Assessor Resource

DEFSU003B
Employ visual emergency signalling techniques in a survival situation

Assessment tool

Version 1.0
Issue Date: May 2024


The application of this unit in the workplace - the environments, complexities and situations involved - will be written during Phase II of the Review of the PUA00 Public Safety Training Package.

This text will be useful for the purposes of job descriptions, recruitment advice or job analysis; where possible, it will not be too job specific to allow other industries to import it into other Training Packages, where feasible.

This unit covers the competency required to employ visual emergency signalling techniques in a survival situation.

The individual is not meant to be an expert signaller, but must demonstrate sufficient skills and knowledge to construct, maintain and employ functional emergency signalling devices to enhance their survival through the attraction of, and basic communication with, search and rescue (SAR) agencies.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Prerequisite Unit/s

DEFSU008B Produce fire using improvised means in a survival situation

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Assessment must confirm the ability to:

accurately 'illuminate' a target at least 300 m away

site and build a trench symbol visible from the air at 2 000 m (may be a simulated trench if ground is too hard i.e. through use of charcoal, rocks etc.)

site and construct a tinsel tree to be visible from the air at 2 000 m

site, construct and maintain the fuel and foliage stock for the fire and on order, light the fire so that it is well ablaze within 120 seconds and then generate smoke through the application of green foliage.

Consistency in performance

Competency should be demonstrated in a range of simulated visual emergency signalling techniques that could be expected in a survival situation.

Context of and specific resources for assessment

Context of assessment

Competency must be assessed in a simulated environment.

While a person can demonstrate the technical ability to employ visual signalling devices, doing so in a survival situation is crucial; consequently it is strongly recommended that holistic assessment be conducted with other associated survival units.

Assessment under simulated survival conditions should include:

food restrictions (food should be restricted to half the recommended daily caloric intake)

the absence of normal living conditions and amenities such as showers, beds and bedding (warmth to be provided by fire), kitchens etc. with the attendant levels of personal discomfort and fatigue

a significant period of time - the recommendation is four days.

Specific resources for assessment

Access to emergency signalling devices.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

select combustible and 'smoking' materials

construct, ignite and maintain a fire

Required Knowledge

air search procedures

aircraft recognition and response signals

ground search procedures

international distress signals

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below.

Natural resources may include

Charcoal

Rocks

Vegetation (logs, foliage)

Artificial resources may include

Foil

Glass (rear vision mirrors, headlight lens)

Metals (hub-caps, headlight dishes)

Tins

Ground may include

Hills

Openings in canopy

Searchers may include

Aerial

Ground

Sea

Ground-to-air emergency signals may include

Proceeding in this direction

Require assistance

Require fodder

Require medical assistance

Yes or affirmative

No or negative

Improvised markers may include

Bright textiles

Glass sheet (e.g. windscreen)

Metal sheet (e.g. bonnet, boot, fuselage/wing sections)

Natural materials such as ash or contrasting foliage

Plastic sheet (e.g. hootchie)

Constructing an emergency signal fire includes

Considering the prevailing wind's effect (if any) on smoke trails

Siting shadow trenches includes

Considering the sun's movement

Or if the ground is hard, simulated using natural resources

Purpose built signalling devices may include

Electronic position indicative radio beacon, Personal Locator Beacon (PLB)

Heliograph

Marker panels

Pyrotechnics

Radios

Sea dye marker

Strobe lights

Maximising timeliness of initiation and visual signature of the emergency signal fire includes

Achieving an immediate and robust bonfire

Applying large quantities of green leafy material or improvised smoking resources (e.g. car tyres; petrols, oils, lubricants; foliage) to the bonfire

Search aircraft recognition and response signals may include

I require your attention

Message received and understood

Message received but not understood

Follow aircraft in same direction

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Available natural and artificial resources are assessed for their application in emergency signalling 
Local area is examined to identify the ground that would afford optimum visibility to searchers but minimum physical effort to the survivor 
Sun's transit is observed and noted to determine the optimum placement of reflective signalling devices 
Ground-to-air emergency signals are sited and constructed using purpose signal marker panels and/or improvised markers to optimise visibility from the air 
Tinsel/Christmas tree devices are sited and constructed using artificial resources, to optimise visibility from the air 
An emergency signal fire is sited and constructed to optimise visibility from the air 
Shadow trenches are sited and excavated 
Purpose built signalling devices are prepared 
Timeliness of initiation and visual signature of the emergency signal fire are maximised 
Purpose built signalling devices are employed effectively to attract search aircraft attention 
Recognition and response signals from search aircraft are interpreted and responded to 

Forms

Assessment Cover Sheet

DEFSU003B - Employ visual emergency signalling techniques in a survival situation
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

DEFSU003B - Employ visual emergency signalling techniques in a survival situation

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: