Course Pack FAW

FAA LEVEL 3 AWARD IN FIRST AID AT WORK (RQF)
AWARD IN FIRST AID AT WORK AT SCQF LEVEL 6
COURSE REGISTER AND ASSESSMENT RESULTS

Course Trainer/Assessor FAA Centre name/number
Course dates Course reference number
Course venue
ID verified Learner Workbook Practical

Learner name (please print in block capitals) Overall
Trainer/Assessor to initial assessment assessment
To be completed by the learner, entering their name as they would like it to be printed on the certificate Pass/Fail
Pass/Fail Pass/Fail
10
11
12
QUALIFICATION REGULATIONS: *Learners must be a minimum of 14 years of age *Maximum of 12 learners per Trainer/Assessor *Minimum of 18 contact hours, not including breaks *Minimum of 3 days course duration *Maximum of 10 weeks course duration
*Minimum session time of 2 hours
TRAINER/ASSESSOR DECLARATION – PLEASE READ IN FULL AND SIGN BELOW
I CONFIRM THAT:
• I have adhered to all the FAA qualification regulations and completed the full syllabus as detailed in the FAA Session Plan
• I have verified the identity of all learners
• Any reasonable adjustments given have followed the FAA Reasonable Adjustments Policy and been documented in the Learner Workbook
• Successful learners have achieved all assessments as evidenced on the Practical Assessment Record and in the Learner Workbook
• I have documented in the Trainer/Assessor assessment feedback box any retraining, reassessment, additional oral questioning, referral or other relevant information
DATE: .......................................................... TRAINER/ASSESSOR SIGNATURE: ..................................................................................................................................

29.05.2019 - V1.4
PRACTICAL ASSESSMENT RECORD

Trainer/Assessor signature Learner name
Course dates 1 2 3 4 5 6 7 8 9 10 11 12
For answer guidance and additional information on completion of the scenarios including required protocol, please refer to the Trainer/
Assessor Assessment Guidance
UNIT 1 - SCENARIO 1 – PRIMARY SURVEY AND RECOVERY POSITION

The casualty is unresponsive and breathing normally.
Learners must complete a primary survey of the casualty and once they have confirmed that the casualty is breathing normally, place
them into the recovery position completing each step listed in the scenario below. Learners can be split into pairs taking turns to act as
the First Aider and the casualty.
Did the learner…
… check for dangers?
… check for a response using the AVPU scale?
Trainer/Assessor response – your casualty is unresponsive
… open the airway using the ‘head tilt, chin lift’ method? Trainer/Assessors do not need to tick each individual element of the scenario. Learner
… check for normal breathing for no more than 10 seconds? achievement for the whole scenario should be indicated in the results box below.
Trainer/Assessor response – your casualty IS breathing normally
… place into the recovery position and monitor the casualty?
… call the emergency services?
LEARNER SCENARIO 1 RESULTS ( ✔ or X ) ➜
30.05.2019 - V1.4

UNIT 1 - SCENARIO 2 – CARDIOPULMONARY RESUSCITATION (CPR) AND THE SAFE USE OF AN AED
The casualty is not breathing normally. A bystander is available for assistance.
Learners must demonstrate CPR and the safe use of an AED completing each step listed within the scenario below. A bystander is available
1 2 3 4 5 6 7 8 9 10 11 12
to the learner. For the purposes of this scenario learners do not need to repeat the full primary survey as this is assessed in scenario 1;
they can simply start from the breathing check. Manikins and training AED units must be provided to complete this scenario.
Did the learner…
... check for normal breathing for no more than 10 seconds?
Trainer/Assessor response – your casualty is NOT breathing normally
... ask the bystander to call the emergency services and bring back an AED and first aid kit?
... start CPR administering 30 chest compressions at a rate of 100-120 chest compressions per minute at a depth of approx. 5-6 cms?
... attempt 2 rescue breaths?

Learner achievement to be indicated in the results box below
Bystander response – confirms that the emergency services have been called and hand over of the AED and first aid kit
... unpack the AED and apply the pads to the chest?
... follow the voice prompts?
... deliver a ‘shock’ successfully?
... continue CPR when requested by the AED?
30.05.2019 - V1.4

UNIT 1 - SCENARIO 3 – CHOKING
The casualty has an airway obstruction and is choking.
Learners must successfully demonstrate the protocol for dealing with an airway obstruction and call the emergency services. Learners
should demonstrate a minimum of two cycles of five back blows and five abdominal thrusts. Learners must not demonstrate choking 1 2 3 4 5 6 7 8 9 10 11 12
procedures on each other for safety purposes; specialised training choking vests are available for this purpose or a manikin can be used.
Did the learner…

... encourage the casualty to cough and ask ‘are you choking?’
Trainer/Assessor response – coughing is ineffective
… administer five back blows checking to see if the blockage has cleared after each blow?
… administer five abdominal thrusts checking to see if the blockage has cleared after each thrust? Learner achievement to be indicated in the results box below
… call the emergency services after one cycle of back blows and abdominal thrusts?
… continue to deliver cycles of five back blows and five abdominal thrusts until requested to stop?
Q. What immediate action should be taken by a First Aider if the casualty becomes unresponsive?
UNIT 1 - SCENARIO 4 – MAJOR BLEEDING AND HYPOVOLAEMIC SHOCK

The casualty is bleeding significantly from their arm and is suffering from hypovolaemic shock. A first aid kit is immediately available.
The learner has a casualty who is bleeding significantly from a wound to their arm. Learners must communicate with the casualty and gain 1 2 3 4 5 6 7 8 9 10 11 12
consent to administer first aid. They must treat the wound appropriately and then treat the casualty for hypovolaemic shock. A first aid kit
is immediately available.
Did the learner…
… talk to the casualty and gain consent to administer first aid?
… put gloves on?
… inspect the wound and apply direct pressure?
… support the injured limb and secure a sterile dressing to the wound? Learner achievement to be indicated in the results box below
… treat for shock?
… call the emergency services and monitor their breathing and response levels?
Q. Name two tasks that a First Aider should do once the emergency services have taken responsibility of the casualty.
30.05.2019 - V1.4

UNIT 1 - SCENARIO 5 – MAJOR SEIZURE (TONIC-CLONIC SEIZURE)
The casualty is experiencing a major seizure (tonic-clonic seizure).
Learners must detail the procedure for dealing with a casualty who is experiencing a major seizure. Trainer/Assessors should choose 1 2 3 4 5 6 7 8 9 10 11 12
a method that best suits their teaching style and can orally ask each learner on a one-to-one basis, create a practical scenario with a
‘casualty’ on the floor for a learner to demonstrate the procedure or ask learners to write their answers down.
Q. Please state the procedure for dealing with a casualty who is experiencing a major (tonic-clonic) seizure.
Q. What position should the casualty be placed into once the seizure has run its course?
Q. Name two instances in which you would call the emergency services when dealing with a casualty suffering
from a major seizure.
UNIT 1 - SCENARIO 6 – MINOR INJURIES

Minor injuries include small cuts and grazes, bruises, burns and scalds and small splinters.
Learners must correctly describe the treatment for each of the minor injuries listed within this scenario. Trainer/Assessors should choose 1 2 3 4 5 6 7 8 9 10 11 12
a method that best suits their teaching style and can orally ask each learner on a one-to-one basis, create a practical scenario with a
‘casualty’ on the floor for a learner to demonstrate the procedure or ask learners to write their answers down.
Did the learner…
… describe the treatment for a small cut or graze?
… describe the treatment for a bruise?

… describe the treatment for a small burn/scald?
… describe the treatment for a small splinter?
30.05.2019 - V1.4

UNIT 2 – SCENARIO 7 – SECONDARY ASSESSMENT (TOP TO TOE SURVEY)
For the purposes of the assessment, learners are not required to complete a primary survey prior to the top to toe or to place the
casualty into the recovery position once completed; these skills are assessed in unit 1 of this qualification. Learners can practice these
elements but the assessment must focus on the items listed below within this scenario. 1 2 3 4 5 6 7 8 9 10 11 12
Learners are required to complete a secondary assessment (top to toe survey) of the casualty checking each area of the casualty’s body as
listed within the scenario below. Learners can be split into pairs taking turns to act as the First Aider and the casualty.
Did the learner…
… check the casualty’s head, face and neck?
… check the casualty’s chest and shoulders?
… check the casualty’s spine?
… check the casualty’s abdomen?

