QA Lesson Plan L3 First Aid at Work RQF - Including Catastrophic Bleeding

QA Level 3 Award in
First Aid at Work

(RQF)
Course Overview and Lesson Plans

(including catastrophic bleeding)
L3 FAAW-RQF-CO-LP-ICB-V4 April 2018 Copyright © 2018 Qualsafe Awards. All rights reserved
QA Level 3 Award in
First Aid at Work
(RQF) – Course Overview
Unit 1 – Emergency First Aid in the Workplace – Day 1
0900-0915 Assembly and introductions
Role and responsibilities of first aider:

0915-0935
Role, responsibilities, infection control, consent, first aid equipment, incident reporting
Incident and casualty assessment:

0935-1005
Scene survey, primary survey, calling for help/information needed
1005-1020 Break
CPR and AED:

1020-1205
Unresponsive casualty not breathing normally
1205-1235 Lunch
Unconscious casualty breathing normally:

1235-1320 Recovery position
Management of a seizure
Choking casualty:
1320-1355
Recognition and treatment
Shock:
1355-1410
Types, recognition and treatment
1410-1425 Break
External bleeding:
Types and treatment
1425-1550
Minor injuries:
Small cuts, grazes, bumps and bruises, small splinters, minor burns & scalds and nosebleeds
Note: Move
Note: Add 30 minutes at the end of the previous session if including the extra topic
timings for next
(catastrophic bleeding)
two sessions
1550-1615 Multiple choice question paper/theory assessment
1615-1630 Issue any homework reading and closure
QA Level 3 Award in
First Aid at Work
Unit 2 – Recognition and Management of Illness and Injury in the Workplace – Day 2
0915-0930 Respiratory system
Hypoxia:
0930-1000
Recognition and symptoms
Chest injuries:
1000-1015
1015-1030 Break
Asthma and hyperventilation:

1030-1120
1120-1135 Circulatory system
Wounds and bleeding extras:

1135-1205
1205-1220 Eye injuries
Shock
1220-1250
Different types, inc fainting
1250-1320 Lunch
Anaphylaxis:
1320-1345
Recognition, triggers and treatment
1345-1435 Angina and heart attack
Stroke
1435-1505
1505-1520 Break
1520-1550 Burns and scalds
Poisonous substances:
1550-1615
1615-1630 Issue any homework reading and close
QA Level 3 Award in
First Aid at Work
Assembly and recap

0900-0935 CPR and AED:
Recap and practise
Fractures, dislocations, sprains and strains:

0935-1055
Recognition and treatment. Support and elevation slings
1055-1110 Break
Head and spinal injuries:

1110-1210
Types, recognition, treatment and Manual Inline Stabilisation (MILS)
1210-1240 Lunch
Major illnesses: Epilepsy and diabetes:

1240-1340
1340-1405 Recap recovery position
1405-1420 Break
1420-1540 Secondary survey
1620-1630 Course evaluation and closure
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF)

Unit 1: Emergency First Aid in the Workplace
Subject: Assembly and introductions
Materials: Learner register, Training commitment, marker pens, name labels, course books
Time: 15 mins
Recognise health and safety requirements of the classroom environment, know what is required
Aim:
of Learners during the course, and that their physical and emotional needs are catered for
Trainer Learners
Welcome and Introduce self, organise Learner register, name labels Fill in name on register and
introductions for Learners. Check Learner’s photo ID and record it labels.
on Learner register.
Show/give out Training commitment.
Give out course books.
Health and safety Fire regulations, evacuation plans/fire escapes and Listen.
assembly points.
Course start/finish times, Explain and expand. Listen.
breaks, lunch, etc.
Toilets Give directions. Listen.
Smoking policy Explain rules of the venue. Listen.
Mobile phones/electronic Explain our policy. Switch off all devices unless
equipment absolutely necessary.
Special requirements Check dietary requirements and that any special Listen/inform Trainer, in
needs are catered for, if applicable. confidence, of any special
Important – ask Learners if they have any requirements.
pre-existing injuries/conditions that may affect their
ability to do practical work. Learners should not to
do anything that may worsen a condition. Make
reasonable adjustments when possible.
Requirements for the Explain Learners do not need good literacy skills to Listen.
course be a good first aider but there will be written question Ask for assistance, in
papers. Encourage any Learner who may experience confidence, if necessary.
difficulties reading/writing to ask for assistance, in
confidence, as the papers can be taken verbally if
needed. Note: If assessment is completed verbally,
submit a reasonable adjustment form.
Learner introduction Ask Learners to introduce themselves. Information Introduce self.
could include where they work, what they do, why
they are on the course (did they volunteer?). Have
they attended a first aid course before?
Difficult course content Explain the nature of the course requires covering Listen.
some objectives that some Learners may find
difficult, particularly if they have had personal
experiences. Explain this is normal and if someone
needs to leave the room for a minute at any time that
is acceptable, except not during the theory/written
assessment, unless it is an emergency.
Assessment process Explain you will assess Learners during the course as Listen. Ask any questions.
in Qualsafe Awards (QA):
• Guide to Assessing First Aid Qualifications
• Multiple Choice Question Paper Guidelines
Lesson Plan

Subject: Role and responsibilities of a first aider
Materials: Flip chart, PC and projector, first aid equipment
Time: 20 mins
Aim: 1.0 Understand the role and responsibilities of a first aider
Unit Objective –
Trainer Learners
Ref. The learner can:
1.1 Identify the role and Identify and discuss the goals of First Aid Listen and discuss
responsibilities of a i.e. preserve life, alleviate suffering, prevent
first aider further illness or injury (the situation from
worsening), and promote recovery.
The European Resuscitation Council define
a first aider as someone trained in first aid
who should:
• Recognise, assess and prioritise the need
for first aid
• Provide care using appropriate competencies
• Recognise limitations and seek additional
care when needed
Ask the Learners in pairs to identify and list In pairs identify and list some
the basic requirements of a first aider. Include basic requirements of a first
common sense, remaining calm and being aider and feedback to the
confident in the discussion. group.
Identify and discuss the role and
responsibilities of a first aider. Emphasise
at least the following: protect from danger,
identify the illness or injury, decide priorities
of care, ensure dignity, arrange transportation
as appropriate, make sure there is good
communication to casualty, helpers and
other medical professionals, complete good
documentation (incident recording) and
manage own post incident stress.
1.2 Identify how to Ask the Learners in small groups to identify and In small groups identify and list
minimise the risk of list different types of infection risk in the first aid some of the possible infection
infection to self and setting and how these might be overcome. risks in a first aid setting.
others Explain undertaking hand hygiene, using
personal protective equipment and disposing
of soiled items in domestic waste bags or
clinical waste bags (yellow or orange bags)
can minimise the risk of infection.
1.3 Identify the need for Explain the importance of introducing Listen and discuss.
consent to provide first yourself to the casualty and asking if they are
aid happy for you to help them. If unconscious,
then implied consent as duty of care, see
Resuscitation Council (UK) guidelines*.
Trainers: Should give a brief recap and undertake formative assessment throughout the session. They should be
confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the next topic/
requesting certification.
Lesson Plan
Course: QA Level 3 Award in Emergency First Aid at Work (RQF)

