New Zealand Urban Search & Rescue l Awareness Course Trainers Guide

Table of Contents
COURSE DESCRIPTOR ....................................................................................................5
Course Outline ...............................................................................................................5
Terminal Objective .........................................................................................................5
Enabling Objectives........................................................................................................5
Target Group..................................................................................................................5
Delivery Modes...............................................................................................................6
Duration.........................................................................................................................6
Course Size.....................................................................................................................6
Student Resources...........................................................................................................7
Content...........................................................................................................................8
Trainer Requirements .....................................................................................................8
Location .........................................................................................................................8
Restricted Distribution....................................................................................................9
Overhead Transparencies...............................................................................................9
PRE COURSE ACTION LIST..........................................................................................10

COURSE PROGRAMME .................................................................................................11

MODULE A........................................................................................................................11
MODULE B........................................................................................................................13
LESSON PROMPTS..........................................................................................................14
Lesson Prompt Format .................................................................................................14
Power Point Identification............................................................................................14
Event vs. Lesson Prompt...............................................................................................14
Skill Check....................................................................................................................14
Power Point Identification............................................................................................14
0.1 WELCOME ...................................................................................................................15
0.2 FACILITY & SAFETY BRIEFING .....................................................................................16
0.3 INTRODUCTIONS & GOAL SETTING ..............................................................................17
0.4 COURSE OVERVIEW & OBJECTIVES ..............................................................................18
1.1 USAR NZ HISTORY ....................................................................................................19
1.2 USAR NZ TIER SYSTEM .............................................................................................21
1.3 USAR NZ TASK FORCES ............................................................................................22
1.4 ORANGE CARD INFORMATION......................................................................................24
1.5 SUPPORT SERVICES & RESOURCES ...............................................................................26
1.6 RESPONSE TEAM COMPOSITION ...................................................................................27
1.7 PERSONAL PROTECTIVE EQUIPMENT ............................................................................28
1.8 HELMET CODING SYSTEM ............................................................................................30
1.9 HEALTH & HYGIENE ...................................................................................................32
1.10 CIMS OVERVIEW & VIDEO .......................................................................................34
1.11 INITIAL ACTION STRATEGIES .....................................................................................36
2.1 HAZARDS ....................................................................................................................38
2.2 STATE OF EQUILIBRIUM ...............................................................................................39
2.3 SAFE WORKING PRACTICES .........................................................................................40
2.4 CONFINED SPACE OPERATIONS ....................................................................................42
2.5 OCCUPANCY INTERVIEWS ............................................................................................44
3.1 CONSTRUCTION METHODS & HAZARDS .......................................................................45

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3.2 COLLAPSE PATTERNS ..................................................................................................48

3.3 SECONDARY COLLAPSE INDICATORS ............................................................................49
4.1 STRUCTURAL IDENTIFICATION SYSTEMS ......................................................................51
4.2 FEMA STRUCTURE HAZARD EVALUATION ..................................................................54
4.3 COLLAPSE PLAN PHASES - REPEAT............................................................................55
4.4 WARNING SIGNALS......................................................................................................56
4.5 SEARCH & VICTIM MARKING SYSTEMS........................................................................57
5.1 PRACTICAL VIDEO DEMONSTRATION ...........................................................................58
5.2 RUBBLE CRAWL (PRACTICAL) .....................................................................................59
5.3 LINE & HAIL SEARCH (PRACTICAL) .............................................................................60
5.4 STRETCHER WALK (PRACTICAL)..................................................................................61
5.5 MARKING SYSTEMS (PRACTICAL) ................................................................................62
6.1 RESPONSE WALK THROUGH.........................................................................................63
6.2 EXERCISE 1 .................................................................................................................65
6.3 EXERCISE 2 .................................................................................................................66
7.1 PROFESSIONAL ROLE DEVELOPMENT ...........................................................................67
7.2 END OF COURSE QUIZ..................................................................................................68
7.3 COURSE SUMMARY .....................................................................................................69
7.4 COURSE DEBRIEF & ADMINISTRATION .........................................................................71
7.5 COURSE FAREWELL & DISPERSAL................................................................................73
POST COURSE ACTION LIST........................................................................................74

ACKNOWLEDGEMENTS ...............................................................................................75

RESOURCE PACK SUMMARY......................................................................................76

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© New Zealand Fire Service 2002

Document control applies to this package – see Annex B for further information.

No part of this publication may be produced, stored in a retrieval system or

transmitted in any form or by means electronic, mechanical, photocopying, recorded
or otherwise without the prior written permission of the copyright owner.

The contributing organisations (not individuals) as listed in the acknowledgement are

exempt from the above restriction.

Every effort has been made to acknowledge reproduced extracts and graphics. If an
oversight has been made, we would welcome your input to ensure an
acknowledgement is made in subsequent versions.

The New Zealand Fire Service wishes to thank those organisations that have
provided references to aid the development of this package, especially the ACT Fire
Brigade and FEMA who have provided significant amount of information for this
package.

Urban Search & Rescue

New Zealand Fire Service
PO Box 6343
Wellington

www.fire.org.nz

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Course Descriptor
Course Outline

This course is designed for any emergency service or support worker who may
potentially be involved in responding to a structural collapse incident.

The course shall enable the learner to conduct safe and effective surface searches
within national urban search and rescue protocols.

Terminal Objective

By the end of this course (including pre-course requirements), students shall be

capable of conducting safe and effective surface search operations at a structural
collapse incident in accordance with industry protocols.

Enabling Objectives

1. Demonstrate knowledge of urban search and rescue response structures,

safety and incident management.

2. Demonstrate knowledge of hazards associated with urban search and rescue

operations.

3. Demonstrate knowledge of building construction methods, and associated

structural collapse patterns.

4. Demonstrate knowledge of, and apply surface search techniques at urban

search and rescue incidents.

Target Group

This course is primarily aimed at emergency service workers or workplace

emergency teams who may provide support or first response to a structural collapse
incident.

It is equally applicable to community rescue teams and any agencies/personnel that

may assist or support at USAR operations.

This course is the foundation to the USAR Responder Certification (Orange Card)
and should be done before attending a General Rescue course.

Persons interested only in a brief overview of USAR, should read the NZ USAR
Awareness Manual or complete the NSW/ACT USAR CAT-1 CD-ROM (available
from FRSITO).

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Delivery Modes

This package has been created to provide a range of flexible delivery modes.

It is modularised into sections to allow for staggered and block training delivery, to
cater for a series of evening sessions, days or a whole weekend.

Introduction (Cat-0)

This one-day (8-hour) session covers the topics within sections 1.1-1.11 and 4.1-4.5,
and provides a theoretical introduction to USAR operations. This should be the
minimum for all emergency service personnel and interested community sectors.

For large audiences, the practical modules may be cancelled. However, should the
audience wish to attend Module B they must be introduced to rubble pile skills
(Modules 5.2 – 5.4) during Module A.

Awareness (Cat 1-A)

Pre-requisite: USAR Awareness – Category 0 (Module A).

This one-day (8-hour) session provides practical training and skills consolidation, and
is the foundation for achievement of Category 1R certification.

Upon completion of CAT-0 training (including practical skills introduction), students

are given a range of response exercises and assessments, including a theory exam.

Upon successful completion of the 18516 Assessment Evidence Workbook (either

on course or post-course) and Module B, the student should be able to achieve unit
standard credit (18516 Demonstrate knowledge of, and provide support to, urban
search and rescue operations).

Duration

Module A: Introduction Module 8 Hours (CAT-0)

Module B: Practical & Assessment 8 Hours
Workbook: Theory assessment 6-10 Hours (pre, during or post course)

Total for Unit Standard achievement: 22-26 Hours (CAT-1A)

Course Size

Where practical (rubble pile) training is delivered, this course is designed to run
effectively with a course size of 12 students and 2 certified trainers. A course
assistant and/or manager may also be appointed if required.

Should CAT-0 training be delivered with no practical component as an interactive

lecture, then the trainer/student ratio should be at the discretion of the course
manager.

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Student Resources

All students attending this course should be issued a copy of the Student Manual and
the USAR Field Operations Guide (FOG) for future reference.

Certification

An Awareness Orange Ticket is to be issued to those who complete the requirements

for CAT-1A, and such tickets shall be purchased from:

FRSITO
Level 1, 180 Taranaki Street
P O Box 11-988 Wellington
Phone: (04)801-9469
Fax: (04)801-9476
http://www.frsito.org.nz
[email protected]

A provider-based certificate may be issued for CAT-0, and such certificates shall also
be purchased from FRSITO

Trainers are to maintain a register of certificates and tickets issued and must ensure
they complete the “Certification” column on the Attendance Register (Annex G)

Upon completion of the following other units standards, the USAR Responder
Certificate (CAT-1R) and Orange Card is available upon request and payment to
FRSITO.

6400 Manage First Aid

6401 Provide First Aid
6402 Provide basic life support
17279 Demonstrate knowledge of CIMS
10618 or 7318 General Rescue (Fire or Civil Defence)

The FRSITO USAR Responder Certificate/Card shall be the only certificate used to
demonstrate operational competency for USAR.

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Content

The course content is focused and sequenced against the 18516 Assessment
Evidence Workbook to ensure competency against the unit standard is achieved.

The following content is included:

• New Zealand USAR history, Orange Card and response system.

