Fire safety workbook for disability support workers - Department of ...

Fire safety workbook
for disability support workers
PRS, SFS and Sandhurst Centre

Fire safety workbook
for disability support workers
PRS, SFS and Sandhurst Centre

2 Fire Safety Workbook for Disability Support Workers—
PRS, SFS and Sandhurst Centre
Written, designed and researched by:
Melissa Young
Training Consultant
Disability Learning & Development Unit
Department of Human Services
With many thanks to…
Brian Boldt
Metropolitan Fire Brigade
Based on previous contributions of:
Department of Human Services
Bryan McCarthy (Fire RiskManager)
Melissa Young (Training Consultant)
Metropolitan Fire Brigade
Roy Marshall
Anthony Murphy
No part of this publication may be produced, stored in a retrieval
system or transmitted in any form or by any means electronic,
mechanical, photocopying, recording or otherwise without the
prior written permission of the copywriter owner.
Copyrighted material reproduced herein are used either under the
provisions of the Copyright Act (1968) as amended, or as a result
of application to the copyright owner.
© Department of Human Services Victoria 2003

PRS, SFS & Sandhurst fire safety
Introduction
Welcome to this Fire Safety Workbook for staff working at either PRS, SFS
or Sandhurst Centre.
This workbook forms part of your fire safety training and is also used for ongoing
assessment of competencies every two years, to ensure you maintain skills in fire
safety practices.
The Disability Learning and Development Unit (DLDU), Department of Human
Services has developed this workbook in consultation with the Metropolitan Fire
and Emergency Services Board.
Support from your supervisor and team members is an integral part
of this training.
Throughout the workbook you will find text boxes like this one. These will
indicate the points where you need to complete a task with your supervisor.
Rationale
Fire Safety Workbook for Disability Support Workers— 3
PRS, SFS and Sandhurst Centre
The purpose of this training is to give staff clear guidelines on their role in emergency
management, and the basic principles of fire prevention and safety.
The staff attending this program may have varying skills and educational levels.
Likewise, some staff may have many years’ experience while others may have limited
experience of fire safety and evacuation. It is the aim of this training to ensure that
all staff demonstrate the required competencies of fire safety and evacuation.
The following table demonstrates the relevant competencies within the Community
Services Training Package against which this training is mapped.

4 Fire Safety Workbook for Disability Support Workers—
PRS, SFS and Sandhurst Centre
UNIT CHCOHS302A Participate in safety procedures for direct care work
Element of
CHCOHS302A
4. Identify other hazards
and assess risk.
5. Follow procedures
and strategies for
risk control
Performance criteria
of CHCOHS302A
4.1 Identify other hazards
in the workarea during
the performance of
duties.
4.2 Assess level of risk
5.1 Report hazards in the
workarea to
designated personnel
according to
workplace procedures
5.2 Follow accurately
workplace procedures
and workinstructions
for controlling risks
with minimal
supervision.
5.3 Whenever necessary,
within the scope of
responsibilities and
competencies, follow
workplace procedures
for dealing with
incidents, fire and/or
hazardous events.
Fer competencies CS-FP-001-1995, levels, units and elements
Level 1, Unit 1 React Safely in an emergency situation
Element 1.1 Prepare for emergency situations
Element 1.2 Report emergencies
Element 1.3 React safely to emergency signals and instructions
Element 1.4 Evacuate from the endangered area
Level 1, Unit 2 Help prevent emergencies
Element 2.1 Correct or report problems that may lead to emergencies
Element 2.2 Check, correct or report problems that may prevent
emergencies from being safely handled
Level 2, Unit 1 Operate as part of an emergency team
Element 1.1 Operate as part of a floor or area emergency team
Element 1.2 Cooperate with emergency service(s) personnel
Element 1.3 Participate in training, exercises and critiques
Element 1.4 Respond to emergency reports and signals
Level 2, Unit 2 Control small uncomplicated emergencies
Element 2.1 Evaluate the emergency
Element 2.2 Safely confine emergencies
Element 2.3 Use first attackemergency equipment
Element 2.4 Report the use of first attackemergency equipment
Level 3, Unit 2 Safeguard endangered persons
Element 2.1 Respond to emergency reports and signals
Element 2.2 Anticipate the behaviour of emergencies
Element 2.3 Initiate and control any needed evacuation
Element 2.4 Assist with miscellaneous emergency activities

