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S A F E T Y F I R S T
Reference Manual
Fire Safe Kids
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S A F E T Y F I R S T
Fire Safe KidsReference Manual
This reference manual has been published for use within CFA. It has been developed having regard to current CFA occupational health and safety manual
handling guidelines and “Safety First” principles.
This reference manual supersedes and replaces the Brigades in Schools, Edn 1 dated February 2008 learning manual.
Edition 1February 2011
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S A F E T Y F I R S T
Fire Safe Kids
CFA acknowledges the assistance of its members, volunteer and staff, for their contribution to the developmentand review of this Reference Manual.
First published February 2011 in Australia by Learning Systems, Operational Training & Volunteerism,CFA Headquarters, 8 Lakeside Drive, Burwood East, Victoria 3151.
© CFA 2011.
Other than that permitted under the Copyright Act 1968, no part of this publication may be reproduced by anymeans without written permission from the Country Fire Authority – Victoria. Enquiries should be addressed to thepublisher. For any matters relating to this publication, contact: Manager Learning Systems, Operational Training &Volunteerism, CFA Headquarters, 8 Lakeside Drive, Burwood East, Victoria 3151.
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Edn 1 – February 2011 S A F E T Y F I R S T i
Fire Safe Kids
ContentsOverview ...................................................................................................................................1
Introduction ...............................................................................................................................................1Relationship to Competency Standards ...................................................................................................1Pre-requisites ............................................................................................................................................1Co-requisites ............................................................................................................................................1Outcomes .................................................................................................................................................2Related Resources ...................................................................................................................................2
Chapter 1: Introduction to Fire Safe Kids ...............................................................................3The Fire Safe Kids Program ......................................................................................................................3What is a Public Awareness Program? .....................................................................................................7Fire Safety for Pre-primary Children .........................................................................................................7CFA Education Programs and Services ...................................................................................................7CFA Policies and Procedures ...................................................................................................................8Summary ...................................................................................................................................................9Self Assessment ...................................................................................................................................... 11
Chapter 2: Communication and Learning ............................................................................13Communication Skills .............................................................................................................................13Thinking Styles – Activity ........................................................................................................................15Learning Styles .......................................................................................................................................18Remembering the Main Points of a Speech – Activity ...........................................................................19Consider Adult Learners .........................................................................................................................20Summary .................................................................................................................................................21Self Assessment ......................................................................................................................................23
Chapter 3: Planning a Presentation ......................................................................................25Responding to Community/Audience Requests ....................................................................................25Communication Strategies .....................................................................................................................26Responding to Community Requests – Activity .....................................................................................26Determining Audience Needs ................................................................................................................27Presentation Planning Scenario – Activity ..............................................................................................27Lesson Preparation .................................................................................................................................29Planning a Lesson – Activity ...................................................................................................................30Key Planning Steps .................................................................................................................................31Planning a Presentation – Activity ...........................................................................................................33Summary .................................................................................................................................................35Self Assessment ......................................................................................................................................37
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ii S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Contents
Chapter 4: Conducting a Fire Safe Kids Presentation .........................................................39Presentation Techniques ........................................................................................................................39Effective Use of Aids ...............................................................................................................................41Question and Answer Sessions ..............................................................................................................43Managing Diffi cult Questions – Activity ..................................................................................................44Summary .................................................................................................................................................45Self Assessment ......................................................................................................................................47
Chapter 5: Evaluating the Presentation ................................................................................49Gathering Feedback ...............................................................................................................................50Responding to Feedback .......................................................................................................................50Storing Resources and Completing Records ........................................................................................51Summary .................................................................................................................................................57Self Assessment ......................................................................................................................................59
Self Assessment Answers .....................................................................................................61
Appendix A: Victorian Essential Learning Standards ........................................................A–1
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Edn 1 – February 2011 S A F E T Y F I R S T 1
Fire Safe Kids
Overview
Introduction
This Reference Manual is designed to provide you with the knowledge and skills you need to effectively plan and conduct public awarenessprograms and presentations, specifi callyCFA’s Fire Safe Kids (FSK) program.
It should also prepare CFA personnel for planning and delivering a generic CFA presentation, based on a community request.
This manual contains information about:
planning a presentation; F
conducting a presentation; F
conducting visits to facilities/specifi c F
locations of interest;
reviewing presentations; and F
storing resources and completing records. F
This manual also contains:
self assessment exercises and/or F
activities; and
a glossary (a list of terms and acronyms F
used in this manual and their meanings).
Relationship to Competency Standards
The unit PUACOM006A Plan and conducta public awareness program is an electiveunit in Certifi cates 3 and 4 in Public Safety (Community Safety).
Participants who successfully complete the training course will receive a statement of attainment that can be used towardsthe Certifi cate 3 or 4 in Public Safety(Community Safety).
For further information on the competencystandards refer to the Brigades Online website.
Pre-requisites
PUACOM005A Foster a positive organisational image in the community.
Note: this unit is integrated in this course.
Co-requisites
NIL.
Figure 1
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2 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Overview
Outcomes
Upon completion of the training, participants should be able to effectively present a public awareness program, particularly a Fire SafeKids lesson. Participants should demonstratean understanding of:
CFA programs; F
CFA policies and procedures; F
the need for the FSK program; F
FSK program materials; F
thinking styles; F
verbal/non-verbal communication; F
retention rates; F
learning styles; F
determining audience needs; F
communication strategies; F
lesson preparation/obtaining relevant F
information;
sequencing a presentation; F
presentation skills/teaching techniques; F
effective use of equipment, aids and F
resources;
roles and responsibilities; F
managing questions; F
preparation of facilities; F
CFA public safety guidelines; F
gathering feedback; F
self assessment; F
storing resources; and F
record sheets and informing personnel. F
Related Resources
Further resources may be developedto support your learning. To identify theresources available search the Bookshelf on the intranet or Brigades Online website using the title and key terms from this publication. The Bookshelf also contains the current CFA policies and procedures. Familiarity with these will enable you to appropriately applyyour learning.
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Edn 1 – February 2011 S A F E T Y F I R S T 3
Fire Safe Kids
The Fire Safe Kids ProgramFire Safe Kids is a public awareness program, with the target audience being pre-primaryand primary school students.
Aims of FSKChildren, in particular, are at risk from fi re. By informing them about the dangers of fi re andhow it is used safely, the risk of death, injuryand property loss can be reduced.
Encouraging responsibility appropriate to their age enables children to become self-reliant and prepared in case of emergencies. Fire Safe Kids aims to teach knowledge, skills, attitudes and behaviours related to:
personal safety; F
home fi re safety; F
outdoor fi re safety; F
summer preparedness; and F
CFA in the community. F
Chapter 1Introduction to Fire Safe KidsCFA delivers a range of public awareness programs and services to residents, community groups and schools. Fire Safe Kids is one of the education programs developed anddelivered by CFA to pre-primary and primary school aged children.
This chapter covers:
aims of the Fire Safe Kids program; F
responsibilities of Fire Safe Kids presenters; F
fi re safety partnerships; F
what is a public awareness program; F
fi re safety for pre-primary children; F
CFA education programs and services; and F
CFA policies and procedures. F
Figure 2 – Captain Koala travels around Victoriateaching fi re safety messages to children
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4 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 1: Introduction to Fire Safe Kids
Responsibilities
Your responsibilities
To ensure an effective program you, asa presenter, will have some importantresponsibilities. You must:
present a positive image both in speech F
and dress – uniform, turn-out gear or smartcasual attire is appropriate; and
plan and prepare lessons, sticking to the F
messages in the lesson plans. This willhelp ensure a consistent, quality approach across the state.
FSK lessons have been developed for the classroom and do not require the fi re truckor other specialised fi refi ghting equipment.It is preferred that the fi re truck is reserved for use at community events such as fetes.If you, as a presenter, deliver a session thatinvolves equipment remember that safety is paramount in any activities the children participate in:
do not allow children to wear structural F
fi refi ghting helmets (they are too heavy);
never let children ride on a moving truck or F
other equipment;
children must always be supervised F
around vehicles or getting on or off trucks;
breathing apparatus should not be worn F
by children; and
never give a graphic demonstration of fi re. F
Teacher responsibilities
Teachers are to supervise children at all times during your visit.
They are ultimately responsible for thediscipline and behaviour of the children.
Figure 3
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Edn 1 – February 2011 S A F E T Y F I R S T 5
Fire Safe Kids
Chapter 1: Introduction to Fire Safe Kids
Fire safety partnership
When it comes to teaching children about fi re safety it is best to see it as a partnership between brigades, teachers and the widerschool community.
FSK complements the work teachers do in the curriculum. CFA has published Fire Safe and Junior Fire Safe for teachers to use. These have been designed for teacher delivery. Teachers are also invited to deliver the pre- and post-visit teacher led sessions included in FSK. These relate directly to the lesson you will present when you visit theschool.The feature lesson plans of FSK are designed exclusively for brigades to use and deliver.
With this partnership working well, fi resafety education for children will be muchmore effective.
FSK and the school curriculum
Fire Safe Kids has been designed for pre-primary and all levels of primary with stronglinks to the Victorian Essential LearningStandards (VELS). The VELS is a curriculum framework which teachers are required to follow, and encompasses key subject areas such as science, mathematics, english, thearts, humanities (see pages 16, 28 and 40 of Fire Safe Kids lesson plans for detailedcurriculum links).
The program and associated materials have been developed in conjunction withCFA personnel and teachers, based on thesuccessful Brigades in Schools program.
FSK materials
The following materials have been developed for use in the FSK program.
Presenter’s resource which includes F
the following:
lesson plans for pre-primary and •primary levels;
curriculum connections for •primary levels;
support materials and worksheets; •
posters; •
smoke parachute; and •
evaluation (online and hardcopy •formats);
Give-away materials. F
Figure 4 – example lesson plan
Grades 3−4
PRESENTER LED SESSION
Lesson plan 1:
Background
Support material 1: Letter to parent/guardian
Suggested teaching time
Objectives
Materials neededFilm: Basic bushfire science
Poster: Bushfire warning signs
Poster: Outdoor fire safety
Worksheet 28: What is the bushfire risk?
Lesson outline1. Bushfire awareness 10 minutes
Film: Basic bushfire science
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6 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 1: Introduction to Fire Safe Kids
Give-away materials
Give-away materials have been developed for use with the FSK program:
certifi cates; F
stickers; F
posters, for both home fi re safety and F
preparing for summer;
rulers; and F
pencils. F
The materials have been designed to support the messages in the FSK lessons and are not intended for use with other school programs.Presenters may wish to match up giveawayswith the key message of the lesson beingdelivered, for example, offer students the Penny Platypus ‘dial triple zero’ sticker atthe end of a session about what to do inan emergency.
The following guidelines for the use of this material applies.
Recommended quantities: F
certifi cates: one per student; •
stickers: one per student; •
posters: one per pre-primary group or •primary school class;
rulers: one per student; and •
pencils: one per student. •
Area Community Education Coordinators F
should provide brigades with resourcesbased on the level of activity.
If a brigade requires general CFA F
giveaways, it should contact theCommunity Education Coordinator.
Fire Safe Kids lessons have been designed to be delivered independently of the fi re truck or other specialised fi refi ghting equipment. Often, the fi re truck and equipment can distract children from the important messages delivered in the program.
Figure 5 – FSK certifi cate given to each student
FIRE SAFE KIDSCongratulations
This is to certify that
participated in Fire Safe Kids
and is working with CFA for
a fire smart community.
Captain Koala
Date
alaCaptain Kp Koin Koat
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Edn 1 – February 2011 S A F E T Y F I R S T 7
Fire Safe Kids
Chapter 1: Introduction to Fire Safe Kids
What is a Public Awareness Program?
It is a program that:
concerns the community; F
provides them with information and keeps F
them informed; and
raises consciousness/understanding of a F
given issue within the community.
Types of public awareness programs/presentations CFA delivers include:
bushfi re and housefi re awareness; F
school visits; F
a Mobile Education Unit; F
fi re esc F ape plans;
career information; F
visits to various CFA locations; and F
evacuation drills. F
The audience for various programs include:
adults; F
children; F
elderly citizens; F
businesses; and F
community organisations. F
Fire Safety for Pre-primary Children
It is preferred that pre-primary groups visittheir local fi re station to learn about fi re safety. Presenters should ask teachers to arrange forparents to attend as well. One adult for everytwo children should be stipulated.
Where teachers are unable to arrange fora station visit, presenters may choose to visit the child care centre. In some regionscentre location or costs may prohibit a fi restation visit.
CFA Education Programs and Services
CFA offers a range of educational programsand services. These programs and services are listed and explained on the Brigades Online website under “Community Risk/Community Education”. They are also onCFA’s public website and the intranet.
You will be expected to be familiar with these so that you may assist members of thecommunity who request information.
