QA Level 3 Award in

First Aid at Work (RQF)

2 Day Requalifying Course

Course Overview and Lesson Plans

(including catastrophic bleeding)

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
QA Level 3 Award in First Aid at Work (RQF)
2 Day Requalifying 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 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/written assessment

1615-1630 Issue any homework reading and closure

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
QA Level 3 Award in First Aid at Work (RQF)
2 Day Requalifying Course
Overview

Unit 2 – Recognition and Management of Illness and Injury in the Workplace – Day 2

0900-0910 Assembly and recap

0910-0930 Poisons

0930-0950 Asthma

0950-1010 Anaphylaxis

1010-1025 Chest injuries

1025-1040 Break

1040-1110 Angina and heart attack

1110-1120 Stroke

1120-1200 Fractures, dislocations, sprains and strains

1200-1230 Lunch

1230-1315 Spinal injuries

1315-1335 Head injuries

1335-1355 Epilepsy

1355-1410 Break

1410-1430 Diabetes

1430-1515 Secondary survey

1515-1525 Eye injuries

1525-1545 Burns and scalds

1545-1630 Multiple choice question paper/written assessment

1630-1645 Course evaluation and closure

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
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
Aim: Recognise health and safety requirements of the classroom environment, know what is required 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 pre- requirements.
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

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 1: Emergency First Aid in the Workplace
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. That the learner can:
1.1 Identify the role and Identify and discuss the goals of First Aid i.e. Listen and discuss.
responsibilities of a preserve life, alleviate suffering, prevent further
first aider 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 rest
confident amongst the discussion. of 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
managing 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 Listen and discuss.
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.
*Resuscitation Council (UK) guidelines: The legal status of those who attempt CPR September 2015
http://www.resus.org.uk/pages/legal.pdf (but keep it very simple for the Learners!)

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 1: Emergency First Aid in the Workplace
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
Ref. That the learner can:
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 they
management if possible. Provide an image if might be overcome. Discuss
possible of a scene for more impact. and feedback to the rest of
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 Listen and discuss.
assistance when assistance early 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.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 1: Emergency First Aid in the Workplace
Subject: Cardiopulmonary Resuscitation (CPR) and AED
Materials: Flip chart and pens, PC and projector, adult and baby 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
Ref. That the learner can:
3.1 Identify when Briefly explain the difference between a heart Listen and observe.
to administer attack and cardiac arrest. Discuss agonal
Cardiopulmonary 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 follows AED
instructions) on manikin emphasising hand
position, depth and speed, also when to stop.
Place manikins around the room, make sure Assist in placing manikins round
wipes are available and kneelers or mats as the room.
appropriate.
Demonstrate CPR (including correct placement Listen and observe.
of AED pads) and follows AED instructions) on
an adult manikin emphasising hand position,
depth and speed, also when you stop.
Demonstrate using a defibrillator/AED as a Listen and observe.
standard part of CPR (complete 2 cycles of
30:2. Then demonstrate pad placement and
emphasise following AED instructions).
Emphasise cleaning manikins each time they In small groups practise CPR
are used and cross infection issues. and using an AED on the
Ask the Learners in small groups to practise manikins.
CPR after 2 practices, demonstrate pad Clean the manikin ready for next
placement and emphasise following AED Learner each time it is used.
instructions, observe and assess.

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 Listen and observe.
(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.
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.
**Please refer to: Resuscitation Council (UK); Resuscitation Guidelines 2015, Adult BLS and Paediatric BLS,
available online.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 1: Emergency First Aid in the Workplace
Subject: Unconscious casualty and management of a seizure
Materials: Flip chart and pens, PC and projector, adult and baby manikins, wipes and mats, 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
Ref. That the learner can:
3.3 Justify when to place Ask the Learners in pairs to identify and list as In pairs identify and list causes
a casualty into the many causes of unconsciousness they can. of unconsciousness you can,
recovery position feedback and discuss.

