Training Module on Teaching Basic First Aid for Physical Health and Wellbeing
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ADAPT THIS FOR YOUR OWN PRESENTATION
Training module
Part of: Physical health and mental wellbeing
[YOUR NAME, YOUR SCHOOL]
Primary
Secondary
September 2020
Contents
2
3
About this training module
5
Teaching the new curriculum
17
Safeguarding
19
Ground rules
2
2
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Examples of good practice
About this training module
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Schools can choose whether and how to follow or adapt this training
module and should refer to the
Early Career Framework
for
pedagogical guidance.
3
What you get out of today
By the end of this training you should:
●
know what is included in the statutory guidance
●
know some key knowledge and skills to cover as part of this topic
●
have strategies to deal with questions that come up in class
●
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4
Teaching the new curriculum
5
Related topics
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:
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health and prevention
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physical health and fitness
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healthy eating
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drugs, alcohol and tobacco
Therefore you should:
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First aid support at
[school name]
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[Names, contact details of first aid leads, school nurse]
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[Add details - e.g. school policy on PSHE, first aid, medicines policy,
procedures for sanitisation of equipment, training opportunities]
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[Add resources]
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First aid at
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[Add details of equipment and location]
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External training and resources (1)
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:
●
British Red Cross
●
Resuscitation Council UK
●
St John Ambulance
●
NHS.UK
, which has informed much of the content about basic first
aid in this module
9
External training and resources (2)
Due to the practical nature of this topic, schools may want to
incorporate the following in lessons:
●
quality audio-visual content such as video
●
practical demonstrations of first aid skills
●
opportunities for pupils to practise first aid skills
When using this training module teachers may therefore benefit from
familiarising themselves with some core first aid skills, for example:
●
discussing a
CPR video (St John Ambulance)
as a prompt
●
considering how resources like
Lifesaver
and
Lifesaver VR
(Resuscitation Council UK)
could be used in lessons
10
Whole-school approach to first aid
Teaching about basic first aid should take place as part of a wider
school context that promotes health and wellbeing.
Teachers and pupils should be aware of provision such as:
●
school nurse
●
first aiders
●
location of first aid box
●
location of automated external defibrillator (AED) if the school
has one, or if there is one nearby
Teachers should also be aware of the school’s medicines policy and
who to approach if advice is needed.
11
Use of language and terminology
While the core slides in this module contain some language and
terminology that schools may wish to include in lessons, this content is
primarily for teacher use in understanding what can be taught to pupils.
Teachers will need to use language and terminology that is appropriate
and accessible to their pupil groups.
12
Protecting our health and that of others
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13
Primary and secondary teaching
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Using your knowledge of your pupils and school community you can:
●
introduce secondary content in primary with pupils who need it and
are ready
●
teach the primary content in early secondary lessons to pupils who
need to build knowledge before secondary content is taught
14
Pupils with SEND
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You might want to link lesson outcomes with statutory ‘preparing for
adulthood’ outcomes for those with an education, health and care (EHC)
plan. (See
SEND code of practice
, section 8.)
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In special schools and for some SEND pupils in mainstream schools there may
be a need to tailor content and teaching to meet the specific needs of pupils at
different developmental stages. As with all teaching for these subjects, schools
should ensure that their teaching is sensitive, age-appropriate, developmentally
appropriate and delivered with reference to the law. (p15)
15
Teacher wellbeing
The new curriculum covers a wide range of topics, some of which individual
teachers might find personally challenging in different ways.
It is important to feel you can ask for support or raise questions if:
●
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Talk to your line manager, in the first instance, if you do need support.
16
Safeguarding
17
Safeguarding (1)
Pupils may be affected by issues discussed in lessons.
Let your designated safeguarding lead or deputy and any other relevant
staff, such as pastoral leads, know what you are teaching. This will enable
them to identify and speak to relevant pupils, especially those who they
know may have been directly impacted by issues covered in the lessons and
those with adverse childhood experiences.
Teachers may need to deal with disclosures or concerns (e.g. of abuse or
offending behaviour) in a way that safeguards pupils in line with school
policies, especially the child protection policy.
18
Ground rules
19
Create class ground rules
Clear class ground rules can help when teaching about sensitive
topics. They also support confidentiality and safeguarding of pupils.
Good practice is for ground rules to be:
●
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20
Example ground rules
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s
.
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.
W
h
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d
i
s
a
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r
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i
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,
c
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a
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p
e
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s
o
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.
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o
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d
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e
m
e
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t
.
W
e
c
a
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e
x
p
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a
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a
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b
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a
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o
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b
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i
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d
.
C
h
o
o
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e
l
e
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o
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p
a
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t
i
c
i
p
a
t
i
o
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.
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v
e
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y
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a
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s
t
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j
o
i
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d
i
s
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s
s
i
o
n
.
W
e
n
e
v
e
r
p
u
t
a
n
y
o
n
e
‘
o
n
t
h
e
s
p
o
t
’
(
n
o
p
e
r
s
o
n
a
l
q
u
e
s
t
i
o
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s
o
r
p
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s
s
u
r
e
t
o
a
n
s
w
e
r
)
.
21
Primary curriculum
22
Concepts of basic first aid
23
E
x
p
l
a
i
n
t
h
a
t
b
a
s
i
c
f
i
r
s
t
a
i
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a
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u
s
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a
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d
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o
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t
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p
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m
e
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w
h
o
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s
s
u
d
d
e
n
l
y
i
n
j
u
r
e
d
o
r
i
l
l
.
This can mean:
●
carrying out first aid on ourselves or another person
●
explaining to someone else how to carry out first aid
●
calling for help from adults or emergency services
E
x
p
l
o
r
e
s
i
t
u
a
t
i
o
n
s
w
h
e
r
e
b
a
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i
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i
r
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t
a
i
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i
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e
d
(
e
.
g
.
t
h
e
s
c
e
n
a
r
i
o
s
i
n
t
h
i
s
m
o
d
u
l
e
)
.
E
x
p
l
a
i
n
t
h
a
t
p
u
p
i
l
s
w
i
l
l
l
e
a
r
n
w
h
e
n
a
n
d
h
o
w
t
h
e
y
m
i
g
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t
h
e
l
p
,
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t
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e
y
s
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o
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d
s
t
i
l
l
s
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e
a
k
t
o
a
n
a
d
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l
t
i
f
t
h
e
y
o
r
s
o
m
e
o
n
e
t
h
e
y
k
n
o
w
i
s
i
n
p
a
i
n
o
r
h
a
s
h
u
r
t
t
h
e
m
s
e
l
v
e
s
.
Introducing basic first aid
Primary
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
24
E
x
p
l
a
i
n
t
h
a
t
p
u
p
i
l
s
s
h
o
u
l
d
a
l
w
a
y
s
c
h
e
c
k
w
h
e
t
h
e
r
i
t
i
s
s
a
f
e
f
o
r
t
h
e
m
a
n
d
o
t
h
e
r
p
e
o
p
l
e
i
f
t
h
e
y
d
o
b
a
s
i
c
f
i
r
s
t
a
i
d
.
F
o
r
e
x
a
m
p
l
e
,
t
h
e
y
s
h
o
u
l
d
c
h
e
c
k
f
o
r
a
r
i
s
k
o
f
:
●
being cut by broken glass
●
falling from a height
●
something falling onto them
●
busy traffic
●
coming into contact with fire or chemicals
I
f
t
h
e
r
e
h
a
s
b
e
e
n
a
n
a
c
c
i
d
e
n
t
,
o
r
t
h
e
r
e
i
s
a
s
e
r
i
o
u
s
d
a
n
g
e
r
t
o
t
h
e
m
o
r
a
n
o
t
h
e
r
p
e
r
s
o
n
,
p
u
p
i
l
s
s
h
o
u
l
d
a
l
w
a
y
s
f
i
n
d
a
s
a
f
e
s
p
a
c
e
a
n
d
c
a
l
l
9
9
9
.
