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First Aid 1
- 2. Learning objectives You will learn: a. to consider why it is important to learn first aid b. why your own safety must come first c. to assess if a person is unconscious d. when and how to put someone in the recovery position e. what to say and do if you make an emergency call.
- 3. a. to consider why it is important to learn first aid Nicole’s story “I helped a girl who was choking at the cinema. At the time, I had all sorts of worries… Was I doing more harm than good? What if I did something wrong? In the end I decided that if her life was in danger, it was better to do something than do nothing… I’m glad I got involved now.”
- 4. a. to consider why it is important to learn first aid “I felt so proud when the girl’s Mum phoned to thank me. The doctor said if I hadn’t acted so quickly she would have been in a much worse state. I don’t want to think about what would have happened if I hadn’t stepped up!”
- 5. a. to consider why it is important to learn first aid You’re about to see some statements to do with first aid. Do you strongly agree, strongly disagree, or are you somewhere in between? For each statement, put your initials on the arrow… STRONGLY STRONGLY AGREE DISAGREE B.D. J.C. L.L. T.G.R.
- 6. a. to consider why it is important to learn first aid If someone needs medical help, it’s better to wait for an ambulance. STRONGLY STRONGLY AGREE DISAGREE
- 7. a. to consider why it is important to learn first aid If I needed first aid, I’d want someone to help me. STRONGLY STRONGLY AGREE DISAGREE
- 8. a. to consider why it is important to learn first aid Is helping a stranger dangerous? British Red Cross advisor: “It can be. Remember your personal safety is your priority. Call an adult, get help if you are not sure you can approach safely.” Click for advice Is first aid very complicated? Firefighter: “No. Just opening an airway or putting someone on their side in Click for advice the recovery position can make all the difference.”
- 9. a. to consider why it is important to learn first aid How do I know I’ll ever need to use first aid? British Red Cross adviser: “Every year 3 million people go to A&E for accidents and injuries that first aid for advicecan benefit. If someone does Click treatment need your help, it’s likely to be someone you know and love.” Can you be sued for getting it wrong? Lawyer: “as long as you do your best to help someone who needs it, you should have no need to be worried forthis respect.” Click in advice
- 10. a. to consider why it is important to learn first aid When some scaffolding collapsed, Sam saw it happen… “A builder was lying still in the dust. His mate was stumbling around stunned. There was blood pouring from his arm. A young woman had been passing. She had been hit by a piece of falling scaffolding. She was yelling that her arm was broken. Her baby was screaming in its push chair.” Who was the most important person there? answer on next slide…
- 11. b. why your own safety must come first Sam was the most important person there. All the casualties (injured people) were depending on him. He had to put his own safety first… If there’s danger, keep well back. Call 999 at once.
- 12. b. why your own safety must come first Sam was the most important person there. All the casualties (injured people) were depending on him. He had to put his own safety first… You must stay calm… And check for danger! Sam had to put his own safety first…
- 13. b. why your own safety must come first Use the whiteboard pen to circle all the dangers you can spot! water around steam – cable – danger scalding of danger electrocution wet floor – slipping danger sharp bits of broken china click for answer
- 14. c. to assess if a person is unconscious Simon’s story “I was at a gig when this bloke in front just keeled over. I felt I should get involved… but I didn’t have a clue what to do. Lucky for him, there was a girl in the crowd who knew exactly how to help. I remember thinking, I wish I knew about stuff like that...”
- 15. c. to assess if a person is unconscious You spot someone lying on the pavement in the street on your way home from the shops. What questions would you ask yourself? > write a list > put your actions in order of importance > check your list with the one on the next slide.
- 16. c. to assess if a person is unconscious What questions would you ask yourself? > Is it safe for me to approach the person? – Is the person just asleep or drunk or fallen over? – Why has no one else stopped? Remember: D is for Danger > Are they conscious? – Can they hear my voice when I ask if they’re ok? – Do they respond when I gently shake their shoulders? > If not, assume they’re unconscious. R is for Response
- 17. c. to assess if a person is unconscious If the person doesn’t respond, shout for help. Then open his or her airway so you can check if they are breathing… • Place your hand on the casualty’s forehead and gently tilt the head backwards. • Place two fingers on the tip of the casualty’s chin and lift the chin. A is for Airway
- 18. d. when and how to put someone in the recovery position When someone’s unconscious, the tongue goes floppy and can fall to the back of the throat. This may prevent air getting through.
