qualification specification first aid... · o level 3 diploma in maternity and paediatric support...

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Qualification Specification

First AidSector

Version 2.1

Qualification Number:601/2885/9

Contents Page no:

2

1. INTRODUCTION 32. QUALIFICATION SPECIFICATION 33. INTRODUCTION TO THE QUALIFICATION 44. PROGRESSION 45. STRUCTURE 56. ASSESSMENT 57. CENTRE APPROVAL 68. COURSE DELIVERY 89. CENTRE QUALITY ASSURANCE 1010. THE TQUK MANAGEMENT SUITE 1411. USEFUL WEBSITES 1412. UNITS OF ASSESSMENT 1513. APPENDIX 1 - Skills for Care and Development QCF Assessment Principles 2014. APPENDIX 2 - Assessment Principles for First Aid Qualifications October 2013 v4 22

Welcome to TQUK.

TQUK is an Awarding Organisation recognised by the Office of Qualifications and Examinations Regulation

(Ofqual) in England and by the Welsh Government.

TQUK offers qualifications on the Qualifications and Credit Framework (QCF). Qualifications regulated by Ofqual

are listed on the Register of Regulated Qualifications (http://register.ofqual.gov.uk/).

We aim to provide qualifications that meet the needs of industry which are designed by leading professionals and

delivered to centres and learners with integrity and compliance in mind. To accompany the qualification, TQUK

will provide centres with world class customer service to support the delivery of our qualifications.

Please visit our website www.tquk.org for news of our latest developments.

Each qualification which TQUK offers is supported by a specification that includes all the information required by a

centre to deliver a qualification. Information in the specification includes unit information, assessment and learning

outcomes.

The aim of the Qualification Specification is to guide a centre through the process for delivering the qualification.

Please read alongside the TQUK Centre Handbook. Further details of TQUK’s procedures and policies can be

found on our website www.tquk.org and accessed via a centre’s homepage in the Management Suite.

TQUK expects all centres to familiarise themselves with the specification and the Centre Handbook as they will

assist in the administration, preparation, delivery and assessment of the qualification.

All TQUK literature will be provided through the medium of English. On request, materials can be supplied in

Welsh or Irish.

Qualification specifications can be found on the TQUK website www.tquk.org

Please check the website regularly to ensure that you are using the most up to date version.

This qualification may be eligible for public funding. If you are applying for funding you should use the QN

number. For further advice on funding, contact TQUK.

If you have any further questions please contact TQUK.

Introduction

Qualification Specifications

3

Use of TQUK Logo, Name and Qualifications

TQUK is a professional organisation and use of its name and logo is restricted. TQUK’s name may only be used by

approved centres to promote any TQUK qualifications.

When using TQUK’s logo, there must be no changes or amendments made to it, in terms of colour, size, border

and shading. Only the logo given as part of centre approval should be used.

Approved centres must only use the logo for promotional materials such as on corporate/business letterheads,

pages of a centre's web site relating to TQUK qualifications, printed brochures, leaflets or exhibition stands.

If a centre no longer has TQUK approved centre status, it must immediately discontinue the use of TQUK’s logo.

The TQUK Level 3 Award in Paediatric First Aid (QCF) is regulated by Ofqual. It is supported by Skills for Care and

Development.

Qualification Purpose

The TQUK Level 3 Award in Paediatric First Aid (QCF) provides learners with the opportunity to develop skills,

knowledge and understanding of first aid to enable them to provide care and manage life threatening conditions,

illness and injuries in early years settings. It offers the opportunity for those involved in early years settings to

provide quality and effective first aid care. This is achieved through an understanding of the general duties,

responsibilities and treatment principles of first aid. The objectives of the qualification include supporting a role in

the workplace and giving learners personal growth and engagement in learning.

This qualification lasts for a period of 3 years, after which learners will need to repeat the qualification. However, it

is recommended that learners refresh their knowledge annually.

Entry Requirements

There are no specific entry requirements however learners should have a minimum of level two in literacy and

numeracy or equivalent.

The qualification is suitable for learners of 16 years of age and above.