… check the casualty’s pelvis visually?
… check the casualty’s arms and hands?
… check the casualty’s legs and feet?
Q. State two sources of information available to a First Aider to get details of the incident and the casualty’s history
of health issues.
30.05.2019 - V1.4

UNIT 2 – SCENARIO 8 – INJURED LIMBS
When dealing with a fracture, dislocation and sprain/strain it is important to support the injured area and prevent movement. In
this scenario learners must demonstrate the application of an elevated sling for a fractured forearm, a support sling for a dislocated
shoulder and the appropriate treatment for a sprained ankle. 1 2 3 4 5 6 7 8 9 10 11 12
Learners are required to demonstrate the application of both an elevated sling and a support sling as well as providing appropriate
treatment for a sprained ankle following each step listed below in the scenario.
Did the learner…
Fractured forearm
Q. Fractures, dislocations and sprains/strains can be differentiated by their location but all share similar signs and/or symptoms.
Please list three signs and/or symptoms that you would expect to see.
… talk to the casualty to gain a history of the incident and gain consent to provide treatment?
… apply an elevated sling and prevent further movement?
Dislocated shoulder
… apply a support sling and prevent further movement?

Sprained ankle
… adopt the ‘PRICE’ method?
… talk to the casualty to advise resting and protecting the injury?
… apply an ice pack, or ice wrapped in a towel, to the injury and advise the casualty to maintain for 72 hours?
… compress the injured area with a bandage?
… elevate to prevent swelling and advise to maintain elevation?
… refer the casualty to seek medical assistance?
30.05.2019 - V1.4

UNIT 2 – SCENARIO 9 – HEAD AND SPINAL INJURIES
Head injuries include concussion, skull fracture and cerebral compression but please note that learners are not expected to
differentiate between the three different types of head injury.
1 2 3 4 5 6 7 8 9 10 11 12
A casualty has evidence of an injury to the head and a spinal injury is suspected; they are breathing normally. Learners must provide
appropriate treatment.
Did the learner…
Q. Name three signs and/or symptoms of a suspected head injury.
Q. Name two signs and/or symptoms that would suggest the casualty has a spinal injury.
… support in the position found and not allow any movement, keep them warm and reassure them?
… monitor the casualty’s breathing and response levels?
UNIT 2 – SCENARIO 10 – CHEST INJURIES

Learners must treat both a penetrating chest injury and a rib cage injury.
To complete this scenario learners must treat both a penetrating chest injury and a rib cage injury. 1 2 3 4 5 6 7 8 9 10 11 12
Did the learner…
Penetrating chest injury
Q. State two signs and/or symptoms of a penetrating chest injury.
… put on gloves?
… control the bleeding?
… treat for shock leaning towards the injured side? Learner achievement to be indicated in the results box below
Rib cage injury
Q. State two signs and/or symptoms of a rib cage injury.

… support the casualty and lean them towards the injured side?
… monitor the casualty’s airway and breathing?
30.05.2019 - V1.4

UNIT 2 – SCENARIO 11 – MAJOR ILLNESS
Major illness includes heart attack, asthma and stroke.
Learners must successfully identify the signs and/or symptoms and provide effective treatment for each major illness as outlined below. 1 2 3 4 5 6 7 8 9 10 11 12
Did the learner…
Heart attack
Q. State two signs and/or symptoms of someone suffering a heart attack.
… calm and reassure the casualty?
… position the casualty in the half-sitting position (ideally supported against a wall) with their knees bent and head and
shoulders supported?
Asthma attack
Q. State two signs and/or symptoms of someone suffering an asthma attack.

… calm and reassure the casualty?
… sit the casualty down?
… assist the casualty to take their own medication?
Q. State one instance that you would be required to call the emergency services when dealing with a casualty experiencing
an asthma attack.
Stroke
Q. State two signs and/or symptoms of someone suffering a stroke.
… lay the casualty down with the head and shoulders raised and turn their head affected side down?
30.05.2019 - V1.4
LEARNER WORKBOOK
The Award in First Aid at Work that you are about to undertake is regulated in the UK and awarded by First Aid
Awards Limited (FAA).
FAA are an Awarding Organisation regulated by Ofqual and SQA Accreditation. The qualification sits on the
Regulated Qualifications Framework (RQF) and the Scottish Credit and Qualifications Framework (SCQF).
If you have any needs to enable you to participate fully and enjoy the course, such as seating position to
enhance hearing or vision, please inform the Trainer/Assessor as soon as possible.
Within this workbook are areas, marked with , that you will need to complete. Please complete when
requested by the course Trainer/Assessor. Any box that is grey is to be completed by the Trainer/Assessor only
so please leave these areas blank.
We hope you enjoy the course and gain valuable skills and knowledge.
Privacy Notice: First Aid Awards (FAA) (Data Controller) and the approved FAA Centre (Data Processor), will only process and store your
personal data (or special category data if collected for a reasonable adjustment), for the purposes of the delivery, assessment and award of
this FAA qualification. FAA and the approved Centre will not use your data for any other purpose or disclose your data to any other person or
organisation outside of this purpose. For detailed information on how your data will be stored and processed please visit www.firstaidawards.
com/policies and view FAA’s Data Protection Policy or email enquiries@firstaidawards.com should you have any questions.
Learner registration details
Name:
Date of birth:
Email:
Course details
Trainer/Assessor name:
Course dates:
Course reference number:
FAA Centre name/number:
First Aid Awards Ltd, Awards House, 10 Central Treviscoe, St Austell, Cornwall PL26 7QW 09.07.2020 - V1.8
T 03458 333999 ¦ E enquiries@firstaidawards.com ¦ W www.firstaidawards.com
1
LEARNER WORKBOOK
Qualification information
Where a workplace first aid risk assessment identifies a need for a First Aider in the Workplace, this three-day qualification meets the
requirements of the Health and Safety (First Aid) Regulations 1981 and the Health and Safety (First Aid) Regulations (Northern Ireland) 1982.
You will gain the knowledge and practical competence required to deal with a range of workplace first aid situations.
The qualification consists of two mandatory units which you must successfully complete to achieve the full qualification. Learners who only
complete unit 1 can be awarded the FAA Award in Emergency First Aid at Work.
The FAA Award in First Aid at Work is an 18 hour course but learners holding a current regulated First Aid at Work qualification can requalify
by attending a shortened 12 hour requalification course.
FAA LEVEL 3 AWARD IN FIRST AID AT WORK (RQF) Credit value Level GLH TQT
QAN 603/2081/3 2 3 18 22
Unit number Unit title URN
1 Emergency First Aid in the Workplace Y/615/8504 1 6 7
2 Recognition and Management of Illness and Injury In the Workplace M/615/8508 1 12 15
AWARD IN FIRST AID AT WORK AT SCQF LEVEL 6 Credit value Level GLH TQT
QAN R528 04 3 6 18 22
Unit number Unit title URN
1 Emergency First Aid in the Workplace UL20 04 1 6 7
2 Recognition and Management of Illness and Injury In the Workplace UL21 04 2 12 15
QAN – Qualification Accreditation Number URN – Unit Reference Number GLH – Guided Learning Hours TQT – Total Qualification Time
Entry requirements
The qualification is available to learners aged 14 or over but a learner is unable to act as a First Aider in the workplace until they reach the
age of 16.
Due to the practical nature of the first aid assessment there are physical demands and you must be able to demonstrate your skills as in a
real-life situation. An example of this would be to demonstrate CPR on a manikin at floor level.
It is recommended that you hold a minimum of Level 1 in literacy or equivalent to undertake this qualification.
Certification
Your Trainer/Assessor will ask you to enter your name on to a Course Register. Please write your name clearly as you would like it to be printed
on your certificate. Proof of identification such as a passport/driving licence/debit card will be requested by the Trainer/Assessor.
The qualification is valid for three years from the date of achievement. It is recommended that you attend annual refresher training.
Requalification
You will be able to requalify by attending a shortened FAA Award in First Aid at Work requalification course if your current qualification is
in date. The requalification course covers all learning outcomes and assessment criteria of the 3-day FAA Award in First Aid at Work but the
contact hours are reduced to 12 hours over a minimum of 2 days.
You should attend this course before the expiry of your current qualification and must be aware that if your qualification expires you are no
longer considered competent to act as a First Aider in the workplace. If preferred you can attend the full 3-day course again to requalify.
Course evaluation
At the end of the course you will be asked to complete the course evaluation contained in this workbook. Course evaluations are an important
source of quality assurance for both the FAA Centre and FAA so please take the time to give us your valuable feedback.
Complaints and appeals
If you are unhappy with any aspect of the course you should, in the first instance, take up the matter with the course Trainer/Assessor
or the FAA Centre. If this is not possible, or if you would prefer not to, you may refer the matter to First Aid Awards Ltd, Awards House,
10 Central Treviscoe, St. Austell, Cornwall PL26 7QW. Telephone: 03458 333999 or email: enquiries@firstaidawards.com
The FAA Complaints and Appeals policies can be found on the FAA website: www.firstaidawards.com/policies
If you feel that your complaint or appeal has not been dealt with satisfactorily by the FAA Centre and FAA, you may refer the matter to the
appropriate Regulatory Body. Learners undertaking qualifications delivered by Further Education Colleges, Local Authorities or any other
public service body in Scotland, may escalate a complaint to the Scottish Public Service Ombudsman (SPSO).
2
LEARNER WORKBOOK
Reasonable adjustments
As part of our Equal Opportunities Policy, First Aid Awards and FAA Centres are committed to ensuring that there is no discrimination in
the provision of our services.
A reasonable adjustment can be given to someone who has a disability, medical condition or learning need that may affect them during the
course. An example of a reasonable adjustment could be a learner getting assistance with reading or writing.
It should be noted that when the assessment of a qualification requires the demonstration of practical competence it may not be possible
to grant a reasonable adjustment. For example, you must be able to demonstrate CPR on a manikin at floor level as in a real-life situation.
If you have a disability, medical condition or learning need that you feel may affect your participation or performance during the course
please make your Trainer/Assessor aware and enter the details below…
For Trainer/Assessor use only – please refer to the FAA Reasonable Adjustments Policy and detail any reasonable adjustment made for
this learner …
3
LEARNING OUTCOMES
LEARNER WORKBOOK
Learning outcomes and assessment criteria

