ls_operate_ba_ed1_16052011

Operations Breathing Apparatus

Operate Breathing Apparatus Open Circuit

Learning and Assessment Strategy

Edition 16 May 2011

First published February 2011 in Australia by:

CFA Operational Training and Volunteerism, CFA Headquarters, 8 Lakeside Drive, Burwood East, Victoria 3151.

© CFA 20011

Other than that permitted under the Copyright Act 1968, no part of this publication may be reproduced by any means without written permission from the Country Fire

Authority – Victoria. Enquiries should be addressed to the publisher.


Table of Contents Control Sheet.................................................................................................................3

Contact for Enquiries and Proposed Changes ..............................................................3

PSTP Unit PUAFIR207A ...............................................................................................4

PSTP Unit PUAFIR203B ...............................................................................................8

Competency Mapping – PUAFIR207B ........................................................................10

Competency Mapping – PUAFIR203B ........................................................................12

Unit/Course Outline .....................................................................................................14

Introduction to Unit/Course ..........................................................................................18

Session 1: Respiration.................................................................................................20

Session 2: Breathing Apparatus ..................................................................................27

Session 3: Operating Breathing Apparatus .................................................................34

Session 4: Safe Working Practices..............................................................................40

Session 5: BA Control Systems...................................................................................43

Session 6: Guide Lines................................................................................................47

Session 7: Conduct Search and Rescue .....................................................................51

Session 8: Rescue Techniques ...................................................................................60

Session/Program Conclusion ......................................................................................64

16 May 2011 Operate Breathing Apparatus Open Circuit LS_OPERATE_BA_ED1_16052011 of 64



Control Sheet Issue No Issue Date Nature of Amendment

1.00 Initial draft Learning and Assessment Strategy prepared for review

1.01 Updated auto text entries

Contact for Enquiries and Proposed Changes Complete the contact details for the nominated person

If you have any questions regarding this Learning and Assessment Strategy please contact the responsible Instructional Designer/Writer/Consultant identified below:

Name Sarah Henshaw

Designation Instructional Designer

CFA Headquarters,

8 Lakeside Drive, Burwood East, Victoria 3151

Phone 03 9262 8304

Mobile 0438 768 135

Email [email protected]

mailto:[email protected]


PSTP Unit PUAFIR207A Operate Breathing Apparatus This unit covers the competency associated with the operation and maintenance of breathing apparatus equipment in an irrespirable atmosphere.

Element Performance Criteria

1. Conduct pre-donning checks and tests on breathing apparatus

1.1. Breathing Apparatus is inspected for immediate use in accordance with the organisation’s procedures

1.2. Faulty or damaged equipment is reported and recorded in accordance with the organisation’s procedures

2. Don and check breathing apparatus

2.1. Breathing apparatus is donned in accordance with the organisation’s procedures

2.2. Breathing apparatus is started and checked in accordance with organisational procedures

2.3. Breathing apparatus control procedures are followed in accordance with the organisation’s procedures

2.4. Ancillary equipment required for the task is selected for use.

3. Operate breathing apparatus

3.1. Hazards are identified, monitored and controlled in accordance with the organisation’s procedures

3.2. Communication is established and maintained with members and other appropriate personnel throughout the activity

3.3. Activities are undertaken as a member of a team, demonstrating effective application of breathing apparatus in accordance with the organisation’s procedures

3.4. Entrapment procedures are implemented in accordance with the organisation’s procedures

3.5. Personal safety is maintained at all times

4. Conclude operations 4.1. Breathing apparatus set is closed down in accordance with organisational procedures

4.2. Breathing apparatus set is removed in accordance with the organisation’s procedures

4.3. After use cleaning and maintenance of breathing apparatus is undertaken in accordance with the organisation’s procedures

4.4. Equipment is made ready for operational use in accordance with organisational procedures



Critical aspects of evidence It is essential for this unit that competence be demonstrated in accordance with AS/NZ 1715–1716:

► appropriate conduct of pre-donning tests

► correct donning of breathing apparatus

► operation of breathing apparatus

► movement in conditions or reduced visibility

► breathing apparatus emergency procedures

► organisation’s procedures are followed

► correct removal of breathing apparatus

► return of breathing apparatus to operational status

Range statement Types of breathing apparatus must include

► open circuit

and may also include

► airline equipment

► escape sets

Types of irrespirable atmospheres must include

► heated atmospheres

► asphyxiating atmosphere (oxygen deficient)

► (non-skin absorption) toxic or poisonous atmosphere

► smoke or suspended particles/fibres in atmosphere

Pre-use tests and checks must include

► serviceability of components

► integrity of components

► cylinder pressure

► integrity of air flow system

► ancillary equipment

Breathing apparatus control equipment must include

► control boards

► breathing apparatus set tallies

► entry control officer identification



► guideline and branch line tallies

► procedures

► personal lines

Breathing apparatus control must include

► principles of BA Control

► organisation’s procedures

► Stage 1 (one entry point)

► Stage 2 (multiple entry points)

► entry/exit control point

► entry/exit control officer

► timing device

Entrapment procedures include

► cease all strenuous activity

► activate the distress signal unit

► remain calm

► relocate to safest available place

► call for assistance

Communications must include

► distress signal unit

► portable radio

and may also include

► communications sets

► signal lines

► hand signals

Hazards must include

► fire

► failure to maintain a face seal

► exhaustion of air supply

► malfunction of equipment

► disorientation in smoke/darkness or confinement

► structural hazards and/or hazardous materials

► entrapment



Required skills

► Inspecting, donning, operating, removal, cleaning, maintaining and returning to operational status of breathing equipment.

