DRSABCD Emergency Response

Overview

Students learn and practise the DRSABCD emergency response sequence used when someone is unconscious or seriously injured. The lesson develops safe decision-making, communication and first-response skills through demonstration, paired rehearsal and a short scenario check.

Learning intentions

Students will:

• recognise the purpose and order of each step in DRSABCD
• identify how to check for danger and response safely
• practise communicating with emergency services and requesting an AED
• demonstrate the correct sequence in a realistic PE emergency scenario.

Success criteria

• I can explain what each letter in DRSABCD means.
• I can check danger and response without putting myself at risk.
• I can clearly direct someone to call 000 and bring an AED.
• I can demonstrate the sequence on a manikin or describe the correct actions if equipment is limited.

Curriculum links

• NSW PDHPE: personal safety, responding to injury and emergency situations.
• NSW PDHPE: applying protective behaviours, communication and help-seeking strategies.
• Practical learning supports students to recognise and respond to changing situations, make safe decisions and work cooperatively.
• The lesson also develops communication and investigation skills consistent with recognising chronology and responding to significant events in other NSW learning areas.

Lesson structure (20 minutes)

1. 0–2 min · Hook and safety focus. Teacher displays a PE scenario on the opening emergency scenario slide: “A student collapses after activity. What must happen first?” Students give one immediate response, then listen to the rule: check your own safety before helping.

2. 2–6 min · Explicit teaching. Teacher uses the DRSABCD sequence slides to teach: Danger; Response; Send for help; Airway; Breathing; CPR; Defibrillation. Teacher models each step and emphasises calling 000, using speakerphone where possible, sending a specific person for the AED and following the operator’s instructions. Students complete the matching and sequencing section of the DRSABCD practice worksheet as the sequence is explained.

3. 6–9 min · Teacher demonstration. Teacher demonstrates on a manikin, using the demonstration instruction slide: check the area, tap shoulders and ask loudly, “Are you okay?”, send for help, open the airway, check breathing for no more than 10 seconds, commence CPR if the person is not breathing normally, and apply an AED when available. Students identify each step by calling out the next letter or holding up the corresponding worksheet response.

4. 9–15 min · Paired practical rehearsal. Teacher places students in pairs and provides one manikin per pair where available. One student is the responder and one is the coach, using the responder and coach checklist. The responder rehearses the sequence without rushing; the coach checks safe order, clear instructions and correct communication. After three minutes, students swap roles. Students do not practise mouth-to-mouth ventilation on one another; they may demonstrate the position and describe the action, while CPR compressions are performed only on an approved manikin.

5. 15–18 min · Scenario challenge. Teacher displays the scenario challenge slide: “During a school sport session, a participant collapses near equipment. They do not respond and are not breathing normally.” Students work in pairs to state or demonstrate the first three actions, including what they would say to a bystander: “You in the blue shirt, call 000. You, get the AED.” Selected pairs perform a 30-second response while the class checks the sequence.

6. 18–20 min · Plenary and exit check. Teacher returns to the final recap and exit question slide and asks, “Why must Danger come before Response?” Students complete the final two questions on the exit check section: write the meaning of DRSABCD and identify the action they would take if the person is not breathing normally. Teacher collects worksheets or checks responses verbally.

Resources

• the DRSABCD teaching slide deck
• the DRSABCD practice worksheet
• CPR training manikins, ideally one per pair
• AED trainer or AED image/model
• Open, hazard-free practical space
• Hand sanitiser and cleaning wipes
• Stopwatch or visible timer
• School emergency response procedure and phone access

Assessment

• During questioning, check whether students can recall the correct order and explain why danger is assessed first.
• During paired rehearsal, observe safe approach, clear delegation, airway and breathing checks, and correct transition to CPR/AED actions.
• Use the exit check to identify students needing further instruction, particularly with the meaning of “breathing normally”, calling 000 or locating an AED.

Differentiation

• Provide a completed DRSABCD reference strip, visual sequence and sentence starters such as “I can see…”, “You call 000…” and “The person is not responding…”.
• Allow students to demonstrate, verbally rehearse or point to the correct step, depending on communication, mobility or anxiety needs.
• Pair students strategically and assign the coach role before practical participation for students who need confidence or additional processing time.
• Extend confident students by asking them to manage two bystanders, communicate the location of the emergency and explain why the AED should be used as soon as it is available.
• Reinforce that students should never place themselves in danger and should follow the instructions of the 000 emergency operator and trained first-aid personnel.