AUnit
regulated
1 title qualification has set learning outcomes and assessment
Emergency criteria.
First Aid in the The learning outcomes describe the skills and knowledge you will
Workplace
gain by successfully completing the qualification. The assessment criteria state the skills, knowledge and competence that you will be required
RQF unit code Y/615/8504
to demonstrate during the course assessment.
SCQF unit code UL20 04 The Qualification consists of two units
By following the learning outcomes and assessment criteria detailed below you can ensure that all areas of the qualification are covered on
GLH (GuidedDuring
Learning Qualification Number (QAN)
this course. theHours)
course if you feel that 6any
hours
of these have been missed, not explained fully or you do not understand, please do not
hesitate to Qualification
TQT (Total raise this with your Trainer/Assessor.
Time) 7 hours RQF 603/2081/3
Credit value 1 SCQF R528 04
UNIT 1 TITLE : EMERGENCY FIRST AID IN THE WORKPLACE
LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:
1. Understand the role and responsibilities of 1.1 Identify the role and responsibilities of a first aider
a first aider 1.2 Identify how to minimise the risk of infection to self and others
1.3 Identify the need for consent to provide first aid
2. Be able to assess an incident 2.1 Conduct a scene survey
2.2 Conduct a primary survey of a casualty
2.3 Summon appropriate assistance when necessary
3. Be able to provide first aid to an 3.1 Identify when to administer cardiopulmonary resuscitation (CPR)
unresponsive casualty 3.2 Demonstrate CPR using a manikin
3.3 Justify when to place a casualty into the recovery position
3.4 Demonstrate how to place a casualty into the recovery position
3.5 Identify how to administer first aid to a casualty who is experiencing a seizure
4. Be able to provide first aid to a casualty 4.1 Identify when choking is:
who is choking • mild
• severe
4.2 Demonstrate how to administer first aid to a casualty who is choking
5. Be able to provide first aid to a casualty 5.1 Identify the severity of external bleeding
with external bleeding 5.2 Demonstrate how to control external bleeding
6. Know how to provide first aid to a casualty 6.1 Recognise a casualty who is suffering from shock
who is in shock 6.2 Identify how to administer first aid to a casualty who is suffering from shock
7. Know how to provide first aid to a casualty 7.1 Identify how to administer first aid to a casualty with:
with minor injuries • small cuts
• grazes
• bruises
• small splinters
7.2 Identify how to administer first aid to a casualty with minor burns and scalds
Additional information
Role and responsibilities – may include reference to: preventing cross infection, the need for recording incidents and actions, safe use of available
equipment, assessing an incident, summoning assistance, prioritising treatment, dealing with post incident stress.
Others may include a casualty receiving first aid, work colleagues, other people within the workplace environment.
Consent - learners should be aware of the need for consent on a continual basis when providing first aid. Implied consent can be assumed when
treating an unresponsive casualty.
When necessary – learners should be able to evaluate a situation to determine when to summon further assistance and what type of assistance to
request.
When to administer cardiopulmonary resuscitation – must include agonal gasps.
CPR must include ‘correct placement of AED pads’ and ‘follows AED instructions’.
Recovery position – a position that maintains a stable open draining airway.
Administer first aid – provide appropriate help to a casualty, manage the situation and seek appropriate assistance when necessary.
Seizure – relates to a generalised seizure. First aiders should be suspicious of cardiac arrest in any casualty presenting with seizure.
Shock – hypovolaemic shock (resulting from blood loss).
First Aid Awards Ltd, Awards House, 10 Central Treviscoe, St Austell, Cornwall PL26 7QW 26.04.2018 : V1.3
4
Unit 2 title Recognition and Management of Illness and Injury in the Workplace
RQF unit code M/615/8508
SCQF unit code UL21 04 The Qualification consists of two units
GLH (Guided Learning Hours) 12 hours Qualification Number (QAN)
LEARNER WORKBOOK
TQT (Total Qualification Time)
15 hours RQF 603/2081/3
Credit value RQF 1 - SCQF 2 SCQF R528 04
UNIT 2 TITLE : RECOGNITION AND MANAGEMENT OF ILLNESS AND INJURY IN THE WORKPLACE
LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:
1. Be able to conduct a secondary survey 1.1 Identify the information to be collected when gathering a casualty history
1.2 Demonstrate how to conduct a head to toe survey
2. Be able to provide first aid to a casualty 2.1 Recognise suspected:
with suspected injuries to bones, muscles • fractures and dislocations
and joints • sprains and strains
2.2 Identify how to administer first aid for:
• fractures and dislocations
• sprains and strains
2.3 Demonstrate how to apply:
• a support sling
• an elevated sling
3. Be able to provide first aid to a casualty 3.1 Recognise a suspected:

with suspected head and spinal injuries • head injury
• spinal injury
3.2 Identify how to administer first aid for a suspected head injury
3.3 Demonstrate how to administer first aid for a suspected spinal injury
4. Know how to provide first aid to a casualty 4.1 Recognise a suspected:
with suspected chest injuries • flail chest
• penetrating chest injury
4.2 Identify how to administer first aid for a:
• flail chest
• penetrating chest injury
5. Know how to provide first aid to a casualty 5.1 Identify the factors that affect the severity of burns and scalds
with burns and scalds 5.2 Identify how to administer first aid for burns involving:
• dry heat • wet heat
• electricity • chemicals
6. Know how to provide first aid to a casualty 6.1 Identify how to administer first aid for eye injuries involving:
with an eye injury • dust • chemicals
• embedded objects
7. Know how to provide first aid to a casualty 7.1 Identify the routes that poisons can take to enter the body
with sudden poisoning 7.2 Identify how to administer first aid to a casualty affected by sudden poisoning
7.3 Identify sources of information for treating those affected by sudden poisoning
8. Know how to provide first aid to a casualty 8.1 Identify common triggers for anaphylaxis
with anaphylaxis 8.2 Recognise suspected anaphylaxis
8.3 Identify how to administer first aid for a casualty suffering from anaphylaxis
LEARNING OUTCOMES
9. Know how to provide first aid to a casualty
9.1 Recognise suspected:
with suspected major illness
• heart attack • stroke
• epileptic seizure • asthma attack
FAA LEVEL 3 AWARD IN FIRST AID
• diabetic AT WORK (RQF)
emergency
AWARD IN FIRST AID AT9.2WORK AT SCQF LEVEL 6
Identify how to administer first aid to a casualty who is suffering from:
• heart attack • stroke
• epileptic seizure • asthma attack
• diabetic emergency
Additional information
Head to toe survey – must be conducted on a casualty with a continually monitored or protected airway e.g. a responsive casualty or a casualty
placed in the recovery position.
First Aid Awards Ltd, Awards House, 10 Central Treviscoe, St Austell, Cornwall PL26 7QW 26.04.2018 : V1.3
Recognise – to include signs and/or symptoms of the condition and/or where appropriate, mechanism of injury.
Administer first aid – provide appropriate help to a casualty, manage the situation and seek appropriate assistance when necessary.
Head injury includes concussion, compression and skull fracture. The learner is not expected to differentiate between these conditions.
Asthma attack may include assisting a casualty to use a spacer device and to take their own inhaler.
Diabetic emergency should focus on the condition of hypoglycaemia.
5
LEARNER WORKBOOK
ASSESSMENT INFORMATION
The knowledge and skills you gain on this course will be assessed by practical demonstration and related oral questioning during set scenarios
and theoretically through the completion of the written questions contained in this workbook.
You will need to successfully complete all practical scenarios and correctly answer all written questions contained in the workbook to achieve
the qualification.
Unit 1 Emergency First Aid in the Workplace is assessed by practical demonstration/oral questioning only and Unit 2 Recognition and
Management of Illness and Injury in the Workplace is assessed by a combination of practical demonstration/oral questioning and
written questions.
Successful demonstration of the skills and knowledge needed will be awarded with either the nationally regulated FAA Level 3 Award in First
Aid at Work (RQF) or the Award in First Aid at Work at SCQF Level 6.
Practical assessment and oral questioning

