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This policy sets out the approach to ensuring high standards when delivering training remotely (also known as distance learning).

Training includes refresher training, ongoing training, or part of a training course. All RLSS UK qualifications and awards are covered by this policy and part of the training courses can be delivered remotely.

Remote delivery is providing teaching using an online web conference or webinar service tool. Examples include Skype for Business, Teams, Zoom, Adobe Connect, Webex. Only theory training can be delivered remotely such as:

Training suitable for delivering remotely Training NOT suitable for delivering remotely
  • Pool theory
  • CPR theory*
  • In-water theory
  • First Aid theory*
  • Water safety theory
  • Health and Safety theory
  • Practical CPR skills
  • Practical pool work
  • Practical First Aid skills
  • Assessments

*Courses with integrated regulated qualifications must comply with the guidance from the First Aid Awarding Organisation Forum, regarding the amount of content that can be delivered remotely online

All existing requirements of the Guidance and Syllabus will apply unless stated otherwise in this Policy.

Planning a course including training to be delivered remotely

TAs must plan their remote delivery just like any other session, but also ensure they have made time available to practice using the technology and are familiar with its functionality.

TAs should include the following when preparing:

  • Test the suitability of your internet connection with friends/colleagues prior to the session
  • Ensure you know how to share your screen, mute candidate microphones as the Tutor, conduct polls/quizzes, link into any other technology for your activities
  • Test the best and most secure way to play any course videos whilst online
  • Make it fun and engaging
  • Ensure you have a facility (phone/email) that if a candidate has concerns, they can contact you privately outside the online chat log
  • Take regular breaks (5 minutes every hour is recommended)
  • Create a clear, detailed course plan and add your planning to your lesson plan.

Course organisers (or ATC/P coordinators) should be clear with candidates that only theory training will be delivered, and practical training and a full assessment will be arranged at a future date.

If you organise a course and take payment from a candidate, you MUST ensure you deliver the full course and that candidates are supported throughout.

Additional training time may be required to overcome any delays introduced by remote learning. This is at the discretion of the nominated TA or ATC/P coordinator. The ATC/Ps Internal Verifier should be made aware of any changes to the standard training plan and may require additional recordkeeping or checks to be in place. This is at the discretion of the Internal Verifier.

Identification Checks

Candidate identity checks must still take place. This can be achieved by displaying an appropriate identity document to the camera for inspection. Trainer Assessors should ensure they adopt a camera-on policy for everyone at all times during the session, except breaks.


TAs need to ensure that all candidates are present for the full session and participate throughout. TAs should detail the participation on the register for each candidate and the TA will confirm full attendance at the end of the course on the register.

TA: Candidate Ratios

The requirements set in the Guidance and Syllabus remain unchanged. TAs may consider reducing this for the first course using remote training, whilst they adjust to delivering remote training.


Candidate resources should be ordered as per normal practice. The TA or Course Organiser can choose to distribute the physical manuals to candidates or use the PDF manual throughout the remote learning.

If PDF manuals are used throughout the remote learning then physical manuals must be issued to the candidate when face-to-face learning takes place.

Learning Checks

Throughout the remote training, as TAs do when teaching in a classroom, TAs will need to include regular learning checks to ensure the candidates are understanding and retaining the content. These could include quizzes, Q&A sessions, and worksheets they complete and submit back to the TA.

  • All platforms provide the facility for you to ask delegates questions directly to assess learning in a conventional way.
  • The Microsoft Office 365 Whiteboard Post-It note feature makes a good replacement for flashcard activities when prepared prior to the session by the tutor.
  • Mentimeter is a free service that provides a good replacement for conducting interactive ‘thought-cloud’ exercises or gathering feedback after candidate discussions online.
  • Sketch. i.e. can provide a good tool for marking ‘hazard spotting’ exercises or producing graphical flip charts online.

The Teaching Environment

TAs should prepare the environment around where they sit in the same professional way as you would prepare a classroom. The same level of professionalism applies to what you would ordinarily wear to deliver training, the language you use, what you share, and how you should ordinarily behave. TAs should be in a neutral area where nothing personal or inappropriate can be seen or heard in the background.

Delivering an online course to children and young people (under-18s)

It is best practice to obtain consent when teaching children under 18-years. Download our consent form which provides guidance to Trainers and parents.

Face-to-Face Training

When you plan face-to-face training, to complete all practical training, you will need to plan time to recap on the theory that you delivered remotely. This is to check candidates have retained the information and that they are ready for assessment.


TAs are not permitted under any circumstances to complete any formal assessment remotely; all assessments must take place face-to-face, including all theory and practical assessments.

Other Considerations

Both TA and candidates taking part in remote learning must ensure internet speeds are acceptable in order to see and hear the learning taking place. If speeds are not acceptable and will disadvantage the learner, training must not continue or may be delayed to another date. It is recommended that the trainer conducts a short ‘technology and connection’ test with each learner in the days leading up to the course, to address any challenges and minimise disruption once the course begins.

First Aid Qualifications (including where First Aid is being integrated)

For all First Aid Qualifications (as detailed in the table below) there is a minimum face-to-face learning time, as stipulated by the First Aid Awarding Organisation Forum and First Aid Quality Partnership. Course organisers and ATC/P coordinators must ensure this is adhered to, included where First Aid is being integrated into another RLSS UK Award or Qualification.

Course Total course minimum hours duration Minimum face-to-face learning hours
Emergency First Aid at Work 6 4
First Aid at Work 18 12
First Aid at Work Requalifying 12 6
Emergency Paediatric First Aid 6 6
Paediatric First Aid 12 6

For Paediatric First Aid, in line with Department of Education recommendations:

  • The Emergency Paediatric First Aid (6hr) course may only be delivered face-to-face.
  • A minimum of 6 hours of the full Paediatric First Aid (12 hr) course must be delivered face-to-face.

Contact Details

Contact Details

Last updated: December 2022