ESFRS Firefighter Development Programme Mapped to National Standards

East Sussex Fire and Rescue Service
Firefighter Development Programme
FFDP
Mapped to National Occupational Standards
FDP Personal Logbook issued Date (Version 1) Page 1 of 203

WELCOME TO EAST SUSSEX FIRE AND RESCUE SERVICE
Welcome to the East Sussex Fire and Rescue Service (ESFRS). National legislation requires the Fire Authority to secure the efficient training of its staff. The ESFRS Firefighter
Development Programme (FDP) meets the needs of the Integrated Personal Development System (IPDS) intended to assist your training and career development, it is aligned to National
Occupation Standards. It is the means for you to demonstrate competence, leading to your personal safety, but also the competent rate of pay.
East Sussex Fire and Rescue Service is committed to supporting you, as the trainee and your Watch/Station in the effective delivery of training and personal development.
The Key Purposes for development are:-
1 To provide a trainee firefighter, through the timely intervention of support and training, with the skills and knowledge necessary for the efficient delivery of services also eliminating or
reducing the risks to themselves and others in the organisation and in the community.
2 To provide standardised means so that assessment and support may be best applied to the individual trainee whilst acquiring their skills during each Stage.
3 To provide the methods by which a trainee firefighter can record:-
i. The evidence of their achievements,
ii. Any assistance required/received, in the form of a Personal Development Plan (PDP) or Personal Development Performance Review,
iii. Their personal progress through each formal Stage Review.
EAST SUSSEX FIRE AND RESCUE SERVICE
Has a responsibility to make provisions for the training, assistance and
encouragement to enable individuals to achieve the required Competencies and
personal competencies.
THE INDIVIDUAL
Has a responsibility to establish their suitability for the post of firefighter by
demonstrating the required skills, understanding, attitude and behaviours and also
achieving the required Competences. They must also identify any difficulties they
may be experiencing with the programme so that the appropriate personal support
can be given.
HEALTH AND SAFETY
ESFRS Health and Safety Policy is implicit in the Firefighter Development
Programme - indeed it is specifically included in the majority of the Competences in
this syllabus.
Firefighters are trained to perform competently and efficiently with due regard for
their health and safety, and that of others.
Health and Safety is an essential part of ALL Fire and Rescue Service operations. It
is not intended to hinder or restrict training, but to make it safer.
SERVICE VALUES
Respect and Dignity for all
Trust, integrity, initiative and innovation
Serving our whole community
We are proud of our Service and enjoy working in a positive environment
EQUALITY AND DIVERSITY
This programme recognises that individuals come from differing of backgrounds and with a
variety of learning styles. FDP provides a common and transparent framework for development
and support open to all trainees. This is a two-way process and as such the Service also has
expectations of its staff. Staff must consider their own actions so that they treat colleagues and
members of the public with respect and consideration, taking account of and accepting diversity.
YOUR RESPONSIBILITIES UNDER ESFRS POLICY:
To comply with, promote and implement our Fairness and Equality Policies
To treat others fairly, to value and respect work colleagues and members of the community
To treat others as they need, want and expect to be treated
YOUR RIGHTS AS A MEMBER OF THIS SERVICE:
To be treated with dignity and respect
To receive fair and just treatment
To be assessed on your capabilities
To work in a safe and healthy environment free from harassment and intimidation
SERVICE VISION
Achieving safer and more sustainable communities
STRATEGIC AIMS
To deliver quality services within available resources
To ensure a competent, diverse, safe and valued workforce

Rolemap and National Occupational Standards (NOS) for Operations in the Community
PROGRESS TRACKING SHEET
The Firefighter’s Rolemap
Your progress towards completion of the
Firefighter Development Programme
Unit UNIT TITLE
Assessor signature
and PRINT name + Service No.
when whole unit completed
Date achieved
FF1.
Inform and educate your community to improve awareness of fire and
rescue safety matters
.......................................................
FF2. Take responsibility for effective performance in fire and rescue .......................................................
FF3. Save and preserve endangered life .......................................................
FF4. Resolve fire and rescue operational incidents .......................................................
FF5. Protect the environment from the effects of hazardous materials .......................................................
FF6. Support the effectiveness of operational response .......................................................
FF7. Support the development of colleagues in fire and rescue .......................................................
FF8.
Contribute to fire safety solutions to minimise risks to your
Community
.......................................................
FF9. Drive, manoeuvre and re-deploy fire and rescue vehicles (PART ONLY) .......................................................
ESFRS Competencies

Competency Subject Title
Assessor signature
and PRINT name + Service No.
when competency completed
Date achieved
1. Health and Safety (IOSH)
2. Information Security (Online Module)
3.
Structural Fire-fighting (Breathing Apparatus/Compartment Fire
Behaviour)
4. Road Traffic Collision
5. First Aid/Trauma Care
6. Water Safety
7. Working at Height, Access Safety Kit
8. Fairness For All
9. Confirmation by Station / Borough Commander
10. Final Competence Assessment Assignments (to be signed by IV Officer)
11. Final Competence Assessment (to be signed by IV Officer)
Completion of programme confirmed for payment of
Competent Rate of Pay and Development Programme Award
(to be signed by IV Officer)
This form should be submitted to the Learning and Organisational Development Business Partners on completion of all
competencies

Induction check list
Candidate’s name and service number (in capitals) .................................................................................................
Programme commencement date ………………………………………… Induction date ...........................................
Normal centre of duty...................................................................................................................................................
ESFRS has ensured that the Learner has completed this form as a means of registering their participation
has received a period of induction by an assessor or programme coordinator when they received a copy of the FDP personal handbook containing the
activities and required actions
is aware this programme is modelled on National Occupation Standards (NOS) and knows that a copy can be found on the ESFRS Intranet, under Learning
and Organisational Development, then following the links through ‘Role Development Programmes’
their local assessor is their line manager (Will be notified of a lead assessor/Internal Verifier later)
confirms that they understand the value of a person to coach them and will seek to find a suitably qualified person
is aware of the FDP assessment methods
is aware of their rights and procedures concerning appeals and complaints appropriate to (and contained within) this programme
is aware that special arrangements for learning and assessment can be made if they ask, and that such requests will respect their dignity
signing indicates they will participate in the programme, know the responsibilities and entitlements of both parties and is aware of the support available to
them
is aware that this programme forms a part of their personal action planning within their annual ‘Personal Development and Performance Review’ (PDPR)
will be using the FDP stage review process to support their Plans and PDPR
Signed and dated by the candidate............................................................................................................................ Date
Signed and dated by the facilitator............................................................................................................................ Date
(This form to be retained in handbook on completion of the induction)

Induction check list
Candidate’s name and service number (in capitals) .................................................................................................
Programme commencement date ………………………………………… Induction date ...........................................
Normal centre of duty...................................................................................................................................................
ESFRS has ensured that the Learner has completed this form as a means of registering their participation
has received a period of induction by an assessor or programme coordinator when they received a copy of the FDP personal handbook containing the
activities and required actions
is aware this programme is modeled on National Occupation Standards (NOS) and knows that a copy can be found on the ESFRS Intranet, under People
and Development, then following the links through ‘Role Development Programmes’
their local assessor is their line manager (Will be notified of a lead assessor later)
confirms that they understand the value of a person to coach them, so they will seek to find someone suitable
is aware of the FDP assessment methods
is aware of their rights and procedures concerning appeals and complaints appropriate to (and contained within) this programme
is aware that special arrangements for learning and assessment can be made if they ask, and that such requests will respect their dignity
signing indicates they will participate in the programme, know the responsibilities and entitlements of both parties and is aware of the support available to
them
is aware that this programme forms a part of their personal action planning within their annual ‘Personal Development and Performance Review’ (PDPR)
will be using the FDP stage review process to support their Plans and PDPR
Signed and dated by the candidate............................................................................................................................ Date
Signed and dated by the facilitator............................................................................................................................ Date
(This COPY to be HANDED IN to your WFDBP on completion of the induction)

