Learner Guide

PERFORM BASIC FIRE FIGHTING
FACILITATOR/LEARNER GUIDE
Unit Standard No: 12484
Unit Standard Credits: 4
NQF Level: 2
SKILLS PROGRAM 1
BOOK 8
2
REVIEW AND ALTERATION OF TRAINING MATERIAL
What follows is a brief explanation of the process that was followed in the alteration of this training material. A
working group was formed after inviting interested parties to attend a meeting at SASSETA.
The working group was mandated to review the material and thereafter make the necessary changes so as to
provide the industry with a more user friendly set of materials which better reflects the needs of the security
industry.
It must be understood that this is the first review and by no means the final review. The working group was
placed under enormous pressure to get a workable set of materials into the hands of the accredited security
industry training providers as quickly as possible. We therefore have no doubt that even though the materials
have been vastly improved upon, there are still areas that may require change. This we plan to do in the next
renewal phase after we receive feedback from training providers who have used the material for approximately
a year.
Our review process focused on the following:
• Removal of unnecessary information/duplication from the learning material.

• Ensure alignment with the unit standards.
• Re-draft all formative and summative assessments.
• Correct inappropriate use of language.
TASK TEAM
The task team that completed the work on this training material deserves a very special “thank you”,
considering that all their time and efforts were provided free of charge. Nobody was paid for any of the work
done on behalf of the task team. SASSETA provided funding for the expenses incurred in printing, typesetting,
lunch and refreshments.
The task team members are as follows:
Andre Pretorius International Firearm Training Academy

Andre Wilken SSN
Dave Dodge ESKOM
Eddie Du Plooy/ Elvis Masera SBV Services
Jean Du Plessis Lyttleton Firearm Training Centre
Leon van Rooyen NAD
Lionel Arries SASSETA (observer/adviser)
Marion Colley Pexco Security and Training
A very sincere thank you to all of these individuals and the companies they work for, who allowed them to
participate during business hours. This could not have been done without your commitment.
Sincerely
Andre Pretorius
Task Team Chairman
3
PROGRAM GUIDE 5-6
1. Introduction 5
2. Purpose of this learning program 5
3. Standards and qualifications 5
4. Assessment 5
5. Security program matrix 6
Study unit 1: Types of Fires 7-13
1. Definition of a fire 8
2. Elements of a fire 8
3. Classification of fire 9
4. Conditions of a fire 10
5. Common sources of heat 11
6. Transmission ways in which a fire spread 12
Study unit 2: Fire Prevention 14-19
1. Goals of fire prevention 15
2. Fire hazards 15
3. Preventative measures 17
Study unit 3: Housekeeping 20-23
1. Why is good housekeeping important? 21
2. General housekeeping guideline 21
3. Do’s and Don’ts 22
Study unit 4: Fire Fighting 24-31
1. Know the use of different types of fire extinguishers 25
2. How to operate a fire extinguisher 30
3. Fire hoses 31
Study unit 5: Fighting Fire 32-37
1. Make the correct decision in the process of fighting a fire 33
2. Fighting a fire 33
3. Fighting the fire 34
4. Procedure after the fire 35
5. Handing over to the emergency services 35
6. ROAST 36
7. Methods of extinguishment 36
Unit Standard 38-51
Learner Workbook Section 52-58
4
Introduction
This learning program is part of a complete qualification. For more details concerning the complete
qualification please contact your service provider or alternatively the office of the SASSETA.
2. Purpose of this learning program
The skills, values and knowledge reflected in this unit standard are required by people in the field of
manufacturing and engineering. The learning outcomes in this unit standard also contribute to the exit level
outcomes required for various manufacturing and engineering qualifications.
Qualifying learners can select and use the appropriate fire fighting equipment to extinguish or control fires
in the workplace.
2.1 Target group
This program is compiled for the following target group:
• Security members.
• South African Defense Force members.
• South African Police Force members.
• Correctional Services.
• Individuals who wish to complete the NQF level 3 National Certificate in security practices.
3. Standards and qualifications
Unit standards are the “building blocks” of qualifications. All qualifications are plotted on the National
Qualifications Framework (NQF).
Unit standards comprises of outcomes. An outcome is a statement that describes the required
competency that must be demonstrated by the learner on successful completion of a training
intervention.
4. Assessments
The assessment criteria in this unit standard describes the evidence that is needed that will
show that you have demonstrated the outcome correctly.
Kindly refer to the unit standard attached hereto for the assessment criteria listed under each Specific
Outcome in order for you to see what you will be assessed against.
You will be required to complete 2 written exams. The first is a formative assessment (open book
exam) and the second is a summative assessment (closed book exam). The purpose of the formative
assessment is to prepare you for the summative assessment.
The learner guide will remain the property of the learner once the LEARNING PROGRAM has been
completed.
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5. Security program matrix
SKILLS PROGRAM 1: SASSETA E

1 246694 Explain the requirements for becoming a Level 3 4 Credits
security service provider
2 244184 Apply legal aspects in a security Level 3 8 Credits
environment
3 244182 Give evidence in court Level 3 4 Credits
4 244176 Use security equipment Level 2 2 Credits
5 244181 Perform hand over and take over Level 3 2 Credits Patrol Security
responsibilities officer/Grade E
6 244177 Conduct a security patrol in area of Level 3 7 Credits
responsibility
7 244179 Handle complaints and problems Level 3 6 Credits
8 12484 Perform basic fire fighting Level 2 4 Credits
9 116534 Carry out basic first aid treatment in the Level 3 2 Credits
workplace
SKILLS PROGRAM 2: SASSETA D

