LNF Cymru Literacy and numeracy for Wales

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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. It is one unit that learners combine with others into a Skills for Life or Skills for Life and Work Award, Certificate or Diploma. Literacy is mostly spoken: following instructions, explaining steps, giving clear details in a mock 999 call and reassuring a casualty, with some writing. No criterion involves numeracy, and Appendix A does not map it.

Awarding body
WJEC
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
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 literacy and numeracy skills in this qualification

  1. Explaining the purpose of first aid and how to prevent injuries

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

    Learners say what first aid is and why it matters, give examples of common first aid situations, and at Levels 1 and 2 identify or explain how to prevent them. This builds from giving an example at Entry 1 to describing at Level 1 and explaining at Level 2. These are assessment criteria and can be evidenced in speech or writing.

    Literacy: Planning and organising for different purposes, audiences and context, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils list three accidents that could happen in a school kitchen and say one way to prevent each.
    Year 8
    Pupils write a short paragraph explaining what first aid is and why every household should have someone who knows it.
    Year 9
    Pupils write an explanation of how to prevent burns, falls and cuts at home, giving the reason behind each precaution.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.3, page 7

    “Explain how to prevent common first aid situations”
    Progression step 3

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

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

    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.

  2. Naming and describing first aid items

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

    Entry 1 learners name some basic first aid items, Entry 2 learners label their uses, Level 1 learners describe the uses of three or more items and Level 2 learners explain safe and effective use of a range of equipment, including slings and an AED. The pack suggests a first aid dictionary or glossary of key terms. Naming and describing items are assessment criteria.

    Literacy: Vocabulary, spelling, grammar, Understanding, response and analysis, Developing vocabulary

    Getting pupils ready

    Year 7
    Pupils match pictures of a plaster, a bandage, a cold pack and gloves to labels describing what each is for.
    Year 8
    Pupils start a first aid glossary with ten key terms, such as sterile, dressing and compress, each with a definition in their own words.
    Year 9
    Pupils write instructions for using a triangular bandage as a sling, using the correct terms and explaining why each step matters.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, assessment criterion 1.3, page 5; Level 1 and Level 2, learning outcome 1, assessment criterion 1.4, page 7; Amplification, learning outcome 1, page 10; Suggested activities, page 13

    “Describe the uses of three or more basic first aid items”
    Progression step 3

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

    • I can read to build my vocabulary and develop sentence structures, and use these in my own communication.

    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.

  3. Following instructions and safety procedures

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

    Entry 2 learners follow simple instructions to carry out a first aid action, and Level 1 learners follow correct safety and hygiene procedures. The pack suggests checklists of very simple steps at Entry Level and observation sheets and checklists for self assessment at Levels 1 and 2. Following the instructions is required by the criteria.

    Literacy: Listening for meaning, Reading strategies, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to spoken instructions for washing hands properly and carry them out in order.
    Year 8
    Pupils follow a picture and word card to put on gloves and apply a plaster, ticking off each step.
    Year 9
    Pupils read a printed guide to treating a nosebleed, carry it out in a roleplay and use a checklist to check a partner's steps.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criterion 2.1, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.2 and 2.4, page 7; Suggested activities, page 13

    “Follow simple instructions to carry out a basic first aid action”
    Progression step 3

    • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

    • I can read words and sentences from different texts using a range of strategies to make meaning.

    Progression step 4

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

    • 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.

  4. Explaining the steps of an emergency response

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

    Level 1 learners state the correct sequence of actions when responding to an emergency, and Level 2 learners explain in detail the correct steps and how to prioritise a range of emergencies, following DRABC. At Entry Level learners demonstrate the first actions or correct steps. Sequencing and explaining the steps are assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils put five picture cards for responding to a fall in order and say each step aloud.
    Year 8
    Pupils write the DRABC steps as a numbered list, adding one sentence explaining each letter.
    Year 9
    Pupils write a detailed explanation of how they would respond to a casualty who has collapsed, using sequencing words and giving reasons for the order.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.2, page 6; Level 1 and Level 2, learning outcome 3, assessment criteria 3.2 and 3.3, page 8; Amplification, learning outcome 3, page 12

    “State the correct sequence of actions to take when responding to an emergency”
    Progression step 3

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

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

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

  5. Giving clear, accurate information when calling for help

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

    Learners give information when asking for help, from showing how to ask at Entry 1 and explaining what to say on a 999 call at Entry 3 to demonstrating how to give accurate information (Level 1) and accurate and detailed information (Level 2). The pack suggests mock 999 calls giving the address and type of injury. Demonstrating this is an assessment criterion.

    Literacy: Clarity and vocabulary, Collaborative talk, Purpose

    Getting pupils ready

    Year 7
    Pupils practise saying their name and the school address clearly, as they would on the phone.
    Year 8
    Pupils roleplay a mock 999 call in pairs, one as call handler with a question card, giving location and what has happened.
    Year 9
    Pupils carry out a timed mock 999 call for a complex scenario, giving the casualty's age, injury and exact location, then review the recording for missing details.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 4, assessment criterion 4.2, page 6; Level 1 and Level 2, learning outcome 4, assessment criterion 4.2, page 8; Suggested activities, page 13

    “Demonstrate how to provide accurate and detailed information when seeking help”
    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 reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken communication, including in formal situations.

    • I have experienced speaking with different people in a variety of authentic contexts.

    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.

  6. Reassuring and calming a casualty

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

    Entry 3 learners demonstrate how to give reassurance and use calming strategies until help arrives, Level 1 learners describe calming strategies, and Level 2 learners explain how to provide reassurance and support. Learners use calm, clear and empathetic talk in roleplay. These are assessment criteria.

    Literacy: Purpose, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils practise three calm phrases they could say to someone who has fallen over, such as telling them help is coming.
    Year 8
    Pupils roleplay staying with an upset casualty, keeping them talking with simple questions while a partner fetches help.
    Year 9
    Pupils write and then act out how they would reassure a frightened casualty, explaining why their tone, words and body language help.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.3, page 6; Level 1 and Level 2, learning outcome 3, assessment criteria 3.3 and 3.4, page 8

    “Explain how to provide reassurance and support to others until professional help arrives”
    Progression step 3

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    • 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.

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 the 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 Foundations in those subjects. Clear speaking and listening in roleplay build on GCSE English Language and Literature. 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.

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).