What is the difference between an infant, child, and adult in first aid?

In first aid, an infant is under 1 year old, a child is from 1 year to puberty (usually around 12-14 years), and an adult is anyone past puberty. Techniques such as CPR, recovery position, and choking protocols differ based on these age groups. For example, infant CPR uses two fingers for chest compressions, while child CPR uses one or two hands depending on the child's size. Always check the specific guidelines for each age group.

How do I use an EpiPen on a child?

First, ensure the child is in a safe position (sitting or lying down). Remove the blue safety cap, hold the auto-injector with the orange tip pointing downward, and firmly push it into the outer mid-thigh (through clothing if necessary). Hold for 3 seconds, then remove. Massage the injection site for 10 seconds. Call 999 immediately and note the time of administration. A second dose can be given after 5-15 minutes if symptoms persist.

What should I do if a child is having an asthma attack?

Help the child sit upright and stay calm. Give them their reliever inhaler (usually blue) via a spacer if available—shake the inhaler, insert into spacer, and have the child take 4-6 slow breaths. Repeat every 10-15 minutes if needed. If the attack is severe (e.g., unable to speak, blue lips), call 999 immediately. Do not leave the child alone.

Can I give a child aspirin for a headache?

No, aspirin should never be given to children under 16 years old due to the risk of Reye's syndrome, a rare but serious condition that can cause liver and brain damage. For pain relief, use paracetamol or ibuprofen according to the child's age and weight, following the instructions on the packaging.

What is the correct way to put a child in the recovery position?

For a child (1 year to puberty), kneel beside them, place the arm nearest you at a right angle to their body, and bring the other arm across their chest. Roll them onto their side by pulling the far knee towards you, ensuring the top leg is bent at a right angle. Tilt the head back to open the airway and monitor breathing. For infants, hold them in your arms with their head tilted back, or place them on their side on a firm surface with a rolled-up blanket for support.

Do I need a first aid certificate to work in a school?

While not a legal requirement for all school staff, the Health and Safety (First-Aid) Regulations 1981 require employers to provide adequate first aid provision. Many schools require at least one trained first aider on site at all times. Having a recognised qualification like the CTQ Level 3 Award in First Aid for Schools is highly recommended and often a condition of employment for teaching assistants, lunchtime supervisors, and other support staff.

How to Revise CTQ Level 3 Award in First Aid for Schools — Certify Training Qualifications Vocationally-Related Qualification Health & Social Care

1. Understand the role of the first aider in schools2. Assess a range of first aid situations in order to provide emergency first aid in school3. Provide appropriate first aid for a range of emergency situations and casualties

Examiner Tips for CTQ Level 3 Award in First Aid for Schools

Always structure your practical assessment using the DRSABCD action plan and verbalise each step to demonstrate your decision-making process to the assessor.
When completing written assignments, reference specific school policies alongside national guidelines to show contextual understanding of first aid delivery in educational settings.
Practice paediatric basic life support techniques regularly, as child and infant manikins require different hand placement and ventilation pressures compared to adults.

Common Mistakes in CTQ Level 3 Award in First Aid for Schools

Failing to prioritise the primary survey and becoming distracted by minor injuries, such as a graze, while missing signs of a compromised airway.
Incorrectly applying a tourniquet for bleeding when direct pressure and elevation would have been sufficient and safer in a school setting.
Not tilting the head back adequately for rescue breaths on a child, leading to ineffective ventilation due to the anatomical differences in airway structure.
Forgetting to call for an ambulance early enough in a suspected cardiac arrest, delaying defibrillation and critical care.

Key Marking Points

Award credit for demonstrating a systematic primary survey (DRSABCD) when approaching a casualty, including clear scene assessment for risks such as broken glass or body fluids.
Award credit for providing evidence of effective communication with emergency services, including giving accurate location, nature of incident, and condition of casualties.
Award credit for correctly demonstrating the use of an adrenaline auto-injector on a child manikin, with appropriate aftercare management and monitoring for anaphylaxis.
Award credit for completing accurate incident report forms in line with school policy, detailing actions taken and outcomes, and maintaining confidentiality.

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CTQ Level 3 Award in First Aid for Schools

CERTIFY-TRAINING-QUALIFICATIONS

vocational

This element focuses on the practical application of emergency first aid skills specifically within a school environment, addressing the unique needs of children and young people alongside staff. It covers the immediate assessment and management of common school-based emergencies such as asthma attacks, anaphylaxis, bleeding, fractures, and cardiac events, while integrating safeguarding protocols and legal responsibilities. Learners develop the competence to confidently take charge of an incident until professional help arrives, ensuring minimal disruption and optimal casualty care.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Delivering Emergency First Aid in Schools

Topic Overview

The CTQ Level 3 Award in First Aid for Schools is a vocationally-related qualification designed specifically for those working or volunteering in educational settings. It covers essential first aid skills tailored to the unique needs of children and young people, including how to manage common childhood emergencies such as choking, allergic reactions, asthma attacks, and head injuries. This qualification goes beyond basic first aid by addressing the legal and regulatory framework for first aid in schools, including the Health and Safety (First-Aid) Regulations 1981 and guidance from the Department for Education.

