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Pearson BTEC Level 3 Award in Paediatric First Aid (QCF)

Specification

BTEC Specialist qualification

First teaching September 2014

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus

About Pearson

Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at: www.pearson.com/uk

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

ISBN 978 1 446 91417 5

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing BTEC Specialist qualifications 3

What are BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

QCF Qualification Number and qualification title 5

Qualification objective 5

Relationship with previous qualifications 5

Progression opportunities through Pearson qualifications 5

Industry support and recognition 5

Relationship with Statutory Frameworks 6

3 Qualification structure 7

Pearson BTEC Level 3 Award in Paediatric First Aid (QCF) 7

4 Assessment 8

5 Recognising prior learning and achievement 9

Recognition of Prior Learning 9

Credit transfer 9

6 Centre resource requirements 10

General resource requirements 10

Specific resource requirements 10

7 Centre recognition and approval 11

Centre recognition 11

Approvals agreement 11

8 Quality assurance of centres 12

9 Programme delivery 13

10 Access and recruitment 14

11 Access to qualifications for learners with disabilities or specific needs 15

12 Units 16

Unit title 16

Unit reference number 16

QCF level 16

Credit value 16

Guided learning hours 16

Unit aim 16

Essential resources 16

Learning outcomes 16

Assessment criteria 17

Unit amplification 17

Information for tutors 17

Unit 1: Emergency Paediatric First Aid 18

Unit 2: Managing Paediatric Illness, Injuries and Emergencies 32

13 Further information and useful publications 51

14 Professional development and training 52

Annexe A: Assessment Strategy 53

Annexe B: Assessment Principles for First Aid Qualifications 55

Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014

1

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

● the qualification’s objective

● any other qualification that a learner must have completed before taking the qualification

● any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

● units that a learner must have completed before the qualification will be awarded and any optional routes

● any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

● the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

● the method of any assessment and any associated requirements relating to it

● the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

● any specimen materials

● any specified levels of attainment.


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3

1 Introducing BTEC Specialist qualifications

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. The qualifications may be offered as full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.

There are three sizes of BTEC Specialist qualification in the QCF:

● Award (1 to 12 credits)

● Certificate (13 to 36 credits)

● Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:

● one credit for every 10 hours of learning time

● learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


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2 Qualification summary and key information

Qualification title Pearson BTEC Level 3 Award in Paediatric First Aid (QCF)

QCF Qualification Number (QN) 601/4643/6

Qualification framework Qualifications and Credit Framework (QCF)

Accreditation start date 01/10/2014

Approved age ranges 16–18

19+

Credit value 3

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 22

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow our access and recruitment policy (see Section 10 Access and recruitment).


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QCF Qualification Number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. Every unit in a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN are given on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in our UK Information Manual, available on our website at: www.edexcel.com/iwantto/Pages/uk-information-manual

Qualification objective

The Pearson BTEC Level 3 Award in Paediatric First Aid (QCF) is for learners who work in, or who want to work in, the early years sector. It gives learners the knowledge, understanding and first-aid skills they need to be able to provide the first-aid care required to enter into the children’s workforce.

It gives learners the opportunity to:

● develop and demonstrate competence as a paediatric first aider

● develop technical skills and knowledge of a range of injuries that can occur in children and infants in their care, including identifying injuries to bones, joints and muscles, an understanding of how to administer first aid to an infant for a variety of ailments such as head and spinal injuries, conditions affecting their eyes, ears and nose, poison and bites

● have existing skills recognised

● achieve a nationally accredited Level 3 first-aid qualification

● achieve a licence to practise paediatric first aid.

Relationship with previous qualifications

This qualification is replacing the current BTEC Level 2 Award in Paediatric First Aid, which was revised to bring it in line with new regulations and practices in the first aid industry.

Progression opportunities through Pearson qualifications

Learners who achieve the Pearson BTEC Level 3 Award in Paediatric First Aid (QCF) will have the opportunity to progress to an Early Years or Children and Young People qualification, such as a Level 3 Diploma in Children’s Learning and Development (Early Years Educator) or a Level 3 Diploma in the Children and Young People's Workforce (Social Care or Learning Development and Support Services Pathways).

Industry support and recognition

This qualification is supported by Skills for Care and Development, the Sector Skills Council for people providing social work, social care and children's services to the people of the UK.


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Relationship with Statutory Frameworks

This qualification is based on the Early Years Foundation Stage (EYFS) – Setting the standards for learning, development and care for children from birth to five (September 2014) and the Childcare Act (2006).

Certificates are valid for three years. In order to retain a current Paediatric First Aid award and prior to certificates expiring, learners will need to retrain and gain a certificate in a similar qualification to the BTEC in Paediatric First Aid.

The Health and Safety Executive (HSE) strongly recommends that all first-aiders (including tutors) undertake annual first aid refresher training, over half a day, during any three-year certification period. Although not mandatory, this will help qualified first-aiders maintain their basic skills and keep up to date with any changes to first-aid procedures.


7

3 Qualification structure

Pearson BTEC Level 3 Award in Paediatric First Aid (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 3

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 H/506/0792 Emergency Paediatric First Aid 3 1 10

2 D/506/0791 Managing Paediatric Illness, Injuries and Emergencies

3 2 12


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4 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all of the unit’s learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted.

Assignment briefs and evidence produced by learners must meet any additional requirements given in the Information for tutors section of each unit.

Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to give learners realistic scenarios and to maximise the use of practical activities in delivery and assessment.

To avoid over-assessment, centres are encouraged to link delivery and assessment across units.

There is more guidance about internal assessment on our website. For details please see Section 13 Further information and useful publications.


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5 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website at: www.edexcel.com/policies

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


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6 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

General resource requirements

● Centres must have appropriate physical resources (for example IT, learning materials, teaching rooms) to support delivery and assessment.

● Staff involved in the assessment process must have relevant expertise and occupational experience.

● There must be systems in place that ensure continuing professional development (CPD) for staff delivering the qualification.

● Centres must have in place appropriate health and safety policies relating to the use of equipment by learners.

● Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details of the Equality Act 2010, please go to www.legislation.gov.uk

Specific resource requirements

Specific resource requirements are detailed within each unit.


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7 Centre recognition and approval

Centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver BTEC qualifications is given on our website.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations.

Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson uses quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC Apprenticeship (‘single click’ registration):

● an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions.

2 Delivery of the qualification outside the Apprenticeship:

● an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

● Lead Internal Verifier accreditation – this involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, each year we will allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details please see the UK Vocational Quality Assurance Handbook on our website.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


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9 Programme delivery

Centres are free to offer this qualification using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners’ needs.

Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units. Centres must adhere to the Pearson policies that apply to the different modes of delivery. Our policy on Collaborative arrangements for the delivery of vocational qualifications can be found on our website: www.edexcel.com/policies

Those planning the programme should aim to enhance the vocational nature of the qualification by:

● liaising with employers to make sure that a course is relevant to learners’ specific needs

● accessing and using non-confidential data and documents from learners’ workplaces

● developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

● giving learners the opportunity to apply their learning in practical activities

● including sponsoring employers in the delivery of the programme and, where appropriate, in assessment

● making full use of the variety of experience of work and life that learners bring to the programme.

Where legislation is taught, centres must ensure that it is current and up to date.


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10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

● they should be available to everyone who is capable of reaching the required standards

● they should be free from any barriers that restrict access and progression

● there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

Learner recruitment, preparation and support

Good practice in relation to learner recruitment, preparation and support includes the following.

● Providing initial advice and guidance, including work tasters, to potential learners to give them an insight into the relevant industry and the learning programme.

● Using a range of appropriate and rigorous selection methods to ensure that learners are matched to the programme best suited to their needs.

● Carrying out a thorough induction for learners to ensure that they completely understand the programme and what is expected of them. The induction should include, for example, the requirements of the programme, an initial assessment of current competency levels, assessment of individual learning styles, identification of training needs, an individual learning plan, details of training delivery and the assessment process. It is good practice to involve the employer in the induction process. This helps employers to understand what will be taking place during the programme and enables them to start building a relationship with the centre to support the effective delivery of the programme.

● Keeping in regular contact with the learner to keep them engaged and motivated, and ensuring that there are open lines of communication between the learner, the assessor, the employer and teaching staff.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British Sign Language or Irish Sign Language where it is permitted for the purpose of reasonable adjustments.

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

Details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

Both documents are on our website at: www.edexcel.com/policies

http://www.edexcel.com/policies�


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12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


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Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

● Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

● Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

● Suggested resources – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


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Unit 1: Emergency Paediatric First Aid

Unit reference number: H/506/0792

QCF level: 3

Credit value: 1

Guided learning hours: 10

Unit summary

The aim of this unit is for the learner to attain knowledge and practical competences required to deal with a range of paediatric first aid situations.

The unit is designed for learners who have responsibility for children, whether at work in their setting or within a domestic environment. Serious incidents demand a wide range of skills in order to preserve life and prevent lasting harm. The unit is designed to enable learners to deal with all of these eventualities. It gives them the skills and underpinning knowledge needed to enable them to deal with paediatric emergencies appropriately and safely, to enhance the lives of the infants and children in their care.

Learners will be required to demonstrate the ability to carry out all essential first-aid skills, including performing cardiopulmonary resuscitation (CPR), arresting severe bleeding and dealing with obstructions of the airway. Learners will have the opportunity to develop the skills to manage minor wounds that may occur during active play.


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Essential resources

Adequate floor space with comfortable floor covering or mats for use during practical training and assessment is required.

