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CAP 699

Standards for the Competence of Rescue and

Firefighting Service (RFFS) Personnel

Employed at United Kingdom Licensed

Aerodromes

www.caa.co.uk

Safety Regulation Group

Important Note

The CAA has made many of the documents that it publishes available electronically (in addition totraditional printed format). Where practical, the opportunity has been taken to incorporate a clearerrevised appearance to the documents. Any significant changes to the content of this document will beshown in the Explanatory Note. If no such changes are indicated the material contained in thisdocument, although different in appearance to the previously printed version, is unchanged. Furtherinformation about these changes and the latest version of documents can be found at www.caa.co.uk.

CAP 699

Standards for the Competence of Rescue and

Firefighting Service (RFFS) Personnel

Employed at United Kingdom Licensed

Aerodromes

Safety Regulation Group

March 2000

© Civil Aviation Authority 2002

ISBN 0 86039 784 X

First Edition March 2000Amendment 1 1 August 2002

Enquiries regarding the content of this publication should be addressed to:Aerodrome Standards Department, Safety Regulation Group, Civil Aviation Authority, Aviation House,Gatwick Airport South, West Sussex, RH6 0YR.

The latest version of this document is available in electronic format at www.caa.co.uk, where you mayalso register for e-mail notification of amendments.

Printed copies and amendment services are available from: Documedia Solutions Ltd., 37 WindsorStreet, Cheltenham, Glos., GL52 2DG.

CAP 699 Standards for the Competence of Rescue and Firefighting Service (RFFS) Personnel


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Contents

List of Effective Pages iii

Explanatory Note ix

Introduction ix

Revisions in this Edition ix

Amendment Record x

Foreword xi

Origin xi

Purpose xi

Quality Assurance xivIdentified Training Needs xivFrequency Analysis xivRecording xiv

Compliance with Statutory Requirements xv

Amendments to CAP 699 xvi

Terminology xvi

Part 1 Introduction to the Standards for the Competence of

RFFS Personnel

Introduction to Part 1 – Competence Framework 1

The Role-map Format 1Using the Standards in the Workplace 3

The Station Based Roles 4

The Firefighter Role 4The Supervisory (Crew Commander and Watch Commander) Role 4The Managerial (Station Commander) Role 4Role Related Units and Underpinning Functions 5

Summary 6

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Part 2 Procedures for the Approval of Aerodromes and

Training Providers carrying out training for which

Certificates of Competence are required for personnel

engaged on Rescue and Firefighting duties at United

Kingdom Licensed Aerodromes

Introduction 1

Administration of the Approvals and Appeals Procedures 2

Appeals 2

Guidance 2

Management Structure 2

Staff Levels 3

Training Supervisor 3Instructors 3Support Staff 3

Administration 4

Equal Opportunities Policy 4Access to assessment 4Monitoring 5Medical Standards 5

Facilities 5

Health & Safety 5

Structured Learning Programmes 6

Programme Content 6

Policy on Prerequisites for Attendance on a Structured Learning Programme 6

Firefighter (Lower Category Aerodrome) – Initial 7

Supervisor (Lower Category Aerodromes) – Initial 7Firefighter – Initial 7Supervisor/Manager – Initial 7Supervisor/Manager – Revalidation 8Manager (Station Commander) – Initial 8

Bibliography 9

Normative References 9Informative References 9

Appendix A Example Training Scenario:

Aircraft Incident - Aircraft Engine Fire

Appendix B Audit Trail

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Part 3 Standards for the Competence of Rescue and

Firefighting Service Personnel Employed at UK

Licensed Aerodromes

Introduction 1

Background to the Development of these Standards 2

Unit and Element Structure 3

Units of Competence 5

Personal Skills ‘Bank’ 91

Personal Skills – Master Reference 91

Knowledge and Understanding ‘Bank’ 92

Knowledge and Understanding – Master Reference 92

Part 4 Guidance on the Process of Delivering Structured

Learning Programmes for Aerodrome RFFS Personnel

Introduction 1

CAA Mandatory RFFS Structured Learning Programmes 1

Firefighter (Initial) 1Firefighter (Revalidation) 1Supervisor SLPs – Initial – Crew Commander 2Supervisor SLP – Initial – Watch Commander 2Supervisor (Revalidation) – Crew Commander/Watch Commander 2Manager's SLPs – Initial – Station Commander 2Firefighter (Lower Category Aerodrome) 2Supervisor (Lower Category Aerodrome) – Initial and Revalidation 2Grades of SLPs 3Qualifications 3Validity of Certificates 3

Resources 3

Practical Training Facilities 3

Appendix A Reference and Guidance on CAA Assessments of In-house

Maintenance of Competence Schemes

Introduction 1

Scope 1

Objective 1

Internal Guidance 1

Procedures 2

Competent Person 2

Training Programme 2

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Training Policy 2

Role Maps 3

Key Performance Indicators (KPI) 3

Task Analysis/Risk Assessment 3

Training Analysis 4

Records 4

CAP 699 Part 3 - Standards of Competence. 4

Lower Category Aerodromes- RFF Categories Special, 1 and 2. 4

Procedures for the Approval of Aerodromes and Training Providers. 5

Conclusion 5

Appendix B Check List for the Initial and Ongoing Assessment of a

Maintenance of Competence Scheme in accordance with CAP

699 Part 4

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Page ix

Explanatory Note

1 Introduction

1.1 The CAA has made many of the documents that it publishes available electronically.Where practical, the opportunity has been taken to incorporate a clearer revisedappearance to the document.

1.2 This is a living document and will be revised at intervals to take account of changesin regulations, feedback from industry, and recognised best practice. Contactaddresses, should you have any comments concerning the content of this documentor wish to obtain subsequent amendments, are given on the inside cover of thispublication.

2 Revisions in this Edition

2.1 The opportunity has been taken as part of the remastering process to incorporate afew minor changes to the text, these are indicated by the use of side line revisionmarks as shown to the left of this paragraph.

1 August 2002


Page x

Amendment Record

Amendment

NumberAmendment Date Incorporated by Incorporated on

Number 1 1 August 2002

1 August 2002


Foreword

1 Origin

1.1 The UK Civil Aviation Authority (CAA), in co-operation with industry, regularly reviewsthe adequacy of the mandatory training and certification requirements for firefightingpersonnel contained in Civil Aviation Publication (CAP) 168 – Licensing ofAerodromes. The review stemmed from a recognition in the UK, and Internationally,through the International Civil Aviation Organization (ICAO) Rescue and FirefightingStudy Group, of the benefits of basing fire service training on competence. TheAerodrome Standards Department (ASD) has presented the issues to the Airport FireOfficers Association (AFOA) and the Airport Operators Association (AOA) Technical &General Aviation Committees. The vehicle for this work is a joint working group,which comprises representatives from the AOA, Serco International Fire TrainingCentre and The Fire Service College (as Aerodrome Fire Service training providers),the Ministry of Defence, BAA plc Fire Service, AFOA and the CAA.

1.2 The terms of reference of the group are defined as:

a) To review the adequacy of mandatory training and certification requirements.

b) To review regularly the adequacy of rescue and fire fighting training in the light ofnew developments and recent experience.

c) To make recommendations concerning rescue and firefighting training to SRG’sHead of Aerodrome Standards Department.

d) To disseminate information regarding rescue and firefighting training toAerodromes and Approved Training Providers as may be appropriate.

1.3 The group has determined that a system more appropriate to the needs of the task isnecessary, and has produced a set of standards for the competence of Rescue andFire Fighting Service (RFFS) personnel, including a structured, effective, yet moreflexible means of assessment.

2 Purpose

2.1 Aerodrome management should have a written corporate policy, whichacknowledges that training for competence is an integral part of its strategy. Thispolicy should be compliant with the regulator’s requirements. It should acknowledgethat the key objective of training for competence is the development and use oftraining and assessment systems that contribute to the efficient delivery of serviceswhile eliminating or reducing risk to the organization, its staff and equipment, thecommunity within the boundaries it serves and the environment.

2.2 Training for competence is not a replacement of current training practices. It is amethod by which training is defined in terms of outcomes that can be delivered withina flexible but rigidly controlled quality assured environment.

2.3 Methods of training have to be agreed by the CAA during the aerodrome licensingprocess. Aerodrome licensees have to meet nationally agreed standards for trainingand CAP 699 offers greater flexibility in where and how this may be achieved.

2.4 Training for competence is an essential part of the ‘safe person concept’ and whenoperated by licensees will enable all to demonstrate that they can consistently and

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competently perform their work. Training for competence provides a framework thatoffers:

a) A systematic method of managing and organising the development, delivery andevaluation of all the training provided by the licensee.

b) An objective assessment process that can be used to measure consistently theAcquisition of knowledge, skills, attitude and understanding achieved byindividuals and teams.

c) An objective assessment process that can be used to measure, consistently andcontinuously, the application of knowledge, skills, attitude and understanding byindividuals and teams in the workplace.

2.5 Firefighting personnel require training if they are to operate in an effective manner. Allpersonnel engaged in RFFS duties must receive initial and recurrent competence-based training in their role.

2.6 Supervisors employed on RFF duties at Lower Category Aerodromes (Special, 1 and2) shall commence the initial acquisition of competence through a StructuredLearning Programme (SLP) at an Approved Training Provider (ATP). A Certificate ofCompetence endorsed by the CAA will be issued by the ATP after satisfactorycompletion of the SLP. Certificates of Competence will be valid for four years afterwhich Certificates of Competence will require to be revalidated in a manneracceptable to the CAA.

2.7 At Aerodromes of RFF Categories Special, 1 and 2 the Firefighter SLP may bedelivered by either an officer employed at the Aerodrome who holds a current LowerCategory Aerodrome Supervisor’s Certificate, or by any person deemed competentby the licensee. Certificates of Competence issued to personnel employed at LowerCategory Aerodromes (Special, 1 and 2) following completion of CAA approved localtraining will be valid for a maximum duration of two years. These certificates are onlyvalid for use at the aerodromes for which they have been issued.

2.8 All personnel employed on RFF duties at aerodromes of RFF Categories 3-9 shallcommence the initial acquisition of competence through a Structured LearningProgramme (SLP) at an Approved Training Provider (ATP). Certificates of Competenceendorsed by the CAA will be issued by the ATP after satisfactory completion of anappropriate SLP. Certificates of Competence will be valid for four years after whichCertificates of Competence will require to be revalidated in a manner acceptable tothe CAA.

2.9 In addition to formal training delivered by an Approved Training Provider for thepurposes of acquiring a Certificate of Competence it is essential that firefightersreceive familiarisation training during interim periods and each licensee shouldappoint a competent person to establish and oversee the training programme. Theprogramme should continuously demonstrate that all personnel possess and practisethe necessary skills and knowledge to complete required tasks safely, expeditiouslyand effectively.

2.10 An aerodrome licensee may decide that an initial fire-fighting programme could bedelivered at an aerodrome. The licensee will have to demonstrate to the CAA thatsufficient management systems are in place to support such a programme and thatnecessary arrangements are in place to satisfy the training elements of theprogramme. All health and safety/hygiene arrangements should be similarly met.

A licensee’s training policy can appear in many formats but in every case it should:

a) Identify and define the licensee’s strategic training and development needs.

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b) Set the licensee’s strategic training aim, objectives and priorities.

c) Establish the structure, management, resources and facilities for the trainingfunction.

d) Identify assessment methodologies.

e) Establish the process for auditing, evaluation and reviewing the training function.

f) Detail the process for reviewing the training policy.

g) Should ensure that the unit and elements related to the core tasks are practised orsimulated as defined here in.

h) Be published in or cross-referenced to the licensee’s Aerodrome Manual.

2.11 For the achievement of competence the individual shall meet the job performancerequirements defined for the role as explained in the Aerodrome Manual approved bythe licensing authority.

2.12 The ongoing training and assessment process to provide continuous evidence ofcompetence in role, may be achieved in one of two ways or a combination of both. Itis essential that whichever process is employed, it is delivered in line with thelicensee’s original policy statement.

2.13 The licensee may wish to use the services of an approved training provider to assesscompetence in role and task of the RFFS personnel. This can be achieved byindividuals attending a formal revalidation SLP which includes a combination ofassessment(s). This programme will assess individuals against the corecompetencies required for his/her role and task. Following successful completion ofthe programme, a Certificate of Competence will be issued which is valid for fouryears.

2.14 If the training provider produces a modular training and assessment programmewhich assesses against the criteria in CAP 699 Part 3, the licensee may choose toadopt this method. If this method is adopted, it should be managed to ensure thatevery unit in CAP 699 relevant to role and task is assessed appropriately within thefour year period of the validity of a Certificate of Competence. This will then form partof a Certificate of Competence to be obtained.

2.15 The licensee may wish to design an ongoing training and assessment process thatcan be managed and delivered on aerodromes. This will be accepted as an alternativemethod of compliance. The process employed to deliver such a programme mustcomply fully with the appropriate methods of assessment and evidence requirementsas detailed in CAP 699.

2.16 In order to introduce this programme for a licensee’s own use, it is not required forthe aerodrome licensee to be an approved training provider. However, the criteriastated below will apply and will need to be formally agreed with CAA SRG, prior tothe programme being promulgated. Reference and guidance on how the CAA willassess an in-house maintenance of competence scheme is provided in Part 4 of CAP699.

2.17 If this method is adopted, it should be managed to ensure that every unit in CAP 699relevant to role and task is assessed appropriately within the four year period of thevalidity of a Certificate of Competence. This will form part of a Certificate ofCompetence to be obtained.

2.18 A task analysis enables the licensee to identify the tasks required to be carried out byeach member of the RFFS in relation to the role they are expected to perform duringresponse to an aircraft accident scenario.

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2.19 A training needs analysis will identify both the underpinning knowledge &understanding (K&U) and the practical skills required to carry out the tasks required ofRFFS personnel in relation to their role i.e. firefighter, supervisor, manager. Thisanalysis will also include an evaluation process which measures the outcomes of thetraining provided by the licensees against published aims and objectives to ensurethat these are being fulfilled.

2.20 The assessment process shall be operated in accordance with the acceptable meansof compliance outlined in CAP 699. It shall include the assessment of K&U in additionto skills be they practical, manual, social, interpersonal or intellectual.

2.21 Assessors shall be qualified to, or working towards a nationally recognised suitablestandard or equivalent.

2.22 The role of moderator (see ‘Terminology’) will be performed by the CAA, AerodromeStandards Department.

2.23 Quality Assurance

2.23.1 The assessment process shall have robust and auditable quality assuranceprocedures. These shall include suitably qualified internal verifiers and a qualifiedindependent person or organisation to externally verify the complete assessmentprocess.

2.24 Identified Training Needs

2.24.1 The licensee’s policy shall include a section to set out the process by which anindividual may submit additional or alternative evidence of competence if, during anassessment, a training need is identified. This will also include the process forindividuals to display competence if they are returning to duty following a prolongedperiod of absence. It will also be required to show how the training needs of anypersonnel transferring into the organisation will be assessed, to ensure competencyin role and task of that individual within the organisation.

2.24.2 The policy should set out the procedures to be followed in the event of a disputeregarding any individual’s competence and/or assessment.

2.25 Frequency Analysis

2.25.1 The licensee shall carry out a frequency analysis to determine the interval at whichcompetence in each unit (and element) will be assessed.

2.25.2 The minimum will be that, for all RFFS personnel employed at aerodromes where theRFFS category is 3 to 10, they must be assessed in skills and knowledge for everyunit and element to ensure competencies in role(s) and task(s) during a four yearlyperiod.

2.25.3 For all RFFS personnel employed at lower category aerodromes (where the RFFScategory is Special, 1 and 2), they must be assessed in skills and knowledge for everyunit and element to ensure competencies in role(s) and task(s) during a two yearlyperiod.

2.26 Recording

2.26.1 A robust and auditable recording system shall be established. It will validate for eachentry who assessed and confirmed the candidate’s competency and should includethe information set out in Appendix B of CAP 699 Part 2.

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3 Compliance with Statutory Requirements

To ensure the requirements of the Air Navigation Order are met, the CAA’s SafetyRegulation Group, specifically its Aerodrome Standards department, requires theadoption and application of the appropriate parts of this CAP by aerodrome licenseesand potential licensees.

3.1 All rescue and fire fighting personnel shall be properly trained to perform their dutiesin an efficient manner and shall participate in live fire drills commensurate with thetypes of aircraft and type of rescue and fire fighting equipment in use at theaerodrome, including pressure-fed fuel fires.

NOTE: 1 Guidance to assist the appropriate authority in providing proper training isgiven in Attachment A, Section 16 of Annex 14 and Airport ServicesManual, Part 1, Chapter 14.

NOTE: 2 Fires associated with fuel discharged under very high pressure from aruptured fuel tank are known as ‘pressure-fed fuel fires’.

3.2 The rescue and fire fighting personnel training programme shall include training inhuman performance, including team co-ordination.

NOTE: Guidance material to design training programmes on human performanceand team co-ordination can be found in Circular 216 (Human Factors DigestNo.1 – Fundamental Human Factors Concepts), reproduced as CAP 719; andCircular 227 (Human Factors Digest No.3 – Training of Operational Personnelin Human Factors).

3.3 The training curriculum should include initial and recurrent instruction in at least thefollowing areas:

a) airport familiarisation;

b) aircraft familiarisation;

c) rescue and fire fighting personnel safety;

d) emergency communication systems on the aerodrome, including aircraft firerelated alarms;

e) use of the firefighting and rescue equipment provided by the licensee inaccordance with Condition 2 of an aerodrome licence;

f) application of the types of extinguishing agents provided at a licensed aerodrome;

g) emergency aircraft evacuation assistance;

h) fire fighting operations;

i) adaptation and use of structural rescue and fire fighting equipment for aircraftrescue and fire fighting (as appropriate);

j) dangerous goods;

k) familiarisation with firefighters’ duties under the aerodrome emergency plan; and

l) protective clothing and respiratory protection.

The personnel designated to operate the equipment should be adequately trained anddrilled for rescue services in the appropriate environment.

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m)Operators of vehicles

The authorities responsible for the operation of vehicles on the movement areashould ensure that the operators are properly qualified. This may include, as appropriateto the driver’s function, knowledge of:

i) the topography of the aerodrome;

ii) aerodrome signs, markings and lights;

iii) radiotelephone operating procedures;

iv) terms and phrases used in aerodrome control including the ICAO spellingalphabet;

v) rules of air traffic services as they relate to ground operations;

vi) aerodrome rules and procedures; and

vii)specialist functions as required, for example, in rescue and fire fighting.

n) The operator should be able to demonstrate competency, as appropriate, in:

i) the operation or use of vehicle transmit/receive equipment;

ii) understanding and complying with air traffic control and local procedures;

iii) vehicle navigation on the aerodrome; and

iv) special skills required for the particular function.

o) In addition, as required for any specialist function, the operator should be theholder of a valid UK driver’s licence, a valid radio operator’s licence or otherlicences.

p) The above should be applied as is appropriate to the function to be performed bythe operator and it is not necessary that all operators be trained to the same level,for example, some operators’ functions may be restricted to the apron only.

q) If special procedures apply for operations in low visibility conditions, it is desirableto verify an operator's knowledge of the procedures through periodic checks.

