Cap 699

Safety Regulation Group
CAP 699
Standards for the Competence of Rescue and

Firefighting Service (RFFS) Personnel
Employed at United Kingdom Licensed
Aerodromes
www.caa.co.uk
CAP 699
Standards for the Competence of Rescue and

Firefighting Service (RFFS) Personnel
Employed at United Kingdom Licensed
Aerodromes
March 2000
CAP 699 Standards for the Competence of Rescue and Firefighting Service (RFFS) Personnel
© Civil Aviation Authority 2005
All rights reserved. Copies of this publication may be reproduced for personal use, or for use within a
company or organisation, but may not otherwise be reproduced for publication.
To use or reference CAA publications for any other purpose, for example within training material for
students, please contact the CAA at the address below for formal agreement.
ISBN 0 11790 582 8
First Edition March 2000

Amendment 1 1 August 2002
Amendment 2 10 March 2006
Enquiries regarding the content of this publication should be addressed to:

Aerodrome Standards Department, Safety Regulation Group, Civil Aviation Authority, Aviation House,
Gatwick Airport South, West Sussex, RH6 0YR.
The latest version of this document is available in electronic format at www.caa.co.uk, where you may
also register for e-mail notification of amendments.
Published by TSO (The Stationery Office) on behalf of the UK Civil Aviation Authority.
Printed copy available from:

TSO, PO Box 29, Norwich NR3 1GN www.tso.co.uk/bookshop
Telephone orders/General enquiries: 0870 600 5522 E-mail: book.orders@tso.co.uk
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List of Effective Pages
Part Chapter Page Date Part Chapter Page Date
iii 10 March 2006 Part 3 3 March 2000

iv 10 March 2006 Part 3 4 March 2000
v 10 March 2006 Part 3 5 March 2000
vi 10 March 2006 Part 3 6 March 2000
vii 10 March 2006 Part 3 7 10 March 2006
viii 10 March 2006 Part 3 8 March 2000
ix 1 August 2002 Part 3 9 March 2000
Revision History 1 10 March 2006 Part 3 10 March 2000
Foreword 1 10 March 2006 Part 3 11 March 2000
Foreword 3 10 March 2006 Part 3 13 10 March 2006
Foreword 10 10 March 2006 Part 3 20 10 March 2006
Part 1 i 1 August 2002 Part 3 22 March 2000
Part 1 1 10 March 2006 Part 3 23 March 2000
Part 1 3 1 August 2002 Part 3 25 March 2000
Part 2 i 1 August 2002 Part 3 29 10 March 2006
Part 2 2 10 March 2006 Part 3 31 10 March 2006
Part 2 Appendix A 1 1 August 2002 Part 3 42 March 2000
Part 2 Appendix A 2 March 2000 Part 3 43 March 2000
Part 2 Appendix A 3 March 2000 Part 3 44 March 2000
Part 2 Appendix B 1 1 August 2002 Part 3 45 March 2000
Part 3 i March 2000 Part 3 46 March 2000
Part 3 1 March 2000 Part 3 47 March 2000
10 March 2006 Page iii

Part Chapter Page Date Part Chapter Page Date
Part 3 49 March 2000 Part 4 ii 10 March 2006

Part 3 50 March 2000 Part 4 1 10 March 2006
Part 3 54 March 2000 Part 4 Appendix A 1 1 August 2002
Part 3 57 March 2000 Part 4 Appendix A 4 10 March 2006
Part 3 58 March 2000 Part 4 Appendix A 5 10 March 2006
Part 3 59 March 2000 Part 4 Appendix B 1 1 August 2002
Part 3 60 March 2000 Part 4 Appendix B 2 1 August 2002
Part 3 61 March 2000 Part 4 Appendix B 3 10 March 2006
Part 3 64 March 2000
Part 3 68 10 March 2006
Part 3 73 10 March 2006
Part 3 78 10 March 2006
Part 3 86 10 March 2006
Part 3 92 10 March 2006
Part 3 93 10 March 2006
Part 3 94 10 March 2006
Part 4 i 10 March 2006
10 March 2006 Page iv

Contents
List of Effective Pages iii
Amendment Record ix
Revision History 1
Foreword 1
Origin 1
Purpose 1
Quality Assurance 4
Identified Training Needs 4
Frequency Analysis 4
Recording 5
Compliance with Statutory Requirements 5
Amendments to CAP 699 6
Terminology 6
Part 1 Introduction to the Standards for the Competence of

RFFS Personnel
Introduction to Part 1 – Competence Framework 1

The Role-map Format 1
Using the Standards in the Workplace 3
The Station Based Roles 4
The Firefighter Role 4
The Supervisory (Crew Commander and Watch Commander) Role 4
The Managerial (Station Commander) Role 4
Role Related Units and Underpinning Functions 4
Summary 6
10 March 2006 Page v

Part 2 Procedures for the Approval of Aerodromes and

Training Providers carrying out training for which
Certificates of Competence are required for personnel
engaged on Rescue and Firefighting duties at United
Kingdom Licensed Aerodromes
Introduction 1
Administration of the Approvals and Appeals Procedures 2
Appeals 2
Guidance 2
Management Structure 2
Staff Levels 3
Training Supervisor 3
Instructors 3
Support Staff 3
Administration 4
Equal Opportunities Policy 4
Access to assessment 4
Monitoring 5
Medical Standards 5
Facilities 5
Health & Safety 5
Structured Learning Programmes 6
Programme Content 6
Policy on Prerequisites for Attendance on a Structured Learning
Programme 7
Firefighter (Lower Category Aerodrome) - Initial 7
Supervisor (Lower Category Aerodrome) - Initial 7
Supervisor (Lower Category Aerodrome) Revalidation 7
Firefighter – (Initial) 8
Firefighter–(Revalidation) 8
Bridging – Structured Learning Programme (Firefighter) 8
Crew Commander Incident Command (Initial Acquisition) 9
Crew Commander Incident Command (Revalidation) 9
Supervisor Watch Commander (Initial Acquisition) 9
Supervisor Watch Commander (Revalidation) 9
Manager 10
Bibliography 11
Normative References 11
Informative References 11
10 March 2006 Page vi

Appendix A Example Training Scenario:

Aircraft Incident - Aircraft Engine Fire
Appendix B Audit Trail
Part 3 Standards for the Competence of Rescue and

Firefighting Service Personnel Employed at UK
Licensed Aerodromes
Introduction 1
Background to the Development of these Standards 2
Unit and Element Structure 3
Units of Competence 5
Personal Skills ‘Bank’ 91
Personal Skills – Master Reference 91
Knowledge and Understanding ‘Bank’ 92
Knowledge and Understanding – Master Reference 92
Part 4 Guidance on the Process of Delivering Structured

Learning Programmes for Aerodrome RFFS Personnel
Introduction 1
CAA Mandatory RFFS Structured Learning Programmes 1
Firefighter (Lower Category Aerodrome) – Initial and Revalidation 1
Supervisor (Lower Category Aerodrome) – Initial and Revalidation 1
Firefighter (Initial) 1
Firefighter (Revalidation) 1
Crew Commander Incident Command (Initial Acquisition) 2
Crew Commander Incident Command (Revalidation) 2
Grades of SLPs 3
Qualifications 3
Validity of Certificates 3
Resources 4
Practical Training Facilities 4
10 March 2006 Page vii

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

Maintenance of Competence Schemes
Introduction 1
Scope 1
Objective 1
Internal Guidance 1
Procedures 2
Competent Person 2
Training Programme 2
Training Policy 2
Role Maps 3
Key Performance Indicators (KPI) 3
Task Analysis/Risk Assessment 3
Training Analysis 4
Records 4
CAP 699 Part 3 - Standards of Competence. 4
Lower Category Aerodromes- RFF Categories Special, 1 and 2. 4
Procedures for the Approval of Aerodromes and Training Providers. 5
Conclusion 5
Appendix B Check List for the Initial and Ongoing Assessment of a

Maintenance of Competence Scheme in accordance with CAP
699 Part 4, Phases (1) (2) and (3)
10 March 2006 Page viii

Amendment Record
Amendment
Amendment Date Incorporated by Incorporated on
Number
Number 1 1 August 2002
1/2006 March 2006 Civil Aviation Authority March 2006
1 August 2002 Page ix

Revision History
The CAA has made many of the documents that it publishes available electronically. Where
practical, the opportunity has been taken to incorporate a clearer revised appearance to the
document.
This is a living document and will be revised at intervals to take account of changes in
regulations, feedback from industry, and recognised best practice. Contact addresses, should
you have any comments concerning the content of this document or wish to obtain
subsequent amendments, are given on the inside cover of this publication.
Revision 1/2002 August 2002

The opportunity has been taken as part of the remastering process to incorporate a few minor
changes to the text, these are indicated by the use of side line revision marks as shown to the
left of this paragraph.
Revision 1/2006 10 March 2006
Following consultation with industry, significant changes to the mandatory training scheme,
which incorporates the Structured Learning Programmes, are included in Sections 2 and 4.
10 March 2006 Revision History Page 1

Foreword
1 Origin
1.1 The UK Civil Aviation Authority (CAA), in co-operation with industry, regularly reviews
the adequacy of the mandatory training and certification requirements for firefighting
personnel contained in Civil Aviation Publication (CAP) 168 – Licensing of
Aerodromes. The review stemmed from a recognition in the UK, and Internationally,
through the International Civil Aviation Organization (ICAO) Rescue and Firefighting
Study Group, of the benefits of basing fire service training on competence. The
Aerodrome Standards Department (ASD) has presented the issues to the Airport Fire
Officers Association (AFOA) and the Airport Operators Association (AOA) Technical &
General Aviation Committees. The vehicle for this work is a joint working group,
which comprises representatives from the AOA, Serco International Fire Training
Centre and The Fire Service College (as Aerodrome Fire Service training providers),
the Ministry of Defence, BAA plc Fire Service, AFOA and the CAA.
1.2 The terms of reference of the group are defined as:
a) To review the adequacy of mandatory training and certification requirements.
b) To review regularly the adequacy of rescue and fire fighting training in the light of
new developments and recent experience.
c) To make recommendations concerning rescue and firefighting training to SRG’s
Head of Aerodrome Standards Department.
d) To disseminate information regarding rescue and firefighting training to
Aerodromes and Approved Training Providers as may be appropriate.
1.3 The group has determined that a system more appropriate to the needs of the task is
necessary, and has produced a set of standards for the competence of Rescue and
Fire Fighting Service (RFFS) personnel, including a structured, effective, yet more
flexible means of assessment.
2 Purpose
2.1 Aerodrome management should have a written corporate policy, which

acknowledges that training for competence is an integral part of its strategy. This
policy should be compliant with the regulator’s requirements. It should acknowledge
that the key objective of training for competence is the development and use of
training and assessment systems that contribute to the efficient delivery of services
while eliminating or reducing risk to the organization, its staff and equipment, the
community within the boundaries it serves and the environment.
2.2 Training for competence is not a replacement of current training practices. It is a
method by which training is defined in terms of outcomes that can be delivered within
a flexible but rigidly controlled quality assured environment.
2.3 Methods of training have to be agreed by the CAA during the aerodrome licensing
process. Aerodrome licensees have to meet nationally agreed standards for training
and CAP 699 offers greater flexibility in where and how this may be achieved.
10 March 2006 Foreword Page 1

2.4 Training for competence is an essential part of the ‘safe person concept’ and when
operated by licensees will enable all to demonstrate that they can consistently and
competently perform their work. Training for competence provides a framework that
offers:
a) A systematic method of managing and organising the development, delivery and
evaluation of all the training provided by the licensee.
b) An objective assessment process that can be used to measure consistently the
Acquisition of knowledge, skills, attitude and understanding achieved by
individuals and teams.
c) An objective assessment process that can be used to measure, consistently and
continuously, the application of knowledge, skills, attitude and understanding by
individuals and teams in the workplace.
2.5 Firefighting personnel require training if they are to operate in an effective manner. All
personnel engaged in RFFS duties must receive initial and recurrent competence-
based training in their role.
2.6 Supervisors employed on RFF duties at Lower Category Aerodromes (Special, 1 and
2) shall commence the initial acquisition of competence through a Structured
Learning Programme (SLP) at an Approved Training Provider (ATP). A Certificate of
Competence endorsed by the CAA will be issued by the ATP after satisfactory
completion of the SLP. Certificates of Competence will be valid for four years after
which Certificates of Competence will require to be revalidated in a manner
acceptable to the CAA.
2.7 At Aerodromes of RFF Categories Special, 1 and 2 the Firefighter SLP may be
delivered by either an officer employed at the Aerodrome who holds a current Lower
Category Aerodrome Supervisor’s Certificate, or by any person deemed competent
by the licensee. Certificates of Competence issued to personnel employed at Lower
Category Aerodromes (Special, 1 and 2) following completion of CAA approved local
training will be valid for a maximum duration of two years. These certificates are only
valid for use at the aerodromes for which they have been issued.
2.8 All personnel employed on RFF duties at aerodromes of RFF Categories 3-9 shall
commence the initial acquisition of competence through a Structured Learning
Programme (SLP) at an Approved Training Provider (ATP). Certificates of Competence
endorsed by the CAA will be issued by the ATP after satisfactory completion of an
appropriate SLP. Certificates of Competence will be valid for four years after which
Certificates of Competence will require to be revalidated in a manner acceptable to
the CAA.
2.9 In addition to formal training delivered by an Approved Training Provider for the
purposes of acquiring a Certificate of Competence it is essential that firefighters
receive familiarisation training during interim periods and each licensee should
appoint a competent person to establish and oversee the training programme. The
programme should continuously demonstrate that all personnel possess and practise
the necessary skills and knowledge to complete required tasks safely, expeditiously
and effectively.
2.10 An aerodrome licensee may decide that an initial fire-fighting programme could be
delivered at an aerodrome. The licensee will have to demonstrate to the CAA that
sufficient management systems are in place to support such a programme and that
necessary arrangements are in place to satisfy the training elements of the
programme. All health and safety/hygiene arrangements should be similarly met.

A licensee’s training policy can appear in many formats but in every case it should:
a) Identify and define the licensee’s strategic training and development needs.
b) Set the licensee’s strategic training aim, objectives and priorities.
c) Establish the structure, management, resources and facilities for the training
function.
d) Identify assessment methodologies.
e) Establish the process for auditing, evaluation and reviewing the training function.
f) Detail the process for reviewing the training policy.
g) Ensure that the unit and elements related to the core tasks are practised or
simulated as defined herein.
h) Be published in or cross-referenced to the licensee’s Aerodrome Manual.
2.11 For the achievement of competence the individual shall meet the job performance
requirements defined for the role as explained in the Aerodrome Manual approved by
the licensing authority.
2.12 The ongoing training and assessment process to provide continuous evidence of
competence in role, may be achieved in one of two ways or a combination of both. It
is essential that whichever process is employed, it is delivered in line with the
licensee’s original policy statement.
2.13 The licensee may wish to use the services of an approved training provider to assess
competence in role and task of the RFFS personnel. This can be achieved by
individuals attending a formal revalidation SLP which includes a combination of
assessment(s). This programme will assess individuals against the core
competencies required for his/her role and task. Following successful completion of
the programme, a Certificate of Competence will be issued which is valid for four
years.
2.14 If the training provider produces a modular training and assessment programme
which assesses against the criteria in CAP 699 Part 3, the licensee may choose to
adopt this method. If this method is adopted, it should be managed to ensure that
every unit in CAP 699 relevant to role and task is assessed appropriately within the
four year period of the validity of a Certificate of Competence. This will then form part
of a Certificate of Competence to be obtained.
2.15 The licensee may wish to design an ongoing training and assessment process that
can be managed and delivered on aerodromes. This may be accepted as an
alternative method of compliance. The process employed to deliver such a
programme must comply fully with the appropriate methods of assessment and
evidence requirements as detailed in CAP 699.
2.16 In order to introduce this programme for a licensee’s own use, it is not required for
the aerodrome licensee to be an approved training provider. However, the criteria
stated below will apply and will need to be formally agreed with CAA SRG, prior to
the programme being promulgated. Reference and guidance on how the CAA will
assess an in-house maintenance of competence scheme is provided in Part 4 of CAP
699.
2.17 If this method is adopted, it should be managed to ensure that every unit in CAP 699
relevant to role and task is assessed appropriately within the four year period of the
validity of a Certificate of Competence. This will form part of a Certificate of
Competence to be obtained.

2.18 A task analysis enables the licensee to identify the tasks required to be carried out by
each member of the RFFS in relation to the role they are expected to perform during
response to an aircraft accident scenario.
2.19 A training needs analysis will identify both the underpinning knowledge and
understanding (K&U) and the practical skills required to carry out the tasks required of
RFFS personnel in relation to their role i.e. firefighter, supervisor, manager. This
analysis will also include an evaluation process which measures the outcomes of the
training provided by the licensees against published aims and objectives to ensure
that these are being fulfilled.
2.20 The assessment process shall be operated in accordance with the acceptable means
of compliance outlined in CAP 699. It shall include the assessment of K&U in addition
to skills be they practical, manual, social, interpersonal or intellectual.
2.21 Assessors shall be qualified to, or working towards a nationally recognised suitable
standard or equivalent.
2.22 The role of moderator (see ‘Terminology’) will be performed by the CAA, Aerodrome
Standards Department.
2.23 Quality Assurance
2.23.1 The assessment process shall have robust and auditable quality assurance
procedures. These shall include suitably qualified internal verifiers and a qualified
independent person or organisation to externally verify the complete assessment
process.
2.24 Identified Training Needs
2.24.1 The licensee’s policy shall include a section to set out the process by which an
individual may submit additional or alternative evidence of competence if, during an
assessment, a training need is identified. This will also include the process for
individuals to display competence if they are returning to duty following a prolonged
period of absence. It will also be required to show how the training needs of any
personnel transferring into the organisation will be assessed, to ensure competency
in role and task of that individual within the organisation.
2.24.2 The licensee is responsible for the initial selection and continuous assessment of the
competence of personnel engaged in operational RFFS duties in accordance with the
requirements set out in CAP 168 Chapter 8, and the acceptable means of compliance
published in CAP 699. The current process of ensuring the competence of RFFS
personnel is based upon a robust initial training and certification process. With effect
from August 2002, responsibility for certification of personnel moved to either an ATP
or the licensee, as appropriate – see Foreword to CAP 699.
2.24.3 The policy should set out the procedures to be followed in the event of a dispute
regarding any individual’s competence and/or assessment.
2.25 Frequency Analysis
2.25.1 The licensee shall carry out a frequency analysis to determine the interval at which
competence in each unit (and element) will be assessed.
2.25.2 The minimum will be that, for all RFFS personnel employed at aerodromes where the
RFFS category is 3 to 10, they must be assessed in skills and knowledge for every
unit and element to ensure competencies in role(s) and task(s) during a four yearly
period.
2.25.3 For all RFFS personnel employed at lower category aerodromes (where the RFFS
category is Special, 1 and 2), they must be assessed in skills and knowledge for every
unit and element to ensure competencies in role(s) and task(s) during a two yearly
period.