COMPLAINTS and APPEALS
If you have a complaint about the way your development programme is being managed, or if you have an appeal against a specific assessment
decision, then in the first instance you should always seek to resolve it in an open and informal manner with the manager or local or lead
assessor involved.
The procedure below describes the procedure to be followed if an informal agreement is not appropriate or has not been achieved. ESFRS is
committed to the principle of equal opportunity in training and as such firmly believes that candidates should have access to fair and reliable
assessment in which candidates play a full part. If this access is to be meaningful the candidate must have the right to appeal against assessment
decisions, which are unclear or seem unfair.
FIRST LEVEL OF APPEAL
• The candidate should raise the issue with the assessor during/at the end of an assessment session and in any event confirm in writing within
seven (7) days of the assessment
• The assessor must then reconsider the reasons underpinning the decision and provide clear feedback
• If the assessor is upholding the original assessment decision, then the candidate must be provided with full information describing what is
required to demonstrate their competence. This should be provided in writing, within ten (10) working days and relate specifically to the
standards relevant to the decision
• If the candidate remains unhappy with the decision, the candidate then completes an appeals form which is send to second level of appeal,
to be dealt with by this programme’s internal verifier
SECOND LEVEL OF APPEAL
• The Programme’s internal verifier reviews all evidence and assessment records in order to consider the appeal
• The verifier should reach a decision within 21 working days and inform the candidate and assessor orally and confirm in writing, using the
appropriate reply section of the appeal form
• If the candidate is dissatisfied with the decision the appeal can proceed to the third level
THIRD (and FINAL) LEVEL OF APPEAL
• The third (and final) level involves the right of appeal to an assessment appeal panel. The Programme’s internal verifier should pass all
records to the ESFRS Lead Verifier who will convene an appeal panel consisting of:
o themself
o an independent assessor (familiar with the FDP)
o an independent verifier (familiar with the FDP)
• Both the candidate and their assessor will be invited to present their case to the panel
• The panel will reach their decision within ten (10) working days and must inform the candidate and assessor orally and confirm in writing using
the appropriate section of the appeal form
• Results of the appeals panel will be final
• Details of the appeal will be made available to the external verifier

The guidance and requirements in this document are regarded as an extension of Service Procedures on Role Development Programmes and Competency Framework
- to which reference should be made.

YOUR
QUICKSTART GUIDE
TO THE LAYOUT AND USE OF THIS BOOK
Firefighter
Development
Programme
YOUR QUICKSTART GUIDE TO THE LAYOUT AND USE OF THIS BOOK

On the first page every Unit of Competence in this book, you will find its code (e.g.: Unit FF1), its description (e.g.: Inform and educate your
community to improve awareness of fire and rescue safety matters), and its scope (e.g.: the ‘this unit is about’ box below). When you have
evidence of workplace competence, look through more than one unit in case it fits a number of different standards.
. . . then every Unit has its TABLE ONE (in green). This is the Behavioural Framework. If these are not apparent to you then your supervisor will help
guide you.
TABLE ONE PERSONAL QUALITIES AND ATTRIBUTES (PQA)
Behaviours to be demonstrated
Assessor Initials &
Service Number
Observed/ Discussed
Evidence type
Commitment to Diversity and Integrity
• You are committed to do an excellent job
• You understand your community and why they matter
• You support, encourage and contribute to continuous improvement
• You accept feedback in a positive way and act on it
• You lead by example; influencing and inspiring confidence in others
• You demonstrate accountability and authenticity
Openness To Change
• You accept change both within the Fire & Rescue Service and within your own role
• You identify ways both within the Organisation and the local community of supporting change and take action
where appropriate.
• You are willing to try out new ideas and ways of working.
• You seek to understand the rationale for change, engage constructively with change and continue to work
effectively in a changing environment.
Working with Others
• You work together with colleagues, partners and members of the community and take the time to build effective
and rational working relationships.
• You celebrate team successes and create positive team spirit.
• You work well with people who have different ideas, perspectives and backgrounds
• You share skills and knowledge and encourage and support others to help themselves
• You encourage working collaboratively for the benefit of the community.
Unit FF1
Inform and educate
your community to
improve awareness of
fire and rescue safety
matters
This unit is about meeting your organisation’s targets for specific community needs to ensure that the communities that you serve
are safer. It covers:
Promoting safety to your community This is about working with your community, either at your normal workplace or out in your
community. Examples of activities could include:  responding to requests for safety information  taking part in community
events  responding to requests for leaflet drops. You may work without direct supervision or as a member of a fire and rescue
service or partnership team at events organised by or through your own organisation within your own community. The types of
information that you will provide may cover safety in relation to fire and rescue or wider safety issues.
Giving demonstrations and instructions to help people get a better understanding of safety matters This is about your
ability to assist with community learning and promoting understanding of safety matters. Examples of activities could include:
 demonstration of targeted safety responses to your community and everyday hazards/ risks  raising awareness of the role of
the Fire and Rescue Service. It includes your involvement in both formal and informal activities within your local community.

. . . then you will find TABLE TWO (in red). This is a range of statements called ‘COMPETENCES’ typical of each FF unit. You must learn or ACQUIRE
ALL of these skills or pieces of knowledge, to the required performance level. The code letter in column 2 is explained as follows . . .
CODE LETTER = TITLE PERFORMANCE LEVEL
A = Ability The knowledge and skills to carry out the specified tasks safely, effectively and efficiently
B = Basic Knowledge
The minimum level of knowledge and practical skills acceptable for an individual to correctly complete a task, or understand a
subject, with supervision as necessary
W = Working Knowledge
The knowledge and practical skills required by an individual to complete a task safely, effectively and efficiently, without
supervision; or, The knowledge and practical skills required to correctly apply subject matter as appropriate
The level of knowledge and practical skill required is relevant to the role and posting of the individual
FF3. Save and preserve endangered life
TABLE TWO ESFRS ACQUIRED COMPETENCES QUALITY ASSURANCE
ESFRS Competence or knowledge to be ACQUIRED
Local ref/performance level A:Ability B:Basic Knowledge W:Working Knowledge
Date
Assessed
Incident No
or Situation
Assessor Initials
& Service Number
Reviewing Assessor
& Service Number
Date
1 A
Equipment Purpose and Stowage:
• Locate/stow all equipment on the appliances at own station
Pre-CSC
2 A
Use of Main scheme radio:
• Use the phonetic alphabet
Pre-CSC
3 A
Dynamic Risk Philosophy:
• Recite and Explain the concepts of Dynamic Risk Assessment
• How to carry out a Dynamic Risk Assessment and explain the procedure
using the DRA flow chart
CSC
R G Walter
28 A
Use, make up and maintain small gear (if on own station):
(includes using appropriate Personal protective equipment - PPE)
• Hydraulic tools and rescue equipment
• Manual winch equipment
• Air lifting units
• Portable powered tools (chisel, saw etc)
• Lighting units
18/10/14 Phil Bristowe
CM 1234
R G Walter,
SM 5678
18.11.2014
Where you see a box with a coloured background, you will probably learn this
COMPETENCE on a course which the training centre will validate
white box competences can be ACQUIRED in any order
(by training or incidents) at your station. These need a
dated legible signature (or initials and service number)
by your local assessor
Periodically, a lead (qualified) assessor
will sample and countersign a range
(about 25-35%) of your achievements
W.M.S.T.C
}

