tag:www.train-aid.co.uk,2005:/blogBlog2024-03-19T10:56:01Ztag:www.train-aid.co.uk,2005:Spina::Blog::Post/2422024-03-19T10:56:01Z2024-03-19T11:09:30ZTeaching & Learning Cycle<div>The cycle can be applied to any course, whether a week or a year-long qualification, each stage is relevant to the delivery of a well-planned lesson. The cycle is a learning tool for teachers and trainers to identify their own strengths and provides opportunities to make developmental changes for their future practice. As a new teacher, I would always recommend having a reflective diary or system to record your teaching experiences or ask fellow teachers or colleagues to observe you during your teaching practice. <br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Youtube\" data-embed-attributes=\"{&quot;url&quot;:&quot;https://www.youtube.com/watch?v=--m9HrO-1sg&quot;}\"><iframe id=\"ytplayer\" type=\"text/html\" src=\"https://www.youtube.com/embed/--m9HrO-1sg\" frameborder=\"0\" class=\"mx-auto w-full aspect-video max-w-2xl\" style=\"aspect-ratio: 16 / 9;\"></iframe>\n</spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Youtube" data-embed-attributes="{"url":"https://www.youtube.com/watch?v=--m9HrO-1sg"}"><iframe id="ytplayer" type="text/html" src="https://www.youtube.com/embed/--m9HrO-1sg" frameborder="0" class="mx-auto w-full aspect-video max-w-2xl" style="aspect-ratio: 16 / 9;"></iframe>
</spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Identifying Needs</h3><div><br>At the first stage of the teaching and learning cycle, you as the teacher will begin to find out about many factors such as: the needs of your learners, the needs of the organisation and the needs of you, the teacher. At this initial stage, you may sit down with company managers to identify what training is required for your workforce or learners and establish the teaching and learning approaches or activities suitable for the needs of your learners. Before teaching any new course, you as the teacher need to be confident of your subject specialism. You need to make sure there are no gaps within your knowledge as your learners may ask you a range of questions when teaching. You will also need to ensure that your own qualifications are up to date to teach the course otherwise you may need to fulfil some training to become more confident within your subject specialism. </div><h4>Within the identifying needs stage you will:</h4><ul><li>Find out about your learners: Such as their backgrounds, motivation for the course, goals and aspirations. </li><li>Conduct initial and diagnostic assessments on your learners. </li><li>Agreeing individual learning plans (ILPs) with learners. </li><li>Identify the needs of the organisation. </li><li>Identify your needs (the teacher/trainer).</li><li>Ensure learners are on the correct programme of study.</li><li>Identify any learners’ individual learning requirements.</li></ul><h3>2) Planning and Design</h3><div><br>Stage 2 of the teaching & learning cycle is planning and design. This stage involves planning the overall aims and objectives of the qualification and highlighting the skills and knowledge that your learners will achieve by the end of the course. The planning stage will involve producing all of the paperwork and administration involved within the delivery of the qualification such as <a href="https://www.youtube.com/watch?v=BPQs-ns1nY4">lesson plans</a> and a <a href="https://www.youtube.com/watch?v=9Zk5HCGOUtY">scheme of work</a>. These key documents will help you as the teacher keep on track with your lesson delivery and plan your lessons. You may be teaching a course with a fellow trainer, therefore collaboration within planning is important to share the preparation of the course and to ensure that you are understanding how to teach the content so that there are no inconsistencies with your teaching styles. Within the stages you may need to budget for course materials, resources and the booking of training facilities.</div><h4>Within the planning & design stage you will:</h4><ul><li>Review the teaching environment to check it is fit for purpose. </li><li>Check the teaching environment is safe and secure. </li><li>Email learners the course administration such as application forms. </li><li>Order teaching resources for the qualification. </li><li>Check the learning environment is accessible for all learners. </li><li>Book the classroom environment and any equipment needed for the course. </li><li>Review the guided learning hours (GLH) of the qualification. </li><li>Register your learners with the awarding body.</li></ul><h3>3) Delivery/Facilitation</h3><div><br>Stage 3 of the teaching & learning cycle is the delivery/facilitation stage; this is the ‘active’ or ‘doing’ phase, where the teacher will simply teach their subject specialism, whether that is within a classroom or virtual format. You may need to make changes or adapt your teaching style or activity for example: the time of day when teaching learners may have an effect on their concentration levels and therefore selecting the activity or approach is important. As a teacher, it is important to show enthusiasm for your subject in order to motivate and keep the attention of your learners. There are a number of interactive teaching resources you can utilise to make your lessons fun and interesting. Try websites such as: <a href="https://www.socrative.com/">Socrative</a>, <a href="https://kahoot.com/">Kahoot!</a>, <a href="https://nearpod.com/">Nearpod</a>, <a href="https://www.mentimeter.com/">Menti</a> in order to make formative assessment methods dynamic and engaging.</div><h4>Within the delivery and facilitation stage you will:</h4><ul><li>Teach your subject specialism in line with your scheme of work. </li><li>Adapt your teaching delivery or change activities if learners are struggling to understand a topic. </li><li>Provide on-course or formative feedback to learners to keep them on track. </li><li>Monitor learner attendance & punctuality. </li><li>Review the <a href="https://www.youtube.com/watch?v=9Zk5HCGOUtY">SOW</a> after the lesson to ensure you are keeping up with your course delivery. </li><li>Be mindful of timings, you may need to speed up or slow down your teaching practice. </li><li>Make sure you teach your entire teaching content to ensure all learners have no gaps within their knowledge in preparation for their course assessment. </li></ul><h3>4) Assessing Learning</h3><div><br>Stage 4 of the teaching & learning cycle is assessment. This is where you as the teacher are checking that your learners have gained the skills and knowledge of the subject. Throughout their course, they would have encountered formative (on-course) assessment methods such as open/nominated questions, discussions, quizzes and games. At the end of the course, there is usually some type of formal or summative (end of course) assessment where learners will put all of their understanding into practice- for example a final exam or observation. It is important for you as the teacher to become familiar with the assessment standards/grading criteria. These are usually provided by the awarding body or exam board and can help you to make a judgement call on whether or not the learners have acquired the knowledge and skills of your qualification.</div><h4>Within the assessment stage you will:</h4><ul><li>Carry out room booking for the final assessment. </li><li>Arrange for staff to be invigilators. </li><li>Mark of the assessment in-line with awarding body standards</li><li>Make a decision on whether or not the learner has achieved their qualification or if a re-assessment is required. </li><li>Apply for course certificates.</li></ul><h3>5) Evaluation</h3><div>The final stage within the cycle is evaluation, this is where you as the teacher will gain feedback from your learners about the course. As a teacher there are a number of methods you can use to gain feedback such as paper-based forms or electronic feedback through websites such as <a href="https://uk.surveymonkey.com/">Survey Monkey</a> or Menti where learners can submit feedback on an electronic device. It is worth noting that anonymous feedback where learners are not required to provide their name often receives the most honest and valid feedback. You can gain feedback from fellow colleagues, managers or mentors who may have observed you during your course delivery. At the end of some courses you may be required to present your course results to senior managers and directors, these could include pass rates, learner satisfaction results and your own opinions on the course delivery.</div><h4>Learner feedback is important as you can gain feedback on:</h4><ul><li>Pre course joining instructions. </li><li>Initial & diagnostic assessments.</li><li>Meeting course objectives. </li><li>Meeting learners’ needs.</li><li>Learner satisfaction rates- did they enjoy the course? </li><li>The learning environment. </li><li>Feedback on teaching resources. </li><li>Feedback on assessment methods.</li></ul><h3>Summary</h3><div>After a course or qualification has ended, the teacher can take stock of all of the different experiences encountered within the cycle. It is worth noting that after the evaluation stage, the cycle reverts back to the identifying needs phase ready for a new course to be taught. As you repeat your teaching practice, you will become more confident and familiar with your subject specialism and even tweak your teaching activities or approaches based on the feedback from your learners. <br><br><br> Photo by <a href="https://unsplash.com/@wonderlane?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash">Wonderlane</a> on <a href="https://unsplash.com/photos/man-in-black-crew-neck-t-shirt-using-black-laptop-computer-b9-odQi5oDo?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash">Unsplash</a></div>Nicktag:www.train-aid.co.uk,2005:Spina::Blog::Post/2412024-03-15T11:55:39Z2024-03-19T09:35:58ZKolb’s Experiential Learning Styles<div>This action-based model encourages the learner to have a first-hand practical experience and to identify where they can improve on their performance afterwards. Within a classroom environment, your learners are often curious to take part within an activity or ‘raring to go’ to get involved within a practical task. As a teacher, it is often best to allow for learners to get started within an activity and provide little instruction or advice on how to complete the task or challenge. This will not only promote the learners’ independence and problem solving-skills but also promote the pace of the lesson. <br>Think about purchasing a new mobile phone, many people will discard the written instructions, open up the packaging and begin to experiment with trying to use their new device first hand. After a while of trialling the phone, the person may then revise the instruction manual to understand more about what has worked well and identify any gaps within their knowledge to use the phone to their full capacity. <br>Kolb identified 4 key stages of the Experiential Learning Theory (ELT) which learners should follow in order to develop their practice: <br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Youtube\" data-embed-attributes=\"{&quot;url&quot;:&quot;https://www.youtube.com/watch?v=X38MXlUGJpk&amp;t&quot;}\"><iframe id=\"ytplayer\" type=\"text/html\" src=\"https://www.youtube.com/embed/X38MXlUGJpk\" frameborder=\"0\" class=\"mx-auto w-full aspect-video max-w-2xl\" style=\"aspect-ratio: 16 / 9;\"></iframe>\n</spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Youtube" data-embed-attributes="{"url":"https://www.youtube.com/watch?v=X38MXlUGJpk&t"}"><iframe id="ytplayer" type="text/html" src="https://www.youtube.com/embed/X38MXlUGJpk" frameborder="0" class="mx-auto w-full aspect-video max-w-2xl" style="aspect-ratio: 16 / 9;"></iframe>
</spina-embed><figcaption class="attachment__caption"></figcaption></figure> <br><br></div><h3>Concrete Experience </h3><div><br>The first stage of the model is the concrete experience, this is where the learner encounters a new experience or task and becomes familiar with the activity. This is often where a teacher will provide a class of learners with a set of instructions and will allow the group time to experiment for themselves to see whether or not they achieve the desired result. The teacher will demonstrate a ‘hands off’ approach to allow the learners the freedom and independence to experience a task. Many learners will relish this opportunity to embark on a challenge without the supervision of an ‘authority’ figure or teacher. This ‘active’ teaching experience is focused on developing the learners’ senses and promotes the feeling of performing an effective task. Taking part in a practical experience will create a strong memory for the learner to replicate their skills again or to think back to the experience. <br><br></div><h3>Reflective Observation</h3><div><br>After the concrete experience stage, the next step within the process is reflective observation. This important part of the model is where the learner will take a step back from the activity and have sufficient time to make sense of their performance. The reflection stage is a chance to identify their own strengths and areas for development based on the practical performance. It is key for the learner to have sufficient time to analyse their practical task otherwise they learner may replicate the same performance again and may gather the same unsuccessful result. <br>The reflection stage can involve fellow peers or classmates who can provide feedback to contribute to the reflection process. Having other people to share their viewpoints can help promote discussion of the performance and help the reflection process further. A paired reflection activity can help foster the interpersonal and communication skills and even strengthen the cohesion of the class dynamics. <br><br></div><h3>Abstract Conceptualisation </h3><div><br>Once learners have had time to reflect on their practical performance, new ideas can be formulated on how to perform the task effectively or to render better results. During this stage, learners can develop their own problem-solving and creativity skills to plan and seek out new ways to fulfil the task. Learners can visualise how they will embark on the new challenge and see how they can become successful within their challenge. When learners feel confident to return to the task, they will be prepared to trial their new understandings. <br><br></div><h3>Active Experimentation </h3><div><br>The final stage of the cycle encompasses active experimentation. This is where learners perform their new formulated ideas to see whether or not they can successfully overcome the challenge or task. Within this practical stage, learners can combine their experience of their first attempt of completing the task along with their new strategies and ideas which were formulated from the abstract conceptualisation stage. Even if the learner does not fully achieve the task on their second attempt, they can hopefully recognise that they have shown progression. After this stage, the learner has experienced a new concrete experience which can contribute to the beginning of the next stage of the cycle. </div>Nicktag:www.train-aid.co.uk,2005:Spina::Blog::Post/2402024-03-14T13:49:00Z2024-03-14T13:49:00ZThe New Level 5 Diploma in Teaching (DIT)<div>Currently, we are reviewing the initial details and will be working hard to develop an exciting new specification that enables learners to achieve this qualification and enter into teaching in the further education sector. We will make sure that our resources are supportive and engaging for this new and improved qualification.<br><br>Interested learners need to be aged 19 or above and qualified/experienced to teach their subject or area of specialism. They will also need to have a minimum of Level 2 in Maths and English and suitable digital competency to benefit from the course.<br><br>There will be 11 units to complete over a combination of guided learning hours and directed study time. Learners will need to have access to two work placements – the first one will be the main placement. In a large organisation, this second placement could be in a different department, so hopefully will be accessible to all – it is always invaluable to experience teaching or training in a different way. It will also be mandatory to deliver at least 20 hours of live remote teaching, other than in exceptional circumstances or perhaps in a SEND setting where it would be inappropriate.<br><br>Mentoring is going to be even more crucial to the learner, with a subject specialist from the learner’s organisation taking the lead and supported by a local pastoral support mentor. Mentors and learners should meet weekly as this will be a central role, with much in-house assessment. Of course, Train Aid’s team will also be there to support you every step of the way. <br><br>More updates on this course as we gather information and develop our specification!<br><br><br> Photo by <a href="https://unsplash.com/@lexscope?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash">LexScope</a> on <a href="https://unsplash.com/photos/a-person-giving-a-presentation-0k2mMcdTOYU?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash">Unsplash</a></div>Tomtag:www.train-aid.co.uk,2005:Spina::Blog::Post/2392024-01-25T10:38:09Z2024-01-25T10:43:30ZMaslow’s Hierarchy of Needs within Teaching<div>The concept explains that people are motivated to fulfil their basic needs first in order to progress onto more advanced needs. Maslow believed that every person has an internal desire to ‘self-actualise’ and achieve their own personal goals and targets to ultimately strive towards a successful and fulfilling life. This humanist model is presented in a pyramid format with a total of 5 stages. The initial stages within the pyramid are the survival or physical needs which Maslow explained need to be met first in order for more advanced ‘psychological’ needs such as ‘self-esteem’ leading to self-actualisation or accomplishing your desired goals. For teachers or trainers, a knowledge of Maslow is beneficial as you can understand how to make a safe and supportive teaching and learning environment in order for learners to progress up the pyramid in pursuit of their desired goals. <br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Youtube\" data-embed-attributes=\"{&quot;url&quot;:&quot;www.youtube.com/watch?v=E7JM3AnMd-I&amp;t&quot;}\"><iframe id=\"ytplayer\" type=\"text/html\" src=\"https://www.youtube.com/embed/E7JM3AnMd-I\" frameborder=\"0\" class=\"mx-auto w-full aspect-video max-w-2xl\" style=\"aspect-ratio: 16 / 9;\"></iframe>\n</spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Youtube" data-embed-attributes="{"url":"www.youtube.com/watch?v=E7JM3AnMd-I&t"}"><iframe id="ytplayer" type="text/html" src="https://www.youtube.com/embed/E7JM3AnMd-I" frameborder="0" class="mx-auto w-full aspect-video max-w-2xl" style="aspect-ratio: 16 / 9;"></iframe>
