Developing Communication Skills
OPEN AWARDS
Vocational
This subtopic develops essential communication skills for health and care professionals, focusing on understanding its importance, identifying and overcoming barriers, and using appropriate methods. It emphasises a person-centred approach to meet individual communication needs and the importance of accurate, confidential record-keeping to support effective care planning and delivery.
7
Learning Outcomes
10
Assessment Guidance
10
Key Skills
7
Key Terms
11
Assessment Criteria
Assessment criteria
Open Awards Level 2 Certificate in Skills for Health and Care Professions (RQF)
Open Awards Level 2 Award in Skills for Teaching Independent Travel (RQF)
Open Awards Level 2 Diploma in Skills for Health and Care Professions (RQF)
Topic Overview
The Open Awards Level 2 Diploma in Skills for Health and Care Professions (RQF) is a vocational qualification designed to prepare you for a career in health and social care. It covers essential knowledge and skills needed to work in roles such as healthcare assistant, support worker, or care assistant. The diploma is structured around core units that include communication, equality and diversity, safeguarding, and person-centred care, ensuring you understand both the practical and ethical aspects of care work.
This qualification is important because it provides a solid foundation for further study or direct entry into the healthcare workforce. It aligns with the Care Certificate standards and the requirements of the Health and Social Care sector in the UK. By completing this diploma, you will develop the confidence to support individuals with their daily living activities, promote their independence, and work effectively as part of a multidisciplinary team.
The diploma fits into the wider subject of Health and Social Care by bridging the gap between theoretical knowledge and practical application. It is often a stepping stone to higher-level qualifications such as the Level 3 Diploma in Adult Care or apprenticeships in nursing or allied health professions. The skills you gain are directly transferable to real-world settings, making you a valuable asset in any care environment.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's needs, preferences, and values, ensuring they are actively involved in decisions about their care.
- →Safeguarding: Protecting vulnerable individuals from abuse, neglect, and harm, following legal frameworks like the Care Act 2014 and local policies.
- →Effective communication: Using verbal and non-verbal techniques to build trust, listen actively, and convey information clearly, especially with individuals who have communication difficulties.
- →Equality and diversity: Recognising and respecting differences in culture, age, disability, gender, religion, and sexual orientation, and promoting inclusive practice.
- →Health and safety: Applying risk assessments, infection control measures, and manual handling techniques to maintain a safe environment for both staff and service users.
Learning Objectives
What you need to know and understand
- Explain the importance of effective communication in health and care settings.
- Identify common barriers to communication and describe strategies to overcome them.
- Demonstrate knowledge of verbal, non-verbal, and high-tech communication methods.
- Justify the importance of a person-centred approach in supporting individuals' communication.
- Outline the process for maintaining and updating communication plans while ensuring confidentiality.
- 1. Understand the importance of effective communication 1.1 Explain why effective communication is important 1.2 Give examples of potential consequences of not communicating effectively2. Understand communication barriers and how to reduce them 2.1 Identify barriers to communication 2.2 Describe what may cause communication difficulties in relation to an individual's a) Understanding b) Attention c) Memory d) Social skills e) Behaviour 2.3 Describe ways to reduce the identified barriers3. Know different methods of communication 3.1 Give examples of verbal and non-verbal communication methods 3.2 Give examples of high-tech communication aids and their uses3.3 Give three examples of the differing ways that an individual may communicate4. Understand how to communicate with individuals 4.1 Explain why it is important to find out an individual's communication and language needs, wishes and preferences 4.2 Describe ways to check that communication has been understood 4.3 Identify sources of information and other agencies available to enable more effective communication 4.4 Discuss why a person-centred approach is important for an individual 4.5 Identify factors that promote communication5. Be able to maintain reports and records that may affect the individual’s communication plan 5.1 Describe what changes may occur over time in relation to: a) The individual's communication needs b) Identified communication methods 5.2 Explain how the changes may impact on the care and/or support plan of an individual 5.3 Describe how any changes should be reported and recorded 5.4 Describe ways to maintain confidentiality when dealing with an individual’s communication plan.
