first aid module 2- using the course book.pdf

7/30/2019 First Aid Module 2- Using the course book.pdf

1/8

Fa

47

Module 2 Using the course book

PAGE 2:1

Using the contents and index

Use of the training manual is a major element indeveloping First Aid knowledge. However, coursebooks and manuals are best used by reading orrevising particular sections, so learners need todevelop the skills required to locate the one(s)relevant to them at any given time. An essential partof navigating the course book effectively is use of the

contents and index, through the development ofscanning skills.

Materials

Flipchart

Learning outcomes (objectives)

1 To use a contents and index page to findinformation.

2 To practise scanning for particular information.

3 To practise using alphabetical order (1st and 2nd

placed letters in a word) in order to find particularentries in an index.

Suggested teaching activities

Go through the information on the learner page

about what the contents is. Look at theinformation boxes explaining how to find aparticular entry.

Ask learners to find Workbook in the contents,using this method. Ask how they found it howmany words did they actually read? Did they readevery word from the start? Or did they just lookfor the one word?

Explain that this is a useful technique whichmakes reading for information of this kind muchquicker. Present another example: you are going tobe an Appointed Person for First Aid in your

organisation, but you are not quite sure whatbeing an Appointed Person involves. Which pageof the manual will you read? (Answer: section 3page 16.)

Ask learners to time themselves how long it takesthem to find the answer, and say when they havefound it. Ask the ones who did so fastest to try toexplain as exactly as possible how they did so.(One suggestion may be to run your finger downthe page quickly until you come to the key wordyou are looking for. This may reduce gettingdistracted by other words.)

Explain that this is a well-known reading methodcalled scanning used for finding a particular pieceof information, and that you become quicker at itwith practice.

Move on to the index box ask learners what theynotice first (list in alphabetical order). Ask them tocheck if the same phrase (Appointed Person) isalso in the index. (Where will they find it?)

Explain that there are many entries under A, so wehave to look for the second letter as well in orderto find it. For further practice hand out a jumbledlist of all the entries under A. Ask learners to putthem in the correct order, and then check withtheir index extract.

Ask learners to compare the entries in the index

and the contents are they the same or different?(There are more entries in the index.) What aboutthe page numbers? (There is often more than onepage number for the same entry).

Extend practice to other topics, ideally onessuggested by the learners, and using the full indexin their manual, rather than the extract (e.g.finding out what First Aid to give to someone whois unconscious, has suffered a deep cut, etc.).

Suggestions for learners who are having

difficulties

Check learners knowledge of alphabetical order. Ifnecessary break the alphabet down into groups ofletters, and get learners to put them in order.

Dyslexic learners and others with visual processingdifficulties will not be able to read quickly andmay not be able to scan efficiently. Encourage the

use of a finger or pencil to keep their place in thetext as they move their eyes slowly down a list ofwords.

ESOL learners may not know the order of theEnglish alphabet. Practise these skills using YellowPages or other telephone directories (Thomson

guides are ideal as they have a colour codedalphabet strip on every page).

Suggestions for advanced learners

Note that more advanced learners will not necessarilyhave used scanning, and if so, it is an importantaddition to their reading strategies. They couldhowever equally apply these skills to material morechallenging to them.

Curr ref Key Skills

Rw/E3.4Rt/L1.4

Rt/L1.5

Rt/E3.7


2/8

Using the contents and index

You will probably be using a First Aid manual on your course. This

will have a contents page and an index. These pages can help youquickly find the part of the book you want to read.

Section 11: Casualty Management 42

Disorders of circulation: shockSection 12: Casualty Management 45

Disorders of circulation: external bleeding

Section 13: Revision 48

Section 14: Quick Reference and Answers 52

Index 78

You want to find out

about the job of an

Appointed Person.

Do not read every

word in the index.

Look for the first

letter of the word: A.

(You may need tolook for the first two

letters: AP.)

If you want to find out

how to use the trainee

workbook, you can look in

the contentsfor a section

that may explain this.You do not need to read

every word on the

contents page. You can

scan the page to find the

information you need.

