ANSWER SHEET KNOWLEDGE TEST (1)

Question 1: (4)
What does the “S A F E “approach stand for:
S-Shout
A-Approach
F-Free from Danger
E-Evaluate the ABC

Question 2: (3)
Name 3 aspects you must take in consideration when entering an emergency scene in your
workplace.
Hazards Safety for your patient
Scene safety Safety for the public & bystanders
Safety to yourself

Question 3: (1)
Name 1 infectious disease that a person might have.
Measles / TB
HIV/ AIDS

Question 4: (3)
What does A B C stand for?
Airway
Breathing
Circulation

Question 5: (1)
Will you apply the same method of CPR to an infant than to an adult?
No

Question 6: (1)
What is the ratio chest compressions to 2 x rescue breaths according to the new protocol?
30 Compressions

Question 7: (2)
When would you stop CPR?
As soon as the patient start breathing
When EMS or more trained person arrives
If the First Aider is physically too tired to continue effective CPR
When the patient is certified dead by an authorised person
Question 8: (1)
Once a patient is calm, stable and you await an E.M.S., what is the position called you would
put the patient in?
Recovery position

Question 9: (3)
Name 3 vital signs you should check for regularly.
Pulse Temperature
Breathing
Blood pressure (Only EMS)
Sugar levels (Only EMS)

Question 10: (3)

Name 3 workplace hazards you may find in your workplace.
Fire The situation Unsafe electric wiring
Explosives Building collapsing Unsafe machinery
Water Dangerous chemicals Untrained people operating machinery

Question 11: (3)

How would you react to any of the workplace hazards if found?
Call on a or the appointed responsible person to attend to this.
Keep yourself safe and others, by taking them away from the possible danger.
Call the relevant emergency services.

Question 12: (1)

Give a short description of the importance to report and record a hazardous situations.
To ensure correct information is reported to EMS.
To ensure record keeping for further investigations.
Immediate recording helps a person remember exactly what happened rather than later.
TOTAL: (26)
Pass rate : 20/26
 Answer Sheet to Knowledge Test (2)

Answers to Knowledge Test are:

1. Answer: __A__
2. Answer: __C__
3. Answer: __B__
4. Answer: __C__
5. Answer: __B__
6. Answer: __C__
7. Answer: __A__
8. Answer: __C__
9. Answer: __A__
10. Answer: __B__
11. Answer: __C__
12. Answer: __C__
13. Answer: __A__
14. Answer: __C__
15. Answer: __A__
16. Answer: __C__
17. Answer: __A__
18. Answer: __C__
19. Answer: __B__
20. Answer: __A__
 APPEAL PROCEDURES
Grounds for Appeal

An appeal of an assessment result shall be considered:

(a) Perceived substantive irregularity in the assessment process.

(b) Any verifiable defect or inequity in the delivery of the prescribed curriculum in accordance with
criteria approved and ratified by the Academic Council or other Validating Authority.

(c) Unfairness during assessment process.

Presentation of Evidence

Documentation where relevant in support of an appeal should be provided e.g. assessment results, evidence
of assessment, written statement.

Appeal Procedures

A student who wishes to appeal an assessment result must do so in writing, on the appropriate form.
(Application for appeal form is available from HR department). An appeal must be lodged within 2 working
days after official assessment and outcome of results. Requests received after this deadline will NOT be
considered.

Upon receipt of a written appeal, the Manager concerned shall refer the matter to the Education & Training
Board and/or relevant Department Head, and shall inform the relevant parties of the outcome of the said
appeal.

Pending the outcome of an appeal, learners should be advised as follows:

(a) An appeal may not necessarily be successful.

(b) Candidates should avail themselves of any opportunity to repeat the assessment, on the
understanding that to repeat an assessment would not prejudice their appeal in any way.