Required knowledge ► Respiratory system, effects of irrespirable atmospheres on the body, protective equipment

► characteristics, component parts, operation of compressed air breathing apparatus

► operational testing, standard operating procedures and safe work practices when wearing breathing apparatus

► operating breathing apparatus

► use of the Distress Signal Unit

► use of the breathing apparatus control equipment

► use of procedures, personal lines and tallies



PSTP Unit PUAFIR203B Respond to Urban Fire This unit covers the competency for responding to an urban fire where offensive and defensive strategies are used, when working as a member of a team, under direct supervision.

Note: The following element only is addressed in this Learning and Assessment Strategy.

Element Performance Criteria

4. Conduct search and rescue

4.1. Systematic primary and secondary searches are conducted

4.2. Rooms are searched and marked in accordance with the organisation’s procedures

4.3. Occupants are led to safety

4.4. Casualties are located and rescued in accordance with the organisation’s procedures

4.5. Casualty assistance is provided

4.6. Fatalities are located and protected in accordance with the organisation’s procedures and relevant legislation

Critical aspects of evidence It is essential for this unit that competence is demonstrated in the following aspects of evidence from PUAFIR203B which are relevant:

► identification of signs of structural collapse

► selection and use of appropriate protective clothing

► actions implemented in the workplace to avoid the risk of injury

► breathing apparatus procedures

Range statement Casualty assistance must include

► handing over to ambulance, medical care, or other organisation

► first aid

► provision of refreshment

► protection from the elements




Required skills The following required skills are relevant to the element outlined above:

► search and rescue procedures

► moving in smoke and darkness

► use of BA and BA equipment

Required knowledge The following required knowledge is relevant to the element outlined above:

► fire ground signals (audible and visual)

► organizational procedures

► fire behaviour

► procedures for working with ladders, ropes and lines

► tying knots

► map reading

► safe working practices

► breathing apparatus procedures



Competency Mapping – PUAFIR207B

Sessions Overview

Session 1: Respiration Session 2: Breathing Apparatus (BA) Session 3: Operation of BA

Session 4: Safe Working Practices Session 5: BA Control Systems Session 6: Guide Lines

Session 7: Conducting Searches Session 8: Rescue Techniques

Sessions Elements, Skills, Knowledge and Assessment

1 2 3 4 5 6 7 8 Remarks

Elements of Competency Unit

1. Conduct pre-donning checks and tests on breathing apparatus 1.1, 1.2

2. Don and check breathing apparatus 2.1, 2.2,

2.3, 2.4

3. Operate breathing apparatus

3.1, 3.2, 3.3,

3.4, 3.5

3.1, 3.2, 3.3,

3.4, 3.5

3.1, 3.2, 3.3,

3.4, 3.5

3.1, 3.2, 3.3,

3.4, 3.5

4. Conclude operations 4.1, 4.2,

4.3, 4.4

Required Skills (Practice) Inspecting, donning, operating, removal, cleaning, maintaining and returning to operational status of breathing equipment

Required Knowledge respiratory system, effects of irrespirable atmospheres on the body, protective equipment characteristics, component parts, operation of compressed air breathing apparatus operational testing, standard operating procedures and safe work practices when wearing breathing apparatus operating breathing apparatus use of the Distress Signal Unit




1 2 3 4 5 6 7 8 Remarks

use of the breathing apparatus control equipment use of procedures, personal lines and tallies

Assessment Task(s)

Theory Component

Theory to be conducted upon conclusion of Session 8.

Practical Drill 1

Practical Drill can be conducted during Sessions 6, 7 and/or 8.

Practical Drill 2


Skills Assessment

Skills Assessment should be conducted upon completion of all sessions and once Practical Drills have been conducted.



Competency Mapping – PUAFIR203B

Sessions Overview

Session 1: Respiration Session 2: Breathing Apparatus (BA) Session 3: Operation of BA

Session 4: Safe Working Practices Session 5: BA Control Systems Session 6: Guide Lines

Session 7: Conducting Searches Session 8: Rescue Techniques


1 2 3 4 5 6 7 8 Remarks

Elements of Competency Unit

4. Conduct search and rescue

4.1, 4.2, 4.3, 4.4,

4.5, 4.6

4.1, 4.2, 4.3, 4.4,

4.5, 4.6

Required Skills (Practice)

search and rescue procedures moving in smoke and darkness use of BA and BA equipment

Required Knowledge

fire ground signals (audible and visual) organizational procedures fire behaviour procedures for working with ladders, ropes and lines tying knots map reading safe working practices breathing apparatus procedures




1 2 3 4 5 6 7 8 Remarks

Assessment Task(s)

Theory Component

Theory to be conducted upon conclusion of Session 8.