</spina-embed><figcaption class="attachment__caption"></figcaption></figure><br><br>The following stages provide some further information and guidance on the different stages and how each section can be applied to the role of a teacher. </div><h3>Physiological needs </h3><div><br>The term physiological needs means the biological requirements needed for human survival. These include: food, drink, shelter, warmth, clothing and sleep. Within the world of teaching and training, if learners feel relaxed, comfortable and secure within a classroom environment, they will be more likely to focus and enjoy the learning environment. This will ultimately support them in achieving their desired qualification or training requirements. <br><br>Of course, it is not the responsibility of the teacher to ensure the learner is fed or to facilitate other basic needs such as clothing- However, the teacher can support the basic needs by providing adequate break times/rest breaks and setting clear ground/housekeeping rules. Some teachers/trainers do often provide refreshments for their courses such: as tea, coffee, biscuits or even fruit, others will inform learners where the toilet facilities/kitchen areas or where they can make a drink. Simply allowing the learners to drink water within the teaching environment contributes to their physiological needs. Other elements of the stage you can control is the temperature of the training room, not too hot or too cold to support the concentration levels of the learners. <br><br>If you see that a learner appears tired, withdrawn or not themselves then of course ask them for any additional support required or seek advice from a specialist. You can of course signpost a learner to specialist support. </div><h3>Safety & security needs</h3><div><br></div><div>The second stage of the pyramid focuses on the safety and security needs of the learner. At this important stage, learners seek an environment of order, calm and reassurance where they can collaborate with fellow learners. Learners should be safe from any accidents and injuries and a teacher should be mindful on how these issues can be prevented. If a teacher can demonstrate a proactive and forward-thinking approach such as checking the teaching environment before the learners arrive, this can promote professionalism and make learners feel relaxed and supported. <br><br>There are a number of methods a teacher can use to promote the safety and security of learners: <br><br>• Risk assess the teaching environment prior to training. A teacher can become familiar with the training environment and remove any hazards or report them to a member of staff. If you are teaching within a new environment, aim to arrive early and speak to a manager.<br><br>• Ensure there are no trip hazards and learners belongings are secured away safely. <br><br>• Conduct a classroom register and keep track of attendance/lateness. <br><br>• Be aware of venue procedures such as fire exits and evacuation points. <br><br>• Ensure the teaching room is warm, well-ventilated and clean.<br><br>• Ensure learners are familiar with how to keep their work safe and secure such as keeping their work password protected. <br><br>• Promote a culture of respect. <br><br>• Signpost learners to specialists if they require any additional support such as: financial, careers advice, emotional support. </div><h3>Love & belonging </h3><div><br>Stage 3 of Maslow’s Hierarchy’s of Needs is love and belonging. This stage reflects on the importance of recognition and being part of a group/class of learners. If you feel that you belong within an environment, then you are more likely to participate within the activities set by the teacher and ultimately challenge yourself to improve. A cohesive and supportive teaching and learning environment will help foster a range of qualities such as: inter-personal skills, friendships, communication, thus promoting their minimum core skills. A vibrant classroom will see a range of teaching and learning activities, such as: discussions, debates and games. <br><br>There are a number of practical ways a teacher or trainer can promote a sense of belonging: <br><br>• Welcoming learners to the lesson- a teacher can stand next to the classroom entrance and welcome learners to the lesson. <br><br>• Positive and open body language as a teacher- a positive teacher is one who has an ‘open’ body language, try to avoid any negative or ‘closed’ body language signals. <br><br>• Delegate team roles and responsibilities- you can delegate roles to group members such as a classroom rep to promote a sense of belonging. <br><br>• Promote discussions and debates- asking learners for their thoughts and opinions on topics will promote a two-way communication process. <br><br>• Use learner names.<br><br>• Use open and nominated questions.</div><h3>Self-esteem </h3><div><br>One of the key roles for any teacher or trainer is to be a motivator and to support each learner throughout their learning journey. A great hallmark of any teacher is to encourage learners through positive and constructive feedback to promote the learner’s self-esteem and confidence. Sometimes whilst studying towards a qualification, a learner may have a ‘dip’ in motivation or not be fully engaged within their studies or training. A teacher can be a motivator and use encouragement and formative feedback to help keep the learner aware of their progress. <br><br>There are a number of ways a teacher or trainer can promote the self-esteem of a learner:<br><br>• Providing both written and verbal praise. <br><br>• Providing formative ‘on- course’ feedback to support the learner with their journey. <br><br>• Celebrate the learner’s success- including their own personal hobbies/interests. <br><br>• Promote stretch and challenge opportunities. </div><h3>Self-actualisation</h3><div> <br>The highest and final section of Maslow’s hierarchy of needs is self-actualisation. This concluding level within the pyramid is the learner’s acknowledgement that they have achieved their desired goal-for example, passing a course or receiving a certificate. Self-actualisation is the learner’s realisation that they have achieved their goals and feeling that they can pursue other goals should they wish. Some learners are satisfied with achieving their goal, others will look to seek out another target immediately afterwards. As a teacher, the self-actualisation stage is the most rewarding, seeing learners develop and fulfil their goals. <br><br>A teacher can promote the self-actualisation stage by: <br><br>• Congratulating the learner on their achievements. <br><br>• Providing learners with information on their next steps within their development such as advice on other courses or the next steps. <br><br>• Encouraging learners to self-reflect on their achievements and identify their progression. </div>Nicktag:www.train-aid.co.uk,2005:Spina::Blog::Post/2382023-12-04T11:48:05Z2023-12-04T11:54:41ZAdaptive teaching<h3>What is it?</h3><div><br>In basic terms, adaptive teaching and learning is about individualising or personalising learning as students work through their course material.<br>On first glance, this sounds the same as the more traditionally used term, personalised learning: teaching and learning that personalises activities for learners according to their ability and current performance. However, what makes adaptive teaching and learning different is the use of new and cutting-edge technology – specifically online learning platforms that have been developed to adapt content.</div><h3>How does it work?</h3><div><br>Online, there are several companies that have developed adaptive learning platforms. These platforms use technology and a form of data mining to collate content for course creators and students. These platforms are responsive to the learner’s ability and constantly modify content as they work. Most UK secondary schools are now using adaptive platforms for homework – quizzes or tests that quickly learn the student’s ability and adapt content to match. Instead of trainers and teachers constantly re-evaluating and producing new differentiated activities; the learning platform can help with this.<br><br>Some examples of adaptive learning platforms<br><br>Some of these will be familiar names and already being used in classrooms across the UK and internationally. Some will be new and potentially very useful to explore:<br><br>Knewton – this platform focuses on higher education, personalising content in science, technology and maths.<br><br>Lectora – this platform helps you create courses, design and enhance with images, video and audio – VR is also available.<br><br>EdApp – this platform enables the trainer to import any course and customise it, selecting from a huge amount of templates that can be edited. There are features such as spaced repetition to promote the embedding of learning.<br><br>360Learning – similar to EdApp, this adaptive platform enables the speedy creation of courses.<br><br>Kahoot! – This is a very popular app to use in education and training currently. This tailors content for personalised quizzes.<br><br>There are many other online learning platforms available for adaptive teaching and learning and it is worth taking time to weigh up the pros and cons of each and the suitability for your particular organisation and context.</div><h3>What are the benefits?</h3><div><br>The benefits of adaptive learning are most certainly the same as for personalised learning. The learner never feels left behind and there is always something for them to do next to help them progress, which might be different to the learner next to them. For teachers and trainers, the use of such platforms is hugely time saving, compared to creating a new worksheet or additional resource for each learner.</div><h3>What are the pitfalls?</h3><div><br>As with any form of technology, the problem comes when it is used to replace the teacher or trainer. If the course leader just leaves the learners to ‘get on with it’ and interact with the platform, they will have very little idea how much they know or how well they are doing. <br>There is, of course, a cost implication here. These learning platforms require subscription payments to continually make use of them.</div><h3>Moving forward with adaptive teaching</h3><div><br>As technology becomes more and more central to our lives, it makes sense that learners will use it to navigate their way through a course or sequence of learning. Teachers will need to select the best and most useful elements of the chosen learning platform to make it work for them and their learners, rather than following it blindly. If a teacher or trainer is using the technology to help them make assessment decisions and set targets for learners, it could be incredibly useful. Resources are there at the level needed for the learner, rather than hours spent planning and creating. Time saving and lesson enhancing – adaptive teaching certainly sounds like the way forward.<br><br><br> Photo by <a href="https://unsplash.com/@twinkl?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash">Twinkl</a> on <a href="https://unsplash.com/photos/a-group-of-people-sitting-around-a-wooden-table-_qqlFMNINwI?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash">Unsplash</a></div>Vickytag:www.train-aid.co.uk,2005:Spina::Blog::Post/2372023-10-26T10:22:37Z2023-10-26T10:27:29ZOnline learning post-pandemic<h3>What are the advantages?</h3><div><br>Flexibility must be one of the major advantages of this method of learning – you can literally be anywhere – as long as you have a good Wi-Fi connection! This will make a huge difference to some learners who would be put off a course by its location – difficulties with childcare or transport could mean that the course would have been a missed opportunity.<br><br>There is less of a financial outlay with an online course. The course itself is often cheaper and there are no transport or accommodation costs that there might have been had the learner attended in person. Learning this way can be very efficient, less time is wasted overall.<br><br>Freedom – learning in your own space can be much more relaxing and enable learners to focus. If they have a quiet, dedicated work space at home, this is positive. It may also be that learners feel more able to ask questions, certainly by using a chat function – this can be less intimidating than putting up a hand to ask the trainer in real life. Often, it is easier to control the pace of your own learning when working in this way. Some learners who are quieter in a face-to-face setting can engage more readily online.<br><br>It is easier for the trainer to share multimedia learning materials this way – learners will have a plethora of videos, apps, articles, simulations and so on at their fingertips. In a face-to-face situation, this can be quite unwieldy and often these links are given on handouts, never to be looked at again – or they have to be shared after the session. As sessions are usually recorded and resources uploaded to a shared space, there is easy access to materials to look over during and after sessions.<br><br></div><h3>What are the disadvantages?</h3><div><br>If you have not experienced an online training or meeting session in the last few years where someone has been unable to join or is having issues with their camera or microphone – you are very unusual! The huge disadvantage to online learning is, of course, the reliability of technology. If there is a power cut, a broadband issue or a frozen laptop, this can throw the entire experience for the learner.<br><br>On an in-person course, there is usually a feeling of camaraderie and there are opportunities for informal discussions over breaks. This is so much more difficult with online learning. Although ice-breakers can be done and breakout rooms can be used, this can sometimes feel quite forced and it is a challenge to build a relationship with other learners. There can be feelings of isolation and a reduced sense of community, which can be detrimental to the learner.<br><br></div><h3>Where do we go from here?