Download part 2 - Country Fire Authority

Recognises common bushfire hazards.
Aware of basic summer fire regulations in the Fire Danger Period and safety issues regarding
camp fires and barbeques.
Summer Barbecues
Social Studies
Use "Bushfire" Discussion Poster
(Included in the "Fire Safe" package)
This poster can be used to introduce the subject of bush and grassfire prevention and
survival. The main message to get across is that it takes a very small ignition source
(e.g. coals from a tipped barbecue) to start a bushfire, so that means everyone must
be very aware of the danger.
Display the poster in front of the class and tell the students that the poster tells a
story about a bushfire. Ask the students to help tell what happened. The numbers on
the page indicate the progress of the story.
Suggested discussion points are included on the back of the poster.
Encourage students to identify common bushfire hazards they can find in the poster
— houses built close to the edge of a forest, dry grassed areas nearby and shrubs
planted too close to houses.
Discuss safety issues regarding the use of barbecues and campfires in the summer
months, especially during a Fire Danger Period.
Write a story about the bushfire from the point of view of one of the people shown in
the poster.
OR
Write each family member's thoughts about the damage they have caused in the
thought bubbles provided on Activity Sheet 1.
Social Studies
Common Bushfire Hazards
As a class, list common fire hazards found surrounding the home and in bush
settings. Discuss why these hazards are fire hazards.
Students identify the bushfire hazards on Activity Sheet 2.

Fire Danger Period and Total Fire Ban Days
Find out what the students already know about the Tire Danger Period and Total Fire
Ban Days" through a class discussion — list prior knowledge.
Read through the article on Activity Sheet 3 with the students or ask them to read the
article in groups of four, then identify and discuss the key issues within the article
and add their newly acquired knowledge about Fire Danger Periods to the prior
knowledge list.
Ask: How do you know when fire restrictions are on in your area?
Who makes the decision to declare a Fire Danger Period?
What precautions should you take when fire restrictions are on?
Do Fire Danger Periods finish at the same time every year?
How do you know when fire restrictions have been taken off?
Following the discussion, conduct a class debate on the topic: "People should be
allowed to make their own decisions about lighting fires and barbecues".
Rules and regulations for living in the bush
Students discuss rules and regulations for fire danger periods, use of barbecues and
campfires on Total Fire Ban Days and for designing fire safe houses in the bush.
Tell the class that they are about to travel to a deserted island off the coast of
Darwin. This island is covered with tall trees, rolling mountains and patches of dry
grasslands. No people live on this island, so there are no laws governing it. In groups
of 4, students should decide on rules for living in such a fire prone risk area and
regulations for building fire safe houses and buildings.
Questions which may be discussed:
1. Why should rules be made for living on this island?
2. What would be the biggest risks of living on this island?
3. Why should there be rules and regulations for use of barbecues and campfires
during the Fire Danger Period?
4. Why is it important to build fire safe houses and buildings in a bush setting?
5. Should people be told to build according to specific designs?
6. How should these rules be made — by an appointed leader, an elected team or
by giving everyone a voice?
7. What are the penalties for not obeying the rules and regulations?
8. Why is it important to have rules to live by?
Groups of students fill in the Fire Safety Rules sheet on Activity Sheet 4.
Groups present their rules for class presentation and display.

Language
Instructional writing: Write an instruction manual outlining fire safety procedures to
carry out in a bushfire.
Include procedures for: choosing appropriate fire safe clothing to wear, finding a safe
place to stay during a bushfire — house, car, evacuation centre; and ways of
protecting your house in the fire.
OR
Design a series of pictures to illustrate fire safe procedures to carry out in a bushfire.
OR
Prepare a radio talk to be given at the start of the Fire Season outlining fire safe
procedures to carry out in a bushfire.
Read the fact sheet on "Surviving a Bushfire" to obtain information before writing
the manual.
Report writing: Write a Fire Investigation Report.
Discuss the role of a fire investigation officer. Refer to information provided in the
fact sheet "Bushfires".
Ask: What does a fire investigation officer do?
How does a fire investigation officer find the cause of the fire?
What clues does a fire investigation officer look for?
Name the types of fires a fire investigation officer would attend.
Hand students a copy of Activity Sheet 5 to read through. After reading the fire report,
students document their findings on a Fire Investigation Report on Activity Sheet 5.
Three Level Guide: Surviving a bushfire. (True/False)
Students read through the outdoor fire safety statements on Activity Sheet 6 and
identify whether the statements are true or false.
Hold a class discussion to determine if some of the statements can be both true
and false.
Students design a radio advertisement or slogan that could be used during the summer
months to remind people to protect themselves and their properties from bushfires.
Report Writing
Write a bushfire account based on one of the newspaper titles below.
• Untouched in the face of disaster
• Fire awareness saves the family home
• John's survival
• Life after "Ash Wednesday"

Encourage students to incorporate their knowledge of fire safety procedures in their
article based on one of the newspaper headlines. For instance, preparing the home,
wearing appropriate clothing and finding a safe place to stay in a bushfire.
Compile the articles in a class newspaper.
Students analyse the newspaper headlines below for use of emotive language
conjuring up images of death, destruction, despair, helplessness and hopelessness.
• Trial by fire
• Sydney is burning
• RSPCA fears wildlife wipe out
• Fire, danger and death
• The "Ash Wednesday" fire disaster
• Tragedy and destruction
• Voice in the ashes
Ask: List words which come to mind when reading these headlines.
What impressions are you given about bushfires from these headlines?
Why do you think journalists use emotive language in their headlines?
Do these headlines give you an objective understanding of the effects of
bushfires?
From reading these headlines do you think anyone survived the bushfires?
Would this be the case? Think of situations you may have read or heard about
that show instances of people, animals and homes surviving bushfires.
Do these headlines accurately describe how all people are affected and cope
in bushfires?
Impress on children the importance of thinking about the information they read in the
newspapers and the importance of not believing everything they read — to take notice
of the facts and question emotive language.
Design a wanted poster to catch the Ballan firelighter.
Include: physical description with an accompanying picture or photograph, approximate
age of the offender, summary of fires lit and the methods used, where he/she was
last seen, destruction caused as a result of the fires, reward offered and who to
contact with information.
Art/Craft
Create a diorama showing the before and after effects of a bushfire.

Science
Bushfires and Wind Direction
One of the dangers to firefighters in grass and bushfires is a change in wind direction.
A firefighter's safety can be threatened by the change in wind direction. The fire can
trap the firefighters and cut off access to safety.
Ask: What is wind?
Where does wind come from and where does it go?
Why is it important to know where the wind is coming from?
Wind direction can change without warning and within a short period of time.
To help the students understand how quickly the wind can change, students make a
wind vane as shown below.
A Wind Vane
Equipment needed:
• thin cardboard
• 1 straw
• 1 long pencil
• 1 pin
• 1 ruler
• scissors
• 1 compass
• 1 copy of Activity Sheet 7
Directions:
Cut out the wind vane arrow head and tail from cardboard, as shown below.
Cut two 3 cm slits at each end of the straw. Make sure the slits line up so the
arrowhead and tail stand upright on the straw. Slide the arrowhead and tail on
the straw.
Using a ruler, find the middle of the straw. Push a pin through the middle of the straw
into the end of a pencil. You now have a wind vane!

Make observations of wind direction at the same time each day over a 5 - 10 day
period. Record your observations on a "wind spider", found on Activity Sheet 7.
Choose a site away from buildings.
In groups of three, one team member holds the wind vane at arm's length, a second
team member holds a compass level and lines the compass needle up in the direction
of north; while the third team member observes the direction the wind vane is
pointing.
Record the wind direction on your group's wind spider. If there was no wind, do not
colour in a square.
Record your observations for a week or two, once in the morning and once in the
afternoon. Compare your group's findings with other group findings.
Ask: From which direction did the wind blow most often?
Are there differences in wind direction between readings made in the morning
and those in the afternoon?
Can you see any patterns?

