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7/30/2019 First Aid Module 2- Using the course book.pdf
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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
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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.
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Module 2 Using the course book
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
Learning outcomes (objectives)
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.
Suggestions for learners who are having
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.
Suggestions for advanced learners
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
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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.
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Module 2 Using the course book
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
Learning outcomes (objectives)
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.
Suggested teaching activities
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).
Suggestions for learners who are having
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.
Suggestions for advanced learners
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
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Module 2 Using the course bookFa 2:3Fa
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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.
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Module 2 Using the course book
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
Learning outcomes (objectives)
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.
Suggested teaching activities
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.
Suggestions for learners who are having
difficulties
ESOL learners will need a lot of help with difficult
words and should be encouraged to use bilingual
dictionaries or the glossary.
Suggestions for advanced learners
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
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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.
Module 2 Using the course bookFa 2:4Fa
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