Subject: Incident and casualty assessment
Materials: Flip chart and pens, PC and projector, image of first aid scene
Time: 30 mins
Aim: 2.0 Be able to assess an incident
Unit Objective –
Trainer Learners
2.1 Conduct a scene Ask the Learners in small groups to consider In small groups listen, observe
survey a first aid scene, real or simulated, and to the image or scenario and list
identify and list the potential hazards and their possible hazards and how
management if possible. Provide an image they might be overcome.
or scenario if possible of a scene for more Discuss and feedback to the
impact. group.
2.2 Conduct a primary Introduce DRABC (danger, response, airway, Listen, observe and discuss.
survey of a casualty breathing and circulation) on a PowerPoint
slide, flip chart or board and explain its
meaning with any considerations.
Emphasise that life threatening conditions
should be identified as soon as possible.
Manage each step fully before moving on to
next. You may not get as far as ‘C’ particularly
if you need to start CPR.
2.3 Summon appropriate Explain the importance of summoning early Listen and discuss.
assistance when assistance from a bystander:
necessary • To call the emergency services (999/112)
• To get a defibrillator/AED
Explain if a first aider is alone they should use Listen and discuss.
the speaker phone function if possible.
Lesson Plan
Subject: Cardiopulmonary Resuscitation (CPR) and AED
Materials: Flip chart and pens, PC and projector, adult and infant manikins, wipes and mats, visual clip of agonal
gasps, AED, AED pads and the QA CPR and safe use of an AED practical assessment paper
Time: 105 mins
Aim: 3.0 Be able to provide first aid to an unresponsive casualty
Unit Objective –
Trainer Learners
3.1 Identify when Briefly explain the difference between a heart Listen, observe and discuss.
to administer attack and cardiac arrest. Discuss agonal
Cardio Pulmonary gasps and seizure like episodes and the
Resuscitation (CPR) importance of starting and continuing CPR.
Show video clip if available.
3.2 Demonstrate CPR Demonstrate CPR (including correct Listen and observe.
using a manikin placement of AED pads) and following AED
instructions on manikin emphasising hand
position, depth and speed, also when to stop.
When demonstrating the use of a defibrillator/
AED as a standard part of CPR complete
2 cycles of 30:2. Then demonstrate pad
placement and emphasise following AED
instructions.
Place manikins around the room, make sure Assist in placing manikins
wipes are available and kneelers or mats as round the room.
appropriate.
Emphasise cleaning manikins each time they
are used and cross infection issues.
Ask the Learners in small groups to practise In small groups practise CPR and
CPR after 2 practices, demonstrate pad using an AED on the manikins.
placement and emphasise following AED Clean the manikin ready for next
instructions observe and assess. Learner each time it is used.
Explain and demonstrate the skill of: Listen and observe.
• Child CPR**
Define age, over 1 year
• Infant CPR**
Define age, under 1 year
Tell Learners the modifications to CPR
(including correct placement of AED pads and
follows AED instructions) for children.
Trainers: Assess CPR and AED during this session using the QA CPR and safe use of an AED practical assessment
paper. See QA Guide to Assessing First Aid Qualifications for further guidance.
**Please refer to: Resuscitation Council (UK); Resuscitation Guidelines 2015, Adult BLS and Paediatric BLS, available online.
Lesson Plan

Subject: Unconscious casualty and management of a seizure
Materials: Flip chart and pens, PC and projector, adult and infant manikins, wipes and mats, visual aids of
seizures and QA Unconscious casualty practical assessment paper
Time: 45 mins
Aim: 3.0 Be able to provide first aid to an unresponsive casualty
Unit Objective –
Trainer Learners
3.3 Justify when to place Ask the Learners in pairs to identify and list as In pairs identify and list as many
a casualty into the many causes of unconsciousness they can. causes of unconsciousness
recovery position you can, feedback and discuss.
3.4 Demonstrate how to Reinforce DRAB (danger, response, airway Observe, listen and discuss.
place a casualty in the and breathing), explain and demonstrate the
recovery position open airway position, then ask the Learners to
practise.
Recovery position is a position that maintains
a stable open draining airway.
Observe the Learners, in pairs, as they In pairs practise placing each
practise the recovery position and subsequent other in the recovery position.
management.
Make sure you assess them at the same time. Observe and listen.
Demonstrate alternative recovery position with
an infant manikin.
3.5 Identify how to Briefly explain a seizure, the types, signs, Listen, observe any visual aid
administer first aid symptoms and its management including the examples and discuss.
to a casualty who is ‘do nots’ as well as post seizure care. Show
experiencing a seizure any visual aids of seizures.
Trainers: Assess recovery position during this session using the QA First aid at work annual refresher practical
assessment paper. See QA Guide to Assessing First Aid Qualifications for further guidance.
Lesson Plan

Subject: Choking casualty
Materials: Flip chart and pens, PC and projector, suitable choking rescue trainer/manikins, QA Choking casualty
practical assessment paper
Time: 35 mins
Aim: 4.0 Be able to provide first aid to a casualty who is choking
Unit Objective –
Trainer Learners
4.1 Identify when choking is: Ask the Learners in pairs to list different types In pairs listen, identify, list and
• Mild of airway obstructions. feedback possible types of
airway obstructions.
• Severe
Explain difference with emphasis on the fact Listen, observe and discuss.
that a casualty with a mild airway obstruction
should be able to cough.
4.2 Demonstrate how to Explain and demonstrate with manikins Listen, observe, discuss and
administer first aid to a and a choking rescue training device the practise management of
casualty who is choking stepwise approach including cough, back choking on choking rescue
blows, abdominal thrusts and chest thrusts. trainer/manikins.
Emphasise differences with abdominal
thrusts and chest thrusts in regard to infants
and children, especially no abdominal thrust
on infants.
Assess the Learners as they practise.
Trainers: Assess choking during this session using the QA Choking casualty practical assessment paper. See QA
Guide to Assessing First Aid Qualifications for further guidance.
Lesson Plan

Subject: Shock
Materials: Flip chart and pens, PC and projector and QA Wounds, bleeding and shock practical assessment paper.
Time: 15 mins
Aim: 6.0 Know how to provide first aid to a casualty who is in shock
Unit Objective –
Trainer Learners
6.1 Recognise a casualty Define shock and how and why it develops. Listen and discuss.
who is suffering from Ask the Learners in small groups to discuss Listen, identify and list some
shock what the casualty will look like and feel like. of the signs and symptoms of
a casualty in shock.
6.2 Identify how to Explain how to manage shock, emphasise Listen and discuss.
administer first aid to a casualty positioning.
casualty who is suffering Reinforce how the body compensates for Listen and observe.
from shock blood loss and the critical amounts.
Demonstrate the positioning for shock, i.e. lay In pairs practise placing each
the casualty on their back (with legs elevated other in the correct position
where there is no evidence of trauma). for shock.
Ask the Learners in pairs to lay each other
down and elevate their legs, observe and
assess.
Trainers: Assess management of shock during this session using the QA Wounds, bleeding and shock practical
Lesson Plan

