Science and Technology Work Health and Safety

Risk management and assessment for

practical activities

Revision 1 March 2015 © The Association of Independent Schools of New South Wales Limited 2

Contents

Introduction .......................................................................................................................................................... 3

1.0 The risk management process: a brief overview..................................................................................... 3

2.0 Legislation ............................................................................................................................................... 4

2.1. Legislated specific controls ..................................................................................................................... 4

Technology .............................................................................................................................................. 4 Hazardous chemicals .............................................................................................................................. 5

2.2 Legislated banned or restricted chemicals .............................................................................................. 6

2.3 Chemicals of security concern ................................................................................................................ 6

2.4 Guidance for chemical choice in schools ................................................................................................ 6

2.5 Other legislation ...................................................................................................................................... 7

3.0 Risk assessment ..................................................................................................................................... 8

4.0 Controlling risks ....................................................................................................................................... 9

5.0 Review ................................................................................................................................................... 10

6.0 Record keeping ..................................................................................................................................... 10

Appendices ........................................................................................................................................................ 11

Appendix A Science and technology risk assessment template ................................................................... 12

Appendix B Quick check list of high risk substances .................................................................................... 17

Appendix C Identifying and controlling hazards and risks in science and technology .................................. 19

Radiation Hazards ................................................................................................................................. 19 Slips, trips and falls ............................................................................................................................... 19 Ergonomic and manual handling hazards ............................................................................................. 19 Electrical risks ....................................................................................................................................... 20 Heating sources .................................................................................................................................... 21 Biological hazards ................................................................................................................................. 21 Use of plant /equipment ........................................................................................................................ 22 Noise ..................................................................................................................................................... 23 Moving or falling objects ........................................................................................................................ 23 Dust and fumes ..................................................................................................................................... 23 Field work at school ............................................................................................................................... 24 Waste disposal ...................................................................................................................................... 24 People ................................................................................................................................................... 24 Other hazards ........................................................................................................................................ 24 Hazardous chemicals ............................................................................................................................ 25 Applying the ‘hierarchy of control of risks’ to hazardous chemicals ...................................................... 27 Level 1 ................................................................................................................................................... 27 Level 2 ................................................................................................................................................... 27 Level 3 ................................................................................................................................................... 28

Appendix D Checklist for working with hazardous chemicals (K– Y6) .......................................................... 30

Appendix E Checklist for working with hazardous chemicals (Y7– 12) ........................................................ 32

7.0 References ............................................................................................................................................ 34

Revision 1 March 2015 © The Association of Independent Schools of New South Wales Limited 3

Introduction

Research indicates that students are best engaged through challenging learning contexts that are real world-

based. The Science K-10 syllabus, which incorporates Science and Technology K- 6, states that “A student’s

sense of wonder and curiosity about the natural and made world is fostered through actively engaging in the

processes of Working Scientifically and Working Technologically”. While schools foster learning through

practical activities, they must also meet work health and safety (WHS) obligations as a business.

This document has been written to support teachers and schools to provide the best learning experiences in a

safe working environment. A systematic risk management approach should be undertaken to eliminate and

minimise risks. Incidents that result in injury to students and staff will cost the school, may damage the

environment and are likely to lead to the loss of the school’s reputation, as well as valuable education time.

This document will also help schools to become more aware of their legislative obligations around managing

risks and applying their WHS processes to a variety of situations. Emphasis is placed on managing the risks

of hazardous chemicals and plant, and examples of potential hazards are given. It should be noted, however,

that these examples do not constitute a definitive list.

Most schools will already have risk assessments for undertaking high risk curriculum activities and for school

excursions and sporting activities. An example of a risk assessment template is provided to support the

recording and documenting of the risk management process in the context of science and technology. Refer

to Appendix A.

1.0 The risk management process: a brief overview

Source: How to Manage WHS Risks Code of Practice 2012

1. Identify hazards: Find out what could cause harm. For

example, information on hazardous chemicals can be found

on product labels and safety data sheets.

2. Assess risks: Risk assessments assist in understanding

the nature of the harm that could be caused by a hazard,

how serious the harm could be, and the likelihood of it

happening. Every situation is different, and the nature of the

activity and factors relating to the specific context will need to

be considered. If there is a known level of risk and a control

measure is well known or used in another arena and it is

applicable, the risk assessment step can be skipped. Refer

to 3.0 Risk .

3. Control risks: Implement the most effective control measure that is reasonably practicable in the circumstances. A number of controls are legislated, and control measures should be implemented in accordance with the hierarchy of risk control. Refer to 2.1 Legislated specific controls 4.0 Controlling .

4. Review controls: Control measures must be reviewed

regularly to ensure they are working. Review periodically or;

If there are changing work practices, procedures or the work environment; or

Purchasing new or used equipment or using new substances; or

As required by the WHS regulations for specific hazards; or

An incident (including a near miss) has occurred.

For the best results, the risk management process is best completed by at least two people who identify the

hazards, assess the risks and determine the controls.

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2.0 Legislation

The Work Health and Safety (WHS) Act 2011 (NSW) and associated Work Health and Safety (WHS)

Regulation require persons who have a duty to ensure health and safety to ‘manage risks’ by eliminating WHS

risks so far as is reasonably practicable and, if it is not reasonably practicable to do so, to minimise those risks

so far as is reasonably practicable by implementing control measures in accordance with the hierarchy of risk

control.

Deciding what is ‘reasonably practicable’ to protect people from harm requires taking into account and

weighing up all relevant matters, including:

the likelihood of the hazard or risk concerned occurring

the degree of harm that might result from the hazard or risk

knowledge about the hazard or risk, and ways of eliminating or minimising the hazard or risk

the availability and suitability of ways to eliminate or minimise the hazard or risk

after assessing the extent of the hazard or risk and the available ways of eliminating or minimising it,

the cost associated with eliminating or minimising the hazard or risk, including whether the cost is

grossly disproportionate to the hazard or risk.

A school will have WHS duties to manage risks if it:

engages workers to undertake work , or if it directs or influences work carried out by workers

puts other people at risk because of its business

manages or controls the workplace or fixtures, fittings or plant at a workplace

uses, handles, generates or stores a hazardous chemical at a workplace.

Under its duty of care, a school also has a duty to ensure that reasonable steps are taken to prevent harm to

students. It cannot discharge the duty simply by putting a responsible third party, such as a teacher or a third

party provider, in charge – for example, delegating responsibility to CSIRO presenters visit who visit a school.

Schools are also required to consult when:

identifying hazards and assessing risks to WHS

deciding ways to eliminate or minimise those risks.

For more information, refer to:

WHS Act, Part 2, Section 17 & 18 Management of Risks and Reasonably Practicable i

WHS Regulation, Reg. 32-38 Risk Management ii

Code of Practice - How to Manage Work, Health and Safety Risks iii

WHS Act Section 49 – Consultation i

2.1. Legislated specific controls

Where specific controls are outlined in the WHS Regulation 2011, they must be followed – for example,

controls for hazardous chemicals, plant, or noise.

Technology

Some fixed machines that are used for cutting, grinding and sanding may require schools to be mindful of the

requirements for plant, as specified in the WHS Regulation 2011.

Division 7: Risk management controllers of plant i

General risk management [R. 203]

Specific management including guarding, emergency stops, warning devices, inspection and

maintenance [R. 204-213]

Refer to the approved Code of Practice: Managing Risks of Plant in the Workplace.iv

If using portable or fixed machines or undertaking other noisy activities, an understanding of impulse and

continuous noise and the need for hearing protection is required. It should be noted that some chemicals may

Revision 1 March 2015 © The Association of Independent Schools of New South Wales Limited 5

exhibit ototoxic effects – that is, they may cause hearing loss or exacerbate the effects of noise. Refer to the

approved Code of Practice: Managing Noise and Hearing Loss at Work.v

Hazardous chemicals

The Work Health and Safety Act 2011 (the Act) and the Work Health and Safety Regulation 2011 (the

Regulation) both set down the requirements for businesses in relation to managing risks. Chapter 7 of the

Regulation specifically deals with requirements for businesses in eliminating or minimising the risk of

hazardous chemicals: Chapter 7: Hazardous chemicals. ii

A summary of the relevant requirements for the Act and Regulation are: Consult with ‘workers’ and other persons and/or PCBUs [Section 46–48].

Prepare an effective emergency plan for the workplace [R.43].

Provide information, training and supervision if the worker uses, handles, generates or stores a

hazardous chemical or is likely to be exposed to a hazardous chemical [R39, R379].

Maintain a hazardous chemicals register [R346].

Obtain safety data sheets issued within the last 5 years [R344].

Ensure the correct labelling of hazardous chemicals, containers and pipelines for handling hazardous

chemicals [R335, R341–343].

Manage risks from airborne contaminants so that exposure limits are not exceeded [R49].