2.26 Recording
2.26.1 A robust and auditable recording system shall be established. It will validate for each
entry who assessed and confirmed the candidate’s competency and should include
the information set out in Appendix B of CAP 699 Part 2.
3 Compliance with Statutory Requirements
To ensure the requirements of the Air Navigation Order are met, the CAA’s Safety
Regulation Group, specifically its Aerodrome Standards department, requires the
adoption and application of the appropriate parts of this CAP by aerodrome licensees
and potential licensees.
3.1 All rescue and fire fighting personnel shall be properly trained to perform their duties
in an efficient manner and shall participate in live fire drills commensurate with the
types of aircraft and type of rescue and fire fighting equipment in use at the
aerodrome, including pressure-fed fuel fires.
NOTE: 1 Guidance to assist the appropriate authority in providing proper training is
given in Attachment A, Section 16 of Annex 14 and Airport Services
Manual, Part 1, Chapter 14.
NOTE: 2 Fires associated with fuel discharged under very high pressure from a
ruptured fuel tank are known as ‘pressure-fed fuel fires’.
3.2 The rescue and fire fighting personnel training programme shall include training in
human performance, including team co-ordination.
NOTE: Guidance material to design training programmes on human performance
and team co-ordination can be found in Circular 216 (Human Factors Digest
No.1 – Fundamental Human Factors Concepts), reproduced as CAP 719; and
Circular 227 (Human Factors Digest No.3 – Training of Operational Personnel
in Human Factors).
3.3 The training curriculum should include initial and recurrent instruction in at least the
following areas:
a) airport familiarisation;
b) aircraft familiarisation;
c) rescue and fire fighting personnel safety;
d) emergency communication systems on the aerodrome, including aircraft fire
related alarms;
e) use of the firefighting and rescue equipment provided by the licensee in
accordance with Condition 2 of an aerodrome licence;
f) application of the types of extinguishing agents provided at a licensed aerodrome;
g) emergency aircraft evacuation assistance;
h) fire fighting operations;
i) adaptation and use of structural rescue and fire fighting equipment for aircraft
rescue and fire fighting (as appropriate);
j) dangerous goods;
k) familiarisation with firefighters’ duties under the aerodrome emergency plan; and
l) protective clothing and respiratory protection.
The personnel designated to operate the equipment should be adequately trained and
drilled for rescue services in the appropriate environment.

m) Operators of vehicles
The authorities responsible for the operation of vehicles on the movement area
should ensure that the operators are properly qualified. This may include, as appropriate
to the driver’s function, knowledge of:
i) the topography of the aerodrome;
ii) aerodrome signs, markings and lights;
iii) radiotelephone operating procedures;
iv) terms and phrases used in aerodrome control including the ICAO spelling
alphabet;
v) rules of air traffic services as they relate to ground operations;
vi) aerodrome rules and procedures; and
vii)specialist functions as required, for example, in rescue and fire fighting.
n) The operator should be able to demonstrate competency, as appropriate, in:
i) the operation or use of vehicle transmit/receive equipment;
ii) understanding and complying with air traffic control and local procedures;
iii) vehicle navigation on the aerodrome; and
iv) special skills required for the particular function.
o) In addition, as required for any specialist function, the operator should be the
holder of a valid UK driver’s licence, a valid radio operator’s licence or other
licences.
p) The above should be applied as is appropriate to the function to be performed by
the operator and it is not necessary that all operators be trained to the same level,
for example, some operators’ functions may be restricted to the apron only.
q) If special procedures apply for operations in low visibility conditions, it is desirable
to verify an operator's knowledge of the procedures through periodic checks.
4 Amendments to CAP 699
Suggestions for improvements to this document may be submitted in writing to:

Head of Aerodrome Standards Department (HASD), Safety Regulation Group, Civil
Aviation Authority, Aviation House, Gatwick Airport South, West Sussex, RH6 0YR.
5 Terminology
For ease of interpretation several key terms are used throughout this document and
are defined as follows:
5.1 Activity Title: Each Unit is made up of a number of recognizable activities.
5.2 Acquisition: The stage at which an individual is undertaking a structured learning
programme which is designed to develop the knowledge, skills, attitude and
understanding identified for a particular role. Once individuals have demonstrated that
they have acquired the knowledge and skills identified for their role, they are
described as ‘competent in acquisition’.

5.3 Application: The stage at which individuals, having demonstrated that they are
competent in acquisition, are now able consistently to apply their knowledge, skills
and understanding in the workplace to the standard described in their role-map.
Individuals who can consistently maintain this standard are described as having
demonstrated ‘competence in application’.
5.4 Assessment(s): The process of making judgements about performance. The means
by which evidence of performance is collected and compared with the requisite
standard and a judgement about performance is made and recorded.
5.4.1 Assessor: A person acceptable to the CAA to make judgements about performance
against the requirements of the Standards published in CAP 699.
5.5 Attitude: A term that has a specific meaning, which may be defined as: A state of
mind which governs the manner of an individual’s thoughts and actions.
5.6 APL: The Accreditation of Prior Learning is one source of evidence of current
competence/achievement. (Institute of Personnel and Development Assessor
Awards)
5.7 Continuous Assessment: Continuous assessment is defined as regularly engaging
in processes that review the workplace performance of all aspects of a firefighter’s
work, measured against the standards applicable to that role.
5.8 Competence: ‘The ability to apply knowledge, understanding and skills in performing
to the standards required in employment. This includes problems and meeting
changing demands’. (QCA/SQA)
5.8.1 A Certificate of Competence is the evidence that an individual has satisfied the
relevant occupational standards in acquisition and application.
5.8.2 Competent in acquisition: The ability of individuals to demonstrate that they can
apply the learning acquired in the workplace to the standards defined in the
performance criteria for their role.
5.8.3 Competence in application: The ability of individuals to demonstrate consistently
that the performance outcomes defined for their role can be achieved to the standard
expected in the workplace.
5.9 Continuous Development: The individual’s ability to work continuously in seeking to
improve performance.
5.10 Debrief: A means of analysing an outcome of workplace activity. It confirms the
success of the activity or identifies where modification of action or thought process
needs to take place. The debrief is applicable to most functions and roles and is key
to assessing competence in application of skills underpinned by knowledge and
understanding.
5.11 Element: A description of the main activities necessary for the completion of the
function described in a unit of competence. They are the subdivisions into which the
function can be broken down.
5.12 Evidence: Anything that is presented as proof of competence. It includes:
a) Direct Evidence – produced as a result of direct observation by the Assessor,
including Performance Evidence and Supplementary Evidence.
b) Performance Evidence – generated from observation of personal work including
simulation.
c) Supplementary Evidence – the result of questioning to determine understanding
and underpinning knowledge.

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

e) Indirect Evidence – produced by other Assessors or qualified instructors to support
Direct Evidence.
5.13 Function: A complete activity that may take into account a number of tasks.
5.13.1 Functional Title: The way that tasks are organized within a role, the context and
contingencies of how they are performed in the way that the function seeks to
establish.
5.13.2 Functional Performance Outcomes: This reflects a broader concept of competence
than outcomes of task or process. For these reasons functional outcomes have
greater relevance to the roles of individuals and the work that they do, providing a
better guide to their training and development needs. The role-maps, contained in the
competence framework, identify all the functions for a particular role and clearly show
the relationship with workplace performance and training and development needs.
5.14 Formative Exercise: A teaching exercise resulting in a formative report, which will
describe a trainee’s progress mainly for the benefit of the trainee.
5.15 Formative Assessment: An informal assessment, which provides feedback to
candidates, tutors and trainers and is not usually recorded for external purposes.
5.16 Hazard: Something with the potential to cause harm. For example, a physical
situation, often following some initiating event, that can lead to an accident.
5.17 Knowledge: What the individual must know or understand in order to carry out a role
to the standard required.
5.18 Instructor/Approved Training Provider: A person/Aerodrome licensee or Training
Establishment approved by the Civil Aviation Authority to provide instruction leading
to the grant of a CAA Certificate of Competence.
5.19 Learning: Structured training programmes, made up of training modules, which have
been designed to support the learning and development of individuals to enable them
to achieve and maintain the performance standards identified for their role.
5.19.1 Learning Outcomes: Learning outcomes serve the same purpose as learning
objectives. Learning outcomes are always derived from the performance standards.
They underpin the performance criteria to be demonstrated in the acquisition stage.
The training that would provide the underpinning knowledge and skills needed to
perform these activities will first of all have to address more fundamental issues. The
trainer will have to develop outcomes that identify and describe the outcomes of task
and process.
5.20 Moderator: The representative of the Civil Aviation Authority qualified to make and
verify assessments. This person is responsible for ensuring the uniformity of
assessments and that courses/programmes are run in conformity with the approval.
5.21 Operational Experience: Experience gained whilst employed as part of the
minimum number of RFFS personnel designated to make an immediate response to
an aircraft accident (“on-the-run”).
5.22 Risk Assessment: Risk assessment is a very important element in the planning and
implementation process. There are three inter-related component parts:
5.22.1 Strategic Management: This demonstrates management’s commitment to safety
by setting the organization’s health and safety policy, deciding priorities, providing
resources, and promoting a positive health and safety culture.

5.22.2 Systematic processes for analysing and assessing the risks and providing
information to enable the strategic decisions to be made. Risk assessors identify the
‘hazards’ likely to be encountered at the various types of operational incident and
assess the level of risk presented by these hazards. Management acts upon the
results of the risk assessment and commissions departments to develop and
implement additional control measures. This could include, for example, information,
personal protective equipment, equipment, systems of work, instruction, training and
safety supervision.
5.22.3 Dynamic assessment at the ‘sharp end’ which recognises the practical nature of the
work of the Aerodrome RFFS. All personnel at an operational incident carry out
dynamic risk management. The main responsibility lies with the Incident Commander
who must identify the hazards, assess the risks, then make professional judgements
in order to use the available resources in such a way to achieve an acceptable level of
safety during work activities. An important part of risk management at this level is the
post-incident review. This allows relevant information to be recorded and fed back
into the Strategic decision making process via the Systematic level in order that safety
standards can be constantly improved.
Further guidance is published in: ‘Dynamic Management of Risk At Operational
Incidents’ (Home Office Fire Service Guide) and the ‘A Competence Framework for
the United Kingdom Fire Service’, Fire Service Circular 15/1997, Part Two - A Guide
to the Management of Training for Competence. Guidance relating to the
development of Safety Management Systems at aerodromes is provided by SRG in
‘The Management of Safety’, available from Aerodrome Standards Department.
5.23 Performance Standards: Benchmarks or specifications of expected work
performance.
5.23.1 Performance Management: A system that translates the goals of strategic
management into individual performance. This enables the achievement of optimum
results through effective organization of work by establishing a competence
framework in which an individual’s performance can be directed, monitored,
motivated and improved.
5.23.2 Performance Criteria: A description of the performance standards necessary to
demonstrate that individuals have acquired the knowledge, skills, attitude and
understanding identified for their role. Performance criteria define the key outcomes
underpinning the functional activities in acquisition.
5.23.3 Performance Outcomes: A definition of the key outcomes underpinning the
standards in applications. They are used to confirm that the individual can consistently
apply the knowledge, skills, attitude and understanding identified in their role-map.
5.24 Role: A group of functional activities.
5.24.1 Role-Mapping: The collection of performance outcomes grouped together into
functions that define the activities relevant to a particular role.
5.25 Risk: A measure of the likelihood that the harm from a particular hazard will occur,
taking into account the possible severity of the harm.
5.26 Safe Person Concept: In normal safety management, the intent is to make the work
place safe, because this safeguards everyone. However, an operational incident can
be an inherently dangerous workplace and may be impossible to make safe.
Aerodrome Rescue and Firefighting Services must, therefore, direct their efforts to
making the firefighter safe. This approach is known as the Safe Person Concept.

5.27 Skills: Behaviours or actions, which require practice in order to be performed

satisfactorily. The skills or abilities may be manual, social, interpersonal or intellectual.
5.28 Simulation: Any structured assessment exercise involving the organization and
achievement of a specific task, which seeks to reproduce a real life situation.
Simulations are used where assessment is difficult to carry out (e.g. for safety
reasons).
5.29 Structured Learning Programme (SLP): A Structured Learning Programme (SLP)
comprises training and assessment organized in a manner that enables individuals to
achieve competency in a particular set of roles and/or tasks according to their grade
(Firefighter, Supervisor and Manager).
5.30 Summative Exercise: An exercise designed to test achievement resulting in a
summative report, which will describe the trainee’s achievement during a summative
phase of training. This report is used to assess the standard of practical performance.
5.31 Summative Assessment: Assessment, which measures the candidate’s
achievement for a particular outcome or unit.
5.32 Training and Learning: The ability of individuals to acquire the knowledge, skills,
attitude and understanding required in performing the functions defined for their role.
5.33 Task Analysis: A task analysis enables the licensee to identify the tasks required to
be carried out by each member of the RFFS in relation to the role they are expected
to perform.
5.34 Task Skills: The routine and largely technical components of a function.
5.35 Task Management: The skills to manage a group of tasks and prioritise them.
5.36 Training Needs Analysis: A training needs analysis will identify both the
underpinning knowledge & understanding (K&U) and the practical skills required to
carry out the tasks required of RFFS personnel in relation to their role i.e. firefighter,
supervisor, manager. This analysis will also include an evaluation process which
measures the outcomes of the training provided by the licensees against published
aims and objectives to ensure that these are being fulfilled.
5.37 Transferability of Knowledge and Skills: The ability to transfer successfully
learning from one situation to another is of key importance for individual development
and organizational flexibility. Identifying the opportunities that allow the transfer of
learning gained from one particular activity to be applied in another is an essential
consideration in the design of training. In some cases the transfer and ‘application’ of
knowledge and skills to non-learned activities are relatively straightforward, in others
it may be necessary for some additional supportive learning.
5.38 Unit of Competence: A descriptor of a discrete function carried out by an individual
within an occupational area.
5.38.1 Unit: The grouping of elements of competence within a standard. A unit is capable of
being certified independently.
5.39 Understanding: The context and expression of knowledge, skills and attitude and
how they are applied in the job environment.
5.40 Underpinning Knowledge and Understanding: The fundamental knowledge and
understanding necessary to perform to the Standard and to transfer the skills from
one situation to another.
5.41 Verifier: An assessor acceptable to the CAA. A verifier ensures that the assessment
process is carried out according to the set procedures and to the specified
requirements of the Standard.

5.42 Verification: The process of monitoring and quality assuring assessment, its
systems and processes. Verification should provide quality assurance of both the
training and the assessment system.
5.43 Vocational Qualifications: Certificates awarded to individuals whose performance
has satisfied an assessment process that is recognized by the Emergency Fire
Services Standard Setting Body (EFSSSB) and accredited by an awarding body
acceptable to the CAA.
NOTE: The CAA is a founder member of the Emergency Fire Services Standard
Setting Body (EFSSSB) and continues to represent the industry in its future
development.
5.43.1 QCA: Qualifications Curriculum Authority.
5.43.2 SQA: Scottish Qualifications Authority.

Contents to Part 1
Part 1 Introduction to the Standards for the Competence of RFFS

Personnel
Introduction to Part 1 – Competence Framework 1

The Role-map Format 1
Using the Standards in the Workplace 3
The Station Based Roles 4
The Firefighter Role 4
The Supervisory (Crew Commander and Watch Commander) Role 4
The Managerial (Station Commander) Role 4
Role Related Units and Underpinning Functions 5
Summary 6
1 August 2002 Part 1 Page i

Part 1 Introduction to the Standards for the

Competence of RFFS Personnel
1 Introduction to Part 1 – Competence Framework
1.1 Role-maps have been produced for the generic roles of Aerodrome Firefighter,
Supervisor and Manager. Each role-map is a collection of the functions that have been
identified as being common to that particular role. These functions have been titled
as Units. The Units that make up the role maps are referred to collectively as the ‘The
Standards for the Competence of aerodrome RFFS Personnel’.
Role-maps enable a clear understanding of the generic roles within the aerodrome
RFFS operations. They provide a tool against which performance can be assessed and
measured, in order to plan for the four stages of development namely:
a) Training and learning;
b) Achievement of competence;
c) Maintenance of competence;
d) Continuous Professional Development (CPD).
1.2 The Role-map Format
Below is a breakdown showing how the role-maps are structured (Figure 1), together
with an explanation of their component parts. Each role-map contains a number of
units (Part 3), presented as follows:
1.2.1 A cover page shows the number and title of each unit. Each unit has a discrete
number. The title page also gives a Unit Overview that explains the content and
purpose of the unit. It also includes key aspects of the function performed and related
performance criteria.
1.2.2 Areas of work and working environments are identified to show where the main
sources of evidence are likely to be produced. Examples of the types of evidence that
should be used when assessing performance are also included.
1.2.3 The next pages contain the Elements (standards in acquisition) that make up the unit.
Elements are used to measure the achievement of competence in the role and they
describe the activities necessary for the completion of that unit. For ease of
reference, elements have been numbered consecutively e.g. 1.1, 1.2., etc.
Each element contains the Knowledge and Understanding (K&U) and the
Performance Criteria (PC) required for the successful performance of the Element.
PCs are detailed outcomes that provide the criteria to assess and measure whether
an individual has met the required standard of performance, or in other words is
‘competent’. To be described as competent requires more than just the evidence of
performance. The knowledge and understanding that underpin and support
performance also requires confirmation, particularly when assessing complex or
unusual situations. (Generic lists incorporating knowledge and understanding are
located in Part 3 of this document).
10 March 2006 Part 1 Page 1

Figure 1 Unit and Role-map Structure

Firefighter, Supervisor, Manager
Unit
Unit Title Firefighter Supervisor Manager
Number
Save life at aircraft accidents and

1 • RR RR
incidents
2 Extinguish Fire • RR RR
Maintain operational readiness of

3 • RR RR
resources
Prevent occurrence of emergencies

4 through management of Aerodrome • RR RR
hazards and risks
Mobilise resources to respond to

5 • RR RR
emergency
Site and position firefighting vehicles

6 • RR RR
at accident/incident site
Command and control resolution of

7 Dev • •
incident
Contain and control spillage or leak of

8 • RR RR
hazardous substances
Develop self and others to improve

9 • RR RR
performance
Plan and allocate resources to

10 anticipate and respond to operational Dev • •
needs
Take responsibility for effective

11 • RR RR
personal performance
Inform and educate the community to

12 O O O
improve awareness of safety matters
Key
A unit mapped to this generic role. When this unit appears in a role-map,
• competence in this function must be acquired and maintained thereafter. This
is considered a core activity.
Role Related A unit that has already been mapped to a subordinate role and in
RR which competence should have been achieved. Competence in the unit is now
mapped and should be maintained in relation to the role.
Dev Developmental A unit with a value as a developmental activity in this role.
O Option This is an optional unit that can apply to any role.

1.3 Using the Standards in the Workplace

It is important to understand that completion of a training module does not in isolation
determine that someone is competent. Competence can only be achieved and
confirmed when there is sufficient and satisfactory evidence of consistent workplace
performance.
The following examples explain the use of these standards and how the components
of a unit are related:
One of the functions of a Supervisor’s role is Command & Control Resolution of
Incident (Unit 7). This unit contains two elements, one of which is Monitor progress
of achievement of objectives (Element 7.2).
In order to perform this competently, one of the criteria to be met is that:
The accident/incident is resolved with minimum risk or injury. Performance Criterion
(PC) 7.2.6.
In meeting this criterion a person must satisfy the knowledge and understanding
specifications relevant to each of the PCs within the element. Using the performance
criteria referred to above it is necessary to know and understand: How to make and
apply decisions based on dynamic risk assessment Unit 3, Knowledge &
Understanding – Health and Safety.
To meet the performance criteria it is necessary first to complete a training and
development programme and under close supervision, work towards competence, as
measured by the Standards in Acquisition. Once competence in acquisition has been
achieved, performance will be continuously and pro-actively measured and assessed
against the Standards in Application.
The importance of having evidence gained from workplace experience is critical.
Irrespective of the degree of realism that the training environment or a simulated
scenario may offer there will always be certain aspects of performance that cannot
be evidenced. Simulation cannot fully replicate a sufficiently dynamic environment
that will enable the person to respond to high stress and risk situations that include
time pressures and the tensions of communicating and working with people.
Wherever possible, performance evidence should be collected from real workplace
activities supported by other relevant forms of evidence. However, given the nature
of the Aerodrome RFFS activities, realistic simulation is acceptable to permit the
performance evidence to be demonstrated.
Consistent performance evidence obtained from workplace experiences is essential
in confirming competence in every function of an individual role.
The licensee’s policy shall make reference to a process by which any individual may
submit alternative or diverse evidence of competence if, during an assessment, a
training need is identified. This policy shall include the process for individuals to
display competence if they are returning to duty following a prolonged period of
absence.
It will also be required to show how the training needs of any personnel transferring
into the organisation will be assessed, to ensure competence in the role and task(s)
intended for that individual.
The policy shall set out the procedures to be followed in the event of a dispute
regarding any individual’s competence and/or assessment.
1 August 2002 Part 1 Page 3

2 The Station Based Roles
2.1 The primary generic roles attributable to personnel engaged in the aerodrome RFFS
may be grouped under the headings of Firefighter, Supervisor and Manager. The
additional terms Crew Commander, Watch Commander and Station Commander
have been used to assist licensees in understanding nationally agreed definitions; this
terminology is a guide and licensees should determine sufficient levels of supervision
in accordance with the requirements published in CAP 168, Chapter 8. The licensee
may choose to adopt their own specific terms within the generic terminology of
Supervisor and Manager.
2.2 The Firefighter Role
The Firefighter role map contains 9 functions that are common to the generic role of
‘Airport Firefighter’. There are common features in all the main roles and in the fire
service there is a general acceptance and understanding of what station-based roles
involve. However, there is no such thing as a ‘typical’ Firefighter as all roles at
Aerodromes can vary due to a number of factors such as risk, resource availability,
organizational structure, etc. For this reason, the role of a Firefighter may be different
from one Aerodrome to another. Even within Aerodromes, Firefighters on the same
watch may have different role-maps. For example, ‘driving and siting emergency
vehicles at operational incidents (Unit 6)’ falls within the role of Firefighter, but not all
Firefighters perform this function. It follows, that only those Firefighters who drive to
incidents would have this function mapped to their roles and be expected to achieve
and maintain competence in it.
2.3 The Supervisory (Crew Commander and Watch Commander) Role
NOTE: The role of supervisor differs considerably from Aerodrome to Aerodrome
therefore for the purposes of this document it is intended to sub divide this
function into two levels, Crew Commander and Watch Commander.
Investigation into the critical differences between the supervisory roles has
confirmed that the major developmental aspects occur at Crew Commander level.
The main distinction in the progression of competence therefore occurs between
Firefighter and Crew Commander. The distinction between Crew Commander and
Watch Commander relates to the differences in responsibility and accountability.
2.4 The Managerial (Station Commander) Role
Progression will involve making the transition from Watch Commander to Station
Commander introducing a higher management role. This significant change
emphasises the difference between a role involving direct supervision of the watch,
to one of co-ordinating and managing the overall activities and performance of the
RFFS. However, many of the core skills which have been developed in previous roles
are still appropriate. It is the range and context of a role within these functions that
will change. For example, a Supervisor has responsibility for assessing all of the
people on a watch as individuals and as a team. The manager will assess the overall
performance of watch officers in achieving objectives.
2.5 Role Related Units and Underpinning Functions
Figure 1 (page 2) illustrates how the units are used to support development and
progression through the three roles of Firefighter, Supervisor and Manager.
A total of 12 units have been developed for the Firefighter, Supervisor (Crew
Commander, Watch Commander) and Manager (Station Commander) roles and they
have been mapped to provide the core functions for each (Part 1, Figure 1).