The following equipment must also be provided for each training course:

● infant and child resuscitation manikins

● hand-washing facilities

● suitable space for the demonstration of first-aid techniques and the role play of emergency situations

● resuscitation manikins – sufficient infant and child manikins for each candidate to practise first-aid skills (one between a maximum of four candidates)

● facilities to sterilise the manikin faces at the end of each course OR one disposable face shield per candidate OR manikin face wipes to be used between each candidate’s demonstration on the resuscitation manikin

● replacement airways and lungs for each resuscitation manikin, to be changed in line with manufacturer’s guidelines and industry standards

● disposable training dressings

● triangular bandages

● disposable non-latex gloves – one pair per learner

● one first aid kit and contents for demonstration

● a first aid box with appropriate content to meet the needs of children.

It is advised that a maximum of 12 candidates be trained at any one time by a single tutor.

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2013 d

etai

ls f

or

the

Hea

lth a

nd S

afet

y m

anag

er t

o c

om

ple

te if

appro

priat

e

1.6

Exp

lain

rep

ort

ing p

roce

dure

s fo

llow

ing a

n

acci

den

t/in

ciden

t

□

Acc

iden

t/in

ciden

t re

port

ing,

e.g.

tim

ely,

to t

he

appro

priat

e se

nio

r m

ember

of

staf

f, in lin

e w

ith o

rgan

isat

ion r

equirem

ents

, ac

cura

te a

nd

det

aile

d info

rmat

ion

□

Legal

req

uirem

ents

of

report

ing

1.7

D

efin

e an

infa

nt

and a

child

fo

r th

e purp

ose

s of

firs

t ai

d

trea

tmen

t

□

Def

initio

n o

f in

fant,

e.g

. under

12 m

onth

s of

age

□

Def

initio

n o

f ch

ild,

e.g.

bet

wee

n o

ne

year

and p

uber

ty

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Conduct

a s

cene

surv

ey

□

Prac

tica

l dem

onst

ration a

nd a

ctiv

ity

□

Incl

ude,

e.g

. as

sess

ing t

he

scen

e fo

r ow

n,

child

’s a

nd b

ysta

nder

s sa

fety

2.2

Conduct

a p

rim

ary

surv

ey

on a

n infa

nt

and a

child

□

Pr

actica

l dem

onst

ration a

nd a

ctiv

ity

□

Cove

ring c

hec

ks f

or

Dan

ger

s, R

esponse

, Airw

ay,

Bre

athin

g a

nd

Circu

lation c

hec

k (D

RABC)

□

The

leve

ls o

f re

sponse

, e.

g.

AVPU

(Ale

rt,

Voic

e, P

ain,

Unre

sponsi

ve)

□

The

four

outc

om

es o

f AVPU

key

2.3

Id

entify

when

to c

all fo

r hel

p □

H

ow

to c

all fo

r hel

p

□

Appro

priat

e tim

ing

□

Obta

inin

g a

ssis

tance

fro

m e

.g.

a co

lleag

ue,

oth

ers

in t

he

imm

edia

te

envi

ronm

ent,

em

ergen

cy s

ervi

ces

2

Be

able

to a

sses

s an

em

ergen

cy

situ

atio

n s

afel

y

2.4

Exp

lain

what

info

rmat

ion

nee

ds

to b

e giv

en w

hen

obta

inin

g a

ssis

tance

Info

rmat

ion a

nd r

easo

ns

for

each

:

□

Exa

ct loca

tion

□

Cas

ual

ty d

etai

ls e

.g.

num

ber

, ag

e an

d g

ender

□

Des

crip

tion o

f in

jury

/illn

ess

□

Tre

atm

ent

pro

vided

□

Your

nam

e an

d t

elep

hone

num

ber

□

Det

ails

of

any

haz

ards

or

pot

ential

haz

ards

at t

he

scen

e

□

Rea

sons

for

pas

sing o

n e

ach p

iece

of

info

rmat

ion

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Ass

ess

the

leve

l of

consc

iousn

ess

of

an infa

nt

and a

child

□

Prac

tica

l dem

onst

ration a

nd a

ctiv

ity

□

Ass

ess

a ch

ild’s

lev

el o

f co

nsc

iousn

ess

to incl

ude,

ale

rt,

resp

onsi

venes

s to

voic

e, r

esponsi

venes

s to

pai

n o

r unre

sponsi

ve

3.2

Exp

lain

why

an infa

nt

and a

ch

ild s

hould

be

pla

ced in t

he

reco

very

posi

tion

□

Def

initio

n o

f Rec

ove

ry P

osi

tion

□

Why,

when

and h

ow

you w

ould

pla

ce a

child

in t

he

reco

very

posi

tion

3.3

Pl

ace

an infa

nt

and a

child

in

the

reco

very

posi

tion

□

Prac

tica

l dem

onst

ration a

nd a

ctiv

ity

on a

sim

ula

ted c

asual

ty

□

Saf

e, p

rom

pt

and e

ffec

tive

dem

onst

ration e

ndin

g w

ith c

asual

ty’s

airw

ay

bei

ng o

pen

3.4

Continual

ly m

onitor

an

infa

nt

and a

child

whils

t th

ey

are

in t

he

reco

very

posi

tion

□

Monitoring a

child

once

they

hav

e bee

n p

lace

d in t

he

reco

very

posi

tion

□

Chec

king,

e.g.

airw

ay,

bre

athin

g,

circ

ula

tion,

leve

ls o

f re

sponsi

venes

s

□

Oth

er inju

ries

consi

der

ed

□

Rec

ord

ing info

rmat

ion a

ccura

tely

3

Be

able

to p

rovi

de

firs

t ai

d f

or

an

infa

nt

and a

child

w

ho is

unre

sponsi

ve a

nd

bre

athin

g n

orm

ally

3.5

Ass

ist

an infa

nt

and a

child

w

ho is

exper

ienci

ng a

se

izure

□

Def

initio

n o

f se

izure

□

Man

age

trea

tmen

t fo

r a

child

exp

erie

nci

ng a

sei

zure

or

febrile

convu

lsio

n

safe

ly

□

Ensu

re o

wn a

nd c

hild

’s s

afet

y, e

.g.

rem

ova

l of

pote

ntial

sourc

es o

f in

jury

, m

ainta

inin

g a

saf

e en

viro

nm

ent

for

infa

nt/

child

, gen

tly

pro

tect

th

eir

hea

d

□

Tim

e th

e se

izure

□

Loose

n a

ny

tight

cloth

ing a

round n

eck

□

Cal

l em

ergen

cy s

ervi

ces

□

Monitor

airw

ay a

nd b

reat

hin

g

□

Kee

p c

hild

war

m a

nd m

anag

e an

y bys

tander

s

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Id

entify

when

to a

dm

inis

ter

Car

dio

Pulm

onar

y Res

usc

itat

ion (

CPR

) to

an

unre

sponsi

ve infa

nt

and a

n

unre

sponsi

ve c

hild

who is

not

bre

athin

g n

orm

ally

□

Def

initio

n o

f Car

dio

Pulm

onar

y Res

usc

itat

ion

□

CPR,

e.g.

corr

ect

CPR p

roce

dure

s fo

r an

infa

nt

and a

child

, as

sess

ing

resp

onse

, m

ainte

nan

ce o

f th

e ai

rway

□

When

to a

dm

inis

ter

Car

dio

Pulm

onar

y Res

usc

itat

ion,

e.g.

unre

sponsi

ve

child

or

infa

nt

who is

not

bre

athin

g n

orm

ally

(not

bre

athin

g n

orm

ally

m

ay a

lso incl

ude

agonal

gas

ps)

4

Be

able

to p

rovi

de

firs

t ai

d f

or

an

infa

nt

and a

child

w

ho is

unre

sponsi

ve a

nd

not

bre

athin

g

4.2

Adm

inis

ter

CPR

usi

ng a

n

infa

nt

and a

child

man

ikin

□

Pr

actica

l dem

onst

ration o

n a

n a

ppro

ved c

hild

and b

aby

man

ikin

of

CPR

□

Ven

tila

tion m

ethods,

e.g

. m

outh

to

mouth

, m

outh

to n

ose

, m

outh

to

stom

a or

mouth

to p

ock

et m

ask

□

How

, e.

g.

asse

ssin

g b

reat

hin

g,

impor

tance

of

sendin

g f

or

hel

p,

know

ing

when

to b

egin

CPR

□

Poin

ts t

o w

atch

, e.

g.

effe

ctiv

e bre

aths,

corr

ect

dep

th a

nd r

ate

of

com

pre

ssio

ns

continue

repea

ting c

ycle

of

bre

aths

and c

om

pre

ssio

ns

□

Saf

e, p

rom

pt

and e

ffec

tive

dem

onst

ration b

y th

e ca

ndid

ate

of

CPR

for

both

infa

nt

and c

hild

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Id

entify

when

a f

ore

ign b

ody

airw

ay o

bst

ruct

ion is:

● M

ild

● se

vere

□

Cla

ssific

atio

n o

f a

fore

ign b

ody

airw

ay o

bst

ruct

ion

□

Sym

pto

ms

of

a fo

reig

n b

ody

airw

ay o

bst

ruct

ion

□

Rec

ognitio

n o

f obst

ruct

ion in infa

nts

and c

hild

ren

□

Mild

lev

el o

f obst

ruct

ion,

e.g.

casu

alty

able

to s

pea

k, c

ough a

nd b

reat

he

□

Sev

ere

leve

l of

obst

ruct

ion,

e.g.

