Tutor, Assessor

and IQA Support

Pack

Highfield Level 3
International Award in
Emergency First Aid at
work and Use of an AED

Version 1: January 2023

Introduction

Welcome to the Highfield Level 3 International Award in Emergency First Aid at work and Use of
an AED - Quality Assurance Support Pack. This pack has been designed to support tutors and
assessors in their respective roles.

The pack is split into three sections:

1. Delivery Support
This section of the pack aims to support tutors in the quality assured delivery of the qualification
and makes reference to supporting materials, as signposted within the qualification specification.

2. Assessment Support
This section of the pack aims to support assessors in the quality assured assessment of the
qualification and provide guidance on the completion of the HABC assessment paperwork
(practical and knowledge).

3. Internal Quality Assurance Support

This section of the pack aims to support those responsible for internal quality assurance of the
qualification and provides guidance and examples of practice that could support this role.

Although the pack makes reference to three different areas, it is important to note that centres
are able to become approved for the award with just two people fulfilling the following roles:

1 x Tutor/Assessor: This individual can deliver and assess the entire qualification.
1 x Internal Quality Assurer: This individual quality assures the delivery and assessment of the
Tutor/Assessor (see Internal Quality Assurance Support for further information).

This pack makes reference to a number of supporting documents and Highfield would recommend
that centres become familiar with these prior to registering a course.

If you require any further information or support, please contact your centre manager.

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Delivery Support
The delivery of the qualification is the responsibility of the nominated tutor (who will normally act as
the assessor too). This person should meet the associated criteria within the qualification specification
and have the relevant skills, experience and qualifications.

The qualification has a duration of 7 hours. Delivery can be made up of lectures, tutorials, supervised
study and assessment.

Highfield recommends the use of the following resources to support the delivery of this qualification.
• First Aid Handbook.
• First Aid at Work Interactive Training Presentation.
• The Complete First Aid Interactive Training package.

Recommended Programme Delivery Summary

The following summary provides an overview of each phase of the recommended delivery programme.
Phase Component Duration
• Introduction to – the first-aider
• What is first aid?
1 45 mins
• First aid in the workplace
• Responsibilities of the first-aider
• Assessing an incident
• Scene survey
2 45 mins
• Primary survey
• Casualty communication
• Principles of resuscitation
• The respiratory system
• CPR 2 hours 45
3
• AED mins
• Recovery position
• Seizure
Obstructed airway
4 • Choking 45 hours
• Hypovolemic Shock
• The circulatory system
5 • Types of bleeding and if it is life threatening 1 hour
• Wounds and embedded objects
• Minor injuries: small cuts, grazes, bruises, small splinters, nose
6 1 hour
bleeds, burns and scalds (dry/wet heat, chemicals, electricity)
Total delivery and assessment time: 7 hrs

Requalification:
This qualification provides learners with a valid first aid at work certificate that is valid for three years.
After this period learners are required to retrain and recertify.

Requalification for active trainers: The ‘Assessment Only Requalification’ option is available for
trainers who have been actively delivering First Aid at Work training within the last six months prior to
sitting their assessments for requalification. Learners will be assessed on all the learning outcomes and
assessment criteria of the qualification during this requalification.

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Assessment Support

The assessment of the qualification is the responsibility of the nominated assessor. This person should
meet the associated criteria within the qualification specification and have the relevant skills,
experience and qualifications.

Highfield has worked with a number of subject matter experts to create a streamlined and effective
assessment pack which includes assessment support materials for both the knowledge and practical
assessments.

Highfield have a system that will support centres in populating centre and learner details at the point
of course and learner registration, and which will help save you time when completing the assessment
paperwork. The following guidance supports assessors in the completion of these Highfield materials.

EXAMPLE Assessment Pack

Centre Details: Completion Guidance

Centres are required to ensure this

section is completed fully, with accurate
details:

Centre Details
Please insert basic contact information for
the Highfield Approved Centre, along with
the names of the Tutor/Assessor.

Course/Qualifications Details
Simply add the name of the
course/qualification, along with the start
and finish date of the course (these may
be the same for a one-day course). Please
ensure you insert the course identification
which will be given to you by Highfield.

Assessment Declaration
This assessment declaration is final
confirmation by the Tutor/Assessor to
confirm the assessment has taken place in
accordance with Highfield guidelines.

Further guidance is provided below on the requirements of the practical assessment components, as
illustrated at the bottom of the practical assessment matrix:

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Practical Assessment: Completion Guidance

Centres must ensure the Practical Assessment Matrix is completed accurately, providing learner
information and assessment outcomes. This assessment paperwork permits tutors/assessors to
deliver and assess up to a maximum of 12 learners.

The top section of the Practical Assessment Matrix should be completed before the start of the
practical assessment.

Each learner’s contact details and date of birth

must be recorded.
As each learner completes their assessment,
the assessment outcome should be recorded
alongside the criteria, with either ‘’
indicating a pass or ‘’ indicating a refer. A
pass should only be awarded when the learner
demonstrates the skills outlined within this TA
pack.

Once both the practical and theory

assessments have been completed, the
assessor should indicate the assessment result
for each learner: for the practical please ‘’
for a pass or R for (refer)

Theory assessment - Tutors should evidence

whether each learner successfully completed
the multiple-choice questions on the first
attempt, without further questioning, by
ticking the box. If they require further
questioning, then an R (refer) should be placed
in the box.

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This information below are the requirements for EACH learner to pass the practical assessment.
Tutors/assessors/IQA’s must ensure that they have read the requirements fully and only enter a
tick within the assessment pack, when each learner has demonstrated the FULL requirements
referenced below.

DRABC
Learners must show that they are completing all of the below steps:
• checking for Danger – Conduct an appropriate scene survey
• checking the casualty Response
• open Airway and keep clear
• checking for normal Breathing
o IF THE CASUALTY IS NOT BREATHING NORMALLY: simulate an emergency call and
commence CPR
o IF THE CASUALTY IS BREATHING NORMALLY: checking circulation and undertake a
secondary survey.
• using a Defibrillator (AED) correctly

Conducting a scene survey may include:

• Checking for further danger
• Identifying the number of casualties
• Evaluating what happened
• Prioritising treatment
• Delegating tasks

Learners must be able to evaluate a situation to determine when to summon further assistance, and
what type of assistance to request. Assessors should check this with a question to the learner.

CPR
To be successfully assessed against these criteria, learners must be able to:
• correctly identify when cardiopulmonary resuscitation (CPR) is necessary, following the
primary survey, including when the casualty is agonal gasping. Assessors should check this
with a question to the learner.
• demonstrate performing effective CPR, using a manikin.

A Learner must be able to perform CPR effectively and continuously for AT LEAST 2 MINUTES to be
considered competent. This must include combining rescue breaths with chest compressions at the
current recommended ratio.

CPR - must be performed at a ratio of 30 chest compressions to 2 effective rescue breaths.

30 chest compressions must include:
o correct hand positioning
o compression depth of 5-6cm
o a rate of 100-120 compressions per minute.

2 rescue breaths:
o correct rescue breath positioning
o blowing steadily into mouth (about 1 sec to make the chest rise) (pinching the nose)
o taking no longer than 10 seconds to deliver 2 breaths

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AED (defibrillator): (see section below also)
o correct placement of AED pads
o following AED instructions

Automated External Defibrillation (AED)

To be successfully assessed against this criterion, learners must show:
o they can attach the AED as quickly and effectively as possible. (Considering shaving if
needed)
o demonstrate the ability to administer a shock by placing the AED pads correctly on a
manikin
o following the AED instructions, being aware of safety at all times.

Use of an AED should be in conjunction with CPR.

Recovery position and continual monitoring of breathing

To be successfully assessed against this criterion, learners must:

o be able to place a person into a position that maintains a stable, open, draining airway at
floor level.

Learners should first position themselves at the side of the casualty, place the casualty’s nearest
arm at a right angle, with the back of the casualty’s other hand pressed against their other cheek.
They should then draw up the furthest knee, proceeding to turn the casualty in a controlled
manner. Once in position, they should then adjust the upper leg, by bringing the hip and knee to
form a right angle, and check that the airway is maintained.

Learners must also be aware of:

• what to do when the casualty is pregnant
• moving individuals every 30 minutes

To be successfully assessed against this criterion, learners must:

be able to demonstrate continual monitoring of normal breathing, to ensure that potential
cardiac arrest can be identified immediately.