Subject: External bleeding and minor injuries
Materials: Flip chart and pens, PC and projector, bandages, dressings and slings, examples of minor injuries,
burns and scalds, cling film, QA Wounds, bleeding and shock practical assessment paper
Time: 85 mins
Aim: 5.0 Be able to provide first aid to a casualty with external bleeding
7.0 Know how to provide first aid to a casualty with minor injuries
Unit Objective –
Trainer Learners
5.1 Identify the severity of Define the different types of bleeds: arterial, Listen, observe and describe
external bleeding venous, capillary. Ask the Learners to try and the nature of blood flow
describe the type of blood flow caused by each. associated with each.
Emphasise the difficulties estimating blood loss Consider different surfaces
dependant on surface or materials involved. and materials and how blood
loss looks on them.
5.2 Demonstrate how to Introduce treatment (sit or lay, examine, Observe and try to identify
control external bleeding pressure and dress) on a PowerPoint slide, what each step requires and
flip chart or board and ask the Learners to why.
identify what is required for each step. Listen, observe and discuss.
Explain its significance and demonstrate its Observe and discuss.
use in a simulated example.
Demonstrate managing a casualty with
external bleeding using appropriate
dressings.
Ask the Learners to practise on each other, In pairs practise managing
observe and assess. simulated wounds and
bleeding scenarios on each
other with appropriate
dressings.
7.1 Identify how to Explain the nature of small cuts, grazes Listen, observe and discuss.
administer first aid to a bruises and small splinters, and how best to
casualty with: treat. Show examples if appropriate.
• Small cuts Explain basic management and emphasise
• Grazes infection prevention and control measure. For
example minimal contact with bodily fluids,
• Bruises
use of PPE and hand hygiene techniques.
• Small splinters
Emphasis that a small splinter is the only
embedded object a first aider can remove.
It must be visible, not deeply embedded or
difficult to remove or over a joint.
Explain removal technique using clean
tweezers.
Emphasise aseptic techniques and tetanus
issues if appropriate.
N/A Administer first aid Explain the treatment for nosebleed, Listen, observe and discuss
to a casualty with a emphasising tipping the head forward and
nosebleed nipping for a full 10 minutes.
Continued on following page
Lesson Plan
Continued from previous page
7.2 Identify how to Explain the nature of burns emphasising Listen, observe and discuss.
administer first aid to different types, depths and critical areas.
a casualty with minor Introduce the mnemonic SCALD (size, cause, As a group identify what each
burns and scalds age, location, depth) for assessing a burn. Ask letter of SCALD stands for
the Learners to try identify what each letter and discuss.
stands for and then expand the discussion.
Emphasise the importance of knowing when
to seek further medical advice. Listen and discuss.
Explain the basic management of burns and
scalds emphasising cooling for a minimum Listen, observe and discuss.
of 10 minutes, removal of jewellery, watches,
etc. and clothing that has not stuck to the
burn, dressings and what you should not do.
Give cling film wrap to the Learners and
demonstrate the use of cling film on simulated Practise placing the cling film
burn. Emphasise infection risks and the on each other as simulated
principles of dressings not being too restrictive. burns management practise.
Trainers: Assess management of external bleeding and minor injuries during this session using the QA Wounds,
bleeding and shock practical assessment paper. See QA Guide to Assessing First Aid Qualifications for further guidance.
Lesson Plan

Subject: Catastrophic bleeding
Materials: Flip chart and pens, PC and projector, bandages, dressings and slings, an imitation cavity wound, a
manufactured tourniquet, a model arm/pipe and QA Wounds, bleeding and shock practical
assessment paper (optional section)
Time: 30 mins
Aim: Be able to manage life threatening bleeding
Note: Add 30 minutes at the end of previous session if including this topic
Unit Objective –
Trainer Learners
Ref. That the learner can:
N/A Recognise life- Emphasise that both venous and arterial Listen, observe and describe
threatening bleeding bleeds are life-threatening. When blood the nature of blood flow
oozes from a vein or spurts from an artery associated with each.
in large volumes, it pulsates in time with the
heartbeat, as a result, this can be described
as pulsating bleeding.
Introduce <C>ABC using PowerPoint slide Listen and observe and discuss.
N/A Know how to control Introduce haemostatic dressings and explain Listen, observe and discuss.
life-threatening they are completely safe. Explain Celox
bleeding with dressings are made from ‘chitosan,’ an agent
wound packing and made from shrimp shells with the possibility of
haemostatic dressings allergy ‘engineered out’.
Show an example of a Celox/QuikClot/ Observe and discuss.
Chitogauze dressing but avoid learners
playing with Chitosan (Celox) dressings as it
can mildly irritate the eyes (very fine particles
that form a gel when in contact with moisture).
Explain it is preferable to practise with a crepe Examine the different
bandage for this reason (in addition to being a examples.
cheaper option).
Pass examples of unopened Celox/QuikClot/ Listen and discuss.
Chitogauze dressings round for Learners to
familiarise themselves with the packaging.
Discuss which employers should consider
providing haemostatic dressings (and which
don’t).
Discuss the importance of identifying the Listen, observe and discuss.
exact point of pulsating bleeding which may
be inside a wound. Explain a deep wound
may need mopping out to find the exact point
of bleeding. Emphasise direct pressure may
be sufficient at this point.
Ask Learners in pairs to identify areas of the
body where effective direct pressure is not
achievable.

Discuss the difficulty of direct pressure on In pairs, list areas of the body
abdominal wounds and junctional injuries where effective direct pressure
(arm pit, groin, neck), hence the need for is not achievable. Feedback
wound packing and haemostatic dressings. and discuss.
Explain packing a wound even with an
ordinary dressing could be used to control
life-threatening bleeding.
Demonstrate how to control a bleed and pack Listen and discuss.
a wound (ideally with a haemostatic dressing)
using an imitation cavity wound.
Discuss why Z fold dressings are best
(runaway bandage rolls). Observe and discuss.
Cover direct pressure times once the
haemostatic dressing is in place which is 3 Listen and discuss.
mins for Celox/QuikClot/Chitogauze (Qualsafe
books say 5 mins because they have to cover
all types of haemostatic agents need to be
referred to in the book).
A normal dressing is used to pack the wound,
apply pressure for at least 10 minutes. Listen and discuss.
Emphasise the haemostatic dressing
packaging must be tucked into the bandage
to secure it in place (so doctors know exactly Listen and discuss.
what type of product is in the wound).
Use the Qualsafe PowerPoint slides for
haemostatic dressings to make sure all
important points have been covered. Observe and discuss.
N/A Know how to control Explain the reason for the change in Listen and discuss.
life threatening guidelines (New worldwide evidence-based
bleeding using a practice guidelines were produced in 2015).
tourniquet Explain there is a lot of evidence from recent Listen and discuss.
military conflicts that demonstrates how
the use of tourniquets saves lives (civilian
application of tourniquets in the Boston
marathon bombing saved 3 lives).
Identify the risks (it can be in place for 2 hours
without risking the limb). Providing urgent
transport can be arranged, the only big risk
is not tightening it enough, explain why, e.g.
squeezing veins but not arteries will increase
bleeding.
Use a model arm or plastic pipe, not a Learner
to demonstrate either application of a CAT or Listen, observe and discuss.
MAT tourniquet and an improvised tourniquet.
Discuss positioning, particularly if the first
tourniquet is over a single bone (femur or
humerus). It is more important to emphasise
tightening and good application than the
exact position of the tourniquet.