As you progress, ‘small skills’ can be joined up to carry out complex functions, often without supervision. The constant assessment, repeated in various
situations (not just “one-off” performances) confirms your competence.
The range of assignments to complete and understand is shown in TABLE THREE. If all (or parts) of these assignments occur in routine operational
experience, ensure that you record your evidence. Any areas not covered in ‘real life’, must be covered in exercises/training or by question and answer
or guided discussions. (There are blanks in each table for HQ to issue further topics if required and subject to operational changes and/or advances)
FF4. Resolve fire and rescue operational incidents Means that a practical simulated activity is required
REMEMBER : All components of all assignments must be achieved, using actual evidence from one or more incidents or live activities as they occur.
Gaps must be filled by simulations or study and questioning. All knowledge information can be acquired via the following references:
1. NOG – National Operational Guidance 5. Fire Service Manuals
2. MTOG – Multi Tactical Operational Guidance 6. ESFRS Policies
3. TOG – Tactical Operational Guidance 7. Standard Operating Practices (SOP’s)
4. AHIS – Additional Hazard Information Sheets 8. National Generic Risk Assessments (GRA’s)
FF4.1
ELECTRICITY
This assignment may be carried out as a discussion covering all the questions or as a result of a real event
If you have dealt with a electricity incident complete your evidence on FFDP 01 and have this validated by your supervisor
Give the relevant reference document(s) for ELECTRICITY
Give the publication date of the sheet found in your printed records
What are the hazards/dangers to
firefighters working beneath
overhead power cables/lines
Following the rescue chart within the
OKI for a known LIVE casualty
AND where the power has NOT been
turned off/isolated what is defined as
‘low voltage’ for rescue purposes
NOTE: you should be able to interpret and use the rescue flow chart as you will be asked to use it for further questions at the
assessment
TABLE THREE WORKPLACE ASSIGNMENTS
All assignments or equivalents to be achieved then evidence ticked off (and cross referred) in table four
Where you also have your own example(s), add them to this table against the next number and give a brief
description
Date Completed Assessor to sign and print
4.1 Electricity - theory
4.2 Thatch fire – theory 18.11.14 R W Walter, WM 5678
4.3 Rail – theory
S

TABLE FOUR is the National Occupational Standards recording matrix where you index work you have achieved IN CONTEXT (or IN APPLICATION)
but NOT the competences in tables one and two already signed for. Evidence amalgamated from all assignments (in table three) in the unit is entered in
the first column. Thereafter record from any other sources (Normally to a working knowledge, ie: without supervision)
Give each piece of evidence in your portfolio a unique reference
made up of the evidence category code and the next vacant number in that category
Then enter that reference at the top of the next column as shown . . . .
. . . then IN THE COLUMN BELOW, tick
√ only those boxes which apply. Typically,
three or four entries per row (across) is
sufficient
Your assessor should
help you complete this
The first part of the table is what YOU HAVE TO DO ….
FF7 TABLE FOUR
RECORDING MATRIX
of your evidence for standards and knowledge APPLIED
through workplace experience
Write code letters for category of evidence GD=Guided discussion, O=Observation, WT=Witness Testimony,
A = Assignment, CR=Candidate Report, P=Product, SA=Supervisor’s Account, Q&A=Question/Answer > A WT O
Write the page number from your portfolio where the evidence is filed > 7 4 4
Outcomes of effective performance You must be able TO DO THE FOLLOWING:
Communicating your skills and knowledge with colleagues
a) Confirm with relevant people the skills and knowledge that colleagues need to acquire √
b) Make available the necessary learning resources to your colleagues √
c) Base your information and support on up-to-date operational systems √
d) Provide information and support to your colleagues within your own level of competence √ √
e) Confirm your colleagues have understood the information and support you have provided
f) Encourage your colleagues to give feedback to improve your own performance √
e) Make best use of your equipment and materials safely and within their limitations to deal with the incident
and its known and anticipated risks
√
The second part of the table is what YOU HAVE TO KNOW AND UNDERSTAND;
Knowledge and understanding You need to KNOW AND UNDERSTAND THE FOLLOWING:
Health and safety
1. Hazards and risks of the workplace affecting people and the environment √
2. How to safely apply practices that maximise the health, safety and welfare of yourself and others in the
workplace √ √
3. How to make and apply decisions based on the assessment of risk √
Organisational
4. How to access relevant information √
The Blue Tables are an excellent reference to signpost you to the desired standard and enable you to follow the correct context.

UNIT COMPLETION AND STAGE REVIEWS
At the end of every FF unit is a summary sheet requiring signatures to confirm all the various components have been met to the requirements of the
process. Your lead assessor will countersign these, and may need to take your portfolio and evidence away for a while to consider the outcome. Units
can be completed in any order, but do not wait until the three years is up and DO NOT submit them all in one go!
It will probably take you up to a year to submit your first unit in full, but don’t worry as it’s likely a number of the others will also be filling up, as you will
not be concentrating on only one at a time. During year two you will probably submit another two or three units, the remaining (seven or eight units)
should come in the last few months.
This programme forms part of a quality assured process, a part of which will involve another assessor verifying a sample selection of evidence from
your logbook. Periodically, about 1/3 of your work will be quality assured by an independent qualified verifier. Their job is to ensure the judgements
made by your assessors are sound and can be justified. The intention being that all learners are more likely to receive fair opportunities through
consistent and accurate assessments based on risk, irrespective of where they are stationed. ESFRS systems receive external verification too.
At 6 month intervals your progress will be checked by way of personal interview locally, examination of your portfolio evidence, and a sample
performance of skills and knowledge. These are referred to as ‘Stage Reviews’. You should help to complete form ESFRS DP 05 which declares to
the L & OD Department at HQ, roughly what your progress is. For example, you declare the number of units already completely signed off, and then
give your estimate of the percent completion on the rest. You are free to say you have about 50% of a unit done if you know you’ve performed to the
requirements, even if the evidence has not been written up. If you have nothing in a unit you should declare 0%, it is not in your best interest to pretend
you are further ahead than you really are. If you are concerned you are falling behind you must inform your manager, assessor(s) and/or your
Workforce Development Business Partner to draw up a fresh plan. Concerns will not go away if you don’t, and unjustified lack of effort will lead to
performance management. Your aim is to complete the whole programme in 36 months.
COMPLETION OF UNIT Each Box to be signed and dated (Keep a master ‘at a glance’ record in the front of your manual too.)
UNIT FF1 Certified Complete by
Learner
Certified Complete by Lead
Assessor Sign and PRINT
Date If applicable Verifier to
Sign, PRINT and Date
TABLE ONE PERSONAL QUALITIES AND
ATTRIBUTES (PQA’s)
Revised 2014
TABLE TWO ESFRS ACQUIRED
COMPETENCES
TABLE
THREE
WORKPLACE APPLIED
ASSIGNMENTS
TABLE FOUR PERFORMANCE – NOS
TABLE FOUR
KNOWLEDGE &
UNDERSTANDING - NOS
Comments by line manager / Assessor / Verifier ....................................................................................................................................................................................................................................................

