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OUTDOOR EDUCATION AND RECREATION ACTIVITIES FOR PUBLIC SCHOOLS

EFFECTIVE: 10 MARCH 2008

VERSION: 1.3 FINAL

Last update date: 5 October 2018

Disclaimer: The Outdoor Education and Recreation Activities policy is currently under review. Please contact Learning Area Partnerships with any enquiries on 9402 6445.

Uncontrolled when printed 2 Effective: 10 March 2008

Outdoor Education and Recreation Activities for Public Schools All policy and procedural statements contained within this document are lawful orders for the purposes of section 80(a) of the Public Sector Management Act 1994 (WA) and are therefore to be observed by all Department of Education employees.

CONTENTS

1 BACKGROUND ................................................................................................................. 9 1.1 GENERAL .............................................................................................................. 9 1.2 DEFINITIONS ......................................................................................................... 9 1.3 RELATED POLICIES AND PROCEDURES ........................................................... 9 1.4 RELEVANT LEGISLATION / AUTHORITY ........................................................... 10 1.5 PROCEDURES .................................................................................................... 10

2 ABSEILING AND CLIMBING ........................................................................................... 11 2.1 BACKGROUND .................................................................................................... 11

2.1.1 GENERAL ................................................................................................. 11 2.1.2 DEFINITIONS ........................................................................................... 11

2.2 RELATED POLICIES AND PROCEDURES ......................................................... 13 2.3 RELEVANT LEGISLATION / AUTHORITY ........................................................... 13 2.4 PROCEDURES .................................................................................................... 13

2.4.1 ASSESS THE RISKS ................................................................................ 13 2.4.2 DETERMINE THE REQUIRED LEVEL OF SUPERVISION ...................... 19 2.4.3 ESTABLISH SUPERVISION STRATEGIES .............................................. 21 2.4.4 DEVELOP A MEANS OF IDENTIFYING PARTICIPANTS ........................ 22 2.4.5 PROVIDE INFORMATION AND SEEK CONSENT ................................... 22 2.4.6 DEVELOP A COMMUNICATION STRATEGY .......................................... 23 2.4.7 COMPLETE EMERGENCY RESPONSE PLANNING ............................... 23 2.4.8 BRIEF STUDENTS AND SUPERVISORS ................................................ 24

APPENDIX A SITE ACCESS AND PERMIT INFORMATION ................................................ 26 APPENDIX B ‘SAFEROPESPORTS’ BRIEFING NOTES ...................................................... 27 APPENDIX C CLIMBERS’ ASSOCIATION OF WA - CODE OF ETHICS .............................. 28 3 BUSHWALKING .............................................................................................................. 30

3.1 BACKGROUND .................................................................................................... 30 3.1.1 GENERAL ................................................................................................. 30 3.1.2 DEFINITIONS ........................................................................................... 30



APPENDIX A BUSHWALKING .............................................................................................. 42 4 CAMPING ........................................................................................................................ 44

4.1 BACKGROUND .................................................................................................... 44 4.1.1 GENERAL ................................................................................................. 44

4.2 RELATED POLICIES AND PROCEDURES ......................................................... 45



4.3 STUDENT HEALTH CARE RELEVANT LEGISLATION / AUTHORITY ................ 45 4.4 PROCEDURES .................................................................................................... 45


5 CAVING ........................................................................................................................... 55 5.1 BACKGROUND .................................................................................................... 55

5.1.1 GENERAL ................................................................................................. 55 5.2 RELATED POLICIES AND PROCEDURES ......................................................... 56 5.3 RELEVANT LEGISLATION / AUTHORITY ........................................................... 56 5.4 PROCEDURES .................................................................................................... 56


APPENDIX A MINIMAL IMPACT CAVING CODE ................................................................. 66 6 CLIMBING WALLS .......................................................................................................... 69

6.1 BACKGROUND .................................................................................................... 69 6.1.1 GENERAL ................................................................................................. 69 6.1.2 DEFINITIONS ........................................................................................... 69



APPENDIX A SCHOOL CLIMBING WALLS .......................................................................... 81 7 CYCLING AND CYCLE TOURING .................................................................................. 82

7.1 BACKGROUND .................................................................................................... 82 7.1.1 GENERAL ................................................................................................. 82


7.4.1 ASSESS THE RISKS ................................................................................ 84



7.4.2 DETERMINE THE REQUIRED LEVEL OF SUPERVISION ...................... 88 7.4.3 ESTABLISH SUPERVISION STRATEGIES .............................................. 89 7.4.4 DEVELOP A MEANS OF IDENTIFYING PARTICIPANTS ........................ 90 7.4.5 PROVIDE INFORMATION AND SEEK CONSENT ................................... 90 7.4.6 DEVELOP A COMMUNICATION STRATEGY .......................................... 91 7.4.7 COMPLETE EMERGENCY RESPONSE PLANNING ............................... 91 7.4.8 BRIEF STUDENTS AND SUPERVISORS ................................................ 92

8 HORSERIDING ................................................................................................................ 93 8.1 BACKGROUND .................................................................................................... 93

8.1.1 GENERAL ................................................................................................. 93 8.1.2 DEFINITIONS ........................................................................................... 93


8.4.1 ASSESS THE RISKS ................................................................................ 95 8.4.2 DETERMINE THE REQUIRED LEVEL OF SUPERVISION ...................... 98 8.4.3 ESTABLISH SUPERVISION STRATEGIES .............................................. 99 8.4.4 DEVELOP A MEANS OF IDENTIFYING PARTICIPANTS ........................ 99 8.4.5 PROVIDE INFORMATION AND SEEK CONSENT ................................. 100 8.4.6 DEVELOP A COMMUNICATION STRATEGY ........................................ 100 8.4.7 COMPLETE EMERGENCY RESPONSE PLANNING ............................. 100 8.4.8 BRIEF STUDENTS AND SUPERVISORS .............................................. 101

9 ORIENTEERING, ROGAINING AND CROSS COUNTRY NAVIGATION ...................... 103 9.1 BACKGROUND .................................................................................................. 103

9.1.1 GENERAL ............................................................................................... 103 9.2 RELATED POLICIES AND PROCEDURES ....................................................... 104 9.3 RELEVANT LEGISLATION / AUTHORITY ......................................................... 104 9.4 PROCEDURES .................................................................................................. 104

9.4.1 ASSESS THE RISKS .............................................................................. 105 9.4.2 DETERMINE THE REQUIRED LEVEL OF SUPERVISION .................... 108 9.4.3 ESTABLISH SUPERVISION STRATEGIES ............................................ 109 9.4.4 DEVELOP A MEANS OF IDENTIFYING PARTICIPANTS ...................... 110 9.4.5 PROVIDE INFORMATION AND SEEK CONSENT ................................. 110 9.4.6 DEVELOP A COMMUNICATION STRATEGY ........................................ 111 9.4.7 COMPLETE EMERGENCY RESPONSE PLANNING ............................. 111 9.4.8 BRIEF STUDENTS AND SUPERVISORS .............................................. 112

10 PADDLING ACTIVITIES ................................................................................................ 114 10.1 BACKGROUND .................................................................................................. 114

10.1.1 GENERAL ............................................................................................... 114 10.1.2 DEFINITIONS ......................................................................................... 114 10.1.3 RELATED POLICIES AND PROCEDURES ............................................ 115

10.2 RELEVANT LEGISLATION / AUTHORITY ......................................................... 115 10.3 PROCEDURES .................................................................................................. 115

10.3.1 ASSESS THE RISKS .............................................................................. 116 10.3.2 DETERMINE THE REQUIRED LEVEL OF SUPERVISION .................... 121 10.3.3 ESTABLISH SUPERVISION STRATEGIES ............................................ 127 10.3.4 DEVELOP A MEANS OF IDENTIFYING PARTICIPANTS ...................... 128 10.3.5 PROVIDE INFORMATION AND SEEK CONSENT ................................. 128 10.3.6 DEVELOP A COMMUNICATION STRATEGY ........................................ 128



10.3.7 COMPLETE EMERGENCY RESPONSE PLANNING ............................. 129 10.3.8 BRIEF STUDENTS AND SUPERVISORS .............................................. 130

11 POWER BOATING ........................................................................................................ 131 11.1 BACKGROUND .................................................................................................. 131

11.1.1 GENERAL ............................................................................................... 131 11.1.2 DEFINITIONS ......................................................................................... 131

11.2 RELATED POLICIES AND PROCEDURES ....................................................... 132 11.3 RELEVANT LEGISLATION / AUTHORITY ......................................................... 132 11.4 PROCEDURES .................................................................................................. 132


12 ROPES COURSES ........................................................................................................ 142 12.1 BACKGROUND .................................................................................................. 142




APPENDIX A CLIMBING WALL AND SCHOOL ROPES COURSES .................................. 153 13 SAILING AND SAILBOARDING ..................................................................................... 154

13.1 BACKGROUND .................................................................................................. 154 13.1.1 GENERAL ............................................................................................... 154 13.1.2 DEFINITIONS ......................................................................................... 154





14 SCUBA DIVING ............................................................................................................. 167 14.1 BACKGROUND .................................................................................................. 167



14.3.1 ASSESS RISKS ...................................................................................... 169 14.3.2 DETERMINE THE REQUIRED LEVEL OF SUPERVISION .................... 174 14.3.3 ESTABLISH SUPERVISION STRATEGIES ............................................ 177 14.3.4 DEVELOP A MEANS OF IDENTIFYING PARTICIPANTS ...................... 177 14.3.5 PROVIDE INFORMATION AND SEEK CONSENT ................................. 178 14.3.6 DEVELOP A COMMUNICATION STRATEGY ........................................ 178 14.3.7 COMPLETE EMERGENCY RESPONSE PLANNING ............................. 178 14.3.8 BRIEF STUDENTS AND SUPERVISORS .............................................. 180

15 SNORKELLING ............................................................................................................. 181 15.1 BACKGROUND .................................................................................................. 181

15.1.1 GENERAL ............................................................................................... 181 15.2 RELATED POLICIES AND PROCEDURES ....................................................... 182 15.3 RELEVANT LEGISLATION / AUTHORITY ......................................................... 182 15.4 PROCEDURES .................................................................................................. 182


16 SURFBOARD RIDING AND SURF ACTIVITIES ............................................................ 193 16.1 BACKGROUND .................................................................................................. 193




17 SWIMMING AND WATER SAFETY PROGRAMS ......................................................... 204 17.1 BACKGROUND .................................................................................................. 204






APPENDIX A DEPARTMENT OF EDUCATION AND TRAINING SWIMMING AND WATER SAFETY CONTINUUM ................................................................................. 215

APPENDIX B SERVICE PROVIDERS ................................................................................ 217 18 SWIMMING CARNIVALS ............................................................................................... 218

18.1 BACKGROUND .................................................................................................. 218 18.1.1 GENERAL ............................................................................................... 218 18.1.2 DEFINITIONS ......................................................................................... 218



APPENDIX A DEPARTMENT OF EDUCATION AND TRAINING SWIMMING AND WATER SAFETY CONTINUUM ................................................................................. 229

APPENDIX B SERVICE PROVIDERS ................................................................................ 231 19 WATER-BASED ACTIVITIES ........................................................................................ 232

19.1 BACKGROUND .................................................................................................. 232 19.1.1 GENERAL ............................................................................................... 232 19.1.2 DEFINITIONS ......................................................................................... 232 19.1.3 RELATED POLICIES AND PROCEDURES ............................................ 233


19.3.1 ASSESS RISKS ...................................................................................... 234 19.3.2 DETERMINE THE REQUIRED LEVEL OF SUPERVISION .................... 238 19.3.3 ESTABLISH SUPERVISION STRATEGIES ............................................ 240 19.3.4 DEVELOP A MEANS OF IDENTIFYING EXCURSION PARTICIPANTS 241 19.3.5 PROVIDE PARENTS OR GUARDIANS WITH INFORMATION, AND SEEK

CONSENT FOR STUDENT PARTICIPATION ........................................ 241 19.3.6 DEVELOP A COMMUNICATION STRATEGY ........................................ 241 19.3.7 COMPLETE EMERGENCY RESPONSE PLANNING ............................. 242 19.3.8 BRIEF STUDENTS AND SUPERVISORS .............................................. 243



APPENDIX A VENUE HIRE AND PROVISION OF SERVICES SAMPLE FORM ................ 244 APPENDIX B DEPARTMENT OF EDUCATION AND TRAINING SWIMMING AND WATER

SAFETY CONTINUUM ................................................................................. 245 APPENDIX C SERVICE PROVIDERS ................................................................................ 247



1 BACKGROUND

1.1 GENERAL

Outdoor Education and Recreation Activities: Procedures and Guidelines contains 18 sections of specific procedural information and guidelines for a broad range of land based and aquatic activities undertaken on or off school sites. These procedures and guidelines are provided to assist teachers in meeting their duty of care responsibilities to students. As such, this policy must be read in conjunction with the Duty of Care for Students for Public Schools policy.

All of the activities described in this document contain an element of risk. However, adherence to the procedures and guidelines specified here will minimise the possibility of injury to participants, while offering learning environments that provide opportunities for students to develop independence and skills in the outdoors.

To ensure that a duty of care is provided to all students and participants involved in activities, the advice contained within each section must be adhered to. Teachers must also ensure that they are providing a learning environment to students that reflect the practices articulated in the relevant policies listed in section 1.3 below.

This document:

replaces Section 2 of the Organisational Guidelines for Physical Education and Outdoor Education (1996). Other sections of that document are under review and may be republished; and

incorporates the revised Water-based Excursions: Procedures and Guidelines 2004.

The remaining sections of the Organisational Guidelines for Physical Education and Outdoor Education (1996) are presently under review. Parts of this document will be republished as guidelines on the Department of Education and Training’s (the Department) Health and Physical Education webpage http://www.det.wa.edu.au/education/hpe

Activities conducted off the school site must comply with the Department policy Excursions in Public Schools

1.2 DEFINITIONS

Each section provides definitions relevant to the specific activity. Teachers in charge of activities described in this document must ensure that all participants are familiar with these definitions, as in some cases the definitions make specific reference to the Department’s school requirements.

1.3 RELATED POLICIES AND PROCEDURES

The advice provided in this document should be read in conjunction with the following Department of Education and Training policies and documents:

Disability Standards for Education Duty of Care for Students for Public Schools Excursions in Public Schools

http://www.det.wa.edu.au/policies/redirect?oid=au.edu.wa.det.cms.contenttypes.Policy-id-3783072

http://www.det.wa.edu.au/education/hpe


https://www.education.gov.au/disability-standards-education-2005





Risk Management Student Health Care in Public Schools

1.4 RELEVANT LEGISLATION / AUTHORITY Disability Discrimination Act 1992 Occupational Safety and Health Act 1984 School Education Act 1999, sections 61 (1) (b), 63 (1) (c) (ii) and 64 (1) (e)

1.5 PROCEDURES

Procedures are defined as detailed specification of steps and processes to be observed in system-wide management. Contravention of a procedure may constitute a breach of discipline pursuant to section 80 of the Public Sector Management Act 1994.

Guidelines provide advice and examples of good practice for implementing policy. They are not compulsory.

Schools conducting activities covered within the Outdoor Education and Recreation Activities in Public Schools Procedures & Guidelines should apply the guidelines wherever possible. The following key planning considerations must be applied when planning activities.

The teacher-in-charge must consider the:

risks relating to: the environment; students’ capacity; activities to be conducted; equipment; capabilities of the supervisory team; and involvement of external providers required level of supervision;

supervision strategies; means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and briefing for participants.



https://www.legislation.gov.au/Series/C2004A04426

https://www.legislation.wa.gov.au/legislation/statutes.nsf/main_mrtitle_650_homepage.html




2 ABSEILING AND CLIMBING

2.1 BACKGROUND

2.1.1 GENERAL

Abseiling and climbing activities are conducted by schools in a variety of man made and natural environments.

Separate advice is provided for:

ROPES_COURSES; CAVING; and CLIMBING_WALLS.

Activities conducted off the school site must comply with the Department of Education and Training policy Excursions in Public Schools

2.1.2 DEFINITIONS

ABSEILING Descending a rope using a friction device (also known as rappelling).

BELAYING Controlling a safety rope attached to people or equipment as a back-up in the case of primary system failure or climber fall. Belaying may be done from above or below, depending on the nature of the activity and/or the environment.

