ASSIGNMENT 1:

PROFESSIONAL TASK
102098 CONTEMPORARY TEACHER LEADERSHIP

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Table of Contents

Abstract ................................................................................................................................................... 2
Introduction & background information ................................................................................................ 3
List of Recommendations with persuasive, evidence-based reasoning ................................................. 5
Contextual redesigned unit of work ....................................................................................................... 9
References ............................................................................................................................................ 24
Appendix ............................................................................................................................................... 25
Appendix 1 – Comparative table........................................................................................................... 26
Appendix 2 – Original unit of work ....................................................................................................... 29

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Abstract

This report will evaluate an existing teaching unit within a program taught in high schools.
The report will use pedagogical models of teaching and evidence-based practice to analyse
the teaching and learning materials within the unit of work. Within the report, several
recommendations for program improvement will be discussed to improve student
achievement. Finally, the unit of work will be redesigned include the evidence-based
recommendations discussed. The unit of work which will be evaluated is within the Personal
Development, Health and Physical Education stage six unit “First Aid” provided by St Paul’s
Catholic College in 2017. This unit is taught over a five-week period to year eleven students.

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Introduction & background information

The Personal Development, Health and Physical Education (PDHPE) stage six unit “First
Aid” provided by St Paul’s Catholic College was developed for year eleven students over a
five-week period. In context St Paul’s Catholic College is a non-government boys’ high
school in western Sydney. The school has a high percentage of student language background
other than English and consequently is highly multicultural. The majority of students within
the school come from a middle socio-economic status background. When this unit of work
was designed, all these factors played an important role in influencing which activities were
chosen. The purpose of this report is to assist St Paul’s Catholic College redesign their
current unit of work to include the increased use of technology and the increase in diversity
of student abilities which is increasing within the school.

The use of technology and its accessibility has increased dramatically in recent times.
Schools have been slowly incorporating the use of technology into learning programs.
However, with every year technology continues to develop and new programs and uses are
created. The school has included a new regulation which allows students to bring their iPads
to school. This means that the use of technology in this school has significantly increased.
Therefore, this unit of work is missing some fundamental elements which utilise the use of
technology which is now readily available to students.

There are a wide variety of leaners in schools and it is essential to meet the needs of all
students. All students have different learning abilities, and thus more activities must be
created to ensure all students can improve. As each year goes on, the diversity of students’
abilities changes and therefore updating units to provide greater opportunities for students to
learn and grow is essential.

Understanding by Design (UbD) is an approach teachers should use when designing a unit of
work. UbD is used to create a learning program that all individuals are able to understand
(Wiggins & McTighe, 2012). UbD involves planning in a backwards approach, by firstly
focusing on long-term goals, followed by short-term goals (Florian & Zimmerman, 2015).
The first step in the planning process is to create the curriculum, followed by the assessment,
and lastly by the instructions that will be given during lessons. The main focus of an UbD
approach is for teachers to create the outcomes they want all their students to achieve by the
completion of the unit, followed by creating activities to meet these goals (Florian &

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Zimmerman, 2015). Using this approach will ensure that all activities planned for the
students will be effective and beneficial for their learning.

Therefore, the subsequent paragraphs will use the changing dynamics of the school context
and evidence working alongside UbD principles, to redesign the unit or work to better meet
the needs of students at this school.

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List of Recommendations with persuasive, evidence-based reasoning

A recommended change made was to ensure the unit of work meets the UbD framework. Ubd
is a framework that is outcome orientated to ensure the activities the students are completing
will help them reach this goal (Wiggins & McTighe, 2005). Using UbD when creating a unit
of work is essential for it to be successful in helping students’ gain the correct knowledge
expected of them (Wiggins & McTighe, 2005). Therefore, it is essential to create a concept
map, objectives, scope and sequence and a unit outline in order to ensure the content and
learning intentions are clear. Without all these together, the intentions of the unit are unclear
(Wiggins & McTighe, 2005). The unit of work did not include a concept map and therefore,
to ensure the learning objectives were clear and activities would meet these objectives, a
concept map was created before any activities were included or changed. Incorporating this
UbD framework will ensure that all the amendments and additions to the unit outline would
meet the end goals and outcomes of the unit of work.

One of the recommendations that were made to the unit of work was the inclusion of pre and
post assessment. A pre-assessment is any means that a teacher uses to gather information on
the abilities of students prior to any instruction (Guskey, 2018). A pre-assessment can be a
formal task, such as a small exam asking content-based questions, or it can be an informal
task, such as having a discussion with a student about a certain topic (Guskey, 2018).
Conducting pre-assessments allows teachers to have more effective learning activities to
enhance student learning (Guskey, 2018). It also helps teachers to maximise classroom time,
as teaching will be more effective as they know pre-existing knowledge and therefore do not
need to teach students specific content (Guskey, 2018). Pre-assessments can also provide
teachers with valuable information on the different interest of students, their current
involvements, and ways they prefer to learn (Guskey, 2018). A post-assessment involves
completing a task to test how much a student has learnt and retained from a unit of work. A
post-assessment is used to understand the changes in knowledge from the beginning of the
unit to the end of the unit. A post-assessment also helps teachers to understand how effective
the unit of work was, their teaching capacities and any changes that should be made (Guskey,
2018). It also shows teachers if they need to spend additional time on specific concepts to
ensure all students have achieved all the learning goals that are set (Guskey, 2018). Teachers
can harness this information when planning learning activities in order to provide the most
effective teaching for students.

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Amendments made to unit of work so as to include pre and post assessment activities.
Students are to complete the same test at the beginning and end of this unit in order for both
students and teacher would be able to see the changes in knowledge. This will help them to
understand how much they have learnt from the unit of work, and if more time is required to
gain a better understanding of the content. Therefore, incorporating a pre and post
assessment task into a unit of work will help to improve the learning activities effectiveness
for both students and teachers.

Another one of the recommended changes that were made to the unit of work was
incorporating more activities to improve literacy and numeracy. A column was suggested to
clarify throughout the unit outline which learning activity will utilise either literacy or
numeracy. Literacy and numeracy are both fundamental and essential for a student’s ability to
learn at school and to be able to engage effectively in society (ACARA, 2018). Literacy and
numeracy has been determined to be so important that it has been declared as an area that
needs national action (ACARA, 2018), therefore is important to incorporate in all lessons. It
is essential for teachers to understand what levels all their students are at, so they can aid
them in the development of these abilities (ACARA, 2018). Literacy is essential in allowing
students the best chance to succeed in life, whist Numeracy supports you in helping to
develop logical thinking and reasoning (Centre for Education Statistics and Evaluation
(CESE), 2001). Literacy involves students doing activities involving listening, reading,
writing, and speaking (CESE, 2001). Numeracy involves any activities that involve numbers,
interpreting numbers, mathematical equations, and rates and percentages (CESE, 2001). Both
literacy and numeracy are essential in society and students must be given the best chance to
improve these skills in all subjects.

Activities were added to the unit of work to ensure that students were getting this chance to
improve both literacy and numeracy skills. The activities added to the unit of work gave
students the chance to improve their literacy skills by using reading, writing, listening, and
speaking skills. These activities included worksheets, completing a newspaper article, reading
the textbook, and participating in class discussions. Other activities were included to help
improve students’ numeracy skills such as creating graphs and interpreting mathematical
information through research tasks on morbidity rates. Therefore, with these suggestions, this
unit of work will strive to increase student literacy and numeracy in several tasks.