- 1. Understand the importance of effective communication 1.1 Explain why effective communication is important 1.2 Give examples of potential consequences of not communicating effectively2. Understand communication barriers and how to reduce them 2.1 Identify barriers to communication 2.2 Describe what may cause communication difficulties in relation to an individual's a) Understanding b) Attention c) Memory d) Social skills e) Behaviour 2.3 Describe ways to reduce the identified barriers3. Know different methods of communication 3.1 Give examples of verbal and non-verbal communication methods 3.2 Give examples of high-tech communication aids and their uses3.3 Give three examples of the differing ways that an individual may communicate4. Understand how to communicate with individuals 4.1 Explain why it is important to find out an individual's communication and language needs, wishes and preferences 4.2 Describe ways to check that communication has been understood 4.3 Identify sources of information and other agencies available to enable more effective communication 4.4 Discuss why a person-centred approach is important for an individual 4.5 Identify factors that promote communication5. Be able to maintain reports and records that may affect the individual’s communication plan 5.1 Describe what changes may occur over time in relation to: a) The individual's communication needs b) Identified communication methods 5.2 Explain how the changes may impact on the care and/or support plan of an individual 5.3 Describe how any changes should be reported and recorded 5.4 Describe ways to maintain confidentiality when dealing with an individual’s communication plan.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clear explanations linking effective communication to positive care outcomes.
- Look for identification of multiple, specific barriers and realistic reduction strategies.
- Credit responses that distinguish between verbal, non-verbal, and technological communication methods with examples.
- Assess evidence of understanding how to ascertain an individual's communication preferences and check comprehension.
- Check for accurate description of recording processes and confidentiality safeguards when handling communication plans.
- Award credit for explaining the importance of effective communication in independent travel training, linking to safety, understanding, and person-centred outcomes.
- Credit clear identification of specific communication barriers (e.g., sensory, cognitive, social) and practical, individualised strategies to reduce them in travel scenarios.
- Recognise accurate description of record-keeping procedures for changes in communication needs, including how to maintain confidentiality in line with data protection principles.
- Award credit for demonstrating a clear explanation of how effective communication prevents misunderstandings and supports individual wellbeing, with referenced consequences such as distress or unsafe care (1.1, 1.2).
- Expect evidence identifying at least two specific communication barriers and linking them to causes such as memory impairment or social skills difficulties, with a coherent plan to reduce each barrier (2.1, 2.2, 2.3).
- Look for application of a person-centred approach when describing ways to check understanding, e.g., using verbal clarification or visual aids tailored to preferences, and justifying the choice of method (4.2, 4.4).
Assessment Guidance
Guidance for achieving higher grades
- 💡Use practical, work-based examples to illustrate theoretical points, especially when explaining barriers and methods.
- 💡Always connect communication strategies to person-centred values, demonstrating respect for individual preferences.
- 💡When discussing records, explicitly mention consent, secure storage, and who can access the information.
- 💡Structure answers to cover both why effective communication matters and the consequences of poor communication.
- 💡Anchor your responses in the independent travel context—use concrete examples like communicating with a learner who has autism during a bus journey.
- 💡When discussing record-keeping, explicitly mention confidentiality and the need to share only with authorised personnel.
- 💡Show the assessor you understand the full cycle: how changes in communication needs are identified, reported, and used to update the care/support plan.
- 💡When addressing an individual’s communication needs, always tie your response to person-centred values; explicitly state that you have considered their wishes, preferences, and the holistic impact on their care (4.1, 4.4).
- 💡For criteria relating to changes in communication (5.1–5.3), demonstrate understanding of the care planning cycle by linking changes to real-world impacts on support, e.g., if an individual’s memory declines, communication methods must adjust and records must reflect this to ensure continuity of care.
- 💡Use brief case study examples to illustrate barriers and methods, ensuring you specify how the barrier was reduced; this distinguishes identification from action and shows applied understanding of the whole barrier management process (2.1–2.3).
- 💡When answering questions about legislation, always name the specific Act (e.g., Health and Safety at Work Act 1974) and explain how it applies to a care setting. This shows depth of knowledge.
- 💡Use real-life examples from your work experience or case studies to illustrate points, especially for person-centred care and communication. Examiners look for application of theory to practice.
- 💡For questions on safeguarding, remember the '6 principles' (empowerment, prevention, proportionality, protection, partnership, accountability) and link them to your answer. This demonstrates a thorough understanding.
Common Mistakes
Common errors to avoid in your coursework
- Confusing verbal and non-verbal communication methods or overlooking written communication.
- Failing to consider sensory impairments or language differences as barriers.
- Omitting the need for ongoing reassessment of an individual's communication needs.