(c) If an appeal has been lodged to the relevant SETA and/or SAQA the procedure will be as follows:

Assessments Appeal Board (SETA ETQA)

(a) The Assessment Appeal Board shall consider the appeal on the grounds on which it is presented, and
shall, as appropriate, consult with individual and Internal Assessors and with External Assessors where
necessary.
(b) The Assessment Appeal Board shall determine the appeal by giving a decision. Thereafter they shall
inform the appellant, and the relevant Training/Assessment Centre of the outcome of the appeal.
(c) Final procedures and the outcome of the appeal will be forwarded as per the relevant SETA/SAQA
procedures and decision taken.

Successful appeals

(a) The learner will be advised of the outcome;

(b) The assessor and learner will have a formal meeting to confirm the date, time and venue for re-
assessment.

(c) The process for re-assessment shall be the same as the original assessment procedure. A different
assessment test/questionnaire as to the first assessment shall be given to the learner.

_______________________________________Learner Signature
 APPLICATION FOR APPEAL

Please Note: Ensure that you read and understand the accompanying Procedures for the Appeal of Assessment and Testing
Results before completing the Application form.

LEARNER - PERSONAL INFORMATION

Contract Number:

Surname:

Full Names:

Address:

Employer Name:

Employer Tel
Number:

Telephone: Date of Birth:

(Daytime)

Learner Signature:

Please note: Appeals which do not fall within the Grounds detailed above will be deemed
invalid.
Reasons for Appeal (Please write clearly and legibly)

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Please continue on a separate sheet if necessary

 APPLICATION TO BE ASSESSED

Surname:

First name:

ID Number:

Phone number:

Unit Standard No:

First attempt Second Third

RPL
attempt attempt

Please indicate any special needs in terms of the assessment.

Please indicate 2 dates on which you will be available to be assessed.

Date Time Venue

I understand that by scheduling myself to be assessed on the agreed date and time, I will be

responsible for the amount of ___________. For non-attendance or cancellation notice of

less than two weeks prior to the assessment, I will be liable for the full amount. I further

understand that I will be charge a fee of __________ per agreed re-assessment.

LEARNER SIGNATURE
 Learner (Candidate information)

Surname:

First name:

Nationality:

Disability:

ID Number:

Phone number:

Fax number:

E-mail address:

Organisation:

Department:

Postal address:

Postal code:

Home address:

Postal code:

Learner Signature:

Date:
 Pre-Assessment Meeting

(Assessor & Learner)

Good day:

________________________________ (Name of Learner).

My name is:

_____________________________________ (Name of Assessor).

I will be your assessor for the upcoming assessment. I have received an application for
assessing you in the following unit standard: ID................... and THE Title is:
...............................................................................................................

 Is that correct? ___________

 I gather that you feel prepared for the assessment, is that correct? __________
Before we schedule for the assessment there are a few questions I’d like to ask you.

1. Have you heard about?

 SAQA – the South African Qualification Authority who are responsible for
registering unit standards and qualifications.
 NQF – National Qualifications Framework that are the Education Framework of
South Africa that consist of unit standard and qualifications implimented for this
framework.

2. Are you aware of how this assessment is linked to the NQF?

This specific unit standard is on Level _______ and has a credit value of _______, which
means that should you be declared competent you will be awarded the credits which will
be registered on the NLRD – the National Learner Record Data Base. Do you understand
the benefit of the credits?
3. Are you aware of your career options after this assessment?

If not, you may ask your Supervisor or the Training Manager for some more information.

4. The methods for this assessment are as follows:

_________________________________________

_________________________________________
_________________________________________

5. Unit Standard:

Here is a copy of the unit standard that I will assess you in. Please familiarize yourself
with it. I will assess you in the following unit standards and assessment criteria.

Specific 1 2 3
Outcomes

6. The sequence of the assessment will be done as follows:

____________________________________________

____________________________________________

____________________________________________

7. Feedback will be given to you in approximately 7 working days. I need to inform you
that you have the right to appeal against my decision, however I need to emphasise
that you should have valid reasons for your appeal. There is a copy available of an
appeal.

8. Are there any barriers that could affect the fairness of the assessment? ________

9. Have you got any special needs or requirements with regards to this assessment?
(Language, disability etc.) ___________________________
10. Would you like to make any contributions to the assessment process?

______________________________________________________

11. Are you satisfied with the assessment methods that are implemented for this
assessment?

_______________________________________________________

12. If you are happy can we schedule the assessment for?

Day: __________________

Date: __________________

Time: __________________

Venue: __________________

I thank you for your time and wish you good luck with the assessment.

________________________ _______________________

Learner Confirmation Signature Assessor Signature

Date: _________________
 Assessment Plan

Name of candidate to be assessed

Unit standard ID

Unit Standard Title

Date for pre-assessment meeting

Planned date for assessment

Time for assessment

Method of assessment Observation

Face to face

(Tick in the appropriate box) Written Questionnaire

Work based project

Assignment

Simulation

During training

Portfolio of Evidence

RPL evidence

Place for assessment

(Venue)

Was planned assessment approved? YES NO

Assessor’s name & surname

Assessor’s signature Date

Learner’s signature Date

 Preparation Checklist
(Criteria to be checked by Assessor)
Tick

Yes No Remarks (give evidence)

N/A

LOGISTICS

Learner is ready for assessment

I confirmed the date and time of the planned

assessment

I obtained the relevant SAQA unit standard /

qualification document

The SAQA unit standard document is still valid

(has not expired)

I identified the relevant outcomes to be

assessed

The learner agreed to the outcomes to be

assessed

Assessors are registered and certified with the

relevant ETQA

Learners are enrolled with the provider /

workplace assessor

All learner information is captured on a

database so that the learner information,
learner achievements and learner
endorsement are in place

The learner database is up-to date

The database is compliant with ETQA

requirements

There is policy and practice to ensure that the

confidentiality of learner records and results is
maintained

I obtained the Appeals policy and procedure of

our Organisation

I obtained the Assessment & Re-assessment

Policy and Procedure of our Organisation

I obtained the Appeals policy and procedure of

our Organisation

I obtained the relevant “Application for

Appeal” document from our HR department

RESOURCES

Yes No

N/A

Venue

Health & Safety of Venue has been checked

and confirmed

Computer

Office furniture

ASSESSMENT DOCUMENTATION

Yes No

N/A

Questionnaire

Answer sheet

Practical Instruction

Checklist against practical demonstration

Other: (Specify)
ROLE PLAYERS

Yes No

N/A

The candidate agreed and confirmed

The assessor agreed and confirmed

The Manager agreed and confirmed

ETQA Official

Other: (Specify)

FEEDBACK

Yes No

N/A

Assessor feedback document is signed and

dated

Learner feedback document is signed and

dated

Feedback report has been communciated to all

role players

REVIEW

Yes No

N/A

I completed the review document

ADMINISTRATION

Yes No

N/A

The records of leaner achievement are signed,

dated and endorsed by the assessor and
moderator
All learner documentation has been signed and
dated

Learner evidence has been collected for

assessment

Other: (Specify)

Learner Signature Date

Assessor Signature Date

Moderator Signature Date

 PRACTICAL ASSESSMENT OBSERVATION CHECKLIST – (CPR) –
US119567 – L1

ANSWER SHEET

Assessor’s Findings of:

Demonstration of Specific Outcome 4:

SPECIFIC ASSESSMENT OBSERVATION C / NYC
OUTCOME 4 CRITERIA CHECKLIST
SO 4:
Apply First Aid AC 4.1.4: Perform 1. Did the learner check ___________
procedures to the the CPR procedure the following:- ___________
life-threatening on a “patient”. – Airway √/X
situation. - Breathing √/X
- Circulation √/X ___________

2. How did the learner

check the above?
- Airway
___________
-the head-tilt-chin-lift
manoeuvre; check that
there is no obstruction by
a foreign matter;

- Jaw thrust
manoeuvre;

- Tipple airway
manoeuvre;

- Finger sweep;

- Heimlich manoeuvre /
abdominal thrusts;
___________
- Back slaps;

- Decreasing level of
consciousness.
___________
 - Breathing
Tilt the head back and
listen for breathing.