Directions
Fire Safety Workbook for Disability Support Workers— 5
PRS, SFS and Sandhurst Centre
It is important to read these directions carefully to be able to properly participate
in this training.
• The package consists of a training video ‘Fire Safety and Emergency Procedures
Training Video’ and this self-paced training manual. This self-paced training
manual has theoretical components and practical exercises and some exercises
that need to be completed with your supervisor. It should take a total of
approximately 2 hours to complete the self–paced package.
• Your supervisor is responsible for ensuring that each staff member participates
in this training. It is preferable that where possible staff train together (in the
environment that they work).
• View the video first. The video presents critical components of fire safety,
particularly in evacuation procedures. If you are a new staff member, you should
view the video within the first weekof commencement. If you are an existing
staff member, you should view the video no later than one month of it becoming
available.
• Secondly, workthrough the self-paced training manual and complete this
workbook sequentially from section one to section seven. The manual will give
you clear instructions of what is expected of you.
• Working through a self-paced manual allows you to set your own training plan
and timelines.
• In this participant booklet, please indicate your fire training commencement date
and expected completion date in the space provided.
• If you come across any difficulties when working through the package or have any
questions, direct them to your supervisor or line manager.

6 Fire Safety Workbook for Disability Support Workers—
PRS, SFS and Sandhurst Centre
Fire safety workbook
Name:
I viewed the video on:
……/……/……
I am expecting to finish this workbook by:
(date of practical skills training and assessment)
Task 1: With your supervisor complete a Fire Safety Orientation Checklist.
Section 1: Fire awarness and prevention
Task 2: With your supervisor complete a Weekly Fire Safety Checklist.
Task 3: If any faults are detected while completing the Weekly Fire Safety Checklist, follow the Reporting Faults procedure.
Questions – To test your understanding of fire awareness and prevention (circle correct answer)
1.1 What are the four main reasons that fire occur?
A. Neglect, Ignorance, Bad house keeping, Revenge
B. Ignorance, Apathy, Carelessness, Arson
C. Ignorance, Arson, Reward, Stupidity
D. Neglect, Bad house keeping, Reward, Stupidity.
1.2 Name the 3 elements required for a fire to occur:
A. Flames, Oxygen, Combustion
B. Heat, Combustion, Oxygen
C. Heat, Oxygen, Fuel.
1.3 Name the 3 ways to extinguish a fire:
A. Cooling, Starving, Smothering
B. Smothering, Dampening, Extinguishing
C. Covering, Wetting, Extinguishing.
……/……/……

1.4 N/A in congregate care
1.5 Fires in laundries occur mostly because of:
A. Frayed cords, Smoking, Not emptying bins regularly
B. Smoking, Leaving pots on the stove, Dirty filters
C. Ironing, Bad house keeping, leaving pots on the stove
D. Ironing, Dirty filters in dryers, Frayed electrical cords.
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PRS, SFS and Sandhurst Centre
1.6 What are some precautions you should take in the storage and labelling of flammable materials?
A. Tight fitting lids and no flammable materials kept on site at the House
B. Correct Labelling and no flammable materials kept on site at the House
C. Store flammable materials away from heat sources, and all items must be locked away
D. Store flammable materials away from heat sources and correct labelling.
1.7 What is the DHS policy on smoking in buildings?
A. No smoking inside, smoking in designated areas only
B. No smoking anywhere on property
C. Smoking is allowed anywhere as long as all the residents agree.
1.8 What type of key should staff have on them at all times?
A. Only a key to open the front door
B. Master
C. Keys to open both exit doors.
1.9 Most people die in fires due to:
A. Heat
B. Locked Doors
C. No Escape Plan
D. Smoke
E. No Smoke Alarms.
➞ C1.2
➞ C1.2
➞ C1.2
➞ C1.2

