construction sample teaching program

8/12/2019 Construction Sample Teaching Program

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Construction Curriculum Framework Stage 6 Support MaterialsSample teaching program

Rationale: This program provides the opportunity for students to develop knowledge and skills required to maintain a safe work environment. With concern for both personal safetyand the safety of others, students will learn about safe work practices, as well as OHS legislative requirements, principles of risk management and prevention of injury and

illness.

Units of competency:

CPPCOHS1001A Work safely in the construction industryCPPCOHS2001A Apply OHS requirements, policies and procedures in the construction industry

Safe work practices and procedures will need to be addressed throughout the HSC Construction course.

The program encompasses the requirements for students to obtain a construction induction certificate (CIC card) through achievement of CPCCOHS1001A Work safely

in the construction industry.

This program is likely to be undertaken early in an HSC Construction course as the CIC card is required for entry in to any construction work site and CPPCOHS2001A is

a prerequisite for most units of competency included in the Framework.

HSC requirements and advice key terms and concepts:

Work safely in the construction industryApply OHS requirements, policies and procedures in the

construction industry

duty of care hazards occupational health and safety (OHS) OHS induction training OHS information and documentation OHS legislative requirements participation and consulta tion personal pro tective equipment (PPE) reporting and recording responding to incidents and emergencies risk management safe work practices safety signs and symbols WorkCover NSW.

duty of care emergency first aid environmental requirements evacuation procedures hazardous materials hazards incidents and accidents job safety analysis (JSA)/safe work method statement material safety data sheets (MSDS) OHS information and documentation OHS legislative requirements participation and consultations personal protective equipment (PPE) prohibited tools and equipment project/site safety plan recording and reporting responding to incidents and emergencies risk management safe work practices signs and symbols.

Sample teaching program Page 1 of 23


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Construction Curriculum Framework Stage 6 Support Materials

Unit/Element of competency/Performance criteria Content Possible learning experiences/activities

CPCCOHS1001A Work safely in the construction

industry

1 Identify OHS legislative requirements.

1.2 Duty of care requirements are identified.

3 Identify OHS communication and reporting

processes.

3.4 Procedures and relevant authorities for reporting

hazards, incidents and injuries are identified.

CPCCOHS2001A Apply OHS requirements, policies

and procedures in the construction industry

1 Identify and assess risks.

1.3 Safe work practices, duty of care requirements and

safe work instructions are followed for controlling

risks.1.4 OHS, hazard, accident or incident reports are

contributed to according to workplace procedures

and Australian government and state or territory

OHS legislation and relevant information.

5 Follow emergency procedures.

5.4 Emergency first aid treatment of minor injuries is

carried out correctly and details of any treatment

administered are reported accurately to designated

personnel as soon as possible .

Injuries in the workplace

The cost of workplace injury:

human social economic organisational.

Define:

health safety duty of care accident incident near miss.

Occupational health and safety (OHS) underpins all aspects

of construction industry worr. Students should demonstrate

high OHS standards for each session of training.

Develop a portfolio of newspaper articles on workplaceinjuries and workers compensation payments in general

and/or specifically relating to the construction industry.

Use the internet to obtain statistical data on workplace

injuries in construction workplaces on a national or state

level. Present the results in a graph or table.

Discuss the costs of workplace injury to the employer and

employee and write a newspaper article to inform the

community of these costs.

Class discussion about:

the concepts of workplace health and workplace safetyand the difference between the two terms

difference between an accident and an incident the importance of recognising near misses and dangerous

occurrences.

Students define each term in their own words. They share

their ideas with the class and compare with definitions

provided by the teacher.

Brainstorm accidents and incidents that may occur in a

construction workplace.

Visual stimulus DVD on health and safety in the

construction/building industry.



