Scheme of work: Unit SC1 continued

Scheme of work: Unit SC1

Session / Learning outcomes/assessment criteria / Activities and resources / Link to Functional Skills
1 / Learners will be able to identify the different reasons people communicate and explain how communication affects relationships at the work setting (1.1/1.2). / Open the session by asking learners to think about the people they communicate with during the course of their working day and what they might communicate. Ask them to recall a relationship at work that went wrong. In groups or individually, they could share their experiences with you and reflect on why there were difficulties and how they could have been avoided. Introduce Activity A1. Discuss the answers to task 1 in detail, asking questions such as ‘What might you want to communicate to other practitioners within your setting?’ and ‘How would you define a disrespectful relationship?’ Use the PowerPoint® P1 presentation ‘Communication’ to provide an overview to this unit; encourage learners to carry out the task at the end of the PowerPoint® which requires them to ask colleagues how effectively they communicate, then take action on this feedback. Introduce Activity A2 in preparation for Session 2 (see below).
2 / Learners will be able to demonstrate how to establish the language needs, wishes and preferences of individuals and demonstrate a range of communication methods and styles to meet individual needs (2.1/2.3). / Aim to introduce Activity A2 during Session 1. The activity asks the learner to design a questionnaire that could be used in the setting to find out about the communication preferences of parents. Discuss the wording of the questions toensure they are clear, fair and unbiased. This part of the activity should be carried out before session 2. Discuss the questionnaire results during the session and what they can learn from the parents’ responses. Then ask learners to complete Task 2 which asks them to consider the most effective way to communicate in each situation they choose to highlight. / ICT: Developing, presenting andcommunicatinginformation
Maths:
Representing
3 / Learners will be able to describe the factors they need to consider when promoting effective communication and demonstrate how to respond appropriately to anindividual’s observed reactions duringcommunication (2.2/2.4). / This should be a very active session with lots of learner participation. Using mime to express themselves, learners can act out a scenario in which other learners have to interpret their feelings, emotions, needs or wants. If learners are working individually, you could refer them to the website and click on the relationships link. The section on non-verbal communication is particularly relevant to this session. Use Activity A3 to reinforce the learning and discussions which result from the mime scenarios or website investigations. The PowerPoint® P2 presentation ‘Body language’ matches particularly well withthis activity. / English: Speaking, listening andcommunication
4 / Learners will be able to explain how people from diverse backgrounds may use and/or interpret communication methods in different ways. Learners will be able to analyse barriers to effective communication and demonstrate ways to overcome them (3.1/3.2/3.3). / Start by introducing learners to the website a few topics such as bullying and harassment, complaining or meeting and discussing the importance of giving consideration to promoting equality and diversity when communicating and the issues that may arise if consideration is not given. This acts as a good introduction to Activity A4. Here the scenarios presented may result in possible communication difficulties. Learners are asked to think what these may be and suggest possible solutions to these issues.
5 / Learners will be able to analyse barriers to effective communication, demonstrate ways to overcome barriers to communication and describe strategies that could be used to clarify misunderstandings (3.2/3.3/3.4). / Introduce this session by using the ‘I Can’ resources from their website. You can access activities, posters and DVDs available that focus on the development of speech, language and communication skills. Now introduce Activity A5 which requires learners to consider the situations presented, their consequences and how they could be avoided in the future. To conclude the session, refer learners to the EYFS Principles into Practice Cards 2.1 and 2.2. / English: Speaking, listening and communication
6 / Learners will be able to explain how to access extra support or services to enable individuals to communicate effectively (3.5). / Start this session by referring to the website Learners should be introduced to Activity A6 and asked to research services and sources of support in their setting, local area and nationwide that could help someone to communicate effectively. / ICT: Developing, presenting andcommunicatinginformation
7 / Learners will be able to explain the meaning of the term confidentiality and describe ways to maintain confidentiality in day to day communication (4.1/4.2). / If you are working with a group you could take Task 1 of Activity A7 and use itto lead a discussion on each of the information-passing and confidentiality scenarios. Learners could discuss what works for their setting and consider if this is adequate. If learners are working individually, they can complete Task 1 alone and discuss it afterwards with their tutor. Task 2 requires learners to consider the skills required to keep accurate and clear records of information. / English: Writing
8 / Learners will be able to explain the meaning of the term confidentiality and describe ways to maintain confidentiality in day to day communication. They will be able to analyse the potential tension betweenmaintaining an individual’s confidentiality and disclosing concerns (4.1/4.2/4.3). / Activity A8 covers the subject of confidentiality. Learners should refer to their textbook before attempting Task 1. Task 2 asks the learner to reflect on good and bad examples of confidentiality practices and Task 3 requires them to look at their own setting’s confidentiality policy and describe what they would do inthe scenario.
As a group, or on an individual basis, ask the learners to complete the
Interactive Knowledge Check to finish the unit. / English: Writing