Developing communication skills — City & Guilds Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This subtopic focuses on the practical development of fundamental communication skills using Augmentative and Alternative Communication (AAC) methods. Lear

    Topic Synopsis

    This subtopic focuses on the practical development of fundamental communication skills using Augmentative and Alternative Communication (AAC) methods. Learners will practice listening attentively, responding appropriately, and actively participating in simple, structured discussions. The emphasis is on functional communication in real-life contexts, enabling individuals to express needs, make choices, and interact socially with familiar and unfamiliar people.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Developing communication skills

    CITY & GUILDS LIMITED
    vocational

    This subtopic focuses on the foundational communication abilities necessary for everyday interaction, tailored for learners at Entry 1. It covers active listening and appropriate responses, expressive communication through speech or alternative methods, and participation in simple two-way discussions. The emphasis is on practical, real-world application, enabling learners to convey needs, preferences, and ideas in personal and vocational contexts, thereby fostering independence and social inclusion.

    9
    Learning Outcomes
    20
    Assessment Guidance
    20
    Key Skills
    9
    Key Terms
    20
    Assessment Criteria

    Assessment criteria

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

    Topic Overview

    Augmentative and Alternative Communication (AAC) refers to methods of communication that supplement or replace speech for individuals with communication difficulties. This qualification introduces you to the fundamental principles of AAC, including the different types of systems (e.g., picture boards, speech-generating devices, signing) and how they can be used to support expression, understanding, and social interaction. You will learn about the importance of personalised communication and the role of communication partners in facilitating effective interaction.

    Studying AAC is crucial because communication is a basic human right. For many individuals with conditions such as cerebral palsy, autism, or learning disabilities, AAC provides a voice and enables participation in education, employment, and community life. This course equips you with the knowledge to understand how AAC systems work, how to select appropriate vocabulary, and how to model language using AAC. It also covers ethical considerations, such as respecting an individual's communication preferences and ensuring access to their system at all times.

    This qualification fits within the broader context of life skills and person-centred support. It links to topics like safeguarding, equality and diversity, and supporting independence. By understanding AAC, you will be better prepared to work in health, social care, or education settings where you may support individuals who use AAC. The skills you gain here are transferable to other communication-focused units and will enhance your ability to advocate for inclusive practice.

    Key Concepts

    Core ideas you must understand for this topic

    • →AAC systems are divided into two main categories: unaided (e.g., signing, gestures, facial expressions) and aided (e.g., picture symbols, communication boards, speech-generating devices).
    • →The 'total communication' approach encourages using all available methods (speech, signs, symbols, etc.) together to support understanding and expression.
    • →Core vocabulary (high-frequency words like 'more', 'stop', 'help') and fringe vocabulary (topic-specific words) are both essential for effective AAC systems.
    • →Communication partners must model AAC use by pointing to symbols or using signs while speaking, to demonstrate how the system works.
    • →AAC assessments should be person-centred, considering the individual's physical abilities, cognitive skills, sensory needs, and personal preferences.