Competence in the core units of any role must be achieved before progression to the
next role. Where a unit is relevant to a subsequent role, but not core, the individual
will have to maintain competence in a context that specifically relates to that role.
For example, the role of Firefighter and the competence required in many of the core
firefighting functions underpins competence in all operational roles. The four units, 1,
2, 3 & 8, are firefighting functions that take place at operational incidents:
a) 1. Save Life at Aircraft Accidents and Incidents
b) 2. Extinguish Fire
c) 3. Maintain Operational readiness of Resources
d) 8. Contain and control spillage or leak of hazardous substance
These units also support the role of the Supervisor in two ways:
The Supervisor will, as a Firefighter, have achieved competence in these four units.
However, there may be occasions when the Supervisor will perform the Firefighter
role as a team member. When working in this way, the functions are described as
‘role related’. It will therefore be necessary for the Supervisor to maintain
competence in these four units, as they clearly relate to this role. This role may
involve local arrangements for supervision and could be deemed as an individual
supervising a crew.
When acting as a team leader the Supervisor will no longer perform the function of a
Firefighter, but will instead: ‘Command and Control Resolution of Incident’ (Unit
7). However, these same units, 1, 2, 3 & 8, will now support or underpin the
performance of the Supervisor in the leadership role (Unit 7). Consequently, it is the
knowledge specification of these four units that must be maintained to support the
competence of the Supervisor when performing this function.
Using the diagram in Appendix A (Part 2, page 11), it can be seen that a number of
units are used to underpin performance in other roles. Progression through each role
depends on maintaining competence in the role-related functions. It therefore follows
that a Supervisor who has maintained the knowledge and understanding of the
underpinning functions (Units 1 2 3 & 8, can only meet the function ‘Command and
Control Resolution of Incident’ (Unit 7).
From this example, it is clear that competence in the role related units of a previous
role must still be maintained. It is also important to appreciate that units remain
exactly the same in content and structure across all related roles. The command
functions in both the Crew Commander and Watch Commander roles contain the
same performance standards and there is no difference in the standard of outcome
that must be achieved. What is different is the range. The range is used to describe
such things as:
a) Greater diversity of risk
b) Additional human and physical resources
c) Involvement with other agencies
d) Increased responsibility and accountability
e) Greater delegation of leadership
This enables the same unit to be used in the assessment of Supervisors (Crew
Commander and Watch Commander), while providing a measure that can be used to
assess performance as it relates to each distinct role. The range will also provide an

indication of the training need an individual may have when progressing from the
Crew Commander to Watch Commander role (Supervisor).
The standards of competence have been written to accommodate developments and
changes in systems of work, procedures or equipment, etc. Using outcomes to
specify the performance standard allows for such changes without affecting the
quality of evidence gained from the assessment process.
3 Summary
3.1 In summary, it is now obvious that the outcome of what is to be achieved for the
purpose of ‘Command and Control Resolution of Incident’ (Unit 7) is the same even
though:
a) The means of achievement differs (the system of work);
b) The methods of use of equipment and technology differ (workplace practices);
c) The context of work differs (at the station, during an incident, after an incident, in
daylight and in darkness);
d) The level of role is different (Crew Commander or Watch Commander).
With the aid of the structure shown in Part 1, Figure 1, it is now possible to use the
units from these generic role maps to meet the specific needs of the Aerodrome, its
teams and individuals.

Contents to Part 2
Part 2 Procedures for the Approval of Aerodromes and Training

Providers carrying out training for which Certificates of
Competence are required for personnel engaged on Rescue
and Firefighting duties at United Kingdom Licensed
Aerodromes
Introduction 1
Administration of the Approvals and Appeals Procedures 2
Appeals 2
Guidance 2
Management Structure 2
Staff Levels 3
Training Supervisor 3
Instructors 3
Support Staff 3
Administration 4
Equal Opportunities Policy 4
Access to assessment 4
Monitoring 5
Medical Standards 5
Facilities 5
Health & Safety 5
Structured Learning Programmes 6
Programme Content 6
Policy on Prerequisites for Attendance on a Structured Learning
Programme 6
Firefighter (Lower Category Aerodrome) – Initial 7
Supervisor (Lower Category Aerodromes) – Initial 7
Firefighter – Initial 7
Supervisor/Manager – Initial 7
Supervisor/Manager – Revalidation 8
Manager (Station Commander) – Initial 8
Bibliography 9
Normative References 9
Informative References 9

1 August 2002 Part 2 Page i

Part 2 Procedures for the Approval of

Aerodromes and Training Providers
carrying out training for which
Certificates of Competence are required
for personnel engaged on Rescue and
Firefighting duties at United Kingdom
Licensed Aerodromes
1 Introduction
1.1 The purpose of this section is to provide advice and guidance that will enable
Aerodrome Licensees to meet the standards set by the Civil Aviation Authority, (the
CAA), in accordance with its aerodrome licensing requirements, for the competence
of Rescue and Firefighting personnel forming part of the agreed minimum staffing
level at United Kingdom licensed aerodromes.
1.2 These standards accord with those set out by the International Civil Aviation
Organization (ICAO) in its Standards and Recommended Practices, which have been
adopted by the United Kingdom. This document has been developed in conjunction
with the Training Standards Consultative Group taking note of the United Kingdom
Home Office Fire Service role maps.
1.3 The Aerodrome Standards Department (ASD) of the CAA’s Safety Regulation Group
(SRG) is the department responsible for the initial setting and on-going monitoring of
these standards.
1.4 The following paragraphs set out the procedures and requirements for the approval
of Aerodromes and Training Providers wishing to undertake the training of personnel
engaged in Rescue and Firefighting duties at United Kingdom licensed Aerodromes.
This training will lead to the award of a Certificate of Competence following
successful completion of courses/programmes specified in paragraph 9 of Part 2 of
this document.
1.5 Within the context of this document a Training Provider is considered to be any
establishment staffed and equipped to carry out any form of mandatory training
required by the CAA for Aerodrome Rescue and Firefighting Service personnel.
NOTE: It is felt that having made this definition clear the term’ Training Provider’
may be used from here on to describe an Aerodrome’s own facilities for
delivering training and/or facilities provided elsewhere.

2 Administration of the Approvals and Appeals Procedures
2.1 A Training Provider seeking the CAA’s approval should apply in the first instance (in
writing) to the Aerodrome Standards Department (ASD) of the CAA’s Safety
Regulation Group. The application should be accompanied by a full description of
facilities provided for the theoretical and practical conduct of the training proposed,
together with copies of the programmes syllabi, testing, examination and
assessment arrangements etc.
The CAA’s approval process will normally consist of three distinct phases:
a) An informal discussion stage at which the CAA’s overall requirements will be
explained and questions answered.
b) A paper assessment stage in which programme content, details of personnel,
course structure etc, will be reviewed.
c) A practical assessment stage in which the physical and practical facilities will be
formally inspected and lectures sampled.
2.2 On completion of the three phases, the Training Provider will be considered for
recognition and approval on the basis of the information provided and obtained. ASD
will formally confirm (in writing) acceptance of a Training Provider to conduct
mandatory training. On-going approval will be subject to regular inspections under
arrangements administered by ASD. If the CAA becomes aware that the required
standards are no longer being met, it will give formal written notice to that effect. If,
in the opinion of the CAA and after due written notice, the standards continue to be
below those required, the recognition and approval may be revoked, suspended or
varied.
2.3 The programme’s content must meet the CAA’s requirements and shall not be
altered or amended without the prior written agreement of ASD. The CAA reserves
the right to review the syllabus content and practical training requirements from time
to time; adequate notice of required changes will be given in writing.
3 Appeals
3.1 Any person who believes a Training Provider, during or at the end of a course or
programme, has disadvantaged him or her by the conduct of an assessment shall
have a right of appeal.
3.2 Every Training Provider shall therefore establish and publish an internal appeal
procedure.
3.3 Guidance
Every person should be informed of the appeal procedure and of his or her right to
appeal against the conduct of an assessment.
4 Management Structure
4.1 The management structure should ensure adequate supervision of all grades of staff
involved in programme delivery by persons having appropriate experience and the
necessary competence to maintain high, professional standards.
4.2 Full details of the management structure, indicating individual responsibilities, details
of qualification, experience etc, are required with the initial application.

5 Staff Levels
5.1 Sufficient and adequate numbers of suitably qualified teaching and technical support
staff must be available to carry out the approved training. Particular emphasis will be
placed on staff/student ratios, the previous aviation-related firefighting experience of
the teaching staff and the level of teaching experience of those persons carrying out
the training.
The guidance listed below will be of assistance to those seeking approved status.
5.2 Training Supervisor
A Training Supervisor shall be nominated to ensure that the overall standards of the
training provider and its training meet the criteria laid down in this document and other
associated documents.
Training programmes subject to this document are those designed to meet the
requirements of the CAA’s Aerodrome licensing requirements as set out in its
document CAP 168, Chapter 8. These, in turn, are designed to comply with the
contents of the International Civil Aviation Organization’s (ICAO) Document Annex 14
to the Convention on International Civil Aviation, Volume One, Aerodrome Design and
Operations, Third Edition (July 1999) and Document 9137–AN/898 Airport Services
Manual Part 1, Rescue and Fire Fighting.
The training supervisor will be accountable for the technical content of all training
programmes, lesson packages, student notes and other relevant material. The
Training Provider will need to show how the programme content and material is to be
kept current and up-to-date.
Training Providers should maintain an awareness of relevant present and proposed
future legal and statutory requirements within the Aviation industry, which are
relevant to the training.
5.3 Instructors
All instructors engaged in training must be competent and suitability qualified for the
work that they undertake. Agreement of the nominated instructional staff will form
part of the approval process. The CAA must agree any proposed changes in staff
complement. Instructors will need to hold an appropriate training qualification and be
in possession of a Certificate of Competence equal to or greater than the level of
students under instruction.
5.4 Support Staff
Sufficient numbers of support staff will be required in order that both practical and
theoretical training can be carried out at a suitable pace, the aim being to ensure that
students receive continuous instruction without the need for protracted breaks
caused by exercises being set up, equipment serviced, etc.

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

a) A personal record containing information relating to each student, including details
of medical fitness and previous qualifications/competency.
b) A record of assessments, both practical and theoretical, carried out on all training.
NOTE: Documents and records required by the Air Navigation Order may be kept in
any suitable format. The CAA’s Inspectors are authorised to inspect and copy
this information on request. Student records should be retained for a
minimum period of five years after the expiry of the previous certificate.
Employees’ records must be retained for the whole period of employment.
In the event of an employee leaving the RFFS his or her records should be
retained for a minimum period of 5 years. An example of information that
should be included is contained in Appendix B.
6.2 A Certificate of Competence, dated and validated for the periods specified in CAP
168, Chapter 8 should be issued and a copy retained by the recognised Training
Provider following satisfactory completion of written, oral and continuous
assessment, appropriate to the relevant programme. The Certificate of Competence
should clearly indicate the differences between competencies in acquisition and
application.
Samples of the proposed procedures for the conduct of written, oral and continuous
assessment practices, together with the arrangements for marking, will need to
accompany the application for approved status.
A summary of any test results for each candidate having attended the Training
Providers course/programme should be retained for a minimum period of 5 years.
6.3 Certificates of Competence are considered as acceptable evidence of the
competence of RFFS personnel employed on licensed Aerodromes within the United
Kingdom.
6.4 Equal Opportunities Policy
All Training Providers should ensure that they have a policy that allows candidates to
receive equal consideration, opportunity and access to training, development and
assessment.
6.5 In the application of the policy, it is essential that training staff guard against
discrimination on the basis of possible pre-assumptions that individuals because of
their sex, race, characteristics or the subject of their circumstances make them less
suitable a student for the training which they are undertaking.
6.6 All training staff must be made aware of this policy and its requirements. Guidance
and instruction must be given to ensure that discriminatory attitude or practices are
avoided in dealing with students.
6.7 Access to assessment
The Training Provider’s access and fair assessment policy must be understood and
complied with by all candidates and the Training Provider’s staff. No candidate shall
receive unfair treatment on the grounds of sex, race, colour, nationality, ethnic origin,
age, disability or special assessment requirements.
NOTE: In developing a policy, Training Providers should take note of the Disability
Discrimination Act (1995).

6.8 Monitoring
Training Providers should monitor:
a) Their own Equal Opportunities (EO) policy and procedures.
b) Their own policy and procedures with regard to access and to fair assessment.
c) The achievement of candidates in relation to Equal Opportunities considerations.
d) The implementation plans for EO and fair assessment.
e) The monitoring and review of EO and access to fair assessment.
6.9 Medical Standards
Students attending approved courses/programmes must have achieved the minimum
medical standards described in CAP 168, Chapter 8.
7 Facilities
7.1 Training Providers must demonstrate that they are capable of carrying out the
requisite level of both theoretical and practical training as well as satisfying the CAA
that they have sufficient resources to enable them to fulfil these criteria.
Details of facilities to be used for both theoretical and practical training must be
submitted in support of the initial application.
NOTE: Training Providers proposing to offer aviation RFFS training need to be
conscious of the potentially negative environmental impact of such activities.
They will need to provide evidence that their proposals are acceptable and
compatible with local environmental requirements. (e.g. Environment
Agency).
7.2 Whilst not a pre-requisite for approval, it is likely that in some cases residential
facilities may be desirable. Where such facilities are provided, details of the level of
service to be provided should accompany the initial application. Where residential
facilities are not provided, the CAA must be assured that whatever arrangements are
in place are adequate to ensure that training is conducted to an adequate preplanned
programme without excessive interruption.
8 Health & Safety
A risk assessment should be conducted for any firefighting and/or rescue operation
and any associated training. A competent person must conduct the risk assessment.
Health and safety risks arising from training and operations shall be assessed and
addressed by the employer, in accordance with local, national and statutory
regulations. Risk assessment will enable the RFFS provider to judge whether the
training contemplated reflects the operational need and is the safest way to deliver
the identified training objectives, or whether other, equally effective alternative
training methods can be used or devised.

9 Structured Learning Programmes
9.1 The purpose of approved Structured Learning Programmes (SLPs) is to enable

Aerodrome Licensees to meet the CAA’s requirements for the acquisition and
demonstration of the levels of competence defined by the role-maps.
9.2 The SLPs referred to in this publication are intended to ensure an overall level of
competency in role and task and are intended to be delivered in a comprehensive
fashion.
9.3 Certificates of Competence may only be issued after competence has been
demonstrated in acquisition and in application relevant to the roles of:
a) Firefighter (Lower Category Aerodrome)
b) Supervisor (Lower Category Aerodrome)
c) Firefighter
d) Crew Commander (Incident Command)
e) Supervisor (Watch Commander)
The CAA would normally expect all recognised Training Providers to have the
capability and capacity to provide an agreed range of SLP. A schedule of SLPs shall
be included with the initial application. However, individual programmes meeting the
requirements of the CAA may also be considered.
NOTE 1: No SLPs promulgated by the Training Provider will qualify for
endorsement with the CAA’s logo unless authorised by ASD in writing.
NOTE 2: An acceptable SLP has also been accepted to support entrants into the
CAP 699 framework who possess appropriate Accreditation of Prior
Learning (APL).
9.4 The current changes to the mandatory training system will come into effect from April
2006. Initially all current certificate holders were incorporated within the scheme
(CAP 699) from January 2003. Any Certificates of Competence issued prior to or after
that date will remain valid until their expiry date.
9.5 If a Firefighter or Supervisor enters a Maintenance of Competence Scheme, it is the
responsibility of the licensee to ensure that the individual is competent in role and
task prior to the expiry date of the CAA Certificate of Competence. The aerodrome
will decide how competence will be signified (e.g. by the issue of Certificates) and
this will be discussed and agreed during the CAA process for accepting a
Maintenance of Competence Scheme (CAP 699 Part 4).
9.6 If an aerodrome decides to utilise an ATP as part of their scheme the ATP may issue
a revalidation Certificate. The Certificate itself does not confirm competence but
supports the evidence of continual assessment process in the workplace.
9.7 Programme Content
Training Providers will need to present, for the CAA’s approval, a syllabus for each
SLP. Any material or significant changes to the approved syllabi shall be subject to
prior written approval by the CAA.

10 Policy on Prerequisites for Attendance on a Structured Learning

Programme
The Training Provider shall ensure that they have a robust policy on entry criteria for
ensuring that applicants are considered and offered the most appropriate SLP
commensurate with their skills, experience and prior learning (Accreditation of Prior
Learning).
10.1 From time to time personnel may wish to undertake SLPs according to the needs of
Continuing Professional Development. Unless the requisite entry standards are met,
Certificates of Competence issued after assessment following attendance on the
training programme(s), shall only be endorsed ‘Competent in Acquisition’.
All students on SLPs must meet the minimum entry standards, described below.
10.2 Personnel nominated for any programme shall meet the medical criteria (6.9) and
should have satisfied their employer that they are capable of absorbing the technical
and practical aspects of the programme.
10.3 The CAA will not be setting hard and fast pre-requisites to attend the above-
mentioned programmes. However, the licensee must ensure that they select the
appropriate candidate in terms of progression, experience, knowledge, understanding
and the specific requirements of the selected SLP. The Approved Training Providers
will be able to offer guidance and the licensee should consult them if they are unsure
as to the suitability of a candidate to attend the selected SLP.
11 Firefighter (Lower Category Aerodrome) - Initial
11.1 An acceptable SLP for initial acquisition and revalidation of Certificates of

Competence for personnel employed at lower category aerodromes (defined as
Category Special, 1 and 2), may still be delivered locally at a licensed aerodrome. The
validity of the Certificate of Competence will be two years. There is no change to this
process.
11.2 Supervisor (Lower Category Aerodrome) - Initial
The content of an acceptable SLP for the initial acquisition of competence for a
Supervisor (Lower Category Aerodrome) has been approved by the CAA for delivery
by approved training providers. It will comprise the appropriate competences cross-
mapped to the role of a Supervisor (Lower Category Aerodrome). The duration of an
acceptable SLP meeting these objectives is likely to be no less than one week. The
validity of the Certificate of Competence will be four years. There is no change to this
SLP.
11.3 Supervisor (Lower Category Aerodrome) Revalidation
The content of an acceptable SLP for Supervisor Revalidation (Lower Category
Aerodrome) has been approved by the CAA for delivery by approved training
providers. This will comprise the Performance Criteria (PC) of the appropriate
competences cross-mapped to the generic role of aerodrome Supervisor (Lower
Category Aerodrome). It is anticipated that the duration of an acceptable SLP to meet
these objectives is likely to be three days. The validity of the revalidated Certificate
of Competence will be four years. There is no change to this SLP.