Lesson Plan
Use a model arm or plastic pipe, not a Learner

to demonstrate either application of a CAT or Observe and discuss
MAT tourniquet and an improvised tourniquet.
Discuss positioning, particularly if the first
tourniquet which is over a single bone
(femur or humerus). It is more important to Observe and discuss
emphasise tightening and good application
than the exact position of the tourniquet.
Position at least 5cm above the wound as
damaged arteries can constrict.
It is extremely important to keep improvised Listen and discuss
tourniquets as simple as possible. Fast,
effective, simple application is essential.
Explain it will hurt, so first aiders need to
explain to the casualty that the pain will
subside but it has been applied in an attempt
to save their life. Emphasise that once a
tourniquet has been applied, it should never
be loosened, regardless of the pain (only in the
extraordinarily unlikely circumstance of this Listen and discuss
type of injury occurring AND having no hope of
getting help should this even be considered).
Discuss which employers should consider
buying manufactured tourniquets e.g. high risk Listen and discuss
workplaces and/or potential terrorist targets.
Reemphasise that a triangular bandage and a
strong pen equals a tourniquet (metal cutlery
is best but using a pen means improvised
tourniquets are already in the workplace).
Explain manufactured tourniquets can be
quicker to apply and leave less room for error;
so environments at risk of severe bleeds
should strongly consider purchasing them.
Use the PowerPoint slides for tourniquets Listen, observe and discuss.
to make sure all important points have been
covered.

Demonstrate how to Provide 3 activity stations and allow Learners In pairs, take turns to practise
control life-threatening in pairs to take turns practising each skill. all three skill stations, on a
bleeding using Note: DO NOT allow Learners to practise model arm or pipe
haemostatic dressings applying improvised or manufactured
and a tourniquet tourniquets on each other. A model arm or
pipe must be used.
Activity Station 1 Activity Station 1
Ask Learners to practise packing a wound In pairs practise packing
with a ‘pretend’ haemostatic dressing (use a a wound with a ‘pretend’
Z-folded crepe bandage). haemostatic dressing (use a
Z-folded crepe bandage)
Ask Learners to practise improvising a In pairs practise improvising
tourniquet (use a triangular bandage and a a tourniquet (use a triangular
pen) on a model arm or pipe. bandage and a pen).

Ask Learners to practise the application of a In pairs practise the application
manufactured tourniquet on a model arm or of a manufactured tourniquet.
pipe.
Assess Learners during the practise sessions.
To keep practise time shorter, for a class of 12
working in pairs consider:
2 x imitation cavity wounds,
2 x manufactured tourniquets,
4 x pipes/model arms,
2 x triangular bandages,
2 x pen/metal cutlery.
Trainers: Assess management of catastrophic bleeding during this session using the QA Wounds, bleeding and
shock practical assessment paper (optional section). See QA Guide to Assessing First Aid Qualifications for
further guidance.
confident that all Learners have achieved all of the objectives (assessment criteria) prior to moving to the next
topic/requesting certification.
Lesson Plan

Subject: Multiple choice question paper/theory assessment for Unit 1
Materials: Question papers, answer papers, marking guides, black pens
Time: 25 mins
Aim: To complete and pass appropriate multiple choice question papers, showing their overall
learning on the course is sufficient to enable the Learner to provide emergency first aid in a
manner that is safe, prompt and effective
Objective –
Trainer Learners
The learner can:
Complete a multiple Before handing out the assessments, give Complete assessments without
choice question paper/ Learners a final opportunity to ask for a reasonable colluding with other Learners.
theory assessment adjustment, e.g. because they need the theory Give completed papers to Trainer.
assessment carried out verbally. If any Learner
makes a request, the verbal assessment will
usually take place after the other Learners have
completed the assessment. Trainers must make
sure Learners have no opportunity to collude.
Note: If assessment is completed verbally, submit
a reasonable adjustment form.
Issue the question papers and matching answer
papers (as shown on the question paper). It is vital
you make sure the correct question papers are
available and issued to Learners.
Each Learner gives their answers on a separate
answer paper.
Ask Learners to put their name, date of birth,
assessment date and their signature on their
answer paper using a black pen.
Trainers should make sure Learners understand
the format of the theory assessment, how to
complete the answer paper, the time allowed and
how to record the correct answers or change their
answer using a black pen.
The maximum time allowed for the multiple choice
question theory/written assessment is 25 mins.
The Learner must score at least 11 out of 15 to be
considered for a pass.
See QA Multiple Choice Question Paper
Guidelines for further guidance.
Collect and mark the answer papers.
Day closure Tell Learners if they have passed or been Participate as needed.
referred. To ensure the security of the
assessment, DO NOT tell Learners their
individual marks/incorrect answers or allow them
access to their papers. Issue homework on the
next day’s subjects.
QA Level 3 Award in
First Aid at Work

0915-0935

0935-1005
1005-1020 Break
CPR and AED:

1020-1205
Unresponsive casualty not breathing normally
1205-1235 Lunch

Choking casualty:
1320-1355
Shock:
1355-1410
1410-1425 Break
External bleeding:
Types and treatment
1425-1550
Minor injuries:
Note: Move
timings for next
two sessions
QA Level 3 Award in
First Aid at Work
0900-0915 Assembly and recap
Hypoxia:
0930-1000
Chest injuries:
1000-1015
1015-1030 Break

1030-1120

1135-1205
Shock
1220-1250
1250-1320 Lunch
Anaphylaxis:
1320-1345
Stroke
1435-1505
1505-1520 Break
1550-1615
Lesson Plan

Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Respiratory system
Materials: Flip chart and pens, PC and projector
Time: 15 mins
Aim: To understand the basic functions of the respiratory system
Before starting this lesson, assemble the Learners and give a brief recap of Unit 1/day 1 learning.
Unit Objective –
Trainer Learners
N/A List the components Using PowerPoint, describe the anatomy and Listen, observe and discuss.
and functions of the function of the individual components of the Any questions?
respiratory system respiratory system. Start with the mouth and
nose and work downwards.
Include description and function of the pleura.
N/A Describe the mechanics Explain and expand. Listen, observe and discuss.
of respiration
N/A Describe how the Explain the basics only, including the nerves Listen, observe and discuss.
respiratory control which connect the brain to the lungs. Any questions?
centre controls breathing
Lesson Plan

Subject: Hypoxia
Time: 30 mins
Aim: Causes, signs and symptoms of hypoxia
Unit Objective –
Trainer Learners
N/A Explain the definition of Explain that hypoxia is a condition that occurs Listen, observe and discuss.
hypoxia when there is a lack of oxygen in the body’s
tissues.
Explain the prefix ‘hypo’ (too low) and ‘hyper’
(too high) in medical terminology.
N/A List the major causes of Ask Learners to suggest causes of hypoxia Listen, observe, make
hypoxia and note suggestions on flip chart/board. suggestions and discuss.
Discuss the life threatening causes of hypoxia
that need identifying and treating when
carrying out a primary survey.
Spit the causes under Airway, Breathing and Q&A.
Circulation headings. Discuss each cause
briefly but avoid going into depth when topic
will be covered later in the course.
Lesson Plan

Subject: Chest injuries
Time: 15 mins
Aim: 4.0 Know how to provide first aid to a casualty with suspected chest injuries
Unit Objective –
Trainer Learners
4.1 Recognise a suspected: Explain the physiology of collapsed lung, flail Listen, observe and discuss.
• Flail chest chest and penetrating chest injury.
• Penetrating chest Discuss how to recognise each condition.
injury
4.2 Identify how to Discuss the treatment of penetrating chest Listen, observe and discuss.
administer first aid for a: injury (emphasising why it should be left
• Flail chest uncovered) and a flail chest.
• Penetrating chest Explain the benefit of sitting the casualty Listen, observe and discuss.
injury upright, inclined towards the injury.
Lesson Plan

Subject: Asthma and hyperventilation
Materials: Flip chart and pens, PC and projector, visual aids, drinking straws and examples of inhalers and
spacer devices
Time: 50 mins
Aim: 9.0 Know how to provide first aid to a casualty with suspected major illness: asthma
Note: Heart attack, stroke, epilepsy and diabetes will be covered in other lessons.
Unit Objective –
Trainer Learners
9.1 Recognise suspected Explain the physiology of an asthma attack using Listen/observe.
asthma the PowerPoint respiratory system visual aid.
N/A List the signs and Mind map the signs and symptoms of an Participate in mind mapping.
symptoms of an asthma asthma attack. Note on flip chart/board.
attack If possible act the signs for Learners.
Explain the importance of recognition, Listen, observe and handle
emphasising wheeze and early use of inhaler, an inhaler and a spacer
positioning and reassurance. Show Learners device.
examples of inhalers and a spacer device.
Give each Learner a straw. Ask the Learners Take a drinking straw and try
to try and breathe in and out through the straw breathing in and out of it to
to simulate the difficulties an asthma sufferer simulate the difficulties an
experiences. This is an optional exercise; asthma sufferer experiences.
explain that this is not dangerous!
Illustrate the condition with appropriate visual Observe any visual aids and
aid if possible. Demonstrate positioning: sat casualty positioning.
down leaning forward.
9.2 Identify how to Q&A with Learners to cover the treatment of Q&A participation.
administer first aid to a asthma attack. Emphasise reassurance. Allow View and handle appropriate
casualty suffering from Learners to see and hold a reliever inhaler inhalers.
asthma and assemble a spacer device.
Assemble a spacer device.
N/A Describe the physiology Briefly discuss hyperventilation (explain Listen.
of hyperventilation the progression to hyperventilation can be
prevented with reassurance).
Explain the physiology of hyperventilation with
aid of flip chart (too much loss of carbon dioxide).
N/A List the signs Describe signs and symptoms and why they Participate in hyperventilation
and symptoms of occur. Ask Learners to hyperventilate for 20 experiment.
hyperventilation seconds to see how quickly they go dizzy. Observe/listen.
This is an optional exercise; explain that this
is not dangerous! Ask Learners to note the
contrasting difference between the asthma
and hyperventilation.
N/A Treat someone who is Mind map with class for treatments. Note on Participate in mind map
hyperventilating flip chart. session.
Lesson Plan

Subject: Circulatory system
Materials: Flip chart and pens, PC and projector, visual aids, manikins
Time: 15 mins
Aim: Have an understanding of the basic functions of the circulatory system
Unit Objective –
Trainer Learners
N/A List the very basic Describe the basic anatomy and physiology of Listen
anatomy of the the circulatory system and its functions with the Any questions?
circulatory system aid of PowerPoint slide.
N/A Take a pulse Ask the Learners: Q&A participation.

• Where can you feel a pulse? Find own pulse in neck and
• What are you looking for when feeling a wrist, then try on another
pulse? How do you record a pulse? Learner.
• To feel their own pulse and then someone
else’s.
N/A List normal heart rates Discuss what a ‘normal’ heart rate is at rest. Listen, discuss.
Lesson Plan

Subject: Wounds and bleeding extras
Materials: Flip chart and pens, PC and projector, visual aids, manikins
Time: 30 mins
Aim: Be able to treat amputation, embedded objects, crush injury and recognise potential
internal bleeding
Unit Objective –
Trainer Learners
N/A Know how to treat Highlight the different types of wound with Listen, observe, participate in
various types of wound the treatments for: any demonstration.
• Contusion
• Abrasion
• Laceration
• Incision
• Puncture
• Gunshot
• Degloved
N/A Demonstrate how to Demonstrate a dressing that supports an Observe, discuss.
treat an embedded embedded object.
object
N/A Know how to treat a Discuss the physiology of crush injury and the Listen, observe, discuss.
crush injury importance of attempting to release before 15
minutes/not releasing if circulation is cut off
for longer.
Lesson Plan

Subject: Eye injuries
Materials: Flip chart and pens, PC and projector, eye bandages or equivalent, visual aids of eye injuries
Time: 15 mins
Aim: 6.0 Know how to provide first aid to a casualty with an eye injury
Unit Objective –
Trainer Learners
6.1 Identify how to Explain the basic general management of Listen, observe and discuss.
administer first aid for eye injuries, then add any specifics for those
eye injuries involving: listed.
• Dust Points to reinforce include washing a
• Chemicals chemical away from unaffected eye, leaving
an embedded object in place and covering or
• Embedded objects
closing the good eye.
Lesson Plan