CLIMBING Ascending cliffs, boulders, buildings, walls, ladders, challenge elements on ropes courses and mountains. It usually involves following certain routes on a face that require the use of handholds and footholds, while ensuring that a safety system or back-up is established through people and specialised equipment.

DYNAMIC ROPE A rope that is designed to stretch and absorb force when subjected to a shock load in climbing falls. Generally used for climbing and for top-line belaying.

EWBANK SCALE A numerical system used to grade the level of difficulty of the hardest single point on a climbing route.

EXCURSION Any student-learning activity conducted off the site of the school, at which the student is enrolled, that is organised or managed by a member of teaching staff employed under section 237 of the School Education Act 1999 and has the necessary approval(s).

EXTERNAL PROVIDER A business/individual paid by the school to provide a venue, service and/or

expertise appropriate to a particular school activity; or A staff member of a TAFE college or a university who delivers an educational

program (or part thereof) to students.




GUIDELINES Advice and examples of good practice for implementing policy. Guidelines are not compulsory.

LEAD CLIMBING Ascending a face, trailing a rope that is clipped to protection placed by the climber on the climbing face or clipped to fixed protection.

MULTI-PITCHED ABSEILING AND CLIMBING Abseiling or climbing where the terrain or the length of the total climb require the climb to be done in separate pitches, with anchors established at each pitch on the descent/ascent/traverse.

PITCH The length of face of a cliff or wall between the start and finish of each abseil or climb.

PROCEDURES Detailed specification of steps and processes to be observed in system-wide management. Contravention of a procedure may constitute a breach of discipline pursuant to section 80 of the Public Sector Management Act 1994.

PRUSIK LOOP A cord loop attached to a rope for multiple applications in abseiling and climbing.

QUALIFIED SUPERVISOR An adult who holds the necessary qualification(s) appropriate to the specific activity or activities.

STATIC ROPE A rope with minimal stretch used for abseiling, hauling and rescue purposes.

SUPERVISOR An adult who acts in a designated supervisory capacity.

SUPERVISORY TEAM All adults who have a supervisory role at the activity.

TOP-ROPE CLIMBING The system under which a climber is belayed from a system that has the belay rope directed through anchors and specialist equipment placed at the top of the climb or abseil pitch. Any fall should be quickly arrested without a significant shock load. The belayer may stand at the bottom of the pitch with the belay line directed through anchors above the climber (sometimes called top-rope climbing with bottom belay, as found in climbing wall situations) OR the belayer may be a part of the anchor system above the climber and be directly in line between the climber and the anchor (sometimes called top rope climbing with top belay).

VENUE The building, grounds and facilities, external to the school, where planned activities occur during an excursion.

VOLUNTEER An adult or organisation who/which offers services for school activities but receives no remuneration from the school for the services provided.





Disability Standards for Education Duty of Care for Students for Public Schools Excursions in Public Schools Risk Management Student Health Care in Public Schools


2.4 PROCEDURES

In planning for abseiling and climbing, the teacher-in-charge must consider the:

risks relevant to the: environment; students’ capacity; activities to be conducted; equipment; capabilities of the supervisor/supervisory team; and involvement of external providers.

required level of supervision; supervision strategies; means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and briefing for participants

Where an abseiling and climbing activity is to be held off the school site at which the students are enrolled, the Department’s policy Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.

2.4.1 ASSESS THE RISKS

The teacher-in-charge must conduct a risk analysis of the:

environment; students’ capacity; activities to be conducted; equipment; capabilities of the supervisor/supervisory team; and involvement of external providers.













2.4.1.1 ASSESS THE ENVIRONMENT

The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned activities and the supervision required.

Consideration must be given to the potential risk of injury.

Selected activity areas are to be appropriately defined.

Consideration must be given to the physical characteristics of the site, e.g. exposure, access, level of difficulty. Specific attention must be given to the point of abseiling and climbing, e.g. loose rock, texture. Students must not be involved in activities in areas where there is an obvious danger of rock fall.

The supervisory team must assess the appropriateness of all artificial structures that are not specifically designed for abseiling and roping activities.

Abseiling is not to be conducted at Churchman’s Brook due to the fragility of the environment and the unsuitable nature of the cliff top.

Students must not throw or trundle rocks.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; external provider; experienced abseilers and climbers; rock climbing guidebooks relevant activity organisations, e.g. Climbers Association of WA; Department of Conservation and Land Management (CALM), local ranger or land

manager; or other schools that have conducted similar activities at that location. Fixed anchors have been established at some CALM sites (refer to Appendix B: Site Access and Permit Information). These should be used in preference to anchoring using vegetation. Some permits make it compulsory for established fixed anchors to be used. Teachers should be aware that glued-in anchors placed by CALM are tested and tagged in the Leeuwin Naturaliste National Park. Others, such as those at limestone sites that consist of stainless steel loops set in concrete, have been constructed to engineers’ specifications. The selection of routes should involve the consideration of: visibility; access; descent or ascent lines, e.g. surface condition, level of difficulty throughout; and appropriate degree of difficulty. Care should be taken to protect the environment. Where it is necessary to use vegetation as an anchor or as a back up, trunks should be protected with carpet or similar padding to prevent damage. Alternatively, padded or broad slings should be used. It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further abseiling and climbing activities.



2.4.1.2 ASSESS THE STUDENTS’ CAPACITY

Abseiling and climbing activities can be valuable when part of a logical, sequential program of instruction. Many prerequisite skills need to be developed before the actual introduction of abseiling or climbing. Prior to participation in abseiling and climbing, the-teacher-in-charge must ensure that students have the required skills to participate safely.

Abseiling and climbing activities are appropriately offered in secondary outdoor education and recreation courses. However, they are generally not considered suitable for primary students, because:

younger students generally do not possess the necessary degree of responsibility and maturity;

their stages of physical growth and development are usually not suitable; the equipment used is often inappropriate for younger, lighter and smaller

individuals; and the activity does not match the educational purposes of primary school

programs.

Abseiling may be offered to students in Year 7 and above only after proper consideration of the above factors has taken place.

The teacher-in-charge must be aware of student health care maintenance and/or intensive health care needs.

A reassessment must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the abseiling and climbing environment, or in the medical fitness, (e.g. conditions such as asthma, epilepsy or fatigue) or the capacity of the students to undertake the activity.

2.4.1.3 ASSESS THE ACTIVITIES TO BE CONDUCTED

The full range of activities to be conducted as part of an abseiling and climbing program is to be assessed and decisions made in relation to the selection of activities and areas to be used.

The following activities are not permitted:

forward abseiling/rappelling; and angel jumps, star jumps and other forms of descent in which the abseiler’s

brake hand does not constantly control the rate of descent. It is acknowledged that this may restrict the ability of some students with physical disabilities to participate in roping activities. For those students with a physical disability, following discussion with the student, the supervisory team may control the rate of descent on the participant’s behalf.

A supervisor must personally check the integrity of the belay system before allowing each student to climb.

Belayers must be anchored and be part of any belay system for all top-roped abseiling and climbing activities. Body belays must not be used.

When using tested and tagged bolts for anchors that protect an abseil line or top-rope belay, there must be at least two bolts in the anchor system. One bolt is sufficient to protect a bottom belayer from an upward force.



All participants and members of the supervisory team must be secured if within two metres of a cliff or unprotected edge. This distance is to be increased if conditions are windy or wet or if there is loose or downward-sloping rock or uneven ground.

Abseiling The supervisory team must determine the selection of the appropriate back-up system for the abseiler.

A back-up system incorporating one of the following must be used:

a top rope belay; a bottom belay; an auto locking device; or a prusik loop.

When used, top-line belays must be attached directly into the harness of the abseiler, independently of the abseil system.

Responsibility for bottom braking must only be given to persons who demonstrate the appropriate level of maturity, have been adequately trained and have demonstrated competence in the braking technique.

Climbing Climbers must be attached to the belay line with a direct tie-in, using a follow through figure eight knot.

Guidelines Students should be introduced to abseiling and climbing activities in a non-threatening and supportive environment.

Abseiling Variations in the style of descent should only be allowed if the students have demonstrated competence in basic backward abseiling with a friction device. Top-rope belaying should be used to introduce novices to abseiling.

Multi-pitched abseiling Multi-pitched abseiling is not recommended for school programs unless the participants have a record of successful experience in single-pitch descents, self-rescue, belaying and rigging.

Climbing

Multi-pitched climbing Multi-pitched climbing is not recommended for school programs unless the participants have a record of successful experience in lead climbing, single-pitch ascents, self-rescue, belaying and rigging.

Lead climbing Students may be provided with the opportunity to develop lead climbing skills if: the person conducting the activity has skills and experience in lead climbing; and the student/s have developed competence in top-rope climbing, rigging, belay and self-

rescue.

2.4.1.4 ASSESS THE EQUIPMENT TO BE USED

The teacher-in-charge must ensure that equipment to be used is checked to ensure that it is appropriate to the activity, safe and in working order.

All abseiling and or climbing lines must be assessed as safe by a member of the supervisory team before use.



Purpose designed equipment that meets appropriate standards must be used for abseiling and climbing activities that involve abseiling, climbing and the use of ropes.

Each participant must have a harness, helmet, gloves and hardware that fit correctly.

A hard-shell helmet with secure chip strap must be worn at all times while abseiling or climbing activities are in progress.

Gloves must be worn while handling moving rope to prevent overheating of the hands and possible loss of rope control.

Adequate equipment must be available for use in an emergency.

Ropes, tapes, cords, harnesses and helmets must be less than five years old unless the manufacturer specifies a different service life.

Ropes, helmets, harnesses, tapes or other hardware must not be used if there is doubt about their integrity.

All single ropes meet international standards outlined in the WA Roping Activities Code of Practice (http://www.outdoorswa.org/files/Roping%20Activities%20Codes%20of%20Practice%20Version%201.0%20March%202008.pdf)

Dynamic ropes must be used where the belay system may be shock loaded.

Appropriate first aid equipment must be readily accessible. The first aid kit must contain items appropriate to the activity, environment, size of party and duration of the activity.

Guidelines Facility and equipment logbooks should include: date of purchase and/or date of manufacture; date and the details of maintenance; and history of use. Students should not share equipment. Locking carabiners should be used for all belay points and for the attachment of equipment to harnesses.

Abseiling Figure Eight descenders are recommended for abseiling.

2.4.1.5 ASSESS THE SKILLS OF THE SUPERVISOR/SUPERVISORY TEAM

The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during abseiling and climbing.

Collectively, the supervisor/supervisory team must have the skills to:

identify and establish a safe activity environment; effect a rescue and render emergency care; monitor and respond to weather and environmental conditions before and

during activities; and monitor and assess the physical well-being of the students.

http://www.outdoorswa.org/files/Roping%20Activities%20Codes%20of%20Practice%20Version%201.0%20March%202008.pdf




At least one member of the supervisory team must hold a recognised qualification and be suitably experienced to undertake the abseiling and climbing activities (refer to Section 2.4.2.3 for details).

Where a member of the non-teaching staff, external providers or volunteers agree to perform tasks that require them to personally care for students in the absence of a member of the teaching staff, the teacher-in-charge must consider the suitability of that adult for the task being assigned taking into account the:

number of students involved; age, experience and capabilities of the students; activities to be undertaken; characteristics of the venue; and health status, skills, and experience of the adult.

The role of the supervisors will be determined by the teacher-in-charge.

Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C.

2.4.1.6 ASSESS THE INVOLVEMENT OF EXTERNAL PROVIDERS

Where an external provider is engaged, the teacher-in-charge must be satisfied that the provider is competent.

External providers (and their staff), other than a staff member of a TAFE College or a University, involved in activities with students must have a current national police certificate.

The teacher-in-charge and the external provider must clearly establish the respective responsibilities of their staff.

The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance. See Excursions in Public Schools Appendix D.

Activities may involve the use of the services of other government agencies or private companies. In such cases, Department staff must not sign indemnities, disclaimers or other documents provided by the agencies or companies which absolve them from liability for their own negligent acts or omissions.

Guidelines The suitability of an external provider may be determined from the information provided (via telephone, Website or correspondence) relating to: recent experience (including maintained logbooks); organisation accreditation; commercial operator’s permit;





other licences and permits from statutory authorities; current qualifications, accreditation and any other relevant training of staff; public liability insurance; and reference from previous school clients.

2.4.2 DETERMINE THE REQUIRED LEVEL OF SUPERVISION

2.4.2.1 GENERAL

The level of risk in abseiling and climbing activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the:

age of the students; experience and abilities of the students; student medical conditions or disabilities; supervisor(s) competence and experience; type or purpose of the activity to be undertaken; nature of the environment; location of the activity; and weather.

2.4.2.2 MINIMUM LEVEL OF SUPERVISION

Different levels of supervision are required depending upon the abseiling and climbing activity, e.g. multi-pitched abseiling, lead climbing or multi-pitched climbing.

Elementary, school-based activity For all elementary, school-based instructional activities, there is a minimum level of supervision. That is:

there must be at least one qualified supervisor; the maximum group size must not exceed 22 students per qualified supervisor;

and. there must be at least one additional experienced supervisor for group sizes

that exceed 16 students.

Abseiling (single-pitched) For all abseiling single pitch field (excursion) activities, there is a minimum level of supervision. That is:

there must be at least two supervisors; one supervisor must be qualified and experienced and the other supervisor/s

must be experienced in the activity being conducted; and there must be at least one supervisor for every eight students or part thereof.

Number of Students Number of Qualified Supervisors Required

Total Supervisory Team

1-8 1 2 9-16 1 2 17-18 1 3

Table 1: EXAMPLE

Abseiling (multi-pitched) For all abseiling multi pitch activities there is a minimum level of supervision. That is:



there must be at least two qualified supervisors; and there must be a minimum of one qualified supervisor for every four students or

part thereof.



1-8 2 2 9-12 3 3

Table 2: EXAMPLE

Climbing (single-pitched) For all climbing single-pitched field (excursion) activities, there is a minimum level of supervision. That is:

there must be at least two supervisors; at least one supervisor must be qualified and experienced and the other

supervisor/s must be experienced in the activity being conducted; and at least one supervisor for every eight students or part thereof.



1-8 1 2 9-16 1 2 17-18 1 3

Table 3: EXAMPLE

Climbing (lead-climbing) For all lead climbing activities, there is a minimum level of supervision. That is:

there must be at least two qualified supervisors; and at least one qualified supervisor for every four students or part thereof.



1-8 2 2 9-12 3 3

Table 4: EXAMPLE

Climbing (multi-pitched) For all multi pitch climbing activities, there is a minimum level of supervision. That is:

there must be at least two qualified supervisors; and at least one qualified supervisor for every two students or part thereof.



1-8 4 4





9-10 5 5

Table 5: EXAMPLE

The number of supervisors must be increased when required by the venue manager.

Guidelines Groups should not exceed 18 students. At larger sites, several groups may operate independently, provided that each group meets the supervision requirements The ratio of qualified supervisors to students should never be less than 1:8.

2.4.2.3 QUALIFICATIONS

A qualified supervisor must hold one of the following qualifications:

a Department of Sport and Recreation Abseiling Instructors Certificate, supported by relevant logged experience;

an activity specific relevant nationally agreed set of competencies registered through the National Outdoor Leader Registration Scheme (NOLRS); or

an equivalent award as recognised by the Director General.

Qualified supervisors must have logged experienced in single-rope techniques (SRT), be familiar with the hazards of abseiling and climbing and be competent in dealing with emergencies that are consistent with the type of activity and the site being used.

A member of the supervisory team must also hold a current first aid certificate, including current qualification in cardiopulmonary resuscitation (CPR).

For climbing activities in natural environments, the qualified supervisor must have additional two years logged lead climbing experience, including:

lead climbing to a minimum of Grade 14 on the Ewbank Scale; group management procedures appropriate to the difficulty of the activity; and self rescue and one-on-one rescue.

Guidelines If the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away. CPR and first aid courses are conducted by the St John Ambulance, Red Cross and other providers. CPR accreditation is valid for 12 months. Further information about NOLRS can be found at http://www.outdoorswa.org/page.php?id=25

2.4.3 ESTABLISH SUPERVISION STRATEGIES

Supervision strategies must ensure that the safety and well-being of students is maintained at all times.

The teacher-in-charge is to determine the number of supervisors and the supervisory strategies.

http://www.outdoorswa.org/page.php?id=25



Both the participants and the supervisory team must conduct appropriate safety checks prior to the commencement of the activity and at critical times throughout it.

Supervision strategies must address the circumstance where students are not in clear view of the supervisors.

