INSPIRING LEARNING AND SKILLS - FutureQuals · 2018. 11. 15. · EMERGENCY FIRST AID AT WORK SCQS...

EMERGENCY FIRST AID AT WORK SCQS LEVEL 6

Qualification SpecificationQualification Recognition Number: R538 04Qualification Reference: SL6AEFAW

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SL6AEFAW_V2_08/11/2018 (R538 04 )Qualification Specification | 1

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without prior written permission of the copyright owner. Enquiries should be addressed to Future Awards and Qualifications. Copyright © Future (Awards and Qualifications) Ltd 2018


Version Control Information

Document details Document name Emergency First Aid at Work at SCQF Level 6- Specification

R538 04

Purpose of document Qualification specification, component contents, assessment guidelines and information for centres.

Change applied to existing version

SL6AEFAW_V1_01/10/2017

Document owner Product Development Team

Version history

New version number after amendment

Date amended Section Details of change/s

SL6AEFAW_V2_08/11/2018 November 2018 3.2

4

Clarification added to centre’s initial assessment of learner requirements.

Change in terminology (QMIS)


Contents Section One ...................................................................................................................... 5

Centre Requirements ......................................................................................................................... 5

1.1 Introduction .................................................................................................................................. 5

1.2 Data protection ............................................................................................................................. 6

1.3 Complaints .................................................................................................................................... 6

1.4 Enquiries ....................................................................................................................................... 6

Section Two...................................................................................................................... 7 Qualification Information ................................................................................................................... 7

2.1 Qualification Outline ..................................................................................................................... 7

2.2 Unit Specifications ........................................................................................................................ 9

Section Three ................................................................................................................. 12 Centre Information ........................................................................................................................... 12

3.1 Centre Operations Manual ......................................................................................................... 12

3.2 Initial Assessment and Centre Learner Support ......................................................................... 12

3.3 Identification Requirements and Learner Authenticity .............................................................. 13

3.4 Legal Considerations ................................................................................................................... 14

3.5 Additional Approval Requirements ............................................................................................ 14

3.6 Delivery via Blended learning ..................................................................................................... 14

Section Four ................................................................................................................... 16 QMIS: Qualification Management Information System ................................................................... 16

4.1 Registration & Certification - Introduction to QMIS ................................................................... 16

4.2 Learner Registration ................................................................................................................... 16

4.3 Certification ................................................................................................................................ 17

4.4 Replacement Certificates ............................................................................................................ 17

4.5 Unit Certification ........................................................................................................................ 17

Section 5 ........................................................................................................................ 18 Assessment Overview ....................................................................................................................... 18

5.1 Planning for evidence ................................................................................................................. 18

5.2 Assessing the evidence ............................................................................................................... 18

5.3 Assessment ................................................................................................................................. 18

5.4 Evidence ...................................................................................................................................... 18

5.5 Assessment Principles................................................................................................................. 19

Section Six ...................................................................................................................... 27 Centre Staffing .................................................................................................................................. 27

6.1 Centre Staffing ............................................................................................................................ 27


6.2 Criteria for Trainers/Assessors ................................................................................................... 27

6.3 Internal Quality Assurance ......................................................................................................... 27

6.4 Criteria for External Quality Assurance ...................................................................................... 27

6.6 Facilities/Resources/Safety Considerations ............................................................................... 28

6.6 Monitoring the skills of trainers ................................................................................................. 28

6.7 Centre Complaints procedure .................................................................................................... 28

6.8 Syllabus ....................................................................................................................................... 28

6.9 Lesson plans ................................................................................................................................ 29

6.10 Preparation and planning ......................................................................................................... 29

6.11 Effective delivery ...................................................................................................................... 29


Section One Centre Requirements 1.1 Introduction Introduction to FutureQuals FutureQuals is forward thinking, learner and customer-focused, and committed to delivering inspiring learning and skills. Our Values “We are a Visionary, Supportive, Innovative and Professional Awarding Organisation that is committed to excellence.” Our Vision “We envisage a place in which every learner realises their full potential.” Our Mission “To provide respected and valued qualifications and assessment to enable quality assured learning.” FutureQuals is recognised to deliver regulated qualifications by Ofqual in England, CCEA Regulation in Northern Ireland, the Scottish Qualifications Authority (SQA Accreditation) and Qualifications Wales to offer a comprehensive and diverse range of qualifications across a wide range of vocational areas many of which are transferable across industries and sectors. A full list of FutureQuals current qualifications can be accessed at https://www.futurequals.com We have developed a genuine understanding and insight into all types of educational organisations, which ensures that we are highly responsive to their needs. We offer a wide range of benefits and support for our learners, our approved centres, and their assessment and quality assurance teams. FutureQuals offers a wide range of benefits and support for all of our educational products and services including:

