Respond to Wildfire - Learning and Assessment Strategy

Wildfire Firefighter Respond to wildfire

PUAFIR204A Respond to Wildfire PUAFIR309 Operate Pumps PUATE001A Work in a Team

Learning and Assessment Strategy

Version 1.0 - 26 April, 2006

First published March 2006 in Australia by:

CFA Operations, CFA Headquarters, 8 Lakeside Drive, Burwood East, Victoria 3151.

© CFA 2005

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.


26 April, 2006 Wildfire Firefighter Respond to Wildfire - Learning and Assessment Strategy.doc of 165

Table of Contents Learning Materials Control Sheet ..................................................................................5

Record of Versions ........................................................................................................5

Contact for Enquiries and Proposed Changes ..............................................................5

PUAFIR204A Respond to wildfire..................................................................................7

PUAFIR309A Operate pumps .....................................................................................11

PUATEA001A Work in a team.....................................................................................15

Competency Map – PUAFIR204A Respond to wildfire ...............................................18

Competency Map – PUAFIR309A Operate pumps .....................................................19

Competency Map – PUATEA001A Work in a team.....................................................20



Learning Materials Control Sheet

Record of Versions No Date Nature of Amendment

1.0 26/04/2006 Initial learning and assessment strategy

Contact for Enquiries and Proposed Changes If you have any questions regarding this learning document please contact the responsible area identified below:

Name Tony Duckmanton

Designation Manager – Learning and Development

CFA Headquarters,

8 Lakeside Drive, Burwood East, Victoria 3151

Phone (03) 9262 8310

Fax (03) 9262 8576

Email [email protected]



PUAFIR204A Respond to wildfire This unit covers competency for responding to a wildfire when working as a member of a team, under direct supervision.

Element Performance Criteria

1. Prepare to respond to fire 1.1 The location of fire and the most effective route to the fire are obtained taking into account local conditions.

1.2 Protective clothing and equipment, food and fluid requirements are identified and relevant preparations undertaken prior to departure.

2. Proceed to fire 2.1 The location of the fire is confirmed on approach.

2.2 Access to the area is gained with minimum injury to personnel or damage to vehicles, equipment or the environment.

2.3 Evidence of fire cause is noted and brought to the attention of the supervisor.

3. Obtain and use extinguishing media and equipment

3.1 Nominated media and equipment are located and obtained.

3.2 Equipment is used to deliver the nominated media in accordance with the organisation’s and manufacturer's procedures.

4. Combat wildfire 4.1 Instructions are received, confirmed and implemented in accordance with the organisation’s safe work practices and procedures.

4.2 Equipment and extinguishing media used are appropriate to wildfire conditions.

4.3 Control lines are prepared in accordance with the organisation’s procedures.

4.4 Equipment is positioned, made ready for use and protected from damage in accordance with the organisation’s procedures.

4.5 Fire is attacked taking into account wildfire hazards as directed and in accordance with the organisation’s procedures.

4.6 Evidence of fire cause and area of fire origin are protected.

4.7 Communication is maintained at all times in accordance with the organisation’s procedures.




5. Observe and react to wildfire and weather conditions

5.1. Conditions at the fire are observed and their effect on fire behaviour and development are noted and reported to supervisor.

5.2. Weather conditions and changes to fire behaviour are observed and reported to the supervisor.

5.3. Variations in terrain, fuel types and fuel arrangements are observed and the effect on fire behaviour is reported to the supervisor as required.

5.4. A safe escape route or refuge is identified and maintained at all times.

5.5. Communication is maintained with other firefighting personnel and the supervisor throughout operational activities.

6. Participate in mop-up and patrol activities

6.1. Mopping-up activities are carried out under direction in accordance with the organisation’s procedures.

6.2. Patrol of the perimeter or sector of the fire is maintained in accordance with the organisation’s procedures.

7. Assist in ancillary operations

7.1. Activities to complement firefighting operations are carried out as directed and according to the organisation’s procedures.

8. Recover and store equipment

8.1. Equipment and consumables are recovered as directed.

8.2. Equipment is stored in accordance with the organisation’s procedures.

8.3. Cleaning and maintenance are carried out in accordance with the organisation’s procedures.

RANGE STATEMENT

Types of wildfire must include Ground, surface, crown

Types of fuel may include Grass crop forest heath plantation scrub

Fuel features must include Type size arrangement/distribution quantity moisture content topography local fire conditions

Weather factors must include Variations to wind speed and direction, relative humidity, temperature, atmospheric stability

Wildfire extinguishing media must include

Water

and may also include Wetting agent Class A foam fire suppressants (short and long term) earth retardants



Wildfire extinguishing equipment must include

Tanker hand tools hose and small gear pump

and may also include Aircraft ropes and lines knap sack chainsaw

Types of firefighting strategies must include

Offensive strategy defensive strategy flank attack combined strategy direct attack parallel attack indirect attack combination attack

Wildfire hazards must include Heat related illness, fatigue, smoke, inhalation, burns, sprain or fracture, snake or insect bite, falling branches/trees, manual handling, trips/falls, disorientation, environmental, lack of visibility, water bombing operations

Variations in topography must include

Elevation slope aspect landscape features

Access may be gained by Vehicle aircraft boat foot

Information about access must be received by

Radio/phone personal contact

and may also include Map reference

Personal protective clothing and equipment must include

Turnout uniform and gloves eye protection hearing protection respiratory protection

and may also include Protective hoods accessories as per organisational standards

Ancillary activities may include

Provision/transportation of food, water and equipment for an incident working with earth moving equipment such as bulldozer, grader, tractor with blade

EVIDENCE GUIDE

Critical aspects of evidence For this unit it is essential that competence be demonstrated by: reacting to changing wildfire behaviour due to changes in weather, topography and fuel conditions participating in dry wildfire control use of extinguishing media in wildfire control maintaining health and safety of self, other workers and people in the immediate work area participating in mop-up and patrol, undertaking operational activities safely

Interdependent assessment of units

Pre-requisite units: PUAFIR201A Prevent injury

Co-requisite units: Nil

Underpinning knowledge fire behaviour extinguishing media, water, foam, suppressants knapsack operating firefighting equipment, responding to wildfire wildfire control tactics and techniques wildfire hazards, safety



techniques fuel load, moisture content of fuel, topography, fireground signals, organisation’s operating procedures effects of wildfire on structures, awareness of health and fitness requirements,

Underpinning skills use of wildfire control tools and equipment undertaking dry and wet wildfire attack detection of hot spots, stags, unsecured wildfire perimeter,

Resource implications access to controlled or contained fires availability of wildfire control equipment

Consistency in performance Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Context of assessment A combination of oral or written presentation, observation, on the job or in a simulated wildfire (grass, crop, scrub, forest)environment



PUAFIR309A Operate pumps This unit covers competency for operating pumps while responding to a wildfire when working as a member of a team, under direct supervision.


1. Prepare pump to deliver water

1.1 Type of pump selected is appropriate to the operation/incident

1.2 Suitability of water supply is determined

1.3 Pump is sited and positioned to receive and deliver water supply in accordance with the organisation’s requirements

1.4 Pump is engaged in accordance with the manufacturer’s guidelines and the organisation’s procedures

1.5 Appropriate agents are prepared for the production of foam at an incident, where required

2. Operate pump 2.1. Pump components, ancillary equipment and principles of operation are utilised to draught water from a static supply, to boost water from a reticulated supply or to deliver water from the appliance tank

2.2. Pump operation is in accordance with manufacturer's specifications, organisation’s procedures and OH&S guidelines

2.3. Hydraulic requirements of hose lines and branches are calculated

2.4. Pumps are operated to ensure that pressure and flow meet operational requirements and safety to personnel is maintained

2.5. Pump performance is monitored and maintained to ensure maximum efficiency of operation, to detect and correct pumping and safety problems and to take appropriate action in accordance with the organisation’s procedures

2.6. Pump operations are to be carried out avoiding injury to personnel and damage to equipment and facilities

2.7. Mechanical malfunctions are reported to supervisor according to the organisation’s procedures




3. Conclude pump operations 3.1. Pump operations are concluded in accordance with the organisation’s procedures

3.2. Ancillary equipment is collected and stowed in accordance with the organisation’s requirements

3.3. Maintenance procedures and checks are undertaken to ensure pump and ancillary equipment is serviceable in accordance with the organisation’s requirements

RANGE STATEMENT

Pumps may include Portable pumps positive displacement centrifugal ejector, free-standing, trailer or vehicle-mounted petrol or diesel driven appliance-mounted pumps single-stage centrifugal, multi-stage centrifugal series/parallel centrifugal peripheral water turbine

Water supplies may be of the following shapes

Rectangular spherical cylindrical trapezoidal Irregular

Hydraulic calculations may include

Friction loss, velocity, discharge and flow rates, jet reaction, theoretical and effective height of a jet

Foam equipment may include Foam-making branch pipes in-line inductors in-line foam generators round-the-pump proportioners pressure-balanced foam systems electronic foam systems, Class A foam systems, Class B foam systems, medium expansion foam, equipment high expansion foam equipment, high back-pressure (sub-surface injection) foam system compressed air foam system pick-up tubes

Primers may include Force pump exhaust ejector diaphragm water ring rotary vane rotary gear

Concentrates may include Aqueous film forming foam alcohol type foam protein foam Class A foam Operate pumps

Static water supply may include

Dams rivers lakes reservoirs tanks seawater swimming pools portable dams

Reticulated water supply may include

Trunk mains distributary mains reticulation mains

Ancillary equipment may include

Hydrant tools and openers standpipes suction hoses, spanners, strainers, baskets ropes/lines couplings adaptors and matching pieces breechings delivery hose



Organisation’s procedures may be covered in

Training manuals manufacturer's specifications fireground procedures OH&S guidelines maintenance procedures and checks pumping practices service procedures, standard operating procedures

Operation includes observance of

Branch operators, where possible pump operators on other units when relay pumping monitoring of gauges and warning lights use of pressure relief valves and transfer valves use of pump performance charts or tables illustrating information such as optimum nozzle pressure and friction loss water levels

Suitability factors include Capacity pressure turbidity salinity

EVIDENCE GUIDE

Critical aspects of evidence It is essential for this unit that competence be demonstrated in: maintenance of water supply to branch operators maintenance of appropriate levels of pressure, responding appropriately to changing circumstances, when using foam, the correct proportion of foam and water is supplied/delivered and supply of foam concentrate is maintained when pumping from an appliance tank, monitoring levels of water remaining in appliance tank to ensure minimum levels for crew protection pumping without injury to personnel or damage to equipment Operate pumps


Pre-requisite units: PUAFIR203A Respond to urban fire, or PUAFIR202A Respond to isolated/remote structure fire, or PUAFIR204A Respond to wildfire or PUAFIR205A Respond to aviation incident (specialist) PUAEQU001A Prepare and maintain response equipment


Underpinning knowledge Principles of hydraulics (flow and pressure) calculations of water supply capacity hydraulic calculations including friction loss velocity discharge and flow rates jet reaction, theoretical and effective height of a jet types of pumps and primers pump components and their principles of operation pump gauges and controls power train positioning pumps principles of operating pumps relay pumping types of foam concentrate

Underpinning skills Prime and operate a pump, operate a pump using gauges and controls, position a pump, supply water to a location using a relay pump

Resource implications Access to a range of pumps



Consistency in performance Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Context of assessment A combination of oral or written presentations, on the job and/or in a range of simulated environments



PUATEA001A Work in a team This unit covers competency for responding to a wildfire when working as a member of a team, under direct supervision.


1. Contribute to team activities

1.1. Roles and responsibilities of team members are recognised

1.2. Contribution is made to identifying team goals and objectives

1.3. Activities are completed to required standard within timeframe and in accordance with organisation’s policies and procedures

1.4. Assistance in the completion of tasks is requested from other team members where appropriate

1.5. Team members are assisted to ensure efficient and safe completion of tasks in accordance with organisation’s policies and procedures

1.6. Participation by team members is encouraged and acknowledged

1.7. Changes in allocated role and responsibilities are implemented

1.8. Team meetings are attended regularly and punctually

2. Share knowledge and information

2.1. Information relevant to work is communicated effectively with team members to enable efficient completion of tasks in accordance with the organisation’s policies and procedures

2.2. Knowledge and skills are shared between team members

3. Give and receive support to/from team member

3.1. Feedback/assistance is given to other team members in an appropriate manner

3.2. Team members are supported in achieving workplace goals

3.3. Feedback from other team members is acted upon appropriately

RANGE STATEMENT

Teams comprise Two or more people working towards a shared purpose

Appropriate situation to request assistance may

include

Difficulty meeting timelines to comply with occupational health and safety requirements unsure of best method to complete task to maximise efficiency



Assisting other team members may include

Own tasks completed. to comply with occupational health and safety requirements, assistance requested, actions of others do not comply with requirements, other team member appears to be having difficulty completing task

Contribute to workplace goals may include

completion of task achievement of new competencies, development of new skills attainment of new knowledge, personal development

Activities may include Working with other members of a team in a work environment or responding in a combat or support role to natural emergencies technological/industrial emergencies, civil/political emergencies and non emergency operations, including community events public relations – activities, sporting events parades festivals

Conditions under which this competency may be required

include

Hazardous conditions eg adverse weather after dark operations difficult terrain time pressure varying time frames from immediate/short term to long term response operations varying access to equipment/resources necessitating the use of improvised techniques single or multi organisation responses dealing with human behaviours that result from emergency situations, non-emergency operations and events eg training and community education

Appropriate feedback on performance may include

Acknowledging initiative aptitude ideas performance and assistance providing constructive criticism

Organisation’s policy and Procedures may vary between sectors and organisations and

may include

Legislation relevant to the operation/incident/response, legislation relevant to the organisation operational corporate and strategic plans operational procedures, operational performance standards organisation’s personnel practices policy and procedures organisation’s quality standards

Communication processes may include

Established organisation’s procedures for recording and reporting the use of logs notebooks pagers radios and telephones team members may be geographically dispersed and require communication systems and technology to remain in contact

EVIDENCE GUIDE

Critical aspects of evidence It is essential for this unit that competence be demonstrated in the effective communication and contribution to the achievement of tasks consistent with agreed goals




Pre-requisite units: Nil


Underpinning knowledge Composition of workplace teams and roles and responsibilities of team members non operational and operational communication processes techniques for giving and receiving feedback in a constructive manner, techniques for supporting others

Underpinning skills Encouraging others/team members following instructions, interpersonal skills listening and using a variety of communication skills providing suggestions and information reporting information

Resource implications No special requirements

Consistency in performance Evidence will need to be gathered over time in a variety of team situations including regular work group and occasional or one-off work group

Context of assessment On the job or in a simulated workplace environment



Competency Map – PUAFIR204A Respond to wildfire Elements of competency unit addressed in this training program

Sessions

1

Prepare to respond to

fire

2

Proceed to fire

3

Obtain and use

extinguishing media and equipment

4

Combat wildfire

5 Observe and react to wildfire

and weather

conditions

6

Participate in mop-up and patrol activities

7

Assist in ancillary operation

s

8

Recover and store equipment

Skills Assessment

Remarks

1. Fire Science Underpinning knowledge

2. Wildfire Behaviour Underpinning knowledge

3. Wildfire Development Underpinning knowledge

4. Equipment recovery and storage

5. Hand tools for wildfire firefighting

6. Hoses for wildfire firefighting

7. Wildfire Extinguishing Agents

8. Pump Operation 9. Preparing for

response to Wildfire

10. Locating the fire Includes map reading

11. Proceeding to the fire 12. Combating the fire.

See Remarks

Covered and assessed in Safety on the Fireground

Note: Safety on the Fireground (Covering competencies for Maintain Safety at an Incident Scene and Prevent Injury) is a prerequisite to Respond to Wildfire.


26 April, 2006 PUAFIR204A Respond to Wildfire PUATE001A Work in a Team Respond to Wildfire - Learning and Assessment Strategy.doc of 165

Competency Map – PUAFIR309A Operate pumps Elements of competency unit addressed in this training program

Sessions

1

Prepare pump to deliver water

2

Operate pump

3

Conclude pump operations

Skills Assessment

Remarks

1. Fire Science

2. Wildfire Behaviour

3. Wildfire Development





8. Pump Operation

9. Preparing for response to Wildfire

10. Locating the fire

11. Proceeding to the fire

12. Combating the fire.



Competency Map – PUATEA001A Work in a team Elements of competency unit addressed in this training program

Sessions

1

Contribute to team activities

2

Share knowledge and information

3

Give and receive support to/from team member

Skills Assessment

Remarks

1. Fire Science Note: Team work is inherent to all CFA firefighting activities.

2. Wildfire Behaviour

3. Wildfire Development





8. Pump Operation

9. Preparing for response to Wildfire

10. Locating the fire

11. Proceeding to the fire

12. Combating the fire.



Section 1

Learning Strategy Respond to Wildfire

Program Introduction Aids Time

• Help learners to feel comfortable about attending this Program

Welcome participants

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

Conduct site induction and participant registration.

Ice-breaker activity – (If required)

Inform participants that this unit covers competency for responding to a wildfire when working as a member of a team, under direct supervision.

OHT 1 15 mins

• Inform learners of Program’s aim and objectives:

Show OHT 2 - 3 - Program aim/objectives .

Explain the outcomes that will need to be achieved.

PUAFIR204A Respond to Wildfire

Prepare to respond to fire Proceed to fire Obtain and use extinguishing media and equipment Combat wildfire Observe and react to wildfire weather and conditions Participate in mop up and patrol activities Assist in ancillary operations Recover and store equipment

PUATEA001A Work in a team

Contribute to team activities Share knowledge and information Give and receive support to/from team member

OHT 2 - 3

• Inform learners of Program’s timetable: Show OHT 4 – Program Outline.

