VOLUME 0

The
Community
Relations
Agenda

Standardized Public Fire Education Manual

BUREAU OF FIRE PROTECTION

Volume 0: The Community Relations Agenda
Standardized Public Fire Education Manual
The BFP Standardized Public Fire Education Manual will serve

© Bureau of Fire Protection 2024

Philippines

For general information on the Standardized Public Fire

MESSAGES
 Republic of the Philippines
DEPARTMENT OF THE INTERIOR AND LOCAL GOVERNMENT
DILG-NAPOLCOM Center, EDSA cor. Quezon Avenue, West Triangle, Queszon City
www.dilg.gov.ph

FOREWORD

The passage of Republic Act No. 11589 known as the Bureau of Fire Protection (BFP)
Modernization Act ushered in a new era that furthered the BFP’s exercise of its mandate in

and other related laws.

Standardized
Public Fire Education (SPFE) Manual
consolidate its practical skills and knowledge into one comprehensive reference material.

from explanations regarding theoretical concepts to their actual and practical application in
real-life situations.

across the nation.

to all those who have contributed to the development of this invaluable publication.

Lahat po tayoy bida sa pagpapanatili ng kaligtasan ng ating mga

komunidad kontra sa mapaminsalang sunog.

Ating pagtibayin ang ating bayanihan para sa Bagong Pilipinas kung saan bawat
pamilyang Pilipino’y namumuhay ng matatag, maginhawa at panatag. Let us build and

Muli, isang pagpupugay at pagbati sa matitino, mahuhusay, maaasahan at

matatapang na mga opisyal at kawani ng Kawanihan ng Tagapangalaga Laban sa Sunog!

ATTY. BENJAMIN C. ABALOS, JR.

Secretary

Matino, Mahusay at Maasahan

Trunkline:(02) 8876-3454
 Republic of the Philippines
DEPARTMENT OF THE INTERIOR AND LOCAL GOVERNMENT
DILG-NAPOLCOM Center, EDSA cor. Quezon Avenue, West Triangle, Queszon City
www.dilg.gov.ph

MESSAGE

My heartfelt support and commendation for your initiative in creating,

developing, and launching the Standardized Public Fire Education Manuals.

providing standardized and comprehensive educational materials, you

a commendable dedication to improve public service and safety. In educating

society. The development of standardized manuals ensures consistency and

accessibility, making it easier for individuals and communities to access
crucial information that can save lives and property.

As these manuals are launched, I want to express gratitude for the tireless

of safeguarding lives and property. I encourage continued collaboration and

communication to ensure the widespread dissemination of these manuals,
fostering a culture of preparedness and safety across the nation.

Thank you for your dedication to public welfare and your impactful work in

Undersecretary for Public Safety

Matino, Mahusay at Maasahan

Trunkline:(02) 8876-34-54
Message from the Fire Director
The Bureau of Fire Protection never ceases to
emphasize the immense importance of our

public and emphasizing the shared responsibilities

the concerted efforts of the members of theTechnical

Enforcement has put together this Standardized

FDIR LOUIE SURALTA PURACAN, CEO VI

Chief, Bureau of Fire Protection
Message from the Acting
Deputy Chief for Administration

on the publication of the Standardized Public Fire

Education Manuals which shall serve as a guide to

essential resource to equip our firefighters with the

SPFE Manuals provide accurate and standardized

information to protect themselves and their loved

that we encourage more individuals to participate

individuals who have contributed to the creation of

been instrumental in crafting this comprehensive

performance of our mandate to educate the public

FCSUPT JESUS P FERNANDEZ

Acting Deputy Chief for Administration, BFP
Message from the
Deputy Chief for Operations

FCSUPT WILBERTO RICO NEIL A KWAN TIU

Deputy Chief for Operations, BFP
Message from the
Acting Chief Directorial Staff
The publication of the Standardized Public Fire
Education Manuals is a significant step in delivering

The development of these manuals is a collaborative

This is vital in promoting a greater understanding

FCSUPT MANUEL M MANUEL

Acting Chief Directorial Staff, BFP
Message from the Director,
Directorate for Fire Safety and
Enforcement
Education is not just an accumulation of vital

environments; to provide the public distinctive

to advance the mission and vision of the bureau in

is to create standardized information for an effective

commend the efforts and commitment of the men

and women of the Bureau of Fire Protection and
others who have dedicated their time in creating this

FCSUPT MANUELG GOLINO

Directorate for Fire Safety and Enforcement, BFP
Message from the Chief,
Fire Safety Information Division

the great minds of people behind the creation of

leadership of our bosses had been our stepping

various strategies and plans with the same mission

where we will be on the same boat towards a greater

NUP ELOISA S BANAC

Chief, Fire Safety Information Division, BFP
INTRODUCTION
and champion the cause that it brings to the farthest communities that their passion

FSINSP GABRIEL G SOLANO, UAP

Head Secretariat, SPFE Manuals
 of

5 MESSAGES

26 INTRODUCTION

30 CHAPTER 1
Public Fire Education: The BFP's
Community Relations Agenda

42 CHAPTER 2
The SPFE Development Process

78 CHAPTER 3
The Standardized Public Fire
Education Manuals

88 CHAPTER 4
General Guidelines on the Use
of the SPFE Manuals

100 CHAPTER 5
Way Forward for the SPFE
 CHAPTER 1

Public Fire Education:

The BFP's
Community Relations
Agenda
 Shifting

from
Fire Safety Awareness
Pub
 CHAPTER 1

ness
to
Public Fire Education
units on how to reach out to the public

new course for the entire BFP in as far as

 CHAPTER 1

“Public Fire Education

provides shared
experience between the

”.

-USFA

following a centralized plan such as the

would call for tangible and lasting change

engaging the communities for the BFP
the communities and their call echoes the
 MODULE 0

Public Fire Education Planning for

had caused the development of

various programs and introduced the

in the implementation of these programs and allowing the public a more active

the concept of Public Fire Education as

The strongest mover of this principle is

the United States Fire Administration
 CHAPTER 1

sectors that composes it and provides

campaign ends the moment the BFP

department far more involved into the

our communities would somehow give concept for the BFP because it had been

Public Fire Education on the other hand

“Sa Pag-iwas sa Sunog Hindi ka Nag-

iisa
with the public as we deliver our message

the individual communities that are to be

recipients of its programs; learning their

dissects communities into the individual

 MODULE 0

Education revolves on immersion of the

2.
through the immersion of
implementation of direct intervention
programs with the active involvement of
allowing the cultivation of a

public; and
3. Empowering the communities
to have a more informed choice
in the preservation of their
lives and properties through
while intervention included the direct and relevant intervention
implementation of the programs under

education direction for the BFP and its

1. Building cooperation between

the fire department and the
communities;
2.
assessment in developing

programs for the public; and

3.
intervention programs to ensure

Fire Education revolves on similar but

1. Anchors in the implementation

 CHAPTER 1

Legal Foundations for

Strengthening
Public Fire Education
being RA 6975 or the DILG Act of 1990 But perhaps the most direct legal mandate
where in “Section 54. Powers and Functions.
– The Fire Bureau shall be responsible for the centered approach comes with RA 11589
prevention and suppression of all destructive or the BFP Modernization Law of 2021
basic law when it calls for the BFP to
ensure its responsiveness to the changing

Implementing Rules
RA 9514 - Fire Code of the Philippines and Regulations of the Modernization
of 2008 Law under Section 4.11.1. Community-
Section Centered Fire Prevention Campaign
2 it states that “It is the policy of the State
This is further reinforced in Section 4.11.2.
Strong Community Relations, Programs
and Activities.
40 MODULE 0

The Clamor for Ch

If the BFP had long been moving

towards Public Fire Education what
is the issue?

irrelevant for their businesses; others

who said and this is hilarious “

to even update their decades old lectures

these things because we can see these

More than the clamor for standardizing

 CHAPTER 1 41

or Change
of engaging the various sectors of the

Standardized Public Fire Education that

will serve as a reference guideline in

this standard in the hope of once and for

proud to cause the use of these manuals

 CHAPTER 2

The SPFE
Development
Process
44 MODULE 0

Foundations of the
Four (4) important guiding principles were
SP

Sectoral or People Centered Thematic

Through the decades that the BFP had Following through with being sectoral

and the modules it contains observed

for these activities to be sectoral and

the modules were developed in terms

for leadership and igniting volunteerism; are those that contain lesson plans and

trainings with each subject dissected

of the modules and what each module

contained detailed instruction for the

are modules with contents including

simulations and special protocols for

This approach in module development

 CHAPTER 2

the SPFE Manuals

Holistic Research-Based
Although the SPFE Manuals are divided
into sectoral targets and further
dissected into thematic formatting the
SPFE Manuals ensured a holistic coverage
ensure that its contents are research and
data driven sourced from a wide range of

insights on what topics and subjects

Subjects that form as the foundation for

all the modules and were varied in terms
cited in the reference page of each of the

demonstrations and simulations were

46 MODULE 0

The Six (6) Stages of

Development for SPFE
 CHAPTER 2

of
PFE
MODULE 0

Stage 1:
Preparation

For Technical Writer and Experienced Public Educator:

1.

2.
3.
and
4.

For Cartoonist and Visual Artist:

1.
editorial or comics either through education or pure talent;
2.
and
3.
 CHAPTER 2

SPFE Steering Committee

FCSUPT WILBERTO RICO NEIL A KWAN TIU FCSUPT MANUEL G GOLINO

Deputy Chief for Operations, BFP Director, DFSE

FCINSP ELMARIE M ASTUDILLO NUP ELOISA S BANAC

Acting Chief, Budget Division, BFP Chief, FSID

SPFE Secretariat Committee

Head Secretariat Team Leader: Secretariat Team Leader: Logistics

FSINSP GABRIEL GALPO SOLANO, UAP SFO3 Abegail M Torotoro SFO1 Christian R Butac
Chief, MPDS, FSID-DFSE BFP NHQ BFP NHQ

Secretariat Members

SFO4 Marlon P Gacis SFO1 Jamaldi G Magdua F03 Rojhanie S Villanueva FO2 Matthew Louise C Celis, UAP
BFP NHQ BFP NHQ BFP NHQ BFP NHQ

Logistics Members

SFO3 Maria Glaiza FO3 Ronnie C Lastimosa FO3 Mark Anthony M Dineros
BFP NHQ BFP NHQ BFP NHQ
 MODULE 0

Technical Working Group (TWG)

Volume 1: Fire Safety for Children

Module 1: Fire Safety Lessons for Pre-School Audience (Fire dogs)
Module 2: Fire Safety Lessons for Primary School Audience (My Neighbor Berong)

Volume 2: Fire Safety for Teenagers

Module 3: Fire Safety Seminars for Secondary School Students
Module 4: The Fire Square Challenge

Volume 3: Fire Safety for Young Adults

Module 5: Basic Leadership Training through Fire Safety
 CHAPTER 2

Volume 4: Fire Safety for General Public

Module 6: Fire Safety Lectures and Seminars for General Public
Module 7: Standardized Procedures for Fire Drills and Demonstration Activities

Volume 5: Fire Safety for Business Establishments

Module 8: Fire Safety for Business Establishments

Volume 6: Fire Safety for Special Care and Vulnerable Individuals

Module 9: Fire Safety For Special Care and Vulnerable Individuals
MODULE 0

Stage 2:
Workshops
 CHAPTER 2

SPFE Consultants
VOLUME 1
MRS. SOLEDAD S VILLANUEVA

MRS. MARJORIE M. LUBUGUIN

MR. DIAMOND JAY MADAMBA

VOLUME 2
EMMANUEL G. HALABASO JR.

MR. JUNIEL ARVIN DOLOQUE

MS. JUFEEL PULVOSA

VOLUME 3
COL ROZELLE B SALVOSA PAF (MNSA)

FCINSP ETHEL MARGAHA

VOLUME 4
FSUPT GILBERT I VALDEZ

Bureau of Fire Protection National Headquarters

VOLUME 5
ENGR. MARCIAL M BATTUNG

ATTY. PEARLY JOAN J. TURLEY

ENGR. RIGGI DAN S. CABALTERA

ENGR ERICSON M VALENZUELA

VOLUME 6
MRS. CRISANTA B. JIMENEZ

MR. JOEL G. FRANCE, PHD.

MR. ANTHONY QUINAGON

MR. MICHAEL BACULPO

 MODULE 0

Phase 1:
Focus Group Discussion (FGD)
with Partner Stakeholders
 CHAPTER 2

Phase 2:
Expert Employees
Online Write-shop
 MODULE 0

Phase 3:
Consolidation and
In-House Writeshop
CHAPTER 2
MODULE 0

Stage 3:
Layouting
CHAPTER 2
60 MODULE 0

Stage 4:
Output
Consultation
 CHAPTER 2 61

Vol. 1 Vol. 2

Vol. 3 Vol. 4

Vol. 5 Vol. 6
62 MODULE 0

Stage 5 & 6:
Publication &
Distribution
stage involves the online publication and the printing
64 MODULE 0
Visual
Identity
Guide
for SPFE

variations and layout.

66 MODULE 0

SPFE as a Logo

Primary logo

Black on White Background

White on Black Background

Logotype

Combination mark

Lettermark

Wordmark
 CHAPTER 2

Color Overview

Primary Palette

V0
Dark Cerulean Blue

Tonal Blues

White

Black
Secondary Palette

V1

V3

C
 MODULE 0

Color Theme for the Manuals

Color Personality

V0

Dark Cerulean is a rich and deep shade of blue-green that conveys a sense of calmness and
professionalism to resonate in all our messaging and campaign.

V1

Red tones, it encourages energy and excitement in children, so exposing a child to red can
keep them active.

Blue tones, it encourages promoting high levels of thought which teenagers should equate to their
maturity.

V3

Yellow tones, it provides general radiate cheerfulness, joy, and warmth. This is general color feel
and warmth where young adults are attracted to.

reen tones, this is symbolic color of nature and reminds us that we are connected to the natural
world, in a context of providing knowledge to general public.

Teal Blue tones, conveys trust, honesty, and dependability, it helps to build customer loyalty, which

Purple tones, it encourages the value of purple that has been increasingly associated with
disability, symbolizing a new positive narrative about the contribution of disabled people in the
workforce and the wider community.
 CHAPTER 2

Typography

Typeface

Primary typeface Merriweather Black Bold

Merriweather Bold Italic

Secondary typeface Roboto Condensed Bold ABCDEFGHIJKLMNOPQRSTUVWXYZ

Roboto Condensed Italic abcdefghijklmnopqrstuvwxyz
Roboto Condensed Regular 1234567890!@#$%^&*()_+|\”’:;?
Roboto Condensed Italic
Roboto Condensed Light
Roboto Condensed Light Italic

Title/Accent typeface Roboto Black ABCDEFGHIJKLMNOPQRSTUVWXYZ

Roboto Black Italic abcdefghijklmnopqrstuvwxyz
1234567890!@#$%^&*()_+|\”’:;?
Roboto Bold Italic
Roboto Medium
Roboto Medium Italic

Roboto Italic

Title typeface Kaushan Script Regular ABCDEFGHIJKLMNOPQRSTUVWXYZ

abcdefghijklmnopqrstuvwxyz
1234567890!@#$%^&*()_+|\”’:;?

Accent typeface Georgia Bold ABCDEFGHIJKLMNOPQRSTUVWXYZ

Georgia Bold Italic abcdefghijklmnopqrstuvwxyz
Georgia Regular 1234567890!@#$%^&*()_+|\”’:;?
Georgia Italic
 MODULE 0

Visual Elements
 CHAPTER 2

The Kinesthetic
Outlet: Tearing
As one

image that has momentous narrative

 MODULE 0

Visual Elements
CHAPTER 2

and into the transitional

and modernized views of

well guided approach for

the BFP personnel and
 MODULE 0

Visual Elements

The color white has a number of

individual and the culture in which it

be a vital role in uplifting the spirits and

encouraging the essence of the public
 CHAPTER 2

Some of the main associations often

connected to the color white include

Seeing the color white promotes

concept of the Volume 0 cover consists

incorporate this angelic hue into their

 MODULE 0

Visual Elements
 the introduction of the concepts of Public

images that represents the multiple

cornucopias of services that the bureau

are now on the process of completing

the involvement of the bureau on this endeavor with the publication of
the Standardized Public Fire Education
 CHAPTER 3

The Standardized
Public Fire
Education Manuals
MODULE 0
 CHAPTER 3

VOLUME NUMBER MODULES THEME

(Lecture or Procedural)
& TITLE

Volume 1 Module 1: Fire Dogs Procedural

Module 2: My Neighbour
Fire Safety for Children Procedural
Berong

Volume 2 Module 3: Fire Safety

Lectures for Teenagers
Lecture

Fire Safety for Module 4: The Fire Square

Teenagers Procedural
Challenge

Volume 3
Module 5: Basic Leadership
Lecture
Fire Safety for Through Fire Safety
Young Adults
Module 6: Fire Safety
Volume 4 Seminars for the General
Public
Lecture

Fire Safety for Module 7: Standardized

General Public Procedures for Simulations Procedural
and Demonstrations

Volume 5 Module 8: Fire Safety for

Seminars for Business Lecture
Fire Safety for Establishments
Specific Occupancies

Volume 6
Module 9: Fire Safety for
Fire Safety for Special Special Care Individuals and Procedural
Care Individuals and Vulnerable Groups
Vulnerable Groups

The Standardized Public Fire Education (SPFE) Manuals is a

Although the details of each volume and its targeted

general overview of each of the volume and their included

 MODULE 0

VOLUME 1: FIRE SAFETY FOR CHILDREN

MODULE 1: FIRE DOGS MODULE 2: MY NEIGHBOUR BERONG

 CHAPTER 3

VOLUME 2: FIRE SAFETY FOR TEENAGERS

MODULE 3: FIRE SAFETY SEMINARS FOR GENERAL PUBLIC MODULE 4: THE BFP FIRE SQUARE CHALLENGE in

also introduced to provide for an interactive

 MODULE 0

VOLUME 3: FIRE SAFETY FOR YOUNG ADULTS is unique from the rest of this series

to discover their leadership potentials and capabilities but also to emphasize that

MODULE 5: BASIC LEADERSHIP TRAINING THROUGH FIRE

SAFETY

Each lesson provides number of core

on their road to becoming a

each participant but also

to practice their unique

individuals in their
 CHAPTER 3

VOLUME 4: FIRE SAFETY LECTURES AND SEMINARS FOR THE GENERAL PUBLIC The

MODULE 6: FIRE SAFETY SEMINARS FOR TEENAGERS. MODULE 7: STANDARDIZED PROCEDURES FOR FIRE
DRILLS AND DEMONSTRATION ACTIVITIES.
 MODULE 0

VOLUME 5: FIRE SAFETY FOR SPECIFIC OCCUPANCIES.

MODULE 8: OCCUPANCY SPECIFIC FIRE SAFETY SEMINARS.

business while promoting

resolves this introducing

a uniformed format
in conducting these
seminars with lessons
 CHAPTER 3

VOLUME 6: FIRE SAFETY FOR SPECIAL CARE INDIVIDUALS AND VULNERABLE GROUPS

MODULE 5: FIRE SAFETY FOR SPECIAL CARE AND [Book 2]

VULNERABLE INDIVIDUALS
[Book 1]
 CHAPTER 4

General Guidelines
on the Use of the
SPFE Manuals
 MODULE 0

Mandatory Use in all

Public Fire Education
Activities
1.
conducting their public fire education

lectures and activities related to public

fire education are uniformed and are

2.

prohibited as it is counterintuitive to

3.
adding new content not included in

deviation from the subject outline is

4.

the modules shall not be incorporated

in the conduct of lectures to the
intended audience a certain module

aide subjects for teenager targeted

conducting such topics for specific

audience; other source material shall

5.
to the time provided or allowed for the

the lecturer on what subject is to be

CHAPTER 4
MODULE 0

1.
Enforcem

and facili

incorpora
and the u
related su

2.

proper us

other pro
 CHAPTER 4

Recommend to PPSC-NFTI
and Facilitate the Amendment
to Fire Prevention Subjects
at Training Centers

1.
Enforcement together with the

and facilitate along with the National

incorporation of the SPFE Manuals

and the updating of all fire prevention
related subjects with the Public Fire

2.

proper use of the SPFE Manuals as part

other programs should be subject to

 MODULE 0

Use-on-Demand
Basis

1.
guides in conducting fire education
activities depending on the sector

for the children visiting the station

2.
the school authorities should be made
in order to clear out concerns such as

can plan out what subjects to discuss to

3.
use considering that it is a leadership

will use the module should ensure that

all the requirements for the trainings

to requesting organization prior to the

4.
protocols and etiquettes in conducting
lectures and seminars with Special

Personnel shall ensure that these rules

are met in conducting said lectures and
CHAPTER 4
 CHAPTER 4

in Content
but Freedom on Form

1. The SPFE Manuals standardizes the

contents in conducting public fire
education but gives freedom to the

provided and not the actual form such

2. Freedom is given to the lecturer in

terms of how his presentation will

provided that the content follows the

3. The discussions in the manual are

translated to local dialect during

should remain cautious in translating

technical terms or terminologies

The contents of the PowerPoint

translated into the local dialect if the

lecturer sees fit and if it is what is
 MODULE 0

Time Bound and

Time Conscious

1.

2.
duration of each subject in order to

3.
be limited time that can be given to

4.

Education activities utilizing the SPFE

Manuals shall not be more than three

5.
the SPFE manuals that not all of the
subjects has to be delivered in a single

select which combination of subjects

CHAPTER 4
 CHAPTER 5

Way Forward
for the SPFE
102 MODULE 0

Strengthening the
CRS in the Stations

Renaming "Fire Safety Educators" to

"Community Educators"

of

into modernizing the personnel is required to possess competencies

to resolve such issues with the active

is in charged with the development

based programs covering a multitude of

 CHAPTER 5

Rationalizing the designation of

Community Educators

to graduates of BS Education rather all

BFP personnel must be encouraged to

and seminars must pursue continuing

professional development in public
104 MODULE 0

Skills Enhancement
on the Use of SPFE
 CHAPTER 5

Publication and
Widest Dissemination

publication of hard copies of the manuals and further ensure that all units will be

7 Volumes Consolidated into compilation with book set box:

• Size: 6x9 inches
• Process: Offset Printing
• Stock (cover): C2S# 220 LBS.Full Cover
• (inside page): Book paper Matte Finish (colored print)
• Thickness: 100gsm
• Binding: with perfect binding Soft Bound
• Color: Full Color (inside page: Full Color)

Volume Number Modules Included Number of

and Title Pages
Volume 0: PFE: General Instruction Module 132
The BFP Community Relation’s Agenda

Volume 1: Module 1: Fire Dogs 350

Fire Safety for Children
Module 2: My Neighbor Berong

Volume 2: Module 3: 276

Fire Safety for Teenagers Fire Safety Lectures for Teenagers

Module 4: The Fire Square Challenge

Volume 3: Module 5: 480

Fire Safety for Young Adults Basic Leadership Through Fire Safety

Volume 4: Module 6: 284

Fire Safety for General Public Fire Safety Seminars for the General Public

Module 7: Standardized Procedures for Simulations and

Demonstrations

u e i e Sa e Module 8: Fire Safety for Seminars for Business Establishments 192

Volume 6: Fire Safety for Special Care Module 9: Fire Safety for Special Care Individuals and Vulnerable 120
Individuals and Vulnerable Groups Groups
106 MODULE 0

Single Messaging
and Future Updating
sets forth

public receives from the BFP which it

also from other government agencies

these manuals must see to it that the

set of messages the manuals provide be

S
Public Fire Education
Course (PFEC)
INSTRUCTOR’S WORKSHOP ON HOW TO USE THE
STANDARDIZED PUBLIC FIRE EDUCATION MANUALS

LEARNING OBJECTIVES:
 MODULE 0

Implementation
Strategy
Methods of
Delivery
discussion with integrated
hands on activities to

enforce the content of

discussion under these specific

receiver should be able to build

 CHAPTER 5

Materials The
Needed Participants
1. 1.
assigned of their
2. Printing and
distribution of course 2.
materials
3.
4. Projector
5.
110 MODULE 0

Training The
Team Venue
1. The venue provided
should be suitable and can
2.
SPFE
participants and the BFP
3.
the requested BFP training
 111

Coordinating The
Instructions Course Pin
The Fund for this training All graduates of the
should be from the training
fund of the requesting the use of the SPFE Manuals
are eligible to wear the

must be forwarded to the

112 MODULE 0

Course Outline

MODULE NUMBER OF
COURSES COVERAGE DESCRIPTION HOURS
Course 1
M1- Fire Dogs Module 1 Interactive workshop on the
M1 (3 hours)
use of modules 1, 2 and 3 of
M2- My Neighborhood Module 2 the SPFE manual and proper M2 (2 hours)
Berong delivery of the subjects
M3 (3.5 hours)
Module 3 therein.
M3- Fire Safety Lectures
for Teenagers

Course 2 Interactive workshop on the

use of module 5 of the SPFE
M5- Leadership through Module 5 manual and proper delivery of
M5 (9 hours)
Fire Safety the subjects therein.

Course 3
Interactive workshop on the use
M6- Fire Safety Lectures
Module 6 of modules 6 and 8 of the SPFE M6 (3.5 hours)
and Seminars for the manual and proper delivery of
General Public Module 8 the subjects M8 (6 hours)
M7- Fire Safety for therein.
Specific Occupancies
Course 4
M4- The Fire Square In-depth discussion of the
Challenge standardized procedures of
M7- Standardized Module 4 M4 (3 hours)
Procedures for Fire activities, simulations and
Module 7 demonstrations under
M7 (3 hours)
Drills and Demonstration M9 (3 hours)
Module 9 modules 4 and 7, and the
Activities special protocols under
M9- Fire Safety for Special module 9.
Care Individuals and
Vulnerable Groups
Return Demo/Lecture 36 hours

Evaluation and Critiquing Per Course (Cumulative) 8 hours

Preliminary Activities/Post Evaluation/Opening and Closing Ceremonies 4 hours

TOTAL 48 Hours
 CHAPTER 5

Course Schedule
•

DAY 1 : TIME PARTICULARS

0800H - 1200H Arrival and Registration of Course Group Participants
1300H Check in and Preparation
1400H Opening Program

COURSE OVERVIEW
1500H - 1700H
(Discussion of Course Objectives and Expectations)

DAY 2 : TIME PARTICULARS

0730H - 0800H Opening Program
0800H - 0815H Course Overview
Course 1
0815H - 1130H
Module 1 : Fire Dogs
1130H - 1200H Module Recap
1200H - 1300H Lunch Break
Course 1
1300H - 1500H
Module 2 : My Neighbor Berong
1500H - 1530H Break
Course 1
1530H - 1900H
Module 3 : Fire Safety Lectures for Teenagers

DAY 3 : TIME PARTICULARS

0700H Breakfast
0800H - 0815H Course Overview
Course 2
0815H - 1130H
Module 5 : Basic Leadership through Fire Safety
1130H - 1200H Module Recap
1200H - 1300H Lunch Break
Course 2
1300H - 1500H
Module 5 : Basic Leadership through Fire Safety
1500H - 1530H Break
Course 2
1530H - 1900H
Module 5 : Basic Leadership through Fire Safety
114 MODULE 0

DAY 4 : TIME PARTICULARS

0700H Breakfast
0800H - 0815H Course Overview
Course 3
0815H - 1130H Module 6 : Fire Safety Lectures and Seminars for the
General Public
1130H - 1200H Module Recap
1200H - 1300H Lunch Break
Course 3
1300H - 1600H
Module 8: Fire Safety for Specific Occupancies
1600H - 1615H Break
Course 3
1615H - 1900H
Module 8: Fire Safety for Specific Occupancies

DAY 5 : TIME PARTICULARS

0700H Breakfast
0800H - 0815H Course Overview
Course 4
0815H - 1100H
Module 4 : The Fire Square Challenge
1100H - 1130H Module Recap
1130H - 1230H Lunch Break
Course 4
1230H - 1530H Module 7: Standardized Procedures for Fire Drills and
Demonstration Activities
1530H - 1600H Break
... continuation of Lecture
1600H - 1900H Module 9: Fire Safety for Special Care Individuals and
Vulnerable Groups

DAY 6 : TIME PARTICULARS

0700H Breakfast
0800H - 1200H Review and Clarifications of Courses
1200H Lunch Break
1300H - 1900H Return Demonstration and Evaluation
LESSON PLAN
SPFE MANUALS INTRUCTOR’s WORKSHOP
APPROXIMATE DURATION: 48 hours total
36 hours - Return Demo/Lecture

8 hours - Evaluation and Critiquing Per Course (Cumulative)

4 hours - Preliminary Activities/Post Evaluation/Opening and

Closing Ceremonies

PREPARATION:
1. Accounting and Registration of Participants
2. Check if all printed materials are available.
3. Ensure distribution of workbooks (SPFE Manuals to all participants),
4. Identification of groupings with its members and volumes to be assigned
for the lecture and practical presentations.
5. Identify safety equipment available in the facility (fire extinguisher, first
aid kit, clinic, nearest hospital, refuge area, etc)
6. Identify facilities to use during the course (breakout rooms, rest rooms,
etc.)
7. Determine arrangement for meals, transport lodging, etc.
8. Prepare the draw lots for lessons to be assigned for the individual lecture
and
9. practical presentations.

MATERIALS NEEDED:
1. Lesson Paraphernalia, tools and visual aids etc.
2. A set of Printed Materials
3. Overhead Projector
4. Microphone
5. White Board and Markers

OBJECTIVES:
Upon completion of these workshops, participants will be able to:
1. Master the use of the SPFE Manuals as they eventually deliver the same to
Fire Safety Educators in the stations.
2. Learn Critical skills as lecturer/facilitator in the eventual cascading of the
use of the SPFE Manuals.

In summary, this structural program/training is an invaluable tool that contributes to

effective teaching and listener/student engagement; as it helps the instructors to navigate
the complex terrain of teaching, it’s not just about following a set of structure rigidly;
it’s about having a guide that enhances the teaching and learning experiences for both
educators and the listeners.
 CHAPTER 5

I. COURSE OVERVIEW
1. Introduce instructors and assistants.
2. Present the lesson
3. Present the lesson objectives.
4. Ask participants to read.

II. DEVELOPMENT
1. PERSONAL INTRODUCTIONS

Introduction of Participants
Option 1:

Options 2:

Option 3:

Participants’ Expectations

•
•
•
•
MODULE 0

2. WORKSHOP CLASS MATERIALS

• SPFE Manuals Volume 0 to 6

•

3. WORKSHOP PURPOSE AND OBJECTIVES

3.1 Purpose

3.2 Performance Objectives

present the subjects in their assigned modules of the SPFE Manual

Action:
Each participant will present one to two lessons

performance will be evaluated using the Practical Presentation

Evaluator:

of the presentation of the participants using the Practical

Conditions:
The participant will have at his or her disposal the lesson

Standards:
Lesson content must be presented following The
prescribed the instruction in each subject outline using the
 CHAPTER 5

3.3 Requirements for Participation

•
•

3.4 Requirements for Facilitator

•
of the SPFE; or
•

3.5 Maximum number of Participants per Course

4. WORKSHOP METHODOLOGY
Interactive Method (IM) of instruction

5. LESSON SUMMARIES

Course 1:
•
•
•

Course 2:
•

Course 3:
•
•
120 MODULE 0

Course 4:
•
•
Activities
•

6. INDIVIDUAL PRESENTATIONS
the assigned module wherein his or her performance will be evaluated
using the Practical Presentation Evaluation Form while delivering the

6.1

Group 1 -
Group 2 -
Group 3 -
Group 4 -
Group 5 -
Group 6 -

6.2
Each of the group will be given enough time to prepare for their
 CHAPTER 5 121

6.3

7. FACILITIES AND GROUND RULES

•
•
•

Meal Schedule

• Location
• Time
122 MODULE 0

•
•

8. WORKSHOP EVALUATION BY THE PARTICIPANTS

• Participant Lesson Evaluation Form

•

9. FILE

10. PARTICIPANTS’ PERFORMANCE STATUS

III. REVIEW
1. Ask for any question, or clarification.
2. Review the lesson objectives.
 CHAPTER 5

IV. CLOSING
1. Stress the importance of their feedback about the course.
2. and the need to use time for their presentation preparation.
3. Ask the participants to complete the participant’s evaluation form.

CRITICAL AREAS TO BE CONSIDERED:

1.

2.

3.

4.

5.

6.

7.

8.
instructors are involved or when the same lesson is taught over

9.
124 MODULE 0

PFEC – IW FORM 1

Public Fire Education / Instructor Workshop

Lesson Presentation Evaluation Form
Participant: Group: Time elapsed:

Date: Start Time: Scheduled End Time:

Lesson: Other lessons to present:

Areas to Evaluate / Criteria 4 3 2 1 0 wF P

Introduction
1. Introduction: Adequate presentation of: * Personal introduction * Assistant *
Lesson 4 3 2 1 0 1
* Relationship to other lessons * Objectives * Characteristics of the lesson
(exercises, evaluation, importance)
Development
2. Eye contact. * Equally placed among all participants * Sustained throughout 4 3 2 1 0 1
lesson.
3. Voice. * Appropriate volume and tone * Use of inflection to emphasize key
points * Rate of speech adequate for participant comprehension level * Uses 4 3 2 1 0 1
changes in rhythm, volume and inflection with skill.
4. Vocabulary. * Uses the technical vocabulary of the lesson * Uses synonyms or
alternate terms to explain concepts * Avoids fillers * Explains terms easily using 4 3 2 1 0 2
comparisons or examples * Expresses concepts with ease and uses complete
sentences.
5. Gestures and body language. * Moves in a natural manner and speaks to
the class from different places * Gestures help emphasize concepts and do not 4 3 2 1 0 1
distract the participants.
6. Use of aids/props. * Appropriately uses equipment, props, and visual aids *
Applies personal initiative with new aids/props * Good use of aids/props following the 4 3 2 1 0 2
lesson plan * Makes use of the PW and other resources.
7. Sequence. * Uses the logical sequence of the LP or varies the order 4 3 2 1 0 2
maintaining a logical sequence (variations in a lesson must be pre-approved by the
facilitator).
8. Interaction/participation. * Constant level throughout entire lesson * Must
have some with all or most participants * Motivates participants with questions * Gets 4 3 2 1 0 2
feedback to ensure comprehension.
9. Mastery of subject matter. * Demonstrates master of lesson material *
Clearly explains lesson materials and adapts to the interests of participants *
Prepares/explains/uses examples and comparisons that relate to lesson material * 4 3 2 1 0 4
Demonstrates the capacity to analyze the lesson’s key concepts * Knows other
approaches and uses them to achieve lesson objectives * Uses cases from
personal experience to illustrate and clarify concepts.
10. Attention to input. * Listens carefully to every question * Demonstrates
attentive listening to participants * Acknowledges and gives thanks for input * 4 3 2 1 0 3
Immediately corrects erroneous or contradictory comments. Relevance to subject
matter
11. Responds to questions. * Responds directly and with clarity * Uses
association, inferences, or questions such that participants may find their own
answers * Verifies that explanations have been understood * Takes advantage of 4 3 2 1 0 4
input to clarify issues and respond to questions * Is focused on achieving lesson
objectives and on keeping participants interested, not in demonstrating his/her own
knowledge.
12. Knowledge of the Course. * Relates the lesson with other lessons in the
course 4 3 2 1 0 4
* Returns to issues raised in previous lessons or quotes from upcoming lessons *
Is able to explain the basic concepts of any lesson in the course. If the presenter
does not exhibit this knowledge, the Evaluator may ask up to three
questions.
Subtotal, Page 1
 CHAPTER 5

Review
13. Time usage, Pacing and Transition. *Review the topics covered for
transition and manner of continuing lesson. *Pacing of speech depending on time 4 3 2 1 0 2
allotment indicated in LP. *Time usage based on how topics were covered.
14. Emphasis on objectives. * Conducts the lesson review focusing on lesson
objectives and key concepts * Emphasizes the objectives as an important training 4 3 2 1 0 2
guide and briefly reviews the main topics * Relates the objectives to the lesson
evaluation * Establishes relationships between the elements of the lesson.
15. Verifies comprehension. * Reviews interactively with participants and
verifies comprehension of material and required skills * Relies on asking questions to 4 3 2 1 0 1
generate discussion regarding key concepts.
16. Length of class. * Length of time is adequate for lesson content * Usage of 4 3 2 1 0 1
time allows for lesson review and emphasizing key concepts.
Generalization and Closing
17. Summarizing Lesson. * Able to summarize lesson by providing a
generalization for the subject * maintains contact with the participants and 4 3 2 1 0 1
enthusiasm up to the end
18. Closing: Ensure achievement of lesson objectives * Makes some
final recommendations * Suggests reference materials * Distributes and handouts 4 3 2 1 0 2
needed and ends the class appropriately.
Additional Areas
a) Management of Exercises and Practicals. * Explains in
detail the purpose and instructions * Develops the sessions properly Use only (a) or 4 3 2 1 0 3
using the demonstration and practice technique (explain, (b) for any
demonstrate, have participants explain and demonstrate, correct, given lesson,
reinforce). but not both.
b) Content questions: (Only for lessons not evaluated for 4 3 2 1 0 3
exercise management.)

References: Subtotal Score, Page 2

152–140 points: Excellent
139–117 points: Very good
116–104 points: Good
Subtotal Score, Page 1
(Minimum passing score is 104 points)
103–93 points: Average
(Must repeat the presentation)
92–81 points: Poor TOTAL SCORE
(Qualifies to participate in a future workshop)
Below 80 points: Very Poor
(Does not qualify to participate in a future workshop)

NOTE:
If the presenter has significant methodology problems there will be no second presentation, unless it
already is a part of the schedule.

IMPORTANT!
This evaluation is conducted by the Facilitator. The 0 points: The presenter completely omits the required
abbreviation “wF” means “weight factor,” which is multiplied element (for example, did not conduct lesson review), or has
by the score for each criterion to determine the points, “P”. severe obstacles regarding methodology or mastery (such as
Each criterion is followed by brief descriptions which, an inability to communicate with the group, or the use of
depending on the lesson, can be observed. On that basis the incorrect concepts).
Evaluator should use the following scale in evaluating each
criterion: As you may notice, the evaluation has a large subjective
component. All presenters must be made aware of this
4 points: If the presenter fully satisfies all stated requirements before being evaluated and be given the opportunity to have
(the Evaluator fully agrees that the presentation reflects all any questions answered by the facilitator regarding
stated elements). evaluation criteria.
3 points: If the presenter performs well, but exhibits a minor
deficiency or does not fully cover all required elements. The team of facilitators will meet and discuss each case
2 points: If the presenter performs at an average level, or individually. All decisions regarding passing, failing, or
does not cover at least half of the required elements. repeating presentations, will made by the team, and the
1 point: If the presenter performs poorly overall and/or fails to participants will receive feedback from them regarding what
cover most of the required elements. they did well and errors made in their presentations, as the
case may be.