Knowledge needed to achieve the performance criteria

Knowledge and understanding are essential to apply this unit of competency in the workplace, to transfer the skills to other contexts, and to deal with unplanned events. The knowledge requirements for this unit are listed below.

The theory of fire including the Triangle of Combustion.

The implications of incorrect use of fire extinguishers and hose reels on classes of fire.

How fire can be spread by conduction, convection, radiation and direct burning.

Why cooking oil and fat fires require special attention.

Basic methods of locating a fire.

The meaning of secondary damage.

How water pressure influences the discharge distance for hose reels.

Specific skills needed to achieve the performance criteria

To achieve the performance criteria, some complementary skills are required. These relate to the ability to:

apply appropriate decision-making techniques

use equipment appropriately and safely with regard to OHS issues and requirements

apply language, literacy and numeracy skills to:

communicate with others in a clear and concise manner in both written and verbal modes

read, understand and comply with work instructions/specifications

read, understand and record measurements

utilise effective customer service skills and relate to people from a range of social and cultural backgrounds.

Other units of competency that could be assessed with this unit

This unit could be assessed on its own or in combination with other competencies relevant to the job function, for example:

PRMPFES04B Identify fire protection equipment

PRMPFES06C Prepare for installation and servicing operations.

Resources required to assess this unit

The following resources should be available:

actual or simulated work environment

assessment documentation

training and assessment record book.

Gaining evidence to assess this unit

For valid and reliable assessment of this unit, competency should be demonstrated over a period of time and be observed by the assessor (or assessment team working together to conduct the assessment). The competency is to be demonstrated in a range of situations, which may include customer/workplace interruptions and involvement in related activities normally experienced in the workplace.

Assessment may be by way of a single practical demonstration, using simulated fire situations. Due to safety and cost factors, methods of extinguishing Class D, E and F fires are confined to oral explanations and role-play/simulations only.

Oral questioning or written assessment and hypothetical situations (scenarios) may be used to assess underpinning knowledge. (In assessment situations where the candidate is offered a preference between oral questioning and written assessment, questions are to be identical.)

Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.

Performance and assessment of this unit must be carried out within the relevant requirements of the following legislative and industry framework:

building Acts/regulations/codes

Australian Standards identified as relevant to the required maintenance procedure

environmental regulations

manufacturers' specifications

organisational requirements, including OHS policies and procedures

OHS legislation, codes and regulations.

Note: All practical demonstrations involving the use of simulated fires must adhere to the safety and environmental regulations relevant to each state or territory.

Key competency levels

There are a number of processes learnt throughout work and daily life that are required in all jobs. They are fundamental processes and generally transferable to other work environments. Some of these work processes are covered by the key competencies listed below. Information provided to each question highlights how these processes are applied in this unit of competency.

The number in brackets indicates the level to which the key competency should be demonstrated.

Refer to Evidence Guide

The range statement links the required knowledge and organisational and technical requirements to the workplace context. It describes any contextual variables that will be used or encountered when applying the competency in work situations. It allows for different work practices and work and knowledge requirements as well as for differences between organisations and workplaces. The following variables may be present for this particular unit.

Classifications of fires include Classes: A, B, C, D, E and F.

Fire types may include:

ordinary combustibles

flammable and combustible liquids

flammable gases

energised electrical equipment

combustible metals

cooking oils and fats.

Appropriate fire extinguishers may include:

water

foam

powder

CO2

wet chemical

vaporising liquid.

Relevant OHS and workplace policies and procedures may be located in quality assurance and/or procedures manuals relating to:

appropriate techniques to use in relation to emergency management of fires

personnel practices and guidelines outlining work roles, responsibilities and delegations

OHS policies, procedures and programs including:

safety procedures including:

working safely around electrical wiring, cables and overhead powerlines

working safely around tools and equipment

working safely on ladders and raised platforms

risk and hazard recognition

emergency procedures

awareness of electrical hazards

following confined spaces procedures

First Aid

utilising personal protective equipment including:

safety glasses or goggles

safety boots or shoes

hard hat

ear muffs or plugs

assessing the work site for hazards and risks prior to preparing the work site for the work procedure

displaying signs and/or utilising barriers in the work area.

Hose reel types may be:

wall-mounted

swing-hinged

vehicle-mounted.

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