</h3><div><br>Clearly there is a place for both types of learning and they can work together also, in a hybrid format. It is all about looking at the type of course and deciding which will work the best, now that we have the luxury of choice. With courses requiring much discussion and group work, perhaps in-person is the best idea. However, if the course requires different types of communication and many interactive activities, online may be the way forward. It seems that the future of learning is hybrid – taking the best parts from in-person and online learning and ensuring that they can work alongside each other. <br><br></div>Vickytag:www.train-aid.co.uk,2005:Spina::Blog::Post/1962023-07-13T12:21:21Z2023-11-09T15:03:25ZChatGPT – can it be a positive tool in the classroom?<div>At first glance, this feels like it could be a complete nightmare for teachers! A plethora of plagiarism from learners in terms of coursework could be the fear. However, it could also cut down planning and report writing time... as with any educational tool there are obviously advantages and disadvantages; let’s have a look at these before writing off what could be a very useful tool.<br><br></div><h3><strong><br>What can you do with ChatGPT?<br></strong><br></h3><div><br>It can be used for (amongst other things): summarising texts, explaining topics, coding, idea generation, translation, role-play, proofreading/editing, filtering/organising search results, writing emails/cover letters...and apparently relationship advice (this one feels a little less useful)! This could save time and have a massive impact in a classroom with learners of any age or ability. <br><br></div><h3><strong><br>What are the concerns?<br></strong><br></h3><div><br>Some educators have been very concerned that learners will simply use ChatGPT to write assignments for them, thus cheat. This clearly would pose a huge problem in terms of learning and development. They are also concerned that responses will become formulaic, or possibly biased/stereotyped, due to the data being used. As it is currently limited to internet data prior to 2021, it has inherited some of the institutional racism that goes deep into the worldwide web. It is not able to reflect on or critique this data, which can be a danger. There have also been instances with social media misuse, for example the ‘My AI’ bot on Snapchat, which has encouraged harmful behaviours. There could be concerns that teachers would use this for all of their planning, which would not be personalised or perhaps all relevant or interesting to learners.<br><br></div><h3><strong><br>What are the positives?<br></strong><br></h3><div><br>The weakest part of ChatGPT has been found to be its content generation. For example, in an Evening Standard article (February 2023), when asked to give inspirational quotes from living people, ChatGPT chose a man who died in 1956. It is clear that we can’t rely on it to replace humans – it needs checking and verifying very closely – which is a good thing! It is absolutely not about replacing teachers.<br><br>ChatGPT is excellent as a tool for homework and revision to prompt learners to research in more depth and to challenge perspectives and ideas. Revision quizzes are easy to make with this – facts will need to be checked, but this could be a useful part of revision! They could also use it to create plans, outlines and frameworks – then put it to one side to write the assignment. <br><br>Some teachers will spend a long time creating extracts of text for learners to annotate or to demonstrate key aspects of content. ChatGPT could really save time here; giving it the instruction ‘write a short paragraph showing personification’ will produce exactly what’s needed in the time taken for you to think of the subject! As with all of these ideas, you would then need to read the passage and change anything you didn’t like.<br><br>Teacher reports also can be written using ChatGPT. This is similar to the statement banks used in many educational settings and once again, needs to be checked thoroughly and added to with the teacher’s knowledge of that learner.<br><br>The same goes for planning – imagine being able to ask ChatGPT to plan 6 lessons worth of a topic that would normally take you a couple of hours to do. As with reports, or any task given to ChatGPT, you need to then carefully read it, change and annotate it. It still needs to be your planning that makes sense and includes all of the necessary criteria.<br><br></div><h3><strong><br>So...should we use it or not?<br></strong><br></h3><div><br>It seems as if ChatGPT is like any resource in the classroom. Teachers and learners need to be fully aware of its capabilities; they need training in how to use it – and how not to use it. ChatGPT is an incredibly powerful resource that could save time and add layers to the curriculum, in both planning and delivery. If we use it wisely, it could transform education – if we are scared of it and ban it completely, we could be missing a great opportunity.<br><br><br> Photo by <a href="https://unsplash.com/@agk42?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Alex Knight</a> on <a href="https://unsplash.com/photos/2EJCSULRwC8?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a></div>Vickytag:www.train-aid.co.uk,2005:Spina::Blog::Post/1202023-07-06T15:27:56Z2023-08-08T09:44:57ZFirst Aid for Meningitis<div>Meningitis is a complicated medical condition. There are two types - viral and bacterial. The purpose here is not to be overwhelmed by the science, but to equip the first aider with the knowledge to spot the symptoms and seek professional help. <br><br></div><h3>Symptoms</h3><div><br>Spotting the symptoms of meningitis will be the single most important tool available to any first aider. It must be remembered that it is not always possible to treat a condition and it’s spotting the symptoms and signposting to professional help that often saves a life. <br><br>Meningitis is further complicated by the fact that some of the symptoms can be related to other conditions such as influenza. When in doubt, the first aider should trust their instincts and not be afraid to seek help.<br><br></div><blockquote>Remember - In a non-emergency call 111 and speak to an NHS advisor about the symptoms you are seeing.</blockquote><div><br>Below are the key symptoms to look out for. They do not need to appear in any order and some may not be present at all:</div><ul><li>High temperature / fever</li><li>Shivering or cold hands and feet</li><li>Sickness </li><li>Headache (severe)</li><li>Dislike of bright lights </li><li>Seizures</li><li>Rash that does not fade under the pressure of a glass</li><li>Stiff neck</li><li>Feeling drowsy or unresponsive </li></ul><h3>Glass Test</h3><div><br>It’s important to not wait for a rash to develop before taking action when suspecting meningitis. The casualty may have meningitis already without the onset of a rash and their life could already be in danger.<br><br>When a rash is present it can be useful to roll a glass over the rash and press downwards. A normal rash will typically fade under the pressure of the glass. If the rash does not fade, it could be a positive sign of meningitis. In this situation, proceed straight to the below treatment section.<br><br></div><h3>Treatment</h3><div> <br>When meningitis is suspected, there are two main routes of treatment available to the first aider:</div><ol><li>Call 999 / 112, stating you suspect meningitis and await the arrival of an ambulance </li><li>Transport the casualty to the nearest Accident & Emergency (A&E) unit</li></ol><div>Always use option one when a casualty is unresponsive / unconscious. The main time to use option two would be in the event that the casualty is still fully conscious and it appears more practical / quicker to obtain medical help at a hospital. <br><br>When awaiting the arrival of an ambulance team, prepare to place an unconscious casualty into the recovery position. Monitor breathing and where not suspected initiate CPR until medical support arrives and tells you to stop.<br><br></div><blockquote>Remember - When transporting a casualty to hospital you must drive normally and within the rules of the Highway Code. If not confident it is safer to call an ambulance and await their arrival.</blockquote><div><br></div><h3>Summary</h3><div><br>There has been a lot to take in so let’s look back at what can be done as a first aider when encountering meningitis:</div><ol><li>Meningitis is a complicated medical condition that can be difficult to spot</li><li>Look out for a combination of the main symptoms and seek help when unsure </li><li>Dial 999 / 112 when meningitis is suspected or visit A&E</li><li>Prepare for basic life support whilst awaiting the arrival of an ambulance </li></ol>Billtag:www.train-aid.co.uk,2005:Spina::Blog::Post/2362023-07-06T12:57:52Z2023-08-31T09:56:14ZAge Range for Paediatric First Aid<div>To start with, age ranges are always set as a guideline. They are important but should never distract from prompt treatment because of the fear of making mistakes. It’s proven that sometimes first aid treatment does not start because people are afraid of using the wrong protocol. We would always expect a paramedic, doctor or nurse to adhere to professional guidelines. However, first aiders are only ever expected to work within their own limits with the current resources that they have.<br><br>Let's explore the different age ranges together…<br><br></div><h3>Infant</h3><div><br>In paediatric first aid the infant is defined as 0-1 years. There are specific protocols related to the following areas and more:</div><ul><li>Checking breathing </li><li>Handling of the infant / recovery position</li><li>CPR protocol</li><li>Choking protocol</li></ul><div>Naturally the human body is at its most delicate during this age bracket. In light of this first aid treatment protocols need to be modified in essence to be gentler, but to still achieve the same results. There are also some specific symptom differences when comparing illnesses between a child and infant. These are worth remembering and will be taught on a full 12 hour paediatric first aid course.<br><br></div><h3>Child</h3><div><br>In paediatric first aid the child is defined as between 1-onset of puberty. In this case we are looking at the size of the child in our approach to dealing with accidents and illnesses. This mainly affects the below areas when comparing to adult protocol:</div><ul><li>CPR protocol </li><li>Choking protocol</li></ul><div>Once a child reaches puberty they will look similar and be physically similar to an adult. Therefore in these situations we would adapt the treatment protocol and deliver first aid based on what has been learnt on an adult training course.<br><br></div><h3>When in Doubt</h3><div><br>Remember that age brackets are only set as a guideline. Imagine this scenario…<br><br>You are at the scene of an accident where a one year old child is choking. You notice that the child is very small for its age and actually resembles what you would typically class as a 6 month old infant. Would you adapt your protocol or follow the guideline that has been set…?<br><br>The answer (only if feeling confident) would be to adapt your protocol. However this is probably one of the most challenging situations to be in as a first aider. It's also possible to change protocol mid way through treatment if you think it is not working. Don’t be afraid to make small mistakes because some treatment is better than none.<br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;This also works in reverse and you may have a very large infant that you would already consider to be a child.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n This also works in reverse and you may have a very large infant that you would already consider to be a child.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"This also works in reverse and you may have a very large infant that you would already consider to be a child."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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This also works in reverse and you may have a very large infant that you would already consider to be a child.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Updated Advice from the UK Resuscitation Council</h3><div><br>Updated guidelines from the UK Resuscitation Council (2021) stated that a casualty should be considered a child up to the age of 18 years. This specifically relates to child CPR protocol whereby it is considered that cardiac arrest will most probably be pulmonary (breathing) in nature and the child will need initial / rescue breaths that are taught on a paediatric first aid course.<br><br>The guidelines were not set out to replace all aspects of paediatric first aid. There is still a need to replace child specific techniques with adult ones when encountering a casualty who has reached puberty.<br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Adult style, two handed chest compressions may be required when encountering a child who has reached puberty.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Adult style, two handed chest compressions may be required when encountering a child who has reached puberty.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Adult style, two handed chest compressions may be required when encountering a child who has reached puberty."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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Adult style, two handed chest compressions may be required when encountering a child who has reached puberty.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Summary</h3><div><br>So we know that there are some age brackets defined within paediatric first aid, which can be followed, but are not set in stone. To recap they are as follows:</div><ul><li>Infant (0-1 years)</li><li>Child (1 - onset of puberty)</li><li>Adult (onset of puberty +)</li></ul><div><br></div><div><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Remember you may need to change your treatment protocol and you should do so without fear of making mistakes.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Remember you may need to change your treatment protocol and you should do so without fear of making mistakes.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Remember you may need to change your treatment protocol and you should do so without fear of making mistakes."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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Remember you may need to change your treatment protocol and you should do so without fear of making mistakes.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><div><br></div><div>Finally it’s important that when encountering a non-breathing casualty to find out their age. If they are under 18 years of age then they will require initial breaths when delivering CPR.<br><br>The best way to learn all of these skills would be to go on a first aid course that covers infant, child and adult protocols.</div>Billtag:www.train-aid.co.uk,2005:Spina::Blog::Post/1132023-05-03T15:37:28Z2023-08-08T09:44:56ZGamification in the classroom<h3>What motivates gamers?</h3><div><br>There is an old saying, ‘If you can’t beat them...join them’ and it seems that gamification is just that. Education can be slow to embrace technology for a number of very understandable reasons – equipment is expensive, it has to be charged in advance, cables etc always go missing, behaviour management can become more difficult. However, gamification is not just about technology, but about the principles of gaming. This could include board games, playground games, and card games – just about anything.<br><br>Quantric Foundry, an American organisation, did some research via surveys and discovered some interesting motivations. There were 12 of these: Destruction, excitement, competition, community, challenge, strategy, completion, power, fantasy, story, design and discovery. Quantric Foundry discovered that gamers seemed to gravitate towards the gameplay that mirrored their own personality traits – for a kind of immersive reality. Perhaps they could achieve things that they felt they couldn’t do in real life.<br><br></div><h3>How would this work in the classroom?</h3><div><br>Clearly, we might want to remove the element of destruction – outside the Science lab! However, many of the other 11 elements are really important for learners to be able to explore. They may also encourage some learners out of their comfort zone.<br><br>Excitement: we can’t pretend that every lesson is or can be hugely exciting. However, is there some element of surprise that you could include in your planning? Over time, could you include a guest speaker or organise some kind of relevant trip? Could you take the learning outside or use practical resources? There is usually some kind of ‘wow factor’ to be had in any subject.