- Circulation
According to the old
protocol the First ___________
Aider will now feel
for a pulse for 10
seconds, and once the
First Aider realize
there is still NO
breathing or pulse,
CPR must be done
immediately, but with
the new protocol we
do not feel for pulse
___________
any more and step C
will then be for C. P.
R and not for
Circulation.

3. Did the learner ___________

position his/her hands
correctly on the chest?

The heel of the hand

placed two
fingers – ___________
breadths above
the xiphisternum
in the midline
___________
provides optimal
cardiac and
thoracic
compressions; ___________

4. How many breaths did

the learner give?

Give 2 breaths. Each ___________

breath should take 1
second

5. How many pumps did

the learner give during
the CPR
 demonstration?

30

6. Did the learner make

use of the one-way
valve?

YES/NO

7. Did the learner pinch

the nose close?

YES/NO

8. Did the learner check

if the chest rise and
fall?

YES/NO

9. Did you as the

assessor find that the
learner is competent
and knowledgeable in
the overall CPR
procedure?

YES/NO
 PRACTICAL ASSESSMENT OBSERVATION CHECKLIST – (CPR) –
US119567 – L1

LEARNER SURNAME
LEARNER FULL
NAMES
ASSESSOR NAME &
SURNAME
ASSESSOR
REGISTRATION NO

Assessor’s Findings of:

Demonstration of Specific Outcome 4:

SPECIFIC ASSESSMEN OBSERVATION CHECKLIST C / NYC
OUTCOM T CRITERIA
E4
SO 4:
Apply First AC 4.1.4: 10. Did the learner check the
Aid Perform the CPR following:-
procedures to procedure on a – Airway ______
“patient”. __________
the life- - Breathing ______
threatening - Circulation ______ _
situation.
11. How did the learner check the
above?
- Airway

__________________________
____

__________________________ __________
____ _
__________________________
____

- Breathing
__________________________
____ __________
_
__________________________
____

__________________________
____
 __________
_
- Circulation
__________________________
____
__________
__________________________ _
____

__________________________
____
__________
12. Did the learner position his/her _
hands correctly on the chest?

__________________________
____
__________
13. How many breaths did the _
learner give?

__________________________
____
__________
14. How many pumps did the learner _
give during the CPR
demonstration?

__________
___________________________
_
15. Did the learner make use of the
one-way valve?

__________________________ __________
__
_

16. Did the learner pinch the nose

close?

__________________________
__
__________
17. Did the learner check if the chest _
rise and fall?

__________________________
 ___

18. Did you as the assessor find that

the learner is competent and
knowledgeable in the overall
CPR procedure?

__________________________
___

Learner Signature Date:

Assessor Signature: Date:

 Assessment Review Report (Assessor)

CRITERIA COMMENTS (Evidence)

1. Was my assessment thoroughly planned in advance?

2. Did the venue and resources contribute to a fair assessment?

3. Did I prepare my learner sufficiently for the assessment?

Was the learner preparation session conducted long enough before

4.
the assessment to allow the learner sufficient preparation time?

5. Did I accommodate my learner’s special needs?

Were there any weaknesses in the Unit Standard that needs to be

6.
reported to the relevant bodies?

7. Was appropriate assessment methods used?

8. Was the design of the assessment instruments realistic and practical?

Do I need to provide feedback to the assessment designers regarding

9.
the instruments that I used?

Did I obtain feedback from the candidate regarding the assessment

10.
process and my conduct as assessor?

Did my learner receive feedback as soon as possible after the

11.
assessment?