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

OHT 4



Section 2

Learning Strategy Session 1: Fire Science Time: 1 Hour

Aids Time • Introduce Session: In this session we look at how materials burn. In order to effectively combat and extinguish a fire

it is necessary to understand the combustion process and the methods by which heat transfers to spread fire.

OHT 1

• Inform learners of Session enabling objectives:

Show OHT 2 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to: Name the three components necessary for combustion to occur (the fire triangle) Use the fire tetrahedron to show the chemical reaction associated with the combustion

process. Provide examples of methods used to interrupt the chemical reaction, breaking the fire

triangle to extinguish the fire. Identify the three ways that heat is transferred, spreading the fire.

Clarify participant understanding of aims/objectives as required.

Show OHT 3 – Session topics.

Topics covered in the session are:

Combustion and fire The fire triangle The fire tetrahedron Extinguishing fire Heat transfer

OHT 2

OHT 3



Session 1: Fire Science

Enabling Objective: Combustion and fire Time:

Content Points Instructional Method Practice/Feedback Assessment

Aids/Refs

Combustion Combustion is a chemical process causing

a reaction between a substance (fuel) and a gas (usually oxygen) to release energy in the form of heat.

A form of oxidation, combustion can happen easily at normal temperatures.

Combustion need not produce flames and light.

Combustion and fire When oxidation results in the production of

heat, light and flames it is referred to as fire.

Heading Explain Ask participants: What are some common examples of combustion where light and flame are not produced? Answers may include: Rusting of iron, Corrosion of aluminium Aerobic exercise (oxygen in cells releases

energy (a form of slow combustion).Etc. Ask participants: Using their knowledge of combustion, to describe in words ‘what is fire’. Write answer on whiteboard A chemical reaction giving off heat, light and flames.

WBoard WF LM page 7 WBoard




Enabling Objective: The fire triangle Time:


Aids/Refs

The fire triangle. Used to show the 3 basic components

necessary for fire to exist (ignite, burn and continue to burn.

Oxygen

− Obtained from air − Makes up 1/5 of the atmosphere − Causes chemical reaction in fuel

Heat

− Every material has an ‘ignition’ temperature.

Fuel

− Many different types e.g. wood, bark, forest litter, grass, paper, petrol, LPG.

Heading Ask participants: What is needed for a fire to burn? Answers should include: Fuel, oxygen and heat. Using OHT 4 – The fire triangle explain each side of the triangle. Ask participants: What do we mean by ‘ignition’ temperature? Answer to include: The temperature at which combustion results in visible light and flame. Stress those fuels which are involved in wildfire.

WBoard WF LM page 7 OHT 4




Enabling Objective: The fire tetrahedron Time:


Aids/Refs

The fire tetrahedron A fourth ‘component is also present during

combustion. Chemical chain reaction occurs between

fuel and oxygen Chemical chain reaction is promoted by

heat Chemical chain reaction is essential to

sustaining a fire.

Heading Ask participants: What else besides fuel, heat and oxygen is required to sustain a fire? Answer to include: Chemical chain reaction. Using OHT 5 – The fire tetrahedron explain each side of the tetrahedron.





Enabling Objective: Heat transfer Time:


Aids/Refs

Heat transfer Transmitted in three ways: Radiation

− Radiated heat is the heat you feel from a wildfire.

− Generated by burning fuel and flames. − Radiated heat energy travels in straight

lines in all directions from heat source − Wildfires radiate large amounts of heat

raising the temperature of surrounding fuels (possibly to ignition point).

− Radiated heat does not require a medium to travel through.

Heading Ask participants for examples of how heat can be transferred. List answers on whiteboard. Answers to include: Radiation Convection Conduction

Use OHT 6 Forms of heat transfer (Radiation) to explain the characteristics of each of the methods of heat transfer and how they affect a wildfires behaviour. Ask participants: What are the implications of radiant heat for wildfire firefighters? Answer should include: Heat stress, heat exhaustion Assists in heating nearby fuels to ignition

point

Recall - Heat stress effect has been covered previously in Safety on the Fireground lesson.


OHT 6




Enabling Objective: Heat transfer Time:


Aids/Refs

Convection − Transfer of heat through the heating of

air (air is the medium). − Heated air rises quickly. − Cool air moves in toward the fire at

ground level to replace the rising air creates wind creating a convection column (supplying more oxygen to feed the fire).

Use OHT 7 Forms of heat transfer (Convection) to explain the characteristics of each of the methods of heat transfer and how they affect a wildfires behaviour. Ask participants: What are the implications of convection for wildfire firefighters? Note – Cover any points of answer listed below that are not raised by students Answer should include: Convection columns can carry ashes

embers and small pieces of burning fuel to spread the fire.

Large fires create strong winds which can alter expected fire behaviour.

Fire travels faster up slopes because unburnt fuel comes into contact with convection zone.

Explain that the term “Spotting” refers to fires spread by falling ashes, embers and burning fuels carried aloft by convection columns.

Recall – Spotting has been covered previously in Safety on the Fireground lesson.

OHT 7




Enabling Objective: Heat transfer Fire intensity Time:

Conduction − Transfer of heat through a solid object

from a region of higher temperature to a region of lower temperature.

− Different substances conduct heat at different rates.

− In wildfires conduction refers to the movement of heat through the fuel itself.

Fire intensity A measure of the quantity of heat released

from a section of the fire perimeter.

Use OHT 8 Forms of heat transfer (Conduction) to explain the characteristics of each of the methods of heat transfer and how they affect a wildfires behaviour. Ask participants: What are the implications of conducted heat for wildfire firefighters? Answer should include: Very little impact. Explain that in wildfires, conduction is of little significance as it is only a small conveyor of heat. Heading Discuss meaning of definition. Ask participants: How can firefighters quickly estimate the intensity of the flames? Answer should include: Intensity can be recognised by average flame height.

WF LM page 11 OHT 8 WBoard




Enabling Objective: Fire intensity Time:


Aids/Refs

Flame heights and fire intensity Low intensity

− Fires have a flame height less than 0.5 metres

Moderate intensity

− Fires have a flame height of 0.5 – 1.5 metres

High intensity

− Fires have a flame height of 1.5 – 3.0 metres

Very high intensity

− Fires have a flame height greater than 3.0 metres

− As fire intensity increases so does the

radiated heat.

Heading Explain concept of determining fire intensity based on flame heights. Ask participants: How can firefighters quickly determine the safe distance from flames to protect themselves from radiant heat? Answer should include: Minimum distance = four x flame height

Recall – Radiant heat protection has been covered previously in Safety on the Fireground lesson.

WBoard




Enabling Objective: Methods of extinguishing fire Time:


Aids/Refs

Methods of extinguishment To extinguish fire it is necessary to break

the chemical chain reaction. Cutting off the oxygen supply

− suitable for small fires only − difficult to cut off oxygen supply to large

fires out in the open.

Heading Ask participants: How can we inhibit (stop) this chemical chain reaction? Answer to include: Removing one or more of the components of fuel, oxygen or heat. Use OHT 9 Fire Triangle to emphasise breaking the chemical reaction Ask participants: What methods can firefighters use to cut off the oxygen supply to a fire? Answer to include: Smothering flames with a beater. Shovelling soil onto the fire Laying a blanket of foam over the fire

Using OHT 10 Cutting off Oxygen Supply, explain limitations associated with this method.


OHT 10




Enabling Objective: Methods of extinguishment Time:


Aids/Refs

Reducing the temperature

− Heat causes fuel to give off vapours which burn, creating more heat.

− Water directed on flames does not cool the fuel so vapours continue to be produced maintaining the flames.

− Water directed onto burning fuel absorbs heat energy by turning to steam.

− Water cools the fuel to a temperature below the fuels ‘ignition point’ preventing the release of vapours.

Ask participants: What methods can firefighters use to reduce the temperature the fuel supply to a fire? Answer to include: Applying water to the fuel Dispersing (spreading apart) fuel.

Using OHT 11 Reducing the Fuel Temperature, explain how water should be applied and why directing water at flames is an ineffective use of available water. Ask participants: Why is it important for wildfire firefighters to apply water correctly? Answer should include: Water may be in short supply. Ineffective use of water means the fire

tanker must leave the scene earlier to replenish its water supply.

Steam generated by spraying water onto burning fuel can burn firefighters skin.

Applied inappropriately water can damage the environment through erosion.

WF LM page 9 OHT 11






Aids/Refs

Removing the fuel − Effective method of fighting large

outdoor fires. − Techniques that involve the removal of

fuel rather than the use of water are termed Dry Firefighting.

− Mineral earth lines − Control lines − Burning out (burning any unburnt fuel

between control line and fire edge) − Back burning (removing fuel from path

of fire).

Ask participants to provide examples of dry firefighting techniques. Answers may include: Using hand tools to remove or break up fuel

(mineral earth line). Using heavy machinery to create control

lines or remove fuels. Burning out

Use OHT 12 – Removing the fuel to outline the main methods used for fuel reduction when fighting wildfires. Explain that though discussed separately, in many instances it is a combination of the methods of extinguishment that brings about the safe extinguishment of wildfire.

WF LM page 9 OHT 12






Aids/Refs

Summary and revision

Conclude session by having participants read the Chapter summary and completing self assessment questions in the learner manual.

Read summary on page 15. Complete self assessment questions 1-7 on page 19, question 1 a, b and c on page 20.

WF LM page 15 WF LM page 19 - 20



Section 2

Learning Strategy Session 2: Wildfire Behaviour Time: 1 Hour

This session can be conducted in a classroom or a suitable outdoor area where fuel types etc can be inspected.

Aids Time

• Introduce Session: In order to operate safely on the fireground, wildfire firefighters need to understand how and why wildfires behave. In this session we will look at the factors that affect wildfire behaviour and the effect each factor has on the fire.

OHT 1


Show OHT 2 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to: Identify the three basic factors that affect wildfire behaviour Describe the general effects of each of the factors




Fuel and its effect on wildfire behaviour Weather and its effect on wildfire behaviour Topography and its effect on wildfire behaviour

OHT 2

OHT 3

• Stimulate recall of prior/ prerequisite learning?:

Ask participants: What did you learn from the Fire Science session? Write their responses on the white board. Answers should include: How fuels burn How heat is transferred How fire can be extinguished The fire triangle The fire tetrahedron

WBoard



Session 2: Wildfire Behaviour

Enabling Objective: Fuel and it effect on wildfire behaviour Time:


Aids/Refs

Fuel and it effect on wildfire behaviour Group A Fuel types involved Affect of fuel size and quantity

Group B Affect of fuel arrangement Affect of fuel moisture content

Heading Ask participants: What are the factors associated with fuel that affect wildfire behaviour? List answers on the white board. Answers should include: Fuel type Fuel size and quantity Fuel arrangement Fuel moisture content

Activity: Divide participants into two groups (Groups A and B). Distribute Butcher’s paper and pens to each group. Ask Group A to discuss and list examples of the type of fuel usually involved in wildfires and how the size and quantity of these fuels affects fire behaviour.

Ask group B to discuss and list how they think the arrangement of fuels and their moisture content affect wildfire behaviour. Allow 10 minutes then have each group report on its findings.

Identifying how fuel conditions effect wildfire behaviour.

WBoard WBoard

Butchers paper Whiteboard pens. WF LM page21-23






Aids/Refs

Group A’s response Fuel types involved

Fuel size and quantity

Ask Group A to report on the types of fuel and how fuel size and quantity affects wildfire behaviour.

Answers should include: Grass Forest litter lying on the ground Small shrubs and scrub Trees and bark Decomposing humus and fine ground litter

(duff) Material remaining after forestry or logging

operations (Slash) Plantation pruning’s

Answers should include: Fuels are classified as fine or heavy Fine fuels are less than 6mm diameter Fine fuels burn rapidly and can cause

spotting Fine fuels contribute the most to the forward

rate of spread of a wildfire. Course or heavy fuels over 6mm diameter

(thicker than a pencil) are harder to ignite, burn more slowly and for much longer periods.

The more fuel there is the greater the fire intensity.

Participants should be given opportunity to investigate fuel types, sizes, quantities and their arrangements in the local area.






Aids/Refs

Group B’s response Fuel types involved

Group B’s response Fuel arrangements

Fuel moisture content

Ask Group A to report on how fuel arrangements and the fuel moisture content affects wildfire behaviour. Answers should include: Tightly packed fuels smoulder and burn

more slowly (e.g. peat, heavy leaf litter or hay bales).

Well separated fuels such as sparse forest are harder to ignite than closely grouped collections of same materials.

Loosely arranged fuel ignite more easily and burn quickly (e.g. dry grass).

Where fuels groups consist of different heights (ladder fuels) the fire may spread quickly into the crown of the trees.

Answers should include: The higher the moisture content the harder

to ignite the fuel Moist fuels burn more slowly. All fuels take up or give off moisture Fuel moisture content can vary throughout

the day. Fuel moisture content is influenced by

humidity, rainfall, soil moisture and living vegetation.

Fine fuels dry out quicker than heavy fuels.






Aids/Refs

Assessing moisture content Crushing a sample of fuel in your hand or

underfoot. − A crackling sound indicates very dry

fuel. − A lack of smell of decomposition

indicates dry fuel. Assessing the curing of grass Observing grasses.

− Noting that they are limp when moist and brittle when dry.

Observing grass heads. − Falling heads indicate curing to a level

that will assist the spread of fire. Observing the smoke colour and quantity

− Dark smoke indicates very dry fuel − Low moisture content produces less

smoke.

Heading Discuss practical methods of ‘recognising’ when fuel moisture content is low that do not require measuring tools. (Note – do not cover ‘measuring’ of moisture content at this time). Ask participants: Why do wildfire firefighters need to be aware of the moisture content in fuel? Answer should include: The amount of moisture determines whether

or not fuel will ignite and burn Moisture levels dramatically affect wildfire

behaviour.

Participants should be given opportunity to practice assessing the moisture content of various fuels found in the local area.

WBoard




Enabling Objective: Weather and its effect on wildfire behaviour Time:


Aids/Refs

Weather factors and their effect on wildfires

Air temperature − Sun warms fuels and land surface − Increased air temperatures reduce

relative humidity − Reduced FMC − Increased ease of ignition

Relative humidity

Heading Ask participants: What are the four weather factors that

influence a wildfires behaviour? List answers on whiteboard Answer to include: Air temperature Relative humidity Wind speed and direction Atmospheric stability.

Discuss relationship between air temperature and Fuel Moisture Content (FMC) Ask participants: What does the term relative humidity refer to? Answer to include: The amount of water vapour present in the

atmosphere Measured as %:(0% very dry, 100% almost

raining).







Aids/Refs

Relative humidity (continued) − When RH is high, fuels absorb moisture

from the air. − When RH is low, fuels release moisture

into the air (desorption). − During day time temperatures rise, RH

falls, FMC falls and fire intensity increases.

− At night temperatures drop, humidity increases (dew may form), FMC rises and fire intensity is reduced.

Wind

Using OHT 4 Daily trends in RH, explain the effect of Relative Humidity (RH) on FMC and how this effect varies over the course of a day. Explain that the effect light rainfall has on wildfire behaviour is similar to the night time effect. Using OHT 5 Effect of Wind, as a prompt for participants, revise the effects of wind on Wildfire by asking participants: How does wind speed and direction affect wildfires?

Answer to include: Wind removes smoke and ash supplying

oxygen for the combustion process Wind slants flames to preheats fuels Convection columns (hot winds) lower FMC

some distance from the fire Convection winds cause spotting The stronger the wind the faster the fire

spreads Wind shifts change fire direction.

Recall – Wind effect has been covered in session Fire Science – Heat convection.

Recall – Effects of Wind speed and wind direction on wildfire shape and direction has been covered extensively in session Safety on the Fireground.

OHT 4 WF LM page 24 OHT 5






Aids/Refs

Atmospheric conditions − The normal movement of air masses of

different temperatures (such as a warm air mass moving over a colder air mass) can result in a phenomena known as an inversion layer.

− An inversion layer effectively "shuts off" convection currents.

− With the ceasing of convection, which is normally present in the atmosphere, the air becomes stiller, dust and pollutants are no longer lifted from the surface.

− Vertical air movement can affect local wind development and cloud formation.

− Atmospheric conditions are generally referred to as stable or unstable

− An inversion layer is present early in the morning when ground-level air temperatures are cool, and high level air temperatures are warmer.

Discuss each point ensuring participants understand what is meant by the term atmospheric stability.






Aids/Refs

Stable atmospheres fire behaviour is generally predictable. − Visual indicators:

Indicated by presence of stratus type clouds (clouds in layers)

Fog layers may be present. Smoke column disperses after rising

only a short distance as vertical movement of air is limited

Winds are generally light and predictable.

Unstable atmospheres fire behaviour is

generally unpredictable. − Visual indicators:

Presence of cumulus (cotton wool) clouds.

Smoke columns can rise to great heights

Winds gusty and unpredictable Potential for thunderstorms and

lightning. Dust whirls may occur.

Using OHT 6 Stable Atmospheric Conditions explain how to identify stable conditions and why fire behaviour will generally be predictable.

Using OHT 7 Unstable Atmospheric Conditions explain how to identify unstable conditions and why fire behaviour will generally be predictable.

OHT 6

OHT 7




Enabling Objective: Topography and its effect on wildfire behaviour Time:


Aids/Refs

Topography and its effect on wildfires Slopes

− For every 100 of uphill slope double the rate of spread of fire.

− For every 100 of downhill slope halve the rate of spread of fire.

− Fire travelling at a forward rate of 2 kph on flat ground accelerates to 8 kph on a 200 slope

Heading

Ask participants: What does topography refer to? Answer to include: The slope of the land The lay of the land or The features of the land (hills, gullies etc.,

Use OHT 8 Effect of Slopes to revise behaviour of fire advancing uphill by asking participants: How does an uphill slope effect fire behaviour? Answers to include: Fire travels quicker Radiation and convection heat unburned fuel

in front of flames. Emphasise danger of trying to outrun a fire travelling toward you on an uphill slope.

