LNF Cymru Literacy and numeracy for Wales

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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, call for help, treat wounds, nosebleeds and burns and, at Level 1 and Level 2, recognise the signs of acute illnesses, with the practical work shown in recorded role play. Literacy demand is medium: learners use first aid vocabulary such as anaphylaxis and hypoglycaemia, give clear information when calling 999 or handing over to helpers, and list, outline or describe checks, procedures and treatments, with written description rising to Level 2. Numeracy demand is low: learners put steps in the right order, and the unit's map mentions timing and estimation, but no criterion asks for a calculation or a measurement.

Awarding body
Agored Cymru
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy 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 literacy and numeracy skills in this qualification

  1. Using first aid and medical vocabulary

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

    Learners name injuries such as cuts, grazes, burns and scalds at Entry 1 and Entry 2, use the terms primary survey, airway, breathing and circulation, and at Level 1 and Level 2 name acute illnesses including anaphylaxis, hypoglycaemia and a cardiac arrest. The unit's map says it encourages accurate use of medical and safety vocabulary. The vocabulary is assessed through the criteria at every level.

    Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils match first aid words such as graze, scald, casualty and recovery position to pictures and use each in a spoken sentence.
    Year 8
    Pupils build a glossary of 10 first aid terms, including airway and circulation, with a definition in their own words and a tip for spelling each.
    Year 9
    Pupils learn to spell and explain anaphylaxis, hypoglycaemia and cardiac arrest, then quiz a partner on the meaning of each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Basic First Aid, Entry 1 and Entry 2 AC 1.1, pages 24 and 26; Level 1 and Level 2 AC 1.1 and 4.1, pages 17, 18, 20 and 21; Cross curricular map, Literacy, page 28

    “Encourages accurate use of medical and safety vocabulary”
    Progression step 3

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

  2. Listing, outlining and describing procedures and treatments

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

    Entry 2 learners list the checks before giving first aid, Entry 3 and Level 1 learners outline checks, precautions and the treatment of burns and head injuries, and Level 2 learners describe the six steps of a primary survey, precautions with wounds, the treatment of minor burns and the signs of acute illnesses. Agored defines describe as giving an account that sets out the steps of a process in a logical way. These are knowledge criteria, so learners can show them in writing or speech, and they are assessed.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write a numbered list of the checks to make before helping someone who has fallen over in the playground.
    Year 8
    Pupils write a short outline of how to treat a minor burn, with the steps in order and the connectives first, then and finally.
    Year 9
    Pupils write a description of the six steps of a primary survey, giving a reason for each step and linking the steps with time connectives.
    Show the specification wording and the LNF statements

    Where it is in the specification: Basic First Aid, Entry 2 AC 1.2, page 24; Entry 3 AC 1.2, page 22; Level 1 AC 3.1, 3.4 and 3.5, pages 20 and 21; Level 2 AC 1.1, 3.1, 3.5 and 4.1, pages 17 and 18; Command Word Definitions, page 93

    “give the steps for a process”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

  3. Comparing treatments and giving dos and don'ts

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

    Level 2 learners describe the treatment for grazes, minor cuts and bruises, setting out the similarities and differences between the three, and learners at Entry 3 to Level 2 give the dos and don'ts of treating burns, with head injuries added at Level 1. Comparing and contrasting needs clear sentence structures and connectives such as whereas and both. This is assessed through the amplification for these criteria.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils sort cards into dos and don'ts for treating a minor burn and explain one choice to the class.
    Year 8
    Pupils complete a table comparing how a graze and a bruise are treated, then write 2 sentences using whereas and both.
    Year 9
    Pupils write a short comparison of treating a graze, a minor cut and a bruise, with a paragraph on what is the same and one on what is different.
    Show the specification wording and the LNF statements

    Where it is in the specification: Basic First Aid, Level 2 AC 3.3 and 3.5, page 18; Level 1 AC 3.4 and 3.5, page 21; Entry 3 AC 3.2, page 23

    “What are the similarities and differences for how these three would be treated.”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can use simple, compound and complex sentence structures for emphasis and effect.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

  4. Giving clear information when calling for help

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

    Entry 1 learners list ways to get help and give an example of what to tell those helping, such as the person's condition, medication or how the accident happened. Entry 2 learners indicate how to dial 999, give their location, explain the situation and answer questions, and Entry 3 learners demonstrate how to call for help. The unit's map says it strengthens communication when reporting incidents or giving clear instructions. This is assessed, mostly through role play.

    Literacy: Clarity and vocabulary, Purpose, Questioning

    Getting pupils ready

    Year 7
    Pupils practise saying the school's full address and clear directions to the main entrance, as if guiding an ambulance.
    Year 8
    Pupils role play reporting an accident to a teacher, saying what happened, where, when and who is hurt, in a clear order.
    Year 9
    Pupils carry out a mock 999 call with a partner acting as the call handler, giving their location, explaining the situation and answering each question, then review a recording for clarity.
    Show the specification wording and the LNF statements

    Where it is in the specification: Basic First Aid, Entry 1 AC 1.2 and 2.2, page 26; Entry 2 AC 2.3, page 25; Entry 3 AC 2.3, page 22; Cross curricular map, Literacy, page 28

    “Provide your location”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

  5. Speaking respectfully to a casualty and asking for consent

    Assessed: Taught, but not assessed

    Entry 2 learners list consent among the checks before giving first aid, and the unit's map says it encourages respectful and appropriate physical contact and reinforces consent, privacy and emotional support in emergencies. Asking permission, explaining what you are about to do and reassuring the casualty are spoken skills that run through the role plays. Only the Entry 2 list names consent, so the spoken skill is taught, not assessed.