USING OTHER FORMS TO HELP RECORD YOUR ACHIEVEMENTS
A longer narrative may be useful where several competences are evident. This will give your assessor a better chance to make their judgement on the
quality of your achievements. They will need to be satisfied that accounts are:-
• Valid (have you met the requirements of the competence or standard you are seeking to achieve) i.e. in accordance with the NOS?
• Authenticated (has your work or ability been witnessed) and is this your own work?
• Current (or recent) within accepted time scales and current (up to date) guidance
• Consistent (competence is about regularly meeting standards under a variety of conditions)
• Sufficient for the required activity – you may need to demonstrate similar skills in a number of different ways
You will utilise the following forms in order to facilitate your recorded evidence of performed work and acquired competencies:
Form ESFRSDP 01 Will help you to plan aspects of your development. Discussions with your managers will identify opportunities via the watch’s
monthly/quarterly training planner.
Form ESFRSDP 02 As your folder grows you will find this form useful somewhere near the front, so that you are able to index your work, and therefore
readily direct your assessor to find their way around your additional evidence.
Form ESFRSDP 03 If there is insufficient space on your assignment worksheets, then use this form for your account of what you did to satisfy the
needs of the standards (or FDP competences). Your colleagues are an essential part of helping authenticate your work, they too can use this form (or
endorse yours) to describe what they saw you do. Endorsements via competent colleagues adds to the strength of your evidence.
Form ESFRSDP 04 Will help your assessor identify any people who have added their accounts to your folder.
Form ESFRSDP 05 Records each stage review at 6 monthly intervals to record your progress.

SOME DOs FOR YOUR PERSONAL TRAINING LOGBOOK (evidence portfolio) . . .
You can add original examples or records (or products) of your work as these will strengthen your portfolio. Put yourself in your assessor or verifier’s
position, they will want to find out as much as they can, as easily as possible. Make sure pages are indexed and cross-referred in a consistent and
logical fashion so that none of your evidence is missed. Keeping a well structured record of your achievements is a help to you; not only to identify what
still needs to be done but also as good evidence towards Unit FF2 (effective personal performance)
• Every time you add a new form or statement, either give it a page number and index it (tables 4 & 5), or
• You could fix it to the related worksheet, but if the statement(s) contain(s) a wide range of evidence, then of course some of that may refer to other
worksheets
• Extract pages from MIS Recent Incidents (via the intranet) can be added, provided you endorse them with evidence of the part you played, or by
indexing them to a page number
• If you have produced some original work such as a lecture pack, quiz sheet or site risk assessment then this can be added
• When you get a witness report/statement you may wish to refer to a ESFRS technical document to show which areas you have studied and how
you have shown competence
• Be specific as to which areas you discussed or on what competences the questioning was based, It is not enough to say that you studied ‘Hazmat’
– that is a very wide subject, and doesn’t help your assessor judge what you learned
• If, after local questioning, further study was necessary, then show the page number for the evidence of how you followed it up
• Get a wide variety of evidence throughout your book, eg: - Incidents, drills, exercises, practical simulations (or table tops), Questions and Answers,
Products of your work, Guided discussions, witness accounts
• Try to get more than one approach or example in any given assignment worksheet context. (This may not always be possible; for example if
studying ‘Transport systems, Air’ - incidents which rarely happen or are difficult to simulate. But it is possible to have a guided discussion and
produce some plans and/or show how your core skills can be applied)
• Consider every activity that you perform as part of your Fire-fighting role and duties as a potential addition to your development programme
. . . AND SOME DON’Ts
• UNDER NO CIRCUMSTANCES should you routinely photocopy ESFRS technical manuals or documents unless they are your original work
• Instead, you should refer to them by title, reference and page number as part of your written evidence
• The use of plastic wallets is time consuming for your assessors. Use plastic wallets sparingly if required, to encapsulate accumulated evidence.
• Don’t leave any aspects of your development programme until the last minute for completion. Work to a planned routine in order to spread the
workload and maximise your opportunities for learning and gathering of evidence.
• Leave any questions unanswered. If you’re unsure about anything you must ask your colleagues, managers or alternatively your Workforce
Development Business Partner.

FREQUENTLY ASKED QUESTIONS
Q Do I have to complete my development programme in the order it appears within my development folder?
A No, you can complete your development programme in any order which you, your Line Manager and Assessor see fit. The important aspect to remember is, PLANNING
your training and development with your Line Manager and Assessor. You will not be able to complete some aspects of your development folder until you have
completed a course e.g. Breathing Apparatus. However, these courses will automatically be programmed into your development programme and you will receive joining
instructions to attend in due course. All aspects of your development folder which require additional course attendance are coloured differently in order for you to
differentiate and prioritise.
Q Who is allowed to supervise my training?
A Your retained Section or Station Commander is responsible for your training at your home station. It is up to them who they appoint as your personal Mentor, but it will
be a Crew/Watch Manager or an experienced Firefighter.
You may receive useful help from the experiences of other colleagues on station but this needs to be confirmed as your Mentor directs your progress.
Q Is my Mentor totally responsible for my training?
A No, it is up to you to study and practise the required Competences. You should approach them in the first instance if you need specific help. They are there to help and
provide encouragement. Be aware they may also be responsible for another trainee too.
Q What if I think my progress is being held back because my Mentor and I don’t hit it off?
A Discuss the matter in confidence with your Station/Section/Watch Manager. It will often be possible to improve the situation, or perhaps offer you another Mentor.
Q Who can sign that I have achieved a specific Competence (to the required standard)?
A A person who has achieved (or is working towards) a recognised assessor’s award, such as ‘Workplace Assessor’, D32/33 or A1 or CAVA. They must be confident that
you have provided achievement evidence by having seen or questioned you.
Q What is ‘evidence’ all about?
A An assessor needs to be sure what you have done is Valid, Accurate, Current and Sufficient when compared to what you have been asked to do. This is done by their
own observation, by taking the testimony of another witness, or by looking at what you have produced and/or by asking relevant questions.
Q Who says when I am allowed to ‘ride’ a fire appliance to an emergency/incident?
A The Manager at the Service Training Centre. You have to complete Core Skills Course (Weeks One and Two) AND successfully demonstrate your competence by the
final day of the Course before approval can be given.
Q What if I cannot complete a course, or if my standard has not been acceptable.
A Your Station/Line Manager will contact you to fully discuss your situation.
Provided you have committed to the best of your ability, it is likely that:
i) Arrangements will be proposed for a further opportunity for you to re-attend all or part of the course.
ii) You may receive additional support locally in order for you to be re-assessed.
If such actions are inappropriate or unacceptable, written recommendations will be submitted to The Director of Response & Resilience in consultation with your Human
Resources Business Partner. In any event you will be kept informed of what action has been taken.
Q Does my future in the ESFRS depend on how I manage on the FDP?
A Yes,
i) If you dedicate the appropriate amount of time and effort to your development you will be able to progress swiftly to competent status. Ultimately, satisfactory
achievements provide evidence of your ability to take additional responsibilities if you want to.
ii) If you are finding your development programme difficult to complete, you will receive additional support. This is not a sign of failure; indeed further practice and
effort is often a sign of someone willing to make a commitment to their career and will not be seen as a hindrance.
iii) If your effort is persistently less than required, or if you do not achieve the required standards at formal assessments, despite having been given additional help, you
must expect to be consulted regarding your long-term suitability in the Service.
Q What if my Stage Review shows I cannot demonstrate some of the Competencies?

