Draft Details
- Training curriculum standards for ground searc...
- CSA Z1625-23 (Draft New Edition)
- Legal Notice for Draft Standards
- Preface
- Z1625 -16
- + 0 Introduction
- 0.1 Background information
- + 0.2 How to use this Standard
- 0.2.1 Curriculum design and curriculum content ...
- 0.2.2 Curriculum design
- + 0.2.3 Curriculum content standards
- 0.2.3.1
- 0.2.3.2
- 0.2.4 Curriculum standards build on each core r...
- 0.2.5 Recognition of regional or jurisdictional...
- 0.2.6 Annexes
- + 0.3 Curriculum design (CD)
- 0.3.1 General
- 0.3.2 Safety and environment
- 0.3.3 Approach
- 0.3.4 Structure
- 0.3.5 Training settings
- 0.3.6 Learner evaluation and training records
- 0.3.7 Instructor attributes
- + 1 Scope
- 1.1 Scope
- 1.2 Purpose
- 1.3 Terminology
- 2 Reference publications
- 3 Definitions
- + 4 Searcher training curriculum
- + 4.0 General
- Figure 1
- + 4.1 Program
- 4.1.1 SAR structure in Canada
- 4.1.2 Incident command system (ICS)
- 4.1.3 Roles and responsibilities
- 4.1.4 Legal requirements
- 4.1.5 Liability protections and workers' compen...
- 4.1.6 Finance and administration
- 4.1.7 Media policy
- + 4.2 Human factors
- 4.2.1 Personal qualities and/or attributes
- 4.2.2 Physical demands
- 4.2.3 Psychological demands
- 4.2.4 Personal clothing and equipment
- 4.2.5 Body management
- + 4.3 Environment
- 4.3.1 Weather
- 4.3.2 Natural disaster
- 4.3.3 Animals
- 4.3 4 Plants
- 4.3.5 Terrain
- + 4.4 First aid and survival skills
- 4.4.1 First aid
- 4.4.2 Survival skills
- + 4.5 Transportation safety
- 4.5.1 Use of Personal vehicle during a GSAR ope...
- 4.5.2 GSAR response vehicles
- 4.5.3 Vehicle and trailer combinations
- 4.5.4 Watercraft
- 4.5.5 Off-road vehicles
- 4.5.6 Aircraft
- + 4.6 Navigation
- 4.6.1 Maps
- 4.6.2 Compass
- 4.6.3 Global positioning system (GPS)
- 4.6.4 Map and compass
- 4.6.5 Pacing / tally system
- + 4.7 Field communication and technologies
- 4.7.1 Role of field communications
- 4.7.2 Radio operations
- 4.7.3 Satellite and cell phones
- 4.7.4 Emergency alerting devices
- 4.7.5 SAR electronic technologies
- + 4.8 Lost-person behavior
- 4.8.1 Lost-person behavior
- + 4.9 Search competencies
- 4.9.1 Search theory
- 4.9.2 Notification
- 4.9.3 Activation (call-out), check-in, and init...
- 4.9.4 Assignments
- 4.9.5 Search strategies and tactics
- 4.9.6 Containment
- 4.9.7 Attraction
- 4.9.8 Clue awareness and detection
- 4.9.9 Evidence
- 4.9.10 Human remains
- 4.9.11 Night searches
- 4.9.12 Shoreline searches
- 4.9.13 Urban searches
- 4.9.14 Demobilization
- + 4.10 Specialized resources
- 4.10.1 Specialized resources
- + 5 Team Leader training curriculum
- + 5.0 General
- Figure 2
- + 5.1 Program
- 5.1.1 SAR structure in Canada
- 5.1.2 Incident command system (ICS)
- 5.1.3 Roles and responsibilities
- 5.1.4 Legal requirements
- 5.1.5 Liability protections and workers' compen...
- 5.1.6 Finance and administration
- 5.1.7 Documentation
- 5.1.8 Media policy
- + 5.2 Human factors
- 5.2.1 Leadership and supervision
- 5.2.2 Risk management
- 5.2.3 Team safety
- 5.2.4 Psychological health and safety
- + 5.3 Environment
- 5.3.1 Weather
- 5.3.2 Natural disaster
- 5.3.3 Animals
- 5.3.4 Plants
- 5.3.5 Terrain
- + 5.4 First aid and survival skills
- 5.4.1 First aid
- 5.4.2 Survival skills
- + 5.5 Transportation safety
- 5.5.1 Use of personal vehicle during a GSAR ope...
- 5.5.2 GSAR response vehicles
- 5.5.3 Vehicle and trailer combinations
- 5.5.4 Watercraft
- 5.5.5 Off-road vehicles
- 5.5.6 Aircraft
- + 5.6 Navigation
- 5.6.1 Maps
- 5.6.2 Compass
- 5.6.3 Global positioning system (GPS)
- 5.6.4 Map and compass
- 5.6.5 Pacing/tally system
- + 5.7 Field communications and technologies
- 5.7.1 Role of field communications
- 5.7.2 Radio operations
- 5.7.3 Satellite and cell phones
- 5.7.4 Emergency alerting devices
- 5.7.5 SAR technologies
- + 5.8 Lost-person behavior
- 5.8.1 Lost-person behavior
- + 5.9 Search competencies
- 5.9.1 Search theory
- 5.9.2 Notification
- 5.9.3 Activation (call-out), checking in, and i...
- 5.9.4 Assignments
- 5.9.5 Search strategies and tactics
- 5.9.6 Containment
- 5.9.7 Attraction
- 5.9.8 Clue awareness and detection
- 5.9.9 Evidence
- 5.9.10 Human remains
- 5.9.11 Night searches
- 5.9.12 Shoreline searches
- 5.9.13 Urban searches
- 5.9.14 Demobilization process
- + 5.10 Specialized resources
- 5.10.1 Specialized resources
- + 6 SAR Manager training curriculum
- + 6.0 General
- Figure 3
- + 6.1 Program
- 6.1.1 SAR structure in Canada
- 6.1.2 Incident command system (ICS)
- 6.1.3 Essentials of effective search management...
- 6.1.4 Legal and policy requirements
- 6.1.5 Media policy
- + 6.2 Roles and responsibilities
- 6.2.1 Role of the SAR manager
- 6.2.2 Specific responsibilities of the SAR mana...
- 6.2.3 Management and leadership
- 6.2.4 Critical incident stress management
- + 6.3 Planning
- 6.3.1 GSAR pre-plans
- 6.3.2 Resource management
- 6.3.3 Search team criteria
- 6.3.4 Information management and documentation
- 6.3.5 Lost person behavior
- + 6.4 Implementation
- 6.4.1 First notice procedures and determining u...
- 6.4.2 Types and use of information
- 6.4.3 Initiating response activities
- 6.4.4 Establishing search area
- 6.4.5 Segmenting search area
- 6.4.6 Search theory
- 6.4.7 Incident action plan (IAP)
- 6.4.8 On-scene risk assessment and management
- 6.4.9 Search strategies and tactics
- + 6.5 Search operations
- 6.5.1 Assignments
- 6.5.2 Briefings and debriefings
- 6.5.3 Human remains
- 6.5.4 Relationships with family, community and ...
- 6.5.5 Search suspension and termination
- 6.5.6 Demobilization
- + 6.6 Post incident
- 6.6.1 After-action report (AAR)
- + 6.7.0 Specialized resources and SAR technologie...
- 6.7.1 Management of specialized resources
- 6.7.2 SAR technologies
- + 6.8 Urban searches
- 6.8.1 Managing an urban search
- + Annex A (informative)
- A.0 Introduction
- + A.1 Instructional strategies
- A.1.1 General
- A.1.2 Direct instruction
- A.1.3 Experiential learning
- A.1.4 Independent Study
- A.1.5 Indirect instruction
- A.1.6 Interactive instruction
- A.2 Learner evaluation strategies
- A.3 Learning transfer
- + Annex B (informative)
- B.1 Curriculum cross-walk table
1.1 Scope
The Standard provides training curriculum requirements for ground search and rescue (GSAR) operations for the three core roles of searcher, team leader, and search and rescue (SAR) manager. The Standard provides guidance to curriculum developers for the design of the curriculum and guidance to trainers for the delivery of the curriculum. The aim is to help enhance the ability to train, exercise, and learn in order to achieve an enhanced level of professionalism and to help ensure that curriculum is delivered consistently and meets high standards of quality.
1.2 Purpose
The GSAR training curriculum provided in this Standard outlines the learning outcomes and related topics that should be considered as the basis for the development of learning experiences, via various instructional strategies and methods (e.g., classroom, field or simulated exercises, experiential, etc.), that taken over time lead to the achievement and maintenance of the desired set of competencies (see CSA Z1620). This Standard provides a benchmark to evaluate existing training programs and to facilitate the development of new training programs.
1.3 Terminology
In this Standard, “shall” is used to express a requirement, i.e., a provision that the user is obliged to satisfy in order to comply with the standard; “should” is used to express a recommendation or that which is advised but not required; and “may” is used to express an option or that which is permissible within the limits of the Standard.
Notes accompanying clauses do not include requirements or alternative requirements; the purpose of a note accompanying a clause is to separate from the text explanatory or informative material.
Notes to tables and figures are considered part of the table or figure and may be written as requirements.
Annexes are designated normative (mandatory) or informative (non-mandatory) to define their application.
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