Skills for Life: Basic First Aid
Basic first aid (Unit SfL 2) is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2. Learners identify hazards, treat minor injuries, use the recovery position, call for help and carry out CPR, mostly in simulated incidents. Centres set and mark the assessment, Pearson verifies it, and the unit is passed once at one level. Literacy sits in naming items and injuries, following spoken instructions, giving clear facts on an emergency call, and describing or explaining the first aider's role and procedures at Level 1 and Level 2. Annexe C records no direct numeracy link, and none is assessed.
- Awarding body
- Pearson
- 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): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: learners state (Entry 1), outline (Entry 2) or identify (Entry 3) and demonstrate the use of simple or basic first aid resources and procedures, including the recovery position at every level and starting CPR from Entry 2, usually in a simulated incident. The centre chooses the evidence, sets and marks the assessment, and Pearson quality assures it through standards verification. 20 guided learning hours, graded Pass or Fail at the level achieved.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: learners describe and demonstrate (Level 1) or explain and demonstrate (Level 2) the first aider's role, situations, procedures and resources, including treating bleeding or burns, the recovery position, calling the emergency services, CPR and the use of an AED. The centre chooses the evidence, sets and marks the assessment over a number of sessions, and Pearson quality assures it through standards verification. 20 guided learning hours, graded Pass or Fail at the level achieved.
The literacy and numeracy skills in this qualification
-
Naming first aid items, injuries and hazards
Entry 1 learners identify at least three basic first aid items such as plasters and bandages, Entry 2 learners name three common injuries and three hazards and outline the difference between a minor and a major bleed, and Entry 3 learners identify at least four hazards. Level 1 and Level 2 learners describe a range of hazards at an incident. The criteria ask learners to state, outline or identify resources and procedures, so this vocabulary is assessed.
Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar, Developing vocabulary
Getting pupils ready
- Year 7
- Pupils label the contents of a first aid kit with word cards and say what each item is used for.
- Year 8
- Pupils write a glossary of ten first aid words, such as casualty, hazard and recovery position, with a definition in their own words.
- Year 9
- Pupils describe the hazards in a photo of a staged incident scene using precise vocabulary and rank them from most to least dangerous.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 2, assessment criteria Entry 1 to Entry 3, page 16; Essential information for assessment decisions, Entry 1 to Level 2, pages 17 and 18
“name three common, everyday injuries that might need first aid (like cuts, burns, or nosebleeds)”
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.
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.
-
Following instructions from a teacher or the emergency services
Entry 1 learners follow the process for monitoring a casualty's breathing under instruction from the teacher, Entry 2 and Entry 3 learners work with less prompting, and Level 2 learners follow any instructions given by the emergency services effectively. Listening carefully and acting on spoken instructions runs through the simulated incidents at every level. This is set out in the essential information for assessment decisions.
Literacy: Listening for meaning, Listening to understand
Getting pupils ready
- Year 7
- Pupils follow spoken instructions to assemble a simple model without seeing a diagram, then check which steps they missed.
- Year 8
- Pupils listen to a recorded mock 999 call and note each instruction the call handler gives, in order.
- Year 9
- Pupils take part in a role play where a partner acting as a call handler gives instructions, and they repeat back and carry out each step.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 2, Essential information for assessment decisions, Entry 1, page 17, Level 2, page 18; Levels of supervision and support, page 19
“They are able to follow any instructions provided by the emergency services effectively.”
Progression step 3
I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.
I can listen to and understand information about a variety of topics, summarising the main points.
Progression step 4
I can understand and analyse general meaning and implied ideas.
I can listen to and consider the relevance and significance of information and ideas presented to me.
-
Giving clear information when calling for help
Entry 1 learners know how to alert an adult, Entry 3 learners give basic facts such as the location and time of the injury and request an AED, Level 1 learners give clear instructions on calling the emergency services, and Level 2 learners add detailed facts about the casualty and their injury or condition. Learners usually show this in a simulated incident or role play. This is set out in the essential information for assessment decisions.
Literacy: Clarity and vocabulary, Purpose
Getting pupils ready
- Year 7
- Pupils practise telling a partner the school's full address and clear directions to a room, as if guiding a visitor.
