LS Operate Ba Ed1 16052011

Operations Breathing Apparatus
Operate Breathing Apparatus Open Circuit

Learning and Assessment Strategy
Edition 16 May 2011
First published February 2011 in Australia by: CFA Operational Training and Volunteerism, CFA Headquarters, 8 Lakeside Drive, Burwood East, Victoria 3151. CFA 20011 Other than that permitted under the Copyright Act 1968, no part of this publication may be reproduced by any means without written permission from the Country Fire Authority Victoria. Enquiries should be addressed to the publisher.
Table of Contents
Control Sheet.................................................................................................................3 Contact for Enquiries and Proposed Changes ..............................................................3 PSTP Unit PUAFIR207A ...............................................................................................4 PSTP Unit PUAFIR203B ...............................................................................................8 Competency Mapping PUAFIR207B ........................................................................10 Competency Mapping PUAFIR203B ........................................................................12 Unit/Course Outline .....................................................................................................14 Introduction to Unit/Course ..........................................................................................18 Session 1: Respiration.................................................................................................20 Session 2: Breathing Apparatus ..................................................................................27 Session 3: Operating Breathing Apparatus .................................................................34 Session 4: Safe Working Practices..............................................................................40 Session 5: BA Control Systems...................................................................................43 Session 6: Guide Lines................................................................................................47 Session 7: Conduct Search and Rescue .....................................................................51 Session 8: Rescue Techniques ...................................................................................60 Session/Program Conclusion ......................................................................................64
16 May 2011 LS_OPERATE_BA_ED1_16052011
Operate Breathing Apparatus Open Circuit Page 2 of 64
Control Sheet
Issue No 1.00 1.01 Issue Date Nature of Amendment Initial draft Learning and Assessment Strategy prepared for review Updated auto text entries
Contact for Enquiries and Proposed Changes

Complete the contact details for the nominated person If you have any questions regarding this Learning and Assessment Strategy please contact the responsible Instructional Designer/Writer/Consultant identified below: Name Designation Sarah Henshaw Instructional Designer CFA Headquarters, 8 Lakeside Drive, Burwood East, Victoria 3151 Phone Mobile Email 03 9262 8304 0438 768 135 s.henshaw@cfa.vic.gov.au
PSTP Unit PUAFIR207A

Operate Breathing Apparatus
This unit covers the competency associated with the operation and maintenance of breathing apparatus equipment in an irrespirable atmosphere. Element
1. Conduct pre-donning
Performance Criteria
1.1. Breathing Apparatus is inspected for immediate
checks and tests on breathing apparatus
use in accordance with the organisations procedures

1.2. Faulty or damaged equipment is reported and
recorded in accordance with the organisations procedures

2. Don and check 2.1. Breathing apparatus is donned in accordance with
breathing apparatus
the organisations procedures

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

2.3. Breathing apparatus control procedures are followed
in accordance with the organisations procedures

2.4. Ancillary equipment required for the task is selected
for use.
3. Operate breathing 3.1. Hazards are identified, monitored and controlled in
apparatus
accordance with the organisations procedures

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

3.3. Activities are undertaken as a member of a team,
demonstrating effective application of breathing apparatus in accordance with the organisations procedures
3.4. Entrapment procedures are implemented in
accordance with the organisations procedures

3.5. Personal safety is maintained at all times 4. Conclude operations 4.1. Breathing apparatus set is closed down in

4.2. Breathing apparatus set is removed in accordance
with the organisations procedures

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

4.4. Equipment is made ready for operational use in

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Critical aspects of evidence

It is essential for this unit that competence be demonstrated in accordance with AS/NZ 17151716:
appropriate conduct of pre-donning tests correct donning of breathing apparatus operation of breathing apparatus movement in conditions or reduced visibility breathing apparatus emergency procedures organisations procedures are followed correct removal of breathing apparatus return of breathing apparatus to operational status
Range statement
Types of breathing apparatus must include
open circuit
and may also include

airline equipment escape sets
Types of irrespirable atmospheres must include

heated atmospheres asphyxiating atmosphere (oxygen deficient) (non-skin absorption) toxic or poisonous atmosphere smoke or suspended particles/fibres in atmosphere
Pre-use tests and checks must include

serviceability of components integrity of components cylinder pressure integrity of air flow system ancillary equipment
Breathing apparatus control equipment must include

control boards breathing apparatus set tallies entry control officer identification 16 May 2011 LS_OPERATE_BA_ED1_16052011 Operate Breathing Apparatus Open Circuit Page 5 of 64
Learning and Assessment Strategy guideline and branch line tallies procedures personal lines
Breathing apparatus control must include

principles of BA Control organisations procedures Stage 1 (one entry point) Stage 2 (multiple entry points) entry/exit control point entry/exit control officer timing device
Entrapment procedures include

cease all strenuous activity activate the distress signal unit remain calm relocate to safest available place call for assistance
Communications must include

distress signal unit portable radio
and may also include

communications sets signal lines hand signals
Hazards must include

fire failure to maintain a face seal exhaustion of air supply malfunction of equipment disorientation in smoke/darkness or confinement structural hazards and/or hazardous materials entrapment
Required skills
Inspecting, donning, operating, removal, cleaning, maintaining and returning to
operational status of breathing equipment.
Required knowledge
Respiratory system, effects of irrespirable atmospheres on the body, protective equipment characteristics, component parts, operation of compressed air breathing apparatus operational testing, standard operating procedures and safe work practices when wearing
breathing apparatus
operating breathing apparatus use of the Distress Signal Unit use of the breathing apparatus control equipment use of procedures, personal lines and tallies
PSTP Unit PUAFIR203B