Spotting of participants while they are bouldering or traversing requires detailed instruction, demonstration of the appropriate procedures and a high level of supervision.

Guidelines Participants who do not display a responsible attitude should be removed from the activity.

2.4.4 DEVELOP A MEANS OF IDENTIFYING PARTICIPANTS

Students and supervisors must be easily identifiable.

In bushland, students must be clearly visible.

The teacher-in-charge is to decide on the most suitable system(s) of identification, based on the assessment of the environment, students’ abseiling and climbing skills, the type of activities to be undertaken and the age and number of students.

Guidelines Consideration should be given to wearing brightly coloured clothing on multi-pitch activities. Systems for identifying students could include: the wearing of helmets and shirts of a uniform colour; and/or confining students to designated areas not being used by other schools or the public.

2.4.5 PROVIDE INFORMATION AND SEEK CONSENT

Parent/guardian consent is required for all abseiling and climbing activities.

Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the abseiling and climbing program.

Guidelines Where the abseiling and climbing activities are part of a course, information should be included in a course outline that will provide parents and guardians with details of the activities to be undertaken. Consent for recurring activities as part of the abseiling and climbing program may be obtained at the beginning of the year or at the commencement of the particular unit of study to which the activity is related. The teacher-in-charge should be mindful of the possibility of changes to students’ health from one week to the next. The teacher-in-charge should ensure parents or guardians of culturally and linguistically diverse students are provided with all the necessary information regarding an abseiling and climbing activity.



2.4.6 DEVELOP A COMMUNICATION STRATEGY

Planning for abseiling and climbing activities must include the development of a communication strategy that enables regular communication among all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.

An emergency signal must be selected and explained to all participants.

The communication strategy must enable contact with on-site and off-site support services.

An alternative mode of communication must be available in case of the failure of the primary communication method.

Guidelines Communication strategies that enable regular communication among all members of the group may include standard climbing calls, hand signals or whistles. Whistle signals may include: One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the

activity immediately and assemble in a safe area nominated by the teacher-in-charge.

2.4.7 COMPLETE EMERGENCY RESPONSE PLANNING

The teacher-in-charge must develop or obtain a response plan that will ensure access to emergency support without compromising the safety and welfare of the group or of a casualty.

The teacher-in-charge must be familiar with the action to be taken when either the group or an individual participant becomes lost. Advice is provided in BUSHWALKING_APPENDIX_A.

The teacher-in-charge is to ensure that emergency procedures, including emergency signals, are clearly understood by all students and supervisors.

All supervisors must be familiar with the evacuation procedures and the location of emergency equipment.

Supervisors must be appropriately attired to provide assistance during the activity. A nominated supervisor must have ready access to:

a list of names of participating students and their parent/guardian contact telephone numbers;

the Student Health Forms and the relevant Health Care Authorisation Plans of those students who are known to have particular health requirements; and

relevant health information of supervisors.

Guidelines An emergency response plan may include: a list of all participants and their contact and medical details, including the number of

supervisors, their first aid qualifications and expertise; the name of the venue to be used, its location and contact telephone number; a map of the area(s) to be used, including the planned travel routes and alternative

routes, time of departure and estimated time of arrival;



transport access details, e.g. by foot, two wheel drive, four wheel drive, including barriers;

location of the nearest telephone, land manager, e.g. ranger, hospital, State Emergency Service office, police, nursing station or other relevant information;

a list of resources the group will carry, e.g. first aid kit, the number and type of vehicles, camping or specialist equipment;

the communications media that will be used e.g. fixed telephone, mobile phone, satellite phone, radio, Emergency Position Indicating Radio Beacon (EPIRB); and

an estimate of the time it might take to raise an alarm and the amount of time that might elapse before appropriate support could be provided.

Suggested emergency equipment includes items such as a first aid kit, rescue equipment and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.

2.4.8 BRIEF STUDENTS AND SUPERVISORS

The teacher-in-charge is responsible for ensuring that all relevant information about respective responsibilities and obligations is clearly communicated to students and supervisors. Topics that must be included are:

emergency procedures and signals; methods of communication; appropriate use of any equipment; roles of supervisors; the system for identifying students and supervisors; procedures for events e.g. start and finish procedures; areas demarcated specifically for identified student groups; and standards of acceptable behaviour.

Special information sessions must be arranged for students who were absent from preparatory briefings.

Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information such as emergency procedures. The teacher-in-charge should ensure that comprehensive site and safety briefings, including technical instructions, are conducted before every activity. APPENDIX_B provides advice that may be considered when briefing for abseiling or climbing activities.



CONTACT INFORMATION/WEBSITE LINKS

CALM (Conservation and Land Management) Hackett Drive CRAWLEY WA 6009 Ph: (08) 9442 0333 Fax: (08) 9386 1578 Website: http://www.calm.wa.gov.au/

Department of Sport and Recreation 246 Vincent Street LEEDERVILLE WA 6007 PO Box 329 LEEDERVILLE WA 6903 Ph: (08) 9492 9700 Fax (08) 9492 9711 Website: http://www.dsr.wa.gov.au/

Outdoors WA PO Box 414 GREENWOOD WA 6924 Ph: (08) 9248 6677 Fax: (08) 9248 5799 Website: http://www.outdoorswa.org/

Climbers Association of WA PO Box 623 SUBIACO WA 6904 Email: [email protected] Website: http://www.climberswa.asn.au

The following Websites provide useful educational and technical information for use in vertical sports:

http://www.petzl.com/

http://www.adventurepro.com.au/

http://www.thebmc.co.uk/

http://www.calm.wa.gov.au/

http://www.dsr.wa.gov.au/

http://www.outdoorswa.org/

mailto:[email protected]

http://www.climberswa.asn.au/

http://www.petzl.com/

http://www.adventurepro.com.au/

http://www.thebmc.co.uk/



APPENDIX A SITE ACCESS AND PERMIT INFORMATION

Access to sites that are managed by CALM require authorisation. This can be obtained from the relevant CALM office under making a booking. Most sites have conditions of use that require qualified personnel to supervise activities.

Site

Manager

Booking

Access Requirement

Fee

Activities

Boya Quarry CALM

Hills Forrest

9295 2244 Minimum 1 DSR or NOLRS Abseiling Instructor or Equivalent. Certificate. No. required on booking.

Yes Abseiling Climbing SRT

Statham Quarry

CALM Hills Forrest

9295 2244 Minimum 1 DSR or NOLRS Abseiling Instructor or Equivalent. Certificate. No. required on booking.


Willyabrup Sea Cliffs CALM Calgardup

9757 7422 Minimum 1 DSR or NOLRS Abseiling Instructor or Equivalent. Certificate. No. required on booking. Permit required


Churchman Brook CALM Regional Office

9431 6500 No Climbing only Not suitable for abseiling

Margaret River Caves

CALM Calgardup

9757 7422 Minimum 1 DSR or NOLRS Abseiling Instructor or Equivalent 1 CLAP SG3 Vertical Entry to Caves Certificate. Nos. required on booking. Permit required

Yes Abseiling SRT

Wellington Dam Quarry

CALM Collie

9734 1988 All participants: DSR or NOLRS Abseiling Instructors or Equivalent. Certificate. Nos required on booking.

No Abseiling Climbing SRT

Stirling Ranges West Cape Howe Torndirrup Porongorups

CALM Albany

9841 7133 Check with CALM for accreditation requirements Abseiling restricted on Bluff Knoll

No Abseiling Climbing SRT

Mount Frankland

CALM Walpole

9840 1027 Check with CALM for accreditation requirements

No Abseiling



APPENDIX B ‘SAFEROPESPORTS’ BRIEFING NOTES S

Safety

Is an attitude. No skylarking or put-downs. Consider others in the group and other users of the immediate area. Instructors should give an extra warning to participants about over-confidence and complacency once the program has been running for a while.

A

Always Check

Don’t assume anything. If in any doubt, check with an instructor. Always wear your helmet (chin strap secured) when abseiling or climbing, or at potential risk from falling objects (be especially aware of other groups).

F

First Aid Kit

Identify who to approach for first aid treatment. Advise location of first aid kit. Last call for medical information. Highlight dangers and symptoms of dehydration.

E

Environment

Expected weather conditions - stress sun /rain and cold protection; recommended fluid intake. Site specific details, e.g. waves, fragile areas, loose rock.

R

Rocks

Be aware of loose or brittle rocks at the top of an abseil or climbing pitch and ensure you do not to dislodge any rocks. Do not throw rocks. Practise response drills in case of rock fall or dropping equipment, i.e. Below! Call plus appropriate actions – participants at the base of the pitch should already be looking up and will see the object; take evasive action as necessary; move into the cliff rather than away; don’t run; don’t bend forward and expose the back of the neck.

O Only Only instructors/supervisors are to dispatch climbers and abseilers. P

Pathways

Specify the safest access paths up and down. Stress that participants are not to take short cuts. Stick to paths. Let others know when you are going to walk behind them or intend to step over a rope securing them to an anchor point. No one should walk between an abseiler or dispatcher and the cliff edge.

E

Equipment

Take care of gear like your life depends on it (because it does!). Avoid stepping on ropes and dropping hardware (figure eight etc). If something is dropped, report it immediately to an Instructor for checking. Avoid locking screw gate carabiners when not in use. Keep helmets and gloves with you; clip them to your harness when not in use.

S

Stay Back

All participants must be secured (safety tether, belayed, descent line and back-up system) when within two metres of a cliff or unprotected edge. Stay back from the bottom of the cliff face if not involved in any activity; minimise your time in the potential fall zone.

P

Presentation

Ensure potential loose hair or clothing is secured to prevent it jamming in the descent device during abseil. Remove rings and jewellery. No loops around necks.

O

Observe

Observe appropriate environmental practices - no litter; look after vegetation; ‘stewardship’ (clean up after others). If using vegetation for anchor points – pad vegetation to protect from damage.

R Respond

Respond to all communications promptly and appropriately. Outline calls/communications and actions for the activity.

T

Toilets

Advise toileting arrangements for the particular site, stressing environmental and hygiene concerns and the need for harness checks on return. It may be advisable to designate male and female areas.

S

Safety

Safety is a joint responsibility of all supervisory staff and participants. Identify who is in charge and what the chain of command is (or will be). Students must be extremely attentive when engaged in roping activities. Those who do not display an appropriately responsible attitude should be removed from the activity.



APPENDIX C CLIMBERS’ ASSOCIATION OF WA - CODE OF ETHICS

All members of the Climbers’ Association of Western Australia (CAWA) shall apply and promote the following ethical considerations whilst climbing or travelling to and from climbing areas:

SAFETY

Exercise all care necessary to ensure your safety and the safety of others in your party.

Practise safe climbing methods in placing protection whilst leading, in belaying and in general rope use.

Advise the appropriate governing authorities or a responsible individual of details of your excursion and intended time of your return.

ENVIRONMENT

Do all things necessary to ensure the preservation of the environment and have minimal impact upon the environment.

Carefully observe all the rules of good camping, e.g. bury faeces, remove all rubbish from the climbing areas, prevent bush fires and avoid making fires unless strictly necessary for your survival. All human wastes should be kept well away from water sources and tracks. When walking, members will keep to established tracks.

Carefully observe the rules applicable in managed areas. Protect climbing areas of Australia and responsibly promote climbing as a safe

and worthwhile activity.

SOCIAL

Endeavour to be courteous to members of the general public attending climbing areas but, where necessary, alert members of the public to the dangers associated with the outdoors and climbing in general.

Do not consume alcohol or other intoxicating substances immediately before or whilst climbing.

Obtain specific or tacit approval from owners or guardians of private property before entering or crossing over such property.

Follow the normal procedures regarding the use of gates on private properties, reserves or national park areas.

Take care to avoid interference with stock or crops when entering properties or reserves.

Exercise courtesy to other climbing parties in the area and take care to prevent rock fall or other dangers to fellow climbers, spectators and members of the public.

Behave in a responsible and civilised manner so that others in the area may enjoy themselves. We must recognise that other groups will wish to share the same environment in a compatible manner.

Conduct and settle disputes in a civilised and restrained manner.

CLIMBING

Do not modify any established or previously freed climbing routes by altering or disfiguring the rock face or by adding or removing any fixed piece of protection. Chipping is not condoned under any circumstances.



When establishing or leading a new climbing route, exercise discretion and apply only enough or minimal pieces of fixed protection, e.g. pitons, pegs or bolts, so as to preserve the integrity of the rock face whilst making the route a safe lead.

When establishing or leading a new climb, or when an existing route is found to be altered, provide the Association registrar with a written description of the route and an accurate and responsible grade for the route as soon as practicable. Members should also advise of any changes to an existing route.

Encourage new climbers in their development within the sport and extend hospitality to visiting climbers.

Endeavour to ensure that other climbers are able to gain reasonable access to climbing routes on any given day.



3 BUSHWALKING

3.1 BACKGROUND

3.1.1 GENERAL

Bushwalking is conducted by schools in a variety of contexts such as an outdoor education expedition, a short day walk, or part of an overnight hike.

Activities conducted off the school site must comply with the Department of Education and Training policy Excursions in Public Schools .

3.1.2 DEFINITIONS

DAY WALK A walking excursion, usually on defined tracks, normally in a natural setting and for the duration of a day or part thereof.

EXCURSION Any student-learning activity conducted off the site of the school at which the student is enrolled, that is organised and managed by a member of teaching staff employed under section 237 of the School Education Act 1999 and has gained the appropriate approval(s).


expertise appropriate to a particular school activity; or A staff member of a TAFE College or a University who delivers an educational

program, or part thereof, to students.


HYPERTHERMIA The condition where the body temperature is significantly above normal.

HYPOTHERMIA The condition where the body temperature is significantly below normal.

LEADER A member of the Supervisory Team who has the skills and experience to guide the group competently throughout the bushwalk.

OVERNIGHT AND MULTI-DAY WALK A walk that incorporates an overnight stay and often involves lightweight camping.








TEACHER-IN-CHARGE The member of the teaching staff who is nominated by the principal to manage a school activity.







3.4 PROCEDURES

In planning a bushwalking activity, the teacher-in-charge must consider the:


required level of supervision; supervision strategies: means of identifying participants; information to be provided to parents/guardians for their consent;











communication strategies; emergency response planning; and briefing for participants.

As bushwalking activities are held off the school site at which the students are enrolled, the Department’s policy, Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.


The teacher-in-charge must consider a risk analysis of the:



The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned activities, and the supervision required.


Students must not be exposed to environments e.g. bushland, walk-trails, roads, river crossings or any locations that have not been assessed and considered safe for the students.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; police; Department of Conservation and Land Management (CALM), Department for Planning

and Infrastructure, local ranger or land manager; experienced bushwalkers with knowledge of the area; articles, maps, guides and references published of the area to be visited; local bushwalking club; Outdoors WA; external providers; other schools that have conducted similar activities at that location; or weather forecasts and climatic history of area. Many venues have access restrictions and permission should be gained from the relevant authority. The relevant CALM regional office, the local land management body, lease holders or private property owners should be contacted for further information. Such organisations should be consulted for information on: route planning; alternative routes in the event of restricted access; and the risk of storms, bushfires and other changes to the environment and the procedures

to follow.





Supervisors should be aware of the management of dehydration, hyperthermia and hypothermia and the factors that contribute to these problems (including geographical position and weather patterns). River crossings can be extremely hazardous, particularly during periods of flooding. Groups should not attempt a river crossing if a location is considered to be dangerous (e.g. in flood, estuarine crocodile habitat). Minimal impact practices should be observed at all times, particularly in environmentally sensitive areas. Some walking areas cannot sustain frequent usage by groups (e.g. dunes, caving areas). Fires should only be lit in approved areas at existing fireplaces. Fuel stoves should be used wherever possible. See CAMPING. For overnight or multi-day walks, the selection of venues should also take into account the: campsite availability; weather conditions; bushfire danger; access to communication; age, fitness and any medical condition of students; and advice from local rangers, land managers and other sources. It is recommended that when available and convenient, serviced campsites be used for inexperienced students.


Prior to participation in any bushwalking activity, the-teacher-in-charge must ensure that students are physically capable and have the required skills to participate safely.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the bushwalking environment, or in the medical fitness, e.g. conditions such as asthma, epilepsy or fatigue, or the capacity of the students to undertake the activity.


The full range of activities to be conducted as part of a bushwalk is to be assessed and decisions made with regard to the selection of activities.

Guidelines The teacher-in-charge should determine the additional skills required by students to participate safely in activities such as: navigation; hiking; camping; and swimming activities. Teachers should plan bushwalks considering the speed and strength of the weakest member. The group should be constantly monitored for fatigue and hydration.



It is recommended that extra time be allocated at the beginning of the walk to make adjustments to clothing, footwear and backpacks. River and creek crossings require careful planning and assessment of factors on the day: access points; nature of bottom; depth; current; swimming abilities of group; vision of supervisors; weather; obstructions/obstacles; time of day; and group energy/capabilities. The decision to cross and how the crossing might be made, should take all of the above into consideration. Rivers may also be crossed using bridges, various craft, rafts, and Tyrolean Traverses. Packs may be swum across the river by the walker.



Prior to the commencement of the activity, the teacher-in-charge must ensure that students wear appropriate clothing, hat, footwear and sun protection.

Adequate food and water must be available. Appropriate first aid equipment must be readily accessible. The first aid kit must contain items appropriate to the activity, environment, size of party, and duration of the activity.

Guidelines For overnight and multi-day walks, special attention should be given to: protective clothing against wind, rain, cold, and heat; sun protection; first aid; food and water; shelter; maps/compasses; and emergency equipment (e.g. whistles, torches). Appropriate woolen or synthetic thermal clothing should be worn or carried if bushwalking is taking place under cold conditions. At least one supervisor should carry a first aid kit, preferably at the rear of the group. Where backpacks are used they should be as light as possible. Ideally the weight of a pack will not exceed one third of the body weight for adults, and one quarter of the body weight of children.




The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during bushwalking.




At least one member of the supervisory team must hold a recognised qualification and be suitably experienced. (Refer to section 3.4.2.3).

For overnight and multi-day walks the supervisory team must have experience in lightweight camping, and be experienced and competent bush walkers.


number of students involved; age, experience and capabilities of the students; activities to be undertaken; characteristics of the venue; and health status, skills, and experience of the adult. The role of supervisors will

be determined by the teacher-in-charge.

Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers may be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C.




The teacher-in-charge and the manager of the venue/external provider must clearly establish the respective responsibilities of their staff.




The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance. See Excursions in Public Schools and Appendix D.


Guidelines The suitability of an external provider may be determined from the information provided (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); peak body organisation accreditation; Commercial operator’s permit; other licenses and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


3.4.2.1 GENERAL

The level of risk in bushwalking activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the following risk factors:

age of the students; type of activity to be undertaken (e.g. day walk or expedition); experience and ability of the students; student medical conditions or disabilities; nature of the environment; location of the activity (local or remote); and weather.


For all bushwalks there is a minimum level of supervision. That is:

at no time will there be less than two supervisors; and one of these supervisors will be a qualified and experienced supervisor.

For overnight and multi-day bushwalking the maximum size of groups is 22.

Different levels of supervision are required for day walks and overnight walks.

Day walks There must be a minimum of:

one qualified supervisor for every 22 students or part thereof; and one supervisor for every 11 students or part thereof.

Overnight walks - Students in years K-7 There must be a minimum of:

one qualified supervisor for every 22 students or part thereof; and




two supervisors for every 11 students or part thereof.

Overnight walks - Students in years 8 - 12 There must be a minimum of:

one qualified supervisor for every 22 students or part thereof; and one supervisor for every 11 students or part thereof.

Fragile, remote and/or physically demanding environments (e.g. designated wilderness areas, untracked areas) must have higher levels of planning, student preparation and staff supervision. In such environments groups must be organised into subgroups of up to eight students with at least one qualified supervisor per group, provided that the skills of each supervisor and the contingency plans for this strategy are properly documented beforehand.

Guidelines Supervision should reflect the gender balance of the student group.


A qualified supervisor must hold a current first aid certificate, including current Cardio Pulmonary Resuscitation (CPR) accreditation.

Guidelines For all walks it is recommended that the supervisory team have first-hand knowledge of the walking area, experience in the terrain to be covered and possess skills in navigation and bushcraft. CPR and first aid courses are conducted by St John Ambulance, Red Cross or other providers. CPR accreditation is valid for 12 months. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than 1 hour away. It is recommended that supervisors leading walks into fragile, remote and/or physically demanding environments (e.g. designated wilderness areas, untracked areas) hold a recognised bushwalking qualification or a relevant nationally agreed set of competencies registered through the National Outdoors Leader Registration Scheme (NOLRS). Further information about NOLRS can be found at: http://www.outdoorswa.org/page.php?id=25


The teacher-in-charge must establish supervision strategies that ensure the safety and well-being of students is maintained at all times.

The teacher-in-charge is to determine roles of supervisors, the number of supervisors and the method of supervision.

Supervision strategies must address the circumstance when students are not in clear view of the supervisors.

Guidelines It is recommended that rules be established to ensure that all students remain in close proximity to the supervisors whilst walking. The distance may vary with student experience, terrain and weather.




It is recommended that a lead walker is designated. The lead walker should be aware of the planned route and can direct the group to scheduled stops. A ‘whip’ system of travel is recommended (i.e. a leader and a tail end in sight of each other). It is recommended that a ‘buddy system’ be established where students monitor and check the safety and welfare of their partner. Supervisors should make a regular head count of the number in the group, particularly at track junctions and in difficult conditions. Supervisors should arrange pre determined stops en route, so that the participants can be provided with feedback. Each walker should be able to see the person in front and behind at all times. To assist smaller, less-able participants when crossing a river or creek the following strategies should be considered: the formation of a human chain across the river; using stronger participants to carry backpacks and other equipment; placing stronger students at strategic points across the river; buddying less able participants with those that are more capable, in groups of two or

three; establishing a safety rope; and finding another crossing.


Students, the teacher-in-charge and supervisors must be easily identifiable.

In bushland students must be clearly visible.

The teacher-in-charge is to decide on the most suitable system(s) of identification, based on the assessment of the environment, students’ skills, the type of activities to be undertaken and the age and number of students.

Guidelines In bushland settings it is recommended that coloured clothing which takes into account minimal impact practice be worn. In many cases most leaders carry bright colours in equipment and raincoats so that they can be seen when needed. Systems for identifying students include the wearing of: school shirts, uniforms; school hats or other hats; vests, sashes or armbands; or name tags and stickers. Each identification system may be used in combination with others. Where the students and supervisors involved in the bushwalking activity are the sole participants, the teacher-in-charge may decide that there is no need to introduce an identification system.




Parent/guardian consent is required for all bushwalking activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the bushwalking activity.

Guidelines Consent may be obtained for the duration of a bushwalking program. The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with all necessary information regarding bushwalking activities.


Planning for bushwalking activities must include the development of a strategy that enables regular communication among all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




Guidelines Communication strategies that enable regular communication among all members of the group may include radio, mobile phone, hand signals, flags, pennants, semaphore, lights, mirrors, or whistles. It is suggested that the supervisor use a uniform system of whistle signals: One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the




The teacher-in-charge must be familiar with the action to be taken when either the group or an individual participant becomes lost. Advice is provided in Appendix A.


All supervisors must be familiar with evacuation procedures and the location of emergency equipment.



Supervisors must be appropriately attired to provide assistance during the activity.

The teacher-in-charge must be familiar with the action to be taken when either the group or an individual participant becomes lost. The teacher-in-charge must develop an emergency plan to be used in this situation. The teacher-in-charge must ensure that all participants are aware of the plan. Refer to Appendix A for advice in this matter.

A nominated supervisor must have ready access to:





staff and external providers, their first aid qualifications and expertise; the name of the venue to be used, its location and contact telephone number; a map of the area(s) to be used, including the planned travel routes and alternative

routes, time of departure and estimated time of arrival; transport access details e.g. by foot, two wheel drive, four wheel drive, including

barriers; location of the nearest telephone, land manager, e.g. ranger, hospital, State

Emergency Service office, police, nursing station or other relevant information; a list of resources the group will carry e.g. first aid kit, the number and type of vehicles,

camping or specialist equipment; the communications media that will be used e.g. fixed telephone, mobile phone,

satellite phone, radio, Emergency Position Indicating Radio Beacon (EPIRB); and an estimate of the time it might take to raise an alarm and the amount of time that

might elapse before appropriate support could be provided. Suggested emergency equipment includes items such as a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone. All participants should have ready access to maps.


The teacher-in-charge is responsible for ensuring that all relevant information about responsibilities and obligations is clearly communicated to students and supervisors. Topics that must be included are:

emergency procedures and signals; methods of communication; appropriate use of any equipment; roles of supervisors; the system for identifying students and supervisors; procedures for events (e.g. start and finish procedures, what to do if lost); areas demarcated specifically for identified student groups; and standards of acceptable behaviour.




Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information, such as emergency procedures. Students should be appropriately briefed about aims and objectives, clothing and equipment, the itinerary, camping and bushwalking skills, food requirements, health and hygiene, environmental aspects and expected weather conditions. Participants should be informed of the route to be followed, and what they should do if they become separated from the group. Students should be well briefed on the appropriate minimum impact practices relative to this program and the environment. See CAMPING section for notes on sanitation, hygiene, fires, stoves: minimise use and impact of fires; dispose of human waste appropriately; camp and travel on durable surfaces; leave no trace of the camp; leave what you find with regard to artefacts; respect flora and fauna; and be considerate of other visitors. Students should be thoroughly briefed about the cooperative nature of the activities and the need to adopt a responsible and supportive attitude towards safety at all times.



APPENDIX A BUSHWALKING

ADVICE WHEN LOST FOR SUPERVISORY TEAM: If the group is lost

There is always a risk of getting lost, usually as a result of inaccurate navigation and / or poor visibility.

If lost, it is important not to panic, maintain group morale and to take a break before trying to determine the group’s position.

The students must remain in one place. A supervisor should take responsibility for maintaining morale, while the teacher-in-charge or qualified supervisor attempts to locate the group’s position. Possible strategies include: using cross-bearings; retracing the route to the last known bearing; if on a track, clearly marking a set position before walking approximately

a kilometre in either direction; if not on a track, walking in a fixed direction and keeping a written record

of all bearings.

The teacher-in-charge or the qualified supervisor should mark the route by breaking twigs or building rock cairns and should avoid moving to lower ground.

FOR SUPERVISORY TEAM: If the group remains lost

Where the group remains unclear about its position, the teacher-in-charge or qualified supervisor should locate a sheltered campsite and set up camp.

The group should attempt to attract attention using known forms of distress signals, such as SOS signals, whistle blasts, flashing mirrors or torches, or lighting a smoky fire by day or a bright fire at night.

The group should listen for voices, shouts, and whistles.

Water, food and energy should be conserved.

FOR INDIVIDUAL GROUP MEMBERS: In briefing on action to take if they become lost.

If students become separated from the rest of the group they should: Stop. Continuing to walk will make it more difficult for searchers to

locate them; try to attract attention of the group by blowing their whistle or shouting.

Remember to listen for a reply or signals from searchers; make themselves comfortable in a sheltered spot and try to keep warm; mark their position, for example, with brightly-coloured articles placed in

a conspicuous location , or broken branches; and listen for calls from the main group.

FOR SUPERVISORY TEAM: In the event of an individual or sub group becoming lost: Stop and establish a base.



Question group as to who is missing, how long they have been missing, what their intentions might have been, what equipment they have with them. Use this information to make some assessments on what might have happened and how large an area they might have to search. This might vary with the assessment of the student skills and possible responses they could be expected to make.

Send two lookouts to nearest prominent high point with instructions on caution, signals. Ensure they have food and water.

Send group of three under the direction of other supervisor to retrace steps to point last seen. This group is to quickly retrace steps to last point of contact, look for clues of other group along the way, signal and call, listen for replies, leave a clear note at the point last seen instructing the lost party to remain where they are should they return and to check other possible points they might have gone to. This group must be given a time limit for reporting back to the teacher in charge.

At this point the leader has to consider a huge number of variables that will vary with regard to consideration of a breadth of factors including: time of day; abilities and maturity of the students; equipment and food carried by the students; any relevant medical/psychological information; information collected by gathering evidence from hasty party and other

group members; and other factors such as terrain, weather, time of day etc.

Given that the problem situation or search area might be worsening with the passage of time, the leader will have to set a cut-off time at which steps are taken to notify outside support services and for the communications system to be initiated. It is recommended that staff document all relevant information as it is gathered and that the emergency plan to call in outside help is set in motion - whether it be immediate notification of Police, notifying the Principal or nominee, notifying the office of the external provider who might have their own procedures to follow or some other previously documented strategy.

The implementation of the emergency response plan might be delayed only if the supervisory team are confident that no imminent danger exists and that the information gathered allows for a reasonable expectation that the students will soon be found. Should such a temporary determination be made, an interim course of action and a time to review the situation should be agreed to.

Future actions cannot be prescribed in this document, as there will be a number of possible responses that will vary according to the information gathered to this point in time. Should resources and other factors permit, the base camp and lookout should be maintained, the lookouts relieved, and efforts made to be as visible and observant as possible. A small group might again retrace the steps to the point last seen and establish a second camp there.



4 CAMPING

4.1 BACKGROUND

4.1.1 GENERAL Camping activities are conducted by schools in a variety of contexts including residential camping, base camping, or in lightweight mobile camping contexts. Activities conducted off the school site must comply with the Department of Education and Training policy Excursions in Public Schools. DEFINITIONS

BASE CAMPING Sleeping in tents in a fixed location, either at places with no facilities or at campsites where limited facilities are provided.

EXCURSION Any student-learning activity conducted off the site of the school at which the student is enrolled, that is organised and managed by a member of teaching staff employed under section237 of the School Education Act 1999 and has gained the appropriate approval(s).





EXPEDITION Camping, that may be conducted over several days, where various modes of transport, including sailing, canoeing, horse trekking and cycling may be used.

LIGHTWEIGHT CAMPING Where the participants carry all of their provisions and the equipment necessary to camp and travel with minimal support.



RESIDENTIAL CAMPING Camping overnight at establishments that have permanent facilities such as dormitory accommodation, kitchen facilities, recreation options, showers and toilets.











Disability Standards for Education Duty of Care for Students for Public Schools Excursions in Public Schools Risk Management

4.3 STUDENT HEALTH CARE RELEVANT LEGISLATION / AUTHORITY Disability Discrimination Act 1992 Occupational Safety and Health Act 1984 School Education Act 1999, sections 61 (1) (b), 63 (1) (c) (ii) and 64 (1) (e)

4.4 PROCEDURES

In planning a camping activity, the teacher-in-charge must consider the:


required level of supervision; supervision strategies: means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and briefing for participants










Where a camping activity is to be held off the school site at which the students are enrolled, the Department’s policy, Excursions in Public Schools, requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.





The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned camping activity and the supervision required.

Where restrictions apply to camping in national parks, recreation reserves and private property, permission must be sought from the relevant land managers. Consideration must be given to the potential risk of injury.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other key sources of information may include the: venue manager, including the Principal of a Department of Education and Training

camp school; external provider; people with specialist knowledge of the area and activity; specialist activity organisations and clubs; Outdoors WA; CALM, local ranger land manager, or property owner/lease holder; or other schools that have conducted similar activities at that location. In selecting a campsite the teacher-in-charge should consider: locating the group in one area; selecting well drained level ground; sheltering from prevailing conditions; locating near a fresh water supply; avoiding rivers, creek beds, swamps and flats that are subject to flooding; avoiding pitching tents under trees (e.g. danger of falling branches); and avoiding fire dangers. Where possible, the campsite, washing with detergent and toileting should be at least 100 metres from a watercourse. For base and lightweight camping a minimal impact approach should be adopted including: minimise use and impact of fires; appropriate disposal of human waste; camping and travelling on durable surfaces ;





leaving no trace of the camp; leave what you find with regard to artefacts; respecting flora and fauna; and be considerate of other visitors. Supervisors should check the campsite regularly to ensure that it is kept clean. For residential camps, it is strongly recommended that commercial buildings used for overnight accommodation have smoke detectors and illuminated exit signs. The Department of Education and Training network of Camp Schools provide residential and camping programs with opportunities to extend student learning in all Learning Areas in relevant, practical and supportive environments. Detailed information and contact details can be found at the following website: http://www.det.wa.edu.au/education/campschools/


Prior to participation in any camping activity, the-teacher-in-charge must ensure that students have the required skills to participate safely.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the camping environment, or in the medical fitness, e.g. conditions such as asthma, epilepsy or fatigue or the capacity of the students to undertake the activity.


The full range of activities to be conducted as part of camping is to be assessed and decisions made in relation to the selection of activities and areas to be used.