Studying this topic is crucial for anyone responsible for the welfare of students, as it equips you with the knowledge and confidence to act swiftly and effectively in an emergency. The course emphasises the importance of risk assessment, infection control, and communication with emergency services, all within the context of a school environment. By mastering this content, you will be prepared to handle incidents ranging from minor cuts and bruises to life-threatening conditions, ensuring the safety and well-being of pupils and staff alike.

This award fits into the wider Health & Social Care curriculum by linking directly to safeguarding, health promotion, and duty of care principles. It also complements topics such as child development, public health, and emergency planning. Understanding first aid in schools is not only a practical skill but also a key component of creating a safe learning environment, which is a fundamental responsibility for all education professionals.

Key Concepts

Core ideas you must understand for this topic

→The primary survey (DRABC) and secondary survey for assessing a child or infant, including modifications for age and developmental stage.
→Management of anaphylaxis, including recognition of signs (e.g., swelling, difficulty breathing) and correct use of an auto-injector (EpiPen).
→Treatment of asthma attacks, including use of inhalers and spacers, and when to call for emergency help.
→Choking protocols for children and infants, including back blows and abdominal thrusts (Heimlich manoeuvre) with appropriate force.
→Recovery position for children and infants, ensuring airway patency and monitoring breathing.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating a systematic primary survey (DRSABCD) when approaching a casualty, including clear scene assessment for risks such as broken glass or body fluids.
Award credit for providing evidence of effective communication with emergency services, including giving accurate location, nature of incident, and condition of casualties.
Award credit for correctly demonstrating the use of an adrenaline auto-injector on a child manikin, with appropriate aftercare management and monitoring for anaphylaxis.
Award credit for completing accurate incident report forms in line with school policy, detailing actions taken and outcomes, and maintaining confidentiality.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a systematic primary survey (DRSABCD) when approaching a casualty, including clear scene assessment for risks such as broken glass or body fluids.
Award credit for providing evidence of effective communication with emergency services, including giving accurate location, nature of incident, and condition of casualties.
Award credit for correctly demonstrating the use of an adrenaline auto-injector on a child manikin, with appropriate aftercare management and monitoring for anaphylaxis.
Award credit for completing accurate incident report forms in line with school policy, detailing actions taken and outcomes, and maintaining confidentiality.

Assessment Guidance

Guidance for achieving higher grades

💡Always structure your practical assessment using the DRSABCD action plan and verbalise each step to demonstrate your decision-making process to the assessor.
💡When completing written assignments, reference specific school policies alongside national guidelines to show contextual understanding of first aid delivery in educational settings.
💡Practice paediatric basic life support techniques regularly, as child and infant manikins require different hand placement and ventilation pressures compared to adults.
💡When answering questions about the primary survey, always mention the 'D' for Danger before approaching the casualty, and emphasise checking for response using 'A-V-P-U' (Alert, Voice, Pain, Unresponsive). Examiners look for this systematic approach.
💡For scenario-based questions, explicitly state the age of the child (e.g., 'for a 5-year-old child') and adapt your actions accordingly—this shows you understand developmental differences.
💡When discussing legal aspects, refer to specific regulations (e.g., Health and Safety (First-Aid) Regulations 1981) and mention that schools must have a designated first aider and an up-to-date first aid kit. This demonstrates wider knowledge beyond practical skills.

Common Mistakes

Common errors to avoid in your coursework

Failing to prioritise the primary survey and becoming distracted by minor injuries, such as a graze, while missing signs of a compromised airway.
Incorrectly applying a tourniquet for bleeding when direct pressure and elevation would have been sufficient and safer in a school setting.
Not tilting the head back adequately for rescue breaths on a child, leading to ineffective ventilation due to the anatomical differences in airway structure.
Forgetting to call for an ambulance early enough in a suspected cardiac arrest, delaying defibrillation and critical care.
Many students believe that the recovery position is the same for all ages, but for infants (under 1 year) you must hold them in a 'modified recovery position' with their head tilted back to keep the airway open.
A common mistake is thinking that anaphylaxis always involves a rash or hives; in reality, the first signs can be subtle, such as a feeling of doom, hoarse voice, or stomach pain. Always treat suspected anaphylaxis with adrenaline immediately.
Students often assume that if a child is choking and coughing, you should perform back blows immediately. In fact, if the child is coughing forcefully, encourage them to keep coughing—only intervene if the cough becomes weak or silent.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of the Health and Safety (First-Aid) Regulations 1981 and employer responsibilities.
•Familiarity with child development stages (e.g., infant, child, adult) to understand how first aid techniques differ.
•Knowledge of infection control principles, including hand hygiene and use of personal protective equipment (PPE).

Key Terminology

Essential terms to know

1. Understand the role of the first aider in schools2. Assess a range of first aid situations in order to provide emergency first aid in school3. Provide appropriate first aid for a range of emergency situations and casualties

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CTQ Level 3 Award in First Aid for Schools

Assessment criteria

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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