Respond to Urban Fire
This unit covers the competency for responding to an urban fire where offensive and defensive strategies are used, when working as a member of a team, under direct supervision. Note: The following element only is addressed in this Learning and Assessment Strategy.
Element Performance Criteria
4. Conduct search and rescue
4.1. Systematic primary and secondary searches are conducted 4.2. Rooms are searched and marked in accordance with the organisations procedures 4.3. Occupants are led to safety 4.4. Casualties are located and rescued in accordance with the organisations procedures 4.5. Casualty assistance is provided 4.6. Fatalities are located and protected in accordance with the organisations procedures and relevant legislation
Critical aspects of evidence

It is essential for this unit that competence is demonstrated in the following aspects of evidence from PUAFIR203B which are relevant:
identification of signs of structural collapse selection and use of appropriate protective clothing actions implemented in the workplace to avoid the risk of injury breathing apparatus procedures
Range statement
Casualty assistance must include
handing over to ambulance, medical care, or other organisation first aid provision of refreshment protection from the elements
Required skills
The following required skills are relevant to the element outlined above:
search and rescue procedures moving in smoke and darkness use of BA and BA equipment
Required knowledge
The following required knowledge is relevant to the element outlined above:
fire ground signals (audible and visual) organizational procedures fire behaviour procedures for working with ladders, ropes and lines tying knots map reading safe working practices breathing apparatus procedures
Competency Mapping PUAFIR207B

Sessions Overview
Session 1: Respiration Session 2: Breathing Apparatus (BA) Session 3: Operation of BA Session 4: Safe Working Practices Session 5: BA Control Systems Session 6: Guide Lines Session 7: Conducting Searches Session 8: Rescue Techniques
Sessions Elements, Skills, Knowledge and Assessment

Elements of Competency Unit
1. Conduct pre-donning checks and tests on breathing apparatus 2. Don and check breathing apparatus
1.1, 1.2 2.1, 2.2, 2.3, 2.4 3.1, 3.2, 3.3, 3.4, 3.5
Remarks
3. Operate breathing apparatus
3.1, 3.2, 3.3, 3.4, 3.5
3.1, 3.2, 3.3, 3.4, 3.5
4. Conclude operations
3.1, 3.2, 3.3, 3.4, 3.5 4.1, 4.2, 4.3, 4.4
Required Skills (Practice)

Inspecting, donning, operating, removal, cleaning, maintaining and returning to operational status of breathing equipment 9 9 9 9
Required Knowledge
respiratory system, effects of irrespirable atmospheres on the body, protective equipment characteristics, component parts, operation of compressed air breathing apparatus operational testing, standard operating procedures and safe work practices when wearing breathing apparatus operating breathing apparatus use of the Distress Signal Unit 16 May 2011 LS_OPERATE_BA_ED1_16052011 9 9 9 9 9 9 9 9 9 9 9 9 Operate Breathing Apparatus Open Circuit Page 10 of 64

use of the breathing apparatus control equipment use of procedures, personal lines and tallies
3
9
4
9
5
9
6
9
Remarks
Assessment Task(s)
Theory Component 9 Theory to be conducted upon conclusion of Session 8. Practical Drill can be conducted during Sessions 6, 7 and/or 8. Practical Drill can be conducted during Sessions 6, 7 and/or 8. Skills Assessment should be conducted upon completion of all sessions and once Practical Drills have been conducted.
Practical Drill 1
Practical Drill 2
Skills Assessment
Competency Mapping PUAFIR203B

Sessions Overview

Elements of Competency Unit
4.1, 4.2, 4.3, 4.4, 4.5, 4.6 4.1, 4.2, 4.3, 4.4, 4.5, 4.6
Remarks
4. Conduct search and rescue
Required Skills (Practice)

search and rescue procedures moving in smoke and darkness use of BA and BA equipment 9 9 9 9 9 9
Required Knowledge
fire ground signals (audible and visual) organizational procedures fire behaviour procedures for working with ladders, ropes and lines tying knots map reading safe working practices breathing apparatus procedures 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