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Another one of the recommended changes to be made to the unit outline was to include more
opportunities for the students to use ICT. As a new regulation at this school, students can
bring an iPad to school, and this creates a vast array of resources that can be used. The use of
ICT in classrooms has been continually increasing as technology continues to be developed
(Uluyol & Sahin, 2014). ICT is an effective way to create a more engaging classroom, as it
helps to stimulate learners by providing new and interactive ways to learn (Uluyol & Sahin,
2014). Additionally, incorporating ICT is an effective way of being inclusive to all students,
due to the vast amount of information and applications available (Uluyol & Sahin, 2014). It
also allows teachers to have access to many new pedagogies, such as ‘Kahoot’, which is a
question-based game to help test student knowledge in a fun and interactive way. ICT aims to
move away from traditional teaching methods, such as textbook learning, which many
students struggle to learn through (Lorenzo & Lorenzo, 2013). Consequently, there has been
seen to have significant and positive impacts on student achievements when ICT is used
(Lorenzo & Lorenzo, 2013). Therefore, ICT is both beneficial to student learning and the
teacher’s methodology.

The suggested changes made to the unit outline were created to help encourage the use of
ICT in enhancing student learning. Firstly, PowerPoint presentations will help students to use
the information they have gathered to create a resource with both written and visual aspects.
Secondly, YouTube clips and podcasts will provide students with different ways to learn
information. This will be a more innovated learning opportunity compared to reading a
textbook. Thirdly, research tasks will allow learning to become students-centred rather than
teacher-centred with students taking responsibility of their own learning by having the
opportunity to gathering information with teacher’s guidance. Finally, being able to create
graphs and tables with ICT will provide students with visual information to see the
information in a different form. Allowing increased ICT engagement, increases the
opportunity for teachers to cater for students with different learning needs and styles.

The final suggested recommendation to the unit, is to include more differentiation to improve
student learning. Differentiation involves changing teaching styles to cater for different
student’s interests, learning styles, ages, and background knowledge (Birnie, 2015). All
students are different, and it is the responsibility of teachers to differentiate their teaching for
individual students, so all students have equal chance to achieve results (Bartlett, 2015). An
effective teacher is one who can address the various needs and interests of all the students in
their classroom to help them succeed (Birnie, 2015). Differentiation can be implemented to

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help students who are gifted and talented, and also for students who may struggle. There are
many forms of differentiation that can be implemented in the classroom, such as creating
multiple activities for students to find the work too easy or creating scaffolds for those who
need assistance (Bartlett, 2015). As a teacher it is essential to have a strong awareness of all
students and how they learn to provide learning activities that will encourage them to achieve
their best.

The suggested changes that were included within the unit ensured differentiated learning was
maintained allowing all students to have equal chances. Firstly, the inclusion of more
learning activities will provide more variety for students and encourage different ways to
learn, for example having writing, speaking, creating, and doing activities. Secondly,
including group work or peer teaching is a great way to improve student learning, as the
students will be able to teach other students, benefiting both parties. Thirdly, using ICT
throughout the program is also a great way to be inclusive of all students as it provides access
to a wide variety of resources to enhance learning. Including these forms of differentiation
and many more, will enhance the ability of all students to achieve.

Additional amendments were made within the unit of work presented, however the UbD
framework was constantly considered. Without teachers considering their long-term goals,
learning needs and aspirations for students, the learning objective becomes unclear and
essential aspects can be overlooked. By applying this backward approach, it allows teachers
to determine long-term goals and then short-term goals for students ensuring the long-term
goal is always in sight. Therefore, as a teacher I would be confident to include these
suggestions within my unit of work.

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Contextual redesigned unit of work

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 *Highlighted elements are added redesign

Personal Development, Health and Physical Education 2017

Unit Title: Option 1 First Aid Stage 6 Unit length: 5 weeks

Weighting: 20% Year 11 Term 3

This option module addresses the need for a well-rehearsed, established routine in the delivery of first aid. In this
module, students engage in the investigation and practical application of the major assessment and management
techniques for the types of injury and medical conditions that require first aid attention. They explore the cause and
symptoms of these main injuries and medical conditions. Students also explore the ethical arguments associated with the
delivery of first aid.

Unit Description: In this module, students investigate the following critical questions:

● What are the main priorities for assessment and management of first aid patients?
● How should the major types of injuries and medical conditions be managed in first aid situations?
● What does the individual need to consider when administering first aid?
This module prepares students for undertaking a positive first aid role desirable in many settings, including the
workplace. Students have the opportunity to further develop related skills in the HSC option module Sports Medicine.

P6 proposes actions that can improve and maintain an individual’s health

Outcomes: P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings

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 P15 forms opinions about health-promoting actions based on a critical examination of relevant information
P16 uses a range of sources to draw conclusions about health and physical activity concepts.

Assessment: Outcomes to be assessed during Preliminary Examination at the conclusion of the course.

RS1 - Finding the main idea

RS2 - Recalling facts and details
RS3 - Understanding sequence
RS4 - Recognising cause and effect
RS5 - Comparing and contrasting
12 Reading Strategies
RS6 - Making Predictions
To improve the levels of
RS7 - Finding word meaning in context
comprehension.
RS8 - Drawing conclusions and making inferences
RS9 - Distinguish between fact and opinion
RS10 - Identifying author’s purpose
RS11 - Interpreting figurative language
RS12 – Summarising

Catholic Dimension: Gifted and Talented: Special Needs:

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 Core Catholic Value 1: Positive View
of life. Life is a precious gift entrusted
to us by God

Core Catholic Value 2: Community &

Common Good. We have a
responsibility after the example of - Difficult scenarios eg multiple - Reduced in-class workload
Jesus to care for others who are sick victims, pregnant woman, - Scaffolding workload.
and injured babies - Modified assessment tasks.
- Additional extension activities - Consistent monitoring of
Core Catholic Value 5: Sacramentality
- Designing a First Aid progress.
or Gods presence in the whole world.
instructional video - Use of assistants and teachers
- Peer teaching aids if required.
Core Catholic Value 6: Reconciling. It
is the characteristic of the Christian to
show compassion
.

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 Students learn about: Students learn to: Teaching & learning strategies: Resources Literacy & Formation
Numeracy

Critical Question 1:  Pre-testing knowledge questions: In your Hand out

own words define ‘First Aid’, list three of Syllabus
What are the main L
the main aims of ‘First Aid’, and what
priorities for assessment
information should you provide when
and management of first
calling for help. St Johns
aid patients? L
 Complete St john “test your first aid Ambulance
readiness” website
● setting priorities for ● plan and conduct  Students are handed out a first aid (www.stjohn.org.
L CC2: Community
vocabulary list to be completed au)
managing a first aid appropriate & Common good
situation and assessing assessment and throughout the unit of work Vocab List hand
the casualty management  What is first Aid? Brainstorm ideas on out L
− situational analysis procedures in the board
− priority assessment response to a range Notes “Definition and the aims of First
procedures of first aid scenarios Aid”
− DRABCD (Danger,  Discussion “Setting priorities for PowerPoint Oral L
Response, Airway, managing First Aid situations and Presentation
Breathing, Assessing the casualty”
Compressions,  Situational analysis
Defibrillation)
− STOP (Stop, Talk,
Observe, Prevent
further injury)

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 Practice assessing dangers using pictures or role Situational
plays Analysis
Visual L
 Is there Danger? How many are injured?
Who is the priority? What are the
injuries? How to approach the casualty?
What materials are required?
 St John Ambulance Worksheet “Coping
St John
in an emergency”
Ambulance
Worksheet
“Coping in an
emergency”

Youtube clip

Youtube clips to be shown

Including Bondi Rescue CPR

CCV 2: Positive
● crisis management ● demonstrate CPR  Inquiry questions Oral L
View of life
− cardiopulmonary procedures using a  Discussion “why we need to roll over
resuscitation (CPR) manikins patients”
− bleeding

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− shock ● use safe procedures  Students practice rolling patients into the
− neck and spinal injury when moving a recovery position, should be done in
− moving the casualty casualty. groups and students should take turns
− medical referral  Clickview- First Aid Basic Life Support. Clickview L
− care of the  Presentation on DRSABCD and STOP PowerPoint Visual &
unconscious casualty. action plans. Students take notes presentation audio L
 Discussion “What it the purpose of a
DRSABCD action plan” Oral L
 What situations are people likely to come L
across that may require emergency care?
Groups of 3 – 4 students list on A3 paper
and report to the class Manikins
 DRSABCD practiced in above scenarios
which students have come up with and
using manikins. This activity could be
conducted outside for student to consider
STOP.
 Practical demonstration of lift and carry
methods for moving casualty
St Johns First L
 St Johns severe bleeding, shock and
spinal injury Aid facts sheets

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Critical Question 2:

How should the major

type of injuries and
medical conditions be
managed in first aid
situations?

● management of injuries
● identify signs and  Reading of textbook about management Textbook L
− cuts and lacerations
symptoms, and of injuries
− fractures
primary management  Scenarios- using bandages, slings and
− dislocations
for each injury and splints appropriately treat particular Bandages, slings, Visual &
− head injuries and
medical condition injuries. Students to create an and splint audio L
concussion
● apply bandages, instructional video or Pod cast of one of equipment
− eye injuries
slings and splints the above procedures to use to teach the
− nasal injuries
appropriately in the rest of the class in pairs
− burn injuries
− teeth injuries
treatment of  Notes on applying bandages L
− electrocution
particular injuries  In pairs students practice a collar and cuff
− chest injuries sling, arm sling and elevation sling and
− abdominal injuries apply it to a specific injury.
 Class Discussion “What does the
individual need to consider in Oral L
administering first Aid”? Brainstorm
responses.

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● management of medical ● explain the nature of  Create table identifying recognition and ICT L
conditions the identified medical management of each medical condition
− heart attack conditions.  Research task. Create a graph of the
− stroke morbitity rates of each medical condition ICT N
− diabetes  Create mind maps for each condition L
− epilepsy Using app or bubbl.us
− asthma  Show youtube clip from the movie Youtube clip Visual L
− anaphylaxes “Hitch” with Will Smith – Anaphylaxis
− poisoning  Students in groups of 2 are allocated two
− bites and stings medical conditions using researched sites. ICT Visual &
− exposure to heat and Put together a fact sheet containing oral L
INFORMAL
cold. outlining the nature of the medical ASSESSMENT
condition, signs and symptoms associated
with the condition and recommended first St Johns
aid management of the medical condition. Ambulance
Students can work in groups to present website
findings in class (www.stjohn.org.
 Teacher to show youtube clips for au)
Visual &
medical conditions E.g How to remove a Youtube clips audio L
tick
Text Book L

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  Mix & match activity – cut out from St John’s L
mind maps in text book Ambulance
 Table form with research information website
followed by text questions & scenarios (www.stjohn.org.
 Student to create their own first aid box. au)
Teacher to supply students will 40 items First aid box
which students must choose only 20 items
items. Student must justify why they have Visual L &
chosen these items. Student work in N
groups of 4 and present to the class.

● physical environment ● analyse the particular  Teacher to show YouTube clip on traffic Visual &
accidents. Discuss the effects it has on YouTube audio L
− traffic accidents safety issues
− water environment associated with each people and the environment. Continue
− Electricity physical environment discussing strategies that can be used in CCV 5:
and formulate these specific environments. Sacramentality or
specific self-  Divide the class into 3-4. Allocate one of Gods presence in
protective strategies the following physical environments to the whole world.
each group. Each group presents their ICT Visual &
that should be
findings to the class audio L
observed
- Traffic accidents

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 - Water environments Informal
- Electricity assessment
Each group will: opportunity
- analyse the particular safety issues
with their specific group
- Formulate specific self-protective
strategies that need to be observed
to ensure safety.
 Clickview: First Aid- Outdoor Injuries
L
(worksheet available whilst watching the Clickview
program).
 Students to read discuss and answer
L
questions from Infection control and
protection handouts.
 Class Debate: What do you do? Oral L
 You are with a group of friends at a
Kings Cross nightclub. Although you are
only 17 years old, you have managed to
get in. A person collapses to the floor
near you and is motionless. The two
friends begin to panic and it becomes
obvious they don’t speak English. You
and two friends have completed an
accredited first aid course at school. The
casualty’s friends are not acting to help
with first aid. Other people gather around
quickly. No one attempts to offer

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 assistance to the casualty, who still
remains motionless.
 You are the first on the scene of a car
accident on a country road. The driver is
trapped but conscious while the passenger
has been thrown through the windscreen.
He is not breathing and has many facial
lacerations from the impact. It is clear
that both people have been drinking and
neither was wearing a seat belt.
 You are walking along an unpatrolled
beach with your two younger cousins
when you hear a scream for help. You
notice a male being carried out towards
the rocks by a rip current. There is no one
else on the beach and you are a capable
swimmer.

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● infection control and ● describe the  Students read and summarise textbook Textbook L
protection procedures to be reading on infection control
− HIV/AIDS taken to reduce risk  Teacher to show youtube clips on
− blood-borne viruses of contact with body infection control and protection Youtube Visual L
(Hepatitis B fluids and in the  Create table with morbidity rates of HIV/
and C) event of contact with AIDs in different area. Student should
body fluids in first research why this is the case and ICT N
aid settings prevention strategies.

● legal and moral Textbook L

● debate the legal and  Read textbook & summarise information.
dilemmas
− legal implications, eg
moral dilemmas  Teacher to provide a number of visual
associated with posters with different emergency
Occupational Health Visual L
providing first aid situation.
and Safety
legislation, litigation  Class discussion on duty of care, work
− moral obligations, eg ● distinguish between a health and safety laws, responsible Oral L
duty of care, manageable first aid citizenship and being a good samaritan.
responsible situation and an  Debate legal & moral dilemmas e.g Pet in
citizenship emergency situation a burning out Application & Oral L
Inquiry Text

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 − common sense versus  Read Surfing article on page 193 of L
heroics Application & inquiry.

● Identify available
● support following first  Students are to create a newspaper article
sources of
aid situations with a similar message. “An important L
support for those
− debriefing skill of a first aider is to know when to
involved in the
− Counselling. call for help”
delivery of
emergency first  Students to research a list of support ICT L
aid. services in their local area which assist
people with counselling and debriefing
 Complete St john “test your first aid ICT L
readiness” and compare the results from
first attempt
 Make a chatter box. Write questions Visual L
inside and scenarios on the outside. Get
students to test each other and give each
other feedback.
 Option of completing First Aid certificate

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 Evaluation

List any additional resources used (please attach)

Comments about unit (relevance to students, suitability of resources, modifications required)

Teacher:_________________________________ Date_____________________ Marks RECORDED? Yes/No

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References

ACARA. (2018). General capabilities. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Bartlett, J. (2015). Outstanding differentiation for learning in the classroom. New York,
USA: Routledge.

