DCF Cymru Digital competence for Wales

← All qualifications

Skills for Life: Basic First Aid

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.

Awarding body
Agored Cymru
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
How this unit is assessed
  • 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.

The digital skills in this qualification

  1. Recording role play evidence on video or annotated photographs

    Assessed: In coursework (non-examination assessment, NEA)

    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: Creating digital content, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

  2. Saving and submitting evidence in a permitted digital format

    Assessed: In coursework (non-examination assessment, NEA)

    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: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils save a photograph and a short document about a first aid kit into a named folder, using clear file names.
    Year 8
    Pupils upload a short video and a captioned photograph to the school's online learning platform and check that both open.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: Appendix A, Permitted evidence types, page 106; Section Five, page 97

    “E-portfolio, through online submission.”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

  3. Producing own reference materials without AI

    Assessed: In coursework (non-examination assessment, NEA)

    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: Digital rights, licensing and ownership, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 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.
    Year 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.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: Appendix A, Resources and AI, Teacher support and feedback, page 106

    “AI tools must not be used at all.”
    Progression step 3

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

  4. Checking current first aid guidance from reliable sources

    Assessed: Taught, but not assessed

    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: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils compare a first aid page from the NHS with one from an unknown blog and decide which to trust and why.
    Year 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.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

  5. Using phones and apps to get help and stay ready

    Assessed: Taught, but not assessed

    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: Health and well-being, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 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.
    Year 8
    Pupils discuss the benefits of sharing a phone's location with the emergency services and the risks of sharing it on social media.
    Year 9
    Pupils review a free first aid app, judge whether its advice is clear and trustworthy, and present a short recommendation to the class.
    Show the specification wording and the DCF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    • I can identify the benefits and risks of mobile devices broadcasting the location of the user/device.

    Progression step 4

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    • I can reflect on the role of digital media in my life and habits.

  6. Setting out first aid steps in order as a flowchart

    Assessed: Taught, but not assessed

    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: Problem-solving and modelling

    Getting pupils ready

    Year 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.
    Year 8
    Pupils draw a flowchart of the primary survey with a decision box for whether the casualty responds.
    Year 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.
    Show the specification wording and the DCF statements

    Where it is in the specification: 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.”
    Progression step 3

    • I can understand the importance of the order of statements within algorithms.

    • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

    Progression step 4

    • I can create a simple model or self-contained algorithm.

    • I can detect and correct errors in algorithms.

  7. Designing a simple digital first aid awareness resource

    Assessed: Taught, but not assessed

    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: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a digital poster for the classroom showing what is in a first aid kit, with labelled images.
    Year 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.
    Year 9
    Pupils create a short awareness campaign on the signs of anaphylaxis for a younger year group, ask for feedback and improve it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Basic First Aid, Cross curricular map, Creativity and Innovation, page 28

    “Encourages learners to design simple awareness campaigns or safety resources”
    Progression step 3

    • I can use software tools to enhance the outcomes for specific audiences.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

Good to know

Links with other qualifications

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.

Source: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Basic First Aid.