Btec Health and Social Care

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BTEC
Health & Social Care
The following are the answers to the Stepping Stone and Challenge activities in Collins’ BTEC First Health and Social Care Teacher’s Resource Pack. Where there is not one right answer to a question, or where learners are required to carry out research, examples and other guidance are given regarding the possible content of answers. © HarperCollinsPublishers Ltd 2010

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Teacher Resource Pack Answers to Section 2 Activities

BTEC First Health and Social Care Teacher Resource Pack Section 2 Answers

Unit 1 Communication in health and social care
Stepping stone 1.1 Communication definitions
1. = Formal communication D 2. = Technological communication aids E 3. = Body language A 4. = Communication cycle B 5. = Empathy C

Stepping stone 1.2 Interpreting non-verbal communication
Anger Surprise Joy Guilt Anger 1. Arianne’s mother glared straight at her daughter and narrowed her eyes. Her arms were folded across her chest and her lips were clamped shut in a thin line.

2. Mohammed’s eyebrows were raised; his eyes wide and his mouth Suprise formed a perfect ‘O’. 3. Paola’s face was one big smile as his young daughter toddled towards his open arms. 4. Fin fidgeted and bit his nails, his eyes darting here and there, but never once meeting his wife’s gaze. Joy Guilt

5. Jasmine’s hands were over her nose and mouth; her eyes screwed Fear tight shut and she sat hunched and trembling.

Stepping stone 1.3 The communication cycle
Communication cycle stage 1. Idea 2. Message coded 3. Message sent 4. Message received 5. Message decoded 6. Message understood Information E F D A C B

Stepping stone 1.4 Identifying verbal and non-verbal communication 1. NV 2. V and NV 3. NV 4. NV 5. V and NV 6. V 7. NV 8. NV 9. V 10. NV

© HarperCollinsPublishers Ltd 2010 2

BTEC First Health and Social Care Teacher Resource Pack Section 2 Answers

Stepping stone 1.5 Communication wordsearch
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Challenge 1.1 Jakob’s communication needs
1. Factors which could explain why Jakob is finding it difficult to get on at school and relate to his classmates include the following: He is the youngest in his family and that position may have influenced his behaviour (although of course the converse can be equally true!). He has moved suddenly from one culture to another and has not had time to acclimatise to the different ways of doing things. He has come from a small village setting where he is used to family members being around him, looking out for him, knowing him well and it will be very different to suddenly be surrounded by strangers in a big impersonal city. He is not used to being in a school situation as children begin formal education later in Poland and in addition he’s been put straight into the second year, meaning he isn’t with first year children, who at least are also still fairly new to formal schooling. He starts school mid-term when all the other children are familiar with routines and acclimatised to the school building, the staff and classroom. He does not speak English fluently and may not have understood more subtle information about acceptable social behaviour, such as listening and following instructions in the classroom, rules for games and using swear words. He may be behaving boisterously for attention; as a result of stress and anxiety; as a method of making contact; in an effort to be accepted.

© HarperCollinsPublishers Ltd 2010 3

BTEC First Health and Social Care Teacher Resource Pack Section 2 Answers

2. As head teacher you might usefully communicate a number of things to the parents who have come...
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