- 19. d. when and how to put someone in the recovery position But when the head is tipped back, the tongue is pulled forward, allowing air through. Simply opening the airway like this can save a life because it allows them to breathe.
- 20. d. when and how to put someone in the recovery position How to check if someone’s breathing. What three senses could you use? Click to see. Look along the body to Listen for breathing. see if the 1 chest is Put your 3 close to ear moving up and down. unconscious person’s mouth and nose. Feel for breath on your 2 cheek. Check for ten seconds B is for Breathing
- 21. d. when and how to put someone in the recovery position This video clip shows you how to put someone in the recovery position. Watch the clip twice. Now it’s your turn to try…
- 22. e. what to say and do if you make an emergency call Hello? Which service do you require? Ambulance Connecting you now… What will Sam be asked next? answer on next slide…
- 23. e. what to say and do if you make an emergency call > what’s your name? > what number are you calling from? > where are you? (Not sure? Describe landmarks.) > what has happened? > how many people have been hurt? > is anyone unconscious? > has anyone stopped breathing? > is anyone bleeding – if so, how badly? > are there any other hazards or dangers around?
- 24. Plenary The main points again… > check for danger > try to get a response > open airway > check for breathing > if the casualty is breathing normally, put them in the recovery position > call 999 for ambulance.
- 25. Find out more You’ve completed this lesson on the recovery position. Test your knowledge in our interactive quiz, or find out more with one of these activities… Interactive Figure “I was at a gig when drawing this bloke in front just quiz Put a friend keeled over…” in the What happened next? recovery Finish the story. position. Sketch your friend.
Editor's Notes
- Resources needed Lesson presentation. Introduction: sticky notes to annotate whiteboard Activity 1: Casualty cards (optional) Activity 3: baby doll (optional)
- Using the presentation This lesson is designed to allow for flexible planning for lessons between 30 and 90 minutes. Refer to the lesson plan to help select activities. For a 30 minute lesson, for example, follow: the introduction one 10 minute activity from ‘Activity one’ one 10 minute activity from ‘Activity two’ then finish with a five minute plenary.
- to consider why it is important to learn first aid Ask: “What is First aid? Why is it important to learn first aid” Ask: “Who has ever made a cup of tea? What do you think that has to do with first aid?” “ Who has ever crossed a road? What has that got to do with first aid?” Explain that unless you live in a bubble you will always come across situations where a knowledge of first aid is important. In pairs students should tell each other everything that they have done that day that could have caused an injury. Report back a few examples from each. (5 minutes)
- to consider why it is important to learn first aid
- to consider why it is important to learn first aid Students can take part in a “polar debate” about first aid. They write their initials on sticky note squares and place them on the scale in response to the statements shown onscreen. Ask a few individuals to explain why they chose their positions, and discuss the various points of view. Give people the opportunity to move if they have changed their minds. (Alternative activity. Time needed: 5 minutes.)
- to consider why it is important to learn first aid Ask: “Do you know how long it takes to die if you are not breathing?” (4 minutes) “ How long is it supposed to take for an ambulance to arrive?” (The target is 8 minutes. In rural areas it could take longer.)
- to consider why it is important to learn first aid
- to consider why it is important to learn first aid Ask: “How would you answer this question? What advice would you give?” Students could offer responses to each of the questions posed on this slide and the next. Click on the red box to see advice from the experts. Note - If you are using Microsoft PowerPoint 2000 or earlier, these animations may not function. Remove the boxes manually to reveal underlying text. (Alternative activity. Time needed: 10 minutes)
- to consider why it is important to learn first aid Click on the red box to see advice from the experts. Note - If you are using Microsoft PowerPoint 2000 or earlier, these animations may not function. Remove the boxes manually to reveal underlying text.