Successful learners can progress to other qualifications such as:-

o TQUK Level 2 Award in Cardiopulmonary Resuscitation and Automated External Defibrillation (QCF)

o TQUK Level 3 Award in First Aid at Work (QCF)

o Level 2 Certificate for the Children & Young People's Workforce (QCF)

o Level 2/3 Diploma for Children's Care, Learning and Development (QCF)

o Level 2 Award / Certificate/ Diploma in Healthcare Support Skills (QCF)

o Level 3 Certificate/ Diploma in Healthcare Support (QCF)

o Level 3 Diploma in Maternity and Paediatric Support (QCF)

Introduction to the Qualification

Progression

4

Learners must achieve three credits from two mandatory units.

Unit(s) Unit ref. Level Guided

Learning

Hours

Credit value

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

Managing paediatric illness, injuries and

emergencies

D/506/0791 3 12 2

Guided Learning Hours

The credit value of a qualification can be used to determine how long it will take a learner to achieve, as one

credit corresponds to 10 hours of learning. These hours are made up of contact time with a teacher/assessor,

referred to as guided learning hours (GLH), and non-contact time for study and assessment activities.

The recommended guided learning hours for this qualification are a minimum of 22.

This qualification is assessed through activities, which are developed by the centre, internally marked and sampled

as part of quality assurance/ internal verification procedures.

Assessment must meet the requirements of Skills for Care and Development's QCF Assessment Principles

(Appendix 1) and the overarching Assessment Principles for First Aid Qualifications (Appendix 2) which are issued

by Skills for Health who are the guardian but not the owner. 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. They relate to the assessment of a range of First Aid

Qualifications.

Recording documents for the assessments can be found on the TQUK Management Suite.

The assessment and quality assurance process will be subject to external quality assurance/verification by TQUK.

The recommended assessment methods for this qualification are:-

Practical demonstration

The practical assessment of learners for the qualification is completed throughout the course delivery. This

ongoing assessment will involve learners demonstrating practical first aid skills across a number of areas.

Oral questioning

Structure

Assessment

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Learners will be required to demonstrate their knowledge and understanding by answering a range of questions

relating to the assessment criteria.

To offer any TQUK qualification each centre must be registered with TQUK and meet centre and qualification

approval criteria. Approval must be confirmed prior to any assessment of learners taking place. It is essential that

centres provide learners with access to appropriate support in the form of specialist resources.

Approved centres must seek approval for each qualification they wish to offer.

The approval process requires centres to demonstrate that they have the resources, including staff, to deliver and

assess the qualification.

Centre Policies

In order to obtain centre approval from TQUK, an approved centre must have a range of policies in place. A full

list of these policies can be found on the centre’s homepage of the TQUK Management Suite in the downloads

section. It is a centre’s responsibility to ensure that all employees are aware of the policies and procedures and

that they are adhered to at all times. Learners should also be informed, by the centre, of policies that are relevant

to them such as complaints and appeals.

Failure to enforce or adhere to these policies could result in a centre’s approval status being withdrawn.

TQUK has policies and procedures in place to support centres. Definitions and details can be found in the Centre

Handbook and on the TQUK website.

These include:

Equality and Diversity

If a centre does not have an Equality and Diversity Policy, TQUK can provide one. Learners should be made

aware that this policy is available to them should they choose to view it.

Reasonable Adjustments and Special Considerations

TQUK is committed to complying with all current and relevant legislation in relation to the development and

delivery of our qualifications which at the time of writing includes, but is not limited to, the Equality Act 2010. We

seek to uphold human rights relating to race relations, disability discrimination and special educational needs of

our learners and to provide equal reasonable adjustments and special considerations for all learners registered on

our qualifications.

TQUK expect all approved centres to have in place an Equality and Diversity Policy, which includes the following

principles and guidelines:

All learning outcomes must be met to achieve a Pass - there is no grading.

Centre Approval

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Assessment should be a fair test of learners’ knowledge and what they are able to do. For some learners the usual

format of assessment may not be suitable. We ensure that our qualifications and assessments do not bar learners

from taking our qualifications.

We recognise that reasonable adjustments or special considerations may be required at the time of assessment

where:-

learners have a permanent disability or specific learning needs

learners have a temporary disability, medical condition or learning needs

learners are indisposed at the time of the assessment.