- Year 8
- Pupils role play reporting a minor accident to a teacher, saying what happened, where, when and who is hurt, in a clear order.
- Year 9
- Pupils carry out a mock emergency call from a prompt sheet, giving the location, the casualty's condition and a request for an AED, then review a recording for clarity.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 2, Essential information for assessment decisions, Entry 1, page 17, Entry 3 to Level 2, page 18
“give basic facts about the injury, such as the location and time of the injury, and request an AED code”
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.
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.
-
Describing and explaining the first aider's role and procedures
Level 1 learners describe the role of a first aider, how to treat a burn and the signs of shock, and Level 2 learners explain the first aider's role, discuss how to prevent infection, explain when and why to use the recovery position and explain how to check for a pulse and breathing before stopping CPR. Annexe C names describing and explaining as literacy links. This is required by the Level 1 and Level 2 assessment criteria.
Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils write three sentences explaining why a first aider checks for danger first, using the connectives because and so that.
- Year 8
- Pupils write a short explanation of how to treat a minor burn, with the steps in order and a reason for each.
- Year 9
- Pupils write an explanation of when and why a casualty is placed in the recovery position and present it to a younger class.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 2, assessment criteria Level 1 and Level 2, page 16; Essential information for assessment decisions, Level 1 and Level 2, page 18; Annexe C, page 160
“Learners can explain the reasons for when and why they should place a casualty into the recovery position.”
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 use summary, discussion of issues, detailed explanations and logic when covering a topic.
-
Writing an incident report
Annexe C names writing incident reports, alongside describing, explaining and following instructions, as the literacy links for this unit. A short factual report of what happened, when and what first aid was given suits Level 1 and Level 2 learners after a simulated incident. No assessment criterion requires a written report, so this is taught rather than assessed.
Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar
Getting pupils ready
- Year 7
- Pupils write a short account of a playground accident shown in a picture, recording what happened, where and when, in time order.
- Year 8
- Pupils fill in a mock school accident form after a role play, using clear factual sentences without opinions.
- Year 9
- Pupils write an incident report after a simulated incident, including times, the casualty's condition and the first aid given, and check it against a model report.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 2, Annexe C, page 160
“Describe, explain, follow instructions, write incident reports.”
Progression step 3
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.
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.
Good to know
- Basic first aid is Unit SfL 2 with 20 "Unit GLH" (Unit summary, page 5), and "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- It is not a workplace first aid certificate: "Completing this unit does not replace a formal licence to practise First Aid Qualification" (Unit SfL 2, page 16).
- Much of the communication is spoken and practical: Entry 3 learners "give basic facts about the injury, such as the location and time of the injury" (page 18), and Level 2 learners give "detailed facts about the casualty and their injury or condition" when calling the emergency services (page 18).
- Evidence does not have to be written: "For this unit there are no mandatory evidence requirements and centres can select the type of evidence" (page 17), but "achievement cannot be inferred from performance" (page 9), so spoken work needs observation records or recordings.
- "Learners can be assessed in Welsh or English" (Language of assessment, page 8).
- AI must be acknowledged: "If AI is used, the final submission must be in the learner's own words and reflect their own effort" (page 19).
- Annexe C gives "No direct link" for numeracy for this unit (page 160).
- The essential information contains typing errors, for example "one or two the dangers" (Entry 1) and "show how to put clean a small cut" (Entry 2) (page 17).
Links with other qualifications
Describing and explaining procedures and giving clear information in an emergency sit well beside GCSE Health and Social Care, and Childcare, the VCSEs in Public Services and Sport and Leisure, and the matching Foundations, and Annexe E points to careers in health, social care and the emergency services. Clear speaking and careful listening in role play build on GCSE English Language and Literature. Within the WJEC Skills Suite, Personal Safety, Looking After Others and Mental Health and Wellbeing are natural partners. Compared with the WJEC Basic first aid unit, also 20 hours and organised into four learning outcomes, Pearson's version has one criterion per level, specifies the details learners give on an emergency call at each level, and asks for written or spoken description at Level 1 and explanation at Level 2.
Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfL 2: Basic first aid.