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Class A Foam User CFA001 CFA001


Learning and Assessment Strategy

Edition 2 24 August 2009


CFA Operations, CFA Headquarters, 8 Lakeside Drive, Burwood East, Victoria 3151. CFA 2009 Other than that permitted under the Copyright Act 1968, no part of this publication may be reproduced by any means without written permission from the Country Fire Authority Victoria. Enquiries should be addressed to the publisher.

Learning and Assessment Strategy

Table of Contents

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Learning and Assessment Strategy

Learning Materials Control Sheet


Record of Issues
Issue No 1 Issue Date 4 July 2009 First developed Nature of Amendment

Contact for Enquiries and Proposed Changes


If you have any questions regarding this learning document please contact the responsible area identified below:

Name Designation

Tony Duckmanton Manager Learning and Development CFA Headquarters, 8 Lakeside Drive, Burwood East, Victoria 3151

Phone Fax Email

(03) 9262 8310 (03) 9262 8576 t.duckmanton@cfa.vic.gov.au

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Learning and Assessment Strategy

Class A Foam User CFA001


Assessment Elements and Performance Criteria
Element Performance Criteria Skills Recognition Knowledge and Skills Components CFA001.1 Properties of Class A Foam 1.1 Identify the classes of fire 1.2 Identify wetting properties of Class A foam that improve the effectiveness of water. 1.3 Describe/demonstrate the process of Class A foam proportioning/induction. 1.4 Describe/demonstrate differences between non aspirated and aspirated foam and equipment used for each. CFA001.2 Health safety and environmental Impact of Class a Foam 2.1 Identify/demonstrate safe work practices and precautions to be taken to avoid impacts on human health and safety when handling and using Class A foam concentrate and solution. 2.2 Identify/demonstrate appropriate levels of personal protective clothing and equipment to be worn when handling and using Class A foam concentrate and solution. 2.3 Identify/demonstrate precautions to be taken to avoid impacts on the environment when using Class A foam. 2.4 Identify precautions to be taken to avoid spills and impacts on the environment when storing Class A foam. CFA001.3 Operate and maintain Class A foam equipment. 3.1 Identify/demonstrate the various types of systems and equipment used for proportioning, delivering and transferring Class A foam concentrate and solution. 3.2 Identify/demonstrate end user maintenance requirements of systems and equipment. CFA001.4 Application of Class A foam for a range of fire situations. 4.1 Identify effects of Class A foam on the fire triangle. 4.2 Identify the various foam types. 4.3 Identify how proportioning rate effects drain time
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Learning and Assessment Strategy

Element

Performance Criteria and wetting. 4.4 Identify/demonstrate foam type for application to a range of wildfire fuels. 4.5 Identify/demonstrate foam type for use on a range of non structural applications 4.6 Identify foam type and safety precautions when applying Class A foam to Class B hydrocarbon fuels.

Critical aspects of evidence


It is essential for this unit that competence is demonstrated in: Properties of Class A Foam. Health safety and environmental Impact of Class a Foam. Operate and maintain Class A foam equipment. Application of Class A foam for a range of fire situations.

Underpinning Knowledge and skills


Follow instructions and procedures; Practice safe person and dynamic risk assessment (SPADRA); Use of appropriate firefighting equipment; work as member of a team; appropriate environmental protection techniques.

Pre- requisites
CFAQ002 Wildfire Firefighter

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Learning and Assessment Strategy

Competency Map
Sessions Session 1 Classes of fire and properties of Class A Foam Session 2 Occupational health and safety & PPC/PPE Session 3 Foam type and its application Session 4 Use of Class A Foam on Class B hydrocarbon fuels Session 5 Foam concentrate storage and handling Session 6 Environmental impact precautions CFA required Underpinning Knowledge Knowledge Assesment Skills Assessment Remarks

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Learning and Assessment Strategy

Session 7 Class A Foam systems, type and operation

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Learning and Assessment Strategy

Learning Strategy

Time: 20 mins

Introduction to Class A Foam User CFA001

Method
Delivery options

Content
A range of delivery options can be used to facilitate Class A foam training to meet Performance Criteria these may include; 1. Pre course reading of CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learner manual. This may be a chosen option to reduce theory training time in the classroom. 2. The Powerpoint slide presentation has a hide slide function. Therefore allowing the Instructor a choice of slides considered most appropriate for the classroom theory component thus placing more or less empasis and time to be spent on outdoor practical training to allow participants to demonstrate the skills required for final assessment.

Aids
CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learning manual. Powerpoint slide presentation. Handouts. User Guide Wildfire and non structural. Class A Foam sytems and ancillary application equipment. For further information refer to: Appropriate Safety Data Sheet Class A foam Concentrate. CFA (2003) Class A foam, Wetting Agent and Your Property. CFA (2003) Class A foam, Wetting Agentand Agricultural land: Advice to CFA members. CFA (2003) CFA Environment Strategy. CFA (2005) Chief Offi cers Standing Order Environmental Care CFA (2005) Chief Offi cers Standard Operating Procedure: Foams and WettingAgent Firefighting DSE (1995) Code of Practice for Fire

Management on Public Land.


Learning Check to be conducted throughout the training program Opportunities should be provided throughout the session for participants to ask questions or clarify content. At the end of each session, Instructors should consider using a combination of self check questions from CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learner manual and or direct questioning

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Learning and Assessment Strategy

Learning Strategy

Time: 20 mins

Introduction to Class A Foam User CFA001

Method

Content
techniques to check participants understanding of session content. Material covered in earlier sessions/pre course reading may also be checked in later sessions.

Aids

Help learners to feel comfortable about attending this training

Welcome participants. Introduce yourself; name, background, qualifications to deliver this training program. Conduct site induction and participant registration. Explain that Class A foam; Cools Insulates Isolates - Penetrates and Smothers This acronym C I I P S will be reinforced throughout training Show PPT Slide 1 CIIPS Show PPT slide 0 Title

Inform learners of module Elements:

1.Properties of Class A Foam 2. Health safety and environmental Impact of Class a Foam 3. Operate and maintain Class A foam equipment. 4. Application of Class A foam for a range of fire situations Discuss Performance Criteria from list above if felt nessesary for your group

Show PPT slide 2 - Module objectives

Inform learners of training sessions and learning and assessment timetable:

Sessions 1-7 Knowledge component approximately 4 hours Skills component approximately 2 Hours Assessment Knowledge and Skills approximately 2. hours

Show PPT slide 3 & 4 Sessions 1-7

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Learning and Assessment Strategy

Learning Strategy

Total Session Time: 20 mins

Introduction.

Method
Stimulate recall of prior/ prerequisite learning?:

Content

Aids

Explain that priciples of using Class A foam will have been covered in Wildfire training within the Wildfire firfighter learning manual as will the application of water and use of pumps and equipment. This training will build on your existing skills. Session intoduction This introduction provides an understanding of ; Use of Class A Foam - benefits and considerations. Use the table to reinforce the benefits over water alone. Explain the CIIPS Priciples and reinforce. The need to conduct a risk assessment during size-up. Cosider human health and safety and the environment.

Show PPT slide 5 benefits Show PPT slide 6 CIIPS Show PPT slides 7 & 8

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Learning and Assessment Strategy

Session 1 Total Session 1 Time: 45 mins Session title: Classes of Fire and Properties of Class A Foam

Content Points
Properties of Class A Foam Including; Classes of fire. properties of Class A foam including: concentrate; solution; Wetting properties surface tension foam proportioning/inductio n rates Drain time. density; expansion;

Teaching options
From Content Points (Left)

Aids/Refs/Practice/Feedback and Assessment


Refer to chapter 1 of CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learning manual. Show PPT slide 9 Show PPT slide 10