11.4 Firefighter – (Initial)

The content of an acceptable SLP for the initial acquisition of competence for an
aerodrome Firefighter has been approved by the CAA for delivery by approved training
providers. It will comprise the appropriate competences cross-mapped to the generic
role of an aerodrome Firefighter in accordance with CAP 699 Part 3. The duration of
the SLP to meet these objectives is likely to be no less than six weeks. The validity
of the Certificate of Competence will be four years. There is no change to this SLP.
11.5 Firefighter–(Revalidation)
The content of an acceptable SLP for Firefighter Revalidation has been approved by
the CAA for delivery by approved training providers. It will comprise the Performance
Criteria (PC) of the appropriate competences cross-mapped to the generic role of
aerodrome Firefighter. The duration of an acceptable SLP to meet these objectives
is likely to be no less than one week. The validity of the revalidated Certificate of
Competence will be four years. There is no change to this SLP.
In-House Maintenance of Competence - Firefighters may also revalidate at the
aerodrome where they are employed, in accordance with CAP 699, providing the CAA
has accepted the licensee’s appropriate Maintenance of Competence scheme (CAP
699 Part 4). There is no change to this process and it is based on the application of
knowledge, skills and understanding in the workplace to the standard described in
their role-map. Individuals who can consistently maintain this standard are described
as having demonstrated ‘competence in application’.
11.6 Bridging – Structured Learning Programme (Firefighter)
Based on the re-structuring of the training system the AOA RFFWG, including the
International Fire Training Centre (IFTC), has developed a new SLP and methodology
to support entrants into the CAP 699 framework who possess appropriate
Accreditation of Prior Learning (APL). This recognises the knowledge and
understanding that may have been gained within, for example, the Royal Air Force,
Royal Navy, Ministry of Defence and Army Fire Services.
This new SLP will acknowledge valid APL providing the candidate can provide
acceptable evidence to the licensee who nominates the candidate and the ATP who
must be satisfied with the APL.
The content of an acceptable SLP for the initial acquisition of competence for an
aerodrome Firefighter (Bridging) has been approved by the CAA for delivery by
approved training providers. It will comprise the appropriate competences cross-
mapped to the generic role of an aerodrome Firefighter in accordance with CAP 699
Part 3. The duration of the SLP to meet these objectives is likely to be no less than
two weeks. The validity of the Certificate of Competence will be four years. This is
a new SLP that affords greater flexibility and cost saving when recruiting.
The Group also recognised that experienced Firefighters employed at Lower
Category Aerodromes might possess the necessary elements of APL to attend this
SLP if, for example, the aerodrome is increasing their RFFS Category above Category
Two.
To permit the transfer of skills at a higher level (Supervisor & Manager) the AOA
RFFWG decided that the current SLPs are appropriate and that entry into the system
would be at the initial entry levels described at Supervisor & Manager.

11.7 Crew Commander Incident Command (Initial Acquisition)

Firefighter who undertakes incident command has been approved by the CAA for
delivery by approved training providers. This will comprise the Performance Criteria
(PC) of the appropriate competences cross-mapped to the generic role. It is
anticipated that the duration of an acceptable SLP to meet these objectives is likely
to be no less than one week. The validity of the Certificate of Competence for this
SLP will be four years. This is a new SLP that replaces the current Crew Commander
SLP. It is intended to bridge the gap between Firefighter and Supervisor by providing
the candidates with the first stage of Incident Command System (ICS) training, to
enable them to acquire the skills to support the Supervisor (Watch Commander)
within an Incident Command System as sector commanders.
11.8 Crew Commander Incident Command (Revalidation)
The content of an acceptable SLP for Crew Commander - Incident Command
Revalidation has been approved by the CAA for delivery by approved training
competences cross-mapped to the generic role. It is anticipated that the duration of
an acceptable SLP to meet these objectives is likely to be no less than one week. The
validity of the revalidated Certificate of Competence will be four years.
This is a new SLP that replaces the current Crew Commander Revalidation SLP and
is intended for those personnel who remain at this level and who do not deputise for
the Watch Commander.
The competence may also be revalidated at the aerodrome where they are employed,
in accordance with CAP 699, providing CAA has accepted the licensee’s appropriate
Maintenance of Competence scheme (CAP 699 Part 4). This is a change to the
current process and brings Crew Commanders in line with CAP 699. It is based on
the application of knowledge, skills and understanding in the workplace to the
standard described in their role-map. Individuals who can consistently maintain this
standard are described as having demonstrated ‘competence in application’.
11.9 Supervisor Watch Commander (Initial Acquisition)
Supervisor (Watch Commander) has been approved by the CAA for delivery by
mapped to the role of a Supervisor (Watch Commander). It is anticipated that the
duration of an acceptable SLP to meet these objectives is likely to be no less than
three weeks. The validity of the Certificate of Competence for a Supervisor (Watch
Commander) will be four years.
This SLP has been revised and is intended for Supervisors who are directly
responsible for Watch Command and Crew Commanders who would deputise in the
role of Watch Commander.
11.10 Supervisor Watch Commander (Revalidation)
The content of an acceptable SLP for Supervisor Revalidation (Watch Commander)
has been approved by the CAA for delivery by approved training providers. This will
comprise the Performance Criteria (PC) of the appropriate competences cross-
mapped to the generic role of aerodrome Supervisor (Watch Commander). It is
to be no less than one week. The validity of the revalidated Certificate of
Competence will be four years. This SLP has changed based on the roles described
above.

Supervisors may also revalidate their competence at the aerodrome where they are
employed, in accordance with CAP 699, providing the CAA has accepted the
licensee’s appropriate Maintenance of Competence Scheme (CAP 699 Part 4). This
is a change to the current process and brings Supervisors in line with CAP 699. It is
based on the application of knowledge, skills and understanding in the workplace to
the standard described in their role-map. Individuals who can consistently maintain
this standard are described as having demonstrated ‘competence in application’.
11.11 Manager
Manager and SLP for revalidation has been the centre of much discussion for several
years within the TSG, its predecessor (Training Standards Consultative Group) and the
AOA RFFWG who have decided that Managers are divided into two main groups:
those who have a requirement as part of their role to form part of the initial response
to aircraft accidents in an operational mode, and those who respond at a tactical level.
For those who respond at an operational level the appropriate SLP is Supervisor,
which is then revalidated accordingly as described above. The licensee will need to
determine the additional competences required to accomplish the management role
within their own organisation.
For those who respond only at a tactical level, or are employed as functional
managers, the competences required will be directly linked to their respective
organisation and defined accordingly. However, in order to maintain competence and
a level of knowledge and understanding appropriate to this role a process of
Continuous Professional Development (CPD) is required.
The Group decided that this tactical level could be supported by attendance at specific
aviation seminars and more importantly an Aviation Managers seminar such as that
managed by the International Fire Training Centre (IFTC). The main aim is to provide
a platform for interaction, integration and sharing of experience and good practice at
the ‘Centre of Excellence’ which will be the IFTC.
The Seminar will replace the previous SLP for managers and will normally be
scheduled twice yearly to allow a degree of flexibility for managers to attend. It is
expected that managers who operate within the Supervisor - Watch Commander role
will be encouraged to attend the programme/seminar as part of their CPD. The
content of the seminar will be subjected to regular review, agreed and quality assured
by the CAA and AOA RFFWG accordingly under the Terms of Reference of the TSG.
The programme will be open to Airport Fire Service Managers, Supervisors and
Airport Managers/Directors who are directly responsible for the overall management
of an Airport Fire Service (AFS).
This programme is only one element of how a manager’s competence is maintained
and the licensee should ensure that the AFS manager is developed according to their
role. This may involve specific/bespoke training modules. Records of all training must
be maintained and available to the CAA to demonstrate competence.
11.12 Further information can be obtained from:
Civil Aviation Authority
Aerodrome Standards Department
Aviation House
Gatwick Airport South
West Sussex RH6 0YR
Telephone: 01293 567171 Facsimile: 01293 573971
Website: www.caa.co.uk

12 Bibliography
12.1 Normative References

Civil Aviation Act 1982
CAP 32 UK Aeronautical Information Publication – RFF promulgation UK Civil Aviation
Authority.
CAP 168 The Licensing of Aerodromes Chapters 8 and 9. UK Civil Aviation Authority.
CAP 393 Air Navigation: The Order and the Regulations. UK Civil Aviation Authority.
Health & Safety at Work Act 1974
Aerodrome Manual (Specific to each licensed aerodrome)
Road Traffic Acts
12.2 Informative References
1) Buckley and Caple (1992) The Theory and Practice of Training. Kogan Page.
ISBN 0749 407 999.
2) Charles Handy (1994) The Empty Raincoat. Arrow. ISBN 0 09 93001253.
3) Knowles MS (1984) The Adult Learner: A Neglected Species (3rd Edition).
Houston Texas: Gulf.
4) Laurie J Mullins (1996) Management and Organizational Behaviour (4th Edition).
Pitman Publishing. ISBN 0 273 61598 X.
5) Margaret Anne Reid and Harry Barrington (1994) Training Interventions –
Managing Employee Development. IPD. ISBN 0 85292 566 2.
6) Margerison CJ (1994) Action Learning and Excellence in Management Learning.
London: Routledge.
7) Mick Marchington and Adrian Wilkinson (1996) Core Personnel and
Development. IPD. ISBN 0 85292 622 7.
8) Rosemary Harrison (1993) Employee Development. IPM. ISBN 0 85292 487 9.
9) Shirley Fletcher (1992) Designing Competence Based Training. Kogan Page.
ISBN 0 7794 0430 2.
10) The Standards Working Group, The National Fire Service, A Competence
Framework For The United Kingdom Fire Service, The Concept, Management
and Operation of the Competence Framework. Fire Service Circular 15/1997
Training For Competence.
11) QCA, The Awarding Bodies Common Accord, QCA/98/064. Tel. QCA
Publications 01787 884444.
12) QCA, Assessing NVQs (March 1998) QCA/98/135. Tel. QCA Publications 01787
884444.
13) QCA, Internal Verification of NVQs, QCA/98/164. Tel. QCA Publications 01787
884444.
14) QCA, External Verification of NVQs, QCA (March 1997). Tel. QCA Publications
01787 884444.
15) QCA Developing and assessment strategy for NVQs and SVQs (1999).

16) The National Training Organization For Employment. Tel. 0116 251 7979,
Training and Development Standards.
17) MCI, Management Standards, Key Roles, National Forum for Management
Education & Development. Tel. 020 7872 9000.
18) The Fire Services Awarding Body NVQs for The Emergency Fire Services, Level
2 Firefighting, Level 3 Operations, Level 3 Supervision & Command.
19) Home Office Fire Service Guide. Dynamic management of Risk at Operational
Incidents.
20) CAP 584 Requirements for Initial Air Traffic Control Training. UK Civil Aviation
Authority.
21) TSCG Database of responses to CAA questionnaire November 1996.
22) Outline mapping to other standards, presented as part of ‘Standards for the
Aviation Fire Service’, © The Fire Service College, 1997.
23) Annex 14 to the Convention on International Civil Aviation (ICAO): Volume 1,
Aerodrome Design & Operations, Third Edition (July 1999, Chapter 9), Fourth
Amendment, November 2001.
24) ICAO Doc. 9137 – AN/898 Airport Services Manual. Part 1, Rescue &
Firefighting (3rd Edition, 1990, and amendments), Chapter 8.
25) CAP 168 Licensing of Aerodromes, Chapter 9 Emergency Planning. UK Civil
Aviation Authority.
26) CAP 700 Operational Safety Competencies. UK Civil Aviation Authority.
27) CAA Paper 98006 Use of Virtual Reality Simulation Techniques for Training
Airport Officers. UK Civil Aviation Authority.
28) CAP 699 Standards for Competence In Rescue and Fire Fighting Services at UK
Licensed Aerodromes. (Part 3). UK Civil Aviation Authority.
29) Home Office Fire Service Circular 5/1996 Principles of Operational Training.
30) Dear Chief Officers Letter 11/1999 Practical Training for Compartment Fires.
31) Home Office (Fire & Emergency Planning Department) Fire Service Training
Manual.
32) Home Office Technical Bulletin 01/1997, Breathing Apparatus, Command and
Control Procedures, The Stationery Office, ISBN 0 11 341162 6.
33) Home Office Fire Service Manuals, Volume 1 and Volume 2, The Stationery
Office, various.
34) HSG (65) Successful Health & Safety Management.
35) CAP 719 Fundamental Human Factors Concepts. UK Civil Aviation Authority.


Outline (Range covered)
An Aircraft develops an engine fire en-route to the holding area prior to take off
1
at the Aerodrome. The Aircraft is in the process of evacuation.
Associated Hazards
Incident Involving Aircraft
Running Aircraft Engines (Pressurised fuel leaks), Aircraft structural collapse, Release
Hazards
of carbon fibres & other hazardous materials, Moving surfaces, Jet Efflux.
Significant Ingestion into engine, Air intakes, contact with Propellers.

Risks
Associated Training Packages, Information Sources and Practical Training
Training Packages Information Sources Practical Training Frequency
Aircraft Construction Student Note (SN) Firefighter SLP

Aircraft Construction
Aviation Fuel and Fuel SN Aviation Fuels Firefighter SLP

Systems
Extinguishing Agents SN Extinguishing Agents Aerodrome practical

(Principal and exercise scenarios 1, 5,
complementary) 7, 9 etc.
Tactics & Techniques SN Aircraft Tactics & Realistic Live Fire Drills*
Techniques
Combined Exercises
Local Authority Fire
Brigade
First Aid/Casualty Care
Aerodrome Operations Aerodrome Operating Workplace

Manual/Procedures familiarisation
Health & Safety Continuation Personnel station Workplace

Training records familiarisation
SN Health & Safety Risk
Management
Policies and Procedures CAP 168/700/642 Workplace

familiarisation
* Live fire drills commensurate with the types of aircraft and type of rescue and fire fighting
equipment in use at the aerodrome, including pressure-fed fuel fires.
NOTE: Frequency to be determined according to the licensee’s Training Needs Analysis.
1 August 2002 Part 2 Appendix A Page 1

Key Roles
• Supervisor
• Driver
• Pump Operator
• BA Wearer
• First Aid
• Firefighter
• Entry Control Officer
Operational Procedures
Aerodrome Manual etc.
Aim
• To determine the correct method of branch handling and dual application of media on pressure fed
fuel fires.
Objectives
• Determine the correct method of approach.

• Predict the effectiveness of various methods of media application.
• Identify the correct method for personal protection.
• Compare the effectiveness of various complementary agents in dual application.
• Demonstrate various methods of attack in dealing with engine fires.
Assessment Methods
• Direct Observation
• Debrief using direct and indirect questioning methods
• Checking of personal and station recording systems
Performance Outcomes
Unit 1 Unit 2 Unit 5 Unit 6 Unit 7 Unit 13 Unit 10
Element 1.2 Element 2.1 Element 5.1 Element 6.1 Element 7.1 Element 3.2 Element
1,2,3,4,5,6,7 1,2,3,4,5,6,7 1,2,3,4,5 1 to 10 1,2,3,4,5,6 1,5,8 10.1
1,2,3,4,5,6
Element 1.3 Element 2.2 Element 5.2 Element 6.2 Element 7.2 Element 3.3
1,2,3,6 1,2,3,4,5 1,2,3,4,5 1,2,3,4,5,6,7 1,2,3,4,5,6,7 1,5
Element 1.4 Element 2.3 Element 5.3

1,2,3,4,5,6,7 1,2,3,4,5 1,2,3,4,5
March 2000 Part 2 Appendix A Page 2

Example Documents
• Personal Log Book

• Driver Records
• Equipment Records
• Training records
• Supervisor’s Testimony
• Fire Report
Cross Referencing to TSCG Questionnaire 1996
01.1, 02.1, 2.5, 2.6, 6.1, 8.1-4, 9.1-2,12.1-3,14.2-4,15.1-6, 16.1-3, 22.03-10, 22.16, 26.1-5,
27.1-3, 29.1-3, 30.1-2, 31.3, 32, 37 & 39.
March 2000 Part 2 Appendix A Page 3

Objective: To establish whether all candidates having taken Competence-Based

Training have fulfilled the requirement of CAP 699.
Information Required
a) Unique Number (National Insurance number, prefixed with role e.g. Fxxx, Sxxx,
Mxxx.
b) Given Name
c) Date of Birth
d) Date of entry into the RFFS
e) Location of employment
f) Date of Commencement, Initial Core Competence Training
g) Date of Satisfactory Completion, Initial Core Competence Training
h) Assessment Result(s)
i) Level of Qualification – Firefighter, Supervisor, Manager
j) Due date for re-certification of Core Competencies
k) Date of commencement, Progressive Training to Supervisor/Manager
l) Date of satisfactory completion, Progressive Training to Supervisor/ Manager
m)Assessment Result(s)
n) Level of Qualification Confirmed – Firefighter, Supervisor, Manager
o) Transfer into another employment/position/left employment (reference brought
forward)
At each point of entry for data, track validation, i.e. who confirmed the candidate’s
record. Personnel records should be kept for at least 5 years after move or cessation
of employment.
Items in bold print denote supplementary information only.
1 August 2002 Part 2 Appendix B Page 1

Contents to Part 3
Part 3 Standards for the Competence of Rescue and Firefighting

Service Personnel Employed at UK Licensed Aerodromes
Introduction 1
Background to the Development of these Standards 2
Unit and Element Structure 3
Units of Competence 5
Personal Skills ‘Bank’ 91
Personal Skills – Master Reference 91
Knowledge and Understanding ‘Bank’ 92
Knowledge and Understanding – Master Reference 92
March 2000 Part 3 Page i

Part 3 Standards for the Competence of Rescue

and Firefighting Service Personnel
Employed at UK Licensed Aerodromes
1 Introduction
The materials in this document build on previous drafts and feedback and draw on:
• Previous TSCG work
• MoD functions/tasks
• EFSSSB standards
• LFCDA standards
• Recent work from the Home Office, Her Majesty’s Fire Service Inspectorate, Fire
Service Unit, Standards Working Group (SWG) (revisions to Fire Service NVQs).
Effort has been made to retain comparability between the standards prepared by the
CAA and the direction of work by the SWG. This will ensure access to the revised
NVQ structure remains an option whilst ensuring the integrity of the framework and
detailed competencies for the airfield environment.
March 2000 Part 3 Page 1

2 Background to the Development of these Standards
The objectives were:

• to produce standards of performance which would provide a basis for the design
of training relating to the firefighting function within airports/aerodromes.
The development work has drawn on the previous work of the TSCG, provided by the
Fire Service College, together with the MoD functions, task lists, national standards
developed by EFSSSB and those developed by LFCDA.
These standards were developed in parallel with the work of the Standards Working
Group of the Home Office Fire Service Inspectorate. It was agreed at the TSCG
meeting in March 1998 that options should be kept open for these standards to fit
into the revised NVQ framework for the national Fire Service. Therefore, the Home
Office has been kept informed of the development of these standards to enable an
integrated approach, and vice-versa.
The nature of competence-based standards
It must be made clear that the standards within this report are not training standards.
These are competence-based standards, which reflect the required outcomes of
individual performance, based on the functions which individuals are required to
undertake.
The full set of units and elements within this report can be combined in various ways
to meet specific roles and responsibilities – (role-mapping), thus giving flexibility to
meet the needs of different roles within different categories of airport/aerodrome.
These competence-based standards are intended for use in two key ways:
a) As a basis for design of relevant training:
By referring to the knowledge and understanding requirements, and evidence

requirements for each standard (element of competence), trainers can design
programmes, which will develop skills associated with the competence.
b) As a framework for assessment of individual performance:
The evidence requirements provide a guide for assessment of actual workplace

performance. Performance can be judged against the performance criteria,
which reflect the outcomes of real work activity.

