Directing Others: Communicating with Augmentative and Alternative Communication
This element focuses on developing the learner's ability to use augmentative and alternative communication (AAC) systems to direct others in everyday interactions. Learners practice conveying personal needs, preferences, simple commands, cautionary messages, and positive reinforcement to both familiar and unfamiliar communication partners within known settings. Mastery of these foundational pragmatic skills enhances independence and social participation.
Assessment criteria
Topic Overview
Augmentative and Alternative Communication (AAC) refers to methods of communication that supplement or replace speech for individuals with communication difficulties. This Entry Level Award covers the fundamental principles of AAC, including the different types of systems (e.g., low-tech like picture boards, high-tech like speech-generating devices) and how they support individuals in expressing needs, wants, and ideas. Students will learn about the importance of AAC in promoting independence, social interaction, and inclusion for people with conditions such as cerebral palsy, autism, or acquired brain injuries.
This qualification is part of the Foundations for Learning suite, designed to build essential life skills. By studying AAC, students develop empathy, problem-solving, and practical communication strategies that are valuable in care, education, and support roles. The course emphasises person-centred approaches, ensuring that AAC solutions are tailored to the individual's abilities and preferences. Understanding AAC also helps students appreciate the diverse ways people communicate and the role of technology in enhancing quality of life.
In the wider context of life skills qualifications, AAC connects to topics like communication, independence, and advocacy. It prepares students for further study in health and social care, education, or assistive technology. Mastery of this topic enables students to support individuals who use AAC effectively, whether in a professional capacity or in everyday interactions.
Key Concepts
Core ideas you must understand for this topic
- →AAC systems are divided into aided (using external tools like tablets or symbol boards) and unaided (using body language, sign language, or gestures).
- →Low-tech AAC includes paper-based communication boards, symbol cards, and eye-gaze frames; high-tech AAC includes speech-generating devices and apps with dynamic displays.
- →Vocabulary selection is crucial: core vocabulary (high-frequency words like 'yes', 'no', 'want') and fringe vocabulary (topic-specific words) must be balanced for effective communication.
- →The 'Total Communication' approach encourages using all available methods (speech, signs, symbols, etc.) to support understanding and expression.
- →AAC assessment involves considering the user's physical abilities, cognitive skills, visual acuity, and communication environment to choose the most appropriate system.
Learning Objectives
What you need to know and understand
- Communicate needs to known and unknown people in familiar situations, Communicate choices to known and unknown people in familiar situations, Give instructions to known and unknown people in familiar situations, Give warnings to known and unknown people in familiar situations, Give encouragement to known and unknown people in familiar situations
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the ability to independently select and use at least two different AAC symbols or messages to express a basic need (e.g., 'thirsty', 'toilet') with a familiar person.
- Assess for evidence of the learner making a clear choice between two options (e.g., 'want juice' vs 'want water') using their AAC system with an unfamiliar person in a role-play scenario.
- Require demonstration of giving a one-step instruction (e.g., 'stop', 'come here') via AAC to both a known and an unknown partner, with correct context.
- Check that the learner can communicate a warning (e.g., 'hot', 'careful') appropriately and the partner responds accordingly.
- Observe the use of encouragement phrases (e.g., 'good job', 'well done') in a social interaction, ensuring the message is timely and relevant.
- Expect the learner to adapt their communication style (e.g., pace, repetition) based on partner familiarity and feedback.
Assessment Guidance
Guidance for achieving higher grades
- 💡Practice role-plays with a variety of partners to build confidence in directing both known and unknown people in familiar settings.
- 💡Ensure you can clearly differentiate between the five communicative functions (needs, choices, instructions, warnings, encouragement) using distinct AAC vocabulary.
- 💡Always check for partner understanding after delivering a message—use a confirmation question or observe their response.
- 💡Use vocabulary that is precise and easily recognizable; avoid ambiguous symbols that could be misinterpreted.
- 💡Prepare for assessment by demonstrating each function at least twice in different scenarios, showing versatility and consistency.
- 💡When describing AAC systems, always give specific examples (e.g., 'a GoTalk device' or 'Makaton signs') to show real-world understanding, not just generic terms.
- 💡For case study questions, always link the AAC choice to the individual's needs (e.g., 'because they have limited hand movement, a switch with scanning may be appropriate').
- 💡Remember to mention the role of the communication partner: they must model AAC use, give wait time, and respect the user's pace. This is often a key point in marking schemes.
Common Mistakes
Common errors to avoid in your coursework
- Confusing communicative functions: learners may use a warning symbol when meaning to give an instruction, leading to partner confusion.
- Over-reliance on one familiar communication partner; failing to attempt communication with unfamiliar people during assessment.
- Inconsistent symbol selection: using the same AAC symbol for multiple meanings without clarifying the intended meaning.
- Forgetting to establish joint attention before activating the AAC device, resulting in the partner missing the message.
- Assuming the communication partner understands the AAC system without checking for comprehension or providing additional clarification.
- Misconception: AAC is only for people who cannot speak at all. Correction: AAC can also support individuals with unclear speech or those who need help understanding language, and it can be used temporarily or alongside speech.
- Misconception: Using 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 systems are too complicated for users with learning disabilities. Correction: AAC can be simplified with a few symbols or a single switch, and many users with profound disabilities successfully use AAC with appropriate support.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for CITY & GUILDS LIMITED Directing Others: Communicating with Augmentative and Alternative Communication
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of communication and language development (e.g., how children learn to communicate).
- •Awareness of different disabilities that affect communication (e.g., autism, cerebral palsy, stroke).
- •Familiarity with person-centred approaches and the importance of individualised support.
Coursework AI Review
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Key Terminology
Essential terms to know
- Communicate needs to known and unknown people in familiar situations, Communicate choices to known and unknown people in familiar situations, Give instructions to known and unknown people in familiar situations, Give warnings to known and unknown people in familiar situations, Give encouragement to known and unknown people in familiar situations
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