Knowledge of these programs and who delivers them will allow you to respondto requests from the community. Most of these programs have separate training courses, which need to be completed beforedelivering them.
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8 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 1: Introduction to Fire Safe Kids
CFA Policies and Procedures
CFA relies on its members to effectively present information to groups of people, both within the organisation and externally. There is a need for information to be presented to a diverse cross-section of thecommunity, encompassing a broad range of demographics.
There are CFA policies and proceduresrelated to the provision of information andadvice that you need to be aware of in order to present accurate information and promotea positive public image.
CFA Children/Young Persons’ Protection Policy
All CFA programs and activities will work within the CFA Children/Young Persons’Protection Policy.
This policy and associated documentation are designed to protect children and adults who work with them. You will need to be familiar with these – they can be found onthe intranet or Brigades Online website for further information or contact the Youth Unit.
While the teacher is responsible for all aspects of his or her students, you need to be aware of the basic child protectionsafety issues.
OH&S/Public safety guidelines
The Victorian Workcover Authority has published a guide to the Occupational Healthand Safety Act – it can be found on thetWorkcover website at www.worksafe.vic.gov.au. It covers worker’s responsibilities as well as aspects of public safety.
You will also fi nd OH&S information and CFA’s Health and Safety policy on CFA’s intranet and the Brigades Online website.
The Brigade Management Manual also lmentions public safety under the “PublicLiablity” section, again, this can be found in the Bookshelf on the intranet or BrigadesOnline website.
You will need to be familiar with these documents.
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Edn 1 – February 2011 S A F E T Y F I R S T 9
Fire Safe Kids
Chapter 1Summary
Fire Safe Kids (FSK) is a public awareness F
program.
The fi ve aims of FSK are: F
personal safety; •
home fi re safety; •
outdoor fi re safety; •
bushfi re preparedness; and •
CFA involvement with the community. •
Important responsibilities of the F
presenter include:
presenting an overall positive image; •
conducting a planned and prepared •presentation;
ensuring that safety is paramount; •
following OH&S policies; and •
never glamorising fi re situations. •
At all times the teacher has the following F
responsibilities:
remain with their class; and •
have the ultimate responsibility of •discipline.
Fire safety is a partnership between F
brigades, teachers and the school community.
FSK has been designed to fi t in with the F
current school curriculum.
The FSK program contains: F
a presenter’s resource including •lesson plans, support materials and worksheets, posters, CD-ROM andsmoke parachute; and
give-aways. •
Public awareness programs are F
programs that:
concern the community; •
provides them with information and •keeps them informed; and
raises consciousness/understanding of •a given issue within the community.
Types of public awareness programs/ F
presentations CFA delivers include:
bushfi re and housefi re awareness; •
school visits; •
a Mobile Education Unit; •
fi re escape plans; •
career information; •
visits to various CFA locations; and •
evacuation drills. •
Children show a natural interest in fi re. F
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10 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 1: Introduction to Fire Safe Kids
CFA has a range of education programs F
for all ages of the community, withparticular interest in school-aged children.
CFA has a wide range of policies and F
procedures that all presenters must be across; in particular, the Children’s/Young Persons’ Protection policy and the OH&S/Public Safety Guidelines mustbe understood.
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Edn 1 – February 2011 S A F E T Y F I R S T 11
Fire Safe Kids
Chapter 1Self Assessment
1 What are the aims of the Fire Safe Kids program?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
2 What are the responsibilities of the classroom teacher?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
3 What other public awareness programs are offered by CFA?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
If you require any assistance with this material, speak to your Brigade Training Offi cer or Training Manager. If they are unable to assist, contact your Community Education Coordinator.
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Notes
12 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 13
Fire Safe Kids
Communication Skills
There are two types of communication in a face-to-face sitution:
verbal communication; and F
non-verbal communication. F
Verbal communication
Speed
We all talk fast and slow, according to thetime, place and situation. Public speaking is no cause for exception. Pace can be variedaccordingly, as long as your articulation is good. Special effort should be madeto speak slowly only if the audience isrequired to take notes or if it is a technicalpresentation.
Chapter 2Communication and LearningCommunicating and interacting effectively with an audience is an important aspect of presenting information. The way we communicate with an audience may have an effect on their retention of important information covered during a presentation. Presenters need to consider the learning styles of their audience and how they can present information tonot only enhance their presentation but increase the likelihood of audience participation.
This chapter covers:
communication skills; F
thinking styles; F
learning styles; and F
considering adult learners. F
Figure 6 – Penny Platypus, Communications Offi cer
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14 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 2: Communication and Learning
Volume, pitch and tone
Changes in tone and infl ection, along with clipped pronunciation and altered volume,can alter the meaning. Your voice conveys attitude. Use it to create the right attitude.
Pausing
Verbal crutches/pauses are the irritatingsounds people make when they are letting their thoughts catch up with their words. Inorder to avoid this, close your mouth whenyou are not speaking.
Good reasons to pause:
focuses audience attention on a point; F
gives time to take notes; F
gives time to understand; and F
sets tone/mood. F
Expression and language choice
Use correct g F rammar;
avoid prejudicial language; F
use positive language – don’t scare F
audience;
level of formality should be appropriate for F
both audience and purpose; and
clarify jarg F on terms where necessary.
Non-verbal communication
Eye contact
Good eye contact can enhance a presentation in the following ways:
helps control your nerves as it connects F
you with the audience, hence you feel lessisolated;
helps the audience feel more comfortable F
as it opens up the channels of communication between people andestablishes rapport; and
it enabl F es you to monitor audienceattention and understanding.
Stance and posture
Aim to look and feel comfortable. Feet should be pointed towards the audienceand make a conscious effort to addresseveryone, despite your position in the room.With children, get down to their level.
Avoid:
constant weight-shifting; F
being anchored to the spot (utilise your F
presentation space); and
pacing. F
Gesturing
We use gestures for emphasis. They canadd to our message, providing they are meaningful and not repetitive. We gesturewithout planning to. This is exactly what should happen during a presentation.
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Edn 1 – February 2011 S A F E T Y F I R S T 15
Fire Safe Kids
Chapter 2: Communication and Learning
Thinking Styles – Activity
This is to measure your style of thinking. There is no right or wrong answer. Circle either A or B e is corresponding to your answer for each of the below. Then tally up the amount of “A”s and “B”s.belo
1 I don’t like taking risks. A
I enjoy taking risks. B
2 When I fi nd a good way to do a job I stick to it. Ato
I like to fi nd new ways to do old jobs. B
3 I like to fi nish one job before I start a new one. Aone
I start a lot of jobs that I never fi nish. B
4 I use my imagination when it is necessary. A.
I use my imagination in most things I do. B
5 I can fi gure out what is about to happen next. Aext
I can feel what is going to happen next. B
6 I look for the best way to solve a problem. A
I look for different answers to a problem. B
7 My thinking is like words going through my head. Ay h
My thinking is like pictures going through my head. Bmy
8 I question new ideas more than other people do. Aple
I agree with new ideas more than other people do. Beop
9 Other people think I organise things well. A
Other people don’t understand how I organise things. Banis
10 It’s important to control your own feelings. A.
It’s important to understand other peoples feelings. Bs fe
11 When I work I keep track of time. A
I don’t think about time when I work. B
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16 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 2: Communication and Learning
12 With a hard decision I choose what I know is right. Aw is r
With a hard decision I choose what I feel is right. Bis rig
13 I do important things fi rst and easy thingss . Alast
I do easy things fi rst and important things last. Bs last
14 In a new situation I can’t think of anything to do. A to d
In a new situation I think of too many things to do. Bgs to
15 I like things to be the same every day. A
I like things to be different every day. B
16 I believe I am right because I have good reasons. Areaso
I believe I am right even if I can’t explain my reasons. Bmy re
17 I spread out my work evenly over the time I have. Ae I ha
I usually get my work done at the last minute. Bnute.
18 Everything should be put in a particular place. Alace
Where you put things depends on what you are doing. Bou a
19 Other people say I seem to always be the same. Ae sam
Other people say I act different at different times. Bt tim
20 I am good at making a plan and following it. Ag it.
I decide on what to do depending on how I feel. Bw I fe
21 I like people to tell me exactly what they want done. Awant
I like to fi nd my own way of doing things. B
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Edn 1 – February 2011 S A F E T Y F I R S T 17
Fire Safe Kids
Chapter 2: Communication and Learning
Scoring
1 The left column and the right column refer to the left and the right brain. Add up the r to number of marks in each column.
A =
B =
Using the total of B’s, circle the appropriate score.te s
00 – 05 Strong left dominance.
06 – 08 Moderate left.
09 – 12 Little dominance
13 – 14 Moderate dominance
15 – 21 Strong right dominance.
2 Convert your B score to a percentage beloow.
B = % B = %1 5 12 572 10 13 623 14 14 674 19 15 715 24 16 766 29 17 817 33 18 868 38 19 909 43 20 95
10 48 21 10011 52
Percentage right score =
Percentage left score (i.e.100 – right) =
Summary score:
Left =
Right =
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18 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 2: Communication and Learning
Right/left brain thinking
What was the point of the preceding activity? To help you identify what type of thinker you are.
Different sides of the brain control different modes of thinking. Most of us have a preference for one mode, some of us are “whole brain” thinkers (equally adeptat both).
The right brain is the seat of emotion and creativity (i.e. more intuitive, subjective, random and focused on feelings).
The left brain is the seat of logic and reason(i.e. more logical, rational, sequential and analytical).
We need to be whole-brained in our approach to presenting information to an audience. We should use presentation techniques that connect with both sides of the brain i.e. into any reading/analyticalaspects of the presentation we should alsoincorporate visuals, movement and colour.
Knowing what type of thinker you are shouldhelp you identify areas in your presentations that may need more work.
Learning Styles
People learn in a variety of ways andpresenters need to consider this variety when dealing with any given audience.
Some people may have a dominant learning style, others may use a range, or need variety, depending on the situation.
The main styles of learning are:
visual; F
auditory; and F
kinaesthetic. F
Visual learners:
need to see what is going on; F
dislike listening for long periods; and F
respond best to visual displays such as F
posters, graphs and charts.
Figure 7 – visual
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Edn 1 – February 2011 S A F E T Y F I R S T 19
Fire Safe Kids
Chapter 2: Communication and Learning
Auditory learners:
learn best by listening; F
love to talk; F
are attracted to sound and distracted by F
noise; and
respond well to question and answer F
sessions, lectures, stories, discussions and use of music.
Kinaesthetic learners:
learn best by doing; F
remember best through practice; F
enjoy game-based activities; F
do not really enjoy reading; and F
respond well to role plays, team activities F
and “hands on” experience.
Remembering the Main Points of a Speech – Activity
How many points in a speech can anaudience readily absorb?
Ask a partner to repeat back to you a lineat a time as you read down the following column of numbers. Begin with “7” (reply 7), “5, 9” (reply 5, 9) etc. Use a monotone sothe voice does not give any help, and avoid grouping the numbers into clusters of three.
Take note of the point at which they areunable to recall all of the numbers.
7
59
836
2142
97038
452017
2936618
30475298
978456403
2241573126
42958635017
185208869374
8593706213958
Figure 8 – auditory
Figure 9 – kinesthetic
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20 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 2: Communication and Learning
Retention rates
What was the point of the preceding activity? To illustrate the concept of retention rate.
Most adults have an attention span of between 25–40 minutes and can only process fi ve tonine chunks of information at any given time.
Children have even shorter attention spans –they need a variety of activity which needs to be fun!
A presentation that contains too many itemsof information can be too long, even if it only lasts 20 minutes.
In the case of FSK, stick to the lesson plan– they are designed with a particular age group in mind. Proportion your materialcorrectly, focus on the amount the audiencecan absorb rather than the amount you can deliver.
Consider Adult Learners
Other CFA public awareness programs are aimed at an adult audience. Adults learn in a number of different ways. You need to consider that:
adults have much life experience; F
adults are highly motivated to F
learn and want to participate in the learning experience;
adults come to public awareness/ F
education programs with problemsto solve;
adults prefer to set their own F
learning pace;
adults may lack confi dence in their ability F
to learn;
adults need regular feedback; F
there are greater differences between F
adults; and
there is strong competition for the time of F
an adult.
Figure 10
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Edn 1 – February 2011 S A F E T Y F I R S T 21
Fire Safe Kids
Chapter 2Summary
There are two main types of face-to-face F
communication: verbal and non-verbal.
Verbal communication consists of: F
speed of speech; •
volume, pitch and tone; •
pauses; and •
expression and language choice. •
Non-verbal communication consists of: F
the use of eye contact; •
stance and posture during delivery; and •
use of gestures and activity based •learning.
Thinking styles vary greatly amongst F
learners, and activities addressing these styles can be used to engage learners.
Learners can be characterised as either F
right or left brain thinkers. This determineshow they approach their learning.
Not everything covered in a presentation F
will be remembered. Presenters need to ensure the main points of the presentation are effectively covered.
Adult learners have a range of F
characteristics that defi ne them.
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Notes
22 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 23
Fire Safe Kids
Chapter 2Self Assessment
1 Give an example of an aid or equipment that could be used in a FSK presentation for:
Visual learners: ........................................................................................................................
Auditory learners: ....................................................................................................................
Kinaesthetic learners: ..............................................................................................................
2 Why do you need to consider different learning styles during the presentation?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
3 Explain why it is important that the FSK lesson content is adhered to.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
If you require any assistance with this material, speak to your Brigade Training Offi cer or Training Manager. If they are unable to assist, contact your Community Education Coordinator.
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Notes
24 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 25
Fire Safe Kids
Chapter 3Planning a PresentationThorough planning of a presentation can help ensure its success. Presenters need to determine what the audience requirements are and plan a presentation that will adequately meet these requirements. From time to time, presenters may also receive requests from community or audience members for information. A professional and positive image when presenting information or responding to requests from communityor audience members can also infl uence the success of public awareness programs.
This chapter covers:
responding to community/audience requests; F
communication strategies; F
determining audience needs; F
presentation planning; F
lesson preparation; and F
key planning steps. F
Responding to Community/Audience Requests
Members of the community often requestinformation/advice from CFA personnel.Knowledge of CFA programs and services,and FSK lessons in particular, will help dealwith many community requests.
However, sometimes the community mayrequest something “out of left fi eld” that CFA personnel will have to deal with.
It is important that CFA personnel maintaina professional and positive image in the handling of all requests.
Figure 11 – Neville Numbat, Public Relations Offi cer
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26 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 3: Planning a Presentation
If you receive a non-routine request, you should explain CFA’s position in relation tothe request.
If you are asked about something you are not knowledgeable about, you should explainthat you will need to seek further informationand will get back to the audience.
Ensure you get back to the audience as soon as possible. Ask an appropriate person for a response. The Area Community Education Coordinator would be a good start.
Communication Strategies
To encourage schools to invite CFA to visit,brigades need to inform schools of what theycan offer.
The best way to promote the FSK program is to use existing contacts with the schoolcommunity.
Alternatively, brigades can initiate personal contact with the Principal or staff, present at a teacher’s meeting, or leave copies of the FSK DL postcard at the school. Allowplenty of time for schools to consider – many schools plan ahead.
Responding to Community Requests – Activity
Consider the following scenarios and howyou would respond to such requests. They are examples of typical requests made byschools to CFA brigades.
“We’d like you to come once a week for four weeks while we are doing our ‘Safety’ theme.”
The most important factor that you and your fellow presenters need to consider is whattime you are prepared to commit to. What you do commit to has to be practical and easy to manage. This, of course, will vary with each brigade and each individual. The biggest trap to fall into is over committing yourself and not being able to “come up withthe goods”.
“We’ll be doing ‘Disasters’ next year in Term 4”, can you help us then?”
Many schools plan months and years in advance. Your planning needs to consider their needs.
The Principal says they are very busy, could you do the whole school at morning assembly?
While you will need to acknowledge that schools are very busy, you will also haveto inform them that the lessons have beendesigned as class lessons which rely on participation and interaction and that themessages would not be able to be effectivelycommunicated at a whole school assembly.
The Prep teacher asks you to deliver alesson that is aimed at Grade 5/6, to her Prep children.
You would need to explain that the lesson would not be appropriate. Each FSK lesson has been designed around the age and development of children.
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Edn 1 – February 2011 S A F E T Y F I R S T 27
Fire Safe Kids
Chapter 3: Planning a Presentation
Determining Audience Needs
Without an audience, there is no presentation. It is vital that we know our audience and know t is what they want and require of us.
Presenters need to gain knowledge of audience requirements, characteristics, presentation ce rcontent and venue in order to plan the presentation/lesson.tatio
In particular:
audience F – age, cultural background, level of English literacy, number, special requirementsof Eand current knowledge in relation to topic;
presentation F – time, date, place, duration, topic and objectives; andopic
venue F – location (seating, lighting, ventilation), available equipment and security n), aconsiderations.
Presentation Planning Scenario – Activity
You have been asked to plan and deliver a Fire Safe Kids session for the local primary re Sschool. Write the answers in the spaces provided.ided
Write the answers in the spaces provided.
What lesson would the teacher like to have?? F
(Discuss lesson plan options with the teacher. This will defi ne the aim of the session.)er. T
...........................................................................................................................................................
...........................................................................................................................................................
Have the children had any fi re safety lessons before?s b F
(This helps you to collect data about the audience.)dien
...........................................................................................................................................................
...........................................................................................................................................................
What is the location for the lesson? F
...........................................................................................................................................................
...........................................................................................................................................................
When would the teacher like the lesson? F
...........................................................................................................................................................
...........................................................................................................................................................
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28 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 3: Planning a Presentation
How long do you have for the lesson? F
.............................................................................................................................................................
.............................................................................................................................................................
Does the class have any special needs children?dren F
.............................................................................................................................................................
If so, are there provisions for them e.g. wheelchair access or provisions for hearing/sightelch F
disabled children?
.............................................................................................................................................................
.............................................................................................................................................................
What are the audience demographics – age, gender, race, religion?e, ge F
.............................................................................................................................................................
.............................................................................................................................................................
What equipment is available in the classroom? F
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
Will you need power and if so, number of powerpoints?ower F
.............................................................................................................................................................
.............................................................................................................................................................
What equipment do you need to organise? F
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
Will special arrangements have to be made re transport or storage (e.g. security orre tr F
safety issues)?
.............................................................................................................................................................
.............................................................................................................................................................
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Edn 1 – February 2011 S A F E T Y F I R S T 29
Fire Safe Kids
Chapter 3: Planning a Presentation
Do any areas have restricted access? F
......................................................................................................................................................
......................................................................................................................................................
Are preparations in line with OH&S procedures? F
......................................................................................................................................................
......................................................................................................................................................
Are other activities being run or other speakers presenting, which may impact on F
your presentation?
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
Lesson Preparation
Once a lesson topic has been decided, and knowledge of audience gained, you can prepare the session.
You will need to:
collect materials as suggested in the lesson plan; F
copy appropriate worksheets and evaluation forms to leave with the class teacher; F
inform teachers of equipment needed to present lesson e.g. TV, DVD and whiteboard; and F
practise the presentation. F
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30 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 3: Planning a Presentation
Planning a Lesson – Activity
What grade level is the lesson for? F
...........................................................................................................................................................
What is the objective of your lesson? F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
What’s in the box at the beginning of each lesson plan?ess F
...........................................................................................................................................................
...........................................................................................................................................................
Outline the major points of the lesson. F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
Where will you obtain information from regarding the lesson (if needed)?rdin F
...........................................................................................................................................................
...........................................................................................................................................................
What are some of the questions you anticipate may be asked?ate F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
What equipment, aids and extension worksheets are required for the lesson?hee F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
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Edn 1 – February 2011 S A F E T Y F I R S T 31
Fire Safe Kids
Chapter 3: Planning a Presentation
Key Planning Steps
Occasionally CFA members will be asked to give a presentation where there is no corporate CFA program and will need todevelop a presentation from scratch. Even the most successful public speakers shouldobserve several important principles inpreparing for a successful presentation.
The key steps are:
1 research the audience (e.g. requirements, nature of presentation and venue);
2 defi ne the aim;
3 collect the material;
4 select the material; and
5 structure the presentation.
Research the audience
Ascertain:
when and where; F
length of presentation; F
what does the audience want; F
location and any associated security F
issues;
physical environment of venue; F
audience demographics and any F
special needs;
facilities and equipment; and F
any other speakers attending. F
Defi ne the aim
Clarify your purpose in a single sentence.In light of the audience wants / needs, whatare you attempting to achieve through thispresentation?
Collect the material
Brainstorm and research to gather relevant information. Check accuracy and currency of the material.
Select the material
After brainstorming and researching, youmay fi nd that you have to leave someinformation out due to time constraints, or because it no longer seems relevant given the audience and purpose.
An effective means of selecting, prioritising,and eliminating is ABC.
A must know – these must be included tosatisfy the aim;
B should know – these assist in making sense / value of the A’s; and
C nice to know – these are the fi llers, they assist in the application of the knowledgee.g. stories and analogies.
Using ABC is an effective means of prioritisingand eliminating material if required.
Remember to include examples andillustrations to support your message and analogies to clarify unfamiliar ideas.
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32 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 3: Planning a Presentation
Structure the presentation
Plan a clear introduction, body andconclusion. Sequence/order your keypoints. Information should go from known tounknown and simple to complex.
Introduction
A well-judged introduction can enhancea presentation by up to 18–20 percent.Some possible approaches include usingquotations, humour, questions, topical references, shocking statistics, outrageousstatements, stories, role-play and video clips.
Body
Logically sequence the information into manageable chunks.
Conclusion
Summarise your key points but do not introduce any new material. Leave alasting impression with some fi nal thought-provoking statement.
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Edn 1 – February 2011 S A F E T Y F I R S T 33
Fire Safe Kids
Chapter 3: Planning a Presentation
Planning a Presentation – Activity
Presentation topic: ...........................................................................................................................
Knowledge of audience requirements and venue:enu F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
Defi ne the aim: F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
Collect the material: F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
Select the material: F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
Sequence and structure: F
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
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Notes
34 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 35
Fire Safe Kids
Chapter 3Summary
Knowledge of CFA programs assists with F
requests from the community for particular information and advice.
A range of communication strategies can F
assist CFA and brigades to encourageschools to participate in the FSK program.
When determining the needs of an F
audience, you need to consider:
age and background; •
time and place; and •
location, venue and equipment. •
Thorough lesson planning and preparation F
can be the difference between an average session and an excellent session. Youneed to consider:
materials; •
associated notes; •
worksheets and evaluation forms; •
equipment; and •
prior practice of the session is needed. •
When faced with a situation where a F
formal program does not exist, a seriesof planning steps can be used to developa program for a community group. You need to:
research the audience; •
defi ne the aim; •
collect materials; •
select materials; and •
structure the presentation. •
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Notes
36 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 37
Fire Safe Kids
Chapter 3Self Assessment
1 Give an example of a presentation you may be asked to give.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
2 What are some ways in which we can determine the needs of our audience?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
3 Why is it so important to have a well thought out plan for each lesson or presentation?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
If you require any assistance with this material, speak to your Brigade Training Offi cer or Training Manager. If they are unable to assist, contact your Community Education Coordinator.
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Notes
38 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 39
Fire Safe Kids
Chapter 4Conducting a Fire Safe Kids PresentationWhen conducting a Fire Safe Kids presentation, it is important to be prepared andcommunicate well with the audience. Presenting the information effectively helps increase the likelihood of the audience’s retention of messages or content covered in the presentation. Presenters can also enhance their presentation through the use of aids tohighlight key points.
This chapter covers:
presentation techniques; F
effective use of aids; F
question and answer sessions; and F
managing diffi cult questions. F
Presentation Techniques
Be prepared
Choose an appropriate lesson plan; F
seek help from teachers or others who F
have had experience with children;
practise with a friend; and F
go with the fl ow – schools have many F
disruptions and changes – if you’reprepared and know where you’re heading you can be more fl exible. (Remember the‘Background’ section of the lesson plan.)
Figure 12 – Wozza Wombat, Structural Fire Offi cer
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40 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 4: Conducting a Fire Safe Kids Presentation
Establish rules and acceptable behaviour
Explain the purpose F of your visit;
some classes have particular discipline F
techniques – ask the teacher before youbegin the lesson;
highlight what you expect e.g. hands up if F
you want to speak and one person talks ata time;
praise/reward children who are doing the F
correct thing; and
seek the teacher’s a F ssistance if necessary– he or she has the ultimate responsibilityfor behaviour.
Use effective communication
Think about the age of the children you F
are working with – each lesson has been designed to give the right message tothe right group – cover only what is ineach lesson;
use positive language; F
avoid technical jargon; F
remember, some points may need to be F
repeated several times;
try to relate ideas to the childrens’ F
experiences;
keep it simple and relevant; F
use a variety of communication (visual, F
spoken and if appropriate actions);
if suggested demonstration equipment is F
not readily available be cautious in choice of alternatives;
be prepared to bring discussion back on F
track if necessary;
demonstrate only correct methods F
(children copy easily); and
important messages should be taught F
inside – outside can be less formal.
Get to children’s level
Sit down. Towering over children can beintimidating; become involved with role-plays or demonstrations.
Involve children in lesson
Encourage children’s participation by including activities and actions e.g. role playsand handling appropriate equipment.