The provision for reasonable adjustments and special consideration arrangements is made to ensure that learners

receive recognition of their achievement provided that the equity, validity and reliability of the assessments can be

assured. Such arrangements are not concessions to make assessment easier for learners, or to provide any learner

with unfair advantage.

For full details of TQUK's policy and the process for requesting reasonable adjustments and/or special

considerations, please refer to the Reasonable Adjustments and Special Considerations Policy on the homepage

on the TQUK Management Suite.

Appeals Policy

TQUK’s Appeals Policy is aimed at our customers, including learners, who are delivering, enrolled on or have

taken a TQUK approved qualification or unit. It sets out the process a centre should follow when submitting

appeals to TQUK and the process TQUK will follow when responding to enquiries and appeals.

It is important that staff involved in the management, assessment and quality assurance of TQUK’s qualifications

are aware of the contents of TQUK’s policy.

For details of TQUK's policy and procedure on appeals, please refer to the homepage on the TQUK Management

Suite.

To be approved by TQUK, a centre must have in place an internal Appeals Policy that is shared with learners.

Complaints

For details of TQUK's policy and procedure on complaints, please refer to the homepage on the TQUK

Management Suite.

Support from TQUK

Approved centres will be able to access support from TQUK whenever necessary. External Verifier visits will be

undertaken on a regular basis. TQUK also offer approved centres the service of an Account Manager. An Account

Manager’s role is to support centres with any administration queries or qualification support.

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Pre-Course Information

All learners should be given appropriate pre-course information regarding any TQUK qualifications. The

information should explain about the qualification, the fee, the form of the assessment and any entry

requirements or resources needed to undertake the qualification.

Initial Assessment

Centres should ensure that any learner registered on a TQUK qualification undertakes some form of initial

assessment. The initial assessment should be used to inform a teacher/trainer on the level of the learner’s current

knowledge and/or skills.

Initial assessment can be undertaken by a teacher/trainer in any form, depending on the qualification to be

undertaken by the learner/s. It is the centre's responsibility to make available forms of initial assessment that are

valid, applicable and relevant to TQUK qualifications.

All initial assessment findings should be analysed by a teacher/trainer and the information obtained should be

used to inform teaching and learning approaches, content delivery and assessment strategies. Initial assessment

will be reviewed during the IV and EV process.

Learner Registration

Once approved to offer a qualification, the centre should register learners before any assessment can take place.

Approved centres must follow TQUK’s procedures for registering learners on the homepage of the Management

Suite. For short courses, TQUK offer the option of registering a course and booking a number of places. Learners

are then added once the course has taken place, thus acknowledging situations where substitutions are made at

short notice to meet business needs.

Resources

Learners will need access to the following:-

Course manual

ICT resources if applicable

Equipment at the venue

Appropriate general and subject specific texts

A suitably equipped venue and resources

Other resources to support identified needs of learners.

Resources to support the delivery of the qualification

To ensure suitable training the trainer must also be able to provide the following resources:-

CPR child and baby manikins at a ratio of 1 manikin to 3 learners

Training defibrillator (if applicable)

Hard surface wipes ideal for manikins

First aid kit

Training dressings

Course Delivery

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Triangular bandages

Sterile eye pads

Auto injector trainer

Face shield

Example accident report form

Disposable gloves

This list is not final, additional resources may be added to meet the needs of the learners.

Training Requirements

To ensure all learning aims, objectives and outcomes are met, TQUK recommend that all centres operate to a

ratio of 12 learners to one qualified trainer.

If there are more than 12 learners registered on the qualification, TQUK recommends the centre should allocate

another trainer to assist with the delivery and assessment of the qualification.

All training must be undertaken using sufficient resources and equipment to support the learners. The equipment

used must at all times be hygienic and free from contamination; a procedure needs to be in place to guarantee

that this happens. Trainers must ensure that sufficient training aids, relevant to the courses, are made available to

support delegates.