3 Unit and Element Structure
The following illustrates the general unit and element structure. The units and
elements may be combined in different forms to meet the needs of different category
Aerodromes.
UNITS ELEMENTS
1 SAVE LIFE AT 1.1 Locate trapped people and animals
AIRCRAFT ACCIDENTS involved in accidents and incidents
AND INCIDENTS
1.2 Rescue trapped people and animals
involved in accidents and incidents
1.3 Support and comfort people affected by

accidents and incidents
1.4 Provide emergency first aid to people
2 EXTINGUISH FIRE 2.1 Control and extinguish fire

(FIREFIGHTING
ACTIONS)
2.2 Prevent re-ignition or spread of fire
2.3 Liaise and co-operate with other agencies
3 MAINTAIN 3.1 Test and maintain operational equipment

OPERATIONAL and resources
READINESS OF
RESOURCES
3.2 Locate and inspect supply of extinguishing
materials and systems
3.3 Ensure supply of extinguishing media to

point of application
4 PREVENT 4.1 Provide stand-by services during

OCCURRENCE OF hazardous aerodrome activities
EMERGENCIES
THROUGH
4.2 Assess and manage risks and hazards to
MANAGEMENT OF
people, property and the environment
AERODROME
HAZARDS AND RISKS
5 MOBILE RESOURCES 5.1 Raise alarm and determine nature of

TO RESPOND TO accident/incident
EMERGENCY
5.2 Deploy resources to respond to accident/
incident
5.3 Liaise and co-operate with external

agencies

UNITS ELEMENTS
6 SITE AND POSITION 6.1 Drive vehicle to accident/incident site
FIREFIGHTING
VEHICLES AT
ACCIDENT/INCIDENT
6.2 Tactically deploy vehicle for operational
SITE
activity
7 COMMAND AND 7.1 Allocate tasks to individuals and teams

CONTROL
RESOLUTION OF
INCIDENT
7.2 Monitor progress and achievement of
objectives
8 CONTAIN AND 8.1 Manage hazardous substances within

CONTROL SPILLAGE affected area to minimise effects to
OR RELEASE OF people, property and the environment
HAZARDOUS
SUBSTANCES 8.2 Assist with decontamination of people
and property affected by hazardous
substances
9 DEVELOP SELF AND 9.1 Support development of teams and

OTHERS TO IMPROVE individuals
PERFORMANCE
9.2 Develop self to improve performance
10 PLAN AND ALLOCATE 10.1 Plan for future resource needs

RESOURCES TO
ANTICIPATE AND
RESPOND TO
10.2 Allocate crew responsibilities for station
OPERATIONAL NEEDS
and aerodrome activities
11 TAKE RESPONSIBILITY 11.1 Take responsibility for personal

FOR EFFECTIVE performance at accidents/incidents
PERSONAL
PERFORMANCE
11.2 Maintain constructive working
relationships with colleagues and external
agencies
12 INFORM AND 12.1 Promote Health and Safety awareness by

EDUCATE THE lectures and campaign
COMMUNITY TO
IMPROVE
12.2 Facilitate learning through demonstration
AWARENESS OF
and instruction
SAFETY MATTERS

4 Units of Competence
Unit 1 Save Life at Aircraft Accidents and Incidents

Unit Summary
Overview
This unit is about the decisions and actions required to save and rescue endangered
life. This involves the following key aspects:
• Search and locate
• Rescue
• Casualty care
• Distressed people
• Dynamic risk assessment
• Deceased
Personal skills critical to this unit
Communication i, iii, iv, v
Managing self iii, iv
Self development ii, iii
Decision making i
Team working i, ii, iv
Initiative i, ii, iii
How to demonstrate competence

In demonstrating competence within this unit your role will require you to enter,
search, locate and rescue people in a variety of contexts. It will require you to confirm
objectives with the relevant Supervisor.
It will also confirm your ability to communicate your progress, environmental
conditions, hazards/risks and achievements with colleagues, the Supervisor and other
Agencies.
Use of relevant training modules
You will develop your skills, knowledge and understanding through the relevant
training modules and through workplace development and experience.

Unit Structure – This unit consists of four elements:
Element 1.1 Locate trapped people and animals involved in accidents and incidents
Element 1.2 Rescue trapped people and animals involved in accidents and incidents
Element 1.3 Support and comfort people affected by accidents and incidents
Element 1.4 Provide emergency first aid to people
How you will be assessed

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

Element 1.1 Locate trapped people and animals involved in accidents and
incidents
Performance Criteria
1) Objectives and area of search are confirmed with the relevant operational
commander.
2) Personal protective equipment is selected and used to meet the established
risk(s).
3) All operational actions, access and egress are maintained consistently through
dynamic risk assessment.
4) Entry is effected and search is conducted with due regard to procedures and
nature of risk.
5) Search equipment is used within its limitations and capabilities.
6) Casualty location and condition is established.
7) Casualties that are apparently deceased are left in situ and actions are taken to
prevent further deterioration.
8) Evidence is preserved as far as operational circumstances permit.
Evidence Requirements: (performance evidence)
You must demonstrate that you can search and locate casualties in the following
context:
Endangered life rescued from accidents and incidents involving aircraft which may
include the following hazards:
• fire
• chemical
• biological
• radiation
• adverse environmental conditions
• daylight or darkness
Actual work performance
Evidence involving at least one of the above hazards is desirable. The remainder may
be assessed by simulation and questioning of knowledge and understanding.

Element 1.1 Locate trapped people and animals involved in accidents and
incidents
Knowledge and Understanding
Knowledge Understanding Knowledge Understanding
K1 U4 K7 U4
K2 U10, U39 K8 U1, U2, U3
K3 U5, U7, U8 K9 U1
K4 U6 K49 U1, U25, U32
K5 U7
K6 U9
Knowledge
K1 Capabilities and limitations of personal and operational equipment

K2 Applicable CAA, Fire Service or other legislation
K3 Lines and methods of communication/reporting at accidents and incidents
K4 Types of evidence used for investigation and its importance
K5 Roles, responsibilities and limits of authority of self; others and other agencies in the workplace
K6 Immediate medical care including resuscitation methods and equipment
K7 Potential locations, access and availability of resources
K8 Risks and hazards of incident/accident ground and the workplace
K9 Relevant search procedures at aircraft accidents/incidents
K49 Arrangements for alerting the Rescue and Firefighting Service (Emergency Orders)
Understanding
U1 How to apply practices that maximise the Health and Safety of self and others in the workplace
U2 How to identify hazards and assess and manage actual and potential risks in the workplace
U3 How to make and apply decisions based on dynamic risk assessment
U4 How to select and use personal and operational equipment
U5 How to communicate clearly with colleagues, line managers, and other agencies in the workplace
U6 How to identify and preserve evidence
U7 How to treat colleagues and members of the public with respect and consideration, taking
account of, and accepting, difference
U8 How to recognise and deal with distressed people
U9 How to prioritise casualties and how and when to apply immediate medical care and casualty
handling techniques
U10 How to effect entry to aircraft
U25 How to use applicable alarm mobilising systems and equipment
U32 How and when to apply emergency orders
U39 How to interpret and apply health & safety legislation

Element 1.2 Rescue trapped people and animals involved in accidents and
incidents
1) Rescue objectives and risks are clearly understood, confirmed and acted upon.
2) Casualty is removed to a place of safety without further injury or distress.
3) Casualty rescued is prioritised to meet urgency of the individual’s condition or
threat to life.
4) Personal protective equipment and rescue equipment is selected and used to
meet the established risks and the need(s) of the rescue.
5) Liaison with other agencies involved in the rescue is co-operative and relevant to
the rescue operation.
6) Immediate medical care, which will preserve casualties’ condition, is given before
rescue is attempted.
7) All operational actions, access and egress are maintained through dynamic risk
assessment.
You must demonstrate that you can rescue and deal with casualties involved in
aircraft accidents and aerodrome incidents, which may include the following hazards:
• fire
• chemical
• biological
• radiation

Element 1.2 Rescue trapped people and animals involved in accidents and
incidents
K1 U4 K7 U4
K2 U39, U40, U44 K8 U1, U2, U3, U21
K3 U5, U7, U8 K9 U1, U40, U10
K4 U6 K49 U25, U32
K5 U7 K6 U9
Knowledge
Understanding
U5 How to communicate clearly with colleagues, line managers, and other agencies in the workplace
U7 How to treat colleagues and members of the public with respect and consideration, taking account
of, and accepting, difference
handling techniques
U21 How to apply safe person concept
U40 How to interpret aircraft emergency diagrams and information cards
U44 How to supply correct information for CAA Inspections (Civil Aviation Publications)

1) Distressed people are dealt with in a supportive and compassionate manner.
2) Efforts are made to maintain the dignity and modesty of people as individuals.
3) Individual(s) needs beyond personal ability are identified and referred to the
relevant authority.
4) Deceased is removed with respect and under the direction of the relevant
authority.
5) Personal belongings and items of value are secured and handed over to the
relevant person.
6) Action to restrict access and view of operations is taken to aid operational activities
and avoid unnecessary distress.
You must demonstrate that you can support and comfort people affected by an
aircraft accident or aerodrome incident, which may include the following hazards:
• fire
• chemical
• biological
• radiation

K4 U6 K8 U1, U2, U3
K5 U1, U5, U6, U7, U8, U9 K11 U7, U8
K7 U4 K12 U7
Knowledge

K11 Social, cultural and individual differences
K12 Protocols determining the status and removal of the deceased
Understanding
U5 How to communicate clearly with colleagues, line managers, and other agencies in the
workplace
handling techniques


1) Action is taken to minimise actual and potential risks to people.
2) Casualties needs are assessed and prioritised for action.
3) Emergency first aid is applied within own level of expertise, physical and mental
ability.
4) Needs for actions outside of area of own expertise are referred to the relevant
authority.
5) Casualty is reassured in a calm and considerate manner.
6) Casualty is removed to a place of safety, without further injury or distress.
7) Details influencing the further treatment of the casualty are conveyed and
confirmed with the relevant Authority.
8) Emergency first aid is continued until the casualty’s care is taken over by the
relevant caring Authority.
You must demonstrate that you can provide emergency first aid to people at aircraft
accidents and aerodrome incidents, which may include the following hazards:
• fire
• chemical
• biological
• radiation

K3 U5, U7, U8, U9 K8 U1, U2, U3
K5 U7, U9 K11 U7, U8
K6 U4, U5, U7, U8, U9
Knowledge

Understanding
workplace
handling techniques

Unit 1 Save Life at Aerodrome Accidents and Incidents
Relevant
Example Module Reference Training
Module
1 Application of risk control measures 9

2 Hazard and risk identification 9
3 Dynamic risk assessment 9
4 Select and use personal and operational equipment 9
5 Communication lines and methods 9
6 Identification and preservation of evidence 9
7 Anti-discrimination practice 9
8 Casualty care 9
9 Legislative powers 9
10 Firefighting tactics and techniques
11 Maintaining resources
12 Breathing Apparatus (category 3 and above) 9

13 Personal Development
14 Hazardous materials 9
15 Driving Firefighting vehicles 9
16 Maintaining Firefighting vehicles
17 CAA Legislation (application) 9

18 Interpreting aircraft information 9
19 Chemical incidents 9
20 Specialist skills 9

Unit 2 Extinguish Fire

Unit Summary
Overview
This unit is about the decisions and actions required to control or extinguish fire and
to prevent ignition or spread of fire. This involves the following key aspects:
• Firefighting techniques
• Behaviour of combustible materials
• Potential sources of ignition
• Environmental conditions and fire behaviour patterns
• Damage control
Communication i, ii, iii
Managing self ii, iv
Self development iii
Decision making i, ii, iii
Team working ii, iv
Initiative ii

In demonstrating competence within this unit your role will require you to enter,
search, locate, control or extinguish fire in a variety of contexts. It will also confirm
your ability to confirm objectives with the relevant Operational Commander.
It will also confirm your ability to communicate your progress, environmental
conditions, hazards/risks and achievements with colleagues, the Responsible Officer
and other Agencies.
Unit Structure – This unit consists of three elements:
Element 2.1 Control and extinguish fires
Element 2.2 Prevent re-ignition or spread of fire
Element 2.3 Liaise and co-operate with other agencies



1) Operational and personal objectives are clearly understood, confirmed and
actioned upon.
2) Fire is extinguished avoiding unnecessary damage to property and the
environment.
3) Personal protective equipment and firefighting equipment is selected and used to
meet the established risk(s) and operational objectives.
4) Factors affecting achievement of objectives are confirmed with the relevant
person.
5) Actions are modified to meet changing conditions during fire fighting operations.
6) All operational actions, access and egress are consistently maintained through
dynamic risk assessment.
7) Evidence is preserved as far as operational circumstances permit.
You must demonstrate that you can extinguish fire at aircraft accidents and
aerodrome incidents which may involve the following hazards:
• chemical
• biological
• radiation
Actual work performance is required for at least one fire incident. Simulation and
questioning is acceptable for all other contexts and hazards.

K1 U4, U13 K10 U1, U4, U10, U11
K2 U39, U40, U44 K13 U4, U6, U13, U19
K3 U5, U7, U8 K14 U2, U3
K4 U6 K15, K16, K17 U1, U2, U3, U15, U17
K5 U7 K19 U1, U2, U3, U4
K7 U4, U13 K46 U46
K8/K21 U1, U2, U3, U12, U14,

U21, U48
Knowledge

K10 Methods of controlling and extinguishing fires
K13 Importance and methods of limiting damage to property and the environment
K14 Interactions between combustible materials
K15 Methods of preventing ignition or spread of fire
K16 Methods, types and purposes of extinguishing media
K17 The maintenance requirements of extinguishing media and equipment
K19 Methods employed in effecting entry to aircraft
K21 Risks and hazards of the workplace affecting people and the environment
K46 What constitutes controlled burning
Understanding
workplace


U11 How to differentiate between fires which should or should not be immediately extinguished
U12 How to recognise a leak of potentially dangerous fuels or gases
U13 How to utilise fixed installations
U14 How to handle and deliver resources in a safe and secure manner
U15 How to supply different types of extinguishing media
U17 How to obtain water supply and other extinguishing media
U19 How to limit damage to property and the environment
U46 How to identify controlled burning
U48 Topography of aerodrome within 1000 metres of runways


1) Potential sources of ignition are clearly identified.
2) Combustible materials are isolated or removed from area of risk.
3) Endangered people, property and/or environment are protected from risk.
4) Damaged aircraft and property are protected from further deterioration.
5) Actual and potential risks are accurately identified and confirmed with the relevant
person.
You must demonstrate that you can prevent re-ignition or spread of fire. Actual
performance evidence is required for prevention in at least one of the following
hazards:
• controlled burning
• leakage of gas
• spillage of fuel
• potentially dangerous combination of materials
• presence of combustible materials
Simulation and questioning is acceptable for the remainder of these hazards.

K1 U4 K8 U1, U2, U3, U11, U12,

U14, U21, U40
K2 U10, U39 K11 U7
K3 U5, U7, U8 K14 U1, U2, U3, U11, U12,

U13
K4 U6, U40 K15 U1, U2, U3, U4, U15
K5 U7, U22 K20 U1, U2, U3, U4, U10,

U19
K7 U4, U48
Knowledge

K20 Methods employed to effect entry to other aerodrome facilities
Understanding
workplace


U22 How to make a positive contribution to effective teamwork
U39 How to interpret and apply health and safety legislation
U48 Topography of aerodrome


1) Externally based emergency services are alerted in accordance with emergency
orders.
2) Limits of authority are not exceeded prior to or during accident or incident
response.
3) Full and accurate information on aerodrome topography is provided to other
agencies to facilitate emergency action.
4) Assistance and standby support is provided as instructed.
5) Communications are clear, accurate, relevant to objectives and priority of task.
You must demonstrate that you can liaise and co-operate with other agencies prior to
and during aircraft accidents and aerodrome incidents that may involve one of the
following hazards:
• fire
• chemicals
• radiation
• biological
• daylight and darkness
• adverse weather conditions
Actual performance evidence is required on at least two occasions, one of which may
involve incidents requiring entry to buildings, or aerodrome installations. Simulations,
with questioning and knowledge and understanding will be acceptable for the
remainder of hazardous contexts.

K2 U1, U39 K8 U2
K3 U5 K18 U18
K5 U21 K26 U26
K7 U13, U29 K49 U5, U25, U32, U48
Knowledge

K18 The requirements of BA Control Officer at aircraft accidents and aerodrome incidents
K26 Own contractual obligations of employment and limits of authority
Understanding
workplace
U18 How to manage a BA control at a range of incidents
U26 How to maintain own currency of competence for your role
U29 How and when to isolate systems that may pose a threat to life and operations

Unit 2 Extinguish Fire
Relevant
Module

6 Identification and preservation of evidence 9
7 Anti-discrimination practice
8 Casualty care
10 Firefighting tactics and techniques 9
11 Maintaining resources 9


Unit 3 Maintain Operational Readiness Of Resources

Unit Summary
Overview
This unit is about the decisions and actions required to test, inspect and report on
station based resources to support operational service delivery. This includes the
following key aspects:
• Standard tests and associated support equipment
• Record keeping
• Operating within limits of authority and responsibility
• Identifying availability, capability and limitations of resources
• Maintaining goodwill and effective working relationships with external contacts
Communication i
Managing self i, ii
Decision making i
Team working i, ii, iv
Initiative iv

In demonstrating competence within this unit your role will require you to identify
resources that need replenishing, replacement or testing; to undertake standard tests
and inspections alone or working with others. You will provide verbal and written
reports and relevant documentation regarding status, condition, suitability and
availability of resources.
Element 3.1 Test and maintain operational equipment and resources
Element 3.2 Locate and inspect supply of extinguishing materials and systems
Element 3.3 Ensure supply of extinguishing media to point of application

Assessment will be by observation of actual work performance, by review of relevant
reports and documentation and by questioning. Questioning will be used to ensure
specified knowledge and understanding is assessed.


