What is the difference between BLS for adults and infants?

The main differences are in compression technique and depth, ventilation volume, and AED pad placement. For adults, use two hands on the centre of the chest, compress at least 5 cm deep. For infants, use two fingers (single rescuer) or two thumbs (two rescuers) and compress about 4 cm deep. Rescue breaths for infants should be gentle puffs using your mouth to cover both nose and mouth. AED pads for infants are placed anterior-posterior (front and back) if paediatric pads are unavailable.

How do I perform CPR on a drowning victim?

First, ensure the scene is safe and remove the casualty from water if possible. Do not attempt to drain water from the lungs. Start with five initial rescue breaths, then continue with cycles of 30 chest compressions and 2 rescue breaths for adults (15:2 for children with two rescuers). Use a barrier device if available. Continue CPR until the casualty shows signs of life, an AED arrives, or emergency services take over.

Can I use an AED on a child under 8?

Yes, you can use an AED on a child aged 1-8 years. Use paediatric pads or a paediatric mode if available. If not, use adult pads, placing one on the centre of the chest and one on the back (anterior-posterior position). For infants under 1 year, the same anterior-posterior placement with adult pads is recommended. Ensure the pads do not touch each other.

What should I do if a child is choking and becomes unconscious?

If a child is choking and becomes unconscious, lower them to the ground, call for help, and start CPR. Begin with chest compressions (30 compressions) without checking for a pulse. After 30 compressions, open the airway and look for the object. If visible, remove it with a finger sweep. Then give two rescue breaths. Continue cycles of 30:2 until the object is expelled or help arrives.

How often should I refresh my BLS skills?

It is recommended to refresh BLS skills every 12 months to stay current with guidelines and maintain muscle memory. Many workplaces require annual training. Additionally, practice with manikins and AED trainers helps retain proficiency. The RLSS UK qualification is valid for 2 years, but annual refreshers are strongly advised.

What is the recovery position for an infant?

For an infant, the recovery position is a modified cradle hold. Hold the infant face down along your forearm, with their head slightly lower than their body to allow fluids to drain. Support their head and neck with your hand, and ensure the airway is open. Monitor breathing continuously. This position is used only if the infant is breathing normally and has no suspected spinal injury.

How to Revise RLSS UK Qualifications Level 3 Award in Basic Life Support for Adults Children and Infants (including drowning) — RLSS UK Qualifications Other Vocational Qualification Health & Social Care

Be able to: 1.1 Conduct and evaluate a scene survey to identify potential hazards1.2 Conduct a primary survey of a casualty for adult, child and infant 1.3 Summon appropriate assistance when necessary2.0 Provide first aid to an unresponsive casualty 2.1 Identify when to administer when to administer Cardio Pulmonary Resuscitation (CPR)2.2 Demonstrate CPR (simulation) on a manikin for and adult, child and infant2.3 Demonstrate CPR (simulation) on an adult manikin that has drowned 2.4 Justify when to place the casualty into the recovery position2.5 Demonstrate how to place a casualty into the recovery position: an adult and a child2.6 Demonstrate how to hold an infant in the recovery position3.0 Provide first aid to a casualty who is choking:3.1 Identify when the choking is mild, severe 3.2 Demonstrate how to administer first aid to a casualty who is choking

Examiner Tips for RLSS UK Qualifications Level 3 Award in Basic Life Support for Adults Children and Infants (including drowning)

During simulated assessments, verbalize each step of your assessment and rationale to demonstrate underpinning knowledge, even if a practical skill execution is slightly imprecise.
Memorise the chain of survival and emphasise early CPR and defibrillation; clearly state that drowning victims need rescue breaths first due to hypoxic cardiac arrest.
Practice choking protocols on different manikins to build muscle memory for back blows and thrusts, and vocalise the severity assessment (mild vs severe) before acting.
When performing CPR on an infant manikin, use the two-thumbs technique for two-rescuer scenarios and single two-finger technique for lone rescuer, explaining why this is appropriate.
Always announce scene safety checks aloud before touching the manikin, as assessors look for this habit as a pass/fail criterion.

Common Mistakes in RLSS UK Qualifications Level 3 Award in Basic Life Support for Adults Children and Infants (including drowning)

Delaying CPR due to prolonged breathing checks or misinterpreting agonal gasps as effective breathing.
Using incorrect hand positioning for infant CPR, such as applying the two-finger technique on the abdomen rather than the lower sternum.
Failing to call emergency services immediately after confirming unresponsiveness and absence of normal breathing.
Applying abdominal thrusts to pregnant women or infants under one year, risking internal injury.
Hyperextending an infant's head during airway management, which can obstruct the airway instead of opening it.
In drowning scenarios, omitting initial rescue breaths and proceeding directly to chest compressions as in standard cardiac arrest protocols.

Key Marking Points

Award credit for demonstrating a structured scene survey that identifies and mitigates hazards before approaching the casualty.
Expect a primary survey that checks responsiveness, opens the airway appropriately for the casualty's age, and assesses breathing for no more than 10 seconds, clearly distinguishing between normal and abnormal breathing.
Credit should be given for timely summoning of emergency services, with the learner articulating the type of assistance needed and providing clear, accurate information.
For CPR, assess correct hand positioning, compression depth and rate (adult: at least 5cm, 100-120/min; child/infant: at least one-third depth), and appropriate ventilation technique for the age group, with minimal interruptions.
In drowning simulations, verify that rescue breaths are administered before chest compressions, reflecting the hypoxic nature of the arrest, and that spinal considerations are addressed if relevant.
When justifying the recovery position, credit reasoning based on the presence of normal breathing and the need to maintain an open airway while awaiting further care.

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RLSS UK Qualifications Level 3 Award in Basic Life Support for Adults Children and Infants (including drowning)

RLSS-UK-QUALIFICATIONS

vocational

This subtopic equips learners with essential life-saving skills for managing unresponsive and choking casualties across all age groups, including drowning scenarios. It emphasizes systematic assessment, prompt intervention, and adaptation of techniques such as CPR and the recovery position to adult, child, and infant anatomies, ensuring competence in real-world emergency response.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Topic Overview

The RLSS UK Qualifications Level 3 Award in Basic Life Support for Adults, Children, and Infants (including drowning) is a specialised vocational qualification that equips learners with the essential skills to respond to life-threatening emergencies across all age groups. This course goes beyond standard first aid by focusing on drowning-specific scenarios, reflecting the Royal Life Saving Society UK's expertise in water safety. It covers the chain of survival, cardiopulmonary resuscitation (CPR), use of automated external defibrillators (AEDs), and the management of choking and drowning incidents, ensuring candidates can adapt their approach for adults, children, and infants.

This qualification is critical for anyone working in health and social care, education, leisure, or community settings where they may be responsible for the safety of others. It aligns with the UK Resuscitation Council guidelines and emphasises early recognition, prompt action, and effective teamwork. By mastering these skills, students not only meet regulatory requirements but also gain the confidence to save lives in real-world emergencies, making it a cornerstone of workplace safety and public health.

Within the wider Health & Social Care curriculum, this award complements topics such as infection control, risk assessment, and duty of care. It provides practical, hands-on experience that reinforces theoretical knowledge about the body's response to hypoxia, cardiac arrest, and drowning. Understanding the physiological differences between age groups is key, and this qualification ensures learners can apply evidence-based techniques to maximise survival outcomes.

Key Concepts

Core ideas you must understand for this topic

→Chain of Survival: Early recognition, early CPR, early defibrillation, and post-resuscitation care. For drowning, the chain includes water rescue and removal from water before starting CPR.
→Compression-to-ventilation ratios: 30:2 for adults and children (single rescuer), and 15:2 for two-rescuer child/infant CPR. Infants require two-finger compressions or two-thumb encircling technique.
→Drowning-specific management: Assume spinal injury if mechanism suggests it; give five initial rescue breaths before starting chest compressions; do not attempt to drain water from lungs.
→AED use: Apply pads as per age (adult pads for 8+ years, paediatric pads for 1-8 years, or use adult pads with anterior-posterior placement for infants). Ensure no water puddles around victim.
→Recovery position: Modified for infants (cradle hold) and children (standard recovery position). Maintain airway and monitor breathing continuously.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating a structured scene survey that identifies and mitigates hazards before approaching the casualty.
Expect a primary survey that checks responsiveness, opens the airway appropriately for the casualty's age, and assesses breathing for no more than 10 seconds, clearly distinguishing between normal and abnormal breathing.
Credit should be given for timely summoning of emergency services, with the learner articulating the type of assistance needed and providing clear, accurate information.
For CPR, assess correct hand positioning, compression depth and rate (adult: at least 5cm, 100-120/min; child/infant: at least one-third depth), and appropriate ventilation technique for the age group, with minimal interruptions.
In drowning simulations, verify that rescue breaths are administered before chest compressions, reflecting the hypoxic nature of the arrest, and that spinal considerations are addressed if relevant.
When justifying the recovery position, credit reasoning based on the presence of normal breathing and the need to maintain an open airway while awaiting further care.
Demonstrated recovery position technique must ensure the casualty is rolled safely, the airway remains aligned, and breathing is monitored; for an infant, a supported prone hold with head tilted downwards to clear fluids is expected.
For choking, distinction between mild (encourage cough) and severe (silent, cyanosis) must be accurate, with appropriate interventions: back blows and abdominal/chest thrusts proportional to the casualty's size and age.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a structured scene survey that identifies and mitigates hazards before approaching the casualty.
Expect a primary survey that checks responsiveness, opens the airway appropriately for the casualty's age, and assesses breathing for no more than 10 seconds, clearly distinguishing between normal and abnormal breathing.
Credit should be given for timely summoning of emergency services, with the learner articulating the type of assistance needed and providing clear, accurate information.
For CPR, assess correct hand positioning, compression depth and rate (adult: at least 5cm, 100-120/min; child/infant: at least one-third depth), and appropriate ventilation technique for the age group, with minimal interruptions.
In drowning simulations, verify that rescue breaths are administered before chest compressions, reflecting the hypoxic nature of the arrest, and that spinal considerations are addressed if relevant.
When justifying the recovery position, credit reasoning based on the presence of normal breathing and the need to maintain an open airway while awaiting further care.
Demonstrated recovery position technique must ensure the casualty is rolled safely, the airway remains aligned, and breathing is monitored; for an infant, a supported prone hold with head tilted downwards to clear fluids is expected.
For choking, distinction between mild (encourage cough) and severe (silent, cyanosis) must be accurate, with appropriate interventions: back blows and abdominal/chest thrusts proportional to the casualty's size and age.

