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SAFE SCHOOL INITIATIVE
SAFE SCHOOL INITIATIVE

OPLAN LIGTAS NA PAARALAN

Comprehensive Implementing Guidebook
2019
 SAFE SCHOOL INITIATIVE

Exclusively published and distributed by

BUREAU OF FIRE PROTECTION
Agham Road, Barangay Bagong Pag-Asa, Quezon City
SAFE SCHOOL INITIATIVE

Preface
The Safe School Initiative (SSI) Lecture Module is a guidebook that will
aide in effectively and successfully implementing the Safe School Initiative
nationwide. It aims to create a uniform understanding primarily about the
SSI and the basic principles of fire safety, not only by the members of the
Bureau of Fire Protection, but also to all the stakeholders of the organization
especially the educational institutions. This will greatly help in improving and
strengthening the fire safety measures in schools through the establishment of
School Emergency Response Team (SERT) in every schools in the Philippines.

This covers certain topics on basic concepts of fire, fire operation

strategy, basic life support and other related matters on fire safety and
emergency response. Additionally, this includes procedures and guidelines
for every topic to easily achieve its full understanding and effective
implementation.

The people behind this initiative primarily give importance in securing

the future of the nation by valuing safety especially of the members of
the school institutions where the future leaders and decision makers of the
country – the students, start to learn and build their dreams; and the faculty
members and school administrators who are the main key players in molding
our students. Further, this program also greatly encourages the participation
of the parents of the students which will substantially bolster the SERT through
their diverse expertise in their own field of works such as doctors, law enforcers,
and etc.

Through the collective efforts of the proponents of the Safe School

Initiative and the brilliant ideas of other members of the BFP, this Lecture
Module was finally conceived and realized. Due recognition is especially
given to the Directorate for Fire Safety and Enforcement family especially
to the Fire Safety Information Division and to the Information and Education
Section.

The successful creation of this lecture module is bounded by one

heart and one mind of all the people behind this book that is aimed towards
effective public safety and their love for the service of the people.

We hope that through this Lecture Module we can successfully perform

our sworn duties and responsibilities to the Filipino People through the aid of
our Almighty God and all our best efforts -- for Public service must always be
at its BEST. TO GOD BE ALL THE GLORY.
 Table Of Contents

MODULE 1
Concept of Fire.........................................................................1
CHAPTER 1 Chemistry of Fire..................................................4
1.1 Triangle of Fire......................................................6
1.2 Fire Tetrahedron...................................................8

CHAPTER 2 Classes of Fire

2.1 Class "A" Fire......................................................11
2.2 Class "B" Fire......................................................11
2.3 Class "C" Fire.....................................................11
2.4 Class "D" Fire.....................................................12
2.5 Class "K" Fire.....................................................12

Chapter 3 Sources of Fire...................................................13

Chapter 4 Causes of Fire....................................................15

4.1 Electrical appliances and installations...........16
4.2 Cookers, associated cooking equipment
and installations................................................17
4.3 Naked lights and flames..................................17
4.4 Heaters and heating systems...........................18
4.5 Children Playing with Fire ................................18
4.6 Flammable Liquids............................................19
MODULE 2
Firefighting Tools and Equipment..........................................21
CHAPTER 1 Personal Protective Equipment (PPE)..............24
1.1 Helmet................................................................25
1.2 Protective hood.................................................26
1.3 Protective coat and Trousers............................27
1.4 Gloves................................................................28
1.5 Safety shoes or Boots........................................28
1.6 Self-Contained Breathing
Apparatus (SCBA).............................................29
1.7 Personal Alert Safety System (PASS)................30

CHAPTER 2 Firefighting Equipment......................................31

2.1 Fighting Apparatus............................................32
2.2 Aerial Fire Apparatus........................................38
2.3 Fire Hose.............................................................39
2.4 Nozzle.................................................................42
2.5 Spanner Wrench................................................44
2.6 Fire Hose Assembly...........................................44
2.6 Forcible Entry Tools............................................45
2.7 Ladders...............................................................47

CHAPTER 3 Fire Protection System.......................................50

3.1 How does a fire protection
system function.................................................51
 3.2 Classification of Fire..........................................51
3.3 Fire extinguishers...............................................51
Types of Fire Extinguishers................................52

MODULE 3
Fire Operation Strategy..........................................................56
CHAPTER 1 Fire Behavior Indicators....................................59
1.1 Building...............................................................60
1.2 Smoke and Air Track.........................................60
1.3 Heat....................................................................61
1.4 Flame..................................................................61

CHAPTER 2 Stages of Fire......................................................62

2.1 Ignition / Incipient Stage..................................63
2.2 Growth Stage.....................................................64
2.3 Fully Developed/Flashover Phase...................65
2.4 Decay Phase.....................................................66

CHAPTER 3 Phases of Fire Operation...................................68

3.1 Pre-Fire Planning................................................68
3.2 Size up................................................................69
3.3 Rescue................................................................69
3.4 Exposure.............................................................69
3.5 Confinement......................................................70
 3.6 Ventilation..........................................................70
3.7 Extinguishment..................................................71
3.8 Salvaging...........................................................72
3.9 Overhaul............................................................72
3.10 Post-Fire Analysis...............................................72

CHAPTER 4 Fire Response Capabilities...............................73

4.1 Total Response Time Components..................76
4.2 Staffing/crew.....................................................77
4.3 First unit arrival...................................................77
4.4 Initial alarm arrival
(Assembly of Effective Response Force).........78
4.5 Intervention time...............................................78
4.6 Challenges to Response Capability................ 79
4.7 Assessing System Resilience............................ 81

CHAPTER 5 School-Based Disaster Risk Management......83

5.1 Terminology.......................................................85
5.2 Comprehensive School Safety
Framework (CSSF).............................................91
Module 4
Basic Life Support....................................................................98
CHAPTER 1 First Aid.............................................................101

CHAPTER 2 First Aid Kit........................................................104

CHAPTER 3 How to Do First Aid..........................................105

3.1 Basic First Aid for Cardiac Arrest....................108
3.2 Burns.................................................................110
3.3 Choking............................................................117
3.4 Fracture............................................................118
3.5 Wound..............................................................122

CHAPTER 4 Safe Lifting and Carrying Techniques............126

4.1 Victim Drag and Carry Techniques...............127

MODULE 5
School Emergency Response Team...................................138
CHAPTER 1 Emergency Action Plan....................................141
1.1 Emergency Action Plan..................................142
1.2 Emergency Evacuation Instructions..............147
CHAPTER 2 Constitution of SERT.........................................150

CHAPTER 3 Members of SERT..............................................152

3.1 SERT Chief.........................................................152
3.2 Assistant SERT Chief.........................................153
3.3 Firefighting Team.............................................153
3.4 Rescue / First Aid Team..................................155
3.5 Communication / Security Team...................156
3.6 Evacuation Team............................................158

Monitoring and Evaluation...................................................160

NOTES
BFP REGIONAL DIRECTORY...................................................169
REFERENCES..........................................................................170
 SAFE SCHOOL INITIATIVE

Module 1:
Concept of Fire
The Goals and Objectives

GOALS:
1. An in-depth understanding on the concept of fire.
2. A comprehensive knowledge of the principles of
identifying how a fire will start and spread.

OBJECTIVES:
1. Explain the chemistry of fire
2. Differentiate the classes of fire
3. Identify the sources of fire
4. Explain the causes of fire

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Instructions for Facilitator:

Presentation of set of pictures will be done by the facilitator

through power point presentation. The learners will analyze and
write three important observations they have. Questions will be
asked to make meaning out of them:
1. How did you compare the set of pictures?
2. Which of them can cause fire? Why?
3. How will you describe a fire?
4. The topic about the chemistry of fire, classes, sources,
and causes of fires will be explained to learners. (Power
point Presentation will be provided)
5. Self- Evaluation will be given to the teachers and learners

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Self – Evaluation
Direction: How much did you learn about the following?

Put a check (√ ) in the appropriate box.

3 – learned much

2 – learned but need some clarifications

1 – learned little

For Delegates

3 2 1

I can distinguish fire from explosion.

I can now easily classify the types of fire in

our community-home, school.
I can explain the fire triangle focusing on
the factors essential for a fire to start and
once started to remain to burn.

I can recognize the sources of fire

I understand the causes of fire in the

community.
I can explain the main elements of the
fire process.
I am now ready to share my knowledge
to my students and people in the
community.

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Chapter 1:

Chemistry of Fire
Fire is the active principle of burning,
characterized by heat and light of combustion. It
is a rapid oxidation of a material in the exothermic
chemical processes of combustion, releasing heat,
light and various reaction products. It is neither solid
nor liquid. Fire is a chemical reaction which results in
light and heat and it usually occurs only in the gas
phase. Solids must be heated first, to decay and
produce gases a process called pyrolysis. Liquids
must be heated to produce ignitable mixtures in air
(vaporization).

For a fire (combustion) to occur, four components

must be present: fuel, oxidizing agent, heat, chemical
chain reaction.

Fire - is the active principle of burning

characterized by the heat and light of combustion.

Combustion - is a rapid chemical combination of

a substance with oxygen, involving the production
of heat and light. It is a complete complex reaction
that requires a fuel (in the gaseous or vapor state),
an oxidizer, and heat energy to come together in a
very specific way.

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Fuel - Initially, the fuel may be in the form of a

solid, liquid or gas at the ambient temperature.

Heat - is the energy component of the fire

tetrahedron. When heat comes into contact with a
fuel, the energy supports the combustion reaction.

Oxygen - is the oxidizing agent to the combustion

process. With a diminished amount of oxygen, the
combustion process is slowed (Eg. Rusting). With
abundance amount of oxygen, the chemical
reaction is accelerated.

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1.1 TRIANGLE OF FIRE

The ‘fire triangle’ is a simple representation
of the three factors necessary for a fire to
start and once started continues to burn. All
materials have the ability to burn if supplied with
sufficient heat to cause the molecules to break
down and give off vapor. Once the vapor or
gas is released it is that which ignites, causing
more heat to be released, propagating further
reactions – the fire process has begun. As the
material that is involved with the combustion or
fire decomposes the material that is left has less
ability to react, ultimately causing the fire to die
down and go out (Furness, 2007).

Triangle of Fire

• Always present in the air • Hot Surfaces

• Additional sources from • Electrical equipments

oxidising agents
• Static electricity

• Smoking/naked flames

[Link]

• Flammable Gases

• Flammable Liquids

• Flammable Solids

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The decomposition of the material in this way

is known as pyrolysis and the smoke that can be
seen when a fire occurs is in fact unburnt products
of pyrolysis included in the vapors given off.

Fuel

Smoke

Oxygen Fire

Heat

Ignition/heat

Illustration of the main elements of Fire Process

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1.2 FIRE TETRAHEDRON

For many years the concept of fire was
symbolized by the Triangle of Combustion and
represented, fuel, heat, and oxygen. Further
fire research determined that a fourth element,
a chemical chain reaction, was a necessary
component of fire. A tetrahedron can be
described as a pyramid which is a solid having
four plane faces. Essentially all four elements
must be present for fire to occur, fuel, heat,
oxygen, and a chemical chain reaction.

[Link]

The four sides represent

HEAT, FUEL, OXYGEN, and
uninhibited CHAIN REACTIONS.

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A. Chemical Chain Reaction

is a series of where the products
of the reaction contribute to another
reaction. This transformation of
products to reactants allows a reaction
to continue with minimal or no outside
influence. These chain reactions are
generally triggered by a single initial
reaction where an unstable product
from the first reaction becomes the
reactant CO2. This is how fire spreads
(heat transfer).

There are three "phases" to a

chemical chain reaction: first being
the initiation or the initial spark, the
next being the propagation, and the
final state being the termination where
the system reaches a stable state.

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B. Heat Transfer
• Conduction - is the transfer of
heat from one body to another by
direct contact of the two bodies or
by an intervening heat-conducting
medium.

• Convection - is the transfer

of heat energy by the movement
of heated liquids or gases from the
source of heat to a cooler part of the
environment. It is the most common
method of heat transfer; when liquids
or gases are heated they become less
dense and will expand and rise.

• Radiation - is the transfer of heat

by infrared radiation (heat waves,
e.g., the sun) which generally is not
visible to the naked eye.

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Chapter 2:

Classes of Fire
2.1 CLASS "A" FIRE
- solid combustible materials of organic
nature such as wood, cardboard, paper,
hardboard, rubber, soft furnishings such as
carpets and curtains, in which combustion
normally takes places with the formation of
glowing embers.

2.2 CLASS "B" FIRE

- flammable gases and liquids, solvents,
oil, gasoline, paint, lacquers, tars, and other
synthetic or oil-based products. This type often
spread rapidly and, unless properly secured, can
rekindle after the flames are extinguished.

2.3 CLASS "C" FIRE

- involves energized electrical equipment,
such as wiring, controls, motors, data processing
panels or appliances. They can be caused by a
spark, power surge or short circuit and typically
occur in locations that are difficult to reach and
see.

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2.4 CLASS "D" FIRE

- combustible metals, such as magnesium,
sodium, and potassium. Combustible metal
fires are unique industrial hazards which require
special dry powder agents.

2.5 CLASS "K" FIRE

- involve combustible cooking oils and fats,
special extinguishers are available to handle this
type of fire.

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Chapter 3:

Sources of Fire
In order for a fire to start, there has to be
sufficient heat from an initiator or ignition source.
Sources of ignition can be found everywhere such
as in workplace, school, and home. These sources of
ignition could be open flames, hot surfaces, electrical
sparks (internal or external), electrically generated
arcs, friction (machinery), chemical reactions, or
even the compression of gases.

The following are sources of ignition that have

been considered to start a fire:

• Smokers’ materials

• Matches

• Cooking appliances

• Central and water heating devices

• Blowlamps, welding and cutting

equipment

• Electrical distribution

• Other electrical appliances

• Candles

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In addition to those sources identified above,

other common sources of heat in the workplace
include:

• Electrostatic discharges

• Ovens, kilns, furnaces, incinerators or

open hearths

• Boilers, internal combustion engines or oil

burning equipment

• Lightning.

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Chapter 4:

Causes of Fire
The common causes of major accidental fires
in the workplace, school, and home fall under the
broad headings of:

• Electrical appliances and installations

• Cookers, associated cooking equipment

and installations

• Naked lights and flames

• Heaters and heating systems

• Chemical and LPG (hazardous materials)

• Smokers and smokers’ materials

• Waste and waste management systems

• Other significant causes.

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4.1 Electrical appliances and

installations
Fires that are caused by electrical appliances
and installations are the most common cause of
fires in both industry and the home. There are a
variety of different ways that electricity flowing
through equipment and installations can cause
a fire.

Overloaded wiring
Where the electric current flowing in the
wires exceeds the rating of the cables, the wiring
heats up and melts the insulation and can set
fire to flammable material nearby. These are
commonly found in flexible cables or cords,
or consumer panel/power board leads. There
have also been a number of fires involving
electrical extension leads, where the cable has
remained fully wound on the cable drum. The
flow of electricity and the tightness of the fully
wound cable prevent heat dissipation causing
overheating and a fire to start. Loose wiring
connections – the current flowing through the
wiring encounters resistance at the connection
and generates heat.

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4.2 COOKERS, ASSOCIATED COOKING

EQUIPMENT AND INSTALLATIONS
Cookers, cooking equipment or other
equipment or installations used for the heating
of food, provide a range of sources of ignition
and fuel have the potential to initiate and
exacerbate a fire. Electrical fires associated
with cooking fall under the category already
covered in the previous paragraph. However,
failing thermocouples and other heat controlling
devices can also cause fires. These generally
occur due to a fault and a lack of preventive
maintenance.