Give an overview of topics to be covered in this session. Reinforce prior learning regarding Classes of fire A/B/C/D/E/F and that Class A foam is intended for use on Class A fuels. Explain that Properties of Class A foam include - read from left hand list, then, Explain that; Class A foam concentrate is a combination of: surfactants (surface active agents that reduce the surface tension of water); detergent foaming agents; inhibitors (to minimise the effects of corrosion on metals); and preservatives (to prolong shelf life). Class A foam should not be confused with wetting agents whose only role is to reduce the surface tension of water. Solution is a mixture of water and concentrate. The adition of Class A foam to water imporves wetting and

Show PPT slide 11

Show PPT slide 12

Show PPT slide13 Show PPT slides 14 & 15

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Learning and Assessment Strategy

spreading by lowering surface tension to spread across and penetrate Class A fuels and that an increase in solution temperature further increases wetting. This is and advantage when applied to hot fuel beds. Class A foam also attracts carbon for wetting out. Proportioning/induction is the process of adding foam concentrate to water and relates to the amount of concentrate added by percentage from 0.1% to 1%. Draintime may be adjusted by increasing the proportioning rate I.e. to wet more dense tighly packed bark fuels more slowly or by reducing the proportioning rate to wet porus fuels like grasses more quickly. When in doubt Wetter is Better. Density Is related to the amount of water held within the foam bubble mass. Non aspirated foam has the highest density as it is mostly water. High expansion foam has the lowest density as it is mostly air. Expansion is the process of adding air to solution expansion may differ. The amount of air added is known as the expansion ratio. Foam Types/expansion ratios there are four different foam types these are; Non aspirated, Low expansion, Medium expansion and High expansion (this type is not used for wildfire by CFA). Each expansion ratio is generated using a specifically designed branchpipe. Session 2 Total Session 2 Time:
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Show PPT slides 16 & 17

Show PPT slides 18 & 19

Show PPT slide 20

Show PPT slides 21 Show PPT slides 22 Show PPT slides 23

Session title: Occupational health and safety and personal protective clothing and equipment PPC/PPE

Learning and Assessment Strategy

20 mins

Content Points
This session covers: health and safety precautions; personal protective clothing and equipment; safe work practices.

Teaching options

Aids/Refs/Practice/Feedback and Assessment


Refer to chapter 2 of CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learning manual.

From Content Points (Left) Give an overview of topics to be covered in this session. Explain that; All personnel involved in handling foam concentrates and applying solutions should be competently trained and appropriately qualified in proper procedures to protect both their own health and safety and that of others and the environment. Where applicable current OH&S work practices, CFAs Chief Officers Standing Orders and Standard Operating Procedures are to be followed. Using these slides reinforce the correct PPC/PPE to be worn when hanling/decanting concentrate and using solution for both wildfire and non structural application. Reinforce the following safe work practices; firefighters must be trained and qualified to use Class A foam. Conduct a risk assessment prior to using foam during the size up; wear appropriate ppc/ppe; notify others of its use; If sensitive to skin do not use; avoid splashing wash off with water; use barrier cream; Slippery on tanker decks and ground Do not drive or walk through foam as it hides; trip hazards Show PPT slide 27 Show PPT slide 24

Show PPT slide 25

Show PPT slide 26

Show PPT slide 28

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Learning and Assessment Strategy

hot ash beds deep holes. Session 3 Total Session 3 Time: 50 Mins Session title: Foam type and its application

Content Points
This session covers: effects of Class A foam on the components of the fire triangle; foam types; proportioning rate versus foam type versus drain time; foam types and their use for wildfire applications; foam types and their use for non structural applications.

Teaching options

Aids/Refs/Practice/Feedback and Assessment


Refer to chapter 3 of CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learning manual.

Give an overview of topics to be covered in this session. Explain the relationship to C-I-I-P-S on the fire triangle as aspirated foam and non aspirated solution. Explain that there are 4 Foam types these are; Solution Wet - Fluid and Dry. Explain from the table on this slide how different combinations of proportioning/induction rates alter both foam type and drain times. Explain that; When proportioned @ 0.1 - 0.2 % this produces solution which has many uses in wildfire and non structural firefighting. Use each individual slide photo 1-9 and reinforce the type of use. When proportioned @ 0.1 - 0.3 % this produces wet foam Which has many uses in wildfire and non structural firefighting. Use each individual slide photo 1-6 to reinforce the type of use. When proportioned @ 0.1 - 0.5 % this produces fluid foam Which has many uses in wildfire and non structural firefighting. Use each individual slide photo 1-7 to reinforce the type of use.