4 Amendments to CAP 699

Suggestions for improvements to this document may be submitted in writing to:Head of Aerodrome Standards Department (HASD), Safety Regulation Group, CivilAviation Authority, Aviation House, Gatwick Airport South, West Sussex, RH6 0YR.

5 Terminology

For ease of interpretation several key terms are used throughout this document andare defined as follows:

5.1 Activity Title: Each Unit is made up of a number of recognizable activities.

5.2 Acquisition: The stage at which an individual is undertaking a structured learningprogramme which is designed to develop the knowledge, skills, attitude andunderstanding identified for a particular role. Once individuals have demonstrated thatthey have acquired the knowledge and skills identified for their role, they aredescribed as ‘competent in acquisition’.

5.3 Application: The stage at which individuals, having demonstrated that they arecompetent in acquisition, are now able consistently to apply their knowledge, skills

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and understanding in the workplace to the standard described in their role-map.Individuals who can consistently maintain this standard are described as havingdemonstrated ‘competence in application’.

5.4 Assessment(s): The process of making judgements about performance. The meansby which evidence of performance is collected and compared with the requisitestandard and a judgement about performance is made and recorded.

5.4.1 Assessor: A person acceptable to the CAA to make judgements about performanceagainst the requirements of the Standards published in CAP 699.

5.5 Attitude: A term that has a specific meaning, which may be defined as: A state ofmind which governs the manner of an individual’s thoughts and actions.

5.6 APL: The Accreditation of Prior Learning is one source of evidence of currentcompetence/achievement. (Institute of Personnel and Development AssessorAwards)

5.7 Continuous Assessment: Continuous assessment is defined as regularly engagingin processes that review the workplace performance of all aspects of a firefighter’swork, measured against the standards applicable to that role.

5.8 Competence: ‘The ability to apply knowledge, understanding and skills in performingto the standards required in employment. This includes problems and meetingchanging demands’. (QCA/SQA)

5.8.1 A Certificate of Competence is the evidence that an individual has satisfied therelevant occupational standards in acquisition and application.

5.8.2 Competent in acquisition: The ability of individuals to demonstrate that they canapply the learning acquired in the workplace to the standards defined in theperformance criteria for their role.

5.8.3 Competence in application: The ability of individuals to demonstrate consistentlythat the performance outcomes defined for their role can be achieved to the standardexpected in the workplace.

5.9 Continuous Development: The individual’s ability to work continuously in seeking toimprove performance.

5.10 Debrief: A means of analysing an outcome of workplace activity. It confirms thesuccess of the activity or identifies where modification of action or thought processneeds to take place. The debrief is applicable to most functions and roles and is keyto assessing competence in application of skills underpinned by knowledge andunderstanding.

5.11 Element: A description of the main activities necessary for the completion of thefunction described in a unit of competence. They are the subdivisions into which thefunction can be broken down.

5.12 Evidence: Anything that is presented as proof of competence. It includes:

a) Direct Evidence – produced as a result of direct observation by the Assessor,including Performance Evidence and Supplementary Evidence.

b) Performance Evidence – generated from observation of personal work includingsimulation.

c) Supplementary Evidence – the result of questioning to determine understandingand underpinning knowledge.

d) Diverse Evidence – the combination of Direct and Indirect Evidence.

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e) Indirect Evidence – produced by other Assessors or qualified instructors to supportDirect Evidence.

5.13 Function: A complete activity that may take into account a number of tasks.

5.13.1 Functional Title: The way that tasks are organized within a role, the context andcontingencies of how they are performed in the way that the function seeks toestablish.

5.13.2 Functional Performance Outcomes: This reflects a broader concept of competencethan outcomes of task or process. For these reasons functional outcomes havegreater relevance to the roles of individuals and the work that they do, providing abetter guide to their training and development needs. The role-maps, contained in thecompetence framework, identify all the functions for a particular role and clearly showthe relationship with workplace performance and training and development needs.

5.14 Formative Exercise: A teaching exercise resulting in a formative report, which willdescribe a trainee’s progress mainly for the benefit of the trainee.

5.15 Formative Assessment: An informal assessment, which provides feedback tocandidates, tutors and trainers and is not usually recorded for external purposes.

5.16 Hazard: Something with the potential to cause harm. For example, a physicalsituation, often following some initiating event, that can lead to an accident.

5.17 Knowledge: What the individual must know or understand in order to carry out a roleto the standard required.

5.18 Instructor/Approved Training Provider: A person/Aerodrome licensee or TrainingEstablishment approved by the Civil Aviation Authority to provide instruction leadingto the grant of a CAA Certificate of Competence.

5.19 Learning: Structured training programmes, made up of training modules, which havebeen designed to support the learning and development of individuals to enable themto achieve and maintain the performance standards identified for their role.

5.19.1 Learning Outcomes: Learning outcomes serve the same purpose as learningobjectives. Learning outcomes are always derived from the performance standards.They underpin the performance criteria to be demonstrated in the acquisition stage.The training that would provide the underpinning knowledge and skills needed toperform these activities will first of all have to address more fundamental issues. Thetrainer will have to develop outcomes that identify and describe the outcomes of taskand process.

5.20 Moderator: The representative of the Civil Aviation Authority qualified to make andverify assessments. This person is responsible for ensuring the uniformity ofassessments and that courses/programmes are run in conformity with the approval.

5.21 Operational Experience: Experience gained whilst employed as part of theminimum number of RFFS personnel designated to make an immediate response toan aircraft accident (“on-the-run”).

5.22 Risk Assessment: Risk assessment is a very important element in the planning andimplementation process. There are three inter-related component parts:

5.22.1 Strategic Management: This demonstrates management’s commitment to safetyby setting the organization’s health and safety policy, deciding priorities, providingresources, and promoting a positive health and safety culture.

5.22.2 Systematic processes for analysing and assessing the risks and providinginformation to enable the strategic decisions to be made. Risk assessors identify the‘hazards’ likely to be encountered at the various types of operational incident and

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access the level of risk presented by these hazards. Management acts upon theresults of the risk assessment and commissions departments to develop andimplement additional control measures. This could include, for example, information,personal protective equipment, equipment, systems of work, instruction, training andsafety supervision.

5.22.3 Dynamic assessment at the ‘sharp end’ which recognises the practical nature of thework of the Aerodrome RFFS. All personnel at an operational incident carry outdynamic risk management. The main responsibility lies with the Incident Commanderwho must identify the hazards, assess the risks, then make professional judgementsin order to use the available resources in such a way to achieve an acceptable level ofsafety during work activities. An important part of risk management at this level is thepost-incident review. This allows relevant information to be recorded and fed backinto the Strategic decision making process via the Systematic level in order that safetystandards can be constantly improved.

Further guidance is published in: ‘Dynamic Management of Risk At OperationalIncidents’ (Home Office Fire Service Guide) and the ‘A Competence Framework forthe United Kingdom Fire Service’, Fire Service Circular 15/1997, Part Two - A Guideto the Management of Training for Competence. Guidance relating to thedevelopment of Safety Management Systems at aerodromes is provided by SRG in‘The Management of Safety’, available from Aerodrome Standards Department.

5.23 Performance Standards: Benchmarks or specifications of expected workperformance.

5.23.1 Performance Management: A system that translates the goals of strategicmanagement into individual performance. This enables the achievement of optimumresults through effective organization of work by establishing a competenceframework in which an individual’s performance can be directed, monitored,motivated and improved.

5.23.2 Performance Criteria: A description of the performance standards necessary todemonstrate that individuals have acquired the knowledge, skills, attitude andunderstanding identified for their role. Performance criteria define the key outcomesunderpinning the functional activities in acquisition.

5.23.3 Performance Outcomes: A definition of the key outcomes underpinning thestandards in applications. They are used to confirm that the individual can consistentlyapply the knowledge, skills, attitude and understanding identified in their role-map.

5.24 Role: A group of functional activities.

5.24.1 Role-Mapping: The collection of performance outcomes grouped together intofunctions that define the activities relevant to a particular role.

5.25 Risk: A measure of the likelihood that the harm from a particular hazard will occur,taking into account the possible severity of the harm.

5.26 Safe Person Concept: In normal safety management, the intent is to make the workplace safe, because this safeguards everyone. However, an operational incident canbe an inherently dangerous workplace and may be impossible to make safe.Aerodrome Rescue and Firefighting Services must, therefore, direct their efforts tomaking the firefighter safe. This approach is known as the Safe Person Concept.

5.27 Skills: Behaviours or actions, which require practice in order to be performedsatisfactorily. The skills or abilities may be manual, social, interpersonal or intellectual.

5.28 Simulation: Any structured assessment exercise involving the organization andachievement of a specific task, which seeks to reproduce a real life situation.

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Simulations are used where assessment is difficult to carry out (e.g. for safetyreasons).

5.29 Structured Learning Programme (SLP): A Structured Learning Programme (SLP)comprises training and assessment organized in a manner that enables individuals toachieve competency in a particular set of roles and/or tasks according to their grade(Firefighter, Supervisor and Manager).

5.30 Summative Exercise: An exercise designed to test achievement resulting in asummative report, which will describe the trainee’s achievement during a summativephase of training. This report is used to assess the standard of practical performance.

5.31 Summative Assessment: Assessment, which measures the candidate’sachievement for a particular outcome or unit.

5.32 Training and Learning: The ability of individuals to acquire the knowledge, skills,attitude and understanding required in performing the functions defined for their role.

5.33 Task Analysis: A task analysis enables the licensee to identify the tasks required tobe carried out by each member of the RFFS in relation to the role they are expectedto perform.

5.34 Task Skills: The routine and largely technical components of a function.

5.35 Task Management: The skills to manage a group of tasks and prioritise them.

5.36 Training Needs Analysis: A training needs analysis will identify both theunderpinning knowledge & understanding (K&U) and the practical skills required tocarry out the tasks required of RFFS personnel in relation to their role i.e. firefighter,supervisor, manager. This analysis will also include an evaluation process whichmeasures the outcomes of the training provided by the licensees against publishedaims and objectives to ensure that these are being fulfilled.

5.37 Transferability of Knowledge and Skills: The ability to transfer successfullylearning from one situation to another is of key importance for individual developmentand organizational flexibility. Identifying the opportunities that allow the transfer oflearning gained from one particular activity to be applied in another is an essentialconsideration in the design of training. In some cases the transfer and ‘application’ ofknowledge and skills to non-learned activities are relatively straightforward, in othersit may be necessary for some additional supportive learning.

5.38 Unit of Competence: A descriptor of a discrete function carried out by an individualwithin an occupational area.

5.38.1 Unit: The grouping of elements of competence within a standard. A unit is capable ofbeing certified independently.

5.39 Understanding: The context and expression of knowledge, skills and attitude andhow they are applied in the job environment.

5.40 Underpinning Knowledge and Understanding: The fundamental knowledge andunderstanding necessary to perform to the Standard and to transfer the skills fromone situation to another.

5.41 Verifier: An assessor acceptable to the CAA. A verifier ensures that the assessmentprocess is carried out according to the set procedures and to the specifiedrequirements of the Standard.

5.42 Verification: The process of monitoring and quality assuring assessment, itssystems and processes. Verification should provide quality assurance of both thetraining and the assessment system.

Foreword Page xx1 August 2002


5.43 Vocational Qualifications: Certificates awarded to individuals whose performancehas satisfied an assessment process that is recognized by the Emergency Fire

Services Standard Setting Body (EFSSSB) and accredited by an awarding bodyacceptable to the CAA.

NOTE: The CAA is a founder member of the Emergency Fire Services StandardSetting Body (EFSSSB) and continues to represent the industry in its futuredevelopment.

5.43.1 QCA: Qualifications Curriculum Authority.

5.43.2 SQA: Scottish Qualifications Authority.

Foreword Page xxi1 August 2002


Part 1 Page i

Part 1 Introduction to the Standards for the Competence of RFFS

Personnel

Introduction to Part 1 – Competence Framework 1

The Role-map Format 1Using the Standards in the Workplace 3

The Station Based Roles 4

The Firefighter Role 4The Supervisory (Crew Commander and Watch Commander) Role 4The Managerial (Station Commander) Role 4Role Related Units and Underpinning Functions 5

Summary 6

1 August 2002

Contents to Part 1


Part 1 Introduction to the Standards for the

Competence of RFFS Personnel

1 Introduction to Part 1 – Competence Framework

1.1 Role-maps have been produced for the generic roles of Aerodrome Firefighter,Supervisor and Manager. Each role-map is a collection of the functions that have beenidentified as being common to that particular role. These functions have been titledas Units. The Units that make up the role maps are referred to collectively as the ‘TheStandards for the Competence of aerodrome RFFS Personnel’.

Role maps enable a clear understanding of the generic roles within the aerodromeRFFS operations. They provide a tool against which performance can be assessed andmeasured, in order to plan for the four stages of development namely:

a) Training and learning;

b) Achievement of competence;

c) Maintenance of competence;

d) Continuous Professional Development (CPD).

1.2 The Role-map Format

Below is a breakdown showing how the rolemaps are structured (Figure 1), togetherwith an explanation of their component parts. Each rolemap contains a number ofunits (Part 3), presented as follows:

1.2.1 A cover page shows the number and title of each unit. Each unit has a discretenumber. The title page also gives a Unit Overview that explains the content andpurpose of the unit. It also includes key aspects of the function performed and relatedperformance criteria.

1.2.2 Areas of work and working environments are identified to show where the mainsources of evidence are likely to be produced. Examples of the types of evidence thatshould be used when assessing performance are also included.

1.2.3 The next pages contain the Elements (standards in acquisition) that make up the unit.Elements are used to measure the achievement of competence in the role and theydescribe the activities necessary for the completion of that unit. For ease ofreference, elements have been numbered consecutively e.g. 1.1, 1.2., etc.

Each element contains the Knowledge and Understanding (K&U) and thePerformance Criteria (PC) required for the successful performance of the Element.PCs are detailed outcomes that provide the criteria to assess and measure whetheran individual has met the required standard of performance, or in other words is‘competent’. To be described as competent requires more than just the evidence ofperformance. The knowledge and understanding that underpin and supportperformance also requires confirmation, particularly when assessing complex orunusual situations. (Generic lists incorporating knowledge and understanding arelocated in Part 3 of this document).

Part 1 Page 11 August 2002


Figure 1 Unit and Role Map StructureFirefighter, Supervisor, Manager

Unit

NumberUnit Title Firefighter Supervisor Manager

1Save life at aircraft accidents and incidents • RR RR

2 Extinguish Fire • RR RR

3Maintain operational readiness of resources

• RR RR

4

Prevent occurrence of emergencies through management of Aerodrome hazards and risks

• RR RR

5Mobilise resources to respond to emergency • RR RR

6Site and position firefighting vehicles at accident/incident site • RR RR

7Command and control resolution of incident Dev • •

8Contain and control spillage or leak of hazardous substances • RR RR

9Develop self and others to improve performance • RR RR

10

Plan and allocate resources to anticipate and respond to operational needs

Dev • •

11Take responsibility for effective personal performance • RR RR

12Inform and educate the community to improve awareness of safety matters O O O

Key

•

A unit mapped to this generic role. When this unit appears in a role map, competence in this function must be acquired and maintained thereafter. This is considered a core activity.

RR

Role Related A unit that has already been mapped to a subordinate role and in which competence should have been achieved. Competence in the unit is now mapped and should be maintained in relation to the role.

Dev Developmental A unit with a value as a developmental activity in this role.

O Option This is an optional unit that can apply to any role.



1.3 Using the Standards in the Workplace

It is important to understand that completion of a training module does not in isolationdetermine that someone is competent. Competence can only be achieved andconfirmed when there is sufficient and satisfactory evidence of consistent workplaceperformance.

The following examples explain the use of these standards and how the componentsof a unit are related:

One of the functions of a Supervisor’s role is Command & Control Resolution ofIncident (Unit 7). This unit contains two elements, one of which is Monitor progressof achievement of objectives (Element 7.2).

In order to perform this competently, one of the criteria to be met is that:

The accident/incident is resolved with minimum risk or injury. Performance Criterion(PC) 7.2.6.

In meeting this criterion a person must satisfy the knowledge and understandingspecifications relevant to each of the PCs within the element. Using the performancecriteria referred to above it is necessary to know and understand: How to make andapply decisions based on dynamic risk assessment Unit 3, Knowledge &Understanding – Health and Safety.

To meet the performance criteria it is necessary first to complete a training anddevelopment programme and under close supervision, work towards competence, asmeasured by the Standards in Acquisition. Once competence in acquisition has beenachieved, performance will be continuously and pro-actively measured and assessedagainst the Standards in Application.

The importance of having evidence gained from workplace experience is critical.Irrespective of the degree of realism that the training environment or a simulatedscenario may offer there will always be certain aspects of performance that cannotbe evidenced. Simulation cannot fully replicate a sufficiently dynamic environmentthat will enable the person to respond to high stress and risk situations that includetime pressures and the tensions of communicating and working with people.

Wherever possible, performance evidence should be collected from real workplaceactivities supported by other relevant forms of evidence. However, given the natureof the Aerodrome RFFS activities, realistic simulation is acceptable to permit theperformance evidence to be demonstrated.

Consistent performance evidence obtained from workplace experiences is essentialin confirming competence in every function of an individual role.

The licensee’s policy shall make reference to a process by which any individual maysubmit alternative or diverse evidence of competence if, during an assessment, atraining need is identified. This policy shall include the process for individuals todisplay competence if they are returning to duty following a prolonged period ofabsence.

It will also be required to show how the training needs of any personnel transferringinto the organisation will be assessed, to ensure competence in the role and task(s)intended for that individual.

The policy shall set out the procedures to be followed in the event of a disputeregarding any individual’s competence and/or assessment.



2 The Station Based Roles

2.1 The primary generic roles attributable to personnel engaged in the aerodrome RFFSmay be grouped under the headings of Firefighter, Supervisor and Manager. Theadditional terms Crew Commander, Watch Commander and Station Commanderhave been used to assist licensees in understanding nationally agreed definitions; thisterminology is a guide and licensees should determine sufficient levels of supervisionin accordance with the requirements published in CAP 168, Chapter 8. The licenseemay choose to adopt their own specific terms within the generic terminology ofSupervisor and Manager.