1 24418 Conduct access and egress control Level 4 7 Credits
9
2 24282 Conduct evacuations and emergency drills Level 4 4 Credits
5
3 11505 Identify, handle and defuse security
Level 4 12 Credits
related conflict
4 11770 Demonstrate knowledge of the Firearms
Control Act 2000 (Act No. 60 of 2000)
Level 3 3 Credits Access control
5
officer/Grade D
5 11392 Apply basic business ethics in a work
Level 2 2 Credits
4 environment
6 11946 Write/present/sign texts for a range of
Level 3 5 Credits
5 communicative contexts
7 11497 Operate a computer workstation in a
Level 3 2 Credits
9 business environment
SKILLS PROGRAM 3: SASSETA C

1 113909
Coach a team member in order to
Level 3 5 Credits
enhance individual performance in work
environment
2 Apply knowledge of self and team in order
13912 to develop a plan to enhance team Level 3 5 Credits
performance
3 244578
Describe how to manage reactions
Level 3 2 Credits Asset & Reaction
arising from a traumatic event
officer/Grade C
4 113852
Apply occupational health, safety and
Level 3 10 Credits
environmental principles
5 13936
Outline the legal environment of a
Level 3 2 Credits
selected industry
6 119472
Accommodate audience and context
Level 3 5 Credits
needs in oral/signed communication
7 11508 Write security reports and take statements Level 4 10 Credits
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STUDY UNIT 1
TYPES OF FIRES
LEARNING OUTCOMES
On completion of this study unit the student w ill….
♦ Define a fire.
♦ Identify the elements of a fire.
♦ Demonstrate knowledge of the different types of fire.
♦ Identify the various causes of a fire.
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1. Definition of a fire
The state of combustion in which flammable materials burns, producing HEAT, FLAMES and SMOKE.
2. Elements of a fire
For fires to exist, the following four elements must be present at the same time:
♦ Enough OXYGEN to sustain combustion,

♦ Enough HEAT to raise the material to its ignition temperature,
♦ Some sort of FUEL or combustible material, and
♦ The chemical reaction that is fire.
Friction Solids
Static Liquids
Electricity Gasses
Spontaneous
Chemical
Open light
21% in air fire needs 16% to

sustain combustion
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Demonstrate knowledge of the different types of fire.
3. Classification of fire.
Portable fire extinguishers are classified to indicate their ability to handle specific classes and sizes of fires.
Labels on extinguishers indicate the class and relative size of fire that they can be expected to handle
Most fires that occur will fall into one or more of the following categories:
• Class A: Fires involving ordinary combustible materials, such as

paper, wood, and textile fibres, where a cooling,
blanketing, or wetting extinguishing agent is needed.
• Class B: Fires involving flammable liquids such as gasoline,

thinners, oil-based paints and greases. Extinguishers for
this type of fire include carbon dioxide, dry chemical* and
halogenated agent types.
• Class C: Fires involving energized electrical equipment, where a

non-conducting gaseous clean agent or smothering agent
is needed. The most common type of extinguisher for this
class is a carbon dioxide extinguisher.
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• Class D: Fires involving combustible metals such as magnesium,
sodium, potassium, titanium, and aluminium. Special dry
powder extinguishing agents are required for this class of
fire, and must be tailored to the specific hazardous metal.
• Class F: Fires involving commercial cooking appliances with

vegetable oils, animal oils, or fats at high temperatures. A
F wet potassium acetate, low pH-based agent is used for this
class of fire.
4. Conditions of a fire (conditions that you can expect)

♦ Darkness
♦ Heat
♦ Smoke
Fire is FAST!
There is little time!
In less than 30 seconds a small flame can get completely out of control and
turn into a major fire. It only takes minutes for thick black smoke to fill a room.
In minutes, a building can be engulfed in flames. You won't have time to grab
valuables because fire spreads too quickly and the smoke is too thick. There is
only time to escape.
Fire is HOT!
Heat is more threatening than flames
A fire's heat alone can kill. Room temperatures in a fire can be 100
degrees at floor level and rise to 600 degrees at eye level. Inhaling
this super hot air will scorch your lungs. This heat can melt clothes
to your skin. In five minutes a room can get so hot that everything in
it ignites at once: this is called flashover.
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Fire is DARK!
Fire isn't bright, it is pitch black
Fire starts bright, but quickly produces black smoke
and complete darkness. You may be blinded,
disoriented and unable to find your way around even
in your own home you have lived in for years.
Fire is DEADLY!
Smoke and toxic gases kill more people than flames do. Fire
uses up the oxygen you need and produces smoke and
poisonous gases that kill. Breathing even small amounts of
smoke and toxic gases can make you drowsy, disoriented and
short of breath. The odourless, colourless fumes can lull you into
a deep sleep before the flames reach your door. You may not
wake up in time to escape. CO (Carbon Monoxide) is often
referred to as the silent killer it is a colourless, odourless,
tasteless, non-irritating, toxic gas.
5. Common sources of heat
♦ Electricity.
♦ Smoking.
♦ Friction.
♦ Cutting and welding.
♦ Spontaneous ignition.
♦ Static electricity.
♦ Chemical reaction.
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1.
Primary Survey
2.
Diagnoses
6. Transmission ways in which a fire spread
• Conduction.
• Convention.
• Radiation.
Radiation
Radiation refers to the emission of energy in rays or waves. Heat
moves through space as energy waves. It is the type of heat one
feels when sitting in front of a fireplace or around a campfire. It travels
in straight lines at the speed of light. This is the reason that when
facing the fire, only the front is warmed. The backside is not warmed
until the person turns around. The earth is heated by the sun through
radiation. Sunburns are a “fact of life” when people are exposed to
the sun very long. Most of the preheating of fuels ahead of a fire is by
radiation of heat from the fire. As the fire front gets closer, the amount
of radiant heat increases and heats the combustible materials.
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Convection
Convection is the transfer of heat by the physical movement of
hot masses of air. As air is heated, it expands (as do all
objects). As it expands, it becomes lighter then the surrounding
air and it rises. (This is why the air near the ceiling of a heated
room is warmer than that near the floor.) The cooler air rushes
in from the sides. It is heated in turn and it also rises. Soon a
convection column is formed above the fire which can be seen
by the smoke that is carried aloft in it. This “in-draft” of cooler
air from the side helps to supply additional oxygen for the
combustion process to continue.
Conduction
Conduction is the transfer of heat within the material itself.
Most metals are good heat conductors. Wood is a very poor
conductor so it transmits heat very slowly. This can be
illustrated by the fact that a wooden handle on a hot frying pan
remains cool enough to be held by the bare hands. Conduction
is not an important factor in the spread of forest fires.
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STUDY UNIT 2
FIRE PREVENTION
LEARNING OUTCOMES
♦ Demonstrate knowledge of the goals of preventing a fire.

