - Y- @ !o -- @ !o - Y- @ !po - Y- @ !j- Y- @ !oj-- @ !oj- - @ !mon-Y- @ !- Y- @ !o-- @ !o- Y- @ !o- Y- @ !- Y- @ !o-- @ !o- - 2 _i ' YY- @ !$-   YY- @ !W+-   YY- @ !W+b-   YY- @ !%J-   YY- @ !W/3-   (2 53iLearner declaration &)'))*)%''() 2 5i ( - @ !-- @ !- - @ !- - @ !-- @ !- - @ !- - @ !-  - @ !do-   - @ !+-   - @ !+b-   - @ !d-   - @ !W/3-  2 3liI certify that the work submitted for this assignment is my own and research sources are fully acknowledged.%)%)'))8(%)*>)*()'&)>))>%(8)')*))'%)()%)'))%'%&)(8)*&)* 2 i & - @ !X/*3-   2 l3i ' - @ !W/3-  (2 3iLearner signature: &)'))&)')) 2 i P2  iDate: .') 2  i &i'- @ !do-  - @ !do-  - @ !do- Y- @ !j- Y- @ !=-- @ !=- Y- @ !=- Y- @ !j- Y- @ !=-- @ !=-  2 _i '@"Trebuchet MS- @"Trebuchet MS- -ii__hh^^gg]]ff\\ee[[ddZZccYYbbXXaaWW ` `V V  _ _U U  ^ ^T T  ] ]S S  \ \R R [[QQZZPPYYOOXXNNWWMMUnit 6 - CommunicationPCG1EQ2ARA4==2 A9A9Item  DProperties3HCYUORXPB==2 A9A9Item  Properties3ULSUCTBXA==2A9A9Item Properties' ?@ABCDEFGIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghjklmnopqrstuvwxyz{|}~curs="0"/> storeItem ds:itemID="{D4821A3F-696C-4C6C-B543-17290110237A}" xmlns:ds="http://schemas.openxmlformats.org/officeDocument/2006/customXml"/> ds:itemID="{1E3BD881-B860-4361-AC47-4E325CFB2906}" xml w>981-A749-4049-BDED-387D072EE65C}" xmlDocumentLibraryFt DocumentType DisplayNameSpecificationCode QualFamily ¦Assignment Briefs for websitecatherine.dear@edexcel.comDear, Catherine12011-10-04T15:41:23Z16700.0000000000Edexcel Awards DocumentHealth and Social Care; Introduction to Health and Social CareormDocumentLibraryFormDocumentLibraryFormffice/2006/metadata/longProperties"/> (Adults and Children and Young People), Early Years and Child Care (L1);Example Assignment Briefsfl-hsc; spec-ihsceycc-wni-l1;@BTEC Vocational Qualifications; BTEC Specialist Qualifications;20;#BTECs in Health and Social Care;#51;#Health and Social Care;#20;#BTECs in Health and Social Care;#87;#WBL in Health and Social Care\Example Assignment Briefs - Introduction to Health and Social CarelayName="Title"/> This value indicates the number of saves or revisions. 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