Understands bushfire survival procedures — safe place to stay, appropriate clothing to wear
and how to obtain help in a bushfire.
Safety in a Bushfire
Social Studies
In groups of four, students come up with a list of personal safety procedures people
should carry out if caught in a bushfire: at home, in the car or wherever they are.
Check your group's list against another group's list — add anything you have missed
to your list.
Each group is to appoint one team member as the group reporter to report on their
group's progress.
Discuss: • The safest place to be in a bushfire.
• Reasons why this is the safest place to be in a bushfire.
• The biggest danger to your survival in a bushfire — radiant heat,
smoke and flames.
• The actions you can take around your house to make it fire safe.
• Why you should take more than one woollen blanket with you when
travelling into country areas.
Possible personal safety procedures people should carry out if caught in a bushfire at
home, in the car or wherever they are could consist of:
At home Keep windows and doors closed
Move furniture away from the windows
Fill the bath and buckets with water
Soak towels and woollen blankets with water
Keep pets indoors
Stay indoors — do not go outside
In the car Keep windows rolled up
Park in a clear area, away from vegetation
Switch headlights on
Turn ignition off
Crouch down low, near the floor
Cover yourself with a woollen blanket
Wherever you are Wear long sleeved woollen jumper and long cotton pants
Wear leather shoes or rubber gumboots
Cover up and take cover
Drink lots of water or eat juicy fruit
Don't panic

Remember: Only stay with your home if you have properly prepared it for the event of
a bushfire. If your home has not been prepared prior to a bushfire then
make the decision to leave the home early before the fire approaches
and makes it difficult and potentially dangerous to leave.
Refer to the fact sheet "Surviving a Bushfire" for additional information.
Following the group discussion and report back session, encourage each group to
design a poster demonstrating personal safety procedures to carry out in a bushfire
at home, in the car and wherever you are.
Language
Write a letter informing someone of the potential fire hazards around the home and
recommend changes they could make to protect their home in a bushfire.
Potential risk factors could include: leaves in gutters; wood pile leaning against the
house; shrubs planted close to the house; tall eucalypt trees planted close by; tan
bark, dry leaves and twigs lying on the ground near the house and only one road
access into the property.
Think about how these risk factors increase the fire risk.
In groups, students write and then act out a play based on being "Trapped in a
bushfire". Tape-record sound effects for the play. For example: crushed cellophane
for a bushfire, tap running for water in a fire hose, hand splashing in a bucket of
water for nearby river noises and blowing in an empty bottle for stormy weather.
Art/Craft
Invite an architect to visit the class and talk about buildings and homes designed for
fire safety.
Students design a fire safe house. Provide a description outlining features of the fire
safe house and make a model of the house.
When designing a fire safe house, students should use their knowledge of surviving a
bushfire to help them.
Compile a class list of safe house design features. For example: single storey,
concrete floor or built close to the ground, solid brick walls, solid timber doors, lowpitched
roof, window shutters, flywire screens on windows, chimney cover, metal
sheeting on the roof and a layer of aluminium foil placed above and below the wooden
rafters in the roof.
Students could also consider designing safety areas around the house. Safety designs
could include: a sprinkler system installed around the house, two roads into the
property and a swimming pool/water tank/dam built close to the house.

Students design a line of fashionable clothing to be worn in a bushfire by residents.
Vote on the most creative, practical and most protective line of clothing.
Bushfire Safety Clothing
Teacher provides each student with templates of the basic outline of a person on a
piece of calico. Students cut out templates, sew the two sides together and stuff the
body with dacron/some other filling.
Using fabric paint/crayons colour in a long sleeved shirt, long pants, shoes/boots,
a hat and gloves.
The template can be found on Activity Sheet 8.
Ask parents to assist with this activity through advertising for assistance in the
school newsletter.
Social Studies
Students design a board game based on bushfire survival.
Create a winding path through a bush setting, such as Warrandyte State Forest. Place
bushfire hazards along the way. For example: an unattended campfire, meat cooking
on a barbecue with a tin of petrol sitting on the ground close by, children playing with
matches and a home built on the edge of the forest amongst eucalypt trees. To
continue your journey along the path safely through the forest, each game player must
identify the bushfire hazard and explain the dangers of each hazard.
Write a list of instructions outlining the rules of the game.
OR
Design a set of question and answer cards on bushfire safety to be used in
"Bushfire Quiz".
Make sure you address the following issues: common bushfire hazards; dangers of
bush and grass fires to people, houses, animals, forests and farms; safety issues
regarding use of campfires and barbeques; and basic summer fire regulations in the
Fire Danger Period.
Bushfire Research
Over a period of time, ask the students to collect newspaper articles about fires.
Once a reasonable collection has been built up, classify the articles according to the
type of fire — indoor house fires, outdoor fires, bush and grass fires and industrial
fires; or the cause of fire. Ask the students to come up with appropriate classifications
of their own according to the articles collected.
Talk about the causes of fires and damage caused by fire in the articles. In groups,
list ways in which these situations could have been avoided. Use the compiled lists
as a basis for designing some posters aimed at increasing community awareness of
each type of fire. Display these completed posters around the school.

Maths
Students calculate the costs involved in purchasing items of bushfire clothing from a
retail store catalogue page. Activity Sheet 9 or 10.
Surviving a Bushfire
Students fill in the analog and digital times throughout the account of the Halls
Gap fire on Activity Sheet 11 or 12.

What do you think each family member is thinking about the damage they have caused.
Write their thoughts in the thought bubbles.

This man doesn't know how to protect his home from bushfires. Do you?
Put a red cross over all the fire hazards you can spot. Check your answers with a friend.
In the space below, write a letter to the man telling him how to clean up his property and be
prepared for bushfires. Be sure to warn him to clean up early, before bushfires strike!

The Fire Danger Period
Victoria is in a fire prone area, so each summer there are restrictions on the lighting of fires
in the open air in country areas. The Fire Danger Period is set for individual Municipalities as
soon as the weather conditions pose a potential fire threat to the area. This Fire Danger
Period can differ every year and within each Municipality due to the weather conditions each
year. Normally the Fire Danger Period operates from the beginning of December till the end
of April. The CFA declares Fire Danger Periods. Details are announced in the newspapers
and Tire Restriction" signs are placed along roadsides. Hot weather and dry vegetation
increase the risk of fires accidentally starting and spreading, especially on days of strong
wind speed.
During Fire Danger Periods you must observe set rules for lighting fires and use of
equipment or machinery which increase the risk of fire:
To light a fire in the open air for burning off grass, scrub or rubbish, you must obtain
a written permit from the Municipal Fire Prevention Officer and observe the conditions
and precautions set down.
Camp fires and barbeques may be used if an area of 3 metres all around and above
the fire or barbecue is completely cleared of flammable material, an adult attends the
fire or barbecue at all times and the wind speed is less than 10 kph. Keep a bucket
of water on hand in case of an emergency.
An incinerator may be used, in line with local laws set down by the local shire
governing restrictions on use, if it is in good condition with an effective lid that
completely contains the fire. An adult must be in attendance at all times and an area
of 3 metres around and above the incinerator must be completely cleared of all
flammable material.
Precautions need to be taken when using welding, grinding, soldering or gas cutting
machinery.
These rules are designed to help prevent bush and grass fires, and therefore protect lives,
property and the environment.

Total Fire Bans
Total Fire Bans are set on days when the danger of fires occurring is extremely high and
when fire would be expected to move very quickly and be difficult to control.
A Total Fire Ban usually applies to the whole State, including forest, country and metropolitan
areas. Sometimes Total Fire Ban days are called in specific Total Fire Ban Districts
where the hazardous conditions are found.
On days of Total Fire Ban most fires in the open air are banned. This means that outdoor
burning; campfires; solid fuel barbeques which burn with wood, heat beads, charcoal or
briquettes; and burning of incinerators are banned.
If you light an outdoor fire on a Total Fire Ban day you can be fined up to $10,000, jailed
for up to two years, or both.
Key Focus:
Read the article on Fire Danger Periods and Total Fire Ban Days.
List the key issues discussed in the article.
Talk about these issues as a group.
Design a poster to inform people of fire regulations they need to be aware of
on Total Fire Ban Days.
Design a brochure for the general public outlining rules and regulations for the
safe use of camp fires and barbeques.