• Personal protective equipment.
• Health and hygiene issues.
• Co-ordinated Incident Management System (CIMS).
• Initial action strategies.
• Hazards and safe working practices.
• Building construction methods and associated collapse hazards.
• Collapse patterns and secondary collapse indicators.
• Marking Systems: geographical, sectoring, search/structural assessment, victim
location.
• Phases of a collapse response plan.
• Signals used in USAR: warning signals, light stick colour coding.
• Practical line & hail search, stretcher passing drills.
• Summative USAR response exercises.
• Summative theory quiz.

Trainer Requirements

The USAR Training Standards Committee have determined the following minimum
requirements for trainers of this package:

• Certified USAR Responder (Orange Card).

• Hold unit standard 4098 (or 4099).
• Registered ITO/PTE Assessor for NZQA 18516 (USAR Awareness).
• Completed Basic Instructional Techniques course or equivalent.
• Completed USAR Training Standards Committee Certified USAR Awareness
Trainer course (or qualified as Category 2 – USAR Technician).

Training Providers must be accredited by NZQA to deliver and assess training

against this package.

The National USAR Training Standards Committee has also developed a Certified
USAR Awareness Trainers Course for people delivering this package.

Course Assistants should be certified to Responder level (CAT-1R), so they can

assist in all facets of the course and site safety.

Location

A multi media classroom and at least one rubble pile (within 10 minutes travelling
distance) are required for delivering this course. Shower and equipment cleaning
facilities may also be required.

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Restricted Distribution

The Trainers Guide is restricted to the following groups:

• Ministry of Civil Defence & Emergency Management.

• National USAR Training & Standards Committee.
• NZQA Registered Training Establishments accredited for 18516.
• Fire & Rescue Service Industry Training Organisation.
• Certified USAR Awareness Trainers (by MCDEM).
• Foreign USAR Agencies that have contributed to the development of this
package.

Or as authorised in writing by the Chairman, National USAR Training Standards

Committee.

A distribution list is found as an annex B.

Overhead Transparencies

If required, trainers can make a back-up set of overhead transparencies from the
provided Power Point slides (see Trainers CD-ROM resource).

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Pre Course Action List

3 months prior

q Set course dates.

q Check and review course budget – establish financial processes if required.
q Check and confirm staff availability.
q Check and confirm venue availability.

2 months prior

q Allocate resource requisitions from staff and participating organisations.

q Advertise course through approved channels (promote multi agency attendance).
q Ensure all applying students are issued or have access to pre-requisite material.
q Allocate lessons to trainers (lesson plan and hand out preparation).
q Ensure Trainers have access to USAR Awareness Trainers Pack.

1 month prior

q Venue check if required (check classroom, rubble pile, toilets, showers and lunch room).
q Determine student placements (check prerequisites).
q Send pre-course information to confirmed students.
q Advise unsuccessful students – flag the need to run additional courses if required.
q Order Field Operations Guides and any other consumables.
q Check course gear and resources (see Annex C).
q Obtain student listing forward to course staff.
q Book lunches and refreshments.
q Notify FIRECOM and POLCOM, and District Chief Fire Officer of practical exercises –
Pre-plan for PRT to attend and advise use of acoustic explosives (if applicable).
q Have Trainers meeting (or teleconference) to discuss administration and delivery of
course (include financial, contractual and transportation issues).

1 week prior

q Print learning resources (as per Students List: Annex C).

q Collect all course gear and resources.
q Contact all course staff - final check.
q Phone/email participants to confirm course and answer queries.
q Phone venues - final check and ensure rubble pile okay.
q Complete RAMS form
q Check to ensure lunches are ordered.

1 day prior

q Obtain weather forecast.

q Collect and store dry ice.
q Refreshment purchase.
q Visit classroom venue – check and confirm facilities.
q Visit practical site – rearrange rubble pile with owner if required/sectorise areas.
q Test acoustic explosives ie safe working range.

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Course Programme

Module A
Start Finish Action Notes
0800 0810 0.1 Welcome Complete course sign in sheet
Toilets, fire exit, fire warden,
0810 0815 0.2 Facility & safety briefing first aid kit, first aider, OSH
reporting, kitchen, breaks.
0.3 Introductions & Individual
0815 0835
Goal Setting
Hand out Student Manual &
0835 0845 0.4 Course Overview & Objectives
Responder FOG
0845 0855 1.1 USAR NZ History

0855 0900 1.2 USAR NZ Tier System

0900 0905 1.3 USAR NZ Task Forces

Hand out FRSITO USAR
0905 0915 1.4 Orange Card Information
Responder Pamphlet
0915 0925 Quick Break

0925 0935 1.5 Support Services & Resources

0935 0945 1.6 Response Team composition

0945 0955 1.7 Personal Protective Equipment

0955 1000 1.8 Helmet Coding System

1005 1025 1.9 Health & Hygiene

1025 1045 1.10 CIMS overview & video

1045 1055 1.11 Initial action strategies

1055 1105 Quick Break

1105 1125 2.1 Hazards

1125 1130 2.2 State of equilibrium

1130 1140 2.3 Safe working practices

1140 1145 2.4 Confined Space Operations

1145 1155 2.5 Occupancy Interviews

1155 1230 Lunch

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Day 1 continued…

Start Finish Action Notes

1230 1250 3.1 Construction Methods & Hazards

1250 1305 3.2 Collapse Patterns

1305 1320 3.3 Secondary Collapse Indicators

1320 1330 Quick Break

1330 1340 4.1 Structural Identification Systems

1340 1345 4.2 FEMA Structure Hazard Marking

1345 1400 4.3 Collapse Plan Phases REPEAT

1400 1405 4.4 Warning Signals

1405 1430 4.5 Search & Victim Marking Systems

1430 1445 5.1 Demonstration Videos

1445 1455 Quick Break

1455 1455 Collect Assessment Workbooks If applicable

Not returning to classroom,
1455 1510 Travel to Practical Site
take all possessions
1510 1530 5.2 Rubble Crawl (Practical) Includes safety briefing

5.3 Line & Hail Search (Practical) & 5.3 & 5.4 run concurrently,
1530 1555
5.4 Stretcher Walk (Practical) student group split into 2 teams

1555 1605 Informal debrief on day

Trainers mark collected
workbooks (theory) at end of
1605 Disperse (Trainers begin marking) Module A. Remind students to
meet at practical site for
morning start (Module B)

Practical modules 5.2 – 5.4 are optional under Category 0 training delivery.

Course finishes 1600 to provide buffer should time management issues be

experienced.

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Module B
Start Finish Action Notes
0800 0805 Module B Briefing Start day at Practical Venue

0805 0810 Answer questions from Module A

0810 0840 5.5 Marking Systems Practical

0840 0940 6.1 Response Walk Through

0940 0950 Quick Break

0950 1050 6.2 Response Exercise 1

1050 1100 Exercise 1 debrief/critique

1100 1300 6.3 Response Exercise 2

1300 1330 Lunch

Clean up from exercises & re-
1330 1430 assessment of theory questions if & Travel Back to Classroom
required.
1430 1445 7.1 Professional Role Development

1445 1455 Quick Break

1455 1525 7.2 End of Course Quiz

1525 1540 7.3 Course Summary

1540 1625 7.4 Course Debrief & Administration DESC format

1625 7.5 Course Farewell & dispersal

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Lesson Prompts
Lesson Prompt Format

Lesson prompts contained within this package are kept in a brief, key point format as
trainers of this package should have completed further training and be well versed
with the subject matter.

The lesson prompts are only meant as a guide to promote consistency of course
delivery. The trainer is welcome to introduce other content should time permit.

Power Point Identification

Each section of the programme has been allocated a unique and sequential
identifier. Each section has its own respective Power Point slide(s) and in most cases
will also have presenter’s notes.

The course has been designed to use a digital projector for the primary visual
teaching aid, and although colour overheads are provided these may not have video
or sound files that are available through Power Point mode.

Event vs. Lesson Prompt

The following prompts are further identified by either the suffix Event or Lesson.

Event Prompts are not formal learning opportunities, but prompt the trainer to cover
general or administrative issues. Such prompts include the course welcome, safety
briefings and debriefing.

Lesson Prompts are formal learning opportunities, which enable the student to
achieve the course’s terminal objective.

Skill Check

The Skill Check is designed to ensure students have understood some of the key
points of the lesson before moving to the next lesson and to promote trainer/student
interaction.

Answers are generally found in the lesson plan key points, in some cases however
you may wish to refer to the student manual also.

You may wish to have students discuss the question(s) as a group also.

Power Point Identification

Power Point presentations have been split into their respective sections and further
denoted by slide number. For example the slide for USAR History (Module 1.1)
comes from section 1 and uses slide 1, so it is given the reference PPT 1.1.

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Event Prompt
0.1 Welcome
Objective
To welcome everyone to the course.
Duration (mins) 10 Location Classroom

Type Welcome Presentation Comments Duration allows for late

starters and for students to get a drink.
Resources References

World Trade Centre video (CD-ROM) Annex G: Attendance Register

could be played in the background while
waiting on students to arrive. Alternatively
music or another a rescue/USAR related
video could be played until the course is
ready to start.

Have name tags available if required

(clothing or desk type).

Clipboard and data projector (with sound)

required.

Step Visual/Teaching Aid Key Points

PPT 0.1 Welcome everyone to the course.
1
Have students complete attendance register
2 (Annex G) and affix name tag.