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Construction Curriculum Framework Stage 6 Support MaterialsUnit/Element of competency/Performance criteria Content Possible learning experiences/activities

Causes of common workplace injuries:

lack of protection and safety equipment slips, trips and falls poor housekeeping poor maintenance inadequate lighting spills obstructions faulty or incorrect equipment poor ergonomics inadequate instruction, training and supervision personal factors including stress, tiredness and

inappropriate behaviour

medical conditions including epilepsy, diabetes andasthma

unrealistic time frames negligence fatigue exposure to toxic substances.

Brainstorm causes of workplace injury.

Scan the portfolio of newspaper articles (see p2) taking note

of the causes of the injuries and add to the list.

Visual stimulus DVD.

Complete the following activities from the Labour Council

of NSW YouthSafe Safety First website:

newspaper article group discussion injury analysis exercisehttp://ohs.labor.net.au/youthsafe/safety_first/index.html .

Potential workplace injuries and conditions:

allergic reactions dislocations and fractures puncture wounds and cuts eye injuries crushing and amputation sprains and strains bites and s tings heat exhaustion burns shock.

Brainstorm potential workplace injuries for the

construction industry.

Activity each student to be allocated a workplace injury to

investigate. Identify the signs/symptoms of the injury and

basic first aid techniques required. Information to be

collated from all class members, presented in table format

and provided as a handout.

Class discussion measures to prevent common workplace

accidents, injury or impairment.

Activity following on from above, students design a poster

to be displayed in the classroom (or a construction

workplace) highlighting an injury, preventative measure(s)

and basic first aid techniques; or a general poster

highlighting prevention of workplace accidents and injury.



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industry


processes.

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




1.4 OHS, hazard, accident or incident reports are




Sources of OHS information

Sources of information regarding OHS in the workplace:

construction documentation and plans safe work method statements material safety data sheets (MSDS) job safety analysis (JSA) accident, incident and injury reports and proformas risk assessments.(Refer to range statement of CPCCOHS1001A and

CPCCOHS2001A for an expanded list.)

Focus question as a construction worker, where could you

find information regarding OHS in your workplace?

Visual stimulus samples of the listed sources.

Compile a list of a range of sources and for each source

make brief notes regarding the type of OHS information it

provides the worker.

Internet activity navigate the WorkCover NSW

(www.workcover.nsw.gov.au) and/or Australian Safety and

Compensation Council (ASCC) (www.ascc.gov.au)

website(s) to discover information/ services provided.

CPCCOHS1001A Work safely in the constructionindustry


1.1 Applicable OHS legislative requirements relevant

to own work, role and responsibilities are

identified and explained.

1.2 Duty of care requirements are identified.




1.4 OHS, hazard, accident or incident reports arecontributed to according to workplace procedures



3 Plan and prepare for safe work practices.

3.4 Material safety data sheets (MSDS), and job safety

analysis (JSA) and safe work method statements

OHS legislation

Differences between:

an act a regulation codes of practice.

OHS legislation and codes of practice:

Occupational Health and Safety Act 2000(NSW)

Occupational Health and Safety Regulations 2001(NSW)

Codes of practice (WorkCover NSW)- OHS Consultation

- Risk Assessment

- OHS Induction Training for Construction

- Amenities for Construction Work

Internet activity visit the WorkCover NSW website. Go to

the section onLaws and Policyto develop a glossary of

terms:

legislation act regulation standards code of practice.

Define the term occupational health and safety.

Class discussion overall purpose of OHS legislation and

codes of practice.

Summarise key points of the legislation, regulation and

codes of practice listed as they apply to the construction

industry. (This could be provided in a handout.)



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relevant to the work to be carried out are identified

and applied.

Workers Compensation Act 1987(NSW) andamendments

Workplace Injury Management and WorkersCompensation Act 1998(NSW) and amendments.

Alternatively, students could undertake an internet research

activity where they are required to create a table outlining

the following information for the legislation, regulations and

codes of practice listed:

website address(es) where each can be accessed a brief outline of:- the intention of the legislation

- what each covers

- the employers responsibilities

- the employees responsibilities.