Fire safety rules and regulations for living on
Any person living on this island must abide by these rules:

Investigative Report
Location: Ballan
Damage Caused: Six houses destroyed
Description of Accident:
Tony and his friend Matthew were camping in the Logan State Forest alongside the banks of
the Walla Walla River. This was their first camping trip alone. Monday 20 February was the
last day of their trip before returning home and it was turning out to be a blistering hot day
with a strong northerly wind blowing. Tony decided to cool off in the river, while Matthew
decided to head off into the forest in search of some dry twigs and branches to use as fuel
for a campfire.
By the time Matthew arrived back at the campsite, he was beginning to feel hungry. He set up
his camp fire by clearing a small area on the ground and piled the dry twigs and branches on
top of each other. Lighting a match to the twigs, Matthew waited for the fire to burn. Once the
fire was blazing, he started to cook the sausages on a metal tray placed over the fire.
Refreshed from his swim in the river, Tony joined Matthew for lunch. After eating the
sausages, Tony put out the fire by throwing a bucket of water over the flames. The fire
appeared to have gone out, so Matthew and Tony packed up their camping equipment and
headed back through the forest to their car, which had been left in the car park at the
entrance of the State Forest.
Unfortunately Tony and Matthew had not taken enough care in putting out their camp fire.
Heat was still contained within the dry twigs and branches at the base of the fire.
Subsequently, the strong winds blew sparks from the smouldering twigs into nearby trees,
starting a small fire.
Within minutes the fire began to spread through the forest into neighbouring properties
bordering the forest. Small fires were blown ahead of the main fire, edging dangerously
close to a number of houses.
Seeing the fire approaching her house, Mrs Smith rang her local fire brigade's "fire call"
number and reported the fire. Looking at her kitchen clock, Mrs Smith discovered it was
2.00 in the afternoon.
The fire brigade arrived at the fire scene five minutes after the call. After fighting for an hour
to control the fire, firefighters were unable to save six houses. It took three hours for
firefighters to control the blaze.

Date:
Time fire was reported:
Arrival time at the fire site:
Weather conditions:
Description of fire area:
Report findings:
Suspected cause of fire:
Persons seen leaving the fire area:

Write true or false next to these statements.
• A Total Fire Ban day is declared on days when the danger of bushfires is very high.
• Campfires can be lit anywhere in the bush.
• Fire restrictions are enforced during the summer months.
• Fires spread very quickly if a strong wind is blowing.
• Fire restrictions always start in December and end in April.
• Spot fires are more dangerous than the main fire.
• There are more bushfire hazards around the home than in the bush.
• Barbeques can be lit on Total Fire Ban Days.
• Bushfires are started by people.
• Campfires are dangerous.
• Trees burn and are potential bushfire hazards.
• Firefighters can put out all fires.
Discuss your answers with a partner. If any of your answers are different, discuss your
reasons for making that decision. Try and convince your partner that your choice is the
correct one. Listen to your partner's reasons for making their choices.

Make observations of wind direction at the same time each day, and record them on the
"wind spider" by colouring in a square on the appropriate "leg" of the "wind spider".
If there was no wind, do not colour in a square.

Photocopy the template onto stiff card. Cut out the template and use to trace the outline on
squares of calico.

How much for:
1. a woollen jumper and a cotton shirt?
2. denim jeans and leather shoes?
3. 6 pairs of woollen socks?
4. 2 wide brimmed hats?
5. all the items in the catalogue?
How much change from $30.00 for?
1. a cotton scarf?
2. 3 pairs of woollen socks?
3. a pair of leather shoes?
4. a wide brimmed hat?
5. 2 pairs of gloves and 3 pairs of socks?
How much more does it cost to buy:
1. a cotton shirt than a cotton scarf?
2. a woollen jacket than a woollen jumper?
3. cotton overalls than leather shoes?
4. a woollen jacket than a cotton scarf? .
5. denim jeans than a wide brimmed hat?

1. How much money would John need to buy the woollen jumper and long-sleeved
cotton shirt? $
2. What would it cost to buy the denim jeans and the leather boots? $
3. How much change would John get from $50.00 if he bought the wide brimmed hat
and the cotton scarf? $
4. Which is cheaper, the woollen jumper or the woollen jacket?
5. How many pairs of gloves could John buy with $20.00?
6. What would it cost John to buy six pairs of woollen socks? $
7. Is it more expensive to buy the cotton overalls or the denim jeans and
long-sleeved shirt?
8. How much change would John get from $50.00 if he bought a pair of leather boots
and three cotton scarves? $
9. What would it cost John to buy a wide brimmed hat for each of the five members of
his family? $
10. What would it cost in total for John to buy each of the items listed in the
catalogue? $

Fill in the analog and digital times throughout the account of the Halls Gap fire.
Kim awoke at quarter past seven. By quarter to nine Kim's family were ready
for the fire.
She heard the news at seven thirty.
A fire had started at quarter to six
that morning.
CFA firefighters were at the fire at six
o'clock.
By quarter past eight Kim was dressed in
long-sleeved cotton overalls, cotton socks
and a pair of leather boots.
At ten o'clock the bushfire could be seen.
CFA firefighters put the fire out at
quarter past twelve.

Fill in the analog and digital times throughout the account of the Halls Gap fire.
At quarter past seven
Kim awoke from a
heavy sleep to the sounds of birds squawking in the nearby eucalypt trees. It felt unusually
warm for this time of the morning, as Kim pulled herself out of bed. After soaking under a
five minute shower, Kim dressed for the warm conditions and sat down to breakfast, while
listening to the seven thirty news report.
To her amazement, a fire warning flashed across the news. The bushfire had started at
quarter to six this morning near Stawell and was raging
out of control towards Halls Gap. CFA firefighters had arrived at the fire scene at
ten past six.
Residents were warned to dress in appropriate clothing to withstand a bushfire and to
remain indoors until the fire front passed. Thinking quickly, Kim woke the other members of
her family, changed into a pair of long-sleeved cotton overalls, cotton socks and a pair of
sturdy leather boots. By this time it was quarter past eight.

Kim quickly moved the outdoor furniture, pet dog and cat inside. Next she set about moving
the indoor furniture away from the windows. Meanwhile, Kim's father began to hose down
the house walls and gutters to protect the house from flame, spark and ember attack.
Kim's mother busily filled the bath and buckets with water. At quarter to nine
the chores had been completed and the family were ready to sit and wait
indoors for the fire to approach. By ten o'clock
the bushfire was visible in the distance. In another fifteen minutes, at
quarter past ten, the fire would be upon them.
Fortunately for Kim's family, the fire jumped their house and continued on its path.
Two hours later at quarter past twelve
the CFA brought the fire under control.

Knows range of services provided by the fire services.
Understands the difference between volunteer and full-time firefighters.
Recognises contribution of volunteer firefighters in the community.
Role of the Firefighter
Language
Interview a volunteer/career firefighter.
Contact your local brigade to provide a firefighter to visit your class.
Students prepare a list of questions prior to the interview.
Possible questions:
What made you decide to become a volunteer/career firefighter?
How did you become a volunteer/career firefighter?
What age do you have to be before you can become a volunteer/career firefighter?
If a volunteer firefighter, what job do you have during the day?
Tell us about some of the experiences you have had with fighting fires.
What sort of training do you need as a firefighter?
How are you notified of a fire or an emergency in your area?
How do you get to the fire or emergency if you are notified at work?
How many fires or emergencies would you be called out to in a year?
What is the difference between a volunteer and a career firefighter?
What services does the local fire brigade provide to the community?
Tell us about the range of services provided by the fire services.
Prior to the visit, ask the firefighter to bring along examples of various protective
clothing worn by firefighters when fighting different types of fire (bushfire, structural
fire and industrial/chemical fire).
Dress selected students in the firefighting clothing (excepting the structural helmet)
while explaining the purpose of each article of clothing.
Following the visit, students write a profile of a volunteer/career firefighter.
Write a class letter and individual letters to the firefighter thanking him/her for
visiting the class and for talking about his/her role as a volunteer/career firefighter.

Language
Write a journal based on "The day in the life of a firefighter".
Seeking Employment
Students read the job advertisement for the job of 'Recruit Firefighter' on Activity
Sheet 1.
Using the job advertisement, students write a job application/letter applying for the
advertised position.
In groups of four, students take it in turn to interview each other for the firefighter
position based on their job applications. Students set up a rotating panel of three to
interview each applicant. As a collective panel, come up with a series of questions
to ask each applicant based on the criteria stated in the job description.
Fire or emergency reports
Collect newspaper articles referring to important fires or emergencies attended by
the CFA.
Students summarise the reports, drawing out the key points. Prepare a class "60
Minutes" style news presentation based on the report summaries.
Find pictures or video clips from your school or local library to support the news
presentation. Video the presentation.
Borrow books, posters, audio/visual material and brochures outlining fire services
provided by the CFA and other fire services. Display the materials. Encourage
students to bring information from home.
Use the "At the Fire" discussion poster to stimulate class discussion about the work
of the fire brigade. Suggested discussion points are included on the back of the
poster. Following this discussion, ask the students to write a report on how the firefighters
prepare themselves to control a fire.