Guidelines The teacher-in-charge should determine the additional skills required by students to safely participate in all activities that may be undertaken while camping. Procedures and guidelines for a range of other activities can be found in other sections of the Procedures & Guidelines for Outdoor Education and Recreation Activities in Public Schools. To ensure environmentally sound sanitation practices it is normally recommended that: soap should not be used in lakes or streams; toilet are to be located well away (at least 100 metres) from the water supply and be a

discrete distance from campsites and defined tracks; excreta and toilet paper be disposed of with a method that suits the area, visitation,

size of the group, soil type, climate and the time of year; a toilet pit be constructed for large groups in areas of higher visitation; wet sullage pits, if deemed appropriate, be dug well away from the campsite and from

watercourses; washing up be done away from the campsite, not in streams or rivers; and rubbish, including tins, aluminium foil, orange peel, food scraps, plastics and other

rubbish be carried out. To ensure hygienic food preparation, it is recommended that participants always wash hands before handling food and all cooking and eating utensils are thoroughly cleaned immediately after each meal, dried and packed away.

http://www.det.wa.edu.au/education/campschools/



Campfires and stoves are potentially dangerous both to party members and the environment. The common modern practice is to avoid lighting fires and to cook on fuel stoves. If a fire is deemed necessary, to ensure safe fire and fire lighting practice, it is recommended that: CALM’s current policy on fire lighting is known (dependent on time of the year. Note

that Commercial Operators are not allowed to light camp fires in National Parks and that the use of camp fires is totally banned in many areas);

fire rings or fire buckets are utilised when provided; minimum impact fires are considered; conditions are safe before lighting a fire; the size of a fire is appropriate to the needs of the group for cooking and warmth (fire is

not built too large); the fire is built downwind and away from the tents; the fire is built in a previously used fireplace; flammable liquids are never poured onto a fire; rocks are not used around a fire set on the ground; the fire is never left unattended; the fire is totally extinguished before going to bed; and a minimum of a four metre radius around a fire site be cleared (as specified in FESA

pamphlets). Where a new fireplace has been created minimum impact fire techniques should be used and all signs of it should be removed by burying or scattering the ashes. Fuel for stoves is highly flammable and can explode if not handled correctly. Students should be instructed in the proper use of stoves. To ensure safe use of stoves it is recommended that: fuel bottles are clearly marked; the cap of the fuel bottle is replaced and secured before lighting the stove; the stove is stable when in use; the stove strap is completely removed prior to use; the stove is positioned at least 4 metres away from flammable objects, particularly

plastic ground sheets, backpacks, tents and sleeping bags; a lighted stove is never left unattended; the stove is filled away from the cooking area; and all stove parts are checked and accounted for when packing the stove away. Stoves should never be used in tents, as there are potential dangers of asphyxiation or explosion.



Appropriate first aid equipment must be readily accessible. The first aid kit must contain items appropriate to the activity, environment, size of party, and duration of the activity.

Guidelines The school should provide students with an equipment list that includes details of: sleeping gear (sleeping bags, pillows, blankets, sheets); eating utensils; footwear for wet weather, walking or sporting activities; protective clothing against wind, cold, rain, sun and heat; specialist camping equipment e.g. tents, stoves as required; and



clothing and equipment required for the activities. Methylated spirit stoves are recommended, as they are easier to operate, less flammable and less dangerous compared with other stoves.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during camping.




At least one member of the supervisory team must hold a recognised qualification. Refer to section 4.4.2.3.

For lightweight camping a member of the supervisory team must be proficient in the use of map and compass.

Where a member of the non-teaching staff, external providers or volunteers agree to perform tasks that require them to personally care for students in the absence of a member of the teaching staff, the teacher-in-charge must consider the suitability of that adult for the task being assigned students taking into account the:


The role of supervisors will be determined by the teacher-in-charge.

Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools In Appendix C.









Activities may involve the use of the services of other government agencies or private companies.

In such cases, Department staff must not sign indemnities, disclaimers or other documents provided by the agencies or companies which absolve them from liability for their own negligent acts or omissions.

Guidelines External providers may be used where the school is unable to meet the requirements of suitably experienced and/or qualified staff to undertake the activity. The suitability of an external provider may be determined from the information provided (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); peak body organisation accreditation; commercial operator’s permit; other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


4.4.2.1 GENERAL

The level of risk in camping activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the following risk factors:

age of the students: experience and ability of the students; student medical conditions or disabilities; supervisor(s) competence and experience; type of activity to be undertaken; nature of the environment; location of the activity; and weather.


For all camping activities there is a minimum level of supervision. That is:

at no time will there be less than two supervisors; and one of these supervisors will be a qualified supervisor.




For all non-residential camping activities there must be a minimum of:

one qualified supervisor for every 22 students or part thereof; and one supervisor for every 11 students or part thereof (inclusive of the qualified

supervisor).

Guidelines The recommended level of supervision for residential camping and base camping is: Years 1–3 one supervisor for every six students Years 4–7 one supervisor for every nine students Years 8–12 one supervisor for every eleven students For lightweight camping, and for activities associated with the residential and base camping programs, the supervision requirements of the relevant activity (e.g. bushwalking, canoeing) apply. Supervision should reflect the gender balance of the student group.


A qualified supervisor must hold a current first aid certificate including current cardio-pulmonary resuscitation (CPR) accreditation.

Guidelines A CPR qualification is a component of most of the recognised qualifications. It may be acquired from St John Ambulance, Red Cross or other providers. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than 1 hour away.



The teacher-in-charge is to determine the number of supervisors and the supervisory strategies. Supervision strategies must address the circumstance when students are not in clear view of the supervisors.



The teacher-in-charge is to decide on the most suitable system(s) of identification based on the assessment of the environment, students’ skills, the type of activities to be undertaken and the age and number of students.

Guidelines Systems for identifying students include the wearing of: school shirts, uniforms; school hats, other hats;



vests, sashes or armbands; name tags; or distinctive equipment eg helmets. Each identification system may be used in combination with others.


Parent/guardian consent is required for all camping activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the camping activity.

Guidelines Consent may be obtained for the duration of a camping program. The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with all necessary information regarding the horse riding activity.


Planning for camping activities must include the development of a communication strategy that enables regular communication amongst all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




Guidelines Communication strategies that enable regular communication among all members of the group may include public address systems, megaphones, air horns or whistles. It is suggested that the supervisor use a uniform system of whistle signals: One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the







The teacher-in-charge must be familiar with the action to be taken when either the group or an individual participant becomes lost. Advice is provided in BUSHWALKING_APPENDIX_A







For excursions involving an overnight stay the teacher-in-charge must ensure that a copy of planning documents, including student detail forms, are taken on the excursion, with a further copy being provided to the principal.



routes, time of departure and estimated time of arrival; transport access details, e.g. by foot, two wheel drive, four wheel drive, including


Emergency Service office, police, nursing station or other relevant information; a list of resources the group will carry, e.g. first aid kit, the number and type of vehicles,


satellite phone, radio, Emergency Positioning Indicating Radio Beacon (EPIRB); and an estimate of the time it might take to raise an alarm and the amount of time that

might elapse before appropriate support could be provided. Suggested emergency equipment includes items such as, a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone. Supervisors should be familiar with distress signals such as, smoke, whistle blasts, shouting, flashing a mirror or torch or waving a cloth. The Australian distress signal is a series of three signals repeated at regular intervals. One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the






the nature and purpose of the camp; camp rules; potential hazards in the vicinity; emergency procedures and signals; methods of communication; appropriate use of any equipment; roles of supervisors; the system for identifying students and supervisors; areas demarcated specifically for identified student groups; and standards of acceptable behaviour.


Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information such as emergency procedures.



5 CAVING

5.1 BACKGROUND

5.1.1 GENERAL

Caving involves the exploration of underground natural spaces.

Caving activities are conducted by schools in a variety of contexts including outdoor education programs and environmental studies.

It is important that caving activities are part of a comprehensive and sequential outdoor education or environmental studies program. Caves are fragile and conservation ethics must be instilled in students.

Activities conducted off the school site must comply with the Department of Education and Training policy: Excursions in Public Schools.

DEFINITIONS


CLIMBING Ascending cliffs, boulders, buildings, walls, ladders, challenge elements on ropes courses and mountains. It usually involves following certain routes on a face that requires the use of handholds and footholds, while ensuring that a safety system or back up is established through people and specialised equipment.

CAVING The exploration of underground natural spaces.

EXCURSION Any student-learning activity conducted off the site of the school at which the student is enrolled, that is organised or managed by a member of teaching staff employed under section 237 of the School Education Act 1999 and has gained the appropriate approval(s).

EXTERNAL PROVIDER A business/individual paid by the school to provide a venue, service and/or expertise appropriate to a particular school activity.


LEADER A member of the supervisory team who has the skills and experience to guide the group competently through the cave.




PROCEDURES Detailed specifications of steps and processes to be observed in system-wide management. Contravention of a procedure may constitute a breach of discipline pursuant to section 80 of the Public Sector Management Act 1994.


SPELEOLOGY The scientific study of caves and caves phenomena.





VOLUNTEER A person who offers his or her services for school activities, but receives no remuneration for the services he or she provides.





5.4 PROCEDURES

In planning a caving activity, the teacher-in-charge must consider the:

risks relevant to the: environment; students’ capacity;











activities to be conducted; equipment; capabilities of the supervisor/supervisory team; and involvement of external providers

required level of supervision; supervision strategies; means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and briefing for participants.

Where a caving activity is to be held off the site of the school at which the students are enrolled, the Department’s policy Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools. and submit it to the principal for endorsement.





The teacher-in-charge must establish the suitability of the venue for the students’ skills and experience, the planned activities and the supervision required.


The teacher-in-charge must contact the relevant Conservation and Land Management (CALM) office, management agency or private land owner to establish the conditions that apply for cave entry and use.

Consideration must be given to the physical characteristics of the site including exposure, access and level of difficulty. Specific attention must be given to any potential risk points where single ropes techniques (SRT) will take place as part of the caving activity, e.g. loose rock, texture.

Activities must not be conducted in areas where there is an obvious danger from rock fall.

School groups must avoid any cave with a history of foul air.

Any speleological assessment of the cave environment must be performed under the guidance of, and in conjunction with, the recognised management and speleological organizations.





Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include: the venue manager; the local ranger or land manager; the management agency eg Margaret River Tourist Bureau; the private land owners; experienced cavers; speleological or caving clubs; other schools that have conducted similar activities at that location; external providers; or Outdoors WA.


Caving, other than a visit to a tourist cave is not suitable for primary students.

Prior to participation in any caving activity, the-teacher-in-charge must ensure that students are physically capable and have the required caving skills and single rope techniques to participate safely.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the environment, or in the medical fitness (e.g. conditions such as asthma, epilepsy or fatigue) or capacity of the students to undertake the activity.


The full range of activities to be conducted as part of a caving program are to be assessed and decisions made in relation to the selection of activities.

Abseiling, climbing and other activities may form part of a caving program. Schools conducting these activities must apply the procedures and guidelines outlined in the relevant sections of this document.

Cave entrances and passages must not be excavated or enlarged.

Water levels in sumps must not be modified and stream flows must not be diverted without the prior consent of CALM, the land manager or owner.

Established marked routes must be used where they exist. Tracks must be followed and care taken to avoid needless deposition of mud. Mud throwing is strictly prohibited.

Leaders must not allow party members to explore or find their own exit from a cave unless they are following a clear or marked track.

Caves must not be disfigured by marking.

Caving activities must be conducted in a way to prevent damage to speleothems, sediments, biota, and other natural phenomena.



Sampling of flora, fauna, palaeontologic or archaeological material, dead or alive must not occur without special permit approval.

All human waste must be removed from the cave and disposed of correctly.

Cave visitors must not light fires or smoke in any cave.

Cave diving and free diving in caves is not permitted.

Guidelines The use of wild caves should only occur if the group is part of a program that has an established objective to progress to this level of caving. Students in these circumstances will have developed the technical skills, knowledge, understandings, attitudes and values that are necessary to meet the high levels of responsibility required to use these caves.



Participants must wear enclosed shoes or boots. Leaders must carry:

at least two spare light sources; a pencil and notebook; and a watch.

Appropriate first aid equipment must be readily accessible. The first aid kit must contain items appropriate to the environment, size of party and duration of the activity.

All participants must have access to a personal light source.

Guidelines Support equipment should include: comprehensive first aid equipment, to be left in vehicle or cave entrance; a sleeping bag and a sleeping mat; and food, fuel, stove, water. It is recommended that leaders carry a supply of water. It is recommended that a carry strap or attachment be used on the main light source. All participants should a wear a hard-shell helmet with a secure chinstrap, a climbing helmet; or an approved bicycle helmet that meets the Australian Standards (AS) 2063.2 or 2063.1.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage of the caving activity.






At least one member of the supervisory team must hold a qualification and be suitably experienced to undertake the caving activity (refer section 5.4.2.3 for details).

The supervisory team must comply with any requirements of land managers and or owners.








The teacher-in-charge and the manager of the venue/external provider must clearly establish the respective responsibilities of their staff. The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance. See Excursions in Public Schools of Appendix D.


Guidelines The suitability of an external provider may be determined from the information provided (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); peak body organisation accreditation;





commercial operator’s permit; other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


5.4.2.1 GENERAL

The level of risk in caving activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the:



The minimum group size must be no less than four participants.

The maximum group size must not exceed twenty participants.

There must be a minimum of one qualified and experienced supervisor for every 10 students or part thereof.

Minimum ratios and maximum group sizes as specified by cave managers must be adhered to.

For single rope techniques conducted whilst caving, the supervision requirements for ABSEILING_AND_CLIMBING must be applied.


At least one member of the supervisory team must hold a current Senior First Aid Certificate, equivalent to the St. Johns Ambulance or Red Cross Senior Certificate or higher.

For Single Rope Technique (SRT) activities, a member of the supervisory team must have a qualification specified in ABSEILING_AND_CLIMBING, and be familiar with the hazards of abseiling and climbing within the caving context.

They must also be competent in dealing with emergencies that are consistent with the type of activity and the site being used.

The supervisory team must meet the requirements specified by land managers or owners.



Guidelines The Department of Conservation & Land Management conducts a Cave Leader course through the Cave Leadership Assessment Panel. While this course is specific to leading trips into some caves in the Leeuwin Naturaliste National Park, it is recommended that all cave leaders hold this accreditation. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than 1 hour away.





Supervisors must conduct the caving activity in such a way that the group remains connected and the leader is aware of each member’s position and their condition.

Supervision strategies must address the circumstance when students are not in clear view of the supervisors. Direct communication must be maintained with students at all times.

The appropriate number of supervisors directly monitoring the students whilst caving must be maintained at all times.



The teacher-in-charge is to decide on the most suitable system(s) of identification based on the assessment of the environment, students’ skills, the type of activities to be undertaken, the age and number of students.

Guidelines Systems for identifying students could include the: wearing of caving helmets name tags, stickers; reflective tape; and/or confining students to designated areas not being utilised by other schools or the public.


Parent/guardian consent is required for all caving programs. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the caving program.

Guidelines Consent may be obtained for the duration of a caving program.



The teacher-in-charge should ensure parents or guardians of culturally and linguistically diverse students are provided with all the necessary information regarding the activity


Planning for caving activities must include the development of a strategy that enables regular communication amongst all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




Guidelines Communication strategies that enable regular communication among all members of the group may include previously identified key calls, lights, hand signals or whistles. It is suggested that the supervisor use a uniform system of whistle signals: One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the
















supervisors, their first aid qualifications and expertise; the name of the venue to be used, its location and contact telephone number; a map of the area(s) to be used, including the planned travel routes and alternative



Emergency Service office, police, nursing station or other relevant information; a list of resources the group will carry, e.g. first aid kit, the number and type of vehicles

and the location of keys, camping or specialist equipment; the communications media that will be used, e.g. fixed telephone, mobile phone,


might elapse before appropriate support could be provided. Suggested emergency equipment may include items such as a first aid kit, rescue equipment and communication equipment. It is recommended that the teacher-in-charge record details of the caving activity and leave it with a suitable authority, such as the police, CALM rangers, land manager or a responsible community member. Details should include: party name; teacher-in-charge; number of participants; vehicle registration; cave entry time; and estimated time of return. In isolated areas or in the event of a program change, a note may be left on the vehicle dashboard. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.