<br><br>Competition: some healthy competition can be very productive in lessons. Dividing the group into teams to take part in a quiz can be fun and also more engaging for learners who are more easily distracted. Perhaps you can also have awards for different aspects of learning, effort or progress – choose some rewards that are motivating for your learners. Encouraging an internal sense of competition is also important – if learners can see their progress very clearly, they want to achieve their ‘personal best’. In a game, you can see the next level and understand what you need to do next in order to get there; classroom activities can be the same.<br><br>Community: hopefully, your classroom is already a community. Is there a way that you can build this further? Opportunities for group work and group discussion can help this, as can varying the seating plan. Discussing targets as a group and encouraging each other to achieve them can be a really positive experience. Ice breakers are very helpful in community building. Their purpose is for people to get to know each other better and to break down some barriers.<br><br>Challenge: this doesn’t just mean making all the tasks more difficult – or giving out separate extension work. This is about knowing your learners. Through your questioning, you can target specific learners and encourage them to think more deeply about a topic. You could set a group project with different areas of challenge – perhaps working together is as challenging as the content. Games could literally be used here; perhaps the objective is for the group to come together cohesively, so playing a game might be the challenge. Learners need to recognise that not all classroom activities should be within their comfort zone – all should be challenged by content and questions.<br><br></div><h3>Strategy, completion, power, fantasy, story, design and discovery</h3><div><br>These aspects of gaming are fun to explore as part of your planning. If you look at your schemes of work with these in mind, you may be able to add in some engaging activities. Some of these concepts will be easier for your subject than others.<br><br>Strategy could be a logic puzzle activity or a discussion about a sport.<br><br>Completion gives learners a sense of achievement, just like in a game and this should be possible in any subject.<br><br>Fantasy, story and design may be easier to cover in English, Art or Drama but role play will be useful in other areas. Simulations or ‘world-building’ can be powerful tools in education – an interactive map or 3d journeys through the human body are examples of this.<br><br>Discovery should be an integral part of any learning process – ensure you are planning in some points in which learners discover something new and interesting about the topic.<br><br>Gaming is here to stay, in many forms. We can embrace it and learn from it. Talk about it with your learners and explain that you are using some elements of gaming in your teaching; they may find this interesting and motivating. Find out what games they like to play and why – what are they getting out of it? Is there something there that you can apply when teaching? Good teaching is about personalising learning and constantly finding new ways to engage your learners. The concepts referred to above underpin good planning and teaching – they are nothing new – but it is always a good idea to look at learning through a new lens.<br><br> Photo by <a href="https://unsplash.com/@cjdante?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Javier Martínez</a> on <a href="https://unsplash.com/photos/hUD0PUczwJQ?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a><br><br></div>Billtag:www.train-aid.co.uk,2005:Spina::Blog::Post/2112023-04-27T15:39:59Z2023-08-08T09:45:12ZBehaviour Management<div>Below are 30 suggested behaviour management guidelines to support your development and quest for a cohesive classroom environment.</div><h3><br>1. Setting Ground Rules</h3><div><br>For any teacher or trainer beginning a new course, you should aim to set clear learner ground rules for everyone to follow. These ground rules set clear barriers and expectations for all learners to adhere to and acknowledge where boundaries should be kept.<br><br>Ground rules are the non-negotiable rules set by a teacher to a set of learners, these could include: health and safety, wearing PPE, punctuality, equality and diversity and homework/course work deadlines. The ground rules are to be set by you the teacher, do not engage in any questions from learners regarding changing these rules.<br><br></div><blockquote>Tip!<br><br>• Reiterate the ground rules set by you.<br>• Read the staff handbook.<br>• Create a hands up rule<br>• Set up a clear expectation of the tidiness of the environment.</blockquote><div><br></div><h3>2. Greet learners at the door</h3><div><br>A welcoming teacher will set the tone for the lesson. By greeting your learners by the door, you will make them feel welcome and this shows an active interest in each person. As a teacher, try to adopt a positive and open body language stance regardless of day/time, keep the same positive approach to promote consistency.<br><br></div><blockquote>Tip!<br><br>• Keep eye contact with each learner.<br>• Smile, say good morning.<br>• Address them by name.<br>• Ask them how their day is going.</blockquote><div><br></div><h3>3. Have high standards</h3><div><br>An outstanding teacher will have high expectations and standards of their learners to achieve their goals and to meet the course objectives. By pushing learners to achieve beyond their perceived capabilities, you will encourage each individual to stay task-focused and avoid becoming distracted by other learners. If learning is too easy, learners may become disengaged with your teaching style and possibly become reluctant to partake fully within the activities you deliver.<br><br></div><blockquote>Tip!<br><br>• Set challenging tasks- some learners may not succeed within an activity- this is fine.<br>• Use peer feedback to help the flow of the lesson.<br>• Set time-focused activities.</blockquote><div><br></div><h3>4. Starter Activity</h3><div><br>Having a starter activity present on the classroom desks will help all learners to settle and focus once they come into the classroom. Learners will be curious about the activity which is presented to them and will soon be engaged within the activity rather than talking to their classmates.<br><br></div><blockquote>Tip!<br><br>There are many starter activity techniques:<br><br><ul><li>Articulate (Paired activity).</li><li>Discussion or debates.</li><li>Student led starter activities.</li><li>Mobile phone quiz (Socrative, Kahoot,Menti).</li><li>Recap test.</li><li>Crossword/multiple choice tests.</li></ul></blockquote><div><br></div><h3>5. Classroom Contract</h3><div><br>A classroom contract is an ‘agreed’ set of rules created by the learners that will help to create a cohesive working environment. Many learners may be resentful at a teacher or an ‘authority figure’ telling them what to do. However, if learners feel part of the decision making process; there will be a decreased chance of learners breaking rules within the classroom setting.<br><br></div><blockquote>Tip!<br><br>• Using a flip chart paper, ask learners to write a list of rules.<br>• Ask all learners to sign the contract.<br>• Laminate the classroom contract and put this on the classroom wall for all to see.<br>• Ask learners to create a ‘teacher contract’ where the teacher must follow an agreed set of<br>rules.</blockquote><div><br></div><h3>6. Delegate classroom activities</h3><div><br>A method for teachers to encourage a cohesive classroom is to delegate responsibilities when setting up the lesson. For example, when starting a lesson, you can ask a learner to hand out the text books to the class, another could read a paragraph or even write on the board. By giving these small activities, these will help learners to feel more involved within the ‘flow’ of the lesson and can take pride in their responsibilities and less time to become engaged within off-task activities.<br><br></div><blockquote>Tip!<br><br>• Adopt a ‘team approach’.<br>• Rotate learner roles.<br>• Encourage a learner to become a classroom rep.</blockquote><div><br></div><h3>7. Enthusiasm for your subject</h3><div><br>Enthusiasm is contagious! If you can teach your subject specialism with passion, then this will reduce the amount of classroom issues you will experience. An enthusiastic teacher will encourage learners to relax and be more open to learner activities. Learners will take greater risks and will be more engaged within the flow of the lesson. A teacher who is fun and enthusiastic will be more approachable both inside and outside of the classroom.<br><br></div><blockquote>Tip!<br><br>• Introduce competitive quizzes and games to add value to your lesson.<br>• Be consistent- try to be enthusiastic for every lesson.</blockquote><div><br></div><h3>8.Avoid conflict or confrontation</h3><div><br>For any teacher, aim to avoid any conflict with a learner within the classroom setting in front of their peers. Any type of public confrontation with a learner could lead to a potential ‘pack’ mentality where the group could back up the learner and the situation could escalate. Aim to defuse the situation by asking the learner to step outside of the classroom for a chat. Give the learner time to reflect on the conflict first and then approach them outside to discuss the issue.<br><br></div><blockquote>Tip!<br><br>• Keep calm.<br>• Ask for a chat outside of the classroom.<br>• Avoid discussion in front of the class.</blockquote><div><br></div><h3>9. Seating Plan</h3><div><br>A teacher can dramatically improve the classroom dynamics by arranging a seating plan. A seating plan puts you, the teacher, in control of the environment and can help you to monitor the class dynamics. As a teacher, you can arrange to have the names ready on the board before learners come into the room-this will take the choice out of sitting in certain seats.<br><br></div><blockquote>Tip!<br><br><ul><li>Write the names of the learners on the board.</li><li>Arrange for non-friendship pairs to work together</li><li>Mix up the learner names over time.</li><li>Do not engage with any complaints about the seating arrangements.</li></ul></blockquote><div><br></div><h3>10. Peer Marking/Feedback</h3><div><br>Peer marking/feedback is a method used by teachers to help to keep learners focused and engaged within the lesson. This method is an excellent way for learners to improve their communication and functional skills as they will be giving supportive feedback on their written work or performance. Peer marking/feedback is an excellent activity to help to reduce poor classroom behaviour as learners are learning how to provide support feedback to their peers.<br><br></div><blockquote>Tip!<br><br>• Show the learners the criteria.<br>• Give learners a time-frame to review the work.</blockquote><div><br></div><h3>11. Mobile Phones</h3><div><br>Mobile phones can be the Achilles heel for any teacher. Learners can often be distracted by phones during a lesson, which can disrupt the flow. Alternatively, mobile phones can be a very useful learning tool as quizzes can be completed on learners’ phones. A teacher needs to be clear from the beginning of the lesson whether or not mobile phones are to be utilised within the lesson.<br><br></div><blockquote>Tip!<br><br>• Ask learners to send their final text or email before the lesson begins.<br>• Ask learners to turn their phones off completely and put them in their bags- out of the hands<br>of the learner.</blockquote><div><br></div><h3>12. Keep Learning Active</h3><div><br>Active teaching is an assured way to keep learners engaged within your lesson and ultimately behave. Learners may have a blend of different learning styles: visual, aural, read/write &amp; kinaesthetic - otherwise known as a multi-modal approach. Aim to have a blend of different teaching &amp; learning approaches to keep activities varied and learners engaged.<br><br></div><blockquote>Tip!<br><br>• Keep group sizes small- aim for 3 learners per group.<br>• Have a designated time limit for each activity.<br>• Delegate a role for each learner.</blockquote><div><br></div><h3>13. Confidence</h3><div><br>Subject knowledge and confidence go hand in hand, if a teacher is confident with their subject knowledge this will promote trust and reassurance in the learners they are teaching. Try to stay up to date with developments within your teaching field and become an advocate for your subject specialism to provide the latest advice and support for your learners.<br><br></div><blockquote>Tip!<br><br>• Practice your teaching methods.<br>• Read up on your subject specialism.<br>• Observe fellow teachers &amp; colleagues.</blockquote><div><br></div><h3>14. Non-Verbal Communication</h3><div><br>For any teacher or trainer, it is imperative to protect your voice to support your longevity as an educator; an approach to utilise within your teaching is non-verbal communication. Non-verbal communication is a powerful tool for any teacher and can assist the flow of the lesson. Keeping eye contact with learners is enough to get their attention if they were off-task and can return them to their original task/work.<br><br></div><blockquote>Tip!<br><br>• Keeping eye contact or raising eyebrows with learners who are off-task will help to get their<br>attention.<br>• Facial expressions such as raised eyebrows can stop a learner from being distracted.</blockquote><div><br></div><h3>15. The ‘Drive By’</h3><div><br>The ‘drive-by’ is a technique where a teacher will walk past a learner who is perhaps talking or is off-task on a mobile phone or chatting to other learners. The teacher will walk past the learner and tap their desk, without saying a word, in order to regain the learner’s focus. The ‘drive-by’ is a gentle reminder for the learner to refocus and does not distract other learners by raising your voice.<br><br></div><blockquote>Tip!<br><br>• Remind learners to keep on track with their lesson.</blockquote><div><br></div><h3>16. Voice Projection</h3><div><br>A key method for any teacher to keep a classroom of learners engaged is to vary the pitch and tone of your voice. A monotonous teacher might lead to learners misbehaving or becoming disengaged within the lesson and distracting others.<br><br></div><blockquote>Tip!<br><br>• Ask learners both nominated and open questions to keep a two-way communication<br>process.<br>• Use the questioning approach: Pose, pause, pick.</blockquote><div><br></div><h3>17. Stretch &amp; Challenge Activities</h3><div><br>A method for getting learners to behave is to actively encourage stretch and challenge activities. A stretch and challenge activity is where learners complete an additional or more difficult task to support their learning and development. Extension activities such as: further reading, supporting a fellow learner complete the task or watching a video can further a learner’s development and keep them engaged within the lesson. Stretch and challenge activities can improve the learner’s functional skills/minimum core skills.<br><br></div><blockquote>Tip!<br><br>• A stretch and challenge logo will identify where a learner can challenge themselves further.<br>• Promote the ‘challenge’ of the activity.</blockquote><div><br></div><h3>18. Be consistent</h3><div><br>A consistent teacher will demonstrate fairness, learner boundaries and trust within the classroom. An inconsistent teacher will only create a division between the class which could lead to a fall out or complaints. As a teacher, try to demonstrate a consistently open approach and provide learners with the same support and guidance to all.<br><br></div><blockquote>Tip!<br><br>• Have the ground rules present on the classroom wall to reinforce the learners’ rules.<br>• Do not be swayed by learner excuses.</blockquote><div><br></div><h3>19. Avoid shouting or yelling</h3><div><br>An excellent teacher is one who stays in control of their emotions and does not rise to any disruptive behaviour. Shouting or yelling at learners will only make you appear weak and out of control, this can diminish respect for you as a teacher. When a lesson is not going to plan, try to remain in control and not to get flustered. Bad lessons do occur upon occasions and the main takeaway is to learn from the experiences and address the issues with learners in the next lesson to ensure that the behaviours are not repeated again.<br><br></div><blockquote>Tip!<br><br>• Talk to your colleagues about your experience.<br>• Write up your experiences from the lesson.