Social Studies
Maths
Design a poster describing the services provided by the CFA firefighters.
Refer to the fact sheet "The CFA Volunteer Firefighter" to identify these services.
History of the CFA
Students refer to the fact sheet "History of the CFA" to trace the origins of the CFA.
Observe the range of services offered and the type of equipment used over the years.
Create a pictorial timeline showing the development of the CFA.
Examples: human water chain - hook and ladder brigade - early fire truck -
modern firefighting equipment - information technology.
Mapping using grid references and co-ordinate plotting.
Obtain a general map of the area your local brigade covers. Draw a grid over the map
and fill in grid references. List a series of notable places for the students to locate
to familiarise themselves with the area their local brigade covers.
Mapping using grid references and co-ordinate plotting.
Students identify noted places of interest within the Dandenong Ranges by noting
the grid references as each place is found.
Give students a copy of Activity Sheets 2 and 3.
Students extinguish the flames consuming the house or warehouse by correctly
answering the equations contained within the fire hoses on Activity Sheet 4 or 5.

Recognises basic types of equipment used by firefighters and protective clothing worn by
firefighters.
Protective Clothing and Safety Equipment
Health
Discuss various activities that may require protective clothing to be worn by different
members of the community — school cleaners, doctors, builders, gym instructors,
various sports participants.
Why is safety equipment and protective clothing worn?
Cut out pictures of protective clothing and safety equipment (helmets, face masks,
protective overalls, sports shoes). Make a class collage from these pictures.
Discuss situations that require firefighters to wear protective clothing and use safety
equipment — fighting a bushfire or house fire, cleaning up chemical spills, carrying
out trench rescues and rescuing road accident victims.
Collect pictures of firefighters wearing protective clothing and using safety equipment.
Classify the correct protective clothing to be worn and safety equipment to be used
in different situations. Label items of protective clothing and safety equipment and
write a short description describing the purpose of the clothing and equipment in
different emergency situations on Activity Sheet 6.
Language
Wind out your hose and take a look....
Word Study on Activity Sheet 7 covers the following:
With students, compile a list of terms frequently associated with firefighting equipment
and/or clothing. Find out their meanings. Convert this list into a glossary by
arranging the terms alphabetically, providing meanings for each term. Discuss the
uses of this form of reference used in many books.

For example: air cylinder — a tank containing a supply of air.
breathing apparatus — a face mask connected to an air cylinder carried
on the firefighter's back.
pumper — a fire truck used to put out fires in suburban areas,
tanker — a fire truck used to put out fires in rural areas,
fully encapsulated gas suit — a special yellow protective rubber suit,
covering the firefighters completely, which is worn to protect
firefighters from chemical gases in industrial or chemical fires.
Nouns and Adjectives
Make a list of 10 items of firefighting equipment or clothing. Extend this list of nouns
by adding adjectives frequently associated with these items.
For example: yellow overalls red fire truck
leather gloves long hose
protective helmet heavy air cylinder
sturdy boots noisy siren
woollen jacket tall ladder
Circle the correct word in each sentence.
Locate selected firefighting words in a dictionary.
Shape Poetry
A shape poem has no formal structure. The words of the poem form the outline of
the object it is describing. The poem above describes a firefighter's helmet.
Encourage the students to select an article of firefighting clothing or a piece of firefighting
equipment on which to create a shape poem. Suggest students pencil in the
basic outline on which to write the poem. Students erase the outline once the poem
has been written, leaving the shape of the poem in the words.

Art/Craft
Collect pictures of tankers and pumpers. Using recyclable materials, make a model
tanker or pumper.
Social Studies
Maths
"For Sale-
Students design their own "For Sale" sign to sell CFA fire trucks to other countries or
Australian states.
List the special features of our CFA pumpers and tankers and provide reasons for
their use in other countries.
Students design the "perfect helmet" for firefighters to wear at different types of
fires. Consider the safety features, material, colour, size and shape.
Pumpers or Tankers.
Prepare a brochure for brigades describing the uses of a pumper and a tanker.
Brigades will use this brochure to identify which fire vehicles they need to purchase
to meet the needs of the majority of their emergencies.
Refer to the fact sheet "Role of the Firefighter" for basic information on pumpers
and tankers.
Design a fire vehicle.
Design a fire vehicle to be used in the year 2100. Clearly label the various parts.
Provide a short description of its intended use.
Pumpers, tankers, hazmat vans, protection equipment support vans, ....
CFA Fire Stations are often based in highly populated outer metropolitan areas and
large country towns. A varying number of fire vehicles would be housed at each station.
Most common fire vehicles found at a fire station would comprise of a pumper
or a tanker. If a brigade attends a fire which requires additional fire vehicles and firefighters
to control the blaze, then backup is called upon from other brigades.

The fire vehicles in the table below were located at Frankston, Ballarat, Traralgon
and Warrnambool Fire Stations.
Graph the results shown in the table.
Ask: Why do some fire stations have more fire vehicles than others?
Would all brigades have a pumper and tanker? Why? Why not?
Why would some brigades have pumpers and others have tankers?
Why do fire stations have different types of fire vehicles?
Which type of fire vehicle would be most appropriate for a brigade in a flat
grassed area near Bendigo? Give reasons for choosing this type of vehicle.
Pumper: A fire truck which accesses water from a fire hydrant —
used to extinguish building fires.
Tanker: A fire truck which carries its own water supply to the
fire, collected from a water source such as a nearby creek
or dam.
Protection Equipment Carries breathing apparatus, splash suits, gas suits,
Support Van: crowbars and tools to a fire.
Breathing Apparatus Carries breathing apparatus, splash suits, gas suits and
Salvage Van: an oxygen refilling tank to a fire.
Aerial Appliance: An aerial platform attached to a fire truck, used for rescue
from high rise buildings.
Hazmat Van: Carries splash suits, gas suits, decontamination storage
bins, breathing apparatus, mops, brooms and tools to
a fire.
Students mark in the lines of symmetry on the firefighting equipment on
Activity Sheet 8.

The CFA is seeking two full-time firefighters to work at the Dandenong Fire Station.
No experience is necessary.
Job Description:
The Firefighter will carry out the following tasks:
• answer fire alarms and emergency calls;
• drive or crew firefighting appliances or other fire vehicles to scenes of fire or
accident;
• operate fire pumps, direct water, foam or chemicals from hoses, portable
extinguishers or other appliances to put out fires or to wash away chemicals;
• rescue people trapped or stranded in dangerous situations, using ladders or
elevating platforms or by cutting openings in buildings and crashed vehicles
to free people;
• apply first aid;
• participate in fire drills, demonstrations and courses in firefighting techniques;
• visit buildings and potential fire hazards to identify safe entrances and positioning
of fire hydrants;
• inspect, service and maintain fire fighting equipment and hydrants;
• may train industrial and volunteer firefighters and give instructions in fire-prevention,
firefighting, rescue, evacuation and use of breathing apparatus.
Working Conditions:
Firefighters wear uniforms and may wear breathing apparatus when fighting a fire. They
practise daily skills such as driving, handling equipment and operating ladders. They may
be required to work both day and night shifts.
Personal Requirements:
Firefighters must be fit. They need to pass a medical examination and fitness test.
They must have normal eyesight and be able to work under pressure in dangerous
situations. Applicants must be between the ages of 18 and 30 years of age.
Qualifications:
• Successful completion of Year 10 or completion of a trade certificate.
• Applicants must successfully pass selection tests and an interview.
• Preference will be given to those who have previously done volunteer work with the
Country Fire Authority.

The following places have caught fire. Give the grid reference for each incident.
Sassafras Bowling Club ( , )
Olinda Primary School ( , )
TV Transmitting Towers ( , )
William Ricketts Sanctuary ( , )
Pancakes on the Mountain Restaurant ( , )
Olinda Falls Reserve ( , )
The Basin Theatre ( , )
Give the grid references for the two CFA fire stations found on this map.
Sassafras - Ferny Creek CFA ( , )
Olinda CFA ( , )
Give the correct direction to travel in from the Olinda fire station to ...
Olinda Public Golf Course
Nanmoora Children's Holiday Lodge
The Basin Youth and Conference Centre
Sherbrooke Community School
Burkes Lookout Reserve
Kenloch Restaurant
Sassafras - Ferny Creek CFA
Cuckoo Restaurant

Help the firefighters put out the blazing flames by correctly answering the times tables
in the fire hoses. ^

Help the firefighters put out the blazing flames by correctly answering the times tables
in the fire hoses.