Skill Check
Nil

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Event Prompt
0.2 Facility & Safety Briefing
Objective
To ensure OSH requirements are met by outlining emergency procedures and
equipment.
Duration (mins) 5 Location Classroom

Type Lecture Comments

Resources References Venue’s OSH & Emergency

First aid kit. Plans/Evacuation Guidelines.

Step Visual/Teaching Aid Key Points

1 PPT 0.2 • Identify fire exits, assembly areas,
extinguishers, and wardens.
• Identify first aid kit and designated first aider.
• Identify emergency communication – to call
for assistance/111.
• Identify toilet facilities.
• Identify course break and lunch regimes.
• Identify refreshment facilities/Kitchen.
• Identify smoking area (if applicable).
• Confirm car parking areas.
• Other site specific hazards or security
issues.
• Course finishes each day between 4-5pm.

Skill Check
1 Where is your closest fire exit?

2 Where is the evacuation assembly area?

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Event Prompt
0.3 Introductions & Goal Setting
Objective
Introduce staff and allow students to introduce themselves, as well as indicating their
personal goals for the course.
Duration (mins) 20 Location Classroom

Type Individual oral presentations Comments

Resources Flip chart (for recording References

personal learning goals), blu-tak,
permanent markers (different colours).

Step Visual/Teaching Aid Key Points

1 PPT 0.3 Staff to start first, with students following.

Cover:

• Name.
• Organisation.
• Experience in emergency work/USAR.
• A life achievement .
• Identify a personal learning goal/outcome for
the course.
• Maybe also a clean joke to share with the
group.

Trainer to record on flip chart everyone’s personal

learning goals (checked off at end of course).
2 PPT 0.4 Lay down course ground rules for learning.

• Its okay to make mistakes – mistakes are a

great way to learn.

• There is no such thing as a stupid question,

only stupid people who don’t ask questions.

• We are here to provide you a positive

learning experience. See us if you are
having any difficulty with the course.

• No rank – everyone has an equal

opportunity to lead and learn. Remove
epaulettes etc.

• Have fun.

Skill Check
Nil

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Event Prompt
0.4 Course Overview & Objectives
Objective
Introduce course terminal and enabling objectives, and give an overview of the course
programme.
Duration (mins) 10 Location Classroom

Type Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 0.5 Terminal Objective

By the end of this course (including pre-course

requirements), student shall be capable of
1 conducting safe and effective surface search
operations at a structural collapse incident in
accordance with industry protocols.

PPT 0.6 Enabling Objectives

1. Demonstrate knowledge of urban search

and rescue response structures, and
safety and incident management.

2. Demonstrate knowledge of hazards

associated with urban search and rescue
2 operations.

3. Demonstrate knowledge of building

construction methods, and associated
structural collapse patterns.

4. Demonstrate knowledge of, and apply

surface search techniques at urban search
and rescue incidents.
PPT 0.7 Outline course schedule

And Outline key events and schedule of course, cover

3
any alterations or post course/overnight
Hand out copy of Course Schedule requirements.
(Pg 11 –12 of Trainers’ Guide)

Skill Check
Nil

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Lesson Prompt
1.1 USAR NZ History
Objective
To refresh students understanding on the evolution and purpose of urban search and
rescue, both globally and nationally.
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References A copy of the INSARAG

guidelines could be made available for
students to read at breaks.

Step Visual/Teaching Aid Key Points

PPT 1.1 Have students define USAR. Then provide PPT.

An integrated multi agency response, which is

beyond the capability of normal rescue
1 arrangements, to provide initial medical care and
removal of entrapped persons from damaged
structures or other environments in a safe and
expeditious manner.

PPT 1.2 – 1.8 Identify typical USAR Scenarios

Declared CD Emergencies and Non Declared,

including:

• Earthquakes.
• Structural accidents.
2 • Landslides.
• Train/Aviation accidents.
• Explosions.
• Storms.
• Single and multi site incidents.
• Terrorist attacks.

PPT 1.9 Describe global evolution of USAR

• Traditional disaster rescue merged with

technical rescue developed into USAR
discipline.
• FEMA USAR Task Force System launched
3 1989.
• US major influence on technical
rescue/USAR including NFPA and FEMA.
• United National International Search &
Rescue Advisory Group (INSARAG) formed
to coordinate international USAR/Disaster
Operations.

Continued over page…

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USAR History (continued)…

Step Visual/Teaching Aid Key Points

PPT 1.10 Describe Kiwi USAR evolution

• NZ Fire Service – Western Region ran first

USAR Technician training in October 1995.
Pioneered by Bernie Rush (NZFS), former
Wanganui CFO. Specialist Trainers from
USA conducted training: Ernie Ojeda and
Frank Borden. NZFS USAR pilot.

• 2000, NZ Fire Service & Ministry of CD &

Emergency Management proposed to
Government the establishment of a National
USAR capability.

• National USAR Steering Committee made

5 up from various agencies, supported
working groups/sub committees for
Training/Standards, Resource Inventory
Database, Response Process, International
Liaison.

• 3 National USAR Task Forces to be

established, nationally managed by NZFS
with MCDEM funding and support. To
provide single site response capability.

• Training and certifications developed for first

response agencies/teams in order to support
Task Force operations. Locally managed
resource.

Skill Check
1. Define USAR

2. Give a scenario that could benefit from a USAR response.

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Lesson Prompt
1.2 USAR NZ Tier System
Objective
Refresh students understanding of the New Zealand USAR tiered training/operational
response system.
Duration (mins) 5 Location Classroom

Type Interactive lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 1.11 Explain NZ USAR Tier System

• NZ 5 tier system based on Australian 3 tier

CAT system.

• Australia developed CAT-1 Awareness,

CAT-2 Technician and CAT-3 Manager.

• To incorporate light rescue capability, NZ

developed extra tier – Responder.
1 • Introduction (CAT-0), Awareness (CAT-1A),
Responder (CAT-1R), Technician (CAT-2)
and Manager (CAT-3).

• No incident ground certification/Orange card

given below Responder level (CAT-1R).

• Introduction attendance certificates and

Awareness Orange ticket are supplied to
the trainer by FRSITO

PPT 1.12 Mention other tier systems used abroad

• US NFPA 1670
o Awareness
o Operations
o Technician
2
• European 4 CL
o Awareness
o Medium
o Heavy
o Executive/Command

Skill Check
1. How does the Australian CAT1 differ from the NZ CAT1?

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Lesson Prompt
1.3 USAR NZ Task Forces
Objective
Provide students with an awareness of the capability and role of USAR Task Forces
within New Zealand, and how USAR Responders interact with such resources.
Duration (mins) 5 Location Classroom

Type Interactive Lecture Comments Preferably given by Task

Force Member if possible.
Resources References

Step Visual/Teaching Aid Key Points

PPT 1.13 National USAR TF Overview

• Three Task Forces 1,2, 3 in Palmerston

North, Christchurch and Auckland
respectively.

• Multi Agency Team (on call) as a national

resource, nationally managed. Available 24-
7.
1
• Joint Agency Management by NZFS &
MCDEM. NZFS Administers Task Forces.

• Not managed regionally.

• Provide specialist resource to Incident

Controller, not to take over incident
command.

PPT 1.14 Capability & Role

• Provide multi agency team available for

deployment anywhere in NZ to structural
collapse and other special incidents.

• Goal to be INSARAG registered as

International SAR Team for international
deployment.
2
• 30 person team with specialists attached.
Includes Fire, Police, Ambulance, Military,
Civil Defence, Engineers, K9 & Handlers.

• Provide self sufficient response to single

structure collapse capable of maintaining 24
hour operations. Can be requested through
any NZFS Communication Centre.

Continued over page…

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NZ USAR Task Forces, continued…

PPT 1.15 Responders & Task Force Technician

• Registered Response Teams (CAT-1) under

control of Local CDEMG, not nationally
managed.

• Responder role is to

o provide first response, and;

o When Task Force arrives, provide
support to Task Force Operations.

• Any first response needs to size up incident

and disseminate intelligence back to
3 Emergency Operations Centre quickly so
that Task Force deployment can be
managed effectively.

• Task Force capability focuses on small

percentage of victims that are subsurface.

• Responder capability focuses on majority of

victims that are entrapped on the surface,
and support Task Force operations (such as
debris bucket lines).

• Incident Command & Control will be

managed by the NZ CIMS model.

Skill Check
1. What are the locations of the New Zealand Task Forces?

2. How can you request a Task Force to assist a local operation?

3. What are the two main roles of USAR Responders in NZ?

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Lesson Prompt
1.4 Orange Card Information
Objective
To introduce the students to the NZ USAR Orange Card and its guidelines for use.
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References
Sample USAR Orange Card (Responder) FRSITO USAR Orange Card Pamphlet.

Step Visual/Teaching Aid Key Points

PPT 1.16 Orange Card Overview

• Developed by National USAR Training &

Standards Committee.

• Using NZQA unit standards, identifies

competent persons to provide first response.

• Has option to identify specialist

endorsements also (rope rescue etc).
1 • NZ first country to have national multi
agency ID card, based on competency
standards.

• Bar Code to allow for future incident control

point track & trace of personnel.

• No special powers delegated/authorised.

Responders still work under Incident
Controller as per CIMS model.