unab

le t

o s

pea

k, c

ough o

r bre

athe,

ch

oki

ng,

lead

ing t

o e

ventu

al loss

of

consc

iousn

ess

5

Be

able

to p

rovi

de

firs

t ai

d f

or

an

infa

nt

and a

child

w

ho h

as a

fore

ign

body

airw

ay

obst

ruct

ion

5.2

Adm

inis

ter

firs

t ai

d t

o a

n

infa

nt

and a

child

who is

choki

ng

□

Prac

tica

l dem

onst

ration a

nd a

ctiv

ity

on a

n a

ppro

ved c

hild

and b

aby

man

ikin

of

trea

tmen

t fo

r m

ild a

nd s

ever

e ch

oki

ng

□

Tre

atm

ent:

enco

ura

gin

g c

oughin

g in m

ild o

bst

ruct

ions

to e

ject

the

fore

ign b

ody,

infa

nts

(pro

cedure

for

giv

ing b

ack

blo

ws,

pro

cedure

for

giv

ing c

hes

t th

rust

s, w

hen

to a

dm

inis

ter

CPR

); c

hild

ren (

pro

cedure

for

bac

k blo

ws,

pro

cedure

for

abdom

inal

thru

sts,

dea

ling w

ith t

he

unre

sponsi

ve c

hild

, w

hen

to b

egin

CPR

) pro

cedure

to f

ollo

w a

fter

ad

min

iste

ring t

reat

men

t

□

Saf

e, p

rom

pt

and e

ffec

tive

dem

onst

ration b

y th

e ca

ndid

ate

□

Dea

ling w

ith a

n u

nre

sponsi

ve c

hoki

ng c

hild

and w

hen

to b

egin

CPR

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

D

escr

ibe

the

types

and

seve

rity

of

ble

edin

g

□

Typ

es o

f ble

edin

g,

e.g.

arte

rial

, ve

nous

and c

apill

ary

□

Diffe

rence

bet

wee

n s

ever

e ble

edin

g a

nd m

inor

cuts

/gra

zes

□

Typ

es o

f w

ound,

e.g.

inte

rnal

, ex

tern

al,

gra

zes,

cuts

, bru

isin

g,

fore

ign

obje

cts,

nose

ble

ed,

min

or,

sev

ere

and b

leed

ing f

rom

the

ear

6.2

Exp

lain

the

effe

ct o

f se

vere

blo

od loss

on a

n infa

nt

and a

ch

ild

□

Effec

ts o

f se

vere

blo

od loss

, e.

g.

loss

of

consc

iousn

ess,

shock

, fa

inting

pai

n a

nd d

isco

mfo

rt

□

Prognosi

s, e

.g.

longer

ter

m e

ffec

ts

6

Be

able

to p

rovi

de

firs

t ai

d t

o a

n

infa

nt

and a

child

w

ith e

xter

nal

ble

edin

g

6.3

Contr

ol ex

tern

al b

leed

ing

□

Firs

t ai

d,

e.g.

man

agin

g m

inor

ble

edin

g,

man

agin

g m

ajor

exte

rnal

ble

edin

g,

applic

atio

n o

f direc

t pre

ssure

□

Contr

olli

ng e

xter

nal

ble

edin

g p

ract

ical

dem

onst

ration a

nd a

ctiv

ity

of

rele

vant

com

pet

enci

es t

o incl

ude:

o

scen

e sa

fety

o

use

of

PPE

o

han

d h

ygie

ne

o

exam

inat

ion o

f w

ound

o

applic

atio

n o

f direc

t pre

ssure

o

applic

atio

n o

f ban

dag

es

o

elev

atio

n o

f af

fect

ed lim

b

o

use

and a

pplic

atio

n o

f el

evat

ion s

lings

o

know

ledge

of

pre

ssure

poin

ts

o

chec

king f

or

fore

ign b

odie

s an

d d

ebris,

applic

atio

n o

f in

direc

t pre

ssure

wher

e fo

reig

n b

odie

s ar

e em

bed

ded

in t

he

wound

o

pro

cedure

s fo

r cl

eanin

g m

inor

wounds

o

ongoin

g r

eass

ura

nce

of in

fants

and c

hild

ren

□

Com

ple

tion o

f ac

ciden

t/in

ciden

t fo

rms

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

D

efin

e th

e te

rm ‘sh

ock

’ re

leva

nt

to f

irst

aid

□

D

efin

itio

n,

e.g.

lack

of

oxy

gen

goin

g t

o t

he

vita

l org

ans

7.2

D

escr

ibe

how

to r

ecognis

e an

infa

nt

and a

child

who is

suff

erin

g f

rom

shock

□

Rec

ognis

ing s

ympto

ms

of

shock

, e.

g.

low

blo

od p

ress

ure

(hyp

ote

nsi

on),

ove

r-bre

athin

g (

hyp

erve

ntila

tion),

a w

eak,

abse

nce

or

rapid

puls

e, c

old

, cl

amm

y, g

reyi

sh-b

luis

h (

cyan

otic)

ski

n,

dec

reas

ed u

rine

flow

(olig

uria)

, ra

pid

shal

low

bre

athin

g,

swea

ting,

pal

e, c

old

cla

mm

y sk

in,

wea

knes

s an

d d

izzi

nes

s, a

sen

se o

f gre

at a

nxi

ety

and f

ore

bodin

g,

confu

sion,

abse

nce

of

tear

s ev

en w

hen

cry

ing,

could

res

ult in u

nco

nsc

iousn

ess

□

Cau

ses

of

shock

, e.

g.

seve

re b

leed

ing,

hea

rt a

ttac

k, v

om

itin

g,

dia

rrhoea

, se

rve

burn

s an

d inte

rnal

ble

edin

g,

seve

re infe

ctio

n (

sepsi

s)

7

Under

stan

d h

ow

to

pro

vide

firs

t ai

d t

o

an infa

nt

and a

ch

ild w

ho is

suffer

ing f

rom

sh

ock

7.3

Exp

lain

how

to m

anag

e th

e ef

fect

s of

shock

□

M

anag

emen

t, e

.g.

posi

tionin

g infa

nts

and c

hild

ren;

mai

nte

nan

ce o

f cl

ear

airw

ay,

mai

nte

nan

ce o

f norm

al b

ody

tem

per

ature

, usi

ng t

he

Car

e Cyc

le

to m

onitor

the

pat

ient,

im

port

ance

of

reas

sura

nce

□

Tre

atm

ent

for

shock

, e.

g.

ensu

re a

rea

safe

, tr

eat

the

cause

, ca

ll fo

r em

ergen

cy h

elp,

pro

tect

fro

m c

old

, ra

ise

legs

above

lev

el o

f hea

rt t

o

impro

ve b

lood s

upply

to v

ital

org

ans,

mai

nta

in c

lear

airw

ay,

on-g

oin

g

reas

sura

nce

□

Monitor

bre

athin

g a

nd lev

els

of

consc

iousn

ess

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Li

st c

om

mon t

rigger

s fo

r an

aphyl

axis

□

D

efin

itio

n o

f an

aphyl

axis

□

Com

mon t

rigger

s fo

r an

aphyl

axis

incl

ude,

e.g

. polle

n,

dust

, nuts

, sh

ellfis

h,

eggs,

was

p a

nd b

ee s

tings,

lat

ex a

nd c

erta

in m

edic

atio

ns

8.2

D

escr

ibe

how

to r

ecognis

e an

aphyl

axis

in a

n infa

nt

and

a ch

ild

□

Rec

ognitio

n o

f an

aphyl

axis

in a

n infa

nt

and a

child

red

, itch

y ra

sh,

wat

ery

eyes

, sw

ellin

g o

f han

ds

and/o

r fa

ce,

abdom

inal

pai

n,

vom

itin

g,

dia

rrhoea

, difficu

lty

bre

athin

g,

ches

t pai

n,

signs

of

shock

lea

din

g t

o

colla

pse

and loss

of

consc

iousn

ess

□

Ref

eren

ce t

o c

hild

's m

edic

al h

isto

ry d

etai

ls a

s av

aila

ble

8

Under

stan

d h

ow

to

pro

vide

firs

t ai

d t

o

an infa

nt

and a

ch

ild w

ith

anap

hyl

axis

8.3

Exp

lain

how

to a

dm

inis

ter

firs

t ai

d f

or

an infa

nt

and a

ch

ild w

ith a

nap

hyl

axis

□

Firs

t Aid

, e.

g.

posi

tionin

g infa

nts

and c

hild

ren,

mai

nte

nan

ce o

f cl

ear

airw

ay,

mai

nte

nan

ce o

f norm

al b

ody

tem

per

ature

, usi

ng t

he

Car

e Cyc

le

to m

onitor

the

pat

ient,

im

port

ance

of

reas

sura

nce

, th

e Sam

pso

n g

radin

g

syst

em,

rem

ova

l of

alle

rgen

s, im

port

ance

of

alle

rgen

his

tory

, nee

d f

or

clea

r ai

rway

□

Know

ledge

of

rele

vant

med

icat

ion,

adm

inis

trat

ion o

f m

edic

atio

n if

trai

ned

to d

o s

o,

use

of

epip

en,

obta

inin

g e

xper

t hel

p

□

If c

asual

ty b

ecom

es u

nco

nsc

ious

pla

ce in r

ecove

ry p

osi

tion

□

Clo

sely

monitor

vita

l si

gns

□

Rec

ord

dat

a ac

cura

tely


29


Delivery

There are various approaches to delivering a successful short qualification. Good learner recruitment is key and suggestions for good practice include:

● providing good pre-course information, advice and guidance

● using a range of appropriate and rigorous selection methods to ensure that learners are matched to the programme best suited to their needs

● carrying out an induction for learners to ensure that they completely understand the programme, what is expected of them and the assessment methods used.

This unit will be delivered in a classroom environment, through face-to-face delivery in line with the qualification specification, the needs of learners and Pearson policies.

Programme delivery should be well planned and structured to include a range of practical and knowledge-based activities to ensure that the necessary competencies are developed in an effective, interesting and coherent way.