• Vocational qualifications accredited by the UK regulators and recognised by employers, universities and professional bodies

• 24/7 online management systems for the registration of learners, ensuring highly efficient services and access to assessment and results

• A diverse range of qualifications • A flexible approach to assessment • A network of professionals who examine and quality assure our regulated qualifications and

assessments • Regular updates on new developments in education and training • Unrivalled customer service support and extensive guidance materials.

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Introduction to Qualification Specification Welcome to the FutureQuals Specification for the Emergency First Aid at Work at SCQF Level 6. The aim of this specification is to provide our centres with guidance to assist in the administration, delivery and assessment of this qualification. It is recommended that you study this specification in detail and become fully conversant with the procedures and accompanying documents. This specification is a live document and, as such, will be updated when required. Centres will be notified when changes are made. It is the responsibility of the approved centre to ensure the most up to date version of the Approved Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use.

1.2 Data protection

FutureQuals is registered with the Data Protection Act and handles all data in accordance with the required procedures of the Act. 1.3 Complaints

FutureQuals aims to constantly monitor the levels of service provided and report on performance indicators on a regular basis. We will endeavour to be open about the levels of service we aim to offer all our customers. However, if we fall short of expectations or our own standards, we want to give the opportunity for those affected to provide feedback so we can put things right. Our Complaints Policy, which includes information on how to make a complaint, can be found on the FutureQuals website. 1.4 Enquiries Any enquires relating to this qualification should be addressed to: Future (Awards and Qualifications) Ltd EMP House Telford Way Coalville Leicestershire LE67 3HE Tel: 01530 836662 Fax: 01530 836668 E-mail: [email protected] Website: https://www.futurequals.com/

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Section Two Qualification Information 2.1 Qualification Outline Purpose and Aims The purpose of the Emergency First Aid at Work at SCQF Level 6 is to provide learners with the skills, knowledge and understanding to provide appropriate care and manage life threatening conditions, minor illness and injuries. Where an organisation's risk assessment of First Aid needs identifies that there is a requirement for Emergency First Aid at Work qualified staff, the Emergency First Aid at Work at SCQF Level 6 meets the requirements of the Health and Safety Executive (HSE) First Aid Regulations. All learners will have the knowledge and skills required to provide Emergency First Aid in an occupational setting in a prompt, safe and effective manner. This qualification has been accredited by SQA Accreditation and may be eligible for public funding. Each unit within the qualification and the qualification itself will have a unique reference number which is listed in this specification. The qualification title and unit reference numbers will appear on the learners’ final certification document. Learners need to be made aware of this when they are recruited by the centre and registered with FutureQuals. Suitable for age ranges: 16-18, 18+ 19+ Method of assessment: Portfolio of Evidence. This qualification is internally assessed and internally quality assured by Centre staff and externally quality assured by FutureQuals External Quality Advisors (EQAs). Group Qualification Code: Emergency First Aid at Work at SCQF Level 6 Credits: Credits gained from achievement of this qualification: 1 Credit Qualification Level: This qualification has been listed on the Scottish Credit and Qualification Framework (SCQF) at: Level 6 Guided learning hours: The guided learning hours (GLH) for this qualification are: 10 Grading: Assessment is competent / not competent. There is no grading. Entry guidance: There are no formal qualification entry requirements that a learner must have completed before taking this qualification and no requirement for learners to have prior skills, knowledge or understanding. Opportunities for progression: Learners who achieve the Emergency First Aid at Work at SCQF Level 6 may progress onto other related qualifications within first aid and employment either paid or voluntary.


Tutor/Assessor/Learner Ratio: To ensure there is appropriate support for and monitoring of Learners during practical sessions the delivery of the qualification Future recommend to operate at a maximum ratio of one qualified Tutor/Assessor to a maximum of 12 Learners. Scottish Candidate Number (SCN): Where a learner has a SCN, you should enter their number in the SCN field of the entry form.