Putting safety first
Primary
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
25
Minor and major injuries
Primary
Explain that basic first aid allows us to:
●
help when someone has a minor injury or illness
●
keep someone with a more serious injury safe
while they are waiting for emergency help (if it is
safe to do so)
T
e
a
c
h
t
h
a
t
i
t
i
s
n
o
t
a
l
w
a
y
s
o
b
v
i
o
u
s
w
h
e
t
h
e
r
a
n
i
n
j
u
r
y
i
s
m
i
n
o
r
o
r
m
a
j
o
r
.
E
x
p
l
a
i
n
t
h
a
t
w
h
e
n
t
h
e
y
l
e
a
r
n
a
b
o
u
t
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
p
u
p
i
l
s
w
i
l
l
a
l
s
o
l
e
a
r
n
t
o
l
o
o
k
o
u
t
f
o
r
s
i
g
n
s
t
h
a
t
t
h
e
y
s
h
o
u
l
d
g
e
t
e
m
e
r
g
e
n
c
y
h
e
l
p
.
Remind pupils that they should always tell an adult if
they or somebody else is hurt or ill.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
26
Medication
Primary
Explain that:
●
t
h
e
p
a
i
n
k
i
l
l
e
r
s
p
a
r
a
c
e
t
a
m
o
l
a
n
d
i
b
u
p
r
o
f
e
n
a
r
e
o
f
t
e
n
u
s
e
d
f
o
r
p
a
i
n
c
a
u
s
e
d
b
y
m
i
n
o
r
i
n
j
u
r
i
e
s
●
a
n
t
i
h
i
s
t
a
m
i
n
e
s
a
r
e
u
s
e
d
t
o
t
r
e
a
t
a
l
l
e
r
g
i
e
s
Stress that pupils should:
●
only take painkillers with the knowledge, consent
and guidance of a parent/guardian/doctor
●
follow packaging instructions for recommended
dose (which varies according to age)
●
n
e
v
e
r
t
a
k
e
a
s
p
i
r
i
n
,
i
f
t
h
e
y
a
r
e
u
n
d
e
r
1
6
(
a
s
i
t
c
a
n
d
a
m
a
g
e
t
h
e
i
r
l
i
v
e
r
a
n
d
b
r
a
i
n
)
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
27
Antiseptic cream
Primary
Teach that antiseptic creams are used to treat minor
injuries such as cuts, grazes, burns and scalds, and
insect bites. They help clean wounds and protect
against infection by killing bacteria around the wound.
Explain that antiseptic cream should not be used on
wounds that are going to be covered by a dressing.
This is because they can keep the skin wet, damage it
and slow down healing. (Reference:
NHS website
.)
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
28
Dressings and bandages
Primary
Introduce pupils to a range of dressings (e.g. plasters)
and bandages (e.g. roller bandage). Explore situations
in which pupils might need to use dressings and
bandages.
Teach that dressings are sterile pads that we put
onto wounds to promote healing, keep wounds clean
and prevent further harm. Bandages are used to hold
dressings in place, support injured joints and control
bleeding.
Provide pupils with opportunities to practise applying
dressings and bandages.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
29
Applying dressings
Primary
Explain that when applying a dressing, pupils should:
●
stop bleeding by putting pressure on the wound
and lifting it above the heart
●
clean the wound under running water (for 5 to 10
minutes)
●
pat dry using a clean cloth (but nothing fluffy)
●
choose a dressing that is slightly bigger than the
wound they are to cover
●
hold the dressing at the edges and not touch the
part that will cover the wound
●
replace dressings when they are dirty or wet, or
when blood soaks through
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
30
Using bandages
Primary
Give pupils a chance to practise using a bandage to
secure a dressing on each other. Explain they should:
●
support the person’s limb
●
start from the front and injured side of the person
●
spiral the bandage around the limb tightly, but
without restricting circulation
●
leave toes or fingers uncovered
●
fasten the bandage with pins or tape, or tuck the
bandage into itself if no pins or tape are available
Explain that many dressings are self-adhesive and do
not require a bandage to hold them in place.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
31
Common injuries
32
Teaching common injuries
The following slides introduce the concept of basic first
aid for common injuries.
As well as setting out steps pupils can take if an injury
is minor and it is safe for them to carry out first aid, the
slides also give more advanced advice on when to get
emergency help.
At primary level, teachers will need to use their
understanding of their class’s developmental level to
determine whether it is appropriate to teach the more
advanced information for each injury.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
Primary
33
Wasp and bee stings (1)
Primary
Teach that bees and wasps have stingers that hurt
and cause a red lump when they prick our skin.
Explain that bees can only sting once, and their sting is
acidic. They leave their stinger in the skin. Wasps can
sting more than once, and their sting is alkaline. They
do not leave their stinger in the skin.
To treat a wasp or bee sting, pupils should:
1.
remove the stinger (if there is one)
2.
wash the area with soap and water
3.
apply a cold cloth (for at least 10 minutes)
4.
not scratch the affected area
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
34
Wasp and bee stings (2)
Primary
Explain that emergency treatment is required for a
severe allergic reaction (e.g. difficulty breathing,
swollen face, being sick, loss of consciousness).
T
e
a
c
h
t
h
a
t
p
u
p
i
l
s
m
a
y
a
l
s
o
n
e
e
d
m
e
d
i
c
a
l
h
e
l
p
i
f
:
●
symptoms get worse over a number of days
●
the wound becomes infected (e.g. it is inflamed
and surrounded by a thick yellow liquid called pus)
●
they are stung in their mouth, throat or around
their eyes
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
35
Cuts and grazes (1)
Primary
Explain that most cuts and grazes are not deep and
will heal after a few days, if we follow these steps.
1.
S
t
o
p
t
h
e
b
l
e
e
d
i
n
g
b
y
p
r
e
s
s
i
n
g
a
h
a
n
d
o
r
c
l
e
a
n
c
l
o
t
h
a
g
a
i
n
s
t
t
h
e
w
o
u
n
d
f
o
r
a
f
e
w
m
i
n
u
t
e
s
.
2.
C
l
e
a
n
t
h
e
w
o
u
n
d
u
n
d
e
r
a
r
u
n
n
i
n
g
t
a
p
a
n
d
p
a
t
i
t
d
r
y
w
i
t
h
a
c
l
e
a
n
c
l
o
t
h
.
D
o
n
o
t
u
s
e
a
n
a
n
t
i
s
e
p
t
i
c
,
a
s
t
h
i
s
c
a
n
d
a
m
a
g
e
t
h
e
s
k
i
n
a
n
d
s
l
o
w
d
o
w
n
h
e
a
l
i
n
g
.
3.
A
p
p
l
y
a
p
l
a
s
t
e
r
t
h
a
t
i
s
s
l
i
g
h
t
l
y
b
i
g
g
e
r
t
h
a
n
t
h
e
w
o
u
n
d
.
D
o
n
o
t
t
o
u
c
h
t
h
e
p
a
r
t
t
h
a
t
c
o
v
e
r
s
t
h
e
w
o
u
n
d
.
R
e
p
l
a
c
e
p
l
a
s
t
e
r
s
w
h
e
n
w
e
t
o
r
d
i
r
t
y
,
o
r
w
h
e
n
b
l
o
o
d
s
h
o
w
s
t
h
r
o
u
g
h
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
36
Cuts and grazes (2)
Primary
E
x
p
l
a
i
n
t
h
a
t
w
o
u
n
d
s
s
o
m
e
t
i
m
e
s
g
e
t
i
n
f
e
c
t
e
d
b
y
b
a
c
t
e
r
i
a
i
f
n
o
t
p
r
o
p
e
r
l
y
t
r
e
a
t
e
d
.
P
u
p
i
l
s
m
i
g
h
t
n
e
e
d
m
e
d
i
c
a
l
h
e
l
p
i
f
t
h
e
y
s
h
o
w
s
i
g
n
s
o
f
i
n
f
e
c
t
i
o
n
(
s
w
e
l
l
i
n
g
,
r
e
d
n
e
s
s
,
p
u
s
,
h
i
g
h
t
e
m
p
e
r
a
t
u
r
e
,
s
w
o
l
l
e
n
g
l
a
n
d
s
)
.