3.4 Demonstrate how to
place a casualty in the
recovery position
Reinforce DRAB (danger, response, airway and Observe, listen and discuss.
breathing), explain and demonstrate the open
airway position, then ask the Learners to repeat
and 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.
Demonstrate alternative recovery position with Observe and listen.
a baby 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 Unconscious casualty practical assessment
paper. See QA Guide to Assessing First Aid Qualifications for further guidance.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 1: Emergency First Aid in the Workplace
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
Ref. That the learner can:
4.1 Identify when choking Ask the Learners in pairs to list different types In pairs listen, identify, list and
is: of airway obstructions. feedback possible types of
• Mild airway obstructions.
• Severe
Explain difference with emphasis on the Listen, observe and discuss.
fact that a casualty with a partial airway
obstruction should be able to cough.
4.2 Demonstrate how to Explain and demonstrate with manikins Listen, observe, discuss and
administer first aid and a choking rescue training device the practise management of
to a casualty who is stepwise approach including cough, back choking on choking rescue
choking 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 recovery position during this session using the QA Choking casualty practical assessment paper.
See QA Guide to Assessing First Aid Qualifications for further guidance.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 1: Emergency First Aid in the Workplace
Subject: Shock
Materials: Flip chart and pens, PC and projector
Time: 15 mins
Aim: 6.0 Know how to provide first aid to a casualty who is in shock

Unit Objective –
Ref. That the learner can:
6.1 Recognise a casualty
who is suffering from
shock
6.2 Identify how to
administer first aid
to a casualty who is
suffering from shock
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.
Trainer Learners
Define shock and how and why it develops. Listen and discuss.
Ask the Learners in small groups to discuss Listen, identify and list some of
what the casualty will look like and feel like. the signs and symptoms of a
casualty in shock.
Explain how to manage shock, emphasise Listen and discuss.
casualty positioning.
Reinforce how the body compensates for Listen and observe.
blood loss and the critical amounts.
Demonstrate the positioning for shock, i.e.
lay the casualty on their back (legs elevated
where there is no evidence of trauma) back
with legs elevated.
Ask the Learners in pairs to lay each other In pairs practise placing each
down and elevate their legs, observe and other in the correct position
assess. for shock.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 1: Emergency First Aid in the Workplace
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
Ref. That the learner can:
5.1 Identify the severity of Define the different types of bleeds: arterial, Listen, observe and describe
external bleeding venous, capillary. the nature of blood flow
Ask the Learners to try and describe the type of associated with each.
blood flow caused by each. Consider different surfaces and
Emphasise the difficulties estimating blood loss materials to gain an idea of how
dependant on surface or materials involved. blood loss looks on different
surfaces and materials.
5.2 Demonstrate how Introduce treatment (sit or lay, examine, Observe and try to identify what
to control external pressure and dress) on a PowerPoint slide, flip each step requires and why.
bleeding chart or board and ask the Learners to identify
what is required for each step.
Explain its significance and demonstrate its Listen, observe and discuss.
use in a simulated example.
Demonstrate managing a casualty with Observe and discuss.
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, discuss.
to a casualty with a emphasising tipping the head forward and
nosebleed nipping for a full 10 minutes.

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Continued from previous page

Unit Objective –
Trainer Learners
Ref. That the learner can:
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, As a group identify what each
burns and scalds cause, age, location, depth) for assessing a letter of SCALD stands for
burn. Ask the Learners to try identify what and discuss.
each letter stands for and then expand the
discussion.
Emphasise the importance of knowing when Listen and discuss.
to seek further medical advice.
Explain the basic management of burns and Listen, observe and discuss.
scalds emphasising cooling for a minimum
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 Practise placing the cling film
demonstrate the use of cling film on on each other as simulated
simulated burn. Emphasise infection risks burns management practise.
and the principles of dressings not being too
restrictive.
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.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Subject: Catastrophic bleeding
Materials: Flip chart and pens, PC and projector, bandages, dressings and slings, a foam block, a
manufactured tourniquet, a model arm/pipe, QA Wounds, bleeding and shock practical
assessment paper (optional section)
Time: 30 mins
Aim: Be able to manage life threatening bleeding
As a direct result of the European Resuscitation Council’s guidelines on first aid, this is a
comprehensive lesson plan includes the recognition and management of catastrophic 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 bleeds Listen, observe and describe
threatening bleeding are life-threatening. When blood oozes from a the nature of blood flow
vein or spurts from an artery in large volumes, it associated with each.
pulsates in time with the heartbeat, as a result,
this can be described as pulsating bleeding.