During the course your Trainer/Assessor will create scenarios to enable you to demonstrate the knowledge and skills you have gained.
During the observation of your practical demonstrations the Trainer/Assessor will ask you oral questions relating to the scenario.
The assessment is ongoing throughout the course and your Trainer/Assessor will advise you when you are being assessed.
If you realise that you have done something incorrectly, please make the Trainer/Assessor aware of this and continue with the correct procedure.
Written assessment
In addition to the practical assessment you will need to answer all questions contained in the workbook. This will be ongoing throughout
the course and your Trainer/Assessor will tell you when to complete each question. Speak to your Trainer/Assessor if you think you may
have any difficulty in completing the assessment, for example with reading the questions or writing your answers.
When completing the written questions you must ensure that all reference materials, including manuals, are removed from your view and
you should switch off your mobile phone.
You must not communicate with other learners. Any form of cheating, collusion or plagiarism will instantly disqualify you from taking any
further part in the assessment.
All answers must be your own work and please answer the questions as comprehensively as possible.
GOOD LUCK!
Your course Trainer/Assessor is here to help so if you have any questions or are unsure about anything please raise your concerns.
6
LEARNER WORKBOOK
Assessment result to be completed by the
Trainer/Assessor only
Question 1 –
The severity of a burn is classified by the effect on the casualty’s skin. Fill in the Assessment result ✔ or X
missing word, either SUPERFICIAL, PARTIAL THICKNESS or FULL THICKNESS,
in each sentence to describe the severity (classification) of a burn.
A burn is when all layers of skin have been

damaged causing the skin to look pale, charred
and waxy with fatty deposits.
A burn is when the outer layer of skin is burnt

causing redness, tenderness and inflammation.
A
burn is when the outer layer of the skin is burnt
and broken causing blistering, swelling, pain
and rawness.
Question 2 –
How long should a chemical burn be held under running water? Assessment result ✔ or X
What must a First Aider ensure before approaching a casualty to treat

Question 3 – an Assessment result ✔ or X
electrical burn?
7
LEARNER WORKBOOK
Question 4 –
What first aid treatment would you provide for the following eye injuries: dust Assessment result ✔ or X
in the eye, a chemical burn to the eye and an embedded object in the eye?
Dust in the eye
A chemical burn to the eye
An embedded object in the eye
Please list three ways in which a poison can enter the body.
Question 5 – Assessment result ✔ or X
Question 6 –
What first aid treatment would you provide for general poisoning? Assessment result ✔ or X
8
LEARNER WORKBOOK
Question 7 –
Please list three common triggers of anaphylaxis. Assessment result ✔ or X
Please list three signs and/or symptoms that a casualty suffering from
anaphylaxis may show.
What first aid treatment would you provide for a casualty suffering
from anaphylaxis?
9
LEARNER WORKBOOK
Question 10 – Please
list three signs and/or symptoms of someone suffering from the diabetic Assessment result ✔ or X
condition hypoglycaemia (low level of sugar in the bloodstream).
Question 11 – How would you treat a casualty suffering from the diabetic condition
Assessment result ✔ or X
hypoglycaemia (low level of sugar in the bloodstream)?
Question 12 – State three signs and/or symptoms that someone experiencing a

major Assessment result ✔ or X
epileptic (tonic-clonic) seizure may show.
10
LEARNER WORKBOOK
Assessment feedback
FOR TRAINER/ASSESSOR COMPLETION ONLY
Please record any retraining, reassessment, additional oral questioning, referral or other relevant information.
Learner declaration
I can confirm that:
• All work contained within this workbook is my own

• During the delivery of this qualification I have practically demonstrated all required protocols and answered all questions posed by the
Trainer/Assessor
• I have discussed with my Trainer/Assessor any feedback detailed in the assessment feedback box
Signature ...................................................................................................................................................... Date ..............................................................................
11
LEARNER WORKBOOK
Course Evaluation
We really hope you have enjoyed this course and that the knowledge and experience gained will be beneficial to you and those around you.
Our courses are continually evolving and to enable us to improve we count on your feedback. Please answer the following questions and don’t
be afraid to be honest, it is how we learn from you ...
YOUR OPINION MATTERS TO US ...
Outstanding
Good
Poor
Fair
THE COURSE CONTENT
THE EFFECTIVENESS AND CLARITY OF THE TRAINING
THE SUPPORT MATERIALS - MANUALS AND HANDOUTS SUPPLIED
THE PACE AND FLOW OF THE COURSE
THE TRAINING FACILITIES AND TRAINING AIDS
THE TRAINER/ASSESSOR'S KNOWLEDGE AND EXPERTISE
THE TRAINER/ASSESSOR'S FEEDBACK TO YOURSELF AND THE GROUP AS A WHOLE
THE WAY THE TRAINER/ASSESSOR TOOK YOUR NEEDS INTO CONSIDERATION
THE GUIDANCE OFFERED BY THE TRAINER/ASSESSOR
THE PREPARATION AND GUIDANCE FOR THE ASSESSMENTS COMPLETED
YOUR OVERALL RATING FOR THIS COURSE
PLEASE TELL US WHICH PART OF THE COURSE YOU ENJOYED THE MOST:
PLEASE TELL US WHICH PART OF THE COURSE YOU ENJOYED THE LEAST:
PLEASE TELL US HOW WE COULD IMPROVE THIS COURSE:
DID THIS COURSE MEET YOUR EXPECTATIONS? YES NO
DO YOU FEEL CONFIDENT TO ACT IN AN EMERGENCY SITUATION? YES NO
DO YOU HAVE ANY OTHER COMMENTS REGARDING ANY ASPECT OF YOUR EXPERIENCE WITH US?
TRAINER/ASSESSOR FEEDBACK:
12
COURSE & PAPERWORK GUIDANCE
... to be issued to all Trainer/Assessors and read in conjunction with the Trainer/Assessor Assessment Guidance
FAA FIRST AID AT WORK AND EMERGENCY FIRST AID AT WORK QUALIFICATIONS
QUALIFICATION STANDARDS Emergency First Aid at Work First Aid at Work First Aid at Work requalification
Learner to Trainer/Assessor ratio 12:1 12:1 12:1
Guided Learning Hours (GLH) 6 18 12
Total Qualification Time (TQT) 7 22 -
Minimum learner age 14 14 17
Qualification validity 3 years 3 years 3 years
Minimum course duration 1 day 3 days 2 days
Maximum course duration 4 weeks 10 weeks 7 weeks
Minimum session time 2 hours 2 hours 2 hours
The qualifications must be delivered by a registered FAA Trainer/Assessor (T/A) and run in accordance with the FAA Session Plan using
FAA paperwork.
Requalification
To requalify for the Emergency First Aid at Work qualification a learner must complete the full course again.
To requalify for the First Aid at Work qualification, learners can attend a shortened 2-day requalification course but must meet the
conditions stated in the table below.
FAW qualification is in date or not FAW qualification is expired by more than 1 month but not longer FAW qualification is expired by more
expired by more than 1 month than 3 months than 3 months
Can attend a 2-day FAW To be eligible for the 2-day requalification course learners will Not eligible to attend the 2-day FAW
requalification course. need to evidence to the training provider that they are suitably requalification course. Must attend a
experienced. Experience can be evidenced by having held multiple full 3-day FAW course.
FAW qualifications, attending annual refresher training, being an active
First Aider, etc. Evidence should include a letter from their employer if
relevant. The Centre must retain evidence.
In all instances, learners must provide a copy of their previous regulated First Aid at Work certificate which should be retained with the course
paperwork for auditing purposes.
The 2-day requalification course must be run following the FAA FAW requalification syllabus where all learning outcomes and
assessment criteria of the 3-day course are covered. A learner must attend a specific 2-day FAW requalification course and cannot
attend 2 days of the 3-day course.
When attending an FAW requalification course, learners will complete the First Aid at Work Learner Workbook and practical
assessments due to the same learning outcomes and assessment criteria being covered. There is a specific FAW Requalification
Course Register and Assessment Results sheet to be completed for this course.
Resources
Manikins Must be provided at a ratio of 1 adult manikin per 4 learners. Sufficient procedures must be in place to ensure
hygiene during the use of manikins and other training equipment.
AED training units Required at a ratio of 1 unit per 4 learners. If this number of training units is not available, additional course
time must be allocated to take this into consideration.
Manuals or handouts Should be provided for the learners.
First aid supplies Sufficient clean bandages, dressings and other items commonly found in a first aid kit must be available to
facilitate training and assessment.
Venue
Every venue used for the delivery of FAA qualifications must meet acceptable health & safety standards and be conducive to learning.
A training venue must be risk assessed before use by completing the FAA Venue Checklist.
The venue's own risk assessment can be used if all required points are covered.
COURSE & PAPERWORK GUIDANCE
Course registration and introduction