Manage the risk of an ignition source in a hazardous atmosphere at the workplace to minimise chances

of fire or explosion [R51–52].

Maintain a manifest of hazardous chemicals, report to the regulator and give a copy of your emergency

plan to a primary emergency service organisation if the quantity of a Schedule 11 hazardous chemical or

group of Schedule 11 hazardous chemicals used, handled or stored exceeds the manifest quantity

[R347–348, R361].

Placard if the quantity of a Schedule 11 hazardous chemical or group of Schedule 11 hazardous

chemicals used, handled or stored exceeds the placard quantity [R349, 350].

Provide health monitoring, if required [R368–378].

Controls

Keep the amount of flammable and combustible substances at the lowest practicable quantity [R53].

Provide PPE and ensure that it is used and worn by workers [R44].

Review controls and revise at least every 5 years, if a safety data sheet or the hazardous chemical

register changes, if a health monitoring report indicates the need or if exposure limits are exceeded.

[R352].

Display safety signs [R353].

Identify the risk of physical or chemical reaction and ensure that hazardous chemicals do not

contaminate food, food packaging or personal use products [R354].

Eliminate or minimise ignition sources [R355].

Ensure chemical stability [R356].

Ensure that emergency, safety and fire equipment is provided [R359, 360, 362].

Provide a spill containment system to control spills and leaks wherever hazardous chemicals are used,

handled, generated or stored [R357].

Protect containers and pipework against damage of impact or load [R358].

Carry out preventative maintenance and integrity testing on systems that use, handle and store

hazardous chemical [R363].

Refer to the Code of Practice: Managing the Risks of Hazardous Chemicals vi for the practical application of

the regulations.

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Classification of hazardous chemicals has previously been provided by the Approved Criteria for Classifying

Hazardous Substances and the Australian Code for the Transport of Dangerous Goods by Road and Rail

(ADG Code).

With the adoption of the WHS Regulation in 2012, a new system of chemical classification and hazard

communication on labels and safety data sheets (SDS), based on the Globally Harmonised System of

Classification and Labelling of Chemicals (GHS) will come into effect. Note that many household consumer

products are now classified as hazardous chemicals.

There is a five-year transition period. After 31st December 2016, it will be mandatory for all workplace

chemicals to be classified in accordance with the GHS, and labels and SDS will have to be updated.

For more information, refer to: Code of Practice: Labelling of Workplace Hazardous Chemicalsvii Code of Practice: Preparation of Safety Data Sheets for Hazardous Chemicals viii Globally Harmonised System of Classification and Labelling of Chemicals 3rd Revised Edition ix

Guidance on the Classification of Hazardous Chemicals under the WHS Regulations: Implementation of the

Globally Harmonised System of Classification and Labelling of Chemicals (GHS) x

Also refer to the AISNSW website’s Chemical Safety pages.

2.2 Legislated banned or restricted chemicals

Staff should consult the WHS Regulation 2011- Schedule 10 ii for a list of prohibited carcinogens, restricted

carcinogens and restricted hazardous chemicals. The use of chemicals that require health monitoring should

also be avoided. It is very unlikely that any worker at a school should require health monitoring. Refer to WHS

Regulation 2011- Schedule 14 Requirements for health monitoring. ii

Storage of ammonium nitrate is regulated as it is an explosive precursor and is defined as a security sensitive

dangerous substance (SSDS). Refer to NSW Explosives Regulation 2013.xi

2.3 Chemicals of security concern

Schools should be aware of the 96 chemicals identified as being ‘chemicals of security concern’ due to their

potential to be used by terrorists to make bombs or chemical weapons. Eleven that have been assessed as

being particularly high-risk include:

ammonium perchlorate, hydrogen peroxide, nitric acid, nitromethane, potassium chlorate, potassium nitrate,

potassium nitrate, potassium perchlorate, sodium azide, sodium chlorate, sodium nitrate and sodium

perchlorate. Ammonium nitrate is not included in this group of high-risk chemicals as it is already regulated as

documented above. Refer to National Code of Practice for Chemicals of Security Concern.xii

2.4 Guidance for chemical choice in schools

Schools should also be aware of the recommended guidelines for the use of different chemicals in schools.

Refer to Chemical Safety in Schools (CSIS) NSW found on the AISNSW website.

The CSIS document gives a list of banned, restricted and age-appropriate chemical information. Schools

should use age-appropriate chemicals that have been categorised according to their risk they pose.

Appendices of note are:

Appendix F: Chemicals to be used with caution

Appendix H: Chemicals that are banned from government schools

Appendix I: Banned and restricted chemicals.

A Quick Check List of High Risk Substances can be seen in Appendix B.

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Most of these chemicals are unpredictable or have uncertain risks in relation to worker health and safety,

storage and handling, and would be considered too dangerous for use by students and inexperienced staff

members.

Refer to

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Hazardous chemicals

2.5 Other legislation

Other legislation that may apply to schools in relation to science and technology is as follows.

Transport and storage of explosives and use of explosive pre-cursors

Explosives Act (NSW) 2003 xiii

Dangerous goods storage and transport

Dangerous Goods (Road and Rail Transport) Act 2008 xiv

Dangerous Goods (Road and Rail Transport) Regulation 2014 xv

Health, management and dissection of animals in schools

Prevention of Cruelty to Animals Act (NSW)1979 xvi

Animal Research Act (NSW)1985 xvii

Animal Research Regulation 2010 xviii

Medications and poisons, including poisons schedules

Poisons and Therapeutic Goods Act (NSW) 1966 xix

Poisons and Therapeutic Goods Regulation (NSW) 2008 xx

Therapeutic Goods Act (Cth) 1989 xxi

Agricultural and veterinary chemicals and pesticides

Agricultural and Veterinary Chemicals Code Act (Cth) 1994 xxii

Pesticides Act (NSW) 1999xxiii

Environmental Protections

Protection of the Environment Operations Act (NSW) 1997.xxiv

Trade wastewater discharge

Each water catchment area has trade wastewater discharge acceptance standards of quantities of chemicals

that can be discharged into the wastewater system – for example, schools in the Sydney Water catchment

area would refer to Industrial customer acceptance standards and charging rates for 2014–15.xxv

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3.0 Risk assessment A risk assessment is one method that allows schools to demonstrate that key hazards have been identified. It

also demonstrates how decisions about controlling risks have been made.

A risk assessment should be done when:

there is uncertainty about how a hazard may result in injury or illness

the work activity involves a number of different hazards and there is a lack of understanding about

how the hazards may interact with each other to produce new or greater risks

changes occur that may impact on the effectiveness of control measures.

A risk assessment involves considering what could happen if someone is exposed to a hazard and the

likelihood of it happening. A risk assessment can help you determine:

how severe a risk is

whether any existing control measures are effective

what action you should take to control the risk.

Risk assessments should consider all relevant matters, such as:

Venue – Consider aspects of the activity venue that may present a hazard, such as slippery floors

and hazardous chemicals.

Activity Program – Consider the component parts of the activity that may present a hazard. The

frequency and duration of exposure to a hazard should be considered.

Equipment – Consider any equipment that may present a hazard, such as gluing or cutting

equipment and portable tools or other high-risk equipment, such as fixed machines (plant).

Environment – Consider aspects of the environment that may present a hazard if undertaking a field

trip, such as weather conditions; natural hazards, such as bush fires, floods or storms; the nature of

the terrain; plants and animals.

People – Consider aspects that may present a hazard, such as poor behaviour; student numbers; the

nature of participants, such as special needs, maturity, age, previous experience and skill; and

medical conditions, such as allergies and disabilities. The experience and qualifications of the people

leading should also be considered, including those who may be involved, such as external presenters/

teachers, parents and others.

Transport – if undertaking a field trip.

Examples of specific hazards for science and technology include:

hazardous chemicals

radiation hazards

biological hazards

electrical hazards

heating sources

slips, trips and falls

moving or falling objects

ergonomic/manual handling hazards

use of plant /equipment

noise

dust and fumes

field work at school

waste disposal

people.

This is not an exhaustive list, and it is suggested that a brainstorming approach is taken to identify all the

hazards associated with an activity. All processes involving the use of hazardous chemicals in the curriculum

should include a risk assessment and must comply with the Work Health and Safety Act 2011(NSW). Risk

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assessments are often used in conjunction with other supporting documents, such as safety data sheets

(SDS), standard operating procedures and experimental instructions or methods.

A science and technology risk assessment template is provided in Appendix A. This has been provided for

schools in word format to amend to their needs. More information on hazards, risks and possible control

strategies are given in Appendix C Identifying and controlling hazards and risks in science and technology.

A checklist for working with hazardous chemicals is provided in Appendix D for K-Y6 schools and Appendix E

for Y7-12 schools with designated science facilities.