Protective clothing worn and safety equipment
used by firefighters.
Label the protective clothing and safety equipment using the labels in the box below.
Some labels may be used more than once.
Colour the clothing and equipment using the correct colours.
Describe how the clothing and safety equipment protects the firefighter. Refer to the fact
sheet "The CFA Firefighter" for information.
READY FOR A BUSHFIRE READY FOR A HOUSEFIRE
READY FOR A CHEMICAL SPILL READY FOR A FIRE

EQUIPMENT CARRIED ON THE PUMPER AND TANKER

Make a list of 8 terms frequently identified with firefighting equipment and/or clothing.
Change this list into a glossary by arranging the terms alphabetically, providing meanings
for each term.
For Example: air cylinder — a tank containing a supply of air.
breathing apparatus — a face mask connected to an air cylinder carried on
the firefighter's back.
Nouns and Adjectives
Make a list of 10 items of firefighting equipment or clothing.
Extend this list of nouns by adding adjectives connected with these items.
For Example: yellow overalls tail ladder

Circle the correct word in the bracket:
1. Firefighters ( where, wear) protective clothing when fighting a fire.
2. The splash suit is ( made, maid ) from reinforced yellow plastic and protects
the firefighter from splashes of dangerous chemicals.
3. Breathing apparatus consists of a face mask connected to an ( heir, air)
cylinder ( carried, carry ) on the firefighter's back.
4. Pumpers are ( using, used, use ) to put out fires in suburban areas.
5. Tankers carry (there, their, they're ) own water and are used in country
areas.
6. Black ( wool, woollen ) jackets are worn over yellow fire resistant pants.
7. A fire ladder ( is, are, were ) carried on top of the fire truck.
8. Many fire ( hose, hoses ) are carried on the fire truck.
9. Equipment such as: fire hoses, (tools, tool ), jacks, axes, a chain saw, rake hoe,
spanners and shovels are carried in storage lockers on fire trucks.
Give the page number for these words in the dictionary:
gloves page jacket page
helmet page siren page
cylinder page ladder page
protective page hose page

Mark in the line/lines of symmetry in the firefighting equipment below. Circle the
equipment containing no lines of symmetry.
Remember: The images on either side of the line of symmetry are a mirror image of each
other. Example:
On another piece of paper draw 10 symmetrical objects found in your classroom.
Mark in the lines of symmetry.

Six fact sheets are contained at the back of this resource. These fact sheets provide
information on:
• Bushfires
• Ash Wednesday
• History of the CFA
• Surviving a Bushfire
• Safety in the Home
• The CFA Firefighter
The fact sheets can be used in several ways. They provide information to support activities
in the resource manual or for school/home projects.
One way of planning a school/home fire safety project could include: asking the students to
select a fire-related topic to research from a selection of topics listed on the board as a
result of a class brainstorm. Once the topic has been selected, students then create a list of
possible questions to research; teacher to include two extension questions of their own to
the student's list.
Provide students with a copy of a relevant fact sheet to form the basis of their research.
Encourage students to obtain additional material relevant to their topic from the school or
local library, their local CFA Brigade or from other sources.

Australia is one of the most bushfire-prone countries in the world. Much damage to homes,
land and loss of lives is caused by bushfires.
How does fire burn?
Fire needs heat, oxygen (air) and fuel to burn.
Heat + Oxygen + Fuel = Fire
To stop a fire burning, one side of the fire triangle needs to be broken. This can be done by
either removing the oxygen which stops the fire from burning, removing the heat by cooling
the fuel and fire, or by removing the fuel (dry grass, fallen leaves and branches) from the
path of the fire. Firefighters use different methods to put out different types of fires.
What is a bushfire?
A bushfire can be a fire burning underneath the ground in tree roots or in the soil; fire
burning on top of the ground amongst grass, fallen branches and leaves; or fire burning
through the trees. Another name for bushfire is wildfire.
How do bushfires start?
Most bushfires are caused by people, either deliberately or accidentally. A number of
bushfires are started as a result of burning off that gets out of control. Other causes of fire
can result from farm or logging machinery letting out sparks from their hot exhaust pipes
near dry vegetation (grass, fallen leaves and branches), electrical short circuits in overhead
electrical lines, overheating of machinery, bonfires, barbecues and camp fires, and children
playing with matches. The typical large fires in Victoria occur on an extremely hot, dry day,
with strong, gusty winds blowing from the north to north-west. In some areas, lightning
causes many fires which can often burn a large area.

What are some unusual causes of bushfires?
In 1939, a fire started at Eltham, Victoria, after a poultry farmer burnt a pile of feathers which
blew into the bush and destroyed one hundred houses in nearby Warrandyte. A fire started at
Woodend, Victoria, in 1986, when a bird sitting on power lines was electrocuted and fell
smouldering, onto the grass setting it alight. Other unusual causes of fire have involved:
a spark from a steamroller; a bulldozer blade striking a rock; and an eagle's wings shortcircuiting
power lines.
How quickly can a fire travel?
Some fires have spread at over 20 km/h but usually spread much more slowly. Fire travels
more quickly up steep slopes (especially if the vegetation is very dry) than down a slope.
North facing slopes are usually the driest as they receive more sun and dry winds, making
them more hazardous than other areas.
In a bushfire, the wind blows sparks and burning leaves and bark ahead of the main fires.
These start new spot fires and help to spread the fire. Fires spread easily in Australia's
eucalyptus forests due to the flammable oil content of the leaves. The long stringy bark burns
easily and is blown ahead of the main fire and starts spot fires.
Common bushfire warning signs ...
• Hot weather with strong or gusty north to north-west wind;
• Haze or smoke;
• Towering columns of smoke;
• Showers of sparks, ashes or charred leaves;
• No bird sounds;
• Signs of distress among animals;
• Loud "train like" roar caused by a fire;
• Smell of smoke.

Are there different types of bushfires?
There are three different types of bushfires: ground, grass or forest fires.
Ground fires burn slowly beneath the surface in swamps and rubbish tips with little flame
and can burn for months. These fires can occur in the peat beds beneath the swamps.
Surface fires burn along the top of the ground amongst low shrubs, ground grasses, twigs
and leaves dropped from trees.
Crown fires burn in dry grass, low shrubs, twigs and fallen leaves under the trees; as well as
in tree trunks and in the tops/crowns of trees. Running crown fires burn in the tops of trees
and often spread quickly from one tree to another. _
Ground fire Surface fire Crown fire
Where are the high bushfire risk areas in Australia?
Bushfires can start in most parts of Australia, however some regions are more prone to
bushfires than others. The south-eastern coast of Australia, from Melbourne to
Rockhampton, and the south-western coast near Perth, are most at risk of large bushfires.
Season
1. Winter and spring
2. Spring
3. Spring and summer
4. Summer
How many lives have been lost in major bushfires?
Major bushfires in Victoria between 1940 and 1990 resulting in a large loss of lives
have been in:
January 1939 71 deaths throughout Victoria.
January/February 1944 51 deaths in the Western District.
January 1962 12 deaths throughout the Dandenong Ranges
and Yarra Valley.
January 1969 22 deaths throughout Central Victoria, with 17
deaths in Lara.
February 1983 75 deaths — 47 deaths throughout Victoria and
28 deaths in South Australia.
5. Summer and autumn