Use open-ended questions such as why,who, what, when and how (e.g. “Why do we stop, drop and roll?” rather than “Do we stopdrop and roll ?”).
Be keen and positive
Smile, be friendly, look smart in your uniformor your turn-out gear, show interest in thechildren’s responses and encourage the efforts of the children. Modify activities so all children succeed.
You should always try to stick to the planned time
Going overtime can disrupt the school – as ageneral rule explain to teachers that lessonsgenerally take longer than the stated timeon the schedule. You may have to alter thelesson if time is running out therefore, think about the most important message you wantto get across. If handing out any material give it to the teacher to distribute.
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Edn 1 – February 2011 S A F E T Y F I R S T 41
Fire Safe Kids
Chapter 4: Conducting a Fire Safe Kids Presentation
Effective Use of Aids
A range of visual aids can be used in presentations. Each FSK lesson lists all thetraining aids and equipment needed.
An aid should support a presentation rather than be the presentation. The presenter is the star of the show. People communicate best with people.
Aids can be valuable reinforcement and thus make your presentation more memorable.
Do not hide behind them.
Props, posters, worksheets and support materials
Make sure you display props and postersat the angle the audience can clearly see.You may need to rotate them (slowly) so everyone can see. They are designed to reinforce your messages.
Photocopy the appropriate worksheets, support materials, and evaluation form and leave them with the teacher.
Handouts:
must reinforce your message and be F
relevant;
should be simple; F
be of high visual impact; and F
must not distract – consider time of F
distribution.
Cue cards and lesson notes
You may want to write your lesson noteson cue cards. They allow mobility in yourpresentation. Here are some dos and don’tsin relation to cue cards.
Do:
use them as a support and to help build F
your confi dence;
sequence them and number them; F
use bullet points; and F
keep them small – palm cards. F
Don’t:
write in full; F
wave them about or throw them; and F
let them limit your gesturing. F
Figure 13 – example support material
CD
018-
1/20
11
HELPERS IN OUR COMMUNITYSupport material 3
What is a firefighter?Firefighters are people who are trained and equipped to respond to fires and other hazardous situations. Their mainjob is to put out fires that pose a threat to people and property, but they can also be involved in fire preparedness and community education.
Who can become a firefighter?Just over 39,000 of CFA’s 59,000 volunteers are firefighters. They are everyday citizens who come from a variety of backgrounds, interests and careers. They can be young (minimum age is 16) or old. In addition to firefighting peoplecan volunteer in a range of roles such as working in the office, fundraising, or conducting community displays. Thesevolunteers are equipped with quality equipment, comprehensive training, and a desire to contribute to the community.
How do you become a firefighter?Training for volunteer firefighters usually lasts for three to six months with weekly courses lasting two to six hours.Trainees learn many things including basic firefighting, first aid, map reading, and safety requirements. There is also anopportunity for people to choose firefighting as a career. This involves a tough selection process, followed by trainingfor four months at a training college.
What does a CFA firefighter do? Firefighters:
learn special skills to operate fire equipment
control bushfires, grass fires, chemical fires, and house and building fires
analyse a fire to find out how it started and spread
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 schools to teach children
Firefighters, both volunteer and career, are also active in the community. They perform administrative duties, help outwith school competitions and fetes, present education programs, and promote fire safety in the wider community through various campaigns.
Firefighters are people just like us who often put their lives at great risk to help us, and in this sense are helpers andheroes in the community!
Page 1 of 1
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42 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 4: Conducting a Fire Safe Kids Presentation
Technical equipment
TV/DVD
Familiarise yourself with the equipment F
e.g. the on/off button;
make sure the equipment is working; F
never talk to the screen – face your F
audience;
introduce the video to the audience and F
explain its relevance;
sum up the major points of the video after F
viewing; and
videos are best when uninterrupted. F
Powerpoint presentation
Is an electronic slide the most appropriate visual aid for your presentation? If so,carefully plan your narrative so it is consistent with your slides.
While you can use your slides as a prompt,talk as if the slides aren’t there. Slides cannot interact with the audience – you can.
Have some sort of back-up copies of the information, such as handouts.
Avoid excesses of:
information; F
colour; F
animation; and F
most importantly – slides. F
Truck and equipment
Fire Safe Kids lessons have been developedto be delivered independently of the fi re truck and other specialised fi refi ghting equipment.If you do use the truck and other equipment, be aware of all the safety considerationsas outlined earlier in this manual and CFA regulations (refer to CFA Standard OperatingProcedure, 12.08).
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Edn 1 – February 2011 S A F E T Y F I R S T 43
Fire Safe Kids
Chapter 4: Conducting a Fire Safe Kids Presentation
Question and Answer SessionsAt the end of most presentations, thespeaker is required to respond to questions from the audience. At times this can be a trying ordeal for the inexperienced speaker.
Anticipate questions – try to anticipate the F
obvious questions and have your answersprepared in advance.
Display confi dence in asking for questions F
– give the impression that you are lookingforward to this session and, with self-assurance, ask, “Now, who has the fi rstquestion?”.
Start the ball rolling if necessary – F
sometimes, if you have a reluctant orreticent audience, the fi rst question is slowin coming. You may need to start with “I’musually asked...” to which you provide the answer. Then seek further questions.
Always repeat the question – by repeating F
the question, even in summary form, youare making sure the audience has heard it,you are ensuring that you have understoodthe query and you are giving yourself time to think of a reply.
Direct your response to the entire F
audience – look at the entire group whenyou are answering but, as you come to theend of your response, return your gaze tothe questioner.
Be concise with your replies – an audience F
will usually lose interest if you embark upon a long-winded response to aquestion. Be concise and to the point.Don’t begin another speech.
Avoid entering a debate – occasionally a F
questioner is not satisfi ed with the answer you have given and begins to engage in a debate. If this discussion is not fruitful,advise the questioner that you will behappy to continue the conversation after the session, and then move quickly onto the next question. Do not becomeembroiled in an argument. Acknowledgetheir point of view and move on.
Diffi cult questions – if you don’t know the F
answer, admit it, but advise that you willeither, endeavour to fi nd out, or directthem to the appropriate source. You can also throw the question open to the group.
The persistent “What if...?” questioner – F
when you have had enough, take theirfi nal question and say something like,“Let’s take this question and then howabout giving someone who hasn’t askedany questions yet a chance”. It is alsoadvisable to remind the audience of your topic focus – differentiate between “niceto know” and “must know” questions. You can “park” relevant questions on the boardand endeavour to answer them at the end, time permitting, and/or speak with the questioner individually, later.
Take charge of the concluding moments F
– when you’re ready, take control with a comment such as “Before I make myconcluding remarks, do I have one more question?” then have your fi nal say.
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44 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 4: Conducting a Fire Safe Kids Presentation
Managing Diffi cult Questions – Activity
You are asked a question and you do not know the answer. How do you manage this? F
Do:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
Don’t:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
One person continues to ask many questions, including some less relevant “What if...?” F
questions. How do you manage this?
Do:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
Don’t:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
The questioner wants to engage you in an argument. How do you manage this? F
Do:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
Don’t:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
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Edn 1 – February 2011 S A F E T Y F I R S T 45
Fire Safe Kids
Chapter 4Summary
To ensure that you have a successful F
presentation:
be prepared; •
establish rules and behaviours early; •
be aware of using effective •communication strategies;
teach at the appropriate level to your •audience;
involve your participants in the session; •
be approachable and positive; and •
stay to timelines where possible. •
Aids, when used effectively, should F
enhance your presentation, not over power it. Examples of presentation aids can include:
props and posters; •
worksheets and support materials; •
cue cards and lesson notes; •
technical equipment and •presentations; and
general equipment. •
The use of question and answer sessions F
is often used at the end of a session. Itis important that presenters are able to address audience questions. Alwaysremember the following:
anticipate the type of questions you are •likely to get;
display confi dence; •
give a starter question where necessary; •
repeat the question before answering; •
direct your response to the entire •audience;
be concise with your answers; •
avoid entering into a debate; •
don’t answer something you don’t know, •tell them you will check;
open your fi eld to all in the audience, •and not just one or two people continually asking questions; and
closing the questioning professionally. •
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Notes
46 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 47
Fire Safe Kids
Chapter 4Self Assessment
1 Give an example of a way that you can involve members of your audience in your presentation.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
2 Why is it important to not rely too heavily on aids and equipment during the presentation?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
3 Give an example of a question you may be asked during a FSK presentation.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
4 How would you manage a diffi cult question you have been asked by an audience member?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
If you require any assistance with this material, speak to your Brigade Training Offi cer or Training Manager. If they are unable to assist, contact your Community Education Coordinator.
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Notes
48 S A F E T Y F I R S T Edn 1 – February 2011
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Edn 1 – February 2011 S A F E T Y F I R S T 49
Fire Safe Kids
Feedback from a presentation is vital in planning future presentation. Presenters need to fi nd out if the presentation:
was too long or too short; F
contained too much or little information; F
was too specifi c or too general; F
met the needs of the group; and F
used appropriate or inappropriate F
language.
This phase is equally as important as theplanning and conducting phases. Feedback collected in this phase will in fact infl uence the fi rst two phases for future presentations.
That is, feedback received during theevaluation phase of a presentation, whetherit be through self-evaluation, peer evaluationor audience evaluation, may further infl uencethe material you collect and select inplanning the next presentation. It may also alter the manner in which you deliver and conduct future presentations.
Chapter 5Evaluating the PresentationSeeking feedback and evaluating a presentation is an important aspect of conducting a Fire Safe Kids or other type of presentation. Methods of gathering feedback are varied and presenters need to determine the method most appropriate to the audience and type of presentation. Gathering feedback also helps in future planning of presentations, the evaluation of the success of CFA public awareness programs, and identifying areas where the program content may need to change.
This chapter covers:
gathering feedback; F
self assessment; F
responding to feedback; and F
storing resources and completing records. F
Figure 14 – Bianca Bilby, Junior Leader
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50 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 5: Evaluating the Presentation
Gathering Feedback
There is a variety of ways you can collect feedback:
from the audience – interviews and teacher F
evaluation (online or hardcopy);
from colleagues, supervisors or F
course coordinator – oral feedback,appraisals; and
self-assessment – consider your F
performance: what do you feel worked well and what didn’t.
Fire Safe Kids includes a Teacher evaluation(online and hardcopy) that should be usedto gather feedback. Refer teachers to theonline questionnaire or leave copies of theform with the teacher. Tell them you wouldappreciate their feedback. They may evengive you some verbal feedback.
If you are delivering a presentation that isnot a CFA core program, you may need todesign your own feedback sheet. The nextpage has some tips on doing this.
Self-assessment
It is helpful for you to consider your ownperformance in relation to the presentations you deliver. Figure 16 provides an example self-assessment that can be used to evaluate a presentation.
Responding to Feedback
Once collected, you can:
disregard it if, after analysing it, it’s found F
not to be valid;
make some changes to your next F
presentation without consulting others; or
consult with others re proposed F
improvements, (depends on magnitude and nature of the changes).
Program recommendations
If the feedback received indicates the needto change something in a core CFA program, you will need to contact your Community Education Coordinator who will inform the Program Coordinator.
Tips for designing an audience evaluation sheet
Wording should be direct, clear and F
concise;
it should be objective/unbiased; F
it should enable adequate collection of F
data;
it should be able to be completed in a F
reasonable period of time; and
the structure/format should make it easy F
to use.
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Edn 1 – February 2011 S A F E T Y F I R S T 51
Fire Safe Kids
Chapter 5: Evaluating the Presentation
Storing Resources and Completing Records
Storing resources
Brigades may have a system of storingresources and equipment. It should follow the principles outlined in the Safety TipsGood Housekeeping guidelines.
Safety Tips: Good Housekeeping
Good housekeeping includes day-to-day cleanliness, tidiness and good order. Good housekeeping is almost impossible withoutgood maintenance. On the other hand, good day-to-day housekeeping will considerablycut down the amount of maintenance work required.
Good housekeeping standards will reduce the risk of:
people tripping over, hitting or striking F
against items that may cause an incident;
emergency exits, stairways and F
passageways being blocked;
build up of combustible wastes and F
deposits which can contribute to a fi re;
overloaded electrical points; and F
manual handling related injuries and their F
incidence or severity.
Check Your Workplace
Outdoor Areas
The surrounding grounds and parking F
area are well lit, free of rubbish, unnecessary materials, overgrowth andpot holes.
Perimeter fences are intact and entry/exit F
signs on fences are clean and visible.
Drainage does not cause pooling of fl uids. F
Stairs/Passageways
Lighting in the stairs and passageways is F
appropriate with no distracting shadows or glare.
Stairs and passageways are clean and F
clear of obstructions.
Slip resistant treads and toe boards F
are intact.
Handrails are intact and secure. F
Fire doors are closed and not propped F
open or blocked by obstructions.