The teacher-in-charge is responsible for ensuring that all relevant information about respective responsibilities and obligations is clearly communicated to students and supervisors. Topics to be included are:

emergency procedures and signals; methods of communication; appropriate use of any equipment; roles of supervisors; the system for identifying students and supervisors; areas demarcated specifically for identified student groups; and standards of acceptable behaviour.

Special information sessions must be arranged for students who were absent from preparatory findings.



Guidelines It is recommended that supervisors refer to the Minimal Impact Code for Caving. See Appendix A. Students should be well briefed on the importance of keeping to paths, protecting flora and fauna, minimising the effect of noise on other people using the area, and other procedures specific to a location and the activity. Students should be thoroughly briefed about the cooperative nature of the activities and the need to adopt a responsible and supportive attitude towards safety at all times. It should be reinforced that students need to be extremely attentive when engaged in caving activities. Those who do not display an appropriately responsible attitude should be removed from the activity. The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information such as emergency procedures.



APPENDIX A MINIMAL IMPACT CAVING CODE

Rauleigh Webb of the Western Australian Speleological Group is the convenor of an ad hoc committee of the Australian Speleological Federation that published this fourth draft of the minimum impact caving code in the Australian Caver No. 135 (1993).

INTRODUCTION The need for a Minimal Impact Caving Code (MICC) has evolved over many years as cavers have realised the impact that they have on caves. That impact is so diverse and varied that it has become necessary to devise a caving code that ensures that cavers are aware of the measures that are necessary to reduce their impact on caves.

To those of you who have just become Australian Speleological Federation (Inc.) (ASF) members, it is important that you understand that a MICC is necessary because cavers are one of the major sources of damage to caves. Read the MICC carefully and apply it to all of your caving - it will not completely stop cavers damaging caves but it will certainly reduce their impact on the cave environment.

This MICC has been devised by cavers for caves - please assist the caves of Australia by using these simple MICC techniques. This MICC should be used in conjunction with the ASF Code of Ethics.

GENERAL This code is divided into two sections, one relating to the exploration of a newly discovered cave or section of cave and the other relating to general cave visitation.

The following practices may fall into both sections and may be modified depending on the type of cave being visited. In general, it should be stated that we are discussing here a code, which will ensure that cavers have a minimal impact on the cave they are visiting. In many instances the practices may not apply, as the impact that cavers have may be minuscule, compared to the impact of flooding of the entire cave, for example. These practices are generally intended to apply in caves where cavers are likely to have a detrimental impact on the cave purely by entering the cave.

In-cave marking refers to the use of a variety of materials to define tracks, routes and barricades in a cave. These measures should be taken to protect sensitive areas, confine caver foot damage and make cavers aware that a sensitive area exists (it may be an obscure cave animal’s territory).

There are no exceptions to this code - surveyors, photographers, scientists, explorers, etc. are all subject to this code.

VISITING CAVES Remember every caving trip has an impact and cavers need to ask some questions with regard the impact of the visit might have on the cave. Is this trip into this cave necessary? If it is, is the trip just for recreation? Is there another cave, which is less vulnerable to damage that can be visited? Cavers need to make this assessment depending on the purpose of the visit, the size and experience of the proposed party and if the trip is likely to damage the cave.



Where possible, the party leader should have visited the cave previously and hence should be aware of sensitive features of the cave, the best anchor points and generally reduce the need for unnecessary exploration.

Cave slowly. You will see and enjoy more and there will be less chance of damage to the cave and to you. This especially applies when you are tired and exiting a cave.

If there are beginners on a trip, make sure that they are close to an experienced caver so that the experienced caver can help them when required, e.g. in difficult sections. Ensure that the party caves at the pace of the slowest caver.

Keep your party size small - four is a good party size.

Cave as a team. Help each other through the cave. Don’t split up unless doing so reduces impact.

Constantly watch your head placement and that of your party members. Let them know before they are likely to do any damage.

Keep caving packs as small as possible or don’t use them in sensitive caves or extensions.

Ensure that party members don’t wander about the cave unnecessarily.

Stay on all marked or obvious paths. If no paths are marked or none is obvious - define one!

Learn to recognise cave deposits or features that can be damaged through individuals or groups walking/crawling upon them. Examples are:

Drip holes Stream sediments Paleo soils Soil cones Crusts Flowstones Cave pearls Asphodilites Bone material Potential archaeological sites Cave fauna Coffee and cream Tree roots

Take care in the placement of hands and feet throughout the cave.

Wash your caving overalls and boots regularly so that the spread of bacteria and fungi is minimised.

If a site is obviously being degraded, examine it carefully to determine if an alternative route is possible. Any alternative route must not cause the same or greater degradation than the currently used route. If an alternative is available, suggest the alternative route to the appropriate management authority and report the degradation.



Carry in-cave marking materials while caving and restore any missing markers. Tape off sensitive areas you believe are being damaged and report the damage to the appropriate management authority.

If it is necessary to walk on flowstone in a cave, remove any muddied boots and/or clothing before proceeding or don’t proceed! Sometimes it is better to assess the situation and return at a later date with the appropriate equipment.

Treat the cave biota with respect. Watch out for them and avoid damaging them and their ‘traps’, webs etc. Also avoid directly lighting cave biota if possible.

If bone material is found on existing or proposed tracks, it should be moved off the track to a safer location if at all possible. Collection should only be undertaken with appropriate permission.

If you eat food in a cave, ensure that small food fragments are not dropped as this may impact the cave biota. One way is to carry a plastic bag to eat over and catch the food fragments. This can then be folded up and removed from the cave.

Ensure that all foreign matter is removed from the caves. This includes human waste. If long trips are to be made into a cave, ensure that containers for the removal of liquid and solid waste are included on the trip inventory.

When rigging caves with artificial anchors, e.g. traces, tapes, rope etc., ensure that minimal damage occurs to the anchor site by protecting the site. For example, protect frequently used anchors (e.g. trees) with carpet, packs, cloth, etc. Bolts should only be used where natural anchors are inappropriate.

VISITING A NEW CAVE OR EXTENSION EXPLORATIONS The existing microbiology of a new cave (both fungi, bacteria and a world of protozoa) will almost certainly be irreversibly contaminated on the first trip into the cave! If you consider cave microbiology has not been investigated in the area of this new cave, and cave microbiologists are available, then please consider including them on initial explorations so that they may collect uncontaminated samples.

Do not enter the new area if you do not have the equipment required to undertake the minimal activities - surveying equipment and in-cave markers.

The minimal activity should be in-cave marking and surveying, not purely exploration.

Ensure that all alternative routes are examined, by completing the cave survey, prior to crossing sensitive areas. It may not be necessary to enter some areas, as they can be by-passed.

Having determined that a sensitive area is to be crossed, it should always be marked. Reduce future damage by defining a distinct, minimal width track.

Discuss in-cave marking with the party and ensure that all ideas are evaluated before marking is undertaken.

Cave softly!



6 CLIMBING WALLS

6.1 BACKGROUND

6.1.1 GENERAL

Participation in indoor climbing has become increasingly popular. Schools may construct their own climbing walls on school premises or organise temporary facilities such as mobile walls. Alternatively, they may access climbing walls in venues off the school site.

A purpose built climbing wall usually consists of a framework of wood, steel or concrete that defines the shape of the wall, to which interchangeable holds are attached. Climbing walls generally have a textured coating that provides grip. Advice relating to the planning, approval and construction requirements for schools that install Climbing Walls is contained in Appendix A.

Activities conducted off the school site must also comply with the Department of Education and Training Excursions in Public Schools.

6.1.2 DEFINITIONS


BELAYING The controlling of a safety rope attached to people or equipment as a back up in the case of primary system failure or climber fall. Belaying may be done from above or below, depending on the nature of the activity and or the environment.

BOULDERING Unroped climbing. In Department of Education and Training schools no part of the body is permitted to be higher than 2.4 metres above the ground.

CLIMBING Ascending cliffs, boulders, buildings, walls, ladders, challenge elements on ropes courses and mountains. It usually involves following certain routes on a face that requires the use of handholds and footholds, while ensuring that a safety system or back up is established through people and specialised equipment.

DYNAMIC ROPE Rope that is designed to stretch and absorb the shock load that is generated in climbing falls. Generally used for climbing and for top- line belaying.

EXCURSION Any student-learning activity conducted off the site of the school, at which the student is enrolled, that is organised or managed by a member of teaching staff employed under section 237 of the School Education Act 1999 and has gained the appropriate approval(s).

EXTERNAL PROVIDER




A business/individual paid by the school to provide a venue, service and/or expertise appropriate to a particular school activity; or

A staff member of a TAFE College or a University who delivers an educational program, or part thereof, to students.


LEAD CLIMBING Where a climber ascends a face trailing a rope that is attached intermittently to the cliff or wall face for protection in the event of a fall.



SPOTTING The process in which one or more individuals are in a position to “catch” a participant in the case of a fall. It does not mean to literally catch a falling body, rather spotters should be directed to be in a position to quickly support the upper part of the participant’s body (specifically the head) in order to minimise potential impact force.

STATIC ROPE Rope with minimal stretch used for abseiling, hauling and rescue purposes.




TOP-ROPE CLIMBING System whereby a climber is belayed by a rope that is anchored or redirected from above.

BOTTOM BELAYED TOP ROPE CLIMBING The situation in which the belayer and primary anchor is on the floor and the rope runs from this anchored belayer, through a redirect anchor or pulleys above the line of the climb, and then down to the climber who is tied in to the end of the rope.









6.4 PROCEDURES

In planning a climbing wall activity, the teacher-in-charge must consider the:

risks relevant to: environment; students’ capacity; activities to be conducted; equipment; capabilities of the supervisor/supervisory team; involvement of external providers.


Where a climbing activity is to be held off the school site at which the students are enrolled, the Department’s policy, Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.



environment; students’ capacity; activities to be conducted; equipment;













capabilities of the supervisor/supervisory team; and involvement of external providers.


The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned activities and the supervision required.



Prior to using an external facility such as a mobile or temporary wall or an indoor climbing gym, the teacher-in-charge must sight an Engineering Certificate of Conformance or a letter stating that the fixture being used conforms to the relevant quality assurance Australian (AS) or European standards (CE).

The floor, walls and area within 2.4 metres of any part of the climb must be free and clear of sharp protuberances.

The teacher-in-charge must have first-hand knowledge of the venue.

Guidelines Key sources of information regarding the venue may include: the venue manager; experienced climbers; or other schools that have conducted similar activities at that location. It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further climbing activities.


Prior to participation in any wall climbing activities, the-teacher-in-charge must ensure that students are physically capable and have the required climbing and roping skills to participate safely.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the environment, or in the medical fitness (e.g. conditions such as asthma, epilepsy or fatigue) or capacity of the student to undertake the activity.

Guidelines Climbing wall activities are appropriate for a range of age groups. Consideration must be given to the degree of responsibility and maturity required to manage the safety systems. Climbing walls may be suitable for capable upper primary school students and high school students.


The full range of activities to be conducted on climbing walls is to be assessed and decisions made in relation to the selection of activities.



Both the participants and the supervisory team must conduct safety checks prior to the commencement of the activity and at critical times throughout the activity.

Prior to climbing, students should undertake a warm up that is specific to the climbing wall activity.

Climbers must be attached to the belay line with:

a direct tie-in using a follow through figure eight knot; and/or two reversed and opposed locking carabiners.

Body belays must not be used.

The belayer must be attached to the belay system, which must be anchored to the floor or a wall. Back-up belayers do not have to be anchored.

Anchor systems must be adjustable to a height suitable for the belayer.

A supervisor must personally check the integrity of the belay system before allowing each student to climb.

Supervisors must be fully aware of potential problems when using grigris. For example:

the possibility of reverse threading; and belayers freezing and losing control when lowering.

When belaying using grigris, participants must be taught a belaying technique that is transferable to other belay devices.

When climbing with any part of the body above 2.4 metres, all participants must be on a top rope belay, except where lead climbing is being taught. See ABSEILING_AND_CLIMBING for additional advice relating to lead climbing activities.

Participants may solo or traverse unroped only if all parts of their body remain below a clearly marked line painted or taped 2.4 metres above the floor. Unroped activities must not be conducted unless the facility has this line in place.

Where schools have climbing walls on site, regular maintenance checks must be logged and records maintained.


The teacher-in-charge must ensure that equipment to be used is checked to ensure that it is appropriate to the activity, meets appropriate standards, and in working order.

Purpose designed equipment that meets appropriate standards must be used for climbing wall activities that involve abseiling, climbing and the use of ropes.

All participants must wear a hard-shell helmet with a secure chinstrap, a climbing helmet; or an approved bicycle helmet that meets the Australian Standards (AS) 2063.2 or 2063.1.



Gloves that fit correctly must be worn while handling moving rope to prevent overheating of the hands and possible loss of rope control. Gloves need not be worn where additional friction devices such as top mounted, slow-go pulleys are used in the belay system.

Ropes, tapes, cords, harnesses and helmets must be less than five years old, unless the manufacturer otherwise specifies a different service life.

Ropes, helmets, harnesses, tapes or other hardware must not be used where there is doubt about their integrity.

All ropes must meet international standards outlined in the WA Roping Activities Code of Practice. (http://www.outdoorswa.org/files/Roping%20Activities%20Codes%20of%20Practice%20Version%201.0%20March%202008.pdf)

Static ropes made specifically for climbing walls are permitted for top rope belaying.

Dynamic ropes must be used where the belay system may be shock loaded.

Positive steps must be taken to prevent unauthorised use of the climbing wall, (e.g. removal of lower holds, locked screens, securing ropes).


Guidelines Facility and equipment logbooks should include: date of purchase and/or date of manufacture; date and the details of maintenance; and history of use. Stable floor cushioning or mats specifically designed for the purpose, e.g. crash mats should be used for landing areas when soloing, bouldering and traversing areas where spotters are not used. Consideration should be given to the placement of cushioning at the base of the wall. Any cushioning provided should be of an even surface with no gaps between the mats or the wall. Temporary walls should only be operated by supervisors experienced and competent in the erection and supervision of that wall.

6.4.1.5 ASSESS THE SKILLS OF THE SUPERVISORY TEAM

The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage of the roping activity.



during activities; and



monitor and assess the physical well-being of the students.

For all activities other than Single Pitch climbing in a school gymnasium with a teacher as the supervisor, at least one member of the supervisory team must hold a recognised qualification. See section 6.4.2.3 for details.



The role of the supervisors will be determined by the teacher-in-charge.

Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. Excursions in Public Schools Appendix C.





The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance. See Appendix D of Excursions in Public Schools.

Activities may involve the use of the services of other government agencies or private companies. In such cases, Department staff must not sign indemnities or other documents provided by the agencies or companies which absolve them from liability for their own negligent acts or omissions.

Guidelines The suitability of an external provider may be determined from the information provided (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks);






peak body organization accreditation; commercial operator’s permit; other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


6.4.2.1 GENERAL

The level of risk in climbing activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the:



Different levels of supervision are required for different activities on climbing walls.

Top roping activities

For top roping activities there is a minimum level of supervision. That is:

at least one qualified and experienced supervisor; at least one additional supervisor experienced in the activity being conducted

for group sizes that exceed 18 students; and the maximum group size must not exceed 22 students.

Number of Students Number of Qualified Supervisors


1-18 1 1 19-22 1 2

Table 6: EXAMPLE

Lead climbing

For all lead climbing activities there is a minimum level of supervision. That is:

at least two qualified supervisors; and at least one qualified supervisor for every four students or part thereof.



1-8 2 2





9-12 3 3

Table 7: EXAMPLE


For all climbing wall activities a member of the supervisory team must:

hold a current first aid certificate including current cardio pulmonary resuscitation (CPR) accreditation; and

have skill and experience in all of the elements of the climbing wall.

In addition to this requirement, specific levels of experience and or the holding of activity specific qualifications is required for different types of climbing wall activities.

Single Pitch climbing in a school gymnasium with a teacher as the supervisor

The supervisor must have skill and experience (at least 40 hours of logged Single Rope Technique (SRT) experience per annum) and be familiar with all of the elements of the climbing wall.

The 40 hours of logged SRT experience per annum must be validated by an individual who holds any of the qualifications listed below.

Supervisors must complete a climbing wall in-service at least once every 18 months.