T
e
a
c
h
t
h
a
t
p
u
p
i
l
s
s
h
o
u
l
d
g
e
t
e
m
e
r
g
e
n
c
y
h
e
l
p
i
f
:
●
a wound is large and deep
●
bleeding does not stop
●
there may be something stuck in the wound (e.g.
metal or glass)
●
blood is bright red and spurting out of the wound
(this could mean an artery has been cut)
●
the wound is to the face (to prevent scarring)
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
37
Nosebleeds (1)
Primary
Teach that nosebleeds are caused by damage to the
inside of the nose.
Explain that to treat a nosebleed pupils should:
●
sit or stand up straight (they should not lie down)
●
pinch above their nostrils for 10 to 15 minutes
●
lean forward and breathe through their mouth
●
place an ice pack (or similar item, e.g. a bag of
frozen peas) at the top of their nose
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
38
Nosebleeds (2)
Primary
E
x
p
l
a
i
n
t
h
a
t
f
o
r
2
4
h
o
u
r
s
a
f
t
e
r
a
n
o
s
e
b
l
e
e
d
,
p
u
p
i
l
s
s
h
o
u
l
d
n
o
t
:
●
blow or pick their nose
●
drink hot drinks
●
lift anything heavy
●
do any exercise
●
pick any scabs that emerge
Teach that nosebleeds are common among children,
but they usually grow out of them by the age of 11.
Explain that nosebleeds sometimes require medical
attention, but this is more common for adults.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
39
Headaches (1)
40
Primary
Explain that headaches can be caused by factors such
as dehydration, stress, a cold or staring at a screen for
too long. They are usually short term, go away by
themselves and are not a sign of anything serious.
E
x
p
l
o
r
e
w
a
y
s
p
u
p
i
l
s
m
i
g
h
t
d
e
a
l
w
i
t
h
a
h
e
a
d
a
c
h
e
,
e
.
g
.
:
●
drinking plenty of water to stay hydrated
●
avoiding anything stressful
●
doing some light exercise in the fresh air
●
resting, if they have a cold or the flu
Teach that parents/guardians may take them to see a GP
if they keep getting headaches or have other symptoms
(e.g. they are vomiting).
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
Headaches (2)
Primary
Teach that pupils should never take painkillers for a
headache without the knowledge and instruction of a
parent/guardian/doctor.
E
x
p
l
a
i
n
t
h
a
t
t
h
e
y
s
h
o
u
l
d
c
a
l
l
9
9
9
i
f
s
o
m
e
o
n
e
h
a
s
a
h
e
a
d
a
c
h
e
t
h
a
t
i
s
e
x
t
r
e
m
e
l
y
p
a
i
n
f
u
l
a
n
d
i
s
a
c
c
o
m
p
a
n
i
e
d
b
y
:
●
difficulty talking or remembering things
●
loss of vision
●
drowsiness or confusion
●
high temperature, shivers, a stiff neck or rash
●
the white of the eye turning red
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
41
Head injuries (1)
Primary
Teach that banging our head (e.g. by falling over or
something hitting our head) can cause a head injury.
R
e
a
s
s
u
r
e
p
u
p
i
l
s
t
h
a
t
m
o
s
t
h
e
a
d
i
n
j
u
r
i
e
s
a
r
e
m
i
n
o
r
,
b
u
t
t
h
e
y
s
h
o
u
l
d
a
l
w
a
y
s
t
e
l
l
a
n
a
d
u
l
t
i
f
t
h
e
y
b
a
n
g
t
h
e
i
r
h
e
a
d
.
A
f
t
e
r
b
a
n
g
i
n
g
t
h
e
i
r
h
e
a
d
,
t
h
e
y
c
a
n
a
l
s
o
:
●
hold an ice pack to the head to reduce swelling
●
rest and avoid stress
●
stay close to an adult for 24 hours - so they can
continue to check for signs of serious injury
Pupils should not take painkillers without the knowledge
and instruction of a parent/guardian.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
42
Head injuries (2)
Primary
Explain that pupils should always call 999 if
someone has:
●
been in a serious accident (e.g. a car crash)
●
been knocked out (even if they wake up)
●
fluid or blood coming from their ears or nose
●
numbness or problems walking, balancing,
understanding or speaking
●
changes to their usual behaviour
●
memory loss
●
continuous vomiting after the injury
●
trouble staying awake
●
seizures
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
43
Sprains
Primary
T
e
a
c
h
t
h
a
t
i
n
d
a
y
-
t
o
-
d
a
y
a
c
t
i
v
i
t
y
(
e
.
g
.
p
l
a
y
i
n
g
s
p
o
r
t
s
)
,
w
e
c
a
n
t
e
a
r
o
r
t
w
i
s
t
l
i
g
a
m
e
n
t
s
,
w
h
i
c
h
h
o
l
d
t
o
g
e
t
h
e
r
j
o
i
n
t
s
s
u
c
h
a
s
k
n
e
e
s
,
a
n
k
l
e
s
a
n
d
w
r
i
s
t
s
.
E
x
p
l
a
i
n
t
h
a
t
s
p
r
a
i
n
s
c
a
u
s
e
p
a
i
n
a
r
o
u
n
d
a
n
a
f
f
e
c
t
e
d
l
i
g
a
m
e
n
t
,
a
n
d
t
h
e
a
r
e
a
b
e
c
o
m
e
s
s
w
o
l
l
e
n
o
r
b
r
u
i
s
e
d
.
U
s
u
a
l
l
y
,
w
e
c
a
n
t
r
e
a
t
a
s
t
r
a
i
n
a
t
h
o
m
e
i
f
w
e
:
●
rest, so that we do not put weight on the injury
●
put an ice pack on the area every 2 to 3 hours
●
put a bandage around the injury to support it
●
keep it raised on a pillow as much as possible
●
keep moving the joint, once pain dies down (to
prevent stiffness)
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
44
Broken bones
Primary
Teach that signs of a broken bone include:
●
extreme pain in an injury after an incident
●
a large amount of swelling or bruising
●
a bone looking like it is at a strange angle
●
inability to use the injured part of the body
E
x
p
l
a
i
n
t
h
a
t
i
t
i
s
i
m
p
o
r
t
a
n
t
t
o
t
r
e
a
t
b
r
o
k
e
n
b
o
n
e
s
a
s
s
o
o
n
a
s
p
o
s
s
i
b
l
e
,
s
o
p
u
p
i
l
s
s
h
o
u
l
d
c
a
l
l
9
9
9
e
v
e
n
i
f
t
h
e
y
o
n
l
y
s
u
s
p
e
c
t
a
b
o
n
e
m
a
y
b
e
b
r
o
k
e
n
.
T
h
e
y
s
h
o
u
l
d
:
●
tell the person to keep the injury still
●
support the injury with soft items (e.g. cushions)
●
try to stop any bleeding while waiting for help
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
45
Vomiting
Primary
Teach that vomiting is very common in children and is
usually caused by a stomach infection. It usually stops
within a few days. Pupils should tell an adult if they or
someone they know has vomited. They should also:
●
get plenty of rest
●
drink lots of fluids
●
stay at home and wash their hands regularly
(to prevent spreading infection)
●
not share items like towels or cutlery
A parent/guardian may take a child to see a GP if a
child does not stop vomiting or has other symptoms.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
46
Eye injuries (1)
Primary
Explain that if we get something in our eye it is usually
minor and the injury heals within a day.
T
e
a
c
h
t
h
a
t
w
e
c
a
n
t
r
e
a
t
a
m
i
n
o
r
e
y
e
i
n
j
u
r
y
a
t
h
o
m
e
b
y
:
●
washing the eye with clean water (not hot)
●
if possible, running the eye under a tap for 20
minutes (only using a mild flow), holding the eye
open
●
trying not to rub the eye until it is better
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
47
Eye injuries (2)
Primary
E
x
p
l
a
i
n
t
h
a
t
i
t
i
s
i
m
p
o
r
t
a
n
t
t
o
g
e
t
e
m
e
r
g
e
n
c
y
h
e
l
p
i
f
:
●
a strong chemical has got in the eye (keep rinsing
the eye with water while waiting for help)
●
something has pierced the eye
●
something has hit the eye at high speed
W
e
s
h
o
u
l
d
a
l
s
o
g
e
t
e
m
e
r
g
e
n
c
y
h
e
l
p
i
f
,
a
f
t
e
r
a
n
i
n
j
u
r
y
:
●
our eyesight changes
●
we feel sick, have a headache, high temperature
or sensitivity to light
●
we cannot move the eye
●
blood or pus is coming from the eye
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
48
Burns and scalds (1)
Primary
E
x
p
l
a
i
n
t
h
a
t
b
u
r
n
s
a
n
d
s
c
a
l
d
s
a
r
e
s
k
i
n
d
a
m
a
g
e
c
a
u
s
e
d
b
y
h
e
a
t
.