2.2 The Firefighter Role

The Firefighter role map contains 9 functions that are common to the generic role of‘Airport Firefighter’. There are common features in all the main roles and in the fireservice there is a general acceptance and understanding of what station-based rolesinvolve. However, there is no such thing as a ‘typical’ Firefighter as all roles atAerodromes can vary due to a number of factors such as risk, resource availability,organizational structure, etc. For this reason, the role of a Firefighter may be differentfrom one Aerodrome to another. Even within Aerodromes, Firefighters on the samewatch may have different role maps. For example, ‘driving and siting emergencyvehicles at operational incidents (Unit 6)’ falls within the role of Firefighter, but not allFirefighters perform this function. It follows, that only those Firefighters who drive toincidents would have this function mapped to their roles and be expected to achieveand maintain competence in it.

2.3 The Supervisory (Crew Commander and Watch Commander) Role

NOTE: The role of supervisor differs considerably from Aerodrome to Aerodrometherefore for the purposes of this document it is intended to sub divide thisfunction into two levels, Crew Commander and Watch Commander.

Investigation into the critical differences between the supervisory roles hasconfirmed that the major developmental aspects occur at Crew Commander level.The main distinction in the progression of competence therefore occurs betweenFirefighter and Crew Commander. The distinction between Crew Commander andWatch Commander relates to the differences in responsibility and accountability.

2.4 The Managerial (Station Commander) Role

Progression will involve making the transition from Watch Commander to StationCommander introducing a higher management role. This significant changeemphasises the difference between a role involving direct supervision of the watch,to one of co-ordinating and managing the overall activities and performance of theRFFS. However, many of the core skills which have been developed in previous rolesare still appropriate. It is the range and context of a role within these functions thatwill change. For example, a Supervisor has responsibility for assessing all of thepeople on a watch as individuals and as a team. The manager will assess the overallperformance of watch officers in achieving objectives.



2.5 Role Related Units and Underpinning Functions

Figure 1 (page 2) illustrates how the units are used to support development andprogression through the three roles of Firefighter, Supervisor and Manager.

A total of 12 units have been developed for the Firefighter, Supervisor (CrewCommander, Watch Commander) and Manager (Station Commander) roles and theyhave been mapped to provide the core functions for each (Part 1, Figure 1).

Competence in the core units of any role must be achieved before progression to thenext role. Where a unit is relevant to a subsequent role, but not core, the individualwill have to maintain competence in a context that specifically relates to that role.

For example, the role of Firefighter and the competence required in many of the corefirefighting functions underpins competence in all operational roles. The four units, 1,2, 3 & 8, are firefighting functions that take place at operational incidents:

a) 1. Save Life at Aircraft Accidents and Incidents

b) 2. Extinguish Fire

c) 3. Maintain Operational readiness of Resources

d) 8. Contain and control spillage or leak of hazardous substance

These units also support the role of the Supervisor in two ways:

The Supervisor will, as a Firefighter, have achieved competence in these four units.However, there may be occasions when the Supervisor will perform the Firefighterrole as a team member. When working in this way, the functions are described as‘role related’. It will therefore be necessary for the Supervisor to maintaincompetence in these four units, as they clearly relate to this role. This role mayinvolve local arrangements for supervision and could be deemed as an individualsupervising a crew.

When acting as a team leader the Supervisor will no longer perform the function of aFirefighter, but will instead: ‘Command and Control Resolution of Incident’ (Unit 7).However, these same units, 1, 2, 3 & 8, will now support or underpin the performanceof the Supervisor in the leadership role (Unit 7). Consequently, it is the knowledgespecification of these four units that must be maintained to support the competenceof the Supervisor when performing this function.

Using the diagram in Appendix A (Part 2, page 11), it can be seen that a number ofunits are used to underpin performance in other roles. Progression through each roledepends on maintaining competence in the role-related functions. It therefore followsthat a Supervisor who has maintained the knowledge and understanding of theunderpinning functions (Units 1 2 3 & 8, can only meet the function ‘Command and

Control Resolution of Incident’ (Unit 7).

Part 1 Page 5March 2000


From this example, it is clear that competence in the role related units of a previousrole must still be maintained. It is also important to appreciate that units remainexactly the same in content and structure across all related roles. The commandfunctions in both the Crew Commander and Watch Commander roles contain thesame performance standards and there is no difference in the standard of outcomethat must be achieved. What is different is the range. The range is used to describesuch things as:

a) Greater diversity of risk

b) Additional human and physical resources

c) Involvement with other agencies

d) Increased responsibility and accountability

e) Greater delegation of leadership

This enables the same unit to be used in the assessment of Supervisors (CrewCommander and Watch Commander), while providing a measure that can be used toassess performance as it relates to each distinct role. The range will also provide anindication of the training need an individual may have when progressing from theCrew Commander to Watch Commander role (Supervisor).

The standards of competence have been written to accommodate developments andchanges in systems of work, procedures or equipment, etc. Using outcomes tospecify the performance standard allows for such changes without affecting thequality of evidence gained from the assessment process.

3 Summary

3.1 In summary, it is now obvious that the outcome of what is to be achieved for thepurpose of ‘Command and Control Resolution of Incident’ (Unit 7) is the same eventhough:

a) The means of achievement differs (the system of work);

b) The methods of use of equipment and technology differs (workplace practices);

c) The context of work differs (at the station, during an incident, after an incident, indaylight and in darkness);

d) The level of role is different (Crew Commander or Watch Commander).

With the aid of the structure shown in Part 1, Figure 1, it is now possible to use theunits from these generic role maps to meet the specific needs of the Aerodrome, itsteams and individuals.



Part 2 Page i

Part 2 Procedures for the Approval of Aerodromes and Training

Providers carrying out training for which Certificates of

Competence are required for personnel engaged on Rescue

and Firefighting duties at United Kingdom Licensed

Aerodromes

Introduction 1

Administration of the Approvals and Appeals Procedures 2

Appeals 2

Guidance 2

Management Structure 2

Staff Levels 3

Training Supervisor 3Instructors 3Support Staff 3

Administration 4

Equal Opportunities Policy 4Access to assessment 4Monitoring 5Medical Standards 5

Facilities 5

Health & Safety 5

Structured Learning Programmes 6

Programme Content 6

Policy on Prerequisites for Attendance on a Structured Learning Programme 6

Firefighter (Lower Category Aerodrome) – Initial 7

Supervisor (Lower Category Aerodromes) – Initial 7Firefighter – Initial 7Supervisor/Manager – Initial 7Supervisor/Manager – Revalidation 8Manager (Station Commander) – Initial 8

Bibliography 9

Normative References 9Informative References 9




1 August 2002

Contents to Part 2


Part 2 Procedures for the Approval of

Aerodromes and Training Providers

carrying out training for which

Certificates of Competence are required

for personnel engaged on Rescue and

Firefighting duties at United Kingdom

Licensed Aerodromes

1 Introduction

1.1 The purpose of this section is to provide advice and guidance that will enableAerodrome Licensees to meet the standards set by the Civil Aviation Authority, (theCAA), in accordance with its aerodrome licensing requirements, for the competenceof Rescue and Firefighting personnel forming part of the agreed minimum staffinglevel at United Kingdom licensed aerodromes.

1.2 These standards accord with those set out by the International Civil AviationOrganization (ICAO) in its Standards and Recommended Practices, which have beenadopted by the United Kingdom. This document has been developed in conjunctionwith the Training Standards Consultative Group taking note of the United KingdomHome Office Fire Service role maps.

1.3 The Aerodrome Standards Department (ASD) of the Authority’s Safety RegulationGroup (SRG) is the department responsible for the initial setting and on-goingmonitoring of these standards.

1.4 The following paragraphs set out the procedures and requirements for the approvalof Aerodromes and Training Providers wishing to undertake the training of personnelengaged in Rescue and Firefighting duties at United Kingdom licensed Aerodromes.This training will lead to the award of a Certificate of Competence followingsuccessful completion of courses/programmes specified in paragraph 9 of Part 2 ofthis document.

1.5 Within the context of this document a Training Provider is considered to be anyestablishment staffed and equipped to carry out any form of mandatory trainingrequired by the Authority for Aerodrome Rescue and Firefighting Service personnel.

NOTE: It is felt that having made this definition clear the term’ Training Provider’may be used from here on to describe an Aerodrome’s own facilities fordelivering training and/or facilities provided elsewhere.



2 Administration of the Approvals and Appeals Procedures

2.1 A Training Provider seeking the Authority’s approval should apply in the first instance(in writing) to the Aerodrome Standards Department (ASD) of the Authority’s SafetyRegulation Group. The application should be accompanied by a full description offacilities provided for the theoretical and practical conduct of the training proposed,together with copies of the programmes syllabi, testing, examination andassessment arrangements etc.

The Authority’s approval process will normally consist of three distinct phases:

a) An informal discussion stage at which the Authority’s overall requirements will beexplained and questions answered.

b) A paper assessment stage in which programme content, details of personnel,course structure etc, will be reviewed.

c) A practical assessment stage in which the physical and practical facilities will beformally inspected and lectures sampled.

2.2 On completion of the three phases, the Training Provider will be considered forrecognition and approval on the basis of the information provided and obtained. ASDwill formally confirm (in writing) acceptance of a Training Provider to conductmandatory training. On-going approval will be subject to regular inspections underarrangements administered by ASD. If the Authority becomes aware that the requiredstandards are no longer being met, it will give formal written notice to that effect. If,in the opinion of the Authority and after due written notice, the standards continue tobe below those required, the recognition and approval may be revoked, suspended orvaried.

2.3 The programme’s content must meet the Authority’s requirements and shall not bealtered or amended without the prior written agreement of ASD. The Authorityreserves the right to review the syllabus content and practical training requirementsfrom time to time; adequate notice of required changes will be given in writing.

3 Appeals

3.1 Any person who believes a Training Provider, during or at the end of a course orprogramme, has disadvantaged him or her by the conduct of an assessment shallhave a right of appeal.

3.2 Every Training Provider shall therefore establish and publish an internal appealprocedure.

3.3 Guidance

Every person should be informed of the appeal procedure and of his or her right toappeal against the conduct of an assessment.

4 Management Structure

4.1 The management structure should ensure adequate supervision of all grades of staffinvolved in programme delivery by persons having appropriate experience and thenecessary competence to maintain high, professional standards.

4.2 Full details of the management structure, indicating individual responsibilities, detailsof qualification, experience etc, are required with the initial application.



5 Staff Levels

5.1 Sufficient and adequate numbers of suitably qualified teaching and technical supportstaff must be available to carry out the approved training. Particular emphasis will beplaced on staff/student ratios, the previous aviation-related firefighting experience ofthe teaching staff and the level of teaching experience of those persons carrying outthe training.

The guidance listed below will be of assistance to those seeking approved status.

5.2 Training Supervisor

A Training Supervisor shall be nominated to ensure that the overall standards of thetraining provider and its training meet the criteria laid down in this document and otherassociated documents.

Training programmes subject to this document are those designed to meet therequirements of the CAA’s Aerodrome licensing requirements as set out in itsdocument CAP 168, Chapter 8. These, in turn, are designed to comply with thecontents of the International Civil Aviation Organization’s (ICAO) Document Annex 14to the Convention on International Civil Aviation, Volume One, Aerodrome Design andOperations, Third Edition (July 1999) and Document 9137–AN/898 Airport ServicesManual Part 1, Rescue and Fire Fighting.

The training supervisor will be accountable for the technical content of all trainingprogrammes, lesson packages, student notes and other relevant material. TheTraining Provider will need to show how the programme content and material is to bekept current and up-to-date.

Training Providers should maintain an awareness of relevant present and proposedfuture legal and statutory requirements within the Aviation industry, which arerelevant to the training.

5.3 Instructors

All instructors engaged in training must be competent and suitability qualified for thework that they undertake. Agreement of the nominated instructional staff will formpart of the approval process. The Authority must agree any proposed changes in staffcomplement. Instructors will need to hold an appropriate training qualification and bein possession of a Certificate of Competence equal to or greater than the level ofstudents under instruction.

5.4 Support Staff

Sufficient numbers of support staff will be required in order that both practical andtheoretical training can be carried out at a suitable pace, the aim being to ensure thatstudents receive continuous instruction without the need for protracted breakscaused by exercises being set up, equipment serviced, etc.



6 Administration

6.1 A suitable means shall be provided in order to maintain:

a) A personal record containing information relating to each student, including detailsof medical fitness and previous qualifications/competency.

b) A record of assessments, both practical and theoretical, carried out on all training.

NOTE: Documents and records required by the Air Navigation Order may be kept inany suitable format. The Authority’s Inspectors are authorised to inspect andcopy this information on request. Student records should be retained for aminimum period of five years after the expiry of the previous certificate.Employees’ records must be retained for the whole period of employment.In the event of an employee leaving the RFFS his or her records should beretained for a minimum period of 5 years. An example of information thatshould be included is contained in Appendix B.

6.2 A Certificate of Competence, dated and validated for the periods specified in CAP168, Chapter 8 should be issued and a copy retained by the recognised TrainingProvider following satisfactory completion of written, oral and continuousassessment, appropriate to the relevant programme. The Certificate of Competenceshould clearly indicate the differences between competencies in acquisition andapplication.

Samples of the proposed procedures for the conduct of written, oral and continuousassessment practices, together with the arrangements for marking, will need toaccompany the application for approved status.

A summary of any test results for each candidate having attended the TrainingProviders course/programme should be retained for a minimum period of 5 years.

6.3 Certificates of Competence are considered as acceptable evidence of thecompetence of RFFS personnel employed on licensed Aerodromes within the UnitedKingdom.

6.4 Equal Opportunities Policy

All Training Providers should ensure that they have a policy that allows candidates toreceive equal consideration, opportunity and access to training, development andassessment.

6.5 In the application of the policy, it is essential that training staff guard againstdiscrimination on the basis of possible pre-assumptions that individuals because oftheir sex, race, characteristics or the subject of their circumstances make them lesssuitable a student for the training which they are undertaking.

6.6 All training staff must be made aware of this policy and its requirements. Guidanceand instruction must be given to ensure that discriminatory attitude or practices areavoided in dealing with students.

6.7 Access to assessment

The Training Provider’s access and fair assessment policy must be understood andcomplied with by all candidates and the Training Provider’s staff. No candidate shallreceive unfair treatment on the grounds of sex, race, colour, nationality, ethnic origin,age, disability or special assessment requirements.

NOTE: In developing a policy, Training Providers should take note of the DisabilityDiscrimination Act (1995).



6.8 Monitoring

Training Providers should monitor:

a) Their own Equal Opportunities (EO) policy and procedures.

b) Their own policy and procedures with regard to access and to fair assessment.

c) The achievement of candidates in relation to Equal Opportunities considerations.

d) The implementation plans for EO and fair assessment.

e) The monitoring and review of EO and access to fair assessment.

6.9 Medical Standards

Students attending approved courses/programmes must have achieved the minimummedical standards described in CAP 168, Chapter 8.

7 Facilities

7.1 Training Providers must demonstrate that they are capable of carrying out therequisite level of both theoretical and practical training as well as satisfying theAuthority that they have sufficient resources to enable them to fulfil these criteria.

Details of facilities to be used for both theoretical and practical training must besubmitted in support of the initial application.

NOTE: Training Providers proposing to offer aviation RFFS training need to beconscious of the potentially negative environmental impact of such activities.They will need to provide evidence that their proposals are acceptable andcompatible with local environmental requirements. (e.g. EnvironmentAgency).

7.2 Whilst not a pre-requisite for approval, it is likely that in some cases residentialfacilities may be desirable. Where such facilities are provided, details of the level ofservice to be provided should accompany the initial application. Where residentialfacilities are not provided, the Authority must be assured that whatever arrangementsare in place are adequate to ensure that training is conducted to an adequatepreplanned programme without excessive interruption.

8 Health & Safety

A risk assessment should be conducted for any firefighting and/or rescue operationand any associated training. A competent person must conduct the risk assessment.Health and safety risks arising from training and operations shall be assessed andaddressed by the employer, in accordance with local, national and statutoryregulations. Risk assessment will enable the RFFS provider to judge whether thetraining contemplated reflects the operational need and is the safest way to deliverthe identified training objectives, or whether other, equally effective alternativetraining methods can be used or devised.



9 Structured Learning Programmes

9.1 The purpose of approved Structured Learning Programmes (SLPs) is to enableAerodrome Licensees to meet the Authority’s requirements for the acquisition anddemonstration of the levels of competence defined by the role maps.

9.2 The SLPs referred to in this publication are intended to ensure an overall level ofcompetency in role and task and are intended to be delivered in a comprehensivefashion.

9.3 Certificates of Competence may only be issued after competence has beendemonstrated in acquisition and in application relevant to the roles of:

a) Firefighter (Lower Category Aerodrome)

b) Supervisor (Lower Category Aerodrome)

c) Firefighter

d) Supervisor (Crew Commander, Watch Commander)

e) Manager (Operational/Non-operational Station Commander)

The CAA would normally expect all recognised Training Providers to have thecapability and capacity to provide an agreed range of Structured LearningProgrammes. A schedule of SLPs shall be included with the initial application.However, individual programmes meeting the requirements of the CAA may also beconsidered.

NOTE: No SLPs promulgated by the Training Provider will qualify for endorsementwith the CAA’s logo unless authorised by ASD in writing.

9.4 Programme Content

Training Providers will need to present, for the CAA’s approval, a syllabus for eachSLP. Any material or significant changes to the approved syllabi shall be subject toprior written approval by the CAA.

10 Policy on Prerequisites for Attendance on a Structured Learning

Programme

The Training Provider shall ensure that they have a robust policy on entry criteria forensuring that applicants are considered and offered the most appropriate SLPcommensurate with their skills, experience and prior learning (Accreditation of PriorLearning).

10.1 From time to time personnel may wish to undertake SLPs according to the needs ofContinuing Professional Development. Unless the requisite entry standards are met,Certificates of Competence issued after assessment following attendance on thetraining programme(s), shall only be endorsed ‘Competent in Acquisition’.

All students on SLPs must meet the minimum entry standards, described below.

10.2 Personnel nominated for any programme shall meet the medical criteria (6.9) andshould have satisfied their employer that they are capable of absorbing the technicaland practical aspects of the programme.



11 Firefighter (Lower Category Aerodrome) – Initial

11.1 The programme may be offered to any persons meeting the requirements ofparagraph 10.2.

11.2 Supervisor (Lower Category Aerodromes) – Initial

The programme may be offered to any persons having:

a) a current Certificate of Competence as a Firefighter (Low Category Aerodrome), orone which has expired within the preceding six months, or

b) a current Record of Competence equivalent to that of a Local Fire Authority rolemapped Firefighter.

c) the equivalent Ministry of Defence (MoD) standard to that of the role of Firefighter

d) National Vocational Qualification Level 2 Firefighter, Level 3 Operations or itsequivalent

11.3 Firefighter – Initial

The programme may also be offered to any persons having:

a) a current Certificate of Competence as a Firefighter (Lower Category Aerodrome)or Supervisor (Lower Category Aerodrome), or one which has expired within thepreceding six months, or

b) a current Certificate of Competence as an Airport Firefighter, or

c) a current Record of Competence equivalent to that of a Local Fire Authority rolemapped Firefighter

d) the equivalent MoD standard to that of the role of Firefighter

e) a National Vocational Qualification Level 2 Firefighter, Level 3 Operations or itsequivalent.