1) Items for testing are accurately identified and are planned to meet agreed
schedules and operational demands.
2) Work area to be used for conducting the standard test is risk assessed as being fit
for purpose.
3) All tests are completed to accepted test procedures within Service and
manufacturers limitations.
4) Defects, within own area of expertise are accurately diagnosed and promptly
rectified.
5) Defective item(s) are clearly marked, placed in the agreed location and equipment
status and condition is reported to the relevant person as soon as practicable.
6) Items successfully tested and support equipment are returned and secured in the
correct location ready for immediate operational use.
7) Support equipment used for standard tests are returned to the correct location and
the work area is left clean and tidy ready for use.
8) Status of items tested and all other relevant information is recorded in the agreed
format, within agreed time-scales.
9) Supplies of consumables are replenished to specified levels for operational
readiness.
You must demonstrate that you can test and maintain operational equipment to
include standard tests for:
• all resources and equipment located at your station and for which you have been
trained
• support equipment used for testing, charging and replenishing
You must be able to complete these activities:
• at the station
• during an incident
• after an incident
• in daylight
• in darkness

K1, K2 U22, U21 K17 U16, U31
K5 U5, U41 K23 U1, U7, U37
K7 U1, U2 K45 U45
Knowledge

K23 Health and Safety policies and procedures and their application
K45 Maintenance and testing requirements of all operational and support equipment
Understanding
workplace
U16 How to maintain extinguishing media and associated equipment
U31 How to undertake routine maintenance of vehicles
U37 How to securely stow equipment
U41 How to plan and prioritise work in response to work demands
U45 How to test and maintain operational equipment

1) Availability of resources meets operational demands in respect of sufficiency,
access and safe person system of work.
2) The availability and quantity of resources under your control are monitored at
appropriate intervals to ensure effective operation.
3) Factors adversely affecting the availability of resources are accurately identified
and recommendations for corrective action made to the relevant person.
4) Recommendation for improving the use and/or control of resources is conveyed to
the relevant person as soon as practicable.
5) Relevant records are complete, legible and available to authorised people only.
6) Access to and use of private property is within agreed scope and level of authority.
7) Contact with people is constructive, positive and provides awareness of relevant
issues and maintains goodwill.
8) Inspection meets specification for resource type inspected.
You must demonstrate that you can locate and inspect extinguishing materials and
systems to include:
Extinguishing media Systems
• fixed installations • detection

• emergency water supplies – public • suppression
and private • alarm
• open water supplies – private and
public
• foam (requirements and reserve)

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

K2 U2, U10, U39 K13 U19, U21
K5 U5 K23 U1
K7 U17, U21 K35 U13, U25, U45
Knowledge

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


1) Extinguishing media are organised with sufficient supply to meet specified needs.
2) Where incident demands exceed available resources, acceptable alternatives are
obtainable.
3) Additional or specialist support is readily accessible.
4) Actual and potential shortfalls are accurately identified and reported with the
relevant person.
5) Equipment and selected media can be applied within their limitations and
capabilities.
You must demonstrate that you can ensure the supply of extinguishing media:
Extinguishing media Hazard types
• water • chemical
• foam • biological
• sand/earth • radiation
• dry powder
• gas

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

K1 U4 K8 U1, U2, U3
K2 U10, U39 K13 U1, U2, U4, U19
K3 U5, U7, U8 K16 U4, U13, U14, U15,

U17
K5 U7 K17 U16, U17
K7 U4
Knowledge
Understanding
workplace

Unit 3 Maintain Operational Readiness of Resources
Relevant
Module

4 Select and use personal and operational equipment

6 Identification and preservation of evidence
8 Casualty care
12 Breathing Apparatus (category 3 and above)
15 Driving Firefighting vehicles
17 CAA Legislation (application)
18 Interpreting aircraft information
19 Chemical incidents
20 Specialist skills

Unit 4 Prevent Occurrence of Emergencies through Management of

Aerodrome Hazards and Risks
Unit Summary
Overview
This unit is about your responsibilities and obligations for managing hazards and risks.
This includes the following key aspects:
• Interpreting and analysing all information relevant to runways and facilities
• Potential contraventions
• Verbal and written communication
• Referral of risks to relevant person
• Information exchange
Communication i, ii, iii, iv, v
Self development i, ii, iii
Decision making ii
Team working ii
Initiative i, iv

In demonstrating competence within this unit your role will require you to monitor
hazards and risks and determine or confirm solutions to eliminate or minimise risk to
people, within your area of authority. You will demonstrate that you can identify actual
or suspected contraventions. You will complete relevant documentation and ensure
this is available to authorised people by agreed deadlines. You will also take or
instigate action to disseminate information which affects other personnel and
agencies.
Unit Structure – This unit consists of two elements:
Element 4.1 Provide stand-by services during hazardous aerodrome activities
Element 4.2 Assess and manage risks and hazards to people, property and the
environment

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


1) Where action by others poses a threat to progress of activity or risk to people and/
or the environment the conflict is resolved with assertive action or referred to
relevant people.
2) Information exchanged is within the limits of authority and does not breach
confidentiality.
3) Result(s) of stand-by and any further action(s) are confirmed with responsible
person.
4) Power, authority and influence are used constructively to manage diversity and
meet common objectives.
5) Where identified risks can be removed by immediate action(s), such action is
instigated.
6) Actual or suspected contravention and risks outside of personal level of authority
are referred to relevant authority for action.
You must demonstrate that you can provide stand-by services as required.
Assessment will be by observation and questioning of actual work performance.
Structured simulation, within a training programme, may be used to supplement real
work performance.

K5 U5, U7 K24 U7
K11 U5, U7 K25 U21, U22, U23, U26,

U39
K21 U2 K28 U24
K22 U7 K42 U41
K23 U1
Knowledge
K22 The importance of challenging unacceptable behaviour
K24 Anti-discrimination and equal opportunities policies and procedures and their application
K25 Own role requirements and expected standards of performance
K28 Labelling and storage signs for hazardous substances
K42 Aims, goals, and objectives on safety matters
Understanding
workplace
U23 How to manage own mental and physical fitness levels
U24 How to recognise and interpret information and labelling on hazardous substances

environment
1) Potential risks and hazards are consistently assessed and reviewed.
2) Verbal or written recommendations for action are referred to relevant people
within agreed timescales.
3) Action is confirmed and scheduled, to meet any relevant timescales.
4) Relevant documentation is accurate, legible, current and complete and available
only to authorised people.
5) There is no breach of legislation or regulations.
6) Difficulties, discrepancies and issues outside of your personal competence are
resolved by reference to relevant person or agency.
You must demonstrate that you can monitor and assess all actual and potential risks
and hazards including:
• aircraft leakage/accident
• fuel leakage
• storage and use of hazardous materials
• actions by others
Performance evidence is required and assessment is through examination and review
of completed reports.

environment
K5 U5, U7 K24 U7
K11 U5, U7 K25 U21, U22, U26, U39
K21 U2 K28 U24
K22 U7 K41 U39
K23 U1 K42 U40, U41
Knowledge
K41 Legislation, policy and procedures relating to inspection and testing of appliances and
equipment
Understanding
workplace
U24 How to recognise and interpret information and labeling on hazardous substances

Unit 4 Prevent Occurrence of Emergencies through Management of

Aerodrome Hazards and Risks
Relevant
Module

5 Communication lines and methods
8 Casualty care


Unit 5 Mobilise Resources to Respond to Emergency

Unit Summary
Overview
This unit is about decisions and actions required for mobilising resources to meet the
needs of accidents and incidents at aerodromes. It includes requesting additional
resources and actioning Emergency Orders in the event of a major accident or
incident. This involves the following key aspects:
• Use of mobilising systems and alarms
• Action of Emergency Orders
Communication ii, iv, v
Self development ii
Decision making i
Team working ii, iv
Initiative ii

In demonstrating competence in this unit your role will require you to determine the
nature of the incident and raise the alarm in order to ensure that the correct resources
are deployed and meet required response times for a variety of accidents and
incidents.
Element 5.1 Raise alarm and determine nature of accident/incident
Element 5.2 Deploy resources to respond to accident/incident
Element 5.3 Liaise and co-operate with external agencies

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


1) Accurate and complete information is obtained regarding the nature and location
of accident/incident.
2) The alarm is raised within specified timescale to ensure deployment.
3) Discrepancies in information provided are clarified and resolved immediately.
4) Sufficient crews are alerted to respond to the accident/incident.
5) Emergency Orders are actioned in accordance with specified procedures.
You must demonstrate that you can raise the alarm and determine the nature of the
accident/incident for a variety of events, this may include:
• aircraft accident
• spillage/leakage
• domestic incident
• major event requiring external services
Performance evidence must be provided for a range of events. Simulation and
questioning will be acceptable for a major event, in line with Emergency Orders
emergency exercise.

K2 U2, U3, U39 K30, K3 U5
K5 U30 K31 U5
K7 U4, U15 K36 U33
K8 U2, U21 K49 U5, U25, U32, U49
K25 U5
Knowledge

K30 Capabilities and limitations of mobilising equipment
K31 Range and uses of operational appliances and equipment
K36 Requirements for operational readiness of vehicles
Understanding
workplace
U33 How and when to use warning devices and systems
U49 How to test and use systems for detection, suppression and alarm


1) The correct appliances arrive at the correct location and within specified response
time.
2) A full complement of crew arrives with the appliance.
3) The officer in charge has all relevant information regarding the accident/incident.
4) The correct extinguishing media is available for use at the operational site.
5) Additional or specialist resources are available within specified response time.
You must demonstrate that you can deploy resources in response to a variety of
accidents/incidents including:
• spillage or leakage
emergency exercise.

K1, K2 U2, U3 K31 U5, U17
K5 U30 K36 U33
K7 U4, U15 K38 U33, U35
K8 U1, U2, U12, U19, K39 U33, U35, U36, U38

U32, U39
K25 U5, U17 K40 U33, U36,U38
K30 U5, U17 K49 U5, U25, U23
Knowledge
K1 Capabilities and limitations of personal and operational equipment – see CAP Regulations
K38 Dimensions, tonnage limits and capabilities for fire fighting vehicles
K39 Implications of driving laden vehicles at inappropriate speed
K40 Types of firefighting appliances and their capabilities and limitations
Understanding
U1 How to apply practices that maximise the Health & Safety of self and others in the workplace
workplace
U15 How to apply different types of extinguishing media
U30 How to make and apply decisions based on systematic risk assessment


U35 How to control laden and unladen vehicles at appropriate speed and in adverse driving
conditions
U36 How to anticipate events, control driving actions to and from emergencies
U38 How to site and operate firefighting appliances


1) Externally based emergency services are alerted in accordance with emergency
orders.
2) Limits of authority are not exceeded prior to or during accident or incident
response.
3) Full and accurate information on aerodrome topography is provided to other
agencies to facilitate emergency action.
4) Assistance and standby support is provided as instructed.
5) Communications are clear, accurate, relevant to objectives and priority of task.
You must demonstrate that you can liaise and co-operate with other agencies prior to
and during aircraft accidents and aerodrome incidents, which may involve one of the
following hazards:
• fire
• chemicals
• radiation
• biological
• adverse weather conditions
Actual performance evidence is required on at least two occasions, one of which may
involve incidents requiring entry to buildings, or aerodrome installations. Simulations,
with questioning and knowledge and understanding will be acceptable for the
remainder of hazardous contexts.

K2 U1, U39 K8 U2
K3 U5 K18 U18
K5 U21 K26 U26
K7 U13, U29 K49 U5, U25, U32, U48
Knowledge

Understanding
workplace

Unit 5 Mobilise Resources to Respond To Emergency
Relevant
Module

8 Casualty care
14 Hazardous materials


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

Unit Summary
Overview
This unit applies to all vehicles and vessels used for emergency operational response
which include operation of blue lights and two-tone warning devices. This unit is
about your ability to drive and site fire service vehicles at operational incidents and at
non-operational events. This includes the following key aspects:
• Vehicle warning devices
• Topography of aerodrome and surrounding area
• Capabilities of vehicles
• Consideration for other runway users
Communication i, ii, iii
Managing self i, ii, iii
Decision making i, ii
Team working i, iv
Initiative ii, iii, iv

In demonstrating competence within this unit your role will require you to drive
vehicles to a variety of accidents/incidents, site and redeploy to meet the needs of
the incidents and return the vehicle to the correct site for further use. You will use
appropriate warning devices and ensure the security of the vehicle at all times.
Training modules will be relevant to the specific type of vehicle. Modules will provide
relevant knowledge and understanding and practice experience to develop skills.
Element 6.1 Drive vehicle to accident/incident site
Element 6.2 Tactically deploy vehicle for operational activity

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


1) Vehicle is ready for immediate use and response to event.
2) Vehicle and crew arrives at correct location without damage, harm or loss of
equipment.
3) Aerodrome and runway regulations are not contravened.
4) Own skill and vehicle capabilities are not exceeded.
5) Factors affecting response to incident are confirmed with relevant person(s).
6) Route is planned and amended in response to local conditions.
7) Driving speed meets urgency of incident without loss of vehicle control.
8) The use of individual or combinations of warning devices is directly relevant to the
nature of the incident and type of vehicle.
9) Factors affecting vehicle roadworthiness, condition or potential claim from others
are recorded and reported.
10)Vehicle is returned to base by most direct route, within normal speed limit and is
positioned ready for required action.
You must demonstrate that you can drive vehicles to and from operational accidents
and incidents.
• on adverse terrain and in adverse weather conditions
• siting on return to base for redeployment
You must demonstrate appropriate use of warning devices and systems en route to:
• aircraft accidents
• aerodrome domestic incidents
Actual performance evidence must be demonstrated over (a specified period of time)
• involving use of warning devices
Simulation and questioning is acceptable for the remainder of the specified range.

K5 U7 K40 U32, U33
K21 U2, U3 K38 U33, U35
K36 U37 K39 U33, U35, U36, U38
K37 U32, U33
Knowledge
K37 Airfield topography and emergency access routes
Understanding
conditions
U38 How to site and operate firefighting appliance


1) Positioning of vehicle maximises access to incident without undue risk to vehicle
and crew.
2) Operational equipment is accessible for immediate use and at the closest possible
position to the incident.
3) Position of vehicle does not impede access to or progress of other operational or
agency vehicles.
4) Vehicle is secure with unnecessary systems and devises disengaged, taking
account of incident needs and local conditions.
5) The full complement of crew and equipment leaves the incident with the vehicle.
6) Defects and deficiencies to vehicle and deficiency of crew are confirmed, recorded
and reported to relevant person prior to leaving the incident ground.
7) Operation of specialist appliances does not exceed capabilities of vehicle
equipment or operator and results in achievement of objectives.
You must demonstrate that you can site and redeploy vehicles at operational
incidents.
• on adverse terrain and in adverse weather conditions
You must demonstrate that you can site vehicles at incidents involving:
• emergency accidents/incidents
• hazardous substances
Actual performance evidence must be provided for siting of vehicles at:
• an emergency accident/incident
Simulation is required for the remaining incident type.

K3 U5, U7 K37 U32, U35
K7 U14 K38 U35, U36, U38
K8 U1, U2, U30 K39 U35, U36, U38
K31 U36, U38
Knowledge

Understanding
workplace
conditions

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


8 Casualty care
16 Maintaining Firefighting vehicles 9

Unit 7 Command and Control Resolution of Incident

Unit Summary
Overview
This unit is about decisions and actions required to brief crews and allocate
responsibilities for resolution of accidents/incidents. It includes the following key
aspects:
• Allocating tasks to individuals
• Decision making
• Application of all available resources
• Emergency orders
Self development ii
Decision making i
Team working ii, iv
Leadership i, ii
Initiative ii

In demonstrating competence in this unit your role will require you to command and
control a variety of accident/incident responses.
training modules and through workplace activity and development.
Element 7.1 Allocate tasks to individuals and teams
Element 7.2 Monitor progress and achievement of objectives

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


1) Accurate and complete information is obtained regarding the nature and location
of accident/incident.
2) Situation is accurately assessed and resources deployed to meet priority
objectives.
3) Discrepancies in information provided are clarified and resolved immediately.
4) Initial tactical options are adapted to meet changing and developing situations.
5) Emergency Orders are actioned in accordance with specified procedures.
6) Individual and crew strengths and competencies are utilised to best effect to
resolve the accident/incident.
You must demonstrate that you can allocate tasks to individuals and teams for a
variety of events, this may include:
emergency exercise.

K2 U2, U3 K30 U5, U17
K5 U30 K31 U5, U17
K7 U4, 15 K36 U33
K8 U2 K49 U49
K25 U5, U17
Knowledge

Understanding
workplace


1) The correct appliances and equipment are deployed and redeployed at the correct
locations.
2) Updated information is correctly assimilated and confirmed.
3) Communication links with operational control are fully maintained.
4) The correct extinguishing media and sufficient crew are available for use at the
operational site.
6) The accident/incident is resolved with minimum risk or injury.
7) Salvage operations are instigated.
You must demonstrate that you can monitor progress and achievement of objectives
at accidents/incidents involving:
• aircraft
emergency exercise.

K2 U2, U3 K30 U5, U17
K3 U5
K5 U30 K31 U5, U17
K7 U4, U15
K8 U2
K18 U2, U5, U30
K25 U5
Knowledge

Understanding
workplace

Unit 7 Command and Control Resolution of Incident

Modules to be drawn from Command and Control some examples are:
Relevant
Module
1 Leadership 9
2 Effective Communications 9
3 Teamworking and motivation 9
4 Planning 9
5 Informal Discipline and Supervision 9
6 Health, Safety & Risk Management 9
7 Operational Command & Control 9
8 Training 9
9 Problem Solving 9

Unit 8 Contain and Control Spillage or Release of Hazardous Substances

Unit Summary
Overview
This unit is about decisions and action required identifying and taking action to resolve
events, which are defined as ‘incidents involving hazardous substances, which
require control and action to minimise damage or risk’. This includes the following key
aspects:
• Identification of hazardous substances
• Effects on environment, people and property
• Knowledge of decontamination techniques
Self development ii, iii
Decision making i
Team working ii, iv
Initiative ii

In demonstrating competence in this unit, your role will require you to accurately
identify types and quantities of hazardous substances and their emergency action
codes; to communicate clearly all relevant information to enable the correct course of
action to be taken; to assist with risk control measures that are implemented. It will
require you to confirm objectives with the relevant operational commander. It will also
confirm your ability to communicate your progress, environmental conditions,
hazards/risks and achievements with colleagues, the responsible officer and other
agencies.
Element 8.1 Manage hazardous substances within affected area to minimise effects
to people, property and the environment
Element 8.2 Assist with decontamination of people and property affected by



Element 8.1 Manage hazardous substances within affected area to minimise

effects to people, property and the environment
1) Accurate identification of hazardous substances is confirmed with relevant person
prior to action being taken.
2) Personal Protective Equipment is selected and used to meet established risk(s).
3) Access and egress is consistently maintained through dynamic assessment.
4) Factors influencing the successful resolution of the incident are continually
monitored.
5) Actions are modified to meet changing demands of the incident.
6) Substance is contained within the specified area minimising risk to life, property
and the environment.
7) Contaminated casualties are provided with emergency first aid or directed to the
location for decontamination.
8) Containment objectives and risk(s) are clearly understood and confirmed prior to
action being taken.
9) Records of hazardous substances are accurate, complete and available to
authorised people.
You must demonstrate that you can manage hazardous substances to contain and
control hazards in the following contexts:
• fuel leakage
• chemical
• biological
• radiation
Actual performance evidence is desirable for at least one event. Simulation and
questioning is acceptable for the remainder.

Element 8.1 Manage hazardous substances within affected area to minimise

effects to people, property and the environment
K1, K2 U4 K13, K15 U19
K3 U5 K27 U19, U24, U40
K5 U7 K28 U24
K7 U4 K29 U21, U29
K8 U1, U2, U3
Knowledge

K27 Methods of control and containment of hazardous substances
K29 Decontamination methods and types of decontamination agent
Understanding
workplace
U24 How to recognise and interpret information and labeling on hazardous substances


1) Objectives and risks are clearly understood and confirmed prior to action being
taken.
2) Access and egress is controlled to ensure effective decontamination.
3) Contaminated people are supported with compassion and understanding.
4) The decontamination process is completed avoiding further distress.
5) People requiring medical attention are referred to the relevant person.
6) Records of contamination/decontamination activities and persons involved are
accurate, complete and available to authorised persons.
7) Removable contaminated items are labeled for cleaning or disposal.
8) Arrangements for decontamination or removal of all other contaminated items are
confirmed with relevant person.
9) Decontaminated items are returned to their correct location and deficiencies
recorded.
You must demonstrate that you can work with a team to decontaminate people and
property in the following contexts:
• fuel leakage
• biological
• chemical
• radiation
Evidence from simulation or questioning will be acceptable for this element.


K1 U4 K8 U1, U2, U3
K3 U5, U8 K13 U19
K5 U7 K29 U4
K7 U4 K27 U1, U19
Knowledge

Understanding
workplace

Unit 8 Contain and Control Spillage or Leak of Hazardous Substances
Relevant
Module

8 Casualty care 9
9 Legislative powers




Unit 9 Develop Self and Others to Improve Performance

Unit Summary
Overview
This unit is about your role in developing yourself and colleagues in the workplace. It
includes the following key aspects:
• Working to objectives
• Identifying development needs
• Providing relevant development
• Confirming understanding and outcomes of learning
• Giving constructive feedback
• Managing risk
Managing self i, ii, iii, iv
Decision making i, iii
Team working i, ii, iii, iv
Initiative i, ii, iii

In demonstrating competence within this unit your role will require you to actively
support the development of colleagues and yourself, taking account of opportunities
to develop and maintain currency of competence. You will complete development
records, training plans, and report on development needs outside of your own area of
responsibility.
Training modules are based on standards of performance for your role. By referring to
the specified standards you will be able to take responsibility for maintaining and
developing your own performance to the required standard for workplace
assessment.
Element 9.1 Support development of teams and individuals
Element 9.2 Develop self to improve performance

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


1) Instructions given to learners are clear and take account of current level of
competence.
2) Learners’ actions are supported to ensure that the acceptable level of risk is not
exceeded.
3) Information and instruction is accurately and directly relevant to context and
objectives.
4) Information and instruction is based on current systems of operation and within
own level of competence.
5) Learners’ understanding is confirmed prior to their taking action.
6) Result of action is confirmed with learner(s) and their line manager at the earliest
opportunity.
7) Learning points are reviewed through constructive feedback.
8) Where learners’ actions create a risk critical condition, immediate action is taken
to reduce or remove the risk.
You must demonstrate that you can actively support the development of individuals
and teams in the following contexts:
• at accidents and incidents
• during internal and external maintenance activities
• at training events
• planned
• on request
and for
• probationers
• colleagues
Actual performance evidence is required for:
• at least one incident
• at least one training event
• plus one other context.