Give an example

Recall – Covered in Safety on the Fireground (Dead Man Zone video) Safety revision





Enabling Objective: Topography and its effect on wildfire behaviour Time:


Aids/Refs

Aspect

− Northerly or Westerly aspects generally warmer (hot north winds, sun sets in the west)

− Southerly or Easterly aspects generally cooler and more shaded.

Explain that aspect refers to direction that a feature or slope faces (Northerly aspect - facing North). Ask participants: How does vegetation or fuel on a Northerly and Westerly aspect differ from that on a Easterly or Southerly aspect? Answers should include: Northerly and Westerly aspects are drier and warmer. Vegetation cures earlier. Fuels will have a lower FMC Fires will usually burn more fiercely on a

northerly or westerly aspect.




Enabling Objective: Topography and its effect on wildfire behaviour Summary and revision Time:


Aids/Refs

Terrain and wind − Wind speed increases on exposed faces

or ridges − Wind speed generally decreases on less

exposed or sheltered (lee) areas. − Lee areas may have dangerous

turbulent wind that draws fires back to lee slopes.

− Winds generated by terrain create complex fire behaviour

− Local features may change speed and direction of winds.


Using OHT 9 Terrain and Wind explain how wind interacts with terrain. Emphasise danger of wind turbulence on lee side of slopes. Using OHT 10 Features and Wind explain how features influence wind direction. Emphasise danger to firefighters of shifting wind speed and direction caused by features such as hills and gullies. Conclude session by having participants read the Chapter summary and completing self assessment questions in the learner manual.

Safety point Safety revision Read summary on page 29 Complete self assessment questions 1-10 on page 31 and questions 1 and 2 on page 32

OHT 9 OHT 10 WF LM page 29 WF LM page 31 - 32



Section 2

Learning Strategy Session 3: Wildfire Development Time: 1.5 hour

Aids Time • Introduce Session: In this session we look at the three types of wildfire, each of which creates its own particular

hazards that require constant monitoring to ensure safe work practices are carried out at all times.

OHT 1


Show OHT 2 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to: Identify the types of wildfire Name the parts of a wildfire Describe the development of a wildfire.




Types of wildfire − Surface fires − Ground fires − Crown fires

Parts of a wildfire (Point of Origin, Head, Flanks, Rear and Fingers) Causes and effects of spotting

OHT 2

OHT 3


Write the terms Fuel, Weather and Topography on the whiteboard and ask participants to identify how each factor influences wildfire behaviour

WBoard



Session 3: Wildfire Development

Enabling Objective: Types of wildfire Time:


Aids/Refs

Surface fires Most common type of fire Travel across the surface Burns in fuels lying on ground Consumes litter and low vegetation such

as grass, crops, stubble, low shrubs and forest litter

Does not extend into the tops (crowns) of trees.

Ground fires Can smoulder with no flame and little

smoke Can burn unnoticed and rekindle surface

fires Generally occurs only in peat areas

(Western Vic) and Coal areas (Latrobe Valley).

May also occur in organic materials in the soil layer, rip lines in plantations, humus, roots and tree litter.

Heading Using OHT 4 Surface Fires discuss the characteristics of surface fires Ask participants: What are the implications of surface fire for wildfire firefighters? Answer to include: Can change behaviour rapidly (intensity, direction, rate of spread) with changes in wind. Heading Using OHT 5 Ground Fires discuss the characteristics of ground fires

Recall – Wildfire hazards have been covered previously in Safety on the Fireground lesson.

WBoard OHT 4 WF LM page 11 WBoard OHT 5




Enabling Objective: Types of wildfire Time:


Aids/Refs

Ground fires (continued) Crown fires Fast travelling because of wind exposure Highly destructive Usually followed by intense surface fire Usually accompanied by spotting Falling material starts new surface fires

Ask participants: What are the implications of ground fire for wildfire firefighters? Answer to include: Need to take care to avoid stepping into undetected hot spots in the ground.. Heading Using OHT 6 Crown Fires discuss the characteristics of crown fires Ask participants: What are the implications of crown fires for wildfire firefighters? Answer to include: Unpredictable fire behaviour (e.g. Linton fires 1983) resulting in entrapment and loss of life.

Recall – Wildfire hazards have been covered previously in Safety on the Fireground lesson. Recall – Wildfire hazards have been covered previously in Safety on the Fireground lesson.

WBoard OHT 6




Enabling Objective: Parts of a wildfire Time:


Aids/Refs

Parts of a wildfire Point of origin

− Area where fire started − If possible should be left undisturbed

Head (or fire front)

− Where the fire is making progress − Usually downwind or upslope − Measured by its forward rate of spread − Intensity and height of flames greatest − Influenced by wind, fuel and topography

Heel, Rear or Back

− Least intense part of fire’s perimeter − Lowest flames − Slowest rate of spread − Usually opposite to, downwind or down

slope from the fire head

Heading Use OHT 7 Parts of a wildfire to identify and name the parts of a fire. Discuss each part. Ask participants: Why should firefighters avoid disturbing the point of origin? Answer to include: To preserve evidence of the fire’s cause for fire investigators.

WBoard OHT 7 WF LM page 13




Enabling Objective: Parts of a wildfire Time:


Aids/Refs

Flanks − Sides of fire between head and rear. − Fire is less intense than at head − Identified by geographic location,

compass point or orientation as viewed from point of origin or rear of fire.

Fingers − Long and narrow slivers of advancing

fire − Caused by varying wind or changes in

fuel or topography Unburnt pockets (or islands)

− Areas within the fire where fuel remains unburnt

Spot fires (ahead of main fire) − New fires ignited ahead or away from

the main fire. − Lit by burning embers (firebrands)

carried by convection currents.

Use OHT 7 Parts of a wildfire to identify and name the parts of a fire. Discuss each part. Ask participants: What are the implications for wildfire firefighters of fires spotting? Answer to include: Unpredictable fire behaviour. Multiple fires which can entrap firefighters.

Recall – Wildfire hazards have been covered previously in Safety on the Fireground lesson.

OHT 7 WF LM page 13




Enabling Objective: Causes and effects of spotting Factors impacting on Spot Fires Time:


Aids/Refs

Causes and effects of spotting Causes

− Hot convected air from main fire lifts and carries burning embers.

− Embers may travel several kilometres − Wind at higher levels often moves in

different direction and spotting may not be ahead of the fire.

Effects of spotting

− Defeats fire control efforts by taxing available resources.

− Fires rate of spread may accelerate rapidly if spots fires start ahead of it.

− Winds of varying direction and strength makes spread of spot fires unpredictable.

− Spot fires may start close to the main fire entrapping firefighters.

Factors impacting on Spot Fires Atmospheric conditions

− How vigorous the convection current is − How easily it can carry embers aloft

Heading Revise how spotting can occur. Discuss the effects/problems caused by fires spotting Emphasise danger to firefighters of unpredictable fire conditions caused by spot fires. Heading Using OHT 8 Factors impacting on Spot Fires discuss each factor.

Recall – Was briefly mentioned in convection columns session. Safety point

WBoard WF LM page 14 WBoard OHT 8




Enabling Objective: Factors impacting on Spot Fires Factors that affect wildfire behaviour Time:


Aids/Refs

Low fuel moisture content − Fuel ignites more easily − Burns more rapidly.

Breaks in the forest canopy − Creates turbulence

Types of fuel being burnt − Stringy bark eucalypts associated with

short, mass spotting (up to 2 km). − Candle bark eucalypts associated with

long distance spotting. Fire intensity

− Hotter fires produce more fire brands. Summary and revision

Conclude session by having participants read the Chapter summary and completing self assessment questions in the learner manual.

Read summary on page 15 - 16 Complete self assessment questions 8-17 on page 19.

WF LM page 15 – 16 WF LM page 17 - 19



Section 2

Learning Strategy Session 4: Equipment and Recovery Storage Time: 1.5 Hours

May be conducted as a practical session using local brigade tanker.

Aids Time • Introduce Session: In a emergency Wildfire firefighters need to know what equipment is carried on their tanker, and

where to find it. This session looks at equipment typically carried on a 2500 litre tanker and where it is stored. Stowage and equipment carried may vary from brigade to brigade according to each brigades risk profile.

OHT 1


Show OHT 1 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to: Identify and access wildfire firefighting equipment typically carried on a tanker. Restow wildfire firefighting equipment in the appropriate locker or storage space.

Clarify participant understanding of objectives as required. Show OHT 2 – Session topics. Discuss the topics that will covered in this session: Topics covered in this session: Locker stowage Top deck stowage tray area Rear crew area Cabin

OHT 2 OHT 3




Session 4: Equipment and Recovery Storage

Enabling Objective: Equipment Stowage on a Tanker Time:


Aids/Refs

Locker Stowage Contents of front locker (Left hand side)

− 64 mm service hydrant/standpipe − Blank cap − 9 kg Dry chemical extinguisher

Contents of side locker (Left hand side)

− Locker floor Hose (25mm, 38mm and 64 mm) on

− Locker shelf Miscellaneous equipment box and

chemical splash suits on shelf (Brigade to fit out)

Contents of rear locker (Left hand side)

− Locker floor Storz suction hose strainer Coupling adapters 38mm Y piece Dead hose rewind handle Live hose rewind handle 38 mm jet spray shut off branch Fog nozzle Class A aspirated foam medium

expansion branch

Heading Identify and show items carried on shelf, floor and walls of tanker storage areas. Identify and show items carried on shelf, floor and walls of tanker storage areas. Identify and show items carried on shelf, floor and walls of tanker storage areas.

WF LM page 71 Equipped Tanker WF LM page 72






Aids/Refs

− Locker shelf − Warning triangle set − Toolbox − Tyre inflation kit − Suction float − Wire basket strainer − 20m x 12mm synthetic rope line.

− Wall (left hand side)

− Storz coupling spanner − L- Type hydrant spanner

− Wall (right hand side)

− Assorted coupling washers (38mm/64 mm)

− Wall (Back)

− Class A aspirated foam low expansion branches

Identify and show items carried on shelf, floor and walls of tanker storage areas.

WF LM page 72 Equipped Tanker



Title Session 4: Equipment and Recovery Storage



Aids/Refs

Contents of CABA locker (Where fitted) − Locker shelf

Rubber boots Spare cylinders BA equipment Chemical splash suits BA control board Main guide line

Contents of front locker (Right hand side)

− Locker floor Sharps and hazardous materials

container Pickup tube Foam branch pipe

− Locker shelf

Class A foam PPE

Identify and show items carried on shelf, floor and walls of tanker storage areas. Identify and show items carried on shelf, floor and walls of tanker storage areas.

WF LM page 73






Aids/Refs

Top Deck Contents of Auxiliary equipment bin.

− Axe − Spade − Rakehoe − Vehicle jack − Jack handle and wheel not spanner − 4.5 L Explosafe fuel container − Plastic fuel funnel − Broom − Pinch bar − Washing detergent

Tray area Contents of bottom left (under tray)

− Live hose reel (25mm rubber delivery hose and fog nozzle).

Contents of bottom right (under t ray) Dead hose reel (3x30 metres of 38mm

reinforced rubber lined (RRL) and couplings).

Heading Identify and show items carried on shelf, floor and walls of tanker storage areas. Heading Identify and show items carried on shelf, floor and walls of tanker storage areas. Identify and show items carried on shelf, floor and walls of tanker storage areas.

WF LM page 73 WF LM page 74



Session n: Title: Session 4: Equipment and Recovery Storage



Aids/Refs

Crew Area Rear Deck

− 4x3 m of Duraline ‘extruded’ delivery hose complete with two diffuser nozzles and two shut off branches

− Crew protection (blankets and miscellaneous protection

− Under ROPS seat − Tote bins (Smoke masks Spare gloves,

Helmets) − Flood light (mounted) − Extension ladder − Drip torch − 3x2.5 m suction hose/couplings − 2x20L foam drums

Cabin

− 60 cm bolt cutters − Tote bins Behind driver and passenger

seats − Emergency ration packs and water. − First aid kit − Map light − Map holder with maps − Blankets

Heading Identify and show items carried on rear deck of tanker. Identify and show items carried in cabin of tanker. Discuss need for safe food handling and correct storage of any perishable food items.

WF LM page 74

WF LM page 74



Section 2

Learning Strategy Session 5: Hand tools for wildfire firefighting Time: 2 Hours

This session may be conducted in a classroom or suitable outdoor location. Aids Time • Introduce Session: In this session we look at the range of hand tools and their operation. In some locations the use

of hand tools may be the only option because of terrain. Hand tools play an important role in both controlling and extinguishing wildfires. Procedures for the use of hand tools have been developed and are based on efficient and effective use and safety for the operator. Wildfire firefighters must be able to recognise and maintain the hand tools on their appliance, and be proficient in the safe and effective use of the hand tools.

OHT 1


Show OHT 1 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead.

At the end of this session participants will be able to: Identify four basic applications for hand tools and power tools on the fireground. Describe and demonstrate the safe handling and use of wildfire firefighting hand tools carried

on the appliance.

Clarify participant understanding of objectives as required. Show OHT 2 – Session topics. Discuss the topics that will covered in this session:

Topics covered in this session are: General Hand tool safety Use of the axe, Use of the Rakehoe (McLeod tool) and constructing a mineral earth control line Use of the Knapsacks Use of the Drip torch

OHT 2

OHT 3


Ask participants: From your knowledge of wildfire development provide an example of how hand tools can be used to assist in preventing or extinguishing combustions. Answers to include: Removal of fuel (mineral earth control lines using rakehoes) Dispersal of fuel e.g. splitting stumps with an axe (mopping up/blacking out activities)



Session 5: Hand tools for wildfire firefighting

Enabling Objective: General Hand tool safety Time:


Aids/Refs

Hand tools Applications

− Constructing control lines and fire breaks.

− Controlling a backburn. − Containing a fire. − Patrolling a fire.

Types − Axes. − Chainsaws. − Rakehoes. − Slashers − Knapsacks. − drip torches.

Risks associated with hand tool use − Sharp edges − Weight involved in lifting and carrying. − Usually used in vicinity of heavy

equipment. − Used on uneven ground. − Reduced visibility. − Risk of falling branches or trees. − Risk of fire.

Heading Briefly describe some of the general applications for hand tools used on the fireground.

Ask participants: Provide some examples of the hand tools most commonly found in use on the fireground. Answer to include: Axes, chainsaws, rakehoes, knapsacks, drip torches.

Ask participants: What are the hazards associated with using these hand tools on the fireground? Answer to include: Sharp edges on tools Weight involved in lifting and carrying Usually used in vicinity of heavy equipment Used on uneven ground Smoke and dust Risk of falling branches and trees Risk of fire

Recall – Covered in Working Safely on the Fireground Recall – Covered in Working Safely on the Fireground




Enabling Objective: General Hand tool safety Time:


Aids/Refs

Carrying hand tools

− Close to body. − Carry at side. − Carry on downhill side.

Emphasise need to exercise extreme caution at all times. Remind participants of the need to use the Dynamic Risk Assessment process to identify and reduce risks. Ask participants: What are the 5 steps in the Dynamic Risk Assessment process that will help you to manage risks on the fireground?. Answer to include What is going on and what are the hazards. What do I plan to do. What are the risks associated with my plan What can I do to make it safer What do I need to monitor

Use OHT 4 DRA process to assist participants in recalling the DRA process. Using OHT 5 Carrying Tools Safely demonstrate how tools such as axes as rakehoes should be carried.

Safety point Safety point Recall – Safety concept of DRA covered in Working Safely on the Fireground

OHT 4 OHT 5




Enabling Objective: Use of the axe Time:


Aids/Refs

The axe Used for Dry firefighting

− Felling trees. − Removing branches and limbs. − Cleaning bark from trees. − Breaking open burning logs and stumps.

− Safety Use axe head covers. Carrying the axe. Care when swinging. PPE required.

− Maintenance considerations

Head secured to handle. Blade sharp.

Ask participants: What dry firefighting tasks are axes used to perform on the fireground? Discuss each point to ensure all participants understand the nature of the task performed. Answers should include: Felling trees Removing branches and limbs Cleaning bark from trees Breaking open burning logs and stumps

Discuss and demonstrate safe use of axe. Demonstrate how to check that the head is securely attached to the handle. Demonstrate correct method for maintaining a sharp edge on an axe.

Axe Axe Axe




Enabling Objective: Use of the Rakehoe Time:


Aids/Refs

The Rakehoe (McLeod tool) Used for Dry firefighting

− Chipping fire control lines. − Raking litter. − Scraping bark from tree trunks. − Rolling and dragging burnt timber. − Chopping roots and sticks. − Covering with dirt or sand to smother

the fire. Rakehoe design

− Long Handle. − Head with two working sections.

Prongs for raking. Cutting edge for scraping.

− Maintenance considerations

Head secured to handle. Handle free of splinters and cracks. Blade sharp.

Ask participants: What dry firefighting tasks are axes used to perform on the fireground? Discuss each point to ensure all participants understand the nature of the task performed. Answers should include: Chipping fire control lines Raking litter Scraping bark from tree trunks Chopping roots and sticks Rolling and dragging burnt timber Covering with dirt or sand to smother the

fire. Discuss the purpose of the Rakehoes design. Explain requirement for long handle and purpose of Head with two working sections.

Demonstrate how to check the condition of the Rakehoe Demonstrate how to lightly sand and oil handle. Demonstrate correct method for maintaining a sharp 300 edge on a Rakehoe.

Rakehoe Rakehoe File Sandpaper Wood Oil




Enabling Objective: Use of the Rakehoe Constructing a mineral earth fire control line Time:


Aids/Refs

− Safely using the Rakehoe Carry Rakehoe in hand at the side. Keep side of head with rake toward

body. Carry Rakehoe on downhill side,

grasping handle just below metal head.

Do not chop too close to your feet. Keep a safe working space (3

metres) between yourself and fellow firefighters.

Care when swinging. Constructing mineral earth control lines

− Step up method Members spaced at intervals in a

line. Each person commences. First person finished calls “step up”. Head of line moves one step onto

unprepared section. Everyone moves one step to follow. Each person commences and the

process is repeated.

Demonstrate carrying the Rakehoe and using both sides of the Rakehoe’s head. Explain the procedure for constructing a mineral earth control line using the ‘step up’ method.




Enabling Objective: Constructing a mineral earth fire control line Time:


Aids/Refs

− Step up method (continued)

− One lick method. Suited to larger crews or less

experienced crews. Members spaced at intervals in a

line. Each person commences. Line moves forward at slow walking

pace. Each crew member builds on the

work of the person ahead of them. No one member completes their

section. The last member acts as the

‘polisher’. Polisher ensures no spots missed

and trail wide enough.

Demonstrate Demonstrate the procedure, showing initial position, clearing action and step up process. Activity: Form participants into a line and have them practice the procedure. Continue the activity until satisfied that participants have grasped the principle Explain the procedure for constructing a mineral earth control line using the ‘one lick’ method and role of ‘polisher’ Demonstrate Demonstrate the procedure, showing initial position, clearing action and continual movement of the line. Activity: Form participants into a line and have them practice the procedure. Continue the activity until satisfied that participants have grasped the principle

Practice working as part of a team to create a mineral earth fire control line using a Rakehoe Practice working as part of a team to create a mineral earth fire control line using a Rakehoe




Enabling Objective: Constructing a mineral earth fire control line Use of the Knapsack Time:


Aids/Refs

Considerations for mineral earth control lines − Make use of natural fire breaks − Keep line as straight as possible − Keep length of line to a minimum − Widen corners to prevent spot-over's at

these points − Avoid areas with heavy fuel loads − Cut saplings and small trees at ground

level − Keep line clear of dead trees or stumps − Rake and scrape unburnt surface fuels

away from the fire − Remove rough bark and ‘ladders’ from

trees adjacent to the control line − Be sure that fuel is removed down to

mineral earth. The Knap sack Uses for knapsacks:

− Make a direct attack on low intensity flank fire

− Support and crews constructing fire lines close to fire edge

− Assist in mopping up operations − Patrol a hose lay

Using OHT 6 - 7 Considerations for Mineral Earth Control Lines discuss each of the points listed and explain why they should be considered when constructing control lines.

Heading Discuss applications suitable for knapsacks.

OHT 6 - 7 Knapsack




Enabling Objective: Use of the Knapsack Time:


Aids/Refs

Parts of a Knapsack: − Tank. − Filler cap. − Hose. − Pump. − Nozzle. − Straps.

Making a direct attack on low intensity flank

fire: − Start from a safe anchor point. − Work in pairs (step up or one lick

method). − Work from inside burnt area. − Use water wisely. − Be aware of quantity remaining.

Guidelines for use

− Check operation of sprayer − Check condition of shoulder straps − Ensure full and no leaks − Nozzle pattern adjusted to suit situation − Unit pressurised correctly

Display a knapsack and explain the main parts and their function.

Using OHT 8 Direct attack on Low Intensity Flank Fire explain the procedure to be flowed when carrying out a direct attack on a low intensity flank fire.

Using OHT 9 Using a Knapsack discuss guidelines for using knapsack sprayers.

Knapsack

OHT 8

OHT 9




Enabling Objective: Use of the Knapsack Time:


Aids/Refs

Using the Knapsack − Placing on back − Use of pump − Use of fan or straight jet

Maintenance considerations

− Keeping it clean − Lubrication − Checking straps − Checking strainer

Demonstration Explain and demonstrate the use of the knapsack. Exercise care when lifting a knapsack that is full of water Emphasise need to direct water spray at base of the fire. Activity: Participants are to practice filling, pressurising fitting adjusting and using a Knapsack. Continue the activity until satisfied that participants have grasped the principle Demonstration Explain and demonstrate the maintenance of the Knapsack. Activity: Participants are to practice checking the Knapsack Continue the activity until satisfied that participants have grasped the principle

Safety point Recall – Wildfire behaviour. Practice correct use of Knapsack. Practice maintaining the Knapsack




Enabling Objective: Use of the Drip torch Time:


Aids/Refs

Uses for Drip torch: − Solely for controlled lighting of fire

Parts of a Drip torch:

− Fuel Tank. Flammable mixture 4-9 litres

− Filler cap. − Wand (note coil to prevent flashback)

Transfers fuel to wick − Air vent screw

Allows continuous flow when inverted

Close when not in use or transporting

− Tap Controls fuel flow to wick

− Wand nozzle and wire gauze covered wick. Provides a continuous flame when lit

Ask participants: Under what circumstances would firefighters use a drip torch to light a fire? Answer to include: Backburning Controlled burn offs

Display a drip torch, identify and name each part and explain its function. Emphasise need for extreme caution when using a Drip torch as it drops burning fuel.

Safety point

Drip Torch




Enabling Objective: Use of the Drip torch Time:


Aids/Refs

Lighting a Drip torch − Procedure:

Fill with fuel Loosen air vent (1/4 turn) Turn on tap Tilt unit and allow wick to soak up

fuel Return unit to upright position and

ignite the wick

Using a Drip torch to light vegetation − Procedure:

Carry in upright position to point of lighting

Lower wand toward ground, adjusting air vent to allow fuel to drop past the wick lighting the ground vegetation

Raise wand to stop lighting ground vegetation.

When operations completed, extinguish flame, turn off tap and close air vent before stowing the drip torch.

Demonstrate and explain the correct method for lighting a drip torch. Emphasise that a burning torch must not be waved around and must be carried carefully to avoid splashing burning fuel. Demonstrate and explain the correct method for preparing and using a drip torch to light vegetation.

Safety point

FGP?




Enabling Objective: Use of the Drip torch Summary and conclusion Time:


Aids/Refs

Using a Drip torch to light vegetation Summary and revision

Activity: Participants are to practice using a drip torch for strip lighting on bare ground only, during non fire danger period. During wildfire danger periods approval must be obtained from the operations manager. Continue the activity until satisfied that participants have grasped the principle Conclude session by having participants read the Chapter summary and completing self assessment questions in the learner manual.

Practice safe use of a drip torch Read summary on page 75 Complete self assessment questions 1-2 on page 79.




Section 2

Learning Strategy Session 6: Hoses for wildfire firefighting Time: 2 Hours

Aids Time • Introduce Session: In this session we look at the range of hoses and fittings used in wildfire firefighting. Firefighters

need to be able to identify and select the correct hose to use for the particular situations encountered when responding to a wildfire.

OHT 1


Show OHT 2 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead.

At the end of this session participants will be able to: Identify and locate types of hoses and fitting used in fighting wildfires Lay hose to a fire Replace damaged hoses

Clarify participant understanding of objectives as required.

Show OHT 3 – Session topics. Discuss the topics that will covered in this session:

Topics covered in the session are: Suction hose and couplings Delivery hose and couplings Care when laying and using hose Laying/Bowling hose Replacing a damaged length of hose Dividing/Collecting hose lines Preparing hose for stowage Stowing hose

OHT 2 OHT 3


Ask participants where the following hoses are usually stowed on a tanker appliance: Suction hose? Live hose reel? Dead hose reel?

Answers: Suction hose stored on top tray under the extension ladder; Live hose reel stored at rear of appliance on LHS; Dead hose reel stored at rear of appliance on RHS



Session 6: Hoses for wildfire firefighting

Enabling Objective: Hose and fittings Time:


Aids/Refs

Major components of hose systems Hose couplings (including adapters) Hose Dividing breeching Branch and nozzle Standpipes Hydrants

Couplings and adapters Screw or threaded British instantaneous Storz hermaphrodite External lug

Breechings Dividing Collecting

Heading Ask participants: What key components used to make up a complete hose system to deliver an reticulated water supply to a fire? List answers on the whiteboard. Answers to include Hose couplings (including adapters) Hose Dividing breechings Branch and nozzle Standpipes Hydrants

Heading Show participants samples of the various couplings and adapters, outlining their differences and features. Heading Explain purpose of breechings types and why they are used. Show examples of various breechings.

WBoard WBoard WBoard Samples of coupling and adapters WBoard Samples of Breechings




Enabling Objective: Suction hose and couplings Time:


Aids/Refs

Two types of hose Suction Delivery

Suction hose Range of sizes

− 50 – 75 mm on tankers − 38 – 50 mm on Slip On units

Uses

− filling appliances − relaying water

Construction

− reinforced thermoplastics and rubber

Heading Explain difference between suction and delivery. Heading Show participants the different types of suction hose. Ask participants: When would firefighters need to use suction hose? Answer should include: Filling appliances Relaying water

Ask participants: Why is suction hose reinforced to withstand external atmospheric pressure? Answer to include: So that it will maintain its round shape and not collapse when draughting

WBoard WF LM page 61 Tanker appliance WBoard Suction hose (various sizes) Show cross section of suction hose




Enabling Objective: Suction hose and couplings Time:


Aids/Refs

Ancillary components − Suction coupling spanners − Strainer − Strainer basket − Float assembly

− Rope line Clove hitch knot Round turn and two half hitches

Show types of ancillary equipment used with suction hoses and explain their use and function. Demonstrate: Show participants correct method of attaching two lengths of suction hose to a tanker pump and attaching strainer, strainer basket and float assembly to other end of suction hose in accordance with FGP’s. Using OHT 4 -5 Knots for Drafting, show participants how to tie the knots commonly used with rope lines. Demonstrate: Show how to attach and use rope line to control and manoeuvre hose and strainer while relieving load from hose and couplings. Activity: Participants are to practice connecting a suction hose and ancillary fittings, including rope lines. Continue the activity until satisfied that participants have grasped the principle.

Practice skills associated with setting hose and ancillary equipment for drafter from a static water supply

Ancillary equipment for drafting with suction hose. FGP 3.1 – 3.3 Tanker appliance Suction hose Ancillary fittings. OHT 4 - 5 Short lengths of rope line




Enabling Objective: Delivery hose and couplings Time:


Aids/Refs

Delivery hose Range of sizes

− 19 mm − 25 mm − 38 mm Delivery, longer distances − 64mm Tank filling from quick fill or

hydrant Four types of delivery hose construction

− Percolating Synthetic jacket Water weeps through Protects from hot embers Used in forest firefighting

− Non percolating Synthetic outer jacket Lined inside Outside remains dry Used in ?

− Extruded Synthetic jacket is encapsulated

(layered) between an inner lining and outer coating

− Rubber (used on live hose reels)

Heading Show types of delivery hose and outline where they would be used. Point out that 32 mm is being phased out. Show participants the differences between each hose type and explain the reasons for the differing constructions.

WBoard Delivery hose (various sizes) Percolating hose Non percolating hose Extruded hose Rubber hose




Enabling Objective: Delivery hose and couplings Care when laying and using hose Time:


Aids/Refs

Uses − 19 mm and 25 mm used on live rubber

hose reels, useful for small fires such as skip/bin fires or fires close to appliance.

− 38 mm used on tankers for delivering water, more suitable for pumping over longer distances.

− 64 mm used for relaying water or tank filling from a quick fill or hydrant.

Care when laying and using hose Flame, heat and ember damage

− Avoid heavy fuel areas − Clear vegetation − Wet path for hose − Patrol hose (knapsack sprayer)

Discuss situations in which each type of hose would be used. Heading Using OHT 6 Hose Care Guidelines identify common forms of damage and discuss practices that can help to minimise damage to hose during use. Ask participants: What steps can firefighters take to protect hose from flame, heat and ember damage? Answers to include: Avoid heavy fuel areas when laying hose Clear vegetation Wet path for hose Patrol hose (knapsack sprayer)

WBoard OHT 6




Enabling Objective: Care when laying and using hose Time:


Aids/Refs

Abrasion damage

− Avoid dragging hose − Should hose need to be moved,

maintain positive pressure to avoid kink abrasion damage.

Puncture damage

− Avoid dropping couplings on hose − Avoid standing on hose − Avoid driving over hose (use hose

ramps) Cutting damage

− Avoid dragging over sharp objects.

Ask participants: What steps can firefighters take to protect hose from abrasion damage? Answers to include: Avoid dragging hose If moving hose maintain positive pressure to

avoid kink abrasion damage. Ask participants: What steps can firefighters take to protect hose from puncture damage?

Answers to include: Avoid dropping couplings on hose Avoid standing on hose Avoid driving over hose (use hose ramps)

Ask participants: What steps can firefighters take to protect hose from being cut?

Answers to include: Avoid dragging hose over roofing iron, broken glass, barbed wire fences or other sharp objects.




Enabling Objective: Care when laying and using hose Time:


Aids/Refs

Chemicals damage − Avoid hose coming into contact with

chemical or petrochemical substances. Shock damage (water hammer)

− Fivefold increase in pressure.

− Causes of shock damage Sharp bends in hose lay Twists and kinks in hose Shutting off branches too quickly Sudden increase in mains or pump

pressure Turning hydrant on/off too quickly

Discuss effects of chemicals on hose linings, jackets and or outer covers and potential for major decontamination problems. Relate to household water hammer when taps are turned off suddenly. Explain that water hammer can cause a fivefold increase in water pressure. Ask participants: What may happen to the hose if water pressure is instantaneously increased by 500%? Answer should include: Hose may burst and water supply at the branch will be lost endangering the lives of the firefighters. Explain causes of shock/water hammer. Stress importance of laying hose properly and opening/closing control valves steadily, avoiding sudden changes in flow rates.

Safety point




Enabling Objective: Laying hose to a fire Dividing/Collecting hose lines Time:


Aids/Refs

Laying hose to a fire Removing hose from the hose reel

− Laying hose S bends Excess hose

Adding extra lengths − Coupling − Uncoupling

Splitting a hose line − Dividing Breeching − Collecting Breeching

− Restowing the hose on the reel

Heading Show participants how to remove hose from the hose reel and lay to a fire with excess laid in ‘S’ bends to avoid kinking and to provide for ease of movement Show participants how to add or remove lengths of hose and explain the steps involved in accordance with appropriate and current FGP’s.

Discuss reasons for dividing and or joining hoses.

Show participants how to divide a single line hose to dual line and vice versa using breeching and explain the steps involved in accordance with appropriate and current FGP’s.

Activity: Have each participants practice dividing/collecting hose under supervision. Correct faults as you see them and continue activity until satisfied with proficiency. Using appropriate and current FGP explain and demonstrate how to restow the hose on the reel.

Activity: Have each participants practice the laying and restowing hose under supervision. Correct faults as you see them and continue activity until satisfied with proficiency.

Practice to develop proficiency in dividing and collecting hose lines. Practice to develop proficiency in laying hose to a fire and recovering hose.

WBoard FGP ? Hose on hose reel Extra lengths of hose

FGP? FGP?




Enabling Objective: Hose rolled on the bight Time:


Aids/Refs

Hose rolled on the bight Bowling out

Rolling hose (on the bight)

− Fold in half − Roll from fold − Fitting finish on outside of roll

Advantages Easier to unroll Able to ‘bowl’ out Easier to re roll

− Disadvantages

Can end up with tangles

Heading Using FGP 1.7 explain and demonstrate the steps involved in bowling out a length of 38mm hose rolled on the bight. Using FGP 1.8 explain the steps and show participants how to roll hose on the bight. Discuss the advantages/disadvantages of rolling hose on the bight. Activity: Have each participants practice bowling out the hose under supervision. Correct faults as you see them and continue activity until satisfied with proficiency. Activity: Have participants practice rolling hose on the bight under supervision. Correct faults as you see them and continue activity until satisfied with proficiency.

Practice to develop proficiency in bowling 38 mm hose. Practice to develop both team work and individual proficiency in rolling 38 mm hose on the bight.

WBoard FGP 1.7 Length of 38 mm hose rolled on the bight FGP 1.8 Length of 38 mm hose FGP 1.7 Length of 38 mm hose rolled on the bight FGP 1.8 Length of 38 mm hose




Enabling Objective: Hose rolled in Figure Eight roll Time:


Aids/Refs

Hose rolled in Figure Eight roll − Unrolling hose (Figure Eight)

− Rolling hose (Figure Eight)

− Advantages Very good for unrolling No need to bowl out.

− Disadvantages

Need a winder to re-roll the hose

Explain the steps and show participants how to unroll a hose rolled in Figure Eight Explain the steps and show participants how to unroll a hose rolled in Figure Eight Activity: Have each participants practice rolling out the hose under supervision. Correct faults as you see them and continue activity until satisfied with proficiency. Activity: Have participants practice rolling hose in figure eight roll under supervision. Correct faults as you see them and continue activity until satisfied with proficiency.

Practice to develop proficiency in rolling hose. Practice to develop both team work and individual proficiency in rolling hose in Figure eight roll.

Length of 38 mm hose rolled in Figure Eight Length of 38 mm hose Hose rewinder Length of 38 mm hose rolled in Figure Eight Length of 38 mm hose Hose rewinder




Enabling Objective: Hose rolled in straight roll Time:


Aids/Refs

Hose rolled in Straight roll − Rolling out the hose

− Rolling hose (Straight roll) Start with male end Roll Female end finishes on outside of

roll.