Training must be delivered following quality detailed lesson plans. All lesson plans must include:-

Aim (a clear concise statement to show what the learners are to achieve by the end of the course)

Objectives (to give the learners a step by step guide as to how they are going to achieve the aim of the

course)

Length of time allocated for each individual session

Learner activities during the session

Training methods, resources and equipment to be used

Methods of assessing the level of knowledge/skills the learners have gained

Trainer/Assessor Requirements

The role of a teacher, trainer, tutor or assessor is to deliver TQUK qualifications to learners. They must be qualified

in the subject area they are delivering. Any centre staff delivering a qualification must also hold relevant

experience of delivery of that qualification or work experience in the qualification subject.

The responsibility of a trainer, teacher, tutor or assessor is to ensure that learners gain knowledge and/or skills

when studying a TQUK qualification. They must ensure that they follow TQUK’s qualification specifications and

deliver an interesting and informative course to learners.

They must ensure learners receive the correct support and/or advice to assist them in achieving their qualification.

All TQUK qualifications must be delivered in a professional manner. It is a teacher/trainer’s responsibility to ensure

that all sessions are fully planned and prepared and that all resources are available to learners.

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In order to gain approval by TQUK to deliver the TQUK Level 3 Award in Paediatric First Aid (QCF)

Assessment Policy

A centre must ensure that assessment is valid, reliable and does not disadvantage or advantage any group of

learners or individuals. The assessment procedure should be open, fair and free from bias. There should also be

accurate and detailed recording of assessment decisions.

In order to do this, the centre should:-

Assess learner’s evidence using only the published assessment criteria

Ensure that assessment decisions are impartial, valid and reliable

Develop assessment procedures that will minimise the opportunity for malpractice

Maintain accurate and detailed records of assessment decisions

Maintain a robust and rigorous internal verification procedure

Annually provide samples for external verification, as required by the awarding body

Monitor external verifier reports and undertake any remedial action required

Share good assessment practice between all training teams

Ensure that assessment methodology is understood by all staff

Provide resources to ensure that assessment can be performed accurately and appropriately

Results and Certification

Results and certificates will be issued to centres once they have undertaken the required internal quality assurance

procedures and have undergone external quality assurance activities, necessary for each qualification. It is a

centre’s responsibility to ensure learners are notified about the result of any assessment outcomes.

Approved centres must also fully inform learners regarding how and when they are able to obtain any results

and/or certificates after successfully completing a course. Once all course documentation has been received and

quality assured, certificates will be dispatched and should be received at the centre within 48 hours.

To inform TQUK of learners who have passed, centres should use the ‘Registering a Group of Learners’ section on

the homepage of the TQUK Management Suite.

Should exceptional circumstances arise and a certificate is lost or damaged, learners may request a replacement

certificate. Replacement certificates will have the same standing as original certificates and will incur a fee.

An approved centre should make replacement certificate requests to TQUK

TQUK require each centre to have in place a functioning quality system that is appropriate to the centre’s size and

volume of learners. The centre should also maintain sufficient records which demonstrate the use of quality

systems and the outcomes of key monitoring activities.

All qualifications should be delivered to a high standard and assessment and internal quality assurance/verification

must be embedded throughout a centre’s quality assurance system.

Centre Quality Assurance

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trainers/assessors must meet the requirements of the Skills for Care and Development QCF Assessment Principles (Appendix 1)

Each approved centre must employ staff who can undertake a number of specific roles that allow the centre to

function effectively. Some centre roles can be undertaken by different individuals or the same person, depending

on the size of the centre and the volume of TQUK qualification being delivered.

Full details of centre and TQUK responsibilities for quality assurance can be found on the TQUK website and in the

Centre Handbook.

Internal Verifier

The role of an Internal Verifier (IV) is at the heart of the quality assurance and management systems of each

approved TQUK Centre. There are three main aspects of the Internal Verifier role: -

Verifying assessment

Developing and supporting teachers, trainers, tutors and assessors

Managing the quality of delivery

Verifying assessment is concerned with maintaining the quality of assessment for all learners. In most centres this

forms the core part of the Internal Verifier’s duties, and is by far the most time consuming. There are three strands

to verifying assessment: - sampling assessments, monitoring assessment practice and standardising assessment

judgements.

IVs should offer advice and guidance on best practice to trainers and assessors. IVs will undertake regular

observations of trainers and assessors. They will also review learners’ portfolios and undertake standardisation

activities as part of this support.