Practical Drill 1


Practical Drill 2


Skills Assessment

Skills Assessment should be conducted upon completion of all sessions and once Practical Drills have been conducted.



Unit/Course Outline

Operate Breathing Apparatus Open Circuit Session Session Title Topics Duration

Introduction Program Introduction • Course introduction, welcome and administration

• Unit/Course Objectives 20 min

• Program Timetable

1 Respiration • Session Introduction 30 min

• Composition of Air

• Respiratory System

• Function of Oxygen in Body

• Irrespirable Atmospheres

• Session Conclusion

2 Breathing Apparatus (BA) • Session Introduction 75 min

• Categories of BA

• General Principles of Operation

• BA Sets Used Within CFA

• BA Set Components

• Other Equipment Used in Association with BA




Session Session Title Topics Duration

3 Operating Breathing Apparatus • Session Introduction 60 min

• Pre-Operational Checks and Tests

• Donning, Starting-Up and Closing Down Procedures

• After-Use Maintenance and Testing of Equipment


4 Safe Working Practices • Session Introduction 30 mins

• General Practices

• When Using BA

• Working in Hot and Humid Atmospheres

• BA Emergency Procedures


5 BA Control Systems • Session Introduction 30 min

• Control Procedures

• BA Operators’ Responsibilities

• BACO’s Responsibilities





6 Guide Lines • Session Introduction 30 mins

• Types of Guide Lines

• Main Guide Line

• Personal Guide Lines

• BA Main and Personal Guide Line Procedures

• Recoiling Main and Personal Guide Lines


7 Conduct Search and Rescue • Session Introduction 60 mins

• Searching Buildings

• Hazards

• Working in a Smoke-Filled, Dark and Hot Environment

• Industrial Hazards

• Electrical Hazards

• Facts About Electricity

• Where Electrical Hazards Can Be Found

• Electricity in a Burning or Damaged Building

• Other Places Damaged Wiring May Be Found

• Action to Take





8 Rescue Techniques • Session Introduction 30 mins

• Selecting a Technique

• Rescues Without Equipment

• Rescues Using Equipment

• Self-Rescue


Assessment Skills Assessment • Theory Component

• Practical Drill 1 – Primary Search

• Practical Drill 2 – Secondary Search

• Skills Assessment

Conclusion Program Conclusion



Learning Strategy Introduction to Unit/Course Time: 20 mins

Method Content Aids • Help learners to feel

comfortable about attending this program

Welcome learners

Introduce yourself; name, background, qualifications to deliver this training program.

Conduct site induction and learner registration.

Ice-breaker activity – (If required)

PPT 0 – Program title

PPT 1 - Introduction

• Inform learners of unit/course objectives:

Explain the outcomes that will need to be achieved.

At the conclusion of the program, learners should be able to:

► describe the respiratory system, the effects of irrespirable atmospheres on the body and protective equipment;

► detail the purpose, characteristics, component parts and operation of the breathing apparatus (BA) as used in CFA;

► demonstrate the operational test and standard operating procedures when wearing BA and demonstrate safe working practices when wearing BA;

► demonstrate the operation of BA;

► explain and demonstrate the use of the distress signal unit (DSU);

► describe the purpose, types and demonstrate the method of operation of BA control equipment;

► describe the purpose and demonstrate the use of guidelines and personal lines;

RM page 1

PPTs 2 – 4 – Program objectives (BA)



Learning Strategy Introduction to Unit/Course Time: 20 mins

Method Content Aids ► demonstrate procedures that should be adopted when conducting search

and rescue;

► utilise appropriate procedures to conduct primary and secondary searches; and

► wear BA when conducting searches in irrespirable atmospheres.

PPT 5 – Program Objectives (Search and Rescue)

• Inform learners of program’s timetable:

Discuss the program outline (Sessions and timings) and explain how the program will be conducted.

Outline the sessions that will be covered:

► Session 1: Respiration

► Session 2: Breathing Apparatus (BA)

► Session 3: Operation of BA

► Session 4: Safe Working Practices

► Session 5: BA Control Systems

► Session 6: Guide Lines

► Session 7: Conducting Searches

► Session 8: Rescue Techniques

Assessment will consist of theory and practical assessment activities.

PPT 6 – Program Outline



Learning Strategy Session 1: Respiration Time: 30 mins

Method Content Aids • Trainer/Faciliator Notes:

The following resources are required: • Resources required for the session:

► Reference Manual: Breathing Apparatus (Open Circuit) Ed 2, 2011

► PowerPoint: PPT_OPERATE_BA_ED1_15032011

► Skills PAK: SP_OPERATE_BA#

► Breathing apparatus

► Stop watch

• Introduce session: To understand why breathing apparatus are used, a basic understanding of the respiratory system is necessary.

