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Skills that use Sourcing, searching and planning digital content

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. 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.

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).