K3 U5, U7 K22 U7
K5 U7, U22 K24 U7
K8 U1, U2 K25 U22
K11 U7 K43 U42, U43
K21 U1, U2, U3
Knowledge

K43 Types and methods of presentation of information to individuals and groups
Understanding
workplace
U42 How to present information to individuals and groups
U43 How to use tools for validating learning events


1) Constructive feedback is actively sought, positively accepted and applied to
improve performance.
2) Contributions to briefing/debriefing are constructive, supportive and clearly relate
to critical aspects of performance of self and others.
3) Shortfalls in own knowledge, skill and performance are monitored and identified to
relevant person.
4) Authorised people take responsibility for ensuring that development records are
complete, accurate, current and accessible.
5) Responsibility is taken to maintain currency of competence to meet role
requirements.
6) Opportunities to develop own skills, knowledge and performance are taken
whenever possible, without detriment to operational duties or responsibilities.
You must demonstrate that you can develop yourself by the following means:
• actively seeking constructive feedback
• contributing to briefings and debriefings
• reporting your own development needs
• taking opportunities to develop and maintain currency of competence
• maintaining your record of development
Assessment will be by observation of contribution to briefings, review of records and
questioning.

K5 U7, U22 K24 U7
K21 U21 K25 U23, U26
K22 U7, U22 K33 U28
K23 U21 K34 U27
Knowledge
K33 Methods of ensuring self development
K34 Opportunities available for self development
Understanding
U27 How to recognise/identify and action own development needs
U28 How to recognise and action development needs of others

Unit 9 Develop Self and Others to Improve Performance
Relevant
Module

3 Dynamic risk assessment
8 Casualty care


Unit 10 Plan and Allocate Resources to Anticipate and Respond to

Operational Needs
Unit Summary
Overview
This unit is about decisions and actions required for planning and utilising resources.
It includes the following key aspects:
• Planning for people, physical and financial resources
• Allocating tasks to individuals
• Decision making
• Application of all available resources
• Emergency orders
Communication ii, iv v
Self development ii
Decision making i
Team working ii, iv
Leadership i, ii
Initiative ii

In demonstrating competence within this unit your role will require you to plan and
allocate a range of resources to meet operational demands.
training modules and through workplace activity and development.
Element 10.1 Plan for future resource needs
Element 10.2 Allocate crew responsibilities for station and aerodrome activities

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


1) Plans detail requirements against actual and potential resource needs.
2) Plans produced in agreed format and are available to authorised personnel by
agreed deadlines.
3) Plans take account of all changes, which are relevant to the operational site
including any policy, legislative or licensing requirements.
4) Plans are realistic, clear and focused on key objectives.
5) Request for additional resources are accompanied by clear and logical justification
for resource needs.
You must demonstrate that you can plan for future resource needs. This will include
all resources under your control, which may be:
• people
• finance
• equipment
• appliances
• premises
Performance evidence must be provided for planning across all resources for which
you have responsibility. Assessment will be by review of the plans you produce and
questioning.

K1 U2 K26 U26, U27
K2 U1 K30 U40, U49
K5 U26 K31 U40, U49
K16 U15, U16, U17 K45 U30
K23 U1
Knowledge

Understanding

1) Duty rostas are available for use by crews.
2) Individuals are aware of their own responsibilities and roles during duty.
3) Individuals and crew are able to respond immediately to any mobilising event
without confusion or conflict.
4) The correct extinguishing media and sufficient crew are available for use at the
operational site.
6) All accidents and incidents are dealt with within the expected response time.
You must demonstrate that you can allocate crew responsibilities to ensure that
response times are maintained and all accidents/incidents are dealt with in correct
response time. This includes:
• individual responsibilities
• crew responsibilities
• accident/incident response
• station duties
emergency exercise.

K2 U2, U3 K30 U5, U17
K5 U30 K31 U5, U17
K7 U4, U15 K36 U33
K8 U1, U2 K49 U49
K25 U5, U17
Knowledge

Understanding
workplace

Unit 10 Plan and Allocate Resources to Anticipate and Respond to

Operational Needs
Modules for this unit to be drawn from Management Development/Command and
Control; some examples are:
Relevant
Module
1 Leadership 9
2 Effective Communications 9
3 Teamwork and motivation 9
4 Planning 9
5 Informal Discipline and Supervision 9
6 Health, Safety & Risk Management 9
7 Operational Command & Control and Management 9
8 Self Development and the Manager 9
9 Continuous Professional Development in the Workplace 9
10 Training 9
11 Managing People 9
12 Management of Resources 9
13 Managing Information 9

Unit 11 Take Responsibility for Effective Personal Performance

Unit Summary
Overview
This unit is about your ability to manage your work performance, working
relationships and personal fitness. This includes key aspects of:
• Managing your work performance and working environment
• Identifying personal, mental and physical capabilities
• Treating people fairly
• Ensuring safety in your working environment for self and others
• Presenting a positive image to public, colleagues and external agencies
• Challenging unacceptable behaviours
• Being proactive in identifying service delivery improvements
• Being responsive to change
Managing self i, iii
Decision making i
Team working i, ii, iii, iv
Initiative i, iv

In demonstrating competence within this unit, your role will require you to act
responsibly by maintaining personal level of fitness to meet role requirements. In
maintaining and improving your own level of competence; you will also be required to
demonstrate consistent action to ensure safety in your working environment, and
management of resources within your area of responsibility. You will also confirm
your ability to present a positive image of the service to all external contacts and to
maintain constructive working relationships.
Training modules are based on standards of performance for your role. By referring to
the specified standards you will be able to take responsibility for maintaining and
developing your own performance to the required standard for workplace
assessment.

Element 11.1 Take responsibility for personal performance at accidents/incidents
Element 11.2 Maintain constructive working relationships with colleagues and

external agencies

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

Element 11.1 Take responsibility for personal performance at accidents/

incidents
1) Personal fitness is maintained at a level to meet operational needs.
2) Resources are replaced in their correct location after use.
3) Physical and mental capabilities are not exceeded.
4) Faults and defects in equipment are accurately identified and the relevant person
informed.
5) Limits of authority and responsibility are not exceeded.
6) Personal actions do not exceed current level of competence.
7) Potential improvements to service delivery are recommended to relevant person.
You must demonstrate that you can take responsibility for your own performance in
the workplace, to include:
• all types of accidents/incidents which you attend
• all types of training, exercises and simulation
• all types of community events
• all types of maintenance work
Actual performance evidence is required. Assessment will be by:
• review of performance at incidents
• completed documentation for equipment.

Element 11.1 Take responsibility for personal performance at accidents/

incidents
K1 U4 K7 U4
K3 U5, U7 K8 U1, U2, U3
K5 U7, U22, U23
Knowledge

Understanding
workplace


external agencies
1) Conflict is minimised and resolved with tact, diplomacy and support.
2) Power, authority and influence are used constructively to manage diversity and
meet common objectives.
3) Information exchange is within limits of authority and does not breach
confidentiality.
4) Contact with external agencies is co-operative and focused on achieving joint goals
and priorities.
5) Contact with the public is positive and supportive.
6) Where action by member(s) of the public or others presents a threat to safety or
conflicts with objectives, assertive action is taken to resolve the situation and the
relevant line manager is informed immediately.
You must demonstrate that you can maintain constructive working relationships in a
variety of contexts, to include:
• incidents
• requests for mobilisation
• requests for information – face to face/telephone
• within watch, station and service
Actual performance evidence is required across all contexts on a continuous basis.


external agencies
K3 U5, U7, U8 K11 U7, U8
K5 U7 K24
K8 U1, U2, U3
Knowledge

Understanding
workplace

Unit 11 Take Responsibility for Effective Personal Performance
Relevant
Module

3 Dynamic risk assessment
8 Casualty care
9 Legislative powers
13 Personal Development 9


Unit 12 Inform and Educate the Community to Improve Awareness of

Safety Matters
Unit Summary
Overview
This unit is about advising the public on general safety matters through
demonstrations, promotional events and on request. This includes the following key
aspects:
• Encouraging and obtaining support from the local community
• Awareness of national trends, campaigns and effect on local community
• Systematic risk assessment
• Make up of local community
Managing self iii
Decision making i, ii
Team working i
Present positive image ii, iii
Initiative ii, v

In demonstrating competence within this unit, your role will require you to supply
accurate information and advice on request to the community to improve their
awareness of safety and environmental matters in the home, at work and in the
environment.
Developments within Fire Safety and national policy will provide training and
development to expand community contact in respect of this unit. You will continue
to develop your knowledge and skills through this training and workplace
development and experience.
Element 12.1 Advise the public on safety matters on request
Element 12.2 Provide learning through demonstration or promotional event

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

Element 12.1 Advise general public on safety matters on request

1) Details of request confirmed through active listening.
2) Action taken to respond to request meets specified need(s).
3) Advice provided is accurate, within own limits of authority and reflects authority’s
goals and objectives for safety.
4) Common understanding is confirmed for each communication.
5) Where available, supplementary information is provided or person is directed to
relevant authority.
6) Contact with people is positive, supportive, constructive and relevant to urgency
of request.
7) Relevant documentation is complete, accurate, legible in the agreed format and
available to authorised people.
You must demonstrate that you can advise the general public on safety matters on
request.
Assessment will be by observation and questioning of actual performance on a
continual basis and by the examination of documents and records.
Performance evidence for this unit should be collected from real workplace activities
supported by other forms of evidence as required by your Aerodrome.
You must demonstrate that you can advise the public on safety matters on request
and that you can provide learning at a range of local events.

Element 12.1 Advise general public on safety matters on request
K2 U39 K22 U7
K5 U5, U7 K24 U7
K7 U44 K26 U7
K11 U7
Knowledge

Understanding
workplace

Element 12.2 Facilitate learning through demonstration and instruction

1) A full risk assessment of location target audience, equipment/activity is complete
prior to event.
2) Difficulties or risks occurring during the event are resolved with relevant degree of
urgency.
3) Outcomes of events are validated through feedback from target audience.
4) Aims and objectives of activities meet specified needs and are consistent with the
goals and objectives of the authority.
5) Questions are acknowledged and accurate responses are provided during the
event.
6) Where audience actions pose actual or potential risk to self or others, immediate
action is taken to reduce or remove the risk.
7) Equipment and resources are returned to the correct location and are secure and
ready for further use.
8) Defects and deficiencies in equipment and resources are recorded and reported to
relevant authority.
9) Relevant documentation is complete, accurate, legible and available to authorised
people.
Assessment will be by observation and questioning of actual events performance on
a continual basis.
Evidence from at least 2 different demonstrations, covering a small and large group.
It is expected that demonstrations will normally take place with small or medium
sized groups (e.g. 4 to 10 people).
Simulation would not be considered appropriate for this element.

Element 12.2 Facilitate learning through demonstration and instruction
K2 U1, U2 K23 U7
K5 U3, U7 K24 U7
K7 U14, U21 K26 U7
K11 U7 K32 U42
K21 U2, U30 K43 U42
K22 U7 K44 U42
Knowledge

K32 Methods of providing support and development to others
K44 Types of tools for validating learning events
Understanding

5 Personal Skills ‘Bank’
The critical behaviour/attitude aspects of competent performance are:

• recorded against each unit (see Section 4 of Part 3)
• drawn from a ‘bank’ of relevant personal skills
A ‘bank’ of personal skills follows.
This bank of personal skills is a valuable tool for designers of training.
5.1 Personal Skills – Master Reference
(Critical aspects selected for each unit)
1) Communication
i) verbal and non verbal communication is clear
ii) information exchanged is accurate
iii) communication is relevant to task and priority/urgency
iv) adopts a positive approach
v) provides constructive feedback and proposal
2) Managing self in work context
i) manages time effectively
ii) accountable for own actions
iii) takes responsibility for work
iv) action and behaviour under stress remains calm, controlled and focused on
objectives
3) Self development
i) seeks feedback from others
ii) avoids bias in contact with others
iii) learns from own experience and that of others
4) Decision-making
i) takes decisions which are relevant, realistic to the situations and objectives
ii) based on sound risk analysis
iii) maintains focus on objectives
5) Team working
i) co-operative and sensitive to team needs
ii) shares experience and information
iii) provides feedback to improve performance
iv) commitment and contribution to team objectives
6) Leadership
i) leads by example
ii) treats people fairly and ethically
iii) maintains control under stress

7) Initiative
i) offers solutions not problems
ii) action is calculated on dynamic risk assessment
iii) takes opportunities to offer alternative courses of action
iv) provides solution to meet a specified risk
6 Knowledge and Understanding ‘Bank’
As the same aspects of Knowledge and Understanding are relevant to different units
of competence – in different combinations – the use of a central ‘bank’ from which to
draw can serve several purposes e.g:
• a main reference point for assessors
• a main reference point for training designers
Critical items from this ‘bank’ are identified for each element of competence.
6.1 Knowledge and Understanding – Master Reference
The following bank of knowledge and understanding statements are cross-mapped to
units and elements.
Knowledge

K2 Applicable CAA, Fire Service, or other legislation
K12 Protocols determining the status and removal of the deceased
K19 Methods employed in effecting entry to aircraft
K20 Methods employed to effect entry to other aerodrome facilities


K32 Methods of providing support and development to others
K33 Methods of ensuring self development
K34 Opportunities available for self-development
K35 Systems and fixed installations which need to be inspected for the purpose of operations
K41 Legislation, policy and procedures relating to inspection and testing of appliances and
equipment
K44 Types of tools for validating learning events
K46 What constitutes controlled burning
K47 Record systems and their use
K48 Methods and techniques for managing stress
Understanding
workplace


handling techniques
U15 How to apply different types of extinguishing media
U20 How to record information regarding commitment of BA crews and their current status
U24 How to recognise and interpret information and labelling on hazardous substances
U28 How to recognise and action development needs of others
U31 How to undertake routine maintenance of vehicles
U34 How to report accidents, damage and defects involving firefighting vehicles
conditions
U43 How to use tools for validating learning events


U47 How to recognise signs and symptoms of stress

Contents to Part 4
Part 4 Guidance on the Process of Delivering Structured Learning

Programmes for Aerodrome RFFS Personnel
Introduction 1
CAA Mandatory RFFS Structured Learning Programmes 1
Firefighter (Lower Category Aerodrome) - Initial and Revalidation 1
Supervisor (Lower Category Aerodrome) - Initial and Revalidation 1
Firefighter (Initial) 1
Firefighter (Revalidation) 1
Crew Commander – Incident Command (Initial Acquisition) 2
Crew Commander – Incident Command (Revalidation) 2
Grades of SLP 3
Qualifications 3
Validity of Certificates 3
Resources 3
Practical Training Facilities 3
Appendix A Reference and Guidance on CAA Assessments of In-house

Maintenance of Competence Schemes
Introduction 1
Scope 1
Objective 1
Internal Guidance 1
Procedures 2
Competent Person 2
Training Programme 2
Training Policy 2
Role Maps 3
Key Performance Indicators (KPI) 3
Task Analysis/Risk Assessment 3
Training Analysis 4
Records 4
10 March 2006 Part 4 Page i

CAP 699 Part 3 - Standards of Competence 4

Lower Category Aerodromes - RFF Categories Special, 1 and 2 4
Procedures for the Approval of Aerodromes and Training Providers 5
Conclusion 5
Appendix B Check List for the Initial and Ongoing Assessment of a

Maintenance of Competence Scheme in accordance
with CAP 699 Part 4
10 March 2006 Part 4 Page ii

Part 4 Guidance on the Process of Delivering

Structured Learning Programmes for
Aerodrome RFFS Personnel
1 Introduction
1.1 This guidance should be read and used in conjunction with ICAO Training Manual Part
A-1, General Considerations. The purpose of this guidance is to promote the uniform
application of ICAO Standards and Recommended Practices, to assist licensees to
establish structured learning programmes, and to encourage a high standard of
professional competence.
1.2 It is important to achieve, not only a high standard of initial training but a thorough
and recurrent programme designed to ensure complete familiarity with the
theoretical and practical aspects of fire fighting and the equipment and aircraft likely
to be encountered.
2 CAA Mandatory RFFS Structured Learning Programmes
2.1 Firefighter (Lower Category Aerodrome) – Initial and Revalidation

2.1.1 Acceptable SLPs for initial acquisition and revalidation of Certificates of Competence
for personnel employed at lower category aerodromes may still be delivered locally at
a licensed aerodrome in accordance with CAP 168 Chapter 8.
2.2 Supervisor (Lower Category Aerodrome) – Initial and Revalidation
2.2.1 Acceptable SLPs for initial acquisition and revalidation of Certificates of Competence
shall still be required to be delivered at an ATP. It is anticipated that the duration of
an acceptable SLP meeting these objectives will be no less than one week.
2.3 Firefighter (Initial)
2.3.1 The content of an acceptable SLP for the initial acquisition of competence for an
aerodrome Firefighter has been approved by the CAA for delivery by approved training
providers. It will comprise the appropriate competences cross-mapped to the generic
role of an aerodrome Firefighter in accordance with CAP 699 Part 3. The duration of
the SLP to meet these objectives is likely to be no less than six weeks. The validity
of the Certificate of Competence will be four years. There is no change to this SLP.
2.4 Firefighter (Revalidation)
2.4.1 The content of an acceptable SLP for Firefighter Revalidation has been approved by
the CAA for delivery by approved training providers. It will comprise the Performance
Criteria (PC) of the appropriate competences cross-mapped to the generic role of
aerodrome Firefighter. The duration of an acceptable SLP to meet these objectives
is likely to be no less than one week. The validity of the revalidated Certificate of
Competence will be four years. There is no change to this SLP.
2.4.2 In-house Maintenance of Competence – Firefighters may also revalidate at the
aerodrome where they are employed, in accordance with CAP 699, providing the CAA
has accepted the licensee’s appropriate Maintenance of Competence Scheme (CAP
699 Part 4). There is no change to this process and it is based on the application of
knowledge, skills and understanding in the workplace to the standard described in
their role-map. Individuals who can consistently maintain this standard are described
as having demonstrated ‘competence in application’.

2.5 Bridging – Structured Learning Programme (Firefighter)

2.5.1 Based on the re-structuring of the training system the AOA RFFWG, including the
International Fire Training Centre (IFTC), has developed a new SLP and methodology
to support entrants into the CAP 699 framework who possess appropriate
Accreditation of Prior Learning (APL). This recognises the knowledge and
understanding that may have been gained within, for example, the Royal Air Force,
Royal Navy, Ministry of Defence or Army Fire Services. Historically APL was
recognised by the ATP. However, in the vast majority of cases the candidate was still
required to complete the Firefighter initial SLP in full.
2.5.2 This new SLP will acknowledge valid APL providing the candidate can provide
acceptable evidence to the licensee who nominates the candidate and the ATP who
must be satisfied with the APL.
2.5.3 The content of an acceptable SLP for the initial acquisition of competence for an
aerodrome Firefighter (Bridging) has been approved by the CAA for delivery by
mapped to the generic role of an aerodrome Firefighter in accordance with CAP 699
Part 3. The duration of the SLP to meet these objectives is likely to be no less than
two weeks. The validity of the Certificate of Competence will be four years. This is
a new SLP that affords greater flexibility and cost saving when recruiting.
2.5.4 The group also recognised that experienced Firefighters employed at Lower Category
Aerodromes might possess the necessary elements of APL to attend this SLP if, for
example, the aerodrome is increasing their RFFS Category above Category Two.
2.5.5 To permit the transfer of skill at a higher level (Supervisor & Manager) the AOA
RFFWG decided that the current SLPs are appropriate and that entry into the system
would be at the initial entry levels described at Supervisor & Manager.
2.6 Crew Commander Incident Command (Initial Acquisition)
2.6.1 The content of an acceptable SLP for the initial acquisition of competence for a
Firefighter who undertakes incident command has been approved by the CAA for
delivery by approved training providers. This will comprise the Performance Criteria
(PC) of the appropriate competences cross-mapped to the generic role. It is
to be no less than one week. The validity of the Certificate of Competence for this
SLP will be four years. This is a new SLP that replaces the current Crew Commander
SLP. It is intended to bridge the gap between Firefighter and Supervisor by providing
the candidates with the first stage of Incident Command System (ICS) training, to
enable them to acquire the skills to support the Supervisor (Watch Commander)
within an Incident Command System as Sector Commanders.
2.7 Crew Commander Incident Command (Revalidation)
2.7.1 The content of an acceptable SLP for Crew Commander Incident Command
Revalidation has been approved by the CAA for delivery by approved training
competences cross-mapped to the generic role. It is anticipated that the duration of
an acceptable SLP to meet these objectives is likely to be no less than one week. The
validity of the revalidated Certificate of Competence will be four years.
2.7.2 This is a new SLP that replaces the current Crew Commander Revalidation SLP and
is intended for those personnel who remain at this level and who do not deputise for
the Watch Commander.

