Dealing with Problems in daily life — City & Guilds Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This subtopic focuses on developing the ability to recognise common everyday problems and systematically address them using augmentative and alternative co

    Topic Synopsis

    This subtopic focuses on developing the ability to recognise common everyday problems and systematically address them using augmentative and alternative communication (AAC) tools. Learners will plan, execute, and evaluate a simple problem-solving process, enhancing their independence and communication skills in real-life situations.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Dealing with Problems in daily life

    CITY & GUILDS LIMITED
    vocational

    This subtopic equips learners with the fundamental skills to identify simple problems in everyday situations, take basic steps to address them, and reflect on their problem-solving process. For learners using AAC, it encourages self-advocacy and independence, enabling them to communicate issues and seek solutions effectively.

    6
    Learning Outcomes
    16
    Assessment Guidance
    20
    Key Skills
    6
    Key Terms
    20
    Assessment Criteria

    Assessment criteria

    City & Guilds Entry Level Award in Augmentative and Alternative Communication (Entry 2)
    City & Guilds Level 1 Certificate in Augmentative and Alternative Communication
    City & Guilds Entry Level Certificate in Augmentative and Alternative Communication (Entry 2)
    City & Guilds Level 1 Award in Augmentative and Alternative Communication
    City & Guilds Entry Level Certificate in Augmentative and Alternative Communication (Entry 3)
    City & Guilds Entry Level Award in Augmentative and Alternative Communication (Entry 3)

    Topic Overview

    Augmentative and Alternative Communication (AAC) refers to methods of communication that supplement or replace speech for individuals with speech or language impairments. This Entry Level Certificate covers the fundamental principles of AAC, including the use of symbols, pictures, sign language, and electronic devices. Students will learn how AAC supports individuals in expressing needs, sharing ideas, and participating in social interactions, which is essential for promoting independence and inclusion.

    The qualification is designed for learners who may work with or support individuals who use AAC, such as in care settings, schools, or community environments. It introduces key concepts like the difference between aided and unaided communication, the role of communication partners, and how to select appropriate AAC systems. Understanding these basics is crucial for anyone entering health, social care, or education roles where communication support is needed.

    This topic fits within the broader subject of Foundations for Learning by building core skills in communication, empathy, and person-centred support. It also links to other life skills such as problem-solving and teamwork, as effective AAC use often requires collaboration with speech and language therapists, educators, and families. Mastery of this content enables learners to make a real difference in the lives of individuals with communication difficulties.

    Key Concepts

    Core ideas you must understand for this topic

    • →Aided vs. unaided communication: Aided AAC uses external tools (e.g., communication boards, speech-generating devices), while unaided relies on the body (e.g., gestures, sign language).
    • →Symbol systems: Common symbol sets include Picture Communication Symbols (PCS), Widget Symbols, and Makaton; understanding their use is key to selecting appropriate resources.
    • →Communication partner skills: The role of the listener is vital—they must model AAC use, allow time for responses, and interpret messages accurately.
    • →Vocabulary selection: Choosing relevant, motivating vocabulary (e.g., core words like 'go', 'stop', 'help') ensures the user can communicate effectively in daily situations.