♦ Demonstrate skills and knowledge to setup a strategy to prevent a fire.
♦ List general measures to prevent a fire.
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Demonstrate knowledge of the goals of preventing a fire.
Fire fighting is a very important job. But if you think about it, fire prevention is even more crucial. Why fight
something that you can prevent in the first place, right? We always think about fire protection equipment
and the use of fire fighting tools but sometimes we neglect the importance of practicing fire preventive
measures to prevent an actual fire accident from happening by identifying fire hazards and prevent the
triangle from forming.
1. GOALS OF FIRE PREVENTION
• IDENTIFY fire hazards

• To ELIMINATE fire hazards
• To COMPLY with by-laws
2. FIRE HAZARDS
2.1. Electrical hazards
• Damaged wiring.
• Damaged plugs.
• Damp or wet wires.
• Overloaded motors.
• Broken switches, outlets, or sockets.
• Problems with lighting fixtures.
• Faulty heating elements.
• Overloaded circuits.
• Liquids near computers.
• Computers without surge protectors.
2.2. Housekeeping hazards
• Piles of scrap, waste materials, and trash.

• Sawdust, metal or plastic powder that can form an
explosive mixture with air.
• Obstructed aisles.
• Blocked emergency exits.
• Material covering up fire extinguishers, exit
signs, and alarms.
• Blocked sprinkler heads.
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2.3. Friction hazards
• Hot bearings.
• Misaligned or broken machine parts.
• Choking or jamming materials.
• Poor adjustment of moving parts.
• Inadequate lubrication.
2.4. Process or operation-related hazards
• Cutting and welding operations, which use open flames and

produce sparks.
• Molten metal, which can ignite combustibles or fall into cracks
and start a fire that might not erupt after the work is done.
• Processes that heat materials to high temperatures.
• Drying operations where materials in dryers can overheat.
• Grinding operations that produce sparks and dust.
• Processes in which flammable vapours are released.
2.5. Storage hazards
• Material stacked too high blocking sprinkler heads (need 18-inches clearance from head).
• Flammable or combustible material stored too close to heat sources.
• Flammable materials not stored in special containers and cabinets. Inadequate ventilation in
storage areas.
• Material that might react with one another stored together.
• Material stored in damaged containers.
• Material stored in unlabeled containers.
• Containers not tightly sealed.
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2.6. Smoking hazards
• Ignoring "No Smoking" signs.