This session discusses the:

► composition of air

► respiratory system;

► function of oxygen in the body; and

► effects of exposure to irrespirable atmospheres

PPT 7 – Session 1 Respiration

• Inform learners of session enabling objectives:

Read through each of the aims/objectives listed on the PPT slide.

Upon completion of the session, learners will be able to:

► describe the combination of gases that comprise inhaled and exhaled air;

► describe the role of air in the body;

► have a basic understanding of the respiratory system; and

► know what comprises irrespirable atmospheres and the implications of working in these type of atmospheres.

Clarify learner understanding of aims/objectives as required.

PPT 8 – Learning Outcomes



Learning Strategy Session 1: Respiration Time: 30 mins

Method Content Aids • Stimulate recall of prior/

prerequisite learning?: Ask learners to share what they already know about respiration.

Using this shared knowledge cover the content from this session.



Session 1 Respiration Time: 30 mins

Content Points Teaching options Aids/Refs/Practice/Feedback/ Assessment

COMPOSITION OF AIR

Gases contained in normal breathing air Q: What makes up air?

A. Should include:

► oxygen;

► nitrogen; and

► carbon dioxide

Discuss the composition of inhaled and exhaled air.

RM p 6

White answers on white board/butcher paper

PPT 9 – Inhaled Air

PPT 10 – Exhaled Air

Role of inhaled gases Q What is the role of air in the body?

Quantity of oxygen absorbed Discuss how much oxygen is absorbed during inhalation.





RESPIRATORY SYSTEM RM page 3

Respiration process Explain the process. PPT11 – How We Breath

Breathing under normal circumstances

► Consumption of oxygen and air breathed

Discuss.

Stop watch

Ask 2 learners to measure their heart rate at rest and note the breathing rate.

Breathing in exceptional/work circumstances

► Consumption of oxygen and air breathed.

Discuss the implication.

Compare it to the “at rest” measurements.

Discuss the air quantity consumed at rest and at work.

Stop watch

Ask same learners to run on the spot for 1 minute. Again measure heart rate and breathing rate.

Composition of exhaled air Review the composition of exhaled air. PPT12 – Exhaled Air

Quantity of oxygen absorbed Discuss how much oxygen is absorbed during inhalation.





FUNCTION OF OXYGEN IN BODY Explain and talk to the content points RM pages 4-5

PPT 13 – 15 – Function of Oxygen

► Compare the body to a small engine requiring fuel and oxygen.

► Organs that provide fuel and oxygen and carry waste products.

► Oxygen consumption rate during rest & work.

PPT 16 – Consumption of Oxygen

IRRESPIRABLE ATMOSPHERES

► Safe percentage of breathing oxygen Discuss. PPT 17 – Air For Body Function

► Dangers of toxic gasses, especially carbon monoxide

Discuss the differences between carbon mono- oxide and di-oxide and the affect on the body.

PPT 18 – Dangerous Gases

► Atmosphere at a fire Discuss what happens in a room where a fire is burning.

Give local examples of incidents where BA was required.

PPT 19 – Gases at a Fire





IRRESPIRABLE ATMOSPHERES (CONT.)

Respiratory hazards at fire

► HOTS

Explain the abbreviation of HOTS.

Emphasise that one of the elements must be present to use BA.

PPT 20 - HOTS

Examples of work environments with oxygen deficient atmosphere

Q. What sort of environments are we likely to work in that is oxygen deficient?

Explain and interpret.

Explain impact of carbon mono-oxide on body.

Write answers on whiteboard/butcher paper.

► Table of source of toxic gases Discuss/interpret briefly. PPT 21 – Toxic Gases

Table 1 RM page 7

► Table of effect of gases on respiration Discuss/interpret briefly. Table 2 RM page 8

PPT 21 – Effects of Lack of Oxygen





CONCLUDE SESSION

Questions Allow time for questions and general discussion.

PPT 23 – Questions

Summary Summarise the main learning points.

Check that the Session objective have been met.

PPT 24 - Summary

Self Assessment Provide the opportunity to complete a self assessment.



Learning Strategy Session 2: Breathing Apparatus Time: 75 mins

Method Content Aids • Trainer/Faciliator Notes: Note for instructor: Combine RM Ch 2, 4 and Ch 6 p 59 for this session.

Reference Manual




► BA set used in the District

► DSU, BA tally tag

• Introduce session: The purpose of compressed air breathing apparatus (CABA), whether it’s an open or a closed circuit set, is to make it possible for you to work in irrespirable atmospheres

Within CFA, the abbreviations CABA and BA are used interchangeable when referring to positive pressure compressed air breathing apparatus sets and procedures – BA is more commonly used.

This will introduce you to the general operating principles of open circuit BA, and describes the main components of the sets.

PPT 25 – Session 2 Breathing Apparatus



Learning Strategy Session 2: Breathing Apparatus Time: 75 mins

Method Content Aids • Inform learners of session

enabling objectives: Read through each of the aims/objectives listed on the overhead.