</blockquote><div><br></div><h3>20. Praise Learners</h3><div><br>Praise and encouragement from a teacher is contagious and can help create a supportive classroom atmosphere. Praise does not need to be classroom situated only, congratulate learners on their personal goals and achievements such as a learner completing a 10k charity run. Providing praise demonstrates you are a compassionate and motivating teacher who wants success for their learners.<br><br></div><blockquote>Tip!<br><br><ul><li>Aim to provide praise to all learners with praise over time.</li><li>Try not to ‘over-praise’ the same learner.</li></ul></blockquote><div><br></div><h3>21. Ignore the small talk</h3><div><br>Learners might ‘moan’ or complain when you first introduce a task. When this occurs, do not engage within the learner complaints or be drawn into changing the activity. Use humour to defuse thesituation and get learners back on track with the task at hand. Most learners can be reluctant to start an activity, however, with a little encouragement they will ultimately begin the activity as normal.<br><br></div><blockquote>Tip!<br><br>• Stay calm, relaxed and smile.<br>• Do not deviate from the lesson aim &amp; objectives.<br>• Emphasise a ‘we’ approach to the activity.</blockquote><div><br></div><h3>22. Mix up activities &amp; resources</h3><div><br>As a teacher, by using a scheme of work, you can understand the resources and activities you have used within each lesson. Using the same resources and methods can lead to learners becoming bored and lessons become predictable-leading to off-task behaviour. By using new and dynamic resources this can be exciting for learners who will become more invested within your lessons.<br><br></div><blockquote>Tip!<br><br>• If a lesson activity is not working, change it up.<br>• Use videos, paired work and group presentations as active teaching methods.</blockquote><div><br></div><h3>23. Time of the day/activities</h3><div><br>The time of the day can influence the activities you deliver as a teacher or trainer; this can have a significant effect on learner attention spans/behaviour. Be mindful of the activities you deliver, for example a lecture style lesson may not work well on a Friday afternoon. As a teacher, you can make decisions within the classroom on how the activity or approach is being received by the learners, aim to be brave and make changes if you feel a lesson is not being well received by the class.<br><br></div><blockquote>Tip!<br><br>• If a lesson activity is not working, change it up.<br>• Use videos as an active teaching method.</blockquote><div><br></div><h3>24. Learner Lateness</h3><div><br>Learner lateness can lead to a serious disruption to the flow of the lesson. When a learner is late, ask the learner to knock on the door and to wait outside of the lesson. When there is a break within the lesson, calmly ask why they are late. Having a clear system for lateness and a consequence will help learners to break the issue.<br><br></div><blockquote>Tip!<br><br>• Ask a fellow classmate to explain to the late learner the content they have missed.<br>• Any missed work must be completed for homework.<br>• Document the lateness as evidence.</blockquote><div><br></div><h3>25. Follow up</h3><div><br>It is crucial for any teacher or trainer to follow up with any issues of behaviour, attendance and lateness. Failure to document any type of issue will only allow learners to repeat the unwanted behaviour. It is imperative as a teacher to keep paperwork of lateness/behaviour issues in case of a dispute/complaint occurs. Do not threaten learners with something without following through.<br><br></div><blockquote>Tip!<br><br><ul><li>Keep a record of:</li><li>Learner lateness</li><li>Learners not completing homework</li><li>Disruptive behaviour</li></ul></blockquote><div><br></div><h3>26. Think Forward Activity</h3><div><br>To assist the flow of the next lesson, provide learners with a ‘think forward’ activity. This is essentially a ‘starter’ activity but delivered by the learner. Think forward activities could be anything from ‘show and tell’ or a learner introducing a topic to group members.<br><br></div><blockquote>Tip!<br><br><ul><li>Learners can rotate presenting the ‘think forward activity.’</li><li>The ‘think forward’ activity can be used as homework.</li></ul></blockquote><div><br></div><h3>27. Packing away equipment</h3><div><br>Allow yourself and the class time to pack away all equipment before the end of the lesson. Give a 5- 10-minute window for all equipment to be returned, this will enable you to leave the environment mwithin a clear and well-presented area. A well maintained classroom will encourage learners to take pride in their environment and this can promote self-discipline and teamwork.<br><br></div><blockquote>Tip!<br><br>• Count in all equipment.<br>• Recap the lesson aim &amp; objectives.<br>• Debrief the learners on the learning content.</blockquote><div><br></div><h3>28. Learner Feedback</h3><div><br>Gaining feedback from learners is a way to improve the classroom atmosphere and team ethos. By requesting regular feedback from learners, you are giving the learners a ‘voice’ to raise their thoughts and feelings regarding your lessons. Encouraging feedback can assist your development as a teacher and show your human side as this demonstrates that you are keen to listen to the group.<br><br></div><blockquote>Tip!<br><br>• Learner feedback can be informal such as post-stick notes or paper-based learner feedback<br>forms.<br>• No learner names on the feedback form may generate more honest feedback.</blockquote><div><br></div><h3>29. Challenge learners’ thoughts</h3><div><br>A teacher who challenges learners’ thoughts and assumptions is an excellent practitioner. If a learner has a negative outlook or view on something, you as the teacher can ask them to elaborate further and expand why they think within a negative way. Through self-reflection, a learner can change their outlook on the world to a more positive mind-set.<br><br></div><blockquote>Tip!<br><br>• Ask a learner to step outside of the classroom if they have said something unacceptable.<br>• Give them time to reflect and speak to them when time allows.</blockquote><div><br></div><h3>30. Rewards</h3><div><br>Tangible rewards can be a great motivator for any learner and reduce behaviour issues. Rewards such as certificates or stationery can help to keep learners on track with their studies. Try to avoid rewards which have no value to the lesson such as sweets/chocolate and remember to not buy anything from your own salary.<br><br></div><blockquote>Tip!<br><br>• Keep resources relevant to your subject specialism.<br>• Do not buy rewards from your own salary.</blockquote>Billtag:www.train-aid.co.uk,2005:Spina::Blog::Post/2062023-04-14T13:50:10Z2023-11-09T14:55:31ZRoles & Responsibilities of a Teacher/trainer<h2><strong>Roles of a teacher/trainer<br></strong><br></h2><div><br></div><h3><strong><br>1. A Teacher<br></strong><br></h3><div> <br>A teacher should ideally be a specialist within their chosen field and must be confident when delivering the content they are teaching. A teacher should be knowledgeable of their subject and should aim to inspire, motivate, encourage and support their learners in achieving the desired course or qualification they are striving towards. A teacher should always be open to listen to class members; answering any questions they have regarding the course content. <br><br>It is important that a teacher is providing the most relevant and up-to-date knowledge within their subject specialism and therefore adapting to regular changes. A teacher should be open to change with new legislation, policy changes and the needs of the organisation. <br><br>A professional teacher should always be open to attending CPD events and development opportunities to further enhance their skills and knowledge. <br><br></div><h4><strong><br>How to be an effective teacher<br></strong><br></h4><div><br></div><ul><li>Stay up to date with your own subject developments & be open to change. </li><li>Sign up to awarding body websites and newsletters. </li><li>Be open to attending CPD events, inset days and progression opportunities.</li><li>Mark learner work on time and provide results in a timely manner. </li><li>Be open to being observed by colleagues and take on board feedback. </li><li>Observe colleagues teaching to see different teaching techniques and strategies. </li></ul><div><br></div><h3><strong><br>2. Motivator<br></strong><br></h3><div><br>A teacher who is a motivator is enthusiastic and passionate about their subject specialism; they will engage and inspire their learners to strive towards their desired goals or goal. A teacher who is a motivator is a positive figure who provides praise and support for all learners; this in turn will help foster a positive atmosphere where learning can best take place. Through providing supportive feedback and guidance, a motivator can help each individual to achieve their goals. A motivating teacher will help to stimulate students for learning and can challenge learners to gain newfound skills and push learners to achieve beyond their limits. <br><br></div><h4><strong><br>How to be a motivator within your teaching practice <br></strong><br></h4><div><br></div><ul><li>Have passion & enthusiasm for your subject specialism.</li><li>Try to avoid repetitive teaching approaches/methods. </li><li>Make changes to a lesson if something isn’t working. </li><li>Adopt a varied teaching style (VARK). </li><li>Use active learning such as group work. </li><li>Praise and encourage your learners. </li></ul><h3><strong><br>3. Facilitator<br></strong><br></h3><div><br>A facilitator is a teacher who organises, monitors and develops opportunities for learners to foster their personal growth through classroom discussions, debates and group work. Facilitators are those who challenge learners to develop their independence and confidence to express their own opinions and work in collaboration with team members. A teacher who is a facilitator will organise paired or group work tasks and allow for learners to be able to share their thoughts, ideas and opinions to work through a task cohesively. There are many advantages of this approach as learners develop key skills such as communication, listening, imagination and teamwork. <br><br></div><h4><strong><br>How to be a facilitator within your teaching practice<br></strong><br></h4><div><br></div><ul><li>Delegate job roles or responsibilities to the class members. </li><li>Set clear time-bound tasks. </li><li>Set individual tasks and targets to learners. </li><li>Arrange classroom discussions and debates. </li><li>Ask learners to present their findings to the class. </li><li>Ask learners to read aloud to the class. </li><li>Organise paired and group work opportunities. </li><li>Peer and self-assessment activities- for example peer-marking. </li></ul><h3><strong><br>4. Role Model<br></strong><br></h3><div><br>A teacher who is a role model inspires others to achieve their desired goals. A role model is someone who demonstrates a positive attitude and a passion for their subject and provides learners with honest advice and support. A role model is a person who encourages learners to strive for success and to achieve their goals. The behaviour that a teacher demonstrates will have an impact on learners as often the learner will replicate the behaviour or habits as established by the teacher. Some advice for anyone working within a teaching or training role would be: aim to be representative of your organisation and show yourself in a positive light. <br><br></div><h4><strong><br>How to be a role model within your teaching practice<br></strong><br></h4><div><br></div><ul><li>Start your lessons on time. </li><li>Arrive to your lessons early to set up equipment and the room; ready for learners to arrive. </li><li>Be respectful and promote respect through ground rules. </li><li>Demonstrate confidence and leadership.</li><li>Be consistent. </li><li>Share resources with colleagues or fellow teachers. </li><li>Communicate and interact with all learners. </li><li>Have humility and admit to mistakes when teaching. </li><li>Dress code- dress smartly and fit for purpose. </li><li>Body language- positive open body language.</li><li>Maintain eye contact with all learners. </li><li>Provide honest advice to learners. </li></ul><h3><strong><br>5. Planner<br></strong><br></h3><div><br>A key role for any teacher or trainer is to be a planner of lessons and courses. An effective teacher or trainer will be responsible for creating lesson plans and schemes of work to ensure their lessons are well planned and flow well. Many teaching organisations provide teachers/trainers with pre-made lesson plans to be used within the delivery of their courses. A teacher must understand their own qualifications, guided learning hours and assessment methods. This is usually provided by an awarding body. It is important for teachers to be mindful of following a lesson plan or scheme of work to ensure they track their progress. A teacher must aim to teach their lessons in a timely manner and must try not to overrun their lessons otherwise this may impact upon your colleagues teaching the next lesson or learners leaving their lessons on time. A well planned lesson and course will improve your confidence as a teacher/trainer. <br><br></div><h4><strong><br>How to be an effective planner within your teaching practice<br></strong><br></h4><div><br></div><ul><li>Ask your colleagues or the awarding body for their lesson plans & scheme of work. </li><li>Allow yourself time to plan your lessons effectively and not to get distracted by others.</li><li>Have a system for planning such as a lesson plan or scheme of work template. </li><li>Asks for help and support from colleagues. </li><li>Review your scheme of work regularly to ensure you are keeping on track with your lessons.</li></ul><h3><strong><br>6. Assessor<br></strong><br></h3><div><br>One of the main roles of a teacher is to conduct and carry out regular objective assessments on learners to monitor their course progress and provide formative feedback to highlight their current strengths and areas for development. As an assessor, you should become familiar with the awarding bodies’ standards or criteria as highlighted within the qualification specification by the awarding body. A teacher delivering a qualification or course for the first time should become familiar with these standards to support their learners. A teacher who is taking on assessor responsibilities must be fair and assess to the qualification’s standards or criteria. This will enable them to make a fair judgement on a learner’s knowledge or skills by using their own expert knowledge.<br><br></div><h4><strong><br>How to be an assessor within your teaching practice<br></strong><br></h4><div><br></div><ul><li>Prepare learners fully for their assessment covering all content. </li><li>Show learners the assessment criteria. </li><li>Explain the assessment clearly. </li><li>Conduct mock assessments if required. </li><li>Provide objective feedback and avoid personal opinions when providing feedback to learners.</li><li>Do not try to catch learners out. </li><li>Provide constructive feedback to learners which should motivate learners. </li><li>Avoid jargon to confuse the learner. </li></ul><h3><strong><br>7. Approachable<br></strong><br></h3><div><br>An approachable teacher/trainer is someone who is warm, friendly and welcoming to learners when they arrive at their lessons and will make them feel comfortable and at ease. Approachable teachers/trainers will listen to a learner’s questions, show interest and thank them for their contributions to the classroom environment. If time allows, a teacher should be available to speak to learners both before and after a lesson. An approachable teacher will have an open body language, maintain eye-contact with learners and show attentiveness when talking to them. <br><br></div><h4><strong><br>An approachable teacher/trainer will: <br></strong><br></h4><div><br></div><ul><li>Demonstrate an open/positive body language. </li><li>Have good eye-contact with your learners. </li><li>Have an ‘open door’ policy. </li><li>Create ground rules or a ‘classroom contract’. </li><li>Be available to speak about any issues at the beginning and end of lessons. </li><li>Allow for open questions from group members. </li><li>Sign post the learner to other sources of information such as support networks. </li></ul><h3><strong><br>8. Evaluator<br></strong><br></h3><div><br>An important teacher’s role is to be an evaluator of lessons and courses in order to reflect on their own strengths and areas for development to make changes and progress. <br>A way for a teacher to be an evaluator is to take time away from your teaching delivery and allow yourself to reflect on the lesson’s strengths and areas for development. <br>It is important to gain different points of view and reflect on how to further develop your teaching practice. An evaluator is someone who is open to feedback from learners and managers and understands the importance of making changes to their practice in order to improve their teaching delivery. <br><br></div><h4><strong><br>How to become an evaluator within your teaching practice<br></strong><br></h4><div><br></div><ul><li>Keep a teaching log/diary. </li><li>Use learner feedback forms. </li><li>Be observed by a colleague/mentor.