• Smoking around flammable or combustible materials.
• Throwing matches and cigarettes or cigars on tables or workbenches.
• Tossing butts on the floor or grass without properly extinguishing them in
an ashtray or ash can.
• Tossing lighted butts or matches out windows or doors.
• Smoking in bed.
• Leaving a cigarette/cigar unattended.
• Smoking in areas where there is an accumulation of sawdust, plastic or
metal powders that may become explosive.
3. PREVENTATIVE MEASURES
Since we know that all the three conditions of HEAT, FUEL AND OXYGEN must be present in order for a
fire to start; our basic fire prevention strategy must be to KEEP THEM ISOLATED FROM EACH OTHER.
Heat sources must be kept away from combustible materials and if possible, from oxygen.
3.1. General measures to prevent a fire
♦ Smoke detector: It is important to have smoke detectors installed on each floor.
Remember to check the smoke detectors regularly for proper function.
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♦ Emergency numbers: While you should call emergency services if there is a fire, do not call from
the location of the fire.
Remember to update your emergency number list regularly.
♦ Emergency plan: Make sure everyone is familiar with the evacuation plan and the location of the
emergency doors. Should one exit route be blocked by the fire, you must have another exit to use.
Agree on a place to meet to do a “head count” once you evacuate the building.
Always clear emergency exit doors and exit routes from unnecessary objects.
♦ Smokers: Never smoke while going to sleep or when you are sleepy.
The ashes could easily start a fire while you are sleeping or too drowsy to be alert.
♦ Heaters: Any portable heater should be kept at least a meter from anything that can burn
(including the wall). Never leave a heater on when you are not in the office.
♦ Matches: It is very important to keep matches out of reach of children. Do not keep matches
near a fireplace.
Half of all fire deaths occur at night, so fire hazard checks and special attention to
fire prevention should occur before applying your mind on something else.
Cooking: Keep the cooking areas clear of combustibles. Make sure to keep all pot handles turned inward
so they are not accidentally knocked over. Try to wear short sleeves or fitted clothes so you sleeves don’t
catch fire.
In case a grease fire occurs, carefully and calmly slide a lid over the pot to smother
the flames and turn off the stove.
♦ Tumble dryer: Never leave your tumble dryer on when you are not at home. You should clean
the dryer frequently to keep the airway clear.
♦ Electrical appliances and wiring
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NEVER OVERLOAD an electrical receptacle with extension cords or three-way adapters. If you need to
plug a lot of things into a single receptacle, use a power strip.
NEVER RUN ELECTRICAL CORDS UNDER CARPETS or rugs, over nails, in traffic
areas, or where there is chance of wear.
DON'T MISUSE EXTENSION CORDS. Never use a standard household extension cord
for a major appliance or a heat-producing appliance; instead use a heavy-duty appliance
cord that can carry the load.
When purchasing any ELECTRICAL DEVICE, choose only one that carries the SANS RATING.
DON'T PULL ON AN ELECTRICAL CORD to unplug it. Grasp the plug firmly and pull out straight so you
don't bend the prongs.
REPLACE ANY CORD OR PLUG THAT IS CRACKED or discoloured or feels hot to

the touch when in use. If the original wire or plug is polarized (one prong is wider
than the other), or if it has a third grounding prong, replace it with similar equipment.
CALL AN ELECTRICIAN IF YOUR LIGHTS FLICKER and your appliances run

sluggishly, or if you have a fuse that repeatedly blows or a circuit breaker that trips
often. These are signs that the system is overloaded.
DON'T USE A BULB WITH MORE WATTAGE than a lamp or fixture is rated to accommodate, or the unit
will overheat.
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STUDY UNIT 3
HOUSEKEEPING
LEARNING OUTCOMES
♦ Demonstrate the importance of housekeeping.

♦ Apply good housekeeping guidelines according to company SOP.
♦ Demonstrate knowledge of storage guidelines.
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Introduction
Good housekeeping habits are an important part of a safe workplace.
Effective housekeeping can eliminate some workplace hazards and help get a job done easily and
properly.
A good housekeeping program plans and manages the orderly storage and movement of materials from
point of entry to exit. It includes a material flow plan to ensure minimal handling.
Employees should be reporting any unusual conditions or hazards as well as obeying posted warning
signs.
1. Why is good housekeeping important?
♦ To reduce amounts of flammable and combustible materials.

♦ To reduce ignition hazards.
♦ To ensure safe emergency evacuation of occupants.
♦ To allow for quick emergency response.
2. General housekeeping guidelines.
Work areas to be kept clear of combustible material.

Do not obstruct fire equipment, exits and aisles.
Do not store material under staircases.
Clean up spills regularly.
Store flammable liquids in approved flammable liquid stores.
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3. DO’S
• Keep floors clean and clear of waste.

• Keep workplaces adequately lighted
• Keep light fixtures clean.
• Inspect and clean machinery and tools
regularly.
• Clean up spills immediately.
DON’T’S
• Use aisles and stairways as storage

areas.
• Block emergency exits, fire equipment or
first aid stations with stored materials.
• Allow materials to build up on floors.
• Store compressed gases near heat
sources.
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23
STUDY UNIT 4
FIRE FIGHTING EQUIPMENT
LEARNING OUTCOMES
♦ Know the different types of fire extinguishers.

♦ Know the use of the different types of fire extinguishers.
♦ Identify the correct fire extinguisher to fight a specific class of fire.
♦ How to operate a fire extinguisher.
♦ Know the location and operation of a fire hose.
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1. Know the use of different types of fire extinguishers
There are five different types of fire extinguishers they are colour coded and the instruction labels indicate
on which type of fires we can use them. The pictogram indicate the use if the pictogram is crossed out it is
not suitable for that class of fire
♦ WATER EXTINGUISHER
Signal Red
Best for:
Fires involving organic solid materials such as wood, cloth, paper,
plastics, Coal etc.
Danger:
Do not use on burning fat or oil or on electrical appliances.
How to use:
Point the jet at the base of the flames and keep it moving across the
area of the fire. Ensure that all areas of the fire are out.
How it works:
Water has a great effect on cooling the fuel surfaces and thereby
reducing the pyrolysis rate of the fuel.
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♦ Dry Powder Extinguisher. (Multi-Purpose)
Blue
Best for:
Fires involving organic solid materials such as wood, cloth, paper,
plastics, Coal etc.
Danger:
Safe on live electrical equipment, although does not penetrate the
spaces in equipment easily and the fire may re-ignite. This type of
extinguisher does not cool the fire very well and care should be
taken that the fire does not flare up again. Smouldering material in
deep seated fires such as upholstery or bedding can cause the fire
to start up again. Do not use on domestic chip or fat pan fires.
How to use:
Point the jet or discharge horn at the base of the flames and, with a
rapid sweeping motion, drive the fire towards the far edge until all
the flames are out. If the extinguisher has a shut-off control wait until
the air clears and if you can still see the flames, attack the fire again
How it works:
Similarly to almost all extinguishing agents the powders acts as a
thermal ballast making the flames too cool for the chemical
reactions to continue. Some powders also provide a minor chemical
inhibition, although this effect is relatively weak. These powders
thus provide rapid knockdown of flame fronts, but may not keep the
fire suppressed.
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♦ Foam Extinguisher. (AFFF)
Cream (Aqueous film-forming foam) (multi-purpose)

Best for:
Fires involving solids. Liquids such as grease, fats, oil, paint, petrol,
etc but not on domestic chip or fat pan fires. Can be used on class A
fires but not recommended.
Danger:
Do not use on domestic chip or fat pan fires.
How to use:
For fires involving solids, point the jet at the base of the flames and
keep it moving across the area of the fire. Ensure that all areas of
the fire are out. For fire involving liquids, do not aim the jet straight
into the liquid. Where the liquid on fire is in a container, point the jet
at the inside edge of the container or on a nearby surface above the
burning liquid. Allow the foam to build up and flow across the liquid.
How it works:
They are mainly water based, with a foaming agent so that the foam
can float on top of the burning liquid and break the interaction
between the flames and the fuel surface.
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♦ Carbon Di-Oxide Extinguisher
BLACK
Best for:
Live electrical equipment when it is not possible to isolate the
electric supply and flammable liquids such as grease, fats, oil paint,
petrol etc. but not on domestic chip or fat pan fires.
Danger:
Do not use on domestic chip or fat pan fires. This type of
extinguisher does not cool the fire very well and you need to watch
that the fire does not start up again. Fumes from CO2 extinguishers
can be harmful if used in confined spaces: ventilate the area as
soon as the fire has been controlled.
How to use:
The discharge horn should be directed at the base of the flames and
the jet kept moving across the area of the fire.
How it works:
Carbon dioxide extinguisher works on classes “B” and “C” and
works by suffocating the fire. Carbon dioxide will not burn and
displaces air.
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♦ Wet chemical
Canary Yellow
Best for:
The specialist wet chemical extinguishers are ideal for Class “F”
fires, involving cooking oils and fats, such as lard, olive oil,
sunflower oil, maize oil and butter.
Danger:
Check manufacturer's instructions for suitability of use. These
extinguishers are not recommended for class B fires and home use.
How to use:
Apply the wet chemical using the extended applicator in slow
circular movements, which give a gentle, yet highly effective
application. Apply the fine spray onto the burning fat until the
surface of the burning cooking oil changes into a soapy like
substance, this then prevents re-ignition. The gentle application
helps prevent hot oil splashing onto the user.
How it works:
Most class “F” extinguishers contain a solution of potassium
acetate, sometimes with some potassium citrate or potassium
bicarbonate. The extinguishers spray the agent out as a fine mist.
The mist acts to cool the flame front, while the potassium salts
saponify the surface of the burning cooking oil, producing a layer of
foam over the surface. This solution thus provides a similar
blanketing effect to a foam extinguisher, but with a greater cooling
effect. The saponification only works on animal fats and vegetable
oils, so class F extinguishers cannot be used for class B fires. The
misting also helps to prevent splashing the blazing oil. Tests have
established that a 6 litre extinguisher is capable of extinguishing a
fire in a 75 litre capacity deep fat fryer. The extinguisher is easy to
use producing a gentle but highly effective spray.
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2. How to operate a fire extinguisher?
It’s easy to remember how to use a fire extinguisher if you remember the acronym PASS
• Pull
• Aim
• Squeeze
• Sweep
Fires can be very dangerous and you should always be certain that you will not endanger yourself
or others when attempting to put out a fire.
For this reason, when a fire is discovered…
REACT upon discovery of fire or smoke
♦ Remove persons in immediate danger!
♦ Ensure doors are closed! (confine fire/smoke)
♦ Activate the building alarm!
♦ Call the Fire Department!
♦ Treat ALL fires as DANGEROUS!
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3. Fire hoses
♦ The large Fire hose reels located in multi storey buildings are to be used by building occupants to
fight fire, especially if they are trapped and cannot escape to an emergency exit.
♦ The Fire Hose Reels are connected to the mains water supply and extend for about 30m. Some
Fire Hose Reels are located in cabinets while others are visible on a wall in a hall or corridor.
There will always be appropriate signage, indicating their location.
How to operate a Fire Hose
Different Fire Hose Reels are very similar in operation, here is the generic procedure:
• Ensure the nozzle or jet is in the closed position.

• Turn on the main valve (some will not let the nozzle out until this is done).
• Pull the hose off the drum towards the fire.
• Open the nozzle or valve and direct the stream towards the fire.
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STUDY UNIT 5
FIGHTING FIRE
LEARNING OUTCOMES
♦ Make the correct decision in the process of fighting a fire.