Personnel must demonstrate competence in all core competencies to qualify for theissue of a Certificate of Competence.

11.3.1 Firefighter – Revalidation

The programme may be offered to any persons having:

a) a current Certificate of Competence as an aerodrome Firefighter, or one which hasexpired within the proceeding six months.

Personnel must demonstrate competence in all core units to qualify for revalidationof a Certificate of Competence.

11.4 Supervisor/Manager – Initial

Supervisor (Watch Commander or Crew Commander) – This role will varyconsiderably between the various RFF Categories. The licensee should consider thepre-requisite entry standards for attending programmes aligned to this level of trainingneeds. On successful completion of the course/programme the Certificate ofCompetence will enable the individual to operate as the Officer-in-Charge of the RFFSat an RFF Category 3 aerodrome, or as a Supervisor (Watch Commander) at RFFCategory 4 or 5 aerodomes.



The programme(s) may be offered to any persons having:

a) a current Certificate of Competence in an appropriate subordinate role or onewhich has expired within the preceding six months, and

b) a minimum of two years’ operational experience in an appropriate subordinate role.

It is unlikely that an individual having spent less than six months in a subordinate roleis capable of aspiring to participate in a Structured Learning Programme with theintention of acquiring the competencies necessary to assume a role of supervisor/manager. However, an assessment of the potential of the individual’s appropriateAccredited Prior Learning is necessary to prove acceptability onto any proposedprogressive SLP.

Personnel must demonstrate competence in all core units to quality for the issue ofa Certificate of Competence.

11.4.1 Supervisor (Crew Commander) – Initial

Personnel nominated shall be in possession of a current Certificate of Competence inthe role of Firefighter and have at least two years’ operational experience.

11.4.2 Supervisor (Watch Commander) – Initial

Personnel nominated shall be in possession of a current Certificate of Competence inthe role of Supervisor (Crew Commander) and have at least two years’ operationalexperience.

11.5 Supervisor/Manager – Revalidation

The programme(s) may be offered to any persons having:

a) a current Certificate of Competence as a Supervisor (Crew Commander or WatchCommander), as appropriate or one which has expired within the preceding sixmonths, or

b) a current Certificate of Competence as a Manager (Station Commander) or onewhich has expired within the preceding six months.

11.6 Manager (Station Commander) – Initial

This programme is designed for the training needs of personnel having overall chargeof RFFS facilities at aerodromes meeting Rescue and Firefighting Categories 5 to 10,or their designated deputies.

Personnel nominated shall be in possession of either a current Certificate ofCompetence in the role of Supervisor (Watch Commander) or one which has expiredin the preceding six months and have had at least five years’ operational experienceas a Supervisor.

11.7 The competence required by a ‘non-operational’ Manager depends on the roleexpected of this post-holder at any particular Aerodrome. As such, it is incorrect tospecify a programme for this post. Each Aerodrome should determine, in its policyand procedures, which competencies are required and the extent to which these willbe provided and assessed.

11.8 Prior to the issue of an approval to carrying mandatory training, applicants will berequired to state, in writing, that they have noted those requirements set out in thisdocument which require prior agreement from the Authority before they may bechanged and further, that any approval granted will be automatically invalidatedshould such changes be made without the Authority’s prior written approval.



11.9 Further information can be obtained from:

Civil Aviation AuthoritySafety Regulation GroupAerodrome Standards DepartmentAviation HouseGatwick Airport SouthWest Sussex RH6 0YR

Telephone: 01293 567171 Facsimile: 01293 573971

Website: www.caa.co.uk

12 Bibliography

12.1 Normative References

Civil Aviation Act 1982

CAP 32 UK Aeronautical Information Publication – RFF promulgation UK Civil AviationAuthority.

CAP 168 The Licensing of Aerodromes Chapters 8 and 9. UK Civil Aviation Authority.

CAP 393 Air Navigation: The Order and the Regulations. UK Civil Aviation Authority.

Health & Safety at Work Act 1974

Aerodrome Manual (Specific to each licensed aerodrome)

Road Traffic Acts

12.2 Informative References

1) Buckley and Caple (1992) The Theory and Practice of Training. Kogan Page.ISBN 0749 407 999.

2) Charles Handy (1994) The Empty Raincoat. Arrow. ISBN 0 09 93001253.

3) Knowles MS (1984) The Adult Learner: A Neglected Species (3rd Edition).Houston Texas: Gulf.

4) Laurie J Mullins (1996) Management and Organizational Behaviour (4th Edition).Pitman Publishing. ISBN 0 273 61598 X.

5) Margaret Anne Reid and Harry Barrington (1994) Training Interventions –Managing Employee Development. IPD. ISBN 0 85292 566 2.

6) Margerison CJ (1994) Action Learning and Excellence in Management Learning.London: Routledge.

7) Mick Marchington and Adrian Wilkinson (1996) Core Personnel andDevelopment. IPD. ISBN 0 85292 622 7.

8) Rosemary Harrison (1993) Employee Development. IPM. ISBN 0 85292 487 9.

9) Shirley Fletcher (1992) Designing Competence Based Training. Kogan Page.ISBN 0 7794 0430 2.

10) The Standards Working Group, The National Fire Service, A CompetenceFramework For The United Kingdom Fire Service, The Concept, Managementand Operation of the Competence Framework. Fire Service Circular 15/1997Training For Competence.



11) QCA, The Awarding Bodies Common Accord, QCA/98/064. Tel. QCAPublications 01787 884444.

12) QCA, Assessing NVQs (March 1998) QCA/98/135. Tel. QCA Publications 01787884444.

13) QCA, Internal Verification of NVQs, QCA/98/164. Tel. QCA Publications 01787884444.

14) QCA, External Verification of NVQs, QCA (March 1997). Tel. QCA Publications01787 884444.

15) QCA Developing and assessment strategy for NVQs and SVQs (1999).

16) The National Training Organization For Employment. Tel. 0116 251 7979,Training and Development Standards.

17) MCI, Management Standards, Key Roles, National Forum for ManagementEducation & Development. Tel. 020 7872 9000.

18) The Fire Services Awarding Body NVQs for The Emergency Fire Services, Level2 Firefighting, Level 3 Operations, Level 3 Supervision & Command.

19) Home Office Fire Service Guide. Dynamic management of Risk at OperationalIncidents.

20) CAP 584 Requirements for the Recognition of Colleges and the Approval andConduct of Air Traffic Control Training Courses. UK Civil Aviation Authority.

21) TSCG Database of responses to CAA questionnaire November 1996.

22) Outline mapping to other standards, presented as part of ‘Standards for theAviation Fire Service’, © The Fire Service College, 1997.

23) Annex 14 to the Convention on International Civil Aviation (ICAO): Volume 1,Aerodrome Design & Operations, Third Edition (July 1999, Chapter 9), FourthAmendment, November 2001.

24) ICAO Doc. 9137 – AN/898 Airport Services Manual. Part 1, Rescue &Firefighting (3rd Edition, 1990, and amendments), Chapter 8.

25) CAP 576 Model Emergency Orders. UK Civil Aviation Authority.

26) CAP 700 Operational Safety Competencies. UK Civil Aviation Authority.

27) CAA Paper 98006 Use of Virtual Reality Simulation Techniques for TrainingAirport Officers. UK Civil Aviation Authority.

28) CAP 699 Standards for Competence In Rescue and Fire Fighting Services at UKLicensed Aerodromes. (Part 3). UK Civil Aviation Authority.

29) Home Office Fire Service Circular 5/1996 Principles of Operational Training.

30) Dear Chief Officers Letter 11/1999 Practical Training for Compartment Fires.

31) Home Office (Fire & Emergency Planning Department) Fire Service TrainingManual.

32) Home Office Technical Bulletin 01/1997, Breathing Apparatus, Command andControl Procedures, The Stationery Office, ISBN 0 11 341162 6.



33) Home Office Fire Service Manuals, Volume 1 and Volume 2, The StationeryOffice, various.

34) HSG (65) Successful Health & Safety Management.

35) CAP 719 Fundamental Human Factors Concepts. UK Civil Aviation Authority.





Outline (Range covered)

1An Aircraft develops an engine fire en-route to the holding area prior to take off

at the Aerodrome. The Aircraft is in the process of evacuation.

Associated Hazards

Incident Involving Aircraft

HazardsRunning Aircraft Engines (Pressurised fuel leaks), Aircraft structural collapse, Release of carbon fibres & other hazardous materials, Moving surfaces, Jet Efflux.

Significant

Risks

Ingestion into engine, Air intakes, contact with Propellers.

Associated Training Packages, Information Sources and Practical Training

Training Packages Information Sources Practical Training Frequency

Aircraft Construction Student Note (SN) Aircraft Construction

Firefighter SLP

Aviation Fuel and Fuel Systems

SN Aviation Fuels Firefighter SLP

Extinguishing Agents (Principal and complementary)

SN Extinguishing Agents Aerodrome practical exercise scenarios 1, 5, 7, 9 etc.

Tactics & Techniques SN Aircraft Tactics & Techniques

Realistic Live Fire Drills*

Combined Exercises Local Authority Fire Brigade

First Aid/Casualty Care

Aerodrome Operations Aerodrome Operating Manual/Procedures

Workplace familiarisation

Health & Safety Continuation Training

Personnel station recordsSN Health & Safety Risk Management

Workplace familiarisation

Policies and Procedures CAP 168/700/642 Workplace familiarisation

* Live fire drills commensurate with the types of aircraft and type of rescue and fire fighting equipment in use at the aerodrome, including pressure-fed fuel fires.

NOTE: Frequency to be determined according to the licensee’s Training Needs Analysis.

Part 2 Appendix A Page 11 August 2002


Key Roles

• Supervisor

• Driver

• Pump Operator

• BA Wearer

• First Aid

• Firefighter

• Entry Control Officer

Operational Procedures

Aerodrome Manual etc.

Aim

• To determine the correct method of branch handling and dual application of media on pressure fed fuel fires.

Objectives

• Determine the correct method of approach.

• Predict the effectiveness of various methods of media application.

• Identify the correct method for personal protection.

• Compare the effectiveness of various complementary agents in dual application.

• Demonstrate various methods of attack in dealing with engine fires.

Assessment Methods

• Direct Observation

• Debrief using direct and indirect questioning methods

• Checking of personal and station recording systems

Performance Outcomes

Unit 1 Unit 2 Unit 5 Unit 6 Unit 7 Unit 13 Unit 10

Element 1.2 1,2,3,4,5,6,7

Element 2.1 1,2,3,4,5,6,7

Element 5.1 1,2,3,4,5

Element 6.1 1 to 10

Element 7.11,2,3,4,5,6

Element 3.21,5,8

Element 10.11,2,3,4,5,6

Element 1.3 1,2,3,6

Element 2.2 1,2,3,4,5

Element 5.2 1,2,3,4,5

Element 6.2 1,2,3,4,5,6,7

Element 7.21,2,3,4,5,6,7

Element 3.31,5

Element 1.4 1,2,3,4,5,6,7

Element 2.3 1,2,3,4,5

Element 5.3 1,2,3,4,5

Part 2 Appendix A Page 2March 2000


Example Documents

• Personal Log Book

• Driver Records

• Equipment Records

• Training records

• Supervisor’s Testimony

• Fire Report

Cross Referencing to TSCG Questionnaire 1996

01.1, 02.1, 2.5, 2.6, 6.1, 8.1-4, 9.1-2,12.1-3,14.2-4,15.1-6, 16.1-3, 22.03-10, 22.16, 26.1-5, 27.1-3, 29.1-3, 30.1-2, 31.3, 32, 37 & 39.

Part 2 Appendix A Page 3March 2000


Part 2 Appendix B Page 1


Objective: To establish whether all candidates having taken Competence-BasedTraining have fulfilled the requirement of CAP 699.

Information Required

a) Unique Number (National Insurance number, prefixed with role e.g. Fxxx, Sxxx,Mxxx.

b) Given Name

c) Date of Birth

d) Date of entry into the RFFS

e) Location of employment

f) Date of Commencement, Initial Core Competence Training

g) Date of Satisfactory Completion, Initial Core Competence Training

h) Assessment Result(s)

i) Level of Qualification – Firefighter, Supervisor, Manager

j) Due date for re-certification of Core Competencies

k) Date of commencement, Progressive Training to Supervisor/Manager

l) Date of satisfactory completion, Progressive Training to Supervisor/ Manager

m)Assessment Result(s)

n) Level of Qualification Confirmed – Firefighter, Supervisor, Manager

o) Transfer into another employment/position/left employment (reference broughtforward)

At each point of entry for data, track validation, i.e. who confirmed the candidate’srecord. Personnel records should be kept for at least 5 years after move or cessationof employment.

Items in bold print denote supplementary information only.

1 August 2002


Part 3 Page i

Part 3 Standards for the Competence of Rescue and Firefighting

Service Personnel Employed at UK Licensed Aerodromes

Introduction 1

Background to the Development of these Standards 2

Unit and Element Structure 3

Units of Competence 5

Personal Skills ‘Bank’ 91

Personal Skills – Master Reference 91

Knowledge and Understanding ‘Bank’ 92

Knowledge and Understanding – Master Reference 92

March 2000

Contents to Part 3


Part 3 Standards for the Competence of Rescue

and Firefighting Service Personnel

Employed at UK Licensed Aerodromes

1 Introduction

The materials in this document build on previous drafts and feedback and draw on:

• Previous TSCG work

• MoD functions/tasks

• EFSSSB standards

• LFCDA standards

• Recent work from the Home Office, Her Majesty’s Fire Service Inspectorate, FireService Unit, Standards Working Group (SWG) (revisions to Fire Service NVQs).

Effort has been made to retain comparability between the standards prepared by theCAA and the direction of work by the SWG. This will ensure access to the revisedNVQ structure remains an option whilst ensuring the integrity of the framework anddetailed competencies for the airfield environment.



2 Background to the Development of these Standards

The objectives were:

• to produce standards of performance which would provide a basis for the designof training relating to the firefighting function within airports/aerodromes.

The development work has drawn on the previous work of the TSCG, provided by theFire Service College, together with the MoD functions, task lists, national standardsdeveloped by EFSSSB and those developed by LFCDA.

These standards were developed in parallel with the work of the Standards WorkingGroup of the Home Office Fire Service Inspectorate. It was agreed at the TSCGmeeting in March 1998 that options should be kept open for these standards to fitinto the revised NVQ framework for the national Fire Service. Therefore, the HomeOffice has been kept informed of the development of these standards to enable anintegrated approach, and vice-versa.

The nature of competence based standards

It must be made clear that the standards within this report are not training standards.These are competence-based standards, which reflect the required outcomes ofindividual performance, based on the functions which individuals are required toundertake.

The full set of units and elements within this report can be combined in various waysto meet specific roles and responsibilities – (rolemapping), thus giving flexibility tomeet the needs of different roles within different categories of airport/aerodrome.

These competence-based standards are intended for use in two key ways:

a) As a basis for design of relevant training:

By referring to the knowledge and understanding requirements, and evidencerequirements for each standard (element of competence), trainers can designprogrammes, which will develop skills associated with the competence.

b) As a framework for assessment of individual performance:

The evidence requirements provide a guide for assessment of actual workplaceperformance. Performance can be judged against the performance criteria,which reflect the outcomes of real work activity.



3 Unit and Element Structure

The following illustrates the general unit and element structure. The units andelements may be combined in different forms to meet the needs of different categoryAerodromes.

UNITS ELEMENTS

1 SAVE LIFE AT AIRCRAFT ACCIDENTS AND INCIDENTS

1.1 Locate trapped people and animals involved in accidents and incidents

1.2 Rescue trapped people and animals involved in accidents and incidents

1.3 Support and comfort people affected by accidents and incidents

1.4 Provide emergency first aid to people

2 EXTINGUISH FIRE (FIREFIGHTING ACTIONS)

2.1 Control and extinguish fire

2.2 Prevent re-ignition or spread of fire

2.3 Liaise and co-operate with other agencies

3 MAINTAIN OPERATIONAL READINESS OF RESOURCES

3.1 Test and maintain operational equipment and resources

3.2 Locate and inspect supply of extinguishing materials and systems

3.3 Ensure supply of extinguishing media to point of application

4 PREVENT OCCURRENCE OF EMERGENCIES THROUGH MANAGEMENT OF AERODROME HAZARDS AND RISKS

4.1 Provide stand-by services during hazardous aerodrome activities

4.2 Assess and manage risks and hazards to people, property and the environment

5 MOBILE RESOURCES TO RESPOND TO EMERGENCY

5.1 Raise alarm and determine nature of accident/incident

5.2 Deploy resources to respond to accident/incident

5.3 Liaise and co-operate with external agencies



.

UNITS ELEMENTS

6 SITE AND POSITION FIREFIGHTING VEHICLES AT ACCIDENT/INCIDENT SITE

6.1 Drive vehicle to accident/incident site

6.2 Tactically deploy vehicle for operational activity

7 COMMAND AND CONTROL RESOLUTION OF INCIDENT

7.1 Allocate tasks to individuals and teams

7.2 Monitor progress and achievement of objectives

8 CONTAIN AND CONTROL SPILLAGE OR RELEASE OF HAZARDOUS SUBSTANCES

8.1 Manage hazardous substances within affected area to minimise effects to people, property and the environment

8.2 Assist with decontamination of people and property affected by hazardous substances

9 DEVELOP SELF AND OTHERS TO IMPROVE PERFORMANCE

9.1 Support development of teams and individuals

9.2 Develop self to improve performance

10 PLAN AND ALLOCATE RESOURCES TO ANTICIPATE AND RESPOND TO OPERATIONAL NEEDS

10.1 Plan for future resource needs

10.2 Allocate crew responsibilities for station and aerodrome activities

11 TAKE RESPONSIBILITY FOR EFFECTIVE PERSONAL PERFORMANCE

11.1 Take responsibility for personal performance at accidents/incidents

11.2 Maintain constructive working relationships with colleagues and external agencies

12 INFORM AND EDUCATE THE COMMUNITY TO IMPROVE AWARENESS OF SAFETY MATTERS

12.1 Promote Health and Safety awareness by lectures and campaign

12.2 Facilitate learning through demonstration and instruction



4 Units of Competence

Unit 1 Save Life at Aircraft Accidents and Incidents

Unit Summary

Overview

This unit is about the decisions and actions required to save and rescue endangeredlife. This involves the following key aspects:

• Search and locate

• Rescue

• Casualty care

• Distressed people

• Dynamic risk assessment

• Deceased

How to demonstrate competence

In demonstrating competence within this unit your role will require you to enter,search, locate and rescue people in a variety of contexts. It will require you to confirmobjectives with the relevant Supervisor.