    Learning Objectives

    What you need to know and understand

    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Know how to recognize a straightforward problem and identify ways to tackle it, Be able to plan and carry out activities to tackle a problem, Be able to carry out a review of their methods and the skills they used in tackling the problem
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to recognise a personal or practical problem (e.g., communication aid not working, missing item) through appropriate indication or communication.
    • To evidence tackling a problem, look for the learner attempting a simple strategy, such as seeking help, using a known routine, or trying an alternative method, with or without support.
    • For reviewing progress, credit the learner for showing awareness of whether the problem is resolved or not, for example, by indicating satisfaction or identifying the need for further help using their AAC device.
    • Award credit for clearly identifying at least one straightforward problem encountered in daily life, using their preferred AAC system to describe the issue.
    • Award credit for demonstrating a logical, step-by-step approach to tackling the problem, including selecting and using an appropriate strategy (e.g., asking for help, using a scripted phrase, referencing a personal communication board).
    • Award credit for providing evidence of reviewing progress, such as stating what worked, what didn't, and suggesting a possible adjustment for next time, communicated through their AAC system.
    • Award credit for demonstrating recognition of a straightforward problem by signalling awareness (e.g., using AAC to indicate ‘help’, ‘stuck’, or describing the issue).
    • Credit for applying a logical sequence to tackle the problem, such as stopping to think, trying a different method, or asking for clarification via AAC.
    • Evidence of persistence or seeking appropriate support when a first attempt fails, showing understanding of when and how to escalate a problem.
    • Award credit for clearly describing a specific, straightforward problem encountered in a daily life context, using appropriate communication methods (e.g., AAC device, symbol boards, gestures).
    • Award credit for outlining and implementing a logical step-by-step plan to address the identified problem, demonstrating effective use of AAC strategies.
    • Award credit for evaluating the outcomes of the problem-solving process, including reflecting on what worked well, what was less successful, and suggesting improvements for future problem-solving.
    • Award credit for clearly describing a straightforward problem encountered in daily life (e.g., at home, school, or in the community).
    • Evidence must show the use of AAC methods to express the problem and potential solutions.
    • Credit should be given for producing a simple action plan, even if non-written (e.g., using symbols, PECS, or voice output device).
    • Assess for demonstration of carrying out the planned steps and recording the outcomes using AAC.
    • Look for a structured review that identifies what worked well and what could be improved in the problem-solving approach.
    • Award credit for evidence of the learner independently noticing a specific, routine problem (e.g., a missing symbol on their communication board) and communicating its existence through their AAC method.
    • Learner must demonstrate a clear, sequential attempt to address the problem, such as asking for help, trying an alternative communication strategy, or locating a necessary resource, with minimal prompting.
    • Evidence should include a reflective account, expressed via the learner’s AAC, of what worked, what was difficult, and what they might do differently next time, showing self-awareness of the process.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡During assessment, ensure the learner is in a familiar environment with support, as unfamiliar settings can mask their true problem-solving abilities.
    • 💡Encourage the use of the learner's AAC system to communicate each stage: identifying the problem, expressing a solution attempt, and signalling the outcome.
    • 💡Assessors should take a flexible approach, accepting any form of communication (gesture, symbol, vocalisation) as evidence, as long as the intention is clear and linked to the learning objectives.
    • 💡In assessments, explicitly show evidence of each stage: How did you recognise the problem? What steps did you take? How did you know if it was solved? Use your AAC device or display to document this clearly, even if it's through visual symbols or recorded outputs.
    • 💡When reviewing progress, don't just say 'it worked'. Describe the outcome and what you learned—this demonstrates higher-order thinking and meets the assessment criteria for reviewing.
    • 💡During assessment, demonstrate each part of the problem-solving process step by step using your AAC system, even if it takes longer, to clearly evidence your awareness and actions.
    • 💡Practise common daily life scenarios in advance, such as a communication breakdown or a missing item, so you can respond confidently and show assessors your problem-solving routine.
    • 💡When documenting evidence, ensure clear examples of problem recognition, steps taken, and reflective commentary. Use role-play scenarios to demonstrate problem-solving in real-time.
    • 💡In assessments, explicitly link each step to your AAC usage: show how you used your communication aid to articulate the problem, negotiate solutions, and evaluate outcomes.
    • 💡Remember that the review stage is as important as the solution; always include a self-evaluation of your problem-solving approach and note any adjustments made.
    • 💡Choose a real, manageable problem from daily life to make the task meaningful and easier to document.
    • 💡Use a variety of AAC strategies (e.g., symbols, speech-generating device) at each stage to demonstrate communication competence.