N/A Know how to control
life-threatening
bleeding with
wound packing and
haemostatic dressings
Introduce <C>ABC using PowerPoint slide Listen and observe and discuss.
Introduce haemostatic dressings and explain Listen, observe and discuss.
they are completely safe. Explain Celox
dressings are made from ‘chitosan,’ an agent
made from shrimp shells with the possibility
of 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 Listen, observe and discuss.
providing haemostatic dressings (and which
don’t).
Discuss the importance of identifying the
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 In pairs, list areas of the body
body where effective direct pressure is not where effective direct pressure
achievable. is not achievable.

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Continued from previous page

Discuss the difficulty of direct pressure on Feedback and discuss.

abdominal wounds and junctional injuries
(arm pit, groin, neck), hence the need for
wound packing and haemostatic dressings.
Explain packing a wound even with an
ordinary dressing may be needed to control
life-threatening bleeding.
Discuss stab and gunshot wounds.

Demonstrate how to control a bleed and pack Listen and discuss.

a wound (ideally with a haemostatic dressing)
using a foam block or other suitable wound
packing trainer.
Discuss why Z fold dressings are best Observe and discuss
(runaway bandage rolls).
Cover direct pressure times once the Listen and discuss.
haemostatic dressing is in place which is 3
mins for Celox/QuikClot/Chitogauze (Qualsafe
books say 5 mins because all types of
haemostatic agents need to be referred to in
the book).

Explain that if a normal dressing is used to Listen and discuss.

pack the wound, apply pressure for at least
10 minutes.
Emphasise the haemostatic dressing Listen and discuss.
packaging must be tucked into the bandage
to secure it in place (so doctors know exactly
what type of product is in the wound).
Use the Qualsafe PowerPoint slides for Observe and discuss.
haemostatic dressings to make sure all
important points have been covered.

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, that leaves one
big risk which is not tightening it enough,
explain why, e.g. squeezing veins but not
arteries will increase bleeding.

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Continued from previous page
Demonstrate how to
control life threatening
bleeding using
haemostatic dressings
and a tourniquet
L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017
Use a model arm or plastic pipe, not a Listen, observe and discuss.
Learner to demonstrate either application of
a CAT or MAT tourniquet and an improvised
tourniquet.
Discuss positioning, particularly if the first Observe and discuss.
tourniquet which 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.
Position at least 5cm above the wound as Observe and discuss.
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 Listen and discuss.
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
type of injury occurring AND having no hope of
getting help should this even be considered).
Discuss which employers should consider Listen and discuss.
buying manufactured tourniquets e.g. high risk
workplaces and/or potential terrorist targets.
Reemphasise that a triangular bandage and a Listen and discuss.
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.
Split Learners into pairs. In pairs, take turns to practise
Provide 3 activity stations and allow Learners all three skill stations, on a
to take turns practising each skill. model arm or pipe
Note: DO NOT allow Learners to practise
applying improvised or manufactured
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)
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Copyright © 2017 Qualsafe Awards. All rights reserved
Continued from previous page

Activity Station 2 Activity Station 2

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).

Activity Station 3 Activity Station 3

Ask Learners to practise the application of a In pairs Learners to
manufactured tourniquet on a model arm or practise the application of a
pipe. manufactured tourniquet.

Assess Learners during the practise sessions.

To keep practise time shorter, for a class of 12

working in pairs consider:
2 x foam blocks, 2 x manufactured
tourniquets, 4 x pipes/model arms,
2 x triangular bandages, 2 x pen/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.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 1: Emergency First Aid in the Workplace
Subject: Multiple choice question paper/theory assessment for Unit 1
Materials: Question papers, answer papers, marking guides, black pens
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 emergency first aid in a manner that is safe,
prompt and effective

Objective –
Trainer Learners
That the learner can:
Complete a multiple choice Before handing out the assessments, give Complete assessments
question paper/theory Learners a final opportunity to ask for a without colluding with other
assessment reasonable adjustment, e.g. because they Learners.
need the theory assessment carried out Give completed papers to
verbally. If any Learner makes a request, the Trainer.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
QA Level 3 Award in First Aid at Work (RQF)
2 Day Requalifying 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 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/written assessment

