Train the Trainer – First Aid

1. Introduction to First Aid Training Standards Reviews international frameworks (OSHA, HSE, Red Cross, St John) and compliance requirements.

2. Adult Learning Principles and Training Need Analysis Explains adult learning theories, training needs assessment, and curriculum design.

3. Basic Life Support (BLS) Instruction Covers CPR, AED use, and recovery position teaching methods.

4. Managing Bleeding, Shock, and Trauma Reviews instructional techniques for bleeding control, shock management, and trauma response.

5. Fractures, Burns, and Medical Emergencies Explains how to teach treatment of fractures, burns, scalds, and common medical emergencies.

6. First Aid for Common Illnesses Covers asthma, diabetes, seizures, allergic reactions, and fainting.

7. Emergency Response Training Reviews how to design and deliver drills, simulations, and scenario‑based learning.

8. Assessment and Evaluation of Learners Explains assessment methods, feedback techniques, and competency verification.

9. Instructional Skills and Classroom Management Covers presentation skills, learner engagement, and managing diverse groups.

10. Practical Teaching Demonstrations Provides hands‑on practice in delivering first aid lessons and receiving peer/trainer feedback.

• Builds competence in instructional design and adult learning for first aid contexts

• Enhances compliance with international first aid and workplace safety standards

• Strengthens skills in delivering technical and practical first aid training

• Provides tools for evaluating learner performance and ensuring competency

• Offers recognized certification to support career progression as a certified first aid trainer

• Experienced first aiders seeking to become certified trainers

• HSE officers and safety coordinators responsible for workforce training

• Supervisors and managers tasked with in‑house first aid instruction

• Contractors and service providers delivering accredited first aid programs

• Individuals preparing for advanced qualifications in instructional design and safety leadership

• Assessment Type: Written exam + training delivery assessment + portfolio submission

• Format: MCQs, short answers, live teaching demonstration, and submission of a training plan/portfolio

• Total Questions: 60 theory + 1 teaching demonstration + 1 portfolio

• Passing Score: 70%

• Duration: 2 hours (written) + 1 day (practical delivery) + 4 weeks (portfolio submission)

• Certification: Train the Trainer – First Aid

To deliver this Qualification, HiQual UK Approved ATPs must demonstrate the capability to deliver, assess, and internally quality assure qualifications in line with recognised regulatory principles and the expectations of the Regulated Qualifications Framework (RQF).

Approved centres must operate effective systems to ensure the validity, reliability, fairness, consistency, and security of assessment.

1. Centre Recognition and Legal Compliance

Centres must be formally recognised by HiQual UK prior to the delivery or assessment of any qualification. To maintain recognition, centres must: Be a legally constituted organisation operating in compliance with applicable legislation and regulatory requirements. Demonstrate effective governance, management oversight, and clear lines of accountability. Comply with all HiQual UK policies, procedures, and conditions of centre recognition. Notify HiQual UK promptly of any material changes that may affect delivery, assessment, or internal quality assurance arrangements.

2. Resources, Facilities, and Learning Environment

Centres must ensure that sufficient and appropriate resources are in place to support learning and assessment. This includes: Learning environments appropriate to the mode of delivery, including classrooms and, where applicable, specialist or practical facilities. Access to learning and assessment resources that enable learners to meet qualification outcomes. Secure systems for managing learner data, assessment records, and certification claims. Arrangements that support equality of access and reasonable adjustments for learners where required.

3. Staff Competence and Occupational Expertise

Centres must ensure that all staff involved in delivery, assessment, and internal quality assurance are competent and suitably qualified. Centres must: Appoint tutors with appropriate subject knowledge, teaching competence, and relevant occupational or professional experience. Ensure assessors are trained and competent in applying HiQual UK assessment requirements and standards. Appoint a qualified Internal Quality Assurer (IQA) responsible for monitoring assessment practice and decisions. Maintain records of staff qualifications, experience, training, and continuing professional development (CPD).

4. Assessment Practice and Internal Quality Assurance (IQA)

Centres must operate robust internal quality assurance systems to ensure assessment integrity. Centres must: Ensure assessment is valid, fit for purpose, and conducted in line with HiQual UK requirements. Implement effective IQA procedures to monitor assessor performance and confirm the consistency of assessment decisions. Maintain accurate, complete, and auditable records of learner registration, assessment evidence, and outcomes. Carry out regular internal reviews and standardisation activities to support continuous improvement.

5. Integrity, Risk Management, and Malpractice

Centres must take appropriate measures to protect the integrity of assessment. Centres must: Maintain policies and procedures for the prevention, identification, and management of malpractice and maladministration. Ensure secure handling, storage, and retention of assessment materials and learner evidence. Report any suspected or confirmed malpractice to HiQual UK in accordance with published procedures.

6. Health, Safety, Safeguarding, and Learner Protection

Centres must provide a safe, inclusive, and supportive learning environment. Centres must: Comply with applicable health and safety and safeguarding legislation. Conduct risk assessments for learning activities, particularly where practical or technical work is involved. Maintain procedures to safeguard learner welfare and wellbeing.

7. Learner Information, Support, and Fair Treatment

Centres must ensure learners are informed, supported, and treated fairly. Centres must: Provide clear and accurate information on programme requirements, assessment methods, and certification. Ensure learners receive timely and constructive feedback on assessment outcomes. Operate transparent complaints and appeals procedures aligned with HiQual UK requirements. Manage learner information securely in compliance with data protection legislation.