Birnie, B.F. (2015). Making the case for differentiation. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 88(2), 62-65.
doi:10.1080/00098655.2014.998601

Centre for Educational Statistics and Evaluation. (2001). How schools can improve literacy
and numeracy performance and why it still matters. Retrieved from
https://www.det.nsw.edu.au/media/downloads/about-us/literacy-numeracy/literacy-
and-numeracy-strategy-report.pdf

Florian, T.P., & Zimmerman, J.P. (2015). Understanding by design, moodle, and blended
learning: A secondary school case study. Journal of Online Teaching and Learning,
11(1), 120-128. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/1700641572?accountid=36
155&rfr_id=info%3Axri%2Fsid%3Aprimo

Guskey, T.R. (2018). Does pre-assessment work? Measuring What Matters, 75(5), 52-57.
Retrieved from
http://www.ascd.org/publications/educational_leadership/feb18/vol75/num05/Does_
Pre-Assessment_Work%C2%A2.aspx

Lorenzo, A.R., & Lorenzo, B.U. (2013). Learning styles of teacher education students: Basis
in improving the teaching-learning process. Procedia – Social and Behavioral
Sciences, 103(1), 595-605. doi:10.1016/j.sbspro.2013.10.377

Uluyol, C., & Sahin, S. (2014). Elementary school teachers’ ICT use in the classroom and
their motivators for ICT. British Journal of Educational Technology, 47(1), 65-75.
doi: 10.1111/bjet.12220

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.).
Alexandria: ASCD.

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 Appendix

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Appendix 1 – Comparative table

Area of Weaknesses Suggested revised Research to Support

Analysis unit
Pre and Post There was no A pre and post-test Conducting pre-assessments
Testing pre or post activity was created to allows teachers to have more
testing test their knowledge effective learning activities to
included in the of students before and enhance student learning
original unit after the unit to (Guskey, 2018). Pre-
outline. understand what assessments can also provide
students know and teachers with valuable
what they have learnt. information on the different
This will also support interest of students, their current
teacher’s ability to involvements, and ways they
better cater for student prefer to learn (Guskey, 2018).
needs. A post-assessment helps
teachers to understand how
effective the unit of work was,
their teaching capacities and any
changes that should be made
(Guskey, 2018). It also shows
teachers if they need to spend
additional time on specific
concepts to ensure all students
have achieved all the learning
goals that are set (Guskey,
2018).
ICT The learning It is suggested in The use of ICT in classrooms
strategies increase the new has been continually increasing
included demands for students, as technology continues to be
minimal use of incorporating many developed (Uluyol & Sahin,
ICT in the more activities to 2014). ICT is an effective way
teaching and include ICT will assist to create a more engaging

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 learning student to learn more classroom, as it helps to
strategies. effectively. It also stimulate learners by providing
allows teacher to have new and interactive ways to
a wide range of new learn (Uluyol & Sahin, 2014).
pedagogies. Such Incorporating ICT is an
activities which were effective way of being inclusive
suggested for the unit to all students, due to the vast
of work include: amount of information and
PowerPoint applications available (Uluyol &
presentations, Sahin, 2014). Consequently,
YouTube clips, there has been seen to have
research tasks, significant and positive impacts
creating tables, on student achievements when
podcasts, and ICT is used (Lorenzo &
newspaper articles. Lorenzo, 2013).
Literacy and The original Provided more Literacy and numeracy are both
Numeracy unit outline did activities to encourage fundamental and essential for a
not provide the students to improve student’s ability to learn at
ability to their literacy and school and to be able to engage
outline where numeracy skills. This effectively in society (ACARA,
literacy and may be through 2018). Literacy and numeracy
numeracy reading, writing, has been determined to be so
skills were speaking or listen task important that it has been
being utilised. that have taken place declared as an area that needs
for literacy or the national action (ACARA, 2018).
ability to access use or Literacy is essential in allowing
interpret mathematical students the best chance to
information for succeed in life, whist Numeracy
numeracy. Also, supports you in helping to
included a column develop logical thinking and
allows teachers to see reasoning (Centre for Education
where and when skills Statistics and Evaluation, 2001).
are being utilised.

27 | P a g e
 Differentiation The unit had The proposed All students are different, and it
limited suggestions allow the is the responsibility of teachers
activities for unit to have greater to differentiate their teaching for
students to variety and choose for individual students, so all
engage teacher, therefore students have equal chance to
throughout the creating for all achieve results (Bartlett, 2015).
whole unit student’s needs. The An effective teacher is one who
with minimal recommended can address the various needs
ability to activities included a and interests of all the students
obtain personal great range of in their classroom to help them
and social diversity, hence succeed (Birnie, 2015).
capabilities. increasing student’s Differentiation can be
Additionally, engagement and implemented to help students
the unit outline learning. As part of who are gifted and talented, and
did not provide these activities, also for students who may
differentiation student worked in struggle. There are many forms
for gifted and groups helping them of differentiation that can be
talented to improve their social implemented in the classroom,
students, and skills by such as creating multiple
students with communicating and activities for students find the
special needs. working with their work too easy or creating
peers. scaffolds for those who need
assistance (Bartlett, 2015).

28 | P a g e
Appendix 2 – Original unit of work
Stage 6 PDHPE Scope and Sequence 2016
Term Week Yr 11 Preliminary Course Yr 12 HSC Course
1 (Continued) Core 1 Term 1, Week 1
2 Health Promotion
3
4
1 5 Core 1 Better Health for Individuals
6 P1, P2, P3, P4, P5, P6, P15, P16
7
8 Core 2 Factors affecting Performance
9 H: 7,8,9,10,11,16,17
10
1
2
3
4
Term Core 2 The Body in Motion
5
2 P7, P8, P9, P10, P11, P16, P17
6
7
Option 1 Sports Medicine
8
H: 8, 13, 16,17
9
10
1
2 Option 1 First Aid
3 P6, P12, P15, P16
4
3 5
6
Option 2 Improving Performance
7 H: 7, 8, 9, 10, 16, 17
8 Option 2 Fitness Choices
9 P5, P6, P10, P15, P16, P17
10
1
2
3
4 4
5
HSC course begins
6
Core 1 Health Priorities in Australia
7 H: 1,2,3,4,5,14,15,16
8
9
10
11

29 | P a g e
 Personal Development, Health and Physical Education 2017

Unit Title: Option 1 First Aid Stage 6 Unit length: 5 weeks

Weighting: 20% Year 11 Term 3

This option module addresses the need for a well-rehearsed, established routine in the delivery of first aid. In this
module, students engage in the investigation and practical application of the major assessment and management
techniques for the types of injury and medical conditions that require first aid attention. They explore the cause and
symptoms of these main injuries and medical conditions. Students also explore the ethical arguments associated with the
delivery of first aid.

Unit Description: In this module, students investigate the following critical questions:

● What are the main priorities for assessment and management of first aid patients?
● How should the major types of injuries and medical conditions be managed in first aid situations?
● What does the individual need to consider when administering first aid?
This module prepares students for undertaking a positive first aid role desirable in many settings, including the
workplace. Students have the opportunity to further develop related skills in the HSC option module Sports Medicine.

P6 proposes actions that can improve and maintain an individual’s health

Outcomes: P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings
P15 forms opinions about health-promoting actions based on a critical examination of relevant information

30 | P a g e
 P16 uses a range of sources to draw conclusions about health and physical activity concepts.