Tutor demonstrations, followed by learner practice, can be used to develop and improve competences for learning outcomes. Learners could also benefit from receiving feedback from peers through peer assessment.

Formative assessments during delivery are a useful learning and assessment development tool and can help learners to identify additional learning that may be required before they are ready for summative assessment.

Centres are encouraged to use a wide range of delivery methods to maintain learners’ interest. Suggested methods include classes, learner presentations, appropriate video clips, individual learner learning materials, quizzes and group discussions. These can all be used to teach the knowledge components of the units.

On-going feedback from tutors of practical skills should be aligned to learning outcomes and assessment criteria, to prepare learners for the final assessment activity.

This unit is about responding to emergency first-aid situations, so within the delivery tutors will need to develop learners’ responsiveness to a range of situations in a timely and safe way, as well as developing their skills of emergency first aid.

Parts of learning outcome 1, Understand the role and responsibilities of the paediatric first-aider, could be linked to a work or work experience activity, showing how theory can be applied in practice.

The use of child and infant manikins is required to support the acquisition of resuscitation skills for Unit 1, as well as for preparation for assessment.

Assessment

This unit is internally assessed. To pass this unit, the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes and assessment criteria and the requirements of the assessment strategy.


30

To ensure that the assessment tasks and activities enable learners to produce valid, sufficient, authentic and appropriate evidence that meets the assessment criteria, centres should apply the Unit assessment guidance and the requirements of the assessment strategy given below.

Wherever possible, centres should adopt a holistic approach to assessing the units in the qualification. This gives the assessment process greater rigour and minimises repetition, time and the burden of assessment on all parties involved in the process.

Unit assessment requirements

Learners will complete a centre-devised task or assignment and practical demonstration, based on the unit learning outcomes and assessment criteria. This assessment is internally verified and externally verified by a Pearson Standards Verifier and grading is pass or fail. Simulation on child and infant manikins is required.

This unit must be assessed in line with Skills for Care and Development’s QCF Assessment Principles. For further information please refer to Annexes A and B.

The current Resuscitation Council guidelines should always be referred to when assessing this qualification.

Unit assessment guidance

Opportunities to practise competencies include using an infant or child manikin to demonstrate the application of CPR and how to deal with other situations within the assessment criteria. It is essential that learners are given these opportunities before beginning the assessment.

Knowledge and understanding outcomes can be evidenced by a centre-devised assessment, which can take a variety of formats depending on the individual needs of the learners. Centre-devised assessment must be internally verified as fit for purpose.

Learners could develop a portfolio of evidence, using the following activities as evidence to cover the assessment criteria.

For knowledge assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 and 1.7, learners could produce a booklet or other resource to be used as a guide for paediatric first-aiders. The booklet should include information on the role of the paediatric first-aider. For assessment criteria 7.1, 7.2 and 7.3, information could be produced as fact sheets with illustrations on recognising and responding to shock. For assessment criteria 8.1, 8.2 and 8.3, learners could gather information and create a poster about anaphylaxis and how to respond.

For competence assessment criteria 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 4.1, 4.2, 5.2 and 6.3, learners must be assessed via a series of practical demonstrations of the skills identified. Learners are required to demonstrate all aspects of the assessment criteria competently in the appropriate location. CPR and the recovery position must be demonstrated on the floor by the learner. The use of assessor feedback forms, witness testimonies and oral questioning sheets will be required to evidence practical assessment. Photographic evidence is also useful.


31

Suggested resources

Books

Barraclough N – Paediatric First Aid Made Easy (Qualsafe, 2013) ISBN 9780955229428

St John Ambulance, St. Andrew's Ambulance Association, British Red Cross Society – First Aid Manual, The Step by Step Guide for Everyone (9th Edition) (Dorling Kindersley, 2011) ISBN 9781405335379

Sevett S – Paediatric First Aid Handbook (3rd Edition) (Highfield Limited, 2008) ISBN 9781906404475

Shaloe R – The LEARNING CREATORS guide to Paediatric First Aid (Learning Creators, 2013)

Websites

http://www.hse.gov.uk/firstaid/assessmenttool.htm — Work Basic Advice on First Aid

http://issuu.com/learningcreators/docs/paediatric_first_aid_final — Paediatric First Aid booklet

www.pre-school.org.uk – Pre-school Learning Alliance

www.skillsforhealth.org.uk/ – First Aid Assessment advice


32

Unit 2: Managing Paediatric Illness, Injuries and Emergencies

Unit reference number: D/506/0791

QCF level: 3

Credit value: 2

Guided learning hours: 12

Unit summary

The purpose of this unit is for the learner to attain knowledge and practical competences required to deal with the management of paediatric illness, injuries and emergencies.

The unit is designed for learners who have responsibility for children, whether at work in their setting or within a domestic environment.

Serious incidents demand a wide range of skills in order to preserve life and prevent lasting harm. This unit is designed to enable learners to deal with all of these eventualities, giving them the skills and underpinning knowledge to deal with paediatric emergencies appropriately and to enhance the lives of the infants and children in their care.

An understanding of the more common paediatric illnesses and injuries is essential for individuals who work within an early years setting. Children and infants may arrive at the setting in apparent health but develop illness during the course of the day. Other children may already have chronic conditions and may suffer from an acute episode which must be managed within the setting.

The unit gives learners the knowledge and understanding required to deal with different situations to reduce the distress for children and infants. The unit enables learners to investigate the causes and treatment of avoidable injuries such as poisoning, electric shocks and exposure to extremes of cold and heat. Learners who successfully complete this unit will be equipped to manage emergency situations in a professional and competent manner to the benefit of both staff and children within the setting.


33

Essential resources

Adequate floor space with comfortable floor covering or mats for use during practical training and assessment is required.

The following equipment must also be provided for each training course:

● disposable training dressing

● triangular bandage

● disposable non-latex gloves, one pair per candidate

● one first-aid kit and contents for demonstration

● emergency telephone numbers such as National Poisons Emergency Helpline, Electricity, Gas and Carbon Monoxide reporting line.

It is advised that a maximum of 12 candidates be trained at any one time by a single tutor.

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

34

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

types

of

frac

ture

s □

D

efin

itio

n o

f a

bone

frac

ture

□

Typ

es o

f fr

actu

res,

e.g

. gre

en s

tick

, tr

aver

se,

obliq

ue,

com

min

ute

d,

impac

ted,

hai

rlin

e, c

om

pound,

with o

r w

ithout

bone

pro

trudin

g f

rom

ski

n

1.2

Rec

ognis

e su

spec

ted:

● Fr

actu

res

● D

islo

cations

● Spra

ins

and s

trai

ns

□

Rec

ognis

ing f

ract

ure

s an

d d

islo

cation,

e.g.

prim

ary

surv

ey,

seco

ndar

y su

rvey

□

Sig

ns

and s

ympto

ms

of

frac

ture

s, e

.g.

pai

n,

swel

ling,

def

orm

ity,

bru

isin

g,

difficu

lty

with m

ove

men

t

□

Sig

ns

of

shock

1

Be

able

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ith inju

ries

to

bones

, jo

ints

an

d m

usc

les

1.3

Adm

inis

ter

firs

t ai

d f

or

susp

ecte

d:

● Fr

actu

res

● D

islo

cations

● Spra

ins

and s

trai

ns

□

Provi

de

safe

, pro

mpt

and e

ffec

tive

first

aid

tre

atm

ent

□

Firs

t ai

d t

reat

men

t, e

.g.

sendin

g f

or m

edic

al h

elp,

trea

tmen

t fo

r sh

ock

, nee

d f

or

reas

sura

nce

, nil

by

mouth

in c

ase

of

surg

ery/

anae

sthes

ia,

dem

onst

rating c

om

pet

ence

in a

pply

ing s

upport

and e

leva

tion s

lings

□

Adm

inis

ter

firs

t ai

d f

or

dis

loca

tions,

spra

ins

and s

trai

ns,

e.

g.

imm

obili

sation,

applic

atio

n o

f sp

lints

, el

evat

ion o

f th

e jo

int,

use

of

RIC

E (

Res

t, I

ce,

Com

pre

ssio

n,

Ele

vation),

im

mobili

sation o

f diffe

rent

frac

ture

s, a

pply

ing s

plin

ts,

use

of

pai

n r

elie

f fo

r in

fants

and c

hild

ren

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2

Be

able

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ith h

ead

and s

pin

al inju

ries

2.1

D

escr

ibe

how

to r

ecognis

e su

spec

ted:

● Concu

ssio

n

● Sku

ll fr

actu

re

● Cer

ebra

l co

mpre

ssio

n

● Spin

al inju

ry

□

Def

initio

n o

f co

ncu

ssio

n,

skull

frac

ture

, ce

rebra

l co

mpre

ssio

n a

nd s

pin

al

inju

ry

□

Rec

ognitio

n o

f co

ncu

ssio

n,

skull

frac

ture

, ce

rebra

l co

mpre

ssio

n a

nd s

pin

al

inju

ry,

close

d a

nd o

pen

hea

d inju

ries

incl

udes

but

is n

ot

limited

to:

o

the

his

tory

o

diz

zines

s

o

confu

sion

o

nau

sea

o

mem

ory

loss

o

hea

dac

hes

o

poss

ible

unco

nsc

iousn

ess

o

fluid

dis

char

ge

o

bru

isin

g,

pai

n

o

loss

of

sensa

tion in h

ands

and f

eet

o

loss

of

bla

dder

/bow

el c

ontr

ol an

d loss

of

move

men

t in

lim

bs

□

Sig

ns

and s

ympto

ms

incl

udin

g c

onnec

ted p

roble

ms,

e.g

. dis

ruption t

o

sight

and h

earing,

dam

age

to jaw

s an

d t

eeth

, nau

sea

and v

om

itin

g,

skull

def

orm

itie

s, lea

king o

f cl

ear

fluid

fro

m e

ars

or

nose

and r

easo

ns

for

this

, poss

ible

dam

age

to m

ajor

airw

ays

and m

anag

emen

t of

this

, sy

mpto

ms

of

susp

ecte

d d

amag

e to

the

spin

al c

ord

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

Adm

inis

ter

firs

t ai

d f

or

susp

ecte

d:

● Concu

ssio

n

● Sku

ll fr

actu

re

● Cer

ebra

l co

mpre

ssio

n

● Spin

al inju

ry

□

Adm

inis

ter

firs

t ai

d,

e.g.

corr

ect

posi

tionin

g o

f th

e hea

d a

nd n

eck,

kee

pin

g

the

casu

alty

as

still

as

poss

ible

, se

ndin

g f

or

med

ical

hel

p,

nee

d f

or

reas

sura

nce

, dea

ling w

ith c

onsc

ious

and u

nco

nsc

ious

casu

alties

, dea

ling

with c

onvu

lsio

ns

□

To a

sim

ula

ted c

hild

and infa

nt

suff

erin

g f

rom

the

follo

win

g,

concu

ssio

n,

skull

frac

ture

, ce

rebra

l co

mpre

ssio

ns

and s

pin

al inju

ry

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

conditio

ns

affe

ctin

g t

he:

● ey

es

● ea

rs

● nose

□

Com

mon e

ye inju

ries

, e.

g.

blo

ws

to t

he

eye

(chec

king f

or

inju

ries

to t

he

eyeb

all, inju

ries

to t

he

eye

sock

et,

asso

ciat

ed inju

ries

to t

he

hea

d o

r fa

ce

□

Gen

eral

conditio

ns,

e.g

. in

fect

ions,

inju

ries

, fo

reig

n o

bje

cts

□

Rec

ognitio

n o

f co

nditio

ns

affe

ctin

g e

yes,

ear

s an

d n

ose

, e.

g.

the

his

tory

, co

nfu

sion,

swel

ling,

fluid

dis

char

ge,

fore

ign o

bje

cts

and b

urn

s to

are

a,

occ

urr

ence

of

blu

rred

vis

ion,

occu

rren

ce o

f hea

ring im

pai

rmen

t

3

Under

stan

d h

ow

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ith

conditio

ns

affe

ctin

g t

he

eyes

, ea

rs a

nd n

ose

3.2

Exp

lain

the

action t

o t

ake

when

conditio

ns

are

iden

tified

□

The

action t

o t

ake

when

conditio

ns

are

iden

tified

are

:

□

Eye

s – c

alm

ing a

nd r

eass

uring m

anner

, ca

refu

lly e

xam

ine

eye,

don’t

atte

mpt

to r

emove

fore

ign o

bje

ct,

seek

med

ical

att

ention,

cove

r ey

e if t

he

child

per

mits

□

Ear

s – c

alm

ing a

nd r

eass

uring m

anner

, ca

refu

lly e

xam

ine

ear,

don’t

atte

mpt

to r

emove

fore

ign o

bje

ct,

seek

med

ical

att

ention

□

Nose

– c

alm

ing a

nd r

eass

uring m

anner

, en

coura

ge

to b

reat

he

thro

ugh

mouth

, ca

refu

lly e

xam

ine

nose

, don’t a

ttem

pt

to r

emove

fore

ign o

bje

ct,

seek

med

ical

att

ention,

trea

t fo

r ble

edin

g

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4

Under

stan

d h

ow

to

adm

inis

ter

emer

gen

cy f

irst

ai

d t

o a

n infa

nt

and a

child

with a

ch

ronic

med

ical

co

nditio

n o

r su

dden

illn

ess

4.1

D

escr

ibe

how

to

reco

gnis

e:

● si

ckle

cel

l cr

isis

● dia

bet

ic e

mer

gen

cies

● as

thm

a at

tack

● al

lerg

ic r

eact

ion

● m

enin

gitis

● fe

brile

convu

lsio

ns

□

Sic

kle

cell

cris

is,

e.g.

pai

n s

tiff

nes

s in

arm

s, leg

s, b

ack,

sto

mac

h,

ches

t,

nec

k jo

ints

, sw

ellin

g o

f han

ds

or

feet

, dro

wsi

nes

s, jau

ndic

e, s

udden

in

fect

ion,

face

dro

opin

g,

arm

wea

knes

s on o

ne

side,

spee

ch p

roble

ms

or

poss

ible

unco

nsc

iousn

ess

□

Dia

bet

ic e

mer

gen

cies

, e.

g.

conditio

n g

ets

wors

e quic

kly,

act

out

of

char

acte

r, c

old

sw

eaty

ski

n,

pal

e ap

pea

r dru

nk

like,

confu

sed,

shal

low

but

rapid

bre

athin

g,

med

ical

ale

rt t

ags,

his

tory

of

mis

sing a

mea

l, o

ver

exer

cisi

ng o

r in

sulin

ove

rdose

□

Ast

hm

a at

tack

, e.

g.

bre

athin

g a

nd s

pea

king,

pal

e cl

amm

y sk

in,

gre

y or

blu

e lip

s, m

ay g

o u

nco

nsc

ious,

his

tory

of

asth

ma

and p

anic

□

Alle

rgic

rea

ctio

n,

e.g.

red itc

hy

rash

, re

d itc

hy

eyes

, w

hee

zing a

nd/o

r difficu

lty

bre

athin

g,

swel

ling o

f han

ds/

feet

and o

r fa

ce,

abdom

inal

pai

n,

vom

itin

g a

nd d

iarr

hoea

□

Men

ingitis

, e.

g.

flue

like

illnes

s w

ith h

igh t

emper

ature

, ra

sh,

cold

fee

t an

d

han

ds,

join

t an

d lim

b p

ain,

pal

e sk

in,

seve

re h

eadac

he,

sev

ere

stiff

nec

k,

vom

itin

g,

eyes

ver

y se

nsi

tive

to a

ny

light,

dro

wsi

nes

s an

d f

loppin

ess

□

Febrile

convu

lsio

ns,

e.g

. ch

ild/i

nfa

nt

tem

per

ature

ris

ing r

apid

ly a

bove

38°C

, co

nvu

lsio

ns/

seiz

ure

, lip

s m

ay g

o b

lue

and c

hild

lik

ely

to b

e bet

wee

n

ages

of

one

and f

our

year

s old

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

Exp

lain

how

to m

anag

e:

● Sic

kle

cell

cris

is

● D

iabet

ic e

mer

gen

cy

● Ast

hm

a at

tack

● Alle

rgic

rea

ctio

n

● M

enin

gitis

● Fe

brile

convu

lsio

ns

Man

agem

ent

of

conditio

ns

□

Sic

kle

cell

cris

is —

info

rm p

aren

ts,

seek

med

ical

advi

ce,

calm

and

reas

sure

, ca

ll em

ergen

cy a

ssis

tance

if

child

has

difficu

lty

bre

athin

g

□

Dia

bet

ic e

mer

gen

cies

— C

alm

and r

eass

ure

, giv

e a

sugar

drink,

if

they

re

spond g

ive

furt

her

food a

nd d

rink,

if

not

call

emer

gen

cy a

ssis

tance

, m

onitor

airw

ay a

nd b

reat

hin

g a

nd info

rm p

aren

ts.

□

Ast

hm

a at

tack

— P

osi

tion t

hem

sitting u

pright,

pas

s th

eir

relie

ver

inhal

er,

calm

and r

eass

ure

, m

onitor

seek

ing m

edic

al a

tten

tion if

it a

ppea

rs t

o g

et

wors

e

□

Alle

rgic

rea

ctio

n —

Ass

ess

child

/infa

nt

signs,

sym

pto

ms

and h

isto

ry,

rem

ove

the

cause

, tr

eat

the

sym

pto

ms

allo

win

g c

hild

to t

ake

ow

n

med

icat

ion in lin

e w

ith t

hei

r in

div

idual

car

e pla

n

□

Men

ingitis

— S

eek

urg

ent

med

ical

att

ention,

chec

k ch

ild/i

nfa

nt

for

a ra

sh,

reas

sure

child

/infa

nt,

kee

p c

ool an

d m

onitor

leve

l of

resp

onse

. Airw

ay a

nd

bre

athin

g

□

Febrile

convu

lsio

ns

— P

rote

ct c

hild

/infa

nt

hea

d d

uring s

eizu

re,

rem

ove

ac

cess

clo

thin

g,

move

to a

n a

rea

with p

lenty

of

fres

h a

ir b

ut

do n

ot

ove

r ca

ll, s

eek

emer

gen

cy m

edic

al a

ssis

tance

, en

sure

airw

ay r

emai

ns

open

, co

nst

antly

monitor

airw

ay a

nd b

reat

hin

g

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

D

escr

ibe

how

to r

ecognis

e th

e ef

fect

s of:

● ex

trem

e co

ld

● ex

trem

e hea

t

□

Cla

ssific

atio

n o

f a

fore

ign b

ody

airw

ay o

bst

ruct

ion

□

Sym

pto

ms

of

a fo

reig

n b

ody

airw

ay o

bst

ruct

ion

□

Rec

ognitio

n o

f obst

ruct

ion in infa

nts

and c

hild

ren

□

Mild

lev

el o

f obst

ruct

ion,

e.g.

casu

alty

able

to s

pea

k, c

ough a

nd b

reat

he

□

Sev

ere

leve

l of

obst

ruct

ion,

e.g.

unab

le t

o s

pea

k, c

ough o

r bre

athe,

ch

oki

ng,

lead

ing t

o e

ventu

al loss

of

consc

iousn

ess

5

Under

stan

d h

ow

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ho is

exper

ienci

ng t

he

effe

cts

of

extr

eme

hea

t an

d c

old

5.2

Exp

lain

how

to m

anag

e th

e ef

fect

s of:

● ex

trem

e co

ld

● ex

trem

e hea

t

□

Ext

rem

e co

ld:

monitor

airw

ay a

nd b

reat

hin

g,

calm

and r

eass

ure

, re

pla

ce

any

wet

clo

ttin

g w

ith d

ry g

arm

ents

cov

ing t

he

hea

d,

wra

p t

he

child

in a

bla

nke

t, g

ive

a w

arm

drink

if c

onsc

ious

and s

eek

med

ical

att

ention

□

Ext

rem

e hea

t: m

onitor

close

ly,

calm

and r

eass

ure

, re

move

exc

essi

ve

cloth

ing a

nd lay

then

dow

n,

move

to a

cool sh

aded

are

a, g

ive

cool w

ater

to

re-

hyd

rate

them

if

consc

ious

and s

eek

med

ical

att

ention

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

D

escr

ibe

firs

t ai

d

trea

tmen

ts f

or

elec

tric

sh

ock

inci

den

ts

Def

initio

n o

f lo

w v

oltag

e 240 v

olts

are

found in t

he

hom

e or

most

work

pla

ces.