4.3 Naked lights and flames

By their nature lighting units emit heat; the

amount of heat will generally depend upon two
factors, the wattage or energy consumption
and the type of light, such as halogen lamps,
incandescent units or fluorescent strip lighting.
As in the case of all fires, the lights themselves
will need to be positioned close to or touching
a combustible material, or in the case of
flammable mixtures in air, provide sufficient
heat or an ignition source to ignite the vapors.
Halogen lighting (high heat output) is becoming
more popular within industry and it used to light
both internal and external signage. If the signage
itself is combustible and the halogen unit has
been installed incorrectly or poorly maintained
the lighting unit may come into contact with the
signage starting a fire.

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4.4 Heaters and heating systems

Fires caused by heaters and heating systems

can be divided into two key areas; those that
are caused by faulty systems including poor
design, inappropriate installation or lack of
planned preventive maintenance; and those
that are caused by inappropriate use or misuse.
Poor design and installation can allow the heat
produced from the system to come into direct
contact with combustible materials, perhaps
such as wall linings through which the system’s
ducting is routed.

Inappropriate positioning of combustible or

flammable items in close proximity to heaters
and parts of heating systems may prevent air
circulation, causing a heat build-up, or if these
materials are in direct contact or within range of
any radiated heat a fire may start.

4.5 Children Playing with Fire

Children cause fires out of curiosity (what

happens when something burns) or mischief
(they’re angry, upset or destructive, and fire is
a major taboo to break). Kids may be involved
in fire play if you find matches or lighters in their
room/possession, smell Sulphur in their room,
and/or find toys or other personal effects that
appear melted.

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4.6 Flammable Liquids

Vapor from flammable liquids – fuels, solvents,

cleaning agents, thinners, adhesives, paints, and
other raw materials – can ignite or explode if used
or stored improperly. The vapor can easily ignite
from even just high temperatures or weak ignition
sources (one spark of static electricity). Vapor
being heavier than air, may travel some distance
to an ignition source and then flash back. Don’t
store flammable liquids near a heating source but,
ideally, outside the room in a cool ventilated area,
in approved flammable liquid container.

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• Important notes •

As stated before, Supreme Court recognizes three

(3) basic causes of fire:

1. Act of God or Providential fires -

are caused by act of God, like lightning and

erupting volcanoes. They cannot be controlled
or prevented by man (i.e. lightning, spontaneous
heating, rays of sun).

2. Accidental fires -

are caused mostly by human negligence and

human errors, such as smoking in bed, leaving
plugged electrical appliances like flat irons, air
conditioning units, and defective LPG (Liquefied
Petroleum Gas) containers.

3. Intentional fires -

are those set on purpose with a motive, legally

classified as arson or incendiarism, such as burning
a structure for insurance or to cover up another
crime.

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Module 2:
Firef ighting Tools
and
Equipment
The Goals and Objectives

GOALS:
1. Recognition of the firefighting tools and equipment
and know their importance.
2. The proper use of the firefighting tools and equipment
properly during an emergency.

OBJECTIVES:
1. Enumerate the different personal protective
equipment and their importance.
2. Identify the different firefighting tools and equipment
essential for use during an emergency and explain
their proper usage.
3. Differentiate the classes of fire protection system.

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Instructions for Facilitator:

The facilitator will start the session by asking the learners to complete the
ABC’s of Firefighting Tools and Equipment. The learners will provide possible
answers.

A B C D E F G
Air tanker Breathing Coat Fire truck
apparatus Conventional
Extinguisher Gloves
Arial Fire fire apparatus Fire hose
Apparatus Booster hose

H I J K L M N
Helmet
Ladder Nozzle
Helitack

O P Q R S T U
Sprinkler
System
Trousers
Protective
hood Relay Suction
Turntable
hose Hose
ladder
PASS
Safety
Shoes

V W X Y Z
Water
Tender

The facilitator will also present his own ABC’s of Firefighting Tools and
Equipment. The following processing questions will be asked to the learners:

1. Are you familiar with these tools and equipment?

2. How important are these in case of emergency?

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The facilitator will discuss thoroughly the following topics

using a powerpoint presentation with videos:

1. Personal protective equipment

2. Firefighting equipment
3. Fire protection system
3.1 two classes of fire protection systems
3.2 fire protection system function
4. Fire extinguishers to be used for different classes of fire.
5. Self- Evaluation will be given to the teachers and learners.

Self – Evaluation

Direction: Complete the statement below to assess the things

that you have learned today.

• Now, I can easily identify the __________________________

____________________.

• I know these are very important to/for _________________

____________________.

• I really appreciate the fire protection system

because____________________________________________.

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Chapter 1:

Personal Protective
Equipment (PPE)
Personal protective equipment is a general term
for the equipment worn by fire emergency service
responders. This covers a variety of devices and
garments designed to protect firefighters from serious
injuries or illnesses resulting from contact with chemical,
radiological, physical, electrical, mechanical or other
hazards ([Link]). This includes helmet, coats,
trousers, boots, protective gloves, protective hood,
SCBA, and PASS devices ([Link]).

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1.1 HELMET
For centuries, firefighters have worn helmets
to protect them from heat, cinders and falling
objects. Although the shape of most fire
helmets has changed little over the years, their
composition has evolved from traditional leather
to metals(including brass, nickel and aluminum),
to composite helmets constructed of lightweight
polymers and other plastics.

[Link]

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SAFE SCHOOL INITIATIVE

1.2 PROTECTIVE HOOD

It is provided to protect the head, ears, neck
and face, except the eyes, from heat and short
duration flash.

[Link]

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 SAFE SCHOOL INITIATIVE

1.3 PROTECTIVE COAT AND TROUSERS

provides most of the thermal protection from
ambient heat – the more thermal protection,
the longer it will take for the firefighter to feel the
heat. Fire suit overtrouser have been designed
for structural and external firefighting to protect
firefighters from extreme heat.

Stand-up Collar

Radio Pocket

Reflective Strips

Finger Holder Warm Pocket

Tools Pocket

Reinforced Knees

[Link]

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SAFE SCHOOL INITIATIVE

1.4 GLOVES
protect hands from burn injuries, cuts, and
wounds.

[Link]

1.5 SAFETY SHOES OR BOOTS

protective footwear that protect feet and
lower legs from burn injuries and puncture
wounds during emergency operations.

[Link]

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1.6 Self-Contained Breathing

Apparatus (SCBA)
protects the face and lungs from toxic smoke
and products of combustion.

Fiberglass Cylinder
Primary Pressure
Reducer

Harness

Quick Charge Remote Pressure

Adapter Indicator

Mask-Mounted
Regulator

AV2000 Facepiece
Voice Amp

Damage Control / FireFighting Configuration 1

NFPA 1981; 1992 ED Compliant
[Link]

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1.7 PERSONAL ALERT SAFETY SYSTEM

(PASS)
provides life safety protection by emitting
a loud shriek if the firefighter collapses or remain
motionless for approx. 30 seconds.

[Link]

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Chapter 2:

Firefighting Equipment

F
ire fighting equipment is designed to
extinguish fires to protect the user from
fire. This may be used by trained fire
fighters, untrained users at the scene of fire, or
built into a building such as sprinkler’s system.
([Link]

• FIRE ENGINE •
is generally equipped with pump, water tank,
hoses, nozzle and other tools. It contains water, water
enhancers to fight fires.

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2.1 FIGHTING APPARATUS

These are vehicles that have been
customized for use during firefighting operations
to assist in fighting fires by transporting firefighters
to the scene and providing them with access to
the fire, along with water or other equipment.

A. Conventional Fire Apparatus

The standard fire engine is an
apparatus designed primarily for
firefighting operations. The primary
purpose of the engine is transporting
firefighters to the scene, providing
a limited supply of water with which
to fight the fire, and carrying tools,
equipment, and hoses needed by the
firefighters. The tools carried on the
fire engine will vary greatly based on
many factors including the size of the
department and what sort of terrain
the department must handle.

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B. Turntable Ladder Firetruck (aerial)

is perhaps the best-known form
of special purpose aerial apparatus,
and is used for forcible entry,
ventilation, search and rescue, and
to gain access to fires occurring
at height using a large telescopic
ladder, where conventional ladders
carried on conventional appliances
might not reach. The name is derived
from the fact that the large ladder
is mounted on a turntable on the
back of a chassis, allowing it to pivot
around a stable base. To increase
its length, the ladder is telescoping.
Modern telescopic ladders are
either hydraulic or pneumatic. These
mechanical features allow the use of
ladders which are longer, sturdier, and
more stable. They may also have pre-
attached hoses or other equipment.

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C. Heavy Rescue Vehicle

is a type of specialty firefighting
or emergency medical services
apparatus. They are primarily
designed to provide the specialized
equipment necessary for technical
rescue situations such as traffic
collisions requiring vehicle extrication,
building collapses, confined space
rescue, rope rescues and swiftwater
rescue. They carry an array of special
equipment such as the Jaws of
life, wooden cribbing, generators,
winches, hi-lift jacks, cranes, cutting
torches, circular saws and other forms
of heavy equipment unavailable on
standard trucks.

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D. Hazardous materials
apparatus
vehicle used for investigations of
potentially dangerous goods

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E. Airport Crash Tender

are extremely powerful machines.
They offer relatively good acceleration
(for such large, heavy vehicles),
are able to negotiate rough terrain
outside the airport area, carry large
capacities of water, and fire fighting
foam, are fitted with powerful high-
capacity pumps, and water/foam
cannons and capable of delivering
firefighting media over long distances.

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6. Water tender
is a water truck with a watertank
carrying from 2000 to 5000 gallons of
water, high capacity volume water
pumps and possibly secondary high
pressure fire pumps, soft suction and
hard suction hoses and connections,
fire hose connections, and a fast
drafting capability.

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2.2 AERIAL FIRE APPARATUS

The types of aircraft used and helicopters
to fight fires. It may use chemical to include
water, water enhancers such as foams, gels and
specially formulated fire retardants such as Phos-
Check.

A. Air tanker
fixed-wing aircraft fitted with tanks
for dropping water, aka Phos-Check

B. Helitack
helicopters used in aerial fighting

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 SAFE SCHOOL INITIATIVE

2.3 FIRE HOSE

is a high-pressure hose that carries water or
other fire retardant (such as foam) to extinguish
a fire.

A. Attack Hose
hose is a fabric-covered, flexible
hose used to bring water from the fire
pumper to the nozzle

[Link]

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SAFE SCHOOL INITIATIVE

B. Jacketed hose: Single

(200 psi)/ double (300 psi)
Very durable with excellent kink,
snag and abrasion resistant.

[Link]

C. Relay Supply Hose

large-diameter, fabric-covered,
flexible hoses used to bring water from
a distant hydrant to the fire pumper
or to relay water from one pumper to
another over a long distance.

[Link]

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 SAFE SCHOOL INITIATIVE

D. Booster Hose
rubber-coated, thick-walled,
flexible hose used to fight small fires
and usually attached permanently at
the side of fire engine.

[Link]

E. Suction Hose
sometimes called hard suction,
is usually a rubber-covered, semi-
rigid hose with internal metal
reinforcements.

[Link]

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SAFE SCHOOL INITIATIVE

2.4 NOZZLE
- device designed to control the direction
or characteristics of a fluid flow (especially
to increase velocity) as it exits (or enters) an
enclosed chamber or pipe.

A. Turbojet Nozzle
is a constant gallonage nozzle
(flow remains the same in all patterns)
with multiple flow settings for operator
flow control.

[Link]

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 SAFE SCHOOL INITIATIVE

B. Industrial/spray Nozzle
industrial combination nozzle has
the option of either a fog stream or a
straight stream.

[Link]

C. Straight Nozzle
Deliver water at higher GPM
and over greater distances in a
concentrated stream.

[Link]

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SAFE SCHOOL INITIATIVE

2.5 SPANNER WRENCH

- Tightens and loosens rocker lug and pin lug
hose connection.

[Link]

2.6 FIRE HOSE ASSEMBLY

- expansively used in firefighting applications,
usually these are complete set of firefighting
accessories installed in a cabinet.

[Link]

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 SAFE SCHOOL INITIATIVE

2.6 FORCIBLE ENTRY TOOLS

A. Pike Pole
industrial combination nozzle has
the option of either a fog stream or a
straight stream.

[Link]

B. Fire Axe
is use for chopping, battering door
stop.

[Link]

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 SAFE SCHOOL INITIATIVE

C. Crowbar
removing nails, prying apart
boards, and generally breaking things.

[Link]

D. Bolt Cutter
deal for cutting rods, bolts
(padlocks), bars, chains and cables.

[Link]

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 SAFE SCHOOL INITIATIVE

2.7 LADDERS
One of the basic and effective tools for
rescue function in the fire ground is the ground
ladder. It can also be used for many functions
when called upon. One of the basic functions is
to gain access to elevated areas of the building.

A. Roof ladders
easy accessing the window and
provide hook and safety steps in
working on the roof.

[Link]

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SAFE SCHOOL INITIATIVE

B. Extension ladders
Spring load locks operate smoothly.
Pivoting shoe with slip resistant pad.

[Link]

C. Combination ladders
may be used as a self-supported
stepladder and as a single or extension
ladder.

[Link]

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 SAFE SCHOOL INITIATIVE

D. Pompier ladders
aka scaling ladder;
single-beam ladder with rungs
projecting from both sides.

E. Silo Ladder
provided with cage for safety.

[Link]

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SAFE SCHOOL INITIATIVE

Chapter 3:

Fire Protection System

T
he lives of those in school or in any establishment
would be at risk in case of an emergency if there
is no fire protection system. The fire protection
system should be an important component of any
building’s safety plan. This system has been designed
to help the building and its occupants during a fire
([Link]
fire-protection-system, 2017). Fire protection systems
help with fire detection and help reduce damage to
the building, expensive equipment, documents, and
inventory.

There are two classes of fire protection systems.

Passive Fire Protection systems use systems that do
not require any motion or action in order to work
like fire and smoke dampers, fire walls/barriers,
and fire doors. Active fire protection systems use
some amount of actions to notify of the fire and
smoke conditions, help slow the growth of the fire
or to help put out the fire altogether. Examples of
these are fire alarm system, sprinkler system, and fire
extinguisher/hydrant. Fire protection systems play
a crucial role in providing protection to the building
and its occupants; hence, to ensure the complete
safety of both the building and all its occupants,
there should be both passive and active protection
systems which are maintained and kept up-to-date
([Link]

2017).

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 SAFE SCHOOL INITIATIVE

3.1 HOW DOES A FIRE PROTECTION

SYSTEM FUNCTION?
Fire protection systems work in different
ways, but all have a common goal to detect a
fire and protect the building, its occupants, and
valuables (Mein, 2019). If a fire sparks, a common fire
protection system like a smoke detector and a
sprinkler works in such a way that the smoke sets
off the detector causing the sprinkler system to
activate. The water protects against the spread
of fire. These systems detect and suppress fire
making the occupants safe and protected
([Link]

protection-system).

3.2 CLASSIFICATION OF FIRE

The effectivity of putting out a certain fire
depends on two main factors:
• The right kind of extinguishing agent
• The correct method of applying that
agent.

3.3 FIRE EXTINGUISHERS

- Fire extinguishers are designed to tackle
specific types of fire. There are different types
of fire extinguishers used for different classes of
fire. Each type of extinguisher is ergonomically
designed for the safe and effective discharge
of its contents. Extinguishers contain different
materials that make them suitable for fighting
certain types of fires. For them to be effective,
they should be used appropriately or they may
prove ineffective or in fact aggravate the fire if
not used properly (Burton, 2015).

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SAFE SCHOOL INITIATIVE

TYPES OF FIRE EXTINGUISHERS:

A. HCFC
(HYDROCHLOROFLUOROCARBON)
123 Fire Extinguisher.
HCFC 123 is a clean extinguishing
agent that removes heat and displaces
oxygen from the combustion zone. It
effectively extinguishes Class A, B and
C fires by cooling and smothering.

B. Dry Chemical Fire

Extinguisher.
It is a multipurpose fire extinguisher
suitable for class A, B and C fires.

Dry Chemical fire extinguishers

extinguish the fire primarily by
interrupting the chemical reaction
of the fire triangle. This is most widely
used type of fire extinguisher today
and the multipurpose dry chemical is
effective on Class A, B, and C fires. This
agent also works by creating a barrier
between the oxygen element and the
fuel element on Class A fires. Ordinary
dry chemical is for Class B & C fires
only. It is important to use the correct
extinguisher for the type of fuel! Using
the incorrect agent can allow the fire
to re-ignite after apparently being
extinguished successfully.

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 SAFE SCHOOL INITIATIVE

C. Carbon Dioxide (CO2) Fire

Extinguisher.
This type of extinguisher is primarily
intended for use on Class B and C fires.

CO2 extinguishers are ideal

for places with a lot of electrical
equipment such as offices or server
rooms because they are safe to use
on fires involving electrical apparatus.
Carbon dioxide extinguishers do not
leave any residue, unlike a foam
extinguisher. They can also be used on
Class B fires, those involving flammable
liquids such paraffin or petrol. CO2
extinguishers work by smothering the
fire and cutting off the supply of air.

D. Aqueous Film Forming Foam

(AFFF) Fire Extinguisher.
It is suitable for class A and B fires
only. Foam fire extinguishers can be
used on Class A and B fires. They are
most suited to extinguishing liquid fires
such as petrol or diesel and are more
versatile than water jet extinguishers
because they can also be used on
solids such as wood and paper. The
foam extinguishes liquid fires by sealing
the surface of the liquid, preventing
flammable vapour reaching the air
and starving the fire of fuel.

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SAFE SCHOOL INITIATIVE

E. Wet Chemical Fire

Extinguisher.
It is a fire extinguisher suitable for
class A, and K fires.

Wet chemical extinguishers

are suitable for use on Class K fires
involving cooking oils and fats, such
as lard, olive oil, sunflower oil, maize
oil and butter. They are extremely
effective, when used correctly. The
wet chemical rapidly knocks the
flames out, cools the burning oil and
chemically reacts to form a soap-
like solution, sealing the surface and
preventing re-ignition. Although they
are primarily designed for use on Class
K fires, cooking oils and deep fat fryers,
they can also be used on Class A fires
(wood, paper and fabrics) and Class
B fires (flammable liquids).

F. Dry Powder extinguishers.

Dry Powder extinguishers are
similar to dry chemical except that
they extinguish the fire by separating
the fuel from the oxygen element or
by removing the heat element of the
fire triangle. However, dry powder
extinguishers are for Class D or
combustible metal fires only. They are
ineffective on all other classes of fires.

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 SAFE SCHOOL INITIATIVE

[Link]

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SAFE SCHOOL INITIATIVE

Module 3:
Fire Operation Strategy
The Goals and Objectives

GOALS:
1. Increase the level of preparedness of the school
community
2. Develop a basic understanding on vulnerabilities, risks,
and hazards in schools and communities

OBJECTIVES:

1. Discuss the phases of a fire operation

2. Discuss response capabilities
3. Explain the importance of School Based Disaster
Risk Management

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 SAFE SCHOOL INITIATIVE

Instructions for Facilitator:

1. The facilitator will start the session by asking them the

following questions:
a. Have you watched a local or international movie
on how a hero, main actor/actress respond to an
emergency?
b. What particular indicator did they use to identify
that someone or something needs a help?
c. How did you describe his/her ways of responding
to them?
d. In the Philippines, fire emergency is one common
disaster that needs an immediate response. As a
responsible member of the community, are you
ready to respond on this? Why?
2. The facilitator will discuss the following comprehensively:
a. Fire Behavior Indicators
b. Phases of Fire
b.1 Ignition/Incipient Phase
b.2 Growth Phase
b.3 Fully Developed Phase
b.4 Decay Phase
c. Fire Response Capabilities
c.1 Total Response Time Components
c.2 Challenges to Response
c.3 Assessing System Resilience
d. School Based Disaster Risk Management
e. School Based Risk Reduction Team

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SAFE SCHOOL INITIATIVE

Self – Evaluation
Direction: How much did you learn about the following and
how ready are you in case of fire emergency?

Put a check (√ ) in the appropriate box.

3 – learned much and I am definitely ready

2 – learned but need some clarifications and I am quite ready

1 – learned little and I am not yet ready

For Delegates

3 2 1

I can distinguish fire from explosion.

I can now easily classify the types of fire in

our community-home, school.
I can explain the fire triangle focusing on
the factors essential for a fire to start and
once started to remain to burn.

I can recognize the sources of fire

I understand the causes of fire in the

community.
I can explain the main elements of the
fire process.
I am now ready to share my knowledge
to my students and people in the
community.

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 SAFE SCHOOL INITIATIVE

Chapter 1:

Fire Behavior Indicators

F
ire conditions can vary considerably
throughout the building with one
compartment containing a fully developed
fire, an adjacent compartment in the growth
stage, and still other compartments yet uninvolved.
Identifying the stages of fire development and
likely development through this process allows
firefighters to foresee what will happen next
(if action is not taken), potential changes due to
unexpected ventilation, and the likely effect of
tactical action.

Building Factors, Smoke and Air Track, Heat, and

Flame (B-SAHF) are critical fire behavior indicators.
Understanding the indicators is important, but more
important is the ability to include these factors in the
process of reading the fire as part of size-up and
dynamic risk assessment.

With the Review of Fire Behavior Indicators,

the firefighters can easily observe some of the
B-SAHF indicators. However, fire behavior indicators
encompass a wide range of factors that firefighters
may see, hear, or feel. Some factors are relatively
unchanging like building construction and others
are quite dynamic, changing as the fire develops
like smoke conditions and flames.

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SAFE SCHOOL INITIATIVE

1.1 BUILDING
Unlike the other fire behavior factors, the
building and its contents are present prior to
ignition and can be examined during the pre -
planning process. While many common types
of buildings and occupancies are not the focus
of a formal pre - plan program, firefighters can
examine common features and their influence on
fire behavior. This pre-fire assessment of likely fire
development and spread should be compared
with actual fire behavior encountered during
emergency incidents to improve skill in reading
building factors.

1.2 SMOKE AND AIR TRACK

Smoke conditions and the pattern of
smoke and air movement are two of the
most important indicators of fire behavior.
The location and appearance of smoke can
provide valuable cues related to the location
of the fire, its burning regime including the fuel
or ventilation controlled and the stage of fire
in various areas of the building. It is critical that
firefighters begin their assessment of smoke and
air track indicators from outside the building, but
continue this process on an ongoing basis from
both the interior and exterior of the structure.

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 SAFE SCHOOL INITIATIVE

1.3 HEAT
While heat cannot be observed directly,
observation of the effect of heat on air track
like velocity of smoke discharge, the building
or exposures, and sensation of changes in
temperature can be significant fire behavior
indicators. It is important to remember that
our personal protective equipment provides
significant insulation and slows the transfer of
heat and resulting sensation of changes in
temperature.

1.4 FLAME
Flaming combustion is often the most obvious
or visible indicator observed by firefighters.
However, do not get so focused on visible flames
that you miss more important, but subtle building,
smoke, air track, and heat indicators. Flame
indicators such as location, volume, color, etc.
are important, but need to be integrated into the
B-SAHF framework to provide a more complete
picture.

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SAFE SCHOOL INITIATIVE

Chapter 2:

Stages of Fire
Fire is the noticeable effect of the process of
combustion which is a special type of chemical
reaction. It occurs between oxygen in the air and
some sort of fuel. The products from the chemical
reaction are totally different from the starting
material. When oxygen, fuel, heat, and the essential
chain reactions are all present under acceptable
circumstances, a fire will occur. As a typical fire
progress, it will pass through four distinct phases,
unless the process is interrupted. The National Institute
of Standards and Technology (2005) identifies the
four phases of fire:

• Ignition/Incipient Phase

• Growth Phase

• Fully Developed / Flashover Phase

• Decay Phase

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 SAFE SCHOOL INITIATIVE

2.1 IGNITION / INCIPIENT STAGE

Going back to the basics of fire behavior,
ignition requires heat, fuel, and oxygen. Once
combustion begins, development of an incipient
fire is largely dependent on the characteristics and
configuration of the fuel involved (fuel controlled
fire). Air in the compartment provides adequate
oxygen to continue fire development. During this
initial phase of fire development, radiant heat
warms adjacent fuel and continues the process
of pyrolysis. A plume of hot gases and flame rises
from the fire and mixes with the cooler air within
the room. This transfer of energy begins to increase
the overall temperature in the room. As this plume
reaches the ceiling, hot gases begin to spread
horizontally across the ceiling. Transition beyond
the incipient stage is difficult to define in precise
terms. However, as flames near the ceiling, the
layer of hot gases becomes more clearly defined
and increases in volume, the fire has moved
beyond its incipient phase and (given adequate
oxygen) will continue to grow more quickly (National
Institute of Standards and Technology 2005).

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SAFE SCHOOL INITIATIVE

2.2 GROWTH STAGE

If there is adequate oxygen within the
compartment additional fuel will become
involved and the heat release rate from the fire
will increase. While considerably more complex,
gas temperatures within the compartment may
be described as existing in two layers: A hot
layer extending down from the ceiling and a
cooler layer down towards the floor. Convection
resulting from plume and ceiling jet along with
radiant heat from the fire and hot particulates
in the smoke increases the temperature of the
compartment linings and other items in the
compartment (National Institute of Standards
and Technology, 2005).

As gases within the compartment are

heated they expand and when confined by
the compartment increase in pressure. Higher
pressure in this layer causes it to push down within
the compartment and out through openings.
The pressure of the cool gas layer is lower,
resulting in inward movement of air from outside
the compartment. At the point where these two
layers meet, as the hot gases exit through an
opening, the pressure is neutral. The interface
of the hot and cool gas layers at an opening is
commonly referred to as the neutral plane.

The fire can continue to grow through

flame spread or by ignition of other fuel within
the compartment. As flames in the plume reach
the ceiling they will bend and begin to extend
horizontally. Pyrolysis products and flammable
byproducts of incomplete combustion in the hot
gas layer will ignite and continue this horizontal
extension across the ceiling. As the fire moves
further into the growth stage, the dominant heat
transfer mechanism within the fire compartment
shifts from convection to radiation. Radiant heat
transfer increases heat flux (transfer of thermal
energy) at floor level.

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 SAFE SCHOOL INITIATIVE

2.3 FULLY DEVELOPED/FLASHOVER

PHASE
Transition to a Fully Developed Fire Flashover
is the sudden transition from a growth stage to
fully developed fire. When flashover occurs, there
is a rapid transition to a state of total surface
involvement of all combustible material within
the compartment. Conditions for flashover are
defined in a variety of different ways. In general,
ceiling temperature in the compartment must
reach 500°-600° C (932°-1112° F) or the heat flux
(a measure of heat transfer) to the floor of the
compartment must reach 15-20 kW/m2 (79.25
Btu/min/ft2)-105.67 Btu/min/ft2). When flashover
occurs, burning gases will push out openings in
the compartment (such as a door leading to
another room) at a substantial velocity (National
Institute of Standards and Technology 2005).

Recognizing flashover and understanding the

mechanisms that cause this extreme fire behavior
phenomenon is important. However, the ability
to recognize key indicators and predict the
probability of flashover is even more important.
It is important to remember that flashover does
not always occur. There must be sufficient fuel
and oxygen for the fire to reach flashover. If
the initial object that is ignited does not contain
sufficient energy (heat of combustion) and does
not release it quickly enough (heat release rate),
flashover will not occur (e.g., small trash can
burning in the middle of a large room). Likewise, if
the fire sufficiently depletes the available oxygen,
heat release rate will drop and the fire in the
compartment will not reach flashover (e.g., small
room with sealed windows and the door closed).

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SAFE SCHOOL INITIATIVE

2.4 DECAY PHASE

A compartment fire may enter the decay
stage as the available fuel is consumed or due
to limited oxygen. Usually the longest phase
of a fire, which is characterized a significant
decrease in oxygen or fuel, putting an end to
the fire (Disaster Readiness and Risk Reduction, 2017).
Two common dangers during this phase are
first, the existence of non-flaming combustibles,
which can potentially start a new fire if not
fully extinguished. Second, there is the danger
of a backdraft when oxygen is reintroduced
to a volatile, confined space. As discussed
in relation to flashover, a fuel package that
does not contain sufficient energy or does not
have a sufficient heat release rate to bring a
compartment to flashover, will pass through
each of the stages of fire development (but
may not extend to other fuel packages). On
a larger scale, without intervention an entire
structure may reach full involvement and as
fuel is consumed move into the decay stage.
However, there is another, more problematic
way for the fire to move into the decay stage.
When the ventilation profile of the compartment
or building does not provide sufficient oxygen,
the fire may move into the decay stage. Heat
release rate decreases as oxygen concentration
drops, however, temperature may continue
to rise for some time. This presents a significant
threat as the involved compartment(s) may
contain a high concentration of hot, pyrolized
fuel, and flammable gaseous products of
combustion.

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 SAFE SCHOOL INITIATIVE

Ventilation Controlled Fires Under ventilation

controlled conditions excess pyrolizate and
flammable products of combustion present in
smoke are a significant hazard to firefighters.
While fuel, heat, and oxygen are present in
proportion to support combustion where the
fire is burning, the heat of the fire is pyrolyzing
more fuel vapor than the fire can consume.
In addition, incomplete combustion results in
production of flammable gases such as carbon
monoxide. The speed of fire development is
limited by the availability of atmospheric oxygen
provided by the current ventilation profile of the
compartment or building.

When the fire is burning in a ventilation

controlled state, any increase in the supply of
oxygen to the fire will result in an increase in heat
release rate. Increase in ventilation may result
from firefighters making entry into the building
(the access point is a ventilation opening),
tactical ventilation (performed by firefighters),
or unplanned ventilation (e.g., failure of window
glazing due to elevated temperature).

It is essential to recognize when the fire

is, or may be ventilation controlled and the
influence of planned and unplanned changes in
ventilation profile. Most compartment fires that
progress into the growth stage are ventilation
controlled when the fire department arrives. A
bi-directional air track (smoke out the top and
air in the bottom) is often a significant indicator
of a ventilation controlled fire. As illustrated
in Figure 5, as the neutral plane drops, smoke
exiting through the opening reduces the size
of the inlet opening, further restricting the air
available for combustion and extent to which
the fire is ventilation controlled.

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SAFE SCHOOL INITIATIVE

Chapter 3:

Phases of
Fire Operation
3.1 PRE-FIRE PLANNING
the phase on which firefighters fight the
fire before it occurs. It involves collecting of
information to plan ahead of time. This includes
the following processes:

1. Fire Safety Inspection

2. Personnel Inhouse Training

3. Contingency Planning

4. Maintenance of FFE and Apparatus

5. Communication System

6. Creation of Emergency Command

System

7. Monitoring of Water Supply/Source

8. Establishing Evacuation Plan and Area

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 SAFE SCHOOL INITIATIVE

3.2 SIZE UP
is the conduct of estimate of existing
conditions in a fire incident such as personnel,
equipment, water supply, life hazards, time of
day, type of occupancy, and size of fire. The
size-up commences long before the alarm
sounds and continues throughout the duration
of the emergency.

3.3 RESCUE
is the removal humans from places involved in
fire or other disasters. This is the first consideration
to be taken on arrival at a fire. The manner of
bringing the person from a unsafe place to safe
place.

3.4 EXPOSURE
Exposures used in the fire service, means
any building or material that is likely to become
involve either directly or in directly with existing
fire.

Cover exposure as it applies to fire service

means completely surrounding the fire with
streams so that the fire will be checked at each
possible avenue of extension. A technique by
which firefighters dose off water to unburned
adjacent houses to promote cooling and
preventing the extension of fire.

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SAFE SCHOOL INITIATIVE

3.5 CONFINEMENT
The action which is necessary to contain the
fire in a smallest possible area. During this process,
the following things are to be considered:

1. Building Smoke Control

2. Wind direction

3. Distance to advance hose lines

4. Closest ingress point

5. Material burning

6. Arrangement of fuel

3.6 VENTILATION
The planned, methodical, and systematic
removal of pressure, heat, smoke, gases and in
some cases, even flame from an enclosed area
through predetermined paths.

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 SAFE SCHOOL INITIATIVE

3.7 EXTINGUISHMENT
Fire extinguishment theory states that fire is
extinguished by limiting or interrupting one or
more of the essential elements in the combustion
process (fire tetrahedron). There are four ways to
extinguish a fire:

A. Cooling or Temperature
reduction
One of the most common methods
of extinguishment is cooling with
water. This depends on reducing the
temperature of a fuel to a point where
it does not produce sufficient vapor to
burn.

B. Starving or Fuel removal

In some cases, fire is effectively
extinguish by removing the fuel source
or by stopping the flow of solid, liquid or
gaseous fuel in the path of a fire. Another
method of fuel removal is to allow a fire
to burn until all fuel is consumed.

C. Smothering or Oxygen
exclusion
Reducing the oxygen content in an
area also puts out the fire. This can be
done by flooding an area with inert gas
such as carbon dioxide, which displaces
the oxygen, or the oxygen can be
reduced by separating the fuel from the
air such as blanketing with foam.

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SAFE SCHOOL INITIATIVE

D. Inhibition
Extinguishing agents, such as
dry chemicals and halogenated
hydrocarbons (halons), interrupt the
flame producing chemical reaction
and stop flaming. This method of
extinguishment is effective on gas and
liquid fuels because they must flame to
burn.

3.8. SALVAGING
It is the process of applying techniques that
minimize damage to contents and structure during
and after fire suppression.

3.9 OVERHAUL
Overhaul is the final task performed by a
firefighter at the fire scene. Although the primary
objective of overhaul is to ensure that the fire is out,
it generally includes doing whatever is necessary
to leave the premises in as safe and secure as
possible.

3.10 POST-FIRE ANALYSIS

Determining the cause and origin of the
incident is every firefighter’s duty and, like all of
the other things we do to control an incident, a
very important factor. Firefighters always want to
assist and not hinder an investigation or criminal
prosecution.

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 SAFE SCHOOL INITIATIVE

Chapter 4:

Fire Response Capabilities

F
ire and Rescue Departments are “ALL-
Hazards” Departments providing emergency
medical response, fire suppression, technical
rescue, hazardous materials response, response to
active shooter/hostile events, fire inspections, public
education, investigation, community training and
more. Effectively managing a fire department requires
an understanding of and an ability to demonstrate
how changes to resources in any of these areas will
affect the overall safety of the community. One of
the greatest challenges to public safety is articulating
its value in a quantifiable manner. The necessity of
data collection, analysis and reporting cannot be
overstated. Data are the sustaining lifeblood of the
fire service. Data, and the information gleaned from
it, show the need for prevention, public education,
and emergency response services including the
number of appropriately staffed and deployed
apparatus necessary to mitigate the emergencies
that occur, assure optimal performance of
responders on scene, and best facilitate a positive
outcome of the incident (Urban Fire Forum, 2018).

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SAFE SCHOOL INITIATIVE

It is imperative that fire department leaders,

as well as political decision makers, know how fire
department resource deployment in their local
community affects community outcomes in three
important areas: firefighter injury and death; civilian
injury and death; and economic loss. To facilitate this,
fire department leaders must have reliable statistical
data useful for optimization of resources in every
area of the fire department. However, even with
recent technological advances and substantial fire
department efforts in data collection, the fire service
is often unable to quantify experiences to determine
its relative effectiveness.

School-based risk reduction is gaining recognition

as a critical component of community-based risk
reduction. School-based risk reduction is a child-
centered community-based framework that fosters
the agency of children and youth, both in groups and
as individuals, to work towards making their lives safer
and their communities more resilient to disasters.

The approach entails the ethical and meaningful

participation of all children in assessing, planning,
implementing, monitoring and evaluating disaster
risk reduction programs. It is underpinned by the
recognition of children as rights holders who, together
with the support of adult duty-bearers, can and
must have significant roles in their communities. Thus,
children are seen both as holders of basic rights (to
survival, development and protection) and as actors
whose knowledge and active efforts are needed in
preparedness, relief and recovery disaster programs
(and beyond).

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There are three basic components of fire

department response performance. These
components are availability, capability and
operational effectiveness.

1. Availability — The degree to which the resources

are ready and available to respond.

2. Capability — The abilities of deployed resources to

manage an incident

3. Operational Effectiveness — A product of

availability and capability. It is the outcome
achieved by the deployed resources or the ability
to match resources deployed to the risks to which
they are responding (National Fire Service Data Summit
Proceedings, U.S. Department of Commerce, NIST Tech Note
1698, May 2011).

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4.1 TOTAL RESPONSE TIME

COMPONENTS
Total response time should be measured and
reported for all first due units and the effective
response force (ERF) assembly. Total response
time is composed of call processing time, turnout
time, and travel time (Taylors, 2005).

A. Call processing time is the time

the call being received at the PSAP
to the dispatching of the first unit.
This is measured for all emergency
incidents.

B. Turnout Time is the elapsed time

from when a unit is dispatched until
that unit changes their status to
‘responding’.

C. Travel time is the elapsed time

from when a unit begins to respond
until its arrival on the scene.

There are numerous other data elements

necessary to show fire department performance.
These elements are listed and defined below.
Responders include all mobile resources
dispatched to an incident. Frequency of
response can also be determined for each unit.

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4.2 STAFFING/CREW
Staffing/crew size is a measurable
objective and is an important determinant
in assembling and effective response force
on scene. Crew size also determines what
tasks can be accomplished once a unit
arrives on scene Therefore, crew size affects
the on-scene intervention time to stop risk
escalation. This regulation allows an exception
for rescue operations conducted in the event
of an imminent life-threatening situation where
immediate action could prevent the loss of life
or serious injury. This shall be organized to ensure
that if, on arrival at the emergency scene,
initial attack personnel find an imminent life-
threatening situation where immediate action
could prevent the loss of life or serious injury,
such action shall be permitted (Taylors, 2005).

4.3 FIRST UNIT ARRIVAL

First unit arrival denotes the first arriving
fire department vehicle with the potential to
intervene in the situation and curtail or stop the
escalation of the incident. In the absence of
on-scene task times, if crew size and structure
type are known, this time can be used as a
proxy for estimation of tasks like water on fire
time.

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4.4 INITIAL ALARM ARRIVAL (ASSEMBLY

OF EFFECTIVE RESPONSE FORCE)
Given expected on scene conditions, the
number of on-duty members sent in an initial
alarm should be determined through task analysis
considering; 1) Life hazard protected population,
2) Safe and effective performance, 3) Potential
property loss, 4) Hazard levels of properties, and
5) tactics employed. The timing of the complete
assembly of these forces is significant in assuring
that risk control tasks can be implemented in a
timely and effective manner. For example, on the
fire ground, coordinating ventilation with water
on the fire is an absolute and requires sufficient
number of personnel to complete.

4.5 INTERVENTION TIME

Intervention time is the time that responders
arriving on scene engage to stop the emergency.
For EMS this time is typically when the responders
are at a patient’s side. For fire response, this time
is documented for water on fire. Intervention time
is a critical indicator of operational performance.

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4.6 CHALLENGES TO RESPONSE

CAPABILITY

1. Traffic
Traffic may have a significant effect
on response capability. Fire service
leaders should evaluate and report major
arteries, interstates and access roads,
waterways, rail and other transportation
systems and monitor effects.

2. Road Infrastructure
Larger emergency vehicles are
generally more cumbersome and may
be negatively affected by their weight,
size, and inability to travel narrow surface
streets. Fire service leaders should
identified areas in their community where
travel may be restricted and ensure the
necessary resources are positioned.

3. Terrorism
Metropolitan cities and suburban
areas in close proximity may experience
ongoing alerts of extremist groups both
domestic and foreign. Fire service leaders
must be cognizant of the ongoing
threats and the security measures often
implemented by law enforcement and
other agencies. These measures at
times can hinder normal operations.

System capacity may be defined

as the maximum service output that
the system of workers, equipment and

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vehicles is capable of producing as

a whole. In addition to personnel,
examples of items included in the
capacity analysis consist of the
following.

1) A notification / dispatch system

for incidents
2) The number and location
of stations, equipment and
personnel, training
3) The number/type of units
responding
4) Crew size per responding unit
5) Water supply characteristics –
hose, tank size
6) EMS equipment (defibrillators,
tourniquets, bandages)

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4.7 ASSESSING SYSTEM RESILIENCE

Resilience is the capacity to recover quickly from
difficulties or stresses. This concept certainly applies
to emergency response systems under stress. It is
important that emergency response systems have
built in redundancy. Excess capacity or built-in
surge capacity is necessary to assure that systems
are resilient in the face of excess demand. Many
departments have elaborated systems of move-
ups and mutual aid agreements to accommodate
this need. Departments with maximum use of
apparatus on a daily basis without such built-in
redundancy are destined to experience failure
in the form of negative outcomes. Using much
of the data previously mentioned, departments
can assess overall time commitments by station.
Table 4 shows the percentage of 24 hour shifts
that units are deployed. These percentages
represent responses alone and do not factor in
other workload for training, inspections, apparatus
preparation, gear cleaning, and station chores.

Fire departments are often faced with

challenges that multiply after natural or human-
caused events or disasters. Surge planning for
immediate response resource availability should
be critical components of every fire departments
emergency plan for these type events. Surge
capacity is a measurable representation of ability
to manage a sudden influx of call volume. The surge
may affect all response units in the jurisdiction or it
may only affect one type of response unit like EMS
transport units. A fire departments capability to
assure surge capacity within the response system is
dependent on a well-functioning communications
and incident management system and other
variables like geography, supplies, staff and any
special considerations (Saylors, 2016).

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Fire departments are response models, not

production models meant to maximize efficiencies.
Efficiency is defined as the ability to accomplish
something with the least waste of time and effort
including competency in performance. Therefore,
efficiency is intended to maximize output of a
system with minimal input. Efficient systems are not
designed to be resilient or redundant, but rather
to be profitable, optimized, and low cost. These
systems, when stretched to the max become
fragile. By eliminating redundancy or built in
surge capacity that allows a system to deal with
any overload, systems will evolve into fragile,
error-prone systems. According to Saylors (2016)
departments may reap the benefits of short-
term efficiency but will eventually suffer from it.
Efficient systems fail from unanticipated shocks.
Resilient systems can survive shocks with sufficient
built-in redundancy. Response models need to
be resilient to survive the impact that overturns
efficient systems (Saylors, 2016).

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Chapter 5:

School-Based Disaster
Risk Management
T
he United Nations Convention on the Rights
of the Child states that all children, without
discrimination, have the right to live, grow,
develop and participate in a secure and decent
environment. From a rights perspective, it is critical that
disaster risk reduction programs factor in the needs
and realities of young children by providing support
to their families and by educating children from an
early age about disaster risks and preparedness.

A sudden, generally unanticipated emergency

event in a school negatively affects a significant
segment of the school population, at times leading
to serious injury or death. These events can either be
a natural or human- induced catastrophe and can
strike with little or no warning. Actual incidents, such
as the collapse of a building in an earthquake, fires
and even stampedes, have forced the global school
community to understand and avert such disasters
from occurring. Many schools are not prepared to
cope with a disaster. Such an approach – of not
readying for a calamity – has resulted in the loss of
life of many children and school staff. Teachers and
staff must know how to help students and themselves
through a crisis and ensure that they return home
safely. Knowing what to do when confronted with
a crisis can make the difference between calm and
chaos, between courage and fear, and between life
and death.

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Not all disasters strike a school directly and

immediately. But they can have several negative
impacts on schools. Sometimes schools are affected
indirectly through the impact on the homes of
students, staff and their families. In the wake of
earthquakes, droughts or communal unrest, drop-
out rates of students tend to increase. It is common
for students to leave school after a disaster event,
either because their parents need them to work or
because they are afraid of sending their children
back to an unsafe school environment. Children
may feel unable to attend classes or have problems
concentrating because they are suffering from the
psychosocial impacts of a disaster. Schools can be
affected in short- or long-term phases. Damages to
school infrastructure directly relate to a reduction in
school hours and, consequently, to a decrease in the
quality of education.

After a disaster that impacts a school, children

may either stop going out of fear or they may be
forced to go to other facilities, often in shifts. Either
way, their education suffers. School hours may be
cancelled because teachers are busy helping their
communities meet recovery needs. When students are
left anxious, uprooted, out of the classroom for long
periods or relocated to other facilities, their education
is disrupted and their stress increases.

The vulnerability of school facilities must not be

seen only in terms of the need to prevent catastrophic
damage that may destroy the buildings and cause
injuries. It is also necessary to prevent situations that
may affect the continuity of service that schools
provide.

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5.1 TERMINOLOGY

A. Vulnerability:
The characteristics and
circumstances of a community,
system or asset that make it
susceptible to the damaging effects
of a hazard. There are many aspects
of vulnerability, arising from various
physical, social, economic and
environmental factors. Examples may
include poor design and construction
of buildings, inadequate protection of
assets, lack of public information and
awareness, limited official recognition
of risks and preparedness measures
and disregard for wise environmental
management. Vulnerability varies
significantly within a community
and over time. Specific types of
vulnerabilities are discussed in the
modules.

B. Hazards:
A dangerous phenomenon,
substance, human activity or
condition that may cause loss of
life, injury or other health impacts,
property damage, loss of livelihood
or services, social and economic
disruption or environmental damage.

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C. Disaster risks:
The potential disaster losses in
lives, health status, livelihoods, assets
and services that could occur to a
particular community or a society over
some specified future time period. The
definition of disaster risk reflects the
concept of disasters as the outcome
of continuously present conditions of
risk. Disaster risk comprises different
types of potential losses that are often
difficult to quantify.

D. Preparedness:
The knowledge and capacities
developed by governments,
professional response and recovery
organizations, communities and
individuals to effectively anticipate,
respond to and recover from the
impacts of likely, imminent or current
hazard events or conditions.

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E. Prevention:
The outright avoidance of adverse
impacts of hazards and related disasters.
Prevention expresses the concept and
intention to completely avoid potential
adverse impacts through action taken
in advance. Examples include dams or
embankments that eliminate flood risks,
land use regulations that do not permit
any settlement in high risk zones, and
seismic engineering designs that ensure
the survival and function of a critical
building in any likely earthquake. Very
often the complete avoidance of losses
is not feasible and the task transforms to
that of mitigation. Partly for this reason,
the terms prevention and mitigation
are sometimes used interchangeably in
casual use.

F. Capacity:
The combination of all the strengths,
attributes and resources available within
a community, society or organization that
can be used to achieve agreed goals.
Capacity may include infrastructure
and physical means, institutions,
societal coping abilities, as well as
human knowledge, skills and collective
attributes such as social relationships,
leadership and management. Capacity
also may be described as capability.
Capacity assessment is a term for the
process by which the capacity of a
group is reviewed against desired goals,
and the capacity gaps are identified
for further action. Different types of
capacities are discussed in detail in the
modules.

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G. Mitigation:
The lessening or limitation of the
adverse impacts of hazards and related
disasters. The adverse impacts of hazards
often cannot be prevented fully, but
their scale or severity can be substantially
lessened by various strategies
and actions. Mitigation measures
encompass engineering techniques
and hazard-resistant construction as
well as improved environmental policies
and public awareness.

H. School Management
Committee:
The committee is formed and
strengthened for sustainability of
quality education and school safety
activities by anchoring the effort and
providing regular inputs and actions.
This committee is overall responsible for
school management. The composition
of the committee largely depends on
the rule and regulation of respective
government ministry. However; few key
members are most of the time part of
school management committee such as
Principal; teachers; representatives from
parents; local authority; Community
representatives as well as representative
of respective government official, civil
social representative etc.

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I. School Based Risk Reduction

Team:
The team is formed and
strengthened for sustainability of school
safety activities by mobilizing the
students at school. The school based
risk reduction team is responsible for
awareness raising; mitigation activities
and preparedness activities. The majority
members of school based risk reduction
team must be students but Principal;
teachers; representatives from parents;
local authority representative/s;
community representatives can be as
patron of the school based risk reduction
team. The members of school based risk
reduction team have a key leadership
role for school safety before; during and
after disaster. The key roles of the school
based risk reduction are:

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SAFE SCHOOL INITIATIVE

• Non-Disaster Time:

Raise resources and funds to

School based Risk Reduction plan
along with School management
Team.
1. Guide to rest of the students on
mitigation and preparedness
activities.
2. Facilitate/co-facilitate training, lead
awareness activities
3. Coordinate to implementation
school based risk reduction plan.  ​
4. Develop the response team like First
Aid; Search and Rescue; Warning
and others as needed.
5. Develop the Standard Operating
procedure (SoP) for effective
response in case of emergency.
6. Conduct mock exercise and
update SoP as well as School based
Risk
7. Reduction plan annually.

• During Disaster:

1. Mobilize the response team.

2. Take necessary actions and
decisions as per Standard
Operation procedure (SoP).

• After Disaster:

Review situation and response to

disaster.

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5.2 COMPREHENSIVE SCHOOL

SAFETY FRAMEWORK (CSSF)
The Comprehensive School Safety Framework
suggests a series of ongoing activities that includes
identifying the hazards in a school and outside
around it; conducting drills; preparing contingency
and disaster management plans by involving
parents, teachers and students; and building on
the capacities of an institution and individuals to
cope with the challenges during an unforeseen
event.

Schools and colleges need to prepare for

a major damaging event. Being prepared will
improve the ability to respond to a disaster. In
such an event, school administration and teachers
will have to be self-sufficient, relying on their own
resources to protect and care for the student
population and the immediate surrounding
communities until external assistance is available.
It is important that all schools develop emergency
plans and conduct drills for various situations and
hazards that are likely to occur in their area. School
children and their families need as much useful
information as possible and education on safety
and preparedness measures. Additionally, schools
should not be expected to prepare for disaster risks
on their own. As an integral part of a community,
schools should work with their community to ensure
that the school is safe, students are safe and the
community is safe in the event of an emergency
situation.

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National Societies can help liaise between

communities; local authority; other stakeholders
and schools in preparing both for possible
emergency situations. The Red Cross Red Crescent
School based Risk Reduction Initiative developed
a handbook to contribute the Comprehensive
School Safety Framework (CSSF) as a basis for
developing a disaster risk reduction initiative for the
education sector, which emphasizes alignment
with national, subnational and local disaster
management plans ([Link]).

The Comprehensive School Safety framework

of the IFRC (2015) and DepEd (2015) consists of
three pillars:

A. Pillar 1 – Safe Learning Facilities

This pillar according to Department
of Education’s (DepEd) School
Disaster Risk Reduction Management
(DRRM) Manual (2015) refers to the
physical and other related structures
of the schools. It also includes the
establishment of temporary learning
spaces that can be used during possible
displacement brought by disasters
and/or emergencies. Here, education
authorities, architects, engineers,
builders and school community
members undertake safe site selection,
design, construction, and maintenance
of school structures and ensure safe
and continuous access to the facility
(DO 37 s 2015).

• Select safe school sites and

implement disaster-resilient design
and construction to make every
new school a safe school.

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• Implement prioritization schema

for retrofit and replacement
(including relocation) of unsafe
schools.
• Minimize building and facilities non-
structural and infrastructural risks
from all sources, including design
and interior layout and furnishings
safe for survival and evacuation.
Include disability access in these
considerations.
• If schools are planned as
temporary community shelters,
design to meet these needs.

• Ensure that children’s access to

schools is free from physical risks
(pedestrian paths, road and river
crossings)
• Water and sanitation facilities
adapted to potential risks (rain-fed
and lined latrines)
• Implement climate-smart
interventions such as rainwater
harvesting, solar panels, renewable
energy, school gardens
• Plan for financing and oversight
for ongoing facilities maintenance
([Link]).

B. Pillar 2 – School Disaster

Management
This pillar refers to the establishment
of organizational support structures
such as the Disaster Risk Reduction
Management (DRRM) Service and
DRRM Coordinators in all regional
and division offices of DepEd. This

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shall also cover the setting up of

systems, processes and standards to
operationalize the four (4) thematic
areas in the context of basic education.
(DO 37 s 2015).

• Provide policies, guidance at sub-

Provide policies, guidance at sub-
national and school-site levels for
ongoing site-based assessment
and planning, risk reduction, and
response preparedness as part of
normal school management and
improvement.
• Develop, roll-out, institutionalize,
monitor and evaluate the
establishment or empowerment
of school-site disaster risk
management committee involving
staff, students, parents and
community stakeholders.
• Adapt standard operating
procedures as needed, for
hazards with and without warnings,
including: drop cover and hold,
building evacuation, evacuation
to safe haven, shelter-in-place
and lockdown, and safe family
reunification.
• Practice and improve on response
preparedness with regular school-
wide and community-linked
simulation drills.
• Establish national and subnational
contingency plans to support
educational continuity, including
plans and criteria to limit the use of
schools as temporary shelters.
• Incorporate the needs of pre-
school and out-of-school children,
children with disabilities, and both
girls and boys ([Link]).

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C. Pillar 3 – Risk reduction and

Resilience Education
This refers to the integration of
DRRM in the formal and non-formal
school curricula and in extracurricular
activities. It should also provide the
necessary material support. This
covers building the capacity and skills
of learners and personnel, particularly
teachers. (DO 37 s 2015).

• Develop consensus-based key

messages for reducing household
and community vulnerabilities and
for preparing for and responding to
hazard impacts as a foundation for
formal and non-formal education.
• Develop scope and sequence for
teaching about hazards, disasters,
and problem-solving for risk
reduction.
• Infuse risk reduction throughout the
curriculum and provide guidelines
for integration of DRR into carrier
subjects.
• Provide teacher training for both
teachers and teacher trainees on
risk reduction curriculum materials.
• Develop strategies to scale
up teacher involvement for
effective integration of these
topics into formal curriculum as
well as non-formal and extra-
curricular approaches with local
communities ([Link]).

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SAFE SCHOOL INITIATIVE

Instructions for Facilitator:

1. The facilitator will start the session by asking them the

following questions:
a. Have you watched a local or international movie
on how a hero, main actor/actress respond to an
emergency?
b. What particular indicator did they use to identify
that someone or something needs a help?
c. How did you describe his/her ways of responding
to them?
d. In the Philippines, fire emergency is one common
disaster that needs an immediate response. As a
responsible member of the community, are you
ready to respond on this? Why?

2. The facilitator will discuss the following comprehensively:

a. Fire Behavior Indicators
b. Phases of Fire
b.1 Ignition/Incipient Phase
b.2 Growth Phase
b.3 Fully Developed Phase
b.4 Decay Phase
c. Fire Response Capabilities
c.1 Total Response Time Components
c.2 Challenges to Response
c.3 Assessing System Resilience
d. School Based Disaster Risk Management
e. School Based Risk Reduction Team

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Self – Evaluation
Direction: How much did you learn about the following and how
ready are you in case of fire emergency?

Put a check (√ ) in the appropriate box.

3 – learned much and I am definitely ready
2 – learned but need some clarifications and I am quite ready
1 – learned little and I am not yet ready

For Delegates

3 2 1

I know and understand the critical fire

behavior indicators.
I can recognize the different phases of
fire.
I can now work with others in school and
community towards making our lives
safer and our communities more resilient
to disasters.
I fully understand the three basic
components of fire department response
performance.
I can now participate in assessing,
planning, implementing, monitoring
and evaluating disaster risk reduction
programs.
I understand the different challenges to
response capability.
I completely understand the School
Based Disaster Risk Management in my
own school.
I am fully aware of the three pillars
of Comprehensive School Safety
framework.

I am now ready for any disaster.

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Module 4:
Basic Life Support
GOALS

1. Stop a minor mishap from getting worse

2. Save lives in case of a medical emergency

OBJECTIVES

1. Learn the basic first aid procedures and skills

2. Identify the basic things that must be included
in a first aid kit
3. Administer first aid when the need arises
4. Enumerate and explain different lifting and carrying
techniques

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 SAFE SCHOOL INITIATIVE

INSTRUCTIONS FOR FACILITATOR

1. The facilitator will start the session by asking the learners

on how they will react and respond when they are in
the following situations: (pictures will be presented)
A person who accidentally experienced any of the
following:
1. Burn
2. Wounds
3. Choking
4. Collapse
5. Faint

2. The facilitator will give emphasis on the importance of

giving first aid.

3. The facilitator will fully discuss and demonstrate the

following:
a. First Aid and its scope
b. First Aid Kit
c. How to do First Aid
d. Action in an Emergency
e. Basic First Aid for Cardiac Arrest
f. How to Do the New CPR
g. Burns and Basic First Aid for Burns
h. Treating Major Burns
i. Choking and Basic First Aid for Choking
j. Fractures Basic First Aid for Fractures
k. Splinting
l. Principles of splinting include
m. Wound
n. Bandaging
o. Safe Lifting and Carrying Techniques
p. Victim Drag and Carry Techniques

4. Demonstration will be shown after the discussion.

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SAFE SCHOOL INITIATIVE

SELF-ASSESSMENT
Let the facilitator instruct the learners to have feedbacking.

GO – Move on with the discussion, go to the next activity

SLOW DOWN – Have a review of key points in the activities and

discussion

STOP – Ask for confused key concepts, go back and clarify

through expounding

GROUP ASSESSMENT
Instructions.
1. Divide participants into 6 groups, depending on the
number of participants (each group should not be very
large).
2. Assign each group to demonstrate the proper way of
giving first aid.
3. They will be given ten minutes to practice. Presentation
of each group will follow.

Bystander Basic Life Support (BLS) is an important

part of Cardio Pulmonary Resuscitation (CPR) and
improves outcome after out-of-hospital cardiac
arrest. However, the general population has poor
BLS skills. Several training initiatives could be used
to improve this situation and the challenge is to find
the most efficient one. This module will teach you
the basic approach to Basic Life Support designed
for Certified Lay responders and Community Lay
Responder and the provision of basic first aid that for
you will likely encounter in an emergency or disaster
(Community Action for Disaster Response (CADRE),
2013).

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Chapter 1

First Aid
F
irst Aid is providing basic medical care to
someone experiencing a sudden injury
or illness. In other cases, it consists of the
medical support given to someone in the middle of
a medical emergency (Hepler, 2018). Using basic
first aid may stop a minor accident from getting
worse, a life might even be saved.

First Aid is the provision of initial care for an ill

or injured person and usually performed by a lay
person (not limited to) until professional care arrives
or definitive medical treatment can be accessed.
It is generally consists of a series of simple and in
some cases, potentially life-saving techniques that
an individual can be trained to perform with minimal
equipment (CADRE, 2013).

First Aid is based on the principles of practical

medicine and surgery. Basic knowledge of the
subject in case of accident or sudden illness enables
trained persons to give skilled assistance to preserve
life, promote recovery, and prevent the injury or
illness from becoming worse until medical aid has
been obtained and this is provided by a medical
doctor (St. John Ambulance, 1980). It consists of
simple measures that anyone can learn and when
carried out correctly and as early as possible, it can
be life-saving and may prevent the necessity for
more complicated treatment.

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SAFE SCHOOL INITIATIVE

First Aid, in general, is limited to the assistance

rendered at the time of the emergency, with
such material as is available and often extensive
improvisation will be necessary. The importance
of ‘common sense’ in First Aid as an addition to
the actual knowledge of the subject should be
considered. The support given by a first aider might
help the victim survive until professional help arrives.

Scope
The scope of first aid consists of three parts according to St.
John Ambulance (1980):

1. Dealing with the situation, apart from the casualty.

2. Diagnosing what is the matter with the casualty and
giving the correct First Aid treatment.
3. Disposing of the casualty, to doctor, hospital or home
and notifying those concerned about the accident.

The first step in any emergency is the recognition

of the problem and providing help. When in doubt
or when someone is seriously injured or ill, you should
always activate the emergency response system by
calling 911.

After determining the problem, the

next step in providing help is to determine the
unresponsiveness of the injured or ill person. The
best way to determine this is to tap the person and
talk loudly to them and ask if they are okay. After
determining unresponsiveness, yell for help. Look for
any medical identification, such as a necklace or a
bracelet. This may provide a valuable clue to the
cause of the situation.

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Assessing the safety of the surroundings is critical

when approaching any scene. You do not want to
become another person who is injured or ill so look for
any potential dangers. Remove the person from any
dangers, such as presence of water at the scene.
Be especially alert to avoid danger from automobile
traffic.

Hand washing and personal protective gear

are also necessary. Hand washing is essential in
prevention of disease and illness. Wash your hands
after each episode of care and after taking off
gloves. Also, be sure to wash the injured/ill person’s
hands at the first opportunity. When a sink is not
available, use hand sanitizers.

Using personal protective gear is an important

strategy to minimize the risk of blood and bodily fluid
exposure. If the person is bleeding, always wear gloves
and protective eyewear when giving first aid care.
The universal precaution is to use personal protective
equipment whenever there is possible exposure to
blood or bodily fluids; it reduces the risk for both the
rescuer and the injured/ill person to be exposed to a
blood borne disease. A pocket mask should also be
a part of your personal protective gear as it provides
safety during rescue breathing. Be sure to dispose
of all equipment that has touched bodily fluids in a
biohazard bag when available ([Link] com/
lesson/cpr-first-aid-first-aid-basics/).

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Chapter 2

First Aid Kit

I
t is a good idea to keep a well-stocked first
aid kit in the school and even at home. One
never knows when he might need to provide
basic first aid and to prepare for the unpredictable
situation, a first aid kit must be readily available. A
standard first aid kit includes the following:

• adhesive bandages of assorted sizes

• roller bandages of assorted sizes
• absorbent compress dressings
• sterile gauze pads
• adhesive cloth tape
• triangular bandages
• antiseptic wipes
• aspirin
• acetaminophen or ibuprofen
• antibiotic ointment
• burn ointment
• hydrocortisone cream
• calamine lotion
• nitrile or vinyl gloves
• safety pins
• scissors
• tweezers
• thermometer
• breathing barrier
• mask for breathing
• instant cold pack
• eye shield and eye wash
• blanket
• first aid manual

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Chapter 3

How to Do First Aid

D
uring an emergency situation, a set
routine should be followed and priorities
established. While the first aider is dealing
with the situation, someone should call for medical
help. The cardinal rule of first aid is to ensure that you
can give assistance without endangering yourself.
The scene should be safe while the first aider checks
the victim’s condition and carries out the appropriate
treatment according to Kerwin-Nye (2006).

There are three basic steps to be followed when

an emergency situation is encountered according to
Hepler (2018).

1. Check the scene for danger. Look for anything that

might be safe; however, if the scene is safe, the
condition of the injured person can be assessed.
2. Call for medical help, if needed. If the first aider
is alone, he can make the call himself or ask
somebody to call for emergency medical services.
3. Provide care for the injured person until
professional help arrives. If you have basic first aid
skills, try to treat any potentially life-threatening
injuries they have.

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Before you access an ill or injured person here

are the steps you should follow:

• Secure the Scene- do not attempt to mitigate

things beyond your control
• Initial Assessment

The new step is doing chest compressions instead

of first establishing the airway and then doing mouth
to mouth. The new guidelines apply to adults,
children, and infants but exclude newborns.

The new way is C-A-B ­ — for Compressions,

Airway, and Breathing (CADRE, 2013).

[Link]

The quick primer on basic first aid procedures

can help through a minor crisis until the paramedic
arrives or until a medical treatment is administered
by a doctor. These tips are based on the 2010 first aid
procedures recommended by the American Heart
Association and the American Red Cross (Brouhard,
2019).

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Action in an Emergency
The following steps have to be considered according to
Kerwin-Nye (2006)

Is anyone in danger? Move to the quietest victim first

+ If yes, can the danger + Gently shake the shoulders

be easily managed? and ask him or her a question.
+ If it cannot, call for + If there is a response, treat
emergency help and any life-threatening condition
protect the scene. before checking the next
person.
+ If there is no response,
Check the airway.

Open the airway Check for breathing

+ Lift the chin, check the + Place your cheek close to

mouth for any obstructions him or her mouth and listen
and remove, then tilt the and feel for breathing. Look
head back gently. to see of the chest is moving.

If not breathing Look for signs of circulation

+ Give 2 rescue breaths by + If you are + If the victim is a child,

pinching the nose, sealing alone, call for an or adult who has suffered
your mouth over his or her ambulance as drowning or an accident,
mouth, and breathing into soon as you proceed direct to CPR
the person. determine that (Cardiopulmonary
the victims is not resuscitation)
breathing. + Otherwise look for
signs of life such as
movement and normal
skin color for 10 seconds

If breathing Start CPR Continue Rescue Breathing

+ Check for and treat any + Check for signs of

+ Combine rescue
life-threatening conditions circulation every minute.
breathing with
and place in the recovery
chest
position.

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3.1 BASIC FIRST AID FOR

CARDIAC ARREST
Cardiopulmonary resuscitation (CPR) is the
most important medical procedure of all. If a
person is in cardiac arrest (the heart is no longer
pumping blood) and CPR is not performed, that
person will die. However, performing CPR or using
Automated External Defibrillator (AED) could
save a life (Etienne, 2019).

According to the American Heart Association

and American Red Cross 2010 guidelines, the
following steps are to be taken when a cardiac
arrest is suspected:

• Command someone to call 911 or the

medical alert system for the locale.

• Immediately start chest compressions

regardless of the first aider’s training.
Compress hard and fast in the center of the
chest, allowing recoil between compressions.
This task should be handed over to those who
are trained, once they have arrived.

• If you are trained, use chest compressions

and rescue breathing.

• An AED should be applied and used. But it

is essential not to delay chest compressions,
so finding one should be commanded to
someone else while you are doing the chest
compressions.

Even if one doesn’t have formal training, one

can use hands-only CPR to help keep someone
alive until professional help arrives (Hepler, 2018).

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How to Do Hands-Only CPR for an Adult

a. Place both hands on the center of their
chest, with one hand on top of the other.

b. Press straight down to compress their chest

repeatedly, at a rate of about 100 to 120
compressions per minute.

c. Compressing the chest to the beat of

“Staying Alive” by the Bee Gees or “Crazy
in Love” by Beyonce can help one count at
the correct rate.

d. Continue performing chest compression until

professional help arrives.

How to do the New CPR according to the

(Instructional guide of Community Action
for Disaster Response, 2013)
1. Try to get the person to respond; if he
doesn’t, roll the person on his/ her back.

2. Call emergency number or ask someone

else to do so.

3. Start chest compressions. Place the heel of

your hand on the center of victim’s chest.
Put your other hand on top of the first with
your fingers interlaced.

4. Press down so you compress the chest at

least 2 inches in adults and children and
1.5 inches in infants. ‘’One hundred times a
minute or even a little faster is optimal,”

5. If you’re been trained in CPR, you can now

open the airway with a head tilt and chin lift.

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6. Pinch closed the nose of the victim. Take a

normal breath, cover victim’s mouth with
yours to create an airtight seal, and then
give two, one-second breaths as you watch
for the chest to rise.

7. Continue compressions and breaths — 30

compressions, two breaths until help arrives.

3.2 BURNS
Burns, especially if they are serious, can be
among the most traumatic wounds a first aider may
have to deal with according to McNab (2017). Burns
and scald are damage to the skin caused by heat. A
burn is caused by dry heat – by an iron or fire while a
scald is caused by something wet, such as hot water
or steam. Burns can be very painful and may cause:
red or peeling skin, blisters, swelling, white or charred
skin. ([Link]
conditions/injuries/skin-injuries/burns-and-scalds).

Burns can range across the full spectrum of

emergency challenge. There are minor burns and
full-depth burns covering a high percentage of the
casualty’s body. Any significant burn impacts on
the whole body system, and the casualty must be
treated accordingly.

Burns have many different and diverse causes,

all resulting in injury when destructive levels of heat
come in contact with a point on the human body.
The main types of burns in an outdoor survival situation
are: dry burn, friction burn, sunburn, scald, cold burn,
electrical burn, chemical burns, and respiratory
burns. The depth of burns is judged according to
three distinct levels – first degree, second degree,
and third degree (McNab, 2017).

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1. First degree – There is no significant damage

to the skin and there is no structural
impairment of the nerves or blood vessels.
This includes superficial burns like sunburn
which requires little or no treatment.

2. Second degree – The epidermis, the

outermost layer of the skin, is damaged, but
the blood vessels and nerves beneath are
not significantly affected. They usually result
in blistering, pain, swelling, and the necessity
for some level of medical treatment.

3. Third degree – The most serious category of

burns which damages both layers of the skin
including nerves, blood vessels, and even
the underlying tissue. Bone and muscle may
be visible. These burns are very severe.

A. Burns could also be assessed by how

seriously the skin is damaged and which layers of
the skin are affected. The skin has three layers

1. The Epidermis – the outer layer of the sin.

2. The Dermis – the layer of tissue just beneath,

which contains blood capillaries, nerve
endings, sweat glands, and hair follicles.

3. The Subcutaneous Fat or Subcutis – the

deeper layer of fat and tissue.

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There are four main types of burn which tend to

have a different appearance and different symptoms

1. Superficial Epidermal Burn – where the epidermis

is damaged; the skin is red, slightly swollen and
painful, but not blistered.

2. Superficial Dermal Burn – where the epidermis

and the part of the dermis are damaged; the skin
is pale pink and painful, and there may be small
blisters.

3. Deep Dermal or Partial Thickness Burn – where the

epidermis and dermis are damaged; makes the
skin turn red and blotchy; skin may be dry and
moist, and become swollen or blistered, and it
may be very painful or painless.

4. Full Thickness Burn – all the three layers of the

skin (the epidermis, dermis, and subcutis) are
damaged; the skin is often burnt away and
the tissue underneath may appear pale or
blackened, while the remaining skin may be dry
and white, brown or black with no blisters, and
the texture of the skin may also be leathery or
waxy ([Link]
conditions/ injuries/skin-injuries/burns-and-scalds).

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A. Basic First Aid for Burns

The first step to treating burn is to stop
the burning process. Chemicals need to
be cleaned off and electricity turned
off. Heat needs to be cooled down with
running water. No matter what caused
the burn or how bad they are, stopping
the burn comes before treating the burn
(RUNSTUDIO, 2019).

Take these first aid steps:

• Flush the burned area with cool

running water for several minutes.
Do not use ice.
• Apply a light gauze bandage.
• Do not apply ointment, butter, or
oily remedies to the burn.
• Take Ibuprofen or Acetaminophen
for pain relief if necessary.
• Do not break any blisters that
may have formed. ([Link]
erywell heal [Link]/basi c-fi rs
t-aid- procedures-1298578)

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Is it a major or minor burn?

Call 911 or seek immediate care for
major burns, which:
• Are deep
• Cause the skin to be dry or
leathery
• May appear charred or have
patches of white, brown or black
• Are larger than 3 inches (about
8 cm) in diameter or cover the
hands, feet, face, groin, buttocks,
or a major joint

A minor burn that doesn’t require

emergency care may involve:
• Superficial redness similar to a
sunburn
• Pain
• Blisters
• An area no larger than 3 inches in
diameter

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Treating Major Burns

Until emergency help arrives:
• Protect the burned person from
further harm. If you can do so
safely, make sure the person
you’re helping is not in contact
with the source of the burn. For
electrical burns, make sure the
power source is off before you
approach the burned person.
• Make certain that the person
burned is breathing. If needed,
begin rescue breathing if you
know how.
• Remove jewelry, belts and
other restrictive items, especially
from around burned areas and
the neck. Burned areas swell
rapidly.
• Cover the area of the burn. Use a
cool, moist bandage or a clean
cloth.
• Don’t immerse large severe
burns in water. Doing so could
cause a serious loss of body heat
(hypothermia).
• Elevate the burned area. Raise
the wound above heart level, if
possible.
• Watch for signs of shock. Signs
and symptoms include fainting,
pale complexion or breathing in a
notably shallow fashion.

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Treating Minor Burns

• Cool the burn. Hold the burned area
under cool (not cold) running water
or apply a cool, wet compress until
the pain eases.
• Remove rings or other tight items
from the burned area. Try to do this
quickly and gently, before the area
swells.
• Don’t break blisters. Fluid-filled
blisters protect against infection. If
a blister breaks, clean the area with
water (mild soap is optional). Apply
an antibiotic ointment. But if a rash
appears, stop using the ointment.
• Apply lotion. Once a burn is
completely cooled, apply a lotion,
such as one that contains aloe vera
or a moisturizer. This helps prevent
drying and provides relief.
• Bandage the burn. Cover the burn
with a sterile gauze bandage (not
fluffy cotton). Wrap it loosely to
avoid putting pressure on burned
skin. Bandaging keeps air off the
area, reduces pain and protects
blistered skin.
• If needed, take an over-the-counter
pain reliever, such as ibuprofen
(Advil, Motrin IB, others), naproxen
sodium (Aleve) or acetaminophen
(Tylenol, others).
([Link]
chemical-burns/basics/art-20056667)

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3.3 CHOKING
Choking is a blockage in the windpipe that
makes it difficult or impossible for a person to
breathe because air cannot pass into the lungs.
A person can become unconscious and die from
choking if not treated properly (Kerwin-Nye, 2006).

Steps from Conscious to unconscious (adult)

(CADRE, 2013)

1. Confirm airway obstruction by asking “are you

choking?”
2. Encourage to cough
3. Observe for signs of complete obstruction:
• Pale to Bluish discoloration of the face
• Unusual sounds; shrill
• Unable to cough
4. Perform Heimlich maneuver until patient
becomes unconscious.

[Link]

The Heimlich maneuver is done to displace any

obstruction blocking the windpipe by forcing a cough
(Kerwin-Nye (2006).

5. Once unconscious call for help (if alone)

and proceed to CPR.

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3.4 FRACTURE
Fracture is synonymous to broken bone
according to Kerwin-Nye (2006). A dislocation
happens at the site of a joint and is where a
bone is partially or fully displaced. Broken bones
could be closed (simple) break or fracture,
where the bone has broken but has not pierced
the skin. The second is open (compound) break
or fracture, where the bone has pierced the skin
or is associated with open wound.

A. Basic First Aid for Fractures

The general rule for treating broken
bones is to immobilize them to reduce
the pain and prevent further injury. It
is also important to consider the risk
of infection in the treatment of open
fractures according to Kerwin- Nye
(2006). Food or drink should not be
given in case the victim needs general
anesthetic in the hospital.

Open fractures are more

dangerous because of the risk of severe
bleeding and infection. Therefore,
they are a higher priority and need to
be checked more frequently (CADRE,
2013).

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When treating an open fracture:

• Do not draw the exposed bone

ends back into the tissue.
• Do not irrigate the wound.

You should:
• Cover the wound with a sterile
dressing and reinforce dressing if
needed.
• Splint the fracture [Link]
too tight and not too loose.
• Place a moist 4” x 4” dressing
over the bone end to keep it
from drying out.

Displaced fractures may be

described by the degree of
displacement of the bone fragments.
If the limb is angled, then there is a
displaced fracture.

• Non-displaced fractures are

difficult to identify, with the main
signs being pain and swelling.
• Treat a suspected fracture as
a fracture until professional
treatment is available.

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All extremity injuries need to be

treated as broken bones (fractures) until
an X-ray can be obtained as mentioned
by Dimier (2019).

Take these steps for a suspected

fracture:

• Don’t try to straighten it.

• Stabilize the limb using a splint and
padding to keep it immobile.
• Put a cold pack on the injury,
avoiding placing ice directly on the
skin.
• Elevate the extremity.
• Give anti-inflammatory drugs like
ibuprofen or naproxen.

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B. Splinting
Splinting is the most common
procedure for immobilizing an injury.
Cardboard is the material typically
used for “makeshift” splints but a variety
of materials can be used, including
(CADRE, 2013):
• Soft materials: Towels, blankets,
or pillows, tied with bandaging
materials or soft cloths.
• Rigid materials: A board, metal strip,
folded magazine or newspaper, or
other rigid item.
• Anatomical splints may also be
created by securing a fractured
bone to an adjacent bone that is
not fractured. Anatomical splints are
usually reserved for fingers and toes
but, in an emergency, legs may also
be splinted together (buddy splint).
• Splinting using a blanket in which
the victim’s legs are immobilized by
tying blankets at intervals from mid-
thigh to feet.
Principles of splinting include:
• Support/immobilize the injured area
above and below the site of the
injury, including the joints.
• If possible, splint the injury in the
position that you find it.
• Don’t try to realign bones or joints.
• After splinting, check for proper
circulation (warmth, feeling, and
color).

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3.5 WOUND
Wound is an injury to the body that typically
involves laceration or breaking of a membrane
(such as the skin) and usually damage to
underlying tissues according to merriam-webster.
com. Wounds can be classifies as open or
closed. Open wounds are wounds with exposed
underlying tissue and/or organs that are open
to the outside environment. Closed wounds
have damage that occurs without exposing
the underlying tissue and organs ([Link]
[Link]/ article/wound-basics/
different-types-of-wounds).

There are different types of open wounds

according to [Link] com/
health/ open-wound types:

• Abrasion happens when the skin rubs or

scrapes against a rough or hard surface.

• Laceration is a deep cut or tearing of the

skin.

• Puncture is a small hole caused by a sharp,

pointed object.

• Avulsion is a partial or complete tearing

away of the skin or the tissue beneath.

The objectives of treatment for wounds are to

• Control bleeding.

• Prevent secondary infection.

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Cleaning and bandaging the wound to control

infection (CADRE, 2013)

• Wounds should be cleaned by irrigating with

water, flushing with a mild concentration of
soap and water, then irrigating with water
again.

• You should not scrub the wound. A bulb syringe

is useful for irrigating wounds.

• When the wound is thoroughly cleaned, you

will need to apply a dressing and bandage to
help keep it clean and control bleeding.

The difference between a dressing and a

bandage is that

• A dressing is applied directly to the wound.

• A bandage holds the dressing in place.

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A. Bandaging
Bandaging is covering a break in
the skin that helps to control bleeding
and protect against infection. Dressings
are pads of gauze or cloth that can be
placed directly against the wound to
absorb blood and other fluids. Cloth
bandages cover dressings (https://
www. [Link]).

Steps in Bandaging

1. Dress the wound.

• Put on gloves or use other
protection to avoid contact
with the victim’s blood.
• Clean the wound with mild
soap and water.
• Apply a small layer of topical
antibiotic if desired.
• Place a clean dressing over the
entire wound. Gauze dressings
let in air for faster healing.
Nonstick dressings have a
special surface that won’t cling
to the wound.
• If blood soaks through the
dressing, place another dressing
over the first one.

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2. Cover the bandage.

• Wrap roller gauze or cloth
strips over the dressing and
around the wound several
times.
• Extend the bandage at least
an inch beyond both sides of
the dressing.
• Don’t wrap the bandage
so tight that it interferes with
blood flow to healthy tissue.

3. Secure the bandage.

• Tie or tape the bandage in
place.
• Don’t secure the bandage
so tight that fingers or toes
become pale or blue.
4. Check circulation.
• Check circulation in the
area below the bandage
after several minutes and
again after several hours. If
circulation is poor, the skin
may look pale or blue or feel
cold. Signs of poor circulation
also include numbness and
tingling.
• If circulation is reduced,
loosen the bandage
immediately. If symptoms
continue, seek medical
attention ([Link]
[Link]).

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Chapter 4

Safe Lifting and

Carrying Techniques
In an emergency scene, a first aider is required
to evacuate an injured person to a location
of safety.

• Manual carries are tiring for the rescuer and

involve the risk of increasing the severity of the
casualty’s injury.

• Choose the evacuation techniques that will be

least harmful, both to rescuer and the victim.

• Causalities carried carefully and correctly

handled, otherwise their injuries may become
more serious or possibly fatal.

• Situation permitting, evacuation of a casualty

should be organized and un-hurried.

• Each movement should be performed as

deliberately and gently as possible.

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4.1 VICTIM DRAG AND

CARRY TECHNIQUES
Clothes Drag – one of the more simple
methods, but note firefighter’s height in the
environment may be too high depending
on smoke and heat. Sunglasses on the victim
are optional as they will probably be inside a
building.

1. Couch behind the victim’s head and grab

shirt or jacket around the collar or neck area.

2. Lift with your legs until you are fully upright.

Walk backward dragging the victim to
safety.

A. Blanket Drag
utilizing materials on scene
where you find the victim such as a
blanket or bedspread, you rapidly
roll the victim into the material, and
keeping their head off the ground
you drag them to the exit. The blanket
or bedspread allows the victim to
be slid more easily across the floor.
Note the firefighter in this picture like
the previous may be too high for
conditions.

1. Stretch out the material you are

using next to the victim.
2. Roll the victim onto one side.
Neatly bunch one third of the
material around the victim’s
body.

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SAFE SCHOOL INITIATIVE

3. Lay the victim back down

(supine). Pull the bunched
material out from underneath the
victim and wrap it around the
victim.
4. Grab the material at the head
and drag the victim backward to
safety.

B. Standing Drag
one of the most common methods
used, by lifting the victim’s upper body
off the floor the resistance dragging
the person across the floor is greatly
reduced. Like the above two, heat
and smoke conditions may preclude
this method (illustration next page).
Use caution not to hurt the rescuer
or victim in training, proper lifting
technique is extremely important to
reduce the chance of injury to the
rescuer.

1. Kneel at the head of the supine

victim.
2. Raise the victim’s head and torso
by 90 degrees so that the victim is
leaning against you.
3. Reach under the victim’s arms,
wrap your arms around the
victim’s chest, and lock your
arms.
4. Stand straight up using your legs,
Drag the victim out.
([Link]
guides.p)

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C. Webbing Sling and

Firefighter Drag
are both suitable for adverse
conditions. The Webbing Sling method
allowing two firefighters at the head.
Both stress the need to carry a section of
webbing in your turnout gear.

Webbing Sling Webbing sling is sling

belt manufactured from polyester that
is normally used for heavy lifting under
the circumstances where wire rope sling
lifting or chain lifting are not applicable
([Link] webbing-
[Link]).

1. Place the victim in the center of the

loop so the webbing is behind the
victim’s back.
2. Take the large loop over the victim
and place it above the victim’s
head. Reach through, grab the
webbing behind the victim’s back
and pull through all the excess
webbing. This creates a loop at the
top of the victim’s head and two
loops around the victim’s arms.
3. Adjust your hand placement to
protect the victim’s head while
dragging.
Fire fighter drag

1. Tie the victim’s wrists together with

anything that is handy.
2. Get down on your knees and
hands and straddle the victim.
3. Pass the victim’s tied hands around
your neck, straighten your arms and
drag the victim across the floor by
crawling on your hands and knees.

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D. Ankle Pull
The ankle pull is the fastest method
for moving a victim a short distance over
a smooth surface. This is not a preferred
method of patient movement.

1. Grasp the victim by either ankles or

pant cuffs.
2. Pull with your legs, not your back.
3. Keep your back as straight as
possible.
4. Try to keep the pull as straight and
in-line as possible.
5. Keep aware that the head is
unsupported and may bounce over
bumps and surface imperfections.

[Link]

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E. Tied-Hands Crawl
The tied-hands crawl may be
used to drag an unconscious casualty
for a short distance. Use a triangular
bandage, a torn shirt, etc. to tie the
casualty’s hands together and place
them around your neck. This way you
can move a person much heavier than
yourself. It is particularly useful when you
must crawl underneath a low structure,
but it is the least desirable because the
casualty’s head is not supported.

[Link]

F. One Person Arm Carry

Single rescuer to lift a victim safely
by arm carries. Rescuer holding the
victim around the victim’s back and
under the knees.

[Link]

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G. One Person Pack-Strap Carry

This method is better for longer
distances to lift a victim safely.

1. Place both the victim’s arms over

your shoulders.
2. Cross the victim’s arms, grasping the
victim’s opposite wrist.
3. Pull the arms close to your chest.
4. Squat slightly and drive your hips
into the victim while bending slightly
at the waist.
5. Balance the load on your hips and
support the victim with your legs.

[Link]

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H. Fire Man Carry

This technique is for carrying a victim
longer distances. It is very difficult to get
the person up to this position from the
ground. Getting the victim into position
requires a very strong rescuer or an
assistant.

1. The victim is carried over one

shoulder.
2. The rescuer’s arm, on the side
that the victim is being carried, is
wrapped across the victim’s legs
and grasps the victim’s opposite
arm.

[Link]

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I. Two Person Carry

(by arms & legs)
1. Rescuer 1 squats at the victim’s
head and grasps the victim from
behind at the midsection.
2. Rescuer 2 squats between the
victim’s knees, grasping the outside
of the knees.
3. Both rescuers rise to a standing
position.

[Link]

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 SAFE SCHOOL INITIATIVE

J. Chairs Carry
This is a good method for carrying
victims up and down stairs or through
narrow or uneven areas.

1. Pick the victim up and place

them or have them sit in a chair.
2. The rescuer at the head grasps
the chair from the sides of the
back, palms in.
3. The rescuer at the head then tilts
the chair back onto its rear legs.
4. For short distances or stairwells,
the second rescuer should face in
and grasp the chair legs.
5. For longer distances, the second
rescuer should separate the
victim’s legs, back into the chair
and, on the command of the
rescuer at the head, both rescuers
stand using their legs.

[Link]

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SAFE SCHOOL INITIATIVE

K. Safe Lifting and

Carrying Techniques
Proper methods of lifting and
handling protect against injury. Proper
lifting makes work easier. You need to
“think” about what you are going to do
before bending to pick up an object.
Over time, safe lifting technique should
become a habit.
([Link]

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 SAFE SCHOOL INITIATIVE

SAFE MANUAL LIFTING AND CARRYING OVERVIEW

Steps Techniques
• Size up the load and check overall
conditions
• Check route for clearances and
obstacles
• Use a handcart or dollie, etc. when
Planning possible
• Break down large and heavy loads
• Know your limits
• Seek help if necessary
• Take extra care with awkward tasks
Remember to use the “5” L’s of Back Safety

• Load
• Lungs
Lifting • Lever
• Legs
• Lordosis – keep your back straight

• Hold the load close to your body

• Look where you are walking
• Take extra care carrying up and down
Carrying stairs
• Don’t twist your body, move your feet
to turn

• Bend your knees to lower the load

• Don’t trap your fingers and toes
Lowering • Pull it down first, then slide it into place
• Don’t over-reach or stretch

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Module 5
School Emergency
Response Team
The Goals and Objectives

Goals

1. Safety and protection of lives during an emergency

2. Organization of an emergency response team for
the prevention of fire occurrences in schools
3. Active involvement of all the stakeholders in the
constitution of the school emergency response team

Objectives

1. Identify the importance and components of an

emergency action plan
2. Realize the importance of school emergency
response team in every school
3. Learn the duties and responsibilities of the members of
the School Emergency Response Team

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 SAFE SCHOOL INITIATIVE

INSTRUCTIONS

1. Let the facilitator start the session by asking the learners

if their school has established an emergency-response
team. Let them describe the preparations made by the
team to resolve the risks to be brought by the different
disasters like fire.

2. The facilitator will fully discuss and demonstrate the

following:
a. Emergency Action Plan
b. Emergency Evacuation Instructions
c. What to do in case of fire?
d. School Emergency Response Team
e. Duties and Responsibilities of the Members of the
SERT
f. Firefighting Team
g. Rescue/First Aid Team
h. Communication/Security Team
i. Evacuation Team
j. Monitoring and Evaluation

3. After thorough discussion, the facilitator will let the

learners answer the evaluation below

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SAFE SCHOOL INITIATIVE

Monitoring and Evaluation tool for School

Awareness and Fire Education, Safety, and
Total Prevention (SAFEST)

Put a check mark in the appropriate box with

1 – lowest score and 5 – highest score.

Indicator 1 2 3 4 5

Content: Covers topic in-depth with details;

subject knowledge is very useful.

Objectives: The knowledge and skills are

consistent with the objectives.

Organization: Content is well organized using

headings or bulleted lists to group related material
and easy to follow.
Presentation (Speaker): The knowledge shared by
the facilitator enriched my knowledge. The way the
topics were delivered was effective for me to learn
the subject matter.
Attractiveness (Material): Makes excellent use of
font, color, graphics, effects, etc. To enhance the
presentation.

Sources: Source information collected for all

graphics, facts, and quotes are documented
well and appropriate for my background and
experience.

Perceived Impact: My knowledge increased as

a result of this training/seminar.

Total score
Average ( total score ÷ 7)

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 SAFE SCHOOL INITIATIVE

Chapter 1

Emergency Action Plan

I
t is essential that appropriate measures
are put into place to protect people and
secure effective emergency response. An
emergency action plan indicates designated
actions that employers, employees, and students
must take to ensure safety from fire and other
emergencies. Planning for an emergency is a
good way to protect the school including lives and
properties. It would be beneficial to include even
the parents in the process.

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1.1 EMERGENCY ACTION PLAN

A. THE EMERGENCY ACTION

PLAN INCLUDES THE
FOLLOWING ACCORDING
TO U.S. OCCUPATIONAL
SAFETY AND HEALTH
ADMINISTRATION (OSHA)
(2001)

1. A preferred method for reporting

fires and other emergencies;
2. An evacuation policy and
procedure;
3. Emergency escape procedures
and route assignments, such as
floor plans, workplace maps, and
safe or refuge areas;
4. Names, titles, departments,
and telephone numbers of
individuals both within and
outside your company to contact
for additional information or
explanation of duties and
responsibilities under the
emergency plan;
5. Procedures for employees who
remain to perform or shut down
critical plant/school operations,
operate fire extinguishers, or
perform other essential services
that cannot be shut down for
every emergency alarm before
evacuating;

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6. Rescue and medical duties

for any workers designated to
perform them; and
7. The assembly location to account
for all students, teachers, and
employees after the evacuation
should also be designated.
8. The site of an alternative
communications center to be
used in the event of a fire or
explosion; and
9. A secure on- or offsite location to
store originals or duplicate copies
of accounting records, legal
documents, your employees’
emergency contact lists, and
other essential records.

B. THE OSHA ALSO STATED

CONDITIONS UNDER WHICH
AN EVACUATION WOULD BE
NECESSARY;

1. A clear chain of command and

designation of the person in your
school/business authorized to
order an evacuation.
2. Specific evacuation
procedures, including routes and
exits. These procedures should
be posted where they are easily
accessible to all employees;
3. Procedures for assisting people
with disabilities or for the kids in
school;

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SAFE SCHOOL INITIATIVE

4. Designation of what, if any,

employees will continue or shut
down critical operations during
an evacuation. These people
must be capable of recognizing
when to abandon the operation
and evacuate themselves; and
5. A system for accounting for
students and personnel following
an evacuation.

C. THE MANAGEMENT
SHOULD ALSO ENSURE
THAT EVACUATION ROUTES
AND EMERGENCY EXITS
MEET THE FOLLOWING
CONDITIONS:

1. Clearly marked and well lit;

2. Wide enough to accommodate
the number of evacuating
students and employees;
3. Unobstructed and clear of debris
at all times; and
4. Unlikely to expose evacuating
students and employees to
additional hazards.

Maps/drawings that show

evacuation routes and exits should
be posted prominently for all students
and employees to see.

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D. ANOTHER IMPORTANT PART

OF THE EMERGENCY PLAN
IS THE YEARLY SCHEDULE
FIRE/EARTHQUAKE DRILLS
SPECIFICALLY AT THE
BEGINNING OF THE SCHOOL
YEAR OR THE SEMESTER.
ALL TEACHERS, EMPLOYEES,
AND STUDENTS SHOULD
FAMILIARIZE THEMSELVES
WITH THE FOLLOWING
INFORMATION BEFORE THE
DRILL.
(https:// [Link]/emergency)

1. Know the quickest exit route out

of the building. Have a backup or
alternate path out of the building.
Elevators and bridges should be
avoided in emergencies and
should not be used in the event of
fire or earthquake. In emergencies
other than fire and earthquake,
elevators may be used by people
with mobility impairments.

2. Know the location of the nearest

manual fire alarm pull station in your
building and know how to activate
it.

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SAFE SCHOOL INITIATIVE

3. Know if any co-workers, students

or visitors will require assistance
in exiting the building and be
prepared to provide whatever
help is necessary. Persons with
disability-related evacuation
needs are encouraged to discuss
their needs with their Coordinator
in advance. Staff and faculty
with mobility impairments should
know the location of the nearest
Emergency Refuge Area in their
building. Emergency Refuge areas
are designated “safe havens” for
people with mobility impairments.
They are typically located in
stairwells of multi-storied buildings.
4. Know what your department
looks like on a daily and routine
basis. Suspicious objects can only
be identified by those who know
what to expect or to anticipate in
their worksite.
5. Know where your emergency
Assembly Point and Evacuation
Areas are located, and the
Evacuation Routes you should
follow to reach them. Do not
stand in driveways or roadways:
emergency responders need
clear access to buildings.
6. Know how to turn off machinery
and equipment at your worksite,
which if left running for an
extended period may create
additional safety hazards.

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 SAFE SCHOOL INITIATIVE

1.2. Emergency Evacuation Instructions

Building occupants are required by law
to evacuate the building when the fire alarm
sounds or when directed to do so by emergency
responders.

Upon the sounding of a fire alarm or other

evacuation alarm, all building occupants shall
immediately leave the building and proceed
to your emergency evacuation assembly
area. Occupants will only be allowed to return
when the building has been declared safe by
emergency responders ([Link]
[Link]/emergency).

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SAFE SCHOOL INITIATIVE

A. WHEN EVACUATING YOUR

BUILDING OR WORK AREA

1. Stay calm. Do not rush or panic.

2. Safely stop your work/lesson.
3. Gather your personal belongings if
it is safe to do so. Take prescription
medications, keys, purse, glasses,
etc. with you if at all possible as
it may be hours before you are
allowed back into the building.
4. If safe, close your office door and
window, but do not lock them.
5. Use the nearest safe stairs and
proceed to the nearest exit. Do
not use the elevator.
6. Proceed to the designated
emergency evacuation assembly
area.
7. Wait for instructions from
emergency responders.
8. Do not re-enter the building or
work area until you have been
instructed to do so by emergency
responders.

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 SAFE SCHOOL INITIATIVE

B. WHAT TO DO IN CASE OF
FIRE?
Should you encounter a fire or
find significant smoke in our buildings,
please do the following.

• Step 1: Report the fire/smoke to

emergency personnel.

Find the nearest fire alarm pull

station and pull the alarm. Afterwards
call 911 from a safe location to
confirm emergency dispatch has the
alarm and provide additional details
on the fire. You should always pull the
alarm first and then call 911 so as to
ensure building occupants get notice
to evacuate the building.

• Step 2: Evacuate the building

immediately via the nearest safe
exit.

Do not spend time attempting

to save material - your life is more
important. Ensure doors close behind
you. If you encounter a good deal of
smoke or fire, use your secondary exit.
If a secondary exit is not available,
keep low or crawl to find better air. If
you encounter a closed door,

• Step 3: After leaving the building,

proceed to your designed
emergency assembly area.
• Step 4: In case you catch a fire,
remember: STOP, DROP, and ROLL.

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Chapter 2

Constitution of SERT
Natural disasters and emergencies can happen
anytime, and when they happen at school
everyone should be prepared to handle them
safely and effectively since there are many students
in school at the same time. All the stakeholders of
the school, administrators, teachers, non-teaching
staff, parents, and students can work together to
promote and maintain safety in emergencies and
other dangerous situations for total prevention
([Link]). The safety of the
students especially the little ones is the top priority.
When prevention is not possible, those concerned
should know how to respond appropriately and
effectively.

The importance of establishing an emergency-

response team in every school cannot be overstated
as mentioned by the Bureau of Fire Prevention
(BFP) in their Oplan Ligtas Paaralan project in 2018.
Without a properly developed team, a school
will struggle to consistently follow an emergency
action plan and respond appropriately to incidents.
To resolve the same, the BFP is primarily tasked
to lead in the constitution of school emergency
response team (SERT) in every school nationwide
either public or private. The School Emergency
Response Team as conceptualized by the BFP is a
group of trained individuals capable of employing
specialized technical skills, innovative strategies and
flexible methods in preparedness and in resolving
risks, natural and man-made disasters, and other

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emergencies. The constituted team shall serve as

emergency first responders should school fire disasters
occur and be trained by the BFP. The teaching and
non-teaching staff of schools, school administrators
and school employees shall be the duly constituted
members of the team. Parents who are doctors,
nurses, telecommunications experts, machinists or
electricians may be particularly helpful.

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Chapter 3

Members of SERT
3.1 SERT CHIEF

a. The school head is preferably the SERT chief;

b. He/she shall be knowledgeable in all

operations and administrative framework of
the organization (i.e. gives direct orders to
responding teams and required staffing);

c. Periodically evaluates equipment available

for firefighting such as tools, appliances and
other materials needed by SERT team in the
form of monthly reports;

d. Provides plan of action to meet possible fire

situations in the school campus;

e. Reviews the brigade roster regularly and

prepares recommendation (update and
expand when necessary);

f. Prepares and implements training programs

(i.e. regular/refresher firefighting, rescue, and
first aid training to enhance capabilities of
each team);

g. Conducts fire exit / evacuation drills;

h. Sets-up an incident command post during

drills or actual situation;

i. Assists the BFP in investigation and reports.

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3.2 ASSISTANT SERT CHIEF

a. Shall be knowledgeable in all aspects most

likely with the SERT chief, preferably male
teacher;

b. Assists the SERT Chief in all activities of the team

(he shall be alongside with the SERT chief at all
times);

c. Takes over the duties of the SERT Chief during

the latter’s absence or incapacity.

3.3 FIREFIGHTING TEAM

A. Team Leader:
1. He/she should be from the
teachers/administrators and has
knowledge on firefighting, direct
actual supervision on firefighting
operation;
2. Ensures the availability of basic
tools/equipment in performing
firefighting operation and
responsible for the welfare/safety of
his/her members;
3. Shall closely coordinate with the
SERT Chief;
4. Shall undergo trainings/seminars
together with the team.

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SAFE SCHOOL INITIATIVE

B. Members
1. Members are composed of
teachers, administrators, student
club officers, and security guards
to respond swiftly to all alarms
and fight fire for immediate
control/extinguishment;
2. When responding to an alarm,
members shall be in proper
protective gears, pull out
extinguisher and carry it on to the
location of the fire;
3 Use extinguisher most suitable to
the class of fire (i.e. dry chemical
for ABC fire, AFFF for AB fire, CO2/
HCFC for BC fire);
4. Use water stream (fire hose
cabinet/standpipe if available)
with optimum effectivity and
minimum water damage, target
on the seat or base of the fire;
5. Use or perform the bucket relay
technique (the famous ‘timba’
brigade); and
6. Shall ensure that all protective
gears, firefighting equipment are
in operational condition at all
times.

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3.4 RESCUE/FIRST AID TEAM

A. Team Leader
1. He/she should be from the
teachers/administrators that has
knowledge on rescue/first aid,
direct supervision on rescue/first
aid operation;
2. Ensures that basic tools/
equipment in performing rescue/
first aid operation are available
and responsible for the welfare/
safety of his/her members;
3. Shall closely coordinate with the
SERT Chief;
4. Shall set-up first aid station near
incident command post during
drills or actual situation; and
5. Shall undergo trainings/seminars
together with the team.

B. Members
1. Members are composed of
teachers, administrators, student
club officers, and security guards;
2. Help people who may become
hysterical and/or may have
fainted on hearing the alarm,
effect rescue of victim/s;
3. Know the techniques of
administering first aid/rescue
operation;
4. Search areas of rooms for persons
who may be trapped or unaware
of the emergency or drill;

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SAFE SCHOOL INITIATIVE

5. Attend to injured persons/victims

and transfer the rescued victims
to first aid station for check-up/
treatment; and
6. Take victim/s to medical facility
when so ordered by the competent
authority.

3.5 COMMUNICATION/SECURITY TEAM

A. Team Leader:
1. He/she should be from the
teachers, administrators, and/or
security that has knowledge on
radio communication and security
protocol;
2. Supervises and monitors the
communication/security team
during emergency and fire drills;
3. Notifies the SERT Chief and the
Bureau of Fire Protection of any fire
incident;
4. Shall closely coordinate with the
SERT Chief;
5. Ensures the availability of basic
tools/equipment in performing
communication/ security operation
(i.e. two-way radio, megaphone,
warning tape, whistle, flashlight);
6. Ensures that all signaling systems
(alarm, detectors, paging system) if
any, are in good working condition;
and
7. Shall undergo trainings/seminars
together with the team.

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 SAFE SCHOOL INITIATIVE

B. Members
1. Members are composed of
teachers, administrators, student
club officers, and security guards;
2. Receive and transmit messages,
orders, and information during the
period of emergency and fire drills;
3. Protect the school premises at
all times from possible arsonist/
intruders;
4. Ensure smooth flow of traffic during
emergency and drills, clear the
street or passageway of parked
vehicles and other obstruction for
the arrival of responding units;
5. Isolate and secure the emergency/
fire area. Allow only emergency
vehicles and authorized personnel
into the area; and
6. Each member shall be deployed
to other team to monitor events/
activities and report any untoward
incident to Communication/Security
Team Leader.

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3.6 EVACUATION TEAM

A. Evacuation Team
Leader
1. He/she should be from
the teachers, and school
administrators;
2. Shall direct the actual operation
of the team;
3. When the fire alarm is
sounded, immediately
proceed to respective area of
responsibility(evacuation area)
and set-up a help desk;
4. Shall immediately report to
the SERT Brigade Chief (status/
situation through communication
team);
5. Shall undergo trainings/seminars
together with the team.

B. Members:
1. Guide and control the
evacuation line through the
shortest predetermined route;
2. Check the movement of
evacuees to keep it fast but
orderly and smooth, to prevent
panic, shouting, and unnecessary
noise should not be allowed;
3. Evacuate the building/area of
its content using the order of
priorities;

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 SAFE SCHOOL INITIATIVE

4. Evacuate injured persons to

predetermined evacuation area;
5. Assist and direct evacuees to the
nearest evacuation area; and
6. Ensure that all evacuees
and properties are properly
accounted.

SCHOOL EMERGENCY RESPONSE TEAM

SERT CHIEF

ASST. SERT CHIEF

TEAM LEADER TEAM LEADER TEAM LEADER TEAM LEADER

MEMBERS

MEMBERS

MEMBERS

MEMBERS

FIRE FIGHTING COMMUNICATION / SECURITY EVACUATION RESCUE / FIRST AID

TEAM TEAM TEAM TEAM

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SAFE SCHOOL INITIATIVE

Chapter 4

Monitoring and Evaluation

M
onitoring is the systematic process
of collecting, analyzing, and using
information to track a programme’s
progress toward reaching its objectives and to guide
management decisions. According to Gage and
Dunn (2009), it is sometimes referred to as a process,
performance, or formative evaluation. It is conducted
after a program has begun and continues throughout
the program implementation ([Link]).

E
valuation, on the other hand, is the systematic
assessment of an activity, project, programme,
and the like. It focuses on expected and
achieved accomplishments, examining the results
chain (inputs, activities, outputs, outcomes, and
impacts), processes, contextual factors, and causality,
in order to understand achievement or the lack
of achievement. An evaluation should provide an
evidence-based information that is credible, reliable,
and useful (Frankel & Gage, 2007).

Monitoring and evaluation is a tool to track

implementation and outputs systematically, and
measure the effectiveness of programmes. It helps
determine whether a programme is on track or
a change may be needed. It forms the basis for
modification of interventions and assessing the quality
of activities being conducted (Gage & Dunn, 2009).

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NOTES

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SAFE SCHOOL INITIATIVE

NOTES

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 SAFE SCHOOL INITIATIVE

NOTES

163
SAFE SCHOOL INITIATIVE

NOTES

164
 SAFE SCHOOL INITIATIVE

NOTES

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SAFE SCHOOL INITIATIVE

NOTES

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NOTES

167
SAFE SCHOOL INITIATIVE

NOTES

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 SAFE SCHOOL INITIATIVE

NOTES

169
SAFE SCHOOL INITIATIVE

NOTES

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 SAFE SCHOOL INITIATIVE

NOTES

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SAFE SCHOOL INITIATIVE

NOTES

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Directory
SAFE SCHOOL INITIATIVE

CONTACT
BFP REGION ADDRESS
NUMBER
1 Patac, Sto. Tomas, La Union (072) 687-0763

#7 Dalan na Pavvurulun cor Paccorofun Regional

2 Government Center Carig Sur, Tuguegarao City, Cagayan
(078) 844-0714

New Public Market, Del Pilar, San Fernando City,

3 Pampanga
(045) 963-4378

(049) 834-0604
R4A Camp Vicente Lim, Brgy. Mayapa, Calamba City, Laguna
(02) 520-8860

MIMAROPA F.P. Perez Building 3, Parian, Calamba City, Laguna (049) 545-2742

2nd Flr, ANST Bldg., F. Aquende Drive, (052) 742-6583

R5 Old Albay District, Legazpi City (052) 481-5013
3rd Floor New BFP Building
R6 General Macario M. Peralta Jr. Drive, Iloilo City
(033) 337-6918

R7 N. Bacalso Avenue, Pahina Central, Cebu City (032)-254-8376

cor. Justice Romualdez and Paterno St.,

R8 Tacloban City, Leyte
(053) 325-7123

(062) 991-5320
R9 Mayor Cesar Climaco Avenue, Zamboanga City
(062) 957-4069
Maharlika Bldg. Gumamela Ext., Carmen,
R10 Cagayan de Oro City
(088) 880-7534

(082) 221-6658
R11 Leon Garcia corner Monteverde St., Davao City
(082) 221-3989
640 Morales Ave. Brgy. GPS,
R12 Koronadal City, South Cotabato
(083) 228-5324

004 Don Abelardo, Poblacion 4 (064) 421-1913

BARMM Cotabato City (064) 421-6903
0001 Reyes Bldg., Kadmangan, Marcos Highway, Upper
CAR Poblacion, Tuba, Benguet
(074) 304-3122

Maharlika road Brgy. Rizal (086) 827-0318

CARAGA Surigao City, Surigao del Norte (086) 232-5131
Brgy. Pinagkaisahan, Ermin Garcia St., LEO BASE:
NCR Cubao, Quezon City (02) 745-1142

NFTI Camp Vicente Lim, Brgy. Mayapa, Calamba City, Laguna (049) 411-0049

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Brouhard, R. (2019). 10 basic first aid procedures. Retrieved on July 7, 2019 from
[Link]

Bureau of Fire Protection (2018). Oplan Ligtas na Paaralan. Quezon City: Bureau of
Fire Protection National Headquarters.

Bureau of Fire Protection Fire Safety Enforcement Division ( ). Guide in the conduct
of training for fire volunteers and fire brigades. Quezon City: BFP National
Headquarters.

Burton, Liz (2015). Understanding the different types and uses of fire extinguishers.
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Coelli, Timothy J. et al., 2005. An introduction to efficiency and productivity analysis.

New York: Springer Science+Business Media.

Community Action Disaster Response (CADRE) (2013). Instructor’s guide.

Department of Education (2015). School Disaster and Risk Reduction Management

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FETI drill guide. Retrieved from [Link]

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Frankel, N. & Gage, A. (2007). “M & E fundamentals: A self guided minicourse.” U.S.
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Furness, Andrew, [Link], (2007). Introduction to Fire Safety Development. Chennai,

India: Helvetica by Charon Tec Ltd (A Macmillan Company),

Gage, A. & Dunn, M. (2009). “Monitoring and evaluating gender-based violence

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Handbook for a School-based Risk Reduction Initiative

Hartin, E. (2005) Smoke burns. Retrieved January 19, 2008 from [Link].

Hartin, E. (2005) Fire development in a compartment part 1: Review of basic fire

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Hartin, E. Fire development and fire behaviour indicators. Retrieved from https://
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Hepler, L. (2018). Introduction to first aid. Retrieved on Nov. 5, 2018 from [Link]
[Link]/health/first-aid.

International Federation of Red Cross and Red Crescent Societies, Geneva (2015).
Handbook for a school-based risk reduction initiative. Retrieved from www.
[Link].

Kerwin-Nye, A. (2006). First aid handbook: A complete guide to emergency

procedures in the home, the workplace and outdoors. Indonesia: W S
Pacific Publications, Inc.

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