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First Aid Response Instructorbook here


Minimum of 2 Days of instructor led tuition plus a minimum of three monitoring sessions



Maximum Number of Learners

6 or 12

Course Aims

  • First Aid Response Instructor course will ensure participants have the necessary knowledge and skills to design deliver and evaluate the PHECC First Aid Response courses and to assess and award course participants.

Course Entry Requirements

  • Hold PHECC First Aid Response or evidence of PHECC practitioner registration.
  • Hold Cardiac First Response (Community) Instructor certificate.
  • Be proficient in the use of information and communication technology.
  • If a learner has an impairment which may affect their ability to complete a practical skill (e.g. CPR) they should notify Safety Solutions/Instructor prior to commencement of the course to discuss options.

Course Modules

  • Understand the roles and the responsibilities of the FAR Instructor in adult learning.
  • Understand the importance of maintaining a professional approach when dealing with adult learners and other professionals.
  • Become familiar with legislation that is relevant to adult learning.
  • Understand key learning theories.
  • Understand a variety of learning styles.
  • Appreciate the need to keep learners motivated.
  • Br able to identify training needs.
  • Be able to plan adult learning.
  • Be able to facilitate adult learning.
  • Understand the types of assessment that are used in adult learning.
  • Understand why records of assessment must be maintained.


  • First Aid Response Instructor PHECC/Safety Solutions Skillnet Recognised Institute certificate, valid for two years.

Learner Outcomes

  • Explain the role of the instructor in adult learning.
  • Explain the role of the instructor in the promotion of equality and diversity.
  • Explain role of the instructor in creating a safe and respectful learning environment.
  • Explain the importance of maintaining professional boundaries between the instructor and the learner.
  • Explain how the instructor behaviour may influence the behaviour of learners and others.
  • Explain the relevance of Data Protection Legislation to adult learning.
  • Discuss Safety Health and Welfare at Work Legislation as it applies to adult learning.
  • Discuss Equal Status legislation and how it may apply to adult learning.
  • Explain the relevance of PHECC to the Emergency First Responder Program.
  • Compare Behaviourist theory and Humanist theory.
  • Describe the three domains of learning.
  • Outline different learning styles.
  • Explain why it is important to give consideration to learning styles when teaching.
  • Describe intrinsic and extrinsic motivation.
  • Explain how instructor performance can influence motivation.
  • Explain why the instructor must be cognisant of attention span when planning and delivering lessons.
  • Identify learners who may require additional support.
  • Plan learning that gives consideration to equality and diversity.
  • Design an FAR training schedule.
  • Design FAR lesson plans and training schedule.
  • Prepare learning objectives that are congruent with learner capability.
  • Prepare lesson plans that encourage learners to participate in the learning process.
  • Select learning resources to enhance the adult learning experience.
  • Demonstrate an approach to learning that encourages all learners to participate in the learning process.
  • Demonstrate how to use learning resources to promote learner engagement.
  • Communicate in a manner that promotes and encourages learning.
  • Provide effective feedback.
  • Describe the assessment cycle.
  • Explain the purpose of assessment.
  • Compare various assessment tools.
  • Explain the importance of providing meaningful feedback following assessment.
  • Explain why it is necessary to maintain records of assessment.


  • Upon completion of the First Aid Response Instructor course candidates will be required to undergo a period of supervised teaching (Minimum of 3).
  • Candidates will be required to assist in teaching on their initial First Aid Responde course, part teach a subsequent course and teach on their third course.
  • During the period of supervised teaching practice candidates will be assessed by appropriately qualified “instructor trainers”.
  • Candidate performance will be measured using an “Observation of Teaching Performance Rubric”.
  • Candidate development will be tracked using an “Instructor Development Record”.
  • Upon successful completion of the final supervised teaching practise (monitored by a Faculty Tutor with Safety Solutions Skillnet PHECC RI), submission of all Instructor Performance Rubrics and Instructor Development record for evaluation candidates will receive the PHECC First Aid Response Instructor award.