The class of fire is identified and described in relation to its characteristics.
The fire is confined in a safe and efficient manner, showing an understanding of fire behaviour.
The appropriate extinguishing medium and equipment is selected, giving reasons for the selection in a specific context.
The fire is extinguished in a safe and efficient manner, taking into account the need to minimise damage to property.
Support operations are performed in a manner that enhances the effectiveness of life safety and fire control efforts at a fire incident.
A situational analysis is developed, using all relevant sources of information.
The victim is accessed, prioritising the safety of both victim and rescue team.
The victim is packaged and evacuated in a manner which minimises the risks involved in evacuation.
The victim is given basic life support and first aid as required by his or her condition.
A potential or actual hazardous materials incident is identified and described in relation to its specific features.
The type of hazardous material is identified and stabilisation proceedings are conducted in a manner appropriate to the identified material and the context.
Other interventions are initiated according to the requirements of the specific incident.
The purpose of fire service equipment is explained with reference to different tasks and contexts.
The requirements of the standard operating procedures for the on-going care and use of equipment are explained, using examples to illustrate their importance.
Equipment is used effectively, in line with standard operating procedures.
The operational readiness of specified equipment is ensured by regular inspection.
Administrative processes are performed in accordance with organisational requirements.
A range of standard communications equipment and methods are used to communicate effectively in emergency and non-emergency situations.
A public education and fire safety intervention is conducted and self-evaluated against agreed criteria.
Assessment at qualification level requires a combination of assessment approaches reflecting three major forms of learning.
This includes a common summative assessment of sample theoretical understandings explicitly stated or embedded in the core and fundamental unit standards; the practical application of this theory demonstrated though performance observed and recorded by an instructor/registered assessor; and a workplace learning experience record of some kind – i.e. logbook, workplace coach/ supervisor’s witness statement and/or assessor’s records of observations of applied competence.
Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across the various bodies of knowledge and practice to achieve applied competence that is grounded and coherent in relation to the purpose of the qualification.
Integrated assessment must judge the quality of the observable performance, but also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but will vary according to factors such as the learners involved, the resources available and policies and practices of the provider.
A broad range of functionally orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.
As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.
In assessing for applied competence and critical cross-field outcomes as described, the assessor must design a holistic assessment focused at the competence described in the purpose statement of this qualification. Because of the nature of emergency services, demonstrations of applied competence will normally take place in simulated emergency situations. It is important that the conditions be simulated effectively in order to reproduce as far as possible a stressful context in which a clear head and quick thinking are required.
The qualifying learner must demonstrate achievement in the following areas of applied competence:
The learner must demonstrate an ability to consider a range of options and make decisions regarding:
The prioritisation of their own safety and the safety of members of the public.
> Adaptive ways in which to apply their knowledge and skills depending on the situation.
The learner must demonstrate understanding and knowledge in the relevant bodies of knowledge as listed under `Essential Embedded Knowledge.’
The assessor must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance.
The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:
Reflecting on own practice, and adapting and modifying it accordingly.
> Reflecting on their own patterns of learning and creating opportunities for future learning.