Offi ce Areas
Offi ces are free of clutter. F
Shelf storage is orderly and has good F
access for safe handling.
In general items in the offi ce are not stored F
where they require an upward reach greater than 1.6 m.
Floor coverings are intact. F
Mats if used do not create a tripping F
hazard (i.e. edges are not turned up).
Use an approved step ladder/portable step F
to reach items on a high shelf.
Avoid trailing electrical leads. F
Suffi cient lighting in the offi ce areas. F
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52 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Chapter 5: Evaluating the Presentation
Good storage principles
Containers, boxed equipment and F
materials are stored securely to preventthe risk of falling.
Shelving is secured against the wall. F
Appropriate assistance (portable step/step F
ladder) is sought to access items.
Where possible, use mechanical devices F
such as trolleys or pallet jacks when bringing items to and from storage areas.
The position of an item on a shelf is based F
on it’s frequency of access and its weight or bulk.
heavy, infrequently used items are •stored at the bottom;
heavier frequently used items are stored •within the middle range; and
light infrequently used items are stored •up high.
Without an approved step or ladder F
shelving height is limited to 1.6 metres,with an approved step or ladder shelving height is limited to 1.6 above the standing area.
Completing records
Details of your visits must be recorded inthe Fire Safe Kids CRM database. This is an important step as the database enables Community Education Coordinators to monitor activity in their area and ensure adequate giveaway materials are on hand.
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S A F E T Y F I R S T
Fire Safe Kids
Chapter 5: Evaluating the Presentation
100
50
0
200
150
Under bench or deskSuggested stored items
medium weight itemsitems on castors or wheels
Use trolleys for transport if required
Archival itemsItems never to be accessed
Display itemsSeldom used light items
Access with a ladder or step stool
Avoid storing itemson top of shelving
Often used itemsHeavy items
Use trolleys for transport if required
Do not store chemicalsGreater than 1 kg or 1 L
Seldom used light objectsArchival items
Access with a ladder or step stool
Bench/desk heightHeavy items
Often used itemsUse trolleys for transport if required
ARCHIVE PE FACE MASKS
TRA
ININ
GTR
AIN
ING
TRA
ININ
GTR
AIN
ING
TRA
ININ
GTR
AIN
ING
TRA
ININ
GTR
AIN
ING
TRA
ININ
GTR
AIN
ING
TRA
ININ
GTR
AIN
ING
IMT
Figure 15 – safety tips for good housekeeping
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S A F E T Y F I R S T
Fire Safe Kids
Chapter 5: Evaluating the Presentation
Presentation Self-Assessment Checklist
Title of Presentation: ..............................................................................................................
Date: ...................................... Name: ..................................................................................
Brigade: …………………..............................................………………………………………...
Use the following scale to assess your own performance and program content.
StatementStrongly
agreeAgree
Neither Agree
nor Disagree
DisagreeStrongly Disagree
I achieved my presentation objectives
I adhered to my timelines
The program content met the needs of theaudience
I followed the presentation plan and usedactivities where appropriate
I established an atmosphere that promotedopen communication
I monitored audience understandingthroughout the presentation
I maintained audience interest throughout
I managed questions effectively
I used appropriate visual aids to support mymessage
I used visual aids effectively
Comment on your verbal communication (volume, tone, pace, use of language)
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Figure 16 – presentation self-assessment checklist
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Edn 1 – February 2011 S A F E T Y F I R S T 55
Fire Safe Kids
Chapter 5: Evaluating the Presentation
Comment on your non-verbal communication (gestures, eye contact, posture/stance, use of presentation space)
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Additional Comments:
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Figure 16 – presentation self-assessment checklist
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Notes
56 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 57
Fire Safe Kids
Chapter 5Summary
Feedback in every presentation is vital for F
future planning.
Feedback can be gathered from: F
audience members; •
colleagues/supervisors; and •
self-assessment. •
Once gathered, it is important to respond F
to feedback appropriately.
Recommendations for changes or F
alterations to programs should be made to the relevant Community Education Coordinator (CEC).
The following should be considered when F
designing feedback materials:
wording; •
objective; •
collection of data; and •
easy completion and structure. •
The local brigade may have a system F
of storing resources that are used forsessions; you should familiarise yourself with these systems.
Keeping up-to-date records is essential for F
reporting and visit information.
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Notes
58 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 59
Fire Safe Kids
Chapter 5Self Assessment
1 Give an example of a question that could be included in evaluation materials from a presentation.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
2 Name one successful and unsuccessful way in which feedback can be gathered.What do you think makes these a successful or unsuccessful way of obtaining feedback?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
3 Why is it important to always look at feedback from a presentation?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
4 Why is it important to keep records of the FSK sessions that are presented?
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
If you require any assistance with this material, speak to your Brigade Training Offi cer or Training Manager. If they are unable to assist, contact your Community Education Coordinator.
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Notes
60 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T 61
Fire Safe Kids
Self Assessment Answers
Chapter 1: Introduction to Fire Safe Kids
1 Why is Fire Safe Kids appropriate for pre-primary and primary school aged children?
Children are at risk from fi re. Educating them about risks can help reduce the risk of death,injury and property loss.
FSK complements curriculum covered in schools.
2 What are the responsibilities of the classroom teacher?
To supervise the class at all times during the Fire Safe Kids presentation; discipline andmonitor behaviour of the children.
3 What other public awareness programs are offered by CFA?
Mobile Education Unit (MEU); F
street corner and community meetings; F
Community Fireguard; F
Fired Up English; F
Isolated Elderly Program; F
Early Fire Safe Program; F
Juvenile Fire Awareness and Intervention Program (JFAIP); F
Advance/Youth Education Partnerships; and F
Basic Home Fire Safety. F
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62 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Self Assessment Answers
Chapter 2: Communication and Learning
1 Give an example of an aid or equipment that could be used in a FSK presentation for:
Visual learners: posters, equipment, videos, photographs, diagrams. F
Auditory learners: DVD, story books, music, smoke alarm, question and answer F
sessions.
Kinaesthetic learners: smoke parachute, smoke alarm, fl oor (stop, drop and roll F
activity), uniform.
2 Why do you need to consider different learning styles during the presentation?
Considering and catering for different learning styles will ensure all learners are engagedduring the presentation. Each learner will also remember points from the presentation.
3 Explain why it is important that the FSK lesson content is adhered to
To ensure the most important information is covered during the presentation as the materials have been designed for a particular age group.
Chapter 3: Planning a Presentation
1 Give an example of a presentation you may be asked to give
Examples may include presentations on home fi re safety, smoke alarms, about CFA, beinga fi refi ghter, volunteerism.
2 What are some ways in which we can determine the needs of our audience?
Speak to someone who is organising the presentation and ask about the audience andwhat messages they want covered in the presentation.
3 Why is it so important to have a well thought out plan for each lesson or presentation?
To ensure that the content of the presentation is covered adequately and that the presentation or lesson remains on track.
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Edn 1 – February 2011 S A F E T Y F I R S T 63
Fire Safe Kids
Self Assessment Answers
Chapter 4: Conducting a Fire Safe Kids Presentation
1 Give an example of a way that you can involve members of your audience in your presentation.
Use interactive activities, ask audience members to assist with demonstrations, askquestions, use eye contact and positive reinforcement to engage audience members.
2 Why is it important to not rely too heavily on aids and equipment during the presentation?
Relying too heavily on aids and equipment may detract attention from the main messages covered in the presentation.
3 Give an example of a question you may be asked during a FSK presentation.
Questions sometimes asked during a FSK presentation include:
Do you get paid? F
How much do you get paid? F
Have you ever been scared? F
What’s the worst fi re you have ever been to? F
I live in a two storey house. How will I get out if there’s a fi re? F
Do you know anyone that has died in a fi re? F
Have you ever saved anyone from a fi re? F
4 How would you manage a diffi cult question you have been asked by an audience member?
Make a note of the question; inform the audience member that you will either fi nd out the answer and get back to them; refer the question to someone else at the presentation; or refer the question to someone else and ask them to make contact with the correctresponse.
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64 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Self Assessment Answers
Chapter 5: Evaluating the Presentation
1 Give an example of a question that could be included in evaluation materials from apresentation?
What information did you fi nd the most useful? F
What is something you will do when you go home? F
Which part of the presentation did you enjoy the most? F
What did you learn from the presentation? F
2 Name one successful and unsuccessful way in which feedback can be gathered. What doyou think makes these a successful or unsuccessful way of obtaining feedback?
Subtly gathering feedback throughout the presentation by observing the way the audienceinteracts and their body language is a successful way of obtaining feedback. This methodcan be successful as it enables presenters to modify their presentation style during thepresentation and meet the needs of the audience.
Asking the audience at the end of a presentation whether they enjoyed the presentationmay be an unsuccessful way of gathering feedback. This method can be unsuccessfulas it only enables a yes or no response, and puts audience members on the spot. Mostaudience members are likely to go with the majority; the end result being a biased view.
3 Why is it important to always look at feedback from a presentation?
Looking at feedback helps presenters identify aspects of the presentation that workedwell or that may need improvement. Feedback also enables presenters to improve their presentation skills.
4 Why is it important to keep records of the FSK sessions that are presented?
Keeping records of FSK sessions assists brigades to track schools and the grades visited. This information can then help with future planning for FSK sessions. Records also enableinformation on activity across Areas or the State to be accessed readily and delivery of FSK can then be monitored.
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Edn 1 – February 2011 S A F E T Y F I R S T 65
Fire Safe Kids
Glossary
Aerial appliance
A long ladder or hydraulic platform attached to a fi re truck that can be used to get up high and spray water on a fi re.
Aerial fi re bombing
Using a plane or helicopter to drop water or fl ame-retardant foam on hard to reach bushfi res.
Arson
Starting a fi re with the intention of causing damage to people or property.
Ash
A grey or black powder-like residue that remains after burning.
Backburning
A way of reducing the amount of fuel in front of a bushfi re by lighting small controlled fi res ahead of the fi re front.
Blacking out (mopping up)
After a fi re has been controlled, blacking out involves putting out any remaining fl ames, smouldering logs and stumps, and clearingburning branches from overhanging trees.
Breakaway
When a fi re jumps containment lines intounburnt areas.
Breathing apparatus
A face-mask connected to an air cylinder carried on the fi refi ghter’s back. The cylinder contains a supply of air which allows the fi refi ghters to breathe safely inside houses or factories full of smoke.
Brigade
A group of fi refi ghters organised to work together.
Bushfi re
A fi re that burns uncontrollably in forests, bushes,grassland and/or shrubs often having signifi cant effects on people, animals, property and the environment.
Bushfi re Survival Plan
A plan for what to do in the event of a bushfi re.
Carbon dioxide
A colourless, odourless gas used in some fi reextinguishers. Represented as CO2.
Climate
The general weather conditions of an area including temperature, humidity, rainfall, sunshineand winds.
Cold front
The meeting point of two air masses when the cooler is advancing against the warmer. Highwinds and cold fronts tend to produce low humidity conditions which are conducive to bushfi re ignition.
Combustion
When something starts to burn; when fuel and oxygen combine with heat to cause a fi re.
Contained
When a fi re’s spread has stopped, but it may still be burning freely within the containment lines.
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66 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Glossary
Containment lines
The secured edge of a burning fi re. Created by removing fuel from an area with the intention of stopping a fi re. This can be done by controlled burns, bulldozing or clearing vegetation.
Controlled
When a fi re’s whole perimeter has been secured and the fi re is not expected to break away.
Controlled burn
When fi re is deliberately used to reduce the amount of fuel (undergrowth, dry leaves and fallen branches) in an area. Controlled burning is a fi re management tool used to protect communitiesand the environment.
Convection column
The plume of matter generated by a fi re.This includes smoke, ash and other material.
Crown fi re
A fi re that burns in the tree tops ahead of and above an intense fi re in the undergrowth. Travelsfast and consumes all the fuel in its path.
Drought
Unusually low rainfall for a long period of time.
Ember
A small live coal or the smouldering remains of a fi re.
Erosion
Where the earth’s surface is worn away by rain, wind, or waves.
Fauna
The animals of a region.
Fire break
A strip of cleared land used to stop or slow a bushfi re down.
Fire front
The leading edge of a fi re when it is moving. Fire fronts are often infl uenced by the wind.
Fire triangle
Fire needs three things to burn: fuel, oxygen and heat. These three things form the ‘fi re triangle’. If one item is removed, the triangle is broken, and the fi re cannot sustain itself.
Fire Response Plan
The agreed course of action a group of peoplewill take is there is a fi re.
Fire-stick farmers
The term used to describe early IndigenousAustralians that would initiate controlled burning of the bush to encourage fresh new growthof vegetation.
Flammable
Easily set on fi re.
Flora
The plants of a region.