Assessment Guidance

Guidance for achieving higher grades

💡During simulated assessments, verbalize each step of your assessment and rationale to demonstrate underpinning knowledge, even if a practical skill execution is slightly imprecise.
💡Memorise the chain of survival and emphasise early CPR and defibrillation; clearly state that drowning victims need rescue breaths first due to hypoxic cardiac arrest.
💡Practice choking protocols on different manikins to build muscle memory for back blows and thrusts, and vocalise the severity assessment (mild vs severe) before acting.
💡When performing CPR on an infant manikin, use the two-thumbs technique for two-rescuer scenarios and single two-finger technique for lone rescuer, explaining why this is appropriate.
💡Always announce scene safety checks aloud before touching the manikin, as assessors look for this habit as a pass/fail criterion.
💡In practical assessments, demonstrate clear communication and a systematic approach: check for danger, response, open airway, and breathing (DRABC). Examiners award marks for calling for help early and using a barrier device for rescue breaths.
💡Know the exact compression depths: at least 5 cm for adults, 5 cm for children, and 4 cm for infants (about one-third of chest depth). Use a firm surface and minimise interruptions to compressions.
💡For drowning scenarios, emphasise the importance of removing the casualty from water safely and starting with five rescue breaths. Examiners look for recognition of drowning as a hypoxic event requiring ventilation first.

Common Mistakes

Common errors to avoid in your coursework

Delaying CPR due to prolonged breathing checks or misinterpreting agonal gasps as effective breathing.
Using incorrect hand positioning for infant CPR, such as applying the two-finger technique on the abdomen rather than the lower sternum.
Failing to call emergency services immediately after confirming unresponsiveness and absence of normal breathing.
Applying abdominal thrusts to pregnant women or infants under one year, risking internal injury.
Hyperextending an infant's head during airway management, which can obstruct the airway instead of opening it.
In drowning scenarios, omitting initial rescue breaths and proceeding directly to chest compressions as in standard cardiac arrest protocols.
Placing a casualty in the recovery position when they are not breathing normally, which delays essential CPR.
Misconception: You should tilt the head back as far as possible for all ages. Correction: For infants, avoid hyperextension as it can obstruct the airway; use a neutral position with the head in line with the body.
Misconception: If a drowning victim has water in their lungs, you should perform abdominal thrusts to expel it. Correction: Do not waste time on water removal; start CPR immediately with rescue breaths, as water absorption occurs quickly and chest compressions will circulate oxygenated blood.
Misconception: AEDs are only for adults and can harm children. Correction: AEDs can be used on children over 1 year old with paediatric pads or a paediatric mode; for infants under 1, use adult pads in anterior-posterior position if paediatric pads are unavailable.

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 human respiratory and circulatory systems, including the effects of hypoxia on the brain.
•Familiarity with standard first aid principles such as the primary survey and recovery position.
•Awareness of health and safety regulations, including infection control measures when performing rescue breaths.

Key Terminology

Essential terms to know

Be able to: 1.1 Conduct and evaluate a scene survey to identify potential hazards1.2 Conduct a primary survey of a casualty for adult, child and infant 1.3 Summon appropriate assistance when necessary2.0 Provide first aid to an unresponsive casualty 2.1 Identify when to administer when to administer Cardio Pulmonary Resuscitation (CPR)2.2 Demonstrate CPR (simulation) on a manikin for and adult, child and infant2.3 Demonstrate CPR (simulation) on an adult manikin that has drowned 2.4 Justify when to place the casualty into the recovery position2.5 Demonstrate how to place a casualty into the recovery position: an adult and a child2.6 Demonstrate how to hold an infant in the recovery position3.0 Provide first aid to a casualty who is choking:3.1 Identify when the choking is mild, severe 3.2 Demonstrate how to administer first aid to a casualty who is choking

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RLSS UK Qualifications Level 3 Award in Basic Life Support for Adults Children and Infants (including drowning)

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

Ready to learn?

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