Remote Communication: Communicating with Augmentative and Alternative Communication — City & Guilds Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This element focuses on using Augmentative and Alternative Communication (AAC) systems to engage in remote interactions, including responding, social conve

    Topic Synopsis

    This element focuses on using Augmentative and Alternative Communication (AAC) systems to engage in remote interactions, including responding, social conversation, and making arrangements. It covers practical application with both familiar and unfamiliar people in everyday situations, ensuring learners can independently manage real-world exchanges via text, voice output devices, or symbol-based methods.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Remote Communication: Communicating with Augmentative and Alternative Communication

    CITY & GUILDS LIMITED
    vocational

    This element focuses on using Augmentative and Alternative Communication (AAC) systems to engage in remote interactions, including responding, social conversation, and making arrangements. It covers practical application with both familiar and unfamiliar people in everyday situations, ensuring learners can independently manage real-world exchanges via text, voice output devices, or symbol-based methods.

    1
    Learning Outcomes
    3
    Assessment Guidance
    3
    Key Skills
    1
    Key Terms
    3
    Assessment Criteria

    Assessment criteria

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

    Topic Overview

    Augmentative and Alternative Communication (AAC) refers to methods and tools used to support or replace spoken language for individuals with communication difficulties. This City & Guilds Entry Level Award covers the fundamentals of AAC, including low-tech options like picture boards and high-tech devices such as speech-generating software. You will learn how AAC enables people to express needs, share ideas, and participate in social interactions, making it a vital skill for those working in education, healthcare, or support roles.

    The qualification is part of the Foundations for Learning suite, designed to build essential life skills. By studying AAC, you will understand different communication needs, how to select appropriate AAC systems, and how to support users effectively. This knowledge is crucial for promoting independence and inclusion for individuals with conditions such as autism, cerebral palsy, or acquired brain injuries.

    In the wider context of life skills, AAC connects to topics like communication, empathy, and person-centred support. You will develop practical strategies to help others overcome barriers to communication, which is valuable in both professional and personal settings. This award provides a foundation for further study in health and social care or specialist communication roles.

    Key Concepts

    Core ideas you must understand for this topic

    • →AAC systems: low-tech (e.g., symbol boards, PECS) vs. high-tech (e.g., speech-generating devices, apps).
    • →Core vocabulary: high-frequency words (e.g., 'yes', 'no', 'want') that form the basis of many AAC systems.
    • →User-centred approach: selecting AAC based on individual needs, abilities, and environment.
    • →Partner strategies: how communication partners can support AAC use (e.g., modelling, waiting, prompting).

    Learning Objectives

    What you need to know and understand

    • Respond to remote communication from another person with known and unknown people in familiar situations, Converse socially using remote communication with known and unknown people in familiar situations, Make arrangements using remote communication with known and unknown people in familiar situations

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating accurate selection of appropriate vocabulary or symbols on their AAC device to initiate and sustain a remote conversation.
    • Assess ability to differentiate between formal and informal language when conversing socially versus making arrangements with known and unknown individuals.
    • Evidence must show consistent use of turn-taking strategies appropriate to the chosen AAC method, such as signalling message completion or awaiting a response.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice with a range of real-world scenarios, including unexpected responses, to build flexibility in using your AAC system remotely.
    • 💡During assessment, narrate your decision-making process if possible—explain why you chose specific symbols or vocabulary to demonstrate conscious communication strategies.
    • 💡Review the technical setup of your device beforehand; ensure backup methods are available in case of connectivity issues to avoid task failure.
    • 💡Use specific examples of AAC tools (e.g., Proloquo2Go, Makaton) to show real-world understanding.
    • 💡Emphasise the importance of respecting the user's preferences and involving them in decisions about their AAC system.
    • 💡In written answers, explain how AAC promotes the individual's rights to communication, choice, and independence.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners often rely on pre-programmed phrases without adapting them to the specific context or recipient, leading to impersonal or inappropriate responses.
    • Confusing the purpose of different communication apps or functions, resulting in attempts to make arrangements through social platforms or vice versa.
    • Forgetting to consider the recipient's familiarity with AAC, causing misunderstandings when communicating with unknown people who may not anticipate symbol-based messages.
    • AAC is only for non-verbal individuals. In reality, AAC can support anyone with speech that is unclear or limited, including those who can speak but need help in certain situations.
    • AAC will stop someone from learning to speak. Research shows AAC often supports speech development by reducing pressure and providing a reliable communication method.

    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 (verbal and non-verbal).
    • •Awareness of different disabilities that may affect communication (e.g., autism, learning disabilities).

    Key Terminology

    Essential terms to know

    • Respond to remote communication from another person with known and unknown people in familiar situations, Converse socially using remote communication with known and unknown people in familiar situations, Make arrangements using remote communication with known and unknown people in familiar situations

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