IVs will be expected to devise and undertake sampling activities in line with centre approval responsibilities. They

are also responsible for managing the quality of delivery by trainers, to ensure that learners are receiving the best

possible teaching and learning. IVs set best practice standards in centres.

Full details of TQUK's requirements for Internal Verification can be found in the Centre Handbook.

Internal Verifier Requirements

Internal verifiers must have relevant experience in delivering and/or assessing the subject they are internally

verifying. This includes having a working knowledge of the requirements of the qualification, and a thorough

knowledge and understanding of the role of tutors/assessors and internal quality assurance.

Internal verifiers must support tutors and assessors in their delivery and assessment of a qualification. They should

also observe assessments.

External quality assurance (EQA) is carried out to ensure a centre is using valid, reliable, fair and ethical assessment

and internal quality assurance processes. External quality assurers/verifiers (EVs) will be appointed by TQUK to

approve a centre, and to monitor delivery, assessment and internal quality assurance.

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In order to gain approval by TQUK to deliver the Level 3 Award in Paediatric First Aid (QCF) all those who quality

assure this qualification must meet the requirements of Skills for Care and Development QCF Assessment Principles (Appendix 1)

External Quality Assurance/Verification

Annual EV visits are provided free. Additional support visits can be requested at any time which will incur a

charge. Additional support can include specific advice regarding particular qualification requirements, and/or

assessment and internal quality assurance guidance.

If centres have any specific qualification questions, they should contact TQUK.

TQUK will make contact with a centre to arrange external quality assurance activities and may request information

in advance of an EV visit.

Malpractice & Maladministration Policy

Definition of Malpractice

Malpractice is any activity or practice which deliberately contravenes regulations and compromises the integrity of

the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions,

neglect, default or other practice that compromises, or could compromise:-

the assessment process

the integrity of a regulated qualification

the validity of a result or certificate

the reputation and credibility of TQUK

the qualification or the wider qualifications community

Malpractice may include a range of issues from the failure to maintain appropriate records and systems to the

deliberate falsification of records in order to claim certificates. It also covers misconduct and forms of unnecessary

discrimination or bias towards certain or groups of learners.

Definition of Maladministration

Maladministration is any activity or practice which results in non-compliance with administrative regulations and

requirements and includes the application of persistent mistakes or poor administration within a centre (e.g.

inappropriate learner records)

Centre’s Responsibility

It is important that centre staff involved in the management, assessment and quality assurance of TQUK

qualifications, and learners, are fully aware of the contents of the policy and that centres have arrangements in

place to prevent and investigate instances of malpractice and maladministration.

A failure to report suspected or actual malpractice/maladministration cases, or have in place effective

arrangements to prevent such cases, may lead to sanctions being imposed on a centre (see TQUK’s Sanctions

Policy in the downloads section of the TQUK Management Suite for details of the sanctions that may be imposed).

TQUK can provide centres with guidance/advice/support on how to prevent, investigate, and deal with

malpractice and maladministration.

A centre’s compliance with this policy, and how it takes reasonable steps to prevent and/or investigate instances

of malpractice and maladministration, will be reviewed by TQUK periodically through ongoing centre monitoring

arrangements.

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Should an investigation be undertaken into a centre, the head of centre must:-

respond speedily and openly to all requests relating to the allegation and/or investigation

cooperate and ensure that staff cooperate fully with any investigation and/or request for information.

For full details of TQUK's policy on malpractice and maladministration, please refer to the homepage on the TQUK

Management Suite.

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Once a centre registers with TQUK they will be given a centre login to the Management Suite where they will

enter their centre details. The TQUK Management Suite holds information regarding the centre approval process.

The booking and management of a centre's qualifications with TQUK is user friendly and designed to help in the

administration of qualifications.

Centres will be able to register learners and course details via their homepage on the Management Suite. A

centre will be able to register:-

Course details

Trainer/Tutor/Assessor and IV details

Learner details

Results for certification

Management Suite training will be given to each new centre, once approved.