Continued over next page…

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Orange Card Information Continued…

PPT 1.17 Why get an Orange Card?

• Ensures minimum competencies and

national standards met.

• OSH requirement to train staff for task, or

have someone who is trained sufficiently to
supervise. Orange Card can aid this.

• For any emergency service worker, not just

CD volunteers. Multi Agency recognition of
2 skills.

• Can be used at non USAR incidents to verify

skills.

• Not compulsory, but will be required under

National USAR Responder Team
registration guidelines. Guidelines may
require revalidation to ensure currency of
skills.

PPT 1.18 How do I get one?

And • Achieve the following unit standards:

FRSITO USAR Orange Card Pamphlet o 18516 – USAR Awareness (this

(Hand out) course).
o 6400, 6401, 6402 – First Aid (all
three).
o 17279 – Knowledge of CIMS.
o 10618 or 7318 – General Rescue
(Fire or CD).
3 • Obtain application form from
www.frsito.org.nz and send completed form
with payment, along with photo and proof of
unit standard achievements to FRSITO.

• When issued Orange Card, holders are

placed on a National Directory of USAR
Practitioners by FRSITO on behalf of
National USAR TSC & MDCEM.

• If you change your details, contact FRSITO.

Skill Check
1. Do you get any special powers or authority if you are issued an Orange Card?

2. Is it compulsory you have an Orange Card?

3. How do I get an Orange Card?

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Lesson Prompt
1.5 Support Services & Resources
Objective
Refresh students’ knowledge on the range of support services and resources that can
be used at USAR operations.
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 1.19 Identify and explain range of specialist
resources:

Have student group identify examples from

each category.

Heavy: cranes, elevated platforms, bobcats,

generators, backhoes, bull dozers.
Medium: Hydraulic jacks, light towers, wire rubble
baskets.
Rescue: acoustic devices, fibre optic cameras,
time lapse cameras, search cams, Thermal Cams,
chainsaws, bolt cutters, high angle systems,
1 concrete cutters, tifor hoist, fulcrum levers.
Support: Wheel barrow, buckets, medical waste
disposal, morgue facilities.
Medical: Triage, transport, specialist drugs, health
and safety, veterinary.
Comms: Mobile data terminals, SATCOM, HF
Comms, Portable radios, repeaters, mobile
phones, mobile emai/internet systems, warning
signalling devices (air horns).
Shoring: timber, nails, carpentry tools, tubular
steel.
Animals: Search Dogs (USAR Certified).
Services: Portable toilets, tents, catering, heaters.

Skill Check
1 What others resources or services could be used, that are not listed above?

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Lesson Prompt
1.6 Response Team Composition
Objective
Introduce the typical composition of a typical USAR Response Team.
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 1.20 Introduce typical USAR Response Team
Composition

• Composition

o Team Leader.
o Safety Officer (multiple teams).
o 3-6 Certified Responders
(includes Deputy Team
Leader).
1 • Manageable span of control = 5-7.

• Flexible approach to composition

needed, may have to have to split up
team with trained/untrained to provide
effective search coverage over site.

• In some situations, Task Force

Technicians may lead surface searches
(ie act as Team Leader).

Skill Check
1. If you were a Team Leader and have 7 certified Responders and 4 bystanders, how would you
compose your team?

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Lesson Prompt
1.7 Personal Protective Equipment
Objective
Refresh students’ knowledge on PPE used in USAR operations (Responder level).
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References
Samples of PPE (as below)

Step Visual/Teaching Aid Key Points

PPT 1.21 Minimum PPE required:

• Helmet (UIAA, CE or NFPA).

• Whistle.
• Full length clothing (uniform/coveralls).
• Head lamp.
• Hand torch.
• Safety goggles (full encapsulating/not
glasses).
• Dust mask or respirator.
1 • Gloves (leather/debris type).
• First aid kit (personal type).
• Knife or utility/ambulance shears.
• Safety boots (steel capped).
• Ear plugs (preferably reusable with cord).
• Knee and elbow pads.

Minimum Team PPE and gear requirements are

found within the National USAR TSC guideline for
response team registration.

Continued over page…

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PPT 1.22 Discuss standards for equipment

Use certified equipment to recognised standards

where possible.

• AS/NZ Standard should be used where

applicable.

2 • NFPA (US National Fire Protection

Association), UIAA (Union International
Alpine Associations) and CE (European
Standard) standards also could be
applicable.

• NFPA 1951 applicable to Task Force

(CAT2) Level PPE selection/criteria.

Skill Check
1. Name some items required as the minimum level of PPE required for USAR operations.

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Lesson Prompt
1.8 Helmet Coding System
Objective
Introduce students to the MCDEM helmet marking system and USAR helmet colour
coding system.
Duration (mins) 5 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 1.23 Introduce Responder Level Helmet Coding
System

Helmet Colour System: Responder Level

All Responder Level operators = Orange helmet

(compliance recommended by 2007)

Further identified with helmet striping system:

• Team Leader = 2 red reflective stripes.

1 • Deputy Leader = 1 red reflective stripe.
• Responder = 1 orange reflective stripe.
• Medic* = 1 green reflective stripe.

* Responder Medic minimum of Pre-Hospital

Emergency Care unit standards (4).

Should have name and team ID on helmet also.

Jerkins should also be worn denoting position in

English, consistent to CIMS model.

PPT 1.24 Helmet Colour System: Task Force Level

International Standard (All Levels):

• Incident/TF Management = White.

• TF Team Leader = Red.
2 • TF Technician = Yellow.
• TF Structural Engineer = Blue.
• TF Support Crew = Orange.
• TF Medical Specialist = Green.

Jerkins should also be worn denoting position in

English, consistent to CIMS model.
Continued over page…

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Helmet Coding System continued…

Other Points

• Note that NZFS helmet stripe system differs,

including helmet colour codes.

• Helmet coding systems are new, it will take

some time before all agencies are uniform
2 and not all agencies will conform to this
guideline. Helmet colour coding is only an
indication, not a guarantee of position.

• Use the USAR Orange Card to verify

competencies.

Skill Check
1. What does an orange helmet and one reflective orange stripe indicate?

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Lesson Prompt
1.9 Health & Hygiene
Objective
Refresh students’ knowledge on health and hygiene issues and management
strategies.
Duration (mins) 20 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 1.25 Dehydration – Causal Factors & Management

And Causal Factors: Perspiration, inadequate fluid

intake, medical conditions.
PPT 1.26
1 Management Strategy: Drink fluid every hour,
avoid caffeine and sweet drinks, drink at least 2
litres of water a day (or more), medical monitoring/
treatment.

PPT 1.27 Fatigue – Causal Factors & Management

Causal Factors: Working long hours, performing

stressful and/or physically demanding work,
working shifts.
2
Management Strategy: Monitor work-mates, rotate
workload, take breaks, move away from site when
on break, get a good sleep on down time, avoid
alcohol and caffeine.
PPT 1.28 Body Substance Infection – Causal Factors &
Management

Causal Factors: Dead victims (Biological

HAZMAT), disease/pathogens from live victims
3 (HIV, Hepatitis etc).

Management Strategy: Body substance isolation,

wear examination/medical gloves, universal
precautions, wash hands, cover cuts/grazes, wear
PPE.

Continued over page…

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Health & Hygiene Continued…

PPT 1.29 Stress – Causal Factors & Management

Causal Factors: Being involved in managing

trauma, dealing with dead bodies, pressure of
victims’ families, overwhelmed by incident
size and demands, lack of sleep, self doubt on
4 ability to carry out tasks.

Management Strategy: Recognise the early signs

of stress, have time out/breaks, sleep, massage,
meditation, eat a balanced diet, peer support,
Critical Incident Stress Debriefing.

PPT 1.30 Claustrophobia, Anxiety & Panic – Causal

Factors

Claustrophobia - Causal Factors: Being phobic of

confined spaces.

5 Anxiety - Causal Factors: Emotional state of

distress or uneasiness of the mind.

Panic - Causal Factors: Chronic fear or an

unreasoning, infectious, uncontrollable
fear.

PPT 1.31 Claustrophobia, Anxiety & Panic –

Management

Management Strategy: Behavioural training,

6 contextual therapy, paradoxical intervention, and
practical considerations.

(See manual for more information)

Skill Check
1. Name a health or hygiene issue and explain a management strategy for it.

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Lesson Prompt
1.10 CIMS Overview & Video
Objective
Introduce students to the New Zealand Co-ordinated Incident Management and
explain its importance to USAR Operations.
Duration (mins) 20 Location Classroom

Type Interactive Lecture & Video Comments

Resources References
Introduction to CIMS video CIMS Manual

Step Visual/Teaching Aid Key Points

PPT 1.32 Brief background of ICS

The incident management system is now being

used by organisations throughout the world at
large and small incidents. It incorporates modern
management principles and has been modified
and adapted for use in the NZ context. The system
has been used in the USAR since the 1970s and
was introduced to Australia in the 1980s.

A structure to systematically manage emergency

incidents, that also defines rules for all the
agencies involved.
1
• New Zealand ICS = Co-ordinated Incident
Management System (CIMS), developed in
1997.

• Approved by the executive management of

all emergency services in NZ.

• The only approved multi agency incident

control system for USAR operations in NZ.

• Compatible with US and Australian models

(ICS and AIIMS respectively).