B
u
r
n
s
a
r
e
c
a
u
s
e
d
b
y
d
r
y
h
e
a
t
(
e
.
g
.
f
i
r
e
)
.
S
c
a
l
d
s
a
r
e
c
a
u
s
e
d
b
y
w
e
t
h
e
a
t
(
e
.
g
.
b
o
i
l
i
n
g
w
a
t
e
r
)
.
Teach pupils that if someone is burned, they should:
●
get them away from the source of heat
●
run the burn under cool/lukewarm water for 20
minutes (and not use ice or greasy substances)
●
remove clothing or jewellery near the burn (but not
remove anything that is stuck to the skin)
●
keep the person warm with a blanket
●
cover the burn with cling film or a clean plastic bag
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
49
Burns and scalds (2)
Primary
T
e
a
c
h
t
h
a
t
s
o
m
e
m
i
n
o
r
b
u
r
n
s
c
a
n
b
e
t
r
e
a
t
e
d
a
t
h
o
m
e
,
i
f
t
h
e
b
u
r
n
i
s
k
e
p
t
c
l
e
a
n
.
P
e
o
p
l
e
s
h
o
u
l
d
n
o
t
a
p
p
l
y
c
r
e
a
m
s
o
r
b
u
r
s
t
a
n
y
b
l
i
s
t
e
r
s
t
h
a
t
a
p
p
e
a
r
.
E
x
p
l
a
i
n
t
h
a
t
p
u
p
i
l
s
s
h
o
u
l
d
a
l
w
a
y
s
g
e
t
e
m
e
r
g
e
n
c
y
m
e
d
i
c
a
l
h
e
l
p
f
o
r
:
●
any burns that are bigger than the person’s hand
●
chemical and electrical burns
●
burns that cause white or charred skin
●
burns that cause blisters on the face, hands, arms,
feet, legs or genitals
●
people who have breathed in fumes or smoke
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
50
Allergies (1)
Primary
Teachers may also like to refer to content on allergies
in the health and prevention module.
E
x
p
l
a
i
n
t
h
a
t
a
l
l
e
r
g
i
e
s
a
r
e
a
r
e
a
c
t
i
o
n
t
o
p
a
r
t
i
c
u
l
a
r
s
u
b
s
t
a
n
c
e
s
(
e
.
g
.
d
u
s
t
m
i
t
e
s
,
f
o
o
d
,
c
h
e
m
i
c
a
l
s
)
.
T
h
e
y
a
r
e
v
e
r
y
c
o
m
m
o
n
a
m
o
n
g
c
h
i
l
d
r
e
n
,
w
h
o
s
o
m
e
t
i
m
e
s
g
r
o
w
o
u
t
o
f
t
h
e
i
r
a
l
l
e
r
g
i
e
s
.
H
a
y
f
e
v
e
r
i
s
a
n
e
x
a
m
p
l
e
o
f
a
n
a
l
l
e
r
g
y
t
h
a
t
i
s
v
e
r
y
c
o
m
m
o
n
.
T
e
a
c
h
t
h
a
t
m
o
s
t
a
l
l
e
r
g
i
c
r
e
a
c
t
i
o
n
s
a
r
e
m
i
l
d
(
e
.
g
.
r
u
n
n
y
n
o
s
e
,
w
a
t
e
r
y
e
y
e
s
,
s
n
e
e
z
i
n
g
)
,
a
n
d
i
n
m
o
s
t
c
a
s
e
s
a
n
t
i
h
i
s
t
a
m
i
n
e
s
a
r
e
s
u
f
f
i
c
i
e
n
t
f
o
r
p
r
e
v
e
n
t
i
n
g
a
n
d
t
r
e
a
t
i
n
g
a
l
l
e
r
g
i
c
r
e
s
p
o
n
s
e
s
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
51
Allergies (2)
Primary
Explain that occasionally an allergy can cause
‘anaphylactic shock’. Symptoms are life-threatening,
come on suddenly and get worse quickly. They include
breathing difficulties, confusion, anxiety and
unconsciousness.
I
t
i
s
v
i
t
a
l
t
o
c
a
l
l
9
9
9
i
m
m
e
d
i
a
t
e
l
y
a
n
d
s
a
y
t
h
a
t
y
o
u
t
h
i
n
k
t
h
e
p
e
r
s
o
n
i
s
h
a
v
i
n
g
a
s
e
r
i
o
u
s
a
l
l
e
r
g
i
c
r
e
a
c
t
i
o
n
.
Explain that some people carry ‘adrenaline auto-
injectors’ (e.g. EpiPen). Explain their purpose and
teach the importance of always carrying the auto-
injector and knowing how to use it if one has been
prescribed.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
52
Choking (1)
Primary
Explain that a person chokes if something (e.g. a piece
of food) blocks their airway and stops air getting into the
lungs.
T
e
a
c
h
t
h
a
t
i
t
i
s
i
m
p
o
r
t
a
n
t
t
o
r
e
m
o
v
e
t
h
e
o
b
s
t
r
u
c
t
i
o
n
f
r
o
m
t
h
e
i
r
a
i
r
w
a
y
a
s
s
o
o
n
a
s
p
o
s
s
i
b
l
e
.
P
u
p
i
l
s
c
a
n
h
e
l
p
t
o
d
o
t
h
i
s
b
y
s
h
o
u
t
i
n
g
f
o
r
a
n
a
d
u
l
t
i
m
m
e
d
i
a
t
e
l
y
a
n
d
:
●
encouraging the person to try coughing hard
●
hitting the person hard on their upper back 5 times
●
calling 999, if this has not worked and nobody else
is around to call emergency services
●
continuing to hit the person between the shoulders
while waiting for help
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
53
Choking (2)
Primary
Teach that teenagers and adults can also try to remove
an obstruction using the Heimlich manoeuvre. Explain
that they do this by:
1.
bending the person forward and putting their
hands around the person’s waist
2.
clenching 1 fist and placing it above their belly
button
3.
putting their other hand on top of the fist and
pulling sharply inwards and upwards
E
x
p
l
a
i
n
t
h
a
t
t
h
e
r
e
a
r
e
a
l
s
o
d
i
f
f
e
r
e
n
t
m
e
t
h
o
d
s
f
o
r
h
e
l
p
i
n
g
a
c
h
o
k
i
n
g
b
a
b
y
.
I
f
p
u
p
i
l
s
s
e
e
a
b
a
b
y
c
h
o
k
i
n
g
,
t
h
e
y
s
h
o
u
l
d
c
a
l
l
a
n
a
d
u
l
t
i
m
m
e
d
i
a
t
e
l
y
o
r
c
a
l
l
9
9
9
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
54
If someone falls unconscious
55
If someone falls unconscious (1)
Primary
Explain that ‘unconscious’ means that someone looks
asleep and is unable to respond. If a pupil thinks
someone is unconscious, they should call for an adult’s
help, if possible.
If no adult is around, the pupil should try to get a
response by shaking the person, talking to them or
pinching their ears. If they do not respond, they should
check their breath by:
●
tipping their head back to open their airway
●
checking if their chest is moving up and down
●
listening for breath at their mouth
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
56
If someone falls unconscious (2)
Primary
If they are breathing, pull them onto their side and tip
their head back so they can still breathe. Then call 999.
Explain that pupils should not leave an unconscious
person who is breathing on their back, as this can
block their airways.
If an unconscious person is not breathing, it is
important to shout for an adult and call 999
immediately. Do not put the person on their side.