Fuel
One of the three things fi re needs to burn. ‘Fuel’ isanything that can burn such as wood, leaves and fl ammable liquids.
Fuel load
The level of fuel available to a fi re. Bush land with lots of undergrowth, dry leaves and fallen branches would make up a high fuel load.
Germinate
When a seed sprouts and starts growing.
Habitat
An animal’s natural home.
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Edn 1 – February 2011 S A F E T Y F I R S T 67
Fire Safe Kids
Glossary
Hectare
A measurement of land area, equal to 10,000 m2.
Humidity
The level of water vapour in the atmosphere.
Incandescence
The light emitted by a hot object, for example aglowing ember.
Incendiary device
A device used to start a fi re.
Ignite
To set on fi re; a match might be used to ‘ignite’ a campfi re.
Mechanical clearing
When bulldozers and other machines are used toclear trees, undergrowth and fallen branches.
National Park
An area of land that has been protected by thegovernment so everyone can enjoy and access it.
Pumper
A truck specially designed to hold water and pump it to put out fi res.
Regeneration
Much of Australia’s vegetation is able to re-grow after fi re; some vegetation in fact needs fi re to reproduce and remain healthy.
Retardant
Something that can be used to slow or stop a fi re,for example, foam.
Sclerophyllous
Plants that have tough, short leaves to reduce water loss; many Australian native plants are sclerophyllous.
Spontaneous combustion
When an object catches fi re without any apparent heat from an external source.
Spot fi re
Isolated fi res started ahead of the main fi re by sparks or embers.
Spotting
When embers or sparks pop out from the main fi re and start spot fi res.
State Forest
Public land that is mainly covered by trees. Treescan be logged from some State Forests, but not from National Parks.
Tanker
A mobile fi refi ghting vehicle equipped with a water tank, pump, and the necessary equipment for spraying water and/or foam on wildfi res.
Total Fire Ban
A Total Fire Ban (TFB) is declared by CFA on dayswhen fi res are likely to spread rapidly and could be diffi cult to control. Total Fire Bans prohibit the lighting of any fi res in the open air. The banincludes all campfi res, all solid fuel barbecuesand portable barbecues in excess of 20 metres away from a permanent dwelling. It also includes incinerators, welding, grinding, soldering or gas cutting.
Topography
The features of the land’s surface, for examplehills, valleys, rivers, lakes.
Undergrowth
Low growing plants, shrubs and bushes underneath trees.
Water catchment
The area of land that feeds water into a river or dam.
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Notes
68 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
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Edn 1 – February 2011 S A F E T Y F I R S T A–1
Fire Safe Kids
App
endi
x A
: Vic
tori
an E
ssen
tial
Lea
rnin
g S
tan
dar
ds
Stra
ndD
omai
nD
imen
sion
Pre
-vis
it te
ache
r led
se
ssio
n:
Fire
saf
ety
awar
enes
s
Less
on
plan
1:
Get
dow
n lo
w a
nd g
o,
go, g
o
Less
on
plan
2:
Stop
, dro
p,
roll
Less
on
plan
3:
Sim
ple
rule
s fo
r ho
me
fire
safe
ty
Pos
t-vi
sit
teac
her l
ed
sess
ion:
Fi
re s
afet
y fo
r ou
r ho
me
Ope
ratio
nal:
Fire
tr
uck
and
equi
pmen
t
Phy
sica
l, P
erso
nal
and
Soci
al
Lear
ning
Hea
lth a
ndP
hysi
cal
Educ
atio
n
Mov
emen
t and
phy
sica
l act
ivity
Whi
le p
artic
ipat
ing
in m
ovem
ent a
nd p
hysi
cal a
ctiv
ities
, the
y le
arn
to c
onsi
der,
supp
ort
and
enco
urag
e ot
hers
to s
hare
equ
ipm
ent,
and
to a
dher
e to
rule
s th
at a
id p
artic
ipat
ion
and
coop
erat
ion.
(p. 1
3)
Dis
cipl
ine
Bas
ed
Lear
ning
Engl
ish
Rea
ding
They
use
title
, illu
stra
tions
and
kno
wle
dge
of a
text
topi
c to
pre
dict
mea
ning
. (p.
38)
Writ
ing
At L
evel
1, s
tude
nts
writ
e pe
rson
al re
coun
ts a
nd s
impl
e te
xts
abou
t fam
iliar t
opic
s to
co
nvey
idea
s or
mes
sage
s. (p
. 38)
Spea
king
and
list
enin
gAt
Lev
el 1
, stu
dent
s us
e sp
oken
lang
uage
app
ropr
iate
ly in
a v
arie
ty o
f cla
ssro
om c
onte
xts.
Th
ey a
sk a
nd a
nsw
er s
impl
e qu
estio
ns fo
r inf
orm
atio
n an
d cl
arifi
catio
n, c
ontri
bute
rele
vant
id
eas
durin
g cl
ass
or g
roup
dis
cuss
ion,
and
follo
w s
impl
e in
stru
ctio
ns. (
p. 3
8)
Mat
hem
atic
sSp
ace
They
dev
elop
and
follo
w s
impl
e in
stru
ctio
ns to
mov
e an
d pl
ace
shap
es a
nd o
bjec
ts in
fa
milia
r situ
atio
ns in
rela
tion
to w
hat t
hey
can
see,
and
to m
ove
them
selv
es fr
om o
ne p
lace
to
ano
ther
. (p.
59)
VE
LS a
dd
ress
ed b
y ac
tivi
ties
fo
r Le
vel 1
Fire
Saf
e K
ids
activ
ities
ad
dre
ss t
hese
Vic
toria
n E
ssen
tial L
earn
ing
Sta
ndar
ds
(VE
LS) f
or L
evel
1.
The
pag
e nu
mb
ers
refe
renc
ed b
elow
cor
resp
ond
to
the
VE
LS S
tand
ard
s b
y Le
vel P
DF
for
Leve
l 1, R
evis
ed E
diti
on 2
009
avai
lab
le o
nlin
e at
htt
p:/
/vel
s.vc
aa.v
ic.e
du.
au/d
ownl
oad
s/ve
ls_s
tand
ard
s/ve
lsre
vlvl
1.p
df
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A–2 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Appendix A: Victorian Essential Learning Standards (VELS)
VE
LS a
dd
ress
ed b
y ac
tivi
ties
fo
r Le
vel 2
Fire
Saf
e K
ids
activ
ities
ad
dre
ss t
hese
Vic
toria
n E
ssen
tial L
earn
ing
Sta
ndar
ds
(VE
LS) f
or L
evel
2.
The
pag
e nu
mb
ers
refe
renc
ed b
elow
cor
resp
ond
to
the
VE
LS S
tand
ard
s b
y Le
vel P
DF
for
Leve
l 2, R
evis
ed E
diti
on 2
009
avai
lab
le o
nlin
e at
http
://v
els.
vcaa
.vic
.ed
u.au
/dow
nloa
ds/
vels
_sta
ndar
ds/
vels
revl
vl2.
pd
f
Stra
ndD
omai
nD
imen
sion
Pre
-vis
it te
ache
r led
se
ssio
n:
Fire
saf
ety
awar
enes
s
Less
on
plan
1:
Get
dow
n lo
w a
nd g
o,
go, g
o
Less
on
plan
2:
Stop
, dro
p,
roll
Less
on
plan
3:
Sim
ple
rule
s fo
r ho
me
fire
safe
ty
Pos
t-vi
sit
teac
her l
ed
sess
ion:
Fi
re s
afet
y fo
r ou
r ho
me
Ope
ratio
nal:
Fire
tr
uck
and
equi
pmen
t
Phy
sica
l, P
erso
nal
and
Soci
al
Lear
ning
Inte
rper
sona
l D
evel
opm
ent
Bui
ldin
g so
cial
rela
tions
hips
At L
evel
2, s
tude
nts
beha
ve a
ppro
pria
tely
in a
rang
e of
soc
ial s
ituat
ions
. The
y id
entif
yth
e fe
elin
gs a
nd n
eeds
of o
ther
peo
ple.
Stu
dent
s id
entif
y an
d ac
cept
that
ther
e ar
eco
nseq
uenc
es fo
r the
ir ac
tions
. (p.
18)
Dis
cipl
ine
Bas
ed
Lear
ning
Engl
ish
Rea
ding
They
loca
te d
irect
ly s
tate
d in
form
atio
n, re
tell
idea
s in
seq
uenc
e us
ing
voca
bula
ry a
nd
phra
ses
from
the
text
, and
inte
rpre
t lab
elle
d di
agra
ms.
The
y pr
edic
t pla
usib
le e
ndin
gs fo
rst
orie
s an
d in
fer c
hara
cter
s’ fe
elin
gs. (
p. 3
9)
Writ
ing
At L
evel
2, s
tude
nts
writ
e sh
ort s
eque
nced
text
s th
at in
clud
e so
me
rela
ted
idea
s ab
out
fam
iliar t
opic
s. T
hey
writ
e te
xts
that
con
vey
idea
s an
d in
form
atio
n to
kno
wn
audi
ence
s.Th
ey u
se a
ppro
pria
te s
truct
ures
to a
chie
ve s
ome
orga
nisa
tion
of th
e su
bjec
t mat
ter.
(p. 3
9)
Spea
king
and
list
enin
gAt
Lev
el 2
, stu
dent
s lis
ten
to a
nd p
rodu
ce s
poke
n te
xts
that
dea
l with
fam
iliar i
deas
and
in
form
atio
n. T
hey
dem
onst
rate
, usu
ally
in in
form
al s
ituat
ions
, tha
t the
y ar
e ab
le to
spe
akcl
early
usi
ng s
impl
e ut
tera
nces
and
bas
ic v
ocab
ular
y. (p
. 40)
They
con
tribu
te to
gro
up a
ctiv
ities
by
mak
ing
rele
vant
com
men
ts a
nd a
skin
g cl
arify
ing
ques
tions
to fa
cilit
ate
com
mun
icat
ion.
Afte
r lis
teni
ng to
sho
rt liv
e or
reco
rded
pre
sent
atio
ns,
they
reca
ll so
me
of th
e m
ain
idea
s an
d in
form
atio
n pr
esen
ted.
The
y lis
ten
to o
ther
s an
d re
spon
d ap
prop
riate
ly to
wha
t has
bee
n sa
id. (
p. 4
0)
The
Art
sC
reat
ing
and
mak
ing
They
use
ski
lls, t
echn
ique
s, p
roce
sses
, med
ia, m
ater
ials
, equ
ipm
ent a
nd te
chno
logi
es in
a
rang
e of
arts
form
s. (p
. 33)
Mat
hem
atic
sSp
ace
They
spe
cify
loca
tion
as a
rela
tive
posi
tion,
incl
udin
g le
ft an
d rig
ht, a
nd in
terp
ret s
impl
ene
twor
ks, d
iagr
ams
and
map
s in
volv
ing
a sm
all n
umbe
r of p
oint
s, o
bjec
ts o
r loc
atio
ns. (
p. 6
1)
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Edn 1 – February 2011 S A F E T Y F I R S T A–3
Fire Safe Kids
Appendix A: Victorian Essential Learning Standards (VELS)
VE
LS a
dd
ress
ed b
y ac
tivi
ties
fo
r Le
vel 3
Fire
Saf
e K
ids
activ
ities
ad
dre
ss t
hese
Vic
toria
n E
ssen
tial L
earn
ing
Sta
ndar
ds
(VE
LS) f
or L
evel
3.
The
pag
e nu
mb
ers
refe
renc
ed b
elow
cor
resp
ond
to
the
VE
LS S
tand
ard
s b
y Le
vel P
DF
for
Leve
l 3, R
evis
ed E
diti
on 2
009
avai
lab
le o
nlin
e at
http
://v
els.
vcaa
.vic
.ed
u.au
/dow
nloa
ds/
vels
_sta
ndar
ds/
vels
revl
vl3.
pd
f
Stra
ndD
omai
nD
imen
sion
Pre
-vis
it te
ache
r led
se
ssio
n:
Goo
d fir
es,
bad
fires
Less
on
plan
1:
Sum
mer
fir
e aw
aren
ess
Less
on
plan
2:
Hous
es, b
ush-
fires
and
the
envir
onm
ent
Less
on
plan
3:
Iden
tifyi
ng
fire
haza
rds
at h
ome
Pos
t-vi
sit
teac
her l
ed
sess
ion:
H
ome
fire
war
den
Ope
ratio
nal:
Fire
tr
uck
and
equi
pmen
t
Phy
sica
l, P
erso
nal
and
Soci
al
Lear
ning
Hea
lth a
nd
Phy
sica
lEd
ucat
ion
Mov
emen
t and
phy
sica
l act
ivity
At L
evel
3, s
tude
nts
perfo
rm a
bro
ad ra
nge
of c
ompl
ex m
otor
ski
lls. (
p. 1
4)St
uden
ts fo
llow
saf
ety
prin
cipl
es in
gam
es a
nd a
ctiv
ities
. (p.
15)
Hea
lth k
now
ledg
e an
d pr
omot
ion
They
iden
tify
basi
c sa
fety
ski
lls a
nd s
trate
gies
at h
ome,
sch
ool a
nd in
the
com
mun
ity, a
ndde
scrib
e m
etho
ds fo
r rec
ogni
sing
and
avo
idin
g ha
rmfu
l situ
atio
ns. (
p. 1
5)
They
des
crib
e ho
w p
hysi
cal a
nd s
ocia
l com
pone
nts
in th
e lo
cal e
nviro
nmen
t con
tribu
teto
wel
lbei
ng a
nd id
entif
y ho
w h
ealth
ser
vice
s an
d pr
oduc
ts a
ddre
ss th
e he
alth
nee
ds a
ndco
ncer
ns o
f the
loca
l com
mun
ity. (
p. 1
5)
Inte
rper
sona
l D
evel
opm
ent
Wor
king
in te
ams
At L
evel
3, s
tude
nts
coop
erat
e w
ith o
ther
s in
team
s fo
r agr
eed
purp
oses
, tak
ing
role
s an
dfo
llow
ing
guid
elin
es e
stab
lishe
d w
ithin
the
task
. (p.
19)
Civ
ics
and
Citi
zens
hip
Civ
ic k
now
ledg
e an
d un
ders
tand
ing
They
des
crib
e sy
mbo
ls a
nd e
mbl
ems
of n
atio
nal l
ife in
Aus
tralia
. (p.
30)
Com
mun
ity e
ngag
emen
tTh
ey d
escr
ibe
som
e of
the
role
s an
d pu
rpos
es o
f gro
ups
in th
e co
mm
unity
. The
y w
ork
with
oth
er s
tude
nts
to id
entif
y a
loca
l iss
ue a
nd p
lan
poss
ible
act
ions
to a
chie
ve a
des
ired
outc
ome.
(p. 3
0)
They
par
ticip
ate
in a
ctiv
ities
to p
rote
ct a
nd c
are
for t
he n
atur
al a
nd b
uilt
envi
ronm
ent.
(p. 3
0)
Dis
cipl
ine
Bas
ed
Lear
ning
Engl
ish
Rea
ding
They
inte
rpre
t the
mai
n id
eas
and
purp
ose
of te
xts.
(p. 4
3)Th
ey in
fer m
eani
ng fr
om m
ater
ial p
rese
nted
in in
form
ativ
e te
xts.
(p. 4
3)
![Page 78: Fire Safe Kids - repository.cfals.info · the Certifi cate 3 or 4 in Public Safety (Community Safety). For further information on the competency standards refer to the Brigades Online](https://reader036.vdocument.in/reader036/viewer/2022081606/5dd1313bd6be591ccb64aa03/html5/thumbnails/78.jpg)
A–4 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Appendix A: Victorian Essential Learning Standards (VELS)
Stra
ndD
omai
nD
imen
sion
Pre
-vis
it te
ache
r led
se
ssio
n:
Goo
d fir
es,
bad
fires
Less
on
plan
1:
Sum
mer
fir
e aw
aren
ess
Less
on
plan
2:
Hous
es, b
ush-
fires
and
the
envir
onm
ent
Less
on
plan
3:
Iden
tifyi
ng
fire
haza
rds
at h
ome
Pos
t-vi
sit
teac
her l
ed
sess
ion:
H
ome
fire
war
den
Ope
ratio
nal:
Fire
tr
uck
and
equi
pmen
t
Dis
cipl
ine
Bas
ed
Lear
ning
cont
inue
d
Engl
ish
...co
ntin
ued
Writ
ing
At L
evel
3, s
tude
nts
writ
e te
xts
cont
aini
ng s
ever
al lo
gica
lly o
rder
ed p
arag
raph
s th
at e
xpre
ssop
inio
ns a
nd in
clud
e id
eas
and
info
rmat
ion
abou
t fam
iliar t
opic
s. (p
. 43)
They
ord
er in
form
atio
n an
d se
quen
ce e
vent
s us
ing
som
e de
tail
or il
lust
rativ
e ev
iden
ce, a
nd
they
exp
ress
a p
oint
of v
iew
pro
vidi
ng s
ome
info
rmat
ion
and
supp
ortin
g de
tail.
(p. 4
3)
They
mee
t the
nee
ds o
f aud
ienc
es b
y in
clud
ing
appr
opria
te b
ackg
roun
d in
form
atio
n. (p
. 43)
Spea
king
and
list
enin
gTh
ey li
sten
atte
ntiv
ely
to s
poke
n te
xts,
incl
udin
g fa
ctua
l tex
ts, a
nd id
entif
y th
e to
pic,
rete
llin
form
atio
n ac
cura
tely,
ask
cla
rifyi
ng q
uest
ions
, vol
unte
er in
form
atio
n an
d ju
stify
opi
nion
s.(p
. 44)
The
Art
sC
reat
ing
and
mak
ing
At L
evel
3, s
tude
nts
crea
te a
nd p
rese
nt w
orks
in a
rang
e of
arts
form
s th
at c
omm
unic
ate
expe
rienc
es, i
deas
, con
cept
s, o
bser
vatio
ns a
nd fe
elin
gs. (
p. 3
7)
They
sel
ect a
nd c
ombi
ne a
rang
e of
arts
ele
men
ts, p
rinci
ples
and
/or c
onve
ntio
ns, a
nd u
sea
rang
e of
ski
lls, t
echn
ique
s an
d pr
oces
ses,
med
ia, m
ater
ials
, equ
ipm
ent a
nd te
chno
logi
es.
(p. 3
7)
The
Hum
aniti
esH
uman
ities
kno
wle
dge
and
unde
rsta
ndin
gTh
ey d
escr
ibe
how
asp
ects
of p
lace
s in
thei
r loc
al a
rea
have
cha
nged
ove
r tim
e. (p
. 49)
From
dire
ct o
bser
vatio
n or
obs
erva
tion
of a
var
iety
of m
edia
, the
y de
scrib
e th
e hu
man
and
ph
ysic
al c
hara
cter
istic
s of
thei
r loc
al a
rea
and
othe
r par
ts o
f Vic
toria
. (p.
49)
They
des
crib
e ho
w p
eopl
e us
e an
d af
fect
diff
eren
t env
ironm
ents
in V
icto
ria. (
p. 4
9)
Hum
aniti
es s
kills
Stud
ents
dra
w s
impl
e m
aps
and
plan
s of
fam
iliar e
nviro
nmen
ts o
bser
ving
bas
ic m
appi
ngco
nven
tions
. The
y id
entif
y th
e lo
catio
n of
pla
ces
on a
sim
ple
map
usi
ng a
n al
phan
umer
ic
grid
and
des
crib
e di
rect
ion
usin
g th
e fo
ur c
ardi
nal c
ompa
ss p
oint
s. (p
. 49)
Mat
hem
atic
sSp
ace
They
loca
te a
nd id
entif
y pl
aces
on
map
s an
d di
agra
ms.
The
y gi
ve tr
avel
dire
ctio
ns a
ndde
scrib
e po
sitio
ns u
sing
sim
ple
com
pass
dire
ctio
ns (f
or e
xam
ple,
N fo
r Nor
th) a
nd g
rid
refe
renc
es o
n a
stre
et d
irect
ory.
(p. 6
6)
VE
LS a
dd
ress
ed b
y ac
tivi
ties
fo
r Le
vel 3
cont
inue
d
![Page 79: Fire Safe Kids - repository.cfals.info · the Certifi cate 3 or 4 in Public Safety (Community Safety). For further information on the competency standards refer to the Brigades Online](https://reader036.vdocument.in/reader036/viewer/2022081606/5dd1313bd6be591ccb64aa03/html5/thumbnails/79.jpg)
Edn 1 – February 2011 S A F E T Y F I R S T A–5
Fire Safe Kids
Appendix A: Victorian Essential Learning Standards (VELS)
Stra
ndD
omai
nD
imen
sion
Pre
-vis
it te
ache
r led
se
ssio
n:
Goo
d fir
es,
bad
fires
Less
on
plan
1:
Sum
mer
fir
e aw
aren
ess
Less
on
plan
2:
Hous
es, b
ush-
fires
and
the
envir
onm
ent
Less
on
plan
3:
Iden
tifyi
ng
fire
haza
rds
at h
ome
Pos
t-vi
sit
teac
her l
ed
sess
ion:
H
ome
fire
war
den
Ope
ratio
nal:
Fire
tr
uck
and
equi
pmen
t
Dis
cipl
ine
Bas
ed
Lear
ning
cont
inue
d
Sci
ence
Scie
nce
know
ledg
e an
d un
ders
tand
ing
Stud
ents
des
crib
e ex
ampl
es o
f rev
ersi
ble
and
non-
reve
rsib
le c
hang
es in
sub
stan
ces.
(p. 7
3)
They
iden
tify
form
s of
ene
rgy
and
ener
gy tr
ansf
orm
atio
ns in
the
ever
yday
wor
ld. T
hey
use
appr
opria
te s
cien
tific
voca
bula
ry to
des
crib
e an
d ex
plai
n th
eir o
bser
vatio
ns a
ndin
vest
igat
ions
. (p.
74)
They
dis
tingu
ish
betw
een
biot
ic a
nd a
biot
ic fa
ctor
s in
thei
r env
ironm
ent a
nd d
escr
ibe
inte
ract
ions
that
occ
ur b
etw
een
them
. The
y de
scrib
e na
tura
l phy
sica
l and
bio
logi
cal
cond
ition
s, a
nd h
uman
influ
ence
s in
the
envi
ronm
ent,
whi
ch a
ffect
the
surv
ival
of l
ivin
g th
ings
. (p.
74)
Scie
nce
at w
ork
They
exp
lain
how
sci
entifi
c kn
owle
dge
is u
sed,
or c
ould
be
used
, to
solv
e a
soci
al is
sue
or
prob
lem
. (p.
74)
Inte
rdis
cipl
inar
y Le
arni
ngD
esig
n,C
reat
ivity
and
Tech
nolo
gy
Inve
stig
atin
g an
d de
sign
ing
At L
evel
3 s
tude
nts,
indi
vidu
ally
and
in te
ams,
gen
erat
e id
eas
base
d on
a d
esig
n br
ief,
dem
onst
ratin
g un
ders
tand
ing
that
des
igns
may
nee
d to
mee
t a ra
nge
of d
iffer
ent
requ
irem
ents
. (p.
83)
They
use
wor
ds, l
abel
led
sket
ches
and
mod
els
to c
omm
unic
ate
the
deta
ils o
f the
ir de
sign
s,an
d cl
arify
idea
s w
hen
aske
d. (p
. 83)
Thin
king
P
roce
sses
Rea
soni
ng, p
roce
ssin
g an
d in
quiry
At L
evel
3, s
tude
nts
colle
ct in
form
atio
n fro
m a
rang
e of
sou
rces
to a
nsw
er th
eir o
wn
and
othe
rs’ q
uest
ions
. The
y qu
estio
n th
e va
lidity
of s
ourc
es w
hen
appr
opria
te. (
p. 9
4)
They
app
ly th
inki
ng s
trate
gies
to o
rgan
ise
info
rmat
ion
and
conc
epts
in a
var
iety
of c
onte
xts,
incl
udin
g pr
oble
m s
olvi
ng a
ctiv
ities
. The
y pr
ovid
e re
ason
s fo
r the
ir co
nclu
sion
s. (p
. 94)
Cre
ativ
ityAt
Lev
el 3
, stu
dent
s ap
ply
crea
tive
idea
s in
pra
ctic
al w
ays
and
test
the
poss
ibilit
ies
of id
eas
they
gen
erat
e. (p
. 94)
Refl
ectio
n, e
valu
atio
n an
d m
etac
ogni
tion
At L
evel
3, s
tude
nts
iden
tify
stra
tegi
es th
ey u
se to
org
anis
e th
eir i
deas
, and
use
app
ropr
iate
lang
uage
to e
xpla
in th
eir t
hink
ing.
The
y id
entif
y an
d pr
ovid
e re
ason
s fo
r the
ir po
int o
f vie
w,
and
just
ify c
hang
es in
thei
r thi
nkin
g. (p
. 94)
VE
LS a
dd
ress
ed b
y ac
tivi
ties
fo
r Le
vel 3
cont
inue
d
![Page 80: Fire Safe Kids - repository.cfals.info · the Certifi cate 3 or 4 in Public Safety (Community Safety). For further information on the competency standards refer to the Brigades Online](https://reader036.vdocument.in/reader036/viewer/2022081606/5dd1313bd6be591ccb64aa03/html5/thumbnails/80.jpg)
A–6 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Appendix A: Victorian Essential Learning Standards (VELS)
VE
LS a
dd
ress
ed b
y ac
tivi
ties
fo
r Le
vel 4
Fire
Saf
e K
ids
activ
ities
ad
dre
ss t
hese
Vic
toria
n E
ssen
tial L
earn
ing
Sta
ndar
ds
(VE
LS) f
or L
evel
4.
