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S A F E T Y F I R S T

Reference Manual

Fire Safe Kids


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


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.

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

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

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

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.


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


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


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


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


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.


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.


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


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.


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.

Notes


Fire Safe Kids


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.


communication skills; F

thinking styles; F

learning styles; and F

considering adult learners. F

Figure 6 – Penny Platypus, Communications Offi cer


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.


Fire Safe Kids


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


Fire Safe Kids


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


Fire Safe Kids


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 =


Fire Safe Kids


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


Fire Safe Kids


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


Fire Safe Kids


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


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.

Notes


Fire Safe Kids


Fire Safe Kids


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?

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3 Explain why it is important that the FSK lesson content is adhered to.

..................................................................................................................................................

..................................................................................................................................................

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Notes


Fire Safe Kids


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.


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


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.


Fire Safe Kids


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

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What is the location for the lesson? F

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When would the teacher like the lesson? F

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Fire Safe Kids


How long do you have for the lesson? F

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Does the class have any special needs children?dren F

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If so, are there provisions for them e.g. wheelchair access or provisions for hearing/sightelch F

disabled children?

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What are the audience demographics – age, gender, race, religion?e, ge F

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What equipment is available in the classroom? F

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Will you need power and if so, number of powerpoints?ower F

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What equipment do you need to organise? F

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Will special arrangements have to be made re transport or storage (e.g. security orre tr F

safety issues)?

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Fire Safe Kids


Do any areas have restricted access? F

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Are preparations in line with OH&S procedures? F

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Are other activities being run or other speakers presenting, which may impact on F

your presentation?

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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


Fire Safe Kids


Planning a Lesson – Activity

What grade level is the lesson for? F

...........................................................................................................................................................

What is the objective of your lesson? F

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What’s in the box at the beginning of each lesson plan?ess F

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Outline the major points of the lesson. F

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Where will you obtain information from regarding the lesson (if needed)?rdin F

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What are some of the questions you anticipate may be asked?ate F

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What equipment, aids and extension worksheets are required for the lesson?hee F

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Fire Safe Kids


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.


Fire Safe Kids


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.


Fire Safe Kids


Planning a Presentation – Activity

Presentation topic: ...........................................................................................................................

Knowledge of audience requirements and venue:enu F

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

Defi ne the aim: F

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Collect the material: F

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Select the material: F

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Sequence and structure: F

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Notes


Fire Safe Kids


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. •

Notes


Fire Safe Kids


Fire Safe Kids


1 Give an example of a presentation you may be asked to give.

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2 What are some ways in which we can determine the needs of our audience?

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3 Why is it so important to have a well thought out plan for each lesson or presentation?

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Notes


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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.


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


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.


Fire Safe Kids


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


Fire Safe Kids


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).


Fire Safe Kids


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.


Fire Safe Kids


Managing Diffi cult Questions – Activity

You are asked a question and you do not know the answer. How do you manage this? F

Do:

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Don’t:

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One person continues to ask many questions, including some less relevant “What if...?” F

questions. How do you manage this?

Do:

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Don’t:

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The questioner wants to engage you in an argument. How do you manage this? F

Do:

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Don’t:

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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. •

Notes


Fire Safe Kids


Fire Safe Kids


1 Give an example of a way that you can involve members of your audience in your presentation.

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2 Why is it important to not rely too heavily on aids and equipment during the presentation?

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3 Give an example of a question you may be asked during a FSK presentation.

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4 How would you manage a diffi cult question you have been asked by an audience member?

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Notes


Fire Safe Kids


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.


gathering feedback; F

self assessment; F

responding to feedback; and F

storing resources and completing records. F

Figure 14 – Bianca Bilby, Junior Leader


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.


Fire Safe Kids


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


Fire Safe Kids


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.


Fire Safe Kids


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


Fire Safe Kids


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


Fire Safe Kids


Comment on your non-verbal communication (gestures, eye contact, posture/stance, use of presentation space)

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

Additional Comments:

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

Figure 16 – presentation self-assessment checklist

Notes


Fire Safe Kids


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.

Notes


Fire Safe Kids


Fire Safe Kids


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?

..................................................................................................................................................

..................................................................................................................................................

..................................................................................................................................................


Notes


Fire Safe Kids


Fire Safe Kids

Self Assessment Answers


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


Fire Safe Kids



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.


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.


Fire Safe Kids



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.


Fire Safe Kids



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.


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.


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.


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.

Notes


Fire Safe Kids

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

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)


Fire Safe Kids


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)


Fire Safe Kids


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


Fire Safe Kids


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


Fire Safe Kids


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)


Fire Safe Kids


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


Fire Safe Kids


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

S A F E T Y F I R S TS A F E T Y F I R S T

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