► Explain the outcomes that will need to be achieved.

► At the conclusion of the program, learners should be able to:

► describe the difference between open and closed circuit BA;

► understand the general principles of BA operation;

► identify the individual components of the BA set and know the function of each component;

► know how to calculate the working duration of a cylinder, including the safety margin; and

► know how to use the distress signal unit and BA tally tag.



• Stimulate recall of prior/ prerequisite learning?:

Remind participants that oxygen is consumed during work and rest. Oxygen consumption increases during work.

Ask participants when and why BA is used.

PPT 27 – Why Wear BA?



Session 2 Breathing Apparatus Time: 75 mins


CATEGORIES OF BA RM page 13

PPT 28 – Categories of BA (Open Circuit)

PPT 29 – Open Circuit

PPT 30 – Categories of BA (Closed Circuit)

PPT 31 – Close Circuit BA

Explain the differences between the two sets.

Confirm only open circuit BA sets are used.

Open Circuit Show set used on station

Explain the basic operation of open circuit

BA set

Closed Circuit Explain that closed circuit is only used in special operations requiring long duration of BA such as mine rescues.

Explain basic operation.

Summarise differences between sets

PPT 32 – Open Circuit vs Closed Circuit BA





GENERAL PRINCIPLES OF OPERATION

Explain the general operating principles.

Explain positive pressure and demonstrate.

PPT 33 – General Principles of Operation

PPT 34 – Positive Pressure in BA

PPT 35 – Negative Pressure in BA

BA SETS USED WITHIN CFA RM pages 13, 14, 19 – 22

Mention two sets are used in Victoria, depending on wether the brigade is in the eastern or western side of the state.

PPT 36 – BA Sets Use in CFA

Sabre Centurion Used in eastern side of Victoria

Draeger PA 94 Plus Used in western side of Victoria.





BA SET COMPONENTS RM pages 14 – 18

PPT 37 – BA Set Components

Each BA component Show and demonstrate the individual components and explain their function and operation.

BA Set used in brigade

Explain the concepts relating to cylinders:

► Full duration, safety margins and working duration.

► Explain the calculations

► Explain what the minimum cylinder pressure must be to enter a BA operation area.

PPTs 38– 42

White board/butcher paper

Practice calculations for various cylinder pressures

PPT 43 – Safe Working Practices





OTHER EQUIPMENT USED IN ASSOCIATION WITH BA

PPT 44 – Other Equipment

Distress signal unit (DSU) Mention the purpose of the DSU. The DSU is discussed in full in Session 4.

Practice activating DSU

RM Cp 4

PPT 45 - 50

Show DSU unit

BA Tally Explain the function of the BA tally.

Explain the information recorded on the tally.

Mention that tally will be review during Session 5, BA Control Systems.

Show BA tally

Personal Guideline Explain this equipment is an integral part of Search and Rescue techniques.

Mention that two types of guidelines are used: personal and main.

Session 6 will review guidelines.

Show Guideline





CONCLUDE SESSION

Questions Allow time for questions and general discussion


Summary Summarise the main learning points


PPT 52 – Summary




Learning Strategy Session 3: Operating Breathing Apparatus Time: 60 mins





► RM Ch 3.

► PPT Session 3.

► BA sets used in region.

► Current version of applicable FGP’s.

• Introduce Session: To ensure their safe, efficient operation, BA sets need to be properly operated and maintained.

PPT 53 – Session 3 Operate Breathing Apparatus

• Inform learners of Session enabling objectives:


At the conclusion of the session, learners should be able to complete:

► pre-operational checks and/or tests;

► donning, starting-up and closing-down procedures; and

► after-use maintenance and testing procedures of the equipment.


54 – Learning Outcomes



Learning Strategy Session 3: Operating Breathing Apparatus Time: 60 mins


prerequisite learning?: ► What do the terms positive and negative pressure in BA refer to?

► What is the capacity of a BA cylinder?

► At what below what pressure should you not don and wear BA?

► What is the DSU?



Session 3 Operation of Breathing Apparatus Time: 60 mins

Content Points Teaching options Aids/Refs/Practice/Feedback/Assessment

PRE-OPERATIONAL CHECKS AND TESTS RM page 27

PPT 55 – Pre-Operational BA Test Per Shift

Reason for checks and tests

Explain the need for the tests.

High and low pressure test

Explain and demonstrate how to perform the tests. Learners practice performing tests

Records cards Explain how to complete the cards. RM page 28

PPT 56 – Record Card





DONNING, STARTING-UP AND CLOSING-DOWN PROCEDURES

Terminology Explain the terminology.

PPT 57 – Using BA – Terminology

Donning Explain while demonstrating process, using applicable FGP. PPT 58 – Donning

FGP/BA

Practice in pairs under supervision, using FGP

Starting-up Explain while demonstrating process, using applicable FGP. PPT 59 – Starting Up

FGP/BA


Closing down Explain while demonstrating process, using applicable FGP. PPT 60 – Closing Down

FGP/BA






Doffing Explain while demonstrating the procedure, using applicable FGP.