The
pag
e nu
mb
ers
refe
renc
ed b
elow
cor
resp
ond
to
the
VE
LS S
tand
ard
s b
y Le
vel P
DF
for
Leve
l 4, R
evis
ed E
diti
on 2
009
avai
lab
le o
nlin
e at
htt
p:/
/vel
s.vc
aa.v
ic.e
du.
au/d
ownl
oad
s/ve
ls_s
tand
ard
s/ve
lsre
vlvl
4.p
df
Stra
ndD
omai
nD
imen
sion
Pre
-vis
it te
ache
r led
se
ssio
n:
Peo
ple
in o
ur
com
mun
ity
Less
on
plan
1:
Pre
parin
g fo
r su
mm
er
Less
on
plan
2:
Bus
hfire
s an
d th
e na
tura
l en
viro
nmen
t
Less
on
plan
3:
Hom
e fir
e sa
fety
Pos
t-vi
sit
teac
her l
ed
sess
ion:
H
ome
hots
pots
Ope
ratio
nal:
Fire
tr
uck
and
equi
pmen
t
Phy
sica
l, P
erso
nal
and
Soci
al
Lear
ning
Hea
lth a
nd
Phy
sica
l Ed
ucat
ion
Hea
lth k
now
ledg
e an
d pr
omot
ion
They
des
crib
e th
e ac
tions
they
can
take
if th
ey fe
el u
nsaf
e at
hom
e, s
choo
l and
in th
eco
mm
unity
. (p.
16)
Inte
rper
sona
lD
evel
opm
ent
Wor
king
in te
ams
At L
evel
4, s
tude
nts
wor
k ef
fect
ivel
y in
diff
eren
t tea
ms
and
take
on
a va
riety
of r
oles
to
com
plet
e ta
sks
of v
aryi
ng le
ngth
and
com
plex
ity. (
p. 2
0)
Per
sona
l Le
arni
ngM
anag
ing
pers
onal
lear
ning
They
und
erta
ke s
ome
set t
asks
inde
pend
ently
, ide
ntify
ing
stag
es fo
r com
plet
ion.
(p. 2
5)
Dis
cipl
ine
Bas
ed
Lear
ning
Engl
ish
Rea
ding
At L
evel
4, s
tude
nts
read
, int
erpr
et a
nd re
spon
d to
a w
ide
rang
e of
lite
rary
, eve
ryda
y an
d m
edia
text
s in
prin
t and
in m
ultim
odal
form
ats.
The
y an
alys
e th
ese
text
s an
d su
ppor
t in
terp
reta
tions
with
evi
denc
e dr
awn
from
the
text
. (p.
43)
Writ
ing
They
em
ploy
a v
arie
ty o
f stra
tegi
es fo
r writ
ing,
incl
udin
g no
te-m
akin
g, u
sing
mod
els,
plan
ning
, edi
ting
and
proo
fread
ing.
(p. 4
3)
Spea
king
and
list
enin
gAt
Lev
el 4
, stu
dent
s pl
an, r
ehea
rse
and
mak
e pr
esen
tatio
ns fo
r diff
eren
t pur
pose
s. T
hey
sust
ain
a po
int o
f vie
w a
nd p
rovi
de s
ucci
nct a
ccou
nts
of p
erso
nal e
xper
ienc
es o
r eve
nts.
(p
. 44)
They
adj
ust t
heir
spea
king
to ta
ke a
ccou
nt o
f con
text
, pur
pose
and
aud
ienc
e, a
nd v
ary
tone
, vol
ume
and
pace
of s
peec
h to
cre
ate
or e
mph
asis
e m
eani
ng. (
p. 4
4)
The
Hum
aniti
esEc
onom
ics
Econ
omic
s kn
owle
dge
and
unde
rsta
ndin
gTh
ey e
xpla
in th
e ro
le o
f wor
k in
soc
iety
and
dis
tingu
ish
betw
een
paid
and
unp
aid
wor
k.
(p. 5
2)
![Page 81: Fire Safe Kids - repository.cfals.info · the Certifi cate 3 or 4 in Public Safety (Community Safety). For further information on the competency standards refer to the Brigades Online](https://reader036.vdocument.in/reader036/viewer/2022081606/5dd1313bd6be591ccb64aa03/html5/thumbnails/81.jpg)
Edn 1 – February 2011 S A F E T Y F I R S T A–7
Fire Safe Kids
Appendix A: Victorian Essential Learning Standards (VELS)
Stra
ndD
omai
nD
imen
sion
Pre
-vis
it te
ache
r led
se
ssio
n:
Peo
ple
in o
ur
com
mun
ity
Less
on
plan
1:
Pre
parin
g fo
r su
mm
er
Less
on
plan
2:
Bus
hfire
s an
d th
e na
tura
l en
viro
nmen
t
Less
on
plan
3:
Hom
e fir
e sa
fety
Pos
t-vi
sit
teac
her l
ed
sess
ion:
H
ome
hots
pots
Ope
ratio
nal:
Fire
tr
uck
and
equi
pmen
t
Dis
cipl
ine
Bas
ed
Lear
ning
co
ntin
ued
The
Hum
aniti
es...
cont
inue
dG
eogr
aphy
Geo
grap
hic
know
ledg
e an
d un
ders
tand
ing
At L
evel
4, s
tude
nts
iden
tify
and
desc
ribe
Aust
ralia
’s s
igni
fican
t nat
ural
pro
cess
es. T
hey
desc
ribe
the
reac
tion
of p
eopl
e to
thes
e pr
oces
ses
incl
udin
g th
e m
anag
emen
t of n
atur
aldi
sast
ers.
(p. 5
7)
They
com
pare
the
vario
us w
ays
hum
ans
have
use
d an
d af
fect
ed th
e Au
stra
lian
envi
ronm
ent.
(p. 5
7)
Stud
ents
reco
mm
end
way
s of
pro
tect
ing
envi
ronm
enta
lly s
ensi
tive
area
s in
a s
usta
inab
lew
ay. (
p. 5
7)
Geo
spat
ial s
kills
They
iden
tify
feat
ures
from
map
s, s
atel
lite
imag
es, a
nd o
bliq
ue p
hoto
grap
hs. T
hey
draw
sk
etch
map
s of
thei
r nei
ghbo
urho
od u
sing
sim
ple
map
ping
con
vent
ions
suc
h as
title
, sca
le,
north
poi
nt a
nd le
gend
. (p.
57)
Mat
hem
atic
sSp
ace
Stud
ents
use
the
idea
s of
siz
e, s
cale
, and
dire
ctio
n to
des
crib
e re
lativ
e lo
catio
n an
d ob
ject
s in
map
s. T
hey
use
com
pass
dire
ctio
ns, c
oord
inat
es, s
cale
and
dis
tanc
e, a
nd c
onve
ntio
nal
sym
bols
to d
escr
ibe
rout
es b
etw
een
plac
es s
how
n on
map
s. (p
. 85)
Sci
ence
Scie
nce
know
ledg
e an
d un
ders
tand
ing
At L
evel
4, s
tude
nts
expl
ain
chan
ge in
term
s of
cau
se a
nd e
ffect
. The
y id
entif
y th
e ch
arac
teris
tics
of p
hysi
cal a
nd c
hem
ical
cha
nges
. The
y de
scrib
e ho
w s
ubst
ance
s ch
ange
du
ring
reac
tions
. The
y id
entif
y an
d co
mpa
re th
e pr
oper
ties
of th
e ne
w o
r cha
nged
mat
eria
l/s w
ith th
ose
of th
e or
igin
al m
ater
ial/s
. (p.
94)
Stud
ents
use
eve
ryda
y ex
ampl
es to
illu
stra
te th
e tra
nsfo
rmin
g an
d tra
nsfe
rring
of e
nerg
y. (p
. 94)
Scie
nce
At W
ork
At L
evel
4, s
tude
nts
anal
yse
a ra
nge
of s
cien
ce-r
elat
ed lo
cal i
ssue
s an
d de
scrib
e th
ere
leva
nce
of s
cien
ce to
thei
r ow
n an
d ot
her p
eopl
e’s
lives
. (p.
94)
Stud
ents
use
the
term
s re
latio
nshi
ps a
ndca
use
and
effe
ct w
hen
disc
ussi
ng a
nd d
raw
ing
conc
lusi
ons
from
the
data
they
col
lect
. (p.
94)
VE
LS a
dd
ress
ed b
y ac
tivi
ties
fo
r Le
vel 4
cont
inue
d
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A–8 S A F E T Y F I R S T Edn 1 – February 2011
Fire Safe Kids
Appendix A: Victorian Essential Learning Standards (VELS)
Stra
ndD
omai
nD
imen
sion
Pre
-vis
it te
ache
r led
se
ssio
n:
Peo
ple
in o
ur
com
mun
ity
Less
on
plan
1:
Pre
parin
g fo
r su
mm
er
Less
on
plan
2:
Bus
hfire
s an
d th
e na
tura
l en
viro
nmen
t
Less
on
plan
3:
Hom
e fir
e sa
fety
Pos
t-vi
sit
teac
her l
ed
sess
ion:
H
ome
hots
pots
Ope
ratio
nal:
Fire
tr
uck
and
equi
pmen
t
Inte
rdis
cipl
inar
y Le
arni
ngC
omm
unic
atio
nLi
sten
ing,
vie
win
g an
d re
spon
ding
At L
evel
4, s
tude
nts
ask
clar
ifyin
g qu
estio
ns a
bout
idea
s an
d in
form
atio
n th
ey li
sten
to a
ndvi
ew. T
hey
deve
lop
inte
rpre
tatio
ns o
f the
con
tent
and
pro
vide
reas
ons
for t
hem
. (p.
99)
Pres
entin
gAt
Lev
el 4
, stu
dent
s su
mm
aris
e an
d or
gani
se id
eas
and
info
rmat
ion,
logi
cally
and
cle
arly
in
a ra
nge
of p
rese
ntat
ions
. (p.
99)
They
iden
tify
the
feat
ures
of a
n ef
fect
ive
pres
enta
tion
and
adap
t ele
men
ts o
f the
ir ow
n pr
esen
tatio
ns to
refle
ct th
em. (
p. 9
9)
Des
ign,
Cre
ativ
ity a
ndTe
chno
logy
Inve
stig
atin
g an
d de
sign
ing.
Ana
lysi
ng a
nd e
valu
atin
gTh
ey d
escr
ibe
the
impa
ct p
rodu
cts
and
tech
nolo
gica
l sys
tem
s ha
ve o
n pe
ople
and
the
envi
ronm
ent.
(p. 1
05)
Info
rmat
ion
and
Com
mun
icat
ion
Tech
nolo
gy
ICT
for c
omm
unic
atin
gU
sing
reco
mm
ende
d se
arch
eng
ines
, stu
dent
s re
fine
thei
r sea
rch
stra
tegi
es to
loca
te
info
rmat
ion
quic
kly.
(p. 1
12)
Thin
king
P
roce
sses
Rea
soni
ng, p
roce
ssin
g an
d in
quiry
At L
evel
4, s
tude
nts
deve
lop
thei
r ow
n qu
estio
ns fo
r inv
estig
atio
n, c
olle
ct re
leva
nt
info
rmat
ion
from
a ra
nge
of s
ourc
es a
nd m
ake
judg
men
ts a
bout
its
wor
th. T
hey
dist
ingu
ish
betw
een
fact
and
opi
nion
. (p.
116
)
They
use
the
info
rmat
ion
they
col
lect
to d
evel
op c
once
pts,
sol
ve p
robl
ems
or in
form
de
cisi
on m
akin
g. (p
. 116
)
Cre
ativ
ityTh
ey d
emon
stra
te c
reat
ivity
in th
eir t
hink
ing
in a
rang
e of
con
text
s an
d te
st th
e po
ssib
ilitie
s of
con
cret
e an
d ab
stra
ct id
eas
gene
rate
d by
them
selv
es a
nd o
ther
s. (p
. 116
)
Refl
ectio
n, e
valu
atio
n an
d m
etac
ogni
tion
At L
evel
4, s
tude
nts
use
a br
oad
rang
e of
thin
king
pro
cess
es a
nd to
ols,
and
refle
ct o
n an
dev
alua
te th
eir e
ffect
iven
ess.
(p. 1
16)
VE
LS a
dd
ress
ed b
y ac
tivi
ties
fo
r Le
vel 4
cont
inue
d
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S A F E T Y F I R S TS A F E T Y F I R S T