Assessment Task(s)
Theory Component 9 Theory to be conducted upon conclusion of Session 8. Practical Drill can be conducted during Sessions 6, 7 and/or 8. Practical Drill can be conducted during Sessions 6, 7 and/or 8. Skills Assessment should be conducted upon completion of all sessions and once Practical Drills have been conducted.
Remarks
Practical Drill 1
Practical Drill 2
Skills Assessment
Unit/Course Outline
Operate Breathing Apparatus Open Circuit
Session Introduction Session Title Program Introduction Topics 1 Respiration 2 Breathing Apparatus (BA) Course introduction, welcome and administration Unit/Course Objectives Program Timetable Session Introduction Composition of Air Respiratory System Function of Oxygen in Body Irrespirable Atmospheres Session Conclusion Session Introduction Categories of BA General Principles of Operation BA Sets Used Within CFA BA Set Components Other Equipment Used in Association with BA Session Conclusion 75 min 30 min 20 min Duration
Session 3
Session Title Operating Breathing Apparatus
Topics Session Introduction Pre-Operational Checks and Tests Donning, Starting-Up and Closing Down Procedures After-Use Maintenance and Testing of Equipment Session Conclusion Session Introduction General Practices When Using BA Working in Hot and Humid Atmospheres BA Emergency Procedures Session Conclusion Session Introduction Control Procedures BA Operators Responsibilities BACOs Responsibilities Session Conclusion
Duration 60 min
Safe Working Practices
30 mins
BA Control Systems
30 min
Session 6
Session Title Guide Lines
Topics Session Introduction Types of Guide Lines Main Guide Line Personal Guide Lines BA Main and Personal Guide Line Procedures Recoiling Main and Personal Guide Lines Session Conclusion Session Introduction Searching Buildings Hazards Working in a Smoke-Filled, Dark and Hot Environment Industrial Hazards Electrical Hazards Facts About Electricity Where Electrical Hazards Can Be Found Electricity in a Burning or Damaged Building Other Places Damaged Wiring May Be Found Action to Take Session Conclusion
Duration 30 mins
Conduct Search and Rescue
60 mins
Session 8
Session Title Rescue Techniques
Topics Session Introduction Selecting a Technique Rescues Without Equipment Rescues Using Equipment Self-Rescue Session Conclusion Theory Component Practical Drill 1 Primary Search Practical Drill 2 Secondary Search Skills Assessment
Duration 30 mins
Assessment
Skills Assessment
Conclusion
Program Conclusion
Learning Strategy
Introduction to Unit/Course
Time: 20 mins
Method
Help learners to feel comfortable about attending this program Welcome learners
Content
Aids
PPT 0 Program title PPT 1 - Introduction
Introduce yourself; name, background, qualifications to deliver this training program. Conduct site induction and learner registration. Ice-breaker activity (If required)
Inform learners of unit/course objectives:
Explain the outcomes that will need to be achieved. At the conclusion of the program, learners should be able to:
describe the respiratory system, the effects of irrespirable atmospheres on
RM page 1 PPTs 2 4 Program objectives (BA)
the body and protective equipment;

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

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

demonstrate the operation of BA; explain and demonstrate the use of the distress signal unit (DSU); describe the purpose, types and demonstrate the method of operation of
BA control equipment;
describe the purpose and demonstrate the use of guidelines and personal
lines;
Learning Strategy
Introduction to Unit/Course
Time: 20 mins
Method
and rescue;
Content
demonstrate procedures that should be adopted when conducting search utilise appropriate procedures to conduct primary and secondary
Aids
PPT 5 Program Objectives (Search and Rescue)
searches; and
wear BA when conducting searches in irrespirable atmospheres.
Inform learners of programs timetable:
Discuss the program outline (Sessions and timings) and explain how the program will be conducted. Outline the sessions that will be covered:
PPT 6 Program Outline
Assessment will consist of theory and practical assessment activities.
Learning Strategy
Session 1: Respiration
Time: 30 mins
Method
Trainer/Faciliator Notes:
Content
Aids
Resources required for the session:
The following resources are required:

Reference Manual: Breathing Apparatus (Open Circuit) Ed 2, 2011 PowerPoint: PPT_OPERATE_BA_ED1_15032011 Skills PAK: SP_OPERATE_BA# Breathing apparatus Stop watch
Introduce session:
To understand why breathing apparatus are used, a basic understanding of the respiratory system is necessary. This session discusses the:
composition of air respiratory system; function of oxygen in the body; and effects of exposure to irrespirable atmospheres
PPT 7 Session 1 Respiration
Inform learners of session enabling objectives:
Read through each of the aims/objectives listed on the PPT slide. Upon completion of the session, learners will be able to:
describe the combination of gases that comprise inhaled and exhaled air; describe the role of air in the body; have a basic understanding of the respiratory system; and know what comprises irrespirable atmospheres and the implications of
PPT 8 Learning Outcomes
working in these type of atmospheres. Clarify learner understanding of aims/objectives as required.

Learning Strategy
Session 1: Respiration
Time: 30 mins
Method
Stimulate recall of prior/ prerequisite learning?:
Content
Ask learners to share what they already know about respiration. Using this shared knowledge cover the content from this session.
Aids
Session 1
Respiration
Time: 30 mins
Content Points
COMPOSITION OF AIR Gases contained in normal breathing air
Teaching options
Aids/Refs/Practice/Feedback/ Assessment
Q: What makes up air? A. Should include:

oxygen; nitrogen; and carbon dioxide
RM p 6 White answers on white board/butcher paper
PPT 9 Inhaled Air PPT 10 Exhaled Air
Discuss the composition of inhaled and exhaled air.
Role of inhaled gases
Q What is the role of air in the body?
Quantity of oxygen absorbed
Discuss how much oxygen is absorbed during inhalation.
Session 1
Respiration
Time: 30 mins
Content Points
RESPIRATORY SYSTEM Respiration process Breathing under normal circumstances
Consumption of oxygen and air breathed
Teaching options
RM page 3
Explain the process. Discuss.
PPT11 How We Breath Stop watch Ask 2 learners to measure their heart rate at rest and note the breathing rate.
Breathing in exceptional/work circumstances

Consumption of oxygen and air breathed.
Discuss the implication. Compare it to the at rest measurements. Discuss the air quantity consumed at rest and at work.
Stop watch Ask same learners to run on the spot for 1 minute. Again measure heart rate and breathing rate.
Composition of exhaled air
Review the composition of exhaled air.
PPT12 Exhaled Air
Quantity of oxygen absorbed
Discuss how much oxygen is absorbed during inhalation.
Session 1
Respiration
Time: 30 mins
Content Points
FUNCTION OF OXYGEN IN BODY
Compare the body to a small engine
Teaching options
Explain and talk to the content points
RM pages 4-5 PPT 13 15 Function of Oxygen
requiring fuel and oxygen.
Organs that provide fuel and oxygen and
carry waste products.
Oxygen consumption rate during rest &
work.
PPT 16 Consumption of Oxygen
IRRESPIRABLE ATMOSPHERES
Safe percentage of breathing oxygen
Discuss. Discuss the differences between carbon mono- oxide and di-oxide and the affect on the body.
PPT 17 Air For Body Function PPT 18 Dangerous Gases
Dangers of toxic gasses, especially carbon
monoxide
Atmosphere at a fire
Discuss what happens in a room where a fire is burning. Give local examples of incidents where BA was required.
PPT 19 Gases at a Fire
Session 1
Respiration
Time: 30 mins
Content Points
IRRESPIRABLE ATMOSPHERES (CONT.) Respiratory hazards at fire
HOTS
Teaching options
Explain the abbreviation of HOTS. PPT 20 - HOTS Emphasise that one of the elements must be present to use BA.
Examples of work environments with oxygen deficient atmosphere
Q. What sort of environments are we likely to work in that is oxygen deficient?
Write answers on whiteboard/butcher paper.
Explain and interpret. Explain impact of carbon mono-oxide on body.
Table of source of toxic gases
Discuss/interpret briefly.
PPT 21 Toxic Gases Table 1 RM page 7
Table of effect of gases on respiration
Discuss/interpret briefly.
Table 2 RM page 8 PPT 21 Effects of Lack of Oxygen
Session 1
Respiration
Time: 30 mins
Content Points
CONCLUDE SESSION Questions
Teaching options
Allow time for questions and general discussion.
PPT 23 Questions
Summary
Summarise the main learning points. Check that the Session objective have been met.
PPT 24 - Summary
Self Assessment
Provide the opportunity to complete a self assessment.
Learning Strategy
Session 2: Breathing Apparatus
Time: 75 mins
Method
Content
Note for instructor: Combine RM Ch 2, 4 and Ch 6 p 59 for this session.
Aids
Reference Manual

Reference Manual: Breathing Apparatus (Open Circuit) BA set used in the District DSU, BA tally tag
Ed 2, 2011
PowerPoint: PPT_OPERATE_BA_ED1_15032011
Introduce session:
The purpose of compressed air breathing apparatus (CABA), whether its an open or a closed circuit set, is to make it possible for you to work in irrespirable atmospheres
PPT 25 Session 2 Breathing Apparatus
Within CFA, the abbreviations CABA and BA are used interchangeable when referring to positive pressure compressed air breathing apparatus sets and procedures BA is more commonly used.
This will introduce you to the general operating principles of open circuit BA, and describes the main components of the sets.
Learning Strategy
Session 2: Breathing Apparatus
Time: 75 mins
Method
Content
Read through each of the aims/objectives listed on the overhead.
Explain the outcomes that will need to be achieved. At the conclusion of the program, learners should be able to: describe the difference between open and closed circuit BA; understand the general principles of BA operation; identify the individual components of the BA set and know the function of
Aids
each component;
know how to calculate the working duration of a cylinder, including the
safety margin; and

know how to use the distress signal unit and BA tally tag.
Clarify learner understanding of aims/objectives as required.
Remind participants that oxygen is consumed during work and rest. Oxygen consumption increases during work.
PPT 27 Why Wear BA?
Ask participants when and why BA is used.
Session 2
Breathing Apparatus
Time: 75 mins
Content Points
CATEGORIES OF BA
Teaching options
RM page 13 PPT 28 Categories of BA (Open Circuit) PPT 29 Open Circuit PPT 30 Categories of BA (Closed Circuit) PPT 31 Close Circuit BA
Explain the differences between the two sets. Confirm only open circuit BA sets are used. Open Circuit Show set used on station Explain the basic operation of open circuit
BA set
Closed Circuit
Explain that closed circuit is only used in special operations requiring long duration of BA such as mine rescues. Explain basic operation.
Summarise differences between sets
PPT 32 Open Circuit vs Closed Circuit BA
Session 2
Breathing Apparatus
Time: 75 mins
Content Points
GENERAL PRINCIPLES OF OPERATION
Teaching options
Explain the general operating principles.
PPT 33 General Principles of Operation PPT 34 Positive Pressure in BA PPT 35 Negative Pressure in BA
Explain positive pressure and demonstrate.
BA SETS USED WITHIN CFA Mention two sets are used in Victoria, depending on wether the brigade is in the eastern or western side of the state. Sabre Centurion Used in eastern side of Victoria
RM pages 13, 14, 19 22 PPT 36 BA Sets Use in CFA
Draeger PA 94 Plus
Used in western side of Victoria.
Session 2
Breathing Apparatus
Time: 75 mins
Content Points
BA SET COMPONENTS
Teaching options
RM pages 14 18 PPT 37 BA Set Components
Each BA component
Show and demonstrate the individual components and explain their function and operation.
BA Set used in brigade
Explain the concepts relating to cylinders:

Full duration, safety margins and working duration. Explain the calculations Explain what the minimum cylinder pressure must be to
PPTs 38 42 White board/butcher paper Practice calculations for various cylinder pressures PPT 43 Safe Working Practices
enter a BA operation area.
Session 2
Breathing Apparatus
Time: 75 mins
Content Points
OTHER EQUIPMENT USED IN ASSOCIATION WITH BA Distress signal unit (DSU)
Teaching options
PPT 44 Other Equipment
Mention the purpose of the DSU. The DSU is discussed in full in Session 4.
Practice activating DSU RM Cp 4 PPT 45 - 50 Show DSU unit
BA Tally
Explain the function of the BA tally. Explain the information recorded on the tally. Mention that tally will be review during Session 5, BA Control Systems.
Show BA tally
Personal Guideline
Explain this equipment is an integral part of Search and Rescue techniques. Mention that two types of guidelines are used: personal and main.
Show Guideline
Session 6 will review guidelines.
Session 2
Breathing Apparatus
Time: 75 mins
Content Points
Teaching options
Allow time for questions and general discussion
PPT 51 Questions
Summary
Summarise the main learning points
PPT 52 Summary
Check that the Session objective have been met.
Self Assessment
Learning Strategy
Session 3: Operating Breathing Apparatus
Time: 60 mins
Method
Content
Aids

Reference Manual: Breathing Apparatus (Open Circuit) RM Ch 3. PPT Session 3. BA sets used in region. Current version of applicable FGPs.
Ed 2, 2011
Introduce Session:
To ensure their safe, efficient operation, BA sets need to be properly operated and maintained.
PPT 53 Session 3 Operate Breathing Apparatus
Inform learners of Session enabling objectives:
Explain the outcomes that will need to be achieved.
54 Learning Outcomes
At the conclusion of the session, learners should be able to complete:

pre-operational checks and/or tests; donning, starting-up and closing-down procedures; and after-use maintenance and testing procedures of the equipment.
Learning Strategy
Session 3: Operating Breathing Apparatus
Time: 60 mins
Method
Content
What do the terms positive and negative pressure in BA refer to? What is the capacity of a BA cylinder? At what below what pressure should you not don and wear BA? What is the DSU?
Aids
Session 3
Operation of Breathing Apparatus
Time: 60 mins
Content Points
PRE-OPERATIONAL CHECKS AND TESTS
Teaching options
Aids/Refs/Practice/Feedback/As sessment
RM page 27 PPT 55 Pre-Operational BA Test Per Shift
Reason for checks and tests
Explain the need for the tests.
High and low pressure test
Explain and demonstrate how to perform the tests.
Learners practice performing tests
Records cards
Explain how to complete the cards.
RM page 28 PPT 56 Record Card
Session 3
Time: 60 mins
Content Points
DONNING, STARTING-UP AND CLOSINGDOWN PROCEDURES Terminology
Teaching options
Explain the terminology.
PPT 57 Using BA Terminology
Donning
Explain while demonstrating process, using applicable FGP.
PPT 58 Donning FGP/BA Practice in pairs under supervision, using FGP
Starting-up
PPT 59 Starting Up FGP/BA Practice in pairs under supervision, using FGP
Closing down
PPT 60 Closing Down FGP/BA Practice in pairs under supervision, using FGP
Session 3
Time: 60 mins
Content Points
Doffing
Teaching options
Explain while demonstrating the procedure, using applicable FGP.
PPT 61 Doffing FGP/BA Practice in pairs under supervision, using FGP
Changing a Cylinder
Explain while demonstrating procedure, using applicable FGP.
FGP/BA Practice in pairs under supervision, using FGP
Checking air -supply
FGP/BA/Record Card Practice in pairs under supervision, using FGP PPT 62 Monthly Pre-Operational BA Test
Session 3
Time: 60 mins
Content Points
AFTER-USE MAINTENANCE & TESTING OF EQUIPMENT
Teaching options
Discuss maintenance and testing using applicable FGP for BA and DSU.
PPT 63 After Use Maintenance PPT 64 DSU After Care Maintenance
CONCLUDE SESSION Questions Allow time for questions and general discussion PPT 65 Questions
Summary
Summarise the main learning points Check that the Session objective have been met.
PPT 66 Summary
Self Assessment
Encourage participants to complete applicable chapter in the RM.
Learning Strategy
Session 4: Safe Working Practices
Time: 30 mins
Method
Content
Aids

Reference Manual: Breathing Apparatus (Open Circuit) RM Ch 5. PPT Session 4. SOP 11.12
Ed 2, 2011
Introduce Session:
The wearing of BA enables you to work in environments that are potentially hazardous. Therefore, you need to be properly prepared and fit enough to work safely in such challenging environments. You must also be aware of, and exercise, safe working practices while operating in BA. Safe working practices not only make work safer, but also more efficient and usually easier. They will help prevent accidents and errors, and they give you an appropriate course of action if something does go wrong.
PPT 67 Session 4 Safe Working Practices
Explain the outcomes that will need to be achieved. At the conclusion of the program, learners should be able to understand the safe working practices:
that generally apply to BA wearers; when operating in BA; when working in hot and humid atmospheres; and during a BA emergency.
What are some safe working practices when wearing BA?
Session 4
Time: 30 mins
Content Points
GENERAL PRACTICES
Teaching options
RM page 49 PPT 69 70
Discuss each of the points. Emphasise:

SPADRA; the health requirement to operate safely in BA; the appropriate PPC/E; and the need to follow procedures.
WHEN USING BA
RM page 51 PPT 71 74 Use BA Safely
Feeling of safety when wearing BA
Discuss each point, ensuring learners appreciate the changes in their perceptions (hearing, feeling, smelling) that occurs when wearing BA.
Facial Seal
Refer to Standards and SOP 11.12: Explain reasons for the requirements.
PPT 75 Facial Seal of BA
WORKING IN HOT AND HUMID ATMOSPHERES Discuss the physical challenges of working in these type of environments. Emphasise the safe working practices. RM page 53 PPT 76 77
Session 4
Time: 30 mins
Content Points
BA EMERGENCY PROCEDURES
Teaching options
Discuss the procedures for each situation.
Separation Lost in smoke Entrapped DSU heard Face-mask and set malfunction Emergency evacuation procedures Explain the 4X4X4 breathing principle.
CONCLUDE SESSION
Questions
PPT 80 Questions
Summary
Summarise the main learning points Check that the session objective have been met.
PPT 81 Summary
Self Assessment

Learning Strategy
Session 5: BA Control Systems
Time: 30 mins
Method
Content
Aids

Reference Manual: Breathing Apparatus (Open Circuit) RM Ch 4 PPT Session 5 BA Control Board. BA Tally
Ed 2, 2011
Introduce Session:
The BA Control System is designed to account for BA teams and provide them with rapid assistance should they get into difficulties. It must be used every time BA is in use. It is essential for safety that you have a detailed knowledge of the systems and strictly adhere to it during operations. Read through each of the aims/objectives listed on the overhead. Explain the outcomes that will need to be achieved.
PPT 82 Session 5 BA Control Systems
Inform learners of Session enabling objectives:
At the conclusion of the program, learners should be able to:

understand the different stages of BA control; the requirements for each BA control stage; accurately complete a BA control board; understand a BA operators responsibilities as far as the BA Control
Systems is concerned; and

act as a BACO.

Learning Strategy
Session 5: BA Control Systems
Time: 30 mins
Method
Content
What is meant by the term BA control? What does the acronym BACO stand for?
Aids
Session 5
BA Control Systems
Time: 30 mins
Content Points
CONTROL PROCEDURES Operation stages
Teaching options
RM pages 37 39 PPT 84 85
Explain the requirements and for each stage
BA tallies
Review information contained on tally Explain how to use tally in a BA Control System.
PPT 86 BA Tallies Tally
Control boards
Explain the function Demonstrate completing the board, including calculating time-out.
PPT 87 Control Board Control board Calculate time-out on Control Board
BA OPERATORS RESPONSIBILITIES
Explain and discuss.
RM page 38 PPT 88 89 BA Operator Responsibilities
BACOS RESPONSIBILITIES
Explain and discuss.
Session 5
BA Control Systems
Time: 30 mins
Content Points
Teaching options
PPT 95 Questions
Summary
Summarise the main learning points. Check that the Session objective have been met.
PPT 96 - Summary
Self Assessment
Learning Strategy
Session 6: Guide Lines
Time: 30 mins
Method
Content
Aids

Reference Manual: Breathing Apparatus (Open Circuit) RM Ch 4 Latest version of applicable FGPs Main guide line Personal guide line Recoiling equipment
Ed 2, 2011
Introduce Session:
Guide lines are used to increase the personal safety of BA operators in limited visibility situations or smoke-filled structures. They are used at the discretion of the Incident Controller and are typically used when working inside large and complex structures. Using guide lines and personal lines together allows BA operators to easily find their way to the exit, and so search away from the guide line to the limit to their personal line and still find the guide line again with ease.
PPT 97 Session 6 Guide Lines
Explain the outcomes that will need to be achieved. At the conclusion of the session, learners should be able to:
identify the different types of guide lines; know when and how to use the guide lines; know the limitations of each guide line; and recoil the guide lines.

Learning Strategy
Session 6: Guide Lines
Time: 30 mins
Method
What are guide lines? Why do we use guide lines?
Content
Aids
When would a guide line be used? What are the benefits of using a guide line?
Session 6
Guide Lines
Time: 30 mins
Content Points
TYPES OF GUIDE LINES
Teaching options
Explain and show the two types of guide lines. Explain when the two types are used
RM pages 40 41 PPT 99 100 Guide lines
MAIN GUIDE LINE
Explain and demonstrate the use. Emphasise the direction of the serrate clip during use
PPT 101 Main Guide Line Main guide line Practice Use
PERSONAL GUIDE LINES
Explain and demonstrate the use. Emphasise the direction of the serrate clip during use
PPT 102 Personal Guide Line Personal guide line Practice Use
BA MAIN AND PERSONAL GUIDE LINE PROCEDURES Procedures Explain and demonstrate the use.
Main and personal guide lines PPT 103 105
Emphasise the direction of the serrate clip during use.
PPT 106 110
RECOILING MAIN AND PERSONAL GUIDE LINES
FGP
Session 6
Guide Lines
Time: 30 mins
Content Points
Teaching options
PPT 111 Questions
Summary
Summarise the main learning points.
PPT 112 Summary
Self Assessment
Learning Strategy
Session 7: Conduct Search and Rescue
Time: 60 mins
Method
Content
Only Element 4 from the PSTP competency PUAFIR203B Respond to urban fire is covered in this session.
Aids

Learning Manual: Search and Rescue, Edition 1
June 2003
Introduce Session:
This session provides an understanding of how to conduct search and rescue in an urban environment; whether working as a member of a team or under direct supervision. Both primary and secondary searches will be discussed during the session.
PPT 113 Session 7 Conducting Searches
Read through each of the aims/objectives listed on the overhead. At the conclusion of the session, learners should be able to:
conduct primary and secondary searches in accordance with
organisational procedures;
lead occupants to safety; provide casualty assistance; and locate and protect fatalities.

Learning Strategy
Session 7: Conduct Search and Rescue
Time: 60 mins
Method
Content
Ask learners who has had been involved in conducting searches before.
What do you know about how the types of searches CFA conducts?
Aids
Session 7
Time: 60 mins
Content Points
SEARCHING BUILDINGS Two types:
primary; and secondary.
Teaching options
Discuss the types of searches conducted.
PPT 115 Searching Buildings
Primary Search Conducted by rescuers, who must be wearing breathing apparatus if there are:
High temperatures; Oxygen deficiency; Toxic gases and fumes; Smoke.
Explain primary search.
Search and Rescue LM page 5 PPT 116 Primary Searches
Secondary Search
Explain secondary search.
Search and Rescue LM page 6 PPT 117 Secondary Searches
Establishing a search pattern
Discuss and emphasis importance of working in teams of two or more.
Search and Rescue LM page 6 PPT 118 119 Establishing Search Pattern Search and Rescue LM page 7
Entering a room
Emphasise what should be done before entering a room.
Session 7
Time: 60 mins
Content Points
Room search
Teaching options
Discuss techniques. Emphasise importance of search being systematic and thorough.
Search and Rescue LM page 7
Marking searched rooms
Explain the techniques that can be used.
Searching larger buildings

Using pre-incident plans When no plan is available
Discuss the process for gathering information prior to searching larger buildings.
Search and Rescue LM page 8 PPT 120 Searching Larger Buildings
Multistorey search and rescue

Rescue teams Leading occupants to safety
Discuss the challenges of multistorey search and rescue.
Search and Rescue LM page 9 PPT 121 Multistorey Search and Rescue PPT 122 123 Leading Occupants to Safety
Use of Lighting
Explain the use of lighting to assist search and rescue.
Personal lines
Recall discussion on personal lines. Ask learners how personal lines can be used during search procedures. Ensure learners understand warnings associated with use of personal lines.
Search and Rescue LM page 11 PPT 124 Personal Lines
Session 7
Time: 60 mins
Content Points
Communications in a search and rescue
Teaching options
Ask learners why communication is very important. Discuss.
Complete the activities in Search and Rescue LM page 21 and discuss.
HAZARDS
Ask learners to think about hazards that may be encountered.
Search and Rescue LM Chapter 2 Hazards PPT 125 Hazards
WORKING IN A SMOKE-FILLED, DARK AND HOT ENVIRONMENT
Discuss the nature of hazards and precautions to be taken.
Search and Rescue LM page 23 PPT 125 Hazards
Precautions
Stimulate discussion using the following questions:

Why is it important to mark any unsafe areas? What is the main reason for progressing on hands and
knees? Ask participants to demonstrate how they should move when moving upright.
Session 7
Time: 60 mins
Content Points
Actions to take if lost or trapped in a hostile, smoke filled environment
Teaching options
Ask learners how disorientation may affect search procedures. Discuss the process they should follow if they become disoriented or lost.
Refuge points
Ask learners what they should consider when thinking finding refuge if trapped, lost or disoriented.
INDUSTRIAL HAZARDS
Ask learners to identify what hazards may exist in industrial areas.
Search and Rescue LM page 25 PPT 125 Hazards Search and Rescue LM page 25
Problem areas
Discuss the nature of these hazards varying according to the processes or work undertaken on the site.
What to do
Ask learners to identify the process for identifying these hazards.
Session 7
Time: 60 mins
Content Points
ELECTRICAL HAZARDS
Teaching options
Search and Rescue LM Chapter 3 Electrical Hazards PPT 125 Hazards
FACTS ABOUT ELECTRICITY
Have learners identify what they know about electricity. Ensure they have an understanding.
WHERE ELECTRICAL HAZARDS CAN BE FOUND
Ask learners to brainstorm where electrical hazards can be found. Ensure learners identify that electrical hazards may be:
overhead or underground; concealed behind walls; in roof spaces or voids; beneath floors; associated with industrial machinery; and associated with domestic appliances.
PPT 126 Electrical Hazards
Search and Rescue LM page 32 Have participants look around the room and identify where they think electrical hazards may be found.
Session 7
Time: 60 mins
Content Points
ELECTRICITY IN A BURNING OR DAMAGED BUILDING
Teaching options
Discuss when power to a building should be disconnected. Ensure learners understand whose role it is to disconnect power.
PPT 126 Electrical Hazards Search and Rescue LM page 32
Discuss the safety issues associated with damaged buildings.
OTHER PLACES DAMAGED WIRING MAY BE FOUND
Ask learners to think about where damaged wiring may also be found. Responses may include outside a building, for example fallen power supply lines.
Discuss the nature of danger associated with these.
ACTION TO TAKE
PPT 127 Action to Take Search and Rescue LM page 33
On arrival During search and rescue
Explain what should be done on arrival. Have learners brainstorm safe working practices they should follow during search and rescue. Confirm responses with those outlined in Search and Rescue LM (page 34).
Search and Rescue LM page 33 Search and Rescue LM page 34
Session 7
Time: 60 mins
Content Points
Teaching options
PPT 128 Questions
Summary
PPT 129 Summary
Self Assessment
Learning Strategy
Session 8: Rescue Techniques
Time: 30 mins
Method
Content
Aids

Learning Manual: Search and Rescue, Edition 1
June 2003
Introduce Session:
This session provides an understanding of the techniques used for rescue. Techniques used to rescue people encountered during a search will be covered. Techniques without and with equipment will be discussed.
PPT 130 Session 8 Rescue Techniques
Read through each of the aims/objectives listed on the overhead. At the conclusion of the session, learners should be able to:
select an appropriate technique for rescuing building occupants; conduct rescues without equipment; and identify specialised equipment for conducting rescues.
Clarify learner understanding of aims/objectives as required. Stimulate recall of prior/ prerequisite learning?:
Why would there be a need to rescue people during a building search? What techniques can be used?
Session 8
Rescue Techniques
Time: 30 mins
Content Points
SELECTING A TECHNIQUE
Teaching options
Explain the dependencies for selecting the technique.
Search and Rescue LM page 39 PPT 132 Selecting a Technique
RESCUES WITHOUT EQUIPMENT
Search and Rescue LM page 39-41 PPT 133 Rescues Without Equipment Provide an overview of each technique. Use two learners and a dummy (if available) to assist in demonstrating each technique. Dummy
Backward drag Human crutch Fore and aft carry Two handed seat
Have learners attempt each technique in pairs using a dummy (if available).
Session 8
Rescue Techniques
Time: 30 mins
Content Points
RESCUES USING EQUIPMENT
Teaching options
Search and Rescue LM page 42-44 PPT 134 Rescues With Equipment
Rescue using blankets
Discuss and demonstrate how a blanket may be used as rescue equipment.
Search and Rescue LM page 42 Using blankets have learners attempt to use these to develop their rescue technique.
Bed removal
Discuss. Ensure learners are aware of importance of not disconnecting life support or other equipment if moving patients.
Specialised equipment Rescues:

from multistorey buildings; using ropes, lines and harnesses; using portable ladders; using aerial appliances; and using slings, stretchers and litters.
Discuss the equipment required for these rescues.
Session 8
Rescue Techniques
Time: 30 mins
Content Points
SELF- RESCUE
Teaching options
Direct participants to the relevant SOPs/FGPs and discuss self-rescue techniques.
PPT 135 Self Rescue Search and Rescue LM page 44
CONCLUDE SESSION Questions Allow time for questions and general discussion. PPT 136 Questions
Summary
PPT 137 Summary
Self Assessment
Session/Program Conclusion Summary/Review: Use a combination of self check questions from the learner manual and or directed questioning techniques
Learning Check:
Opportunities should be provided throughout the session for students to ask questions or clarify content. At the end of each session, trainers should consider using a combination of self check questions from the learner manual and or directed questioning techniques to check student understanding of session content. Material covered in earlier sessions may also be checked in later sessions. Practical activities should be incorporated into the training to allow participants to demonstrate the skills required.
On the Job Practice:
Determined at Brigade level.
Support/Encouragement Techniques:
For example, a phone call from the trainer, a follow-up questionnaire that's completed by both participants and their managers, or the manager having a development discussion with their team member.
Further Training:
Determined at Brigade level. Any further learning that would enhance skills and knowledge (for example, further courses to complete or books to read).
Program/ Unit Evaluation:
Feedback is sought from trainers and participants. A post course review should be carried out to gather feedback and seek ideas for improving course content and presentation.

LS Operate Ba Ed1 16052011

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Operations Breathing Apparatus

Operate Breathing Apparatus Open Circuit

Edition 16 May 2011

Learning and Assessment Strategy

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Learning and Assessment Strategy

Contact for Enquiries and Proposed Changes

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Learning and Assessment Strategy

PSTP Unit PUAFIR207A

checks and tests on breathing apparatus

use in accordance with the organisations procedures

recorded in accordance with the organisations procedures

the organisations procedures

accordance with organisational procedures

in accordance with the organisations procedures

accordance with the organisations procedures

members and other appropriate personnel throughout the activity

accordance with the organisations procedures

accordance with organisational procedures

with the organisations procedures

apparatus is undertaken in accordance with the organisations procedures

accordance with organisational procedures

Learning and Assessment Strategy

Critical aspects of evidence

and may also include

Types of irrespirable atmospheres must include

Pre-use tests and checks must include

Breathing apparatus control equipment must include

Breathing apparatus control must include

Entrapment procedures include

Communications must include

and may also include

Hazards must include

16 May 2011 LS_OPERATE_BA_ED1_16052011

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Learning and Assessment Strategy

operational status of breathing equipment.

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Learning and Assessment Strategy

PSTP Unit PUAFIR203B

4. Conduct search and rescue

Critical aspects of evidence

16 May 2011 LS_OPERATE_BA_ED1_16052011

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Learning and Assessment Strategy

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Learning and Assessment Strategy

Competency Mapping PUAFIR207B

Sessions Elements, Skills, Knowledge and Assessment

3. Operate breathing apparatus

3.1, 3.2, 3.3, 3.4, 3.5

3.1, 3.2, 3.3, 3.4, 3.5

3.1, 3.2, 3.3, 3.4, 3.5 4.1, 4.2, 4.3, 4.4

Required Skills (Practice)

Learning and Assessment Strategy

Sessions Elements, Skills, Knowledge and Assessment

16 May 2011 LS_OPERATE_BA_ED1_16052011