Employer responsibilities under the OHS Act:

maintaining places of work under their control in a safecondition, and ensuring safe entrances and exits

making arrangements to ensure the safe handling,storage and transport of plant and substances

providing and maintaining systems of work and workenvironments that are safe and without risks to health

providing information, instruc tion, training andsupervision necessary to ensure the health and safety of

employees

providing adequate fac ilities for the welfare ofemployees

must not require employees to pay for anything done orprovided to meet the requirements of the Act or

Regulation

must consult with employees about OHS matters toenable them to contribute to decisions affecting their

health, safety and welfare

must ensure the health and safety of visitors or peopleworking who are not employees.

Employee responsibilities under the OHS Act:

employees must take reasonable care of the health andsafety of themselves and others

employees must cooperate with employers in theirefforts to comply with occupational health and safety

requirements

Handout briefly outlining employer and employee

responsibilities. Students answer questions to demonstrate

their understanding of these responsibilities.

Class discussion consequences of employers/employees,

as a group and individually, not taking responsibility for

OHS in the workplace.

Role play scenarios of good and poor OHS highlighting

employer and employee responsibilities.

Class discussion:

student responsibilities while on work placement what to expect from the work placement employer.



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employees must not interfere with or misuse thingsprovided for the health, safety or welfare of persons at

work

employees must not obstruct attempts to give aid orattempts to prevent serious risk to the health and safety

of a person at work employees must not refuse a reasonable request to assist

in giving aid or preventing a risk to health and safety

employees must not disrupt workplace by creating falsehealth or safety fears.

Supplier/manufacturers responsibilities under the OHS Act:

providing access to MSDS providing access to risk assessment guidelines for

equipment supplied.

(Note MSDS will be covered in more depth later in the

program.)

Sample MSDS for materials that students will encounter

during the HSC course.

Sample risk assessment guidelines for equipment to be usedby students during the HSC course .

Regulatory requirements specific to the industry:

compulsory OHS induction training- general

- work activity

- site-specific

compulsory training records workplace arrangements- preparation and provision of OHS management p lans

and JSA/safe work method statements

-maintaining a register of all hazardous substances usedat the work site

- responsibilities of sub-contractor and lines of

responsibility for OHS management on a site

involving multiple sub-contractors

- risk assessment.

Discuss the importance of OHS training in the construction

industry and the need to obtain a Construction Induction

Certificate CIC card.

Students to research and design an induction training

program for a tool or piece of equipment, then deliver to

other students.



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Project/site safety plans. Review sample project/site safety plans.

Group activity develop a site safety plan for a construction

site on the school grounds.

Information included in JSA/safe work method statements:

how work is to be carried out (including step-by-stepsequence)

identification of:- potential hazards associated with the work

- associated safety risks

description of the control to be applied including:- control measure

- name of person responsible to implement the control

measure

- description of equipment to be used in the work

- compliance with standards or codes

-qualifications of personnel doing the work

- training required to do the work.

Students to view a range of JSA/safe work method

statements for construction tasks of varying complexity.

In small groups, using the JSA/safe work method statement

proforma provided, students are to develop a JSA for a bas ic

construction task/project that they will be undertaking

during their construction course.

Possible consequences of failure to observe OHS policies,

procedures and legisla tive requirements.

Class discussion.

Internet research to determine the penalties for failure to

observe OHS policies, procedures and legislation.


industry

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

practices are identified and explained.


processes.

3.3 Safety signs and symbols are identified and

explained.

Safe work practices

Safe work practices and procedures:

OHS induction training (general, work activity and site-specific)

selection, use and maintenance of personal protectiveequipment (PPE)

access to appropriate communication devices selection of appropriate tools for the task correct use, maintenance and storage of tools, equipment

and machinery

Safe work practices are integral to a successful workplace/

organisation in the construction industry. Practise andpromote sa fe work practices with in the class during

workshop activities, practical class projects and assessment

events.

Class discussion and handout:

identify OHS concerns for a construction workplace/organisation



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safe work instructions are followed for controllingrisks.

2 Identify hazardous materials and other hazards

on work sites.

2.3 Hazardous materials that have safety implications

for self and other workers are secured immediately

they are identified, using appropriate signs and

symbols.