Seizure, including epilepsy

To be successfully assessed against these criteria, learners must show they understand how to treat
a generalised seizure.
To pass, learners must demonstrate that they can:
• check for danger – ensure casualty’s safety
• time the seizure and duration
• protect the head, do not restrain the casualty, loosen any clothing around the neck
• check airways and place the casualty into the recovery position once the convulsions have
stopped. Monitoring airway and breathing
• simulate calling the emergency services if the seizure lasts longer than five minutes / if it is
the casualty’s first seizure / if the casualty is having repeated seizures / if the casualty does
not regain consciousness.

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Choking: To be successfully assessed against this criterion, learners must demonstrate how to treat
a casualty who is choking/has an obstruction of the airway. (This treatment should only be
completed on a manikin or by using a choking training vest)
Learners must demonstrate effective treatment by:

• first encouraging the casualty to cough.

• if choking is mild, once the obstruction is dislodged by coughing keep the casualty under
continuous observation.
• if choking is severe, to provide a maximum of 5 sharp effective back blows,
• if not effective, to follow up with a maximum of 5 effective abdominal thrusts.
• at this point they should assess the casualty’s condition. If the obstruction is still not relieved,
call for an ambulance and continue with cycles of up to 5 back blows and up to 5 abdominal
thrusts until qualified medical assistance takes over.

Learner understands that If casualty becomes unresponsive CPR must commence.

External Bleeding
To be successfully assessed against this criterion, learners should identify the severity of the wound
by identifying if it is a life-threatening injury, e.g. based on the colour of the blood and rate of the
bleed and administer appropriate first aid in response. Assessors should check this with a question
to the learner.
Learners must recognise signs of a:
o arterial bleed – life threatening
o venous bleed – life threatening
o capillary bleed – not life threatening

Demonstrate the appropriate first aid for each of the above.

During this demonstration, learners must wear disposable gloves, check for foreign objects, apply
direct pressure, clean the wound with a sterile cleansing wipe, and apply a dry, sterile dressing to the
wound, securely fitted.
Non-life-threatening bleed:
o Maintaining aseptic technique
o Sitting or lying the casualty down
o Examining the wound
o Applying direct pressure onto (or into) the wound (if required).
o Dressing the wound
o Monitor and seek medical attention if necessary

Life threatening bleed:

o Maintaining aseptic technique
o Sitting or lying the casualty down
o Examining the wound
o Applying direct pressure onto (or into) the wound
o Dressing the wound
o Monitor casualty and prepare to treat for shock if needed
o Simulate call for ambulance

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Hypovolaemic shock
During the bleeding assessment, the simulation should concern a casualty that is feeling light-headed
and dizzy (not limited to these symptoms). The assessor should describe symptoms of hypovolaemic
shock to the learner as part of the simulation and assess learners’ ability to recognise the symptoms
of hypovolaemic shock and administer the correct treatment. Learners must demonstrate the
following:
o Treating the bleed or cause
o Laying the casualty down, raising and supporting their legs above the heart
o Simulate loosening any tight clothing and keeping them warm
o Simulation of calling for an ambulance
o Monitoring until help arrives – airway and breathing, no food or drink.

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Theory Assessment: Completion Guidance

The theory assessment has been designed to provide a standardised and robust method of
measuring learners’ knowledge of first aid according to the assessment criteria within the
specification. The theory assessment (and associated answer sheet) that Highfield has produced
has a unique code and is available to download from the members’ area of the Highfield website.

The theory assessment of this qualification may be completed at any point during the course.

Written MCQ: Learners should indicate their answers within the theory pack with assessors
checking learners’ responses against the appropriate
marking scheme (available from the download area).

The learner should complete the boxes at the top of

each page.

Learners should answer the theory questions

themselves and should indicate their response to
each question on the theory paperwork with a TICK in
the box provided beside their selected answer. If a
learner changes their answer, the original should be
clearly crossed out, and the learner should TICK and
initial beside their amended answer.

Assessors should check learners’ responses against

the appropriate marking scheme (available from the
Download Area) and mark them as either a pass or
refer in the box provided to the right of each
question.

It is important that learners are able to demonstrate the appropriate knowledge to answer all the
questions within the theory assessment correctly. Where the learner has answered incorrectly, and
the assessor has ticked refer when marking, the original answer should not be changed after
subsequent Q&A. Instead, Assessors must record additional questions asked of learners, together
with the learner’s response, within the Further Questioning space provided at the end of the theory
pack. Assessors must provide auditable evidence in this section to show that the learner has
demonstrated the appropriate knowledge of first aid against all questions marked as a refer.

The Tutor/Assessor should then indicate the final assessment outcome achieved, e.g. pass or refer.
Completed Theory assessment packs and further questioning must be retained by the centre.

Oral MCQs: assessors can use the option of oral theory assessment. When assessing the learner’s
knowledge orally, tutors/assessors must use the knowledge capture sheet to record learner
responses. Where the assessor marks a learner as ‘refer’ to any of the questions, further questioning
must be used, as described above. Knowledge can be assessed by, and not limited to, verbal Q&A,
class discussion, role play, games and activities

Completed knowledge capture sheets and further questioning must be retained by the centre.

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Internal Quality Assurance (IQA) support
The internal quality assurance of the qualification is the responsibility of the Internal Quality Assurance
officer (IQA). The IQA should meet the associated criteria within the qualification specification and
should monitor both the delivery and assessment of the qualification. The IQA should not contribute
to the delivery or complete any assessment of the course they are sampling.

The IQA should:

• ensure that the new processes are being followed accurately
• ensure the delivery and assessment is in line with the qualification requirements;
• ensure all assessment paperwork is completed accurately;
• ensure all tutors/assessors are sampled over time;
• support and offer development for tutors/assessors; and
• provide an audit trail of internal quality assurance.

It is important to note that the IQA role is one of support and as a result should improve the delivery
and assessment programme over time. IQA samples can be completed in a number of ways however
the main two methods are:

1. Live observation of course delivery/assessment (visit to an active course).

2. Desk-based sampling of course assessment material (either during a visit or remote check of
completed assessment packs).

It is important to note that it is not a requirement that every course is internally quality assured via
live observation visits, and instead desk-based samples should be used to support this process. Centres
must take responsibility for planning and implementing an effective quality assurance procedure which
is clearly evidenced within their sampling plan and verification process.

Highfield reserve the right to insist that all paperwork is retained for quality assurance purposes and
will notify when that is required.

Standardisation activities

Standardisation activities are centre-led and used as a method of sharing good practice across the
delivery, assessment and quality assurance of the qualification. These activities should be completed
on a periodic basis and include members of the centre’s delivery, assessment and quality assurance
team. The IQA officer is key to this process as it is likely they will have sampled work across
tutors/assessors and so be able to share positives from each team member.

Important Note: All records of the above activities should be stored 1 by the centre for quality assurance
purpose for a minimum of 3 years. In doing so Highfield would recommend the following:
• Course Folder: includes all course assessment material
• IQA Folder: includes all centre’s quality assurance paperwork e.g. IQA Sample Plans and IQA
Reports
• Standardisation Folder: includes all minutes and meeting related paperwork.

1
Electronic storage is acceptable, however all documents must be original and scans must be clear for the
reader

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Internal Quality Assurance (IQA) Strategy [Highfield Example]

Highfield recommends that a form of internal quality assurance is completed for every course, until
same-day-certificate status (SDC) is achieved. Highfield recommends that centres implement a system
for the frequency of visits based on risk. An example of this risk-based approach can be supported
using a basic traffic light system.

The starting point for using this type of system is to risk rate (grade) tutors/assessors. This process
should be documented and completed using justifiable methods; an example of risk ratings is below:

• Green: Tutors/Assessors who have a significant amount of experience and competence in the
delivery and/or assessment of the qualification, (e.g. have delivered over X courses with no actions
from quality assurance checks).

• Amber: Tutors/Assessors who have a moderate amount of experience and competence in the
delivery and/or assessment of the qualification (e.g. have delivered over Y courses with minor
actions from quality assurance checks).

• Red: Tutors/Assessors who have little or no experience in the delivery of the qualification or where
a new assessment methodology is implemented.

Once a grade is agreed and documented within the centre, the next stage is to identify the volume of
support that is required, once again an example of this is illustrated below:

• Green Tutors/Assessors require an IQA live visit every X courses or every 1 year, if sooner. Note;
all courses will be subject to quality assurance monitoring, which could be completed via other
methods e.g. desk-based review.