2.2 Unit Specifications


Unit: Emergency First Aid in the Workplace Unit Reference Number: UL20 04 SCQF Level: 6 SCQF Credit: 1 Unit Summary Purpose of the unit is for the learner to attain knowledge and practical competences required to deal with a range of workplace first aid situations. This unit meets First Aid at Work Health and Safety (First Aid) Regulations 1981 Guidance on Regulations (L74) Resuscitation Council (UK) Guidelines First Aid at Work Health and Safety (First Aid) Regulations 1982 (Northern Ireland). This unit forms part of the Emergency First Aid at Work (EFAW) and First Aid at Work (FAW) qualifications. Assessment Guidance This Unit should be delivered, assessed and quality assured in accordance with Assessment Principles for Regulated First Aid Qualifications. Simulation is permitted in this unit. The following ACs must be assessed by practical demonstration: 2.1, 2.2, 3.2, 3.4, 4.2 and 5.2. Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the role and responsibilities of a first aider

1.1 Identify the role and responsibilities of a first aider 1.2 Identify how to minimise the risk of infection to self and others 1.3 Identify the need for consent to provide first aid

2 Be able to assess an incident 2.1 Conduct a scene survey 2.2 Conduct a primary survey of a casualty 2.3 Summon appropriate assistance when necessary

3 Be able to provide first aid to an unresponsive casualty

3.1 Identify when to administer Cardio Pulmonary Resuscitation (CPR) 3.2 Demonstrate CPR using a manikin 3.3 Justify when to place a casualty into the recovery position 3.4 Demonstrate how to place a casualty into the recovery position 3.5 Identify how to administer first aid to a casualty who is experiencing a seizure

4 Be able to provide first aid to a casualty who is choking

4.1 Identify when choking is: • mild • severe


4.2 Demonstrate how to administer first aid to a casualty who is choking

5 Be able to provide first aid to a casualty with external bleeding

5.1 Identify the severity of external bleeding 5.2 Demonstrate how to control external bleeding

6 Know how to provide first aid to a casualty who is in shock

6.1 Recognise a casualty who is suffering from shock 6.2 Identify how to administer first aid to a casualty who is suffering from shock

7 Know how to provide first aid to a casualty with minor injuries

7.1 Identify how to administer first aid to a casualty with:

• small cuts • grazes • bruises • small splinters

7.2 Identify how to administer first aid to a casualty with minor burns and scalds.

Additional Information Role and Responsibilities may include reference to: preventing cross infection; the need for recording incidents and actions; safe use of available equipment; assessing an incident; summoning assistance; prioritising treatment; dealing with post incident stress. Others may include: casualty receiving first aid; work colleagues; other people within the workplace environment. Consent: learners should be aware of the need for consent on a continual basis when providing first aid. Implied consent can be assumed when treating an unresponsive casualty. When necessary: learners should be able to evaluate a situation to determine when to summon further assistance and what type of assistance to request. When to administer Cardio Pulmonary Resuscitation: must include agonal gasps. CPR must include: ‘correct placement of AED pads’ and ‘follows AED instructions’. Recovery Position: a position that maintains a stable open draining airway. Administer first aid: provide appropriate help to a casualty, manage the situation and seek appropriate assistance when necessary. Seizure: relates to a generalised seizure. First aiders should be suspicious of cardiac arrest in any casualty presenting with seizure. Shock: hypovolaemic shock (resulting from blood loss).


Section Three Centre Information 3.1 Centre Operations Manual Information regarding centre support, learner registration, certification, reasonable adjustments and special consideration, complaints and appeals can be found in the Centre Operations Manual. 3.2 Initial Assessment and Centre Learner Support It is important that centres carry out an initial assessment to identify what knowledge and degree of skills the learner already has, and to identify if any support or reasonable adjustments will be required to enable them to be assessed fairly. This may, for example, include an assessment of minimum core personal skills in English, Mathematics and ICT. This should be recorded so that centres can identify any associated needs and record this in appropriate plans. This will help in planning the learning programme. It is important at the initial assessment stage to ensure that learners commence a programme at the appropriate level. Centres should assess each learner’s potential and make a professional judgement about his/her ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of:

• the support available to the learner within the centre during his/her programme of study • any specific support that might be necessary to allow the learner to access the assessment

for the qualification • diagnoses of the requirements of the learner, making use of specialist advice from external

sources, as appropriate. Centres should identify any learner requirements and how they may affect successful completion of the particular programme. Programme teams should refer closely to the qualification specifications when discussing possible options for learners. They should advise learners on the appropriateness of the qualification to the learner and identify more suitable qualifications if necessary. It is our intention that there should be no discrimination on the grounds of a protected characteristic. FutureQuals and approved centres have a responsibility to ensure that the process of assessment is robust and fair and allows a learner to show what they know and can do without compromising the assessment criteria. Details on how to make adjustments for learners to ensure fair access to assessment is set out in the FutureQuals Reasonable Adjustment and Special Considerations Policy.