PPT 61 – Doffing

FGP/BA


Changing a Cylinder Explain while demonstrating procedure, using applicable FGP.

FGP/BA


Checking air -supply Explain while demonstrating process, using applicable FGP. FGP/BA/Record Card


PPT 62 – Monthly Pre-Operational BA Test





AFTER-USE MAINTENANCE & TESTING OF EQUIPMENT

Discuss maintenance and testing using applicable FGP for BA and DSU.

PPT 63 – After Use Maintenance

PPT 64 – DSU After Care Maintenance

CONCLUDE SESSION

Questions Allow time for questions and general discussion PPT 65 – Questions



PPT 66 – Summary

Self Assessment Provide the opportunity to complete a self assessment. Encourage participants to complete applicable chapter in the RM.

Learning and Assessme t Strn ategy


Learning Strategy Session 4: Safe Working Practices Time: 30 mins





► RM Ch 5.

► PPT Session 4.

► SOP 11.12

• Introduce Session: The wearing of BA enables you to work in environments that are potentially hazardous. Therefore, you need to be properly prepared and fit enough to work safely in such challenging environments. You must also be aware of, and exercise, safe working practices while operating in BA.

Safe working practices not only make work safer, but also more efficient and usually easier. They will help prevent accidents and errors, and they give you an appropriate course of action if something does go wrong.

PPT 67 – Session 4 Safe Working Practices



At the conclusion of the program, learners should be able to understand the safe working practices:

► that generally apply to BA wearers;

► when operating in BA;

► when working in hot and humid atmospheres; and

► during a BA emergency.



► What are some safe working practices when wearing BA?



Session 4 Safe Working Practices Time: 30 mins


GENERAL PRACTICES

Discuss each of the points.

Emphasise:

► SPADRA;

► the health requirement to operate safely in BA;

► the appropriate PPC/E; and

► the need to follow procedures.

RM page 49

PPT 69 – 70

WHEN USING BA RM page 51

PPT 71 – 74 – Use BA Safely

Feeling of safety when wearing BA Discuss each point, ensuring learners appreciate the changes in their perceptions (hearing, feeling, smelling) that occurs when wearing BA.

Facial Seal Refer to Standards and SOP 11.12:

Explain reasons for the requirements.

PPT 75 – Facial Seal of BA

WORKING IN HOT AND HUMID ATMOSPHERES

Discuss the physical challenges of working in these type of environments.

Emphasise the safe working practices.

RM page 53

PPT 76 – 77



Session 4 Safe Working Practices Time: 30 mins


BA EMERGENCY PROCEDURES Discuss the procedures for each situation. RM page 53

PPT 78 – 79

Separation

Lost in smoke

Entrapped Explain the 4X4X4 breathing principle.

DSU heard

Face-mask and set malfunction

Emergency evacuation procedures

CONCLUDE SESSION




Check that the session objective have been met.

PPT 81 – Summary




Learning Strategy Session 5: BA Control Systems Time: 30 mins





► RM Ch 4

► PPT Session 5

► BA Control Board.

► BA Tally

• Introduce Session: The BA Control System is designed to account for BA teams and provide them with rapid assistance should they get into difficulties. It must be used every time BA is in use. It is essential for safety that you have a detailed knowledge of the systems and strictly adhere to it during operations.

PPT 82 – Session 5 BA Control Systems

• Inform learners of Session enabling objectives:

Read through each of the aims/objectives listed on the overhead.


At the conclusion of the program, learners should be able to:

► understand the different stages of BA control;

► the requirements for each BA control stage;

► accurately complete a BA control board;

► understand a BA operator’s responsibilities as far as the BA Control Systems is concerned; and

► act as a BACO.





Learning Strategy Session 5: BA Control Systems Time: 30 mins


prerequisite learning?: ► What is meant by the term BA control?

► What does the acronym BACO stand for?



Session 5 BA Control Systems Time: 30 mins


CONTROL PROCEDURES RM pages 37 – 39

Operation stages Explain the requirements and for each stage PPT 84 – 85

BA tallies Review information contained on tally

Explain how to use tally in a BA Control System.

PPT 86 – BA Tallies

Tally

Control boards Explain the function

Demonstrate completing the board, including calculating time-out.

PPT 87 – Control Board

Control board

Calculate time-out on Control Board

BA OPERATORS’ RESPONSIBILITIES Explain and discuss. RM page 38

PPT 88 – 89 – BA Operator Responsibilities

BACO’S RESPONSIBILITIES Explain and discuss. RM page 39

PPT 90 – 94



Session 5 BA Control Systems Time: 30 mins


CONCLUDE SESSION

Questions

Allow time for questions and general discussion. PPT 95 – Questions



PPT 96 - Summary


Encourage participants to complete applicable chapter in the RM.



Learning Strategy Session 6: Guide Lines Time: 30 mins





► RM Ch 4

► Latest version of applicable FGP’s

► Main guide line

► Personal guide line

► Recoiling equipment

• Introduce Session: Guide lines are used to increase the personal safety of BA operators in limited visibility situations or smoke-filled structures. They are used at the discretion of the Incident Controller and are typically used when working inside large and complex structures.

Using guide lines and personal lines together allows BA operators to easily find their way to the exit, and so search away from the guide line to the limit to their personal line and still find the guide line again with ease.

PPT 97 – Session 6 Guide Lines



At the conclusion of the session, learners should be able to:

► identify the different types of guide lines;

► know when and how to use the guide lines;

► know the limitations of each guide line; and

► recoil the guide lines.





Learning Strategy Session 6: Guide Lines Time: 30 mins


prerequisite learning?: ► What are guide lines?

► Why do we use guide lines?

► When would a guide line be used?

► What are the benefits of using a guide line?



Session 6 Guide Lines Time: 30 mins


TYPES OF GUIDE LINES Explain and show the two types of guide lines.

Explain when the two types are used

RM pages 40 – 41

PPT 99 – 100

Guide lines

MAIN GUIDE LINE Explain and demonstrate the use.

Emphasise the direction of the serrate clip during use

PPT 101 – Main Guide Line

Main guide line

Practice Use

PERSONAL GUIDE LINES Explain and demonstrate the use.

Emphasise the direction of the serrate clip during use

PPT 102 – Personal Guide Line

Personal guide line

Practice Use

BA MAIN AND PERSONAL GUIDE LINE PROCEDURES

Main and personal guide lines

Procedures Explain and demonstrate the use.

PPT 103 – 105

Emphasise the direction of the serrate clip during use.

PPT 106 – 110

RECOILING MAIN AND PERSONAL GUIDE LINES

FGP



Session 6 Guide Lines Time: 30 mins


CONCLUDE SESSION





PPT 112 – Summary


Learning and Assessme t Strn ategy


Learning Strategy Session 7: Conduct Search and Rescue Time: 60 mins

Method Content Aids • Trainer/Faciliator Notes: Only Element 4 from the PSTP competency PUAFIR203B Respond to urban

fire is covered in this session.


► Learning Manual: Search and Rescue, Edition 1 – June 2003


►

►

• Introduce Session: This session provides an understanding of how to conduct search and rescue in an urban environment; whether working as a member of a team or under direct supervision.

Both primary and secondary searches will be discussed during the session.

PPT 113 – Session 7 Conducting Searches




► conduct primary and secondary searches in accordance with organisational procedures;

► lead occupants to safety;

► provide casualty assistance; and

► locate and protect fatalities.





Learning Strategy Session 7: Conduct Search and Rescue Time: 60 mins


prerequisite learning?: Ask learners who has had been involved in conducting searches before.

► What do you know about how the types of searches CFA conducts?



Session 7 Conduct Search and Rescue Time: 60 mins


SEARCHING BUILDINGS

Two types:

► primary; and

► secondary.

Discuss the types of searches conducted. PPT 115 – Searching Buildings

Primary Search

Conducted by rescuers, who must be wearing breathing apparatus if there are:

► High temperatures;

► Oxygen deficiency;

► Toxic gases and fumes;

► Smoke.

Explain primary search. Search and Rescue LM page 5

PPT 116 – Primary Searches

Secondary Search

Explain secondary search. Search and Rescue LM page 6

PPT 117 – Secondary Searches

Establishing a search pattern

Discuss and emphasis importance of working in teams of two or more.

Search and Rescue LM page 6

PPT 118 – 119 – Establishing Search Pattern

Entering a room

Emphasise what should be done before entering a room. Search and Rescue LM page 7





Room search Discuss techniques.

Emphasise importance of search being systematic and thorough.


Marking searched rooms Explain the techniques that can be used.


Searching larger buildings

► Using pre-incident plans

► When no plan is available

Discuss the process for gathering information prior to searching larger buildings.


PPT 120 – Searching Larger Buildings

Multistorey search and rescue

► Rescue teams

► Leading occupants to safety

Discuss the challenges of multistorey search and rescue. Search and Rescue LM page 9

PPT 121 – Multistorey Search and Rescue

PPT 122 – 123 Leading Occupants to Safety

Use of Lighting Explain the use of lighting to assist search and rescue. Search and Rescue LM page 11

Personal lines Recall discussion on personal lines.

Ask learners how personal lines can be used during search procedures.

Ensure learners understand warnings associated with use of personal lines.


PPT 124 – Personal Lines





Communications in a search and rescue Ask learners why communication is very important.

Discuss.


Complete the activities in Search and Rescue LM page 21 and discuss.

HAZARDS Ask learners to think about hazards that may be encountered.

Search and Rescue LM Chapter 2 – Hazards

PPT 125 – Hazards

WORKING IN A SMOKE-FILLED, DARK AND HOT ENVIRONMENT

Discuss the nature of hazards and precautions to be taken. Search and Rescue LM page 23

PPT 125 – Hazards

Precautions

Stimulate discussion using the following questions:

► Why is it important to mark any unsafe areas?