♦ Stop a fire by using the correct equipment and procedure.
♦ Apply general precautions when fighting a fire.
♦ Identify and apply the correct procedures after a fire has been put out accordingly to SOP.
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1. Make the correct decision in the process of fighting a fire
HOWEVER - BEFORE DECIDING TO FIGHT THE FIRE, KEEP THESE THINGS IN MIND:
♦ Know what is burning. If you don’t know what’s burning, you won’t know what kind of
extinguisher to use.
♦ Even if you have an ABC fire extinguisher, there may be something in the fire that is going to
explode or produce toxic fumes.
2. Fighting a fire
When a fire starts you only have a few seconds to re-act in those seconds you must respond
quickly and effectively.
Do not fight the fire if:
• You have called the fire department first
• There is a possibility that your path of escape may be

blocked
• The fire is spreading fast
• You do not know what is burning
• You don’t know how to use the equipment
• You don’t have adequate or appropriate equipment. If you don’t have the correct type or large
enough extinguisher, it is best not to try fighting the fire.
• You might inhale toxic smoke. When synthetic materials such as the nylon in carpeting or foam
padding in a sofa burn, they can produce hydrogen cyanide, acrolein, and ammonia in addition to
carbon monoxide. These gases can be fatal in very small amounts.
• Do not attempt to suppress a fire that is clearly too

large for the equipment at hand
• Your instincts tell you not to. If you are

uncomfortable with the situation for any reason, just
let the fire department do their job.
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3. Fighting the fire
• Maintain a safe distance. Remember the effective extinguisher range.

• Ensure you know what is burning and
what type of extinguisher to use.
• Switch off electricity.
• Know how to use the extinguisher.
• Never turn your back on the fire.
• Move around the perimeter of the fire to
maximize coverage of the extinguisher
agent.
• Overhaul ensures that every piece of burning material is completely extinguished. To
prevent rekindling of the fire:
• Locate hidden burning material. Extinguish and safely remove it.
• Remove heat by cooling.
• If the fire gets out of control leave the area
immediately.
• Always fight the fire with the exit to your back.
34
4. Procedure after the fire
♦ Watch the fire area for re-ignition.

♦ If the fire flare up again repeat.
♦ Call the fire department to inspect fire area.
♦ Replace used equipment.
5. Handing over to the emergency services
Inform the officer taking over the following:
♦ First indication where the fire started.

♦ Development of the fire before arrival.
♦ Any actions taken before arrival.
♦ Action of last person on site.
♦ Colour of smoke.
♦ Wind direction.
♦ Time the fire started.
♦ Nearby hazards such as LPG known to you
that can affect operations.
35
6. ROAST
7. Methods of extinguishment
♦ Cooling
♦ Starvation
♦ Smother
Extinguishment of Temperature Reduction cooling
One of the most common methods of extinguishment is

by cooling with water. The process of extinguishment
by cooling is dependent on cooling the fuel to a point
where it does not produce sufficient vapor to burn. If we
look at fuel types and vapor production, we find that
solid fuels and liquid fuels with high flash points can be
extinguished by cooling. Low flashpoint liquids and
flammable gases cannot be extinguished by cooling
with water as vapor production cannot be sufficiently
reduced. Reduction of temperature is dependent on the
application of an adequate flow in proper form to
establish a negative heat balance.
36
Extinguishment by Fuel Removal
In some cases, a fire is effectively extinguished by

removing the fuel source. This may be
accomplished by stopping the flow of liquid or
gaseous fuel or by removing solid fuel in the path
of the fire. Another method of fuel removal is to
allow the fire to burn until all fuel is consumed.
Extinguishment by Oxygen Dilution
The method of extinguishment by oxygen dilution is

the reduction of the oxygen concentration to the fire
area. This can be accomplished by introducing an
inert gas into the fire or by separating the oxygen
from the fuel. This method of extinguishment will not
work on self-oxidizing materials or on certain metals
as they are oxidized by carbon dioxide or nitrogen,
the two most common extinguishing agents.
37
UNIT STANDARD
Perform basic fire fighting
SAQA US UNIT STANDARD TITLE
ID
12484 Perform basic fire fighting
ORIGINATOR ORIGINATING PROVIDER
SGB Manufacturing and
Assembly Processes
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly
ABET UNIT OLD NQF LEVEL NEW NQF LEVEL CREDITS
BAND STANDARD
TYPE
Undefined Regular Level 2 NQF Level 02 4
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA
START DATE END DATE DECISION
NUMBER
Reregistered 2010-05-15 2013-05-15 SAQA 0480/09
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2014-05-15 2017-05-15
PURPOSE OF THE UNIT STANDARD

The skills, values and knowledge reflected in this unit standard are required by people in the field of
manufacturing and engineering.
The learning outcomes in this unit standard also contribute to the exit level outcomes required for
various manufacturing and engineering qualifications.
Qualifying learners can select and use the appropriate firefighting equipment to extinguish or control
fires in the workplace.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

This unit standard has been designed as part of a progression. It is one of a series of unit standards for
safety, health and environmental protection in the field of manufacturing and engineering.
UNIT STANDARD RANGE

