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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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).
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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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ciden
t re
cord
com
ple
ted a
ccura
tely
, fu
lly a
nd in leg
ible
han
dw
riting t
o incl
ude:
o
Full
nam
e an
d a
ddre
ss o
f per
son w
ho h
ad t
he
acci
den
t/in
ciden
t
o
Det
ails
of
the
per
son c
om
ple
ting t
he
form
to incl
ude
thei
r ad
dre
ss
o
Full
det
ails
of
the
inci
den
t – d
ate,
tim
e, loca
tion,
what
hap
pen
ed,
full
det
ails
of
the
inju
ries
sust
ained
o
What
first
aid
tre
atm
ent
was
req
uired
and if
furt
her
med
ical
as
sist
ance
was
req
uired
o
Sig
ned
and d
ated
by
the
per
son c
om
ple
ting t
he
form
□
Rep
ort
ing o
f In
juries
, D
isea
ses
and D
anger
ous
Occ
urr
ence
s Reg
ula
tions
(RID
DO
R)
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
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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
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Fir
st A
id –
Spec
ific
atio
n –
Is
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Oct
ober
2014 ©
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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
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
29
Information for tutors
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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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 –
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ific
atio
n
– I
ssue
1 –
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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 –
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ober
2014 ©
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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 –
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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
ps
and b
ruis
es:
ensu
re h
and h
ygie
ne,
put
on g
love
s, g
ently
rinse
under
cold
runnin
g w
ater
, ap
ply
ste
rile
dre
ssin
g if
ble
edin
g,
elev
ate
the
wound,
apply
a c
old
com
pre
ss,
monitor,
rea
ssure
and r
eport
in lin
e w
ith
org
anis
atio
ns
report
ing p
roce
dure
s
□
Sm
all sp
linte
rs —
ensu
re h
and h
ygie
ne,
put
on g
love
s, u
sing a
ste
rile
pai
r of
twee
zers
gen
tly
pull
out
at t
he
sam
e an
gle
it
ente
red,
apply
ste
rile
dre
ssin
g,
apply
a c
old
com
pre
ss,
monitor,
rea
ssure
and r
eport
in lin
e w
ith
org
anis
atio
ns
report
ing p
roce
dure
s
□
Nose
ble
eds
— e
nsu
re h
and h
ygie
ne,
put
on g
love
s, e
nco
ura
ge
child
to
lean
forw
ard,
ask
child
to p
inch
nose
for
10 m
inute
s, if
ble
edin
g c
ontinues
or
reocc
urs
see
k m
edic
al a
tten
tion
, ap
ply
a c
old
com
pre
ss t
o n
ose
, m
onitor,
rea
ssure
and r
eport
in lin
e w
ith o
rgan
isat
ions
report
ing
pro
cedure
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
46
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
11.1
Id
entify
what
info
rmat
ion
nee
ds
to b
e re
cord
ed f
or
illnes
ses,
inju
ries
and
emer
gen
cies
Info
rmat
ion t
o b
e re
cord
ed f
or
illnes
ses,
inju
ries
and e
mer
gen
cies
□
nam
e of
child
inju
red
□
nam
e of
firs
t ai
der
□
dat
e, t
ime
and p
lace
of
inci
den
t
□
exac
t det
ails
of
what
occ
urr
ed
□
exac
t det
ails
of
inju
ries
sust
ained
□
trea
tmen
t pro
vided
, w
hat
med
ical
hel
p w
as s
ort
□
det
ails
of
any
witnes
ses
□
furt
her
info
rmat
ion t
o h
elp w
ith a
ccid
ent/
inci
den
t in
vest
igat
e an
d p
reve
nt
re-o
ccurr
ence
.
11.2
D
escr
ibe
how
to r
ecord
th
e in
form
atio
n f
or
illnes
ses,
inju
ries
and
emer
gen
cies
□
How
to r
ecord
the
info
rmat
ion f
or
illnes
ses,
inju
ries
and e
mer
gen
cies
: co
mple
te in c
lear
leg
ible
han
dw
ritt
en a
ccid
ent/
inci
den
t re
port
form
, onlin
e ty
ped
acc
iden
t/in
ciden
t re
port
form
, to
be
com
ple
ted im
med
iate
ly a
fter
th
e tr
eatm
ent
has
bee
n c
oncl
uded
, in
lin
e w
ith o
rgan
isat
ion a
ccid
ent
report
ing p
roce
dure
/polic
ies
□
In a
dditio
n r
eport
ver
bal
ly t
o lin
e m
anag
er,
report
to c
hild
’s p
aren
ts in lin
e w
ith o
rgan
isat
ion p
roce
dure
11
Under
stan
d h
ow
to
com
ple
te r
ecord
s re
lating t
o
illnes
ses,
inju
ries
an
d e
mer
gen
cies
11.3
Exp
lain
confiden
tial
ity
pro
cedure
s fo
r re
cord
ing,
storing a
nd s
har
ing
info
rmat
ion
□
Pro
cedure
s fo
r re
cord
ing,
storing a
nd s
har
ing info
rmat
ion,
report
in lin
e w
ith c
urr
ent
legis
lation a
nd t
he
org
anis
atio
n p
roce
dure
□
Most
im
port
ant
law
s re
lating t
o h
ealth r
ecord
s ar
e, e
.g.
Dat
a Pr
ote
ctio
n
Act
(1998),
and H
um
an R
ights
Act
(1998)
□
Tre
atm
ent
of
all m
edic
al info
rmat
ion c
onfiden
tial
ly,
this
incl
udes
acc
iden
t re
port
form
s
□
The
Hea
d/S
etting M
anag
er a
gre
emen
t w
ith t
he
par
ent
who e
lse
should
hav
e ac
cess
to r
ecord
s an
d o
ther
info
rmat
ion c
once
rnin
g t
hei
r ch
ild
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
47
Information for tutors
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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
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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.
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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.
Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
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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:
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 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.
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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:
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 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:
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 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.
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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.
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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.
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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
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Pearson BTEC Level 3 Award in Paediatric First Aid – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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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.
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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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