► What is the main reason for progressing on hands and knees?

Ask participants to demonstrate how they should move when moving upright.






Actions to take if lost or trapped in a hostile, smoke filled environment

Ask learners how disorientation may affect search procedures.

Discuss the process they should follow if they become disoriented or lost.


Refuge points Ask learners what they should consider when thinking finding refuge if trapped, lost or disoriented.


INDUSTRIAL HAZARDS Ask learners to identify what hazards may exist in industrial areas.


PPT 125 – Hazards

Problem areas Discuss the nature of these hazards varying according to the processes or work undertaken on the site.


What to do Ask learners to identify the process for identifying these hazards.





ELECTRICAL HAZARDS Search and Rescue LM Chapter 3 – Electrical Hazards

PPT 125 – Hazards

FACTS ABOUT ELECTRICITY Have learners identify what they know about electricity.

Ensure they have an understanding.


WHERE ELECTRICAL HAZARDS CAN BE FOUND

Ask learners to brainstorm where electrical hazards can be found.

Ensure learners identify that electrical hazards may be:

► overhead or underground;

► concealed behind walls;

► in roof spaces or voids;

► beneath floors;

► associated with industrial machinery; and

► associated with domestic appliances.

PPT 126 – Electrical Hazards


Have participants look around the room and identify where they think electrical hazards may be found.





ELECTRICITY IN A BURNING OR DAMAGED BUILDING

Discuss when power to a building should be disconnected.

Ensure learners understand whose role it is to disconnect power.

Discuss the safety issues associated with damaged buildings.

PPT 126 – Electrical Hazards


OTHER PLACES DAMAGED WIRING MAY BE FOUND

Ask learners to think about where damaged wiring may also be found.

Responses may include outside a building, for example fallen power supply lines.

Discuss the nature of danger associated with these.


ACTION TO TAKE PPT 127 – Action to Take


► On arrival Explain what should be done on arrival. Search and Rescue LM page 33

► During search and rescue Have learners brainstorm safe working practices they should follow during search and rescue.

Confirm responses with those outlined in Search and Rescue LM (page 34).






CONCLUDE SESSION





PPT 129 – Summary




Learning Strategy Session 8: Rescue Techniques Time: 30 mins



► Learning Manual: Search and Rescue, Edition 1 – June 2003


►

►

• Introduce Session: This session provides an understanding of the techniques used for rescue.

Techniques used to rescue people encountered during a search will be covered. Techniques without and with equipment will be discussed.

PPT 130 – Session 8 Rescue Techniques




► select an appropriate technique for rescuing building occupants;

► conduct rescues without equipment; and

► identify specialised equipment for conducting rescues.




► Why would there be a need to rescue people during a building search?

► What techniques can be used?



Session 8 Rescue Techniques Time: 30 mins


SELECTING A TECHNIQUE Explain the dependencies for selecting the technique.


PPT 132 – Selecting a Technique

RESCUES WITHOUT EQUIPMENT Search and Rescue LM page 39-41

PPT 133 – Rescues Without Equipment

Provide an overview of each technique.

Use two learners and a dummy (if available) to assist in demonstrating each technique.

Dummy

► Backward drag

► Human crutch

► Fore and aft carry

► Two handed seat

Have learners attempt each technique in pairs using a dummy (if available).





RESCUES USING EQUIPMENT Search and Rescue LM page 42-44

PPT 134 – Rescues With Equipment

Rescue using blankets Discuss and demonstrate how a blanket may be used as rescue equipment.


Using blankets have learners attempt to use these to develop their rescue technique.

Bed removal Discuss.

Ensure learners are aware of importance of not disconnecting life support or other equipment if moving patients.


Specialised equipment

Rescues:

► from multistorey buildings;

► using ropes, lines and harnesses;

► using portable ladders;

► using aerial appliances; and

► using slings, stretchers and litters.

Discuss the equipment required for these rescues. Search and Rescue LM page 43





SELF- RESCUE Direct participants to the relevant SOPs/FGPs and discuss self-rescue techniques.

PPT 135 – Self Rescue


CONCLUDE SESSION





PPT 137 – Summary




Session/Program Conclusion Summary/Review: Use a combination of self check questions from the learner manual and or directed questioning techniques

Learning Check: Opportunities should be provided throughout the session for students to ask questions or clarify content. At the end of each session, trainers should consider using a combination of self check questions from the learner manual and or directed questioning techniques to check student understanding of session content. Material covered in earlier sessions may also be checked in later sessions. Practical activities should be incorporated into the training to allow participants to demonstrate the skills required.

On the Job Practice: Determined at Brigade level.

Support/Encouragement Techniques:

For example, a phone call from the trainer, a follow-up questionnaire that's completed by both participants and their managers, or the manager having a development discussion with their team member.

Further Training: Determined at Brigade level. Any further learning that would enhance skills and knowledge (for example, further courses to complete or books to read).

Program/ Unit Evaluation: Feedback is sought from trainers and participants. A post course review should be carried out to gather feedback and seek ideas for improving course content and presentation.

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