• The Course Register to be circulated and learner ID checked and confirmed by the Trainer/Assessor. ID can be confirmed by
a driving licence, passport, bank card etc. and the T/A to initial the Learner ID Verified column. If a learner cannot confirm
their ID they cannot be awarded the qualification
• Learners to be issued with a Learner Workbook and complete the required information on the first page
• T/A to give learners an overview of the course guiding them through the workbook:
o Qualification information
o Entry requirements including physical demands
o Certification – duration of the qualification and requalification
o Course evaluation and the importance of learner feedback
o FAA and FAA Centre Complaints and Appeals Policies
o Reasonable adjustments – learners to document any disability, medical condition or learning need. The Trainer/Assessor to
document any reasonable adjustment granted following the FAA Reasonable Adjustments Policy
o Learning outcomes/assessment criteria covered
o T/A to explain the assessment process
Assessment
The FAA Award in Emergency First Aid is assessed through practical demonstration and related oral questioning with scenarios
being set by the Trainer/Assessor. The FAA Award in First Aid at Work is assessed through practical demonstration and related oral
questioning and written assessment questions in the Learner Workbook.
All assessments are ongoing throughout the course and the Trainer/Assessor should make learners aware of when they are being
assessed. For detailed information please refer to the Trainer/Assessor Assessment Guidance and the FAA Session Plans which give
detailed information on assessment timings.
Course Evaluation
On completion of the course, the Trainer/Assessor should ask the learners to complete the Course Evaluation in the Learner
Workbook. There is a section for the T/A to add any comments they may have if required.
Paperwork check
The Trainer/Assessor should immediately check paperwork after the course to ensure it is all complete. Results must be notified in
a timely manner and paperwork retained for a minimum of three years and six months in accordance with the FAA GDPR Contract.
Course paperwork and completion

Course Register and • All course details to be entered i.e. Trainer/Assessor name, course date/s etc.
Assessment Results • Learners to enter their names
• T/A to confirm ID check by initialling the Learner ID Column
• T/A to enter all assessment results P or F
• T/A to enter overall qualification result P or F
• T/A Declaration to be read, dated and signed
Learner Workbook • Learners to enter registration and course details on the front page
Learner completion is indicated • Reasonable adjustments – learners to enter any disability, medical condition or learning need. T/A to record
by any reasonable adjustment granted (if applicable)
The Trainer/Assessor to complete • Written assessment (FAW qualification only) – learners to answer all questions in the Workbook
the grey boxes • T/A to indicate marking in the Assessment Result Box
• Course Evaluation to be completed by the learner and T/A
• T/A to detail any additional oral questioning, retraining, reassessment or referral in the assessment
feedback box
• Learner Declaration to be read, signed and dated
Practical Assessment Record • T/A to enter the assessment date/s
• T/A to enter learner names in columns 1 – 12 (on page 1 only)
• T/A to ✔ or X each scenario to indicate that the learner is competent/not competent
• T/A to sign on completion of the practical assessments on the first page
TRAINER/ASSESSOR ASSESSMENT GUIDANCE

Trainer/Assessors must adhere to all FAA assessment requirements. This guidance has been created to standardise the assessment process
for all Centres delivering FAA qualifications ensuring that learners, regardless of their Training Provider or Trainer/Assessor, are assessed to
the same standard.
It is the responsibility of the Trainer/Assessor to ensure that a learner has the knowledge and skills required to achieve the qualification which
they may subsequently use in the workplace. Trainer/Assessors should adhere to the guidance and use their professional judgement and
subject knowledge when assessing a learner to satisfy themselves that the learner has the necessary knowledge and practical competence.
In this guidance FAA detail required protocol to be followed for the practical assessment and minimum required and example answers for both
the oral and written assessment questions.
To be awarded the FAA Award in First Aid at Work, a learner must successfully complete all scenarios in the practical assessment including
answering all oral questions, and correctly answer the questions in the workbook.
GENERAL ASSESSMENT REQUIREMENTS

• Learner identification must be formally confirmed. If a learner is unable to prove their identity, they cannot be awarded
the qualification
• Assessment materials must always be held securely. A learner must not take any FAA course paperwork away either during or after
the course and any unused paperwork must be retained by the Trainer/Assessor
• The assessment must be the learner’s own work
• Reasonable adjustments should be granted during learner registration but must be made before the start of an assessment.
The Trainer/Assessor should ensure that no learners feel they will need additional help to complete the assessment; no further
guidance can be given by the Trainer/Assessor after the assessment has begun
REASONABLE ADJUSTMENTS – FAA Reasonable Adjustments Policy

It may not be possible to grant a reasonable adjustment if an assessment requires the demonstration of a practical competence.
To be awarded the regulated qualification a learner must be able to get to the floor unaided and successfully demonstrate all elements of
the practical assessment on their own, as in a real-life situation, with the casualty on the floor, for example giving effective CPR with the
casualty lying on the floor. A reasonable adjustment cannot be granted if a learner is unable to demonstrate practical competence and cannot
be used to enable a learner to pass the qualification. If a learner is in a wheelchair for example, they can practise CPR on a manikin raised on
a table during the course but to pass the assessment and gain the regulated qualification they must be able to administer effective CPR on a
manikin at floor level as in a real-life situation.
It is the responsibility of the Trainer/Assessor to ensure that despite any disability, medical condition or learning need, a learner can effectively
administer first aid in any situation without assistance.
Temporary injury
If a learner has a temporary injury and is unable to demonstrate all required practical skills during assessment, no reasonable adjustment or
concession can be given.
The learner should consider attending a later course or the assessment could be deferred following the FAA Special Consideration Policy.
If an assessment is deferred, consideration must be given to the maximum course completion time as stated in the FAA Qualification Standards.
Other considerations
Although reasonable adjustments can be granted to help a learner during the course, a Trainer/Assessor must be aware of other considerations
(as stated in the HSE L74 guidance) during assessment and before awarding the regulated qualification to a learner:
English language skills - A learner must have sufficient English language skills to be able to effectively communicate with the casualty and the
emergency services, understanding and being able to clearly answer any questions asked.
Hearing impairment/deafness - Again, a learner must be able to effectively communicate with the casualty and the emergency services,
understanding and being able to clearly answer any questions asked. They must also be able to hear the AED commands and indications that
assist them with their decisions regarding appropriate first aid treatment such as the breathing check.
Visual impairment/blindness - A learner must be able to check for dangers and any indications of what may have happened and see any visual
signs from the casualty to assist them with their decision regarding appropriate first aid treatment such as response, chest movement, pallor
etc. and effectively administer first aid.
If a learner cannot be awarded the regulated qualification, they can be offered an attendance certificate.
PRACTICAL ASSESSMENT – practical demonstration and related oral questioning
The practical assessment is ongoing during the course and should follow the FAA Session Plan. Trainer/Assessors must ensure that learners
are aware of when they are being assessed.
Practical demonstration
Learners must practically demonstrate each element of a scenario as listed on the Practical Assessment Record adhering to the required
protocols as described on the Practical Assessment Record and in greater detail in this guidance.
Reasonable prompting by the Trainer/Assessor is acceptable during the practical demonstration but Trainer/Assessors must be confident of
the learner’s competence and knowledge before marking the scenario as completed.
How scenarios 5 and 6 are assessed can be the choice of the Trainer/Assessor using a method that best suits their teaching style. Learners
can orally respond on a one-to-one basis, write their answers down or practically demonstrate if appropriate. Whichever method is used, the
Trainer/Assessor must ensure that the learner has the required knowledge following this guidance.
Related oral questioning