All other climbing wall activities (including multi pitch climbing, lead climbing, and climbing at an external facility)

A qualified supervisor must hold one of the following qualifications:

a Department of Sport and Recreation Abseiling Instructors Certificate, supported by relevant logged experience;



Guidelines If the group is in an isolated or remote area, a member of the supervisory team should have advanced first-aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than 1 hour away. It is recommend that all instructors hold, as a minimum, one of the following qualifications: a Department of Sport and Recreation Abseiling Instructors Certificate, supported by

relevant logged experience; an activity specific relevant nationally agreed set of competencies registered through

the National Outdoor Leader Registration Scheme (NOLRS); or an equivalent award as recognised by the Director General. Further information regarding climbing wall in-services is available from Outdoors WA. Further information about NOLRS can be found at http://www.outdoorswa.org/page.php?id=25 or by telephoning 9248 6677.







It is essential that students in climbing wall activities are actively supervised at all times. That is, the supervisory team has a clear view of all students.


The teacher-in-charge must ensure that individuals involved in the spotting of participants whilst bouldering or traversing are provided with detailed instruction and demonstration of the appropriate procedures.

A high level of supervision must exist at all times.

Guidelines Participants who do not display a responsible attitude should be removed from the activity.




Guidelines Consideration should be given to wearing brightly colored clothing on multi pitch activities. Systems for identifying students could include the: the wearing of helmets and shirts of a uniform colour; and/or confining students to designated areas not being used by other schools or the public.


Parent/guardian consent is required for all climbing activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the roping course activity.

Guidelines Consent for recurring activities as part of the climbing wall program may be obtained at the beginning of the year or at the commencement of the particular unit of study to which the activity is related. The teacher-in-charge should be mindful of the possibility of changes to students’ health from one week to the next. The teacher-in-charge should ensure parents or guardians of culturally and linguistically diverse students are provided with all the necessary information regarding the activity.




Planning for climbing activities must include the development of a strategy that enables regular communication among all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




Guidelines Communication amongst all members of the group should include standard climbing calls, hand signals and whistle signals.



For all activities, including Single Pitch climbing in a school gymnasium with a teacher as the supervisor, there must be a qualified supervisor available to effect a rescue.

The teacher-in-charge should be familiar with the action to be taken when either the group or an individual becomes lost. Advice is provided in BUSHWALKING_APPENDIX_A.








Guidelines An emergency response plan for out of school venues may include: a list of all participants and their contact and medical details, including the number of



barriers;




a list of resources the group will carry, e.g. first aid kit, the number and type of vehicles, camping or specialist equipment;

the communications media that will be used e.g. fixed telephone, mobile phone, satellite phone, radio, Emergency Positioning Indicating Radio Beacon (EPIRB); and


Suggested emergency equipment includes items such as a first aid kit, rescue equipment and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.





Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information, such as emergency procedures. The belay system requires students to be well briefed in the use of belaying techniques, communication and attentiveness. Spotting of participants whilst bouldering or traversing requires detailed instruction and demonstration of the appropriate procedures combined with a high level of supervision. It should be reinforced that students need to be extremely attentive when engaged in climbing activities and especially when spotting and belaying. Those who do not display an appropriately responsible attitude should be removed from the activity. Participants should be thoroughly briefed about the cooperative nature of the activity and the need to adopt a responsible attitude towards safety at all times.



APPENDIX A SCHOOL CLIMBING WALLS

Advice for Climbing Wall Construction

The Department of Housing and Works will provide information to schools relating to the construction of climbing walls. Any proposed fixtures or modifications to the Department of Education and Training and State government administered buildings must be referred to the Department of Housing and Works to ensure where applicable they meet the minimum Australian Standards (AS) or accepted European (CE) or other international standards.

The approval process for the construction of climbing walls in schools, schools must:

engage a structural engineer who is entitled to be a member of the Australian Institute of Engineers and has experience in the construction and testing of climbing walls to give pre-construction assessment;

on completion of the construction, engage an appropriately qualified engineer (as above) to give an engineering certificate of conformance; and

follow standard building regulations.

Annual safety inspections will be made of all school climbing walls.

Refer to the New Constructions on School Sites Policy.

http://policies.det.wa.edu.au/our_policies/ti_view?uid=ed72b04413c88fda4d68df61969b5d7a&iview=summary_view



7 CYCLING AND CYCLE TOURING

7.1 BACKGROUND

7.1.1 GENERAL

Cycling activities are conducted by schools in a variety of contexts. These include:

road safety; cycle touring; Bicycle Motor Cross (BMX); mountain biking; and road and track racing.

Activities conducted off the school site must comply with the Department of Education and Training policy Excursions in Public Schools.

DEFINITIONS

CYCLE TOUR A highly organised cycling event which incorporates the appropriate support or training and preparation to allow it to be conducted over longer distances. Cycle tours may be conducted for more than one day and involve overnight stays.














TOURING OR EXPEDITION CYCLING Cycling activities that involve an overnight stay(s).







7.4 PROCEDURES

In planning a cycling activity, the teacher-in-charge must consider the:


required level of supervision; supervision strategies: means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and briefing for participants.











Where a cycling activity is held off school site at which the students are enrolled, the Department’s policy, Excursions in Public Schools, requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools policy and submit it to the principal for endorsement.





The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned cycling activity and the supervision required.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue/route. Other sources of information may include: the venue manager; the local ranger or land manager; local cycling clubs and similar bodies e.g. Cycle Touring Association; other experienced cyclists; local Police; other schools that have conducted similar activities at that location; external providers; or Outdoors WA. It is recommended that the above be consulted for assistance in route planning. Vehicle free circuits should be used where possible. The route should minimise exposure to heavy traffic, steep gradients or any particularly hazardous or busy areas. Permission may be needed to ride in some off-road locations. This may apply to National Parks, reserves or private property. Off-road cycling is prohibited in most National Parks. Minimal impact practices should be observed at all times, particularly in environmentally sensitive areas. Advice on minimal impact techniques can be found in BUSHWALKING_APPENDIX_A. Alternative routes should be selected if there is any doubt regarding access.


Prior to participation in any cycling or cycle touring activity, the-teacher-in-charge must ensure that students are physically capable and have the required cycling and road safety skills to participate safely.






A reassessment must be undertaken if any circumstances surrounding the activity change. For example, it is necessary to assess any change in the condition of the environment, and in the medical fitness or preparedness of the students to undertake the activity (e.g. conditions such as asthma, epilepsy or fatigue).

Guidelines Where possible, students should have participated in a Bike Education program. It is recommended that cycling activities are not conducted on roadways for students under the age of 10. Cycle touring that involves long sections of road travel, is not recommended for students under the age of 12. Students should have knowledge of basic bicycle maintenance. All participants should be fully conversant with and adhere to the road safety rules that apply to a particular activity. Information on the Road Traffic Code 2000, and the Road Traffic Act 1974 is available on line at http://www.slp.wa.gov.au/statutes/swans.nsf Prior to cycle touring it is recommended that students are familiar with the techniques of cycle touring. These should be practiced prior to departure and may include short practical exercises in bicycle control and maintenance. Students should demonstrate a level of fitness appropriate to the type of cycling activity being undertaken. For extended tours, training should include fitness activities, distance riding and cycling on uneven surfaces and steep grades.


The full range of activities to be conducted as part of cycling is to be assessed and decisions made in relation to the selection and location of activities, e.g. velodrome, on or off road cycling tracks.

Where heavy traffic is likely to be encountered, a vehicle must follow the group displaying a sign to warn other road users of the cycling party.

Guidelines The teacher-in-charge should determine the additional skills required by students to safely participate in activities such as: navigation activities; camping; swimming; and bicycle maintenance No night riding should be undertaken. In order to determine the commencement and duration of cycling activities, the teacher-in-charge should monitor weather conditions and the impact on road conditions. Regular rest and refreshment breaks should be scheduled, particularly for long trips.

http://www.slp.wa.gov.au/statutes/swans.nsf



Speed should be monitored on steep descents. Road position should be monitored on steep ascents. When cycling at dawn and dusk special care should be taken. Schools planning activities such as ‘Bikeathons’ that will be conducted outside the school grounds, should notify and liaise with the local government authority and police to gain the appropriate permits.



Bicycles must be roadworthy and fulfil all legal requirements.

All participants must wear approved cycling helmets (Australian Standard AS 2063.2 or AS/NZS 2063) with chinstraps fastened securely.


Suitable hard-soled, closed shoes must be worn.

Guidelines Advice on bicycle safety requirements is available online at http://www.slp.wa.gov.au/statutes/swans.nsf A comprehensive tool kit and spares should be carried on long trips. A water bottle should be fitted to bikes for all cycling activities exceeding 30 minutes. The first aid kit should be carried by an adult preferably at the rear of the group. In touring or expedition cycling, all gear carried on the bicycle should be carried securely in panniers or daypacks. Equipment carried should be minimised to reduce the negative effect on bicycle control and safety. For touring or expedition cycling, a support vehicle should accompany the group. Participants should wear highly visible clothing or reflective vests for on-road activities. Cycling knicks will help prevent chafing and are recommended for long trips.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage of the cycling activity.


identify and establish a safe activity environment;

http://www.slp.wa.gov.au/statutes/swans.nsf



effect a rescue and render emergency care; monitor and respond to weather and environmental conditions before and


At least one member of the supervisory team must hold a recognised qualification (refer section 7.4.2.3 for details).

Where a member of the non-teaching staff, external providers or volunteers agree to perform tasks that require them to personally care for students in the absence of a member of the teaching staff the teacher-in-charge must consider the suitability of that adult for the task being assigned, taking into account the:



Guidelines Cycling venues, such as velodromes and BMX tracks, should only be used under the guidance and supervision of suitably experienced or qualified supervisors. At least one supervisor in the group should have expertise in routine bicycle maintenance. Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. Excursions in Public Schools











Guidelines The suitability of an external provider may be determined from the information provided (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); peak body organization accreditation; commercial operator’s permit; other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients. Relevant qualifications may include Level 1 Cycle Coaches Accreditation for road, track or mountain bike riding and Level 1 Coaching certificate or Bike Education Instructors Certificate for bike safety activities.


7.4.2.1 GENERAL

The level of risk in cycling activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the following risk factors:

age of the students; capacity of the teacher or supervisor; type or purpose of the activity to be undertaken (e.g. mountain biking, BMX,

track cycling); experience and ability of the students; student medical conditions or disabilities; nature of the environment (e.g. roadways, velodrome, off-road, gravel, visibility,

gradient, traffic hazards); location of the activity (local or remote); and weather.


Different levels of supervision apply to cycling activities, e.g. bicycle education, road, BMX, track and mountain bike cycling and cycle touring.

Supervision must be provided for all cycling activities.

For all cycling activities there must be at least one supervisor for every 16 students or part thereof.

For cycling activities held off the school site, cycling touring and on road cycling activities:

there must be at least two supervisors; and one of theses supervisors must be qualified and experienced .



Guidelines It is recommended that greater supervision be provided for primary aged or less able students participating in cycling activities outside the school grounds.


For all cycle touring and road cycling activities, a member of the supervisory team must hold a current first aid certificate, including current CPR accreditation.

Guidelines CPR and first aid courses are conducted by St John Ambulance, Red Cross or other providers. The CPR accreditation is valid for 12 months. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than 1 hour away. It is recommended that teachers gain cycling coach accreditation, and/or professional development when cycling activity requires greater expertise and experience (eg track cycling).





Supervisory strategies for cycling activities must be considered in accordance with the:

age of the students; experience and ability of the students; student medical conditions or disabilities; capacity of the supervisor(s), e.g. ability, competence and experience; type or purpose of the activity to be undertaken; nature of the environment; location (local or remote) of the activity; and weather and climate.

Both the participants and the supervisor/supervisory team must conduct appropriate safety checks prior to the commencement of the activity and at critical times throughout the activity.


Guidelines It is recommended that rules be established to ensure that all students remain in close proximity to the supervisors whilst in transit. This particularly applies to poor weather conditions. During poor weather conditions, the teacher-in-charge or leader should ensure that members of the group remain in close proximity.



A supervisor(s) with first aid qualifications and who is competent with bicycle maintenance should ride at the rear of the group or may travel in a support vehicle following the group. It is recommended that a lead cyclist is designated, who is aware of the planned route, can provide guidance and direct the group to scheduled stops. It is recommended that a ‘buddy system’ be established where students can monitor and check the safety and welfare of their partner. Supervisors should make a regular head count of the number in the group, particularly at road or track junctions and in difficult conditions. Supervisors should arrange pre determined stops en route, so that the participants can be provided with feedback.



For all on-road cycling activities students must be clearly visible.


Guidelines It is recommended that a brightly coloured fluorescent and/or reflective vest or similar garment be worn for on-road cycling. Systems for identifying students include the wearing of: school shirts, uniforms; over helmet sun protection covers cycling helmets or vests; vests, sashes or armbands; or name tags, stickers, and reflective stripes. Alternatively, bicycles should be clearly marked and easily identifiable. Each identification system may be used in combination with others. Where the students and supervisors involved in the cycling activity are the sole participants at the venue, the teacher-in-charge may decide that there is no need to introduce an identification system.


Parent/guardian consent is required for all cycling activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the cycling program.

Guidelines Consent may be obtained for the duration of a cycling program.



The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with all necessary information regarding the cycling activity.


Planning for cycling activities must include the development of a strategy that enables regular communication among all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




Guidelines Communication strategies that enable regular communication among all members of the group may include hand signals, voice signals, flags, signs, public address systems, megaphones, air horns, car horns, or whistles. It is suggested that the supervisor use a uniform system of whistle signals: One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the








a list of names of participating students and their parent/guardian consent telephone numbers;

the Student Health Forms and relevant Health Care Authorisation Plans of those students who are known to have particular health requirements; and


Guidelines An emergency response plan may include:



a list of all participants and their contact and medical details, including the number of staff and external providers, their first aid qualifications and expertise;

the name of the venue to be used, its location and contact telephone number; a map of the area(s) to be used, including the planned travel routes and alternative




camping or specialist equipment; the communications media that will be used, e.g. fixed telephone, mobile phone,


might elapse before appropriate support could be provided. Suggested emergency equipment includes items such as a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone. Supervisors may need to be familiar with distress signals such as whistle blasts, shouting, car horns or hand signals. The Australian distress signal is a series of three signals repeated at regular intervals.



emergency procedures and signals; methods of communication; appropriate use of any equipment; roles of supervisors; the system for identifying students and supervisors; procedures for events (e.g. start and finish procedures); areas demarcated specifically for identified student groups; and standards of acceptable behaviour.

Special information sessions must be arranged for students who were absent from preparatory briefings. For touring or expedition cycling, participants must be informed of the route to be followed, and have this route marked on their own maps.




8 HORSERIDING

8.1 BACKGROUND

8.1.1 GENERAL

Horseriding is an activity that has inherent risks directly related to the skills of the rider, the activity, riding location and the horse.


8.1.2 DEFINITIONS


EXTERNAL PROVIDER A business/individual paid by the school to provide a venue, service and/or expertise appropriate to a particular school activity; or


EXPEDITION Usually involves lightweight camping, that may be conducted over several days, where various modes of transport, including; sailing, canoeing, horse trekking and cycling may be used.






TACK Horseriding equipment, including harnesses, saddles and reins.











8.4 PROCEDURES

In planning a horseriding activity, the teacher-in-charge must consider the:


required level of supervision; supervision strategies: means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and briefing for participants

As horseriding activities can be held off the school site at which the students are enrolled, the Department’s policy, Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan.

The teacher-in-charge must complete the checklist at Excursions in Public Schools Appendix A and submit it to the principal for endorsement.

















The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned horseriding activity and the supervision required.

Students must not be exposed to bushland, trails, roads or any location that has not been assessed and is not considered safe for the students’ skills, experience and the planned horseriding activities.


Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other key sources of information may include the: venue manager; the department of Conservation and Land Management (CALM), local ranger or land

manager; pony or horseriding clubs; other schools that have conducted similar activities at that location; private land owners; external providers; or Outdoors WA. Teaching facilities should be adequate with enclosed yards and gates that shut. All participants should practice conservation, abide by permit requirements, relevant laws and regulations, and recognise local community interests. School horseriding programs should be based at established riding schools where horses, equipment and qualified instruction in horseriding and horse care are provided.


Prior to participation in any horseriding activity, the-teacher-in-charge must ensure that students have the required skills to participate safely.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the environment, or in the medical fitness, e.g. conditions such as asthma, epilepsy or fatigue or capacity of the students to undertake the activity.