    Learning Objectives

    What you need to know and understand

    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Demonstrate listening by turning towards the speaker
    • Respond to simple greetings with a wave, smile, or vocalisation
    • Use gestures or signs to indicate a preference or choice
    • Take turns in a simple communicative exchange with one other person
    • Follow a one-step instruction in a familiar context
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating consistent, appropriate non-verbal listening behaviours (e.g., eye contact, nodding) when another person is speaking.
    • Award credit for accurately following a simple one-step verbal instruction within a familiar context (e.g., 'pass the pen').
    • Award credit for using speech, sign, symbols, or assistive technology to express at least one clear need, want, or piece of information to a familiar person.
    • Award credit for taking at least two turns in a structured discussion, responding relevantly to the communication partner's preceding statement or question.
    • Award credit for demonstrating attentive listening through non-verbal cues such as eye contact, nodding, or facing the speaker.
    • Credit should be given for using spoken words, signs, symbols, or assistive technology to convey a simple message clearly.
    • Evidence of turn-taking during a short exchange, such as waiting for a pause before responding, should be recognized.
    • Award credit for any observable response to a speaker, such as eye contact, stillness, or turning head
    • Evidence of communication can include spoken words, gestures, vocalisations, or use of a communication aid
    • Consistent recognition of own name being called by demonstrating awareness
    • Participation in a back-and-forth exchange, even if non-verbal, with a familiar person
    • Award credit for demonstrating consistent use of an AAC system (e.g., symbol board, speech-generating device) to respond to a communication partner within a structured activity.
    • Award credit for showing evidence of active listening, such as orienting towards the speaker, waiting for a turn, or acknowledging a message via a pre-programmed phrase.
    • Award credit for successfully initiating a communication exchange using AAC, not just responding to prompts, to indicate a desire to share information or ask a question.
    • Award credit for engaging in a back-and-forth interaction comprising at least two turns per partner, using any agreed communication method, with appropriate turn-taking cues.
    • Award credit for demonstrating the ability to attend to a communication partner and acknowledge a message appropriately (e.g., via eye gaze, gesture, symbol selection, or vocalisation).
    • Evidence of the learner initiating a communication exchange or responding to a prompt using their AAC system in at least two different contexts.
    • The learner must take at least two turns in a simple conversation, contributing relevant information or opinions through their AAC method.
    • Credit use of a range of communication modes (e.g., signing, object symbols, high-tech device) to reinforce spoken or alternative output, showing flexibility.
    • Assessment evidence should show the learner recognising and attempting to repair a communication breakdown (e.g., by rephrasing or using a clarification strategy).

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡In a practical assessment, ensure the environment is familiar and low-pressure to elicit natural communication; unfamiliar assessors may inhibit performance.
    • 💡Demonstrate a range of communication methods if available (e.g., eye contact + vocalisation + gesture) to provide multiple evidence points for competent listening and responding.
    • 💡During discussion tasks, remind learners that pausing and showing they are thinking counts as engagement; the aim is genuine interaction, not speed.
    • 💡For learners using augmentative and alternative communication (AAC), ensure the device or system is fully charged and available, and that the assessor is familiar with its operation to avoid technical barriers.
    • 💡To meet assessment criteria, candidates should demonstrate active listening by showing they have understood, e.g., by nodding or repeating back key words.
    • 💡When speaking or using alternative communication, keep messages short and clear to ensure the assessor can recognize the intended communication.
    • 💡In discussions, encourage the learner to stay on topic and respond to what was previously said, even if briefly, to show engagement.
    • 💡Record evidence in natural, familiar settings to capture genuine interactions
    • 💡Use communication methods preferred by the learner, such as objects, pictures, or signs
    • 💡Provide clear, simple prompts and wait at least 10 seconds for the learner to initiate or respond
    • 💡Document all forms of expressive communication, not just speech, to build a comprehensive portfolio
    • 💡Collect video or observation evidence of the learner interacting in at least two different settings (e.g., a one-to-one session and a small group activity) to demonstrate generalisation.
    • 💡Ensure witness statements specifically describe how the learner used their AAC system to listen, respond, and initiate within the discussion, rather than just noting general participation.
    • 💡If a learner uses multiple AAC methods (e.g., signing and a communication book), include evidence of them selecting the most appropriate method for the situation or partner.
    • 💡Remember that 'speaking' in this unit includes any formal AAC output; ensure assessment captures the learner's independence in accessing vocabulary rather than being hand-over-hand supported.
    • 💡Capture evidence in naturalistic, low-pressure settings (e.g., snack time, a collaborative activity) to show authentic communication skills; video recordings are highly effective.
    • 💡Ensure the AAC system is fully charged, updated with relevant vocabulary, and accessible well before the assessment; practise with the specific partner if possible.
    • 💡Encourage the learner to use all available modes—vocalisation, gesture, body language, and AAC—to maximise clarity and show competence in multi-modal communication.
    • 💡For the 'engage in discussion' objective, set up a structured but open-ended topic (e.g., 'What shall we do next?') to elicit multiple turns and opinions.
    • 💡Remind the learner that it is acceptable to take extra time to formulate a response; pausing is a valid strategy and should not be penalised.
    • 💡When describing AAC systems, always give specific examples (e.g., 'PECS' for picture exchange, 'Makaton' for signing) to show depth of knowledge.
    • 💡In exam answers, link your points to the individual's needs – for example, explain why a particular system might be suitable for someone with limited fine motor skills.
    • 💡Remember to mention the role of the communication partner: it's not just about the user; the partner must be trained to model and wait for responses.