For further details regarding approval and funding eligibility please refer to the following websites:

o Skills Funding Agency http://skillsfundingagency.bis.gov.uk/ for public funding information for 19+

learners in England

o LARA – Learning Aim Reference Application

https://gateway.imservices.org.uk/sites/lara/Pages/Welcome.aspx for information on funding rates for

qualifications in England.

o DAQW – Database of Approved Qualifications www.daqw.org.uk for public funding in Wales

o Department for Employment and Learning www.delni.gov.uk or Department of Education

www.deni.gov.uk for public funding in Northern Ireland.

The TQUK Management Suite

Useful Websites

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Health and Safety Executive www.hse.gov.uk

Skills for Care and Development www.skillsforcareanddevelopment.org.uk/

http://nationalstrategies.standards.dcsf.gov.uk/earlyyears

Office of Qualifications and Examinations Regulation www.ofqual.gov.uk

Register of Regulated Qualifications http://register.ofqual.gov.uk/

Skills for Health www.skillsforhealth.org.uk

Unit 1

Title: Emergency Paediatric First Aid

Level: 3

Credit value: 1

Guided learning hours: 10

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the role and

responsibilities of the paediatric first

aider

1.1 Define responsibilities of a paediatric first aider

1.2 Explain how to minimise the risk of infection to self

and others

1.3 Describe first aid and personal protection equipment

required for emergencies

1.4 Describe how to use first aid and personal protection

equipment safely

1.5 Identify what information needs to be included in an

accident report/incident record

1.6 Explain reporting procedures following an

accident/incident

1.7 Define an infant and a child for the purposes of first

aid treatment

2. Be able to assess an emergency

situation safely

2.1 Conduct a scene survey

2.2 Conduct a primary survey on an infant and a child

2.3 Identify when to call for help

2.4 Explain what information needs to be given

when obtaining assistance

3. Be able to provide first aid for an

infant and a child who is unresponsive

and breathing normally

3.1 Assess the level of consciousness of an infant and a

child

3.2 Explain why an infant and a child should be placed in

Units of Assessment

H/506/0792

15

the recovery position

3.3 Place an infant and a child in the recovery position

3.4 Continually monitor an infant and a child whilst they

are in the recovery position

3.5 Assist an infant and a child who is experiencing a

seizure


infant and a child who is unresponsive

and not breathing normally

4.1 Identify when to administer Cardio Pulmonary

Resuscitation (CPR) to an unresponsive infant and an

unresponsive child who is not breathing normally

4.2 Administer CPR using an infant and a child manikin


infant and a child who has a foreign

body airway obstruction

5.1 Identify when a foreign body airway obstruction is:

mild

severe

5.2 Administer first aid to an infant and a child who is

choking

6. Be able to provide first aid to an

infant and a child with external

bleeding

6.1 Describe the types and severity of bleeding

6.2 Explain the effect of severe blood loss on an infant

and a child

6.3 Control external bleeding

7. Understand how to provide first aid

to an infant and a child who is

suffering from shock

7.1 Define the term 'shock' relevant to first aid

7.2 Describe how to recognise an infant and a child who

is suffering from shock

7.3 Explain how to manage the effects of shock

8. Understand how to provide first aid

to an infant and a child

with anaphylaxis

8.1 List common triggers for anaphylaxis

8.2 Describe how to recognise anaphylaxis in an infant

and a child

8.3 Explain how to administer first aid for an infant and a

child with anaphylaxis

Assessment requirements: This unit must be assessed in accordance with Skills for Care and

Development's QCF Assessment Principles.

Simulation is allowed for this unit.

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Unit 2

Title: Managing paediatric illness, injuries and emergencies

Level: 3

Credit value: 2

Guided learning hours: 12

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to administer first aid to an