□

Mak

e th

e ar

ea s

afe,

kee

p b

y st

ander

s bac

k, t

urn

off

the

pow

er s

ourc

e an

d

bre

ak t

he

conta

ct b

etw

een c

hild

and e

lect

rica

l su

pply

bef

ore

beg

innin

g a

ny

trea

tmen

t

□

Def

initio

n o

f hig

h v

oltag

e of

440 v

olts

or

above

is

found in indust

ry o

r ru

nnin

g t

hro

ugh p

ow

er lin

es

□

The

pow

er s

upply

must

be

cut

off a

nd iso

late

d b

efore

anyo

ne

appro

aches

th

e ch

ild.

Do n

ot

allo

w a

nyo

ne

to a

ppro

ach u

ntil yo

u h

ave

bee

n o

ffic

ially

in

form

ed it

is s

afe

to d

o s

o

6

Under

stan

d h

ow

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ho h

as

sust

ained

an

elec

tric

shock

6.2

D

escr

ibe

firs

t ai

d

trea

tmen

ts f

or

elec

tric

sh

ock

inci

den

ts

□

Ste

ps

in t

reat

men

t fo

r ch

ild,

who h

as b

een e

lect

rocu

ted

□

Ensu

re a

rea

is s

afe

to a

ppro

ach

□

Perf

orm

a p

rim

ary

and s

econdar

y su

rvey

tre

at a

ll co

nditio

ns

found

□

Cal

l em

ergen

cy a

ssis

tance

□

Tre

at e

ntr

y an

d e

xit

burn

s

□

Tre

at f

or

shock

□

Rea

ssure

□

Clo

sely

monitor

the

child

and c

omple

te inci

den

t re

port

form

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

D

escr

ibe

how

to r

ecognis

e th

e se

verity

of:

● burn

s

● sc

alds

□

Rec

ognitio

n o

f se

verity

of

burn

s an

d s

cold

s

□

Cau

se o

f burn

or

scold

□

Siz

e of

area

affec

ted d

epth

of

burn

□

Am

ount

of

blo

od o

r fluid

loss

and if

the

area

has

bee

n infe

cted

7

Under

stan

d h

ow

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ith b

urn

s or

scal

ds

7.2

Exp

lain

how

to m

anag

e:

● burn

s

● sc

alds

□

Proce

ss f

or

man

agem

ent

of

burn

s an

d s

cold

s

□

Ensu

re s

cene

is s

afe

to a

ppro

ach

□

Cal

m a

nd r

eass

ure

□

Mak

e ch

ild c

om

fort

able

□

Ass

ess

seve

rity

and c

ause

□

Follo

w C

OSH

H d

ata

shee

t if a

ppro

priat

e

□

Cool th

e ar

ea w

ith c

old

runnin

g w

ater

until th

e pai

n is

relie

ved t

akin

g c

are

to a

void

low

erin

g b

ody

tem

per

ature

too m

uch

□

Do n

ot

direc

tly

touch

burn

ed a

rea

□

See

k m

edic

al a

tten

tion

□

Rep

ort

in lin

e w

ith o

rgan

isat

ional

guid

elin

es

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Id

entify

the

route

s th

at

pois

onous

subst

ance

s ta

ke

to e

nte

r th

e body

□

Def

initio

n o

f pois

onous

subst

ance

s

□

Subst

ance

s, e

.g.

pla

nts

, m

edic

atio

n,

clea

nin

g p

roduct

s, f

ood,

airb

orn

e pollu

tants

, dru

gs,

alc

ohol

□

Route

s th

at p

ois

onous

subst

ance

s en

tre

the

body

e.g.

inges

ted,

abso

rbed

, in

hal

ed,

spla

shed

into

eye

or

inje

cted

thro

ugh s

kin

8.2

Id

entify

sourc

es o

f in

form

atio

n f

or

trea

ting

those

affec

ted b

y su

dden

pois

onin

g

□

Sourc

es o

f in

form

atio

n f

or

trea

ting t

hose

affec

ted b

y su

dden

pois

onin

g,

e.g.

label

s on t

he

conta

iner

s, C

OSH

H d

ata

shee

ts/o

n s

ite

reco

rds,

the

inte

rnet

, te

lephone

hel

plin

e, e

mer

gen

cy s

ervi

ces

and N

HS D

irec

t

8

Under

stan

d h

ow

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ho h

as b

een

pois

oned

8.3

Exp

lain

how

to m

anag

e su

dden

pois

onin

g

□

Man

agem

ent

of

sudden

pois

onin

g

□

Ensu

re a

rea

is s

afe

to a

ppro

ach

□

Mai

nta

in o

pen

airw

ay

□

Bre

athin

g a

nd c

ircu

lation

□

Iden

tify

cau

se o

f pois

onin

g

□

Arr

ange

urg

ent

med

ical

ass

ista

nce

□

Kee

p s

ample

s of

any

vom

ited

mat

eria

l

□

Clo

sely

monitor

and r

ecord

vital

sig

ns

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n

– I

ssue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

9.1

Id

entify

sev

erity

of

bites

an

d s

tings

□

Rec

ognitio

n o

f se

verity

bites

and s

tings,

e.g

. ca

use

, si

ze a

nd d

epth

of

area

af

fect

ed,

amount

of

blo

od o

r fluid

loss

and if

the

area

is/

has

bee

n infe

cted

9

Under

stan

d h

ow

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ho h

as b

een

bitte

n o

r st

ung

9.2

Exp

lain

how

to m

anag

e bites

and s

tings

□

Man

agem

ent

of

bites

and s

tings,

e.g

. en

sure

are

a is

saf

e to

appro

ach,

mai

nta

in o

pen

airw

ay,

bre

athin

g a

nd c

ircu

lation,

iden

tify

cau

se,

chec

k if

child

suff

ers

from

anap

hyl

actic

close

ly m

onitor,

rec

ord

vital

sig

ns,

and

report

in lin

e w

ith o

rgan

isat

ions

report

ing p

roce

dure

s

□

Sting s

pec

ific

, e.

g.

rem

ove

the

stin

g is

poss

ible

, el

evat

e th

e ar

ea o

f poss

ible

, an

d a

pply

ice

or

cold

com

pre

ss

□

Bite

spec

ific

, e.

g.

clea

n a

nd d

ress

the

wound,

ensu

re b

ite

is c

hec

ked b

y a

nurs

e/doct

or

Pea

rson B

TEC L

evel

3 A

war

d in P

aedia

tric

Fir

st A

id –

Spec

ific

atio

n –

Is

sue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

10

Under

stan

d h

ow

to

adm

inis

ter

firs

t ai

d

to a

n infa

nt

and a

ch

ild w

ith m

inor

inju

ries

10.1

Exp

lain

how

to a

dm

inis

ter

firs

t ai

d f

or:

● Sm

all cu

ts

● G

raze

s

● Bum

ps

and b

ruis

es

● Sm

all sp

linte

rs

● N

ose

ble

eds

How

to a

dm

inis

ter

firs

t ai

d f

or:

□

Sm

all cu

ts:

ensu

re h

and h

ygie

ne,

put

on g

love

s, g

ently

rinse

under

ru

nnin

g w

ater

, ap

ply

ste

rile

dre

ssin

g,

elev

ate

the

wound,

monitor,

re

assu

re a

nd r

eport

in lin

e w

ith o

rgan

isat

ions

report

ing p

roce

dure

s

□

Gra

zes:

ensu

re h

and h

ygie

ne,

put

on g

love

s, g

ently

clea

n w

ith s

terile

w

ipe,

apply

ste

rile

dre

ssin

g,

elev

ate

the

wound,

monitor,

rea

ssure

and

report

in lin

e w

ith o

rgan

isat

ions

report

ing p

roce

dure

s

□

Bum

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47


Delivery

There are various approaches to delivering a successful short qualification. Good learner recruitment is key, suggestions of good practice include:

● Providing good pre-course information, advice and guidance.

● Using a range of appropriate and rigorous selection methods to ensure that learners are matched to the programme best suited to their needs

● Carrying out an induction for learners to ensure, that they completely understand the programme, what is expected of them and the assessment methods used.

This unit will be delivered in a classroom environment, through face-to-face delivery in line with the qualification specification, the needs of learners and Pearson policies.

Programme delivery should be well planned and structured including a range of practical and knowledge based activities to ensure that the necessary competencies are developed in an effective, interesting and coherent way.