Some scenarios include related oral questions which the learner must answer as part of their practical demonstration. FAA has provided
minimum required and example answers in this guidance. If FAA has given example answers and the learner gives an alternative answer
or uses alternative wording, a Trainer/Assessor should use their professional judgement and subject knowledge to decide if the alternative
answer or wording given is correct. If the guidance gives a minimum required answer the Trainer/Assessor must ensure that the learner’s
answer has fulfilled the requirement.
WRITTEN ASSESSMENT
Completion of the workbook questions should be ongoing throughout the course; Trainer/Assessors should ask learners to complete the
questions as detailed in the FAA Session Plan.
Trainer/Assessors must be present and ensure that the assessment is undertaken in a formal manner. Learners must not communicate with
each other and any form of cheating, plagiarism or collusion will disqualify a learner from taking any further part in the assessment - please
see the FAA Plagiarism and Collusion Policy. Answers must be the learner’s own work. All reference materials such as manuals and flipchart
notes must be out of view and mobile phones should be switched off
Minimum required and example answers are given in this guidance. If FAA has given example answers and a learner gives an alternative
answer or uses alternative wording, a Trainer/Assessor should use their professional judgement and subject knowledge to decide if the
alternative answer or wording given is correct. If the guidance gives a minimum required answer the Trainer/Assessor must ensure that the
learner’s answer has fulfilled the requirement.
The Trainer/Assessor must mark the assessment following this guidance and learners must successfully answer all questions. A learner must
not mark their own, or another learner’s assessment.
ADDITIONAL ORAL QUESTIONING, RETRAINING AND REASSESSMENT (if appropriate)

If a learner does not successfully complete a practical scenario the Trainer/Assessor should use their professional judgement to determine if
retraining and reassessment and/or additional oral questioning is appropriate considering the learner’s performance during the course and
competence shown. The learner should be made aware of any reassessment. Additional oral questioning can be used by the Trainer/Assessor
to confirm or clarify a learner’s knowledge but must not lead the learner to the answer.
If a Trainer/Assessor feels that a learner may have misread or misunderstood a written question or their answer needs clarification or
expansion, they can ask the learner additional oral questions but again must not lead the learner to the answer.
If after additional oral questioning and/or retraining and reassessment the learner does not reach the required standard they should be
referred. All additional oral questioning and retraining, reassessment or referral should be documented in the Trainer/Assessor assessment
feedback box.
REFERRING A LEARNER
If a learner does not successfully complete the practical scenarios and/or pass the written assessment, and the Trainer/Assessor judges that
due to the learner’s performance and competence shown during the course additional oral questioning and/or retraining and reassessment
is not appropriate, the learner should be referred to attend another course to retrain. Referral should be documented in the Trainer/Assessor
assessment feedback box.
PRACTICAL SCENARIOS
PLEASE NOTE: FOR ALL PRACTICAL SCENARIOS LEARNERS MUST COMPLETE EACH STEP LISTED WITHIN THE
SCENARIO ON THE PRACTICAL ASSESSMENT RECORD AND SUCCESSFULLY ANSWER ALL ORAL QUESTIONS
RELATING TO THE SCENARIO. REQUIRED PROTOCOLS TO BE FOLLOWED, AND MINIMUM REQUIRED AND
EXAMPLE ANSWERS ARE GIVEN IN THIS GUIDANCE. IF FAA HAS GIVEN EXAMPLE ANSWERS AND THE LEARNER
GIVES AN ALTERNATIVE ANSWER OR WORDING A TRAINER/ASSESSOR SHOULD USE THEIR PROFESSIONAL
JUDGEMENT AND SUBJECT KNOWLEDGE TO DECIDE IF AN ALTERNATIVE ANSWER IS CORRECT. IF THE
GUIDANCE GIVES THE MINIMUM REQUIRED ANSWER, THE TRAINER/ASSESSOR MUST ENSURE THAT THE
LEARNER'S ANSWER HAS FULFILLED THE REQUIREMENT.
Unit 1 – Scenario 1 – Primary survey and recovery position
Learners must complete a full primary survey and place the casualty into the recovery position.
Practical protocols
Primary survey
Learners must complete each of the following steps:
• Check for dangers ensuring the First Aider, casualty and bystanders are safe
• Check for a response by using the AVPU scale. If the casualty is not alert the learner should check to see if they respond to a voice
command. If they do not respond the learner should place their hands on the casualty’s shoulders and gently shake the casualty.
If there is no response the casualty can be deemed as being unresponsive
• Open and check the airway using the ‘head tilt, chin lift’ method
• Look, listen and feel for normal breathing for no more than 10 seconds
Recovery position
• The First Aider should kneel beside the casualty and make sure that both their legs are straight
• Place the casualty’s arm nearest to them out at a right angle to their body preferably with the elbow bent and the hand
'palm up' if able
• Bring the far arm across the chest and hold the back of their hand against their cheek (nearest to the First Aider)
• Bend the knee farthest from them and carefully roll the casualty onto their side by pulling the bent knee
• Tilt the head back to make sure the airway remains open
• Adjust the upper leg to secure the casualty
Unit 1 – Scenario 2 – Cardiopulmonary resuscitation (CPR) and the safe use of an AED
Learners must administer cardiopulmonary resuscitation (CPR) on a manikin and demonstrate the safe use of an AED. Learners are not
required to complete a full primary survey as this is assessed within scenario 1 and can simply begin at the breathing check.
Practical protocols
Cardiopulmonary resuscitation and the safe use of an AED
• After establishing that the casualty is not breathing normally, the learner must ask the bystander to call the emergency services and
return with an AED and first aid kit
• The learner must demonstrate CPR on a manikin completing 30 chest compressions followed by 2 rescue breaths. Chest compressions
must be at a rate of 100-120 per minute at a depth of approx. 5-6 cm. To administer rescue breaths, a learner must open the airway
using the ‘head tilt, chin lift’ method and blow steadily into the mouth ensuring the chest rises. A learner should take no more than
10 seconds to deliver two rescue breaths. Should a learner be unwilling or unable to administer rescue breaths, they are able to
continue with compression only CPR but should always be encouraged to administer where able
• When the bystander has confirmed that the emergency services have been called and has returned with the AED and first aid kit,
the learner must unpack the AED and apply the AED electrodes/pads onto the manikin as per the manufacturer’s instructions
• Learners must then follow the voice prompts from the AED administering both a shock and CPR when instructed. A learner must
ensure that nobody, including themselves, is touching the casualty when the AED is analysing and delivering the shock
Unit 1 – Scenario 3 – Choking
Learners must successfully administer first aid to a casualty who is suffering from an airway obstruction. Learners should demonstrate a
minimum of two cycles of five back blows and five abdominal thrusts. Learners must not demonstrate choking procedures on each other
for safety purposes; specialised training choking vests are available for this purpose or a manikin can be used.
Choking protocols
Coughing – the learner should encourage the casualty to cough and ask 'are you choking?' For the purpose of this scenario coughing
is ineffective.
Back blows – learners must then deliver up to five back blows checking to see if the obstruction has been dislodged between each back
blow. Learners should:
• Stand to the side and slightly behind the casualty
• Support the casualty’s chest with one hand and lean them well forwards so that if the obstructing object is dislodged it comes out
of the mouth rather than going further down the airway
• Give up to five sharp blows between the casualty’s shoulder blades with the heel of their hand, checking each time to see if the
obstruction has been dislodged
Abdominal thrusts – when back blows have been unsuccessful in dislodging the obstruction, the learner must deliver up to five abdominal
thrusts. Learners should:
• Stand behind the casualty and put both arms around the upper part of their abdomen
• Lean the casualty forwards
• Clench their fist and place it between the umbilicus (navel) and the rib cage
• Grasp this hand with their other hand and pull sharply inwards and upwards
• Repeat up to five times, checking each time to see if the obstruction has been dislodged
After one cycle of five back blows and five abdominal thrusts, the learner must call the emergency services before continuing to cycle
back blows and abdominal thrusts.
Oral question
Question: What immediate action should be taken by a First Aider if the casualty becomes unresponsive?
Answer: Help the casualty to the floor, call the emergency services and commence CPR.
Unit 1 – Scenario 4 – Major bleeding and hypovolaemic shock
Learners must communicate with the casualty and gain consent to administer first aid before proceeding with their treatment.
They must successfully control the bleeding, dress the wound and treat the casualty for hypovolaemic shock. The learner should
wear gloves.
Treatment for shock