How do firefighters fight bushfires?
The Officer in Charge of the Brigade responsible for controlling the bushfire in the area
makes a plan to fight the fire. He/She directs fire trucks, decides how the fire will be fought,
has contact with surveillance aircraft, and access to weather information. Helicopters and
aircraft may be used to observe the fire and give information to the Officer in Charge.
Fire tankers and fire aircraft are used to carry supplies of water gathered from water holes or
dams, or another adequate water supply, to the scene of the bushfire. Fire hoses attached
to the tankers allow the firefighters to easily carry water into the fire. Firefighters are divided
into teams, fighting the fire from different sides, to enable them to close in on the fire and
also be ready to fight the fire from another side if the wind changes direction.
Firefighters may use equipment such as axes, rake hoes, chainsaws or spades to cut back
or clear undergrowth to enable them to gain greater access to the fire. A road or firebreak
may be used in efforts to stop the fire. Fuel in front of the fire is removed with bulldozers or
by backburning.
Who investigates the cause of a bushfire?
Many brigades and the Regions have their own fire investigators who are sent out to the fire
scene to search for the cause of the fire. At the fire scene, the fire investigator speaks with
the Officer in Charge of the first attack crew, brigade responsible for controlling the bushfire,
to identify the area in which the fire first started. Then the fire investigator looks for any
signs showing the spread of the fire. These signs of fire direction may be found by looking at
the way the fire has burnt trees, logs on the ground, leaves on trees and road signs. Once
the fire investigator has found the area where he/she believes the fire may have started, the
area under investigation is divided up into 1 or 2 metre square sections and is closely investigated
using small spatulas, magnets and magnifying glasses. Any causes of the fire found,
such as: a cigarette butt, match or firelighter, are collected. A fire investigation report is then
written outlining the findings.
Rural Fire Investigation Report
Location of fire: Branxholme
Date of fire: 16 February 1983
Time of fire: 1630 hours (4.30 p.m.)
Attendance: CFA
Casualties: ( ) Minor Injury ( ) Major Injury ( 1 ) Fatal
Weather details: Extreme fire weather conditions — drought conditions,
high temperatures, 2 wind changes
Ground details: Dry flat grasslands
Witnesses: 5
Suspect vehicles: Nil
Suspects: Nil
Losses: ( 1 ) Houses ( ) Cars ( 20 km ) Fences
Cause of fire: High voltage S.E.C. pole snapped at base and fell to the ground.

The Ash Wednesday fires consisted of some of the most devastating bushfires Australia has
ever experienced, sweeping through parts of Victoria and South Australia.
Weather conditions leading up to the Ash Wednesday fires
Between April 1982 and January 1983, Victoria experienced severe drought conditions and
little rainfall, resulting in its driest period on record. A combination of dry grasslands and
forests, very hot temperatures, low humidity and high wind gusts presented Victoria with a
high bushfire risk. The temperature was 43 degrees Celsius on Ash Wednesday.
Where did the Ash Wednesday bushfires start?
Around 180 bushfires broke out on 16 February 1983, known as Ash Wednesday. The
largest bushfires started in Victoria at Cudgee and Branxholme (near Warrnambool), around
Mount Macedon, in the Dandenong Ranges — Cockatoo, Upper Beaconsfield and Belgrave
Heights, Monivae, Branxholme, Warburton and in the Otways. Fires also broke out in South
Australia, where 159,000 hectares of land in the Adelaide Hills and in farming country in the
south east of the state were burnt in the fires.
The map of Victoria below, shows where the major bushfires broke out on Ash Wednesday.
MAJOR BUSHFIRES ON 16 FEBRUARY 1983 (ASH WEDNESDAY)

How did the Ash Wednesday bushfires start?
The bushfires started in a number of ways: through the clashing of electric power lines, tree
branches connecting with power lines, fires being deliberately lit, and through unknown causes.
How much damage was caused in the fires?
The Victorian fires burnt an area twice the size of metropolitan Melbourne, around 200,000
hectares. A great number of people lost their homes, possessions, stores, equipment,
machinery and stock in the fires.
How many lives were lost in the fires?
The Ash Wednesday fires claimed 75 lives in total, 47 in Victoria and 28 in South Australia.
The largest number of lives were lost in the Upper Beaconsfield fire with 20 deaths.
Hundreds of others were burnt or otherwise injured. Twelve volunteer firefighters in Victoria
were killed in the fire at Beaconsfield.
How many homes were lost in the fires?
In Victoria, more than 2,000 houses were destroyed and several hundred in South Australia.
How long did it take to control the fires?
Most of the major Ash Wednesday fires were controlled on the day, some in two to eight
hours, others in a couple of days. Accessibility to the fires played a large part in how quickly
fires were brought under control. For example, fires in mountainous areas were often more
difficult to put out due to difficulties in moving the fire vehicles in close enough to the fires.
In some areas, there was no road access into the fires.
Can we do anything to prevent another day like Ash Wednesday?
The CFA's "Community Fireguard" program has been developed to assist people living in fire
risk areas to take responsibility for their own fire safety, through developing ways to cope
with the local fire threat to prevent loss of life and property.
Ways of protecting your home would involve understanding: the bushfire threat to your
property; how houses are destroyed by bushfire; why people die in bushfires; how to
identify fire risks around the home and remove those risks, such as clearing leaves out of
gutters and placing wood heaps away from the home; and the way the weather can affect
the spread, severity and damage potential of a bushfire.

In which year was the CFA formed?
The Country Fire Authority was formed in 1945.
How did the Country Fire Authority form?
Community volunteer-based fire fighting services started up in the early 1850's on the gold
fields, in Ballarat, Bendigo and Creswick, out of the necessity to protect their homes, buildings
and surrounding areas. Fires were put out through the use of a human water chain, wil
buckets of water being passed along from person to person. The person on the end would
throw the water on the fire. Young children often collected the empty buckets and returned
them to the water source. Fires in the bush were put out using wet bags or green tree
branches.
Next came the Hook and Ladder Brigades, where long hooks were used to pull down buildings
next to the fire to stop it from spreading. All of the equipment was carried to the fire by
hand-pulled carts.
As towns became more wealthy, hand-operated pumps were bought. Later more modern
pumps were bought and used. Sometimes these pumps were so big they needed 40 men to
pull the cart to the fire. Each town organised its own brigade.
During the 1890's the Country Fire Brigades Board was formed — funding was given to the
Volunteer Brigades from the government and insurance companies. After the disastrous
bushfires in 1939 and 1944, which caused many deaths and huge property damage, the
Country Fire Authority was formed to co-ordinate the different brigades and to try and
prevent large damaging fires occurring.
Today the CFA is a modern organisation with a manufacturing plant at Ballarat where
engineers design and assemble its vehicles. Computers are now used to predict and report
weather conditions around the state. Equipment now used in fire fighting includes:
breathing apparatus, gas suits and observation aircraft.

How is the CFA structured?
There are around 1,200 Brigades in outer metropolitan Melbourne and country Victoria,
and they are responsible for the prevention and suppression (putting out or controlling)
of fires in Victoria.
These Brigades are organised into approximately 140 Groups to provide backup for each
other when needed. Brigades and Groups are organised into 21 CFA Regions, which are coordinated
by career fire officers and report to the Chief Officer or Deputy Chief Officers at
the C^A Headquarters.
CFA Operational Structure
How many volunteer firefighters belong to the CFA?
The CFA is one of the largest firefighting forces in the world with approximately 80,000
volunteers, 70,000 of whom are rural firefighters and 10,000 urban firefighters. These are
supported by 800 paid staff, 550 of whom are uniform officers. Each volunteer belongs to
a local brigade which is part of a network of over 1,200 brigades around the state in both
outer metropolitan Melbourne and country Victoria.
Does the CFA work closely with any other organisations?
The CFA works closely with everyone in the community. This means working together with
the Metropolitan Fire Brigade, Victoria Police, Ambulance, Department of Conservation and
Natural Resources, Local Government, State Emergency Service, Weather Bureau, Red Cross
and many other organisations which can assist in emergencies. The CFA attend more than
21,000 emergencies each year.

How can I make my house and property fire safe?
Ways to make your house and property fire safe include the following:
• keeping grass cut, clearing away fallen leaves and dead undergrowth, tan bark and
wood piles near your home;
• planting trees and shrubs away from your home;
• planting a protective shield of trees which don't burn easily around the house to slow
the wind, cut down radiant heat and catch flying embers and sparks from a bushfire;
• cleaning leaves out of gutters;
• placing flyscreens on windows to prevent the glass from cracking in radiant heat;
• placing weather stripping around the inside of doors and windows;
• making sure that you have access to adequate water supplies, such as: tanks, dams,
swimming pools or water reserves;
• installing a sprinkler system around your home; and
• gathering appropriate fire safety equipment such as: ladders, hoses, buckets, mops,
portable water pumps, a ladder, rake, a torch, and a knapsack spray to put out
small "spot" fires.
Where am I most likely to be safe in a bushfire?
The decision to stay with or to leave your house should be made well before a bushfire
reaches your home. If you are well prepared for a bushfire and are physically able to protect
your house once the fire has passed, you have a very good chance of surviving by remaining
in your home. People who are sick or elderly should leave their homes early before the fire
front approaches.
While a house may burn down in the hours after the fire front has passed, it will often
survive the passage of the fire front if the area around the house has been cleared. By
staying with the house, you may also be able to put out any small fires after the fire front
has passed and save your home. Sheltering in your house is safer than being caught in
the open in a motor vehicle or on foot.
However, some houses cannot be saved in a bushfire by the occupants alone. This can
depend on the house design, position of the house on the land, types of plants close to
the house and adequate access to a water supply.
What happens to a house in a bushfire?
If caught in the direct front of a bushfire, a house may catch on fire by sparks and embers
lodging themselves in wall vents, on window ledges, under the floor boards, in roof gutters,
and on the roof. If not put out soon after they fall, the embers and sparks can start a small
fire which will spread to the whole building. Some houses are more likely to burn in a bushfire,
for example, houses built on a slope with unprotected area underneath the house.