Subject: Shock – different types including fainting
Time: 30 mins
Aim: Be able to describe the different types of shock related to first aid and treat a casualty who
has fainted
Unit Objective –
Trainer Learners
N/A Explain the definition of Explain the definition of shock. Listen and discuss.
shock Recap treatment of shock from Day 1. In pairs practise placing each
other in the correct position
for shock.
N/A Describe the different With the aid of diagrams, describe and Listen, observe and discuss.
types and causes discuss the physiology of each type of shock:
of shock and treat Hypovolaemic shock
accordingly
Explain Hypo = low, vol = volume,
aemic = blood.
Ask Learners to suggest potential causes and
provide any causes they cannot guess.
Explain this has already been covered on the
course, recap on the signs, symptoms and
treatment positioning.
Cardiogenic shock
Explain the cause of cardiogenic shock and
that heart attacks will be covered later in the
course.
Neurogenic shock (fainting)
Ask the Learners to suggest causes of fainting.
Discuss the treatment of fainting (laying down
with legs elevated).
Anaphylactic shock
Explain the definition of anaphylaxis and why
it causes shock. Explain this is covered as the
next topic.
Lesson Plan

Subject: Anaphylaxis
Time: 25 mins
Aim: 8.0 Know how to provide first aid to a casualty with anaphylaxis
Unit Objective –
Trainer Learners
8.1 Identify common Explain the condition and ask Learners in Listen, in pairs identify
triggers for anaphylaxis pairs to try and identify possible triggers. possible triggers of
anaphylaxis.
8.2 Recognise suspected Describe the effects of an anaphylactic Listen, in pairs identify the
anaphylaxis reaction/shock. possible signs and symptoms
of anaphylactic shock.
8.3 Identify how to Explain the management of anaphylaxis Listen, observe an adrenaline
administer first aid for a including the use of adrenaline auto-injectors auto-injector if possible
casualty suffering from and show a training adrenaline auto-injector if and discuss general
anaphylaxis available. management.
Lesson Plan

Subject: Angina and heart attack
Materials: Flip chart and pens, PC and projector, diagram of a heart, examples or images of heart attacks, visual aids
Time: 50 mins
Aim: 9.0 Know how to provide first aid to a casualty with anaphylaxis
Note: Stroke, epilepsy, asthma and diabetes will be covered in other lessons
Unit Objective –
Trainer Learners
9.1 Recognise suspected With the aid of a diagram of the heart, describe Listen and observe visual aids.
heart attack the anatomy of the heart, paying particular
attention to the coronary blood supply.
In pairs identify and list signs
Explain the physiology of heart attack. and symptoms of a heart
Ask Learners in pairs to identify signs and attack. Discuss.
symptoms, prompt as needed.
9.2 Identify how to Question and answer session on treatment of Q&A participation.
administer first aid to a heart attack. Role play: In groups of 2 or 3
casualty suffering from with 1 Learner as the casualty,
heart attack demonstrate the questioning
and subsequent treatment
of a casualty suffering from
possible heart attack.
N/A Angina physiology, signs Explain the physiology of angina attack. Ask Participate in Q&A session
and symptoms Learners to identify signs and symptoms with of signs and symptoms of
a little prompting as necessary. Note results angina attack.
on flip chart.
N/A Angina attack treatment Question and answer session on treatment of Q&A participation.
angina attack.
Trainer: If a Learner asks about ‘cough CPR’ refer them to the Resuscitation Council UK statement:
https://www.resus.org.uk/cpr/statement-on-cough-cpr/
Lesson Plan

Subject: Stroke
Materials: Flip chart and pens, PC and projector, examples or images of stroke casualties, visual aids, Stroke
Association FAST video
Time: 30 mins
Aim: 9.0 Know how to provide first aid to a casualty with a suspected major illness: stroke
Note: Heart attack, epilepsy, asthma and diabetes will be covered in other lessons
Unit Objective –
Trainer Learners
9.1 Recognise suspected Describe the different types of stroke (bleed/ Listen and observe visual aids.
stroke clot). Describe stroke as a ‘brain attack’
(contrast and compare to heart attack).
In pairs identify and list signs
Explain the FAST test: and symptoms of a stroke.
• Facial weakness
• Arm weakness
• Speech problems
• Time (to call 999)
Ask Learners in pairs to suggest other
possible signs.
9.2 Identify how to Explain and expand FAST and positioning Listen and observe visual aids.
administer first aid to a of casualty. Emphasise reassurance and
casualty suffering from constant monitoring of airway and breathing.
stroke Play Stroke Association FAST video if available.
Lesson Plan

Subject: Burns and scalds
Materials: Flip chart and pens, PC and projector, cling film, visual aids of burns and scalds
Time: 30 mins
Aim: 5.0 Know how to provide first aid to a casualty with burns and scalds
Unit Objective –
Trainer Learners
5.1 Identify the factors that Ask the Learners to try to recall what each As a group identify what each
affect the severity of letter of the mnemonic SCALD stands for letter stands for in SCALD
burns and scalds (size, cause, age, location, depth). Recap, and discuss.
then expand the discussion. Listen, observe and discuss.
Size: explain that the palm of the hand inc. Measure % of a full arm burn.
fingers = 1%. Have learners work out the
percentage of a whole arm (about 9%).
Cause: ask Learners to suggest causes of Suggest causes and discuss.
burns and how some can be more severe
than others.
Age: Discuss how age/weaker immune Listen and discuss.
system affects ability to recover.
Location: Demonstrate how the location of a Listen, observe, discuss
burn can affect severity. Emphasise burns to
airway and breathing as severe.
Depth: Explain the depth of burns, describe
how they look and show pictures if possible
of what each looks like. Emphasise lower
pain levels for deep burns.
Emphasise the importance of knowing when
to seek further medical advice.
5.2 Identify how to Ask Learners to recall the treatments from Recall treatments, listen,
administer first aid for EFAW unit. Use pictures as reminders. observe and discuss.
burns involving: Emphasise three easy steps:
• Dry heat 1) Cool 2) Remove 3) Dress
• Wet heat Discuss the ‘do nots’ and when to seek Listen observe, discuss.
• Electricity medical advice.
• Chemicals Discuss the differences in treatment for Listen, observe, discuss.
chemical burns and electrical burns. Recap Participate in groups.
with quiz or flash cards.
Lesson Plan