A Agree a realistic period of time to practice (effectively an extension of your development programme) and then demonstrate competencies to an assessor at the end of
that extension.
Q What if I still don’t achieve the required standard?
A You will be fully consulted to decide if a further period of training and support is appropriate. It remains a possibility that a number of unsuccessful Review attempts will
result in you being released from employment.
Q What happens if I haven’t completed all the Competencies and written evidence in all the Stages before my Final Review is due at 36 months service?
A You and your Line Manager will draw up a Personal Plan to demonstrate competence within a reasonable time. The Stage Review will NOT be delayed, by attending the 3
year review you will receive useful guidance to concentrate your efforts, for a later final review. You cannot however go on indefinitely failing to achieve the required
standards
Q What does ‘Manager’ mean?
A Crew and Watch Managers are SUPERVISORY Managers. A Retained station’s LINE Manager is a wholetime Station Manager (a MIDDLE Manager).

Unit FF1
Inform and educate
your community to
improve awareness of
fire and rescue safety
matters
This unit is about meeting your organisation’s targets for specific community needs to ensure that the communities that you serve are safer.
It covers:
Promoting safety to your community This is about working with your community, either at your normal workplace or out in your community.
Examples of activities could include:  responding to requests for safety information  taking part in community events  responding to
requests for leaflet drops. You may work without direct supervision or as a member of a fire and rescue service or partnership team at
events organised by or through your own organisation within your own community. The types of information that you will provide may cover
safety in relation to fire and rescue or wider safety issues.
Giving demonstrations and instructions to help people get a better understanding of safety matters This is about your ability to assist
with community learning and promoting understanding of safety matters. Examples of activities could include:
 demonstration of targeted safety responses to your community and everyday hazards/ risks  raising awareness of the role of the Fire and
Rescue Service. It includes your involvement in both formal and informal activities within your local community.
TABLE ONE
BEHAVIOURAL FRAMEWORK (ex PQA)
Revised 2014
Examples of preferred behaviours to be demonstrated
Assessor Initials &
Service Number
Observed/ Discussed
Evidence type
• You live the ESFRS values and lead by example in demonstrating the corporate ; inspiring colleagues to
follow your example • You are compassionate, caring and empathetic to both colleagues and members of the
community • You promote inclusivity, openly engage and create an inclusive environment with all colleagues
and members of the community.
• You accept accountability for own actions when working with others • You respect confidentiality with all
sensitive information • You are respectful and considerate
Openness To Change
• You accept change both within the Fire & Rescue Service and within your own role • You identify ways both
within the Organisation and the local community of supporting change and take action where appropriate.
• You are willing to try out new ideas and ways of working • You seek to understand the rationale for
change, engage constructively with change and continue to work effectively in a changing environment.
Working with Others
• You work together with colleagues, partners and members of the community and take the time to build
effective and rational working relationships. • You celebrate team successes and create positive team spirit.
• You work well with people who have different ideas, perspectives and backgrounds • You share skills and
knowledge and encourage and support others to help themselves • You encourage working collaboratively for
the benefit of the community.
Effective Communication
• You communicate relevant information regularly and effectively both upward and downward. • You change
your communication style to best meet the needs of the audience and regularly check that there is mutual
understanding • You communicate in a ‘complete way’ – it should convey all the facts required by the
audience • You communicate with clarity – emphasising the specific message
• Your communication is concise – communicating what you want to convey in the least possible and
meaningful words. • You seek accurate information, avoid jumping to conclusions or passing on questionable
information.

Problem Solving
• You are able to recall and apply relevant job related information and procedures relevant to your role
• You actively engage in determining solutions to the problem • You generate more than one solution to a
problem and evaluate which one would be best • You see failure and problems as an opportunity to learn and
develop • You use your initiative to solve problems and inform others when you are aware of potential issues
Situational Awareness
• You take an overall view of the information presented and gather as much data as possible to support your
own decision making processes. • You use, to full advantage, the available information systems and
procedures when working to achieve outcomes. • You work safely to maintain the health of both yourself and
others.
Commitment to Excellence
• You are committed to do an excellent job • You understand your community and why they matter
• You support, encourage and contribute to continuous improvement • You accept feedback in a positive way
and act on it • You lead by example; influencing and inspiring confidence in others • You demonstrate
accountability and authenticity
Commitment to Development
• You proactively review your own performance using a range of sources including seeking out feedback from
others • You identify development needs in your own knowledge, skills and understanding and takes action to
improve • You actively encourage and support others to improve / develop.
Planning & Implementing
• You contribute, support and understand the annual business planning cycle in relation to your own work area
(Dept, Borough, Station, team) • You deliver work on time and to the required standards, following the relevant
process and working as efficiently as possible • You work in an organised manner using own knowledge and
expertise to deliver on time and to standard • You develop or use systems to organise and keep track of
information • You prioritise tasks effectively, look for ways to work more efficiently, leaner and improve your
working practices wherever possible.
Confidence & Resilience
• You respond to situations rather than react and can self-motivate • You are self-aware enough to know you
need support • You have the ability to identify, assess and control your own emotions • You understand
yourself, your goals, your intentions, your responses and your behavior • You understand others and their
feelings.
Political Awareness
• You understand the vision, aims and objectives of the Organisation • You demonstrate an understanding of
the Organisation’s functions and responsibilities • You have an awareness of the wider political scene and the
impact • You understand who the key stakeholders are for work in your specific area.

FF1. Inform and educate your community to improve awareness of fire and rescue safety matters
ESFRS ref/performance level A:Ability B:Basic Knowledge W:Working
Knowledge
Date
Assessed
Incident No
or Situation
Assessor Initials
& Service Number
Reviewing Assessor
& Service Number
Date
1 W
The purpose of fire safety and state the benefits to the community
and firefighters and that care should be taken not to give advice
beyond ones individual knowledge.
Pre-CSC
2 B
Provide appropriate Fire Safety Advice on request of a member of
the public (within the Service’s statutory responsibility) BUT Avoid
giving Fire Safety advice beyond one’s individual knowledge AND SO
pass on such enquiries to the appropriate post
3 B
Advise a member of the public about the number of smoke detectors
in the home, (Including positioning and maintenance) and the
recommended firefighting equipment for the home
4 B
Knowing component parts of the NCFSC toolbox and how to locate
information for relevant topics (for example: quick strike, ethnic
minority groups or domestic smoke alarms, etc)
5 B
Station action plans to achieve Service targets for Home Risk
Reduction, ie: smoke detector fitting (or similar initiatives) and
documents and records to be kept
6 B
Detection systems and procedures for people who have sight,
hearing or mobility difficulties
7 A
Knowing what advice to give a householder, checks and actions they
should take in the event of a chimney fire
8 A
Advise a member of the public of the information required if making
an emergency telephone call to the Fire & Rescue Service
9 A
Inform an outside organisation with regard to the station mobilising
system, basic watchroom procedures, the running call telephone
(help point) and capabilities of appliances on your station
10 A
Advise a member of the public how to raise an alarm of fire, react to
an alarm and evacuate a building
11 A
Advise a member of the public how to survive in heat and/or smoke;
also to consider and carry out an escape from a 1st floor window
12 B
Create a fire escape plan for your own home or place of work and
advise a member of the public how to create a fire plan to escape
from their home
13 B
Principles that contribute to effective fire routines and whether any
given fire routine is likely to be implemented successfully
14 B Work of Community Safety Advisors

FF1. Inform and educate your community to improve awareness of fire and rescue safety matters
description
1.1 Station Community Event (eg: Station Open Day etc)
1.2 Team or Individual Community Event (eg: visit to/by local school / youth group etc)
1.3
1.4

FF1.1
Station Community Event
This assignment may not be carried out as a discussion
If you have dealt with a community event complete your evidence on ESFRS DP 02 and have this validated by your supervisor
State the details of the event
What part did you play in the
organising of the event
State which section of the Fire
service act 2004 requires the fire
service to attend such events
List which Community safety
messages were chosen to be
promoted at this event
List other possible Community
safety messages that can be
promoted at such events
Describe the advice you may give
to a member of the public on the
number of smoke detectors
required, positioning and the
maintenance required for their
home
State the department/team from
where information to assist you in
preparation for a Community Safety
event may be found
CONTINUED OVERLEAF

List other sources of information
that may assist you in preparing for
a Community Safety event
Describe how you particularly
assisted a member of the public in
relation to Community Fire safety
Continue here if insufficient space above
Reflection. What have I learnt? How can I improve my performance? What help/additional information do I need?

