Skills for Life: Basic First Aid
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Agored Cymru.
Basic First Aid is one of 30 Skills for Life units in Agored Cymru's Skills Suite, offered at Entry 1, Entry 2, Entry 3, Level 1 and Level 2, each a separate 20 hour unit that learners combine with others into a Skills for Life, or Skills for Life and Work, Award, Certificate or Diploma. Learners carry out a primary survey, respond to an unresponsive casualty, use the recovery position, call for help, treat wounds, nosebleeds and burns and, at Level 1 and Level 2, recognise the signs of acute illnesses such as a stroke, anaphylaxis and a cardiac arrest. Practical work is shown in role play, recorded on video or annotated photographs with an assessor observation statement, and the centre marks the task within Agored Cymru's mandatory Summative Assessment Package. Digital demand is low: no criterion asks for digital work, and the digital links are recording and submitting the prescribed video or photographic evidence, checking current first aid guidance online, using apps for emergency readiness, and the ban on AI in the summative task.
- Corff dyfarnu
- Agored Cymru
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes at each Entry level: know the steps to providing first aid, be able to respond when an individual is unresponsive, and be able to respond to injuries. Entry 1 (Unit ID CDR883, Unit Code PV3E1CY002) learners identify situations such as cuts, grazes, burns and scalds, list ways to get help, indicate how to help place someone in the recovery position, give an example of what to tell those helping, and demonstrate washing hands, helping to apply a dressing and helping someone with a nosebleed. Entry 2 (CDR882, PV3E2CY002) learners also list the checks before giving first aid, including environment, airway, breathing, circulation and consent, indicate how to call 999, and demonstrate the recovery position, applying a dressing and helping with a nose bleed. Entry 3 (CDR881, PV3E3CY002) learners give examples of when first aid is needed, outline checks including medication, outline how to respond to an unresponsive person according to current accepted guidelines, and demonstrate the recovery position, calling for help, hygienic dressing of a wound and treating minor burns. At every Entry level the prescribed method is role play recorded on video and/or annotated photographs with an assessor observation statement for LO2 and LO3. The centre devises the task within Agored Cymru's mandatory Summative Assessment Package, marks it internally, and Agored Cymru moderates it. 20 guided learning hours and 2 credits at each level, graded Pass or Fail.
- Level 1 and Level 2: Four learning outcomes at each level: the primary survey, responding when an individual is unresponsive, responding to external bleeding and wounds, and the signs of acute illnesses. Level 1 (Unit ID CDR880, Unit Code PV31CY003) learners outline the six steps of a primary survey, demonstrate checks on an unresponsive casualty, the recovery position, controlling bleeding including nosebleeds and applying wound dressings, outline the treatment of burns and how to respond to head injuries, and outline the signs of 6 acute illnesses from an asthma attack to a cardiac arrest. Level 2 (CDR879, PV32CY001) learners describe the six steps, demonstrate the checks and recovery position including when an individual is unconscious or having a seizure, describe precautions with wounds, demonstrate controlling a nosebleed and applying and checking dressings, describe treating grazes, minor cuts, bruises and minor burns, and describe the signs of 8 acute illnesses, including mild and severe choking in adults. The prescribed method is role play recorded on video and/or annotated photographs with an assessor observation statement, for LO2 and LO3 at Level 1 and for LO2 and AC 3.2 and 3.4 at Level 2. The centre devises the task within the mandatory Summative Assessment Package, marks it internally, and Agored Cymru moderates it. 20 guided learning hours and 2 credits at each level, graded Pass or Fail.
Y sgiliau digidol yn y cymhwyster hwn
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Recording role play evidence on video or annotated photographs
At every level the practical criteria must be evidenced by role play recorded on video and/or annotated photographs, with an assessor observation statement. Learners or staff capture the recovery position, dressings and nosebleed care, then label each photograph or clip so the steps and their order are clear. Because Entry 2 learners list consent as a check before first aid, and role play involves a partner, recording should be done with the partner's agreement and stored securely by the centre.
DCF: Creu cynnwys digidol, Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils take 3 photographs of a partner showing the steps of washing hands, then add a caption to each one saying what is happening.
- Blwyddyn 8
- Pupils film a 1 minute role play of placing a partner in the recovery position, trim the clip and add a title, after agreeing with the partner how it will be used.
- Blwyddyn 9
- Pupils annotate a set of photographs of a dressing being applied, numbering the steps and labelling what to check afterwards, and discuss who should be allowed to see the images.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Basic First Aid, Prescribed Assessment Methods, pages 18, 21, 23, 25 and 27; Section One, Resource Requirements, page 7
“Role-play - video and/or annotated photographic evidence with assessor observation”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy’n gallu deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.