Assessment: Outcomes to be assessed during Preliminary Examination at the conclusion of the course.

RS1 - Finding the main idea

RS2 - Recalling facts and details
RS3 - Understanding sequence
RS4 - Recognising cause and effect
RS5 - Comparing and contrasting
12 Reading Strategies
RS6 - Making Predictions
To improve the levels of
RS7 - Finding word meaning in context
comprehension.
RS8 - Drawing conclusions and making inferences
RS9 - Distinguish between fact and opinion
RS10 - Identifying author’s purpose
RS11 - Interpreting figurative language
RS12 – Summarising

31 | P a g e
 Core Catholic Value 1: Positive View of life. Life is a precious gift entrusted to us by God

Core Catholic Value 2: Community & Common Good. We have a responsibility after the example of Jesus to care for
others who are sick and injured
Core Catholic Value 5: Sacramentality or Gods presence in the whole world.
Catholic Dimension:

Core Catholic Value 6: Reconciling. It is the characteristic of the Christian to show compassion
.

Students learn about: Students learn to: Teaching & learning strategies: Resources Formation

Critical Question 1:

What are the main Hand out Syllabus

priorities for assessment
and management of first
aid patients?

● setting priorities for ● plan and conduct ● Students are handed out a first aid Vocab List hand CC2: Community
managing a first aid appropriate vocabulary list to be completed out & Common good
situation and assessing assessment and throughout the unit of work
the casualty management

32 | P a g e
 − situational analysis procedures in ● What is first Aid? Brainstorm
− priority assessment response to a range ideas on the board
PowerPoint
procedures of first aid scenarios Notes ”Definition and the aims
Presentation
− DRABCD (Danger, of First Aid”
Response, Airway,
● Discussion “Setting priorities for
Breathing,
managing First Aid situations and .
Compressions,
Assessing the casualty”
Defibrillation)
- Situational analysis
− STOP (Stop, Talk,
Observe, Prevent
further injury) Practice assessing dangers using Situational Analysis
pictures or Role plays
Outcomes 1 pg 254)

St John Ambulance
Worksheet

“Coping in an
emergency”
Visual Literacy

● demonstrate CPR DRSABCD -

● crisis management You tube clips to be shown
procedures using a Outcomes 1 pg 256)
− cardiopulmonary
manikins Including Bondi Rescue CPR
resuscitation (CPR)
− bleeding
− shock

33 | P a g e
 − neck and spinal injury ● use safe procedures ● Inquiry questions STOP – outcomes pg
− moving the casualty when moving a ● DRSABCD practiced in above 263.
− medical referral casualty. scenarios.
− care of the ● Clickview- First Aid Basic Life
unconscious casualty. Support. You tube clips
● What situations are people likely word document
to come across that may require page with links
emergency care? Groups of 3 – 4
students list on A3 paper and
report to the class
(Outcomes 1 pg 262)
● Students write notes from
PowerPoint

(Outcomes 1 pg 267)

Clickview

34 | P a g e
 (Outcomes 1 pg 257)

CCV 2: Positive
View of life
Recovery Position
Clip worksheet
with question

St John’s First Aid

fact sheets
Shock, Bleeding etc.

Critical Question 2:

How should the major

type of injuries and
medical conditions be
managed in first aid
situations?

(Outcomes 1 pg 262-
● management of injuries 263)
● identify signs and ● Scenarios- using bandages, slings
− cuts and lacerations
symptoms, and and splints appropriately treat
− fractures
primary management particular injuries.
− dislocations
● Notes on applying bandages

35 | P a g e
 − head injuries and for each injury and ● In pairs students practice a collar
concussion medical condition and cuff sling, arm sling and
− eye injuries ● apply bandages, elevation sling and apply it to a
− nasal injuries slings and splints specific injury. (Outcomes 1 pg 264
− burn injuries appropriately in the ● Class Discussion “What does the – 266)
− teeth injuries treatment of individual need to consider in
− electrocution particular injuries administering first Aid”?
− chest injuries Brainstorm responses.
− abdominal injuries

Create mind maps for each condition

● explain the nature of INFORMAL
● management of medical
the identified medical Using app or bubbl.us (ICT) ASSESSMENT
conditions
conditions.
− heart attack
− stroke
Show youtube clip from the movie St Johns Ambulance
− diabetes
“Hitch” with Will Smith - website
− epilepsy
Anaphylaxis (www.stjohn.org.au)
− asthma
− anaphylaxes
− poisoning
− bites and stings

36 | P a g e
 − exposure to heat and Students in groups of 2 are allocated two RLS First Aid
cold. medical conditions using researched sites. appendix G) (Inquiry
Put together a fact sheet. Students can pg 81)
work in groups to present findings in
class
Application &
Inquiry text pg. 177-
178

Teacher to show youtube clips for

medical conditions
E.g How to remove a tick

Mix & match activity – cut out from

Text Book
mind maps in text book

Table form with research information

followed by text questions & scenarios St John’s
Ambulance website
(www.stjohn.org.au)

37 | P a g e
● physical environment ● analyse the particular ● Divide the class into 3-4. Allocate Outcomes 1 pg 271
− traffic accidents safety issues one of the following physical – 273
− water environment associated with each environments to each group.
− Electricity physical environment - Traffic accidents
and formulate - Water environments PDHPE Inquiry &
specific self- - Electricity application mind
protective strategies Each group will: maps
that should be
- analyse the particular Informal assessment
observed
safety issues with their opportunity
specific group
- Formulate specific self-
protective strategies that
need to be observed to
ensure safety.
Each group presents their findings
to the class.

● Clickview: First Aid- Outdoor

Pg 69 RLS First Aid
Injuries (worksheet available
whilst watching the program).

● Students to read discuss and

answer questions from Infection
control and protection handouts

38 | P a g e
 ● Students read and summarise
● Class Debate: What do you do?
1. You are with a group of friends at
a Kings Cross nightclub. Although
you are only 17 years old, you
have managed to get in. A person
collapses to the floor near you and
is motionless. The two friends
begin to panic and it becomes
obvious they don’t speak English.
You and two friends have
completed an accredited first aid
course at school. The casualty’s
friends are not acting to help with
first aid. Other people gather
around quickly. No one attempts
to offer assistance to the casualty,
(Outcomes pg 277 –
who still remains motionless.
280)

2. You are the first on the scene of a

car accident on a country road.
The driver is trapped but
conscious while the passenger has
been thrown through the
windscreen. He is not breathing
Teacher
and has many facial lacerations
PowerPoint
from the impact. It is clear that

39 | P a g e
 both people have been drinking Use this PowerPoint
and neither was wearing a seat as a way to get
belt. students reading
only NO NOTE
TAKING
3. You are walking along an
unpatrolled beach with your two Then answer the
younger cousins when you hear a question following
scream for help. You notice a the slide – exam
male being carried out towards the style
rocks by a rip current. There is no
one else on the beach and you are
a capable swimmer.

Application &
Inquiry Text page
● infection control and ● describe the 191 CCV 5:
Read through text book
protection procedures to be Sacramentality or
− HIV/AIDS taken to reduce risk Gods presence in
− blood-borne viruses of contact with body the whole world.
(Hepatitis B fluids and in the
and C) event of contact with
body fluids in first
aid settings

40 | P a g e
 Application &
Inquiry Text page
191

● legal and moral ● Debate the legal and Teacher to provide a number of visual
dilemmas moral dilemmas posters with different emergency
− legal implications, eg associated with situation.
Occupational Health providing first aid
Debate legal & moral dilemmas.
and Safety
legislation, litigation E.g Pet in a burning out
● distinguish between a
− moral obligations, eg
manageable first aid
duty of care,
situation and an
responsible Read Surfing article on page 193 of Application and
emergency situation
citizenship Application & inquiry. Inquiry Prelim
− commonsense versus Pg192-3
heroics

● Identify available
● support following first sources of Students to research a list of support
aid situations support for those services in their local area.
− debriefing involved in the
− Counselling. delivery of
emergency first
aid.

