Clear Care Communication

Overview

In this lesson you will practise communication skills used in health and social care settings, focusing on clarity, empathy and adapting your message for different situations. You will apply these skills to realistic care scenarios and reflect on what works.

Learning intentions

• WALT develop effective communication strategies for care settings.
• WALT use person-centred communication, including active listening and respectful language.
• WALT recognise barriers to communication and respond appropriately.
• WALT evaluate how communication affects care experiences and outcomes.

Success criteria

• I can explain why effective communication matters in care settings.
• I can demonstrate active listening and appropriate responses in a role-play.
• I can identify common communication barriers and suggest practical solutions.
• I can assess my own communication choices and set an improvement target.

Curriculum links

• Personal wellbeing and relationships: communication, respect and safe interactions.
• Living in the wider world: understanding rights, responsibilities and positive relationships.
• Health and wellbeing: managing emotions and building confidence through communication.
• Preparing for next steps: reflection on personal strengths and learning goals.

Lesson structure (60 minutes)

1. 0–5 mins — Starter discussion (Think–Pair–Share) Ask: “What makes a conversation in care settings feel helpful rather than stressful?” Students discuss in pairs, then share one idea with the class.

2. 5–12 mins — WALT focus and mini input Teacher models key strategies: active listening (showing attention, summarising), using clear language, asking open questions, and checking understanding. Emphasise person-centred communication and maintaining dignity.

3. 12–20 mins — Barrier brainstorm (quick groups) Groups list barriers to communication (e.g., sensory needs, anxiety, learning differences, language differences, environmental noise, power dynamics). Each group chooses two barriers and proposes one communication adjustment.

4. 20–35 mins — Role-play practice (carousel) Set up three short care scenarios on cards (e.g., explaining a procedure calmly, responding to a distressed service user, communicating with a person who may struggle to understand). Students rotate roles: care worker, service user, and observer. Observers use a simple checklist: clarity, listening, respectful language, checking understanding.

5. 35–45 mins — Observer feedback and “next step” coaching Each group gives structured feedback using: “I noticed… / The impact was… / A next step could be…” Students record one improvement they will apply in a second round or in their own learning.

6. 45–55 mins — Case study: evaluate communication choices (independent) Provide one scenario. Students answer short prompts:

• What communication strategies were used?
• What barrier might be present?
• What would you do differently and why? Encourage students to link choices to the impact on wellbeing, trust and effectiveness.

7. 55–60 mins — Plenary reflection (Exit ticket) Students complete: “One strategy I will use in care communication is… because…” and “My improvement target for next time is…”

Resources

• Scenario cards (3 for carousel, 1 for case study)
• Observer checklist (clarity, listening, empathy, respectful language, checking understanding)
• Barrier brainstorm sheet or board space for quick collection
• Coloured pens/highlighters for feedback coding (optional)
• Timer for rotation
• Paper for role-play rehearsal notes
• Dyslexia-friendly reading copies (large print or audio script) of scenarios
• Teacher model script showing a “good” communication example and a “needs improvement” example

Assessment

• Formative observation during role-play using the observer checklist.
• Written evaluation in the independent case study, focusing on justification of communication choices.
• Exit ticket to check understanding of strategies, barriers and impact on care experiences.

Differentiation

• Support: provide sentence starters for feedback (“I noticed…”, “The impact was…”), and a model answer for one prompt in the case study.
• Support: offer smaller roles in role-play (e.g., observer leads one feedback point) and provide simplified scenario wording where needed.
• Extension: ask advanced learners to include more than one barrier and propose a communication plan with contingency steps (e.g., if the person becomes distressed).
• EAL/SEN: allow bilingual support materials where appropriate; pre-teach key terms (respectful, person-centred, clarify, confirm understanding) using examples; permit additional time for writing.

Dyslexia-friendly reading options

• Provide large-print scenario sheets and a “key points” summary card.
• Offer an audio reading of scenarios (teacher read-aloud or recorded script).
• Allow students to discuss answers verbally before recording.