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Saving and submitting evidence in a permitted digital format
Learners submit evidence as digital or written documents, audio, video, or an e-portfolio through online submission, and a unit may have two tasks where the evidence is in different formats. Learners need to save, name and upload video, photographs and documents so the assessor and moderator can find them. The format rules are part of the mandatory Summative Assessment Package.
DCF: Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils save a photograph and a short document about a first aid kit into a named folder, using clear file names.
- Blwyddyn 8
- Pupils upload a short video and a captioned photograph to the school's online learning platform and check that both open.
- Blwyddyn 9
- Pupils build a simple e-portfolio page for a first aid project, with each piece of evidence labelled, in date order, and an earlier version restored from version history.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Appendix A, Permitted evidence types, page 106; Section Five, page 97
“E-portfolio, through online submission.”
Cam cynnydd 3
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
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Producing own reference materials without AI
Learners must prepare their own reference materials before the summative task, and AI tools must not be used at all. Teachers may give general guidance only before the task starts. Notes taken from websites must be in learners' own words, and copying them is not the learner's own work. This is an assessment rule of the Summative Assessment Package rather than an assessment criterion.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a one page revision card on treating a minor burn in their own words, writing the website name under each fact they used.
- Blwyddyn 8
- Pupils discuss why handing in an AI written answer about the recovery position would not be their own work, then write their own version from class notes.
- Blwyddyn 9
- Pupils prepare a reference sheet on the signs of a stroke from 2 trusted websites, rewrite it in their own words and list the sources at the bottom.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Appendix A, Resources and AI, Teacher support and feedback, page 106
“AI tools must not be used at all.”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Checking current first aid guidance from reliable sources
Entry 3 learners outline how to respond to an unresponsive person according to current accepted guidelines, and the unit's map says it supports using digital tools to access first aid resources and training. The specification expects learners to be able to do basic internet research. Checking that guidance is current and from a trusted body helps at every level, but no criterion asks learners to search online, so this is taught, not assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils compare a first aid page from the NHS with one from an unknown blog and decide which to trust and why.
- Blwyddyn 8
- Pupils search for how to help someone with a nosebleed, try 2 different sets of keywords, and record the date and author of the best result.
- Blwyddyn 9
- Pupils check a classmate's poster on the recovery position against current guidance from a recognised first aid organisation and suggest corrections with a link to the source.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Basic First Aid, Entry 3, AC 2.1, page 22; Cross curricular map, Digital Competence, page 29; Section One, Resource Requirements, page 7
“Supports use of digital tools to access first aid resources”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Using phones and apps to get help and stay ready
Entry 2 learners indicate how to call for help by dialling 999, giving their location, explaining the situation and answering questions, and the unit's map says it encourages the use of apps and online learning for emergency readiness. Knowing how a phone can share a location in an emergency, and when sharing a location is a risk, supports this. No criterion asks learners to use an app, so this is taught, not assessed.
DCF: Iechyd a lles, Hunaniaeth, delwedd ac enw da, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils list ways a mobile phone can help in an emergency, such as calling 999 or using the emergency contacts on a locked screen.
- Blwyddyn 8
- Pupils discuss the benefits of sharing a phone's location with the emergency services and the risks of sharing it on social media.
- Blwyddyn 9
- Pupils review a free first aid app, judge whether its advice is clear and trustworthy, and present a short recommendation to the class.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Basic First Aid, Entry 2, AC 2.3, page 25; Cross curricular map, Digital Competence, page 29
“Encourages use of apps and online learning for emergency”
Cam cynnydd 3
Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.
Rwy'n gallu nodi manteision a risgiau dyfeisiau symudol sy'n cyhoeddi lleoliad y defnyddiwr/dyfais.
Cam cynnydd 4
Rwy’n gallu deall bod ffotograffau, lleoliadau a thagiau yn gallu cael eu tracio ar-lein ac yn gallu gwneud dewisiadau deallus yn unol â hynny.
Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.
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Setting out first aid steps in order as a flowchart
The amplification repeatedly asks for the steps to be taken and in what order, from the six steps of a primary survey at Level 1 and Level 2 to the recovery position, dressings and nosebleeds at Entry level. A first aid procedure works like an algorithm: changing the order, for example opening the airway before checking for danger, changes the outcome. The ordering is assessed through the first aid criteria, but turning it into a flowchart is a teaching approach, so this is taught, not assessed.
DCF: Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils put cards showing the steps of helping someone with a nosebleed in order and explain what goes wrong if 2 steps are swapped.