https://www.futurequals.com/wp-content/uploads/2018/05/CentreOperationsManual.pdf


3.3 Identification Requirements and Learner Authenticity Identification Requirements It is a centre’s responsibility to confirm the identity of a learner as part of its registration process. A centre may do this by requesting sufficient personal data and a unique learner number (ULN) to ensure the learner can be clearly and uniquely identified. The use of a ULN is now a mandatory requirement for publicly funded education and when submitting Individualised Learner Record (ILR) returns. Centres must have systems in place to ensure that an individual completing an assessment is the person he/she is claiming to be. Therefore, centres are required to ensure that each learner’s identification is checked and that the type of identification provided by each learner is recorded before assessments are undertaken. FutureQuals External Quality Assurers will check this record during quality assurance monitoring activities. The following would be permitted proof of a learner’s Identity: • a valid passport (any nationality) • a signed UK photo card driving licence • valid warrant card issued by HM Forces or the Police • other photographic ID card, e.g. employee ID card (must be current employer), student ID

card, travel card • UK biometric residence permit. If an assessment is taking place in a learner’s place of work and a learner is unable to supply any of the above, authentication of a learner’s identity by a third-party representative, for example his/her line manager or a member of his/her workplace Human Resources Team can be accepted. Learner Authenticity It is a regulatory requirement that every assessment submission is authenticated as the work of the named learner whether submitted to a centre or to FutureQuals. Therefore, the FutureQuals Evidence Logbook requires that a declaration of authenticity is signed by a learner for each assessment submitted. By signing the declaration, a learner is acknowledging that if the statement is untrue, an assessment breach has been committed. If a centre uses electronic systems or e-portfolios, an alternate form of formal declaration of authenticity must be completed with each assessment that is submitted. If a centre uses its own version of the FutureQuals Evidence Logbook it must ensure that the version used captures the same information i.e. the assessment method, evidence reference, the assessor’s decision (including the signature and date to evidence completion assessment) and the learner’s declaration of authenticity.


Any submission that does not carry a formal declaration of authenticity will not be externally quality assured. If an alternate formal declaration of authenticity is completed by a learner it must, as a minimum, include the statement: Statement of confirmation of authenticity I declare that the work presented for this component is entirely my own work. The learner must sign and date the declaration. 3.4 Legal Considerations Learners and centres should be aware of regulations affecting those who deal with children, young people and vulnerable adults in the country the qualification is delivered in. The Prevent Duty Guidance available from the Home Office, makes clear the important role of further education leaders in stopping extremists seeking to radicalise learners on campuses and in supporting learners at risk of extremist influences. Ofsted has responsibility for monitoring the Prevent Duty in publicly funded further education and skills providers. 3.5 Additional Approval Requirements Centers wishing to offer this qualification must also meet the training standard for delivery of emergency first aid at work courses for the purposes of the Health and Safety (First-Aid) Regulations 1981. This will require a pre and post approval visit before registration of learners can take place. Early dialogue with Future is essential. This document is downloadable from the future website. 3.6 Delivery via Blended learning Centres may choose to deliver this qualification via blended learning. ‘Blended learning’ means the combination of delivery by face-to-face methods and learner self-study.

• The time taken to complete the first aid course should not be reduced. There may be a benefit in flexibility but blended learning should not reduce the overall time required to take the course.

• The employer should provide paid time for the employee to undertake the training. The

employee should not be required to take the distance-learning element of the course in their ‘own’ time.

• Following completion of the distance element of learning, the learner must be assessed by a

suitably qualified first aid assessor (who has qualifications and experience as described in the First Aid Assessment Principles document). The first aid assessor must satisfy him/herself that all the assessment criteria for the learning outcomes delivered via distance learning have been met. Auditable evidence should be generated. It is the centres responsibility to confirm the identity of the learner and the authenticity of the evidence.

• The assessment should be quality assured following national occupational standards (NOS).


• A minimum of two-thirds of the training time should be face-to-face learning (e.g. EFAW 4 hours minimum face-to-face).