Scanning is reading to

find out one piece of

information only; for

example, reading your

phone manual to see what

a particular display symbol

stands for.

Look quickly for the word

Workbook. Look for no

other word.

The contents page is usually at the beginning of the manual.

It tells you what information is covered in the book.

This manual is divided into 14 sections. The numbers on the

right tell you on which page each section starts.

Another way of finding information quickly is to

use the index, usually at the back of the book.

List of contentsCourse Briefing 5

Workbook Introduction 6

Section 1: Reception 7

Section 2: First Aid in the Workplace 9

Section 3:What is expected of an Appointed Person? 16

Section 4: Emergency Aid: Incident Management 17

Section 5: Casualty Management 21

Life-Threatening Conditions

Index

A

ABC, 21, 23, 37, 45, 58, 72, 73, 76

Accident Book, 13, 52, 54

Action plan, 17, 20, 55, 74, 77

Action plan to manage the incident, 19

Aftermath, 20, 55, 74

Appointed Person, 16

B

Bleeding, 42, 45, 46, 47, 71, 72, 73, 76

Entries in an

index are

always in

alphabetical

order.

Module 2 Using the course bookFa 2:1Fa

48


3/8

Fa

49


PAGE 2:2

Using the layout

Having used an index or contents page to locate

specific pages (learner page 2:1) learners must then

use headings, lists and other textual features such as

the use of emboldened or italic print to locate key

information. Learners should be aware of the

purpose of these features.

Materials

Flipchart, coloured pens, examples of different types

of First Aid information and leaflets


1 To understand that the layout and format of text

often varies according to purpose.

2 To practise using the format or organisational

features of text to find information.

Suggestions for using this page

Discuss with the group the importance of

breaking information down into manageable and

relevant chunks (chapters or sections, subsections,

etc.) and finding the part you need at any givenmoment on the course.

Ask learners to look at some First Aid materials.

Ask what sort of information they can find (e.g.

information, instructions, advice, case studies).

List these on the flipchart in a table.

Are there differences in the way these texts are

presented? Discuss the different formats and write

up in the table, e.g. instructions are often

presented as a numbered list, an information

leaflet might use bullets to list key points, case

studies might use subheadings and paragraphs,

advice might use a flow chart. Obviously therewill be overlaps bullets, for example, are used in

many types of texts.

Hand out the learner page and discuss the

featured layouts in turn. Are the featured layouts

easier to read than a single solid block of text?

For each layout ask learners to try to find other

similar examples in their First Aid manual.

Recap scanning (see teachers notes for learner

page 2:1). Discuss how scanning is made easier

when text is also well laid out.

Draw attention to other features not previouslymentioned such as capital letters, bold text,

symbols, etc. Point out that these are used to

signpost information and to help us find our way

around.

Draw now on the text features of the page to

make sure learners understand the role of an

Appointed Person. Ask them to pick out key

words (e.g. cope and support in the

subheadings).

Source page

Although there is no specific Source page related to

this learner page, you can make extensive use of

previous Source pages. Discuss the idea of scanning

headings to find relevant sections of a page. Practise

with pages from the course book. Use other Sourcepages as examples of different layouts, e.g. Source

pages 0:01 and 0:02 make use of bold print to show

emphasised words, charts (TV screen 1) and speech

bubbles.


difficulties

ESOL learners may need explicit definitions of

words such as format and layout. Encourage use

of a bilingual dictionary or simple English

thesaurus. Copy pages from the course book or other First

Aid documents. Ask learners to highlight

headings and subheadings with different coloured

pens.

Provide copies of First Aid texts where the

headings have been blanked out. Ask learners to

supply suitable titles for headings and

subheadings.


Extend discussion and practice to other featuresnot included on the learner page, e.g. flow charts,

timetables and labelled diagrams.

Look at other pages of the manual. Talk about the

overall house style of the book (i.e. same fonts

used for headings throughout, same colour font

for activities, key words listed in margins, etc.)

and yet a variety of formats are still used on

different pages to suit the purpose of each page or

section.

Curr ref Key Skills

Rt/L1.4 n/a


4/8


50

Using the layout

What is expected ofan Appointed Person?