41 | P a g e
 Evaluation

List any additional resources used (please attach)

Comments about unit (relevance to students, suitability of resources, modifications required)

Teacher:_________________________________ Date_____________________ Marks RECORDED? Yes/No

42 | P a g e
Sport Lifestyle and
Recreation

First Aid Examination

2011

General Instructions

 Reading time – 5 minutes

 Working time – 1 ½ hours
 Write using blue or black pen
 Choose the most correct answer by placing an x in the box
 Use the answer sheet provided
 100 questions worth 1 mark each

43 | P a g e
FIRST AID TEST

1) A victim has suffered an electrical burn. The first thing you should do is….?

a) Cover all burns with a dry loose dressing and apply cool water.
b) Ask a bystander to help you move the victim.
c) Place the victim on one side with the head down.
d) Make sure the power is turned off.

2) A victim of a car accident has just vomited and now appears to be coughing up blood.
He appears very tender in the abdomen and chest region. What is most likely the issue?

a) A seizure.
b) Internal bleeding.
c) A heart attack.
d) A diabetic emergency.

3) You are caring for a victim with a burned hand. Run the hand under cool water
if….?

a) The burns are very deep.

b) There are burns with open blisters.
c) The burns are minor with no open blisters.
d) All of the above.

4) A splint for a fracture should be….?

a) Loose, so that the victim can still move the injured limb.
b) Firm but not enough to stop circulation.
c) Tied with bandages on the injured area.

44 | P a g e
d) Tied with bandages on the injured area and at the nearest joints.

5) A victim has lost a lot of blood through a deep cut in his leg. He is breathing fast, has
a rapid weak pulse and is experiencing nausea. The victim is experiencing….?

a) A stroke.
b) A heart attack.
c) Shock.
d) Choking.

6) An individual is conscious but you suspect that they have been poisoned. Your first
call should be to….?

a) The Poison Information Centre.

b) The victim’s doctor/GP.
c) The hospital emergency department.
d) The local pharmacy.

7) Which of the following would you do when caring for an epileptic seizure victim?

a) Remove nearby objects that might cause injury.

b) Place a small object, such as a rolled up piece of cloth, between the victim’s teeth.
c) Try to hold the person still.
d) Apply a compression bandage.

8) A splint should be applied when ….?

a) You have to move or transport the victim.

b) The victim needs to be made more comfortable for extended periods of time.
c) Every time an individual has a suspected fracture.
d) Both a and b.

45 | P a g e
9) What should all first aid procedures begin with?

a) TOTAPS
b) RICER
c) DRABCD
d) EAR

10) An individual has just splashed a chemical on his face. After sending someone to call
for an ambulance, you would….?

a) Cover the burned area.

b) Have the victim stay calm until ambulance arrives.
c) Flush the burned area with large amounts of water until the ambulance
arrives.
d) Immediately drive the victim to the hospital.

11) Why should you cover burns with a clean or sterile dressing?

a) To prevent infection.
b) To cool burned area.
c) To keep the burned area warm.
d) To apply compression.

12) You find a person at the bottom of the stairs. They appear to have fallen but they
are conscious. After sending someone for help, you would….?

a) Roll the victim onto his stomach keeping the head and back in a straight line.
b) Roll the victim onto their back.
c) Sit the victim up.
d) Attempt to keep the victim from moving.

13) A victim has a large piece of glass sticking out of her leg. You should….?

46 | P a g e
a) Leave the glass in her leg and apply pressure around the wound.
b) Leave the glass in her leg and apply pressure on the wound and glass.
c) Remove the glass and then control the bleeding.
d) Apply ice and a compression bandage.

14) What should be your first concern, at the scene, where a person has been seriously
burned?

a) Checking the scene for danger.

b) Checking the victims breathing and pulse.
c) Calling your local emergency phone number.
d) Cooling the burned area.

15) Which of the following is the key word for treating any fractures?

a) Pressure.
b) Immobilisation.
c) Elevation.
d) Ice.

16) Which of the following should be carried out for a person experiencing a heat
related illness (hyperthermia)?

a) Keep the victim warm.

b) Force the victim to drink fluids.
c) Apply cool wet cloths.
d) Place the victim in warm water.

17) A piece of metal has broken off a machine and is embedded into the victims arm.
What type of wound do they have?

a) Avulsion

47 | P a g e
b) Bruise
c) Scrape
d) Puncture

18) Which of the following is the best way to treat a bleeding open wound?

a) Allow the wound to bleed in order to minimise infection.

b) Apply direct pressure and elevate the injured area.
c) Use a tourniquet to stop all blood flow.
d) Apply ice and loosen any tight clothing.

19) Which of the following best describes the purpose of a cervical collar?

a) To restrict movement of the spine, especially at the neck.

b) To restrict movement of the spine in the Lumbar region.
c) To apply pressure.
d) To cool the injured area.

20) Which of the following best describes the compression technique for Adult CPR?

a) 1 finger.
b) 2 fingers.
c) 1 hand.
d) 2 hands.

21) Which is the first step when caring for bleeding wounds?

a) Apply direct pressure with a clean or sterile dressing.

b) Apply pressure at a specific pressure point.
c) Add bulky dressings to reinforce blood soaked bandages.

48 | P a g e
d) Elevate the wound.

22) How can you reduce the risk of disease transmission when caring for bleeding
wounds?

a) Get the victim to perform as much of the management as possible.

b) Avoid direct contact with blood.
c) Use protective barriers such as gloves or plastic wrap.
d) All of the above.

23) Which of the following best describes the compression technique for CPR on a
baby?

a) 1 finger.
b) 2 fingers.
c) 2 hands.
d) A knee drop.

24) Which of the following best describes the reason for using dressing and bandages
for bleeding and burns?

a) To reduce the spreading of venom.

b) To reduce internal bleeding.
c) Help control external bleeding and prevent infection.
d) To make it unnecessary to take the victim to hospital.

25) Which of the following best describes the Pressure Immobilisation Technique for
snake bites?

a) Start at the bite, work your way up then back down as far as possible.
b) Start at the bite, work your way down then up as far as possible.
c) Start at the top then work your way down.

49 | P a g e
d) Start at the bottom then work your way up.

26) Where is the carotid artery located?

a) Inside the wrist just above the hand.

b) On the neck to the right or left of the trachea.
c) Behind the kneecap.
d) Inside the arm between the elbow and shoulder.

27) How much air is necessary when performing the breathing aspect of CPR on
babies?

a) Puffs.
b) Half breaths.
c) Full breaths.
d) No air necessary.

28) Which of the following is the best method to treat a choking individual?

a) The Heimlich manoeuvre.

b) Stomach thrusts.
c) Back blows and chest thrusts.
d) Hold the individual upside down and shake them.

29) Breathing emergencies may be caused from….?

a) Asthma or Allergic reaction.

b) Hyperventilation.
c) Injury to a muscle or bone in the chest.
d) All of the above.