1615-1630 Issue any homework reading and closure

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
QA Level 3 Award in First Aid at Work (RQF)
2 Day Requalifying Course
Overview

Unit 2 – Recognition and Management of Illness and Injury in the Workplace – Day 2

0900-0910 Assembly and recap

0910-0930 Poisons

0930-0950 Asthma

0950-1010 Anaphylaxis

1010-1025 Chest injuries

1025-1040 Break

1040-1110 Angina and heart attack

1110-1120 Stroke

1120-1200 Fractures, dislocations, sprains and strains

1200-1230 Lunch

1230-1315 Spinal injuries

1315-1335 Head injuries

1335-1355 Epilepsy

1355-1410 Break

1410-1430 Diabetes

1430-1515 Secondary survey

1515-1525 Eye injuries

1525-1545 Burns and scalds

1545-1630 Multiple choice question paper/written assessment

1630-1645 Course evaluation and closure

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
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: 30 mins
Aim: Unit 2:7.0 Know how to provide first aid to a casualty with sudden poisoning

Unit Objective –
Trainer Learners
Ref. That the learner can:
Unit Identify the routes that Define the meaning of a poison. Listen.
2:7.1 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/board. 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’. Listen and discuss.
Ask Learners to suggest different poisons, Suggest examples, listen and
stating if they are corrosive or not. Ask discuss
Learners to include potential poisons from
their own work or living environment.
Unit Identify sources of Ask the Learners in pairs to list ways that In pairs list ways that poisons
2:7.3 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 discuss with group.
Show examples if available of Hazchem signs, Listen, observe and discuss.
COSHH safety data sheets, or simply ‘read the
label’.
Unit Identify how to Explain that there are two very separate routes Listen, observe and discuss.
2:7.2 administer first aid to 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.

State the treatment for each

Recap on the poisons that the Learners
example.
identified at work/home – ask what treatment
they would give for each.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Asthma
Materials: Flip chart and pens, PC and projector, visual aids, drinking straws and examples of inhalers and
spacer devices
Time: 20 mins
Aim: Unit 2:9.0 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
Ref. That the learner can:
Unit Recognise suspected Explain the physiology of an asthma attack Listen/observe.
2:9.1 asthma using 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 attack. Note on flip chart/board.
asthma 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 spacer device
positioning and reassurance. Show Learners if available.
examples of inhalers and a spacer device.
Give each Learner a straw. Ask the Learners Take drinking straw and try
to try and breathe in and out through the breathing in and out of it to
straw to simulate the difficulties that an simulate the difficulties and
asthma sufferer experiences. This is an asthma sufferer experiences.
optional exercise; 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.
Unit Identify how to Q&A with Learners to cover the treatment Q&A participation.
2:9.2 administer first aid to a of asthma attack. Emphasise reassurance. View and handle appropriate
casualty suffering from Allow Learners to see and hold an inhaler and inhalers.
asthma assemble a spacer device

Assemble a spacer device

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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Anaphylaxis
Materials: Flip chart and pens, visual aids or examples of training adrenaline auto-injectors
Time: 20 mins
Aim: Unit 2:8.0 Know how to provide first aid to a casualty with anaphylaxis

Unit Objective –
Trainer Learners
Ref. That the learner can:
Unit Identify common Explain the condition and ask Learners in Listen, in pairs try to
2:8.1 triggers for anaphylaxis pairs to try and identify possible triggers. identify possible triggers of
anaphylaxis.
Unit Recognise suspected Describe the effects of an anaphylactic Listen, in pairs try to identify
2:8.2 anaphylaxis reaction/shock. the possible signs and
symptoms of anaphylactic
shock.
Unit Identify how to Explain the management of anaphylaxis Listen, observe an adrenaline
2:8.3 administer immediate including the use of adrenaline auto-injectors auto-injector if possible and
first aid for a casualty and show a training adrenaline auto-injector if discuss general management.
suffering from available.
anaphylaxis
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Chest injuries
Materials: Flip chart and pens, PC and projector,
Time: 15 mins
Aim: 4.0 Know how to provide first aid to a casualty with suspected chest injuries