It will also confirm your ability to communicate your progress, environmentalconditions, hazards/risks and achievements with colleagues, the Supervisor and otherAgencies.

Use of relevant training modules

You will develop your skills, knowledge and understanding through the relevanttraining modules and through workplace development and experience.

Personal skills critical to this unit

Communication i, iii, iv, v

Managing self iii, iv

Self development ii, iii

Decision making i

Team working i, ii, iv

Initiative i, ii, iii



How you will be assessed

Assessment will be by performance evidence collected from workplace activities andfrom simulation as specified in the evidence requirements. Questioning will be usedto ensure specified knowledge and understanding is assessed.

Unit Structure – This unit consists of four elements:

Element 1.1 Locate trapped people and animals involved in accidents and incidents

Element 1.2 Rescue trapped people and animals involved in accidents and incidents

Element 1.3 Support and comfort people affected by accidents and incidents

Element 1.4 Provide emergency first aid to people



Element 1.1 Locate trapped people and animals involved in accidents and

incidents

Performance Criteria

1) Objectives and area of search are confirmed with the relevant operationalcommander.

2) Personal protective equipment is selected and used to meet the establishedrisk(s).

3) All operational actions, access and egress are maintained consistently throughdynamic risk assessment.

4) Entry is effected and search is conducted with due regard to procedures andnature of risk.

5) Search equipment is used within its limitations and capabilities.

6) Casualty location and condition is established.

7) Casualties that are apparently deceased is left in situ and actions are taken toprevent further deterioration.

8) Evidence is preserved as far as operational circumstances permit.

Evidence Requirements: (performance evidence)

You must demonstrate that you can search and locate casualties in the followingcontext:

Endangered life rescued from accidents and incidents involving aircraft which mayinclude the following hazards:

• fire

• chemical

• biological

• radiation

• adverse environmental conditions

• daylight or darkness

Actual work performance

Evidence involving at least one of the above hazards is desirable. The remainder maybe assessed by simulation and questioning of knowledge and understanding.



Element 1.1 Locate trapped people and animals involved in accidents and

incidents

Knowledge and Understanding

Knowledge Understanding Knowledge Understanding

K1 U4 K7 U4

K2 U10, U39 K8 U1, U2, U3

K3 U5, U7, U8 K9 U1

K4 U6 K49 U1, U25, U32

K5 U7

K6 U9

Knowledge

K1 Capabilities and limitations of personal and operational equipment

K2 Applicable CAA, Fire Service or other legislation

K3 Lines and methods of communication/reporting at accidents and incidents

K4 Types of evidence used for investigation and its importance

K5 Roles, responsibilities and limits of authority of self; others and other agencies in the workplace

K6 Immediate medical care including resuscitation methods and equipment

K7 Potential locations, access and availability of resources

K8 Risks and hazards of incident/accident ground and the workplace

K9 Relevant search procedures at aircraft accidents/incidents

K49 Arrangements for alerting the Rescue and Firefighting Service (Emergency Orders)

Understanding

U1 How to apply practices that maximise the Health and Safety of self and others in the workplace

U2 How to identify hazards and assess and manage actual and potential risks in the workplace

U3 How to make and apply decisions based on dynamic risk assessment

U4 How to select and use personal and operational equipment

U5 How to communicate clearly with colleagues, line managers, and other agencies in the workplace

U6 How to identify and preserve evidence

U7 How to treat colleagues and members of the public with respect and consideration, taking account of, and accepting, difference

U8 How to recognise and deal with distressed people

U9 How to prioritise casualties and how and when to apply immediate medical care and casualty handling techniques

U10 How to effect entry to aircraft

U25 How to use applicable alarm mobilising systems and equipment

U32 How and when to apply emergency orders

U39 How to interpret and apply health & safety legislation



Element 1.2 Rescue trapped people and animals involved in accidents and

incidents


1) Rescue objectives and risks are clearly understood, confirmed and acted upon.

2) Casualty is removed to a place of safety without further injury or distress.

3) Casualty rescued is prioritised to meet urgency of the individual’s condition orthreat to life.

4) Personal protective equipment and rescue equipment is selected and used tomeet the established risks and the need(s) of the rescue.

5) Liaison with other agencies involved in the rescue is co-operative and relevant tothe rescue operation.

6) Immediate medical care, which will preserve casualties’ condition, is given beforerescue is attempted.

7) All operational actions, access and egress are maintained through dynamic riskassessment.


You must demonstrate that you can rescue and deal with casualties involved inaircraft accidents and aerodrome incidents, which may include the following hazards:

• fire

• chemical

• biological

• radiation







Element 1.2 Rescue trapped people and animals involved in accidents and

incidents



K1 U4 K7 U4

K2 U39, U40, U44 K8 U1, U2, U3, U21

K3 U5, U7, U8 K9 U1, U40, U10

K4 U6 K49 U25, U32

K5 U7 K6 U9

Knowledge











Understanding







U7 How to treat colleagues and members of the public with respect and consideration, taking accountof, and accepting, difference




U21 How to apply safe person concept




U40 How to interpret aircraft emergency diagrams and information cards

U44 How to supply correct information for CAA Inspections (Civil Aviation Publications)





1) Distressed people are dealt with in a supportive and compassionate manner.

2) Efforts are made to maintain the dignity and modesty of people as individuals.

3) Individual(s) needs beyond personal ability are identified and referred to therelevant authority.

4) Deceased is removed with respect and under the direction of the relevantauthority.

5) Personal belongings and items of value are secured and handed over to therelevant person.

6) Action to restrict access and view of operations is taken to aid operational activitiesand avoid unnecessary distress.


You must demonstrate that you can support and comfort people affected by anaircraft accident or aerodrome incident, which may include the following hazards:

• fire

• chemical

• biological

• radiation










K4 U6 K8 U1, U2, U3

K5 U1, U5, U6, U7, U8, U9 K11 U7, U8

K7 U4 K12 U7

Knowledge





K11 Social, cultural and individual differences

K12 Protocols determining the status and removal of the deceased

Understanding














1) Action is taken to minimise actual and potential risks to people.

2) Casualties needs are assessed and prioritised for action.

3) Emergency first aid is applied within own level of expertise, physical and mentalability.

4) Needs for actions outside of area of own expertise are referred to the relevantauthority.

5) Casualty is reassured in a calm and considerate manner.

6) Casualty is removed to a place of safety, without further injury or distress.

7) Details influencing the further treatment of the casualty is conveyed and confirmedwith the relevant Authority.

8) Emergency first aid is continued until the casualty’s care is taken over by therelevant caring Authority.


You must demonstrate that you can provide emergency first aid to people at aircraftaccidents and aerodrome incidents, which may include the following hazards:

• fire

• chemical

• biological

• radiation










K3 U5, U7, U8, U9 K8 U1, U2, U3

K5 U7, U9 K11 U7, U8

K6 U4, U5, U7, U8, U9

Knowledge






Understanding











Unit 1 Save Life at Aerodrome Accidents and Incidents

Example Module Reference

Relevant

Training

Module

1 Application of risk control measures

2 Hazard and risk identification

3 Dynamic risk assessment

4 Select and use personal and operational equipment

5 Communication lines and methods

6 Identification and preservation of evidence

7 Anti-discrimination practice

8 Casualty care

9 Legislative powers

10 Firefighting tactics and techniques

11 Maintaining resources

12 Breathing Apparatus (category 3 and above)

13 Personal Development

14 Hazardous materials

15 Driving Firefighting vehicles

16 Maintaining Firefighting vehicles

17 CAA Legislation (application)

18 Interpreting aircraft information

19 Chemical incidents

20 Specialist skills



Unit 2 Extinguish Fire

Unit Summary

Overview

This unit is about the decisions and actions required to control or extinguish fire andto prevent ignition or spread of fire. This involves the following key aspects:

• Firefighting techniques


• Behaviour of combustible materials

• Potential sources of ignition

• Environmental conditions and fire behaviour patterns

• Damage control


In demonstrating competence within this unit your role will require you to enter,search, locate, control or extinguish fire in a variety of contexts. It will also confirmyour ability to confirm objectives with the relevant Operational Commander.

It will also confirm your ability to communicate your progress, environmentalconditions, hazards/risks and achievements with colleagues, the Responsible Officerand other Agencies.






Communication i, ii, iii

Managing self ii, iv

Self development iii

Decision making i, ii, iii

Team working ii, iv

Initiative ii

Unit Structure – This unit consists of three elements:

Element 2.1 Control and extinguish fires

Element 2.2 Prevent re-ignition or spread of fire

Element 2.3 Liaise and co-operate with other agencies





1) Operational and personal objectives are clearly understood, confirmed andactioned upon.

2) Fire is extinguished avoiding unnecessary damage to property and theenvironment.

3) Personal protective equipment and firefighting equipment is selected and used tomeet the established risk(s) and operational objectives.

4) Factors affecting achievement of objectives are confirmed with the relevantperson.

5) Actions are modified to meet changing conditions during fire fighting operations.

6) All operational actions, access and egress are consistently maintained throughdynamic risk assessment.

7) Evidence is preserved as far as operational circumstances permit.


You must demonstrate that you can extinguish fire at aircraft accidents andaerodrome incidents which may involve the following hazards:

• chemical

• biological

• radiation

Actual work performance is required for at least one fire incident. Simulation andquestioning is acceptable for all other contexts and hazards.






K1 U4, U13 K10 U1, U4, U10, U11

K2 U39, U40, U44 K13 U4, U6, U13, U19

K3 U5, U7, U8 K14 U2, U3

K4 U6 K15, K16, K17 U1, U2, U3, U15, U17

K5 U7 K19 U1, U2, U3, U4

K7 U4, U13 K46 U46

K8/K21 U1, U2, U3, U12, U14, U21, U48

Knowledge








K10 Methods of controlling and extinguishing fires

K13 Importance and methods of limiting damage to property and the environment

K14 Interactions between combustible materials

K15 Methods of preventing ignition or spread of fire

K16 Methods, types and purposes of extinguishing media

K17 The maintenance requirements of extinguishing media and equipment

K19 Methods employed in effecting entry to aircraft

K21 Risks and hazards of the workplace affecting people and the environment

K46 What constitutes controlled burning

Understanding












U11 How to differentiate between fires which should or should not be immediately extinguished

U12 How to recognise a leak of potentially dangerous fuels or gases

U13 How to utilise fixed installations

U14 How to handle and deliver resources in a safe and secure manner

U15 How to supply different types of extinguishing media

U17 How to obtain water supply and other extinguishing media

U19 How to limit damage to property and the environment




U46 How to identify controlled burning

U48 Topography of aerodrome within 1000 metres of runways





1) Potential sources of ignition are clearly identified.

2) Combustible materials are isolated or removed from area of risk.

3) Endangered people, property and/or environment are protected from risk.

4) Damaged aircraft and property is protected from further deterioration.

5) Actual and potential risks are accurately identified and confirmed with the relevantperson.


You must demonstrate that you can prevent re-ignition or spread of fire. Actualperformance evidence is required for prevention in at least one of the followinghazards:

• controlled burning

• leakage of gas

• spillage of fuel

• potentially dangerous combination of materials

• presence of combustible materials


Simulation and questioning is acceptable for the remainder of these hazards.






K1 U4 K8 U1, U2, U3, U11, U12, U14, U21, U40

K2 U10, U39 K11 U7

K3 U5, U7, U8 K14 U1, U2, U3, U11, U12, U13

K4 U6, U40 K15 U1, U2, U3, U4, U15

K5 U7, U22 K20 U1, U2, U3, U4, U10, U19

K7 U4, U48

Knowledge











K20 Methods employed to effect entry to other aerodrome facilities

Understanding



















U22 How to make a positive contribution to effective teamwork

U39 How to interpret and apply health and safety legislation



U48 Topography of aerodrome





1) Externally based emergency services are alerted in accordance with emergencyorders.

2) Limits of authority are not exceeded prior to or during accident or incidentresponse.

3) Full and accurate information on aerodrome topography is provided to otheragencies to facilitate emergency action.

4) Assistance and standby support is provided as instructed.

5) Communications are clear, accurate, relevant to objectives and priority of task.


You must demonstrate that you can liaise and co-operate with other agencies prior toand during aircraft accidents and aerodrome incidents that may involve one of thefollowing hazards:

• fire

• chemicals

• radiation

• biological

• daylight and darkness

• adverse weather conditions


Actual performance evidence is required on at least two occasions, one of which mayinvolve incidents requiring entry to buildings, or aerodrome installations. Simulations,with questioning and knowledge and understanding will be acceptable for theremainder of hazardous contexts.






K2 U1, U39 K8 U2

K3 U5 K18 U18

K5 U21 K26 U26

K7 U13, U29 K49 U5, U25, U32, U48

Knowledge






K18 The requirements of BA Control Officer at aircraft accidents and aerodrome incidents

K26 Own contractual obligations of employment and limits of authority


Understanding





U18 How to manage a BA control at a range of incidents



U26 How to maintain own currency of competence for your role

U29 How and when to isolate systems that may pose a threat to life and operations






Unit 2 Extinguish Fire


Relevant

Training

Module








8 Casualty care















Unit 3 Maintain Operational Readiness Of Resources

Unit Summary

Overview

This unit is about the decisions and actions required to test, inspect and report onstation based resources to support operational service delivery. This includes thefollowing key aspects:

• Standard tests and associated support equipment

• Record keeping

• Operating within limits of authority and responsibility

• Identifying availability, capability and limitations of resources

• Maintaining goodwill and effective working relationships with external contacts


In demonstrating competence within this unit your role will require you to identifyresources that need replenishing, replacement or testing; to undertake standard testsand inspections alone or working with others. You will provide verbal and writtenreports and relevant documentation regarding status, condition, suitability andavailability of resources.




Assessment will be by observation of actual work performance, by review of relevantreports and documentation and by questioning. Questioning will be used to ensurespecified knowledge and understanding is assessed.


Communication i

Managing self i, ii


Decision making i

Team working i, ii, iv

Initiative iv


Element 3.1 Test and maintain operational equipment and resources

Element 3.2 Locate and inspect supply of extinguishing materials and systems

Element 3.3 Ensure supply of extinguishing media to point of application





1) Items for testing are accurately identified and are planned to meet agreedschedules and operational demands.

2) Work area to be used for conducting the standard test is risk assessed as being fitfor purpose.

3) All tests are completed to accepted test procedures within Service andmanufacturers limitations.

4) Defects, within own area of expertise are accurately diagnosed and promptlyrectified.

5) Defective item(s) are clearly marked, placed in the agreed location and equipmentstatus and condition is reported to the relevant person as soon as practicable.

6) Items successfully tested and support equipment are returned and secured in thecorrect location ready for immediate operational use.

7) Support equipment used for standard tests are returned to the correct location andthe work area is left clean and tidy ready for use.

8) Status of items tested and all other relevant information is recorded in the agreedformat, within agreed time-scales.

9) Supplies of consumables are replenished to specified levels for operationalreadiness.


You must demonstrate that you can test and maintain operational equipment toinclude standard tests for:

• all resources and equipment located at your station and for which you have beentrained

• support equipment used for testing, charging and replenishing


You must be able to complete these activities:

• at the station

• during an incident

• after an incident

• in daylight

• in darkness






K1, K2 U22, U21 K17 U16, U31

K5 U5, U41 K23 U1, U7, U37

K7 U1, U2 K45 U45

Knowledge






K23 Health and Safety policies and procedures and their application

K45 Maintenance and testing requirements of all operational and support equipment

Understanding





U16 How to maintain extinguishing media and associated equipment



U31 How to undertake routine maintenance of vehicles

U37 How to securely stow equipment

U41 How to plan and prioritise work in response to work demands

U45 How to test and maintain operational equipment





1) Availability of resources meets operational demands in respect of sufficiency,access and safe person system of work.

2) The availability and quantity of resources under your control are monitored atappropriate intervals to ensure effective operation.

3) Factors adversely effecting the availability of resources are accurately identifiedand recommendations for corrective action made to the relevant person.

4) Recommendation for improving the use and/or control of resources is conveyed tothe relevant person as soon as practicable.

5) Relevant records are complete, legible and available to authorised people only.

6) Access to and use of private property is within agreed scope and level of authority.

7) Contact with people is constructive, positive and provides awareness of relevantissues and maintains goodwill.

8) Inspection meets specification for resource type inspected.


You must demonstrate that you can locate and inspect extinguishing materials andsystems to include:


Performance evidence is required for continuous performance and should includereport on issues affecting access of both people and appliances.

Extinguishing media Systems

• fixed installations

• emergency water supplies – public and private

• open water supplies – private and public

• foam (requirements and reserve)

• detection

• suppression

• alarm






K2 U2, U10, U39 K13 U19, U21

K5 U5 K23 U1

K7 U17, U21 K35 U13, U25, U45

Knowledge






K35 Systems and fixed installations which need to be inspected for the purpose of operations

Understanding
















1) Extinguishing media are organised with sufficient supply to meet specified needs.

2) Where incident demands exceed available resources, acceptable alternatives areobtainable.

3) Additional or specialist support is readily accessible.

4) Actual and potential shortfalls are accurately identified and reported with therelevant person.

5) Equipment and selected media can be applied within their limitations andcapabilities.


You must demonstrate that you can ensure the supply of extinguishing media:‘


Performance evidence will be required for ensuring supply of water and foam.Simulation is acceptable for the remaining extinguishing media. Relevant knowledgeand understanding, as listed, must be assessed in simulated environments.

Extinguishing media Hazard types

• water

• foam

• sand/earth

• dry powder

• gas

• chemical

• biological

• radiation






K1 U4 K8 U1, U2, U3

K2 U10, U39 K13 U1, U2, U4, U19

K3 U5, U7, U8 K16 U4, U13, U14, U15, U17

K5 U7 K17 U16, U17

K7 U4

Knowledge










Understanding


















Unit 3 Maintain Operational Readiness of Resources


Relevant

Training

Module








8 Casualty care















Unit 4 Prevent Occurrence of Emergencies through Management of

Aerodrome Hazards and Risks

Unit Summary

Overview

This unit is about your responsibilities and obligations for managing hazards and risks.This includes the following key aspects:

• Interpreting and analysing all information relevant to runways and facilities

• Potential contraventions

• Verbal and written communication

• Referral of risks to relevant person

• Information exchange


In demonstrating competence within this unit your role will require you to monitorhazards and risks and determine or confirm solutions to eliminate or minimise risk topeople, within your area of authority. You will demonstrate that you can identify actualor suspected contraventions. You will complete relevant documentation and ensurethis is available to authorised people by agreed deadlines. You will also take orinstigate action to disseminate information which affects other personnel andagencies.