− Advantages None to mention

− Disadvantages Tangles when unrolling Difficult to ‘bowl’ out Need a winder to re-roll the hose

Explain the steps and show participants how to roll out a straight rolled hose Explain the steps and show participants how to roll out a straight rolled hose Discuss the advantages/disadvantages of rolling hose on the bight. Activity: Have each participants practice rolling out the hose under supervision. Correct faults as you see them and continue activity until satisfied with proficiency. Activity: Have participants practice straight rolling hose under supervision. Correct faults as you see them and continue activity until satisfied with proficiency.

Practice to develop proficiency in bowling 38 mm hose. Practice to develop both team work and individual proficiency in rolling 38 mm hose on the bight.

Length of 38 mm hose rolled straight. Length of 38 mm hose Hose rewinder Length of 38 mm hose straight rolled. Length of 38 mm hose Hose rewinder




Enabling Objective: Flaked hose Time:


Aids/Refs

Hose Flaked

− Running out the hose

− Flaking the hose

− Advantages No need to bowl out

− Disadvantages

Tricky to flake

Show participants a hose that has been flaked loose in locker. Show fittings on outside, one at either end of flaked hose. Explain the steps and show participants how to run out a flaked hose Explain the steps and show participants how to flake a hose Activity: Have participants practice running out a flaked hose. Correct faults as you see them and continue activity until satisfied with proficiency Activity: Have participants practice flaking a hose. Correct faults as you see them and continue activity until satisfied with proficiency

Hose rolled in a flake Hose rolled in a flake Length of hose




Enabling Objective: Replacing a damaged hose length Time:


Aids/Refs

Replacing a damaged hose length − Process

Provide a new length of hose Roll out alongside damaged section Water off signal

Break couplings and reconnect new length

Water on signal Identify and label damaged section

Using FGP 1.9 explain the steps and show participants how to replace a damaged section of hose. Charged hoses not essential for this activity. Ask participants: Why must care be taken when shutting off the water supply? Answer to include: Lack of care may result in water shock (hammer) resulting in damage to hose. Ask participants: Why do we need to label damaged hose? Answer to include: To ensure it is not returned to service until repaired.

Activity: Have participants practice replacing a section of layed hose. Correct faults as you see them and continue activity until satisfied with proficiency.

Recall – Covered earlier in session

Practice to develop both team work and individual proficiency in replacing a length of hose

Layed hose Length of replacement hose Layed hose Length of replacement hose




Enabling Objective: Preparing hose for stowage Time:


Aids/Refs

Preparing hose for stowage After use care and maintenance

− Washing (avoid chemical solvents) − Removal of oil or similar residues − Drying (textile hose) − Draining extruded hose − Inspection for damage to hose and

coupling points. − Reporting damage

Preparing hose for stowage Methods of stowing

− On hose reels Dead hose reel Live hose reel

− Straight roll − Rolled on the bight − Flaked − Figure of Eight

Care when stowing hose

− Steps to avoid damage from objects on the appliance or in storage lockers.

Heading Discuss each of the steps taken to maintain hose after use.

Heading Explain and demonstrate each of the methods used for preparing hose for stowage. Explain precautions that need to taken when stowing hose on tanker.

WBoard

WBoard Access to appliance Range of hoses in different lengths and sizes.




Enabling Objective: Stowing hose Time:


Aids/Refs

− Stowing hoses on appliance Hose on reels – 38 mm Rolled on the bight 38 mm and 63

mm Coiled on hangers – 25 mm rubber Figure of Eight


Demonstrate correct method for stowing each type of hose in the various locker bins and storage reels on the appliance

Activity: Have participants practice retrieving various hose from the tanker and then restowing the hose. Correct faults as you see them and continue activity until satisfied with proficiency Conclude session by having participants read the Chapter summary and completing self assessment questions in the learner manual

Practice to develop both team work and individual proficiency in locating, identifying, retrieving and restowing various types of hose and fittings on a tanker

Read summary on page 76 Complete self assessment questions 6-14 on page 81.

WBoard Tanker appliance Lengths of hose




Section 2

Learning Strategy Session 7: Wildfire Extinguishing Agents Time: 5 Hours

Theory Session 2 Hours Practice (2 x 1.5 Hours) Aids Time • Introduce Session: In this session we will look at the types of extinguishing mediums used by firefighters to

suppress wildfire and how to access and use those mediums. The session has been divided into theory and practical application of extinguishing mediums used by firefighters while under supervision.

OHT 1


Show OHT 2 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this Session, participants will be able to:

Describe the use of extinguishing agents to suppress wildfire, including: − Water − Class A foam − Fire retardants − Wetting agents

Clarify participant understanding of objectives as required.

Show OHT 3 – Session topics. Discuss the topics that will covered in this session: Topics covered in the session are: Water sources and application

− As an extinguishing agent Wetting Agents and precautions when using, and Retardants and precautions when using Class A Foam

− As an extinguishing agent − Equipment for use − Safe storage and use

OHT 2 OHT 3


Referring to fire triangle ask participants how extinguishing agents work to extinguish combustion.

Answer should include: Removal of heat



Session 7: Wildfire Extinguishing Agents (Theory)

Enabling Objective: Water as an extinguishing agent Time:


Aids/Refs

Water as an extinguishing agent Benefits of water as an extinguishing agent

− Availability − Cost − Volumes

Heading Ask participants: Recalling your knowledge of the fire triangle, how does water act to extinguish a fire? Answer to include: Extinguishes combustion by removing heat

from the fuel. Heat is reduced below ignition point and

combustion ceases. Ask participants: What do you think are the benefits of using water to suppress wildfires? Answers to include. Readily available Cheap Plentiful (subject to weather patterns)

Emphasise that CFA recognises that water supply may be a problem in the future due to population growth and changing weather patterns.

Recall - Covered in Fire Sciences session

WBoard WF LM page 83




Enabling Objective: Sources of supply Time:


Aids/Refs

Water supplies Static supplies

− Dams, − Lakes, − Rivers, − Tanks, − Swimming pools

Reticulated supplies

− Mains supply

Heading Explain that water supplies used by CFA firefighters are referred to as either Reticulated or Static. Ask participants: What water supplies are available in your local area? List answers on white board under heading Static and Reticulated. Answers should include: Mains supply Dams, Lakes, Rivers, Tanks, Swimming pools etc

Activity: Ask participants to identify the major static water supplies in their area and find out how to calculate approximately how much water is in them. Answers should be brought to the drafting practical session.

Practice locating feature on maps and improving knowledge of local area.

WBoard




Enabling Objective: Sources of supply Time:


Aids/Refs

Hydrant Equipment − Hydrant key − Hydrant standpipe − Safety awareness

Types of Hydrants

− Milcock − L-Type − Ground Ball

Hydrant markers

− Types − Locations

Explain the purpose of the equipment and demonstrate how it is used. Emphasise need for care when fitting standpipe Ask participants: What risks may firefighters encounter when reaching down to clear a hydrant before fitting the standpipe. Answer should include: Venomous spiders Venomous Snakes Syringes that have been inappropriately

disposed of. Using OHT 4 Hydrants identify each of the three types of hydrant that firefighters may encounter . Refer participants to FGP’s and explain how each of the three types are operated. Using OHT 5 Hydrant Markers, discuss use of various systems to identify the location of hydrants. Activity: Participants are to investigate the methods used to identify hydrants in there local areas. Answers should be brought to the hydrant practical session.

Safety point

Developing local knowledge to aid in firefighters in locating hydrants.

WF LM page 90 OHT 4 Hydrant FGP’s. OHT 5




Enabling Objective: Sources of supply Applying water to suppress fire Time:


Aids/Refs

Branches and nozzles

− Types − Sizes − Holding correctly

Ask participants: How do firefighters gain access to the two different types of water supplies (Static/Reticulated)? Answer to include: Drafting from static supplies Hydrants on a reticulated water supply.

Explain the meaning of the terms drafting and hydrant. Explain that participants will learn how to use hydrants to access reticulated water supplies and to draft ‘draft’ water from a static supply in following practical sessions. Show samples of the various types and sizes of branches and nozzles. Discuss their application and demonstrate the correct method of holding them. Advise participants that they will have an opportunity to use the various branches and nozzles in the practical session.

Samples of various types and sizes of branches and nozzles.




Enabling Objective: Applying water to suppress fire Time:


Aids/Refs

Spray patterns − Jet

When used Advantages and disadvantages

− Spray When used Advantages and disadvantages

− Fog When used Advantages and disadvantages

Using water effectively to suppress fire

Discuss the various patterns that can be produced and the circumstances in which they would be used. Ensure participants are aware of the advantages and disadvantages of each type.

Heading Discuss using OHT 6 Conserving Water Ask participants: When directing water onto a fire what part of the fire should be attacked, and why? Answer should include: Water should be directed on the fuel in order to reduce the heat of the fuel below ignition point, and to reduce the emission of vapours that would promote further combustion Using OHT 7 Applying Water Effectively explain how to suppress burning fuel using a combination of Jet (knockdown) and spray.

Recall – Previously covered in Fire Science.

WF LM page 84

WBoard OHT 6 OHT 7




Enabling Objective: Fire Retardants Time:


Aids/Refs

Fire Retardants Long term retardants

− Ammonium salts − Water/chemical slurry − Effect continues after water evaporates

(>24hrs) − Applied by specialised tankers or aerial

bombing

Short term retardants − Class A foam − Water/chemical aerated solution − Ineffective after water evaporates (20-40

mins) − Applied by tankers or knapsack.

Heading Ask participants: What is the purpose of a fire retardant when used in combating a wildfire and where is it applied? Answer to include: To reduce the intensity and or rate of

spread. Applied on or ahead of the flame front.

Emphasise that retardants are not used to suppress combustion.

Using OHT 8 Fire Retardants, identify the categories of long term fire retardants and provide examples of each category. Discuss how retardants operate to extinguish combustion.

WF LM page 89 OHT 8




Enabling Objective: Fire Retardants Time:


Aids/Refs

Production and application of Class A foam − Foam solutions (0.1 - 1.0%) mixtures − Conventional nozzle application − Foam making branches (aspirated

foam) application Benefits of use

− CIIPS acronym − Visibility helps with correct application − Extends useful life of water − Speeds up extinguishment − Reduces mop up time

Safety precautions

− Storage

− Firefighter safety precautions

− Environmental issues

Discuss the methods used to produce foam solution and aspirated foams. Provide examples of where each method (solution/aspirated foam) would be used. Using OHT 9 CIIPS Acronym explain how firefighters can remember the key benefits offered by using Class A foam Emphasise that fire retardants such as Class A foam are chemical in nature and must be stored and handled with extreme care by trained and qualified personnel. Using OHT 10, Safety Precautions identify precautions that firefighters should take when working around Class A foam. (Refer participants to relevant FGP’s) Using OHT 11 Environmental issues, identify precautions that firefighters should take to minimise the effects of Class A foam on the environment

WF LM page 87 OHT 9

OHT 10 FGP Foam Use OHT 11




Enabling Objective: Wetting Agents Time:


Aids/Refs

Wetting Agents Reduces water surface tension allowing it

to cover a greater area Benefits of use

− More economical use of water − Better penetration of compacted fuels

Firefighter safety precautions

− Never drink water from tankers or backpacks

Heading Using OHT 12 Wetting Agents, describe how wetting agents effect application of water to fuels. Discuss the advantages Discuss practical benefits realised on the fireground.

Using OHT 13 Firefighter safety precaution identify precautions that firefighters should take to minimise the risks associated with use of chemical wetting agents and fire retardants

Emphasise

Safety point

Safety point

WBoard OHT 12 WF LM page 89

OHT 13




Enabling Objective: Wetting Agents Time:


Aids/Refs

Environmental issues with wetting agents Minimising environmental damage

associated with use of extinguishing agents. − Need to consider

Run off of chemicals (foam , retardants, wetting agents

Capacity of drafting supplies Salination from salt or brackish

water Water alkalinity (Blue/Green algae) Hazard to flora/fauna Cultural/heritage damage

Using OHT 14 Environmental issues, identify precautions that firefighters should take to minimise the effects of wetting agents on the environment Using OHT 15 Minimising Environmental Damage, discuss need to consider and weigh up environmental impact associated with use of extinguishing agents in general

OHT 14 OHT 15




Enabling Objective: Environmental issues associated with use of extinguishing agents Summary and revision Time:


Aids/Refs


Explain to participants that they are now ready to practice accessing and using water from a reticulated supply, and seeing how class A foam is used. Remind participants to bring a list of major static water supplies in their area and how they could calculate the volume of water these hold to the next session. Conclude session by having participants read the Chapter summary and completing self assessment questions in the learner manual.

Read summary on page 97 Complete self assessment questions 1-10 on page 99.




Section 2

Learning Strategy Session 7: Wildfire Extinguishing Agents (Reticulated water supply - Practical Activities ) Time: 3 Hours

2 x 1.5 Hrs Aids Time • Introduce Session: In this session participants will observe a demonstration of obtaining reticulated water from

different types of hydrants and refilling a tanker. Participants, operating under supervision, will then practice each activity. Activities must be carried out in accordance with SOP’s and FGP’s where written.

FGP’s (1.1–1.6)


Show OHT 16 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to: Describe and demonstrate how to access a reticulated water supply and apply it to suppress

a wildfire.

Clarify participant understanding of objectives as required. Show OHT 16 – Session topics. Discuss the topics that will covered in this session: Reticulated water supplies

− Standpipe construction and use − Application

Accessing Hydrants Refilling a tanker

− Environmental considerations

OHT 16 OHT 16


Use a range of questions to ensure participants can recall from the theory session: Types of hydrants All the safety factors associated with opening below ground hydrants Equipment required to access hydrants Operating procedures for each hydrant Environmental considerations when using reticulated water supplies



Session 7: Wildfire Extinguishing Agents (Reticulated water supply - Practical Activity 1)

Enabling Objective: Accessing reticulated water supplies Time: 1.5 Hours


Aids/Refs

Standpipe Parts

− Handle − Spindle and Spindle Bell − Head − Handles − Barrel − Collar − Lugs − Washer

Obtaining water from a Ground Ball Hydrant

Activity Show participants a standpipe, identify the parts and explain how it is used. Ask each participant to identify one of the parts of the standpipe. Demonstration: Demonstrate the task following the Fire Ground Practice (FGP 1.1) and explaining each stage of the process. Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient.

Practice obtaining water from a Ground Ball Hydrant

FGP 1.1




Enabling Objective: Accessing reticulated water supplies Time:


Aids/Refs

Obtaining water from a Milcock’s Hydrant

− Needle sticks − Venomous spiders and insects

Obtaining water from a L Type Hydrant

Demonstration: Demonstrate the task following the Fire Ground Practice (FGP 1.1) and explaining each stage of the process. Emphasise safety points Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient. Demonstration: Demonstrate the task following the Fire Ground Practice (FGP 1.1) and explaining each stage of the process. Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient.

Safety point Practice obtaining water from a Milcock’s Hydrant Practice obtaining water from a

FGP 1.1? FGP 1.1?




Enabling Objective: Using reticulated water supplies to refill a tanker Time: 1.5 Hours


Aids/Refs

Obtaining supply Refilling a tanker water tank from a reticulated supply. Delivery hose (Hydrant to tank fill inlet) Fill levels

Activity: Participants while under supervision are to demonstrate connecting to a hydrant following the Fire Ground Practice (FGP 1.1) and explaining each stage of the process. Demonstration: Demonstrate how to refill a tanker water tank from a reticulated supply. Follow the Fire Ground Practice (FGP ?) and explain each stage of the process. Note use of pump to fill tank will be covered in Operate pumps session. Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient. Note: Refilling a tanker water tank from a static water supply (Drafting), and pumping or boosting a reticulated water supply will be covered later as part of operate pumps.

Review - Practice skills developed in earlier activity. Practice to develop proficiency in fill tanker water tank from a reticulated water supply.

FGP 1.1



Section 2

Learning Strategy Session 8: Pump Operation Time: 1 Hour

Theory Session 1 Hour ( Practical Activity 2 Hours – may be run separately)

Aids Time • Introduce Session: A pump is one of the most basic and important items of firefighting equipment. In this session we

look at how pumps operate to provide a pressurised source of water in sufficient volume to suppress wildfire.

OHT 1


Show OHT 1 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to: Describe the characteristics of centrifugal and priming pumps Demonstrate the operation of the pump on a tanker used for wildfire suppression Describe open and closed circuit relay pumping.

Clarify participant understanding of objectives as required. Show OHT 2 – Session topics. Discuss the topics that will covered in this session: Topics covered in this session: Types of pumps Pump Construction Pumping from an appliance Pumping or boosting from a reticulated water supply Drafting from a static water supply

OHT 2 OHT 3


Ask participants: Where can firefighters obtain sources of water for pumps to use? Answer to include: Reticulated water supplies Dams, Swimming pools and lakes



Session 8: Pump Operation

Enabling Objective: Types of pumps Time:


Aids/Refs

Two broad categories Priming pumps (diaphragm)

− Self priming Main (Centrifugal) pumps

− Non Priming Priming pumps Self priming Removes air from within casing and suction

hose Mechanical diaphragm

− Positive displacement − movement of diaphragm displaces

(moves) air in the case. − Valves prevents air being drawn back in.

Explain that pumps fall into two broad categories Liken priming to siphoning, where air must be sucked out of the tube before liquid flows. Explain need for main (non priming) pump needing to have air removed from inlet side before water can be drawn in

Using OHT 4 Diaphragm pump explain how mechanical diaphragm pump removes air to ‘prime’ the pump. Ask participants: Can anyone give an example of a commonly used positive displacement pump that is used to move air? Answer to include: Bicycle pump, or Mechanical car tyre (foot or hand) pumps.

WF LM page 92

OHT 4




Enabling Objective: Pump Construction Time:


Aids/Refs

Main pumps Centrifugal pump Can’t pump air (only fluids/water)

Features

− Two main parts housing and impeller − Only one moving part (impeller) − Simple to maintain − Can be driven by:

motors (petrol, diesel and electrical) power take off from vehicle engine

− Can run with all deliveries closed Operation

− Housing filled with water (primed) − Impeller rotated forcing water outwards

and into casing passage that gradually increases in size.