12. Did my learner receive sufficient feedback?

Did I give feedback in accordance with the guidelines in the Delegate

13.
Manual?

14. Did my learner accept my feedback?

Did I record the learner’s progress in accordance with my organisation’s

15.
QMS?

Assessor’s Signature:

Date:
 Assessor Feedback Report (Assessor to the Learner)
Assessor Name

Learner Name

Date of assessment

Unit Standard Title

Level

Credits

SAQA ID

ASSESSMENT DECISIONS: (tick correct one) Competent □ Not Yet Competent □

SO 1 C NYC

SO 2 C NYC

SO 3 C NYC

SO 4 C NYC

SO 5 C NYC

GENERAL ASSESSMENT COMMENTS

ACTION PLAN IF LEARNER IS DECLARED “NOT YET COMPETENT”

Feedback
Candidate’s Signature
Date:

Assessor’s Signature Date:

 KNOWLEDGE TEST 1

Learner Surname
Learner Full Names
Learner ID Number
Assessor Name & Surname
Assessor Registration Number

Question 1: (4)
What does the “S A F E “approach stand for:

Question 2: (3)
Name 3 aspects you must take in consideration when entering an emergency scene in your
workplace.

Question 3: (1)
Name 1 infectious disease that a person might have.

Question 4: (3)
What does A B C stand for?

Question 5: (1)
Will you apply the same method of CPR to an infant than to an adult?

Question 6: (1)
What is the ratio chest compressions to 2 x rescue breaths according to the new protocol?

Question 7: (2)
When would you stop CPR?
Question 8: (1)
Once a patient is calm, stable and you await an E.M.S., what is the position called you would
put the patient in?

Question 9: (3)
Name 3 vital signs you should check for regularly.

Question 10: (3)

Name 3 workplace hazards you may find in your workplace.

Question 11: (3)

How would you react to any of the workplace hazards if found?

Question 12: (1)

Give a short description of the importance to report and record a hazardous situations.

Total: _______/30

Learner Signature Date Signed

Assessor Signature Date Signed

 KNOWLEDGE TEST 2

QUESTIONNAIRE – Pass rate: 90%

Learner Surname
Learner Full Names
Learner ID number
Assessor Name & Surname
Assessor registration no

Please answer all questions below:

1. When a patient is a mentally competent adult that can give consent to be treated,
what is this called?
A- Implied consent
B- Consent for the mentally ill
C- Actual consent

Answer: ______(A,B or C) (1)

2. You can be charged with negligence if you?

A- Use the head tilt chin lift manoeuvre on a patient involved in a car accident
B- Use the jaw thrust manoeuvre on a patient involved in a car accident
C- Abandon a patient that needs your help

Answer: ______(A,B or C) (1)

3. Before checking for breathing you should:

A- Feel for a pulse
B- Open the airway
C- Start C.P.R.

Answer: ______(A,B or C) (1)

4. According to the old protocol we used to give 2 x ventilations and 15

compressions, which is the correct one according to the new protocol?
A- 1 x ventilation x 30 compressions
B- 1 x ventilations x 15 compressions
C- 2 x ventilations x 30 compressions

Answer: ______(A,B or C) (1)

5. We can stop doing CPR when:

A- We think the person is dead
B- When a more experienced and/or trained person arrives
C- The person does not start breathing after the 1st cycle

Answer: ______(A,B or C) (1)

6. When do we put a patient in the recovery position?
A- If he is not breathing
B- If there is a suspected spinal injury
C- If he is breathing but still unconscious

Answer: ______(A,B or C) (1)

7. We start checking for secondary conditions

A- As soon as all primary conditions have been treated
B- As soon as we arrive on the scene
C- As soon as medical help arrives

Answer: ______(A,B or C) (1)

8. When a patient was involved in a car accident it is important to:

A- Get him out of the car as soon as possible
B- Put him in your car and rush him to the hospital
C- Treat him as if a spinal injury exists

Answer: ______(A,B or C) (1)

9. To do a log-roll you will need?

A- Four people (including yourself)
B- Two people
C- Only yourself

Answer: ______(A,B or C) (1)

10. The medical condition “shock” means:

A- An obstruction of the airway
B- The collase of the ardio vascular system resulting in low oxygen levels
C- When a patient touches two open electrical fires