Unit Objective –
Trainer Learners
Ref. That the learner can:
4.1 Recognise a Explain the physiology of collapsed lung, flail Listen, observe and discuss.
suspected: chest and penetrating chest injury.
• Flail chest Discuss how to recognise each condition.
• Penetrating chest
injury
4.2 Identify how to Discuss the treatment of penetrating chest Listen, observe and discuss.
administer first aid for injury (emphasising why it should be left
a: uncovered) and a flail chest.
• Flail chest
• Penetrating chest Explain the benefit of sitting the casualty Listen, observe and discuss.
injury upright, inclined towards the injury.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
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: 30 mins
Aim: Unit 2:9.0 Know how to provide first aid to a casualty with a suspected: heart attack
Note: Stroke, epilepsy, asthma and diabetes will be covered in other lessons

Unit Objective –
Trainer Learners
Ref. That the learner can:
Unit Recognise suspected With the aid of a diagram of the heart, describe Listen and observe visual aids.
2:9.1 heart attack the anatomy of the heart, paying particular
attention to the coronary blood supply.
Explain the physiology of heart attack. In pairs identify and list signs
Ask Learners in pairs to identify signs and and symptoms of a heart
symptoms, prompt as needed. attack. Discuss.
Unit Identify how to Question and answer session on treatment of Q&A participation.
2:9.2 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, Explain the physiology of angina attack. Ask Participate in Q&A session of
signs and symptoms Learners to identify signs and symptoms with signs and symptoms of angina
a little prompting as necessary. Note results attack.
on flip chart.
N/A Angina attack Question and answer session on treatment of Q&A participation.
treatment angina attack.

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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Stroke
Materials: Flip chart and pens, PC and projector, examples or images of stroke casualties, visual aids, Stroke
Association FAST video
Time: 10 mins
Aim: Unit 2:9.0 Know how to provide first aid to a casualty with a suspected: stroke
Note: Heart attack, epilepsy, asthma and diabetes will be covered in other lessons

Unit Objective –
Trainer Learners
Ref. That the learner can:
Unit Recognise suspected Describe the different types of stroke (bleed/ Listen and observe visual aids.
2:9.1 stroke clot). Describe stroke as a ‘brain attack’
(contrast and compare to heart attack).
Explain the FAST test:
• Facial weakness
• Arm weakness
• Speech problems
• Time (to call 999)
Ask Learners in pairs to suggest other possible In pairs identify and list signs
signs. and symptoms of a stroke.
Unit Identify how to Explain and expand FAST and positioning of Listen and observe visual aids.
2:9.2 administer first aid to a casualty. Emphasise reassurance and constant
casualty suffering from monitoring of airway and breathing.
stroke Play Stroke Association FAST video if available.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
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: 40 mins
Aim: Unit 2:2.0 Be able to administer first aid to a casualty with injuries to bones, muscles and joints

Unit Objective –
Trainer Learners
Ref. That the learner can:
Unit Recognise suspected: Ask the Learners in pairs to list possible signs In pairs list possible signs
2:2.1 • Fractures and and symptoms of fractures, dislocations, and symptoms of fractures,
dislocations sprains and strains. dislocations, sprains and
strains.
• Sprains and strains
Show visual aid examples, if possible, of how Observe visual aids.
they may occur.
Unit Identify how to Explain basic management of fractures, Listen and observe.
2:2.2 administer first aid for: dislocations, sprains and strains.
• Fractures and Emphasise greenstick fracture and the need
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.
Unit Demonstrate how to Explain the nature of the sling and Listen and observe.
2:2.3 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
assessment paper. See QA Guide to Assessing First Aid Qualifications for further guidance.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
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: 65 mins
Aim: Unit 2:3.0 Be able to administer first aid to a casualty with suspected head and spinal injuries

Unit Objective –
Trainer Learners
Ref. That the learner can:
Unit Recognise suspected: Explain the nature of a head injury and identify Listen and discuss.
2:3.1 • Head injury the three types, emphasising the differences
in signs and symptoms. Emphasise the
• Spinal injury
importance of constant observation and
medical referral.
2:3.2 Identify how to Listen and discuss. In small
Explain when to suspect a spinal injury and
administer first aid for ask the Learners in small groups to suggest groups suggest types of
suspected head injury what types of accident could injure the spine. accidents that could cause
spinal injuries.
Explain first aid management of the three
types of head injury. Listen and discuss.