Assessment will be by direct observation, simulation and questioning. Reports andsupporting documentation will also be reviewed. Questioning will be used to ensurespecified knowledge and understanding is assessed.


Communication i, ii, iii, iv, v


Self development i, ii, iii

Decision making ii

Team working ii

Initiative i, iv

Unit Structure – This unit consists of two elements:

Element 4.1 Provide stand-by services during hazardous aerodrome activities

Element 4.2 Assess and manage risks and hazards to people, property and the environment





1) Where action by others poses a threat to progress of activity or risk to people and/or the environment the conflict is resolved with assertive action or referred torelevant people.

2) Information exchanged is within the limits of authority and does not breachconfidentiality.

3) Result(s) of stand-by and any further action(s) are confirmed with responsibleperson.

4) Power, authority and influence are used constructively to manager diversity andmeet common objectives.

5) Where identified risks can be removed by immediate action(s), such action isinstigated.

6) Actual or suspected contravention and risks outside of personal level of authorityare referred to relevant authority for action.


You must demonstrate that you can provide stand-by services as required.


Assessment will be by observation and questioning of actual work performance.Structured simulation, within a training programme, may be used to supplement realwork performance.






K5 U5, U7 K24 U7

K11 U5, U7 K25 U21, U22, U23, U26, U39

K21 U2 K28 U24

K22 U7 K42 U41

K23 U1

Knowledge




K22 The importance of challenging unacceptable behaviour


K24 Anti-discrimination and equal opportunities policies and procedures and their application

K25 Own role requirements and expected standards of performance

K28 Labelling and storage signs for hazardous substances

K42 Aims, goals, and objectives on safety matters

Understanding







U23 How to manage own mental and physical fitness levels

U24 How to recognise and interpret information and labelling on hazardous substances






Element 4.2 Assess and manage risks and hazards to people, property and the

environment


1) Potential risks and hazards are consistently assessed and reviewed.

2) Verbal or written recommendations for action are referred to relevant peoplewithin agreed timescales.

3) Action is confirmed and scheduled, to meet any relevant timescales.

4) Relevant documentation is accurate, legible, current and complete and availableonly to authorised people.

5) There is no breach of legislation or regulations.

6) Difficulties, discrepancies and issues outside of your personal competence areresolved by reference to relevant person or agency.


You must demonstrate that you can monitor and assess all actual and potential risksand hazards including:

• aircraft leakage/accident

• fuel leakage

• storage and use of hazardous materials

• actions by others


Performance evidence is required and assessment is through examination and reviewof completed reports.



Element 4.2 Assess and manage risks and hazards to people, property and the

environment



K5 U5, U7 K24 U7

K11 U5, U7 K25 U21, U22, U26, U39

K21 U2 K28 U24

K22 U7 K41 U39

K23 U1 K42 U40, U41

Knowledge









K41 Legislation, policy and procedures relating to inspection and testing of appliances and equipment


Understanding







U24 How to recognise and interpret information and labeling on hazardous substances







Unit 4 Prevent Occurrence of Emergencies through Management of

Aerodrome Hazards and Risks


Relevant

Training

Module








8 Casualty care















Unit 5 Mobilise Resources to Respond to Emergency

Unit Summary

Overview

This unit is about decisions and actions required mobilising resources to meet theneeds of accidents and incidents at aerodromes. It includes requesting additionalresources and actioning Emergency Orders in the event of a major accident ofincident. This involves the following key aspects:

• Use of mobilising systems and alarms

• Action of Emergency Orders


In demonstrating competence in this unit your role will require you to determine thenature of the incident and raise the alarm in order to ensure that the correct resourcesare deployed and meet required response times for a variety of accidents andincidents.




Assessment will be by observation and review of actual performance in mobilisingresources. Questioning will be used to ensure specified knowledge andunderstanding is assessed.


Communication ii, iv, v


Self development ii

Decision making i

Team working ii, iv

Initiative ii


Element 5.1 Raise alarm and determine nature of accident/incident

Element 5.2 Deploy resources to respond to accident/incident

Element 5.3 Liaise and co-operate with external agencies





1) Accurate and complete information is obtained regarding the nature and locationof accident/incident.

2) The alarm is raised within specified timescale to ensure deployment.

3) Discrepancies in information provided are clarified and resolved immediately.

4) Sufficient crews are alerted to respond to the accident/incident.

5) Emergency Orders are actioned in accordance with specified procedures.


You must demonstrate that you can raise the alarm and determine the nature of theaccident/incident for a variety of events, this may include:

• aircraft accident

• spillage/leakage

• domestic incident

• major event requiring external services


Performance evidence must be provided for a range of events. Simulation andquestioning will be acceptable for a major event, in line with Emergency Ordersemergency exercise.






K2 U2, U3, U39 K30, K3 U5

K5 U30 K31 U5

K7 U4, U15 K36 U33

K8 U2, U21 K49 U5, U25, U32, U49

K25 U5

Knowledge







K30 Capabilities and limitations of mobilising equipment

K31 Range and uses of operational appliances and equipment

K36 Requirements for operational readiness of vehicles


Understanding









U33 How and when to use warning devices and systems


U49 How to test and use systems for detection, suppression and alarm





1) The correct appliances arrive at the correct location and within specified responsetime.

2) A full complement of crew arrives with the appliance.

3) The officer in charge has all relevant information regarding the accident/incident.

4) The correct extinguishing media is available for use at the operational site.

5) Additional or specialist resources are available within specified response time.


You must demonstrate that you can deploy resources in response to a variety ofaccidents/incidents including:


• spillage or leakage










K1, K2 U2, U3 K31 U5, U17

K5 U30 K36 U33

K7 U4, U15 K38 U33, U35

K8 U1, U2, U12, U19, U32, U39

K39 U33, U35, U36, U38

K25 U5, U17 K40 U33, U36,U38

K30 U5, U17 K49 U5, U25, U23

Knowledge

K1 Capabilities and limitations of personal and operational equipment – see CAP Regulations









K38 Dimensions, tonnage limits and capabilities for fire fighting vehicles

K39 Implications of driving laden vehicles at inappropriate speed

K40 Types of firefighting appliances and their capabilities and limitations


Understanding

U1 How to apply practices that maximise the Health & Safety of self and others in the workplace






U15 How to apply different types of extinguishing media




U30 How to make and apply decisions based on systematic risk assessment





U35 How to control laden and unladen vehicles at appropriate speed and in adverse driving conditions

U36 How to anticipate events, control driving actions to and from emergencies

U38 How to site and operate firefighting appliances






1) Externally based emergency services are alerted in accordance with emergencyorders.

2) Limits of authority are not exceeded prior to or during accident or incidentresponse.

3) Full and accurate information on aerodrome topography is provided to otheragencies to facilitate emergency action.

4) Assistance and standby support is provided as instructed.

5) Communications are clear, accurate, relevant to objectives and priority of task.


You must demonstrate that you can liaise and co-operate with other agencies prior toand during aircraft accidents and aerodrome incidents, which may involve one of thefollowing hazards:

• fire

• chemicals

• radiation

• biological


• adverse weather conditions


Actual performance evidence is required on at least two occasions, one of which mayinvolve incidents requiring entry to buildings, or aerodrome installations. Simulations,with questioning and knowledge and understanding will be acceptable for theremainder of hazardous contexts.






K2 U1, U39 K8 U2

K3 U5 K18 U18

K5 U21 K26 U26

K7 U13, U29 K49 U5, U25, U32, U48

Knowledge









Understanding















Unit 5 Mobilise Resources to Respond To Emergency


Relevant

Training

Module








8 Casualty care















Unit 6 Site and Position Firefighting Vehicles at Accident/incident Site

Unit Summary

Overview

This unit applies to all vehicles and vessels used for emergency operational responsewhich include operation of blue lights and two-tone warning devices. This unit isabout your ability to drive and site fire service vehicles at operational incidents and atnon-operational events. This includes the following key aspects:

• Vehicle warning devices

• Topography of aerodrome and surrounding area


• Capabilities of vehicles

• Consideration for other runway users


In demonstrating competence within this unit your role will require you to drivevehicles to a variety of accidents/incidents, site and redeploy to meet the needs ofthe incidents and return the vehicle to the correct site for further use. You will useappropriate warning devices and ensure the security of the vehicle at all times.


Training modules will be relevant to the specific type of vehicle. Modules will providerelevant knowledge and understanding and practice experience to develop skills.


Assessment will be by observation of actual work performance, review at debriefingand simulation to cover evidence requirements. The certificate for this unit willspecify the types of vehicles for which you have demonstrated competence.Questioning will be used to ensure specified knowledge and understanding isassessed.


Communication i, ii, iii

Managing self i, ii, iii


Decision making i, ii

Team working i, iv

Initiative ii, iii, iv


Element 6.1 Drive vehicle to accident/incident site

Element 6.2 Tactically deploy vehicle for operational activity





1) Vehicle is ready for immediate use and response to event.

2) Vehicle and crew arrives at correct location without damage, harm or loss ofequipment.

3) Aerodrome and runway regulations are not contravened.

4) Own skill and vehicle capabilities are not exceeded.

5) Factors affecting response to incident are confirmed with relevant person(s).

6) Route is planned and amended in response to local conditions.

7) Driving speed meets urgency of incident without loss of vehicle control.

8) The use of individual or combinations of warning devices is directly relevant to thenature of the incident and type of vehicle.

9) Factors affecting vehicle roadworthiness, condition or potential claim from othersare recorded and reported.

10)Vehicle is returned to base by most direct route, within normal speed limit and ispositioned ready for required action.


You must demonstrate that you can drive vehicles to and from operational accidentsand incidents.


• on adverse terrain and in adverse weather conditions

• siting on return to base for redeployment

You must demonstrate appropriate use of warning devices and systems en route to:

• aircraft accidents

• aerodrome domestic incidents


Actual performance evidence must be demonstrated over (a specified period of time)


• involving use of warning devices

Simulation and questioning is acceptable for the remainder of the specified range.






K5 U7 K40 U32, U33

K21 U2, U3 K38 U33, U35

K36 U37 K39 U33, U35, U36, U38

K37 U32, U33

Knowledge




K37 Airfield topography and emergency access routes




Understanding









U38 How to site and operate firefighting appliance





1) Positioning of vehicle maximises access to incident without undue risk to vehicleand crew.

2) Operational equipment is accessible for immediate use and at the closest possibleposition to the incident.

3) Position of vehicle does not impede access to or progress of other operational oragency vehicles.

4) Vehicle is secure with unnecessary systems and devises disengaged, takingaccount of incident needs and local conditions.

5) The full complement of crew and equipment leaves the incident with the vehicle.

6) Defects and deficiencies to vehicle and deficiency of crew are confirmed, recordedand reported to relevant person prior to leaving the incident ground.

7) Operation of specialist appliances does not exceed capabilities of vehicleequipment or operator and results in achievement of objectives.


You must demonstrate that you can site and redeploy vehicles at operationalincidents.


• on adverse terrain and in adverse weather conditions

You must demonstrate that you can site vehicles at incidents involving:

• emergency accidents/incidents

• hazardous substances


Actual performance evidence must be provided for siting of vehicles at:

• an emergency accident/incident

Simulation is required for the remaining incident type.






K3 U5, U7 K37 U32, U35

K7 U14 K38 U35, U36, U38

K8 U1, U2, U30 K39 U35, U36, U38

K31 U36, U38

Knowledge








Understanding













Unit 6 Site and Position Firefighting Vehicles at Accident/incident Site


Relevant

Training

Module








8 Casualty care















Unit 7 Command and Control Resolution of Incident

Unit Summary

Overview

This unit is about decisions and actions required to brief crews and allocateresponsibilities for resolution of accidents/incidents. It includes the following keyaspects:

• Allocating tasks to individuals

• Decision making

• Application of all available resources

• Emergency orders


In demonstrating competence in this unit your role will require you to command andcontrol a variety of accident/incident responses.


You will develop your skills, knowledge and understanding through the relevanttraining modules and through workplace activity and development.


Assessment will be by observation and review of actual performance at accidents/incidents. Questioning will be used to ensure specified knowledge and understandingis assessed.




Self development ii

Decision making i

Team working ii, iv

Leadership i, ii

Initiative ii


Element 7.1 Allocate tasks to individuals and teams

Element 7.2 Monitor progress and achievement of objectives





1) Accurate and complete information is obtained regarding the nature and locationof accident/incident.

2) Situation is accurately assessed and resources deployed to meet priorityobjectives.

3) Discrepancies in information provided are clarified and resolved immediately.

4) Initial tactical options are adapted to meet changing and developing situations.

5) Emergency Orders are actioned in accordance with specified procedures.

6) Individual and crew strengths and competencies are utilised to best effect toresolve the accident/incident.


You must demonstrate that you can allocate tasks to individuals and teams for avariety of events, this may include:












K2 U2, U3 K30 U5, U17

K5 U30 K31 U5, U17

K7 U4, 15 K36 U33

K8 U2 K49 U49

K25 U5, U17

Knowledge










Understanding














1) The correct appliances and equipment are deployed and redeployed at the correctlocations.

2) Updated information is correctly assimilated and confirmed.

3) Communication links with operational control are fully maintained.

4) The correct extinguishing media and sufficient crew are available for use at theoperational site.


6) The accident/incident is resolved with minimum risk or injury.

7) Salvage operations are instigated.


You must demonstrate that you can monitor progress and achievement of objectivesat accidents/incidents involving:

• aircraft











K2 U2, U3 K30 U5, U17

K3 U5

K5 U30 K31 U5, U17

K7 U4, U15

K8 U2

K18 U2, U5, U30

K25 U5

Knowledge











Understanding









Unit 7 Command and Control Resolution of Incident

Modules to be drawn from Command and Control some examples are:


Relevant

Training

Module

1 Leadership

2 Effective Communications

3 Teamworking and motivation

4 Planning

5 Informal Discipline and Supervision

6 Health, Safety & Risk Management

7 Operational Command & Control

8 Training

9 Problem Solving



Unit 8 Contain and Control Spillage or Release of Hazardous Substances

Unit Summary

Overview

This unit is about decisions and action required identifying and taking action to resolveevents, which are defined as ‘incidents involving hazardous substances, whichrequire control and action to minimise damage or risk’. This includes the following keyaspects:


• Identification of hazardous substances

• Effects on environment, people and property

• Knowledge of decontamination techniques


In demonstrating competence in this unit, your role will require you to accuratelyidentify types and quantities of hazardous substances and their emergency actioncodes; to communicate clearly all relevant information to enable the correct course ofaction to be taken; to assist with risk control measures that are implemented. It willrequire you to confirm objectives with the relevant operational commander. It will alsoconfirm your ability to communicate your progress, environmental conditions,hazards/risks and achievements with colleagues, the responsible officer and otheragencies.








Self development ii, iii

Decision making i

Team working ii, iv

Initiative ii


Element 8.1 Manage hazardous substances within affected area to minimise effects to people, property and the environment

Element 8.2 Assist with decontamination of people and property affected by hazardous substances



Element 8.1 Manage hazardous substances within affected area to minimise

effects to people, property and the environment


1) Accurate identification of hazardous substances is confirmed with relevant personprior to action being taken.

2) Personal Protective Equipment is selected and used to meet established risk(s).

3) Access and egress is consistently maintained through dynamic assessment.

4) Factors influencing the successful resolution of the incident are continuallymonitored.

5) Actions are modified to meet changing demands of the incident.

6) Substance is contained within the specified area minimising risk to life, propertyand the environment.

7) Contaminated casualties are provided with emergency first aid or directed to thelocation for decontamination.

8) Containment objectives and risk(s) are clearly understood and confirmed prior toaction being taken.

9) Records of hazardous substances are accurate, complete and available toauthorised people.


You must demonstrate that you can manage hazardous substances to contain andcontrol hazards in the following contexts:

• fuel leakage

• chemical

• biological

• radiation


Actual performance evidence is desirable for at least one event. Simulation andquestioning is acceptable for the remainder.



Element 8.1 Manage hazardous substances within affected area to minimise

effects to people, property and the environment



K1, K2 U4 K13, K15 U19

K3 U5 K27 U19, U24, U40

K5 U7 K28 U24

K7 U4 K29 U21, U29

K8 U1, U2, U3

Knowledge









K27 Methods of control and containment of hazardous substances


K29 Decontamination methods and types of decontamination agent

Understanding









U24 How to recognise and interpret information and labeling on hazardous substances





Element 8.2 Assist with decontamination of people and property affected by

hazardous substances


1) Objectives and risks are clearly understood and confirmed prior to action beingtaken.

2) Access and egress is controlled to ensure effective decontamination.

3) Contaminated people are supported with compassion and understanding.

4) The decontamination process is completed avoiding further distress.

5) People requiring medical attention are referred to the relevant person.

6) Records of contamination/decontamination activities and persons involved areaccurate, complete and available to authorised persons.

7) Removable contaminated items are labeled for cleaning or disposal.

8) Arrangements for decontamination or removal of all other contaminated items areconfirmed with relevant person.

9) Decontaminated items are returned to their correct location and deficienciesrecorded.


You must demonstrate that you can work with a team to decontaminate people andproperty in the following contexts:

• fuel leakage

• biological

• chemical

• radiation


Evidence from simulation or questioning will be acceptable for this element.



Element 8.2 Assist with decontamination of people and property affected by

hazardous substances



K1 U4 K8 U1, U2, U3

K3 U5, U8 K13 U19

K5 U7 K29 U4

K7 U4 K27 U1, U19

Knowledge









Understanding











Unit 8 Contain and Control Spillage or Leak of Hazardous Substances


Relevant

Training

Module








8 Casualty care















Unit 9 Develop Self and Others to Improve Performance

Unit Summary

Overview

This unit is about your role in developing yourself and colleagues in the workplace. Itincludes the following key aspects:

• Working to objectives

• Identifying development needs

• Providing relevant development

• Confirming understanding and outcomes of learning

• Giving constructive feedback

• Managing risk


In demonstrating competence within this unit your role will require you to activelysupport the development of colleagues and yourself, taking account of opportunitiesto develop and maintain currency of competence. You will complete developmentrecords, training plans, and report on development needs outside of your own area ofresponsibility.


Training modules are based on standards of performance for your role. By referring tothe specified standards you will be able to take responsibility for maintaining anddeveloping your own performance to the required standard for workplaceassessment.


Assessment will be by observation and review of actual performance, simulation, roleplay and review of personal performance and development records. Questioning willbe used to ensure specified knowledge and understanding is assessed.



Managing self i, ii, iii, iv


Decision making i, iii

Team working i, ii, iii, iv

Initiative i, ii, iii


Element 9.1 Support development of teams and individuals

Element 9.2 Develop self to improve performance





1) Instructions are given to learner(s) are clear and take account of current level ofcompetence.

2) Learner(s) actions are supported to ensure that the acceptable level of risk is notexceeded.

3) Information and instruction is accurately and directly relevant to context andobjectives.

4) Information and instruction is based on current systems of operation and withinown level of competence.

5) Learner(s) understanding is confirmed prior to their taking action.

6) Result of action is confirmed with learner(s) and their line manager at the earliestopportunity.

7) Learning points are reviewed through constructive feedback.

8) Where learner(s) actions create a risk critical condition, immediate action is takento reduce or remove the risk.


You must demonstrate that you can actively support the development of individualsand teams in the following contexts:

• at accidents and incidents

• during internal and external maintenance activities

• at training events

• planned

• on request

and for

• probationers

• colleagues


Actual performance evidence is required for:

• at least one incident

• at least one training event

• plus one other context.






K3 U5, U7 K22 U7

K5 U7, U22 K24 U7

K8 U1, U2 K25 U22

K11 U7 K43 U42, U43

K21 U1, U2, U3

Knowledge









K43 Types and methods of presentation of information to individuals and groups

Understanding







U42 How to present information to individuals and groups

U43 How to use tools for validating learning events





1) Constructive feedback is actively sought, positively accepted and applied toimprove performance.

2) Contributions to briefing/debriefing are constructive, supportive and clearly relateto critical aspects of performance of self and others.

3) Shortfalls in own knowledge, skill and performance are monitored and identified torelevant person.

4) Authorised people take responsibility for ensuring that development records arecomplete, accurate, current and accessible.

5) Responsibility is taken to maintain currency of competence to meet rolerequirements.

6) Opportunities to develop own skills, knowledge and performance are takenwhenever possible, without detriment to operational duties or responsibilities.


You must demonstrate that you can develop yourself by the following means:

• actively seeking constructive feedback

• contributing to briefings and debriefings

• reporting your own development needs

• taking opportunities to develop and maintain currency of competence

• maintaining your record of development


Assessment will be by observation of contribution to briefings, review of records andquestioning.






K5 U7, U22 K24 U7

K21 U21 K25 U23, U26

K22 U7, U22 K33 U28

K23 U21 K34 U27

Knowledge







K33 Methods of ensuring self development

K34 Opportunities available for self development

Understanding






U27 How to recognise/identify and action own development needs

U28 How to recognise and action development needs of others



Unit 9 Develop Self and Others to Improve Performance


Relevant

Training

Module








8 Casualty care















Unit 10 Plan and Allocate Resources to Anticipate and Respond to

Operational Needs

Unit Summary

Overview

This unit is about decisions and actions required planning and utilising resources. Itincludes the following key aspects:

• Planning for people, physical and financial resources

• Allocating tasks to individuals

• Decision making

• Application of all available resources

• Emergency orders


In demonstrating competence within this unit your role will require you to plan andallocate a range of resources to meet operational demands.


You will develop your skills, knowledge and understanding through the relevanttraining modules and through workplace activity and development.


Assessment will be by observation and review of actual performance at accidents/incidents. Questioning will be used to ensure specified knowledge and understandingis assessed.


Communication ii, iv v


Self development ii

Decision making i

Team working ii, iv

Leadership i, ii

Initiative ii


Element 10.1 Plan for future resource needs

Element 10.2 Allocate crew responsibilities for station and aerodrome activities





1) Plans detail requirements against actual and potential resource needs.

2) Plans produced in agreed format and are available to authorised personnel byagreed deadlines.

3) Plans take account of all changes, which are relevant to the operational siteincluding any policy, legislative or licensing requirements.

4) Plans are realistic, clear and focused on key objectives.

5) Request for additional resources are accompanied by clear and logical justificationfor resource needs.


You must demonstrate that you can plan for future resource needs. This will includeall resources under your control, which may be:

• people

• finance

• equipment

• appliances

• premises


Performance evidence must be provided for planning across all resources for whichyou have responsibility. Assessment will be by review of the plans you produce andquestioning.






K1 U2 K26 U26, U27

K2 U1 K30 U40, U49

K5 U26 K31 U40, U49

K16 U15, U16, U17 K45 U30

K23 U1

Knowledge










Understanding















1) Duty rostas are available for use by crews.

2) Individuals are aware of their own responsibilities and roles during duty.

3) Individuals and crew are able to respond immediately to any mobilising eventwithout confusion or conflict.

4) The correct extinguishing media and sufficient crew are available for use at theoperational site.


6) All accidents and incidents are dealt with within the expected response time.


You must demonstrate that you can allocate crew responsibilities to ensure thatresponse times are maintained and all accidents/incidents are dealt with in correctresponse time. This includes:

• individual responsibilities

• crew responsibilities

• accident/incident response

• station duties








K2 U2, U3 K30 U5, U17

K5 U30 K31 U5, U17

K7 U4, U15 K36 U33

K8 U1, U2 K49 U49

K25 U5, U17

Knowledge










Understanding













Unit 10 Plan and Allocate Resources to Anticipate and Respond to

Operational Needs

Modules for this unit be drawn from Management Development/Command andControl some examples are:


Relevant

Training

Module

1 Leadership

2 Effective Communications

3 Teamwork and motivation

4 Planning

5 Informal Discipline and Supervision

6 Health, Safety & Risk Management

7 Operational Command & Control and Management

8 Self Development and the Manager

9 Continuous Professional Development in the Workplace

10 Training

11 Managing People

12 Management of Resources

13 Managing Information



Unit 11 Take Responsibility for Effective Personal Performance

Unit Summary

Overview

This unit is about your ability to manage your work performance, workingrelationships and personal fitness. This includes key aspects of:

• Managing your work performance and working environment

• Identifying personal, mental and physical capabilities

• Treating people fairly

• Ensuring safety in your working environment for self and others

• Presenting a positive image to public, colleagues and external agencies

• Challenging unacceptable behaviours

• Being proactive in identifying service delivery improvements

• Being responsive to change


In demonstrating competence within this unit, your role will require you to actresponsibly by maintaining personal level of fitness to meet role requirements. Inmaintaining and improving your own level of competence; you will also be required todemonstrate consistent action to ensure safety in your working environment, andmanagement of resources within your area of responsibility. You will also confirmyour ability to present a positive image of the service to all external contacts and tomaintain constructive working relationships.


Training modules are based on standards of performance for your role. By referring tothe specified standards you will be able to take responsibility for maintaining anddeveloping your own performance to the required standard for workplaceassessment.



Managing self i, iii


Decision making i

Team working i, ii, iii, iv

Initiative i, iv




Assessment will be by observation and review of actual performance, simulation,role-play and review of personal performance and development records. Questioningwill be used to ensure specified knowledge and understanding is assessed.


Element 11.1 Take responsibility for personal performance at accidents/incidents

Element 11.2 Maintain constructive working relationships with colleagues and external agencies



Element 11.1 Take responsibility for personal performance at accidents/

incidents


1) Personal fitness is maintained at a level to meet operational needs.

2) Resources are replaced in their correct location after use.

3) Physical and mental capabilities are not exceeded.

4) Faults and defects in equipment are accurately identified and the relevant personinformed.

5) Limits of authority and responsibility are not exceeded.

6) Personal actions do not exceed current level of competence.

7) Potential improvements to service delivery are recommended to relevant person.


You must demonstrate that you can take responsibility for your own performance inthe workplace, to include:

• all types of accidents/incidents which you attend

• all types of training, exercises and simulation

• all types of community events

• all types of maintenance work


Actual performance evidence is required. Assessment will be by:

• review of performance at incidents

• completed documentation for equipment.



Element 11.1 Take responsibility for personal performance at accidents/

incidents



K1 U4 K7 U4

K3 U5, U7 K8 U1, U2, U3

K5 U7, U22, U23

Knowledge






Understanding











Element 11.2 Maintain constructive working relationships with colleagues and

external agencies


1) Conflict is minimised and resolved with tact, diplomacy and support.

2) Power, authority and influence are used constructively to manage diversity andmeet common objectives.

3) Information exchange is within limits of authority and does not breachconfidentiality.

4) Contact with external agencies is co-operative and focused on achieving joint goalsand priorities.

5) Contact with the public is positive and supportive.

6) Where action by member(s) of the public or others presents a threat to safety orconflicts with objectives, assertive action is taken to resolve the situation and therelevant line manager is informed immediately.


You must demonstrate that you can maintain constructive working relationships in avariety of contexts, to include:

• incidents

• requests for mobilisation

• requests for information – face to face/telephone

• within watch, station and service


Actual performance evidence is required across all contexts on a continuous basis.



Element 11.2 Maintain constructive working relationships with colleagues and

external agencies



K3 U5, U7, U8 K11 U7, U8

K5 U7 K24

K8 U1, U2, U3

Knowledge






Understanding









Unit 11 Take Responsibility for Effective Personal Performance


Relevant

Training

Module








8 Casualty care















Unit 12 Inform and Educate the Community to Improve Awareness of

Safety Matters

Unit Summary

Overview

This unit is about advising the public on general safety matters throughdemonstrations, promotional events and on request. This includes the following keyaspects:

• Encouraging and obtaining support from the local community

• Awareness of national trends campaigns and effect on local community

• Systematic risk assessment

• Make up of local community


In demonstrating competence within this unit, your role will require you to supplyaccurate information and advice on request to the community to improve theirawareness of safety and environmental matters in the home, at work and in theenvironment.


Developments within Fire Safety and national policy will provide training anddevelopment to expand community contact in respect of this unit. You will continueto develop your knowledge and skills through this training and workplacedevelopment and experience.


Assessment will be by observation of advisory and demonstration activities and byquestioning. Questioning will be used to ensure specified knowledge andunderstanding is assessed.



Managing self iii


Decision making i, ii

Team working i

Present positive image ii, iii

Initiative ii, v


Element 12.1 Advise the public on safety matters on request

Element 12.2 Provide learning through demonstration or promotional event



Element 12.1 Advise general public on safety matters on request


1) Details of request confirmed through active listening.

2) Action taken to respond to request meets specified need(s).

3) Advice provided is accurate, within own limits of authority and reflects authority’sgoals and objectives for safety.

4) Common understanding is confirmed for each communication.

5) Where available, supplementary information is provided or person is directed torelevant authority.

6) Contact with people is positive, supportive, constructive and relevant to urgencyof request.

7) Relevant documentation is complete, accurate, legible in the agreed format andavailable to authorised people.


You must demonstrate that you can advise the general public on safety matters onrequest.

Assessment will be by observation and questioning of actual performance on acontinual basis and by the examination of documents and records.


Performance evidence for this unit should be collected from real workplace activitiessupported by other forms of evidence as required by your Aerodrome.

You must demonstrate that you can advise the public on safety matters on requestand that you can provide learning at a range of local events.



Element 12.1 Advise general public on safety matters on request



K2 U39 K22 U7

K5 U5, U7 K24 U7

K7 U44 K26 U7

K11 U7

Knowledge








Understanding







Element 12.2 Facilitate learning through demonstration and instruction


1) A full risk assessment of location target audience, equipment/activity is completeprior to event.

2) Difficulties or risks occurring during the event are resolved with relevant degree ofurgency.

3) Outcomes of events are validated through feedback from target audience.

4) Aims and objectives of activities meet specified needs and are consistent with thegoals and objectives of the authority.

5) Questions are acknowledged and accurate responses are provided during theevent.

6) Where audience actions pose actual or potential risk to self or others, immediateaction is taken to reduce or remove the risk.

7) Equipment and resources are returned to the correct location and are secure andready for further use.

8) Defects and deficiencies in equipment and resources are recorded and reported torelevant authority.

9) Relevant documentation is complete, accurate, legible and available to authorisedpeople.


Assessment will be by observation and questioning of actual events performance ona continual basis.


Evidence from at least 2 different demonstrations, covering a small and large group.It is expected that demonstrations will normally take place with small or mediumsized groups (e.g. 4 to 10 people).

Simulation would not be considered appropriate for this element.



Element 12.2 Facilitate learning through demonstration and instruction



K2 U1, U2 K23 U7

K5 U3, U7 K24 U7

K7 U14, U21 K26 U7

K11 U7 K32 U42

K21 U2, U30 K43 U42

K22 U7 K44 U42

Knowledge










K32 Methods of providing support and development to others


K44 Types of tools for validating learning events

Understanding











5 Personal Skills ‘Bank’

The critical behaviour/attitude aspects of competent performance are:

• recorded against each unit (see Section 4 of Part 3)

• drawn from a ‘bank’ of relevant personal skills

A ‘bank’ of personal skills follows.

This bank of personal skills is a valuable tool for designers of training.

5.1 Personal Skills – Master Reference

(Critical aspects selected for each unit)

1) Communication

i) verbal and non verbal communication is clear

ii) information exchanged is accurate

iii) communication is relevant to task and priority/urgency

iv) adopts a positive approach

v) provides constructive feedback and proposal

2) Managing self in work context

i) manages time effectively

ii) accountable for own actions

iii) takes responsibility for work

iv) action and behaviour under stress remains calm, controlled and focused onobjectives

3) Self development

i) seeks feedback from others

ii) avoids bias in contact with others

iii) learns from own experience and that of others

4) Decision-making

i) takes decisions which are relevant, realistic to the situations and objectives

ii) based on sound risk analysis

iii) maintains focus on objectives

5) Team working

i) co-operative and sensitive to team needs

ii) shares experience and information

iii) provides feedback to improve performance

iv) commitment and contribution to team objectives

6) Leadership

i) leads by example

ii) treats people fairly and ethically

iii) maintains control under stress



7) Initiative

i) offers solutions not problems

ii) action is calculated on dynamic risk assessment

iii) takes opportunities to offer alternative courses of action

iv) provides solution to meet a specified risk

6 Knowledge and Understanding ‘Bank’

As the same aspects of Knowledge and Understanding are relevant to different unitsof competence – in different combinations – the use of a central ‘bank’ from which todraw can serve several purposes e.g:

• a main reference point for assessors

• a main reference point for training designers

Critical items from this ‘bank’ are identified for each element of competence.

6.1 Knowledge and Understanding – Master Reference

The following bank of knowledge and understanding statements are cross mapped tounits and elements.

Knowledge


K2 Applicable CAA, Fire Service, or other legislation










K12 Protocols determining the status and removal of the deceased







K19 Methods employed in effecting entry to aircraft

K20 Methods employed to effect entry to other aerodrome facilities














K32 Methods of providing support and development to others

K33 Methods of ensuring self development

K34 Opportunities available for self-development.

K35 Systems and fixed installations which need to be inspected for the purpose of operations






K41 Legislation, policy and procedures relating to inspection and testing of appliances and equipment



K44 Types of tools for validating learning events


K46 What constitutes controlled burning

K47 Record systems and their use

K48 Methods and techniques for managing stress


Understanding

















U15 How to apply different types of extinguishing media


U17 How to obtain water supply and other extinguishing media.



U20 How to record information regarding commitment of BA crews and their current status




U24 How to recognise and interpret information and labelling on hazardous substances




U28 How to recognise and action development needs of others



U31 How to undertake routine maintenance of vehicles



U34 How to report accidents, damage and defects involving firefighting vehicles









U43 How to use tools for validating learning events






U47 How to recognise signs and symptoms of stress





Contents to Part 4

Part 4 Guidance on the Process of Delivering Structured Learning

Programmes for Aerodrome RFFS Personnel

Introduction 1

CAA Mandatory RFFS Structured Learning Programmes 1

Firefighter (Initial) 1Firefighter (Revalidation) 1Supervisor SLPs – Initial – Crew Commander 2Supervisor SLP – Initial – Watch Commander 2Supervisor (Revalidation) – Crew Commander/Watch Commander 2Manager's SLPs – Initial – Station Commander 2Firefighter (Lower Category Aerodrome) 2Supervisor (Lower Category Aerodrome) – Initial and Revalidation 2Grades of SLPs 3Qualifications 3Validity of Certificates 3

Resources 3

Practical Training Facilities 3

Appendix A Reference and Guidance on CAA Assessments of In-house

Maintenance of Competence Schemes

Introduction 1

Scope 1

Objective 1

Internal Guidance 1

Procedures 2

Competent Person 2

Training Programme 2

Training Policy 2

Role Maps 3

Key Performance Indicators (KPI) 3

Task Analysis/Risk Assessment 3

Training Analysis 4

Records 4

CAP 699 Part 3 - Standards of Competence. 4

Part 4 Page i1 August 2002


Lower Category Aerodromes- RFF Categories Special, 1 and 2. 4

Procedures for the Approval of Aerodromes and Training Providers. 5

Conclusion 5

Appendix B Check List for the Initial and Ongoing Assessment of a

Maintenance of Competence Scheme in accordance

with CAP 699

Part 4 Page ii1 August 2002


Part 4 Guidance on the Process of Delivering

Structured Learning Programmes for

Aerodrome RFFS Personnel

1 Introduction

1.1 This guidance should be read and used in conjunction with ICAO Training Manual PartA-1, General Considerations. The purpose of this guidance is to promote the uniformapplication of ICAO Standards and Recommended Practices, to assist licensees toestablish structured learning programmes, and to encourage a high standard ofprofessional competence.

1.2 It is important to achieve, not only a high standard of initial training but a thoroughand recurrent programme designed to ensure complete familiarity with thetheoretical and practical aspects of fire fighting and the equipment and aircraft likelyto be encountered.

2 CAA Mandatory RFFS Structured Learning Programmes

2.1 Firefighter (Initial)

2.1.1 This SLP should be attended by all recruits to the Aerodrome RFFS at aerodromeswhere the RFF Category is 3 and above. The syllabus should include theoreticalinstruction in the causes of fire, principles of fire extinction, action of variousextinguishing agents, construction and working principles of all types of appliances,practical operation of fire equipment provided by the licensee, elementary aircraftconstruction, methods of rescue from aircraft, including helicopters and other aspectsof fire and rescue duties.

2.1.2 The SLP should provide essential practical training, the emphasis being on the tacticaldeployment of staff and appliances to achieve rescue from an aircraft involved in fire.All personnel will be required to undergo appropriate training in the use of breathingapparatus.

2.1.3 A number of simulated accidents should be staged during the SLP. Care andmaintenance of appliances and equipment should be an integral part of the SLP. It isanticipated that the balance between practical and theoretical training on this SLP willbe almost equally divided.

2.1.4 The content of an acceptable SLP for the initial acquisition of competence for anaerodrome Firefighter has been approved by the CAA for delivery by approved trainingproviders. It will comprise the appropriate competencies cross-mapped to the genericrole of an aerodrome Firefighter in accordance with Part 3 of CAP 699. It is anticipatedthat the duration of an acceptable SLP meeting these objectives will be no less thansix weeks.

2.2 Firefighter (Revalidation)

The content of an acceptable SLP for Firefighter Revalidation SLP has been approvedby the CAA for delivery by approved training providers. It will comprise thePerformance Criteria (PCs) of the appropriate competencies cross-mapped to thegeneric role of aerodrome Firefighter. The acceptable duration of an acceptable SLPmeeting these objectives will be no less than one week.



2.3 Supervisor SLPs – Initial – Crew Commander

2.3.1 This SLP should be attended by personnel employed at aerodromes where largercrews are to be expected and crew command may be required. The SLP shouldprovide the opportunity to command a crew and consist of mainly practical fire/drillrelated command principles including breathing apparatus command and controlprocedures. Also included should be the control of standard tests and records.

2.3.2 The content of an acceptable SLP for the initial acquisition of competence for aSupervisor (Crew Commander) has been approved by the CAA for delivery byapproved training providers. It will comprise the appropriate competencies cross-mapped to the role of a Supervisor (Crew Commander). It is anticipated that theduration of an acceptable SLP meeting these objectives will be no less than two andone half weeks.

2.4 Supervisor SLP – Initial – Watch Commander

This SLP should be attended by supervisory grades who have successfully completeda Supervisor (Crew Commander) SLP. Provision should be made for theoretical andoperational exercises giving each participant the opportunity of exercising firegroundcommand.

The content of an acceptable SLP for the initial acquisition of competence for aSupervisor (Watch Commander) has been approved by the CAA for delivery byapproved training providers. It will comprise the appropriate competencies cross-mapped to the role of a Supervisor (Watch Commander). It is anticipated that theduration of an acceptable SLP meeting these objectives will be no less than two andone half weeks.

2.5 Supervisor (Revalidation) – Crew Commander/Watch Commander

The content of two acceptable SLPs for Supervisor Revalidation (Crew Commanderand Watch Commander) have been approved by the CAA for delivery by approvedtraining providers. These will comprise the Performance Criteria (PCs) of theappropriate competencies cross-mapped to the generic role of aerodrome Supervisor(Crew Commander or Watch Commander). It is anticipated that the duration of anacceptable SLP meeting these objectives will be no less than one week.

2.6 Manager's SLPs – Initial – Station Commander

2.6.1 This SLP should be attended by all officers selected for promotion to StationCommander who have successfully completed a Supervisor (Watch Commander)SLP.

2.6.2 The content of acceptable SLPs for the initial acquisition of competence for aManager and SLPs for revalidation will require to be agreed with the CAA.

2.7 Firefighter (Lower Category Aerodrome)

Acceptable SLPs for initial acquisition and revalidation of Certificates of Competencefor personnel employed at lower category aerodromes may still be delivered locally ata licensed aerodrome in accordance with CAP 168 Chapter 8 Appendix 8H.

2.8 Supervisor (Lower Category Aerodrome) – Initial and Revalidation

Acceptable SLPs for initial acquisition and revalidation of Certificates of Competenceshall still be required to be delivered at an ATP. It is anticipated that the duration of anacceptable SLP meeting these objectives will be no less than one week.



2.9 Grades of SLPs

The SLPs detailed herein are listed in accordance with the grades of SLPs which maybe considered as suitable for the grades of RFFS personnel listed in the Classificationof Occupations in Aviation given in Doc 7192-AN/857, Part A-1, GeneralConsiderations, Appendix 2.

2.10 Qualifications

The SLPs detailed in this chapter should only be carried out at training establishmentsapproved by the CAA (‘Approved Training Providers’). Each SLP should incorporate arange of appropriate oral, technical, practical and written tests.

2.11 Validity of Certificates

Certificates of Competence shall be valid for the periods identified in CAP 168Licensing of Aerodromes, Chapter 8. All personnel should re-qualify by test followingattendance on further SLPs appropriate to their grades.

3 Resources

3.1 Practical Training Facilities

Practical training facilities shall be commensurate with the type and size of aircraft inuse at licensed aerodromes so that RFFS personnel may regularly participate in livefire drills commensurate with the types of aircraft and types of RFF equipmentnormally in use at aerodromes, including pressure-fed fuel fires.



Appendix A Reference and Guidance on CAA Assessments

of In-house Maintenance of Competence

Schemes

1 Introduction

Following the recent consultation on CAP 699 the Aerodrome Standards Department(ASD) Inspection Section will need to assess the implementation of CAP 699 at UKLicensed Aerodromes. In order to maintain a standardised, reasonable approach theCAA Inspectors will assess a licensee’s ability to meet the standards using thefollowing policy and procedures. This will enable the CAA to have an understandingof how licensees have adopted CAP 699 and enable Inspectors to record theirfindings as appropriate. CAP 699 outlines the acceptable means of compliance withthe training requirements of CAP 168, Chapter 8. The Safe Person Concept statesthat Organisations can normally achieve the health, safety and welfare of people atwork by providing and maintaining: A safe working environment, safe workequipment, safe systems of work and a competent workforce. A licensee mustdetermine how they intend to comply with CAP 699 and all licensed aerodromesshould have a maintenance of competence scheme for their RFF personnel. Theoptions are outlined in CAP 699 at Intro/2. The Maintenance of Competence forFirefighters is further outlined in CAP 699 and gives guidance regarding theproduction of a training manual and the phases, which will be utilised by ASD duringthe assessment of a scheme.

2 Scope

It is intended that this policy and procedures will assist Inspectors and aerodrome fireofficers in applying a standardised approach when dealing with the implementation ofCAP 699 at licensed aerodromes and when assessing a maintenance of competencescheme for airport firefighters.

3 Objective

All Rescue and Fire Fighting (RFF) personnel shall be properly trained to perform theirduties in an efficient manner and shall participate in live fire drills (including pressure-fed fuel fires) commensurate with the types of aircraft and type of rescue and firefighting equipment in use at the aerodrome (CAP 168 chapter 8).

4 Internal Guidance

4.1 Inspectors will continue to ascertain that training of RFF personnel is appropriate andcompliant. The onus for assessing and setting the training policy rests firmly with thelicensee or their nominated person(s).

4.2 An holistic training programme is difficult to assess in the short period of timeallocated during an Inspection/Audit and it is therefore recommended that licenseesconduct a Training Needs Analysis. This should be submitted in the first instance tothe appropriate Inspector. He/she can then make an initial assessment and submit



their findings, conclusion, and recommendation(s) to the CAA Senior AerodromeInspector (RFF).

5 Procedures

In order to assist the Inspector(s) in establishing/agreeing that competence is beingachieved/maintained to an acceptable standard (CAP 699) he/she should:

5.1 Ensure the licensee has a written corporate policy. This should incorporate training forcompetence as an integral part of the licensee’s strategy. The policy should becompliant with CAA requirements. It should acknowledge that the key objective oftraining for competence is the development and use of training and assessmentsystems that contribute to the efficient delivery of services while eliminating orreducing risk to the organisation, its staff and equipment, the community within theboundaries it serves and the environment.

5.2 Ensure the licensee has a Framework:

a) This should be a systematic method of managing and organising the development,delivery and evaluation of all the training provided.

b) Contain an objective assessment process to measure consistently the acquisition

of knowledge, skills, attitude and understanding achieved by individuals andteams.

c) Contain an objective assessment process to measure consistently the application

of knowledge, skills, attitude and understanding achieved by individuals andteams.

6 Competent Person

The Licensee should have appointed a competent person to oversee the trainingprogramme for the Rescue and Fire Fighting Service (RFFS) personnel.

7 Training Programme

The programme should be in place and should continuously demonstrate that allpersonnel possess and practice the skills, knowledge and understanding to completethe necessary tasks according to their individual roles.

8 Training Policy

A licensee’s training policy can appear in many formats but in every case it should:

a) Identify and define the licensee’s strategic training and development needs forRFFS personnel.

b) Set the licensee’s training aim, objectives and priorities.

c) Establish the structure, management, resources and facilities for the trainingfunction.

d) Identify assessment methodologies.

e) Establish the process for auditing, evaluation and reviewing the training function.

f) Detail the process for reviewing the training policy.

g) Ensure that the unit and elements related to the core tasks are practised orsimulated.



h) Cross-reference to the aerodrome manual, or be published in the manual.

i) Incorporate the current regulatory requirements of CAP 168.

NOTE: Minimum guidance is given in the relevant appendices of CAP 168, Chapters 8 and9. This is very appropriate when assessing training policies at lower categoryaerodromes.

9 Role Maps

These are a collection of the functions that have been identified for that particular role:Firefighter, Supervisor and Manager. Performance outcomes are grouped togetherinto functions but define the activities relevant to a particular role. (See CAP 699, Part1, page 2).

10 Key Performance Indicators (KPI)

a) Training and Learning.

b) Acquisition (initial) of competence.

c) Application of competence.

d) Consistent workplace performance.

e) Continuous professional development.

KPIs can give an indication of how the system is functioning and how efficient andeffective the process is. KPIs should be monitored by internal and external audits.

11 Task Analysis/Risk Assessment

11.1 A task analysis will assist licensees to determine the tasks required of the RFFSpersonnel according to role(s). A Task Analysis should primarily consist of a qualitativeanalysis of the RFFS response to realistic worst-case aircraft accident scenarios.Following completion of an analysis an aerodrome will be able to utilise the eventtrees to identify training needs. The analysis should remain live and be reviewedappropriately.

11.2 It is worth remembering that personnel conducting an analysis of this nature must notdiscount Health and Safety issues and deal only with the CAA regulatoryrequirements. It is worth drawing attention to this fact and referencing various otherdocuments which deal directly with Risk assessment:

• Memorandum of Understanding Between the Health and Safety Executive and theCivil Aviation Authority (CAA) Safety Regulation Group (April 1998).

• HS (G) 65 Successful Risk Assessment.

• The Management of Safety (CAA) Guidance to Aerodromes and Air Traffic ServiceUnits on the Development of Safety Management Systems.

• A Guide to Operational Risk Assessment (HM Fire Service Inspectorate).

• A Guide for Managers (HM Fire Service Inspectorate).

• A Guide for Senior Officers (HM Fire Service Inspectorate).

• Training Model- Health and Safety, Fire Service Guide Volume 4.

• Fire Service Manual- Training, Volume 4 (ISBN 0 11 341224X)

NOTE: The above list is not exhaustive.



12 Training Analysis

12.1 Experience of applying skills, knowledge and understanding is an important ingredientand will only occur if training needs are identified. Training helps people acquire theskills, and attitudes to make them competent in role and task. However, the trainingofficer will need to decide what and if training is required, identify the training needs,identify training objectives, deliver the training and ensure they evaluate theeffectiveness of the training. This will require the training officer to ‘close the loop’ onthe training process. Training officers may decide to establish a Safety TrainingModel. This should include the following aims:

a) Set Policy and Objectives.

b) Conduct Safety Reviews.

c) Identify Training Needs.

d) Design the Training.

e) Deliver the Training.

f) Evaluate the effectiveness

g) Apply a structured formal assessment process.

NOTE: Having conducted an analysis the Training Officer would be able to identify theinternal or external resources required to deliver the appropriate training. A suitableexample of a Safety Training Model is given in CAP 642, Part 6, Section 2.

13 Records

Should identify whether all individuals having taken Competence-Based Training havefulfilled the requirement of CAP 699 in achieving competence. Records shouldinclude the minimum information outlined in Part 2 Appendix B.

14 CAP 699 Part 3 - Standards of Competence.

It must be made clear that the standards contained in Part 3 are not training

standards. These are standards of competence, which reflect the required outcomesof individual performance, based on the functions which individuals are required toundertake. The full set of units and elements within CAP 699 can be combined invarious ways to meet specific roles and responsibilities (rolemapping), thus givingflexibility to meet the needs of different roles within different categories ofaerodrome Fire Services. The standards are designed to be utilised in two key ways:

a) As a basis for design of relevant training.

b) As a framework for assessment of individual performance. (See CAP 699, Part 3,Background.)

15 Lower Category Aerodromes- RFF Categories Special, 1 and 2.

Lower Category (RFF) aerodromes may not have a dedicated specialist(s) to monitor/conduct training. However, the licensee must ensure a positive attitude to training. Inessence the lower category aerodromes have for several years been applying theethos of CAP 699. This has evolved through CAP 605 and the Low Category Junior



Officer Instructors/Trainers. CAA will encourage these aerodromes to follow theguidance in CAP 699.

NOTE: Appendix 8H of CAP 168, Chapter 8 will assist licensees in this area. It has beenwritten in a manner, which consolidates the advice previously provided by CAP 605,which is withdrawn.

16 Procedures for the Approval of Aerodromes and Training Providers.

If Inspectors are asked to provide guidance in this area they will acknowledge theoriginal enquiry and direct the applicant to CAP 699, Part 2.

17 Conclusion

17.1 In order to maintain a standardised, reasonable approach, it must be made clear thatthe standards contained in Part 3 are not training standards. These are standards ofcompetence, which reflect the required outcomes of individual performance, basedon the functions which individuals are required to undertake. The full set of units andelements within CAP 699 can be combined in various ways to meet specific roles andresponsibilities (rolemapping), thus giving flexibility to meet the needs of differentroles within different categories of aerodrome fire services. The standards aredesigned to be utilised in two key ways:

a) As a basis for design of relevant training.

b) As a framework for assessment of individual performance.

17.2 Experience of applying skills and knowledge is an important ingredient and will onlyoccur if training needs are identified. Training helps people acquire the skills, andattitudes to make them competent in role and task.

17.3 Inspectors should continue to ascertain that training of RFF personnel is appropriateand compliant. The onus for assessing and setting the training policy rests firmly withthe licensee or their nominated person(s). The Inspector should only raise the issueas a Category 1 CAA report Item if he/she cannot be satisfied that the RFFS canoperate their appliances and equipment effectively or that training is not beenconducted in a robust manner.

17.4 The Safe Person Concept: Organisations can normally achieve the health, safety andwelfare of people at work by providing and maintaining:

a) A safe working environment.

b) Safe work equipment.

c) Safe systems of work.

d) A competent workforce.

NOTE: All Rescue and Fire Fighting personnel shall be properly trained to perform theirduties in an efficient manner and shall participate in live fire drills (including pressure-fed fuel fires) commensurate with the types of aircraft and type of rescue and firefighting equipment in use at the aerodrome. An ongoing measure of continuouscompetence and a way of identifying training needs formalises the process that hasbeen operating successfully for a number of years.

Any acceptable training/maintenance scheme must not allow a compromise to theRescue and Fire Fighting Service Response Time Criteria/Objective.



Appendix B Check List for the Initial and Ongoing

Assessment of a Maintenance of Competence

Scheme in accordance with CAP 699 Part 4,

Phases (1) (2) and (3)

Manual

Accep

tab

le

Ne

ed

s t

o

Imp

rove

Bein

g

Imp

rove

d

Do

es N

ot

Ap

ply

Qu

ali

fyin

g

Rem

ark

s

1 Scheme Outline

2 Introduction

3 Index

4 Quality Control and amendment process, which includes the verification process

5 Strategic Organisation Aerodrome Manual, Policy, Health and Safety At Work and appropriate legislation.

6 Company or Departmental Training Policy

7 Training Philosophy

8 Aim(s) and Key Function(s)

9 Training Objectives

10 Vertical Chart- Flow Chart. Competent Person/Training Officer

11 Training Programme

12 Timetable/Periodicity

13 Staff Briefs/Instructions

14 Recognition of the Scheme- Validation

Part 4 Appendix B Page 11 August 2002


15 Mode of Study

16 Task Analysis

17 Role Maps/Cross Mapping

18 Training Needs Analysis

19 Training Facilities Analysis

20 External Training resource(s) Outreach

21 Health and Safety Policy

22 Accident Reporting

23 Structure of Curriculum Content- Programme

24 Scheme Organisation/Management

25 Entry Standards and Assessment- Staff transfer. This could include induction and mentor schemes.

26 Teaching, Learning and mode of delivery.

27 Resource Implications

28 Staff Training and Development. This could be for firefighters and trainers and could be in the form of a diary or development plan.

29 Staff Curriculum Vitae Qualifications.

30 Teaching Material

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NOTE: The above checklist is not exhaustive and is intended as guidance.

31 Equal Opportunities Policy

32 Assessment and Examination Policy to include an appeals procedures

33 Validation Process QMS

34 Issue of Certificates

35 Personnel Records. CAP 699

36 Internal Audit

37 Change Policy. This should cover documents, notes, procedures, lectures etc.

38 Technical/Theory Session Assessment/Inspection

39 Practical Exercise/Session Assessment/Inspection

40 Assessment - Evaluation

41 Sickness Reporting Return to work policy.

42 Contingency Plans. For continued operation of the scheme.

43 Operational Assessment/Impact of the scheme. The RFF Response Criteria/Objective must not be compromised.

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Flow Chart for the Initial and Ongoing Assessment of a Maintenance of Competence

Scheme in accordance with CAP 699 Part 4, Phases (1) (2) and (3).

NOTE: The acceptance process is broken into three distinct Phases.

Phase (1) An informal discussion stage at which the CAA overall requirements will beexplained and questions answered.

Phase (2) A paper assessment stage in which system/process content, details of themaintenance scheme will be reviewed and assessed.

Phase (3) A practical assessment stage in which the physical and practical facilities andselected systems will be formally inspected and systems sampled.

General or Additional Comment(s)

Subject Title Additional Comment(s)

Phase 1

Conduct informal discussions with licensee and determine outcome/process

Receive formal request from aerodrome licensee

Acknowledge request and confirm in accordance with CAA Code of Pracice

Request license to produce manual

Establish acceptable timescale

Confirm Phase 1 complete and record on CAA file with date



NOTE: The above process should act as a guide to the process and the Regional Inspectorshould ensure that the Senior Aerodrome Inspector (RFF) is kept fully apprisedbefore the final scheme is agreed.

Receive Manual at Regional Office

Where appropriate the Regional Inspector should seek assistance from theSenior Aerodrome

Regional Inspector will assess a manual against the checklist and confirmfindings to licensee

Assess amendment process for the manual

Agree outcome with licensee

Accept manual/process/scheme

Confirm Phase 2 complete and record on file with date

Phase 2

Phase 3

Regional Inspector will arrange site visit. Two inspectors should conduct the initialsite visit

Conduct site visit

The site assessment should take account of the principal areas from the TrainingManual: Practical Facilities, Practical Elements/Sessions, Theoretical Elements,Assessment Process, Recording System, Safe Systems at Work, Internal Audit

Process/Scheme etc.

Confirm findings to licensee and agree outcome

Complete Phase 3 by consulting with the Senior Aerodrome Inspector (RFF) andaccepting the Maintenance of Competence Scheme. Record on file with date

Ensure ongoing assessment of the agreed scheme through normal regulatoryoversight programme