Answer: ______(A,B or C) (1)

11. A patient is chocking but he can still speak, you should:

A- Administer back slaps
B- Ask the patient to keep on coughing
C- Do the Heimlich manoeuvre
Answer: ______(A.B or C) (1)

12. A patient with burn wounds should always be protected from, and treated for:
A- Shock and infection
B- Pain and discomfort
C- Bleeding

Answer ______(A,B or C) (1)

13. To stop bleeding:
A- Apply a bandage very tightly
B- Wash the wound and rush the patient to the hospital immediately
C- Apply direct pressure, elevate and apply a bandage

Answer: ______(A,B or C) (1)

14. If a patient has a knife stuck in his/her arm, you should:

A- Remove the knife immediately and stop the bleeding
B- Rush the patient to hospital without touching the knife
C- Immobilize the knife and stop the bleeding with a ring pad and bandage

Answer: ______(A,B or C) (1)

15. When treating a fracture it is very important to:

A- Keep the fractured limb as still as possible
B- To move the fractured part as much as possible to prevent stiffness
C- To apply pressure on the fracture to prevent swelling

Answer: ______(A,B or C) (1)

16. After treating a patient it is very important to:

A- Forget about the incident so that you do not suffer from any psychological
problems later
B- Not talk to any one about the incident accept the police
C- Keep records of all findings and treatment given to your patient

Answer: ______(A,B or C) (1)

17. It is always most important to consider:

A- Your own safety
B- How long the ambulance is going to take to get to the scene
C- The method you are going to use if your patient is bleeding severly

Answer: ______(A,B or C) (1)

18. “112” is the number to phone if you need medical assistance and you are:
A- Phoning from a landline
B- Also looking for the police and the towing services
C- Phoning from a cell phone

Answer: ______(A,B or C) (1)

19. If a patient gets continuous headaches you should:

A- Encourage him to take aspirin
B- Encourage him to consult a doctor
C- Give him aspirin from your first aid box

Answer: ______(A,B or C) (1)

 20. The five vital signs are:
A- Breathing, Pulse, Sugar Levels, Temperature, Blood Pressure
B- Breathing, Pulse, Sugar Levels, Pain, Blood Pressure
C- Breathing, Pulse, Sugar Levels, Temperature, Shock

Answer: ______(A,B or C) (1)

TOTAL: _______/ 20

_________ %

Assessor Signature: _______________________

Learner Signature: ______________________

 Learner Feedback
(Learner to complete)

Name & Surname

Date of assessment

Unit Standard Title

Unit Standard ID

Criteria YES or NO
Do you feel that the assessment process was
explained clearly to you?

If no, please explain.

Did you feel comfortable during the assessment

process?

Do you feel that the Assessor was properly

prepared and knowledgeable?

If not, please explain.

Did the Assessor give the appropriate amount of

information on what was expected from you to
do the tasks?

If not, please explain.

Do you feel that the assessment centre was

equipped with all resources required for your
assessment?

If not, please explain.

Do you feel that you were treated fairly at all

times

Did the Assessor use the language of

preference?

Did the Assessor offer an interpreter if and when

needed?

If observation was used as a method of

assessment, did you feel at ease during this
method?
At the end of the assessment process, did the
Assessor give you clear and constructive
feedback?

Did the Assessor give you the final outcome /

result?

Did you make sure you signed all assessment

documentation?

Do you believe the assessment process was a

positive experience?

Were you at any stage during the assessment

process aware of any discriminatory against
you?

If yes, please explain.

Describe briefly how you feel about your own

performance during the assessment.

Learner Signature:
 RE-ASSESSMENT POLICY

The assessment process must have a built in process for re-assessment.

The following points will apply:

1. When a candidate has to undergo re-assessment, they must be given specific feedback
and guidance in order to concentrate on areas of weakness.