- a. why to consider why it is important to learn first aid Encourage students to identify the most important person at the accident scene, giving reasons for their views. The class could vote on a final answer and check it with the next slide. The worksheet: Casualty cards could help with this activity. (Time needed: 5 minutes)
- b. why your own safety must come first
- b. why your own safety must come first Ask: “Why was Sam the most important person at the scene? What could he do to help?” Encourage students to list all the things he could do, e.g. contact emergency services; warn others of danger; make the area safer; find other people who can help too; work out who needs help the most; give first aid treatment. (Alternative activity. Time needed: 5 minutes.) Ask: “Why would it be a mistake to rush in without checking for danger? What could happen to Sam?” Students could list possible hazards, e.g. broken glass, falling slates, etc. Ask: “If Sam was hurt, what would that mean for the other injured people?” Collect students’ responses. Stress that if you get injured you won’t be able to get help at all and will increase the problem. (Alternative activity. Time needed: 5 minutes.)
- b. why your own safety must come first Encourage students to use the whiteboard marker tool (available via the icon at the bottom left of the screen) to circle any hazards they can see in the accident scene. When the red button is clicked, students can compare their ideas with the answers given. Ask: “How could you make this accident scene safer?” (Alternative activity. Time needed: 5 minutes)
- c. to assess if a person is unconscious
- c. to assess if a person is unconscious Students could work in pairs to generate a list of questions they might ask themselves on discovering an unconscious person. Prompt them to think about both whether they should act and how they would tell what was wrong with the person. Ask students to prioritise their lists, putting the questions in order of importance. They can check their ideas with those shown on the next slide. (Alternative activity. Time needed: 10 minutes)
- c. to assess if a person is unconscious Ask: “ What does unconscious mean?” “ Why do you think you should make your own safety the first priority?” (If you put yourself in danger there may soon be two casualties rather than one. If you are injured, you won’t be able to help the person who has collapsed.) “ What kind of response could you look for? (A reply, mumbling, opening eyes or moving.)
- c. to assess if a person is unconscious Ask: “Why do you think tilting someone’s head back and lifting their chin is important?” Collect students’ responses.
- d. when and how to put someone in the recovery position
- d. when and how to put someone in the recovery position Note - If you are using Microsoft PowerPoint 2000 or earlier, this animation may not function. Remove the top picture to see the underlying image.
- d. when and how to put someone in the recovery position Explain that if the casualty is taking strange, infrequent gasps of air it is a sign of trouble and as bad as not breathing. Ask: “ What might happen if a person stays on their back?”
- d. when and how to put someone in the recovery position Students view the video clip. They then work in groups of three to practise the procedure. One student takes the part of the unconscious person, the second plays a first aider and the third gives instructions on what to do next. (A video clip showing how to manage this classroom technique is available in the teachers’ area of the disc.) If there is not enough space for the whole class to do this, ask two students to demonstrate while the rest of the class takes it in turns to give instructions. The recovery position poster in the Lesson resources can help with this activity. (Alternative activity. Time needed: 25 minutes)
- e. what to say and do if you make an emergency call Ask: “Has anyone here ever had to make a 999 call?” Give students an opportunity to discuss experiences and expectations. Then ask: “If you had to call 999 for an ambulance, what do you think the person at the end of the line would need to know?” Students could work in pairs to make a list of all the things they think they would be asked. Explain to the class that 999 calls are free and work even if your mobile phone is out of credit.
- e. what to say and do if you make an emergency call Role-play. Using the list of questions onscreen as a prompt, students work in pairs to play the roles of caller and the ambulance control operator. The caller should supply as much information as possible. Allow time for different pairs of students to share their role-plays with the group. (Alternative activity. Time needed: 10 minutes)
- Plenary
- Interactive quiz will take around 5 minutes to complete. For questions on Making first aid relevant (learning objective a) go to the “Shopping stalls” area. For questions on Dealing with accidents (learning objective b) go to the “Bungee” area. For questions on the Recovery position (learning objectives c-e) go to the “Small Stage” area. Differentiated homework tasks: Less able: sketch the recovery position More able: complete the story from the opening given.