Tutor demonstrations followed by learner practice, can be used to develop and improve competences for learning outcomes. Learners could also benefit from receiving feedback from peers through peer assessment.

Formative assessments during delivery are a useful learning and assessment development tool and can help learners to identify additional learning that may be required before they are ready for summative assessment.

Centres are encouraged to use a wide range of delivery methods to maintain learners interest. Suggested methods include: classes, learner presentations, appropriate video clips, individual learner learning materials, quizzes and group discussions can all be used to teach the knowledge components of the units.

Ongoing feedback from tutors of practical skills should be aligned to learning outcomes and assessment criteria, to prepare learners for the final assessment activity.

This unit covers first aid when dealing with illness and injury emergencies that may occur in the care setting.

The unit requires comprehensive coverage of how to deal with a wide range of first- aid emergency situations and delivery using simulation and role play would greatly enhance the experience of the learners, bringing learning to life, within a meaningful context.

Many of the learning outcomes require delivery of the underpinning knowledge required to deal with the emergencies, and speakers from industry and specialists from the NHS or Social Services could support this. Photographic images of the variety of conditions that learners may encounter in the workplace will also assist them in recognising the injuries and illnesses.


48

Assessment

This unit is internally assessed. To pass the unit, the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes and assessment criteria and the requirements of the assessment strategy

To ensure that the assessment tasks and activities enable learners to produce valid, sufficient, authentic and appropriate evidence that meets the assessment criteria, centres should follow the Unit assessment guidance and meet the requirements of the assessment strategy given below.

Wherever possible, centres should adopt a holistic approach to assessing the units in the qualification. This gives the assessment process greater rigour and minimises repetition, time and the burden of assessment on all parties involved in the process.

Unit assessment requirements

Learners will complete a centre-devised assessment based on the unit learning outcomes and assessment criteria. This assessment is internally verified and externally verified by a Pearson Standards Verifier. Simulation on child and infant manikins is required.

This unit must be assessed in line with Skills for Care and Development’s QCF Assessment Principles. For further information please refer to Annexes A and B.

The current Resuscitation Council guidelines should always be referred to when assessing this qualification.

Unit assessment guidance

There are opportunities in the assessment criteria for learners to practise competencies, including using an infant or child manikin to demonstrate the application of CPR and how to deal with other situations. It is essential that learners are given these opportunities before beginning assessment.

Knowledge and understanding outcomes can be evidenced through a centre-devised assessment, which can take a variety of formats, depending on learners’ individual needs. Centre-devised assessment must be internally verified as fit for purpose.

Learners could develop a portfolio of evidence, using the following activities as evidence to cover the assessment criteria.

For knowledge assessment criteria 1.1 and 1.2, learners could produce information that includes labelled diagrams and photographs of different types of bone fractures and dislocations, and descriptions of sprains and strains. For assessment criteria 2.1 and 2.2, learners could create a presentation of the definition, signs and symptoms of concussion, skull fracture, cerebral compression and spinal injury, this could be presented to a small group of peers. For assessment criteria 3.1 and 3.2, learners could produce information to enable paediatric first aiders to refer to in order to recognise conditions affecting the eyes, ears and nose, and know what action to take.

For assessment criteria 4.1 and 4.2, learners could produce a PowerPoint presentation or poster about each of the conditions listed in the range, including information on how to recognise and manage each of the conditions. For assessment criteria 5.1 and 5.2, learners could present information in the form of advice cards for different audiences covering how to recognise the effects of


49

extreme cold and heat and how to manage it, and for assessment criteria 6.1 and 6.2, learners could present information on explaining safe management and first aid for electric shock incidents. This could be presented as a booklet or leaflet with diagrams and step-by-step instruction.

For assessment criteria 7.1 and 7.2, learners could produce information on how to recognise and treat burns and scalds. Information could be presented as a poster with comments and images. For assessment criteria 8.1, 8.2 and 8.3, learners could provide information for different audiences that covers routes that poisonous substances enter the body and the treatment/management of this. For assessment criteria 9.1 and 9.2, learners could prepare information cards or fact sheets about stings and bites, and for assessment criterion 10.1, learners could prepare information to use in an early years setting about how to administer first aid for:

● small cuts

● grazes

● bumps and bruises

● small splinters

● nose bleeds.

Information could be presented in the form of a presentation or a leaflet.

For assessment criteria 11.1, 11.2 and 11.3, learners could gather information which could support the policies and procedures of the setting that they work in or a chosen setting. The information would cover illnesses, injuries and emergencies and the recording and storing procedures. Information could be presented as a reference handbook.

For skills assessment criteria 1.3 and 2.2, learners must be assessed via a series of practical demonstrations of the skills identified. The use of assessor feedback forms, witness testimonies and oral questioning sheets will be required to evidence practical assessment. Photographic evidence is also useful.


50

Suggested resources

Books

Ball J W, Bindler R C and Cowen K J – Child Health Nursing: Partnering with Children and Families (2nd Edition) (Prentice Hall, 2009) ISBN 9780135153819

Barraclough N – Paediatric First Aid made Easy (Qualsafe, 2013) ISBN 9780955229428

Glasper E A and Richardson J – A Textbook of Children's and Young People's Nursing (2nd Edition) (Churchill Livingstone, 2010) ISBN 9780702031830

St John Ambulance, St. Andrew's Ambulance Association, British Red Cross Society – First Aid Manual, The Step by Step Guide for Everyone (9th Edition) (Dorling Kindersley, 2011) ISBN 9781405335379

Websites

www.asthma.org.uk/advice-children-and-asthma – Advice on managing childhood asthma

www.childhood-diabetes.org.uk – Information about diabetes in childhood

www.childrenfirst.nhs.uk – Great Ormond Street Hospital

www.diabetes.org.uk/ – Information about diabetes in childhood

www.epilepsy.org.uk/info/caring-children – Epilepsy Action website on caring for children with epilepsy

www.hcd2.bupa.co.uk/fact – Bupa website providing fact sheets on a variety of medical emergencies

www.meningitis-trust.org – Meningitis Trust

www.relieve-childhood-asthma.com – Advice on managing childhood asthma

www.sicklecellsociety.org – Sickle Cell Society


51

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

● Edexcel: www.edexcel.com/contactus

● BTEC: www.edexcel.com/btec

● Pearson Work Based Learning and Colleges: www.edexcel.com/about-wbl

● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk

Key publications:

● Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

● Equality Policy (Pearson)

● Recognition of Prior Learning Policy and Process (Pearson)

● UK Information Manual (Pearson)

● UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Publications on the quality assurance of BTEC qualifications are available on our website at www.edexcel.com/btec/delivering-BTEC/quality/Pages

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/Pages

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources/publications/Pages

http://www.edexcel.com/contactus�

http://www.edexcel.com/btec�

http://www.edexcel.com/about-wbl�

http://www.pearsonschoolsandfecolleges.co.uk/contactus�

http://www.edexcel.com/btec/delivering-BTEC/quality/Pages�

http://www.edexcel.com/resources/publications/Pages�

http://www.edexcel.com/resources�


52

14 Professional development and training

Pearson supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered on our website: www.edexcel.com/resources/Training.

The support we offer focuses on a range of issues, such as:

● planning for the delivery of a new programme

● planning for assessment and grading

● developing effective assignments

● building your team and teamwork skills

● developing learner-centred learning and teaching approaches

● building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/resources/Training. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region.

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments.

To get in touch with our dedicated support teams please visit: www.edexcel.com/contactus

Your Pearson support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson support team to help you whenever – and however – you need:

● Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/Aboutus/contact-us/Pages

● Ask the Expert: submit your question online to our Ask the Expert online service www.edexcel.com/aboutus/contact-us/ask-expert/Pages and we will make sure your query is handled by a subject specialist.

http://www.edexcel.com/�

http://www.edexcel.com/aboutus/contact-us/ask-expert/Pages�


53

Annexe A: Assessment Strategy

Skills for Care and Development QCF Assessment Principles

1. Introduction

1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care.

1.2. This document sets out those principles and approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements

1.3. These principles will ensure a consistent approach to those elements of assessment, which require further interpretation and definition, and support sector confidence in the new arrangements.

1.4. Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles.

2. Assessment Principles

2.1. Assessment decisions for competence based learning outcomes (e.g. those beginning with’ to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment.

2.2 Assessment decisions for competence based Learning Outcomes must be made by an assessor qualified to make assessment decisions.

2.3 Competence based assessment must include direct observation as the main source of evidence

2.4 Simulation may only be utilised as an assessment method for competence based Lo where this is specified in the assessment requirements of the unit’.

2.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor.

2.6 Assessment of knowledge based Learning Outcomes (e.g. those beginning with ‘know’ or ‘understand’) may take place in or outside of a real work environment.

2.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.


54

2.8 Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers.

3. Internal Quality Assurance

3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.

4. Definitions

4.1 Occupationally competent:

This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development.

4.2 Occupationally knowledgeable:

This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development.

4.3 Qualified to make assessment decisions:

This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty the SSCs will be consulted.

4.4 Qualified to make quality assurance decisions:

Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.

4.5 Expert witness:

An expert witness must:

● have a working knowledge of the QCF units on which their expertise is based

● be occupationally competent in their area of expertise

● have EITHER any qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff.


55

Annexe B: Assessment Principles for First Aid Qualifications

Skills for Health (SfH) is the guardian of the assessment principles and the document will be published on the SfH website. These will be updated from time to time based on best practice requirements.