A learner must help the casualty to the floor and lie them down. They must then raise and support the casualty’s legs.
Oral question
Question: Name two tasks that a First Aider should do once the emergency services have taken responsibility of the casualty.
Example answers: Clear the scene, dispose of any soiled dressings properly, complete the accident/incident report, restock the first aid
kit, emotionally support any bystanders or seek emotional support for themselves.
Unit 1 – Scenario 5 – Major seizure (tonic-clonic seizure)
Learners must detail the procedure for dealing with a casualty who is experiencing a major (tonic-clonic) seizure. Trainer/Assessors can
choose a method that best suits their teaching style and can orally ask each learner on a one-to-one basis, create a practical scenario with
a ‘casualty’ on the floor for a learner to demonstrate the procedure or ask learners to write their answers down.
Oral questions
Question: Please state the procedure for dealing with a casualty who is experiencing a major (tonic-clonic) seizure.
Answer: Support or ease the casualty’s fall to the floor. Keep the area safe, allowing space for the casualty to safely finish the seizure whilst
protecting their head. Record the duration of the seizure.
Question: What position should the casualty be placed into once the seizure has run its course?
Answer: The recovery position.
Question: Name two instances in which you would call the emergency services when dealing with a casualty suffering from a
major seizure.
Answers: Learners must respond with two of the following possible answers: if the casualty is unresponsive for more than five minutes,
if the seizure lasts for more than five minutes, if it is a repeated seizure, if it is the casualty’s first seizure or if the seizure repeats within
10 minutes.
Unit 1 – Scenario 6 – Minor injuries
Learners are required to describe the correct treatment for each of the minor injuries listed on the Practical Assessment Record. Trainer/
Assessors can choose a method that best suits their teaching style and ask the questions orally to each learner on a one-to-one basis, ask
the group as a whole with each learner writing their answer down or ask learners to practically demonstrate the treatment.
Minor injury treatments

The minimum required answer for each minor injury is detailed below:
Small cut or graze – clean thoroughly and cover with a plaster or dressing.
Bruise – cool with a cold compress for at least 10 minutes.
Small burn/scald – hold under cool water for a minimum of 20 minutes. Cover the burn with a sterile non-fluffy dressing/clingfilm.
Small splinter – remove with tweezers if able or try scraping with a blunt edge such as a bank card. If unsuccessful, dress without putting
direct pressure onto the area and seek medical assistance.
Unit 2 – Scenario 7 – Secondary assessment (top to toe survey)
Learners must complete a full secondary assessment (top to toe survey) on the casualty. Learners are not required to complete the primary
survey prior to the top to toe survey or place the casualty into the recovery position when completed as these skills are assessed in unit 1 of
the qualification. Learners can practice these elements but the assessment must focus on the items listed below within this scenario.
Secondary assessment (top to toe survey)

Learners are required to complete a detailed ‘top to toe’ survey on the casualty to determine any injuries they may have suffered. Wearing
gloves, the learner should start at the casualty’s head and work their way down to their feet covering:
Head, face and neck – looking for bleeding or any fluid loss from the ears, eyes and mouth. Feeling for bumps, indentations and swelling
around the head. Looking for abnormal skin colouring and skin temperature. Checking for any medi-alert jewellery.
Chest and shoulders – checking the collarbone for any fracture or deformity. Monitoring the casualty’s face for a response if they suspect
anything abnormal whilst assessing. Gently squeezing the rib cage for any abnormalities, again checking the face for a response. Looking
at the rise and fall of the chest for abnormal breathing.
Spine – feeling the top and base of the spine for any abnormalities or other evidence of trauma.
Abdomen – assessing for any obvious signs of trauma such as blood loss. Carefully pressing on the abdomen and feeling for bumps and
firmness and looking for bruising.
Pelvis – checking visually only without moving, squeezing or rocking the pelvis as this could complicate any potential injury. Looking for
evidence of incontinence and bleeding as well as how the legs are lying. Looking to see if the legs are splayed or if one appears longer than
the other or any obvious signs of pain or discomfort.
Arms and hands – checking for obvious signs of trauma such as blood loss and swelling. Checking for needle marks in arms and between
fingers and any identity or medi-alert jewellery. Checking the hands for bruising and disfigurement.
Legs and feet – checking each leg and foot for signs of trauma such as blood loss and swelling. Checking the ankles for bruising or possible
needle marks.
Oral question
Question: State two sources of information available to a First Aider to get details of the incident and the casualty’s history of health issues.
Example answers: Speaking to bystanders, speaking to the casualty, any visible injuries, clues at the scene such as the casualty lying
next to a ladder, bare electrical cables etc, any sounds or smells that may indicate the cause of the incident, any medi-alert jewellery on
the casualty.
Unit 2 – Scenario 8 – Injured limbs
Learners must provide appropriate treatment for a fracture and dislocation demonstrating the application of both an elevated sling and a
support sling. Both slings must be efficient in supporting the casualty’s arm. Learners are required to also provide appropriate treatment
for a sprained ankle.
Oral question
Question: Fractures, dislocations and sprains/strains can be differentiated by their location but all share similar signs and/or symptoms.
Please list three signs and/or symptoms that you would expect to see.
Example answers: Pain, deformity, internal bleeding, external bleeding, shock, bruising, swelling, inflammation.
Unit 2 – Scenario 9 – Head and spinal injuries
Learners must treat the casualty who has evidence of a head injury and suspected spinal injury.
Oral questions
Question: Name three signs and/or symptoms of a suspected head injury.
Example answers: Evidence of a head injury, headache, dizziness, nausea, confusion, loss of balance, feeling stunned or dazed, ‘seeing
stars’, drowsiness.
Question: Name two signs and/or symptoms that would suggest the casualty has a spinal injury.
Example answers: Evidence of a fall, unusual curvature of the spine, pain in the spinal area, no control over limb movements, loss of
sensation or abnormal sensations such as numbness, burning or tingling, limbs feel heavy or clumsy, loss of bladder and bowel control,
possible breathing difficulties.
Unit 2 – Scenario 10 – Chest injuries
Learners must treat the casualty suffering from a penetrating chest injury and rib cage injury.
Oral questions
Question: State two signs and/or symptoms of a penetrating chest injury.
Example answers: Evidence of a penetrating wound, difficulty in talking, blood loss, shortness of breath, respiratory distress, chest pain,
shock, cyanosis (blue/greyness around the lips), swelling, bruising, ‘bubbling’ around the wound, coughed-up red frothy blood, the sound
of air being sucked in when the casualty breathes.
Question: State two signs and/or symptoms of a rib cage injury.
Example answers: Evidence of trauma in the rib area, pain, swelling, bruising, difficulty in breathing, uneven chest movements when
breathing, tracheal deviation.
Unit 2 – Scenario 11 – Major illness
Learners must successfully identify the signs and/or symptoms of each major illness and treat the casualty appropriately in each situation.
Oral questions
Heart attack
Question: State two signs and/or symptoms of someone suffering a heart attack.
Example answers: Pale blue/grey cold and clammy skin, chest pain, pain in other parts of the body (usually the left arm), shortness of
breath, nausea, overwhelming sense of anxiety, light headedness, coughing, vomiting, wheezing.
Asthma
Question: State two signs and/or symptoms of someone suffering an asthma attack.
Example answers: Difficulty in breathing, wheezing, distress and anxiety, difficulty in speaking, grey/blue skin tones, may become
exhausted, coughing.
Question: State one instance that you would be required to call the emergency services when dealing with a casualty experiencing an
asthma attack.
Answers: Learners should respond with one of the following - if the medication has had no effect after 5 minutes, it is their first attack or
if breathlessness makes talking difficult.
Stroke
Question: State two signs and/or symptoms of someone suffering a stroke.
Example answers: Facial weakness, mouth or eye ‘drooped’, unable to smile, arm weakness, slurred speech.
WRITTEN WORKBOOK ASSESSMENT
THE ANSWERS BELOW ARE THE MINIMUM REQUIRED ANSWERS AND A TRAINER/ASSESSOR MUST ENSURE THAT
THE LEARNER'S ANSWER FULFILS THE REQUIREMENT. IF FAA HAS GIVEN EXAMPLE ANSWERS AND THE LEARNER
GIVES AN ALTERNATIVE ANSWER OR WORDING A TRAINER/ASSESSOR SHOULD USE THEIR PROFESSIONAL
JUDGEMENT AND SUBJECT KNOWLEDGE TO DECIDE IF AN ALTERNATIVE ANSWER IS CORRECT.
Question 1 – The severity of a burn is classified by the effect on the casualty’s skin. Fill in the missing word,
either superficial, partial thickness or full thickness, in each sentence to describe the severity (classification)
of burns.
A FULL THICKNESS BURN is when all layers of skin have been damaged causing the skin to look pale, charred and waxy with fatty deposits.
A SUPERFICIAL burn is when the outer layer of skin is burnt causing redness, tenderness and inflammation.
A PARTIAL THICKNESS burn is when the outer layer of skin is burnt and broken causing blistering, swelling, pain and rawness.
Question 2 – How long should a chemical burn be held under running water?
For a minimum of 20 minutes.
Question 3 – What must a First Aider ensure before approaching a casualty to treat an electrical burn?
That the area is safe.
Question 4 – What first aid treatment would you provide for the following eye injuries: dust in the eye, a
chemical burn to the eye and an embedded object in the eye?
Dust in the eye – flush the eye with sterile eye wash or clean water.
A chemical burn to the eye – wearing gloves, the casualty’s eye should be flushed for 20 minutes using sterile eye wash or clean water
ensuring that the irrigation does not flow into the other eye. Cover the injured eye with a sterile dressing and transport to hospital.
Attempt to identify the chemical for the benefit of emergency services.
An embedded object in the eye – cover the eye with a sterile dressing being extremely careful not to make any contact with the embedded
object. Transport the casualty to hospital immediately or call emergency services.
Question 5 – Please list three ways in which a poison can enter the body.
Inhaled, swallowed, injected, absorbed, instilled.