The help of an Appointed Person is obviously

needed in emergencies involving accidents and

sudden illnesses.

Am I the right person for this?

You may be afraid of seeing blood, or severe

injuries; you may think someone else would be

able to cope better than you. Your group

discussions have probably shown you that you

are not alone in these feelings.

Will I be able to cope?

At the start of this course, it is important that

you dont expect too much of yourself. In anysituation you can only do your best. You

are not expected to achieve miracles or to take

personal risks. Remember that, as an Appointed

Person, your aim is simply to try to:

preserve life

limit the effects of the casualtys condition

help the casualty recover, if possible.

What support will I get?

You are only human, so AFTER AN INCIDENTIT IS NORMAL TO FEEL UPSET AND NEED

SOMEONE TO TALK IT THROUGH WITH;

this happens even to experienced emergency

service personnel, so make sure that you are

prepared for it.

Discuss with your colleagues how you can give

and receive help of this kind in your workplace

after an incident.

The information in a course book is organised in many different formats, or

layouts. This helps you to find the information you need more quickly.

The title of this page is in a large,

bold, colouredfont. This makes the

words stand out and catch your eye.

Under the title and objective there is

often an introductory sentence; it

tells you more about what is

coming.

The subheading is the first of three

questions. All of these are questions.

The use ofitalic fontshows their

importance.

The information that follows answers

the question.

The most important part of the

answer is written in BLOCK

CAPITALS. This makes sure that this

very important information catches

the readers eye.

Blank space is an important part of

layout it makes a text more

readable. It also makes the final

suggestion stand out more.

This whole sentence is in bold. Thismeans that this part of the answer is

very important.

The aims are shown in a short

bulleted list of examples. Bullets

make a list clear and easy to read

quickly.


5/8

Fa

51


PAGE 2:3

First Aid at work whats it all about?

It is not always necessary to read every word on the

pages of the course manual. Learners can skim text in

order to get the general idea or gist about something.

This page develops knowledge and offers practice in

this important reading strategy.

Materials

Flipchart, selection of coloured pens


1 To skim read in order to get the gist of a textabout First Aid provision in the workplace.

2 To skim text in order to decide the parts that need

to be read in detail.


Discuss the amount of information surrounding

individuals at work/in daily life etc. and the

impossibility of reading it all in detail. Point out

that readers often look over a text quickly to get

the gist and decide whether it warrants further

detailed reading. Explain that this is called skim reading and that

you do not need to read every word when you

skim.

Ask learners what questions they should be asking

themselves as they skim or sift for information.

Gather ideas on whiteboard and discuss, e.g. Is

this about the topic Im interested in? Is it worth

going on to read this? Have I got enough

information now? Do I now need to scan for

certain words and then read in detail?

Hand out the learner page and immediately (i.e.

without giving learners time for a detailed read)ask questions that can be answered purely by

skimming the upper half of the page, e.g. how

many different items in a First Aid box? (seven

bullets seven different items); whats the title?

(First Aid at work); whats the main topic covered

by the text? (First Aid kits/boxes); how many key

words are explained? (one); which items should

never be kept in a kit? (medicines and tablets).

Talk through the list of text formats (headings,

bold, italic, etc.) and how they give us clues and

make words stand out.

Ask learners to point out each of the text formats

listed in the left hand box in the First Aid at work

text. (Note: for more on format and layout see

learner page 2:2.)

Move on to the lower text box and explain that

we may sometimes need to skim read a dense

piece of text that has little or no clues. We do

this by again moving our eyes over the text

quickly, looking for key words and remembering

them.

Explain that having skimmed a text, more detailed

reading may then be needed (see learner page 2:4).


difficulties

Note that many dyslexic learners will need a lot of

practice with skimming. Looking for information

on a website can be a good way for these learners

to practise all three reading skills. Explain that a)

first you have a quick look at, or skim read the

home page to see if its interesting or relevant to

you. b) Then you look quickly, or scan, through

the sections on the home page and decide where

to look next. c) You repeat this process, page by

page, until you find the information you want to

read. Then you read this information carefully.