The life-saving section in the secondary part of this
module contains detailed guidance on the recovery
position, when to use it and when to avoid it.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
c
o
n
c
e
p
t
s
o
f
b
a
s
i
c
f
i
r
s
t
-
a
i
d
,
f
o
r
e
x
a
m
p
l
e
d
e
a
l
i
n
g
w
i
t
h
c
o
m
m
o
n
i
n
j
u
r
i
e
s
,
i
n
c
l
u
d
i
n
g
h
e
a
d
i
n
j
u
r
i
e
s
.
57
Making an emergency call
58
Calling 999 for an ambulance
Primary
Explain to pupils that they will be learning about how to
call 999 for an ambulance in a health emergency.
Tell pupils to make sure they are in no danger
themselves before they call for an ambulance. For
example, if they are in traffic or at risk from a fire they
should first move to a safe place.
E
x
p
l
a
i
n
t
o
p
u
p
i
l
s
t
h
a
t
e
v
e
n
i
f
s
o
m
e
o
n
e
e
l
s
e
i
s
u
n
w
e
l
l
o
r
i
n
j
u
r
e
d
,
t
h
e
i
r
o
w
n
s
a
f
e
t
y
m
u
s
t
c
o
m
e
f
i
r
s
t
.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
h
o
w
t
o
m
a
k
e
a
c
l
e
a
r
a
n
d
e
f
f
i
c
i
e
n
t
c
a
l
l
t
o
e
m
e
r
g
e
n
c
y
s
e
r
v
i
c
e
s
i
f
n
e
c
e
s
s
a
r
y
.
59
When to call 999 (emergency)
Primary
T
e
a
c
h
p
u
p
i
l
s
t
h
a
t
t
h
e
y
n
e
e
d
t
o
c
a
l
l
9
9
9
i
f
a
n
y
o
f
t
h
e
f
o
l
l
o
w
i
n
g
a
p
p
l
y
t
o
t
h
e
c
a
s
u
a
l
t
y
:
●
u
n
c
o
n
s
c
i
o
u
s
/
u
n
r
e
s
p
o
n
s
i
v
e
(
d
o
e
s
n
o
t
r
e
s
p
o
n
d
w
h
e
n
y
o
u
s
h
o
u
t
a
n
d
s
h
a
k
e
t
h
e
m
b
y
t
h
e
s
h
o
u
l
d
e
r
s
)
●
n
o
t
b
r
e
a
t
h
i
n
g
,
o
r
n
o
t
b
r
e
a
t
h
i
n
g
n
o
r
m
a
l
l
y
●
c
h
o
k
i
n
g
(
c
a
n
n
o
t
b
r
e
a
t
h
e
)
●
s
e
r
i
o
u
s
l
y
i
n
j
u
r
e
d
o
r
u
n
w
e
l
l
(
d
i
s
c
u
s
s
s
c
e
n
a
r
i
o
s
)
Emphasise that you must call straight away. Never call
someone else first to check. Time is very important. It is
right to call 999 even if they are unsure.
Tell pupils to stay with the person while they make the
call if they can.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
h
o
w
t
o
m
a
k
e
a
c
l
e
a
r
a
n
d
e
f
f
i
c
i
e
n
t
c
a
l
l
t
o
e
m
e
r
g
e
n
c
y
s
e
r
v
i
c
e
s
i
f
n
e
c
e
s
s
a
r
y
.
60
How to make a 999 call
Primary
Give pupils clear instructions for calling 999, including
the following.
Dial 999 on a landline or a mobile phone. Put the
phone on speakerphone if you can. This means your
hands are free if you are asked to do anything else.
You will be put through to an operator who will ask:
Emergency. Which service? Police, Ambulance, Fire?
Ask for an ambulance.
The operator will ask questions to find out what is
wrong with the unwell person, for example, if they have
stopped breathing, to assess the level of emergency.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
h
o
w
t
o
m
a
k
e
a
c
l
e
a
r
a
n
d
e
f
f
i
c
i
e
n
t
c
a
l
l
t
o
e
m
e
r
g
e
n
c
y
s
e
r
v
i
c
e
s
i
f
n
e
c
e
s
s
a
r
y
.
61
What you might be asked to do
Primary
Teach that the operator will:
●
a
s
k
y
o
u
t
h
e
a
d
d
r
e
s
s
w
h
e
r
e
y
o
u
a
r
e
a
n
d
s
e
n
d
a
n
a
m
b
u
l
a
n
c
e
t
o
y
o
u
a
s
s
o
o
n
a
s
p
o
s
s
i
b
l
e
●
a
s
k
y
o
u
t
h
e
r
e
a
s
o
n
f
o
r
y
o
u
r
c
a
l
l
a
n
d
a
s
k
f
o
r
m
o
r
e
d
e
t
a
i
l
s
a
b
o
u
t
t
h
e
c
a
s
u
a
l
t
y
-
f
o
r
e
x
a
m
p
l
e
,
m
e
d
i
c
a
l
p
r
o
b
l
e
m
s
a
n
d
s
y
m
p
t
o
m
s
●
g
i
v
e
y
o
u
a
d
v
i
c
e
o
n
w
h
a
t
y
o
u
c
a
n
d
o
t
o
h
e
l
p
t
h
e
c
a
s
u
a
l
t
y
u
n
t
i
l
t
h
e
a
m
b
u
l
a
n
c
e
a
r
r
i
v
e
s
●
a
s
k
y
o
u
t
o
d
o
t
h
i
n
g
s
l
i
k
e
p
u
t
t
h
e
c
a
s
u
a
l
t
y
i
n
t
h
e
‘
r
e
c
o
v
e
r
y
p
o
s
i
t
i
o
n
’
(
w
h
a
t
t
h
e
y
a
s
k
y
o
u
t
o
d
o
w
i
l
l
d
e
p
e
n
d
o
n
y
o
u
r
a
g
e
a
n
d
a
b
i
l
i
t
y
)
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
h
o
w
t
o
m
a
k
e
a
c
l
e
a
r
a
n
d
e
f
f
i
c
i
e
n
t
c
a
l
l
t
o
e
m
e
r
g
e
n
c
y
s
e
r
v
i
c
e
s
i
f
n
e
c
e
s
s
a
r
y
.
62
Practise making an emergency call
Primary
Give pupils opportunities to practise making a pretend
999 call.
Show pupils how to make a call from both a landline
and a mobile phone (including from locked screen).
Based on a teacher-led scenario, check that pupils
remember to:
●
e
n
s
u
r
e
t
h
e
i
r
o
w
n
s
a
f
e
t
y
f
i
r
s
t
●
turn on speakerphone if they can (not essential)
●
give a correct address or directions
●
answer questions clearly
●
follow any instructions from the operator
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
h
o
w
t
o
m
a
k
e
a
c
l
e
a
r
a
n
d
e
f
f
i
c
i
e
n
t
c
a
l
l
t
o
e
m
e
r
g
e
n
c
y
s
e
r
v
i
c
e
s
i
f
n
e
c
e
s
s
a
r
y
.
63
Secondary curriculum
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
S
c
h
o
o
l
s
s
h
o
u
l
d
c
o
n
t
i
n
u
e
t
o
d
e
v
e
l
o
p
k
n
o
w
l
e
d
g
e
o
n
t
o
p
i
c
s
s
p
e
c
i
f
i
e
d
f
o
r
p
r
i
m
a
r
y
a
s
r
e
q
u
i
r
e
d
a
n
d
i
n
a
d
d
i
t
i
o
n
c
o
v
e
r
t
h
e
f
o
l
l
o
w
i
n
g
c
o
n
t
e
n
t
b
y
t
h
e
e
n
d
o
f
s
e
c
o
n
d
a
r
y
.
(
p
3
6
)
64
Basic treatment for common injuries
65
Build on basic first aid skills
For each of the common injuries set out in the primary
section of this module, ensure that pupils understand:
●
basic first aid approaches
●
what to do if the injury requires an alternative or
emergency response.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
Know basic treatment for
common injuries.
Secondary
66
Life-saving skills
67
Assessing a casualty
Build on advice on what to do if someone is
unconscious in the primary section of this module by
teaching how to assess an injured casualty after an
incident.