• The general practical elements of the training course are the learning outcomes that should

be delivered and assessed face-to-face. When delivering blended learning, personnel competency requirements must be met and learner support systems must be provided in line with the Centre Guidance contained in this document. Such requirements include the allocation of a mentor to actively support each learner, the usage of qualified and experienced teachers for delivery and assessment and the initial assessment of learners prior to commencement of the course. Learners should be given access to an adequately resourced centre where they will be given this support and where they can complete. It is important to note that delivery entirely via distance learning is not appropriate, due to these requirements. If you are delivering these courses via blended learning, you may be using learning and assessment materials produced by a training provider. Any training materials used for assessment purposes must either be endorsed by FutureQuals beforehand or approved by the FutureQuals External Quality Assurer prior to their usage. Likewise, plans of assessment and assignment tasks must be approved to FutureQuals prior to the first assessment being undertaken by the learners. This approval process will be carried out by the External Quality Assurer either electronically (or using other forms of correspondence), or at an initial moderation visit. Materials for approval can be sent directly to FutureQuals.


Section Four QMIS: Qualification Management Information System 4.1 Registration & Certification - Introduction to QMIS

QMIS is our online Qualification Management Information System, which all our approved centres are required to use as part of the administration processes. In QMIS you will be able to:

• Register your learners

• Track the progress of your learners

• Register grade results for certification Only appointed persons authorised by the Centre Coordinator will be granted access to QMIS. The named person(s) will be given a username and password in order to gain access to QMIS and they will receive full training and support from a member of the administration team at FutureQuals. For further information on QMIS, a Centre Guidance pack, including a User Guide for QMIS, is available for download at https://www.futurequals.com/ . 4.2 Learner Registration The Centre must register learners onto QMIS prior to the start date of the course and must ensure all details are complete and correct to avoid possible amendment charges. Centres must provide the following learner information: • First Name

• Surname

• Date of Birth

• Ethnic Origin

• Disability

• Scottish Candidate Number (SCN)

• Special Considerations Upon registration with FutureQuals, each Learner will be issued with a FutureQuals Learner Identification Number. This number will record the complete Learner journey form qualification through to certification. All subsequent qualifications will be linked to the Learner number with FutureQuals systems. The Approved Centre will receive email confirmation of the FutureQuals Identification Learner Number for each Learner registered and also a confirmation of registration on to the requested



qualification. 4.3 Certification FutureQuals will ensure all certificates are sent to print and dispatched within 5 working days after the grade results have been submitted into QMIS. The Approved Centre will be notified immediately if there is any reason for a delay. FutureQuals delivers all certificates to the Approved Centre’s examinations office using a recorded delivery service where a signature is required upon receipt. In the unlikely event that certificates have been lost during delivery, the centre must inform FutureQuals as soon as they are aware. 4.4 Replacement Certificates In the event that Replacement Certificates are required, the Approved Centre must complete and return the Replacement Certificate form which can be downloaded from the FutureQuals website at: https://www.futurequals.com/ Any associated fees are detailed in the FutureQuals Qualification and Price List which can also be found on the FutureQuals website. 4.5 Unit Certification With multiple unit qualifications, the learner may ask for unit Certification. However, all assessment components must be passed within the unit and pass the centre quality assurance process before the unit certificate will be released.



Section 5 Assessment Overview 5.1 Planning for evidence Assessors must take responsibility for assessment planning with learners. This will involve agreeing a number of issues with learners including:

• finding the best source of evidence to use for particular units • finding the best way of assessing the learner • confirming the best times, dates and places for the assessments to take place. Assessors must make a note of their assessment planning and regularly give feedback to learners. 5.2 Assessing the evidence It is not necessary for learners to meet all the criteria every time they carry out an activity but it is necessary that all learners produce their own evidence to meet all assessment criteria. They must consistently provide enough evidence for assessors to believe that the learner is competent in their working environment. They must:

• plan with the learners • assess learner performance, knowledge and understanding • look at the evidence • question and give feedback to the learner working towards these qualifications.

They should also be satisfied that the learner has demonstrated competence when meeting the assessment criteria. All criteria must be completed before the assessor can sign the unit off as complete.

5.3 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 Assessment Criteria in the units must be achieved. Summative 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. You may use formative assessment during delivery of the qualification but this is not to be used in the assessment decisions of competence against the assessment criteria. 5.4 Evidence All evidence should be: • Valid - It relates to the Learning outcomes and Assessment criteria the learner is trying to

achieve and claim. • Authentic - The evidence, or an identified part of it (e.g. a report), was produced by the learner. • Sufficient - It must cover all the areas of competence being claimed for.