8 Fire Safety Workbook for Disability Support Workers—
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Section 2: Alarm Systems
Questions – To test your understanding of smoke detectors (circle correct answer)
2.1 How often are smoke detectors tested by a staff member or a contractor?
A. Monthly
B. Daily
C. Weekly
D. Yearly
E. Never.
2.2 N/A in Congregate care
2.3 What do you do if you discover a fault with the alarm panel or smoke detector?
A. Leave it until the next scheduled maintenance contractor comes to the house/unit
B. Report the fault immediately to the Maintenance Help Deskand your line manager on duty
C. Contact fire alarm company.
2.4 What signals will you receive when a fire alarm operates in your building?
A. Bell and pager in your building will operate
B. Hooters in your building will operate
C. Bells and hooter in your building operate.
➞ C1.2
➞ C1.2
➞ C1.2

Section 3: Sprinkler systems
Questions – To test your understanding of sprinkler systems (circle correct answer)
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PRS, SFS and Sandhurst Centre
3.1 A sprinkler operates in the following way:
A. As individual sprinklers. Heat from a fire expands the liquid in the bulb of the sprinkler head. This breaks the bulb
and water is sprayed out over the fire
B. Smoke will set off all the sprinkler heads after two minutes
C. Heat in one location will set off all sprinkler heads in the building simultaneously.
3.2 How often should staff in the house check the sprinkler system and pressure gauges?
A. Daily
B. Weekly
C. Monthly
D. Never, this is done by a maintenance contractor.
3.3 A sprinkler control cabinet for your building is located:
A. At the side or front of the building. Each building may differ slightly, but the cabinet will be identified
in the Evacuation Plan
B. In the staff sleepover/office
C. In the kitchen.
3.4 What is the purpose for checking the sprinkler system weekly?
A. Making sure the contractor is doing their job
B. Making sure the cabinet is locked
C. Checking for damage and for appropriate water pressure levels.
3.5 Who should you contact if you detect a fault in the sprinkler system?
A. Leave it until the next scheduled maintenance contractor comes to the house
B. Report the fault immediately to the Maintenance Help Deskand your line manager on duty
C. Contact MFESB.
➞ C1.2
➞ C1.2

10 Fire Safety Workbook for Disability Support Workers—
PRS, SFS and Sandhurst Centre
Section 4: Evacuation procedures (theory)
Task 4: Discuss with your supervisor, the possible evacuation order of everyone in the building subject to their
room placement.
Task 5: Discuss with other staff in your building (in the presence of your supervisor), the fire evacuation plan.
Task 6: Discuss with your supervisor the most appropriate method for evacuating residents who use wheelchairs.
Test the exit routes using any empty wheelchair.
Questions – To test your understanding of evacuation procedures (circle correct answer)
4.1 N/A in Congregate care
4.2 A primary and secondary assembly area is needed because:
A. Conditions may blockthe use of one area
B. So that there are not too many people at the one assembly area
C. So you can go to the nearest point when evacuating.
4.3 What is your primary concern in a fire emergency?
A. Life safety
B. Saving the house
C. Putting the fire out
D. Waking the neighbours
E. Ringing your agency.
4.4 The five steps you should take when discovering a fire are: Assist any person in danger, Close the door,
Call 345, Evacuate, Remain at assembly area.
A. True
B. False
➞ C 1.1, 2.2 & 3.2
4.5 What is the reason that you close the doors on a fire?
A. So you know no-one is in the room
B. So you know which room is on fire
C. To prevent damaging the rest of the house
D. To prevent smoke spread
E. Both A and D.
➞ C2.2