What can I do to protect my house in a bushfire?
Protect your house by:
• shutting all windows and doors to prevent smoke and flames from entering the house;
• moving furniture away from the windows to prevent sparks from entering the house
through a broken window and catching alight in the furniture, which is often made of
material which will burn easily;
• filling the bath and buckets with water to provide a water supply in the house for
putting out any small fires that may start;
• soaking towels and woollen blankets with water to cover your face to protect against
smoke inhalation;
• placing wet blankets or towels around window and door edges inside the house to
stop smoke and embers from entering the house; and
• hosing down the side of the house facing the fire and garden area close to the house,
to cool the house down and stop it from burning.
Once all of the above have been carried out, stay inside your house while the fire front passes
and listen to the radio for fire reports. After the fire passes, wearing your protective clothing,
water down the outside of the house, including the roof, and look out for small fires
around your house. Continue to look out for small fires many hours after the fire has passed.
Burning embers can often lodge themselves inside the roof and under the floor boards, so it
is also important to check these areas after the fire has moved on.
What clothing should I wear in a bushfire?
When dressing for a bushfire wear: long trousers, wool or cotton socks, a long-sleeved
woollen jumper, sturdy shoes, gloves, goggles, a wide brimmed hat or hard helmet and a
scarf to cover your nose and mouth to protect against smoke inhalation.
How do I protect myself in a car if caught in a bushfire?
Protect yourself in a car by:
• keeping the windows wound up;
• switching the headlights on so that others cars can see your car;
• turning off fans and air-conditioning to keep smoke out;
• parking the car on a football ground, golf course or clear roadway where there are no
low shrubs or long grass; and
• parking the car behind a solid object like a brick toilet block or a solid brick or
concrete bus shelter to protect the car against radiant heat.
While waiting for the bushfire to pass, lie down low on the floor of the car covering yourself
with a woollen blanket. It will get very hot inside the car, but if you are under a blanket you
will be protected from radiant heat until the fire front has passed. Remember to drink lots of
water and eat juicy fruit to stop yourself from dehydrating.

What are some of the common causes of house fires?
Most common causes of house fires are:
• A saucepan containing fat or oil boiling over onto the hot plate or burner;
• Heat setting on the stove being too high, causing burning or fat spattering;
• Leaving cooking on a stove unattended;
• Children playing with matches;
• Appliances such as: an iron, stove, oven or heater left on at night, or when the house
is left unattended;
• Furnishings, toys or clothes placed too close to heaters where they may
accidentally catch fire;
• Smoking in bed;
• An open fireplace left burning without a screen guard;
• Faulty electrical appliances;
• Incorrectly installed flues on wood heaters or stoves;
• Overloaded power points.
Seventy-five per cent of house fires start with something smouldering.
How do people die in house fires?
People die in house fires by being exposed to super heated air, poisonous gases (carbon
monoxide and carbon dioxide) and smoke inhalation, which stops people from breathing.
These gases can also restrict their vision, alter their judgement and cause unconsciousness.
How can a smoke alarm protect me in a fire?
Smoke alarms warn people of house fires. A sharp beeping sound, triggered by the presence
of smoke in the house provides an early fire warning. When you hear this sound you should
leave your house quickly.
Since many house fires start during the night and smoke rises to the ceiling first, it is
important to install smoke alarms on the ceiling or high on a wall in or near bedrooms, so
the alarm awakens you during your sleep before the smoke and flames spread to your room.

What plans can I make to protect myself in a house fire?
It is extremely important that you develop a fire escape plan with your family to provide all
family members with two safe ways out of the house in the case of a fire. To design a home
escape plan you need to:
• draw a floor plan of your home;
• plan 2 ways out of each bedroom, through the bedroom door or windows;
• make sure that windows can be easily opened;
• install smoke alarms near or in each bedroom;
• sleep with your bedroom door closed, to provide a barrier from the smoke and flames;
• select a meeting place for all family members outside the home — the letter box, a
specified tree, telephone pole or neighbour's house;
• practise your escape plan;
• keep the phone number of your local fire brigade near your phone; and
• keep a key in deadlocks while you are in the home.
Dial 000 in an emergency to contact the Fire Brigade, Police and Ambulance.
The quickest way to raise the alarm to a CFA Brigade is to call the local brigades
"Fire Call" number. _ r v —
In a house fire remember how to escape:
• don't waste time getting dressed, leave in the clothes you are wearing;
• crawl low in smoke, the cleanest air is nearest the floor;
• feel your bedroom door before opening it and leave if safe to do so, closing the door
as you leave. If hot to touch or smoke is coming under the door, then make your way
out through the window. If you sleep in an upstairs bedroom make sure you have an
escape ladder kept under the bed to let down over the edge of the window to help you
climb down safely;
• make sure all family members are safe; and
• once out, stay out — do not go back inside the house to get things, people or pets.
Remember if your clothes catch fire, roll on the ground and smother the flames.
STOP where you are, as running fans the flames.
DROP to the ground, as flames travel upwards towards the face and hair.
ROLL on the ground with hands covering the face.
This protects you from flames and heat by
smothering the flames and prevents gases
from damaging your eyes and lungs.

Who are our firefighters?
Most CFA firefighters are volunteers. Being a volunteer means working to help others in
some way without expecting or receiving any payment for what you do. Volunteer firefighters
are not paid. Many Victorians have become firefighters because they want to protect the
community in the suburb or town or area in which they live. Every volunteer belongs to a
local fire brigade.
Anyone over the age of 16 can become a volunteer firefighter. Children under the age of 16
can join the Junior Fire Brigade.
Career firefighters at the larger suburban and country stations do get paid for their work.
They are on duty at their station on a rostered shift system. Volunteer firefighters work alongside
career firefighters.
What are some of the jobs carried out by a CFA firefighter?
Firefighters:
• Learn special skills to operate fire equipment;
• Control bushfires, grass fires, chemical fires, house and building fires;
• Help clean-up chemical spills resulting from transport accidents;
• Rescue people trapped in vehicles in road accidents;
• Rescue people trapped in mines or trenches;
• Work with the community to advise residents on fire safety procedures to carry out
around their homes;
• Visit kindergartens and schools to teach children about fire safety; and
• Are ready for duty 24 hours a day.
What special skills do firefighters need to learn?
Firefighters need to learn many special skills, such as:
• First aid training;
• How to operate fire fighting equipment;
• How to use two-way radios;
• How to prevent and control different types of fires;
• Understanding fire behaviour;
• How to drive a fire vehicle;
• How to read maps;
• And many other things.

Where do CFA firefighters do their training?
All CFA members are trained in skills required for using the equipment and safe
firefighting techniques. Most training takes place at the local fire station, at Regional
Training Grounds or at Fiskville, the Firefighting Training College near Ballarat. Training can
consist of some of the following: maintaining vehicles and equipment; being aware of
personal safety issues; learning about potential local hazards; practising laying hoses and
operating a pumper or tanker; safe handling of ladders in firefighting and rescue work;
putting out structural, bush and chemical fires; and using breathing apparatus in heat,
darkness, heavy smoke and stairwells. Competitions held between brigades each year
help to improve speed and skill in handling equipment and play an important part in
brigade training.
How is a firefighter notified of a fire?
Career firefighters based at a fire station are notified by a siren and an announcement in
the fire station. Volunteer firefighters are notified of the emergency through a "call out"
system. Details of the emergency are given to firefighters through their battery operated
pagers which are worn or kept with them at all times.
When they arrive at the emergency, the officer-in-charge of the fire crew must decide what
equipment is needed. For example, if it is a chemical spill, they will need to put on splash
suits, or maybe fully encapsulated suits to protect their skin from harmful chemicals or
gas vapours.
What special clothing does a CFA firefighter wear?
Protective clothing worn by CFA firefighters to a bushfire
consists of: lightweight yellow overalls, a protective helmet,
protective leather gloves, cotton or woollen socks and
sturdy leather or rubber boots.
Protective clothing worn by CFA firefighters to a structural fire consists of: yellow
overpants, a blue cotton t-shirt, a fire resistant black pure wool jacket, yellow shoulder
protectors and yellow reflective fluoro strips on the jacket, a protective helmet made from
thin-shelled poly carbonate plastic or fibre-glass with a protective eye visor, leather
protective gloves, a safety belt worn around the waist inside the jacket to which a rope
can be attached, and sturdy black leather or rubber boots.

