Lesson Plan - First Aid

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Topic area: First Aid Stage of Learner: 6 Syllabus Pages: 26-28

Date: Location Booked: Lesson Number: 23/29

classroom
Time: 60 minutes Total Number of Printing/preparation:
students: 20 DRSABCD worksheets

Outcomes Assessment Students learn Students learn to

about

Syllabus outcomes Lesson • setting priorities • plan and conduct

P6 proposes actions that can assessment for managing a appropriate
improve and maintain an • Completion of first aid assessment and
individual’s health revision situation and management
P12 demonstrates strategies worksheet. assessing the procedures in
for the assessment, . Completion of casualty response to a range
management and prevention group case − situational of first aid scenarios
of scenario analysis • identify signs and
injuries in first aid settings . Participation in − priority symptoms, and
class discussion. assessment primary management
procedures for each injury and
−DRSABCD(Danger, medical condition
Response,Sendfor • explain the nature of
Life Skills outcomes help, Airway, the identified
- problem solving Breathing, CPR, medicalconditions.
- decision making Defibrillation) • analyse the
- communication • crisis particular safety
management issues associated
− cardiopulmonary with each physical
resuscitation environment and
(CPR) formulate specific
− bleeding self- protective
− shock strategies that
− neck and spinal should be observed
injury
− moving the
casualty
− medical referral
− care of the
unconscious
casualty.
• management of
injuries
− cuts and
lacerations
• management of
medical
conditions −
heart attack
• physical
environment
traffic accidents
• water
environment
 Cross Curriculum themes & General capabilities:
-Use of ICT
- Environment
- Critical and creative thinking
- Personal and social capability
Explicit subject specific concepts and skills
- Identifying the components of DRSABCD
- Understanding and applying the
components of DRSABCD
- Understanding a range of medical
conditions, their warning signs and first
aid response to them.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order

This refers to pedagogy focused on producing knowledge thinking
deep understanding of important, substantive 1.2 Deep 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active 1.3 Problematic communication
construction and requires students to engage in knowledge
higher-order thinking and to communicate
substantively about what they are learning.

Quality Learning Environment 2.1 Explicit 2.4 Social Support

This refers to pedagogy that creates classrooms quality criteria 2.5 Students’ self
where students and teachers work productively in 2.2 Engagement regulation
an environment clearly focused on learning. Such 2.3 High 2.6 Student direction
pedagogy sets high and explicit expectations and Expectations
develops positive relationships between teacher
and students and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning knowledge 3.5 Connectedness
more meaningful and important to students. Such 3.2 Cultural 3.6 Narrative
pedagogy draws clear connections with students’ knowledge
prior knowledge and identities, with contexts 3.3 Knowledge
outside of the classroom, and with multiple ways integration
of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within
the lesson.
Teaching Indicators of presence in the lesson
element
Higher- students require more cognitive processing in the case scenario activity as
order they are asked to critically analyse and problem solve.
Thinking
Students are required to work collaboratively as a group and share
Students' feedback. Students must implement the skills they have learnt
self- appropriately into the case scenario.
regulation
Working collaboratively as groups and also as a whole class, students can
Inclusivity share ideas, provide feedback to each other in an encouraging
environment.
Tim Teaching and learning actions Organisation Centr
e ed
T/S
0-10 DRSABCD Revision Worksheet Teacher: set the mood for the S
class (serious and important topic).
1. Line students up outside classroom, once ready Instructs students to complete
bring inside to start activity straight away and mark activity quietly and independently
roll. whilst marking the role.
2. To test students prior knowledge, get them to fill in
the DRSABCD worksheet to the best of their ability Student: complete the activity
(covered in previous lessons and stages) quietly and independently,
3. Recap on activity as a class, asking reflective participate in answering questions
questions and get students to fill in the blanks.
4. Explain that the today’s lesson will focus on Resources: 20 x DRSABCD revision
applying first aid. Emphasise that this is a very sheets
serious topic and it is generally a family member or
a close friend who you will have to attend to.


Modifications and safety: n/a

Questions:
1. Who are you most likely to provide first aid to?
2. Has anyone had any experience or witnessed
anyone getting administered first aid?
3. What is a situation where you may need to apply
first aid?

10-2 Bondi Rescue Video Teacher: play video on board, S

5 ensure students are engaged.
1. Play video ‘Ryan Kim Rescue | Bondi Rescue Pause video to clarify key points
S6’ (Bondi Rescue, 2011) on SmartBoard to show and ask questions.
first aid in action:
https://www.youtube.com/watch?v=_8tZT2Jx8H0 Student: watch video and take
2. Pause the video very briefly to explain/ask effective notes
questions when each aspect of DRSABCD is displayed.
Resources: SmartBoard, student
workbooks, spare pens and paper
Modifications and safety: offer students the
opportunity to opt out if they don’t feel comfortable
watching the video (they can get started on the next
activity)