    • 💡Keep a simple log or diary (with support if needed) to track progress and evidence the planning and reviewing stages.
    • 💡For the review, practice reflecting on both successes and challenges, and link them to specific AAC skills used.
    • 💡In portfolio evidence, ensure the problem chosen is clearly within the learner’s daily experience and directly linked to their use of AAC, to demonstrate contextual relevance.
    • 💡Practise using a simple template or set of AAC symbols to structure the review—such as ‘What I did’ and ‘Next time I will’—to reliably meet the reflection criterion.
    • 💡Use real-life examples: When explaining concepts, refer to specific scenarios (e.g., a child using a picture exchange system at snack time) to demonstrate understanding of practical application.
    • 💡Know the terminology: Be precise with terms like 'symbol', 'icon', 'voice output communication aid (VOCA)', and 'scanning'—examiners look for accurate use of specialist vocabulary.
    • 💡Link to person-centred care: Always emphasise how AAC promotes the individual's autonomy and dignity, as this aligns with the qualification's focus on life skills and inclusion.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners may confuse minor inconveniences with significant problems, lacking the discernment to prioritize issues appropriate to their level.
    • Some learners might give up immediately without attempting any strategy, waiting passively for adult intervention rather than initiating a problem-solving step.
    • When reviewing, learners might struggle to articulate or indicate their progress, often just repeating the problem description rather than evaluating the outcome.
    • Learners may confuse a minor inconvenience with a solvable problem, leading to frustration when a solution isn't readily available. For AAC users, this often manifests as giving up rather than attempting to frame the issue clearly.
    • When tackling a problem, learners might rely solely on one strategy without considering alternatives, especially if communication is effortful. For example, repeatedly pressing a single pre-recorded message without adapting to the listener's response.
    • During review, learners often state only that a problem was 'fixed' without reflecting on the process, missing the opportunity to identify what specifically contributed to success or failure.
    • Failing to recognise that a problem exists until it causes significant disruption, missing early cues that something is wrong.
    • Not using their AAC device or communication method to explain the problem clearly, leading to misunderstandings or delayed help.
    • Giving up immediately after one unsuccessful attempt, without trying alternative approaches or asking for assistance.
    • Confusing a general need or desire with a defined problem, leading to vague solutions that are not actionable.
    • Jumping directly to a solution without first analysing the problem or considering alternative approaches, resulting in ineffective outcomes.
    • Failing to use available AAC tools and strategies to communicate the problem or solution, thereby limiting the effectiveness of their problem-solving.
    • Neglecting to review progress or reflect on the problem-solving process, missing opportunities for learning and improvement.
    • Learners may identify a problem that is too complex or abstract for their communication level, leading to frustration.
    • Failing to use AAC consistently when explaining the problem or solution; relying solely on non-AAC methods.
    • Skipping the planning stage and attempting to solve the problem impulsively.
    • In the review, only focusing on the outcome (whether the problem was solved) rather than evaluating the process and skills used.
    • Learners may confuse a minor inconvenience with a genuine problem that needs solving, leading to inappropriate or no action.
    • Many will attempt to solve a problem without fully understanding its cause, resulting in ineffective solutions and frustration.
    • During review, learners often focus only on the outcome rather than analysing the steps taken, missing the opportunity to learn from mistakes or successes.
    • Misconception: AAC is only for non-verbal individuals. Correction: AAC can also support those with unclear speech or language disorders, and can be used temporarily or as a lifelong tool.
    • Misconception: AAC hinders speech development. Correction: Research shows AAC often supports speech development by reducing communication frustration and providing a model for language.
    • Misconception: One AAC system fits all. Correction: AAC must be personalised to the user's physical, cognitive, and sensory needs, and may involve multiple systems (e.g., low-tech and high-tech).

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of communication: Knowing the difference between verbal and non-verbal communication helps contextualise AAC.
    • •Awareness of disabilities: Familiarity with conditions like cerebral palsy, autism, or learning disabilities provides background on why AAC is needed.
    • •Empathy and active listening skills: These are foundational for supporting AAC users effectively.

    Key Terminology

    Essential terms to know

    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Demonstrate an awareness of how to recognise straightforward problems, Tackle straightforward problems
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem
    • Know how to recognize a straightforward problem and identify ways to tackle it, Be able to plan and carry out activities to tackle a problem, Be able to carry out a review of their methods and the skills they used in tackling the problem
    • Understand how to recognize a straightforward problem, Tackle a problem, Be able to carry out a review of their progress towards solving the problem

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