    Literacy: Clarity and vocabulary, Collaborative talk, Purpose

    Getting pupils ready

    Year 7
    Pupils practise polite phrases for offering help, such as asking a person's name and whether they would like help.
    Year 8
    Pupils role play asking permission before helping with a nosebleed, explaining each step calmly as they go.
    Year 9
    Pupils role play reassuring a frightened casualty, changing what they say when the casualty becomes upset, and discuss what to do if consent is refused.
    Show the specification wording and the LNF statements

    Where it is in the specification: Basic First Aid, Entry 2 AC 1.2, page 24; Cross curricular map, Relationships and Sexuality Education, page 28

    “Encourages respectful and appropriate physical contact”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

    Progression step 4

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

  6. Reading and following first aid procedures and guidelines

    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 reading and following first aid procedures and guidelines. Learners at every level read guidance to learn the steps before they show them in role play. No criterion asks learners to read a text, so this is taught, not assessed.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a simple first aid leaflet on nosebleeds and scan it to find the 3 most important steps.
    Year 8
    Pupils read 2 short guides to the recovery position, note the main points of each and say where they agree.
    Year 9
    Pupils read a current first aid guideline on an unresponsive casualty, judge whether the source is reliable, and follow it step by step in a role play.
    Show the specification wording and the LNF statements

    Where it is in the specification: Basic First Aid, Entry 3 AC 2.1, page 22; Cross curricular map, page 29

    “Supports reading and following first aid procedures and guidelines”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

    • I can evaluate the usefulness and reliability of texts.

  7. Preparing own reference notes

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

    Learners must produce their own reference materials to use in the summative task, and AI tools must not be used at all. Good notes are short, in learners' own words and organised by learning outcome, because drafting and redrafting are not permitted once the task begins. This is an assessment rule of the Summative Assessment Package rather than a criterion.

    Literacy: Listening to understand, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils make notes while a teacher demonstrates applying a dressing, then compare notes with a partner to fill gaps.
    Year 8
    Pupils turn a page of first aid information into a short set of bullet point notes in their own words.
    Year 9
    Pupils prepare a one page revision sheet for a first aid topic, organised under headings, and use it in a timed practice task.
    Show the specification wording and the LNF statements

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

    “Learners must produce their own reference materials”
    Progression step 3

    • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can use different techniques to help me remember, record and respond to what I hear.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  8. Following first aid steps in the right order

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

    The amplification at every level asks what steps should be taken and in what order, for the recovery position, dressings and nosebleeds, and Level 1 and Level 2 learners know the six steps of a primary survey in sequence. Prioritising and ordering steps is a numeracy reasoning skill, although it involves no calculation. It is assessed through the practical criteria.

    Numeracy: Strategic competence

    Getting pupils ready

    Year 7
    Pupils number the steps of applying a plaster in order and check the order with a partner by following it.
    Year 8
    Pupils sequence the six steps of a primary survey on cards, then explain which step must come first and why.
    Year 9
    Pupils plan the order of tasks at a staged incident with 2 casualties and justify their priorities.
    Show the specification wording and the LNF 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 prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

  9. Estimating and keeping track of time during treatment

    Assessed: Taught, but not assessed

    The unit's map says it encourages estimation and time awareness during treatment and claims it develops accuracy in timing. Knowing roughly how long to keep pressure on a nosebleed, or noting the time an incident happened to pass on to helpers, uses time and estimation. The criteria do not set any times, so this is taught, not assessed.

    Numeracy: Measurement, Strategic competence, The number system

    Getting pupils ready

    Year 7
    Pupils estimate 1 minute without a clock, then time themselves with a stopwatch and record how close they were.
    Year 8
    Pupils time how long it takes to apply a practice dressing, record 3 attempts in minutes and seconds and order them.
    Year 9
    Pupils keep a timed log during a role play incident, noting when each step happened, and estimate how long help would take to arrive from a given distance.
    Show the specification wording and the LNF statements

    Where it is in the specification: Basic First Aid, Cross curricular map, Numeracy, page 29

    “Encourages estimation and time awareness during”
    Progression step 3

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    • I can time events in minutes and seconds, and order the results.

    Progression step 4

    • I can identify, measure or obtain required information to complete the task.

    • I can make and justify estimates and approximations of calculations.

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 Literacy for clear communication when reporting incidents and accurate medical and safety vocabulary, and to Relationships and Sexuality Education for consent and respectful contact. The describing, explaining and emergency communication sit well beside GCSE Health and Social Care, and Childcare, the VCSEs in Public Services and Sport and Leisure, and the matching Foundations, and clear speaking and listening in role play build on GCSE English Language and Literature. Within the Skills Suite, Personal Safety, Looking After Others and Mental Health and Wellbeing are natural partners. Compared with the WJEC Basic first aid unit, which builds a portfolio around four learning outcomes and stresses reassuring a casualty and a mock 999 call, and the Pearson unit, which sets out the facts to give on an emergency call at each level, Agored's version has more knowledge criteria, so learners at Level 1 and Level 2 outline or describe treatments and the signs of 6 or 8 acute illnesses, and its Entry 2 criteria spell out what to say on a 999 call.

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