The scope and level of this unit standard is determined by the ranges as indicated under the specific
outcomes.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Discuss and explain procedures for dealing with fires in the workplace
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
An understanding of procedures for dealing with fires in the workplace is demonstrated.
ASSESSMENT CRITERION NOTES
38
Indicators
1. The nature of the fire is correctly identified and its context correctly assessed
2. Appropriate fire fighting and safety equipment is selected and checked
3. Hazards are isolated
4. Fire is approached according to procedures
5. Changes in the fire are monitored and responded to
6. Retreat from the fire site is undertaken according to appropriate retreat procedures for the type of fire
Understanding confirmed
1. Respond to `what if` and `why` questions covering:
• Applicable chemistry of fires
• Methods of fire transmission
• Types of fires
• Selection of fire fighting procedures for particular fires
• Prevention of fires
• Types, uses and operation of fire fighting and safety equipment
• Retreat procedures form fire
• Issues to consider when monitoring fire and site
• Handover procedures
• Reporting and recording requirements
2. Explain the implications of not adhering to sequence of activities and operations as described in the
specific outcomes and making decisions inappropriate to the task
Fires are contained and/or extinguished.
Indicators
• Types of fires
The fire and/or the site are handed over to the appropriate personnel.
Indicators
39
• Types of fires
Reports on status of fire and equipment are completed.
Indicators
• Types of fires
SPECIFIC OUTCOME 2
Identify the type of fire, its context and select the appropriate fire fighting procedure
OUTCOME RANGE
Types of fires include organic materials/fibre materials, flammable liquids and gases, live electrical
equipment, combustible metal fires.
Fire contexts include the nature of the area where the fire is, adjacent hazards, structural materials.
Methods of fire transmission include conduction, induction, radiation.
Combustible hazards include combustible materials and temperatures, compressed containers, electrical
equipment, structure and layout of site.
ASSESSMENT CRITERIA
Indicators
40
• Types of fires
Indicators
• Types of fires
Indicators
• Types of fires
41
Indicators
• Types of fires
SPECIFIC OUTCOME 3
Identify, select and check appropriate fire fighting and safety equipment
OUTCOME RANGE
Firefighting equipment includes hoses, extinguishers and buckets.
Safety equipment includes breathing apparatus, fire blankets, protective clothing for fire fights, heat
shields.
ASSESSMENT CRITERIA
Indicators
• Types of fires
42
Indicators
• Types of fires
Indicators
• Types of fires
Indicators
43
• Types of fires
SPECIFIC OUTCOME 4
Fight containable/extinguishable fires
OUTCOME NOTES
• Monitor and respond to changes in the fire.
OUTCOME RANGE
Changes in a fire include changes in wind direction, backdraft, ventilation, release of hazardous
substances, radiation, or as a result of incorrect application of fire fighting procedures.
Fire monitoring issues include status of fire, status of fire fighting equipment, controlling access,
structural damage and equipment retrieval, fire fighting casualties.
ASSESSMENT CRITERIA
Indicators
• Types of fires
44
Indicators
• Types of fires
Indicators
• Types of fires
Indicators
45
• Types of fires
SPECIFIC OUTCOME 5
Retreat from fire site and hand over to appropriate personnel
ASSESSMENT CRITERIA
Indicators
< Applicable chemistry of fires
• Types of fires
Indicators
• Types of fires
46
Indicators
1. Respond to 'what if' and 'why' questions covering:
• Types of fires
Indicators
• Types of fires
SPECIFIC OUTCOME 6
Report/record status of fire and equipment
ASSESSMENT CRITERIA
47
Indicators
• Types of fires
specific outcomes and making decisions inappropriate to the task.
Indicators
• Types of fires
Indicators
48
• Types of fires
Indicators
• Types of fires
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment will be governed by the policies and guidelines of the relevant Education and Training
Quality Assurance Body (ETQA) who has jurisdiction over this field of learning.
The assessor will be accredited and have a technical qualification in this learning area.
The learner can be assessed in the language of his/her choice although if s/he has to report incidents or
conditions to someone else, s/he will be assessed on his/her ability to report in the language commonly
used in the working environment.
The learner will be assessed in the workplace or by simulation, but can submit documents, projects, test
results and assignments that are not produced in the workplace or by the RPL process.
The learner can be assessed against this unit standard to obtain credits or as part of an integrated
assessment for a qualification.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

1. Names & functions of:
• Fire fighting equipment
• Symbols on fire fighting equipment
• Safety equipment
2. Purpose of:
49
• Identifying the nature of a fire
3. Attributes, descriptions, characteristics & properties:

• Ideal condition of fire fighting equipment
• Factors that change the nature of a fire
4. Cause and effect, implications of:

• Implications of using defective fire fighting equipment
• Implications of failing to correctly detect the nature and context of a fire
5. Procedures and techniques:

• Fire fighting methods
• Procedures for monitoring a fire
• Retreat procedures for all kinds of fires
• Recording and reporting procedures
6. Regulations, legislation, agreements, policies, standards:

• Applicable safety, health and environmental protection legislation
• Applicable organisational policies and procedures
7. Theory: rules, principles, laws:

• Applicable chemistry of fire: the triangle of combustion, elimination factors, transmission or spread
8. Relationships, systems:
• Relationship between the nature and context of a fire and the fire fighting technique applied
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems:
• Related to identifying the nature and context of a fire
UNIT STANDARD CCFO WORKING

Work effectively with others:
• To fight fires
UNIT STANDARD CCFO ORGANISING

Organise and manage myself and my activities:
• To ensure that all required firefighting equipment is at hand when needed
UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information:
• Related to compiling a report on the status of the fire and firefighting equipment
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively:
50
• When handing over the fire and/or site to emergency personnel
UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically:
• Apply chemistry of fire concepts
UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems:
• Explain the relationship between the nature and context of a fire and the fire fighting technique
applied
51
LEARNER WORKBOOK SECTION
FORMATIVE ASSESSMENT (OPEN BOOK EXAM)
PERFORM BASIC FIRE FIGHTING