- Blwyddyn 8
- Pupils draw a flowchart of the primary survey with a decision box for whether the casualty responds.
- Blwyddyn 9
- Pupils find and correct the deliberate errors in a flowchart for responding to an unresponsive casualty, then test it by following it in a role play.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Basic First Aid, Level 2 AC 1.1 and 2.2, pages 17 and 18; Entry 2 AC 2.2, 3.2 and 3.3, page 25; Entry 1 AC 3.2 and 3.3, page 27
“What steps should be taken and in what order.”
Cam cynnydd 3
Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.
Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.
Cam cynnydd 4
Rwy'n gallu creu model syml neu algorithm annibynnol.
Rwy'n gallu canfod a chywiro camgymeriadau mewn algorithmau.
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Designing a simple digital first aid awareness resource
The unit's map says it encourages learners to design simple awareness campaigns or safety resources and to inspire practical uses of first aid knowledge. A short digital poster, leaflet or presentation on, for example, the signs of a stroke or what to put in a first aid kit suits this. No criterion asks for a resource, so this is taught, not assessed.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a digital poster for the classroom showing what is in a first aid kit, with labelled images.
- Blwyddyn 8
- Pupils design a slide for the school screens on what to do for a minor burn, choosing fonts and images that younger pupils can read quickly.
- Blwyddyn 9
- Pupils create a short awareness campaign on the signs of anaphylaxis for a younger year group, ask for feedback and improve it.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Basic First Aid, Cross curricular map, Creativity and Innovation, page 28
“Encourages learners to design simple awareness campaigns or safety resources”
Cam cynnydd 3
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
Da gwybod
- Each level is a separate unit with its own Unit ID, from CDR879 at Level 2 to CDR883 at Entry 1, and each has "GLH 20" and "Credit: 2" (Basic First Aid, pages 17, 20, 22, 24 and 26).
- A learner can count the unit once only: "multiple levels of the same unit title are not permitted" (Unit aggregation, page 9), and "Each unit is graded as Pass / Fail." (Section Five, page 97).
- The practical evidence is prescribed: "Role-play - video and/or annotated photographic evidence with assessor observation" is required for LO2 and LO3 at Entry 1 to Level 1 and for LO2 and AC 3.2 and 3.4 at Level 2 (pages 18, 21, 23, 25 and 27).
- Centres need equipment: there are minimum resource requirements, "including a typical first aid kit" with bandages, dressings and material to control a nosebleed (pages 19, 21, 23, 25 and 27).
- Learners need devices: they must have digital technology able to "record video content" (if applicable) and to do basic internet research (Resource Requirements, page 7).
- AI is banned in the summative task: "AI tools must not be used at all." and "Learners must produce their own reference materials" (Appendix A, page 106).
- Evidence formats are fixed: digital or written documents, audio, video, or "E-portfolio, through online submission." (Appendix A, page 106), and "20 GLH incorporates assessment time of no more than 60 minutes." (page 106).
- There is one attempt: "There are no resubmission opportunities available for these qualifications." (Resubmissions, page 99), and "Drafting and redrafting are not permitted in this summative task." (Appendix A, page 106).
- Practical evidence can come from outside school: "a qualified person could sign off/authenticate the observational evidence" for learners who attend a first aid volunteer group, by arrangement with Agored Cymru's Quality Team (Section Five, page 97).
- The unit text points to a missing reference: assessors should "use this link as reference" but no link is printed at any level (pages 19, 21, 23, 25 and 27), and the Entry 3 amplification ends "help arrives. (Link)" with no link (page 22).
Cysylltiadau â chymwysterau eraill
Agored Cymru places Basic First Aid in the Health and Well-being Area of Learning and Experience and maps it to Relationships and Sexuality Education, Human Rights, Diversity, and Careers and Work-related Experiences, naming first aid roles in health, emergency and community services. It sits well beside GCSE Health and Social Care, and Childcare, the VCSEs in Public Services and Sport and Leisure, and the matching Foundations, and within the Skills Suite beside Personal Safety, Looking After Others, Mental Health and Wellbeing and Healthy Lifestyle. Its digital work is light compared with GCSE Digital Technology. Compared with the WJEC Basic first aid unit, which has four learning outcomes at every level and a portfolio, and the Pearson unit, which has one criterion per level and asks for CPR from Entry 2 and AED use at Level 1 and Level 2, Agored's version has three learning outcomes at Entry level and four at Level 1 and Level 2, adds the signs of acute illnesses from Level 1, prescribes video or annotated photographic evidence of role play, does not ask for CPR or an AED, and bans AI in the summative task.
Ffynhonnell: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Basic First Aid.