2. The onus is on the candidate to communicate with the assessor to inform him when
he/she is ready for re-assessment.

3. The re-assessment should take place in the same/similar situation/context and under
the same conditions.

4. The same assessment method/s and instruments may be used but the task and
materials should be different, but at the same level and complexity as the previous
task.

5. Re-assessment can take place a maximum of 2 times per candidate (total 3

assessments), per unit standard. Each re-assessment must be discussed with the
client as this will be charged as per our daily assessing rate.

6. A maximum of 6 months should be allowed between each re-assessment.

7. A candidate who is repeatedly unsuccessful after 3 assessments must be given

guidance on other possible and more suitable learning avenues.

______________________

Learner Signature
 All qualifications and part qualifications registered on the National Qualifications Framework
are public property. Thus the only payment that can be made for them is for service and
reproduction. It is illegal to sell this material for profit. If the material is reproduced or
quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the
source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Perform basic life support and first aid procedures

SAQA US UNIT STANDARD TITLE
ID
119567 Perform basic life support and first aid procedures
ORIGINATOR ORIGINATING PROVIDER
SGB Ancillary Health Care
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Curative Health
ABET UNIT PRE-2009 NQF NQF LEVEL CREDITS
BAND STANDARD LEVEL
TYPE
Undefined Regular Level 1 NQF Level 01 5
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA DECISION
START DATE END DATE NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2016-06-30 2019-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text
(purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless
specifically stated otherwise.

This unit standard replaces:

Pre-2009 NQF Replacement
US ID Unit Standard Title Credits
NQF Level Level Status
Perform basic life support and/or first NQF
9823 Level 1 5 Complete
aid procedures in emergencies Level 01
NQF
116509 Apply primary emergency life support Level 1 2 Complete
Level 01
Carry out basic first aid treatment in NQF
116511 Level 1 1 Complete
the workplace Level 01

PURPOSE OF THE UNIT STANDARD

This unit standard is for persons required to assess the emergency situation and providing basic Life
Support and basic First Aid in order to stabilise patients prior to transfer to the emergency services.
People credited with this unit standard are able to:
 Demonstrate an understanding of emergency scene management
 Demonstrate an understanding of elementary anatomy and physiology
 Assess an emergency situation
 Apply First Aid procedures to the life-threatening situation
 Treat common injuries

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

 Communication at ABET level 3
 Mathematical Literacy at ABET level 3

UNIT STANDARD RANGE

 The recognition and management of a range of emergencies according to the prescribed protocols.
 Rendering basic First Aid to the community even if the required resources have to be improvised.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Demonstrate an understanding of emergency scene management.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Maintenance of personal safety is explained in terms of preventing injuries to self and infectious
diseases.

ASSESSMENT CRITERION 2
Methods of safeguarding the emergency scene are explained in accordance with relevant practices
and legislation.

ASSESSMENT CRITERION 3
Methods of safeguarding the injured person are explained in accordance with relevant practices and
legislation.

ASSESSMENT CRITERION 4
The medico-legal implications of rendering First Aid are explained in terms of relevant legislation.

SPECIFIC OUTCOME 2
Demonstrate an understanding of elementary anatomy and physiology.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The different systems of the human body are described in terms of their structure and function.

ASSESSMENT CRITERION 2
The manner in which the systems relate to each other is explained in accordance with basic medical
science.

ASSESSMENT CRITERION 3
The way in which each system operates is explained in accordance with basic medical science.
SPECIFIC OUTCOME 3
Assess an emergency situation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The emergency situation is assessed in terms of priority treatments.

ASSESSMENT CRITERION 2
The cause of the emergency is identified in terms of main contributing factors.

ASSESSMENT CRITERION 3
The type of injury is identified in terms of broad classifications.
ASSESSMENT CRITERION RANGE
Fractures, burns, lacerations, difficulty with breathing, severe haemorrage, head injuries, spinal
injuries, level of consciousness, strains and sprains.

ASSESSMENT CRITERION 4
The situation is assessed in terms of the type of assistance required.