Video: An Introduction to CIMS View the Introduction to CIMS video (8 minutes)

2

Continued over page…

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CIMS Overview Continued…

PPT 1.33 Major Responsibilities of the Incident

Controller

• Establishing command and control.

• Establishing the Incident Control Point or
ICP.
• Protecting life and property.
• Controlling personnel and equipment.
• Maintaining accountability for responder and
3 public safety, as well as task
accomplishment.
• Establishing and maintaining effective
liaison with outside agencies.

If you are first on the scene, you will be the

Incident Controller until relieved by an appropriate
agency/officer.

• Take control of the Incident.

Skill Check
1. What are four major responsibilities of the incident controller?

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Lesson Prompt
1.11 Initial Action Strategies
Objective
Refresh students’ knowledge on the initial action strategies for first Responders at a
structural collapse incident.
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 1.34 Initial Action Strategies

Constantly gather information.

Gather information of resource and situation status
to allow for effective planning and logistical
management.

Set up Communications quickly.

Use mobile phones and ES Liaison Simplex
Channels for the Incident Management Team.
Learn how to use ES Liaison Simplex/Duplex.

Limit supervisory staffing.

In the logistics area, limit supervisory staff and
make sure they use ONE system.

1 Have an Inventory Control System.

Use an established inventory control system setup
before an incident that can be centrally managed
by computer. The system should have
a paper back up system. This allows for pre-
planning to occur. Agencies should carry a copy of
their resources that can be passed to the
logistics manager to aid incident control.

Centralise Logistics.
Ensure there is only ONE logistics area for the
whole incident for all agencies, with a
representative from all agencies to assist. This pre-
vents resource request duplication.

Continued over page…

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Initial Action Strategies Continued…

Determine the length of the incident.

Plan accordingly, ensure future staff replacements
are forecasted and arranged, including logistical
support for new staff.

Skill Check
1. Explain one of the initial action strategies.

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Lesson Prompt
2.1 Hazards
Objective
Refresh students’ on the 4 situational hazards and 2 environmental hazards
associated with USAR operations, and have them provide an example.
Duration (mins) 20 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 2.1 USAR Hazards Types

Situational:
• Structural instability.
• Below debris hazards.
• Surface hazards.
1 • Overhead hazards.

Environmental:
• Hazardous materials (HAZ-MAT)
• Utilities

PPT 2.2 USAR Hazard Examples

Flooding, oxygen deficiency atmosphere, toxic

environment, flammable environments, different
levels of elevation, snow/ice (sub zero
temperatures), slippery and uneven surfaces,
2 sharp/jagged objects, pooling of water, dust, wind,
noise, vibrations, sewage, gas, asbestos, high
voltage cables, research materials (radioactive and
biological), acids, oils, pesticides, contaminated
waste products, debris weight gain from water
absorption.

Skill Check
1. Provide an example of a USAR hazard and identify what hazard type it belongs to.

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Lesson Prompt
2.2 State of Equilibrium
Objective
Refresh students on the term state of equilibrium and ensure they understand its
importance in USAR operations.
Duration (mins) 5 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 2.3 Define State of Equilibrium

Have student group define SOE, then click for next

sequence in Power Point.

This is when a building collapses and eventually

stops under its own weight and reaches a point
1 where all the building components have reached
equilibrium.

At this point no further movement will occur

unless generated by an external bearing pressure
i.e. people working on the pile, an earth tremor,
wind, vibration, train passing nearby etc.

PPT 2.4 Importance of Monitoring

Initial Action: Eliminate/Minimise factors that could

affect SOE. Stop trains/traffic and in some cases
masses of bystanders running over collapsed
structure.

Safety Officer (Look Out) watches for secondary

2 collapse indicators.

Locate rescue machinery/appliances away from

hot zone where possible.

Weather forecasting important, wind changes and

rain affect SOE significantly.

Skill Check
1. Why is it important to understand how the state of equilibrium affects USAR operations?

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Lesson Prompt
2.3 Safe Working Practices
Objective
Refresh students understanding of the three safe working groups and ensure they
understand at least four practices from each group.
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 2.5 Safe Working Practice Groups

• Personal.
• Planning.
1 • General.

PPT 2.6 Personal:

What personal safe working practices could you

consider?

Appoint Safety Officer (lookout), look out for sharp

2 objects, stand well clear of materials being
removed or lifted clear of objects, establish an
escape route, work in a minimum crew size of 2,
work only in your established work zones, monitor
your fellow workers for signs of fatigue

PPT 2.7 Planning:

What planning safe working practices could you

consider?

3 Gather information, conduct reconnaissance and

survey, establish work zones, monitor position of
building, rotate crews on a frequent basis, provide
shelter and rest areas for rescue crew, develop a
system for warning rescuers, monitor/coordinate
use of plant and equipment.

Continued over page…

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Safe Working Practices continued…

PPT 2.8 General:

What general safe working practices could you

consider?

Safe working distance from weakened walls is 1.5

4 times the height of wall, atmospheric monitoring,
eliminate sources of ignition, shoring supports – it
never pushes back into place, provide
adequate ventilation and lighting, use the services
of experts (structural engineers, chemists), cut
columns only as a last resort, use a safety check
list and crew timers.

Skill Check
1. What are the three safe working practice groups?

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Lesson Prompt
2.4 Confined Space Operations
Objective
Refresh students on the definition of a confined space, the associated standard for
working in confined spaces and the protocol for USAR Responders exposed to such
operations.
Duration (mins) 5 Location Classroom

Type Interactive Lecture Comments

Resources References
AS 2865 Working in Confined Spaces (Australian AS 2865 Working in Confined Spaces (Australian
Standard). Standard).

Step Visual/Teaching Aid Key Points

PPT 2.9 Define Confined Space

Definition – AS/NZ 2865:2001

Key definition criteria:

• Not intended for occupancy.

• Restricted means of entry and exit.
• Risk or actual irrespirable/toxic atmosphere.
• Risk or actual flammable material/gases.
1
• Risk or actual low oxygen levels.
• Risk of engulfment.
• Any place that access to a victim may be
restricted.

Examples:

Tank, sewer, drain, vessel, boiler, silo, pipe, shaft,

process vat, shipboard space/void.

Continued over page…

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Confined Space Operations, continued…

PPT 2.10 Confined Space Protocols

• Unless endorsed (Orange Card) USAR

Responders are NOT permitted to engage in
confined space operations.

• If faced with confined space incident, flag for

Task Force or Specialist Team. Advise
Emergency Operations Centre.
2
• You may be able to ventilate area from
exterior to stabilise patient condition –seek
expert advice (HAZMAT or Confined Space
Technician).

• Do not enter confined spaces, this includes

not working in trench environments that are
greater than your waist in depth.

Skill Check
1. What is the standard for confined space operation in New Zealand?

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Lesson Prompt
2.5 Occupancy Interviews
Objective
Refresh students on the key questions that need to be answered during the initial
occupancy interview.
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References
CIMS Situation Report (SITREP) form

Step Visual/Teaching Aid Key Points

PPT 2.11 Primary Occupancy Interview Questions

• Who lives in which room.

• Colours of ceiling or floor tiles.
1 • Floor coverings and furniture types.
• Potential for occupancy and hazards
(chemicals, electricity, animals).

PPT 2.12 Other Occupancy Interview Questions

• Time of collapse (and secondary collapses).

• Has the building been searched before?
2 • Availability building plans (floor evacuation
maps)
• Location of utility mains switches etc.
• What have your heard or seen?

PPT 2.13 Information Management

• Team Leader to conduct interview.

• Record all information in your notebook with
date/time. Could be used as legal evidence.
3 • Report relevant information back to
Emergency Operations Centre/Dispatch as
per agency protocol.
• Brief your team on intelligence gathered.

Skill Check
1. Why is it important to document your interview and search results?

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Lesson Prompt
3.1 Construction Methods & Hazards
Objective
Refresh students on typical New Zealand building construction methods and
associated hazards when collapsed.
Duration (mins) 20 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 3.1 List the 5 common NZ building construction
methods

• Timber Frame.
1 • Reinforced masonry.
• Un-reinforced masonry.
• Concrete tilt up.
• Reinforced concrete/steel frame.

PPT 3.2 – 3.3 Identify hazards associated with timber frame

structural collapse:

• Masonry chimneys can crack and collapse

into or out from the structure.
• House sliding off foundation.
• Racking of walls (out of plumb)
2 • Displaced walls
• Openings can become miss-shaped
(rectangular to parallelogram).
• Masonry veneers can fall off the walls.
• Risk of fire due to abundance of fuel.

Refer to extra notes in student manual

Continued over page…

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Construction methods & hazards, continued…

PPT 3.4 – 3.5 Identify hazards associated with reinforced

masonry structural collapse:

• Parapets and full walls fall off or out of

buildings due to inadequate connections to
floors, roofs and surrounding frames.
• During fires and earthquakes, connections
(that hold the walls in to the building) can
3 break and cause complete fall out (rotation) of
the whole wall, like tilt-up concrete panels.
• Voids are normally formed by wooden or
concrete floors in familiar patterns of V, lean to
floor and pancake formations.

Refer to extra notes in student manual.

