How is the CCEA AS 2 Communication unit assessed?

AS 2 is internally assessed through a portfolio (controlled assessment) that your centre marks and CCEA moderates, rather than by a written examination. You build a body of work that applies the types of communication, the factors that aid effectiveness, the barriers and the strategies to overcome them to a chosen health, social care or early years setting, often supported by your own observation. Marks come from applied, analytical detail rather than timed recall.

What types of communication does the unit cover?

The main types are verbal communication (spoken words, tone and pace), non-verbal communication (facial expression, eye contact, gesture, posture, proximity and touch), written communication (care plans, records, signage and letters), and special or alternative methods such as British Sign Language, Makaton, braille, symbol systems, communication boards and the use of interpreters and translators. You also study the contexts: one-to-one and group, and formal and informal.

What is the communication cycle?

The communication cycle models communication as a two-way process: a message is coded, sent, received, decoded and understood, with feedback confirming that the meaning was shared. If the cycle breaks down at any stage, communication fails. The model explains why checking understanding and inviting feedback are essential in care, where misunderstanding can affect safety and dignity.

What are the main barriers to communication in care?

Barriers are grouped into sensory (hearing or visual impairment), language (a different first language or a speech difficulty), physical (disability, illness, pain, fatigue), emotional or psychological (distress, fear, embarrassment, low confidence), environmental (noise, poor lighting, lack of privacy, room layout), and the use of jargon, slang or inappropriate language. Each barrier has matched strategies and aids to overcome it.

How are communication barriers overcome?

Each barrier is overcome with a matched strategy or aid: hearing loops and sign language for hearing impairment; interpreters and translated materials for language barriers; reducing noise and improving lighting and privacy for environmental barriers; allowing time and showing empathy for emotional barriers; using plain language to remove jargon; and assistive technology and alternative methods such as Makaton or braille for sensory and learning needs.

How should I approach the AS 2 portfolio?

Choose a realistic setting and study the communication used there. Identify the types and contexts, then the factors and skills that make communication effective (active listening, clarity, empathy, environment), then the barriers that arise and a specific, matched strategy for each. Judge how effective each choice is and, where possible, support your account with first-hand observation. Always link communication back to quality care and service-user rights.

Northern IrelandHealth & Social Care

CCEA A-Level Health and Social Care AS 2 Communication: types, factors, barriers and strategies in care settings

A guide to the internally assessed CCEA AS 2 Communication unit. Covers the types and contexts of communication in care, the communication cycle, the factors and skills that support effective communication, the barriers that obstruct it, and the strategies and aids used to overcome them.

Generated by Claude Opus 4.814 min readCCEAUpdated 2026-06-16

Reviewed by: AI editorial process; not yet individually human-reviewed

Jump to a section

What this unit demands
Types and contexts
The communication cycle
Factors that support effective communication
Barriers and strategies
How this unit is assessed
Check your knowledge

What this unit demands

AS 2 Communication is about how care actually happens, because nothing else in care works without effective communication. CCEA wants you to understand the types and contexts of communication, the factors and skills that make it effective, the barriers that get in the way, and the strategies and aids to overcome them. Like AS 1, it is internally assessed through a portfolio, so success depends on applying these ideas to a chosen setting with concrete, analytical detail rather than on timed recall.

This guide sets out the content and how to build a strong portfolio. The matching overview dot-point page works the same ideas with examples.

Types and contexts

The main types are verbal (spoken words, tone, pace), non-verbal (facial expression, eye contact, gesture, posture, proximity, touch), written (records, care plans, signage), and special or alternative methods such as British Sign Language, Makaton, braille, symbols, communication boards and interpreters. The contexts are one-to-one and group, and formal and informal. Effective communicators match the type and register to the person and the situation.

The communication cycle

The communication cycle models communication as two-way: a message is coded, sent, received, decoded and understood, with feedback confirming meaning was shared. Breakdown at any stage means communication fails, which is why checking understanding and giving feedback are essential.

Factors that support effective communication

Effective communication rests on active listening, clarity (plain language, suitable pace, no jargon), empathy and a warm tone, a suitable environment (quiet, private, well lit), and adapting to the person's needs. Building rapport and trust is central to care relationships.

Barriers and strategies

CCEA groups barriers as sensory, language, physical, emotional/psychological, environmental, and jargon/inappropriate language. Each is overcome with a matched strategy or aid: hearing loops and signing; interpreters and translations; noise reduction and better lighting; time and empathy; plain language; and assistive technology. The assessed skill is choosing the right strategy for the right barrier in a realistic setting.

How this unit is assessed

AS 2 is assessed by an internally assessed portfolio (controlled assessment), centre-marked and moderated by CCEA. There is no terminal written paper for this unit.

Check your knowledge

Name four types of communication used in care. (4 marks)
List the stages of the communication cycle. (3 marks)
State two features of active listening. (2 marks)
Identify three barriers to communication. (3 marks)
Explain a strategy to overcome a sensory (hearing) barrier. (2 marks)
Explain why feedback is important in communication. (2 marks)

Solutions

Q1: Verbal (spoken), non-verbal (body language), written (records and signage), and special methods (such as British Sign Language, Makaton or braille).
Q2: A message is coded, sent, received, decoded and understood, with feedback confirming shared meaning.
Q3: Attending fully (eye contact, not interrupting) and reflecting back what was said to check understanding.
Q4: Sensory (hearing or visual impairment); language (different first language); environmental (noise or poor lighting). (Physical, emotional and jargon are also valid.)
Q5: Use a hearing loop, face the person and speak clearly so they can lip-read, and offer written information or sign language.
Q6: Feedback confirms the message was understood; without it the communication cycle is incomplete and misunderstandings, which can affect safety and dignity, go undetected.

Sources & how we know this

CCEA GCE Health and Social Care specification — CCEA (2016)