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, 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.
- Corff dyfarnu
- Agored Cymru
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- 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 llythrennedd a rhifedd yn y cymhwyster hwn
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Using first aid and medical vocabulary
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.
Llythrennedd: Eglurder a geirfa, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 7
- Pupils match first aid words such as graze, scald, casualty and recovery position to pictures and use each in a spoken sentence.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils learn to spell and explain anaphylaxis, hypoglycaemia and cardiac arrest, then quiz a partner on the meaning of each.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
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Listing, outlining and describing procedures and treatments
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a numbered list of the checks to make before helping someone who has fallen over in the playground.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.
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Comparing treatments and giving dos and don'ts
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort cards into dos and don'ts for treating a minor burn and explain one choice to the class.
- Blwyddyn 8
- Pupils complete a table comparing how a graze and a bruise are treated, then write 2 sentences using whereas and both.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu defnyddio strwythurau brawddeg syml, cyfansawdd a chymhleth er pwyslais ac effaith.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu dewis a defnyddio amrywiaeth o wahanol strwythurau brawddeg (brawddegau syml, cyfansawdd a chymhleth) gyda chywirdeb gramadegol wrth i mi ysgrifennu.
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Giving clear information when calling for help
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.
Llythrennedd: Eglurder a geirfa, Diben, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise saying the school's full address and clear directions to the main entrance, as if guiding an ambulance.
- Blwyddyn 8
- Pupils role play reporting an accident to a teacher, saying what happened, where, when and who is hurt, in a clear order.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
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Speaking respectfully to a casualty and asking for consent
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.
Llythrennedd: Eglurder a geirfa, Siarad cydweithredol, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise polite phrases for offering help, such as asking a person's name and whether they would like help.
- Blwyddyn 8
- Pupils role play asking permission before helping with a nosebleed, explaining each step calmly as they go.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.
Cam cynnydd 4
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
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Reading and following first aid procedures and guidelines
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.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a simple first aid leaflet on nosebleeds and scan it to find the 3 most important steps.
- Blwyddyn 8
- Pupils read 2 short guides to the recovery position, note the main points of each and say where they agree.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Basic First Aid, Entry 3 AC 2.1, page 22; Cross curricular map, page 29
“Supports reading and following first aid procedures and guidelines”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Cam cynnydd 4
Rwy'n gallu darllen a chanolbwyntio ar destunau a argraffwyd a thestunau digidol sy'n newydd i mi a diweddaru, ehangu a dyfnhau fy nealltwriaeth o wybodaeth, syniadau a materion.
Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.
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Preparing own reference notes
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.
Llythrennedd: Gwrando i ddeall, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils make notes while a teacher demonstrates applying a dressing, then compare notes with a partner to fill gaps.
- Blwyddyn 8
- Pupils turn a page of first aid information into a short set of bullet point notes in their own words.
- Blwyddyn 9
- Pupils prepare a one page revision sheet for a first aid topic, organised under headings, and use it in a timed practice task.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Appendix A, Resources and AI, Teacher support and feedback, page 106
“Learners must produce their own reference materials”
Cam cynnydd 3
Rwy'n gallu defnyddio technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.
Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Cam cynnydd 4
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
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Following first aid steps in the right order
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.
Rhifedd: Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils number the steps of applying a plaster in order and check the order with a partner by following it.
- Blwyddyn 8
- Pupils sequence the six steps of a primary survey on cards, then explain which step must come first and why.
- Blwyddyn 9
- Pupils plan the order of tasks at a staged incident with 2 casualties and justify their priorities.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
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 blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Cam cynnydd 4
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
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Estimating and keeping track of time during treatment
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.
Rhifedd: Mesur, Cymhwysedd strategol, Y system rif
Paratoi disgyblion
- Blwyddyn 7
- Pupils estimate 1 minute without a clock, then time themselves with a stopwatch and record how close they were.
- Blwyddyn 8
- Pupils time how long it takes to apply a practice dressing, record 3 attempts in minutes and seconds and order them.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Basic First Aid, Cross curricular map, Numeracy, page 29
“Encourages estimation and time awareness during”
Cam cynnydd 3
Rwy'n gallu cwblhau gweithgareddau ymarferol sy'n cynnwys digwyddiadau a amserir, ac esbonio pa uned o amser yw'r mwyaf priodol.
Rwy'n gallu amseru digwyddiadau mewn munudau ac eiliadau, a threfnu'r canlyniadau.
Cam cynnydd 4
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu gwneud a chyfiawnhau amcangyfrifon a brasamcanion cyfrifiadau.
Da gwybod
- Each level is a separate 20 GLH unit with its own Unit ID, from CDR879 at Level 2 to CDR883 at Entry 1 (Basic First Aid, pages 17, 20, 22, 24 and 26), and "multiple levels of the same unit title are not permitted" (Unit aggregation, page 9).
- The command words set the writing level: "Outline" means to "Give the main characteristics or key points/features", while "Describe" asks learners to "give the steps for a process" (Command Word Definitions, page 93).
- Much of the communication is spoken and practical: "Role-play - video and/or annotated photographic evidence with assessor observation" is prescribed for the practical criteria (pages 18, 21, 23, 25 and 27), and Entry 2 learners must "Provide your location" when calling 999 (page 25).
- Learners must prepare notes themselves: "Learners must produce their own reference materials" and "AI tools must not be used at all." (Appendix A, page 106).
- There is no second chance to improve writing: "Drafting and redrafting are not permitted in this summative task." and "Feedback on learner work must not be provided once the summative task has started." (Appendix A, page 106), and "There are no resubmission opportunities available for these qualifications." (page 99).
- Assessment time is short: "20 GLH incorporates assessment time of no more than 60 minutes." (Appendix A, page 106), and learners may complete it in more than one sitting (page 97).
- Learners need basic literacy to start: they are expected to study through the medium of Welsh or English and "have basic literacy, digital and numeracy" skills (Restrictions on Learner Entry, page 7).
- The unit's map claims more numeracy than the criteria ask for: it "Develops accuracy in measuring dosages, timing and vital" signs (page 29), but no criterion at any level mentions dosages, timing or vital signs.
- The map's bullet "Supports reading and following first aid procedures and guidelines" runs over the page break from the Literacy row and sits above the Numeracy label, so it is unclear which framework it belongs to (page 29).
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 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.
Ffynhonnell: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Basic First Aid.