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30) Which of the following is best to treat Red Back Spider bites?

a) Induce vomiting.
b) Vinegar.
c) Ice.
d) Drink milk.

31) What is the Emergency number in Australia?

a) 911.
b) 912
c) 001
d) 000.

32) Which is not a symptom of heart attack?

a) Chest pain.
b) Swelling.
c) Pale or bluish in colour.
d) Sweating.

33) When performing adult CPR you perform….?

a) 2 breaths and 30 chest compressions.

b) 1 breath and 10 chest compressions.
c) 5 breaths and 10 chest compressions.
d) 3 breaths and 15 chest compressions.

34) What is the recommended time to let the known Epileptic to have their seizure
before calling for medical help?

a) 1 -2 minutes
b) 3- 4 minutes
c) Over 5 minutes
d) Call immediately

51 | P a g e
35) A wound where tissues and tissue edges are jagged and torn are known as..?

a) Scrapes
b) Lacerations
c) Bruises
d) Incisions

36) Which of the following should be performed first when treating open wounds?

a) Let the injured part ‘hang’ below the heart.

b) Apply direct pressure.
c) Apply a loose dressing.
d) Apply a tourniquet.
37) Roller bandages are used for….?

a) Applying directly to a wound to soak up blood.

b) To hold padding in place, apply pressure and control bleeding.
c) Easing pain.
d) Small cuts only.

38) Dressings and pads…?.

a) Should be removed when blood soaked and new ones should be applied.
b) Are used to help control bleeding and keep germs out.
c) Are not used anymore in first aid.
d) Should be applied to a sucking chest wound.

39) Which is the best treatment for poisoning with a corrosive product?

a) Do not induce vomiting.

b) Induce vomiting.

52 | P a g e
c) Immobilise with head tilted forward.
d) Apply pressure.

40) When caring for a victim who has an object impaled in their hand, you should….?

a) Remove the object, flush with cool water, and transport to hospital.
b) Immobilise the object and apply pressure by placing several dressings around it.
c) Break the object off where it sticks out, and bandage the injury.
d) Follow the RICER principles of treatment.

41) When caring for a victim with a bleeding nose you would……?

a) Apply an ice pack to the chest of the victim.

b) Apply pressure to upper lip just beneath nose.
c) Have the victim sit with head tilted slightly backward while pinching the nostrils
together.
d) Have the victim sit with head tilted slightly forward while pinching the nostrils together.

42) Which of the following is the best treatment when someone has been hit in the
mouth and had a tooth knocked out?

a) Control the bleeding and have student bite down on a rolled sterile
dressing in the space left by the tooth.
b) Save the tooth by placing it in milk or water.
c) Wrap the tooth in a dry tissue and give to student to take to dentist.
d) Both a and b.

43) Which of the following is the best treatment for a person who is bleeding from inside
the ear?

a) Pad and apply pressure to the injured ear.

b) Pad and apply pressure to both ears.
c) Lay the victim down, injured ear facing upwards.
d) Lay the victim down, injured ear towards the ground.

53 | P a g e
 44) Why do you cover both eyes when treating most eye injuries?

a) To minimise movement of the injured eye.

b) So the victim does not panic.
c) So the victim cannot see how bad the injury is.
d) To apply pressure.

45) Which is not a symptom of shock….?

a) Strong thirst, nausea, or vomiting.

b) Dizziness.
c) Restlessness and irritability.
d) Rapid breathing or rapid pulse.

46) Which of the following may ‘trigger’ an asthma attack?

a) Weather.
b) Foods.
c) Exercise.
d) All the above.

47) Which of the following is the best way to treat a burn?

a) Use large amounts of cool water to cool the burn.

b) Use ice or ice water to cool the burn.
c) Remove any cloth that has stuck to the burn and apply burn cream.
d) Apply warm water to the area.

48) What does RICER stands for?

a) Rest, Ice, Compression, Evaluation, Recovery.

b) Rest, Injury, Compose, Elevation, Referral.

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c) Rest, Ice, Compression, Elevation, Referral.
d) Recovery, Injury, Compression, Elevation, Referral.

49) You should suspect that a victim has head and spinal injuries when they have…?

a) been in a car accident.

b) been found unconscious for unknown reasons.
c) had a fall from the height greater than the victim’s height.
d) all of the above.
50) You may suspect that a student has been poisoned if they….?

a) Are experiencing nausea, vomiting or diarrhoea.

b) Have chest or abdominal pain, breathing difficulty.
c) Burns around the lips, tongue, or on the skin.
d) All of the above.

51) When caring for a student who is allergic to bees and has just been stung, you
should….?

a) Assist them to give themselves an injection with their Epi-pen.

b) Apply a heat pack to ease pain.
c) Apply a cold pack.
d) Both a and c.

52) Which of the following signals an allergic reaction to food products (eg. peanut
butter)…?

a) Feeling of tightness in the chest and throat.

b) Swelling of the face neck and tongue.
c) Rash, dizziness, or confusion.
d) All of the above.

55 | P a g e
53) What type of injuries is RICER used for?

a) Hard tissue.
b) Soft tissue.
c) Bleeding.
d) Fractures.

54) What symptoms are associated with heat exhaustion….?

a) Cool and pale skin.

b) Swelling.
c) Rapid, shallow breathing.
d) Loss of pain sensation.

55) Which of the following is a sign and symptom of heat stroke?

a) Causes very high body temperature.

b) Cool and pale skin.
c) Shivering.
d) Increasing muscle rigidity.

56) When caring for someone who is suffering from frostbite, you should..?

a) Warm the effected area gradually.

b) Rub vigorously until skin appears red and feels warm.
c) Soak the effected area in hot water.
d) Give the victim alcohol to warm them up.
57) Which of the following is considered a soft tissue injury?

a) Teeth.
b) Skeletal bone.
c) Tendon strain.
d) The humerus.

56 | P a g e
 58) Which of the following would not be used to heat up a victim who is suffering from
exposure to cold?

a) Blankets.
b) A hot bath.
c) Body heat.
d) Dry clothing.

59) Which of the following would not be used to cool a victim who is suffering from
exposure to heat?

a) Submerge in ice bath.

b) Water/ cold packs.
c) Shade.
d) Removal of excess clothing.

60) Which of the following is the best treatment for shock?

a) Raise the legs and commence CPR.

b) Raise the legs and loosen tight clothing.
c) Raise the legs an apply ice packs to large blood vessel areas.
d) Raise the legs and commence EAR.

61) Which of the following is the key word to remember when dealing with Bleeding?

a) Elevate.
b) Pressure.
c) Bandage.
d) Padding.

62) Which of the following should all first aid conclude with?

a) DRABC.
b) TOTAPS.
c) Monitor and reassure.
d) Seek Medical Aid.

63) Which of the following best describes what the C stands for in DRABCD?

57 | P a g e
a) Compression.
b) CPR.
c) Concussion.
d) Convulsion.

64) To care for a victim with a punctured chest cavity wound, you would…?

a) Cover the wound completely with a sterile gauze pad.

b) Cover the wound with a dressing that doesn’t allow air to pass through.
c) Apply ice pack to the wound.
d) Both a and c.

65) Which of the following is a major concern when dealing with severe burns?

a) Bleeding.
b) Pain.
c) Infection.
d) Fainting.

66) Which of the following is the best way to treat the burn victim?

a) Continually pour water on the burn and cover with a sterile dressing.
b) Remove clothing that is stuck to victim and pour water on them.
c) Apply burn creams and lotions.
d) Leave the victim in a comfortable position and call medical aid.