4.0 Controlling risks Control measures should be implemented in accordance with the hierarchy of risk control. It is necessary to

do what is reasonable practicable to eliminate or minimise the risk of any hazard with the potential to cause

harm. If lower levels of control are implemented instead of higher levels, it is important to document the

reasons for this.

Source: How to Manage WHS Risks Code of Practice 2012

Eliminating the hazard

Remove the hazard or hazardous work practice from the workplace. This is the most effective control

measure and must always be considered before other control measures.

Substitution

Substitution is the replacement of a hazard with a less hazardous one that has lower risks (e.g. a less

hazardous chemical).

Isolation

Isolation involves separating people from the hazard (e.g. using safety barrier or securing chemical storage).

Engineering controls

Reduce the risk by providing well designed facilities that reflect safe approach (e.g. designated wet areas,

hand washing facilities).

Administrative controls

Administrative controls include procedures/ rules, signs and training.

Personal protective equipment (PPE)

Personal protective equipment includes protective clothing and equipment such as gloves, lab coats, overalls,

enclosed leather shoes, dust masks and respirators.

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Higher level controls are considered more effective because they eliminate or reduce the risk of harm for

everyone at all times. Lower level controls rely on people doing the right thing to provide an element of safety.

Refer to Applying the hierarchy of control to hazardous chemicals in Appendix C Identifying and controlling

hazards and risks in Science and Technology.

5.0 Review Review the effectiveness of the control measures you have implemented as the activity is being conducted and after the activity is completed. If necessary, modify or add control measures to ensure safety. This will be required if new hazards are identified or if the existing controls are inadequate, resulting in an incident or a near-miss.

Review controls should also be reviewed periodically, or

if there are changing work practices, procedures or work environments

when purchasing new or used equipment or using new substances

as required by the WHS regulations for specific hazards.

6.0 Record keeping The detail and extent of recording will depend on the activity and the potential for major WHS issues.

Documentation may include:

a hazardous chemical register

safety data sheets

risk assessments including

o worksheets and assessment tools used in working through the risk management process

o how and when the control measures were implemented, monitored and reviewed

evidence of supervision of ‘Workers’ not just students for hazardous chemicals

hazard checklists

workplace inspections

incident records (including near-misses)

relevant training and qualification/ experience records for ‘Workers’.

information given to ‘Workers’.

evidence of electrical testing and tagging in a ‘hostile’ environment

a maintenance register that indicates the repair of equipment

preventative maintenance ( e.g. fire equipment, safety equipment, integrity of facilities and gas piping, and

fume cupboard compliance)

any document that demonstrates a review of a control

inventory and asset lists

annual safety inspections of plant

competency records for students and Workers’ in technology.

standard operating procedures for plant

first aid stock check records

safety rules and display signs

consultation records, including which staff were consulted with

WHS committee meeting minutes recording consultation.

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Appendices

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Appendix A Science and technology risk assessment template

Appendix B and C support Appendix A and give more information on high risk chemicals and hazard identification and control of risks.

<Insert School/College Name>

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Science and technology risk assessment

Date reviewed:

Created by:

1: Description of task

Practical reference: Class: Requested by:

Date set up: ___ /___ /___ Set up by: Finish date: ___ /___ /___

Location of activity:

Teachers/Leaders: No. of students (approx.)

Risk assessment prepared by: Position: Date:

Type of practical: Teacher demonstration Student class practical Student demonstration

2: Details of Equipment/ Requirements/ Comments

3: Identify who will be exposed to risks

Teaching staff Students Technical staff Visitors Volunteers Cleaning staff

<Insert School/College Name>

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4: Identify the hazards and risks, and control measures to be used

Hazard Risk/Harm Control measures

Radiation

Slips/Trips/Falls

Ergonomic/Manual handling

Electrical

Biological

Use of Plant/Equipment

Noise

Moving or falling objects

Dust/Fumes

Field trip

Waste

disposal

People

5: Chemical hazards

Recommended banned and restricted hazardous chemicals will not be used? No explosive reactants will be used or explosive products generated? Yes/No

<Insert School/College Name>

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Chemicals used are recommended for the age group undertaking the practical experiment? Yes/No

I understand the risks of the practical experiment and will undertake this practical in a ‘wet area’? Yes/No

I have obtained the safety data sheets for reactants and understand the accidental spillage or exposure, emergency response and first aid information? Yes/No

Quantities of flammable reactants are kept to a minimum and ignition sources are eliminated? Yes/No

Fire, safety, spill kit equipment and first aid kit are available? Yes/No

All hazardous chemicals and decanted products are labelled appropriately? Yes/No

Check: If you answer ‘No’ to any of the above questions, do not carry out practical experiments until the matter has been resolved.

I will not carry out the practical experiment if extreme or high chemical risks exist. YES (circle if agree)

I have considered all chemical exposure routes of the eyes, skin, inhalation, ingestion and injection to be used and generated. YES (circle if agree)

List the chemicals to be used and generated. Identify key hazard information from safety data sheets, control measures to be undertaken and disposal requirements.

Hazardous

Reactants

Co

nc

en

tratio

n

Fla

mm

ab

le

Gases u

nd

er

pre

ssu

re

Oxid

isin

g

Co

rrosiv

e

Acu

te to

xic

ity

Ch

ron

ic h

ealth

ha

zard

Health

hazard

s

Risk control measures

Waste

disposal

Garbage

waste, sink or

container

Products generated

6. Risk controls (tick if applicable)

<Insert School/College Name>

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Elimination Alternate type of practical Relocate work area Removal of hazard

Substitution Alternatve equipment to be utilised

Alternative chemical to be used

Specialised equipment

Isolation Electrical isolation Safe work zones Mechanical isolation Security

Restricted areas Chemical storage cabinet

Engineering Locking Guarding Fume cupboard Open windows/Fans

Hand wash facilities Spill trays/ bunding

Administration Hazardous chemicals register Training Workplace inspections Risk assessment

Safe work procedures Safety data sheets Supervision

PPE Eye protection First aid kit Hand protection Hearing protection

Lab coat or apron Respirators Safety footwear Sunhat/Cream

Emergency facilities Safety shower Eye wash Spill kit

7. Approval

I have determined that this activity can be carried out safely and, where high risks are involved, have consulted with my supervisor: Yes/No

Teacher’s signature: Date: ___ /___ /___

Supervisor’s signature, where high risks are involved: Date: ___ /___ /___

Evaluation comments from review of controls/practical: Changes that need to be considered next time:

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Appendix B Quick check list of high risk substances

Most of the chemicals referred to in Appendix B are unpredictable or have uncertain risks in relation to worker

health and safety, storage and handling, and would be considered too dangerous for use by students and

inexperienced staff members. Independent schools should eliminate prohibited hazardous substances

as described by the WHS Regulations and should use the following tables as recommended

guidelines.

Staff should consult the WHS Regulation 2011- Schedule 10 for a list of prohibited carcinogens, restricted

carcinogens and restricted hazardous chemicals. The use of chemicals that require health monitoring should

also be avoided. It is very unlikely that any worker at a school should require health monitoring. Refer to WHS

Regulation 2011- Schedule 14 Requirements for health monitoring. A list of ‘Chemicals of security concern’

can be accessed from National code of practice for chemicals of security concern.

Table 1 Banned as given in Chemical Safety in Schools (CSIS) document 1999. Refer to Appendix H of CSIS for more information on each chemical.

4-aminobiphenyl carbon disulfide hydrofluoric acid

ammonium chlorate carbon tetrachloride tetrachloromethane

hydrogen cyanide hydrocyanic acid

ammonium perchlorate chloral trichloroacetaldehyde

lithium aluminium hydride

aniline phenylamine

chloral hydrate 1,1,1-trichloroethanediol

lithium tetrahydro-aluminate

arsenic chloric acid chloric(V) acid

magnesium perchlorate anhydrone

arsenic trioxide arsenic (III) oxide

chromic acid 1-naphthylamine naphthalene-1-amine

arsenic (III) iodide arsenic triiodide

chromium(VI) oxide chromium trioxide chromic anhydride

2-naphthylamine naphthalene-2-amine

asbestos crocidolite blue asbestos

3,3'-dichlorobenzidine dichlorobiphenyl-4,4'-diamine

4-nitrobiphenol

benzene benzol

2,2'-dichlorodiethyl ether di(2-chloroethyl) ether

nitrogen triiodide

benzidine 4,4'-diaminobiphenyl

diethyl ether anaesthetic ether ether sulfuric ether ethoxyethane

2-nitrosophenol 3-nitrosophenol 4-nitrosophenol

beryllium ...metal

diethyl sulfate 1-nitronaphthalene

beryllium chloride dimethyl sulfate 2-nitronaphthalene

bis(chloromethyl) ether dichlorodimethyl ether

4-dinitrobiphenyl osmium tetroxide osmin acid

cadmium ether o-tolodine 3,3'-dimethylbiphenyl-4,4'-diamine

cadmium carbonate ethoxyethane perchloric acid 50-72% chloric(VII) acid

cadmium chloride ethylene oxide oxirane, oxiran

perchoric acid <50% chloric(VII) acid

cadmium oxide 5-fluorouracil phosphorus, white white phosphorus phosphorus, yellow

cadmium sulfate hardite

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picric acid 2,4,6-trinitrophenol trinitrophenol, carbazotic acid

potassium perchlorate sodium perchlorate

polychlorinated biphenyls PCBs

potassium sulfide sodium peroxide

potassium ...metal

sodium amide sodamide

thallium chloride

potassium amide sodium azide thallium nitrate

potassium chlorate sodium chlorate thallium sulfate

potassium cyanide sodium cyanide thorium ...all forms

Table 2 Further substances banned in schools in other states because the risks are deemed too high. As given in Banned and restricted hazardous substances in schools August 2014 from det.wa.edu.au.