3.2 Selection of tools, equipment and materials, and

organisation of tasks are performed in conjunction

with other personnel on site and in accordancewith enterprise procedures.

3.3 Required barricades and signage are determined

and erected at the appropriate site location.

4 Apply safe work practices.

4.1 Tasks are performed in a manner that is safe for

operators, other personnel and the general

community in accordance with legislative

requirements, and enterprise policies and

procedures .

4.5 Work site safety signs and symbols are identified

and followed.

correct handling, application, labelling, transport andstorage of hazardous and non-hazardous materials

safe posture (sitting, standing, bending and lifting) correct manual handling (lifting and transferring) location and use of safety alarms and emergency exits correct use of fire fighting equipment:- fire blanket

- fire extinguishers

! class and type of fire

! type of extinguisher and identifying colour

- fire hydrant and hose

- breathing apparatus

hazard identification and risk control basic first aid training and access to first aid kits access to sufficient drinking water procedures to follow in the event of an emergency effective communication and teamwork adherence to work instructions, workplace/company

policies and procedures and standard opera tingprocedures

knowledge of construction activities that require licencesor permits

housekeeping/clean-up procedures, including wastedisposal, with proper consideration of OHS and the

environment.

Recognition, selection and use of standard OHS signs and

symbols:

legislative requirements meaning of colour and shape appropriate placement and positioning.Signs and symbols including:

emergency information signs- exits

- equipment

- first aid

fire signs

review a range of safe work practices that should beadopted by an employee in the construction workplace.

Visual stimulus DVD(s).

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

Class discussion identify:

the difference between a licence, ticket and certificate ofcompetency

construction work activities that require a licence, ticketor certificate of competency.

Visual stimulus (handout) a range of signs and symbols

used in the workplace and their meaning.

Quiz students to identify a range of commonly used signs

and symbols and state their function/purpose.

Internet activity explore a website such as

www.seton.com.au or www.safetysignsplus.com.au(safety

equipment manufacturer) and identify a range of standard

safety signs appropriate to a construction workplace.

Class discussion appropriate placement and positioning.



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clothing for each area of construction work are

identified, worn correctly fitted, used and stored

according to enterprise procedures.

safety footwear/steel capped boots respiratory protection- dust mask/respirators

hearing protection- ear muffs/plugs

eye protection- safety glasses/goggles

hard hat.Selection of PPE:

correct for the task manufacturers specifications for use correct fitting serviceability.Importance of correctly fitting PPE.

Maintenance of PPE according to manufacturers

instructions and workplace/organisation policy andprocedures :

cleaning and decontamination correct storage regular checks for damage repair/replacement of worn, malfunctioning or damaged

equipment/parts

disposal of single-use equipment.

prescribed by law

consequences of incorrect selection and fit of PPE.Class activity select PPE for particular tasks and

demonstrate appropriate use (adjusting fit as necessary).

Students are to develop a set of standard operating

procedures (in line with manufacturers ins tructions) for the

maintenance of PPE required for a particular task and then

demonstrate to their class mates. If possible, each student or

pair is to be a llocated a d ifferent task to ensure a range of

PPE is addressed. (The extent to which this task can be

undertaken will depend on the particular construction work

environment.)

Visual stimulus DVD.



4 Apply safe work practices.4.2 Plant and equipment guards are used in

accordance with manufacturer specifications, work

site regulations and Australian standards where

applicable.

Working safely with tools, plant and equipment

Restrictions placed on the use of equipment and machinery

common to the industry.

Acknowledgement of:

the importance of safety equipment and devices

Class discussion.

Teacher to provide specific examples and advice regarding

use of tools, equipment and machinery, as well as work

areas, at school and during work placement.

Visual stimulus operator manuals for tools/equipment.



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the reasons for using safety equipment and devices the importance of pre-operational checks. Class discussion regarding safety equipment and devicesand the importance of pre-operational checks.

Students examine pre-operational checklists for safety

equipment and devices in the workshop environment.

Use/application, limitations and maintenance of safety

equipment and devices:

safety harnesses screens barriers and shielding extraction fans machine guards isolation devices.

Teacher demonstration use of safety equipment/devices.

Reporting of serious faults:

verbal notification to appropriate personnel- supervisor/manager

- supplier/manufacturer

recording on job card/maintenance log safety/lockout tagging where appropriate.

Discuss methods of reporting and record keeping to ensure

checks and repairs are notified to appropriate personnel.

Sample documentation.

Handout outlining school procedures regarding reporting

of faults.

Work placement activity outline the workplace/

organisation procedures regarding reporting of faults.

The importance of:

electrical tagging safety audits.

Class discussion.

Reasons for safety/lockout tagging:

ease of identification evidence of serviceability preventing use until repaired.

Class discussion:

responsibilities of the student, teacher and school inregard to reporting faults

methods of reporting and record keeping to ensurechecks and repairs are notified to appropriate personnel.



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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.




on work sites.

2.1 Hazardous materials on a work site are correctly

identified and, if appropriate, handled and used

according to company and legislative procedures.

2.4 Asbestos-containing materials are identified on a

work site and reported to designated personnel.


3.4 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.


4.4 Prohibited tools and equipment in areas with

identified asbestos are recognised and not used.

Handling materials safely

Information provided in MSDS:

manufacturers/suppliers details physical description and properties identification of substance use ingredients health and hazard information first aid precautions for use safe handling information control point.

How and where to obtain required MSDS.

Interpretation of product labels and MSDS for the safe

preparation and use of dangerous goods and hazardous

substances:

directions and precautions for use recommended dosage and dilution of chemicals safe handling requirements first aid

Define MSDS.

Overhead:

information provided in an MSDS how/where to locate MSDS.Visual stimulus:

sample MSDS for materials that students will encounterduring the course

visit website www.msds.com.au.Class discussion:

the layout, information provided and the importance of astandard format

supplier/manufacturer responsibilities.Allocate to each student one material that will be used in

the school workshop during their construction course. They

are to contact the supplier/manufacturer (by telephone, letter

or website) to obtain the MSDS. Prior to the material being

used, the student will provide the class with a copy of the

MSDS and brief the other students on the main points and

safe use.



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calculating quantity required disposal methods suitable storage item/container.Correct handling, application, transport and storage of

hazardous materials used in a range of construction projects.

Hazardous materials including:

asbestos containing materials (ACM) cleaning chemicals glues insulation materials solvents treated timber products.

Handout.

Asbestos containing materials (ACM):

types- serpentine

- amphibole

risks use in common building materials possible location.

Brainstorm where might ACM be found in construction

materials and buildings? Examples:

asbestos rope/fabrics asbestos cement sheeting asbestos cement piping and lagging on pipes bituminous waterproof membrane fire doors electrical switchboards millboard sheeting under ceramic or vinyl floor tiles in wet areas.Visit the WorkCover website (www.workcover.gov.au)

and go toPublications to locate the Working with Asbestos

Guide, then address these issues:

define the two types of asbestos

how to identify ACMs identify the risks involved in removing ACMs list materials that commonly contain asbestos list some common products that may contain asbestos describe the steps to be taken to prevent exposure to

asbestos.

Asbestos management code. Teacher led discussion.



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Workplace/company policies regarding prevention of

exposure to ACM.

Work placement activity.

Class discussion.





safe work instructions are followed for controlling

risks.

Safe manual handling

Legal requirements for weight limits.

Correct manual handling techniques when:

moving lifting/carrying items- individually

-in pairs

- with a team

using tools/equipment placing items down loading/unloading- into general storage

- in/out of transport

- to/from raised work area

working at heights bending and twisting using mechanical aids/lifting equipment transferring hazardous materials undertaking repetitious tasks.

Students to research weight limit requirements then

familiarise themselves with weights of commonly used

items.

Handout.

Demonstrate correct manual handling techniques.

Class discussion: the importance of correct manual handling techniques the consequences of incorrect manual handling the use of appropriate mechanical aids.Demonstration or DVD correct manual handling

techniques.

Handout outlining correct manual handling techniques for a

range of items and situations likely to occur in the school

workshop and industry site.

Internet activity students visit the WorkCover NSW Safety

Zoneinteractive website and view theMoving AndHandlingsection

http://workcover.cadre.com.au/index_1st.html

Students prepare a manual handling checklist that may be

used to evaluate each others manual handling technique.

CPCCOHS2001A Apply OHS requirements, policies Maintaining the worksite



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4.6 Work site area is cleared and maintained to

prevent and protect self and others from incidents

and accidents and to meet environmental

requirements.

Clean-up procedures with due consideration to the

environment and OHS.

Procedures for minimisation of impact on the environment:

replacing disturbed or removed soil removal and disposal of non-reusable materials in a

responsible manner

- work materials

- plant debris and other organic matter

- chemicals

safe storage of reusable materials in accordance withcompany policy

containment of loose materials on site (such as mud,dust, litter and waste material)

control of run-off.

Work placement activity investigate the clean-up

procedures for the worksite, including methods used to

clean tools and equipment, work areas, recycling/disposal of

waste, storage of tools, equipment and materials.

For each of the items listed in the content column identify a

procedure used in the construction industry to address the

issue.

Environmental requirements for dealing with waste:

recycling- paper-based products

- plastic

- worn components

- metal components

- construction materials

- building components

approved disposal of- hazardous material

- non-hazardous material.

It is intended that the following learning experiences/

activities be covered during completion of one or more

workshop projects.

Investigation of recycling and approved waste disposal

options available for the construction industry and

according to school/college policy.

Case study asbestos.

Written task extended response question (preparation and

practice for HSC exam) c lean-up procedures with due

consideration to the environment and OHS.



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industry

2 Identify construction hazards and control

measures.

2.1 Basic principles of risk management areidentified.

2.2 Common construction hazards are identified and

discussed.

2.3 Measures for controlling hazards and risks are

identified.


processes.

3.2 Role of designated OHS personnel is identified

and explained.




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



on work sites.

2.2 Measures for controlling risks and construction

hazards are applied effectively and immediately.

Risk management

Risk management:

identify hazards assess associated risks

use appropriate control measures to eliminate orminimise risks

monitor and review the control measures.

Identification of potential hazards to:

self visitors colleagues the general public.

A range of hazards:

tools, equipment, machinery and plant- operation

- maintenance

manual handling materials in use- spills

- leakages

work processes/practices- simultaneous operations

- repetitious tasks

work environment- poor/inadequate lighting

Define:

hazard risk.Class discussion and handout.

Examine the procedures used by the school when

undertaking a risk assessment for excursions/field trips.

Access the WorkCover NSW website, review the section on

Managing Safety Risks and create a brochure informing the

community about risk management

www.workcover.nsw.gov.au/OHS/ManagingSafetyRisks/de

fault.htm.

Focus question what persons may be at risk in a

construction environment?

Class discussion how human behaviour can contribute to

or be a workplace hazard.

Brainstorm to create a mind map potential hazards in a

construction environment.

For each category of hazard identify specific examples in

the construction industry and state why they are a potential

hazard in the workplace.



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- inadequate amenities

- inadequate equipment

- poor housekeeping

- wet or slippery floors

- fire, chemical and electrical hazards

-

damaged floor coverings- falling objects

- noise

- dust

- temperature variations

- ultraviolet (UV) radiation

- overhanging beams and protrusions

- unplanned collapse

- poor ventilation

working- alone

- with electricity

- in confined spaces

-in and around excavations

- near traffic

- near water

- at heights

- with liquids under pressure

- with compressed air

human factors- stress

- violence/bullying

- playing practical jokes

- fatigue

- failure to follow procedures

- lack of training or experience

-lack of supervision

- carelessness

- poor personal health/hygiene

- medical/health conditions

- using wrong techniques/procedures

- ignoring safety rules/signs

- taking short cuts

- knowingly using unsafe tools/equipment.