Subject: Poisonous substances
Materials: Flip chart and pens. PC and projector, visual aids of Hazchem signs, COSHH safety data sheets and ‘read
the label’
Time: 25 mins
Aim: 7.0 Know how to provide first aid to a casualty with sudden poisoning
Unit Objective –
Trainer Learners
7.1 Identify the routes that Define the meaning of a poison. Listen.
poisons can take to Ask Learners as a group to suggest possible As a group suggest ways
enter the body ways poisons can enter the body. Note poisonous substances can
suggestions on flip chart. enter the body.
Ask Learners which they think will get into Participate.
the blood stream fastest. Give them the
correct answer with approximate timings.
(injected=immediate, inhaled=30 seconds,
absorbed=3 to 8 mins, swallowed=20mins)
Define ‘corrosive’ and ‘non-corrosive’.
Ask Learners to suggest different poisons, Listen and discuss.
stating if they are corrosive or not. Ask Suggest examples, listen and
Learners to include potential poisons from discuss
their own work or living environment.
7.3 Identify sources of Ask the Learners in pairs to list ways that In pairs list ways that poisons
information for treating poisons can be identified and sources of can be identified and sources
those affected by information available. of information available,
sudden poisoning Show examples if available of Hazchem discuss with group.
signs, COSHH safety data sheets, or simply Listen, observe and discuss.
‘read the label’.
7.2 Identify how to Explain that there are two very separate Listen, observe and discuss.
administer first aid to routes for treatment:
a casualty affected by 1) for poisons that burn
sudden poisoning
2) for non-corrosive poisons
Explain the treatments for each in detail.
Emphasise ‘do not encourage vomiting’,
particularly with corrosive poisons.
Recap on the poisons that the Learners
identified at work/home – ask what treatment State the treatment for each
they would give for each. example.
Day closure Issue homework on the next day’s subjects. Participate as needed.
QA Level 3 Award in
First Aid at Work

0915-0935

0935-1005
1005-1020 Break
CPR and AED:

1020-1205 Unresponsive casualty not breathing normally
1205-1235 Lunch

Choking casualty:
1320-1355
Shock:
1355-1410
1410-1425 Break
External bleeding:
Types and treatment
1425-1550
Minor injuries:
Note: Move
timings for next
two sessions
QA Level 3 Award in
First Aid at Work
0900-0915 Assembly and recap
Hypoxia:
0930-1000
Chest injuries:
1000-1015
1015-1030 Break

1030-1120

1135-1205
Shock
1220-1250
1250-1320 Lunch
Anaphylaxis:
1320-1345
Stroke
1435-1455
1455-1510 Break
1550-1615
QA Level 3 Award in
First Aid at Work
Assembly and recap

0900-0935 CPR and AED:
Recap and practise
Fractures, dislocations, sprains and strains:

0935-1055
Recognition and treatment. Support and elevation slings
1055-1110 Break
Head and spinal injuries:

1110-1210
Types, recognition, treatment and Manual Inline Stabilisation (MILS)
1210-1240 Lunch
Major illnesses: Epilepsy and diabetes:

1240-1340
Recap unconscious casualty breathing normally:

1340-1405
Recovery position
1405-1420 Break
1420-1540 Secondary survey
1620-1630 Course evaluation and closure
Lesson Plan

Subject: Fractures, dislocations, sprains and strains
Materials: Flip chart and pens, PC and projector, manikins, triangular bandages, examples or images of fractures,
visual aids, QA Management of fractures practical assessment paper
Time: 80 mins
Aim: 2.0 Be able to provide first aid to a casualty with suspected injuries to bones, muscles and joints
Before starting this lesson, assemble the Learners and give a brief recap of Unit 1/day 1 and day 2 learning. Recap
CPR (including correct placement of AED pads and following AED instructions) and give Learners time to practise.
Unit Objective –
Trainer Learners
2.1 Recognise suspected: Ask the Learners in pairs to list possible signs In pairs list possible signs
• Fractures and symptoms of fractures, dislocations, and symptoms of fractures,
and dislocations sprains and strains. dislocations, sprains and
Show visual aid examples, if possible, of how strains.
• Sprains and strains
they may occur. Observe visual aids.
2.2 Identify how to Explain basic management of fractures, Listen and observe.
administer first aid for: dislocations, sprains and strains.
• Fractures Emphasise greenstick fracture and the need
and dislocations for an x-ray to rule out suspected fracture in
• Sprains and strains sprains and strains.
Introduce mnemonic RICE (rest, ice, Identify what each letter of
compression and elevation) for treatment of RICE represents and how that
sprains and strains in particular and ask the applies to management of the
Learners if they can identify what each letter casualty.
stands for in relation to management of the
casualty.
Explain a dislocation, show example if Listen and observe.
appropriate, and explain basic management
2.3 Demonstrate how to Explain the nature of the sling and Listen and observe.
apply: demonstrate support and elevation slings. In pairs take some slings and
• A support sling Distribute enough slings for the Learners in practise applying support and
• An elevated sling pairs to practise on each other. elevation slings.
Observe and assess the Learners during
practise.
Trainers: Assess the application of slings during this session using the QA Management of fractures practical
Lesson Plan

Subject: Head and spinal injuries
Materials: Flip chart and pens, PC and projector, images of spines and spinal images, QA Management of fractures
practical assessment paper
Time: 60 mins
Aim: 3.0 Be able to provide first aid to a casualty with suspected head and spinal injuries
At the end of this lesson, assemble the Learners. Recap management of an unconscious casualty breathing
normally i.e. the primary survey and recovery position and give Learners time to practise.
Unit Objective –
Trainer Learners
3.1 Recognise suspected: Explain the nature of a head injury and Listen and discuss.
3.2 • Head injury identify the three types, emphasising
the differences in signs and symptoms.
• Spinal injury
Emphasise the importance of constant
Identify how to observation and medical referral.
administer first aid for Explain when to suspect a spinal injury and Listen and discuss. In small
suspected head injury ask the Learners in small groups to suggest groups suggest types of
what types of accident could injure the spine. accidents that could cause
Explain first aid management of the three spinal injuries.
types of head injury. Listen and discuss.
3.3 Demonstrate how to Using an image of a spine, explain the basic Listen and observe.
administer first aid for a anatomy of the spine and the consequences
suspected spinal injury of injury to it.
Explain and demonstrate Manual Inline Observe and discuss.
Stabilisation (MILS) to head and neck in the
event of moving casualty to assist clearing
airway.
Explain and demonstrate recovery position Listen and observe.
and log roll in relation to airway protection
with a suspected spine injury.
Ask the Learners in small groups to practise In small groups practise MILS
MILS and spinal recovery position with and spinal recovery position
emphasis on airway. on each other.
Observe and assess the Learners as they
practise.
Trainers: Assess MILS during this session using the QA Management of fractures practical assessment paper.
See QA Guide to Assessing First Aid Qualifications for further guidance.
Lesson Plan

Subject: Major illnesses
Materials: Flip chart and pens, PC and projector, visual aids
Time: 60 mins
Aim: 9.0 Know how to provide first aid to a casualty with suspected major illnesses epilepsy and diabetes
Note: Heart attack, stroke and asthma have already been covered in previous lessons
Unit Objective –
Trainer Learners
9.1 Recognise suspected Explain and describe the basic anatomy and Listen, observe and discuss.
9.2 epilepsy and diabetes physiology, recognition and treatment for
and identify how to each illness. Describe additional information
administer first aid to a below.
casualty suffering from: Explain partial and absence seizures and
• Epilepsy demonstrate examples. Listen, observe and discuss.
(30 mins) Ask Learners in pairs to list the signs and
symptoms of epilepsy. In pairs list the signs and
If available, show video clips. Emphasise symptoms of epilepsy.
a partial seizure can lead to a generalised
seizure if the excess electrical activity spreads
to the rest of the brain.
Explain the physiology of a generalised
seizure. Expand on the possible phases of a
generalised seizure.
Ask Learners to suggest how they would
manage each phase. Record phases on the
flip chart and clarify appropriate treatment. Ask Learners to suggest how
Emphasise protecting the head from further they would manage each
injury and timing the seizure. phase.
• Diabetes Explain treatment is 15-20g of glucose for a Listen, observe and discuss.
(30 mins) conscious casualty who can swallow.
Emphasise the dangers of providing oral
remedies if casualty is not able to maintain
own airway, that is if they are unconscious do
not give them glucose in any form.
Lesson Plan