FF1.2
Team or Individual Community Event
This assignment may not be carried out as a discussion
If you have dealt with a Team Community event complete your evidence on ESFRS DP 02 and have this validated by your supervisor
State the details of the event
What part did you play in the
organising of the event
State which section of the Fire
service act 2004 requires the fire
service to attend such events
List which Community safety
messages were chosen to be
promoted at this event
List other possible community
safety messages that can be
promoted at such events
Describe the advice given to a
householder in relation to
formulating an escape plan
Describe how you particularly
assisted a member of the public in
relation to community Fire Safety
CONTINUED OVERLEAF

Have a working knowledge of the
Fire Angel smoke detector including
the advice given to a householder
in relation to operation and
servicing of the smoke detector
Working knowledge of the contents
and advice contained within the
‘Fire Safety in the Home’ booklet
used for Quickstrike and Home
Safety Visits

For your notes

FF1 TABLE FOUR
RECORDING MATRIX
A = Assignment, CR=Candidate Report, P=Product, SA=Supervisor’s Account, Q&A=Question/Answer >
Write the page number from your portfolio where the evidence is filed >
Providing Information
a) Confirm with relevant people in your organisation the need for information and how you will respond
b) Provide information that is:  relevant  accurate  appropriate to your job role  in a format
appropriate to your community
c) When the information needed is not appropriate to your job role, direct the enquirer to the relevant person
d) Make sure there is a common understanding of the information you have given
Giving demonstrations and instructions
e) Use your resources and apply control measures, based on risk assessment, before and during the event
f) Solve any problems and deal with any risks promptly, when necessary, before and during the event
g) Return resources to the correct place
h) Make sure resources are secure and report any faults or low levels of supplies
In general
i) Make sure your aims and objectives support your organisation’s aims and objectives
j) Relate to people in a way that promotes:  goodwill  understanding  co-operation  the image of
yourself and your service
k) Communicate in a way that is suitable for your audience
l) Encourage and take note of questions, and answer questions appropriately
m) Behave in a way that supports community safety and avoids harm to people and the environment
n) Complete records and make sure they are in the agreed format, accurate, legible and available to
authorised people
o) Report on the suitability and success of what you have done and make any suggestions for improvement

Health and Safety
1. Hazards and risks of the workplace affecting people and the environment in relation to giving information,
demonstrations and instructions
2. How to apply practices that maximise the health, safety and welfare of yourself and others when giving
information, demonstrations and instructions
3. How to apply safe practices based upon a risk assessment
Organisational
4. National and Service objectives for Community Safety
5. Where to find information on Community Safety matters
6. Record keeping systems and procedures for the work place
Personal and Interpersonal
7. How to communicate clearly and effectively with the range of people involved
8. How to treat colleagues and members of the public with respect and consideration, taking account of, and
accepting, diversity
9. Lines and methods of communication/reporting in the workplace
10. Roles, responsibilities and limits of authority of yourself, others and agencies in the workplace
11. How to solve problems and make decisions within your range of responsibility
Technical
12. How to use the relevant resources effectively and safely
13. How to identify the applicable safety advice for your community
14. Your community and its needs in relation to safety
Training and development
15. How to facilitate learning
16. How to evaluate learning events

COMPLETION OF UNIT
Each Box to be signed and dated
UNIT FF1
Certified Complete by
Learner
Lead Assessor
Sign and PRINT
Sign and PRINT and Date
TABLE
ONE
BEHAVIOURAL FRAMEWORK
(ex PQA’s) Revised 2014
TABLE
TWO
ESFRS ACQUIRED
COMPETENCES
TABLE
THREE
WORKPLACE APPLIED
ASSIGNMENTS
TABLE
FOUR
PERFORMANCE – NOS
TABLE
FOUR
KNOWLEDGE &
UNDERSTANDING - NOS
Comments by line manager / Assessor / Verifier ..................................................................................................................................................................................................................................................................................................
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For your notes

Unit FF2
Take responsibility for
effective performance in fire
and rescue
This unit is about taking responsibility for your own performance (including personal health and fitness), working well with other
people and developing your own skills in the job role. It covers:
Taking responsibility for your own personal performance This is about you and your day-to-day working, either at your normal
workplace or out in your community. It includes your responsibility to make sure your actions do not adversely affect: o your own
health and fitness  your ability to work safely within agreed level of authority  safe systems of work and working practices
Working with others This is about your ability to maintain effective working relationships with:  your colleagues o external
agencies o your community
Developing your own skills and knowledge This is about your ability to maintain your knowledge, skills and understanding
through personal development to meet:  agreed changes in practice v maintaining existing competence It includes your
involvement in identifying and planning how to address your development needs to maintain your required level of competence.
TABLE ONE
Revised 2014
Assessor Initials &
Service Number
Observed/ Discussed
Evidence type
• You live the ESFRS values and lead by example in demonstrating the corporate behaviours; inspiring
colleagues to follow your example • You are compassionate, caring and empathetic to both colleagues and
members of the community • You promote inclusivity, openly engage and create an inclusive environment with
all colleagues and members of the community.
Openness To Change
Working with Others
information.

Problem Solving
others.
feelings.
Political Awareness

FF2. Take responsibility for effective performance in fire and rescue
Date
Assessed
Incident No
or Situation
Assessor Initials
& Service Number
Reviewing Assessor
& Service Number
Date
1 A
When and how to don personal protective equipment (including dry
clothing) for training and operational incidents; describe the
appropriate use of various personal protection according to the risks
involved
Pre-CSC
2 A
Manual handling of loads ie: Lift and carry, Lift a load with two or more
persons. Handle a load from a height. Push a load
Pre-CSC
3 A
Recognise and act upon safety words of command, including giving
and acting upon the evacuation signal
Pre-CSC
4 A
The limitations imposed on firefighters regarding their use of specified
equipment until they have received appropriate training
Pre-CSC
5 B
Be aware of, and achieve the Health and Fitness standards required
within ESFRS including warm up and warm down exercise procedure
Pre-CSC
6 A
State the Safe Person Concept, as part of ESFRS’s Health and Safety
policy (giving key actions of employer and employee)
7 A
Use of personal protection items – for protection against noise and
infection etc
8 W
Protective measures to be taken against the AIDS, HIV and Hepatitis
B viruses
9 A Keeping FDP Personal Logbook records up to date and available
10 B Service Policies/Procedures in relation to alcohol and drugs
11 B Accident, Hazard or Near-Hit reporting procedures
12 B Arrangements for Health and Safety representation within ESFRS
13 A Complete an annual leave request/exchange (as applicable)
14 B Service, structure and chains of command including role markings
15 B
Contractual requirements based on own Contract of Employment and
job functions based on Firefighter’s Rolemap
16 B The arrangements for personal welfare within ESFRS
17 B The Diversity, Equality and Fairness policy within ESFRS
18 B The Grievance procedures within ESFRS
19 B
Actions to be taken if you are in receipt of a complaint or compliment
from a member of the public