2.7.3 The competence may also be revalidated at the aerodrome where they are employed,
in accordance with CAP 699, providing the CAA has accepted the licensee’s
appropriate Maintenance of Competence Scheme (CAP 699 Part 4). This is a change
to the current process and brings Crew Commanders in line with CAP 699. It is based
on the application of knowledge, skills and understanding in the workplace to the
standard described in their role-map. Individuals who can consistently maintain this
standard are described as having demonstrated ‘competence in application’.
2.8 Supervisor Watch Commander (Initial Acquisition)
2.8.1 The content of an acceptable SLP for the initial acquisition of competence for a
Supervisor (Watch Commander) has been approved by the CAA for delivery by
mapped to the role of a Supervisor (Watch Commander). It is anticipated that the
duration of an acceptable SLP to meet these objectives is likely to be no less than
three weeks. The validity of the Certificate of Competence for a Supervisor (Watch
Commander) will be four years.
2.8.2 This SLP has been revised and is intended for Supervisors who are directly
responsible for Watch Command and Crew Commanders who would deputise in the
role of Watch Commander.
2.9 Supervisor Watch Commander (Revalidation)
2.9.1 The content of an acceptable SLP for Supervisor Revalidation (Watch Commander)
has been approved by the CAA for delivery by approved training providers. This will
comprise the Performance Criteria (PC) of the appropriate competences cross-
mapped to the generic role of aerodrome Supervisor (Watch Commander). It is
to be no less than one week. The validity of the revalidated Certificate of
Competence will be four years. This SLP has changed based on the roles described
above.
2.9.2 Supervisors may also revalidate their competence at the aerodrome where they are
employed, in accordance with CAP 699, providing the CAA has accepted the
licensee’s appropriate Maintenance of Competence Scheme (CAP 699 Part 4). This
is a change to the current process and brings Supervisors in line with CAP 699. It is
based on the application of knowledge, skills and understanding in the workplace to
the standard described in their role-map. Individuals who can consistently maintain
this standard are described as having demonstrated ‘competence in application’.
2.10 Grades of SLPs
The SLPs detailed herein are listed in accordance with the grades of SLPs which may
be considered as suitable for the grades of RFFS personnel listed in the Classification
of Occupations in Aviation given in Doc. 7192-AN/857, Part A-1, General
Considerations, Appendix 2.
2.11 Qualifications
The SLPs detailed in this chapter should only be carried out at training establishments
approved by the CAA (‘Approved Training Providers’). Each SLP should incorporate a
range of appropriate oral, technical, practical and written tests.
2.12 Validity of Certificates
Certificates of Competence shall be valid for the periods identified in CAP 168
Licensing of Aerodromes, Chapter 8. All personnel should re-qualify by test following
attendance on further SLPs appropriate to their grades.

3 Resources
3.1 Practical Training Facilities

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

Appendix A Reference and Guidance on CAA Assessments

of In-house Maintenance of Competence
Schemes
1 Introduction
Following the recent consultation on CAP 699 the Aerodrome Standards Department
(ASD) Inspection Section will need to assess the implementation of CAP 699 at UK
Licensed Aerodromes. In order to maintain a standardised, reasonable approach the
CAA Inspectors will assess a licensee’s ability to meet the standards using the
following policy and procedures. This will enable the CAA to have an understanding
of how licensees have adopted CAP 699 and enable Inspectors to record their
findings as appropriate. CAP 699 outlines the acceptable means of compliance with
the training requirements of CAP 168, Chapter 8. The Safe Person Concept states
that Organisations can normally achieve the health, safety and welfare of people at
work by providing and maintaining: A safe working environment, safe work
equipment, safe systems of work and a competent workforce. A licensee must
determine how they intend to comply with CAP 699 and all licensed aerodromes
should have a maintenance of competence scheme for their RFF personnel. The
options are outlined in CAP 699 at Intro/2. The Maintenance of Competence for
Firefighters is further outlined in CAP 699 and gives guidance regarding the
production of a training manual and the phases, which will be utilised by ASD during
the assessment of a scheme.
2 Scope
It is intended that this policy and procedures will assist Inspectors and aerodrome fire
officers in applying a standardised approach when dealing with the implementation of
CAP 699 at licensed aerodromes and when assessing a maintenance of competence
scheme for airport firefighters.
3 Objective
All Rescue and Fire Fighting (RFF) personnel shall be properly trained to perform their
duties in an efficient manner and shall participate in live fire drills (including pressure-
fed fuel fires) commensurate with the types of aircraft and type of rescue and fire
fighting equipment in use at the aerodrome (CAP 168 chapter 8).
4 Internal Guidance
4.1 Inspectors will continue to ascertain that training of RFF personnel is appropriate and
compliant. The onus for assessing and setting the training policy rests firmly with the
licensee or their nominated person(s).
4.2 An holistic training programme is difficult to assess in the short period of time
allocated during an Inspection/Audit and it is therefore recommended that licensees
conduct a Training Needs Analysis. This should be submitted in the first instance to
the appropriate Inspector. He/she can then make an initial assessment and submit

their findings, conclusion, and recommendation(s) to the CAA Senior Aerodrome

Inspector (RFF).
5 Procedures
In order to assist the Inspector(s) in establishing/agreeing that competence is being

achieved/maintained to an acceptable standard (CAP 699) he/she should:
5.1 Ensure the licensee has a written corporate policy. This should incorporate training for
competence as an integral part of the licensee’s strategy. The policy should be
compliant with CAA requirements. It should acknowledge that the key objective of
training for competence is the development and use of training and assessment
systems that contribute to the efficient delivery of services while eliminating or
reducing risk to the organisation, its staff and equipment, the community within the
boundaries it serves and the environment.
5.2 Ensure the licensee has a Framework:
a) This should be a systematic method of managing and organising the development,
delivery and evaluation of all the training provided.
b) Contain an objective assessment process to measure consistently the acquisition
of knowledge, skills, attitude and understanding achieved by individuals and
teams.
c) Contain an objective assessment process to measure consistently the application
of knowledge, skills, attitude and understanding achieved by individuals and
teams.
6 Competent Person
The Licensee should have appointed a competent person to oversee the training
programme for the Rescue and Fire Fighting Service (RFFS) personnel.
7 Training Programme
The programme should be in place and should continuously demonstrate that all
personnel possess and practice the skills, knowledge and understanding to complete
the necessary tasks according to their individual roles.
8 Training Policy
A licensee’s training policy can appear in many formats but in every case it should:
a) Identify and define the licensee’s strategic training and development needs for
RFFS personnel.
b) Set the licensee’s training aim, objectives and priorities.
c) Establish the structure, management, resources and facilities for the training
function.
d) Identify assessment methodologies.
e) Establish the process for auditing, evaluation and reviewing the training function.
f) Detail the process for reviewing the training policy.
g) Ensure that the unit and elements related to the core tasks are practised or
simulated.

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

i) Incorporate the current regulatory requirements of CAP 168.
NOTE: Minimum guidance is given in the relevant appendices of CAP 168, Chapters 8 and
9. This is very appropriate when assessing training policies at lower category
aerodromes.
9 Role Maps
These are a collection of the functions that have been identified for that particular role:
Firefighter, Supervisor and Manager. Performance outcomes are grouped together
into functions but define the activities relevant to a particular role. (See CAP 699, Part
1, page 2).
10 Key Performance Indicators (KPI)
a) Training and Learning.

b) Acquisition (initial) of competence.
c) Application of competence.
d) Consistent workplace performance.
e) Continuous professional development.
KPIs can give an indication of how the system is functioning and how efficient and
effective the process is. KPIs should be monitored by internal and external audits.
11 Task Analysis/Risk Assessment
11.1 A task analysis will assist licensees to determine the tasks required of the RFFS
personnel according to role(s). A Task Analysis should primarily consist of a qualitative
analysis of the RFFS response to realistic worst-case aircraft accident scenarios.
Following completion of an analysis an aerodrome will be able to utilise the event
trees to identify training needs. The analysis should remain live and be reviewed
appropriately.
11.2 It is worth remembering that personnel conducting an analysis of this nature must not
discount Health and Safety issues and deal only with the CAA regulatory
requirements. It is worth drawing attention to this fact and referencing various other
documents which deal directly with Risk assessment:
• Memorandum of Understanding Between the Health and Safety Executive and the
Civil Aviation Authority (CAA) Safety Regulation Group (April 1998).
• HS (G) 65 Successful Risk Assessment.
• The Management of Safety (CAA) Guidance to Aerodromes and Air Traffic Service
Units on the Development of Safety Management Systems.
• A Guide to Operational Risk Assessment (HM Fire Service Inspectorate).
• A Guide for Managers (HM Fire Service Inspectorate).
• A Guide for Senior Officers (HM Fire Service Inspectorate).
• Training Model- Health and Safety, Fire Service Guide Volume 4.
• Fire Service Manual- Training, Volume 4 (ISBN 0 11 341224X)
NOTE: The above list is not exhaustive.

12 Training Analysis
12.1 Experience of applying skills, knowledge and understanding is an important ingredient

and will only occur if training needs are identified. Training helps people acquire the
skills, and attitudes to make them competent in role and task. However, the training
officer will need to decide what and if training is required, identify the training needs,
identify training objectives, deliver the training and ensure they evaluate the
effectiveness of the training. This will require the training officer to ‘close the loop’ on
the training process. Training officers may decide to establish a Safety Training
Model. This should include the following aims:
a) Set Policy and Objectives.
b) Conduct Safety Reviews.
c) Identify Training Needs.
d) Design the Training.
e) Deliver the Training.
f) Evaluate the effectiveness.
g) Apply a structured formal assessment process.
NOTE: Having conducted an analysis the Training Officer would be able to identify the
internal or external resources required to deliver the appropriate training. A suitable
example of a Safety Training Model is given in CAP 642, Part 6, Section 2.
13 Records
Should identify whether all individuals having taken Competence-Based Training have
fulfilled the requirement of CAP 699 in achieving competence. Records should
include the minimum information outlined in Part 2 Appendix B.
14 CAP 699 Part 3 - Standards of Competence.
It must be made clear that the standards contained in Part 3 are not training
standards. These are standards of competence, which reflect the required outcomes
of individual performance, based on the functions which individuals are required to
undertake. The full set of units and elements within CAP 699 can be combined in
various ways to meet specific roles and responsibilities (role-mapping), thus giving
flexibility to meet the needs of different roles within different categories of
aerodrome Fire Services. The standards are designed to be utilised in two key ways:
a) As a basis for design of relevant training.
b) As a framework for assessment of individual performance. (See CAP 699, Part 3,
Background.)
15 Lower Category Aerodromes- RFF Categories Special, 1 and 2.
Lower Category (RFF) aerodromes may not have a dedicated specialist(s) to monitor/
conduct training. However, the licensee must ensure a positive attitude to training. In
essence the lower category aerodromes have for several years been applying the
ethos of CAP 699. This has evolved through CAP 605 and the Low Category Junior
10 March 2006 Part 4 Appendix A Page 4

Officer Instructors/Trainers. CAA will encourage these aerodromes to follow the

guidance in CAP 699.
NOTE: Appendix 8G of CAP 168, Chapter 8 will assist licensees in this area. It has been
written in a manner, which consolidates the advice previously provided by CAP 605,
which is withdrawn.
16 Procedures for the Approval of Aerodromes and Training Providers.
If Inspectors are asked to provide guidance in this area they will acknowledge the
original enquiry and direct the applicant to CAP 699, Part 2.
17 Conclusion
17.1 In order to maintain a standardised, reasonable approach, it must be made clear that
the standards contained in Part 3 are not training standards. These are standards of
competence, which reflect the required outcomes of individual performance, based
on the functions which individuals are required to undertake. The full set of units and
elements within CAP 699 can be combined in various ways to meet specific roles and
responsibilities (role-mapping), thus giving flexibility to meet the needs of different
roles within different categories of aerodrome fire services. The standards are
designed to be utilised in two key ways:
a) As a basis for design of relevant training.
b) As a framework for assessment of individual performance.
17.2 Experience of applying skills and knowledge is an important ingredient and will only
occur if training needs are identified. Training helps people acquire the skills, and
attitudes to make them competent in role and task.
17.3 Inspectors should continue to ascertain that training of RFF personnel is appropriate
and compliant. The onus for assessing and setting the training policy rests firmly with
the licensee or their nominated person(s). The Inspector should only raise the issue
as a Category 1 CAA report Item if he/she cannot be satisfied that the RFFS can
operate their appliances and equipment effectively or that training has not been
conducted in a robust manner.
17.4 The Safe Person Concept: Organisations can normally achieve the health, safety and
welfare of people at work by providing and maintaining:
a) A safe working environment.
b) Safe work equipment.
c) Safe systems of work.
d) A competent workforce.
NOTE: All Rescue and Fire Fighting personnel shall be properly trained to perform their
duties in an efficient manner and shall participate in live fire drills (including pressure-
fed fuel fires) commensurate with the types of aircraft and type of rescue and fire
fighting equipment in use at the aerodrome. An ongoing measure of continuous
competence and a way of identifying training needs formalises the process that has
been operating successfully for a number of years.
Any acceptable training/maintenance scheme must not allow a compromise to the

Rescue and Fire Fighting Service Response Time Criteria/Objective.
10 March 2006 Part 4 Appendix A Page 5

Appendix B Check List for the Initial and Ongoing

Assessment of a Maintenance of Competence
Scheme in accordance with CAP 699 Part 4,
Phases (1) (2) and (3)
Acceptable
Qualifying
Improved
Does Not
Needs to
Remarks
Improve
Manual
Apply
Being
1 Scheme Outline
2 Introduction
3 Index
4 Quality Control and

amendment process, which
includes the verification
process
5 Strategic Organisation
Aerodrome Manual, Policy,
Health and Safety At Work
and appropriate legislation.
6 Company or Departmental
Training Policy
7 Training Philosophy
8 Aim(s) and Key Function(s)
9 Training Objectives
10 Vertical Chart- Flow Chart.

Competent Person/Training
Officer
11 Training Programme
12 Timetable/Periodicity
13 Staff Briefs/Instructions
14 Recognition of the Scheme-

Validation

Acceptable
Qualifying
Improved
Does Not
Needs to
Remarks
Improve
Manual
Apply
Being
15 Mode of Study
16 Task Analysis
17 Role Maps/Cross Mapping
18 Training Needs Analysis
19 Training Facilities Analysis
20 External Training
resource(s) Outreach
21 Health and Safety Policy
22 Accident Reporting
23 Structure of Curriculum
Content- Programme
24 Scheme Organisation/
Management
25 Entry Standards and

Assessment- Staff transfer.
This could include induction
and mentor schemes.
26 Teaching, Learning and

mode of delivery.
27 Resource Implications
28 Staff Training and

Development. This could be
for firefighters and trainers
and could be in the form of
a diary or development
plan.
29 Staff Curriculum Vitae

Qualifications.
30 Teaching Material

Acceptable
Qualifying
Improved
Does Not
Needs to
Remarks
Improve
Manual
Apply
Being
31 Equal Opportunities Policy
32 Assessment and
Examination Policy to
include an appeals
procedure
33 Validation Process QMS
34 Issue of Certificates
35 Personnel Records CAP 699
36 Internal Audit
37 Change Policy. This should

cover documents, notes,
procedures, lectures etc.
38 Technical/Theory Session
Assessment/Inspection
39 Practical Exercise/Session
Assessment/Inspection
40 Assessment - Evaluation
41 Sickness Reporting Return

to work policy.
42 Contingency Plans. For

continued operation of the
scheme.
43 Operational Assessment/
Impact of the scheme. The
RFF Response Criteria/
Objective must not be
compromised.
NOTE: The above checklist is not exhaustive and is intended as guidance.
10 March 2006 Part 4 Appendix B Page 3

General or Additional Comment(s)
Subject Title Additional Comment(s)
Flow Chart for the Initial and Ongoing Assessment of a Maintenance of Competence
Scheme in accordance with CAP 699 Part 4, Phases (1) (2) and (3).
NOTE: The acceptance process is broken into three distinct Phases.
Phase (1) An informal discussion stage at which the CAA overall requirements will be
explained and questions answered.
Phase (2) A paper assessment stage in which system/process content, details of the
maintenance scheme will be reviewed and assessed.
Phase (3) A practical assessment stage in which the physical and practical facilities and
selected systems will be formally inspected and systems sampled.
Phase 1
Conduct informal discussions with licensee and determine outcome/process
Receive formal request from aerodrome licensee
Acknowledge request and confirm in accordance with CAA Code of Practice
Request licensee to produce manual
Establish acceptable timescale
Confirm Phase 1 complete and record on CAA file with date

Phase 2
Receive Manual at Regional Office
Where appropriate the Regional Inspector should seek assistance from the
Senior Aerodrome Inspector
Regional Inspector will assess a manual against the checklist and confirm
findings to licensee
Assess amendment process for the manual
Agree outcome with licensee
Accept manual/process/scheme
Confirm Phase 2 complete and record on file with date
Phase 3
Regional Inspector will arrange site visit. Two Inspectors should conduct the
initial site visit
Conduct site visit
The site assessment should take account of the principal areas from the Training
Manual: Practical Facilities, Practical Elements/Sessions, Theoretical Elements,
Assessment Process, Recording System, Safe Systems at Work, Internal Audit
Process/Scheme etc.
Confirm findings to licensee and agree outcome
Complete Phase 3 by consulting with the Senior Aerodrome Inspector (RFF) and
accepting the Maintenance of Competence Scheme. Record on file with date
Ensure ongoing assessment of the agreed scheme through normal regulatory

oversight programme
NOTE: The above process should act as a guide to the process and the Regional Inspector
should ensure that the Senior Aerodrome Inspector (RFF) is kept fully apprised
before the final scheme is agreed.

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Safety Regulation Group

Standards for the Competence of Rescue and

Standards for the Competence of Rescue and

© Civil Aviation Authority 2005

ISBN 0 11790 582 8

First Edition March 2000

Enquiries regarding the content of this publication should be addressed to:

Printed copy available from:

List of Effective Pages

Part Chapter Page Date Part Chapter Page Date

iii 10 March 2006 Part 3 3 March 2000

10 March 2006 Page iii

Part Chapter Page Date Part Chapter Page Date

Part 3 49 March 2000 Part 4 ii 10 March 2006

10 March 2006 Page iv

List of Effective Pages iii

Part 1 Introduction to the Standards for the Competence of

Introduction to Part 1 – Competence Framework 1

10 March 2006 Page v

Part 2 Procedures for the Approval of Aerodromes and

10 March 2006 Page vi

Appendix A Example Training Scenario:

Appendix B Audit Trail

Part 3 Standards for the Competence of Rescue and

Part 4 Guidance on the Process of Delivering Structured

10 March 2006 Page vii

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

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

10 March 2006 Page viii

Number 1 1 August 2002

1/2006 March 2006 Civil Aviation Authority March 2006

1 August 2002 Page ix

Revision 1/2002 August 2002

10 March 2006 Revision History Page 1

2.1 Aerodrome management should have a written corporate policy, which

10 March 2006 Foreword Page 1

10 March 2006 Foreword Page 2

10 March 2006 Foreword Page 3

10 March 2006 Foreword Page 4

3 Compliance with Statutory Requirements

10 March 2006 Foreword Page 5

4 Amendments to CAP 699

Suggestions for improvements to this document may be submitted in writing to:

10 March 2006 Foreword Page 6

10 March 2006 Foreword Page 7

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

10 March 2006 Foreword Page 8

10 March 2006 Foreword Page 9

5.27 Skills: Behaviours or actions, which require practice in order to be performed

10 March 2006 Foreword Page 10

10 March 2006 Foreword Page 11

Part 1 Introduction to the Standards for the Competence of RFFS

Introduction to Part 1 – Competence Framework 1

1 August 2002 Part 1 Page i

Part 1 Introduction to the Standards for the