Breathing apparatus consists of a face mask connected to an air cylinder carried on the firefighter's
back. The cylinder contains a supply of air which allows the firefighters to breathe
safely inside houses or factories full of smoke. A special dial on the cylinder tells the firefighter
how much air is left. An alarm sounds on the cylinder to alert the firefighter to low air
supply.
Protective clothing worn to a chemical or hazardous material fire consists of either a
splash suit or a fully encapsulated gas suit. The splash suit is made from reinforced
yellow plastic and comprises overpants and a hooded jacket, which protects the firefighter
from splashes of dangerous chemicals. Breathing apparatus is worn over the splash
suit to guard against breathing in poisonous fumes. Once a splash suit has been worn
it must be hosed down and cleaned with special detergents or dry cleaned at the CFA
special depot for cleaning before being safe for the next firefighter to use, otherwise
harmful chemicals may be spread.
The fully encapsulated gas suit is worn to industrial or chemical fires to protect firefighters
from chemical gases, which if breathed in can kill people or cause injury if they make contact
with the skin or eyes. These encapsulated gas suits are made of special yellow protective
rubber and cover the firefighters completely, protecting them from air or gas entering the suit
from the outside. Breathing apparatus is worn inside the suit to allow them to breathe fresh
air. Once wearing this special suit, the firefighter can then safely move poisonous or
dangerous chemicals, disposing the dangerous chemicals into a large screw-top disposal bin.
This suit can only be worn for a short period of time before the firefighter becomes too hot
inside the suit and will dehydrate if the suit is not taken off.

What special equipment is used by the firefighter?
The CFA has over 2,200 vehicles. Its firefighting vehicles are designed and built at its
manufacturing plant at Ballarat. These include rescue vehicles, firefighting appliances and
personnel protection appliances. Each vehicle has a different use. Firefighters learn
to operate different types of fire trucks — pumpers and tankers.
In mostly rural areas, firefighters learn to operate tanker fire trucks which carry their own
water to the fire. Tankers collect their water from the nearest water supply, such as nearby
creeks and dams and pump water out through motor driven pumps on the trucks. Tanker
trucks carry between 580 and 3000 litres of water. Tankers can carry six firefighters and are
designed to be used mainly in country areas and to put out grass and bushfires.
In mainly suburban areas, firefighters learn to operate pumpers which can carry around 1800
litres of water. Once connected to a fire hydrant they can pump out between 2000 and 4000
litres of water per minute.
Both the pumpers and tankers carry firefighting equipment in the lockers on the sides and at
the back of the trucks. This equipment includes: fire hoses, tools, jacks, axes, a chain saw,
rake hoe, spanners, shovels, torches, breathing apparatus and rescue equipment. A fire
ladder is carried on top of the truck.
There are a number of different sized tankers and pumpers with different water capacities
suited to suburban, country and industrial areas.
As well as tankers and pumpers, the CFA firefighters use various rescue vehicles involved in
road accident and trench rescue tasks, containing special equipment such as "the jaws of
life", first aid materials, and ropes.

Bushfire!, T. Watt, Methuen Educational, North Ryde, 1982.
(The Kangaroo Creek Gang Series: Set 2)
The ranger and the animals of Kangaroo Creek discuss bushfires. Later Connie Kookaburra,
Kevin Kangaroo, Tiddles Tiger Snake, Emily Emu and Wal Wombat find themselves caught in
a bushfire.
Firestorm, R. V. Carr, Puffin Books, Australia, 1989.
A school boy, Ben Masters, describes the events of the devastating fire which swept through
the South Australian bush on Ash Wednesday 1983.
Ash Road, I. Southall, Angus and Robertson, Sydney, 1965.
A foolish camping accident starts a bushfire.
February Dragon, C. Thiele, Rigby, Australia, 1981.
A bushfire destroys the life of a small Australian town.
Jodie's Journey, C. Thiele, Walter McVitty Books, Australia, 1990.
Trapped in a wheelchair, with the Ash Wednesday bushfires raging out of control in the
Adelaide Hills towards her home, Jodie attempts to keep Monarch, her horse, safe by taking
him to a dam nearby. Evacuation of her surrounding area was going on but no-one was at
home to assist Jodie.
Eleanor Elizabeth, L. Gleeson, Puffin, Great Britain, 1984.
Eleanor felt out of place moving home from the mountains and green fields she knew to the
flat, hot, red-earth bush country. Nothing went right at first, school was unfriendly and alien.
On discovering her grandmother's diary, her life suddenly changed. Her grandmother's experiences
of living in the bush brought the bush alive for Eleanor and later helped her survive
and protect the lives of her brothers Ken, Mike and Billy from a raging bushfire.
Walking the Boundaries, J. French, Angus and Robertson, Australia, 1993.
A boy, Martin, sets out on a trek and discovers that he's walking the boundaries of time, of
culture and of the land. On his trek, he meets Meg, Dracula and Wullamudulla (an Aborigine
from ancient times); who are also walking their boundaries. Bushfire, flood and other forces
threaten them; while they learn about the land and survival.
Pageant of Australia "Disasters", B.& B. Kennedy, Longman Cheshire, Melbourne, 1989.
A non-fiction book which deals with a range of disasters. Contains a section on bushfires —
bushfire seasons, causes of bushfires, effects of bushfires, fighting bushfires, what to do in
a bushfire and significant bushfires in Australia.
The Magic Firesticks, T. Percy & D. Roughsey, William Collins, Sydney, 1983.
An Australian Aboriginal myth in which fire is generated with the help of magic firesticks.

Australian Fact Finders: Bushfires. M. Dugan, Macmillan, Melbourne, 1979.
A non-fiction book which explains what bushfires are, how they start and how they are fought.
Also provides advice on what to do if caught in a bushfire.
Emergency!, J. Frier, Nelson, Melbourne, 1984.
A non-fiction book which looks at the work of Australian emergency services dealing with
disasters such as fires, floods and cyclones. Also includes a brief history of the fire
service in Australia.
Playing with Fire. Hazel Edwards, Nelson, Melbourne, 1990.
Short scripts written for students on the theme of fire prevention and safety.
The Trail of Blackie Burns. Mary Flahavin, Included in the Project Fireguard Kit, Country Fire
Authority, Melbourne, 1988.
A big book which presents information about home fire hazards in an entertaining and
humorous way.
VIDEOS:
You're Fired — Fire Safety in the Home.
The video is an animated game show about fire safety which concentrates on:
• Fire Prevention around the Home, which deals with domestic dangers.
• Fire Escape Planning, which emphasises the need to always plan two ways out of any building.
• Responsible Actions for Prevention, which looks at various situations where fire occurs,
how to prevent it and what to do.
Length: 12 minutes.
Distributed by:
Video Education Australasia, 111A Mitchell Street, Bendigo, 3550.
Phone: (054) 9422 433, Fax: (054) 9411 148
Cost: $39.00 plus postage and packaging.
Fire: Two Ways Out ... 2nd Edition.
Shows a family designing a fire escape plan with two ways out for everyone. The family enact a
practice house fire drill. Later on the family experience a fire in their home. All family members
carry out their home escape plan and safely exit the house. This video outlines the importance
of drawing up a home escape plan to prepare family members in readiness of a fire.
Length: 15 minutes.
Distributed by:
Educational Media Australia, 7 Martin Street, South Melbourne, 3205.
Phone: (03) 9699 7144
Cost: $65.00 plus postage and packaging.

CFA Headquarters,
P.O. Box 701,
Mount Waverley, 3149.
Ph: (03) 9262 8444 Fax: (03) 9262 8399
MFB Public Education Department,
619 Victoria Street,
Abbotsford, 3067.
Ph: (03) 9665 4464 Fax: (03) 9420 3890