SPECIFIC OUTCOME 4
Apply First Aid procedures to the life-threatening situation.
OUTCOME RANGE
Cardio-Pulmonary (CP) arrest; cessation of breathing; severe haemorrhage.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
First Aid treatment applied is appropriate to the situation and the prevention of complications.

ASSESSMENT CRITERION 2
Equipment that is not readily available is improvised in terms of the First Aid procedure required.

ASSESSMENT CRITERION 3
Universal precautions are taken which are appropriate in terms of preventing infection.

ASSESSMENT CRITERION 4
First Aid is applied in accordance with current practice.

ASSESSMENT CRITERION 5
Cardio-Pulmonary Resuscitation (CPR) and Artificial Respiration (AR) is performed in accordance with
accepted procedures.

ASSESSMENT CRITERION 6
Referral to medical assistance is done in accordance with the specific needs of the casualty.

SPECIFIC OUTCOME 5
Treat common injuries.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Different types of injuries and conditions are identified and described in terms of their severity, cause
and possible treatment.

ASSESSMENT CRITERION 2
Universal precautions taken are appropriate in terms of preventing infection.

ASSESSMENT CRITERION 3
Equipment that is not readily available is improvised in terms of the First Aid procedure required.

ASSESSMENT CRITERION 4
Referral to medical assistance is in accordance with the specific needs of the casualty.

ASSESSMENT CRITERION 5
Follow-up care is provided in accordance with the specific needs of the casualty.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

 Anyone assessing a learner against this unit standard must be registered as an assessor with the
relevant ETQA the relevant ETQA or with an ETQA that has a memorandum of understanding with
the relevant ETQA.
 Any institution offering learning that will enable achievement of this unit standard must be
accredited as a provider through the relevant ETQA the relevant ETQA or with an ETQA that has a
memorandum of understanding with the relevant ETQA.
 Moderation of assessment will be overseen by the relevant ETQA the relevant ETQA or with an
ETQA that has a memorandum of understanding with the relevant ETQA, according to the
moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following embedded knowledge is addressed in an integrated way in the unit standard:

1. Names & functions of:

 Anatomy and physiology of the human body
 Primary and secondary examinations
 Scope of practice, consent, recording

2. Attributes, descriptions, characteristics & properties:

 Confidence attained through repeated practical applications
 Willingness to assist in emergency situations

3. Sensory cues:
 Effective diagnosis and treatment and safety of the accident scene and bystanders

4. Purpose of:
 Precautionary measures for blood and body fluids
 Specific equipment and training aids
 Specific treatment

5. Events, causes and effects, implications:

 Events relating to injury mechanisms
 Safety requirements relating to the situation
 Transportation of patients, services available and cost implications

6. Categories:
 Adults, children and infants
 Sick or injured
 Emergency situations
 Disaster situations

7. Procedures and techniques:

 Evaluation of the patient's condition and severity of injuries e.g. critical, stable, level of
consciousness etc
 Basic communication skills

8. Regulations, legislation, agreements, policies, standards:

 Standards set according to legislation as per the Occupational Health and Safety Act and other
related legislation and policies

9. Theory, rules, principles, laws:

 Interdependence of the various systems of the body
 Specific treatments

10. Relationships, systems:

 Family, community, colleagues
 Emergency and disaster services

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES
N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems related to the prevention of complications with regard to injuries and
mechanisms of injuries sustained, treatment to be provided, improvisation where equipment is
unavailable and referral systems.

UNIT STANDARD CCFO WORKING

Work effectively with others as part of a team, including other health workers including casualty and
other referral services, emergency services including Fire and Ambulance and disaster services.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and ones activities responsibly and effectively in a life support context.

UNIT STANDARD CCFO COLLECTING

Collect analyse organise and evaluate information about clients, family and community with regard to
signs and symptoms and make a correct diagnosis.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with other health workers including casualty and other referral services,
emergency services including Fire and Ambulance and disaster services.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively with regard to information and communication systems and
the correct use of available equipment.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems with regard to community
and community structures in managing emergency situations.