PPT 3.6 – 3.7 Identify hazards associated with un-reinforced

masonry structural collapse:

• Un-reinforced masonry infill has been known to

fall off and often become displaced from its
surrounding frames.
• Parapets and full walls fall off buildings due to
inadequate anchors.
• Multi thickness walls may spilt and collapse or
break at openings.
• Roof / Floors may collapse if there are no
4 interior wall supports and if the earthquake has
a long enough duration.
• Voids are usually formed by wood floors in
familiar patterns of " V ", lean to and pancake
formations.
• Broken bricks often line the streets where
these building are located and people can
become trapped on the pavements or in their
parked or passing vehicles.

Refer to extra notes in student manual.

PPT 3.8 – 3.9 Identify hazards associated with concrete tilt

up structural collapse:

• Walls separate from wood floors / roof causing

at least local collapse of the floor / roof,
possible general collapse of walls and floor /
roof.
5 • Suspended wall panels become dislodged and
fall off the building.
• During fires and earthquakes, the steel
connections that hold the wall panels to the
primary frames can break and cause a pack of
cards style collapse (sequential angle wall
collapse).

Continued over page…

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Construction methods & hazards, continued…

PPT 3.10 – 3.11 Identify hazards associated with reinforced

concrete & steel structural collapse:

• Columns break at joints with other members

• Reinforcement ties and bars do not confine
concrete when subjected to high shear and
compression stress
• Punching shear failure at intersection of slabs
6 and columns
• Precast floor slab units dislodge due to overall
structure movement or inadequate seating
• Weak concrete and poor construction can
worsen above hazards

Refer to extra notes in student manual.

Skill Check
1. Name a NZ method of building construction and an associated collapse hazard.

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Lesson Prompt
3.2 Collapse Patterns
Objective
Refresh students’ understanding on the common collapse patterns and their
associated voids that may contain victims.
Duration (mins) 15 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 3.12 Typical Collapse Patterns

• Include:
o V collapse pattern.
o Lean to floor.
o Curtain wall fall.
o Inwards/outwards.
o Angle wall.
o Lean over.
o Pancake.
1 • There are others such as cantilever,
progressive, A (or Tent) collapse patterns.

• Understanding the types of the collapse

patterns ensures you can identify potential
victim locations.

• Document what you find during your

RECON, include this information in your
SITREPS to the EOC.

2 PPT 3.13 V Collapse

3 PPT 3.14 Lean to floor

PPT 3.15 Curtain wall fall

4
PPT 3.16 Inwards/Outwards
5
PPT 3.17 Angle Wall
6
7 PPT 3.18 Lean Over

8 PPT 3.19 Pancake

Skill Check
1. Name a collapse pattern.

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Lesson Prompt
3.3 Secondary Collapse Indicators
Objective
Refresh students’ understanding on secondary collapse indicators, and ensure they
are able to identify specific examples for each indicator.
Duration (mins) 15 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 3.20 Identify the three secondary collapse
indicators:

What are the three secondary collapse indicator

(categories)?

• Movement in structure.
• Visual indicators.
• Audible indicators.
1
• Safety Officer must be vigilant and
continually monitor scene for secondary
collapse indicators.

• If in doubt, call them out… obtain specialist

advice for re-entry (Structural Engineer/Task
Force Technician/Specialist). Flag and move
on to next structure if unsafe.

PPT 3.21 Movement in the structure

• Movement in any floor, ceiling and roof.

• Movement of ornamental shop fronts.
• Movement of unsupported or non-load
2 bearing walls.
• Movement in structural beams.
• Columns and walls out of plumb.
• Ceiling sagging.
• Vibration from machinery/traffic.

Continued over page…

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Secondary Collapse Indicators continued…

PPT 3.22 Visual alertness

• Fire consuming location where sprinkler tank

is housed.
• Uneven surface, heavy signs on
section/whole roof.
• Cracks appearing on exterior walls.
• Sagging or bulging walls.
3 • Lights/Chandelier shaking or swinging.
• Windows breaking in pane under weight of
building.
• Large fire which has been unsuppressed for
more than 20 minutes involving 2 or more
floors.
• Walls showing smoke or water infiltration.
• Heavy rain, increasing weight of debris by
water saturation.
PPT 3.23 Hearing alertness

• Creaking or groaning sounds from structural

elements/building.
4 • Interior explosions, rumbling noises, hissing
sounds, electrical arcing.
• Strong winds.
• Safety warning signal.

Skill Check
1. Give an example from each secondary collapse indicator.

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Lesson Prompt
4.1 Structural Identification Systems
Objective
Refresh students on marking systems used to identify locations for single and multiple
structures.
Duration (mins) 10 Location Classroom

Type Interactive Lecture Comments

Resources References
Barrier tape and spray paint.

Step Visual/Teaching Aid Key Points

PPT 4.1 Importance of Identifying Structures

• Can identify potential occupancy – likelihood

and number of victims.
• Identify potential or known hazards
• Provide clear working zones and avoid
duplication of searching.
• Provide clear data to the response
coordinator on what locations have been
assessed or searched.
1 • Provide manageable zones to search and
work in.
• Provide newly arriving teams and incident
controllers an organised and manageable
operations area.
• Can use this information in conjunction with
missing person’s reports and provide
information back to agencies managing
missing people information and the status of
addresses.

PPT 4.2 Single Structure – Side Labelling

• Side 1 indicated by side of address street

(primary entrance/letter box).

• Sides 2-4 identified in clockwise sequence

2 from Side 1.

• INSARAG Standard.

• Sides are numbered.

Continued over page…

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Structural Identification Systems, continued…

PPT 4.2 Quadrants (Sectoring)

• Interior of structure divided into quadrants

with centre core.

• Marked Quadrant A to E from where Sides 1

2 & 2 meet (corner) and marked clockwise,
with Quadrant E being the centre core.

• INSARAG Standard.

• Quadrants are given a letter (A-E)

Whiteboard example/illustration Floor Identification within Quadrants

• Multi story incidents.

• Ground floor = Ground

• Basement and below = Basement 1 (B1)

3
• Example: Quad B : Floor 4.

• Many NZ buildings refer to Floor 1 as

Ground and Floor 2 as the first floor.

• Use INSARAG system.

Whiteboard example/illustration Identification of Bridges, Flyovers, Trains

• Create quadrants/sectors along length of

4 structure.

• A B C D E F G H I etc

PPT 4.3 Structure identification within geographic area

• Use existing street number system if

known/identifiable.

• Create own system if needed.

5 • Identify each address/structure with marking

at front of structure.

• All marking use International Orange Spray

paint and English as language.

• Identify boundaries by using spray paint or

barrier tape.

Continued over page…

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Structural Identification Systems, continued…

Whiteboard example/illustration Zone/Barrier Marking System (INSARAG)

• Operational Work Zone

Entry only if authorised (allocated work area)
7
• Collapse/Hazard Zone
Do not enter

Skill Check
1. What would be the identification code for first floor (above ground floor) at the far left corner?

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Lesson Prompt
4.2 FEMA Structure Hazard Evaluation
Objective
Introduce students to the FEMA Structure Hazard Evaluation Marking System.
Duration (mins) 5 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 4.4 FEMA SHEM System

• For information only, not to be used by

Responders. Task Force (CAT-2) use only

• NZ Responders to use INSARAG

Structure/Search Assessment Marking
instead.

• US system, also used in some areas of

Australia.

• Not approved by INSARAG.

• Know how to interpret if faced with structure

marked with FEMA system.

1 • Phases of marking:

o 1m x 1m Box = Safe to enter.

o Significantly damaged, some areas safe.

o Not safe to enter – specialists access only.

o Arrow identifies direction to SAFE entry

point.

o HM = Haz-Mat (specialist support

required). Denote substance on right of
box.

o Date/Time and Team ID should be placed

on right of box.

Skill Check
1. Should NZ Responders be using the FEMA marking system?

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Lesson Prompt
4.3 Collapse Plan Phases - REPEAT
Objective
Refresh students on the collapse plan phases.
Duration (mins) 15 Location Classroom

Type Interactive Lecture Comments

Resources References
USAR Responder Field Operations Guide

Step Visual/Teaching Aid Key Points

PPT 4.5 Collapse Plan Phases (REPEAT)

Based on INSARAG Search Strategy.

• Reconnaissance:
Survey the area, size up the incident, conduct
hazard assessment, gather initial intelligence.

• Elimination of utilities:
Turn off gas, water, electricity.

• Primary surface search:

Carry out above debris search using CAT-1
1 techniques (line and hail search).

• Exploration of voids:
Use specialists to explore voids using physical,
animal, and electronic search techniques.

• Access by selected debris removal:

Use specialist equipment to access voids of high
victim location probability.

• Terminate by general debris removal:

Systematically remove all debris from site to
ensure no victims (alive and dead) remain.

Skill Check
1. What is the pneumonic for the collapse plan phases?

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Lesson Prompt
4.4 Warning Signals
Objective
To refresh students on the INSARAG warning signals used at USAR incidents.
Duration (mins) 5 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 4.6 INSARAG Warning Signals

Evacuate
Three short blasts (repeatedly).
Cease Operations – All Quiet
1 Long blast.
Resume Operations
Long blast followed by short blast.

Other Considerations

• Can use whistle, portable air horn, vehicle

horn – ensure everyone is briefed on
methods to be used.

• Short blasts = 1 second.

• Long blasts = 3 seconds.

2
• Relay evacuation signal.

• Remind team during briefing that INSARAG

signals only to be used, as different whistle
signalling systems are used in other rescue
disciplines (ie Rope Rescue ASTM Standard
F1768-97 [SUDRH system] ). The ASTM
signal for down rope = INSARAG evacuate.

Skill Check
1. Can other whistle signalling systems like the rope rescue SUDRH system be used?

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Lesson Prompt
4.5 Search & Victim Marking Systems
Objective
Refresh students’ understanding of the INSARAG search/structure assessment and
victim location markings.
Duration (mins) 25 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 4.7 Structure/Search Assessment Marking

• Size 1m x 1m – English text.

• Made at structure entrance (side 1).

• Circle indicates area fully searched, not

1 necessarily all victims extricated.

• Timber crayon also be can used.

• Marking started at initial entry, and

completed when leaving site.

PPT 4.8 Potential Victim Area Marking

• International orange spray paint.

• Current marking system under review, may

2 be changed.

• Only used when victim not immediately

removed by rescuers.

PPT 4.9 Confirmed Victim Location Marking

3
PPT 4.10 Dead/Live Confirmed Marking
4
PPT 4.11 Only Dead Remain Marking
5
PPT 4.12 All victims extricated (alive & dead)
6

Skill Check
1. If you immediately removed 6 victims (alive), but confirmed visually there were 2 alive victims left
down a void… how would you indicate this using a victim marking?

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Lesson Prompt
5.1 Practical Video Demonstration
Objective
To provide an audio visual demonstration (by video) of practical surface search and
rescue techniques (including rubble crawl, line and hail search and stretcher walk)
prior to practical training.
Duration (mins) 15 Location Classroom

Type Video (Multi Media/CDROM) Comments

Resources References
Data Projector (with sound), lap top,
demonstration video CDROM.

Step Visual/Teaching Aid Key Points

ACT/NSW USAR CAT 1 Video Video demonstration of Rubble Crawl
1 (CDROM) – Rubble Crawl

ACT/NSW USAR CAT 1 Video Video demonstration of line/hail search

2 (CDROM) – Line & Hail Search

ACT/NSW USAR CAT 1 Video Video demonstration of stretcher walk

3 (CDROM) – Stretcher Walk

Skill Check
1. What PPE should you be wearing prior to conducting any of the above practicals on a rubble pile?

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Lesson Prompt
5.2 Rubble Crawl (Practical)
Objective
Provide a practical opportunity to practice and consolidate the rubble walk.
Duration (mins) 20 Location Rubble Pile

Type Practical Comments

Resources References
Practical cache (as per Annex C)

Step Visual/Teaching Aid Key Points

Briefing (no aid) Site & Practical Safety Briefing

• Go over Risk Analysis Management System.

• Emergency Procedures.
1 • Refresh warning signals.
• No Duff command
• Confirm command structure.
• Practical lesson formats.

Practical (no aid) Rubble Crawl

• Check students PPE.

• Safely take student group over the rubble,

2 using a scout or pre-marked route.

• Check students are moving safely as per

rubble crawl technique.

Skill Check
1. Ensure students can safely and effectively carry out the rubble walk (includes correct use of PPE).

NOTE:

Next two lessons are run concurrently – Split student group into two now.

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Lesson Prompt
5.3 Line & Hail Search (Practical)
Objective
Provide a practical opportunity to practice and consolidate the line and hail search
over a rubble pile, while incorporating the rubble walk.
Duration (mins) 25 Location Rubble Pile

Type Practical Comments

Resources References
Practical cache (as per Annex C)

Step Visual/Teaching Aid Key Points

Practical (no aid) Line & Hail Set-up

• Split groups into teams, with Trainer to act

as Team Leader for each team. If required,
also appoint Safety Officer.

• Discuss grid mapping recording of search

1 pattern and results in Team Leaders
notepad.

• Ensure students are aware of correct calls,

team numbering (number off), emergency
signals.

Assessment Evidence Workbook Line & Hail Simulation

Module 3: Practical 1
• Conduct slow and real time line/hail search
as per Assessment Evidence Workbook
Module 3: Practical 1.
3
• Swap positions and even have a student act
as team leader under trainers guidance if
appropriate. Incorporate international signals
into practical.

Skill Check
1. Ensure students can safely and effectively carry out line and hail search while incorporating the
rubble walk (includes correct use of PPE). Check off students workbooks.

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Lesson Prompt
5.4 Stretcher Walk (Practical)
Objective
Provide a practical opportunity to practice and consolidate the stretcher walk, while
incorporating the rubble walk.
Duration (mins) 25 Location Rubble Pile

Type Practical Comments

Resources References
Practical cache (as per Annex C)

Step Visual/Teaching Aid Key Points

Assessment Evidence Workbook Stretcher Walk
Module 3: Practical 3.
• Discuss stretcher walk plan with group (ie
direction, safe routes etc).

• Conduct stretcher walk, using a scout and

team leader from student group. As per
Assessment Evidence Workbook Module 3:
1 Practical 3.

• Rotate rescuer, team leader and scout

positions.

• Have scout mark safe direction using spray

paint.

Skill Check
1. Ensure students can safely and effectively conduct a stretcher walk while incorporating the rubble
crawl (includes correct use of PPE). Check off students workbooks.

NOTE: Combine both student teams back together for end of day informal
debrief.

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Lesson Prompt
5.5 Marking Systems (Practical)
Objective
Refresh students knowledge of the search/structure assessment marking, in a
practical setting.
Duration (mins) 30 Location Rubble Pile or near by

Type Illustrative practical Comments

Resources References
Portable whiteboard

Step Visual/Teaching Aid Key Points

Assessment Evidence Workbook: Complete marking scenario as per Assessment
1 Module 3: Practical 2 Evidence Workbook.

Practical (no aid) Practical application of marking system

• Have students experiment writing up

different markings (search assessment and
2 victim) on an approved surface.

• Use timber crayon too and whiteboard

marker as appropriate.

Skill Check
1. Ensure students can correctly illustrate and interpret the INSARAG markings. Check off students
workbooks.

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Lesson Prompt
6.1 Response Walk Through
Objective
To provide students a walk through and interactive demonstration on how to provide
initial response to a structural collapse.
Duration (mins) 60 Location Rubble Pile or approved site.

Type Interactive Walk Through Comments

Resources References
Practical cache (as per Annex C)

Step Visual/Teaching Aid Key Points

Outline Scenario

• Declared emergency due to storm.

• Remote holiday resort area.
• Single site collapse – landslide from storm.
• 9am – occupied residential 3 story
apartment.
• Potentially 15 victims.
• 20 bystanders/neighbours on/around site.
• 12 person Responder Level Team – first on
1
scene while on declared emergency
reconnaissance. Radio message to respond
by EOC.
• Backup assistance 45 minutes away.
• No fly conditions.
• No other agencies present.
• Structure stand alone – closet structure 30m
away.

1 minute to brief.
Discuss initial action strategies

• Appoint Team Leader

So as a team, brainstorm what you would be doing

2 as a team leader. What are your initial action
strategies and what is your plan for the next 45
minutes until backup arrives?

10 minutes to discuss and formulate plan.

Action initial action strategies

3 Carry out initial action strategy and response plan.

35 minutes.

Continued over page…

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Response Walk Through continued…

Discuss hand over or SITREP

Recall team and discuss as a group what

4 information you would provide to the Task Force
Team Leader upon his/her arrival.

10 minutes.
Action hand over or SITREP

Fishbowl/observe the Response Team Leader’s

5 handover to the USAR Task Force Team Leader
(simulation).

4 minutes.

Skill Check
1. Ensure all students understand the basics of providing an initial response.

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Lesson Prompt
6.2 Exercise 1
Objective
Provide simulation for students to conduct support operations at a major structural
collapse incident.
Duration (mins) 60 Location Rubble Pile or Exercise Site 1

Type Exercise Comments

Resources References
Practical cache (as per Annex C)

Step Visual/Teaching Aid Key Points

Practical (no aid) Exercise Task Force Support

• Declared emergency due to Earthquake.

• Responder Team responded to support TF-
1 in CBD (Palmerston North).
• Responder Team arrives 90 minutes after
event, along with other Responder Level
units.
• Multiple site collapses – earthquake.
• 9:30am – occupied high rise office block.
1 • Multiple rooms/victims.
• Progressive and other collapse patterns.
• Potentially 35 victims.
• 40 emergency service workers already at
scene.
• Tasked by Operations Manager to conduct
surface search of specific quadrant.
• Need to mark off quadrant and conduct
search and report intelligence back to Ops
Mgr.

Skill Check
1. Note feedback and ensure protocols adhered to.

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Lesson Prompt
6.3 Exercise 2
Objective
To provide simulation for students to conduct first response operations at a structural
collapse incident.
Duration (mins) 120 Location Rubble Pile or Exercise Site 2

Type Exercise Comments Should be different area/site

than Exercise 1 (6.2).
Resources References
Practical cache (as per Annex C), CIMS
designated facilties.

Step Visual/Teaching Aid Key Points

Practical (no aids) • Declared regional emergency due to
earthquake.
• Remote small township rest home (20 mins
drive from township).
• 20 unaccounted victims.
• 6 staff attempting search and rescue.
• 20 elderly bystanders/neighbours on/around
site.
• 12 person Responder Level Team – first on
scene while on declared emergency
reconnaissance – dispatched by EOC.
• Backup assistance 6 hours away.
• No air support available.
• Single story structure – multiple lean over
and lean to floor collapse patterns.
• No other agencies present.
1
• Structure stand alone – closet structure 30m
away.
• Access routes disrupted by landslides (only
4WD and air access).
• Responders to dig out (using correct
techniques) the victims or aids.
• Team to appoint leader, if suitable students
are available. Otherwise a Trainer to act as
Incident Controller.
• Use CIMS model/structure and designated
facilities (and paper work if possible). Use
bystanders for non-rescue activities
(cordons, triage etc – as most are nurses).
• REPEAT strategy to be used.
• “Victim” (radio) dig out required.

Skill Check
1. Note feedback and ensure protocols adhered to.

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Lesson Prompt
7.1 Professional Role Development
Objective
To introduce students to available and proposed on going education and professional
role development options.
Duration (mins) 15 Location Classroom

Type Interactive Lecture Comments

Resources References
Information from course/certificate
providers.

Step Visual/Teaching Aid Key Points

PPT 7.1 Discuss range of PRD options available for
Responders:

• National Certificates in USAR

o (Response Leader) * L3
o (Canine Operations) * L4
o (Technician) * L4
• National Certificate in Fire/Rescue.
• National Certificate in Workplace
Emergency Response.
• National Certificate in Civil Defence
Response.
• National Certificate in Adult Education.
• National CD General Rescue Instructors
Course.
1 • LGITO Certificates in Emergency:
o Communications.
o Rescue.
o Headquarters.
o Response Coordination.
o Welfare.
• NZQA 4098 Workplace Assessor course.
• Certified USAR Awareness Trainer.
• Join as a volunteer with CD, Red Cross, K9
SAR, Fire, Ambulance etc.
• Task Force support and operational roles.

Certificates marked * indicate proposed as of

February 2002.

Provide contact details for each course.

Skill Check
1. Name a course or qualification you can do as part of your on going education as an USAR
Responder?

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Event Prompt
7.2 End of Course Quiz
Objective
To provide students a summative theoretical assessment to conclude and measure
the learning to date.
Duration (mins) 30 Location Classroom

Type Examination Comments Students with special needs

should have oral assessment available.
Resources Choose 1 of the 4 quiz References
options. Quiz and marking guide

Step Visual/Teaching Aid Key Points

Select one quiz from annex E. Conduct end of course quiz

• Closed book.
• No talking.
• May clarify interpretation with trainer.
1 • Individual.
• Supervised.
• Oral assessment available if needed.
• Peer mark and hand in for assessment
evidence.

Skill Check
As per step 1 (quiz)

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Event Prompt
7.3 Course Summary
Objective
To provide a summary of objectives achieved on course to consolidate learning.
Duration (mins) 15 Location Classroom

Type Interactive Lecture Comments

Resources References

Step Visual/Teaching Aid Key Points

PPT 7.2 Enabling Objective 1

Demonstrate knowledge of urban search and

rescue response structures, and safety and
incident management.
1
Have we achieved this objective?

What is one point you have learned from this

objective?

PPT 7.3 Enabling Objective 2

Demonstrate knowledge of hazards associated

with urban search and rescue operations.
2 Have we achieved this objective?

What is one point you have learned from this

objective?

PPT 7.4 Enabling Objective 3

Demonstrate knowledge of building construction

methods, and associated structural collapse
patterns.
3
Have we achieved this objective?

What is one point you have learned from this

objective?

Continued on next page…

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Course Summary continued…

PPT 7.5 Enabling Objective 4

Demonstrate knowledge of, and apply surface

search techniques at urban search and rescue
incidents.
4
Have we achieved this objective?

What is one point you have learned from this

objective?

PPT 7.6 Terminal Objective

By the end of this course (including pre-course

requirements), student shall be capable of
conducting safe and effective surface search
5 operations at a structural collapse incident in
accordance with industry protocols.

Have we achieved the terminal objective?

Skill Check
1. Have we achieved all the enabling and terminal objectives?

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Event Prompt
7.4 Course Debrief & Administration
Objective
To provide an effective course debrief to ensure all issues are identified and provide
closure to the learning event.
Duration (mins) 45 Location Classroom

Type Debrief Comments John Heron model (DESC) or

similar to be used.
Resources References
DESC forms, course evaluation forms,
PTT/ITO assessment documentation.

Step Visual/Teaching Aid Key Points

Annex H (Debriefing) Handout Overview of DESC debriefing

Developed by John Heron (Psychologist)

• Describe the issue.

• Example – provide an example/be specific
• Suggest a solution.
• Consequence – outline the consequence of
the solution (ie benefit).
1
1 Set ground rules.
2 Students go first – Improvements.
3 Trainers go second – Improvements.
4 Students go first – Well Dones.
5 Trainers go second – Well Dones

Show DESC form.

Annex H (Debriefing) Handout Overview of Ground Rules

• Be honest with yourself and others.

• No need to repeat an improvement.
• Ok to repeat a well done.
• Speak for yourself. Own your statements.
• Avoid put downs, including yourself.
• Be supportive of each other.
2 • Listen to, and respect others viewpoints.
• Be responsible for your own comfort.
• Be sensitive to the needs of others.
• Give your best.
• Be opened minded.
• Maintain confidentiality.
• Keep a sense of humour.
• No justifications.

Continued on next page…

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Course debrief continued…

Annex H (Debriefing) Handout Conduct debrief

• Give 5 minutes to fill out form.

3 • Conduct debrief.
• Collect debrief forms if candidate wishes to
submit.

Annex I (Course Evaluation Form) Have students complete Course Evaluation

Forms.
4 Use standard USAR Awareness Course
Evaluation Form (Annex I).

ITO/PTE Assessment Result Complete any ITO/PTE credit reporting

Notification Forms documentation

Have FRSITO Ass.04 forms completed or

5 equivalent for those who have reached
competency ie completed Assessment Workbook,
competent at practical exercises, and quiz.

Skill Check
N/A

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Event Prompt
7.5 Course Farewell & Dispersal
Objective
Farewell students and disperse.
Duration (mins) 1 Location Classroom

Type Farewell/Dispersal Comments

Resources References

Step Visual/Teaching Aid Key Points

No aid Farewell & Dispersal

Thank you for coming, we hope you enjoyed your

1 USAR Awareness Course.

Provide contact details if required.

Skill Check
N/a

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Post Course Action List

q Venue clean up and check.

q Course staff debrief.

q Service, inspect, log and return course equipment (as applicable).

q Assess/mark any Assessment Evidence Workbooks if required.

q Post completed Assessment Evidence Workbooks back to students, retain marking guide
for each workbook assessed and copy of course quiz used (for moderation purposes) –
applicable to unit standard assessment based courses.

q Ensure all ITO/PTE assessment documentation completed.

q Contact students that were assessed NYC and arrange re-assessment (if applicable).

q Send letter/card of thanks to Classroom provider.

Rubble pile provider.
Sponsors (if applicable).
Assisting organisations.
Course Staff.

q Analyse and file returned course evaluation forms (as per Privacy requirements).

q Forward any valid course improvements to USAR Training Standards Committee.

q Adjust/update course budget.

q Publicise activity if appropriate.

q Make available course photo to graduates/attendees.

q File course report (if required).

q Ensure staff update their personal rescue/training log.

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Acknowledgements
Developed by

Steve Glassey

Project Manager – USAR Course Development

New Zealand Fire Service – Training & Operational Support Group

On behalf of

National USAR Steering Committee

Technical Editors

Ian Craig

USAR Technician (NZ TF-2) & National USAR Training Standards Committee
Environment Canterbury Civil Defence

Bernie Rush
National Rescue Manager
NZ-TF1 Manager
New Zealand Fire Service

David Brunsden

Structural Engineer & National USAR Steering Committee

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Acknowledgements

The project manager wishes to thank the following individuals and organisations that
have contributed to the development of this package.

Bernie Rush, Jim Dance, Lynda Angus, Ian Craig, David Brunsden, Des Bull, Trevor
Brown, Leonce Jones, David Guard, Chris Hurring, Graeme Mills, Shane Briggs,
Charles Ollivier, Daphne Sutton, Geoff Williams, Tom Roche, and the following
organisations:

§ New Zealand USAR Task Force 1.

§ National USAR Training Standards Committee.
§ Federal Emergency Management Agency (USA).
§ New South Wales Fire Brigade.
§ Australian Capital Territory Fire Brigade.
§ Melbourne Metropolitan Fire & Emergency Services Board.
§ Ministry of Civil Defence & Emergency Management.
§ United Nations: International Search & Rescue Advisory Group (INSARAG).
§ International Emergency Technical Rescue Institute.
§ Fairfax County Fire and Rescue Department.
§ Miami-Dade Fire Rescue Department
§ Information Centre, Professional Development Team (NZFS).
§ Assessment Coordination Team, New Zealand Fire Service.
§ Cue Design.

Resource Pack Summary

ANNEX A Risk Analysis Management System.
ANNEX B Document control and distribution.
ANNEX C Course logistics checklist.
ANNEX D Power Point summary.
ANNEX E Course quiz bank (4 options).
ANNEX F Unit Standard 18516.
ANNEX G Course attendance register.
ANNEX H Course debriefing system.
ANNEX I Course evaluation form.
ANNEX J Trainers CD-ROM resource.

Page 76 of 76 l Version 1.2 l 2002 © New Zealand Fire Service

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