67) Soft tissue wounds should be managed by the use of….?

a) TOTAPS.
b) RICER.
c) Gradually heating the injury.
d) Pressure.

68) What should you do for a chemical burn?

58 | P a g e
a) Flush with water, dry, and cover.
b) Flush with some water and cover.
c) Flush with large amounts of warm water until help arrives.
d) Flush with large amounts of cool water until help arrives.

69) Which of the following is the best way to treat a dislocation?

a) Attempt to put it back in place and apply ice.

b) Attempt to put it back in place and advise they move injured area.
c) Leave in a comfortable position and apply a heat pack.
d) Leave in a comfortable position and apply an ice pack.

70) If a victims vitals of life are operational, which of the following best describes what
the first aider should do while waiting for medical help?

a) Continue CPR.
b) Ask the victim to sit up and monitor.
c) Monitor and treat other injuries.
d) Treat other injuries only.

71) Which of the following is the process of checking whether a person is breathing?

a) Look, Listen, Feel.

b) The recovery position.
c) Feel for the carotid pulse.
d) Tilt the head back.

72) Which of the following is more serious?

a) Heat Stroke
b) Heat Exhaustion
c) Heat Cramps
d) Heat Rash

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73) Which of the following best describes what DRABCD stands for?

a) Danger, Response, Airway, Breathing, Compression, Defibrillation

b) Danger, Referral, Airway, Breathing, CPR, Defibrillation.
c) Danger, Response, Airway, Breathing, CPR, Defibrillation.
d) Danger, Response, Active, Bleeding, Cardio, Diagnosis

74) Which of the following is the best way to treat a heart attack victim?

a) Apply a compression bandage.

b) Commence CPR if necessary.
c) Apply an ice pack to the back of the neck.
d) Immobilise the victim with several bandages.

75) Shock is a condition where….?

a) The respiratory system fails to deliver air to the lungs.

b) The cardiovascular system fails to deliver blood to the heart.
c) The circulatory system fails to deliver blood to all parts of the body.
d) All of the above.

76) What is the best thing to do with any limb that has been detached from the body (eg.
Finger)?

a) Throw it away, it can’t be saved.

b) Put the limb into a plastic bag with ice/water.
c) Put the limb into plastic bag and place that bag in a bag of ice/water.
d) Put the limb into plastic bag and place that bag in a bag of warm water.

77) What is the best thing to do with teeth that have been dislodged?

a) Put the tooth back in and brace (if possible).

b) Place in water.
c) Get the unconscious victim to hold tooth in their mouth.

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d) Wrap in foil.

78) Which of the following is the reason why you should elevate soft tissue injuries?

a) To increase blood flow to the area.

b) To reduce blood flow to the area.
c) To slow the recovery process.
d) To reduce pain.

79) What is the ratio of breaths to compressions for CPR?

a) 2 :15
b) 3 :30
c) 4: 10
d) 2: 30

80) Which of the following is the best treatment for a Funnel Web spider bite?

a) Apply ice to the wound.

b) Wash the wound, keeping injured area above the heart.
c) Rest, ice, compression, elevation, referral.
d) Apply a compression bandage at the site then as far down and back up as possible.

81) Which of the following people is of most importance at the DANGER stage of
DRABCD?

a) The victim.
b) The first aider.
c) The other people around.
d) None of the above.

82) Which of the following are not aims of first aid?

a) Promote a safe environment.

b) Maintain life.

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c) Manage injuries.
d) Administer medication.

83) When checking for a response from a victim, you should….?

a) Shake the persons shoulder.

b) Ask simple questions, for example ‘can you hear me?’
c) Throw water on their face.
d) Gently slap them.

84) Name the grip used on the chin when performing CPR?

a) Gun grip
b) Pistol grip
c) Pistol hold
d) Chin grip

85) You arrive at the scene of a car crash and find a non-breathing, casualty sitting in
the passenger seat. What should you do?

a) Pull them out of the car and commence CPR

b) Call 000 and wait for help to arrive
c) Tilt head back and commence CPR while in the car
d) Pull them out gently and sit them up with a blanket

86) Upon finding a casualty lying unconscious, it is important that the first aider
initially….?

a) Opens the airway and begins EAR

b) Begins heart compressions immediately
c) Removes any metal surrounding the victim
d) Checks safety before attempting resuscitation

87) If the chest does not rise during breathing aspect of DRABCD, possible causes may
be…?

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a) Airway obstruction.
b) Poor nose/mouth seal.
c) Inadequate head tilt.
d) All of the above.

88) The following are signs and symptoms of anaphylaxis…?

a) Tenderness, deformity, redness & swelling.

b) Swelling of the throat or tongue, rapid weak pulse.
c) Puncture marks on the skin.
d) Bleeding, pale skin.

89) What is the first thing you should do for someone you suspect has an
electrical burn?

a) Check for breathing and a pulse

b) Check to see if electricity is turned off
c) Check for severe bleeding
d) Check for shock

90) Which of the following best describes the reason why first aiders should not to
elevate bites and stings?

a) It does not reduce pain.

b) It increases swelling.
c) It accelerates venom flow around the body.
d) It causes an allergic reaction.

91) A girl is unconscious, she is heavily dressed and her skin is reddish, dry and hot.
Which of the following best describes what the first aider should do?

a) Call 000, begin CPR.

b) Call for an ambulance; loosen tight clothing, check for breathing and pulse.
c) Check for breathing and pulse, Call 000, get the girl out of the heat, loosen tight clothing,
and cool her off.

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d) Wrap the victim in a blanket.

92) Which of the following is the best treatment for an object protruding from the eye?

a) Attempt to remove the object with tweezers.

b) Flush the eye with cool water.
c) Apply pressure on the injured eye and wrap the head, covering both eyes.
d) Pad around the object and wrap the head, covering both eyes.

93) Which is the order of preference for the products in which a dislodged tooth should
be placed into before seeking medical help?

a) Milk, water, saliva

b) Water, milk, saliva
c) Milk, saliva, water
d) Water, saliva, milk.

94) How deep should chest compressions be when performing CPR on an adult?

a) 1/2 chest depth

b) 1/3 chest depth
c) 2/3 chest depth
d) 1/4 chest depth

95) How deep should chest compressions be when performing CPR on a baby?

a) 1/2 chest depth

b) 1/3 chest depth
c) 2/3 chest depth
d) 1/4 chest depth

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96) Which of the following best describes the signs and symptoms of hypothermia?

a) Pale/cool skin, poor coordination, shivering

b) Rapid/shallow breathing, nausea, sweating
c) Thirst, cool skin, sweating, flushed skin
d) Swelling, bruising, deformity

97) Which of the following best describes the order of priority of treatment of multiple
victims?

a) Bleeding, breathing, breaks, burns.

b) Breathing, bleeding, burns, breaks.
c) Burns, breathing, breaks, bleeding.
d) Breaks, breathing, bleeding, burns.

98) Which of the following best describes the method for opening a victims airway?

a) Tilt the head back and up.

b) Tilt the head forward and down.
c) Tilt the head back and down.
d) Do not tilt the head.

99) Look at the picture below. What type of sling is illustrated?

a) St John’s sling.
b) Collar and cuff sling.
c) Triangular sling.
d) Arm sling.

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100) Which of the following best describes the reason for applying ice to soft tissue
injuries?

a) Minimise pain and swelling.

b) Immobilisation and reduction of pain.
c) To prevent the spread of venom.
d) To reduce sweating.

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