Date
Assessed
Incident No
or Situation
Assessor Initials
& Service Number
Reviewing Assessor
& Service Number
Date
20 B
ESFRS disciplinary and ACAS (Advisory, Conciliation and Arbitration
Service) procedures
21 B
Harassment, Bullying and other inappropriate behaviour policy within
ESFRS
22 B Safeguarding Children & Adults policy within ESFRS
23 B ESFRS policy regarding control of noise at work
24 B Fair working practices policy within ESFRS
25 B Use of service or private mobile phones policy within ESFRS

FF2. Take responsibility for effective performance in fire and rescue
description
2.1
Write a reflective account of your Annual Performance Appraisal, with the performance
targets you set
2.2 On/Off station fitness activities and ESFRS Fitness assessment
2.3
2.4

FF2.1 Write a reflective account of your Annual Performance Appraisal, with the performance targets you set
Give the date of the APA Interview
Give the name of the manager who conducted your APA
Note: As that manager is a major party to the event, a further statement from them is
not compulsory, provided their feedback is in the APA report, and is accessible as part
of this portfolio
Summarise the headings of your
(main) achievements to date, within
ESFRS
Summarise the headings of your
main ambitions yet to be acquired
(include timescales), within ESFRS
Layout the timescales for achieving
these and summarise how you
intend to gain these – include the
names of colleagues who have
agreed to help you
On completion of the targets set
write a freehand composition in
your own words on what you found
easy/hard, or new to you and how
you managed to come up to speed
with a range of new skills
Reading the standards in the blue
table (pages 48 49) that you need
to achieve may help you ensure
your reflections include sufficient
details
(continue over or on a separate evidence form in your own words)

2.1
Write a reflective account of your Annual Performance Appraisal, with performance
targets you set
(continued from previous page)

FF2.2 ESFRS Fitness Activities
Locate the Service guidance on health and fitness policy and write the number here
List the on station fitness activities
undertaken by you
List any off station fitness activities
undertaken by you
Detail the methods and equipment
used to measure levels of fire
fighter fitness
State the level (VO²) for a pass in
relation to Firefighter fitness test
State the date and the result of your
last successful fitness assessment
undertaken by a service fitness
instructor
List the possible benefits to the
service from having a physically fit
workforce

List the person(s) within ESFRS
who is/are available for advice on
fitness levels & programmes
Describe the ESFRS policy prior to
using a new piece of fitness
equipment on station for the first
time

FF2 TABLE FOUR
RECORDING MATRIX
A = Assignment, CR=Candidate Report, P=Product, SA=Supervisor’s Account, Q&A=Question/Answer >
Write the page number from your portfolio where the evidence is filed >
Taking responsibility for your own personal performance
a) Behave in a way that avoids threat, harm or damage to people, property, the environment and your
organisation
b) Operate within your agreed level of authority and responsibility
c) Contribute constructively to debriefs
d) Monitor your personal fitness level and take action to prevent poor health, fitness and hygiene
e) Report anything that affects your ability to meet your conditions of employment and personal work
performance to the relevant people
f) Make sure your records are in the agreed format, accurate, complete, legible and accessible to authorised
g) Monitor your work environment for hazards and take prompt action to minimise the risks caused by these
hazards
h) Return resources to their correct location, make sure they are secure and report any faults and deficiencies
i) Make sure you are available for operational response as required by your organisation
Working with others
j) Show that you respect the diversity of people within your organisation and the wider community
k) Act constructively to minimise or resolve conflict with others
l) Support and promote your organisation’s values, ethics and codes of practice
m) Communicate with people in a way that is constructive, supportive and promotes cooperation and a positive
image of your organisation
n) Promote a safe working environment for yourself and others
o) Respect privacy, confidentiality and encourage trust in your contact with others
Developing your own skills and knowledge
p) Contribute constructively to your own performance reviews
q) Assess your own skills and knowledge and identify your development needs in relation to your job role,
including working effectively with other team members
r) Help to develop a personal development plan that aims to improve the areas of skill and knowledge you
have identified
s) Make sure your plan contains objectives that are specific, measurable, achievable and realistic
t) Take part in development activities which are consistent with your plan
u) Obtain feedback from relevant people and use this feedback to improve your performance
v) Update your personal development plan at appropriate intervals

Health and safety
1. Hazards and risks of the workplace affecting people and the environment
2. How to apply practices that maximise the health, safety and welfare of yourself and others in the workplace
3. How to make and apply decisions based on the assessment of risk
Organisational
4. Own contractual obligations, rights of employment and limits of authority
5. The range of external regulations and requirements that impact on your work
6. Your organisation’s Occupational Health policy and its application in the workplace
7. Record systems specific to your role and their uses
8. Your organisation’s requirements for data protection
9. Your organisation’s objectives, systems of work and working practices
10. Anti-discrimination and equal opportunities policies and procedures
11. Your organisation’s procedures for performance review and development
Personal and Interpersonal
12. How to communicate clearly and effectively with the range of people involved
13. How to treat colleagues and members of the public with respect and consideration, taking account of, and
accepting, diversity
14. Lines and methods of communication/reporting in the workplace
15. Roles, responsibilities and limits of authority of self, others and other agencies in the workplace
16. How to maintain your own performance standards including health and physical fitness
17. How to make positive contributions to effective teamwork
18. How to promote a culture that positively supports organisational policies on equality and fairness
19. Role requirements and expected standards of performance
20. The situations, behaviour and interactions between people that may cause conflict and how to minimise
conflict and the disruption at work
21. The importance of challenging unacceptable behaviour
22. How to set objectives
23. How to identify your own development needs and take action to address these

COMPLETION OF UNIT
Each Box to be signed and dated
UNIT FF2
Learner
Lead Assessor
Sign and PRINT
Sign and PRINT and Date
TABLE
ONE
BEHAVIOURAL FRAMEWORK
(ex PQA) Revised 2014
TABLE
TWO
ESFRS ACQUIRED
COMPETENCES
TABLE
THREE
WORKPLACE APPLIED
ASSIGNMENTS
TABLE
FOUR
PERFORMANCE – NOS
TABLE
FOUR
KNOWLEDGE &
UNDERSTANDING - NOS
Comments by line manager / Assessor / Verifier ..................................................................................................................................................................................................................................................................................................
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Unit FF3
Save and preserve
endangered life
This unit is about you working as a team member to search for life and rescue people during fires and other incidents. The unit may
cover working as an individual but will usually involve being part of a team to provide treatment to casualties.
Conducting a search for life This covers your ability to search safely for life using the range of personal protective and rescue
equipment available to you. Situations could include within:  a structure  compartment(s)  transport vehicle  open spaces
Rescuing life involved in incidents This covers your ability to rescue life (human or animal) safely using the range of personal
protective and rescue equipment available to you. Examples of situations could include:  fire  hazardous substances  persons
trapped in wreckage  collapsed or dangerous structures  result of adverse weather conditions  animal rescue
Providing treatment to casualties including (Basic life support and casualty handling) This covers your ability to treat
casualties, using the range of treatment and equipment available to you, within its capabilities and within your agreed level of
authority, responsibility and expertise. Examples could include:  within an incident environment  removed from an incident 
approach by a casualty at an incident
Supporting people involved in an operational incident This covers your ability to provide both physical and emotional support to
people directly and indirectly involved in an operational incident. This will include:  reassuring and comforting people,  protecting
their privacy and dignity  maintaining security at the scene of an incident and  liaising with other agencies
TABLE ONE
Revised 2014
Assessor Initials &
Service Number
Observed/ Discussed
Evidence type
• You live the ESFRS values and lead by example in demonstrating the corporate behaviors’; inspiring
colleagues to follow your example • You are compassionate, caring and empathetic to both colleagues and
members of the community • You promote inclusivity, openly engage and create an inclusive environment with
all colleagues and members of the community.
Openness To Change
Working with Others
information.