Subject: Secondary survey
Materials: Flip chart and pens, PC and projector, visual aids
Time: 80 mins
Aim: 1.0 Be able to conduct a secondary survey
Unit Objective –
Trainer Learners
1.1 Identify the information Ask the Learners in small groups to identify In small groups suggest
to be collected when and suggest the possible questions and information to be collected
gathering a casualty information required when taking a casualty when gathering a casualty
history history. Record suggestions on flip chart, history, feedback to group.
relate them to the SAMPLE (or AMPLE) Listen and discuss.
mnemonic:
Signs and symptoms
Allergies
Medication
Past medical history
Last eaten
Events leading to incident
1.2 Demonstrate how to Ask Learners to recall the steps in the primary Recall the primary survey.
conduct a head to toe survey.
survey Explain the principle of the secondary Listen, discuss.
survey, see guidance for secondary survey
assessment in QA Guide to Assessing First
Aid Qualifications. Emphasise secondary
survey should only be done when the primary
survey is complete and life-threatening
conditions dealt with.
Demonstrate the secondary survey on Listen, observe, discuss.
a conscious casualty who can answer
questions related to pain.
Ask Learners in pairs/small groups to In pairs/small groups practise
practise the secondary survey sequence on the secondary survey
each other. Learners acting as conscious sequence on each other.
casualties should answer ‘No’ when asked if
anything hurts, so the full survey sequence
can be carried out.
Assess Learners as they practise.
Trainers: Assess secondary survey during this session using the QA Secondary survey practical assessment
paper. See QA Guide to Assessing First Aid Qualifications for further guidance.
Lesson Plan

Subject: Multiple choice question paper/theory assessment for Unit 2
Materials: Question papers, answer papers, marking guides, black pens, Learner feedback forms
Time: 40 mins
Aim: To complete and pass appropriate multiple choice question papers, showing their overall learning
on the course is sufficient to enable the Learner to provide first aid in a manner that is safe, prompt
and effective
Provide feedback on the experience of the course
Objective –
Trainer Learners
The learner can:
Complete a multiple Before handing out the assessments, give Complete assessments
choice question paper/ Learners a final opportunity to ask for a reasonable without colluding with other
theory assessment adjustment, e.g. because they need the theory Learners.
assessment carried out verbally. If any Learner Give completed papers to
makes a request, the verbal assessment will usually Trainer.
take place after the other Learners have completed
the assessment. Trainers must make sure Learners
have no opportunity to collude.
Note: If assessment is completed verbally, submit a
reasonable adjustment form.
Issue the question papers and matching answer
papers (as shown on the question paper). It is vital
you make sure the correct question papers are
available and issued to Learners.
Each Learner gives their answers on a separate
answer paper.
Ask Learners to put their name, date of birth,
assessment date and their signature on their answer
paper using a black pen.
Trainers should make sure Learners understand the
format of the theory assessment, how to complete
the answer paper, the time allowed and how to
record the correct answers or change their answer
using a black pen.
The maximum time allowed for the multiple choice
question theory/written assessment is 40 mins.
The Learner must score at least 18 out of 25 to be
considered for a pass.
See QA Multiple Choice Question Paper Guidelines
for further guidance.
Collect and mark the answer papers.
Complete course Issue Learner feedback forms and explain how to Complete forms, give them
evaluation complete them. to Trainer.
Course closure Tell Learners if they have passed or been referred. To Participate as needed.
ensure the security of the assessment, DO NOT tell
Learners their individual marks/incorrect answers or
allow them access to their papers. Close the course.

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QA Level 3 Award in

First Aid at Work

Course Overview and Lesson Plans

Unit 1 – Emergency First Aid in the Workplace – Day 1

0900-0915 Assembly and introductions

Role and responsibilities of first aider:

Incident and casualty assessment:

CPR and AED:

Unconscious casualty breathing normally:

1550-1615 Multiple choice question paper/theory assessment

1615-1630 Issue any homework reading and closure

0900-0915 Assembly and introductions

0915-0930 Respiratory system

Asthma and hyperventilation:

1120-1135 Circulatory system

Wounds and bleeding extras:

1205-1220 Eye injuries

1345-1435 Angina and heart attack

1520-1550 Burns and scalds

1615-1630 Issue any homework reading and close

Assembly and recap

Fractures, dislocations, sprains and strains:

Head and spinal injuries:

Major illnesses: Epilepsy and diabetes:

1340-1405 Recap recovery position

1420-1540 Secondary survey

1540-1620 Multiple choice question paper/theory assessment

1620-1630 Course evaluation and closure

Course: QA Level 3 Award in First Aid at Work (RQF)

Course: QA Level 3 Award in First Aid at Work (RQF)

Course: QA Level 3 Award in Emergency First Aid at Work (RQF)

Course: QA Level 3 Award in Emergency First Aid at Work (RQF)

Course: QA Level 3 Award in Emergency First Aid at Work (RQF)

Course: QA Level 3 Award in Emergency First Aid at Work (RQF)

Course: QA Level 3 Award in Emergency First Aid at Work (RQF)

Course: QA Level 3 Award in First Aid at Work (RQF)

Continued on following page

Continued on following page

Use a model arm or plastic pipe, not a Learner

Continued on following page

Activity Station 3 Activity Station 3

Course: QA Level 3 Award in Emergency First Aid at Work (RQF)

Unit 1 – Emergency First Aid in the Workplace – Day 1

0900-0915 Assembly and introductions

Role and responsibilities of first aider:

Incident and casualty assessment:

CPR and AED:

Unconscious casualty breathing normally:

1550-1615 Multiple choice question paper/theory assessment

1615-1630 Issue any homework reading and closure

0900-0915 Assembly and recap

0915-0930 Respiratory system

Asthma and hyperventilation:

1120-1135 Circulatory system

Wounds and bleeding extras:

1205-1220 Eye injuries

1345-1435 Angina and heart attack

1520-1550 Burns and scalds

1615-1630 Issue any homework reading and close

Course: QA Level 3 Award in First Aid at Work (RQF)

Course: QA Level 3 Award in First Aid at Work (RQF)

Course: QA Level 3 Award in First Aid at Work (RQF)

Course: QA Level 3 Award in First Aid at Work (RQF)

Course: QA Level 3 Award in First Aid at Work (RQF)