infant and a child with injuries to

bones, joints and muscles

1.1 Describe types of fractures

1.2 Recognise suspected:

Fractures

Dislocations

Sprains and strains

1.3 Administer first aid for suspected:

Fractures

Dislocations

Sprains and strains

2. Be able to administer first aid to an

infant and a child with head and spinal

injuries

2.1 Describe how to recognise suspected:

Concussion

Skull fracture

Cerebral compression

Spinal injury

2.2 Administer first aid for suspected:

Concussion

Skull fracture

Cerebral compression

Spinal injury

3. Understand how to administer first

aid to an infant and a child

with conditions affecting the eyes, ears

and nose

3.1 Identify conditions affecting the:

Eyes

Ears

Nose

D/506/0791

17

3.2 Explain the action to take when conditions are

identified

4. Understand how to administer

emergency first aid to an infant and a

child with a chronic medical condition

or sudden illness

4.1 Describe how to recognise:

Sickle cell crisis

Diabetic emergencies

Asthma attack

Allergic reaction

Meningitis

Febrile convulsions

4.2 Explain how to manage:

Sickle cell crisis

Diabetic emergency

Asthma attack

Allergic reaction

Meningitis

Febrile convulsions


aid to an infant and a child who is

experiencing the effects of extreme

heat or cold

5.1 Describe how to recognise the effects of:

Extreme cold

Extreme heat

5.2 Explain how to manage the effects of:

Extreme cold

Extreme heat


aid to an infant and a child who has

sustained an electric shock

6.1 Explain how to safely manage an incident involving

electricity

6.2 Describe first aid treatments for electric shock

incidents


aid to an infant and a child with burns

or scalds

7.1 Describe how to recognise the severity of:

Burns

Scalds

7.2 Explain how to manage:

Burns

Scalds



8.1 Identify the routes that poisonous substances take to

enter the body

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been poisoned 8.2 Identify sources of information for treating those

affected by sudden poisoning

8.3 Explain how to manage sudden poisoning



been bitten or stung

9.1 Identify severity of bites and stings

9.2 Explain how to manage bites and stings


aid to an infant and a child with minor

injuries

10.1 Explain how to administer first aid for:

Small cuts

Grazes

Bumps and bruises

Small splinters

Nose bleeds

11. Understand how to complete

records relating to illnesses, injuries

and emergencies

11.1 Identify what information needs to be recorded for

illnesses, injuries and emergencies

11.2 Describe how to record the information for illnesses,

injuries and emergencies

11.3 Explain confidentially procedures for recording,

storing and sharing information

Assessment requirements: This unit must be assessed in accordance with Skills for Care and

Development's QCF Assessment Principles.

Simulation is allowed for this unit.

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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. Additional information/guidance regarding individual unit assessment can be obtained from

Awarding Organisations, or from Skills for Care and Development. This must be used in order to provide the

proper context for learning and assessment.

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.

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1. Introduction

Appendix 1 - Skills for Care and Development QCF Assessment Principles

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

knowledgeable assessor.

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.

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Publication of these Assessment Principles

Skills for Health 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.

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 at the end of this document (a)

22

Appendix 2 - Assessment Principles for First Aid Qualifications October 2013 v4

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

o Holding an acceptable teaching/training qualification as detailed in (b) at the end of this document

o AND either:

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

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 at the end of this document (b)

o 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.

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 at the end of this document ( c)

Internal Quality Assurers must:

o Have knowledge of the requirements of the qualification they are quality assuring at the

time any assessment is taking place.

o Have knowledge and understanding of the role of assessors.

o Visit and observe assessments.

o Carry out other related internal quality assurance.

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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.

(a) 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

24

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.

25

(b) 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 Train1

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

D32

SQA 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 4

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.

26

3

4

First Aid at Work Assessor course

ACG Approved 28 August 2013 V4 Page 8 of 8

3. As this is not a regulated qualification, trainers will be required to achieve a formal (regulated)

teaching/training qualification by 1st October 2015.

rst Aid Assessor CPD Training with an Awarding Organisation by 1st

( c) Qualifications suitable for Internal Quality Assurance

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

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:

IQA’s who do not hold a formal IQA qualification may alternatively attend Internal Quality Assurance CPD

Training with an Awarding Organisation.

st October 2015. During this time Awarding

Organisations and Centres must ensure that IQA’s are following the principles set out in the current

Learning and Development NOS 11 Internally monitor and maintain the quality of assessment.

27

October 2015

4. As this is not a regulated qualification, assessors will be required to achieve a formal (regulated) assessing

qualification or attend Fi

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

It is understood that not all IQA’s will hold formal IQA qualifications or have attended CPD Training initially,

though one of the above should have been achieved by 1

qualification specification first aid... · o level 3 diploma in maternity and paediatric support...

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