Problem Solving
others.
feelings.
Political Awareness

FF3. Save and preserve endangered life
Local ref/performance level A:Ability B:Basic Knowledge
W:Working Knowledge
Date
Acquired
Incident No
or Situation
Instructor Name
& Service Number
Workplace Assessor
& Service Number
Reviewing Assessor
& Service Number
Date
1 A
Equipment Purpose and Stowage:
• Locate/stow all equipment on the appliances at
own station
Pre-CSC
2 A
Use of Main scheme radio:
• Use the phonetic alphabet Pre-CSC
3 A
Dynamic Risk Philosophy:
• Recite and Explain the concepts of Dynamic Risk
Assessment
• How to carry out a Dynamic Risk Assessment
and explain the procedure using the DRA flow
chart
CSC
4 A
Basic Incident Safety
• Take safety precautions en route to and on
arrival at an incident
• Position cones/accident signs when making an
area safe
(use procedures adapted for single or multi lane
carriageways)
• Deploy firefighting equipment to protect an RTC
scene
• Signals to be used to summon assistance and
evacuate a building (including if rigged in BA)
CSC
5 W
Principles of Breathing Apparatus (BA) in use:
• The need, and authority to wear Breathing
Apparatus (BA)
• Circumstances when required. Working as a
team (numbers)
Structural Fire-
fighting
6 A
Basic Set Use:
• Don and start up a BA set
• Use pressure gauge, distress signal unit, torch,
radio
• How to close down and remove a BA set
• Complete appropriate records (BA logbook)
Structural Fire-
fighting
7 A
Ancillary Equipment:
• Describe and state the information required on
BA personal tally
• Describe the features and explain purpose of all
equipment in the BA Entry Control Pouch
Structural Fire-
fighting

W:Working Knowledge
Date
Acquired
Incident No
or Situation
Instructor Name
& Service Number
Workplace Assessor
& Service Number
Reviewing Assessor
& Service Number
Date
8 W
Duration:
• Full duration, working duration and the safety
margin
• (Low pressure warning device sounds to indicate
the safety margin only and should not be
included in the working duration)
Structural Fire-
fighting
9 W
BA wearer’s responsibilities:
• On arrival at entry control
• Prior to entering the risk area
• Safety precautions taken before entering a
building
ie: communications and hose (or appropriate
media)
Structural Fire-
fighting
10 A
In heat or restricted vision:
• Whilst wearing BA in smoke and/or heat, follow a
left and right hand search whilst maintaining
personal safety procedures
• Use of a Thermal Imaging Camera
Structural Fire-
fighting
11 W
Egress:
• The effects of blast paths (area of danger)
• The causes of structural instability
• The need to maintain safe egress
Structural Fire-
fighting
12 A
Working whilst wearing BA
• Open and negotiate doors/windows and other
openings
• Negotiate stairs, uneven surfaces, restricted
spaces or crawl –ways
• Ascend and descend a staircase with and
without a (simulated) casualty. Use fixed vertical
ladders
• Maintain team communications and use radio
messages
• Negotiate restricted spaces (including removal of
BA harness whilst maintaining airtight seal)
Structural Fire-
fighting
13 A
Cleaning, testing and faults:
• Servicing a BA set at station and on Incident
ground
• Frequency and types of checks to be carried out,
including managing common faults in a BA set
and ancillary equipment
• Report and record a BA defect
Structural Fire-
fighting

W:Working Knowledge
Date
Acquired
Incident No
or Situation
Instructor Name
& Service Number
Workplace Assessor
& Service Number
Reviewing Assessor
& Service Number
Date
14 A
Stage One Control:
• The criteria and occasions when stage one BA
entry control point (ECP) must be used (State
that BA Control will be instigated at all incidents
involving Breathing Apparatus)
Structural Fire-
fighting
15 W
Entry Control Point (ECP) Duties:
• Including managing a BA Entry Control Board at
stage one
• ESFRS entry control point and team and team
identification system
• Appropriate numbers of wearers in a BA teams in
various circumstances
• Action to be adopted for 'BA distress to wearer'
and ‘BA defect in use' situations
Structural Fire-
fighting
16 W
Procedures other than Stage One:
• Criteria and operation of Rapid Deployment
• Occasions when stage two entry control
procedures are used
• Criteria for, and additional duties of Entry Control
Point Officer at stage two
Structural Fire-
fighting
17 A
Associated Problems:
• Working in hot and humid conditions
• Working in high expansion foam
Structural Fire-
fighting
18 A
Information Management:
• Create basic layout plans
• Debriefing a search on withdrawal at the entry
control point
Structural Fire-
fighting
19 B
Entry Control Point Supervisor:
• Role and duties of the Breathing Apparatus ECP
supervisor
Structural Fire-
fighting
20 B
Main Control:
• Occasions to be instigated
• Nature and extent of functions
Structural Fire-
fighting
21 W
Emergency procedures: to include:
• Considerations for determining the number of BA
wearers in an emergency team
• Levels of Personal Protective equipment (PPE),
firefighting, communications and other equipment
for a team depending on the circumstances
• Where/when team must be available to be
committed
• Declaring a BA emergency
Structural Fire-
fighting

W:Working Knowledge
Date
Acquired
Incident No
or Situation
Instructor Name
& Service Number
Workplace Assessor
& Service Number
Reviewing Assessor
& Service Number
Date
22 A
Entrapped procedure:
• Connect BA equipment to supplement the air
supply of original BA set
• Substitute a BA set to a wearer in emergency
conditions
Structural Fire-
fighting
23 W
Main Guide Lines:
• Identify the features of a guide line and personal
line
• Use and responsibility for tallies
Siting, laying, tying off and following a main guide
line
• Use of personal line to search off
• Considerations to extension of main guide line
• Number of main guide lines and branch guide
lines that may originate from an entry control
point
Structural Fire-
fighting
24 W
Branch Guide Lines:
• Use and responsibility for tallies
• Secure a branch guide line to a main line using
recognised appropriate method
• Lay a branch guide line
• Prohibition of extending a branch guide line
Structural Fire-
fighting
25 A
Casualty Handling:
• Describe the principles of lifting casualties
• Pick up an unconscious casualty with two
rescuers
• Remove a casualty from the scene of an incident
to a place of safety and state the reason why this
needs to be done
RTC Course
26 B
Casualty Care:
• State the actions of a non-qualified first-aider on
finding a medical emergency
• State the locations and nature of all first aid
equipment at home station and appliance(s)
• Signs and possible causes of casualty shock
• Recognising the need for casualty care, helping
others in your team to provide appropriate
support
RTC Course

ESFRS Firefighter Development Programme Mapped to National Standards

ESFRS Firefighter Development Programme Mapped to National Standards

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