    Common Mistakes

    Common errors to avoid in your coursework

    • Passive hearing without engagement: learners may stay silent but not indicate comprehension or respond at appropriate moments, failing to show active listening.
    • Responding off-topic or with unrelated personal narratives, indicating a lack of understanding of the conversational focus.
    • Over-reliance on gesture or single words without expanding when capable, which limits demonstration of full communication potential.
    • Dominating a discussion with scripted phrases rather than reciprocal turn-taking, which does not evidence interactive engagement.
    • Learners may interrupt the speaker or fail to wait for their turn, disrupting the flow of communication.
    • Some learners may rely solely on gestures without attempting verbal or alternative symbolic communication where capability exists.
    • Responses may be off-topic or unrelated to what was said, indicating a lack of listening comprehension.
    • Assuming communication must be verbal, missing non-verbal cues
    • Over-prompting during assessment, reducing learner independence
    • Misinterpreting a learner’s body language or vocalisation as disinterest
    • Not allowing sufficient response time before repeating or rephrasing
    • Relying passively on partner interpretation of non-specific gestures or vocalisations instead of using the AAC system intentionally to convey a clear message.
    • Forgetting to establish joint attention before attempting to communicate, leading to missed responses and apparent non-engagement.
    • Using only one communicative function (e.g., requesting) and not practising others like commenting, greeting, or protesting, limiting conversational participation.
    • Over-anticipating and completing the learner's message, which reduces the need for the learner to formulate and produce their own communication.
    • Relying solely on scripted or pre-programmed phrases without adapting to the conversational context or partner's responses.
    • Over-dependence on a familiar communication partner to interpret or speak on their behalf, rather than using AAC independently.
    • Missing non-verbal cues (e.g., partner's pause or facial expression) that signal a turn-taking opportunity, leading to monologue-style output.
    • Using AAC only to express wants and needs, neglecting social functions such as commenting, greeting, or sharing information.
    • Forgetting to establish joint attention before communicating, causing messages to be missed or misinterpreted.
    • Misconception: AAC will stop someone from learning to speak. Correction: Research shows AAC can actually support speech development by reducing communication frustration and providing a model for language.
    • Misconception: AAC is only for non-verbal individuals. Correction: AAC can benefit anyone with communication difficulties, including those who have some speech but need support to be understood or to expand their language.
    • Misconception: You need expensive technology for AAC. Correction: AAC includes low-tech options like paper-based symbol boards and objects of reference, which are often just as effective as high-tech devices.

    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 and language development.
    • •Awareness of different disabilities that may affect communication (e.g., autism, learning disabilities).
    • •Familiarity with person-centred approaches in health and social care.

    Key Terminology

    Essential terms to know

    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Active listening
    • Non-verbal communication
    • Turn-taking in conversation
    • Expressing needs and choices
    • Responding to simple instructions
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people
    • Listen and respond to other people, Speak (or use other means) to communicate with other people, Engage in discussion with other people

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in CITY & GUILDS LIMITED vocational Foundations for Learning

    Reading to obtain information

    View Topic

    Reading to obtain information

    View Topic

    Reading to obtain information

    View Topic

    Reading to obtain information

    View Topic