Introduction

These Assessment Principles have been produced by Awarding Organisations/Bodies in cooperation with the Health and Safety Executive (HSE) and Qualification Regulators and are supported by Skills for Health. It relates to the assessment of First Aid Qualifications including but not limited to:

● First Aid at Work (FAW)

● Emergency First Aid at Work (EFAW)

● Activity First Aid

● Cardio Pulmonary Resuscitation and Automated External Defibrillation

● Medical Gases

● Paediatric First Aid*

● Emergency Paediatric First Aid*

*These assessment principles can be seen as a best practice guide for paediatric first aid, in addition to Skills for Care and Development Assessment Principles.

It deals with training, assessment, evidence and quality assurance under the following headings:

Roles and responsibilities of those involved in the training, assessment and quality assurance processes

Assessment and sources of evidence

These principles must be applied in addition to the generic criteria and regulations that Ofqual/SQA/Welsh Government recognised Awarding Organisations/Bodies must meet for the delivery of regulated/accredited qualifications.


56

Roles and Responsibilities of those involved in the Training

Assessment and Quality Assurance Processes

This document details the requirements of Trainers and Assessors separately. It is accepted, however, that both roles may be performed by the same person, providing the qualifications and experience requirements for both roles are met.

Trainers

Those involved in the training of these qualifications must have knowledge and competency in first aid as well as knowledge and competency to train based on qualifications and experience.

An acceptable portfolio must show:

i. Occupational knowledge and competence in first aid – evidenced by:

• Holding a first aid at work/medical qualification as detailed in Appendix 1

ii. Knowledge and competency in teaching/training first aid - evidenced by:

• Holding an acceptable teaching/training qualification as detailed in Appendix 2 AND either:

o Providing an acceptable log of teaching first aid within the last 3 years or

o Providing an acceptable record of competently teaching theoretical and practical first aid sessions under the supervision of a suitably qualified Trainer/Assessor

Assessors

Those involved in the assessment of these qualifications must have knowledge and competency in first aid as well as knowledge and competency to assess based on qualifications and experience. An acceptable portfolio must show:



ii. Knowledge and competency in assessing first aid – evidenced by:

• Holding an acceptable assessing qualification/CPD Training as detailed in Appendix 2 AND either:

• Providing an acceptable log of first aid assessments conducted within the last 3 years or

• Providing an acceptable record of competently assessing theoretical and practical first aid qualifications under the supervision of a suitably qualified assessor.


57

Internal Quality Assurance

Those involved in the internal quality assurance of these qualifications (IQA’s) must have knowledge and competency in first aid as well as knowledge and competency in internal quality assurance. An acceptable portfolio must show:



ii. Knowledge and competency in internal quality assurance – evidenced by:

• Holding a qualification/completing CPD training as detailed in Appendix 3

Internal Quality Assurers must:

● Have knowledge of the requirements of the qualification they are quality assuring at the time any assessment is taking place.

• Have knowledge and understanding of the role of assessors.

• Visit and observe assessments.

• Carry out other related internal quality assurance. External Quality

External Quality Assurance

Those involved in the external quality assurance of these qualifications (EQA’s) must have knowledge and competency in first aid as well as knowledge and competency in external quality assurance. An acceptable portfolio should show:



ii. Knowledge and competency in external quality assurance – evidenced by:

• Holding a qualification detailed in Appendix 4

External Quality Assurers must:

• Have knowledge of the requirements of the qualification they are quality assuring at the time any assessment is taking place.

• Have knowledge and understanding of the role of Assessors and Internal Quality Assurers.


58

Assessment and Sources of Evidence

Assessment Centres

Assessment Centres will be responsible for maintaining up-to-date information on trainers/assessors and Internal Quality Assurers and for ensuring the currency of the competence of all those involved in the assessment and internal quality assurance process.

Simulation

Simulation is permitted – Each unit details what may be simulated

Assessment

The assessment should determine a learner’s ability to act safely, promptly and effectively when an emergency occurs at work and to deal with a casualty. All learning outcomes in the unit(s) must be achieved. Assessment may take place at any time during the delivery of the qualification and does not need to be done as a final assessment. It is however a requirement for the learner to be aware that assessment is taking place.

NOTE: If undertaking the First Aid at Work qualification Unit 2 Recognition and Management of Illness and Injury in the Workplace must be completed within 10 weeks of achievement of Unit 1 Emergency First Aid in the Workplace.

Standards of first aid practice

Skills and knowledge must be taught and assessed in accordance with currently accepted first aid practice in the United Kingdom as laid down:

● by the Resuscitation Council (UK); and

● in other publications; provided that they are supported by a responsible body of medical opinion.

E-learning

For the qualifications EFAW and FAW, substitution of any of the minimum required face‐to-face teaching time with e‐learning, blended learning or any other form of distance learning is not permitted.


59

Appendix 1

Occupational Knowledge and Competence in First Aid

All trainers, assessors, internal quality assurers and external quality assurers must have occupational knowledge and competence in first aid. This may be evidenced by:

● Holding a current First Aid at Work Certificate (issued by an Ofqual/SQA/Welsh Government recognised Awarding Organisation/Body, a HSE approved training provider or recognised equivalent*) or

● Holding a current Offshore First Aid Certificate issued by a HSE approved training provider or

● Current registration as a Doctor with the General Medical Council (GMC). Or

● Current registration as a Nurse with the Nursing and Midwifery Council (NMC). Or

● Current registration as a Paramedic with the Health and Care Professions Council (HCPC).

*recognised First Aid at Work certificate equivalents must be submitted to the awarding organisation/body with comprehensive mapping which evidences that all assessment criteria of the FAW qualification have been achieved within the past 3 years.


60

Appendix 2

Acceptable Training/Assessing Qualifications

This list is not exhaustive but provides a guide to acceptable training and/or assessing qualifications. Trainers who also assess student competence must hold a qualification (or separate qualifications) to enable them to perform both functions.

Qualification Train2 Assess2

Cert Ed/PGCE/B Ed/M Ed CTLLS/DTLLS PTLLS with unit ‘Principles and Practice of Assessment’ (12 credits) Further and Adult Education Teacher’s Certificate IHCD Instructional Methods IHCD Instructor Certificate S/NVQ level 3 in training and development S/NVQ level 4 in training and development TQFE (Teaching Qualification for Further Education) English National Board 998 Nursing mentorship qualifications NOCN Tutor Assessor Award Level 3 Award in Education and Training (QCF) Level 4 Certificate in Education and Training (QCF) Level 5 Diploma in Education and Training (QCF) PTLLS (6 credits)

Accredited Qualifications based on the Learning and Development NOS 7 Facilitate

Individual Learning and Development

Training Group A22, B22, C21, C23, C24

SQA Accredited Planning and Delivering Learning Sessions to Groups

A1 (D32/33) – Assess candidates using a range of methods

A2 (D32) – Assess candidates’ performance through observation

Regulated Qualifications based on the Learning and Development NOS 9 Assess Learner

Achievement

SQA Accredited Learning and Development Unit 9DI – Assess workplace competences using

direct and indirect methods – replacing Units A1 and D32/33

SQA Accredited Learning and Development Unit 9D ‐ Assess workplace competence using

direct methods – replacing Units A2 and D32QA Carryout the Assessment Process

Level 3 Award in Assessing Competence in the Work Environment (QCF)

Level 3 Award in Assessing Vocationally Related Achievement (QCF)

Level 3 Award in Understanding the Principles and Practices of Assessment (QCF)

Level 3 Certificate in Assessing Vocational Achievement (QCF)

First Aid at Work Trainer course3

First Aid at Work Assessor course4

1. Trainers who do not have a formal teaching/training qualification but have considerable evidence of

successfully delivering first aid training within the last 3 years may be considered. A regulated

teaching/training qualification will however be required from 1st October 2015. 2. Assessors who do not hold a formal assessing qualification may alternatively attend First Aid Assessor

CPD Training with an Awarding Organisation. 3. As this is not a regulated qualification, trainers will be required to achieve a formal (regulated)

teaching/training qualification by 1st October 2015. 4. As this is not a regulated qualification, assessors will be required to achieve a formal (regulated)

assessing qualification or attend First Aid Assessor CPD Training with an Awarding Organisation by

1st October 2015


61


62

Appendix 3

Qualifications suitable for Internal Quality Assurance

This list is not exhaustive but provides a guide to acceptable IQA qualifications:

SQA Accredited Learning and Development Unit 11 Internally Monitor and Maintain the Quality of Workplace Assessment

Regulated Qualifications based on the Learning and Development NOS 11 Internally Monitor and Maintain the Quality of Assessment

Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF)

Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF)

V1 or D34

SQA Internally Verify the Assessment Process

NOTE:

IQAs who do not hold a formal IQA qualification may alternatively attend Internal Quality

Assurance CPD Training with an Awarding Organisation.

It is understood that not all IQAs will hold formal IQA qualifications or have attended CPD Training initially, though one of the above should have been achieved by 1st October 2015. During this time Awarding Organisations and Centres must ensure that IQAs are following the principles set out in the current Learning and Development NOS 11 Internally monitor and maintain the quality of assessment.


63

Appendix 4

Qualifications suitable for External Quality Assurance

This list is not exhaustive but provides a guide to acceptable EQA qualifications:

SQA Accredited Learning and Development Unit 12 Externally Monitor and Maintain the Quality of Workplace Assessment

QCF Qualifications based on the Learning and Development NOS 12 Externally Monitor and Maintain the Quality of Assessment

Level 4 Award in the External Quality Assurance of Assessment Processes and Practice (QCF)

Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice (QCF)

V2 or D35

SQA Externally Verify the Assessment Process

It is understood that not all EQAs will be qualified initially, and that sufficient time should be considered to achieve these qualifications. During this time Awarding Organisations/Bodies must ensure that EQAs are following the principles set out in the current Learning and Development NOS 12 Externally monitor and maintain the quality of assessment.

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