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Skills for Life: Basic First Aid

Basic first aid is a 20 hour Skills for Life unit, offered from Entry 1 to Level 2, in which learners learn what first aid is, carry out first aid actions safely and hygienically, recognise and respond to emergencies, and get help by giving accurate information, often through roleplay. It is one unit that learners combine with others into a Skills for Life or Skills for Life and Work Award, Certificate or Diploma. Digital demand is low: no criterion requires digital work and Appendix A does not map digital competence. Digital skills sit in first aid apps, reviewing videos, recorded evidence and optional leaflets.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of digital work
Low
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (know about everyday first aid, carry out basic first aid actions safely, recognise and respond to an emergency, know how to get help in an emergency), with evidence compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S602E1, S602E2 and S602E3
  • Level 1 and Level 2: Four learning outcomes (understand the purpose of first aid in everyday situations, carry out first aid skills safely, assess and respond appropriately to different emergencies, get help and communicate accurate information in an emergency), with evidence compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S602L1 and S602L2

The digital skills in this qualification

  1. Using first aid apps and digital services to get help

    Assessed: Taught, but not assessed

    Learners must suggest other sources of support in an emergency, from describing other ways at Entry 3 to suggesting how and when to access additional support at Level 2. The amplification lists first aid apps at Entry Level and NHS 111, helplines and digital first aid resources at Levels 1 and 2. The criteria are assessed, but learners can meet them without the digital options, so the digital part is taught rather than required.

    DCF: Communication, Health and well-being, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils explore the free British Red Cross first aid app and find the page that explains what to do for a nosebleed.
    Year 8
    Pupils compare calling 999, using NHS 111 online and asking a first aider for three scenarios, and say which is right for each and why.
    Year 9
    Pupils check two first aid websites for who wrote them and when they were updated, decide which is more reliable and explain their choice.
    Show the specification wording and the DCF statements

    Where it is in the specification: Entry Level, learning outcome 4, assessment criterion 4.3, page 6; Level 1 and Level 2, learning outcome 4, assessment criterion 4.3, page 8; Amplification, learning outcome 4, page 12

    “Suggest how and when to access additional sources of support and guidance in emergency situations”
    Progression step 3

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

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

    Progression step 4

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

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

  2. Reviewing first aid videos critically

    Assessed: Taught, but not assessed

    Entry Level learners watch and review first aid videos from St John Ambulance or the NHS with guided questions, and Level 1 and Level 2 learners review videos critically for what was done correctly and what could be improved. The British Red Cross First Aid Champions platform offers e-learning modules with videos. These are suggested activities, not assessment criteria.

    DCF: Sourcing, searching and planning digital content, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils watch a short St John Ambulance video on treating a burn and list the steps shown in order.
    Year 8
    Pupils watch two online videos on the recovery position, one from a first aid charity and one from an unknown channel, and spot differences between them.
    Year 9
    Pupils review a first aid video against a checklist, note what was done correctly and what could be improved, and say whether the source can be trusted.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities, pages 12 and 13; Resources available to support delivery, page 15

    “reviewing first aid videos critically (what was done correctly/what could be improved)”
    Progression step 3

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

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

  3. Recording practical evidence responsibly

    Assessed: Taught, but not assessed

    Possible evidence includes photographs or video clips of learners carrying out first aid actions and audio or video recordings of mock 999 calls and emergency scenarios. Learners at every level may record or be recorded during roleplays, so they need to save files sensibly and think about sharing images of others. Recording is a suggested way to collect evidence, not a criterion.

    DCF: Storing and sharing, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils take a photo of a partner putting on a plaster and save it with a clear file name in a class folder.
    Year 8
    Pupils record a mock 999 call as an audio file, listen back for missing details and agree with their partner who can see the recording.
    Year 9
    Pupils film a short roleplay of DRABC, organise the clips in a dated folder and discuss why videos of a 'casualty' should not be posted online.
    Show the specification wording and the DCF statements

    Where it is in the specification: Sources of evidence, pages 13 and 14; Specification section 4.1, page 18

    “photographs or video clips of learners carrying out actions”
    Progression step 3

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

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

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

  4. Making a first aid poster, leaflet or presentation

    Assessed: Taught, but not assessed

    Level 1 and Level 2 learners could create a poster, leaflet or presentation about first aid or the roles of the emergency services, and a completed poster, leaflet or presentation is listed as possible evidence. Learners can make these with presentation or design software, but the format is their choice and the activity is only suggested.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a one slide poster showing the items in a first aid kit, each with a picture and its use.
    Year 8
    Pupils design a folded leaflet on preventing burns at home, using headings, images and a clear layout.
    Year 9
    Pupils build a short presentation on when to call 999 or NHS 111, get feedback from a partner and improve it for a Year 7 audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Suggested activities for Level 1 and 2 learners, page 13; Sources of evidence, page 14

    “creating a poster, leaflet or presentation about first aid”
    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 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.

  5. Acknowledging sources and AI use in portfolio work

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

    The specification allows AI tools only when properly referenced and lists failing to acknowledge AI as malpractice, and learners sign a declaration that their work is their own. This matters whenever learners use online first aid guidance or AI tools for written evidence, at every level. It is an assessment rule rather than an assessment criterion.

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

    Getting pupils ready

    Year 7
    Pupils write the name of the website they used under a first aid fact they copy into their notes.
    Year 8
    Pupils add a simple source list to a leaflet on treating cuts, naming each website and the date they used it.
    Year 9
    Pupils check an AI chatbot's answer on treating a sprain against NHS guidance and record that they used the tool and what they changed.
    Show the specification wording and the DCF statements

    Where it is in the specification: Specification section 4.2, Supervision and authentication, page 19; section 4.6, page 21

    “Failing to acknowledge use of AI tools when they have been used as a source of information”
    Progression step 3

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

    • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    Progression step 4

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

Good to know

Links with other qualifications

The pack links first aid to careers in health and social care, education, public services, childcare and sport and leisure, so it sits well beside GCSE Health and Social Care and Childcare, the VCSEs in Public Services and Sport and Leisure, and the Foundations in those subjects. Within the Skills Suite, the pack suggests delivering it alongside Community participation, Looking after others, Mental health and wellbeing, Personal safety and Understanding self and others. Its digital work is light compared with GCSE Digital Technology.

Source: WJEC Basic first aid unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).