ESOL learners may need explicit definitions ofwords such as qualified and adhesive. Encourage

learners to get clues from the surrounding text (see

learner page 3:4) as well as using a bilingual

dictionary.

If the lower text box is too challenging, use other

texts from the course book and keep the focus on

visual clues such as the use of bold and italic

fonts.


Practise skimming with a range of relevantdocuments. (Give each learner a different page

from the course book/training manual.) Allow a

few minutes to skim the document and then ask

each learner to give a brief outline of the

document.

Extend discussion to the order of sentences within

a paragraph (first sentence is often a topic

sentence, last sentence may summarise paragraph).

Curr ref Key Skills

Rt/L2.7 C2.2


6/8


52

First Aid at work whats it all about?

In order to get the general idea about a new topic you might be asked

to read sections of the course manual. Find the pages, or part of apage, that you want then skim your eyes across and down the page.

When you read to get the general idea or

gist of what something is about, your eyes

skim across and down the page.

You can use the layout orformat of a page

to help you skim. All these clues can help

give you a general idea of what a text is

about. Titlesheadings

italics

sub headings

bullets

CAPITALS

highlighted words

dashesbold words

First Aid at workFirst Aid is the first help given to someone to

prevent injury or illness from becoming worse.

First Aid kitsThe contents of a First Aid kit should be linked to

the risks at the site. Extra items may be needed

where certain chemicals are handled. Medicines or

tablets must never be kept in a First Aid kit because

only qualified medical personnel can dispense them.

Minimum contents of a First Aid box guidance leaflet 4 triangular bandages

6 safety pins 2 sterile eye pads

1 pair disposable gloves 2 large and 6 medium

20 wrapped adhesive sterile unmedicated

dressings wound dressings

KEY WORDS

First Aider someone trained to a recognised

standard to administer First Aid.

Heading?The numbers of Appointed Persons and First Aiders needed in theworkplace depend on factors such as risk, layout and number ofemployees. It is recommended that provision should also cover non-employees, such as customers.

Sub heading?An Appointed Person must be available whenever people are working.Their responsibilities include looking after First Aid equipment, makingsure it is always available, taking control when somebody is injured orill and calling the emergency services if needed. An Appointed Persondoes not have to be a trained First Aider although basic training isrecommended.

Sub heading?First Aiders must be specially trained and certified by organisationsapproved by the Health and Safety Executive.They should givetreatment only in the techniques they have been trained to carry out,otherwise they could cause further injury. First Aiders may needadditional training where there are special workplace hazards.

Sometimes a text may not have

so many clues but you can still

skim the text for key words to

help you get the gist.

Tip: useful key words are often

found in the first sentence of a

paragraph.

Task:

Skim the text. The heading

and subheadings are missing.

Skim each paragraph for key

words and give each

paragraph a suitable heading.


7/8

Fa

53


PAGE 2:4

Reading the detail

Health and safety materials are often expressed in

formal, legal-sounding language and can be very

difficult to understand. The text on this page

contains information about health and safety

legislation relevant to First Aiders and Appointed

Persons. It is written in simpler language than the

authentic legislation but nevertheless provides a

good starting point for development of detailed-

reading strategies. These include reading each

sentence several times, splitting up longer sentences

into shorter points, and looking up unknown or

difficult words. (Note that the last point is coveredin more detail on learner pages 3.3 and 3.4.)

Materials

Flipchart, highlighter pens (different colours and

enough for one between every two learners),

dictionaries


1 To extract precise information from a text.

2 To understand that long and difficult sentences

can be read and understood more easily if they

are broken down into shorter points.

3 To identify and practise a range of strategies for

dealing with unfamiliar vocabulary.


Ask learners for their experience (if any) of

reading health and safety information. Did they

understand it? How do they find information in

documents like this? (See learner pages 2:2 and

2:3 for information on skimming and scanning.)

Discuss the need for understanding complex

documents such as different pieces of health and

safety legislation or workplace policies and the

difficulties associated with this. Acknowledge that

these documents are often difficult to understand,

as they are expressed in legal or formal language.