5.5 Assessment Principles The Emergency First Aid at Work at SCQF Level 5 must be assessed according to the Assessment Principles for First Aid Qualifications

Assessment Principles for Regulated First Aid Qualifications

2017 version 6 Introduction These Assessment Principles have been produced by the First Aid Awarding Organisation Forum (FAAOF) in cooperation with the Health and Safety Executive (HSE) and Qualification Regulators. These principles must be applied in addition to the generic criteria and regulations that Ofqual/SQA Accreditation/Qualifications Wales/CCEA Regulation require Awarding Organisations/Bodies meet for the delivery of regulated/accredited qualifications. Awarding Organisations/Bodies who follow these First Aid Assessment Principles should also participate in the First Aid Awarding Organisation Forum (FAAOF) in line with the FAAOF Terms of Reference. This document relates to First Aid Qualifications including but not limited to:

• First Aid at Work (FAW) • Emergency First Aid at Work (EFAW) • Paediatric First Aid (PFA) • Emergency Paediatric First Aid (EPFA)

This document 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


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 qualification/medical registration 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: • Providing an acceptable log of teaching first aid within the last 3 years

or • Providing an acceptable record of competently teaching theoretical and practical first

aid sessions under the supervision of a suitably qualified Trainer/Assessor Assessors Those involved in the assessment of these qualifications must have knowledge and competency in first aid as well as knowledge and competency to assess based on qualifications and experience. An acceptable portfolio must show: i. Occupational knowledge and competence in first aid - evidenced by:

• Holding a first aid at work qualification/medical registration 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.


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. Standards of first aid practice Skills and knowledge should 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.


Occupational Knowledge and Competence in First Aid - Appendix 1 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 qualification issued by an Ofqual/SQA Accreditation/Qualifications Wales/CCEA Regulation recognised Awarding Organisation/Body (or equivalent1) as follows:

Qualification delivered: Minimum qualification to be held by the Trainer/Assessor/IQA/EQA: 1

First Aid at Work or Emergency First Aid at Work

First Aid at Work

Paediatric First Aid or Emergency Paediatric First Aid

Paediatric First Aid or First Aid at Work

Or

• Current registration as a Doctor with the General Medical Council (GMC)2 Or

• Current registration as a Nurse with the Nursing and Midwifery Council (NMC)2 Or

• Current registration as a Paramedic with the Health and Care Professions Council (HCPC)2.

1 if the trainer/assessor/IQA/EQA holds a non-regulated first aid qualification the awarding organisation/body should undertake due diligence to ensure current occupational knowledge and competence.

2 registered healthcare professionals must act within their scope of practice and therefore have current expertise in first aid to teach/assess the subject.


Acceptable Training/Assessing Qualifications - Appendix 2 This list is not exhaustive but provides a guide to acceptable training and/or assessing qualifications. Trainers who also assess learner competence must hold a qualification (or separate qualifications) to enable them to perform both functions.

Qualification Train Assess* CURRENT QUALIFICATIONS (available for new trainers/assessors to undertake):

Level 3 Award in Education and Training

Level 4 Certificate in Education and Training

Level 5 Diploma in Education and Training

Level 3 Award in Teaching and Assessing in First Aid Qualifications (RQF)

Cert Ed/PGCE/B Ed/M Ed

SVQ 3 Learning and Development SCQF Level 8

SVQ 4 Learning and Development SCQF Level 9

TQFE (Teaching Qualification for Further Education)

Planning and Delivering Learning Sessions to Groups SCQF Level 6 (SQA Unit) SCQF Level 6 Award in Planning and Delivering Learning Sessions to Groups (SQA Accredited) L&D Unit 6 Manage Learning and Development in Groups SCQF Level 8 (SQA Accredited)

L&D Unit 7 Facilitate Individual Learning and Development SCQF Level 8 (SQA Accredited) L&D Unit 8 Engage and Support Learners in the Learning and Development Process SCQF Level 8 (SQA Accredited)

Carry Out the Assessment Process SCQF Level 7 (SQA Unit)

Level 3 Award in Assessing Competence in the Work Environment

Level 3 Award in Assessing Vocationally Related Achievement

Level 3 Award in Understanding the Principles and Practices of Assessment

Level 3 Certificate in Assessing Vocational Achievement L&D Unit 9DI Assess Workplace Competence Using Direct and Indirect Methods SCQF Level 8 (SQA Accredited)

L&D Unit 9D Assess Workplace Competence Using Direct Methods SCQF Level 7 (SQA Accredited)

OTHER ACCEPTABLE QUALIFICATIONS: 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

English National Board 998

Nursing mentorship qualifications

NOCN Tutor Assessor Award

S/NVQ level 3 in training and development

S/NVQ level 4 in training and development

PDA Developing Teaching Practice in Scotland’s Colleges SCQF Level 9 (SQA Qualification)