Show PPT slide 29 Show PPT slide 30 & 31

Show PPT slide 32

Show PPT slide 33

Show PPT slide 34 Multiple photo transition Show PPT slide 35 Multiple photo transition Show PPT slide 36 Multiple photo transition

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Learning and Assessment Strategy

When proportioned @ 0.6 - 1 % this produces dry foam Which has limited use in wildfire and non structural firefighting. Use this slide to reinforce the type of use and limitations of dry foam. CLASS A FOAM USERS GUIDE (Wildfire Applications) Discuss the use of this card as a check list Show PPT slide 38 Show PPT slide 37

Hand out
CLASS A FOAM USERS GUIDE (Non Structural Applications) Discuss the use of this card as a check list Show PPT slide 39 Blue CLASS A FOAM USERS GUIDE (Wildfire Applications)

Hand out
CLASS A FOAM USERS GUIDE (Non Structural Applications)

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Learning and Assessment Strategy

Session 4 Total session 4 Time: 30 mins Use of Class A foam on Class B hydrocarbon fuels

Content Points
This session covers: understanding the use of Class A foam on Class B fuels; Important cautionary note; fuel pick up; flame/heat and burnback ghosting; and foam application methods.

Teaching options
From Content Points (Left) Give an overview of topics to be covered in this session.

Aids/Refs/Practice/Feedback and Assessment


Refer to chapter 4 of CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learning manual Show PPT slide 40 Session Introduction Show PPT slide 41

Explain that; It is important to understand that Class B foam is the preferred foam type for use on hydrocarbon Class B fuels and where available it will be the most appropriate extinguishing agent. As an alternative, in areas of CFA where only Class A foam and equipment is carried on tankers and these being first on scene, Class A foam may be put to effective use for rapid knockdown of shallow Class B hydrocarbon fuel spills. If Class A foam is used as above, Class B foam may be applied over Class A foam at any time to increase the level of effectiveness for both fire knockdown and security against reignition. Reinforce this cautionary note: If Class A foam is to be used to secure against ignition or extinguish Class B fires involving hydrocarbon fuel spills it should initially be proportioned at 1% and delivered via a Class A low expansion foam branchpipe. The foam blanket should not be entered by fi refi ghters. Class A foam is NOT suitable for use on water miscible/soluble flammable fuels such as

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Learning and Assessment Strategy

alcohols. From the slides relating to the following topics explain how to identify risk/cautionary signs and apply the appropriate corrective action for each. Fuel pick up Cautionary signs; discoloration of part or throughout the foam blanket Corrective action; apply more foam and cover over Flame/heat and burnback Cautionary signs; rapid Increase in area of flame as foam cover is burnt off; increasing radiant heat as flame intensifies breaking down the remaining foam cover further reducing burn back resistance Corrective action; apply more foam and cover over Ghosting Cautionary signs; Fuel is picked up in the foam blanket this flashes over (ignites) and burns off eventually destroys the foam blanket. Corrective action; apply more foam and cover over Explain that; Direct application of low expansion foam best results are achieved when aspirated Class A foam is applied as gently as possible onto the fuel surface, thus avoiding foam destruction by forceful plunging into or onto the fuel.
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Show PPT slide 42

