Sample Teaching Program

Construction Curriculum Framework Stage 6 Support Materials

Sample 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 safety and 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 industry CPPCOHS2001A 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 industry Apply 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 consultation • personal protective 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.

Sample teaching program Page 1 of 23


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 workplace injuries 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 safety

and 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.




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 and

asthma • 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 exercise http://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 stings • 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.






3.1 OHS communication processes, information and documentation are identified and discussed.


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.


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.


1 Identify and assess risks. 1.4 OHS, hazard, accident or incident reports are


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 on Laws and Policy to 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.)




relevant to the work to be carried out are identified and applied.

• Workers Compensation Act 1987 (NSW) and amendments

• Workplace Injury Management and Workers Compensation 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 employer’s responsibilities - the employee’s responsibilities.

Employer responsibilities under the OHS Act: • maintaining places of work under their control in a safe

condition, 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 work

environments that are safe and without risks to health • providing information, instruction, training and

supervision necessary to ensure the health and safety of employees

• providing adequate facilities for the welfare of employees

• must not require employees to pay for anything done or provided to meet the requirements of the Act or Regulation

• must consult with employees about OHS matters to enable them to contribute to decisions affecting their health, safety and welfare

• must ensure the health and safety of visitors or people working who are not employees.

Employee responsibilities under the OHS Act: • employees must take reasonable care of the health and

safety of themselves and others • employees must cooperate with employers in their

efforts 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.




• employees must not interfere with or misuse things provided for the health, safety or welfare of persons at work

• employees must not obstruct attempts to give aid or attempts 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 false health or safety fears.

Supplier/manufacturer’s 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 used by 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 plans

and JSA/safe work method statements - maintaining a register of all hazardous substances used

at 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.




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-step

sequence) • 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 basic construction task/project that they will be undertaking during their construction course.

Possible consequences of failure to observe OHS policies, procedures and legislative requirements.

Class discussion.

Internet research to determine the penalties for failure to observe OHS policies, procedures and legislation.


1 Identify OHS legislative requirements. 1.3 Own responsibilities to comply with safe work

practices are identified and explained.


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 protective

equipment (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 and promote safe work practices within the class during workshop activities, practical class projects and assessment events.

Class discussion and handout: • identify OHS concerns for a construction workplace/

organisation







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 accordance with 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 and storage 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 operating procedures

• knowledge of construction activities that require licences or permits

• housekeeping/clean-up procedures, including waste disposal, 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 be adopted by an employee in the construction workplace.

Visual stimulus – DVD(s).

Design a checklist for the safe use of a tool and/or piece of equipment commonly used in the construction industry.

Class discussion – identify: • the difference between a licence, ticket and certificate of

competency • construction work activities that require a licence, ticket

or 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.




- location of fire alarms - location of fire fighting equipment

• facility or location signs • regulatory signs - prohibition - mandatory - limitation or restriction

• hazard signs - danger - warning

• safety tags and lockout - danger tags - out of service tags

• site safety signs - directional - traffic - warning.

Importance of training in safe work practices and emergency procedures to meet OHS requirements.

Class discussion: • the importance of training in safe work practices and

emergency procedures to meet OHS requirements • what OHS information should be included in an

induction package for a new worker?


4 Identify OHS incident response procedures. 4.3 Requirements for the selection and use of relevant

personal protective equipment are identified and demonstrated.


3 Plan and prepare for safe work practices. 3.1 Correct personal protective equipment and

Personal protective equipments (PPE) and other safety equipment/devices

Use and application of a range of PPE: • protective, well-fitting clothing - aprons - arm guards - caps - gloves - jackets - overalls - high visibility retro reflective vests - UV protective clothing and sunscreen

Students are to demonstrate the correct use of PPE at all times during the construction course.

Class discussion – from the student’s own employment experience as well as general understanding, identify types of PPE used in construction work environments.

Class activity – develop a list of PPE required when undertaking tasks in a number of different contexts in the construction industry.

Class discussion: • identify particular situations in the industry where PPE is




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 manufacturer’s instructions and workplace/organisation policy and procedures: • 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 manufacturer’s instructions) 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 allocated a different 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.


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.




• the reasons for using safety equipment and devices • the importance of pre-operational checks.

Class discussion regarding safety equipment and devices and 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 in

regard to reporting faults • methods of reporting and record keeping to ensure

checks and repairs are notified to appropriate personnel.




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.



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: • manufacturer’s/supplier’s 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 encounter

during the course • visit website www.msds.com.au.

Class discussion: • the layout, information provided and the importance of a

standard 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.




• 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 to Publications 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.




Workplace/company policies regarding prevention of exposure to ACM.

Work placement activity.

Class discussion.




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 Zone interactive website and view the Moving And Handling section 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




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 with company 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) – clean-up procedures with due consideration to the environment and OHS.





2 Identify construction hazards and control measures.

2.1 Basic principles of risk management are identified.

2.2 Common construction hazards are identified and discussed.

2.3 Measures for controlling hazards and risks are identified.


3.2 Role of designated OHS personnel is identified and explained.


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.


2.2 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 or

minimise 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.




- 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.




Knowledge of designated personnel in relation to hazard identification and control within the workplace/organisation.

Class discussion: • who is responsible for hazard identification and control

in 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 the

activity 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 restrictive

work 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.


1 Identify OHS legislative requirements. 1.1 Applicable OHS legislative requirements relevant

to own work, role and responsibilities are identified and explained.


Key groups in OHS

An acknowledgement that OHS is everyone’s 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:




3.1 OHS communication processes, information and • legal requirements

documentation are identified and discussed. 3.4 Procedures and relevant authorities for reporting

hazards, incidents and injuries are identified.



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 – to discuss: • 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 its relationship 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.






3.4 Procedures and relevant authorities for reporting hazards, incidents and injuries are identified.



and reported to designated personnel. 1.4 OHS, hazard, accident or incident reports are


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 on Incident 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.


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 threat • 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.





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 school’s emergency procedures.

View a copy of the school’s policy and procedures for dealing with emergencies: • identify the roles of each participant in the emergency

plan • how would these differ in a construction environment?

Work placement activity – obtain a copy of your employer’s documentation 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 telephone

bomb threat is received • identify strategies to be considered when dealing with a

bomb threat • identify the potential threat to staff and customers.

The importance of acting within level of authority in terms of: • taking initiative • problem-solving • 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




How and when to seek assistance.

who may be called upon in an emergency situation.

Class discussion and role plays.


4 Identify OHS incident response procedures. 4.4 Fire safety equipment is identified and discussed.


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 • natural and differences in how to deal with them.

Guest speaker – NSW Fire Brigade or Rural Fire Services to address correct use of fire fighting equipment.

Practical task – selection and use of fire fighting equipment to extinguish a simulated mechanical fire.


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.


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.




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, CPR

and defibrillator (if available).

Generalised principles of first aid management: • assessing location and nature of the work environment

and 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 other suitable 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 patient’s signs of life such as: conscious,

responsive, breathing normally, moving • monitoring unresolved dangers of the area where the

injury 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.


Documents

Sample Teaching Program