4.6 Why should you check all rooms in the building when evacuating?
A. Make sure all lights are turned off
B. See whether the fire has spread anywhere else
C. To ensure everyone has evacuated.
4.7 Why should everyone remain at the assembly area?
A. It’s a good place to meet
B. DHS policy
C. Because I said so
D. To checkeveryone is out of the building.
4.8 N/A in Congregate care
4.9 The importance of working as part of the emergency team is so you work more effectively
in getting as many people evacuated as possible in the shortest time.
A. True
B. False
4.10 The role of the emergency services is:
• to assist in evacuation (if required)
• verify reason for alarm
• act accordingly to extinguish the fire (if any)
• to reset alarm control panel, gas valves and sprinkler system
• provide advice on fire safety
• order all clear to re-entry.
A. False
B. True
4.11 What is the emergency phone number to call from inside this accommodation facility?
A. 0-000
B. 000
C. 345
D. 911
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PRS, SFS and Sandhurst Centre
➞ C 1.1 & 3.2
➞ C 1.1 & 3.2
➞ C2.2& 2.2
➞ C2.2& 2.2
➞ C 1.1, 2.1 & 3.2

12 Fire Safety Workbook for Disability Support Workers—
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4.12 What action will you take if fire is evident and alarm has not operated?
A. BreakMCP or ring 0-000, assist person in immediate danger, evacuate, follow as directed by fire warden
B. Send other staff member to other buildings
C. Checksprinkler valves.
➞ C 1.1, 2.1 & 3.2
4.13 Fire doors in your building should be wedged open for easy access in an emergency:
A. True
B. False
➞ C1.1
4.14 Fire walls and fire doors delay the spread of smoke and fire from one side of the wall to the other side:
A. True
B. False
4.15 The fire wall, fire doors and door frames should be maintained in original and good condition at all times:
A. True
B. False
4.16 You don't have to evacuate a building in alarm if you realise it is a false alarm:
A. True
B. False, you should always evacuate
➞ C 1.1, 2.1 & 3.2

Section 5: Evacuation procedures (practical)
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PRS, SFS and Sandhurst Centre
Task 7: It may be possible that you participate in a house evacuation run by your Supervisor, prior to completing a formal
assessment. Evacuations should be documented using the Evacuation Exercise Record Sheet.
A suitably qualified workplace trainer and assessor will also train you in the evacuation and will complete
the formal assessment, using the same form.

14 Fire Safety Workbook for Disability Support Workers—
PRS, SFS and Sandhurst Centre
Section 6: Portable fire extinguishers and fire blankets
Questions – To test your understanding of portable fire extinguishers and fire blankets
(circle correct answer)
6.1 – 6.4 N/A in Congregate care
6.5 To use a fire blanket you:
• Remove it from its storage case
• Grip the two straps attached to fire blanket
• Hold fire blanket at arms length
• Approach fire cautiously
• Gently place the fire blanket over the fire
• Turn off the heat source
• Leave the fire blanket on pot and allow to cool
• Call the fire brigade to ensure the fire did not spread to other areas (ie roof spaces).
A. True
B. False
➞ C2.2
6.6 What does PASS stand for?
A. P = Pull the pin, A = Aim the extinguisher, S = Squeeze the handle, S = Sweep the extinguisher from side to side
B. P = Point the extinguisher, A = Aim close to base of fire, S = Squeeze handle, S = Sweep the extinguisher from
side to side
C. P = Pull the pin, A = Aim the extinguisher, S = Squeeze the handle, S = Suffocate flames.
➞ C2.2
6.7 N/A in Congregate care
6.8 What should you do if a fire becomes bigger whilst using an extinguisher or fire blanket?
A. Evacuate, because life safety is more important
B. Continue applying extinguishing agent until the extinguisher is empty
C. Try and find additional extinguishers or blankets to use.
➞ C2.2

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6.9 Once you have used a fire blanket or extinguisher
• Mark or identify it as being used
• Report it as being used immediately (to your line supervisor/manager on duty)
• Do not place a used portable fire extinguisher or fire blanket back in its assigned location.
A. False
B. True
6.10 An extinguisher should be replaced when the pressure level is:
A. Less than 10
B. Outside the green area
C. Less than 10 or more than 25.
6.11 On what type of fires can you use a dry chemical extinguisher with a 20B(E) rating?
A. Wood and paper only
B. Electrical and wood only
C. Wood, paper, furnishings, Electrical equipment, Flammable liquids, Cooking oil
D. Cooking oil and gas only.
Your practical Assessment for this section will be completed via a suitably qualified workplace trainer
and assessor. You will be assessed to ensure you:
• Identify the types of emergency control equipment and their limitations
• Assess emergency situation and likely effectiveness of first attack action
• Follow the procedures in the operation of emergency control equipment
• Follow procedures after first attackequipment is used.
➞ C2.2
AS 3504