− Lower pressure created at centre inlet by movement of water toward edges drawing in more water, maintaining the flow.

− Casing acts to convert energy from movement of water (kinetic energy) into pressure energy

Using OHT 5 and 6 centrifugal pumps discuss construction and features of centrifugal pumps.

Using OHT 7 Centrifugal Pump Operation, explain principle of operation of centrifugal pumps. Refer to centrifuge hub used by astronauts. Spins slowly at the centre but at very high velocity at outer edge due to centrifugal forces.

OHT 5 - 6 OHT 7




Enabling Objective: Pumping from an appliance Time:


Aids/Refs

Characteristics of centrifugal pumps − Pressure is maximum and flow minimum

when all deliveries are closed. − Pressure is minimum and flow is

maximum when all deliveries are wide opened.

− Pressure drops as deliveries are opened (given constant pump speed)

− Pressure and flow vary with pump speed.

− Pressure and flow vary with size of delivery nozzle.


Discuss importance of understanding pump characteristics and their effect on water delivery pressure. Explain use of gauges to monitor inlet and outlet pressures. Ask participants to describe how these characteristics impact on firefighters. Answer to include Pump operator and branch operator need to work in unison to ensure required pressure is maintained under varying conditions. Conclude session by having participants read the Chapter summary and completing self assessment questions in the learner manual. Explain that this concludes the theory component and that participants will be given opportunities to practice using the pump.

Read summary on page 98

Complete self assessment questions 11-18 on page 99.



Section 2

Learning Strategy Session 8: Pump Operation (Practical Activities) Time: 2 Hours

Aids Time • Introduce Session: This session provides opportunity for participants to practice using the appliance’s priming and

main pumps to draft and pump water in a variety of different scenarios.


Show OHT 8 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to operate pump to: Pump from an appliance tank Pump or boost from a reticulated water supply Draft water from a static supply Draft water from a reticulated supply

Clarify participant understanding of objectives as required. Show OHT 9 – Session topics. Discuss the topics that will covered in this session: Drafting from a static supply Pumping from a static supply Pumping from an appliance tank Pumping from a reticulated supply (boosting) Open and closed circuit relay pumping

OHT 8 OHT 9


Ask participants: a) When does the main pump produce greatest pressure? b) What is the relationship between pressure and flow when all deliveries are wide open?

Answers to include:

a) When deliveries are all closed b) Pressure is minimum and flow is maximum when all deliveries are wide opened.



Session 8: Pump Operation (Practical Activity 1)

Enabling Objective: Drafting Water from a static supply Time:


Aids/Refs

Refilling a tanker water tank from a static supply (Drafting). Coupling hard section hose Couplings correctly tightened Strainer, Basket and float connected Depth below surface (3 times suction hose

diameter) − Vortices (cause and effect) − Strainer not touching bottom

Suction hose supported with a rope line Padding on hard ground as required to

protect hose and rope line. Starting the pump

Pump output

− Inlet/Outlet pressure − Flow

Stopping the pump

Ask participants to explain the process and demonstrate the task in accordance with the Fire Ground Practice (FGP 1.1-1.3).

Explain that vortices may occur if depth not sufficient causing pump to lose it priming.

Explain that too deep and pump may struggle to ‘lift’ the water.

Demonstrate effect of vortices.

Demonstrate starting the pump and priming the main pump.

Explain use of gauges to monitor inlet and outlet pressures. starting the pump Demonstrate shutting the pump down. Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient.

Recall – Covered in Hoses for Wildfire firefighting

Practice to develop proficiency at drafting from a static supply.

FGP 1.1-1.3

Access to suitable static water supply




Enabling Objective: Pumping from a static supply Time:


Aids/Refs

Pumping from a static supply

Process − Set up for drafting

− Check correct valves opened

(particularly tank supply valve if pumping while refilling tank)

− Start and operate pump according to FGP

− Monitoring tank water level − Constantly monitor gauges to ensure

inlet pressure does not drop to zero − Close pump and hydrant valves slowly

to avoid shock/water hammer. − Shut down pump according to FGP.

Ask participants: When would it be necessary to pump from a static supply? Answer to include: Water tank is empty and fire endangers appliance while drafting. Explain the process and demonstrate the task in accordance with the Fire Ground Practice Show how the tank can be filled while drafting water by redirecting a portion of the pump output to a delivery hose for fire suppression. Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient.

Practice to develop proficiency at pumping from a static supply. Practice to develop proficiency at drafting from a static supply.

Access to suitable static water supply




Enabling Objective: Pumping from an appliance tank Time:


Aids/Refs

Pumping from an appliance tank

− Check tank level − Check correct valves opened

(particularly tank supply valve) − Start and operate pump according to

FGP − Monitoring rate of use of tank water − Constantly monitor gauges to ensure



Explain the process and demonstrate the task in accordance with the Fire Ground Practice Explain how wetting agent or foam concentrate may be added (it is not necessary to actually add foam or wetting agents at this point). Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient.

Practice to develop proficiency at pumping from an appliance tank.

FGP Appliance




Enabling Objective: Drafting water from a reticulated supply Time:


Aids/Refs

Refilling a tanker water tank from a reticulated supply Process

− Connect supply line from hydrant to tank inlet

− Ensure hydrant/standpipe is opened slowly to avoid shock/water hammer.

− Monitor water fill level indicator − Ensure hydrant or standpipe is closed

slowly to avoid shock/water hammer.

Explain the process and demonstrate the task in accordance with the Fire Ground Practice Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient.

Practice to develop proficiency at drafting water from a reticulated supply.




Enabling Objective: Pumping from a reticulated supply (boosting) Time:


Aids/Refs

Pumping from a reticulated supply (boosting) Adequate volume, insufficient pressure

Hose line size requirements

Process

− Connect supply line from hydrant to pump inlet

− Ensure hydrant/standpipe is opened slowly to avoid shock/water hammer.

− Operate pump according to FGP − Constantly monitor gauges to ensure



Explain issues associated with lack of reticulated water supply pressure and use of tanker’s pump to boost pressure. Explain how larger size hose or twin lines can minimise pressure loss due to friction. Explain the process and demonstrate the task in accordance with the Fire Ground Practice Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient.

Practice to develop proficiency at pumping from a reticulated supply.




Enabling Objective: Water relay (Optional) Time:


Aids/Refs

Water relays Open circuit relay pumping

− Connecting source to inlet on first tanker (drafting or hydrant)

− Connecting outlet first tanker to inlet on second tanker

− Setting flow and pressure rates for delivery on both tankers.

Closed circuit relay pumping

− Connecting source to inlet on first tanker (drafting or hydrant)

− Connecting outlet first tanker to portable dam

− Drafting from second tanker using portable dam as drafting source

− Setting flow and pressure rates for delivery on both tankers.

Explain distances from water source to fire usually too great for this process to be practical at a wildfire. Water tankers are used instead. Explain the process and demonstrate the task in accordance with the Fire Ground Practice Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient. Explain the process and demonstrate the task in accordance with the Fire Ground Practice Activity: Provide each participant with the opportunity to practice the procedure under supervision until they are proficient.

Practice to develop proficiency at pumping from a reticulated supply. Practice to develop proficiency at pumping from a reticulated supply.

Two appliances Portable dam or tank



Section 2

Learning Strategy Session 9: Prepare for response to Wildfire Time: 1.5 hrs (plus

2 hrs self study)

Aids Time • Introduce Session: Preparation to respond to a wildfire begins with active participation in routine Brigade activities.

Routine Brigade activities provide opportunity for firefighters to develop and hone team work, communication skills and fire control strategies and tactics that will greatly enhance each firefighters capacity to respond effectively to a wildfire incident. During the session we will identify a broad range of activities that can assist in “preparing” firefighters prior to a call out as well as the actions that must be taken when responding to a wildfire callout.

OHT 1


Show OHT 1 – Session objectives. Read through and explain each of the aims/objectives listed on the overhead and At the end of this session participants will be able to: prepare prior to a fire by participating in normal Brigade activities, followed correct response procedures when alerted to a fire locate the fire observe and note information about the fire as they approach.

Clarify participant understanding of objectives as required. Show OHT 2 – Session topics. Discuss the topics that will covered in this session: Normal Brigade activities Wildfire response activities Brigade response procedures

− Brigade call out procedures − Personnel responding to call out

OHT 2 OHT 3


Explain that during the session we will be drawing on their knowledge and experience of their involvement in local brigade activities.



Session 9: Prepare for response to Wildfire

Enabling Objective: CFA Brigade activities that prepare firefighters for wildfires Time:


Aids/Refs

Brigade activities

Normal Brigade activities − Can involve:

Hazard reduction Prescribed burning/pasture

improvement Assisting local Community (training

etc) Other activities? provide firefighters with

opportunities to develop the skills required to respond effectively a wildfire incident.

Skills development takes place over a period of time.

Heading Using OHT 4 Normal Brigade Activities, discuss concept of normal duties providing development opportunities for wildfire firefighters. Activity: Divide participants into two groups. Give each group butchers paper and a pen. Ask participants to list activities carried out by their brigade and for each activity list the key skills associated with the activity.

Allow 5 minutes then have each group present there responses.

Skills listed should include: communication, use of extinguishing media, use of firefighting equipment, time management, risk assessment, planning, tactics, etc

Identifying skills associated with normal Brigade activities

OHT 4 Butchers paper Whiteboard pens




Enabling Objective: Brigade response procedures Time:


Aids/Refs

Wildfire response activities − Response to a wildfire is immediate and

firefighters must be well prepared for the tasks involved.

Preparation involves:

− Physical well being

Explain that response to a wildfire is immediate and firefighters must be well prepared at all times for the tasks involved. Using OHT 5 Preparation, discuss each point ensuring participants understand the importance of good preparation. Ask participants: What are the potential risks to self and others if responding when unwell? Answer to include: Personnel who are affected by illness, injury, alcohol or fatigue may be at risk to themselves and others on a fireground. Ask participants: What can firefighters do to ensure a reasonable level of wellbeing. Answer to include: Maintain a healthy lifestyle. Exercise, healthy diet and rest. Emphasise if responding in private vehicle you MUST obey all road rules and drive safely.

Safety point

OHT 5






Aids/Refs

Pre fire check

− Protective clothing Safety checks: Overalls/over pants/coat clean, no

tears, fraying or broken clips Gloves clean, no holes or rips. Helmet in good condition, straps

firm. Safety boots serviceable, adequate

sole grip, no holes in soles. Safety goggles clean, good working

order, straps not perished.

Ask participants: What items of protective clothing are required for wildfire firefighting? Answer to include: Gloves, helmet, goggles, boots, wildfire coat, over pants, dust mask Discuss requirement for PPC to be maintained and in good working order. Ask participants: What sorts of things can cause eye injuries or irritation when fighting wildfires? Answer to include: Airborne particles, heat, impacts (small branches and hand tools) water and chemical splashes.

Recall - Covered in pre requisite training “Working Safely at an Incident”. Recall - Covered in pre requisite training “Working Safely at an Incident”.






Aids/Refs

− Extinguishing media and equipment: Appliance tank water level ok Foam containers filled sufficiently

Powered tools checked, fuelled, adjusted, stowed and ready for use.

Hand tools stowed and ready for use.

Discuss checks carried out. Notes the application of extinguishing media will be covered in detail in another session. Activity: Ask participants to check an appliance water tank and foam containers to determine content levels. If they are unsure of the procedure, demonstrate how the checks are done. Emphasise that only trained operators wearing appropriate PPE are permitted to operate power tools e.g. chainsaws, brush cutters, portable pumps Activity: Demonstrate how the checks are done then ask participants to practice check procedures for power tools e.g.. Oil, fuel, water as appropriate. Continue until satisfied all are proficient. Activity: Ask participants to locate and identify by their correct name hand and power tools carried on tanker.

Notes to trainer: Maintenance and safe use of hand and power equipment will be covered in detail in another session.

Practice checking extinguishing media supply levels Safety point

Practice locating and identifying tools

Practice check procedures for power tools

Equipment maintenance sheets, FGP’s






Aids/Refs

− Food and fluids Sufficient ration packs for immediate

crew needs. Food should be hygienically stored

(sealed and kept cool). Drinks should be plain water or

water with electrolyte additive.

− 2 way radio checks, operating and on correct channel Aerial connection battery check and replacement reporting faulty equipment

Recap on the food and fluids that should be taken when responding to a call out. Ask participants: What snacks and drinks are suitable for firefighters responding to incidents? Answer should include items such as: Dried fruit, muesli bars, fresh fruit. Ask participants to identify and list the fireground risks associated with lack of food or fluids. Allow several minutes then have them read out responses. List responses on the whiteboard. Responses should include: Heat stress, heat exhaustion, lack of energy, headaches.

Discuss simple checks that should be carried out to ensure radios are operating correctly.

Explain fault reporting process

Recall - Covered in pre requisite training “Working Safely at an Incident”.

Whiteboard




Enabling Objective: Brigade call out procedures Time:


Aids/Refs

Method of calling out a brigade Sources of callouts

− VICFIRE − Other sources

How crews are alerted − Use of pagers

Brigades response to a callout

Local operating procedures Responding

Responding crews assemble at the nominated primary assembly point which may be either a Station or Staging Area.

Responding to a station

− Personnel are assigned to crews and appliances for response direct to the fire

Heading Explain sequence of events that lead to a call out and how crews are alerted. Heading

Refer to role of Brigade Standing Orders in determining response actions.

Discuss two different ways that personnel may be expected to respond to a call out.

Explain that OIC is responsible for ensuring appliances are crewed at a level appropriate for maintaining safety standards.

Emphasise that individuals should advise OIC if they lack training to undertake assigned tasks so that appropriate supervision can be provided.

Safety point

Wboard Brigades Operational Guidelines/Standing Orders for responding to a Wildfire Incident.




Enabling Objective: Brigade call out procedures Time:


Aids/Refs

− Firefighters responding to station should: don protective clothing, check equipment Prepare and start truck Follow instructions given by Crew

Leader/Incident Controller Responding to a staging area

− A staging area is a safe assembly/staging point near the fire, where resources are identified, crews assigned and strategies and tactics for control are communicated to all relevant personnel.

− On arriving at a staging area crew leader should report to the staging area manager or a nominated officer.

Summarise key points Grass fire tanker tactics CD Clip 1

Recap staging area purpose and what to do on arrival.

Recap procedures to be followed Ask participants: How does CFA track arrival and departures from staging areas? Answer to include: Personnel are tracked using T cards. Use OHT 6 Considerations When Responding to a call to summarise response actions. View Clip 1 Responding to the fire



OHT 6 Grass fire tanker tactics CD



Section 2

Learning Strategy Session 10: Locating the Fire Time: 2.0 hours

Aids Time • Introduce Session: The ability to read maps, accurately locate positions and determine routes to positions is a

critical skill for firefighters. This session looks at the use of local knowledge and map reading skills in order to locate the fire and identify the most effective route to reach the fire.

OHT 1


Show OHT 2 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to use maps to: locate a fire Select a suitable route to the fire Identify the location of static water supplies Help in planning fire suppression activities by identifying topographic feature that could affect

fire behaviour Communicate the location of the incident and your own location by the use of a 6 digit grid

references. Clarify participant understanding of objectives as required. Show OHT 3 – Session topics. Discuss the topics that will covered in this session: Maps, their use and care Marginal information Map scales Map Grid lines and grid references Locating points on a map Ground shape information

OHT 2

OHT 3


Ask participants whether they have used a street directory such as a Melways. Explain that reading maps is very similar to reading a street directory as they also use grid coordinates systems to locate features. Explain that participants who have not used a street directory before will learn how to during the course of this session.



Session 10: Locating the fire

Enabling Objective: Locating the fire Time:


Aids/Refs

Locating the fire Benefit of local knowledge

− Names of landmarks and prominent features

− Roads and tracks and how weather affects them (e.g. 2WD/4WD, surfaces, access gates, narrow bridges, causeways.)

− Topography (lie of the land) including hills, gullies creeks.

− Specific hazards such as rail crossings, road intersections

− Traffic conditions (e.g. days/times when local user traffic increases)

Heading Use OHT 4 Your Local Area to discuss how local knowledge can assist in identifying the best method of locating the fire and selecting the safest route to it. Activity Provide students with a list of local places and landmarks (about 20 will do) and have them write down a description of their location e.g.. Smith’s old house – Smith’s old house is at the corner of the highway and Blooms lane. Answers are to be brought to next training session.

Improving knowledge of local area and its features.

OHT 4




Enabling Objective: Maps, their use and care Time:


Aids/Refs

Maps and their use Maps are a vital tool used to aid fire

operations. They can assist in identifying: − Your present location − Location and effective route to a fire − Land use and boundaries − Location and numbers of properties that

may be at risk. − Man made and natural features that

may affect fire behaviour − Terrain and likely effect on fire

behaviour Map Editions or versions

Heading Using OHT 5 Benefits of Maps discuss how maps can aid in fighting fires by providing firefighters with information about the lay of the land and land use. Ask participants: Why is it important to ensure that the map being used is a current edition? Answer should include: Old maps may not show recent developments New towns or housing estates may have been built. Boundaries may have changed. Roads may have been redirected or new roads built.

WF LM page 157 OHT 5






Aids/Refs

Types of map Topographical maps

− Provides a detailed picture of area represented

− Shows man made and natural features

Ask participants: What are the names of all the different types of maps?

List their responses on the whiteboard. Responses may include: Topographical Local map books ESMAP Street directories Vic Roads state maps Specialist maps (fire history, geology Cadastral maps

Explain where and why they are used and any special information they contains.

