Developing communication skills — City & Guilds Vocational Foundations for Learning

The City & Guilds Entry Level Certificate in Augmentative and Alternative Communication (Entry 2) is designed for learners who use or support others who use AAC systems. This qualification focuses on developing functional communication skills using a range of AAC methods, including low-tech (e.g., picture boards, symbol cards) and high-tech (e.g., speech-generating devices, apps) tools. It is part of the Foundations for Learning suite, which aims to build essential life skills for independent living and further education.

At Entry 2, learners are expected to communicate in familiar contexts using AAC, with support if needed. The curriculum covers selecting appropriate AAC methods, constructing simple messages, and understanding the roles of communication partners. This qualification is crucial for empowering individuals with speech, language, and communication needs to express their wants, needs, and opinions, thereby enhancing their participation in daily life and social interactions.

Within the wider subject of Other Life Skills, this certificate complements other Entry Level qualifications in areas like personal development and independent living. It provides a structured pathway for learners to progress from basic AAC use (Entry 1) to more independent and varied communication (Entry 3). Mastery of these skills can lead to improved confidence, greater autonomy, and better outcomes in education, employment, and community inclusion.

• →AAC systems: Understanding the difference between low-tech (e.g., symbol boards, communication books) and high-tech (e.g., dedicated speech-generating devices, tablet apps) and when to use each.
• →Message construction: Building simple, grammatically correct phrases (e.g., 'I want drink') using symbols, words, or voice output, with appropriate vocabulary for the context.
• →Communication partner skills: Recognising the role of the listener in AAC interactions, including giving wait time, interpreting non-verbal cues, and modelling AAC use.
• →Functional vocabulary: Selecting and organising core vocabulary (e.g., 'yes', 'no', 'help', 'more') and fringe vocabulary (e.g., specific items like 'apple' or 'bus') for everyday situations.
• →Error correction: Strategies for repairing communication breakdowns, such as repeating, rephrasing, or using a different AAC method.

• 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).

• 💡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.
• 💡Show that you can use at least two different AAC methods (e.g., a symbol board and a simple app) in the assessment. This demonstrates flexibility and understanding of different tools.
• 💡Practice constructing messages with a clear purpose, such as requesting, commenting, or asking for help. Examiners look for intentional communication that achieves a specific goal.
• 💡Remember to involve your communication partner. For example, make eye contact, wait for a response, and check if your message was understood. This shows you understand the interactive nature of AAC.

• 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 is only for people who cannot speak at all. Correction: AAC supports a wide range of communication needs, including those with unclear speech, language delays, or conditions like autism. It can be used alongside speech to enhance understanding and expression.
• Misconception: Using AAC will stop someone from learning to speak. Correction: Research shows AAC can actually support speech development by reducing pressure and providing a reliable way to communicate. It often increases vocalisation and language skills.
• Misconception: AAC devices are too complicated for Entry 2 learners. Correction: Entry 2 focuses on simple, functional use. Learners are taught to use familiar vocabulary and basic navigation, with support from communication partners. Many devices have simplified interfaces designed for beginners.

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