- Not linking record-keeping practices to confidentiality and data protection principles.
- Confusing non-verbal communication methods (e.g., gestures, body language) with high-tech communication aids (e.g., speech-generating devices).
- Listing generic barriers without relating them to the specific impacts on attention, memory, or behaviour during independent travel.
- Omitting to explain why a person-centred approach is vital when checking understanding and planning support.
- Confusing communication methods (e.g., categorising sign language as verbal) or failing to provide concrete examples of high-tech aids like speech-generating devices, instead listing vague technology.
- Overlooking the link between communication difficulties and specific individual factors such as attention deficits or behavioural challenges, instead giving generic barriers like ‘noise’ without depth or tailored reduction strategies.
- Describing reporting and record-keeping without referencing confidentiality, e.g., stating only that records should be updated without detailing data protection principles or who should have access.
- Misconception: 'Person-centred care means doing everything the service user wants.' Correction: It means involving them in decisions, but care must still be safe and within professional boundaries. You must balance their wishes with their well-being.
- Misconception: 'Confidentiality means never sharing any information.' Correction: You must share information with relevant professionals if there is a risk of harm, as per the Caldicott Principles and your organisation's policy.
- Misconception: 'Equality means treating everyone the same.' Correction: Equality is about ensuring fair access and opportunities, which may require treating people differently to meet their specific needs (e.g., providing a translator).
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Developing Communication Skills
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.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of the health and social care sector, such as the roles of different professionals.
- •Good literacy and numeracy skills, as you will need to write reports and handle medication calculations.
- •A willingness to reflect on your own values and attitudes, as the course requires self-awareness and professional development.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Importance of Effective Communication
- Barriers to Communication
- Communication Methods
- Person-Centred Communication
- Reporting and Confidentiality
- 1. Understand the importance of effective communication 1.1 Explain why effective communication is important 1.2 Give examples of potential consequences of not communicating effectively2. Understand communication barriers and how to reduce them 2.1 Identify barriers to communication 2.2 Describe what may cause communication difficulties in relation to an individual's a) Understanding b) Attention c) Memory d) Social skills e) Behaviour 2.3 Describe ways to reduce the identified barriers3. Know different methods of communication 3.1 Give examples of verbal and non-verbal communication methods 3.2 Give examples of high-tech communication aids and their uses3.3 Give three examples of the differing ways that an individual may communicate4. Understand how to communicate with individuals 4.1 Explain why it is important to find out an individual's communication and language needs, wishes and preferences 4.2 Describe ways to check that communication has been understood 4.3 Identify sources of information and other agencies available to enable more effective communication 4.4 Discuss why a person-centred approach is important for an individual 4.5 Identify factors that promote communication5. Be able to maintain reports and records that may affect the individual’s communication plan 5.1 Describe what changes may occur over time in relation to: a) The individual's communication needs b) Identified communication methods 5.2 Explain how the changes may impact on the care and/or support plan of an individual 5.3 Describe how any changes should be reported and recorded 5.4 Describe ways to maintain confidentiality when dealing with an individual’s communication plan.
- 1. Understand the importance of effective communication 1.1 Explain why effective communication is important 1.2 Give examples of potential consequences of not communicating effectively2. Understand communication barriers and how to reduce them 2.1 Identify barriers to communication 2.2 Describe what may cause communication difficulties in relation to an individual's a) Understanding b) Attention c) Memory d) Social skills e) Behaviour 2.3 Describe ways to reduce the identified barriers3. Know different methods of communication 3.1 Give examples of verbal and non-verbal communication methods 3.2 Give examples of high-tech communication aids and their uses3.3 Give three examples of the differing ways that an individual may communicate4. Understand how to communicate with individuals 4.1 Explain why it is important to find out an individual's communication and language needs, wishes and preferences 4.2 Describe ways to check that communication has been understood 4.3 Identify sources of information and other agencies available to enable more effective communication 4.4 Discuss why a person-centred approach is important for an individual 4.5 Identify factors that promote communication5. Be able to maintain reports and records that may affect the individual’s communication plan 5.1 Describe what changes may occur over time in relation to: a) The individual's communication needs b) Identified communication methods 5.2 Explain how the changes may impact on the care and/or support plan of an individual 5.3 Describe how any changes should be reported and recorded 5.4 Describe ways to maintain confidentiality when dealing with an individual’s communication plan.
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