antimony lead salts, except lead nitrate and lead monoxide

radioactive rocks

antimony salts Millon’s reagent selenium and salts

copper sulphide ore Nessler’s reagent silicon dioxide

explosive ADG class 1 chemicals nickel oxide sulfur hexafluoride gas

fluoride salts nickel powder uranyl nitrate and other uranyl salts

formic acid >85% phenylthiourea (PTC)

Table 3 Not recommended for use as given in Appendix I Chemical Safety in Schools document (CSIS) 1999. Use in teaching and learning situations is restricted to approved teachers for demonstration purposes only.

nitrogen, liquified chloroform zinc chromate 2

nitrous oxide 2,4-dinitrobromo benzene chlorosulfonic acid

oxygen, compressed 2,4-dinitrochloro benzene hydrazine hydrate

hydrazine 2,4-dinitrofluoro benzene phosphorus trichloride

pentane ethylene dichloride phosphorus oxychloride

pyridine phenylhydrazine phosphorus pentachloride

calcium phosphide sodium nitroprusside phosphorus tribromide

lithium hydride toluene di-isocyanate trifluoroacetic acid

sodium hydride zinc chromate 1

Table 4 Use with caution chemicals as given in Chemical Safety in Schools (CSIS) document 1999. Refer to Appendix F of CSIS for more information on each chemical.

acetic anhydride formaldehyde potassium dichromate

acetylene formic acid potassium hydroxide

aluminium hydrochloric acid potassium nitrate

aluminium bromide hydrogen potassium permanganate

aluminium chloride iodine sodium

ammonia iron sodium dichromate

ammonium dichromate lead and lead salts sodium hydroxide

bleach mercury sodium nitrate

bleaching powder methylated spirits sulfur

bromine natural gas sulfuric acid

calcium carbide nitric acid zinc

charcoal blocks phosphorus

chlorine potassium chromate

Note: Consider buying these chemicals in smaller quantities and lower concentrations (especially sodium hydroxide).

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Appendix C Identifying and controlling hazards and risks in science and technology

The information given has been adapted from Safe Work Australia and ComCare materials. These guidelines

have been developed to give a better understanding to the prompts given in the risk assessment template of

Appendix A.

Radiation Hazards

Ionising radiation

Ionising radiation sources should only be used in secondary schools,not in junior schools. Class work with

radioactive sources for students in year 10 and under are restricted to teacher demonstrations. Junior schools

should not borrow radioactive rocks, if using resources from the science or geography department of a K- 12

school. Typical radioactive minerals offered by educational suppliers are allanite, autunite, davidite, monazite,

phosphuranylite, pitchblende and torbenite. These usually contain thorium (banned from NSW schools) or

uranium minerals. An everyday example of the use of a radioactive product is in smoke alarms.

Non-ionising radiation

Laser radiation is an example a non-ionising radiation. A simple use of this in a school is a laser pointer used

with white boards and sometimes used with optical fibres in science and technology practicals.

Refer to Safety Guide: Use of Radiation in Schools published by the Australian Radiation Protection and

Nuclear Safety Agency (ARPANSA).xxvi

Slips, trips and falls

Slips occur when a person’s foot loses traction with the ground surface. Trips occur when a person

unexpectedly catches their foot on an object or surface. Falls may result from a slip or trip but many occur

during falls from low heights. Cuts, bruises, fractures, dislocations and more serious injuries can also occur.

Examples of control strategies include:

removing slip and trip hazards at the design stage, such as eliminating changes in floor levels and

installing more power outlets to avoid trailing cords

replace flooring with a more slip-resistant surface

preventing access to high-risk areas – for example, cordoning off wet floor areas while cleaning an area

applying floor treatments to increase slip resistance

improving lighting

stopping leaks from equipment or pipes

providing adequate drainage

clearly marking edges of steps and any changes in floor heights

implement good housekeeping practices, including keeping access ways clear and cleaning up spills

promptly

using signage to warn of wet or slippery areas

providing training and supervision

wearing slip-resistant footwear.

Refer to fact sheet by Safe Work Australia: Slips and trips at the workplace xxvii

Ergonomic and manual handling hazards

An ergonomic hazard is a physical factor within the environment that harms the musculoskeletal system.

Ergonomic hazards include repetitive movement, manual handling, workplace/job/task design, uncomfortable

workstation height and poor body positioning. The main areas where hazards are found are: workstations

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(sitting and standing), equipment layout and operation, computer systems, noise, lighting and thermal comfort.

Guidelines should be set for students using digital technology for long periods of time. Staff members should

demonstrate to students the importance of good posture with attention to chair, desk and positioning of the

body. Rest breaks should be encouraged as they help to avoid repetitive strain injuries, such as strain on the

eyes, wrists, back and neck. Technology should be set up so that there is minimal glare and preferably used

in a stationary mode rather than when a student is in motion (i.e. walking). Some simple cypersafety tips

include:

1. keeping your profile private and regularly checking your settings

2. Not sharing your personal information, and protecting yourself from strangers online

3. thinking about your personal safety before you 'check in' or use location based services

4. managing your digital reputation responsibly

5. respect others and looking after each other online.

More information can be found on the website Cybersafety Help: Australian Government Department of

Communications xxviii

Manual handling

The WHS risks associated with performing manual tasks can be easily avoided by:

assessing your workplace/workstation and identifying risks or possible contributing factors

assessing whether the task is necessary

providing specialist equipment to assist in lifting/carrying/moving people or objects

carrying smaller loads

ensuring the working environment is designed or modified to eliminate risks arising from manual handling

– for example, altering the layout of a work area so as to avoid twisting, sideways bending or excessive

reaching

providing mechanical aids, or using team lifting

ensuring staff are trained in manual handling techniques.

Refer to the Code of Practice: Hazardous Manual Tasks xxix

Electrical risks

Electricity has the potential to seriously injure and kill. Only appropriately licensed electricians should carry out

electrical work and any fault should be reported to maintenance staff.

Key requirements for portable electrical items:

Electrical equipment and safety switches need to be tested regularly.

Only use portable electrical equipment if it has been inspected and is tested and tagged in date.

The frequency of testing will depend on the item and its use. Any personal items brought from home that

are used at work should be tested as well.

Any damaged or unsafe electrical equipment or cords should be removed from service and appropriately

labelled to prevent further use.

There is less risk with using battery operated tools than mains power tools.

Residual current devices (or safety switches) should be used with portable equipment.

Other safety tips:

Do not overload power sockets. Double adaptors should be removed from use and power board use

should be minimised where possible by installing hard wired solutions.

Electrical appliances should be used away from water. If equipment has been affected by a liquid, ensure

that it is inspected and tested prior to use and the details are recorded.

Use keyed emergency stop switches for electrical services in technology and science classrooms where

multiple persons will be using electrical plug-in items. Isolation switches should be fixed onto machines to

prevent unauthorised use.

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Be aware of static electricity, especially if flammable or combustible liquids or gases are present which

may ignite.

Use conduit-to-route cables and leads to reduce the risk of damage from traffic.

Install power points close to appliances to avoid the use of extension leads.

Use extension leads for temporary connection only.

Consider putting safety covers on power outlets that are not in use or designing the room so that these

are higher.

In high-traffic areas, leads and cables should be secured appropriately to protect them from damage and

to prevent tripping (e.g. using tape).

Promote awareness of safe procedures for cleaning/clearing electrical kitchen appliances (i.e. switch off

and disconnect power supplies before working on internal parts of an appliance).

Refer to Code of Practice: Managing Electrical Risks in the Workplace xxxand Electrical Risks at the Workplace

Fact Sheet xxxi

It is important to consider who will be using electrical conductors in science and technology classes. Younger

students may attempt to connect leads to power outlets and are less likely to understand the risk of using

electrical items near water. It will be important to develop and adhere to electrical safety guidelines with

students. It is suggested that when buying electronic products, request any safety information about the

product from the supplier. Avoid cheap imports that have no guarantee of safety.

Heating sources

Heat source hazards such as hot plates, flames, friction, conduction heat, radiation heat, welding processes,

kilns, ovens, incubators and exo- or endo- thermic reactions often inflict burns. It is advised to avoid any

naked flame or ignition source that’s near a flammable fuel, such as methylated spirits. It is far safer to use

appropriate water, sand or oil bath heating techniques. Keep combustible substances to a minimal amount

and within the specified minimum distance from a heat source. If in a laboratory, keep Bunsen burners on a

low heat when using them.

Biological hazards

These are hazards that are most often difficult to see and, because of this, the risk of exposure is not so

obvious. Examples include pathogenic micro-organisms, viruses, toxins (from biological sources), spores,

fungi and bio-active substances. Anything that transmits a disease or a biological vector is also considered to

be a biological hazard.

Experiments that involve animal products (blood, tissue, milk, eggs) may expose teaching and preparation

staff and students to animal diseases or infections, or cause serious allergies. Yeasts and fungi, such as

mould, may expose people to mycotoxins (a secondary toxic substance) if consumed, and some can cause

infections or allergies. Other exposure might occur when people are in contact with laboratory cell cultures,

soil (potting mix), clay and plant materials, organic dusts, food and rubbish. Working with animals may lead to

exposure to parasites. Refer to the Animals in Schools website for more information.

With younger students, there is a possibility of higher exposure to human bodily matter, such as blood,

tissues, saliva, mucous, urine and faeces, and these substances are likely to contain viral or bacterial

diseases. Consider very carefully the materials you will use and the ease at which furniture and equipment

can be cleaned or even sterilized after the practical. Actively promote the washing of hands as a hygiene

precaution.

Examples of controls:

All animals should be screened for parasites, such as ticks and fleas.

Blood samples should not be taken from staff or students.

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Treat all biological materials as contaminated and potentially hazardous.

Develop procedures for handling plant and animal materials.

Treat cultures as potentially dangerous as they can develop dangerous growths.

Establish hygiene guidelines.

Ensure relevant equipment is sterilised, particularly for dissections.

Ensure that there is adequate ventilation.

Establish guidelines for the disposal of sharps and contaminated materials.

Schools should implement appropriate exposure prevention measures for common or known student

allergens, as well as response procedures (e.g. staff members trained for delivering EpiPens).

Use of plant /equipment

Fixed machines, portable tools and other equipment often have multiple hazards. A school has a duty to

ensure, so far as is reasonably practicable, that the fixtures, fittings and plant are without risks to the health

and safety of any person.

As covered by the WHS Regulation 2011, plant includes any machinery, equipment, appliance, container,

implement or tool, and includes any component or anything fitted or connected to any of those objects.

Examples of plant used in the classroom include fixed machinery items, such as fret saws, sanders and drills,

and power tools. The risks associated with equipment that relies exclusively on manual power for its

operation and is designed to be primarily supported by hand, such as scissors, screw drivers, knives and

guillotines, should also be considered.

Plant could cause injury when entangling, falling, crushing, trapping, cutting, puncturing, shearing, abrading or

tearing their operators. Examples of controls include:

buying pre-sawn timber instead of using a power saw

purchase machinery that is designed and built to produce low noise levels and that has emergency stop

buttons

installing dust extraction systems

using a cordless drill instead of a drill that has an electrical cable

installing guards to prevent contact with moving parts of machinery

using a slide guillotine instead of a lever guillotine

providing guillotines with hand guards and blade locks

providing cutting utensils on a fit-for-purpose basis

purchasing cutting implements with safety features

providing appropriate secure storage for sharp objects, knives and scissors

providing training and supervision

ensuring that safety checks are carried out annually

ensuring that maintenance is routinely carried out, with maintenance log kept up-to-date for plant

making safe work procedures available for high-risk plant and equipment

installing a lock-out, tag-out system to ensure that plant is isolated from its power source while

maintenance or cleaning work is being done

ensuring that classroom emergency stop buttons are used, and plant equipment is isolated so that

unauthorised use cannot occur by students or other workers

ensure that lighting levels are sufficient for operators to run equipment safely

providing residual current devices for electrical equipment in use

displaying safety signs

providing suitable personal protective equipment, such as face masks, gloves, aprons, protective eyewear

and ear protection, if required.

WHS Regulation Reg. 203- 213 ii should be considered by schools that use plant. This regulation prescribes

the, at least annual, inspection of the relevant plant by a competent person, the positioning of plant, the

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provision of training and supervision, the use of safety features such as warning and guarding devices,

operational controls and emergency stops, isolating mechanisms and lock-out tag and other similar

procedures. Schools should also refer to Code of Practice: Managing Risks of Plant in the Workplace. iv

Noise

Using plant may produce an impulse or continuous noise. If you have to raise your voice to be heard over

equipment or you can’t hear emergency alarms when they activate, then you will need to consider the

following controls to reduce the risk of noise.

Eliminate the source of the noise, where possible.

Find alternative, quieter equipment to use.

Insulate student or staff areas from noise producing machines.

Reduce the amount of time spent in a high noise environment.

Provide hearing protection.

Refer to the Code of Practice: Managing Noise and Hearing Loss at Work. v

Moving or falling objects

Schools must manage risks associated with an object falling on a person, if the falling object is reasonably

likely to injure the person. Falling objects that aren’t controlled contain many risks. Examples include:

fixtures, such as pictures, and unsecured white-boards

materials on over-stacked shelves

objects ejected while using machinery or hand tools

objects dropped as part of gravity experiments

objects moving in an uncontrolled way to demonstrate forces experiments.

Controls may include:

providing an exclusion zone prohibiting persons from entering dangerous areas

the use of Personal Protective Equipment.

Refer to the Code of Practice- Managing Work Health and Safety Risks iii

Dust and fumes

Dusts, gases, vapours, smoke and fumes have the potential to cause or exacerbate a range of serious

respiratory diseases, such as asthma, and can lead to chronic diseases of the respiratory system.

Schools have a duty to manage risks associated with using, handling, generating and storing hazardous

chemicals. They must also safely work with airborne contaminants and ensure that no person at a workplace

is exposed to a substance or mixture in an airborne concentration that exceeds the relevant exposure

standard.

In the classroom, dusts are often created by the cutting or sanding of wood materials. Fumes can be created

from kilns and soldering. Vapours are often produced by hazardous chemicals or are generated by the

interaction of hazardous chemicals with other substances. The use of aerosols, such as spray paints and

even deodorants, around young children can cause asthma. Controls may include:

purchasing pre-cut wood products

not using MDF wood products

using an industrial dust vacuum instead of sweeping with brush

not allowing the use of aerosol products in the classroom

using non-lead solder and non-lead oxide glazes for pottery

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carrying out risk assessments on the use of hazardous chemicals to understand the risks associated with

reactants and generated products, such as vapours and fumes, so that adequate controls can be

implemented

using appropriate personal protective equipment.

Field work at school

Aspects of the environment that may present a hazard if undertaking field work could include:

weather conditions, such as sun/UV exposure, rain and wind, especially if near trees

traffic within the school grounds

maintenance and property work being undertaken during school class times

the nature of plants and animals, such snakes and spiders.

Hazards, risks and controls will be peculiar to the environment. Field trips that involve leaving the school

premises should have a further risk assessment, which may include: travel, accommodation, people, venues

and activities, and factors such as bushfires, floods and storms. These risk assessments must be undertaken

as part of the school’s excursions policy and procedures.

Waste disposal

No solid materials should be put down the sink –as refer to the safety data sheet for recommendations on

safe waste disposal. Consider, for example, whether the disposal method is safe for sewerage or whether the

material needs to be diluted. Any environmental hazards should be considered. For example, Copper Sulfate

is often used to make crystals, but this is harmful to the environment and should not be put down the drain –

refer to local council trade wastewater discharge tables xxv and Chemicals safety in schools.

People

The poor behaviour of students can present a hazard. The nature of students, such as their maturity, age and

skill, as well as medical conditions, such as allergies and disabilities, should be considered. The competency,

knowledge and experience of the teacher who is supervising the practical should be acknowledged. A science

practical with hazardous chemicals should only be undertaken by teachers if they understand the risks

involved.

Other hazards

There are many other hazards that may have not been identified in this document. Brainstorm with other colleagues about an activity in an attempt to identify all hazards and risks so that they can be eliminated or controlled.

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Hazardous chemicals

Hazardous chemicals in the workplace are substances, mixtures and materials that can be classified

according to their health and physicochemical risks and dangers. Young students are more vulnerable to

hazardous chemicals. Hazardous chemicals may present an immediate or long-term risk to human health

through their toxic properties, or a risk to property because of their nature.

Hazards

Health hazards include skin irritants, carcinogens or respiratory sensitisers that have an adverse effect on a

worker’s health as a result of direct or indirect contact with the relevant substance, which usually occurs

through inhalation, skin contact or ingestion. Hazardous chemicals with health hazards may have acute or

chronic (long-term) adverse effects on a worker’s health. Injuries and illnesses may include, but are not limited

to: headaches, dizziness, respiratory irritations, vomiting, nausea, organ damage, nerve damage, contact

dermatitis, asthma and cancer.

Physicochemical or physical hazards are related to a substance’s physical and chemical properties, such as

flammable, corrosive, oxidising or explosive, which may result in injury to people or damage to property. Many

chemicals also pose environmental risks, which will need consideration before they are disposed.

Managing the risks of chemicals

Schools must manage the risks associated with using, handling, generating and storing hazardous chemicals.

It is necessary to do what is reasonable practicable to eliminate or minimise the risk of any hazardous

chemical. Schools must adhere to the requirements set out in the WHS Regulation – refer to 2.1 Legislated

Specific Controls above and Code of Practice: Managing Risks of Hazardous Chemicals vi and Code of

Practice - Labelling of Workplace Hazardous Chemicals. vii

Purchasing and acquiring chemicals

Before purchasing and using a hazardous chemical, a safety data sheet should be obtained and reviewed,

and chemical safety in schools (CSIS) information consulted. The concentration of the chemical and the

duration of exposure should be considered, along with the hazards of the chemical reactants and products.

For high risk chemicals, only small quantities and lower concentrations should be purchased (e.g. sodium

hydroxide concentrations should be restricted to 1 Mole or less). There may be a need to use an alternative

chemical with lower risks or to choose a different activity altogether.

Safety Data Sheets

Safety data sheets, along with product labels, communicate the hazards associated with a hazardous

chemical. These must be obtained for each hazardous chemical in the work place. This will include any

household consumer product that is to be used for purposes other than its intended use (e.g. using household

cleaning spray for a science experiment instead of cleaning). Under ‘Duty of Care’, it is reasonable to expect

that the school has safety data sheets for any hazardous chemical in its work place. The safety data sheets

will also provide other important information regarding first aid, storage, disposal and emergency measures.

Suitability of practicals with hazardous chemicals Schools should consider very carefully whether science practicals with hazardous chemicals are suitable for

demonstration and whether students can participate in such demonstrations. The risks associated with

chemical use must be assessed to ensure that chemical risks do not outweigh the educational outcome for

the activity. If the risk is high or even extreme, an alternative activity should be considered.

Experiments provided on the Internet and through other educational resources should be investigated

thoroughly for curriculum relevance, and their risks should be evaluated through the risk management

process. Competent staff members should always check student demonstrations – especially those designed

at home – before allowing the experiments to be undertaken at school. Students should not bring hazardous

chemicals from home in their school bags.

Some examples and associated risks of hazardous chemicals are:

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Acetylene – forms highly explosive mixtures with air.

Hydrochloric acid – releases hydrogen gas when open to the atmosphere. This gas is highly irritating

to the lungs.

Iron filings/powder – hazardous when mixed with sulphur, chlorine or bromine.

Methylated spirits – highly flammable, and burns with nearly colourless flame.

Nitric acid – powerful oxidising agent. Produces severe burns and can explode when mixed with many

combustible materials.

Sulphuric acid (concentrated) – reacts violently with water.

Zinc powder – is flammable and hazardous when mixed with sulphur.

Bromine water – very toxic and highly corrosive, as well as dangerous for the environment. It is highly

unstable. Avoid storing it by buying small quantities and disposing of the remainder. (Sometimes used

for Y11 and Y12 science practicals.)

Hydrogen peroxide (solution) – an oxidising liquid that may intensify a fire. It can cause severe shin

burns and eye damage and is harmful if swallowed or if inhaled.

Many household consumer chemicals, which are easily available in the supermarket or at a hardware shop,

have high risk levels. Some examples include:

Mr Muscle Drano – poisonous and corrosive, it causes eye and skin burns, and can be harmful or

fatal if swallowed.

Bleach/Bleaching powder – is corrosive and can evolve into chlorine gas, which is highly irritating to

the lungs.

Oven cleaner – is a corrosive, flammable gas that causes burns and may cause serious damage to

the eyes and respiratory tract.

Dish washing powder or tablets – irritants that are extremely corrosive and potentially fatal, if

ingested.

Rat bait – a poison that can be fatal, if swallowed.

Liquid pool chlorine – is corrosive and, when in contact with acids, releases a toxic gas that can

burns, as well as irritate the respiratory system. It is also very toxic to aquatic organisms.

Insect spray – is extremely flammable and can be irritating to skin. It is also toxic to aquatic

organisms.

100% eucalyptus oil – a poison that is flammable and that can irritate the eyes and skin. It is also toxic

to aquatic organisms and, if swallowed, may cause lung damage.

Mineral turpentine – a flammable liquid that is toxic to the skin and eyes. If swallowed, it is not only

toxic for the mouth but can also irritate the respiratory tract. It is also hazardous to aquatic organisms.

Chemical reactants or products to avoid include those that are:

strongly oxidising

extremely flammable, volatile or explosive

caustic or corrosive

carcinogenic

environmentally harmful

highly metallic or that contain the salts of heavy metals

toxic or poisonous

subject to hazardous decomposition

of security concern

often used to manufacture illicit drugs.

A number of consumer products may be labelled as ‘POISON’ or ‘DANGEROUS POISON’. It should be noted

that poisons are categorised into schedules – the higher the number of the schedule, the higher the risk of the

harm to humans. All poisons must be kept out of reach of children, and a secure room or locked cupboard is

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required for their storage of these. It is preferable, however, if poisons can be eliminated or substituted with a

safer product. Refer to Schedule 7 – dangerous poison chemicals – of the Regulation for more information.

Applying the ‘hierarchy of control of risks’ to hazardous chemicals

Level 1

Eliminating the hazard

Not using a hazardous chemical. Eliminating exposure by finding an alternative process that removes the need for the chemical, such

as using nails or clips/bolts instead of chemical-based adhesives. Eliminating a handling activity and exposure by purchasing pre-mixed or diluted chemicals instead of

manually mixing or diluting chemicals at the workplace.

Level 2

Substitution

Substitution is the replacement of a hazardous chemical with a chemical that is less hazardous and presents

lower risks. For example:

Substituting a less volatile material to control a vapour hazard may cost less than the installation and

maintenance of a mechanical ventilation system.

Substituting a highly flammable liquid with one that is less flammable or combustible.

Using water-based chemicals instead of solvent-based chemicals.

Using a less hazardous chemical when appropriate for the task.

Using hazardous chemicals with a single hazard class rather than those with multiple hazards.

Using a product in either paste or pellet form rather than as a dust or powder.

Isolation

Isolation involves separating people from chemicals or hazards by distance or barriers to prevent or minimise

exposure. Examples of isolation measures include:

Isolating workers from chemicals

o Isolating operations in one room with access restricted to properly protected personnel

o Distancing workers from hazardous chemicals and any potential hazards generated by their use

o Placing a process, or a part of it, within an enclosure which may also be fitted with exhaust

extraction to remove contaminants e.g. chemical store.

Isolating chemicals from other chemicals

o Separating hazardous chemicals from other chemicals or other objects that may be incompatible,

this is achieved by distance, barriers or a combination of both.

o When storing chemicals on shelving or other storage systems, hazardous chemicals should not

be stored above or below other chemicals or other things which may be incompatible, potentially

interact or contaminate. Hazardous chemicals should never be stored where they could

contaminate food, food packaging and other items like personal use products, cosmetics,

cigarettes, medication and toiletries.

Isolating flammable chemicals from ignition sources, such as sparks and flames, through distance

and storage cabinets.

Locking chemical store rooms and chemical storage cabinets. Chemical storage cabinets should not

be: located above another, under stairs or in corridors, closer than 3 metres to ignition sources and

where they can jeopardize emergency escapes.

Engineering controls

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Examples of engineering controls include providing appropriate facilities such as:

setting up science areas so that there is a good workspace layout and appropriate bench surfaces

and flooring that can be easily cleaned

providing washing facilities for rinsing off chemicals (e.g. hand washing, safety showers, laundering of

clothes)

providing shelves and racks that are suitable for stored goods, are firmly secured to prevent tipping or

sliding, have lips to prevent containers from being pushed off shelves, and do not exceed the

maximum load rating

providing key-operated isolation locks on electrical and gas services

providing well-designed ventilation systems, such as mechanical spark proof fans in chemical stores,

local exhausts in dark rooms, and ensuring that there is good cross ventilation when natural

ventilation is used

proving fume cupboards in science facilities

using bunding/ trays to contain spillage (For small amounts, secondary containment trays could be

metal, plastic or ceramic, depending on the chemicals to be contained)

storing LPG containers in caged vented areas

providing good lighting and sufficient clear bench space for decanting, mixing and cleaning.

Level 3

Level 3 controls should not be considered as a first option. They should be used in conjunction with other

higher level controls.

Administrative controls

Administrative controls are also relevant for emergencies when other control measures fail, and are

particularly important for those workers who are required to clean up spills.

Examples of administrative controls include:

developing written policies and work procedures (e.g. safe operating or work procedures, operating

instructions or safe work method statements)

developing risk assessments

improving chemical security by controlling the number of keys given to secure chemical storage

areas, and by having authorised personnel areas only

performing the task out of normal work hours (e.g. operating the kiln when students are not in school

to reduce exposure to fumes)

reducing quantities of hazardous chemicals by implementing inventory reduction procedures for high

risk chemicals, such as flammables, and corrosives

having regular workplace inspections, including a check of ignition sources

having approval procedures for the purchase of hazardous chemicals

developing and establishing procedures for the safe reception and storage of new stock

Developing safe work practices including:

o good housekeeping

o the regular changing of liquids in ready-to-use packages instead of decanting from large

containers

o minimising the number of stored hazardous chemicals in classrooms

o only bringing minimal amounts of hazardous chemicals (especially flammables) into the

classroom and storing them securely in bulk

o storing chemicals as indicated on the safety data sheets, away from heat, sunlight and ignition

sources

o labelling all chemicals, even those that are decanted and not used immediately

o disposing of waste responsibly, according to safety data sheets and trade waste requirements

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o using containers that are appropriate for the chemical stored and never storing chemicals in food

or beverage containers

o keeping containers closed or sealed when not in use

o providing other storage for food, personal use products and personal protective equipment

o using vacuuming or wet methods to suppress dust that may be generated during dry sweeping

o cleaning up spills immediately and identifying and communicating the process for dealing with a

spill to students before engaging in an activity

o prohibiting eating and drinking in potentially contaminated areas

o restricting movements around work areas

displaying signs that indicate restricted areas, types of chemicals stored and hand washing

procedures

training and supervising to ensure administrative controls are effectively implemented, which includes

record keeping

supervising untrained/unqualified staff members at all times

periodically auditing chemicals to update hazardous chemical registers and to check that seals and

labels are still functional

regular checking safety equipment, first aid kits and chemical spill kits

establishing an emergency response plan and undertaking emergency drills of chemical spill

scenarios.

cleaning personal protective equipment on a regular basis.

Personal protective equipment

Examples may include overalls, aprons, footwear, gloves, chemical resistant glasses, face shields and

respirators.

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Appendix D Checklist for working with hazardous chemicals (K– Y6)

Hazardous chemicals are chemicals in the workplace that are potentially hazardous to workers and which

meet the criteria of the Globally Harmonised System for classification (GHS). This document has been

developed to aid those using hazardous chemicals in K–Y6 schools.

As many household cleaning products are classed as hazardous chemicals, this document could be used by

all workers; however it is particularly applicable to those workers using hazardous chemicals for science,

technology and the visual arts.

Prior to use

Identify the hazardous chemical, and check whether the chemical is listed in Chemical Safety in

Schools (CSIS), as well as its use status (that is, whether it’s banned, restricted or for age group use.

Check whether the hazardous chemical is a chemical of security concern.

Obtain the safety data sheet (one that has been issued in the last 5 years).

Read safety data sheets and instructions on any product warning labels on the hazardous chemical.

Ensure that you understand the hazard statements, health and safety precautions, emergency details/

procedures and disposal requirements.

Make sure you know how to respond in an emergency, who to contact, the location of emergency

equipment and eyewash stations.

Ensure that the emergency equipment recommended is accessible, and that first aid kits are available

and stocked.

Identify that the area of work is free of obstructions for egress.

Ensure that there is a spill kit, as well as storage for broken glass or sharps.

Identify whether there are any manual handling aids required, such as trolleys. Avoid carrying

hazardous chemicals up and down stairs.

Develop an up-to-date risk assessment for curriculum practicals that demonstrates the risk

management process.

Ensure that required facilities, such as those for hand washing, are provided. Also ensure that

benches and floors are easy to clean, and that they are impervious to the chemicals used (carpeted

areas are not appropriate).

Ensure that staff members have appropriate training for the use of hazardous chemicals.

While working

Display personal protective equipmentsignage, indicating requirements as specified in the CSIS/

safety data sheets.

Avoid working alone.

Strictly follow safety procedures.

Use personal protective equipment as required, and keep it clean.

Follow the instructions in the CSIS/ safety data sheets/ product warning labels.

Keep hazardous chemicals off your skin and clothing.

Implement controls for ventilation.

Ensure food and drink are not consumed while working with, or near, hazardous chemicals.

Label any decanted hazardous chemicals if they are not to be used immediately.

Avoid using flammable hazardous chemicals where naked flames are in use.

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Clean up spilt chemicals quickly and in accordance with the relevant safety data sheet.

Provide supervision for any worker/student using hazardous chemicals.

Storing chemicals

Store and transport hazardous chemicals in approved containers, in accordance with

CSIS/MSDS/safety data sheets/product warning labels. Date chemicals on purchase.

Label hazardous chemicals as instructed by MSDS/safety data sheets/product warning labels.

Store any decanted hazardous substances in appropriate, clearly labelled containers that do not have

other common functions, such as storing food.

Store hazardous chemicals away from foods and drinks, first aid kits and other personal items.

Seal containers when not in use.

Ensure that there are return lips on storage shelves to prevent chemicals from falling.

Ensure hazardous chemicals are secure and not accessible to students.

Segregate incompatible hazardous chemicals according to classes and categories.

Avoid storing any flammable liquids in a classroom. It is preferable that these are stored in a

flammables cabinet at least 3 metres from an ignition source, with only the minimum amounts

removed for use in the classroom.

Avoid storing chemicals emitting hazardous vapours in the classroom, especially flammables.

Ensure that cupboards are compatible with the chemicals held.

Ensure bunding/spill trays are provided for spill retention.

Check that chemical storage areas are well ventilated.

Audit hazardous chemicals periodically and dispose of any unused/ outdated products or containers

with poor seals.

After use

Practice good hygiene. Wash your hands before you eat and drink.

Clean and store personal protective equipment properly.

Regularly clean work surfaces where hazardous chemicals have been used.

Dispose of hazardous chemicals using approved procedures and waste containers.

Revision 1 March 2015 © The Association of Independent Schools of New South Wales Limited 33

Appendix E Checklist for working with hazardous chemicals (Y7– 12)

Hazardous chemicals are chemicals in the workplace that are potentially hazardous to workers and which

meet the criteria of the Globally Harmonised System for classification (GHS). This document is suited for

those working within (Y7–12) science facilities, but it can also be adapted to be used in other areas of

schools, such as Visual Arts facilities and Technology.

Prior to use

Identify the hazardous chemical, and check whether it is listed in Chemical Safety in Schools (CSIS),

as well as its use status (that is, whether it is banned, restricted or for age group use).

Check whether the hazardous chemical is a chemical of security concern.

Obtain the safety data sheet (one that has been issued in the last 5 years).

Purchase chemicals through an approved purchasing process.

Read instructions in CSIS and safety data sheets and on any product warning labels on the

hazardous chemical.

Ensure that you understand the hazard statements, health and safety precautions, emergency details/

procedures and disposal requirements.

Make sure you know how to respond in an emergency, who to contact, the location of emergency

equipment and eyewash stations.

Ensure that any emergency equipment recommended, such as emergency showers, are accessible

and tested regularly, and that first aid kits are available and stocked.

Identify that the area of work is free of obstructions for egress.

Ensure that a spill kit is provided, as well as storage for broken glass or sharps.

Identify whether any manual handling aids required, such as trolleys. Avoid carrying hazardous

chemicals up and down stairs.

Develop an up-to-date risk assessment that demonstrates the risk management process.

Ensure that required facilities, such as those for hand washing, are provided. Benches and floors

must be easy to clean and impervious and resistant to the chemicals used (carpeted areas are not

appropriate). Key operated isolation of gas and electrical services should be installed in school

laboratories.

Ensure that staff members have appropriate training for the use of hazardous chemicals.

Whilst working

Display personal protective equipment signage that indicates requirements, as specified in the CSIS/

safety data sheets.

Avoid working alone.

Strictly follow safety procedures.

Use personal protective equipment as required, and keep it clean.

Follow the instructions in the CSIS/ safety data sheets/ product warning labels.

Keep hazardous chemicals off your skin and clothing.