Trainer/Assessors can accept answers that are worded in a slightly different way if the learner has correctly described the above.
For example, a learner may say ‘breathed in’ instead of inhaled or ‘through the skin’ instead of absorbed.
Question 6 – What first aid treatment would you provide for general poisoning?
Call emergency services immediately. Place the casualty into the recovery position and gather evidence of the poison for the benefit of the
emergency services.
Question 7 – Please list three common triggers of anaphylaxis.
Example answers: nuts, sesame, fish, shellfish, dairy products, eggs, wasps and bees, latex and penicillin.
Question 8 – Please list three signs and/or symptoms that a casualty suffering from anaphylaxis may show.
Example answers: swollen eyes, lips, hands, feet and other areas. Itchy skin or nettle rash (hives), red blotches. A strange metallic taste in the
mouth. Sore, red and itchy eyes. Abdominal cramps, vomiting, diarrhoea. Possible breathing issues and wheezing. A sudden feeling of anxiety
or apprehension.
Question 9 – What first aid treatment would you provide for a casualty suffering from anaphylaxis?
Call the emergency services. Remove any possible trigger. If the casualty has an auto-injector pen (EpiPen) prompt the casualty to use it
without delay.
Question 10 – Please list three signs and/or symptoms of someone suffering from the diabetic condition
hypoglycaemia (low level of sugar in the bloodstream).
Example answers: hunger, trembling and shaky, rapid pulse, pale cold and clammy skin, possible loss of responsiveness and possible seizure.
Question 11 – How would you treat a casualty suffering from the diabetic condition hypoglycaemia
(low level of sugar in the bloodstream)?
Give the casualty glucose, a sugary drink or sweet food. (The casualty should ideally be given 15-20 grams of glucose but it is not imperative
for the learner to state this.)
Question 12 – State three signs and/or symptoms that someone experiencing a major epileptic
(tonic-clonic) seizure may show.
Example answers: convulsive movements, rigidity and arching of the back, cyanosis (blue/greyness around the lips), possible loss of bladder/
bowel control, frothy saliva around the mouth, clenched jaw.

Course Pack FAW

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Course Pack FAW

Uploaded by

Copyright:

Available Formats

FAA LEVEL 3 AWARD IN FIRST AID AT WORK (RQF)

AWARD IN FIRST AID AT WORK AT SCQF LEVEL 6

COURSE REGISTER AND ASSESSMENT RESULTS

Course dates Course reference number

ID verified Learner Workbook Practical

DATE: .......................................................... TRAINER/ASSESSOR SIGNATURE: ..................................................................................................................................

PRACTICAL ASSESSMENT RECORD

UNIT 1 - SCENARIO 1 – PRIMARY SURVEY AND RECOVERY POSITION

Did the learner…

… check for dangers?

… check for a response using the AVPU scale?

Trainer/Assessor response – your casualty is unresponsive

Trainer/Assessor response – your casualty IS breathing normally

… place into the recovery position and monitor the casualty?

… call the emergency services?

LEARNER SCENARIO 1 RESULTS ( ✔ or X ) ➜

PRACTICAL ASSESSMENT RECORD

... check for normal breathing for no more than 10 seconds?

Trainer/Assessor response – your casualty is NOT breathing normally

... attempt 2 rescue breaths?

... follow the voice prompts?

... deliver a ‘shock’ successfully?

... continue CPR when requested by the AED?

LEARNER SCENARIO 2 RESULTS ( ✔ or X ) ➜

PRACTICAL ASSESSMENT RECORD

Did the learner…

Trainer/Assessor response – coughing is ineffective

LEARNER SCENARIO 3 RESULTS ( ✔ or X ) ➜

UNIT 1 - SCENARIO 4 – MAJOR BLEEDING AND HYPOVOLAEMIC SHOCK

… put gloves on?

… inspect the wound and apply direct pressure?

LEARNER SCENARIO 4 RESULTS ( ✔ or X ) ➜

PRACTICAL ASSESSMENT RECORD

LEARNER SCENARIO 5 RESULTS ( ✔ or X ) ➜

UNIT 1 - SCENARIO 6 – MINOR INJURIES

… describe the treatment for a bruise?

… describe the treatment for a small splinter?

LEARNER SCENARIO 6 RESULTS ( ✔ or X ) ➜

PRACTICAL ASSESSMENT RECORD

Did the learner…

… check the casualty’s head, face and neck?

… check the casualty’s chest and shoulders?

… check the casualty’s spine?

… check the casualty’s abdomen?

… check the casualty’s arms and hands?

… check the casualty’s legs and feet?

LEARNER SCENARIO 7 RESULTS ( ✔ or X ) ➜

PRACTICAL ASSESSMENT RECORD

… apply an elevated sling and prevent further movement?

… call the emergency services?

… apply a support sling and prevent further movement?

… adopt the ‘PRICE’ method?

… talk to the casualty to advise resting and protecting the injury?

… compress the injured area with a bandage?

… elevate to prevent swelling and advise to maintain elevation?

… refer the casualty to seek medical assistance?

LEARNER SCENARIO 8 RESULTS ( ✔ or X ) ➜

PRACTICAL ASSESSMENT RECORD

Q. Name three signs and/or symptoms of a suspected head injury.

… monitor the casualty’s breathing and response levels?

LEARNER SCENARIO 9 RESULTS ( ✔ or X ) ➜

UNIT 2 – SCENARIO 10 – CHEST INJURIES