PDA Teaching Practice in Scotland’s Colleges SCQF Level 9 (SQA Qualification)

PTLLS (6 credits) Regulated Qualifications based on the Learning and Development NOS 7 Facilitate Individual Learning and Development or NOS 6 Manage Learning and Development in Groups

Training Group A22, B22, C21, C23, C24

Learning and Teaching – Assessment and Quality Standards SCQF Level 9 (SQA Unit) A1 Assess Candidates Using a Range of Methods or D33 Assess Candidates Using Differing Sources of Evidence

Conduct the Assessment Process SCQF Level 7 (SQA Unit)


A2 Assess Candidate Performance through Observation or D32 Assess Candidate Performance Regulated Qualifications based on the Learning and Development NOS 9 Assess Learner Achievement

*Assessors who do not hold a formal assessing qualification may alternatively attend First Aid Assessor CPD Training with an Awarding Organisation/Body.


Qualifications suitable for Internal Quality Assurance - Appendix 3 This list is not exhaustive but provides a guide to acceptable IQA qualifications:

L&D Unit 11 Internally Monitor and Maintain the Quality of Workplace Assessment SCQF Level 8 (SQA Accredited) Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice Conduct the Internal Verification Process SCQF Level 8 (SQA Unit) Regulated Qualifications based on the Learning and Development NOS 11 Internally Monitor and Maintain the Quality of Assessment V1 Conduct Internal Quality Assurance of the Assessment Process or D34 Internally Verify the Assessment Process Internally Verify the Assessment Process SCQF Level 8 (SQA Unit)

NOTE: IQA’s who do not hold a formal IQA qualification may alternatively attend Internal Quality Assurance CPD Training with an Awarding Organisation/Body.


Qualifications suitable for External Quality Assurance - Appendix 4 This list is not exhaustive but provides a guide to acceptable EQA qualifications:

L&D Unit 12 Externally Monitor and Maintain the Quality of Workplace Assessment SCQF Level 9 (SQA Accredited) Regulated 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 Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice Conduct External Verification of the Assessment Process SCQF Level 9 (SQA Unit) V2 Conduct External Quality Assurance of the Assessment Process or D35 Externally Verify the Assessment Process Externally Verify the Assessment Process SCQF Level 9 (SQA Unit)

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 EQA’s are following the principles set out in the current Learning and Development NOS 12 Externally monitor and maintain the quality of assessment.


Section Six

Centre Staffing 6.1 Centre Staffing Approved centres must ensure that there are a sufficient number of people either trained or qualified to assess the number of learners they anticipate to register. They must also ensure that there are a sufficient number of people either trained or qualified to internally verify for the number of learners and assessors. Approved centres must have verification systems and internal verifiers in place to ensure that all assessments are valid, reliable, authentic and sufficient, and also provide quality assured training for those people identified as being responsible for verification. There must be a standardisation system in place to ensure that all assessments are consistent and fair. The occupational expertise of those undertaking the roles of assessment and internal verification is one of the key factors underpinning valid, fair and reliable assessment. The integrity of assessments and verifications is of paramount importance. Therefore, centres must ensure that those undertaking the roles of verification and assessment maintain their skills, knowledge and understanding regarding assessment and verification and the associated qualification. Centres must also ensure that there is sufficient time to conduct effective assessment and internal verification. 6.2 Criteria for Trainers/Assessors Those involved in the training and assessment of these qualifications must have knowledge and competency in first aid as well as knowledge and competency to train and assess based on qualifications and experience. See section 5.5 Assessment Principles for Trainers/Assessors criteria. 6.3 Internal Quality Assurance Those involved in the internal quality assurance of these qualifications must be occupationally competent in first aid and competent in internal quality assurance. See section 5.5 Assessment Principles for Internal Quality Assurance criteria. 6.4 Criteria for External Quality Assurance Those involved in the external quality assurance of these qualifications must be occupationally competent in first aid and competent in external quality assurance. See section 5.5 Assessment Principles for External Quality Assurance criteria.


