Communication Skills

Overview

This 60-minute session is lesson 16 of 20 in the year 11 unit "Understanding Human Development", designed to develop effective communication skills essential for working in health and social care environments. The lesson closely aligns with the National Curriculum for England and health and social care vocational requirements, fostering student knowledge, practical skills, and confidence in communication.

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Learning Objectives

By the end of this lesson, students will be able to:

• Understand the importance of effective communication in health and social care settings (Health and Social Care GCSE, National Curriculum, Key Stage 4).
• Identify different types of communication and barriers that may occur within health care environments.
• Demonstrate verbal and non-verbal communication techniques to interact empathetically and professionally with service users.
• Apply active listening skills and appropriate questioning in role-play scenarios to resolve communication challenges.

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National Curriculum Links

This lesson supports the Key Stage 4 programme of study for Health and Social Care (England), addressing:

• Knowledge, skills and understanding: Communicating effectively with individuals and groups in health, social care, and early years settings (DfE Framework).
• Personal development: Promoting confidence, empathy, and respect through interpersonal communication.
• Assessment criteria from exam specifications such as WJEC Eduqas Health and Social Care, specifically learning to use communication to support positive outcomes.

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Resources Needed

• Whiteboard and markers
• Projector and screen
• Communication scenario role-play cards (10 unique cards)
• Printed handouts: communication styles summary, barriers checklist
• Video clip showing a communication breakdown in a health setting (approx. 3 minutes)
• Feedback forms for peer assessment

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Lesson Structure

1. Starter (10 minutes) – Engage and Activate Prior Knowledge

• Activity: Quick Think-Pair-Share
  • Question posed: "Why is communication vital in health and social care work?"
  • Students write 1-2 points individually, then discuss with a partner, before sharing with the class.
• Purpose: To prompt reflection on the role of communication and set context for lesson.

2. Introduction (10 minutes) – Understanding Communication Types

• Presentation with examples covering:
  • Verbal communication (tone, clarity)
  • Non-verbal communication (body language, facial expressions)
  • Written communication (records, reports)
  • Electronic communication (emails, telehealth)
• Highlight communication barriers: cultural differences, jargon, sensory impairments, emotional states.

3. Main Activity (25 minutes) – Role-Play and Skills Practice

• Preparation (5 minutes): Divide students into pairs; distribute role-play cards describing a health or social care scenario with communication challenges (e.g., upset patient, language barrier, confidentiality issues).
• Role-Play (15 minutes): Each pair performs scenario twice: first with typical communication, second applying learned skills from the presentation (active listening, clear language, empathy).
• Peer Feedback (5 minutes): Observing pairs complete feedback forms focusing on use of communication skills and handling barriers.

4. Video Analysis (10 minutes) – Identify Communication Breakdown

• Watch a 3-minute video showing a poor communication interaction in a health care setting.
• Group discussion answering: What went wrong? How could communication have been improved?
• Students create a brief action plan of 3 recommendations for better practice.

5. Plenary and Assessment (5 minutes) – Reinforce and Reflect

• Students complete an exit ticket responding to: "Name one communication skill you will use when working in health and social care and explain why."
• Teacher collects answers to assess understanding and inform future lesson planning.

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Differentiation

• Support provided through role-play cards with varying complexity.
• Encouragement for less confident students by pairing with stronger communicators.
• Extension task: Students draft a short script of a communication exchange demonstrating empathy and professionalism.

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Assessment Opportunities

• Formative: Observation of role-play skills and peer feedback comments.
• Summative: Exit ticket responses evaluating knowledge and self-reflection on communication skills.
• Link to GCSE controlled assessment or practical coursework evidencing communication competency.

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Cross-Curricular Links

• English: Developing speaking and listening skills.
• PSHE: Empathy, respect, and relationships.
• ICT: Use of digital communication tools in health care.

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Teacher Notes

• Emphasise the importance of confidentiality and respect in communication.
• Encourage students to experiment with tone and body language to see impact on message delivery.
• Reinforce the real-world application by referencing current NHS communication standards and values.

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This lesson plan transforms the often dry topic of communication into a lively, interactive experience that builds practical skills aligned to the national curriculum objectives and real workplace standards, engaging students through role-play and reflection.