Teach the 3 ABC priorities for assessment:
●
airway
●
breathing
●
circulation
Explain that before assessing a casualty, a pupil
should ensure they, the casualty and the environment
they are in are safe.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
Secondary
68
Assessing a casualty: airway
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
A casualty who is responsive after an incident can be left
in the position they are in until help arrives. However,
they should be constantly checked for consciousness.
If they fall unconscious, open their airway by placing a
hand on their forehead and lifting the tip of their chin with
2 fingers (moving the tongue away from the back of the
throat).
If a spinal injury is possible, place hands either side of
their head and use fingertips to lift the angle of the jaw
upwards and forward, without moving the head.
Take care not to move the casualty’s head.
Secondary
69
Assessing a casualty: breathing
To check that a person is still breathing:
●
look for a rise and fall in their chest
●
listen over their mouth and nose for a breathing
sound
●
feel their breath against your cheek for 10 seconds
If they are breathing normally (not gasping or
irregularly), put them in the ‘recovery position’ so that
their airway stays open. Continue to monitor them.
If they stop breathing, call 999 for an ambulance and
begin cardiopulmonary resuscitation (CPR).
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
Secondary
70
Assessing a casualty: circulation
If a casualty isn’t breathing normally, you should begin
chest compressions immediately.
When a person has a cardiac arrest, they will
commonly start gasping irregularly for a few minutes.
This is called ‘agonal breathing’. It is not normal
breathing, and it should not be taken as a sign that
chest compressions are not necessary.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
Secondary
71
Recovery position (1)
Explain the procedure for getting a casualty into the
recovery position.
1.
Lie the person on their back and kneel by their
side.
2.
Put the arm nearest to you at a right angle to their
body with the palm facing up.
3.
Fold the other arm so that its hand touches the
cheek nearest to you, and hold it in place.
4.
Use your free hand to bend the knee furthest from
you up into a right angle.
5.
Pull on the bent knee to roll the person over onto
their side.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
Secondary
72
Recovery position (2)
6.
Their bent arm should support their head, and
their extended arm should stop you rolling them
too far.
7.
Make sure their bent leg is at a right angle.
8.
Open the airway by gently tilting the head back
and lifting the chin, checking nothing is blocking
the airway.
9.
Stay with the person and monitor them until help
arrives.
You can
see a video
of how to put someone into the
recovery position on the NHS website.
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
Secondary
73
Understanding CPR (1)
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
Teach pupils the following principles in relation to CPR
(cardiopulmonary resuscitation):
●
CPR is a way to keep someone’s blood circulating if
they have stopped breathing (respiratory arrest)
and/or their heart has stopped (cardiac arrest)
●
if circulation/breathing stops for too long people die
Introduce pupils to concepts of CPR such as chest
compressions and rescue breaths.
CPR skills are usually best taught after 12 years of age,
because of the strength required to carry out the
procedure.
Secondary
74
Understanding CPR (2)
Also teach pupils the following important facts about
CPR:
●
never do CPR on someone if they are awake and
breathing normally
●
anyone can do CPR until medical help arrives, you
do not need to be a doctor
●
CPR can sometimes save a life
●
sometimes a person will die, even if CPR is
performed
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
Secondary
75
CPR skills
W
h
e
n
p
u
p
i
l
s
a
r
e
r
e
a
d
y
,
i
n
t
r
o
d
u
c
e
p
r
a
c
t
i
c
a
l
C
P
R
s
k
i
l
l
s
a
s
w
e
l
l
a
s
e
x
t
e
n
d
i
n
g
p
u
p
i
l
s
’
k
n
o
w
l
e
d
g
e
.
Teach pupils:
●
when a casualty needs CPR
●
other actions you need to take (for example,
calling 999, finding a defibrillator)
●
how to perform CPR
●
that chest compressions alone can often be highly
effective, even if you cannot perform full CPR with
‘rescue breaths’
S
T
A
T
U
T
O
R
Y
G
U
I
D
A
N
C
E
K
n
o
w
l
i
f
e
-
s
a
v
i
n
g
s
k
i
l
l
s
,
i
n
c
l
u
d
i
n
g
h
o
w
t
o
a
d
m
i
n
i
s
t
e
r
C
P
R
.
Secondary
76
If you cannot do CPR yourself
Explain that people can still help even if they cannot do
CPR themselves (for example, they are not strong or
confident enough).
You can:
●
recognise an emergency, call 999 and look out for
the ambulance
●
call out for someone else to help give CPR
●
help someone else to perform CPR:
○
talk them through the steps
○
count chest compressions/breaths for them
○
provide encouragement and reassurance that
they are doing the right things
S
T
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.
Secondary
77
Defibrillators
78
Understanding defibrillators (AEDs)
Teach that an AED (automated external defibrillator) is
a portable electronic machine that can detect the
abnormal heart rhythms that are present when
someone has a cardiac arrest.
When an abnormal rhythm is detected, the machine
delivers an electric charge/shock that might be able to
restart the heart or establish a regular rhythm. The
sooner the heart is restarted, the better the casualty’s
chance of survival.
Explain that it can take time for an ambulance to come.
Using an AED could save a life.
S
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.
Secondary
79
Finding an AED
Teach that you can find AEDs in public places such as
offices, schools, gyms, shopping centres,
supermarkets, stations and airports. Look out for ‘AED’
signage and when you ring 999 they’ll be able to tell
you where to find one. Show pupils examples of
signage.
In some places AEDs are kept in an unlocked cabinet.
If a cabinet is locked, the emergency services operator
will give you a code over the phone that you can use to
unlock it.
If possible, one person should perform CPR while
another person finds an AED.
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Secondary
80
Using an AED
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Anyone can use an AED - you do not need to be a
medical professional or first aider. The machine will
‘speak’ instructions that tell you what to do.
Teach that it is always better to try to use an AED if
someone’s heart has stopped than to do nothing.
S
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.
Secondary
81
Examples of good practice
82
Good practice
The following are just some of the approaches you might consider
when preparing to teach basic first aid.
You will need to adapt these approaches to ensure they are age
appropriate and developmentally appropriate for your pupils.
You can also consider using qualified first aid trainers from
recognised expert organisations, such as:
●
British Red Cross
●
Resuscitation Council UK
●
St John Ambulance
G
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p
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a
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83
Good practice approaches (1)
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84
Good practice approaches (2)
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85
Good practice approaches (3)
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86
Good practice approaches (4)
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G
o
o
d
p
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a
c
t
i
c
e
87
Further information
Schools may want to refer to organisations such as the following for
further information and teaching resources:
●
British Red Cross
●
NHS website
●
Resuscitation Council UK
(includes resources)
●
St John Ambulance
(includes resources)
G
o
o
d
p
r
a
c
t
i
c
e
88
Activities and templates for trainers
89
About these activities and templates
Subject leads can use the following templates and training activities
to plan training on teaching the new curriculum topics.
You can:
●
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o
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90
Training activity:
Rate your confidence
91
Rate your confidence (trainer notes)
Ask your colleagues to rate confidence before and after topic training
using the slides in this deck.
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.
If teachers still rate confidence as low, discuss ways you can develop
their subject knowledge, offer peer support etc.
92
R
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Dealing with difficult questions (trainer notes)
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Dealing with difficult questions (1)
[Prepare ‘difficult’ questions to discuss in training or give
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Dealing with difficult questions (2)
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How will I teach this?
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ADAPT THIS FOR YOUR OWN PRESENTATION
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[Use this format to present your own key facts and statistics - e.g. from your local
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This training module focuses on teaching basic first aid as part of physical health and mental wellbeing. It provides guidance, strategies, and resources for educators to enhance their teaching skills in this critical area. By the end of the training, participants will have a better understanding of statutory guidance, key knowledge, skills, and strategies to confidently teach basic first aid. The module also highlights the importance of linking first aid education with other relevant topics in the curriculum.