Implement controls for ventilation. Use fume cupboards that are vented to the outside, if required.

Ensure that foods and drinks are not consumed while working with, or near, hazardous chemicals.

Label any decanted hazardous chemicals if they are not to be used immediately.

Avoid using flammable hazardous chemicals where naked flames are in use.

Clean up spilt chemicals quickly and in accordance with the safety data sheets.

Revision 1 March 2015 © The Association of Independent Schools of New South Wales Limited 34

Isolate the gas and electricity at the end of a practical session in a science laboratory.

Provide supervision for any worker/student using hazardous chemicals.

Storing chemicals Store and transport hazardous chemicals in approved containers, in accordance with

CSIS/MSDS/safety data sheets/product warning labels. Record the purchase date of chemicals.

Label hazardous chemicals as instructed by CSIS/safety data sheets/product warning labels.

Store any decanted hazardous substance in appropriate, clearly labelled containers that do not have

other common functions, such as containing food.

Store hazardous chemicals away from foods and drinks, first aid kits and other personal items.

Seal containers when they are not in use.

Ensure that there are return lips on shelves to prevent chemicals from falling.

Ensure that hazardous chemicals are secure and not accessible to students.

Segregate incompatible hazardous chemicals according to classes and categories.

In laboratories, store flammable liquids in a flammables cabinet and at least 3 metres from an ignition

source, with only the minimum amounts removed for use at the bench.

Flammable liquids and chemicals that emit hazardous vapours are not to be stored in any laboratory.

Ensure that laboratory cupboards are compatible with the chemicals they hold.

Store hazardous chemicals affected by heat and sunlight according to the safety data sheet

recommendations.

Ensure that bunding/spill trays are provided for spill retention.

Check that chemical storage areas are well ventilated and that non-spark fans are used for

mechanical ventilation.

Audit hazardous chemicals periodically and dispose of any unused/outdated products or containers

with poor seals.

Display placarding, if required, that follows the quantities set out in WHS Regulations (NSW).

After use

Practice good hygiene, including washing your hands before you eat or drink.

Clean and store personal protective equipment properly.

Regularly clean work surfaces where hazardous chemicals have been used.

Dispose of hazardous chemicals using approved procedures and waste containers.

Revision 1 March 2015 © The Association of Independent Schools of New South Wales Limited 35

7.0 References Links concerning hazardous chemicals and Plant Legislation

Work Health and Safety Act 2011: www.legislation.nsw.gov.au/

Work Health and Safety Regulation 2011: www.legislation.nsw.gov.au/

Approved Codes of Practice

Safe Work Australia: www.safeworkaustralia.gov.au/

Labelling of Workplace Hazardous Chemicals

Managing the Risks of Hazardous Chemicals in the Workplace

How to Manage Work, Health and Safety Risks

Managing Risks of Plant in the Workplace: Code of Practice, Safe Work Australia

WorkCover NSW: www.workcover.nsw.gov.au

Managing Noise and Hearing Loss at Work

Work Health and Safety Consultation, Co-operation and Co-ordination

Voluntary Code of Practice

National code of practice for chemicals of security: www.chemicalsecurity.gov.au

Guidelines

CSIS Chemical Safety in Schools

Globally Harmonised System of Classification and Labelling of Chemicals 3rd Revised Edition:

http://www.unece.org/trans/danger/publi/ghs/ghs_rev03/03files_e.html

Guidance on the classification of hazardous chemicals under the WHS Regulations: Implementation of the

globally harmonised system of classification and labelling of chemicals (GHS):

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/682/Classification%20Hazardo

us%20Chemicals.pdf

Australian Standards –for those setting up science laboratories

AS/NZS 2982:2010 Laboratory design and construction

AS/NZS 2243 series Safety in Laboratories

Sydney Water Trade waste

Industrial customer Acceptance standards and charging rates for 2014–15, Sydney Water:

http://www.sydneywater.com.au/web/groups/publicwebcontent/documents/document/zgrf/mdy3/~edisp/dd_06

7379.pdf

Links for Endnote

i WHS Act 2011: http://www.legislation.nsw.gov.au

ii WHS Regulation 2011: http://www.legislation.nsw.gov.au

iii How to Manage Work Health and Safety Risks Code of Practice, WorkCover NSW:

http://www.workcover.nsw.gov.au/formspublications/publications/Documents/how-manage-work-health-safety-

risks-code-of-practice-3565.pdf

Revision 1 March 2015 © The Association of Independent Schools of New South Wales Limited 36

iv Managing Risks of Plant in the Workplace Code of Practice, Safe Work Australia:

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/695/Managing-Risks-Plant-

V2.pdf

v Managing Noise and Hearing Loss at Work Code of Practice, WorkCover NSW:

http://www.workcover.nsw.gov.au/formspublications/publications/pages/managing-noise-preventing-hearing-

loss-at-work-code-of-practice.aspx

vi Managing Risks of Hazardous Chemicals in the Workplace Code of Practice, Safe Work Australia:

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/697/Managing%20Risks%20of

%20Hazardous%20Chemicals.pdf

vii Labelling of Workplace Hazardous Chemicals Code of Practice, Safe Work Australia:

http://www.safeworkaustralia.gov.au/sites/swa/about/publications/Documents/643/COP_Labelling_of_Workpla

ce_Hazardous_Chemicals.pdf

viii Code of Practice:Preparation of Safety Data Sheets for Hazardous Chemicals:

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/642/COP_Preparation_of_Saf

ety_Data_Sheet_for_Hazardous_Chemicals.pdf

ix Globally Harmonised System of Classification and Labelling of Chemicals 3rd Revised Edition:

http://www.unece.org/trans/danger/publi/ghs/ghs_rev03/03files_e.html

x Guidance on the Classification of Hazardous Chemicals under the WHS Regulations: Implementation of the

Globally Harmonised System of Classification and Labelling of Chemicals (GHS):

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/682/Classification%20Hazardo

us%20Chemicals.pdf

xi NSW Explosives Regulation 2013: http://www.legislation.nsw.gov.au

xii National Code of Practice for Chemicals of Security Concern: www.chemicalsecurity.gov.au

xiii Explosives Act (NSW) 2003: http://www.legislation.nsw.gov.au

xiv Dangerous Goods (Road and Rail Transport) Act 2008: http://www.legislation.nsw.gov.au

xv Dangerous Goods (Road and Rail Transport) Regulation 2014:http://www.legislation.nsw.gov.au

xvi Prevention of Cruelty to Animals Act (NSW)1979: http://nswschoolanimals.com/compliance/legislation/

xvii Animal Research Act (NSW)1985: http://www.legislation.nsw.gov.au

xviii Animal Research Regulation 2010:http://www.legislation.nsw.gov.au

xix Poisons and Therapeutic Goods Act (NSW) 1966: http://www.legislation.nsw.gov.au

xx Poisons and Therapeutic Goods Regulation (NSW) 2008:http://www.legislation.nsw.gov.au

xxi Therapeutic Goods Act (Cth) 1989:https://www.tga.gov.au/

xxii Agricultural and Veterinary Chemicals Code Act (Cth) 1994: http://apvma.gov.au/

Revision 1 March 2015 © The Association of Independent Schools of New South Wales Limited 37

xxiii Pesticides Act (NSW) 1999:http://www.epa.nsw.gov.au/pesticides/pesticides.htm

xxiv Protection of the Environment Operations Act (NSW)1997:

http://www.epa.nsw.gov.au/legislation/aboutpoeo.htm

xxv Industrial Customer Acceptance Standards and Charging Rates for 2014–2015, Sydney Water:

http://www.sydneywater.com.au/web/groups/publicwebcontent/documents/document/zgrf/mdy3/~edisp/dd_06

7379.pdf

xxvi Safety Guide: Use of Radiation in Schools, the Australian Radiation Protection and Nuclear Safety Agency:

www.arpansa.gov.au/pubs/rps/RPS18.pdf

xxvii Slips and Trips at the Workplace fact sheet, Safe Work Australia:

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/659/Slips%20and%20Trips%2

0Fact%20Sheet.pdf

xxviii Cybersafety Help,Australian Government Department of Communications:

http://www.cybersafetyhelp.gov.au/

xxix Hazardous Manual Tasks Code of Practice, Safe Work Australia:

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/640/COP_Hazardous_Manual

_Tasks.pdf

xxx Managing Electrical Risks in the Workplace Code of Practice, Safe Work Australia:

http://www.safeworkaustralia.gov.au/sites/SWA/AboutSafeWorkAustralia/WhatWeDo/Publications/Pages/Man

aging-Electrical-Risks-in-the-Workplace.aspx

xxxi Electrical Risks at the Workplace, WorkCover NSW:

http://www.workcover.nsw.gov.au/formspublications/publications/Documents/electrical-risks-fact-sheet-

3980.pdf