Understanding Non-Communication

Overview

This 60-minute lesson is designed for GCSE students (aged 14-16) to explore the concept of non-communication in children, focusing on recognising, supporting, and helping children who do not communicate verbally or exhibit different communication challenges. The lesson aligns with the National Curriculum for England, particularly within the Personal, Social, Health and Economic (PSHE) education framework and the English curriculum around spoken language and social interaction skills.

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National Curriculum Links

• PSHE Education (Personal Wellbeing and Relationships):

  • Pupils should learn to recognise and respond appropriately to a range of feelings in themselves and others.
  • Pupils should understand the importance of respecting differences and providing support for peers with additional needs.

• English - Spoken Language:

  • Students should listen and respond appropriately to adults and their peers.
  • Students should adapt spoken language to different situations.

• Special Educational Needs and Disabilities (SEND) Code of Practice:

  • Recognise communication as a fundamental aspect of learning and social interaction.
  • Promote inclusive communication techniques.

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Learning Objectives

By the end of the lesson, students will:

1. Define non-communication and identify why some children might not communicate verbally.
2. Understand different reasons behind non-verbal/non-communicative behaviour (e.g. trauma, developmental disorders).
3. Explore practical strategies to support and engage children who do not communicate verbally.
4. Demonstrate empathy and develop skills to help create inclusive social environments.

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Resources Needed

• Whiteboard and markers
• Projector/Smartboard
• Short video or images showing children using non-verbal communication (e.g., AAC devices, sign language, gestures)
• Printed case studies/scenarios (age-appropriate)
• “Communication Toolkit” handouts
• Role-play cards

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Lesson Structure

Introduction (10 minutes)

• Starter Discussion: Ask students what they understand by communication. List key points on the board. Introduce the term non-communication — explain this can mean not using words or finding it difficult to communicate effectively.
• National Curriculum Tie-In: Emphasise respect and understanding of diversity in communication (PSHE education).

Engage (15 minutes)

• Video/Image Viewing: Show clips or images demonstrating children who communicate non-verbally (sign language, facial expressions, AAC devices).
• Whole Class Q&A: Discuss observations, prompt students to think about why children might not communicate verbally (e.g., disability, fear, language barriers, trauma).

Explore (15 minutes)

• Group Work with Case Studies: Divide class into groups of 3. Give each group a brief scenario featuring a child who doesn’t communicate verbally.
• Tasks: Identify challenges, suggest ways to support the child, and how to encourage communication.
• Provide a “Communication Toolkit” handout with strategies such as patience, non-verbal cues, using symbols, encouraging peer support.

Explain and Extend (10 minutes)

• Groups present their findings and suggestions. Teacher reinforces key strategies and empathy, embedding the importance of inclusivity (PSHE emphasis).
• Highlight the role of adults and peers in creating safe environments for communication.

Evaluate (5 minutes)

• Quick self-assessment questions:
  • What is non-communication?
  • Name two reasons why a child might not communicate verbally.
  • List three ways you can support a child who does not speak.

Plenary (5 minutes)

• Reflective activity: Students write one thing they will remember from the lesson about helping non-communicative children and how it can apply in school or wider life.

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Assessment

• Formative assessment through group discussions and presentations assessing understanding of non-verbal communication and support strategies.
• Exit ticket self-assessment to gauge individual grasp of concepts.
• Observation of engagement and empathy during role-play and discussion, aligned with PSHE personal development goals.

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Differentiation

• Provide sentence starters and communication symbol cards for learners needing extra support.
• Extension task: Research additional communication methods outside verbal speech and report back (homework).

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Teacher Notes

• Emphasise a trauma-informed and SEND-aware approach when discussing reasons for non-communication.
• Model empathy and patience in language used.
• Encourage an inclusive classroom ethos consistent with statutory guidelines for equality and diversity.

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This lesson not only supports curriculum goals but fosters vital real-world skills around empathy, inclusivity, and social responsibility. It challenges students to think beyond spoken language and develop practical, compassionate support strategies.