Look at the example on the learner page about

sentence length. Make sure that learners realise

that the sentence in the box with the dark border

has the same meaning as the sentence in

paragraph 2 about HASAWA.

Discuss how breaking up long sentences can helpwith understanding. Knowing about

conjunctions, such as and, or and but helps

this.

Look at the box about unfamiliar words and

discuss each strategy mentioned along with other

tips such as: using the glossary/dictionary then

explaining the meaning to a friend, substituting

everyday words, asking someone and recording

this in a personal (dictionary) notebook. (Learner

pages 3:33:4 have more on unfamiliar words and

technical vocabulary.)

Draw learners attention to the examples of

difficult words highlighted in the text. Ask them

to highlight any other words they find difficult.

Also discuss whether they ask about or look up

unfamiliar words the first time they come to

them, or just mark them in order to deal with

them later when they have a better idea of the

sentence or paragraph as a whole. (Sometimes

learners may be able to guess the meaning from

other words around them.)

Point out the task at the bottom of the page. Ask

learners to first scan the text to look for the key

words Appointed Persons and then read that part

of the information in detail to answer the

question.


difficulties

ESOL learners will need a lot of help with difficult

words and should be encouraged to use bilingual

dictionaries or the glossary.


Ask learners to find the actual health and safety

legislation referred to in the text. Learners should

use the strategies outlined on the learner page toread and understand the detail of the more

complex legislation.

Ask learners to compose a written or oral quiz to

check each others understanding of one of the

pieces of legislation identified.

Curr ref Key Skills

Rt/L1.5 C1.2

Rw/L1.1 CS3.1.2


8/8

Reading the detail

Health and safety information can be difficult to understand. It

can include long, complicated sentences and unfamiliar words.Here are some tips to help you read this type of information.

Everybody at work should

understand their responsibilitiesunder HASAWA.

Everybody at work should comply

with their responsibilities under

HASAWA.

Employees are responsible for

ensuring their own health, safety and

welfare.

Employees are responsible for

ensuring the health, safety andwelfare of their colleagues.

Rewritten in four

shorter sentences

Read the information: what does it

say that Appointed Persons haveto do?

Responsibilities in the Workplace

Employers, First Aiders, Appointed Persons, and employeesshould be familiar with the health and safety legislation asfollows:

The Social Security Act 1975

The reporting system within an organisation usuallyincludes an accident book recording all accidents causinginjury on the organisations premises. The AppointedPerson is often involved in completing the record, but allemployees need to be aware of their responsibility tosupply information or enter details if they are involved inan accident.

The Health and Safety at Work Act 1974 (HASAWA)Everybody at work should understand and comply withtheir responsibilities under HASAWA this includes aresponsibility to ensure their own health, safety andwelfare, as well as that of their colleagues; responsibilitiesof employers include making sure that adequate training is

given to all employees about health, safety and welfare.

Health and Safety (First Aid) Regulations 1981Employers and their First Aiders, or Appointed Persons,together should organise and provide First Aid, accordingto the needs of the organisation. The current ApprovedCode of Practice is published by the Health and SafetyExecutive.

The Reporting of Injuries, Diseases and DangerousOccurrences Regulations 1995 (RIDDOR)Employers are responsible for reporting to the appropriateauthority any serious accidents in connection with the

workplace (which includes any resulting in more than threedays absence from work), dangerous occurrences, andspecified occupational disease.

Control of Substances Hazardous to Health Regulations2005 (COSHH)Employers are responsible for assessing risks fromhazardous substances, and deciding on action to reducethem. All employees should follow safety guidelines andtake precautions identified by their employers. First Aidersand Appointed Persons should also be familiar withappropriate First Aid action according to the type ofsubstance and level of risk in their workplace.

Tips for reading long sentences:

Read the information several

times.

Make notes try to sum up the

overall message.

Break long sentences down into

shorter sentences use thepunctuation orconnecting

words (conjunctions) to help you.

Health and Safety information may

include unfamiliar words. Try to work

out what they mean from the rest of

the sentence or look them up.


54

first aid module 2- using the course book.pdf

Documents