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ADAPT THIS FOR YOUR OWN PRESENTATION Training module Teaching basic first aid Part of: Physical health and mental wellbeing [YOUR NAME, YOUR SCHOOL] Primary Secondary September 2020
Contents 3 About this training module 5 Teaching the new curriculum 17 Safeguarding 19 Ground rules 22 Primary curriculum 64 Secondary curriculum 82 Examples of good practice 2
About this training module Subject leads can use the adaptable slides and activities and templates for trainers section at the end of this module to help shape training sessions for teachers. This non-statutory training module supplements the statutory guidance on teaching basic first aid, which schools should read in full. Schools can choose whether and how to follow or adapt this training module and should refer to the Early Career Framework for pedagogical guidance. 3
What you get out of today By the end of this training you should: know what is included in the statutory guidance know some key knowledge and skills to cover as part of this topic have strategies to deal with questions that come up in class feel more confident teaching about basic first aid 4
Related topics Basic first aid is related to the science curriculum as well as topics such as: health and prevention physical health and fitness healthy eating drugs, alcohol and tobacco Therefore you should: consider thematic links across key topics and the whole school when planning and delivering lessons find ways to link knowledge and vocabulary across topics 6
First aid support at [school name] Our leads [Names, contact details of first aid leads, school nurse] Our policies [Add details - e.g. school policy on PSHE, first aid, medicines policy, procedures for sanitisation of equipment, training opportunities] Specialist support [Add details - e.g. providers school already works with] Other information [Add resources] 7
First aid at [school name] Ways in which we already teach about basic first aid at our school: [Add details] [Add details] [Add details] Our first aid equipment [Add details of equipment and location] [Add details of equipment and location] [Add details of equipment and location] 8
External training and resources (1) This training module provides information about what schools can teach pupils about basic first aid. However, it should be noted that this module is not a substitute for basic first aid training. It is likely that when teaching the knowledge and skills many schools will choose to use external trainers and quality audio-visual resources from recognised expert organisations and websites, such as: British Red Cross Resuscitation Council UK St John Ambulance NHS.UK, which has informed much of the content about basic first aid in this module 9
External training and resources (2) Due to the practical nature of this topic, schools may want to incorporate the following in lessons: quality audio-visual content such as video practical demonstrations of first aid skills opportunities for pupils to practise first aid skills When using this training module teachers may therefore benefit from familiarising themselves with some core first aid skills, for example: discussing a CPR video (St John Ambulance) as a prompt considering how resources like Lifesaver and Lifesaver VR (Resuscitation Council UK) could be used in lessons 10
Whole-school approach to first aid Teaching about basic first aid should take place as part of a wider school context that promotes health and wellbeing. Teachers and pupils should be aware of provision such as: school nurse first aiders location of first aid box location of automated external defibrillator (AED) if the school has one, or if there is one nearby Teachers should also be aware of the school s medicines policy and who to approach if advice is needed. 11
Use of language and terminology While the core slides in this module contain some language and terminology that schools may wish to include in lessons, this content is primarily for teacher use in understanding what can be taught to pupils. Teachers will need to use language and terminology that is appropriate and accessible to their pupil groups. 12
Protecting our health and that of others From September 2020, schools must have regard to the new statutory guidance for teaching basic first aid. The statutory guidance explains how this teaching fits into the wider topic of health education. STATUTORY GUIDANCE Teachers should go on to talk about the steps pupils can take to protect and support their own and others health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. (p32) 13
Primary and secondary teaching Some slides in this training have a Primary or Secondary label to indicate that the material is usually first introduced in that phase. STATUTORY GUIDANCE Schools have flexibility to design and plan age-appropriate subject content. (p31) Using your knowledge of your pupils and school community you can: introduce secondary content in primary with pupils who need it and are ready teach the primary content in early secondary lessons to pupils who need to build knowledge before secondary content is taught 14
Pupils with SEND You will need to plan lessons to allow all pupils to access and practise the core knowledge, using your expertise as you normally would. You might want to link lesson outcomes with statutory preparing for adulthood outcomes for those with an education, health and care (EHC) plan. (See SEND code of practice, section 8.) STATUTORY GUIDANCE In special schools and for some SEND pupils in mainstream schools there may be a need to tailor content and teaching to meet the specific needs of pupils at different developmental stages. As with all teaching for these subjects, schools should ensure that their teaching is sensitive, age-appropriate, developmentally appropriate and delivered with reference to the law. (p15) 15
Teacher wellbeing The new curriculum covers a wide range of topics, some of which individual teachers might find personally challenging in different ways. It is important to feel you can ask for support or raise questions if: you have personal experience of a topic which makes teaching that content particularly challenging for you you have personal views on a topic that mean you need to discuss how you can ensure the teaching is delivered objectively Talk to your line manager, in the first instance, if you do need support. 16
Safeguarding 17
Safeguarding (1) Pupils may be affected by issues discussed in lessons. Let your designated safeguarding lead or deputy and any other relevant staff, such as pastoral leads, know what you are teaching. This will enable them to identify and speak to relevant pupils, especially those who they know may have been directly impacted by issues covered in the lessons and those with adverse childhood experiences. Teachers may need to deal with disclosures or concerns (e.g. of abuse or offending behaviour) in a way that safeguards pupils in line with school policies, especially the child protection policy. 18
Ground rules 19
Create class ground rules Clear class ground rules can help when teaching about sensitive topics. They also support confidentiality and safeguarding of pupils. Good practice is for ground rules to be: discussed and understood by all clear and practical modelled by the teacher followed consistently and enforced updated when needed visible in lessons (for example, posters) 20
Example ground rules Respect privacy. We can discuss examples but do not use names or descriptions that identify anyone, including ourselves. Listen to others. It is okay to disagree with each other, but we should listen properly before making assumptions or deciding how to respond. When disagreeing, challenge the statement not the person. No judgement. We can explore beliefs and misunderstandings about a topic without fear of being judged. Choose level of participation. Everyone has the right to choose not to answer a question or join discussion. We never put anyone on the spot (no personal questions or pressure to answer). 21
Introducing basic first aid STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that basic first aid teaches us when and how to help someone who is suddenly injured or ill. This can mean: carrying out first aid on ourselves or another person explaining to someone else how to carry out first aid calling for help from adults or emergency services Explore situations where basic first aid might be needed (e.g. the scenarios in this module). Explain that pupils will learn when and how they might help, but they should still speak to an adult if they or someone they know is in pain or has hurt themselves. Primary 24
Putting safety first STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that pupils should always check whether it is safe for them and other people if they do basic first aid. For example, they should check for a risk of: being cut by broken glass falling from a height something falling onto them busy traffic coming into contact with fire or chemicals If there has been an accident, or there is a serious danger to them or another person, pupils should always find a safe space and call 999. Primary 25
Minor and major injuries STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that basic first aid allows us to: help when someone has a minor injury or illness keep someone with a more serious injury safe while they are waiting for emergency help (if it is safe to do so) Teach that it is not always obvious whether an injury is minor or major. Explain that when they learn about common injuries, pupils will also learn to look out for signs that they should get emergency help. Remind pupils that they should always tell an adult if they or somebody else is hurt or ill. Primary 26
Medication STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that: the painkillers paracetamol and ibuprofen are often used for pain caused by minor injuries antihistamines are used to treat allergies Stress that pupils should: only take painkillers with the knowledge, consent and guidance of a parent/guardian/doctor follow packaging instructions for recommended dose (which varies according to age) never take aspirin, if they are under 16 (as it can damage their liver and brain) Primary 27
Antiseptic cream STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that antiseptic creams are used to treat minor injuries such as cuts, grazes, burns and scalds, and insect bites. They help clean wounds and protect against infection by killing bacteria around the wound. Explain that antiseptic cream should not be used on wounds that are going to be covered by a dressing. This is because they can keep the skin wet, damage it and slow down healing. (Reference: NHS website.) Primary 28
Dressings and bandages STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Introduce pupils to a range of dressings (e.g. plasters) and bandages (e.g. roller bandage). Explore situations in which pupils might need to use dressings and bandages. Teach that dressings are sterile pads that we put onto wounds to promote healing, keep wounds clean and prevent further harm. Bandages are used to hold dressings in place, support injured joints and control bleeding. Provide pupils with opportunities to practise applying dressings and bandages. Primary 29