</li><li>Ask learners openly what they thought of the lesson.</li><li>Trial new teaching approaches within your future lessons. </li><li>Gain electronic feedback data.</li><li>Analyse learner satisfaction rates.</li></ul><h3><strong><br>9. Innovator<br></strong><br></h3><div><br>A teacher who is an innovator creates and introduces new teaching methods, activities or resources within their teaching practice. An innovative teacher embraces change and trials new technologies and teaching methods in order to keep lessons exciting and interesting. Learners will be curious to experience these new approaches and will thank their teacher for taking a risk when trialling a new approach. Many innovative teachers decide to up skill other teachers by hosting training/INSET sessions to teach their new technologies or techniques. <br><br></div><h4><strong><br>How to be an innovator within your teaching practice<br></strong><br></h4><div><br></div><ul><li>Create your own resources.</li><li>Trial new resources or methods.</li><li>Attend school INSET days & training events. </li><li>Observe other teachers or colleagues & be open to new changes and techniques. </li><li>Sign up to teaching websites, newsletters, seminars and teaching societies to receive the latest updates on teaching methods and technologies. </li><li>Be open to resources or technologies not gaining the desired effect. </li></ul><h3><strong><br>10. Leader<br></strong><br></h3><div><br>A teacher who is a leader takes control of a class or a situation calmly and communicates with learners the direction of the course. An effective leader will listen to class members’ opinions but ultimately makes the final decision on lesson activities, timings and outcomes. A teacher should not be swayed by the opinions of class members and must remain focused on meeting course outcomes and objectives. This is particularly important if you are required to follow a lesson plan and scheme of work. <br><br></div><h4><strong><br>How to be a leader within your teaching practice<br></strong><br></h4><div><br></div><ul><li>Attend courses or take part in regular training on leadership. </li><li>Observe colleagues teaching lessons. </li><li>Chair a standardisation meeting. </li><li>Review video recordings of your own teaching practice. </li><li>Deliver training on INSET days or conferences to build your confidence.</li></ul><h2><strong><br>Responsibilities of a Teacher/trainer<br></strong><br></h2><div><br>The term ‘responsibility’ means to be accountable and to take ownership for your actions as a teacher/trainer. Within any teaching/training position, you will be accountable to a number of individuals such as: your learners, the organisation, managers, the awarding body and stakeholders such as parents. By demonstrating a caring and conscientious approach as an educator, you will gain the trust and respect of your learners and fellow colleagues, a key responsibility for any practitioner is to share good practice and to in collaboration as a team. <br><br>Below are the most prominent responsibilities within the education/training sector:<br><br></div><h3><strong><br>1. To meet learning outcomes<br></strong><br></h3><div><br>A key responsibility for any teacher/trainer is to meet the course objectives and learning outcomes. This is important as all learners need to fully cover all of the course material otherwise learners can leave a course with gaps in their knowledge and have unanswered questions. The reputation of the training provider can also be affected if qualifications are not taught correctly. The aim is to cover all of the course content within the scheme of work or syllabus. <br><br></div><h4><strong><br>How to meet learning outcomes<br></strong><br></h4><div><br></div><ul><li>Practice your lesson timings. </li><li>Start lessons promptly. </li><li>Do not let learners leave early. </li><li>Follow a lesson plan and try not to deviate from this plan during your teaching. </li><li>Arrange regular meetings with a mentor to discuss your lesson timings. </li><li>Be observed by a mentor. </li></ul><h3><strong><br>2. To promote Health & Safety<br></strong><br></h3><div><br>A teacher should always be accountable for their teaching environment and ensure the area is safe, secure and welcoming for learning to take place. If learners are not comfortable or worried about the environment then learners are less focused on the learning process, ultimately disrupting their learning. If you are new to the teaching environment, ensure you are familiar with the setting by conducting a review or risk assessment of the classroom before teaching takes place. <br><br></div><h4><strong><br>How to promote health & safety within your own teaching<br></strong><br></h4><div><br></div><ul><li>Conduct a risk assessment prior to teaching. </li><li>Check there are no trailing electrical cables/leads.</li><li>Ensure gangways between desks are kept clear. </li><li>Ask all learners to take care of the teaching environment and equipment. </li><li>Check internal flooring is in good condition</li><li>Check there is bright enough lighting to ensure safe access and exits.</li><li>Ensure the classroom can be locked and learners’ possessions are safe. </li><li>Maslow- Hierarchy of needs. </li></ul><h3><strong><br>3. To meet individual learning needs<br></strong><br></h3><div><br>Teachers often adopt a conscientious approach to find out how best they can support their learners within their lesson. Learners with a specific learning need usually pose a formal statement of their needs such as dyslexia and can be supported immediately through a specialist such as a learning support manager. Many other learners may be reserved or reluctant to discuss their individual learning needs or may even be worried about the reaction from the teacher. It is important to thank them for their contributions and listen to how best you can support them through their course. It can be reassuring for the learner to be asked about their previous learning experiences and to be asked how they best like to learn or how the teacher can support them. Some learners may have experienced a negative teaching experience such as high school or college; however as a teacher you can ask how you can best support them to enjoy learning again. <br><br></div><h4><strong><br>How to meet individual learner’s needs<br></strong><br></h4><div><br></div><ul><li>Arrange ILPs (individual learner plans/one-one meetings/reviews).</li><li>Speak to a learning support specialist. </li><li>Discuss targets and goals with the learner. </li><li>Use questions suited to the learners needs.</li><li>Set ‘stretch and challenge’ activities. </li><li>Have a varied teaching approach within your lessons (VARK). </li></ul><h3><strong><br>4. To promote physical, emotional & social well-being<br></strong><br></h3><div><br>A teacher should be mindful of promoting learners physical, emotional and social well-being within their lessons. The activities and approaches you deliver within your teaching can help learners to develop their social skills and confidence both inside and outside of the classroom environment. If you sense a learner is not acting their usual self, you can ask them if everything is ok for them and whether they require any support or advice from a specialist. <br><br></div><h4><strong><br>To promote physical, emotional & social well-being<br></strong><br></h4><div><br></div><ul><li>Promote mindfulness activities (breathing exercises). </li><li>Promote such as posters of support networks within your classroom. </li><li>Encourage learners to talk about their feelings. </li><li>Do not take on counsellor responsibilities-set your boundaries as a teacher. </li><li>Sign post learners to support networks or specialist staff. </li></ul><h3><strong><br>5. To be non-biased<br></strong><br></h3><div><br>A teacher should be fair, non-judgemental and non-biased and should maintain their objectivity throughout their teaching. An objective teacher will help to create a supportive and cohesive environment, where learners feel they have an equal chance to achieve their desired goals and their contributions are valued. It is important not to have favourite learners or to overly advantage or disadvantage a learner from achieving their desired qualification. Try to demonstrate an objective approach and not over share your own opinions or viewpoints. <br><br></div><h3><strong><br>How to be non-biased as a teacher<br></strong><br></h3><div><br></div><ul><li>Adopt a ‘team’ mentality as a teacher. </li><li>Do not be overfriendly with learners.</li><li>Try marking without seeing learner names. </li><li>Be objective and not subjective. </li><li>Follow the standards/criteria of the qualification.</li><li>Try to ask each learner a question within the lesson. </li></ul><h3><strong><br>6. Meeting deadlines<br></strong><br></h3><div><br>A key responsibility for any teacher is to meet deadlines and remain on top of both teaching and administration duties. A teacher can utilise their free periods and time away from teaching to keep their records up to date. A teacher should aim to balance their time to balance their responsibilities such as teaching, administration duties and to attend all meetings. Often schools and colleges will have a marking policy which explains the suggested turnaround time for marking of learner work. <br><br></div><h4><strong><br>How to meet deadlines as a teacher<br></strong><br></h4><div><br></div><ul><li>Communicate with your colleagues and managers- keep them updated of your deadlines.</li><li>Have a set period dedicated to completing administration tasks.</li><li>Do not be a perfectionist with tasks. </li><li>Speak to a line manager if you are struggling to maintain deadlines/work load- always ask for help early. </li></ul><h3><strong><br>To act professionally<br></strong><br></h3><div><br>All teachers should be a positive representative of their organisation and should demonstrate a professional approach to their teaching role both inside and outside of the organisation. A professional teacher will be an advocate of their subject specialism and their awarding body. By demonstrating professional qualities, you will gain the respect and support from colleagues, managers and show yourself as an ideal role model for your learners to follow. <br><br></div><h4><strong><br>How to act professionally as a teacher<br></strong><br></h4><div><br></div><ul><li>Follow your own organisation’s policies, procedures and guidelines for how to behave onsite. </li><li>Show attentiveness during meetings. </li><li>Do not publically criticise your organisation or colleague-share any concerns within private. </li><li>Demonstrate qualities such as; listening, patience and empathy. </li></ul><h3><strong><br>8. To promote a supportive environment<br></strong><br></h3><div><br>A key responsibility for any teacher is to promote a supportive and inclusive classroom atmosphere where all learners’ individual needs are recognised and supported. An inclusive atmosphere will help learners to break down barriers and feel more confident to participate fully within classroom activities and answer questions. As a teacher/trainer, try to create a culture of mutual respect and understanding with your learners, this will help to create a harmonious and inviting atmosphere for your learners. <br><br></div><h4><strong><br>How to promote a supportive environment<br></strong><br></h4><div><br></div><ul><li>Ground rules- agree on the classroom rules or a ‘classroom contract’ these will define a clear minimum of standards for behaviour for learners to follow. </li><li>Praise & support for all learners. </li><li>Conduct an initial or diagnostic assessment. </li><li>Conduct regular ILP (individual learning plan) meetings. </li><li>Answer learners’ questions or find out answers to support learners. </li><li>Consistency-enforce those standards consistently.</li><li>Deal with low level disruption in a sensitive way.</li><li>Be aware of the specific needs of every learner in your class.</li><li>Have high expectations.</li><li>Arrange external support for learners should they require it. </li></ul><h3><strong><br>9: To maintain records<br></strong><br></h3><div><br>Teachers/trainers will maintain and uphold a range of records such as: attendance, details of learner progress, assessment and action plans. Record keeping is integral for all teachers and must take time away from teaching to ensure that all records are being maintained and are up to date. Keeping records is also important should a complaint or assessment dispute occur and you are required to review your paperwork and systems. <br><br></div><h4><strong><br>Records should be kept for a number of reasons, such as: <br></strong><br></h4><div><br></div><ul><li>Internal and external moderation.</li><li>Annual reviews. </li><li>Meetings with parents and stakeholders. </li></ul><h4><strong><br>How to maintain records as a teacher<br></strong><br></h4><div><br></div><ul><li>Set time or free periods aside for marking and updating databases. </li><li>Ensure records are kept safely and securely. </li><li>Ask for training on how to use internal marking systems. </li><li>Attend regular standardisation meetings. </li><li>Ask colleagues/ managers for support and advice on how to keep records. </li><li>Confidentiality of records. </li></ul><h3><strong><br>10: Partaking in quality assurance processes<br></strong><br></h3><div><br>All teachers/trainers should make a conscious effort to attend all meetings, training events such as INSET days and to partake in quality assurance activities. By attending standardisation meetings, you can help to familiarise yourself with the latest standards and delivery information regarding your course or subject. Failure to attend standardisation meetings could mean that you are teaching content which is out of date and not conforming to the aims and mission statement of the organisation. <br><br></div><h4><strong><br>How to take part within the quality assurance process<br></strong><br></h4><div><br></div><ul><li>Keep a record of the meeting agenda/minutes of a meeting. </li><li>Be prepared-take marked learner work to the standardisation meeting. </li><li>Compare fellow teachers’ marking. </li><li>Ask questions during the standardisation meeting- do not be passive.</li></ul><div><br> Photo by <a href="https://unsplash.com/@thisisengineering?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">ThisisEngineering RAEng</a> on <a href="https://unsplash.com/photos/TXxiFuQLBKQ?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a></div>Nicktag:www.train-aid.co.uk,2005:Spina::Blog::Post/1972023-02-27T15:59:45Z2023-11-09T15:02:48ZWorkload worries<h3><strong>1. Scrap perfection<br></strong><br></h3><div><br>It is great to aim high – we all want the best for our students and we want to do well in an inspection, or a lesson observation. However, perfectionists will have a hard time in the classroom. If you have 5 minutes before the students come in to trim the resources because the photocopier was jammed or you were stuck in traffic – they might just have to trim those resources themselves...imperfectly!<br><br></div><h3><strong><br>2. Be flexible<br></strong><br></h3><div><br>In teaching, you really do have to learn to go with the flow. Perfectionists may find this difficult – but it can be done! For example, for one teacher during an Ofsted inspection, teaching Year 6, all the power went in the school. There are two choices at this point – become a blubbering mess or go for Plan B – or even Plan C. The lesson went well with backup from the dependable old paper flipchart. The teacher knew the objective and aims inside out and could quickly tailor the lesson. You will be surprised what happens when you are put on the spot! Of course, this comes with experience. When you are starting out, listen to and watch more experienced colleagues. What do they place value on above all? What do they do when things go wrong? If you have a clear aim or learning intention, you will be OK. Sometimes flashy resources are masking an unclear learning trajectory and it’s fine to go back to basics occasionally.