Unit • Demonstrate how Using an image of a spine, explain the basic Listen and observe.
2:3.3 to administer first anatomy of the spine and the consequences
aid for a suspected of injury to it.
spinal injury 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, recovery position and log roll with log rolling and 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.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Major illnesses
Materials: Flip chart and pens, PC and projector, visual aids
Time: 40 mins
Aim: Unit 2:9.0 Know how to provide first aid to a casualty with suspected major illnesses epilepsy and
diabetics
Note: Heart attack, stroke and asthma have already been covered in previous lessons

Unit Objective –
Trainer Learners
Ref. That the learner can:
Unit Recognise major Explain and describe the basic anatomy and Listen, observe and discuss.
2:9.1 illnesses and physiology, recognition and treatment for
Unit administer first aid to each illness. Describe additional information
2:9.2 a casualty suffering below.
from major illnesses Explain partial and absence seizures and Listen, observe and discuss.
including: demonstrate examples.
• Epilepsy Ask Learners in pairs to list the signs and In pairs list the signs and
(20 mins) symptoms of epilepsy. symptoms of epilepsy.
If available, show video clips. Emphasise
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 Ask Learners to suggest how
manage each phase. Record phases on the they would manage each
flip chart and clarify appropriate treatment. phase.
Emphasise protecting the head from further
injury and timing the seizure.

• Diabetes Explain treatment is 15-20g of glucose for a Listen, observe

(20 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 a glucose drink.

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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Secondary survey
Materials: Flip chart and pens, PC and projector, QA Secondary survey practical assessment paper
Time: 45 mins
Aim: Unit 2:1.0 Be able to conduct a secondary survey

Unit Objective –
Trainer Learners
Ref. That the learner can:
Unit Identify the information Ask the Learners in small groups to identify In small groups suggest
2:1.1 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
Unit Demonstrate how to Ask Learners to recall the steps in the primary Recall the primary survey.
2:1.2 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 a
conscious casualty who can answer questions
related to pain. Listen, observe, discuss.

Ask Learners in pairs/small groups to practise

the secondary survey sequence on each
other. Learners acting as conscious casualties In pairs/small groups practise
should answer ‘No’ when asked if anything the secondary survey sequence
hurts, so the full survey sequence can be on each
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.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF)
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Eye injuries
Materials: Flip chart and pens, PC and projector, eye bandages or equivalent, visual aids of eye injuries
Time: 10 mins
Aim: 6.0 Know how to provide first aid to a casualty with an eye injury

Unit Objective –
Trainer Learners
Ref. That the learner can:
6.1 Identify how to Explain the basic general management of eye Listen, observe and discuss.
administer first aid for injuries and 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.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF)
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Burns and scalds
Materials: Flip chart and pens, PC and projector, cling film, visual aids of burns and scalds
Time: 20 mins
Aim: 5.0 Know how to provide first aid to a casualty with burns and scalds

Unit Objective –
Trainer Learners
Ref. That the learner can:
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 and
burns and scalds (size, cause, age, location, depth). Recap, 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. Assess learning.
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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved
Lesson Plan
Course: QA Level 3 Award in First Aid at Work (RQF) 2 Day Requalifying Course
Unit 2: Recognition and Management of Illness and Injury in the Workplace
Subject: Multiple choice question paper/theory assessment for Unit 2
Materials: Question papers, answer papers, marking guides, black pens, Learner feedback forms
Time: 45 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
That the learner can:
Complete a multiple Before handing out the assessments, give Learners a Complete assessments
choice question paper/ final opportunity to ask for a reasonable adjustment, without colluding with
theory assessment e.g. because they need the theory assessment carried other Learners.
out verbally. If any Learner makes a request, the verbal Give completed papers to
assessment will usually take place after the other Trainer.
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
evaluation complete them. 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.

L3 FAAW-2DRQ-RQF-CO-LP-V2 October 2017 Copyright © 2017 Qualsafe Awards. All rights reserved