Applying dressings STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that when applying a dressing, pupils should: stop bleeding by putting pressure on the wound and lifting it above the heart clean the wound under running water (for 5 to 10 minutes) pat dry using a clean cloth (but nothing fluffy) choose a dressing that is slightly bigger than the wound they are to cover hold the dressing at the edges and not touch the part that will cover the wound replace dressings when they are dirty or wet, or when blood soaks through Primary 30
Using bandages STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Give pupils a chance to practise using a bandage to secure a dressing on each other. Explain they should: support the person s limb start from the front and injured side of the person spiral the bandage around the limb tightly, but without restricting circulation leave toes or fingers uncovered fasten the bandage with pins or tape, or tuck the bandage into itself if no pins or tape are available Explain that many dressings are self-adhesive and do not require a bandage to hold them in place. Primary 31
Teaching common injuries STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. The following slides introduce the concept of basic first aid for common injuries. As well as setting out steps pupils can take if an injury is minor and it is safe for them to carry out first aid, the slides also give more advanced advice on when to get emergency help. At primary level, teachers will need to use their understanding of their class s developmental level to determine whether it is appropriate to teach the more advanced information for each injury. Primary 33
Wasp and bee stings (1) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that bees and wasps have stingers that hurt and cause a red lump when they prick our skin. Explain that bees can only sting once, and their sting is acidic. They leave their stinger in the skin. Wasps can sting more than once, and their sting is alkaline. They do not leave their stinger in the skin. To treat a wasp or bee sting, pupils should: 1. remove the stinger (if there is one) 2. wash the area with soap and water 3. apply a cold cloth (for at least 10 minutes) 4. not scratch the affected area Primary 34
Wasp and bee stings (2) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that emergency treatment is required for a severe allergic reaction (e.g. difficulty breathing, swollen face, being sick, loss of consciousness). Teach that pupils may also need medical help if: symptoms get worse over a number of days the wound becomes infected (e.g. it is inflamed and surrounded by a thick yellow liquid called pus) they are stung in their mouth, throat or around their eyes Primary 35
Cuts and grazes (1) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that most cuts and grazes are not deep and will heal after a few days, if we follow these steps. 1. Stop the bleeding by pressing a hand or clean cloth against the wound for a few minutes. 2. Clean the wound under a running tap and pat it dry with a clean cloth. Do not use an antiseptic, as this can damage the skin and slow down healing. 3. Apply a plaster that is slightly bigger than the wound. Do not touch the part that covers the wound. Replace plasters when wet or dirty, or when blood shows through. Primary 36
Cuts and grazes (2) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that wounds sometimes get infected by bacteria if not properly treated. Pupils might need medical help if they show signs of infection (swelling, redness, pus, high temperature, swollen glands). Teach that pupils should get emergency help if: a wound is large and deep bleeding does not stop there may be something stuck in the wound (e.g. metal or glass) blood is bright red and spurting out of the wound (this could mean an artery has been cut) the wound is to the face (to prevent scarring) Primary 37
Nosebleeds (1) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that nosebleeds are caused by damage to the inside of the nose. Explain that to treat a nosebleed pupils should: sit or stand up straight (they should not lie down) pinch above their nostrils for 10 to 15 minutes lean forward and breathe through their mouth place an ice pack (or similar item, e.g. a bag of frozen peas) at the top of their nose Primary 38
Nosebleeds (2) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that for 24 hours after a nosebleed, pupils should not: blow or pick their nose drink hot drinks lift anything heavy do any exercise pick any scabs that emerge Teach that nosebleeds are common among children, but they usually grow out of them by the age of 11. Explain that nosebleeds sometimes require medical attention, but this is more common for adults. Primary 39
Headaches (1) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that headaches can be caused by factors such as dehydration, stress, a cold or staring at a screen for too long. They are usually short term, go away by themselves and are not a sign of anything serious. Explore ways pupils might deal with a headache, e.g.: drinking plenty of water to stay hydrated avoiding anything stressful doing some light exercise in the fresh air resting, if they have a cold or the flu Teach that parents/guardians may take them to see a GP if they keep getting headaches or have other symptoms (e.g. they are vomiting). Primary 40
Headaches (2) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that pupils should never take painkillers for a headache without the knowledge and instruction of a parent/guardian/doctor. Explain that they should call 999 if someone has a headache that is extremely painful and is accompanied by: difficulty talking or remembering things loss of vision drowsiness or confusion high temperature, shivers, a stiff neck or rash the white of the eye turning red Primary 41
Head injuries (1) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that banging our head (e.g. by falling over or something hitting our head) can cause a head injury. Reassure pupils that most head injuries are minor, but they should always tell an adult if they bang their head. After banging their head, they can also: hold an ice pack to the head to reduce swelling rest and avoid stress stay close to an adult for 24 hours - so they can continue to check for signs of serious injury Pupils should not take painkillers without the knowledge and instruction of a parent/guardian. Primary 42
Head injuries (2) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that pupils should always call 999 if someone has: been in a serious accident (e.g. a car crash) been knocked out (even if they wake up) fluid or blood coming from their ears or nose numbness or problems walking, balancing, understanding or speaking changes to their usual behaviour memory loss continuous vomiting after the injury trouble staying awake seizures Primary 43 .
Sprains STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that in day-to-day activity (e.g. playing sports), we can tear or twist ligaments, which hold together joints such as knees, ankles and wrists. Explain that sprains cause pain around an affected ligament, and the area becomes swollen or bruised. Usually, we can treat a strain at home if we: rest, so that we do not put weight on the injury put an ice pack on the area every 2 to 3 hours put a bandage around the injury to support it keep it raised on a pillow as much as possible keep moving the joint, once pain dies down (to prevent stiffness) Primary 44
Broken bones STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that signs of a broken bone include: extreme pain in an injury after an incident a large amount of swelling or bruising a bone looking like it is at a strange angle inability to use the injured part of the body Explain that it is important to treat broken bones as soon as possible, so pupils should call 999 even if they only suspect a bone may be broken. They should: tell the person to keep the injury still support the injury with soft items (e.g. cushions) try to stop any bleeding while waiting for help Primary 45
Vomiting STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that vomiting is very common in children and is usually caused by a stomach infection. It usually stops within a few days. Pupils should tell an adult if they or someone they know has vomited. They should also: get plenty of rest drink lots of fluids stay at home and wash their hands regularly (to prevent spreading infection) not share items like towels or cutlery A parent/guardian may take a child to see a GP if a child does not stop vomiting or has other symptoms. Primary 46
Eye injuries (1) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that if we get something in our eye it is usually minor and the injury heals within a day. Teach that we can treat a minor eye injury at home by: washing the eye with clean water (not hot) if possible, running the eye under a tap for 20 minutes (only using a mild flow), holding the eye open trying not to rub the eye until it is better Primary 47
Eye injuries (2) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that it is important to get emergency help if: a strong chemical has got in the eye (keep rinsing the eye with water while waiting for help) something has pierced the eye something has hit the eye at high speed We should also get emergency help if, after an injury: our eyesight changes we feel sick, have a headache, high temperature or sensitivity to light we cannot move the eye blood or pus is coming from the eye Primary 48
Burns and scalds (1) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Explain that burns and scalds are skin damage caused by heat. Burns are caused by dry heat (e.g. fire). Scalds are caused by wet heat (e.g. boiling water). Teach pupils that if someone is burned, they should: get them away from the source of heat run the burn under cool/lukewarm water for 20 minutes (and not use ice or greasy substances) remove clothing or jewellery near the burn (but not remove anything that is stuck to the skin) keep the person warm with a blanket cover the burn with cling film or a clean plastic bag Primary 49
Burns and scalds (2) STATUTORY GUIDANCE Know concepts of basic first-aid, for example dealing with common injuries, including head injuries. Teach that some minor burns can be treated at home, if the burn is kept clean. People should not apply creams or burst any blisters that appear. Explain that pupils should always get emergency medical help for: any burns that are bigger than the person s hand chemical and electrical burns burns that cause white or charred skin burns that cause blisters on the face, hands, arms, feet, legs or genitals people who have breathed in fumes or smoke Primary 50
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