<br><br></div><h3><strong><br>3. Work as a team<br></strong><br></h3><div><br>This one sounds obvious – but in every school that I have ever been to there are teachers re-inventing the wheel when Miss Norris down the corridor has already made those resources that could be shared. Splitting the planning can really take the load off – as can working to people’s strengths. If someone is better at data analysis and the other person is better at creating a beautiful display, share those skills to everyone’s advantage. If you are lucky enough to have a teaching assistant even some of the time, they are often the expert on seating plans, ideas for differentiation and possible resources to use.<br><br></div><h3><strong><br>4. Mark smartly<br></strong><br></h3><div><br>Some schools/colleges have opted for no written feedback and many settings are trialling systems that enable them to cut down on marking. You will need to align with the policy of your setting, but use control where you have it. If it is age appropriate, students can self mark and peer mark, which often has a great deal more impact. During some activities, you can go round and mark when you don’t need to be working with a group. Develop codes with your students so they know what you mean instantly – begin lessons with them reading your marking so at least if you have done it, they actually use it!<br><br></div><h3><strong><br>5. Prioritise<br></strong><br></h3><div><br>This is easy to say, but lists can really help, especially when you are drowning under a sea of paper. Prioritise yourself and your health at the top of this list – you must have breaks and you must leave at the time that you have set yourself. If you find yourself just working all week then talk to someone at school – it is possible to have a good work life balance.<br><br>Hopefully there are some tips here that resonate and are something to work towards. We are all trying to do our best and we are only human. It’s impossible to be outstanding at everything all of the time. If the students feel that they are safe, happy and learning and you are getting some work life balance then that’s a great achievement. Ideally, there is somebody that you can talk to about your workload – teachers do have a large workload but it should never feel insurmountable. Congratulate yourself for ticking items off your list and consider it a job well done!</div>Nicktag:www.train-aid.co.uk,2005:Spina::Blog::Post/2302023-02-23T13:04:53Z2023-08-31T14:10:26ZWorkplace Assessment Example - Vehicle Check<h3>What is the Assessment?</h3><div><br>In this video example, we are at a major lawn turf distributor within London (UK). Luke is carrying out a daily vehicle check of an HGV vehicle which is part of the fleet. Vehicle checks are essential for the safety of the driver, pedestrians and other road users.</div><h3>Your Role</h3><div><br>In this video example, Tom is the candidate assessor who appears at the beginning with a blue clipboard. Tom’s role is to observe Luke at all times during the vehicle check. Tom and Luke have already had a <a href="https://www.youtube.com/watch?v=0RnwuzhtV0c&list=PLf9wWAmnklCp6cOYsddwRDuSNnz43qa43&index=2">pre-assessment briefing</a> to discuss what checks will be carried out and any special information required as he follows Luke with his checks.<br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Helpful hint - The other person you can see in the video is observing Tom. They are a fully qualified assessor and their observation will help Tom achieve his Level 3 Certificate in Assessing Vocational Achievement (CAVA) qualification.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Helpful hint - The other person you can see in the video is observing Tom. They are a fully qualified assessor and their observation will help Tom achieve his Level 3 Certificate in Assessing Vocational Achievement (CAVA) qualification.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Helpful hint - The other person you can see in the video is observing Tom. They are a fully qualified assessor and their observation will help Tom achieve his Level 3 Certificate in Assessing Vocational Achievement (CAVA) qualification."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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Helpful hint - The other person you can see in the video is observing Tom. They are a fully qualified assessor and their observation will help Tom achieve his Level 3 Certificate in Assessing Vocational Achievement (CAVA) qualification.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>The Criteria </h3><div><br>As part of the <a href="https://www.train-aid.co.uk/blog/initial-and-diagnostic-assessments">initial assessment</a> Tom was responsible for finding out what standards were used for a daily vehicle check. He came across an internal ‘daily safety checklist’ document which was based on criteria devised by the Driver & Vehicle Standards Agency.<br><br>Tom included the criteria in his observation / assessment report. He then made notes whilst following Luke around the vehicle, and then mapped these notes to the point within the criteria.<br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Helpful hint - Sometimes it’s difficult to record the information whilst observing and writing at the same time. Remember you can write a draft then finalise the document after the observation.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Helpful hint - Sometimes it’s difficult to record the information whilst observing and writing at the same time. Remember you can write a draft then finalise the document after the observation.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Helpful hint - Sometimes it’s difficult to record the information whilst observing and writing at the same time. Remember you can write a draft then finalise the document after the observation."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
<div class="flex-0">
<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
</svg>
</div>
<div class="flex-1">
Helpful hint - Sometimes it’s difficult to record the information whilst observing and writing at the same time. Remember you can write a draft then finalise the document after the observation.
</div>
</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><div><br>After the observation Tom asked Luke <a href="https://www.youtube.com/watch?v=j8dxpiq-H0k&list=PLf9wWAmnklCp6cOYsddwRDuSNnz43qa43&index=4">some questions</a> to further reinforce his knowledge of vehicle safety checks. These were also referenced against the criteria.</div><h3>Work Product</h3><div><br>The work product is evidence to confirm that the assessment took place within a work-based environment. In this case the work product was a series of photos that Tom took during the observation. The photos on their own are meaningless to anyone looking at the paperwork that may not have been present during the assessment. Therefore it is important to give each photo a description and map its location within the document.</div><h3>Summary</h3><div><br></div><div>A vehicle safety check is a good example of a workplace assessment. Once the initial assessment is completed it's important to have the correct paperwork ready for the observation itself. It is then the assessor's responsibility to map the criteria to the actions taken during the safety check. Knowledge can then be reinforced through questioning. Finally, the work product needs to be included as evidence that the assessment took place.<br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Helpful hint - Photos are not the only acceptable form of product evidence. You could also use video files or completed examination materials when completing vocational assessments.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Helpful hint - Photos are not the only acceptable form of product evidence. You could also use video files or completed examination materials when completing vocational assessments.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Helpful hint - Photos are not the only acceptable form of product evidence. You could also use video files or completed examination materials when completing vocational assessments."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
<div class="flex-0">
<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
</svg>
</div>
<div class="flex-1">
Helpful hint - Photos are not the only acceptable form of product evidence. You could also use video files or completed examination materials when completing vocational assessments.
</div>
</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div>Billtag:www.train-aid.co.uk,2005:Spina::Blog::Post/2352023-02-23T09:53:03Z2023-08-31T10:00:30ZFirst Aid for Lone Workers<h3>Types</h3><div><br>It must be considered that there are different types of lone workers. Someone sitting at home on a computer is in a completely different situation to a person who is working in a remote forest without supervision. However this does not mean that either group does not have its own set of risks. Below are some examples of the different types of lone workers:<br><br></div><div><strong>Fixed base - Petrol stations, shops, gyms and leisure centres<br><br>Outside normal hours - Security staff, cleaners, maintenance workers<br><br>Delivery drivers - HGV, Postal and bike couriers <br><br>People who work at home - Office, customer services and small businesses<br><br>Agricultural - forestry workers, farmers and fisheries</strong></div><div><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;You are still defined as a lone worker even if you have members of the public around you.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n You are still defined as a lone worker even if you have members of the public around you.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"You are still defined as a lone worker even if you have members of the public around you."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
<div class="flex-0">
<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
</svg>
</div>
<div class="flex-1">
You are still defined as a lone worker even if you have members of the public around you.
</div>
</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Risks</h3><div><br>Being a lone worker carries its own specific risks when compared to a person who works as a pair, or within a team. The obvious risk is that there is no one to rely on in a time of need when the lone worker could be injured or incapacitated. Underneath are the main risks a lone worker could face:</div><ul><li>Not covered by other qualified first aiders</li><li>May not be able to call the emergency services </li><li>Unable to deal with injuries e.g. major / catastrophic bleeding </li></ul><div>The good news is that due to technological advances there are now often innovative ways to help protect lone workers from the above risks.</div><h3>Solution </h3><div><br>It is the duty of the employer to protect the lone worker from the risks present within their job role. This does not mean that a person should not work alone, but they will require adequate training and protection. Below are some examples of to how to ensure that a lone worker is safe:</div><ul><li>Provide suitable equipment e.g. specialist first aid kit</li><li>Incorporate necessary technology - Apps, panic alarms & battery packs</li><li>Provide specialist first aid training</li><li>Create risk assessments to identify hazards & implement control measures</li></ul><div>The solution could be as simple as training the workforce to recognise the symptoms of major illnesses e.g. heart attacks and then the action to take next. Or it could be specific training on equipment that will need to be self applied during an emergency.</div><div><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Several commercial lone worker apps have a panic alarm, fall detection &amp; can provide exact location data.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Several commercial lone worker apps have a panic alarm, fall detection &amp; can provide exact location data.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Several commercial lone worker apps have a panic alarm, fall detection & can provide exact location data."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
<div class="flex-0">
<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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Several commercial lone worker apps have a panic alarm, fall detection & can provide exact location data.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>First Aid Kits</h3><div><br>The British Standard (BS8599) generally has all the items needed to deal with most workplace emergencies. However many of the items could be deemed useless when you are trying to apply them to yourself because they are designed to be applied by a first aider. <br><br>One option is to create a risk assessment to identify what type of injuries may occur and then create specific first aid kits based on these requirements. Here are some examples of items that could be very useful during an emergency:</div><ul><li><a href="https://www.train-aid.co.uk/blog/how-to-apply-a-tourniquet">Tourniquet</a> - Forestry workers, farmers, etc </li><li>Easy to apply dressings - Velcro fastening instead of knots</li><li>Clothing shears - Sometimes difficult to remove clothing on your own</li><li>Resuscitation face shield - Helps the lone worker provide CPR to someone else</li><li><a href="https://www.train-aid.co.uk/blog/how-to-use-the-aed">AED</a> - Lone worker may benefit from other members of the public using the AED on themselves </li><li>Guidance leaflet / book containing symptoms & treatment of major illnesses </li></ul><div><br></div><div><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Trauma dressings typically have velcro fastenings and could replace the wound dressings in the standard BS8599 kit.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Trauma dressings typically have velcro fastenings and could replace the wound dressings in the standard BS8599 kit.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Trauma dressings typically have velcro fastenings and could replace the wound dressings in the standard BS8599 kit."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
<div class="flex-0">
<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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Trauma dressings typically have velcro fastenings and could replace the wound dressings in the standard BS8599 kit.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Summary</h3><div><br>Any lone worker can be protected in their job role with adequate planning and preparation. Risk assessments are crucial in identifying the illnesses and injuries that could occur whilst working alone. From here the lone worker can be given the appropriate training and provided with the necessary equipment to deal with a medical emergency.</div>Billtag:www.train-aid.co.uk,2005:Spina::Blog::Post/2342023-02-16T10:53:27Z2023-08-31T10:04:42ZFirst Aid for Jellyfish Sting <h3>Types</h3><div><br>There are more than 2000 types of jellyfish in the world's oceans, most being harmless but not all. Here are a few venomous varieties to look out for:<br><br></div><div><strong>Lion’s Mane Jellyfish - Northern Atlantic, Arctic & Northern Pacific <br><br>Portuguese Man of War - Atlantic & Indian Ocean<br><br>Box Jellyfish - Tropical Indo Pacific (can spread to any warmer waters)<br><br>Irukandji Jellyfish - Northern Australia</strong></div><div><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Did you know - The Irukandji jellyfish measures a microscopic 5 mm (0.2 inches). Yet it arguably has the most venomous animal toxin on the planet. One to avoid!&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Did you know - The Irukandji jellyfish measures a microscopic 5 mm (0.2 inches). Yet it arguably has the most venomous animal toxin on the planet. One to avoid!\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Did you know - The Irukandji jellyfish measures a microscopic 5 mm (0.2 inches). Yet it arguably has the most venomous animal toxin on the planet. One to avoid!"}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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Did you know - The Irukandji jellyfish measures a microscopic 5 mm (0.2 inches). Yet it arguably has the most venomous animal toxin on the planet. One to avoid!