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Knowledge of designated personnel in relation to hazard

identification and control within the workplace/organisation.

Class discussion:

who is responsible for hazard identification and controlin the workplace?

appropriate procedures for reporting hazards.Review typical workplace chains of command to determine

appropriate personnel to report issues.

Hierarchy of risk control measures:

Level 1 eliminate the risk (such as discontinue theactivity or not use the equipment)

Level 2 minimise the risk by:- substituting the system of work/equipment (with

something safer)

- modifying the system of work/equipment (to make it

safer)

-isolating the hazard (such as introducing a restrictivework area)

- introducing engineering control (such as guarding,

fencing or safety screens)

Level 3 other controls:- adopt administrative controls and safe work practices

- use PPE.

Class discussion strategies to control or eliminate risks in

the workplace.

Class or group activity develop a flow chart to show the

steps in risk management (from identifying hazards through

to monitoring and review of the control measures).

Individual or pairs activity apply the hierarchy of risk

control for a case study then report findings to the class.

Pairs or small groups activity students perform a risk

assessment of a piece of equipment, and/or

Hypothetical form an OHS committee and conduct a

mock OHS audit of a section of the school or a construction

environment.

Work placement activity access a workplace/organisation

policy and procedures for risk control in the workplace and

compare with classmates.


industry


1.1 Applicable OHS legislative requirements relevant

to own work, role and responsibilities are

identified and explained.


processes.

Key groups in OHS

An acknowledgement that OHS is everyones responsibility

in the workplace.

Election/formation, roles and responsibilities of the OHS

representatives or committee in the workplace.

Class debate Only employers are responsible for OHS in

the workplace.

Class activity/discussion requirements for an OHS

committee:



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3.1 OHS communication processes, information and legal requirementsdocumentation are identified and discussed.


hazards, incidents and injuries are identified.

CPCCOHS2001A Apply OHS requirements, policiesand procedures in the construction industry






hazards, incidents and injuries are used.

The concept of participation and consultation as it relates

to workplace safety and employee rights and

responsibilities.

representative composition key groups involved key responsibilities.Guest speaker chair of the school OHS committee todiscuss:

how the committee is formed/elected and its composition training required roles and responsibilities benefits of having an OHS committee for employers and

employees

concept of participation and consultation.

Define the terms participation and consultation.

Class discussion concept of participation and itsrelationship to the rights and responsibilities of employers

and employees under the OHS legislation.

Case studies to assist students to distinguish their roles

and responsibilities and those of other personnel in a range

of situations within the school environment and while on

work placement.

Roles and functions of key bodies involved in OHS:

WorkCover NSW ASCC local councils unions professional associations.

Internet activity visit the websites of listed organisations

to identify their main role and function as they relate to the

construction industry.



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industry


processes.

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






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 onIncident Notification:

http://www.workcover.nsw.gov.au/QuickLinks .

Class discussion: appropriate persons for OHS reporting in the school/

college and workplace

how to report OHS concerns in the school workshop.

How and when to report. Case studies review a range of scenarios and identify

when and how the issue(s) should be reported and the

appropriate person(s) to whom the report should be directed.

Investigate WorkCover NSW notification requirements.


industry

4 Identify OHS incident response procedures.

4.1 General procedures for responding to incidents

and emergencies are identified and explained.

Emergency situations

Emergency situations:

bomb threa t accident/serious injury/illness fire natural disaster

Brainstorm types of emergency situations that may affect

a construction workplace.

Class discussion ways in which people, both employees

and customers, may react in emergency situations.



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5.1 Designated personnel are identified in the event of

an emergency for communication purposes.

5.3 Emergency response and evacuation procedures

are known, practised and carried out effectively

when required.

chemical/fuel spill gas leak power failure unauthorised person(s) on site robbery equipment collapse site-specific critical incident.

Procedures to follow in the event of an emergency:

notification- appropriate authorities (emergency services and

WorkCover NSW)

- colleagues

- supervisor

workplace policies and procedures- evacuate

- secure building

reporting.

Small group activity:

allocate an emergency situation to each group for each emergency situation, students are to develop a

mind map identifying the potential risks

groups report back to the class.

Class activity devise a flow chart showing the schools

emergency procedures.

View a copy of the schools policy and procedures for

dealing with emergencies:

identify the roles of each participant in the emergencyplan

how would these differ in a construction environment?Work placement activity obtain a copy of your employersdocumentation for dealing with emergencies.

Practical task evacuation of a site or an area through

simulated response to an emergency, complying with

workplace procedures.

Workplace scenario bomb threat:

develop a proforma to be used by staff if a telephonebomb threat is received

identify strategies to be considered when dealing with abomb threat

identify the potential threat to staff and customers.

The importance of acting within level of authority in terms

of:

taking initiative problem-solv ing decision-making.

Case studies to assist students to distinguish their roles and

responsibilities and those of other personnel in a range of

situations within the school environment and while on work

placement.

Brainstorm list a range of organisations and/or personnel



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How and when to seek assistance.

who may be called upon in an emergency situation.

Class discussion and role plays.


industry


4.4 Fire safety equipment is identified and discussed.




5.2 Safe workplace procedures for dealing with

accidents, various types of fire and other

emergencies are followed, including identification

or use, if appropriate, of fire equipment within

scope of responsibilities.

Emergency in focus fire

Knowledge of fire fighting equipment:

fire blanket fire extinguishers- class and type of fire

- type of extinguisher and identifying colour

fire hydrant and hose fire reel fire truck breathing apparatus.

Identify types of fires including and differences in how to

deal with them:

electrical chemical gas mechanical paper wood naturaland differences in how to deal with them.

Guest speaker NSW Fire Brigade or Rural Fire Services toaddress correct use of fire fighting equipment.

Practical task selection and use of fire fighting equipment

to extinguish a simulated mechanical fire.


industry


4.1 General procedures for responding to incidents

and emergencies are identified and explained.

4.2 Procedures for accessing first aid are identified.




5.1 Designated personnel are identified in the event of

an emergency for communication purposes.

Assistance in an emergency

Primary role of personnel in an emergency:

first aid officer security officer safety officer/safety representative principal contractor

OHS committee member site/project manager supervisor/team leader emergency services WorkCover NSW union representative.

Brainstorm list a range of organisations and/or personnel

who may be called upon in an emergency situation.

Handout outlining the main roles of relevant personnel.

For the various emergency situations discussed earlier,identify to whom (and in which order) they should be

reported.

Guest speaker(s) emergency personnel to discuss with the

students the roles of emergency services and other personnel

in an emergency situation.

5.4 Emergency first aid treatment of minor injuries is Knowledge of emergency services contact numbers: Class discussion use and misuse of emergency numbers.



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carried out correctly and details of any treatment

administered are reported accurately to designated

personnel as soon as possible.

000 landline number 112 mobile phones.Information required by emergency services attending the

site:

location nearest cross-street nature of the incident number of casualties nature of injuries contact name and number.Established first aid principles:

DRABCD danger, response, airway, breathing, CPRand defibrillator (if available).

Generalised principles of first aid management:

assessing location and nature of the work environmentand emergency situation

minimising the risk of further injury or injury to others minimising movement of the casualty assessing injuries seeking assistance appropriate to situation including

raising the alarm with emergency services and/or health

professionals

locating and using available first aid equipment or othersuitable alternative resources

providing essential first aid providing basic life support measures (CPR) reassuring casualty in a caring and calm manner making casualty as comfortable as possible using

available resources

monitoring patients signs of life such as: conscious,responsive, breathing normally, moving

monitoring unresolved dangers of the area where theinjury occurred

Role-play reporting of an emergency situation to the

appropriate emergency service.

Class discussion.

Invite a representative from St John Ambulance to

demonstrate basic first aid procedures.

Students to demonstrate basic first aid for common

workplace injuries.


construction sample teaching program

Documents