Show PPT slide 43

Show PPT slide 44

Show PPT slide 45

Learning and Assessment Strategy

It should be understood that this method is, in direct contrast to application to Class A fuel where more forceful application is appropriate. To achieve best results, low expansion foam should be applied Up Wind (with the wind at your back) and be allowed to carry gently by the rain down method onto or across the fuel surface. Indirect application is when aspirated foam is applied away from the fuel surface and allowed to flow on. For maximum firefighter safety explain thatfirefighters use the bounce and roll or flow on method applying foam off a ground surface to the leading edge of a fire pushing foam progressively across the fuel surface extinguishing fire as it covers the fuel. It may also include discharging foam onto another surface i.e. vertical wall or car/truck body to flow down onto the a shielded fire beneath, Note;Fluid medium expansion foam may be used over the top of the low expansion foam blanket once full fuel surface cover and fire extinguishment has been achieved. Session 5 Total Session 5 Time: 20 mins Foam Concentrate Storage and Handling

Show PPT slide 46

Content Points
This session covers: storage;

Teaching options

Aids/Refs/Practice/Feedback and Assessment


Refer to chapter 5 of CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learning manual.

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Learning and Assessment Strategy

From Content Points (Left) spills; compatibility; and topping up and refilling. Explain that; As with any chemicals, strict adherence to storage and handling guidelines and procedures are necessary to ensure personal safety and prevent damage to equipment and the environment. Storage on appliances concentrate will be stored only in the designated storage drum rack or tank provided Storage of drum stocks Class A foam concentrate is to be kept in the original suppliers container appropriately labeled. Ideal storage conditions are as in a normal warehouse scenario. Topping up refilling of tanks and replacement of 20 litre drums. appropriate PPC/PPE to be worn; carried out in accordance with FGPs/SOs/SOPs; use approved equipment provided; avoid spills into drains; contain and clean up if spilt; use manufacturers Safety Data Sheets for information. 1. Compatibility when using different brands of Class A foam as solution or aspirated foam from different vehicles on the same fire and they come together. This form of compatibility is acceptable practice and will be unavoidable from time to time. 2. Compatibility when mixing different brands one manufacturers brand of Class A foam concentrate with another brand. Exhaustive testing has been carried out to determine that when mixed
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Give an overview of topics to be covered in this session.

Show PPT slide 47

Show PPT slide 48

Show PPT slide 49

Show PPT slide 50

Show PPT slide 51

Learning and Assessment Strategy

the following concentrates all are compatible; Chemguard First Class, Forexpan S and Phoschek WD 881 (the Class A foam brand used by DSE) 3. Mixing of Class A with Class B foam concentrate this must not be allowed to occur. All CFAs A and B class foam containers are clearly labeled so check before use. Only DMOs will be able to carry out the long process of cleaning out storage tank and all associated pipe work and proportioning equipment if Class A & B foams are mixed. Session 6 Total Session 6 Time: 20 mins Environmental Impact and Precautions Show PPT slide 52

Content Points
This session covers: the use of Class A foam; potential impacts of Class A foam use; precautions; foam storage, mixing and filling sites; and equipment cleaning.

Teaching options

Aids/Refs/Practice/Feedback and Assessment


Refer to chapter 6 of CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learning manual. Show PPT slide 53

From Content Points (Left) Give an overview of topics to be covered in this session. Explain that; There are a number of issues relating to environmental impact that need to be considered when storing, handling and applying foam. CFA permits the use of Class A foam or wetting agent in accordance with Chief Officers Standing Orders, Standard Operating Procedures, CFA policies and relevant legislation, which includes safe handling and environmental precautions. You need to be aware of, and comply with, these guidelines.

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Learning and Assessment Strategy

Section 30 of the CFA Act 1958, empowers CFA to use Class A foam for the protection of life and property. Observe CFAs current; Chief Officers Standing Orders; SOPs and other relevant materials. (refer to Class A foam learning manual chapter 6 ) Impacts/Precautions A risk assessment will be carried out prior to use of Class A foam, ensure that Class A foam does not enter waterways e.g. dams, lakes, swamps, rivers and creeks (minimum 50 metre buffer zone); minimise the risk of pollution at training sites or facilities, fire stations, domestic water supplies and other foam storage and mixing sites and avoid the use of Class A foam on organic and certified properties Flush equipment at the incident or training site after using foam. Do NOT flush equipment near water bodies, storm water drains or agricultural areas.