Questions:
1. Why did they move the patient out of the water?
2. Why did they not allow the ‘anaesthetist’ to get
involved?
3. Why did they take him to hospital after, even
though he was breathing again?
25-5 Practical Case Scenario Teacher: split students into groups S
0 (St John Ambulance, 2015) of 4. Walk around with scenarios in
a hat and get groups to choose out
1. Explain to students that the next activity at random. Ensure safety measures
requires them to act out a first aid scenario in are enforced and scenarios are
small groups. acted out appropriately. If groups
2. Split the class into groups of 4 (victim x1, first have missed information, ask the
aid administrator, 1-2 x bystander/family/ rest of the class what else they
friend) Each group chooses a scenario at would do in this situation and
random out of a hat from the following ensure to correct any errors in first
• You’re having lunch with a friend and he begins to aid application so students know
choke on some food. He can’t speak, breathe or the correct procedure.
cough it up. What do you do?
• Your teacher is complaining of breathlessness and a Student: work effectively and
tight pain in the chest. She has a family history of appropriately in a group. Present
heart conditions. What should you do? clearly, detailed and appropriately.
• One of your friends has cut his arm at the skate park
and is bleeding severely. How do you treat his Resources: scenario cards, hat/
injury? bucket, student workbooks, spare
• You’re walking home from soccer training and you pens and paper
see a man lying on the ground. You ask him if he’s all
right but he doesn’t respond. What should you do
next?
• You're at the beach and a surfer has been washed up
on the beach. She is conscious but is complaining
about numbness in her legs. What do you do?
3. Students have 5-10 minutes to plan/research
their scenario and what each student’s role is.
4. Groups take it in turns to act out there scenario
to the class, explain which equipment is needed
and what actions should be taken.

Modifications and safety: ensure students take safety

precautions when demonstrating (do not actually do
full compressions or mouth to mouth).

50-6 Reflection Teacher: facilitate reflection by S&T

0 Ask students open ended questions to ensure asking guiding open ended
understanding of content knowledge covered: questions
1. What precautions can be taken to ensure safety
when you’re out and about? Student: participation in
2. What are the components of DRSABCD? answering questions and asking any
3. Why is it so important to keep up to date with further questions they have. Note
current first aid procedures? homework for next class.
4. Any further questions?
Get students to download app ‘Emergency Plus’ as Resources: n/a
homework and ask them to write a short response
about what the features of the app are and how it
could be used in an emergency situation.
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?

I have learnt the importance of teaching First Aid to students and the
relevance it has in their every day life. It is a necessity to cover this area
more than once over a student’s time at school to ensure deeper
understanding and the ability to apply that knowledge. Working as a group,
students are able to work as a team to share ideas and expand on their own
knowledge. Students of all levels can collaborate their ideas to come uo
with the best response or outcome to a problem.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P6 proposes actions that - case scenario
can improve and maintain - class discussion
an individual’s health
P12 demonstrates - DRSABCD Revision
strategies for the - case scenario
assessment, management - class discussion
and prevention of
injuries in first aid settings

Other considerations

Graduate Evidence within this lesson

Standards
1 - Know students Revision sheets allow me to see which previous teaching
and how they techniques have worked. Activities can be differentiated
learn for students of all levels.
2 - Know the Relating all work to syllabus outcomes and appropriate
content and how assessment. Applying content through a range of modes
to teach it (literacy, ICT & group work) to expand curriculum learning
opportunities for students.
3 - Plan for and Planning and sequencing was used as the lesson was
implement structured to build on prior knowledge, hence the revision
effective teaching sheet. A range of resources were used to engage students
and learning in learning.
4 - Create and Students work in groups and as a class collaboratively,
maintain promoting inclusivity. Students have the option to opt out
supportive and if they feel uncomfortable with viewing graphic content,
safe learning promoting student wellbeing and safety.
environments
5 - Assess, Revision activity assesses student learning. Guided
provide feedback reflective questions provide feedback and report on
and report on student learning.
student learning

WHS

As this lesson takes place in a classroom, there are minimal risks of danger
occurring but precautions still need to be taken to keep these risks low.
The Department of Education sets guidelines including 1.1.3 - adopting a
preventative and strategic approach to health and safety and using
measurable objectives and targets to monitor performance. Within a
classroom setting, teachers must be proactive and inspect the classroom
prior to the class to ensure that there are no hazards or potential risks
(eg. broken chairs, slippery floor etc.). Also the WHS guidelines state in
4.4.1 - take reasonable care for the health and safety of themselves and
those under their supervision, and take reasonable care that their acts or
omissions do not adversely affect the health and safety of others. This
could relate to ensuring that lessons are appropriate for the stage, not
offensive and students can opt out if they feel uncomfortable (eg. showing
graphic content and allowing students to sit out).

References

Australian Institute for Teaching and School Leadership (2014). Australian

Professional Standards for Teachers. Retrieved from http://
www.aitsLedu .au/australian- professional-standards-for-teachers/
standards/list

Board of Studies, Teaching and Educational Standards (2009). Assessment

and reporting in Personal Development, Health and Physical
Education Stage 6. Retrieved from http://www.boardo
fstudies.nsw.edu.au/syllabus _hsc/pdhpe.html

Bondi Rescue,. (2011). Ryan Kim Rescue | Bondi Rescue S6. Retrieved from
https://www.youtube.com/watch?v=_8tZT2Jx8H0

NSW Department of Education (2016). Work Health and Safety (WHS) Policy.
Retrieved from: https://education.nsw.gov.au/policy-library/
policies/work-health-and-safety-whs-policy

St John Ambulance (2015). Test your first aid knowledge. Retrieved 22

March 2017, from http://www.sja.org.uk/sja/first-aid-advice/test-
your-first-aid-knowledge.aspx
Resources Attached:

DRSABD Revision Worksheet