UNIT STANDARD 12484
Full Name and Surname: ___________________________________________
ID Number: ___________________ Date of Assessment: ______________
Name of Assessor: _______________________________________________
Learner Signature: _______________ Assessor Signature: ______________
Pass mark is 70% (76 out of 109)
Competent: Not Yet Competent:
SKILLS PROGRAM 1
BOOK 8
52
1. Fill in the missing words: (3 marks)
A fire is the state of combustion in which flammable materials burns, producing _________,
_______________ and _______________.
2. Name the 3 (three) elements needed to start a fire. (3 Marks)
3. Name 5 (five) sources of HEAT that can cause fire. (5 Marks)
4. Name 3 (three) sources of FUEL that can cause fire. (3 Marks)
5. Name the following classes of fire: (5 Marks)

A
B
C
D
F
6. Fill in the missing words: (3 Marks)

Fire extinguishers are classified to indicate their ability to handle specific _____________ and
________________ of fires. __________________ on extinguishers indicate the class and
relative size if fire that they can be expected to handle.
53
7. Explain the meaning of the following symbols: (1 Mark)
8. Name the 3 (three) conditions you can expect in a fire. (3 Marks)
9. Name the 3 (three) transmission ways in which a fire spread. (3 Marks)
10. What are the 3 (three) goals of fire prevention? (3 Marks)
11. Name 5 (five) housekeeping hazards. (5 Marks)
54
12. Name 5 (five) smoking hazards. (5 Marks)
13. List 10 (ten) general measures to prevent fires and isolate hazards. (10 Marks)
14. Scenario:
You are cooking on a gas stove and the oil in the pan catches fire. You try to extinguish the fire
with a water extinguisher. (2 Marks)
a. Explain the results of your actions.
b. What should you have done?
55
A good housekeeping program plans and manages the orderly _____________ and
_________________ of materials from point of ___________ to exit.
16. Why is good housekeeping important? (4 Marks)
17. By looking at the symbols below, which extinguisher is suitable to be used on the following
classes of fires: (10 Marks)
FOAM WATER CO2 POWDER

YES LIMITED
YES YES
YES
NO
18. Explain the PASS system when operating a fire extinguisher. (4 Marks)
P
A
S
S
56
19. List the 5 (five) steps to be followed when you discover a fire. (REACT) (5 Marks)
R
E
A
C
T

The large fire hose reels located in multi storey buildings are to be used by building
_________________ to fight fire, especially if they are ____________ and cannot escape to an
________________ exit.

The fire hose reels are connected to the _____________________ ________________ supply
and extend for about ________meters.
22. When fighting the fire, there are certain precautions you have to keep in mind. List 8 (eight)
of these precautions. (8 Marks)
23. What procedure should be followed after the fire? (4 Marks)
57
24. When handing over to the emergency services, what information will you give to the officer
taking over? (8 Marks)
25. Name the 3 (three) methods to extinguish a fire. (3 Marks)
TOTAL MARKS: ___________

109
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PERFORM BASIC FIRE FIGHTING

Our review process focused on the following:

• Removal of unnecessary information/duplication from the learning material.

The task team members are as follows:

Andre Pretorius International Firearm Training Academy

2. Purpose of this learning program

2.1 Target group

This program is compiled for the following target group:

3. Standards and qualifications

SKILLS PROGRAM 1: SASSETA E

SKILLS PROGRAM 2: SASSETA D

SKILLS PROGRAM 3: SASSETA C

On completion of this study unit the student w ill….

♦ Enough OXYGEN to sustain combustion,

21% in air fire needs 16% to

• Class A: Fires involving ordinary combustible materials, such as

• Class B: Fires involving flammable liquids such as gasoline,

• Class C: Fires involving energized electrical equipment, where a

• Class F: Fires involving commercial cooking appliances with

4. Conditions of a fire (conditions that you can expect)

5. Common sources of heat

6. Transmission ways in which a fire spread

On completion of this study unit the student w ill….

♦ Demonstrate knowledge of the goals of preventing a fire.

1. GOALS OF FIRE PREVENTION

• IDENTIFY fire hazards

2.1. Electrical hazards

2.2. Housekeeping hazards

• Piles of scrap, waste materials, and trash.

2.4. Process or operation-related hazards

• Cutting and welding operations, which use open flames and

2.5. Storage hazards

• Ignoring "No Smoking" signs.

3.1. General measures to prevent a fire

♦ Smoke detector: It is important to have smoke detectors installed on each floor.

Remember to check the smoke detectors regularly for proper function.

Remember to update your emergency number list regularly.

♦ Electrical appliances and wiring

REPLACE ANY CORD OR PLUG THAT IS CRACKED or discoloured or feels hot to

CALL AN ELECTRICIAN IF YOUR LIGHTS FLICKER and your appliances run

On completion of this study unit the student w ill….

♦ Demonstrate the importance of housekeeping.

Good housekeeping habits are an important part of a safe workplace.

1. Why is good housekeeping important?

♦ To reduce amounts of flammable and combustible materials.

2. General housekeeping guidelines.

Work areas to be kept clear of combustible material.

• Keep floors clean and clear of waste.

• Use aisles and stairways as storage

FIRE FIGHTING EQUIPMENT

On completion of this study unit the student w ill….

♦ Know the different types of fire extinguishers.

Cream (Aqueous film-forming foam) (multi-purpose)

For this reason, when a fire is discovered…

REACT upon discovery of fire or smoke

♦ Remove persons in immediate danger!

♦ Ensure doors are closed! (confine fire/smoke)

♦ Activate the building alarm!

ID Number: _____ Date of Assessment:

Learner Signature: _ Assessor Signature: