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8/12/2019 Construction Sample Teaching Program
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Construction Curriculum Framework Stage 6 Support MaterialsSample teaching program
Rationale: This program provides the opportunity for students to develop knowledge and skills required to maintain a safe work environment. With concern for both personal safetyand the safety of others, students will learn about safe work practices, as well as OHS legislative requirements, principles of risk management and prevention of injury and
illness.
Units of competency:
CPPCOHS1001A Work safely in the construction industryCPPCOHS2001A Apply OHS requirements, policies and procedures in the construction industry
Safe work practices and procedures will need to be addressed throughout the HSC Construction course.
The program encompasses the requirements for students to obtain a construction induction certificate (CIC card) through achievement of CPCCOHS1001A Work safely
in the construction industry.
This program is likely to be undertaken early in an HSC Construction course as the CIC card is required for entry in to any construction work site and CPPCOHS2001A is
a prerequisite for most units of competency included in the Framework.
HSC requirements and advice key terms and concepts:
Work safely in the construction industryApply OHS requirements, policies and procedures in the
construction industry
duty of care hazards occupational health and safety (OHS) OHS induction training OHS information and documentation OHS legislative requirements participation and consulta tion personal pro tective equipment (PPE) reporting and recording responding to incidents and emergencies risk management safe work practices safety signs and symbols WorkCover NSW.
duty of care emergency first aid environmental requirements evacuation procedures hazardous materials hazards incidents and accidents job safety analysis (JSA)/safe work method statement material safety data sheets (MSDS) OHS information and documentation OHS legislative requirements participation and consultations personal protective equipment (PPE) prohibited tools and equipment project/site safety plan recording and reporting responding to incidents and emergencies risk management safe work practices signs and symbols.
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Construction Curriculum Framework Stage 6 Support Materials
Unit/Element of competency/Performance criteria Content Possible learning experiences/activities
CPCCOHS1001A Work safely in the construction
industry
1 Identify OHS legislative requirements.
1.2 Duty of care requirements are identified.
3 Identify OHS communication and reporting
processes.
3.4 Procedures and relevant authorities for reporting
hazards, incidents and injuries are identified.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
1 Identify and assess risks.
1.3 Safe work practices, duty of care requirements and
safe work instructions are followed for controlling
risks.1.4 OHS, hazard, accident or incident reports are
contributed to according to workplace procedures
and Australian government and state or territory
OHS legislation and relevant information.
5 Follow emergency procedures.
5.4 Emergency first aid treatment of minor injuries is
carried out correctly and details of any treatment
administered are reported accurately to designated
personnel as soon as possible .
Injuries in the workplace
The cost of workplace injury:
human social economic organisational.
Define:
health safety duty of care accident incident near miss.
Occupational health and safety (OHS) underpins all aspects
of construction industry worr. Students should demonstrate
high OHS standards for each session of training.
Develop a portfolio of newspaper articles on workplaceinjuries and workers compensation payments in general
and/or specifically relating to the construction industry.
Use the internet to obtain statistical data on workplace
injuries in construction workplaces on a national or state
level. Present the results in a graph or table.
Discuss the costs of workplace injury to the employer and
employee and write a newspaper article to inform the
community of these costs.
Class discussion about:
the concepts of workplace health and workplace safetyand the difference between the two terms
difference between an accident and an incident the importance of recognising near misses and dangerous
occurrences.
Students define each term in their own words. They share
their ideas with the class and compare with definitions
provided by the teacher.
Brainstorm accidents and incidents that may occur in a
construction workplace.
Visual stimulus DVD on health and safety in the
construction/building industry.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
Causes of common workplace injuries:
lack of protection and safety equipment slips, trips and falls poor housekeeping poor maintenance inadequate lighting spills obstructions faulty or incorrect equipment poor ergonomics inadequate instruction, training and supervision personal factors including stress, tiredness and
inappropriate behaviour
medical conditions including epilepsy, diabetes andasthma
unrealistic time frames negligence fatigue exposure to toxic substances.
Brainstorm causes of workplace injury.
Scan the portfolio of newspaper articles (see p2) taking note
of the causes of the injuries and add to the list.
Visual stimulus DVD.
Complete the following activities from the Labour Council
of NSW YouthSafe Safety First website:
newspaper article group discussion injury analysis exercisehttp://ohs.labor.net.au/youthsafe/safety_first/index.html .
Potential workplace injuries and conditions:
allergic reactions dislocations and fractures puncture wounds and cuts eye injuries crushing and amputation sprains and strains bites and s tings heat exhaustion burns shock.
Brainstorm potential workplace injuries for the
construction industry.
Activity each student to be allocated a workplace injury to
investigate. Identify the signs/symptoms of the injury and
basic first aid techniques required. Information to be
collated from all class members, presented in table format
and provided as a handout.
Class discussion measures to prevent common workplace
accidents, injury or impairment.
Activity following on from above, students design a poster
to be displayed in the classroom (or a construction
workplace) highlighting an injury, preventative measure(s)
and basic first aid techniques; or a general poster
highlighting prevention of workplace accidents and injury.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
CPCCOHS1001A Work safely in the construction
industry
3 Identify OHS communication and reporting
processes.
3.1 OHS communication processes, information anddocumentation are identified and discussed.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
1 Identify and assess risks.
1.4 OHS, hazard, accident or incident reports are
contributed to according to workplace procedures
and Australian government and state or territory
OHS legislation and relevant information.
Sources of OHS information
Sources of information regarding OHS in the workplace:
construction documentation and plans safe work method statements material safety data sheets (MSDS) job safety analysis (JSA) accident, incident and injury reports and proformas risk assessments.(Refer to range statement of CPCCOHS1001A and
CPCCOHS2001A for an expanded list.)
Focus question as a construction worker, where could you
find information regarding OHS in your workplace?
Visual stimulus samples of the listed sources.
Compile a list of a range of sources and for each source
make brief notes regarding the type of OHS information it
provides the worker.
Internet activity navigate the WorkCover NSW
(www.workcover.nsw.gov.au) and/or Australian Safety and
Compensation Council (ASCC) (www.ascc.gov.au)
website(s) to discover information/ services provided.
CPCCOHS1001A Work safely in the constructionindustry
1 Identify OHS legislative requirements.
1.1 Applicable OHS legislative requirements relevant
to own work, role and responsibilities are
identified and explained.
1.2 Duty of care requirements are identified.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
1 Identify and assess risks.
1.4 OHS, hazard, accident or incident reports arecontributed to according to workplace procedures
and Australian government and state or territory
OHS legislation and relevant information.
3 Plan and prepare for safe work practices.
3.4 Material safety data sheets (MSDS), and job safety
analysis (JSA) and safe work method statements
OHS legislation
Differences between:
an act a regulation codes of practice.
OHS legislation and codes of practice:
Occupational Health and Safety Act 2000(NSW)
Occupational Health and Safety Regulations 2001(NSW)
Codes of practice (WorkCover NSW)- OHS Consultation
- Risk Assessment
- OHS Induction Training for Construction
- Amenities for Construction Work
Internet activity visit the WorkCover NSW website. Go to
the section onLaws and Policyto develop a glossary of
terms:
legislation act regulation standards code of practice.
Define the term occupational health and safety.
Class discussion overall purpose of OHS legislation and
codes of practice.
Summarise key points of the legislation, regulation and
codes of practice listed as they apply to the construction
industry. (This could be provided in a handout.)
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
relevant to the work to be carried out are identified
and applied.
Workers Compensation Act 1987(NSW) andamendments
Workplace Injury Management and WorkersCompensation Act 1998(NSW) and amendments.
Alternatively, students could undertake an internet research
activity where they are required to create a table outlining
the following information for the legislation, regulations and
codes of practice listed:
website address(es) where each can be accessed a brief outline of:- the intention of the legislation
- what each covers
- the employers responsibilities
- the employees responsibilities.
Employer responsibilities under the OHS Act:
maintaining places of work under their control in a safecondition, and ensuring safe entrances and exits
making arrangements to ensure the safe handling,storage and transport of plant and substances
providing and maintaining systems of work and workenvironments that are safe and without risks to health
providing information, instruc tion, training andsupervision necessary to ensure the health and safety of
employees
providing adequate fac ilities for the welfare ofemployees
must not require employees to pay for anything done orprovided to meet the requirements of the Act or
Regulation
must consult with employees about OHS matters toenable them to contribute to decisions affecting their
health, safety and welfare
must ensure the health and safety of visitors or peopleworking who are not employees.
Employee responsibilities under the OHS Act:
employees must take reasonable care of the health andsafety of themselves and others
employees must cooperate with employers in theirefforts to comply with occupational health and safety
requirements
Handout briefly outlining employer and employee
responsibilities. Students answer questions to demonstrate
their understanding of these responsibilities.
Class discussion consequences of employers/employees,
as a group and individually, not taking responsibility for
OHS in the workplace.
Role play scenarios of good and poor OHS highlighting
employer and employee responsibilities.
Class discussion:
student responsibilities while on work placement what to expect from the work placement employer.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
employees must not interfere with or misuse thingsprovided for the health, safety or welfare of persons at
work
employees must not obstruct attempts to give aid orattempts to prevent serious risk to the health and safety
of a person at work employees must not refuse a reasonable request to assist
in giving aid or preventing a risk to health and safety
employees must not disrupt workplace by creating falsehealth or safety fears.
Supplier/manufacturers responsibilities under the OHS Act:
providing access to MSDS providing access to risk assessment guidelines for
equipment supplied.
(Note MSDS will be covered in more depth later in the
program.)
Sample MSDS for materials that students will encounter
during the HSC course.
Sample risk assessment guidelines for equipment to be usedby students during the HSC course .
Regulatory requirements specific to the industry:
compulsory OHS induction training- general
- work activity
- site-specific
compulsory training records workplace arrangements- preparation and provision of OHS management p lans
and JSA/safe work method statements
-maintaining a register of all hazardous substances usedat the work site
- responsibilities of sub-contractor and lines of
responsibility for OHS management on a site
involving multiple sub-contractors
- risk assessment.
Discuss the importance of OHS training in the construction
industry and the need to obtain a Construction Induction
Certificate CIC card.
Students to research and design an induction training
program for a tool or piece of equipment, then deliver to
other students.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
Project/site safety plans. Review sample project/site safety plans.
Group activity develop a site safety plan for a construction
site on the school grounds.
Information included in JSA/safe work method statements:
how work is to be carried out (including step-by-stepsequence)
identification of:- potential hazards associated with the work
- associated safety risks
description of the control to be applied including:- control measure
- name of person responsible to implement the control
measure
- description of equipment to be used in the work
- compliance with standards or codes
-qualifications of personnel doing the work
- training required to do the work.
Students to view a range of JSA/safe work method
statements for construction tasks of varying complexity.
In small groups, using the JSA/safe work method statement
proforma provided, students are to develop a JSA for a bas ic
construction task/project that they will be undertaking
during their construction course.
Possible consequences of failure to observe OHS policies,
procedures and legisla tive requirements.
Class discussion.
Internet research to determine the penalties for failure to
observe OHS policies, procedures and legislation.
CPCCOHS1001A Work safely in the construction
industry
1 Identify OHS legislative requirements.1.3 Own responsibilities to comply with safe work
practices are identified and explained.
3 Identify OHS communication and reporting
processes.
3.3 Safety signs and symbols are identified and
explained.
Safe work practices
Safe work practices and procedures:
OHS induction training (general, work activity and site-specific)
selection, use and maintenance of personal protectiveequipment (PPE)
access to appropriate communication devices selection of appropriate tools for the task correct use, maintenance and storage of tools, equipment
and machinery
Safe work practices are integral to a successful workplace/
organisation in the construction industry. Practise andpromote sa fe work practices with in the class during
workshop activities, practical class projects and assessment
events.
Class discussion and handout:
identify OHS concerns for a construction workplace/organisation
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
1 Identify and assess risks.
1.3 Safe work practices, duty of care requirements and
safe work instructions are followed for controllingrisks.
2 Identify hazardous materials and other hazards
on work sites.
2.3 Hazardous materials that have safety implications
for self and other workers are secured immediately
they are identified, using appropriate signs and
symbols.
3 Plan and prepare for safe work practices.
3.2 Selection of tools, equipment and materials, and
organisation of tasks are performed in conjunction
with other personnel on site and in accordancewith enterprise procedures.
3.3 Required barricades and signage are determined
and erected at the appropriate site location.
4 Apply safe work practices.
4.1 Tasks are performed in a manner that is safe for
operators, other personnel and the general
community in accordance with legislative
requirements, and enterprise policies and
procedures .
4.5 Work site safety signs and symbols are identified
and followed.
correct handling, application, labelling, transport andstorage of hazardous and non-hazardous materials
safe posture (sitting, standing, bending and lifting) correct manual handling (lifting and transferring) location and use of safety alarms and emergency exits correct use of fire fighting equipment:- fire blanket
- fire extinguishers
! class and type of fire
! type of extinguisher and identifying colour
- fire hydrant and hose
- breathing apparatus
hazard identification and risk control basic first aid training and access to first aid kits access to sufficient drinking water procedures to follow in the event of an emergency effective communication and teamwork adherence to work instructions, workplace/company
policies and procedures and standard opera tingprocedures
knowledge of construction activities that require licencesor permits
housekeeping/clean-up procedures, including wastedisposal, with proper consideration of OHS and the
environment.
Recognition, selection and use of standard OHS signs and
symbols:
legislative requirements meaning of colour and shape appropriate placement and positioning.Signs and symbols including:
emergency information signs- exits
- equipment
- first aid
fire signs
review a range of safe work practices that should beadopted by an employee in the construction workplace.
Visual stimulus DVD(s).
Design a checklist for the safe use of a tool and/or piece ofequipment commonly used in the construction industry.
Class discussion identify:
the difference between a licence, ticket and certificate ofcompetency
construction work activities that require a licence, ticketor certificate of competency.
Visual stimulus (handout) a range of signs and symbols
used in the workplace and their meaning.
Quiz students to identify a range of commonly used signs
and symbols and state their function/purpose.
Internet activity explore a website such as
www.seton.com.au or www.safetysignsplus.com.au(safety
equipment manufacturer) and identify a range of standard
safety signs appropriate to a construction workplace.
Class discussion appropriate placement and positioning.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
clothing for each area of construction work are
identified, worn correctly fitted, used and stored
according to enterprise procedures.
safety footwear/steel capped boots respiratory protection- dust mask/respirators
hearing protection- ear muffs/plugs
eye protection- safety glasses/goggles
hard hat.Selection of PPE:
correct for the task manufacturers specifications for use correct fitting serviceability.Importance of correctly fitting PPE.
Maintenance of PPE according to manufacturers
instructions and workplace/organisation policy andprocedures :
cleaning and decontamination correct storage regular checks for damage repair/replacement of worn, malfunctioning or damaged
equipment/parts
disposal of single-use equipment.
prescribed by law
consequences of incorrect selection and fit of PPE.Class activity select PPE for particular tasks and
demonstrate appropriate use (adjusting fit as necessary).
Students are to develop a set of standard operating
procedures (in line with manufacturers ins tructions) for the
maintenance of PPE required for a particular task and then
demonstrate to their class mates. If possible, each student or
pair is to be a llocated a d ifferent task to ensure a range of
PPE is addressed. (The extent to which this task can be
undertaken will depend on the particular construction work
environment.)
Visual stimulus DVD.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
4 Apply safe work practices.4.2 Plant and equipment guards are used in
accordance with manufacturer specifications, work
site regulations and Australian standards where
applicable.
Working safely with tools, plant and equipment
Restrictions placed on the use of equipment and machinery
common to the industry.
Acknowledgement of:
the importance of safety equipment and devices
Class discussion.
Teacher to provide specific examples and advice regarding
use of tools, equipment and machinery, as well as work
areas, at school and during work placement.
Visual stimulus operator manuals for tools/equipment.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
the reasons for using safety equipment and devices the importance of pre-operational checks. Class discussion regarding safety equipment and devicesand the importance of pre-operational checks.
Students examine pre-operational checklists for safety
equipment and devices in the workshop environment.
Use/application, limitations and maintenance of safety
equipment and devices:
safety harnesses screens barriers and shielding extraction fans machine guards isolation devices.
Teacher demonstration use of safety equipment/devices.
Reporting of serious faults:
verbal notification to appropriate personnel- supervisor/manager
- supplier/manufacturer
recording on job card/maintenance log safety/lockout tagging where appropriate.
Discuss methods of reporting and record keeping to ensure
checks and repairs are notified to appropriate personnel.
Sample documentation.
Handout outlining school procedures regarding reporting
of faults.
Work placement activity outline the workplace/
organisation procedures regarding reporting of faults.
The importance of:
electrical tagging safety audits.
Class discussion.
Reasons for safety/lockout tagging:
ease of identification evidence of serviceability preventing use until repaired.
Class discussion:
responsibilities of the student, teacher and school inregard to reporting faults
methods of reporting and record keeping to ensurechecks and repairs are notified to appropriate personnel.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
Appropriate person/process for removal of safety/lockout
tagging.
Visual stimulus examples of safety/lockout tagging.
Class discussion repercussions of ignoring tagging.
Practical activity identify appropriate tagging for tools and
equipment used in a construction workplace.
Class discussion.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
2 Identify hazardous materials and other hazards
on work sites.
2.1 Hazardous materials on a work site are correctly
identified and, if appropriate, handled and used
according to company and legislative procedures.
2.4 Asbestos-containing materials are identified on a
work site and reported to designated personnel.
3 Plan and prepare for safe work practices.
3.4 Material safety data sheets (MSDS), and job safety
analysis (JSA) and safe work method statements
relevant to the work to be carried out are identified
and applied.
4 Apply safe work practices.
4.4 Prohibited tools and equipment in areas with
identified asbestos are recognised and not used.
Handling materials safely
Information provided in MSDS:
manufacturers/suppliers details physical description and properties identification of substance use ingredients health and hazard information first aid precautions for use safe handling information control point.
How and where to obtain required MSDS.
Interpretation of product labels and MSDS for the safe
preparation and use of dangerous goods and hazardous
substances:
directions and precautions for use recommended dosage and dilution of chemicals safe handling requirements first aid
Define MSDS.
Overhead:
information provided in an MSDS how/where to locate MSDS.Visual stimulus:
sample MSDS for materials that students will encounterduring the course
visit website www.msds.com.au.Class discussion:
the layout, information provided and the importance of astandard format
supplier/manufacturer responsibilities.Allocate to each student one material that will be used in
the school workshop during their construction course. They
are to contact the supplier/manufacturer (by telephone, letter
or website) to obtain the MSDS. Prior to the material being
used, the student will provide the class with a copy of the
MSDS and brief the other students on the main points and
safe use.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
calculating quantity required disposal methods suitable storage item/container.Correct handling, application, transport and storage of
hazardous materials used in a range of construction projects.
Hazardous materials including:
asbestos containing materials (ACM) cleaning chemicals glues insulation materials solvents treated timber products.
Handout.
Asbestos containing materials (ACM):
types- serpentine
- amphibole
risks use in common building materials possible location.
Brainstorm where might ACM be found in construction
materials and buildings? Examples:
asbestos rope/fabrics asbestos cement sheeting asbestos cement piping and lagging on pipes bituminous waterproof membrane fire doors electrical switchboards millboard sheeting under ceramic or vinyl floor tiles in wet areas.Visit the WorkCover website (www.workcover.gov.au)
and go toPublications to locate the Working with Asbestos
Guide, then address these issues:
define the two types of asbestos
how to identify ACMs identify the risks involved in removing ACMs list materials that commonly contain asbestos list some common products that may contain asbestos describe the steps to be taken to prevent exposure to
asbestos.
Asbestos management code. Teacher led discussion.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
Workplace/company policies regarding prevention of
exposure to ACM.
Work placement activity.
Class discussion.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
1 Identify and assess risks.
1.3 Safe work practices, duty of care requirements and
safe work instructions are followed for controlling
risks.
Safe manual handling
Legal requirements for weight limits.
Correct manual handling techniques when:
moving lifting/carrying items- individually
-in pairs
- with a team
using tools/equipment placing items down loading/unloading- into general storage
- in/out of transport
- to/from raised work area
working at heights bending and twisting using mechanical aids/lifting equipment transferring hazardous materials undertaking repetitious tasks.
Students to research weight limit requirements then
familiarise themselves with weights of commonly used
items.
Handout.
Demonstrate correct manual handling techniques.
Class discussion: the importance of correct manual handling techniques the consequences of incorrect manual handling the use of appropriate mechanical aids.Demonstration or DVD correct manual handling
techniques.
Handout outlining correct manual handling techniques for a
range of items and situations likely to occur in the school
workshop and industry site.
Internet activity students visit the WorkCover NSW Safety
Zoneinteractive website and view theMoving AndHandlingsection
http://workcover.cadre.com.au/index_1st.html
Students prepare a manual handling checklist that may be
used to evaluate each others manual handling technique.
CPCCOHS2001A Apply OHS requirements, policies Maintaining the worksite
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
and procedures in the construction industry
4 Apply safe work practices.
4.6 Work site area is cleared and maintained to
prevent and protect self and others from incidents
and accidents and to meet environmental
requirements.
Clean-up procedures with due consideration to the
environment and OHS.
Procedures for minimisation of impact on the environment:
replacing disturbed or removed soil removal and disposal of non-reusable materials in a
responsible manner
- work materials
- plant debris and other organic matter
- chemicals
safe storage of reusable materials in accordance withcompany policy
containment of loose materials on site (such as mud,dust, litter and waste material)
control of run-off.
Work placement activity investigate the clean-up
procedures for the worksite, including methods used to
clean tools and equipment, work areas, recycling/disposal of
waste, storage of tools, equipment and materials.
For each of the items listed in the content column identify a
procedure used in the construction industry to address the
issue.
Environmental requirements for dealing with waste:
recycling- paper-based products
- plastic
- worn components
- metal components
- construction materials
- building components
approved disposal of- hazardous material
- non-hazardous material.
It is intended that the following learning experiences/
activities be covered during completion of one or more
workshop projects.
Investigation of recycling and approved waste disposal
options available for the construction industry and
according to school/college policy.
Case study asbestos.
Written task extended response question (preparation and
practice for HSC exam) c lean-up procedures with due
consideration to the environment and OHS.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
CPCCOHS1001A Work safely in the construction
industry
2 Identify construction hazards and control
measures.
2.1 Basic principles of risk management areidentified.
2.2 Common construction hazards are identified and
discussed.
2.3 Measures for controlling hazards and risks are
identified.
3 Identify OHS communication and reporting
processes.
3.2 Role of designated OHS personnel is identified
and explained.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
1 Identify and assess risks.
1.1 Hazards in the work area are identified, assessed
and reported to designated personnel.
1.2 Safety risks in the work are identified, assessed
and reported to designated personnel.
2 Identify hazardous materials and other hazards
on work sites.
2.2 Measures for controlling risks and construction
hazards are applied effectively and immediately.
Risk management
Risk management:
identify hazards assess associated risks
use appropriate control measures to eliminate orminimise risks
monitor and review the control measures.
Identification of potential hazards to:
self visitors colleagues the general public.
A range of hazards:
tools, equipment, machinery and plant- operation
- maintenance
manual handling materials in use- spills
- leakages
work processes/practices- simultaneous operations
- repetitious tasks
work environment- poor/inadequate lighting
Define:
hazard risk.Class discussion and handout.
Examine the procedures used by the school when
undertaking a risk assessment for excursions/field trips.
Access the WorkCover NSW website, review the section on
Managing Safety Risks and create a brochure informing the
community about risk management
www.workcover.nsw.gov.au/OHS/ManagingSafetyRisks/de
fault.htm.
Focus question what persons may be at risk in a
construction environment?
Class discussion how human behaviour can contribute to
or be a workplace hazard.
Brainstorm to create a mind map potential hazards in a
construction environment.
For each category of hazard identify specific examples in
the construction industry and state why they are a potential
hazard in the workplace.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
- inadequate amenities
- inadequate equipment
- poor housekeeping
- wet or slippery floors
- fire, chemical and electrical hazards
-
damaged floor coverings- falling objects
- noise
- dust
- temperature variations
- ultraviolet (UV) radiation
- overhanging beams and protrusions
- unplanned collapse
- poor ventilation
working- alone
- with electricity
- in confined spaces
-in and around excavations
- near traffic
- near water
- at heights
- with liquids under pressure
- with compressed air
human factors- stress
- violence/bullying
- playing practical jokes
- fatigue
- failure to follow procedures
- lack of training or experience
-lack of supervision
- carelessness
- poor personal health/hygiene
- medical/health conditions
- using wrong techniques/procedures
- ignoring safety rules/signs
- taking short cuts
- knowingly using unsafe tools/equipment.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
Knowledge of designated personnel in relation to hazard
identification and control within the workplace/organisation.
Class discussion:
who is responsible for hazard identification and controlin the workplace?
appropriate procedures for reporting hazards.Review typical workplace chains of command to determine
appropriate personnel to report issues.
Hierarchy of risk control measures:
Level 1 eliminate the risk (such as discontinue theactivity or not use the equipment)
Level 2 minimise the risk by:- substituting the system of work/equipment (with
something safer)
- modifying the system of work/equipment (to make it
safer)
-isolating the hazard (such as introducing a restrictivework area)
- introducing engineering control (such as guarding,
fencing or safety screens)
Level 3 other controls:- adopt administrative controls and safe work practices
- use PPE.
Class discussion strategies to control or eliminate risks in
the workplace.
Class or group activity develop a flow chart to show the
steps in risk management (from identifying hazards through
to monitoring and review of the control measures).
Individual or pairs activity apply the hierarchy of risk
control for a case study then report findings to the class.
Pairs or small groups activity students perform a risk
assessment of a piece of equipment, and/or
Hypothetical form an OHS committee and conduct a
mock OHS audit of a section of the school or a construction
environment.
Work placement activity access a workplace/organisation
policy and procedures for risk control in the workplace and
compare with classmates.
CPCCOHS1001A Work safely in the construction
industry
1 Identify OHS legislative requirements.
1.1 Applicable OHS legislative requirements relevant
to own work, role and responsibilities are
identified and explained.
3 Identify OHS communication and reporting
processes.
Key groups in OHS
An acknowledgement that OHS is everyones responsibility
in the workplace.
Election/formation, roles and responsibilities of the OHS
representatives or committee in the workplace.
Class debate Only employers are responsible for OHS in
the workplace.
Class activity/discussion requirements for an OHS
committee:
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
3.1 OHS communication processes, information and legal requirementsdocumentation are identified and discussed.
3.4 Procedures and relevant authorities for reporting
hazards, incidents and injuries are identified.
CPCCOHS2001A Apply OHS requirements, policiesand procedures in the construction industry
1 Identify and assess risks.
1.1 Hazards in the work area are identified, assessed
and reported to designated personnel.
4 Apply safe work practices.
4.3 Procedures and relevant authorities for reporting
hazards, incidents and injuries are used.
The concept of participation and consultation as it relates
to workplace safety and employee rights and
responsibilities.
representative composition key groups involved key responsibilities.Guest speaker chair of the school OHS committee todiscuss:
how the committee is formed/elected and its composition training required roles and responsibilities benefits of having an OHS committee for employers and
employees
concept of participation and consultation.
Define the terms participation and consultation.
Class discussion concept of participation and itsrelationship to the rights and responsibilities of employers
and employees under the OHS legislation.
Case studies to assist students to distinguish their roles
and responsibilities and those of other personnel in a range
of situations within the school environment and while on
work placement.
Roles and functions of key bodies involved in OHS:
WorkCover NSW ASCC local councils unions professional associations.
Internet activity visit the websites of listed organisations
to identify their main role and function as they relate to the
construction industry.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
CPCCOHS1001A Work safely in the construction
industry
3 Identify OHS communication and reporting
processes.
3.4 Procedures and relevant authorities for reportinghazards, incidents and injuries are identified.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
1 Identify and assess risks.
1.1 Hazards in the work area are identified, assessed
and reported to designated personnel.
1.4 OHS, hazard, accident or incident reports are
contributed to according to workplace procedures
and Australian government and state or territory
OHS legislation and relevant information.
OHS monitoring and reporting
Monitoring and reporting for OHS:
formal/informal verbal
written- safety inspection reports
- checklists
- accident and incident reports
- WorkCover NSW notification
- registers/logs/files.
Appropriate person(s) for OHS reporting.
Class discussion:
advantages and disadvantages of types of reporting(formal versus informal, verbal versus written,
combinations) identify situations in which the different types of
reporting should occur.
Review a range of sample workplace documents for safety
inspection checklists/reports to record and report incidents
and complete sample written form(s).
Internet activity visit WorkCover NSW website and view
section onIncident Notification:
http://www.workcover.nsw.gov.au/QuickLinks .
Class discussion: appropriate persons for OHS reporting in the school/
college and workplace
how to report OHS concerns in the school workshop.
How and when to report. Case studies review a range of scenarios and identify
when and how the issue(s) should be reported and the
appropriate person(s) to whom the report should be directed.
Investigate WorkCover NSW notification requirements.
CPCCOHS1001A Work safely in the construction
industry
4 Identify OHS incident response procedures.
4.1 General procedures for responding to incidents
and emergencies are identified and explained.
Emergency situations
Emergency situations:
bomb threa t accident/serious injury/illness fire natural disaster
Brainstorm types of emergency situations that may affect
a construction workplace.
Class discussion ways in which people, both employees
and customers, may react in emergency situations.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
5 Follow emergency procedures.
5.1 Designated personnel are identified in the event of
an emergency for communication purposes.
5.3 Emergency response and evacuation procedures
are known, practised and carried out effectively
when required.
chemical/fuel spill gas leak power failure unauthorised person(s) on site robbery equipment collapse site-specific critical incident.
Procedures to follow in the event of an emergency:
notification- appropriate authorities (emergency services and
WorkCover NSW)
- colleagues
- supervisor
workplace policies and procedures- evacuate
- secure building
reporting.
Small group activity:
allocate an emergency situation to each group for each emergency situation, students are to develop a
mind map identifying the potential risks
groups report back to the class.
Class activity devise a flow chart showing the schools
emergency procedures.
View a copy of the schools policy and procedures for
dealing with emergencies:
identify the roles of each participant in the emergencyplan
how would these differ in a construction environment?Work placement activity obtain a copy of your employersdocumentation for dealing with emergencies.
Practical task evacuation of a site or an area through
simulated response to an emergency, complying with
workplace procedures.
Workplace scenario bomb threat:
develop a proforma to be used by staff if a telephonebomb threat is received
identify strategies to be considered when dealing with abomb threat
identify the potential threat to staff and customers.
The importance of acting within level of authority in terms
of:
taking initiative problem-solv ing decision-making.
Case studies to assist students to distinguish their roles and
responsibilities and those of other personnel in a range of
situations within the school environment and while on work
placement.
Brainstorm list a range of organisations and/or personnel
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
How and when to seek assistance.
who may be called upon in an emergency situation.
Class discussion and role plays.
CPCCOHS1001A Work safely in the construction
industry
4 Identify OHS incident response procedures.
4.4 Fire safety equipment is identified and discussed.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
5 Follow emergency procedures.
5.2 Safe workplace procedures for dealing with
accidents, various types of fire and other
emergencies are followed, including identification
or use, if appropriate, of fire equipment within
scope of responsibilities.
Emergency in focus fire
Knowledge of fire fighting equipment:
fire blanket fire extinguishers- class and type of fire
- type of extinguisher and identifying colour
fire hydrant and hose fire reel fire truck breathing apparatus.
Identify types of fires including and differences in how to
deal with them:
electrical chemical gas mechanical paper wood naturaland differences in how to deal with them.
Guest speaker NSW Fire Brigade or Rural Fire Services toaddress correct use of fire fighting equipment.
Practical task selection and use of fire fighting equipment
to extinguish a simulated mechanical fire.
CPCCOHS1001A Work safely in the construction
industry
4 Identify OHS incident response procedures.
4.1 General procedures for responding to incidents
and emergencies are identified and explained.
4.2 Procedures for accessing first aid are identified.
CPCCOHS2001A Apply OHS requirements, policies
and procedures in the construction industry
5 Follow emergency procedures.
5.1 Designated personnel are identified in the event of
an emergency for communication purposes.
Assistance in an emergency
Primary role of personnel in an emergency:
first aid officer security officer safety officer/safety representative principal contractor
OHS committee member site/project manager supervisor/team leader emergency services WorkCover NSW union representative.
Brainstorm list a range of organisations and/or personnel
who may be called upon in an emergency situation.
Handout outlining the main roles of relevant personnel.
For the various emergency situations discussed earlier,identify to whom (and in which order) they should be
reported.
Guest speaker(s) emergency personnel to discuss with the
students the roles of emergency services and other personnel
in an emergency situation.
5.4 Emergency first aid treatment of minor injuries is Knowledge of emergency services contact numbers: Class discussion use and misuse of emergency numbers.
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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities
carried out correctly and details of any treatment
administered are reported accurately to designated
personnel as soon as possible.
000 landline number 112 mobile phones.Information required by emergency services attending the
site:
location nearest cross-street nature of the incident number of casualties nature of injuries contact name and number.Established first aid principles:
DRABCD danger, response, airway, breathing, CPRand defibrillator (if available).
Generalised principles of first aid management:
assessing location and nature of the work environmentand emergency situation
minimising the risk of further injury or injury to others minimising movement of the casualty assessing injuries seeking assistance appropriate to situation including
raising the alarm with emergency services and/or health
professionals
locating and using available first aid equipment or othersuitable alternative resources
providing essential first aid providing basic life support measures (CPR) reassuring casualty in a caring and calm manner making casualty as comfortable as possible using
available resources
monitoring patients signs of life such as: conscious,responsive, breathing normally, moving
monitoring unresolved dangers of the area where theinjury occurred
Role-play reporting of an emergency situation to the
appropriate emergency service.
Class discussion.
Invite a representative from St John Ambulance to
demonstrate basic first aid procedures.
Students to demonstrate basic first aid for common
workplace injuries.
Sample teaching program Page 23 of 23