Show PPT slide 54

Show PPT slide 55

Show PPT slide 56

Grassfire Tanker Tactics Video/CD.

This is the Class A foam chapter from Grassfire Tanker Tactics Video/CD. This should be played to reinforce uses and precautions when using Class A foam. This resource may be played to participants at any time deemed appropriate by the instructor during the theory presentation.

Show PPT slide 57

with embedded Video 2 mins 9 sec

Session 7 Total session 7 Time: 20 mins Class A Foam SystemTypes and Their Operating Components

Content Points

Teaching options

Aids/Refs/Practice/Feedback and Assessment

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Learning and Assessment Strategy

This session covers: low and high energy Class A foam systems; proportioning or Induction methods; and manually and automatically regulated systems.

Refer to chapter 7 of CFAs Use of Class A Foam in Wildfire Operations and Non Structural Applications learning manual. Further reference materials Current - Manufactures Operations and maintenance manuasl. CFAs appropriate vehicle information data sheet/DVD. FGPs. CFA Level 2 Information manual. Appropriate CFA Powerpoint presentations. From Content Points (Left) Give an overview of topics to be covered in this session. Explain that; There are many different types and confi gurations of Class A foam proportioning and induction systems. This session gives a generic overview of Class A foam systems only. You should consult the appropriate Operation and Maintenance Manual and FGPs to obtain specific information relating to the system(s) you may be expected to understand and operate. Explain that this slide gives an overview of some of the Low Energy foam sytems currently being used in CFA on tankers and pumpers. Including; Foam pro 1601 direct injection Level 2 Inline induction Quenchmaster around the pump Dosatron direct injectionRobwen direct injection (limited number) Hale balanced pressure Foam pro 2001 Direct injection Show PPT slide 59 Show PPT slide 58

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Learning and Assessment Strategy

Low energy systems and foam delivery components include; appliance pump; foam concentrate proportioning or induction device; delivery nozzle either non aspirating type to deliver solution or a low energy air inducing foam branchpipe to deliver aspirated foam. Low energy systems are the most common in use by CFA. High energy systems are known as Compressed Air Foam Systems (CAFS). Components include; appliance pump; foam concentrate proportioning or induction device; air compressor for injection of compressed air into a delivery hose to mix with solution; delivery outlet open ended on/off valve or straight jet nozzle to deliver aspirated foam. CAF Systems are common in use by DSE Photo of a DSE CAF System. Give an overview of the skills components to be comleted Identify further training reference materials components for participants. Further Training reference materials Refer to appropriate CFA PowerPoint presentation for; Pumpers; Foam Pro 2000-2001. Hale V series Class A foam systems.
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Show PPT slide 60

Show PPT slide 61

Show PPT slide 62

Show PPT slide 63

Show PPT slide 64

Learning and Assessment Strategy

Tankers; Foam Pro 1600-16001. Quenchmaster CF700CFA. Other reference materials Level 2 Induction systems( CFA Level 2 Information Manual) Robwen (Manufacturers Manual) Slip Ons - Dosatron (Manufacturers Manual). Ask for any questions thank participants and close. Show PPT slide 65

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Learning and Assessment Strategy

Session/Module Summary/Review: Learning Check: Use a combination of self check questions from the learner manual and or directed questioning techniques Opportunities should be provided throughout the session for students to ask questions or clarify content. At the end of each session, trainers should consider using a combination of self check questions from the learner manual and or directed questioning techniques to check student understanding of session content. Material covered in earlier sessions may also be checked in later sessions. Practical activities should be incorporated into the training to allow participants to demonstrate the skills required. Determined at Brigade level. For example, a phone call from the trainer, a follow-up questionnaire that's completed by both participants and their managers, or the manager having a development discussion with their team member. Determined at Brigade level. Any further learning that would enhance skills and knowledge (for example, further courses to complete or books to read). Feedback is sought from trainers and participants. A post course review should be carried out to gather feedback and seek ideas for improving course content and presentation.

On the Job Practice: Support/Encouragement Techniques: Further Training:

Program/ Unit Evaluation:

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