explain how to adapt communication needs of adults

Topics: Communication, Nonverbal communication, Data Protection Act 1998 Pages: 7 (2055 words) Published: October 11, 2014
Unit 1:

Communication and Professional
Relationships with Children,
Young People and Adults

Unit code:

F/601/3327

QCF Level 3:

Specialist

Credit value:

2

Guided learning hours: 10

Unit aim
This unit provides the knowledge and understanding which underpins effective communication and professional relationships with children, young people and adults

Unit introduction
Successful relationships have a positive effect on learning and behaviour. Being listened to and responded to by trusting adults encourages active engagement by children and young people and supports the development of curiosity, creativity and resilience, which are key characteristics of effective learning. Adults who demonstrate mutual respect, collaboration and negotiation are positive role models who have a significant impact on the behaviour of children and young people. Integral to building and maintaining positive relationships are effective communication skills. It is also essential for those working in support roles in schools to know the legislation and policies and procedures for confidentiality and sharing information. This unit provides the essential knowledge and understanding required for working in support roles in schools.

Learners will examine the principles of building positive relationships with children, young people and adults. This includes considering reasons why effective communication is important and the effect of social, professional and cultural contexts on communication. Communication difficulties are examined and learners find out how to adapt communication to meet individual needs including how to deal with disagreements with children, young people and adults are studied. The legislation, policies and procedures relating to confidentiality are examined and why children, young people and adults need reassurance about confidentiality are studied. Learners will also consider situations where confidentiality must be breached.

This unit applies to all support staff roles in schools and is particularly suitable for those preparing for working in schools and those new to working in schools, including parent-helpers and other volunteers.

BA029026 – Specification – Edexcel Level 3 Award/Certificate/Diploma specialist qualifications in Supporting Teaching and Learning in Schools (QCF) – Issue 2 – June 2011 © Edexcel Limited 2011

37

Learning outcomes and assessment criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should:

Learning outcomes

Assessment criteria

1

1.1

Explain why effective communication is
important in developing positive
relationships with children, young people
and adults

1.2

Explain the principles of relationship building
with children, young people and adults

1.3

Explain how different social, professional and
cultural contexts may affect relationships
and the way people communicate

2.1

Explain the skills needed to communicate
with children and young people

2.2

Explain how to adapt communication with
children and young people for: the age of
the child or young person, the context of the
communication and communication
differences

2.3

Explain the main differences between
communicating with adults and
communicating with children and young
people

2.4

Explain how to adapt communication to
meet different communication needs of
adults

2.5

Explain how to manage disagreements with
children, young people and adults

3.1

Summarise the main points of legislation
and procedures covering confidentiality, data
protection and the disclosure of information

3.2

Explain the importance of reassuring
children, young people and adults of the
confidentiality of shared information and...
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