16 Fire Safety Workbook for Disability Support Workers—
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Section 7: Other fire emergencies
Questions – To test your understanding of other fire emergencies (circle correct answer)
7.1 How do you protect yourself from radiant heat in a bush fire?
A. Wet yourself down, or jump in a pool or dam
B. Wear as little as possible so you don’t get too hot
C. Cover yourself with clothing, sheets of barkor soft earth, or lie down behind a log or large rock.
➞ C 1.1 & 3.2
7.2 What precautions should you take when you drive into smoke from a bush or grass fire?
A. Slow down, switch on headlights and watch out for other vehicles, people or objects (including Fire Brigade)
B. Drive quickly through smoke, so your visibility is only limited for a short time
C. Do not drive through smoke under any circumstances.
➞ C 1.1 & 3.2
7.3 What items of safety equipment should you carry in your car?
A. First Aid kit, fire extinguisher, breathing mask
B. Large woollen blanket, water bottle, phone
C. First Aid kit, map of the area/compass, breathing mask.
➞ C1.1
7.4 What are two types of car fires you can experience?
A. Electrical fire, fuel fire
B. Gas fire, paper fire
C. Electrical fire, paper fire.
7.5 You should get out of your car if caught in a bush/grass fire
A. True
B. False
7.6 Who should you contact for more information regarding rural fire safety?
A. MFESB
B. Local CFA fire brigade, CFA headquarters or regional office.
7.7 What type of heat is a killer in a bushfire?
A. Radiant
B. Direct burning
C. Conducted heat
D. Convection heat.
➞ C 1.1 & 3.2

Fire Safety Workbook for Disability Support Workers— 17
PRS, SFS and Sandhurst Centre
7.8 When caught in a bush/grass fire you should try and park you car on the barest ground available, or against
an embankment in a cutting, or in an old gravel pit or roadside clearing, or on a section of road with the least
amount of scrub.
A. True
B. False
➞ C 1.1 & 3.2
7.9 What should you make sure is always full of water during summer?
A. Bathtub
B. Sinks
C. Watertank
➞ C1.1
7.10 What are types of fire you may be confronted with in a rural setting?
A. Bushfires, Chemical fires
B. Bushfires, Chemical spills
C. Bushfires, Grass fires, Car fires.
Task 8: Complete Bushfire Preparedness Checklist – Rural only (Appendix 6)

18 Fire Safety Workbook for Disability Support Workers—
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Disability Learning and Development Unit Fire Safety Training
Congregate Care Residential Services – Fire Safety Training
Region:
Date:
Name:
Work Location:
Part 1.
Please complete the following questions about the course / workshop to assist us in planning
future sessions.
1. What did you anticipate learning from this workshop?
2. List the three most significant items/areas learnt, for you, from this workshop.
a.
b.
c.
……/……/……

3. Which part of the program was least useful? (Give reasons)
4. How will you apply your learning in the workplace?
5. What difference do you hope this will make to your work?
6. What would help you further your skills in this area?
Fire Safety Workbook for Disability Support Workers— 19
PRS, SFS and Sandhurst Centre

20 Fire Safety Workbook for Disability Support Workers—
PRS, SFS and Sandhurst Centre
Part 2
Please ✓ a number where appropriate.
1. Content:
What is your assessment of the course content?
Irrelevant 1 2 3 4 5 Relevant
Poor quality 1 2 3 4 5 High quality
Balance between theory/discussion/activities
Inappropriate 1 2 3 4 5 Appropriate
2. Benefits:
How valuable was the course to you?
Waste of time 1 2 3 4 5 Highly worthwhile
Not applicable on the job 1 2 3 4 5 Highly applicable
3. Presentation:
Trainers Name:
Poor 1 2 3 4 5 Excellent
Comments:

4. Any suggestions for future courses?
5. Other comments?
Thank you for your feedback!
(Please return to trainer)
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