Term 1 and Term 2 are all about gathering information and resources to help us feel confident to handle the most common first aid casualty scenario's (see the A-Z for all the topics we tackle).
Each pupil has to produce 1 fact file for each injury, condition or ailment. Over the 4 terms we will produce up to 25 FACT FILES.
Term 1 - Gathering DATA
Task 1. Write a paragraph describing your personal reason for choosing first aid?
Task 2. List at least 5 things that you would do if you discovered an accident or someone who was ill.
Task 3. Draw or write a list of things you would find in a first Aid kit?
Task 4. The Agree or Disagree card Game: TOPIC = Why is it useful to learn first aid?
Task 5. Memory Game: Ms V's presentation on 'What you will cover this year'. Write down your own notes/summary as Ms V presents a powerpoint display showing what things we will cover this year. The trick is to half your page lengthways. As Ms V is talking through the slides try to jot down some key things that are on the board on the right hand side of your page. Once Ms V has finished she will give you 5 mins to use the left hand side of the page to write down what you think the stuff on the right means. (This helps us to create logical note taking, learn to summarize and learn to show our knowledge and understanding by putting information into our own words).
Task 6. Dealing with BROKEN BONES (breaks, fractures and dislocations): You will copy the definition of Breaks, fracture and dislocation from the board into your jotter. The whole class will create a FACT FILE for broken bones. In pairs you will be responsible for gathering information relating to a break. fracture or dislocation on one of the following areas:
Remember you need to find out what the break/fracture or dislocation would LOOK LIKE (SIGNS), FEEL LIKE (SYMPTOMS) and how you would TREAT IT (ACTION).
1. Arm
2. Wrist,
3. fingers and toes
4. Upper Leg,
5. Lower Leg
6. Ankle
7. Neck,
8. Back,
9. Shoulder
10. Hip
We will then share this information with the rest of the class by displaying your information on a display board in the corridor underneath your heading. We will leave the display up in the corrider over the next week for your to read. We will take pictures of the display board and put on our website.
We will now look at the treatment of breaks, fractures and dislocations:
1. Can you learn to put on a sling? Use the picture cards, video links or Ms Veitch's demonstration to learn. Practice on a partner.
Follow on task: can you create a script, video or picture cards to help teach other people how to put on a sling?
2. Can you immobilise and make comfortable someone with a broken leg by using a splint? Use the picture cards, video links or Ms Veitch's demonstration to learn. Practice in groups of 3.
Follow on task: can you create a script, video or picture cards to help teach other people how to put on a leg splint?
3. Can you use a spinal board to help immobilise someone with a suspected fracture or broken neck or back? Use the picture cards, video links or Ms Veitch's demonstration to learn. Practice in groups of 6. (you must have 1 casualty, then 1 person for the head, and 2 people either side of the casualty).
Task 7. Identify the Body Part - we will draw a picture of the body and then try to name the body parts. We will then use the same diagram to mark or identify injuries/ailments or conditions that we have sustained in our lifetime.
Task 8. The Class survey - We will use the board to list all the injuries, ailments or conditions that we have sustained as individuals, we will use these details to categorize the injuries (broken bones, soft tissue injuries (sprains and strains), burns, bleeding, unconscious, asthma attacks, epilespy episodes, allergies etc). We will then create a bar graph showing the results of our class survey on the board and copy into our jotter. We will compare our results to that of last years class.
Task 9. What is DRs ABC? - we will use this to help us remember how to assess a casualty (Primary survey).
Task 10. Now we will learn how to do a TOP 2 TOE examination (sometimes called a secondary survey)
Task 10. How to treat an unconscious casualty who is BREATHING by putting them into RECOVERY POSITION.
Task 11. Watch MR BEANs 'How not to treat an unconscious casualty who is NOT BREATHING' As a class we have to decide what the correct way to treat the casualty would be. E.G how to do CPR.
Task 12. Write down a summary paragraph detailing the things you have learned over the last 5 weeks.
Task 13. How will we treat a BLEEDING casualty? You will be asked to create a paper fact file that gives details of MINOR bleeding, MAJOR/SEVERE bleeding, INTERNAL bleeding, EMBEDDED OBJECTS or AMPUTATION. Once you have completed your bleeding fact file, play the SEEK, FIND and SHARE GAME: you have to take your fact file then go to find someone in the class who has created a different one and share your knowledge. By the end of the time you should have gathered information on at least 3 different types of bleeding. We will photograph your fact files and upload them onto the Bleeding page of the website.
Task 14. How will we treat someone who is displaying signs of being in SHOCK? As a class we will do a 'shock' thought shower. This will give you the basis of information to go off and create your own SHOCK fact file. Remember Ms V will have uploaded good weblinks for each of the topics on the website. NB. 'FISHSHAPED'
Task 15. Can you create a set of 6 Study cards to take home? You will use them over the next week to study for the written assessment for the 6 topics we have covered so far?
Alternatively use your jotter and the website to do some individual study in silence.
Remember this is the last chance to ask Ms Veitch questions on any areas you are unsure of.
Assessment for Term 1 will consist of an Individual written paper at the end of the term on the first 6 ailments.