• Amber Tutors/Assessors require an IQA live visit for every Y courses registered or every 6 months,
if sooner. Note; all courses will be subject to quality assurance monitoring, which could be
completed via other methods e.g. desk-based review.

• Red Tutors/Assessors would require an IQA live visit for every course registered as well as quality
assurance documentation checks.

Once agreed, there is a need for ongoing review of risk, which could mean Tutor/Assessor grading may
be adjusted and sampling may increase or decrease accordingly.

Please note, internal quality assurance is something unique to every delivery centre and each will have
their own model that meets their needs. It is important to be aware that one model does not suite all
needs and the above is just one example of how to simply and effectively implement IQA.

If you require further support, please do not hesitate to contact the Highfield External Quality
Support Team.

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A Practical Guide to Internal Quality Assurance

The below provides a practical example of how this system may be applied in a centre who is wishing
to run internally quality assured programmes for the first time and so for whom IQA is a relatively new
concept.

1. As a new assessment methodology is being applied, all tutor/assessors would be initially graded
red and each course would be run and observed by the IQA.

2. After each course, an IQA report will be completed summarising the findings from that sample of
delivery and assessment. This, along with previous knowledge and experience of the
Tutor/Assessor, will support the grading process*, e.g.:

• No actions from quality assurance checks could support a grading of Green

• Minor actions from quality assurance checks could support a grading of Amber
• Major actions from quality assurance checks could support a grading of Red

*please note that previous experience could also contribute to the grading process

3. Dependant on this grading, IQA support/monitoring will be provided as indicated below:

• Green Tutors/Assessors will have an IQA live visit every 20 courses or every 1 year, if sooner
and each lot of course paperwork will be sampled through desk-based review before
certification claim.
• Amber Tutors/Assessors require an IQA live visit for every 10 courses registered or every 6
months, if sooner and each lot of course paperwork will be sampled through desk-based
review before certification claim
• Red Tutors/Assessors would require an IQA live visit for every course registered and during
this visit both delivery and assessment paperwork will be checked.

4. Once the IQA and Tutor/Assessor are happy that the assessment is of the correct standard for a
course, both the assessment paperwork and IQA report should be submitted to the Highfield
Quality Assurance Auditor for review.

5. The Highfield Quality Assurance Auditor will collate a report which will support centre risk-based
approach and this can also support further Tutor/Assessor grading. This report (along with all
submitted paperwork) will allow for a decision on whether the centre is able to gain SDC. Until this
point, the centre will be expected to submit assessment paperwork for Highfield Quality Assurance
Auditor review prior to certification claim. On average, it takes approximately two successful
course reviews before a centre is given SDC. It is therefore recommended that centres send, in the
first instance, two lots of course and IQA paperwork.

Ongoing reviews of Tutors/Assessors will and should affect grading and support required and this may
reduce or increase where necessary

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IQA Plan

The IQA Plan is a method of documenting all courses delivered by the Centre and a way to identify which courses have been IQA sampled and the outcome
of that sampling.

Centre Name: Qualification:

No. of No. of IQA
IQA
Date of Course Course ID Venue Tutor/Assessor Name Registered Certificated Sample
Outcome
Learners Learners Date

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IQA Report
The IQA Report is a method of documenting a sample/check. This form can be used when observing delivery/
assessment or when completing a portfolio sample. When the Report is complete it is important that both the
IQA and the centre receive a copy for audit purposes.

Centre Name:

Course/Qualification:

Tutor/Assessor Name:
Date of
Course Identification:
Assessment:
IQA Name:
• Desk-based review
IQA Type Date of IQA:
• Observational visit
(please ‘’):
• Other (please state)

IQA Checklist Yes No

1. Have the Learner and Centre Details’ been completed according to Highfield
2. guidance?
Has the ‘Qualification Result’ been recorded according to Highfield guidance?
3. Have the Declarations been completed according to Highfield guidance?
4. Has the knowledge assessment been completed to the correct standard?
5. Has the practical assessment been completed to the correct standard?

Outcome:

Feedback to Assessor

Agreed action plan/development requirements Target Date

Assessor Signature: Date:

IQA Signature: Date:

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