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Just Been Stung</h3><div><br>Being stung by a jellyfish can cause the onset of panic and fear. Also the casualty can suffer with mild to excruciating pain across the affected area. It can help to offer reassurance to the casualty, and to check to see if a lifeguard is on duty nearby.<br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Helpful hint - Lifeguards are always first aid trained and as part of their training they should have good knowledge of jellyfish stings.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Helpful hint - Lifeguards are always first aid trained and as part of their training they should have good knowledge of jellyfish stings.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Helpful hint - Lifeguards are always first aid trained and as part of their training they should have good knowledge of jellyfish stings."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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Helpful hint - Lifeguards are always first aid trained and as part of their training they should have good knowledge of jellyfish stings.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Symptoms</h3><div> <br>It is the tentacles on the jellyfish that can cause the most harm to humans when we encroach on their habitat. The Jellyfish’s tentacles have stinging cells (nematocysts) which can wrap around the limbs of a person, or slash across the face and other areas of the body. This can cause any of the below symptoms:</div><ul><li>Intense stinging / burning pain</li><li>Itchy rash</li><li>Skin welts (raised itchy rash)</li></ul><div>Sometimes the jellyfish sting can be identified by the distinctive tentacle like imprints left on the skin.<br><br></div><h3>Treatment </h3><div><br>The treatment protocol should be initiated quickly and be kept simple. Take control and avoid being distracted by other bystanders. Particularly regarding old wives tales such as urinating on the affected area. There are some simple steps you can take to help alleviate pain for the casualty:</div><ol><li>Rinse the affected area thoroughly with seawater</li><li>Soak the affected area in hot water for 20-30 minutes (hot enough to just about be comfortable)</li><li>Use hot flannels or towels if it is not possible to soak the affected area e.g. the face</li><li>Offer reassurance to the casualty</li></ol><div><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;True fact - The jellyfish’s stinging cells rely on a certain chemical makeup (incl. saltwater). Any change to this makeup could reactivate the stinging process and cause further pain. Hence why the stinging cells should be rinsed off with saltwater.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n True fact - The jellyfish’s stinging cells rely on a certain chemical makeup (incl. saltwater). Any change to this makeup could reactivate the stinging process and cause further pain. Hence why the stinging cells should be rinsed off with saltwater.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"True fact - The jellyfish’s stinging cells rely on a certain chemical makeup (incl. saltwater). Any change to this makeup could reactivate the stinging process and cause further pain. Hence why the stinging cells should be rinsed off with saltwater."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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True fact - The jellyfish’s stinging cells rely on a certain chemical makeup (incl. saltwater). Any change to this makeup could reactivate the stinging process and cause further pain. Hence why the stinging cells should be rinsed off with saltwater.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Further Help</h3><div><br>Visit a minor injury unit if:</div><ul><li>The pain is intense and will not go away</li><li>The casualty has been stung in the face or genitals </li></ul><div>Visit A&E or dial 999 / 112 if the casualty displays any of the below symptoms:</div><ul><li>Breathing difficulties</li><li>Chest pain</li><li>Seizures</li><li>Unconsciousness </li></ul><div><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Helpful hint - Jellyfish stings can often occur whilst on holiday and in sometimes exotic locations. Always know the number for the emergency services when travelling to any foreign country. &quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Helpful hint - Jellyfish stings can often occur whilst on holiday and in sometimes exotic locations. Always know the number for the emergency services when travelling to any foreign country. \n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Helpful hint - Jellyfish stings can often occur whilst on holiday and in sometimes exotic locations. Always know the number for the emergency services when travelling to any foreign country. "}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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Helpful hint - Jellyfish stings can often occur whilst on holiday and in sometimes exotic locations. Always know the number for the emergency services when travelling to any foreign country.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div>Billtag:www.train-aid.co.uk,2005:Spina::Blog::Post/2332023-01-24T16:09:05Z2023-08-31T10:08:55ZWorkplace Assessment Example - Risk Assessment<h3>What is the Assessment?</h3><div><br>In this video example we have Nick who is about to run a Level 3 Award in Education training course at the Train Aid headquarters in Surrey. As part of Nick’s role before he starts the course he conducts a risk assessment on the premises. The risk assessment helps identify any hazards that are present, how they may cause harm and how then to minimise that harm.</div><h3>Your Role</h3><div><br>In this example imagine yourself as either the candidate assessor studying towards a Level 3 Assessing qualification, or as a fully qualified assessor within the workplace. Your role would be to observe Nick carrying out his risk assessment. A pre briefing would have taken place prior to the assessment starting and you would provide feedback to Nick post assessment. <br><br>As the assessor you can imagine yourself standing as if you are the camera. You would have a workplace assessment template document which you would fill out whilst walking around the building with Nick. </div><h3>The Criteria</h3><div><br>The cornerstone of any good assessment is the criteria within it. An assessment against no criteria isn't really an assessment because there are no quantitative means to measure whether it has been a success or needs improvement. <br><br>In this example Nick has used an internal risk assessment document as his criteria. This has been mapped out prior to the course being run at the centre and was designed with the safety of the learners, teachers and visitors on the premises. <br><br>As the assessor you would include the criteria points within your own assessment template. These can then be cross checked as you walk around the building during the observation. </div><h3>Trip Hazard</h3><div><br>The benefit of doing any risk assessment is to identify potentially dangerous hazards and then to come up with a solution to minimise that hazard. Nick’s thorough approach to his risk assessment helped him identify a short HDMI cable that had potentially become a trip hazard. His solution was to make a change to a longer cable and negate the risk of someone tripping over the cable.<br><br>The benefit of the actual assessment is to be there to see Nick identify and deal with the hazard. This demonstrated his knowledge and competence within the workplace, which can be discussed, alongside any action points in the post assessment briefing.</div>Billtag:www.train-aid.co.uk,2005:Spina::Blog::Post/2322023-01-24T12:54:03Z2023-08-31T10:14:01ZAnaphylaxis Treatment <h3>What is it?</h3><div><br></div><div>Anaphylaxis is a severe allergic reaction causing the body to produce large quantities of a compound called histamine. These can be very useful for fighting off harmful parasites but also cause the body to overreact to harmless substances in the case of an allergy. This can cause rapid swelling of the airway and in the worst cases respiratory failure.</div><h3>Causes</h3><div><br></div><div>Anaphylaxis will always require a trigger to initiate the overactive response within the body. Typically an anaphylaxis patient will always avoid the trigger in order to live a normal and happy life. Below are the main, known causes of anaphylaxis:</div><ul><li>Food groups eg dairy, fish & nuts</li><li>Medicines eg aspirin</li><li>Chemicals such as household cleaning products </li><li>Insect bites eg bees, wasps & hornets</li><li>Plastics</li></ul><div><br></div><div><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Did you know - If one person is known to suffer with anaphylaxis on an aeroplane flight then all nuts are removed from that particular flight.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Did you know - If one person is known to suffer with anaphylaxis on an aeroplane flight then all nuts are removed from that particular flight.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Did you know - If one person is known to suffer with anaphylaxis on an aeroplane flight then all nuts are removed from that particular flight."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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<svg xmlns="http://www.w3.org/2000/svg" width="51" height="61" viewBox="0 0 51 61" fill="none" class="h-16 md:h-24 w-auto">
<path d="M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z" fill="#77A138"></path>
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Did you know - If one person is known to suffer with anaphylaxis on an aeroplane flight then all nuts are removed from that particular flight.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Signs & Symptoms</h3><div><br></div><div>The key to anaphylaxis treatment is spotting the signs & symptoms of the condition early. By doing so you will buy time for the casualty, which could ultimately save their life. Look out for the below signs and symptoms:</div><ul><li>Anxiety / irritability</li><li>Swelling of the face and neck</li><li>Red blotchy skin</li><li>Itchiness / hives</li><li>Difficulty in breathing</li><li>Signs and symptoms of shock</li></ul><div>Difficulty in breathing is what differentiates anaphylaxis to less serious allergic reactions. If the casualty is struggling to breathe normally then prompt first aid treatment will be required.</div><h3>Treatment</h3><div><br></div><div>Remember anaphylaxis is a life threatening condition. When left untreated, the airway can effectively close shut, which will eventually lead to cardiac arrest and death. Follow the below five step treatment protocol when the condition is suspected / diagnosed:</div><ol><li>Sit the casualty up if breathing is difficult </li><li>Dial 999 / 112 - State your location and be clear that the casualty has suspected anaphylaxis</li><li>If the casualty has an auto injector pen, ask them to administer</li><li>If they are unconscious or incapable then administer the pen for them</li><li>Monitor the casualty’s breathing and prepare for CPR</li></ol><div>When the casualty does not have an auto injector pen the treatment protocol is to sit them up, dial 999 / 112 and prepare for CPR.<br><br><figure data-trix-attachment="{"content":"<spina-embed data-embed-type=\"Spina::Embeds::Hint\" data-embed-attributes=\"{&quot;text&quot;:&quot;Did you know - The auto injector pen contains adrenaline which can relax the muscles in the lungs and reverse swelling.&quot;}\"><div class=\"flex text-primary font-medium gap-4 md:gap-8\">\n <div class=\"flex-0\">\n <svg xmlns=\"http://www.w3.org/2000/svg\" width=\"51\" height=\"61\" viewBox=\"0 0 51 61\" fill=\"none\" class=\"h-16 md:h-24 w-auto\">\n <path d=\"M30.5835 48.2917H20.4168C19.7153 48.2917 19.146 48.861 19.146 49.5625C19.146 50.264 19.7153 50.8333 20.4168 50.8333H30.5835C31.285 50.8333 31.8543 50.264 31.8543 49.5625C31.8543 48.861 31.285 48.2917 30.5835 48.2917ZM30.5835 53.375H20.4168C19.7153 53.375 19.146 53.9443 19.146 54.6458C19.146 55.3473 19.7153 55.9167 20.4168 55.9167H30.5835C31.285 55.9167 31.8543 55.3473 31.8543 54.6458C31.8543 53.9443 31.285 53.375 30.5835 53.375ZM31.2189 58.4583H19.7814L22.8009 60.4459C23.1923 60.7967 23.7667 61 24.364 61H26.6388C27.2336 61 27.8105 60.7967 28.202 60.4459L31.2189 58.4583ZM40.7502 23.3859C40.7502 32.4571 32.5812 38.5927 32.5812 45.75H27.5259C27.5182 41.0276 29.7371 37.1363 31.9001 33.3797C33.8343 30.012 35.6668 26.8298 35.6668 23.3859C35.6668 16.7979 30.3929 13.7987 25.4925 13.7987C20.5998 13.7987 15.3335 16.7979 15.3335 23.3859C15.3335 26.8298 17.166 30.012 19.1002 33.3797C21.2632 37.1363 23.4846 41.0276 23.4719 45.75H18.4191C18.4191 38.5927 10.2502 32.4571 10.2502 23.3859C10.2502 13.9233 17.8701 8.71537 25.4925 8.71537C33.1201 8.71537 40.7502 13.9283 40.7502 23.3859ZM50.9168 21.6296V25.1168H44.4661C44.5169 24.55 44.5627 23.9781 44.5627 23.3859C44.5627 22.7835 44.5195 22.2065 44.4737 21.6321L50.9168 21.6296ZM23.8532 4.97404V0H27.3378V4.99183C26.7227 4.93592 26.1076 4.90288 25.4925 4.90288C24.9461 4.90288 24.3996 4.92829 23.8532 4.97404ZM14.3397 8.26296L11.6964 3.33213L14.7667 1.68512L17.4024 6.59817C16.34 7.05821 15.3132 7.61737 14.3397 8.26296ZM41.2458 12.6728L46.1817 9.12967L48.2125 11.9636L42.9919 15.7075C42.5065 14.6146 41.9168 13.6055 41.2458 12.6728ZM33.5954 6.60071L36.2336 1.68512L39.304 3.33213L36.6581 8.2655C35.6872 7.61992 34.6603 7.06329 33.5954 6.60071ZM8.00587 15.7075L2.78529 11.9662L4.81608 9.13221L9.752 12.6728C9.081 13.603 8.49387 14.612 8.00587 15.7075ZM42.8445 31.5243L48.8276 33.949L47.5212 37.1795L41.3576 34.6836C41.8914 33.6745 42.3946 32.6198 42.8445 31.5243ZM9.52833 34.4599L3.54016 37.1541L2.11175 33.9745L8.05925 31.3006C8.49895 32.4012 9.0022 33.4483 9.52833 34.4599ZM6.53425 25.1168H0.0834961V21.6296H6.52662C6.48087 22.204 6.43766 22.7835 6.43766 23.3859C6.43766 23.9781 6.48341 24.55 6.53425 25.1168Z\" fill=\"#77A138\"></path>\n</svg>\n\n </div>\n <div class=\"flex-1\">\n Did you know - The auto injector pen contains adrenaline which can relax the muscles in the lungs and reverse swelling.\n </div>\n</div></spina-embed>","contentType":"application/vnd+spina.embed+html"}" data-trix-content-type="application/vnd+spina.embed+html" class="attachment attachment--content"><spina-embed data-embed-type="Spina::Embeds::Hint" data-embed-attributes="{"text":"Did you know - The auto injector pen contains adrenaline which can relax the muscles in the lungs and reverse swelling."}"><div class="flex text-primary font-medium gap-4 md:gap-8">
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Did you know - The auto injector pen contains adrenaline which can relax the muscles in the lungs and reverse swelling.
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</div></spina-embed><figcaption class="attachment__caption"></figcaption></figure></div><h3>Summary</h3><div><br></div><div>In summary anaphylaxis is a life threatening condition which will always need a trigger to cause an allergic response within the body. The condition is treatable through the administration of adrenaline. The casualty may carry an auto injector pen (containing adrenaline), which they or the first aider can administer. When there is no pen, or if it has failed, you should await the arrival of the emergency services, whilst monitoring the vital signs of the casualty. <br><br><br>Photo by <a href="https://unsplash.com/@pixelumina?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Pixelumina Photography</a></div>Bill