Ask participants: What are examples of man made features? Answers should include: Roads Structures (farm houses, churches, halls,

bridges etc) Railway lines Telephone and power lines Dams Air strips

Samples of local maps






Aids/Refs

− Shows natural features Local map books

− Maps produced for CFA Region, Brigade, local council, DSE or Police to suit their specific needs.

ESMAP

− Combines details usually found in either topographical maps or street directories

− Includes information a specific to fire services Emergency services locations Water sources etc

Ask participants: What are examples of man made features?

Answer should include: Hills, Ridges, Forests, Rivers, Creeks Swamps

Refer to local map book in Brigade tanker and discuss their use. Explain where and why they are used and any special information they contains.

Show participants a sample of an ESMAP

Ask participants: What ESMAP stands for? Answer: Emergency Services Map

Local map book

ESMAP






Aids/Refs

Metropolitan street directories − Less topographical detail than maps

previously discussed. − More suited for navigating on streets

and roads. Vic Roads State maps

− More generalised than an ESMAP − Good town index at back of map book.

Specialist maps (fire history, geology)

Cadastral maps − Show ownership boundaries − Boundaries may be fenced meaning:

Need to consider best point for entry Which property owners may need to

be contacted

Caring for maps − Handling − Folding

Explain where and why they are used and any special information they contains.

Explain where and why they are used and any special information they contains. Explain where and why they are used and any special information they contains. Explain where and why they are used and any special information they contains. Activity. Ask participants to identify and locate the various maps used by their Brigade including those carried in firefighting vehicles. Heading Demonstrate how to care for and correctly fold/unfold maps to reduce risk of damage.

Practice locating and restowing Brigades local maps.

Street directory Vic Roads State maps Specialist maps Cadastral maps Topographical map




Enabling Objective: Marginal information Time:


Aids/Refs

Common marginal information

Heading Explain that information printed outside the map face is referred to as marginal information and that the information and its position may vary from map to map. Ask participants: What are some common examples of marginal information that may be found on nearly all maps? List answers on white board. Answer may include: Index to adjoining maps Magnetic variation Map legend or key Map scale Map title Sheet number Grid reference numbers Ground shape (Contour intervals)

Activity: Ask participants to locate examples of each type of marginal information on their maps. Explain that we will be utilising this information as we proceed through the session.

Practice identifying location and types of marginal information on maps

Wboard WF LM page 161 Wboard Local maps




Enabling Objective: Marginal information Time:


Aids/Refs

Index to adjoining maps Magnetic variation

− True north (direction of geographic north pole)

− Grid north (lines on map) − Magnetic north (earth’s magnetic pole)

Use OHT 6 Index to Adjoining Maps to explain how adjoining maps are indexed. Activity: Participants to demonstrate use of index when moving from one map position to a position on an adjoining map by measuring distance between two points on adjacent maps. Show each type of ‘North” on map and explain relationship between them. Explain purpose and location of true north arrow on map and need to orientate the map to get bearing.

OHT 6 Local maps Local map




Enabling Objective: Marginal information Map scales Time:


Aids/Refs

Map Legend − Symbols − Colour coding

Map Scales

− Relationship between distance on the map and distance on the ground

− Can be expressed three ways

In words As linear scale or bars In numbers

− A scale of 1:250 000 indicates one unit

on the map (e.g. 1 CM) is equal to 250 000 units on the ground (250 000 CM or 2.5 KM).

Using OHT 7 Map Legend discuss the use of symbols and colour coding in map legends to depict objects and features that cannot be drawn to scale e.g. Buildings, railway lines, rivers etc Activity: Using a topographical map of the local area ask participants to locate an example of each item listed in the maps legend. Explain function and use of scales found on maps. Use OHT 8 Map Scales to show examples of each method of expressing map scales Explain exactly what the term “scale” means when used in relation to maps.

Using a map legend to identify objects and features.

OHT 7 Local map Local maps OHT 8




Enabling Objective: Map scales Time:


Aids/Refs

Common map scales − Available in a range of scales that

provide different levels of detail. − Large scale maps show small area in

high detail e.g. 1:25,000 − Small scale maps show large areas with

less detail e.g. 1:100,000 Measuring distances on maps

− Points in a straight line

− Points along a curve

Discuss the effect of scale on the level of detail shown.

Use OHT 9 Common Map Scales to show commonly available scales and discuss how to convert measurements between scales

Use OHT 10 Measuring a Straight Distance to demonstrate how to measure distances between points on a map and then calculate actual distance between the points using the using maps scale. Activity: Participants to determine the distance between several straight line points on a map. Use OHT 11 Measuring a Curved Distance to demonstrate how to measure distances between points on a map and then calculate actual distance between the points using the using maps scale. Activity: Participants to determine the distance between several curved points on a map.

Measuring distances between points on a map. Repeat activities until participants are confident in ability to measure distances.

OHT 9

OHT 10 Local map OHT 11 Local map Paper, string




Enabling Objective: Map Grid lines and grid references Time:


Aids/Refs

Map grid systems − Geographic coordinate system

Geocentric Datum of Australia 1994 (GDA94) coordinate system.

Locations represented by latitude and longitude.

− Cartesian coordinate systems Uses Map Grid of Australia 1994

(MGA94) coordinate system. Locations represented by Eastings

and Northings within 6 Zones. 6 figure Easting, 7 figure Northing

(Vic covered by Zones 54 & 55).

Map Datums − System that determines the position of

the grid overlay on a map. − Datums are updated occasionally. − Different datums will give slightly

different positions for same location reference (200 metre variance.

− Current datum is GDA94 for geographic maps and MGA94 for Cartesian maps.

Using OHT 12 Geographic Coordinate systems discuss how locations can be represented using a grid systems overlayed onto a map. Using OHT 13 Cartesian Coordinate systems discuss how locations can be represented using a grid systems overlayed onto a map. Explain the meaning and function of the term map Datum.

Ask participants: What grid reference points did we just say were used on a “Cartesian” grid system?

Answer should include:

Eastings and Northings within a Zone

OHT 12 OHT 13 http://www.ga.gov.au/geodesy/datums/




Enabling Objective: Map Grid lines and grid references Locating points on a map Time:


Aids/Refs

Locating points on a map

Ask participants: Why is it important to know which Datum is used on a map?

Answer should include: They may not be able to find the feature or

landmark at the point where you say it is located.

When communicating coordinates, if the person receiving the coordinates is using a map with a different datum to the sender, the location specified by the coordinates will point to a different location on their map.

Using OHT 14 Eastings/Northings Grid, demonstrate how the location can be specified using a 6 figure grid reference. Activity: Give participants a variety of location references (say 10 different references) and have them identify and record the name of the place or feature at each given location. Allow 10 mins then have participants take turns in naming the locations they have identified. Repeat activity until participants are comfortable using grid references to locate points.

Locating points on a map using grid references.

OHT 14 Topographical map



Session 10: Locating the Fire

Enabling Objective: Ground shape information Time:


Aids/Refs

Ground shape

− Fire perimeter − Fire breaks − Observation points/lookouts − Forward control points − Water points − Heli pads − Access and egress

Ground shape information present on

maps − Ridge lines − Aspect − Position of slope − Vegetation and density

Ask participants: Why is it important for wildfire firefighters to know the shape of the ground when responding to wildfires? List answers on whiteboard and discuss each response. Answers may include: Predict the perimeter of the fire Indicate suitable positions for fire breaks Indicate suitable locations for observation

points and look outs. Indicate suitable forward control points. Indicate suitable locations for water points Indicate suitable locations for helicopters

landings Indicate suitable access routes to an incident

and safe escape or evacuation routes. Help to determine where you are.

List terms on white board. Using OHT 15 Ground Shape information, explain the meaning of each term and ask participants how the information can assist wildfire firefighters.

WBoard WBoard OHT 15




Enabling Objective: Ground shape Time:


Aids/Refs

Contours on a map − Lines represent height above sea level − Patterns represent shape of ground − Line run across the slope

Ground shape terms

− Spur − Crest − Undulating ground − Knoll (Knob) − Saddle − Ridge line − Gorge − Plateau

Using OHT 16 Contour Lines, explain the use of contour lines on a map.

Using OHT 17 Physical Features, explain the meaning of some common terms used to describe ground shapes. Activity Ask participants are to identify a selection of physical features on their local maps, and have them record the coordinates of each location. Allow 10 mins and then ask participants to state a set of coordinates for each of the ground shapes listed.

Practice identifying, locating and recording terrain information from topographical maps. Repeat activity until participants are comfortable identifying features and their positions.

OHT 16 OHT 17

Topographical map




Enabling Objective: Reporting a location Time:


Aids/Refs

Reporting a Location Speak clearly Avoid confusion (write it down first) Sequence of information Use of pro word ‘Grid’

Heading Discuss and demonstrate requirements for reporting a location. Activity: Select several participants and ask them to ‘report’ the location of a feature or place. The remaining of the participants are then required to locate the feature or place on their map using the reported information.

Practice reporting locations. Read summary on page 171 - 172 Complete self assessment questions 1-17 on page 173, and questions 1-5 on page 174. Provide further opportunities for participants to practice skills e.g. Navigation exercises.

WBoard Topographical maps WF LM page 171-172 WF LM page 173-174



Section 2

Learning Strategy Session 11: Proceeding to the fire Time: 0.5 Hrs

Aids Time • Introduce Session: The fireground can be a dangerous workplace. This session looks at the procedures that should

be followed on approach to and arrival at a fire to ensure a safe and effective response. OHT 1

Inform learners of Session enabling objectives:

Show OHT 2 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to : Select a safe and effective route to the wildfire or other incident location. Confirm the location of a wildfire or other incident. Observe and report on wildfire or other incident conditions and their likely cause.

Clarify participant understanding of objectives as required. Show OHT 3 – Session topics. Discuss the topics that will covered in this session: Selecting a safe and effective route Initial observations on approaching a fire Approach Size-up Evidence of fire cause

OHT 2

OHT 3


Ask a range of questions to ensure participants understand how to interpret information on maps. e.g. Ask participants: What are the meaning of the terms used to describe various types of terrain and how are these features represented on maps?

Answers should include: Crests, Spurs, Saddles, Gorges, Knolls, Spurs, Plateaus or undulating ground? Ask participants: What features would influence the selection of a route to a wildfire and how are these features identified on maps.

Answers should include: Different types of terrain, boundaries, fences railway lines, roads etc.



Session 11: Proceeding to the Fire

Enabling Objective: Selecting a safe and effective route Time:


Aids/Refs

Selecting a safe and effective route Form of travel. Vehicle dimensions and weight. Types and sizes of access roads Vegetation types Water features Ground shape Other traffic Threat from incident Others?

Heading Ask participants: What is the best route to or from an incident? Answers should include: One that get you to your destination quickly, safely and with the least effort and stress on firefighters and their appliance. Ask participants: What factors would you consider when studying your map to select a route to the incident: List answers on whiteboard and discuss how each factor influences selection of route taken. Answers should include: Form of travel used (2WD/4WD Tanker, foot,

heli. Vehicle dimensions and weight. Types and sizes of access roads Vegetation types Water features Ground shape Other traffic Threat from incident




Session 11: Proceeding to the fire

Enabling Objective: Selecting a safe and effective route Time:


Aids/Refs

Selecting a safe and effective route (cont’d)

Activity: Divide participants into two groups. Separate the Groups. Provide each Group with the coordinates of a Wildfire (coordinates should be the same however Groups are not to know this). Ask each group to select a safe and effective route to the location of the incident. The selected route should then be recorded on butchers paper along with the factors that influenced the selection (there assumptions about the mode of travel and why that route was chosen). Allow 10 minutes then have each group present their chosen route, and explain there reasons for selecting the route. Route selection chosen by each group may be different depending on the Groups assumptions e.g. Type of vehicle used for response however the route is to be safe and effective. Complete activity by asking participants to comment on safety and effectiveness of choices made by other group.

Practice selecting and plotting access and egress routes.




Enabling Objective: Initial observations on approaching a fire Time: 1 Hour


Aids/Refs

Initial observations Vehicles and people leaving the scene Access to areas (gates, fences, blocked

tracks) The nature of the fire Fire behaviour on arrival.

Confirm and report location of fire Location Type of fire Fire activity

Approaching the fire

Heading Use OHT 4 What to look for on the way to a fire to identify factors firefighters should note on route to the fire. Emphasise need to remain alert.

Heading Explain that once fire has been physically located, Crew Leader (following radio protocol) will confirm details back to base radio or VicFire Operator. Demonstrate correct protocol and explain that radio communication protocols will be covered in Communication Systems Sessions) Heading Ask participants: On approaching the fire what are the factors that must be considered to ensure firefighter and appliance safety?

Answer to include: Positioning of vehicle Terrain and its effect on fire movement Wind direction

Emphasise need to approach from upwind avoiding a frontal approach

Recall - Covered in pre requisite training “Working Safely at an Incident”, and Wildfire Behaviour Safety point

WBoard OHT 4 WBoard




Enabling Objective: Sizing up the situation Time:


Aids/Refs

Size up Firefighters are the “eyes and ears” of the

Crew Leader Facts and not opinions Information collated to get full picture of

fire. Fire size Fire intensity Smoke colour Fire direction Fire rate Fire area Threats Fuel load and condition Assistance or resources required Water supply and location Environmental considerations Others?

Heading Discuss how firefighters can assist their Crew Leader in Sizing up the incident by acting as the “eyes and ears” of the crew leader. Emphasise need for facts not opinions. Ask participants: What sorts of questions should be asked when sizing-up at a wildfire? List answers on the white board and discuss the relevance of each point. Answers should include: How big is the fire How intense is it? What colour is the smoke? What is the direction of the fire spread? What is the rate of spread? What is the size of the area already burnt? What lives or property are under threat? What condition is the fuel? Dry? High loads? What assistance or resources are required? What water supplies are available and where

are they located? Are there any environmentally sensitive

areas? Others?

WBoard WBoard



Session 11: Proceeding to the Fire

Enabling Objective: Evidence of cause Time:


Aids/Refs

Evidence of cause Preserving the point of origin

− Avoid driving over the area − Keep firefighting activity to a minimum − Cordoning off the area to seal off access

Recording evidence for investigators − Any people in the area − Vehicles in the vicinity (rego, type and

colour) − Note vehicle tracks, litter or other

materials that may have been used to start the fire

− Note horse tracks, motor bike tracks and camp fires

Heading Discuss need to protect point of origin for fire investigators and explain how this can be done. Ask participants to identify the key points learnt during this sessions.

Answers should include: How to get to the fire safely and quickly with

a minimum of stress to firefighters and appliances.

How to confirm the location of the fire What to do on arrival Questions to ask when crew leader sizing up Need for preserving point of origin and how

to accomplish this Evidence that may be useful for firefighters.

Summarise session




Section 2

Learning Strategy Session 12: Combating the fire Time: 4 Hours

Theory 2 Hours, Practical Activities 2 Hours. Aids Time • Introduce Session: In the earlier sessions on wildfire behaviour and wildfire development we learnt how weather,

fuel and topography affected wildfires. In this session we look at the strategies and tactics employed to suppress wildfire under different weather, fuel and topographical condition.

OHT 1


Show OHT 2 – Session Aims/Objective(s). Read through each of the aims/objectives listed on the overhead. At the end of this session participants will be able to explain and demonstrate the: Basic wildfire firefighting techniques Grass fire attack from a tanker Hose streams for wildfire suppression

Clarify participant understanding of objectives as required. Show OHT 3 – Session topics. Discuss the topics that will covered in this session:

Topics covered in this session: Importance of teamwork on the fireground Use of anchor points Watchouts Briefings Command and communication Communication on the fireground Strategies and tactics Mopping up and blacking out

OHT 2 OHT 3




Session 12: Combating the fire

Enabling Objective: Importance of teamwork on the fireground Time:


Aids/Refs

Teamwork Teamwork and firefighting

Team (Crew) leader responsibilities

− Develop and mentor team members − Ensure members understand team goal

and tasks required − Provide necessary resources − Encourage cooperation − Keep team focussed − Duty of Care to team members − Appraise results − Acknowledge achievement

Heading Discuss reliance on team work for safety and achieving effective outcomes Using OHT 4 Team Leader Responsibilities, discuss crew leaders responsibilities to team members Emphasise that in a response, these responsibilities continue until the team/crew are demobilised (NOT just in the response phase) Question participants to ensure that they understand the meaning of each of the points listed. Questions to ask might include: What does your crew leader do to ensure

that you are trained and adequately prepared to fight wildfires?

How do you know what you tasks you are required to do and why they must be done?

What does your crew leader do to encourage the team and keep them focussed on what needs to be done?

How are your efforts appraised and acknowledged by the crew leader?

OHT 4




Enabling Objective: Importance of teamwork on the fireground Time:


Aids/Refs

Team member responsibilities − Understand your task and how it fits in

with teams goals. − Work cooperatively to achieve common

goal − Follow procedures − Ask for help when it is needed − Recognise and acknowledge each

others achievements. − Be supportive − Duty of Care to others

Discuss team member responsibilities to crew leader and other team members

Using OHT 5 Team Member Responsibilities, discuss team members responsibilities to crew leader and other team members

Question participants to ensure that they understand the meaning of each of the points listed.

Questions to ask might include: What should you do if you are unclear as to

what is expected of you, or you are asked to do something that you are not sure how to?

What are some examples tasks where cooperation is essential to achieving the desired outcome?

What can happen if team member don’t cooperate in achieving the teams goal?

Why is it important to other team members that you follow the procedures laid down for completing tasks?

Give an example of when you or another team member had to ask for help – what happened?

What are some of the ways that you recognise and acknowledge the efforts of your team mates?

How would you feel if you thought that you couldn’t rely on your team members?