6.6 Facilities/Resources/Safety Considerations Any training or assessment site must meet the requirements of health and safety and accepted safe practice in the delivery of FutureQuals qualifications. Training and assessment must be able to provide a suitable teaching area/environment conducive to learners’ learning i.e. well lit, well ventilated, of adequate size and fit for purpose. Teaching and /or assessment sites must be able to provide the following resources: • Student/CPR Training manikins ratio of 4:1

• Rescue breathing face shields

• Medi-wipes

• First Aid Kit

• Triangular Bandages

• Sterile Gauze Pads

• Sterile Eye Pads

• Disposable gloves to be worn during all practical sessions

• Sterile adhesive dressings

It is important there is a sufficient range of equipment to support all elements of the training. Where appropriate, there should be procedures in place for maintaining hygiene when using equipment.

6.6 Monitoring the skills of trainers There should be a quality assurance plan, which includes provision for monitoring the skills of trainers at least once a year. A copy of the monitoring assessment should be put in the relevant trainer’s portfolio. There should be a course evaluation procedure, based on learner feedback, covering at least: • the ability of trainers;

• structure and content of the course;

• the equipment used;

• the training premises used.

6.7 Centre Complaints procedure Training centres should have a complaints procedure which is given to each learner before training begins. 6.8 Syllabus The course content is made up of the learning outcomes and assessment criteria for the units that make up the qualification. The training should include all these elements but where practicable, can be tailored to meet the needs of individuals and/or their employers.


6.9 Lesson plans There needs to be a lesson plan for each syllabus topic, containing aims, objectives and outcomes. A combination of theory and practical tests will help the trainer assess each learner’s understanding of a given topic. 6.10 Preparation and planning Are there adequate and sufficient training aids for the course? Training aids should be appropriate and clearly contribute towards achievement of the stated objectives. All learners should benefit from the training aids used.

Is the classroom conducive to effective teaching and learning? All learners require their own working area. They should be able to hear and see the trainer at all times. There should be adequate space for theory and practical work to facilitate effective learning.

Are lesson plans of sufficient quality and detail? If a lesson plan has no strict format, it is recommended that it includes: • time allocated for each session; • learning objectives (a statement to show what the learner is expected to achieve by the end of

the session); • trainer and learner activities during the session; • teaching methods and equipment to be used; • a method of assessing the learner’s understanding. 6.11 Effective delivery Is there an effective introduction to each topic? The trainer should introduce each topic effectively. This will enable the learner to understand the objectives of each session.

Is the lesson plan followed? It is important to follow the lesson plan. Every learner group has different learning needs and abilities. The trainer should be aware of this and make allowances when applying the constraints of the lesson plan.

Is the overall timetable followed? The trainer should ensure that all training follows the specified timescales. Session times should follow the lesson plans and course syllabus. Overrunning may affect subsequent sessions and proper delivery of their content. Is training producing a good level of interaction? The trainer should encourage and ensure full participation and involvement of all learners in all aspects of the training. It is recommended that a single trainer teaches no more than 12 learners so each individual receives an appropriate level of support.

Does the trainer ensure that every learner achieves the stated outcomes? Assessments should be continuous to make sure the learner has gained the relevant knowledge, skills and understanding relating to each element of the course. Only when they can demonstrate this, should they move to the next subject area. Assessment methods recorded in lesson plans may include theory tests, practical work or question and answer sessions, as appropriate.

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Future (Awards and Qualifications) LtdEMP House, Telford Way, Coalville,Leicestershire, LE67 3HE

Telephone: 01530 836662Fax: 01530 836668Email: [email protected]

Future QualsINSPIRING LEARNING AND SKILLS

TM

Section OneCentre Requirements1.1 Introduction1.2 Data protection1.3 Complaints1.4 Enquiries

Section TwoQualification Information2.1 Qualification Outline2.2 Unit Specifications

Section ThreeCentre Information3.1 Centre Operations Manual3.2 Initial Assessment and Centre Learner Support3.3 Identification Requirements and Learner Authenticity3.4 Legal Considerations3.5 Additional Approval Requirements3.6 Delivery via Blended learning

Section FourQMIS: Qualification Management Information System4.1 Registration & Certification - Introduction to QMIS4.2 Learner Registration4.3 Certification4.4 Replacement Certificates4.5 Unit Certification

Section 5Assessment Overview5.1 Planning for evidence5.2 Assessing the evidence5.3 Assessment5.4 Evidence5.5 Assessment Principles

Section SixCentre Staffing6.1 Centre Staffing6.2 Criteria for Trainers/Assessors6.3 Internal Quality Assurance6.4 Criteria for External Quality Assurance6.6 Facilities/Resources/Safety Considerations6.6 Monitoring the skills of trainers6.7 Centre Complaints procedure6.8 Syllabus6.9 Lesson plans6.10 Preparation and planning6.11 Effective delivery

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