OHT 5




Enabling Objective: Importance of teamwork on the fireground Use of anchor points Time:


Aids/Refs

Working on the fireground View Clip 7 Firefighter Safety

Safe work practices

− Never work alone − Knowing where team members are and

what they are doing − Ensuring crew leader and team knows

where you are and what you are doing − Apply SPADRA − Work from an anchor point

Anchor points Anchor points include:

− Bare ground − Blacked out by fire areas − Areas with little fuel − Non flammable areas

Heading Ask participants: What are some examples of safe work practices on the fireground? List answers on the whiteboard Answers should include: Never work alone Know where team members are and what

they are doing Ensuring crew leader and team knows

where you are and what you are doing Follow procedures Apply safety person approach and DRA. Work from an anchor point

Heading Using OHT 6 Anchor points explain how they offer safety to firefighters. Ensure all participants can identify a safe anchor point and fully understand the importance of safe work practices.

Ask team members: Why is it important to stay in touch with crew leader and other team members when working on the fireground?

Recall – Covered in Working Safely on the Fireground Safety point

WBoard Grass fire tanker tactics CD

WBoard

OHT 6




Enabling Objective: Use of anchor points Watchouts Briefings

Time:


Aids/Refs

Watch Outs Acronym

Use as a danger warning prompt

Briefings Purpose of a briefing

Types of briefings

Answer to include: Conditions can change rapidly, feedback and prompt responses are essential to safety. Heading Using OHT 7 WATCHOUT, explain the meaning of the acronym WATCHOUT. Explain the purpose of watchouts (safety prompts) Explain meaning and relevance of each word in the acronym Activity: Handout copies of latest WATCHOUTs and have participants familiarise themselves with their content. Heading Revise the purpose of a briefing, mentioning incident situation and task to be performed.. Using OHT 8 Types of Briefings, discuss each form of briefing and ensure that participants understand the purpose of each type.

WBoard OHT 7 Watch out handouts WBoard OHT 8




Enabling Objective: Briefings Command and communication Time:


Aids/Refs

Format of briefings

− SMEACS acronym

− Meaning of words used

Command and communication AIIMS Incident Management structure

− Incident controller − Planning section − Operations section − Logistics section

Ask participants to recall Safety on the Fireground lesson by asking: What format do briefing take? Answer should be: SMEACS Using OHT 9 SMEACS, explain the meaning of the acronym SMEACS. Explain meaning and relevance of each word in the acronym

Heading Participants need to understand the command structure and communication systems used on the fireground and comply with them at ALL times Using OHT 10 AIIMS structure explain the roles and relationships of the structure for a large incident.

Recall – Safety on the Fireground (staging area briefings.)

Safety point

OHT 9

OHT 10




Enabling Objective: Command and communication Strategies and tactics Time:


Aids/Refs

Communications − Operations communications plan

Purpose

− Use of different radio channels Operations point Staging area Division or Sector commanders Strike team leaders Crew leaders

Strategies and tactics Objectives (the GOAL) Strategies (DO WHAT?) Tactics (HOW we do it) Tasks (JOBS to be done)

Discuss need for communications plan agreed to by all parties. Explain need for Operations communication plan and the purpose it serves Using OHT 11 Radio channels, explain that channels are allocated for specific uses and give examples.

Emphasise importance of Crew selecting and using channel allocated in communication plan. This way team members can remain in touch with crew leader and other team members Heading Explain concept of achieving objectives using strategies, tactics and tasks. Use the example on OHT 12 - 13 Strategies and Tactics to explain the differences between each of the terms used

OHT 11 OHT 12 - 13




Enabling Objective: Fire suppression strategies Time:


Aids/Refs

Fire suppression strategies Broad statements developed in support of

the objective Regularly reviewed and revised to account

for changing conditions Direct, Indirect and Parallel

− Grass fire tanker tactics CD Clip 2 - 3

Direct attack

Heading Explain each point and emphasise need for alternative strategies to cover changed circumstances.

Introduce and explain the variations of strategies used to suppress or contain a wildfire.

View Clip 2 and 3 Grassfire attack methods and Tanker tactics Heading Explain that a direct attack is used where fire can safely and effectively be attacked.

Ask participant: What factors would have influenced the Incident Controllers decision to go with a direct attack?

Answer to include: Fire is low intensity Weather fuel and topography will not cause

unexpected fire behaviour

Ask participants: What are some of the methods used to attack a fire directly?

Answer to include: Knapsacks, tankers, hose lies from static or

reticulated water supplies. Heavy machinery (graders, dozers. Hand tools – rakehoes, axes etc.

Recall – points covered in Wildfire Behaviour and Wildfire Development Recall – points covered in Hand tools used in Wildfire Firefighting

WF LM page 111 Grass fire tanker tactics CD WBoard




Enabling Objective: Variations of direct fire suppression strategies Time:


Aids/Refs

Variations of direct attack − Head attack

Low intensity fires only Knock down fire head Black out fire edge Stable and moderate weather

conditions required − Advantages

Removes fuel from immediate path of fire

Firefighters can retreat to the black Parts of edge that self extinguish are

readily incorporated into the control line

Generally results in least area burnt of all methods used to control/suppress wildfires.

− Disadvantages Not suited to fires moving upwards

in steep terrains. Firefighters exposed to heat and

smoke Irregular control line may be difficult

to patrol Fences and natural barriers may

present obstacles

Using OHT 14 Head Attack explain the terms head, flank and parallel attacks. Explain where and how this strategy would be used and discuss the advantages and disadvantages associated with this method. Ask participants: What are the risks associated with this strategy? Answers to include: Changing weather conditions causing

unexpected behaviour (flare up, spotting, flank becoming the head etc)

Spotting ahead of fire front causing entrapment

Ask participants: What can fire crews do to minimise the risks? Answers to include: At least two known safe routes out Monitor radio for changed conditions Be alert to changes in fire behaviour Be alert to changes in weather behaviour

(wind direction and strength.

Safety point Recall – Dead Man Zone

Safety point Recall: Safety on the Fireground and Wildfire Behaviour, Wildfire Development

WF LM page 112 OHT 14






Aids/Refs

− Flank attack Medium to high intensity grass and

wildfires Work from rear or knock down flank Pinch in the flanks towards the head Black out fires edges Direct attack from either burnt or

unburnt ground

− Advantages Firefighters can retreat to the black Parts of edge that self extinguish are

readily incorporated into the control line

− Disadvantages

Firefighters exposed to heat and smoke

Irregular control line may be difficult to patrol

Fences and natural barriers may present obstacles

Using OHT 15 Flank Attack explain the terms flank attack. Explain where and how this strategy would be used and discuss the advantages and disadvantages associated with this method.

OHT 15






Aids/Refs

− Parallel attack Low to Medium intensity grass and

wildfires Work near edge to construct a

control line close to fire (low intensity)

Work further from edge to construct a control line (higher fire intensity).

Irregularities are bypassed. Remaining fuel allowed to burn to

control line Remaining fuel may be burnt out by

firefighters.

− Advantages Firefighters less exposed to heat

and smoke Control lines generally shorter and

straighter than head/flank attacks.

− Disadvantages Increased risk to firefighters in event

of wind change Increased risk of fire escaping Greater area burnt than in head or

flank attacks.

Using OHT 16 Parallel Attack 7 explain the terms Parallel attack. Explain where and how this strategy would be used and discuss the advantages and disadvantages associated with this method. Ask participants: What two techniques are used to construct a control line using a Rakehoe? Answer to include: Step up and One lick methods.

Emphasise need for escape plan, two escape routes and immediate action in the event of flank turning to head.

Recall – points covered in Hand tools used in Wildfire Firefighting

Critical safety point Recall – Linton disaster 1983 and Dead Man Zone video)

OHT 16




Enabling Objective: Indirect fire suppression strategies Time:


Aids/Refs

Indirect fire suppression strategies

Heading Explain that an indirect fire suppression strategy is used where fire cannot safely and effectively be attacked.

Ask participant: What factors would have influenced the Incident Controllers decision to go with an indirect attack?

Answer to include: Fire is too intense Fire is spotting over long distances Fire is too remote making access and egress

difficult Weather fuel and topography may cause

unexpected fire behaviour Lack of resources available to attack the fire

directly Ask participants: Why would long distance spotting influence the incident controller to consider an indirect attack? Answer to include: Long distance spotting may create new fire fronts ahead of those being controlled, wasting manpower and resources.

WF LM page 114




Enabling Objective: Defensive fire suppression strategies Time:


Aids/Refs

Indirect attack − Indirect attack using backburning.

Use of natural fire barrier or construction of a control line some distance from fire (High to very high intensity)

Remaining fuel is backburned by firefighters.

− Advantages

Allows more time to plan for and prepare the control line.

Allows choice of locations for the control line

Reduces exposure of firefighters to the fire

Allows time for assembling resources

− Disadvantages

Size of the fire is increased Greater perimeter to black out and

patrol May be intense fire where backburn

meets the main fire

Using OHT 17 Indirect Attack explain the term indirect attack. Explain where and how this strategy would be used and discuss the advantages and disadvantages associated with this method. Explain that Backburning must only be used by highly experienced personnel. If asked to assist, participants MUST listen and OBEY all instructions. Ask participants: What hand tool is used to light a backburn? Answer to include: A Drip torch

Safety point Recall – use of drip torch covered in Hand tools used in Wildfire Firefighting

OHT 17




Enabling Objective: Mop up (blacking out) Time:


Aids/Refs

Mop up/Black out Grass fire tanker tactics CD Clips 4, 5 and 6 Why mop up is done

− Prevent reignition of extinguished flames

− Dirt time consuming work − Usually carried out on foot − Essential it is done properly

− Sequence of actions in blacking out Elevated burning/smouldering fuels Repositioning logs on hills hot/smouldering ground materials Clearing smouldering materials from

control line Breaking up fuel concentrations

Heading View Clips 4, 5 and 6 related to mopping up and blacking out.

Explain to participants that mopping up involves blacking out around the perimeter to ensure that the fire remains contained.

Emphasise that poor blacking out may put crews (including your own) at risk, as many fresh outbreaks have occurred as a result of poor blacking out.

Ask participants: When blacking out, what factors would the OIC consider when decided how wide the blackout strip should be?

Discuss responses. Answers should include: The fire has covered a large area. Terrain is hilly (smouldering material may fall

downhill onto the blackout strip. Weather conditions (hot, dry, windy) Fuel type and load

Using OHT 18 discuss the order in which mop up activities are carried out

Safety point

Recall – Factors have been covered in Wildfire Behaviour , Wildfire Development

Grass fire tanker tactics CD OHT 18




Enabling Objective: Mop up (blacking out) Time:


Aids/Refs

Mop up involves: − Raking materials back into the burnt

area − Digging out and extinguishing burning

roots and stumps − Using extinguishing media to cool large

pieces to permit handling − Dragging smouldering logs and

branches into burnt out area − Repositioning burning logs on a hillside

so they wont roll into unburnt areas. − Separating clumps of fuels to reduce

heat − Allowing fuels to continue to burn

provided they will burn out quickly and safely

− Extinguishing hot spots (look for shimmering heat profiles) on trees or ground

− Felling trees that pose a threat to firefighters safety.

Using OHT 19 Mop up Tasks, discuss the tasks that must be carried out. Emphasise safety aspect and stress importance of doing the job properly. Use extreme care cooling logs, water to hot embers results in instantaneous production of steam and may result in dust, smoke and steam thrown back into the hose operators face. Tree felling must be left to trained and experienced operators using appropriate PPE. Before felling any tree consider potential threat to habitat/environment.

Safety point Safety point

OHT 19




Enabling Objective: Patrolling the perimeter Time:


Aids/Refs

Patrolling the perimeter What does patrol mean

Why patrol

When done, for how long and how often

Heading Explain to participants that patrolling refers to constant monitoring of a mineral earth control line or fire perimeter, either on foot or in a tanker.

Ask participants: Why would it be necessary to patrol the control line?

Discuss responses. Answer should include: To ensure that embers or burning fuel do not

breech the control line. To ensure that burning roots that may cross

a control line do not continue burning below ground starting spot fires on the other side of the control line.

To ensure that the fire is contained. Ask participants: When should patrolling the perimeter commence, how long should it continue and how often should patrols take place?

Discuss responses. Answer to include During and after mopping up activities Continues until no possibility of fire escaping

the control line. Frequency is dependant on fire intensity, fuel

loadings, current and future weather conditions.







Aids/Refs

What to look for when patrolling

− Overhead tree/branches − Spot fires − Hot ash or embers − Smouldering roots

Safety considerations

− Buddy up − Remain alert − Falling trees/branches − Reduced visibility − Insect, reptiles and vermin disturbed by

fire or subsequent mop up activities.

Ask participants: What should you look for as you patrol the perimeter?

List responses on whiteboard and discuss each point.

Answer to include Anything that could threaten the fire control line such as: Trees or branches of overhead trees that

contain burning material. Hot ash or embers Smouldering root systems near the control

line may cross under the control line Spot fires outside the control line

Discuss risk factors and steps that firefighters must take to ensure personal safety and crew safety.

Ask participants What steps can firefighters working on foot take to minimise risks from change in fire behaviour.

Answer to include: Don’t work alone (buddy up) Be alert and ready to move to the black Watch for falling limbs or hot spots Watch for moving truck or heavy equipment Watch for Insects, reptiles and vermin

Recall – Working Safely on the Fireground.

WBoard






Aids/Refs

Safety considerations (continued)

− Hose as lifeline (protect hose)

− Steam hazard

Emphasise that the firefighters hose is their safety line during blacking out operations. Ask participants: How can you protect the hose as you move through an area to black it out? Answer to include: Raking clear burning embers or sharp

objects Wetting down the ground where hose is to

be laid Patrolling the hose lay with a knapsack

water sprayer. Ask participants: How can the firefighter avoid injury from steam smoke and dust that erupts when burning fuels are sprayed? Answer should include: Stand well back when water is first applied. PPC including dust mask and firefighting

goggles should be worn.

Safety point Recall – Discussed in Hoses for wildfire firefighting. Safety point.



Session 12: Combating the fire (Practical activity 1)

Enabling Objective: Direct attack from a tanker using two branches. Time: 2 Hours


Aids/Refs

Direct attack from a tanker using two branches. Branches and nozzles

− Straight jet − Spray pattern − Fog pattern

Heading Show participants the branches and nozzles that will be used for grass fire fighting. Ask participants to recall and describe the types of patterns produced by the different nozzles, their applications and any safety factors that should be considered when using them.

Answers should include: Straight jet : Long reach and penetration. Can be used to knockdown the flames. Will conduct electricity

Spray pattern: Covers large area. Poor penetration. Large droplets removes heat more efficiently

than jet. Offers some radiant heat protection for

firefighters Subject to wind interference Less likely to conduct electricity.

Fog pattern: Covers large area Short reach Radiant heat protection for firefighters Susceptible to wind interference May obstruct firefighters vision

Recall – Covered in Hose Systems for Wildfire firefighting

Wildfire firefighting appliance Branches and nozzles for grass fire firefighting




Enabling Objective: Direct attack from a tanker using two branches. Time:


Aids/Refs

Direct attack on grass fire edge from a tanker using two branches

Activity: Simulating a direct attack from a tanker using two branches (front and rear) on fire side of tanker. Provide opportunity for all participants to operate the branches on the front and rear of the vehicle. Explain that the front branch will need to direct a jet pattern over the rear view mirror to knock down the flame. The rear branch will need to direct a stream to mop up any flames missed by the first branch. Correct faults as you see them and continue the activity until satisfied with each participants proficiency Consideration needs to be given to: Amount of water used as their may be a

scarcity of water in the region. Use of a fire edge simulator machine for

more advanced training where conditions allow.

Practice with neighbouring brigades may provide participants with some appreciation of requirements when operating as part of a strike team.

Practice in accurately directing a hose stream from front and rear branches fitted to a tanker using strategies and tactics discussed in theory session.

Tanker




Enabling Objective: Emergency personal protection procedure Time:


Aids/Refs

Emergency personal protection procedure

Activity: Emergency Drill - demonstrate and practice taking refuge in a tanker, on the back and in the cabin as appropriate. Make use of heat shielding, (including heat reflective blinds where fitted to tanker ROPS and cabin windows) and spray systems where fitted. Emphasise that firefighters should not place themselves in situations requiring refuge.

Wet activity Safety point

Tanker




Enabling Objective: Mop Up activity Time: 1 Hour


Aids/Refs

Mop Up Wildfire Rolling over logs and stumps Cooling logs and stumps Splitting logs and stumps Raking ashes and fuel

Mop Up grass fire

Demonstrate how to carry out mop tasks using readily available hand tools such as rakehoes and axes to roll, split and chop roots and small branches. Activity: Participants to black out an area. Suitable areas may be areas that have recently been subject to natural fire or other burn off activity. Emphasise safety factors associated with use of sharp tools and physical labours. Explain that wetting down may be all that is required.

Practice blackout techniques Safety point

Tanker Hose and branch Hand tools



Section 4

Session/Program Aids Time

Summary/Review: Summary and review may be conducted using a combination of directed questioning techniques, practical activities and the summary/self assessment sections provided in participants learner manuals

Learning Check: Written and practical assessment in the form of Skillspak for Wildfire Firefighting.

On the Job Practice: As specified by Brigade.

Support/Encouragement Techniques:

Brigade training personnel must take an active role in ensuring new firefighters are trained, mentored by competent, experienced personnel and are provided opportunities to develop and maintain the required skills.

Further Training: Refer to Brigade training officer or Regional HQ training manager.

Program/ Unit Evaluation: Program and delivery will be evaluated using a CFA standard feedback sheet. Comments will be collated at brigade/regional level and fed back to HQ L&D for consideration and action..

Respond to Wildfire - Learning and Assessment Strategy

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Transcript of Respond to Wildfire - Learning and Assessment Strategy