Guidelines The teacher-in-charge should seek the guidance of a qualified supervisor or external provider when making an assessment of student capacity. Horseriding activities are appropriately offered in secondary physical education, outdoor education and recreation courses. They may be suitable for primary students provided the equipment; activity and horses are assessed as being appropriate.


The full range of activities to be conducted as part of horseriding is to be assessed and decisions made in relation to the selection and location of activities, e.g. riding schools, equestrian centre.

A calm, experienced horse should be allocated to inexperienced riders.

Guidelines The teacher-in-charge, in collaboration with a qualified and experienced supervisor should determine the additional skills required by students to participate in activities such as: jumping; trekking or trail riding; dressage; polo; rodeo; and expeditions.


The teacher-in-charge must ensure that the equipment to be used is checked to ensure that it is appropriate to the activity, safe and in working order.

All participants must wear approved riding helmets (Australian Standard AS 3838) with chinstraps fastened securely.


Guidelines The bridle should be the correct size and fit the horse. The bit should be correctly adjusted. The stirrup irons should be well constructed and not exceed the width of the shoe at the ball of the foot by more than 1.0cm. The shoe should fit freely in and out of the stirrup. The girth should be sufficiently tight as to allow mounting without the saddle turning on the horse. The girth should be re-checked for tightness after the first two minutes. The saddle should be a comfortable size and fit for the horse and rider. Beginning riders may benefit from the sue of a stock saddle. Saddles with safety stirrups are recommended. This may include open ended heavy bar safety stirrups or other types of stirrups which have been specifically designed to prevent individuals being dragged by the stirrup in the unfortunate event of a mishap. A neck strap is useful for beginners and intermediate riders.



It is recommended that all participants wear long trousers, a shirt with collar and sleeves and riding boots or smooth-soled shoes with a substantial heel. Track shoes or joggers are not recommended.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the horseriding activity.




At least one member of the supervisory team must hold a recognised qualification and be suitably experienced to undertake the horseriding activity (refer to section 8.4.2.3 for details).




Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. (See Excursions in Public Schools Appendix C).








The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance Excursions in Public Schools Appendix D.


Guidelines The suitability of an external provider may be determined from the information provided (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); peak body organization accreditation; commercial operator’s permit; other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


8.4.2.1 GENERAL

The level of risk in horseriding activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the following risk factors:

age of the students; capacity of the teacher or supervisor, e.g. skills, competence and experience; type or purpose of the activity to be undertaken; experience and skill of the students; medical conditions or disabilities; nature of the environment; location of the activity; and weather.


There must be at least one qualified and experienced supervisor for every ten students or part thereof.

Trail rides

There is a minimum level of supervision. That is:

at no time will there be less than two experienced supervisors; and one of these supervisors will be a qualified and experienced supervisor.

Guidelines It is recommended that at least two experienced and qualified supervisors accompany beginners on all horseriding activities.




It is recommended that three qualified and experienced supervisors accompany trail-riding groups that exceed 10 students.


For all horseriding activities at least one member of the supervisory team must hold a current first aid certificate, including current CPR accreditation.

Guidelines At least one member of the supervisory team must hold a current Senior First Aid Certificate, equivalent to the St. Johns Ambulance or Red Cross Senior Certificate or higher. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away. It is recommended that a member of the supervisory team holds either: an activity specific Association for Horsemanship Safety and Education qualification; or a qualification that is recognised by the Equestrian Federation of Australia or the Pony

Club Association of Western Australia which include: - The Pony Club Association of WA Instructors Certificate; or - Australian Horseriding Centre Accreditation; or - National Coaching Accreditation Scheme (Levels 1 or 2).




The appropriate number of supervisors directly monitoring the students’ horseriding must be maintained at all times.

On trail rides there must be an experienced supervisor at the front and rear of each group.

Supervision strategies must address the circumstance when the students are not in clear view of the supervisors. Beginning and inexperienced riders must always remain in clear view of the supervisors. Inexperienced riders need to be kept under close supervision.

Guidelines The teacher-in-charge should ensure that students remain in close proximity to the supervisors whilst horseriding. Supervisors should arrange pre-determined stops en route, to make regular head counts and to provide participants with feedback.



The teacher-in-charge is to decide on a suitable system(s) of identification of participants based on the assessment of the environment, students’ horseriding skills, the type of activities to be undertaken and number of students.



Guidelines Systems for identifying students may include: school shirts, uniforms; horseriding helmets and apparel; vests, sashes or armbands; or name tags, stickers. Each identification system may be used in combination with others.


Parent/guardian consent is required for all horseriding activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the horseriding activity.

Guidelines Consent may be obtained for the duration of a horseriding program. The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with all necessary information regarding the horseriding activity.


Planning for horseriding activities must include the development of strategies that enable regular communication amongst all members of the group. The strategies must clearly identify signals for gaining the full group’s attention.




Guidelines Communication strategies that enable regular communication amongst all members of the group may include hand signals (where appropriate), standard voice calls or whistles. It is suggested that the supervisor use a uniform system of hand signals: One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the








All supervisors must be familiar with the evacuation procedures and the location of separate emergency equipment.



a list of names of participating students and their parent/guardian consent telephone numbers;

the Student Health Forms and relevant Health Care Authorisation Plans of those students who are known to have particular health requirements; and


Guidelines An emergency response plan may include: specific reference to the handling of loose or injured animals and animals that are

misbehaving; a list of all participants and their contact and medical details, including the number of







might elapse before appropriate support could be provided. Suggested emergency equipment includes items such as a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.



emergency procedures and signals; methods of communication; appropriate use of any equipment; roles of supervisors;



the system for identifying students and supervisors; procedures for events (e.g. start and finish procedures); safety information on the handling of horses; areas demarcated specifically for identified student groups; and standards of acceptable behaviour.



CONTACT INFORMATION/WEBSITE LINKS

Department of Education and Training 151 Royal Street EAST PERTH WA 6004 Ph: (08) 9264 4111 Fax: (08) 9264 5005 Email: mailto: [email protected]

Equestrian Federation of Australia (WA Branch) State Equestrian Centre 303 Cathedral Avenue BRIGADOON WA 6069 Ph: (08) 9296 1200 Fax: (08) 9296 1194 Email: mailto: [email protected]

Pony Club Association of Western Australia State Equestrian Centre 303 Cathedral Avenue BRIGADOON WA 6069 Ph: (08) 9296 1500 Fax: (08) 9296 1545 Email: mailto: [email protected]

Australian Horse Riding Centres Affiliated Riding Centres and Information: Website: http://www.horseriding.org.au/




http://www.horseriding.org.au/



9 ORIENTEERING, ROGAINING AND CROSS COUNTRY NAVIGATION

9.1 BACKGROUND

9.1.1 GENERAL

Cross-country Navigation is an activity in which students find their way around a predetermined course. In most cases, Cross-Country Navigation, Orienteering and Rogaining activities are conducted off the school site.

Navigation activities are generally suitable for a wide range of age groups. Beginners may be introduced to the skills of cross-country navigation using a simple map to locate points around the school environment. Older more capable participants may be challenged by completing more difficult courses set in natural bushland.


DEFINITIONS

CROSS-COUNTRY NAVIGATION An activity where participants find their way around a predetermined course using a large-scale orienteering map with or without a compass.





ORIENTEERING The competitive sport of cross-country navigation at speed.






ROGAINING The competitive sport of finding one’s way on foot around a course set over long distances, involving extended periods of time with map and compass.










9.4 PROCEDURES

In planning an orienteering activity, the teacher-in-charge must consider the:


required level of supervision; supervision strategies: means of identifying participants; information to be provided to parents/guardians for their consent;












Where an activity is held off school site at which the students are enrolled, the Department’s policy, Excursions in Public Schools, requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.







Students must not be exposed to bushland, walk-trails, roads, parks or any location that has not been assessed and is not considered safe for the students’ skills, and experience and the planned orienteering, rogaining or navigation activities.

The selection of venues must take account of objective dangers, e.g. river crossings, exposed areas, slippery rocks, and limited access to paths, roads and communications.

The course must be within a clearly defined area with recognisable boundaries.

Dangerous areas must be identified and avoided.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. However at competitions, such as the WA School Orienteering Championships, it may not be appropriate for staff to visit the actual course prior to commencement of the competition. Other key sources of information may include: the venue manager; CALM, local ranger, lease holder, private property owner or land manager; experienced bushwalkers and rogainers; orienteering or rogaining clubs or associations; other schools that have conducted similar activities at that location; Outdoors WA; or external providers. The area to be used for an activity should be covered by a map. The use of distinct contour features on the map is helpful.





Possession of a map does not confer the right of entry to private property or to some public reserves. Prior permission to use an area should be obtained where necessary. The most suitable bushland area will have open forest, a network of tracks and clear boundaries. A member of the supervisory team should reconnoitre the area to update the map where necessary. Minimal impact practices should be observed at all times, particularly in environmentally sensitive areas.


Prior to participation in any orienteering, rogaining or navigation activity, the-teacher-in-charge must ensure that students are physically capable and have the required navigation skills to participate safely.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the environment, or in the medical fitness e.g. conditions such as asthma, epilepsy or fatigue or capacity of the students to undertake the activity.


The full range of activities to be conducted as part of orienteering, rogaining or navigation is to be assessed and decisions made in relation to the selection of activities.

Guidelines The teacher-in-charge should determine the additional skills required by students to safely participate in additional activities such as camping, aquatic activities or cycling. Students should be trained in map reading in an open area that is familiar to them. Bush navigation activities should only be undertaken by students who are confident in navigation and have a basic understanding of contour interpretation. Out of bounds areas should be marked on navigation maps for the activity. There should be a set finishing time. All students should be instructed to return to the assembly area at a predetermined time irrespective of whether they have completed the activity. Activities should be planned to finish well before dark (at least one hour). Inexperienced students should participate in pairs or groups.




The teacher in charge must ensure that equipment to be used is checked to ensure that it is appropriate to the activity, safe and in working order.

For orienteering activities in bush environments, individual participants, pairs or groups must carry a watch, a map in a plastic bag, an emergency whistle and an orienteering compass.

Drinking water must be available.


Guidelines Students should wear suitable clothing for the prevailing weather conditions. In bush settings this should include protective clothing or covering for arms and legs as well as feet. Students should wear clothing that is highly visible in bush settings


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the activity.



during activities; and monitor and assess the physical well being of the students.

In all navigation activities conducted off the school site, at least one member of the supervisory team must hold a recognised qualification. Refer to section 9.4.2.3.

The supervisory team must comply with any requirements of land managers, lease holders and/or owners.




Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors.



Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. (See Excursions in Public Schools Appendix C).





The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance Excursions in Public Schools Appendix D.


Guidelines The suitability of an external provider may be determined from the information provided (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); peak body organisation accreditation; commercial operator’s permit; other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


9.4.2.1 GENERAL

The level of risk in orienteering, cross-country navigation or rogaining activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the following risk factors:

age of the students; capacity of the teacher or supervisor; type of activity to be undertaken e.g. (orienteering, cross-country navigation or

rogaining); experience and skill of the students; medical conditions or disabilities;





nature of the environment e.g. (bushland, parks, school grounds); location of the activity (local or remote); and weather.


At all cross-country navigation activities there must be a minimum of one supervisor.

In bushland settings, away from the urban environment, there must be:

at least two supervisors; at least one qualified supervisor for every 22 students or part thereof; and at least one supervisor for every 11 students or part thereof (inclusive of the

qualified supervisor).

Guidelines It is recommended that greater supervision be provided for primary aged or less able students participating in cycling activities outside the school grounds. The number of supervisors should reflect: the nature of the area, e.g. school, parkland, unfamiliar bushland; the level of skill and experience of the students; and the nature of this activity, e.g. a group training run, recreational session with students

working in groups or pairs, or an individual competition event.


For orienteering, rogaining and cross-country navigation outside of the boundaries of the school environments a member of the supervisory team must hold a current first aid certificate, including current CPR accreditation.

Guidelines It is recommended that the supervisor is experienced in orienteering, rogaining or cross–country navigation in the selected area or terrain. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away.




Supervision strategies must ensure the safety and well being of students is maintained at all times.


Supervisory strategies for orienteering, rogaining and navigation activities must be considered in accordance with the:

age of the students;



experience and ability of the students; student medical conditions or disabilities; capacity of the supervisor(s), e.g. ability, competence and experience; type or purpose of the activity to be undertaken; nature of the environment; location (local or remote) of the activity; and weather and climate.


Guidelines At competitions such as the WA School Orienteering Championships, teachers are normally not allowed on the course. Orienteering WA uses volunteers from its membership to patrol the courses and monitor students.



In bushland, students must be clearly visible.


Guidelines In bushland settings it is recommended that brightly coloured clothing be worn. Systems for identifying students include the wearing of: school shirts, uniforms; school hats, other hats; vests, sashes or armbands; or name tags, stickers. Each identification system may be used in combination with others. Where the students and supervisors involved in the orienteering or navigation activity are the sole participants at the venue, the teacher-in-charge may decide that there is no need to introduce an identification system.


Parent/guardian consent is required for all orienteering activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the orienteering, rogaining or cross-country navigation program.

Guidelines Consent may be obtained for the duration of any program.



The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with all necessary information regarding the activity.


Planning for navigation activities must include the development of a strategy that enables regular communication among all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




Guidelines Communication strategies that enable regular communication among all members of the group may include public address systems, megaphones, air horns, hand signals, flags, pennants, flares, lights, or whistles. It is suggested that the supervisor use a uniform system of whistle signals: One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the






















might elapse before appropriate support could be provided. Suggested emergency equipment includes items such as a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone. Supervisors should be familiar with distress signals such as, smoke, whistle blasts, shouting, flashing a mirror or torch or waving a cloth. The Australian distress signal is a series of three signals repeated at regular intervals. Students should be instructed to assist others who are ‘lost’ or injured, even if this means abandoning their competition plan.





Students must be instructed in the procedures to follow when lost, and should know the procedures staff will follow when students are overdue.



Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information such as emergency procedures. The environmental values of the area should be made clear to students and taken into account when planning activities. These include respect for private property, the need to take care when running off defined tracks, and care for sensitive plant communities. Students should be briefed at the commencement of the activity on: how the activity is to be conducted; the importance of participation rather than competition, although competition may be

introduced as skill learning develops; course boundaries; out of bounds areas; what the markers look like; reporting to the finishing line; the need for regular hydration; what to do in an emergency, e.g. injury, snake bite, if lost, including where staff are

located or what to do if an evacuation of the area is necessary; and rules of ‘fair play’ such as not removing or damaging controls and not calling out when

at controls.



10 PADDLING ACTIVITIES

10.1 BACKGROUND

10.1.1 GENERAL

Canoeing, kayaking and sea kayaking are conducted by schools in a variety of contexts and may include basic level skill development on closed water through to advanced paddling skills on open water, including white water. Skill development programs may culminate with day excursions or extended expeditions.

Generally, activities conducted in aquatic environments require a high degree of risk analysis and management.

Whilst these procedures and guidelines contain specific reference to canoeing, kayaking and sea kayaking, they may also inform teachers who use surf skis and other paddling craft as part of a teaching and learning program.


10.1.2 DEFINITIONS

CLOSED WATER A controlled water environment (still or slow moving) or sheltered water with a low swell, such as a swimming pool, sheltered coastal area or river, dam, waterhole, or inland water body.

EXCURSION Any student-learning activity conducted off the site of the school, at which the student is enrolled, that is organised or managed by a member of teaching staff employed under s237 of the School Education Act 1999 and has gained the appropriate approval(s).



FIXED LOCATION A canoeing or kayaking activity area within 100 metres of the launching point. For sea kayaking and surf skis this distance is 200 metres.


OPEN WATER An uncontrolled water environment that may be fast flowing or turbulent (white water) such as a surf beach, flowing river or waterway, or tidal coastal water.




PODS A group of craft paddling in a formation or block to improve safety and protection.





TEACHER-IN-CHARGE The member of the teaching staff who is authorised by the principal to manage a school activity.



10.1.3 RELATED POLICIES AND PROCEDURES




10.3 PROCEDURES

In planning a paddling activity, the teacher-in-charge must consider the:

risks relevant to the: environment;











students’ capacity; activities to be conducted; equipment; capabilities of the supervisor/supervisory team; and involvement of external providers.


Where a paddling program is to be held off the site of the school at which the students are enrolled, the Department’s policy Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.





The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned activity and the supervision required.

Paddling activities must not take place in strong tidal areas or in known estuarine crocodile habitats.

Sea kayaking must not be conducted beyond 10,000 metres of a safe landing point.


Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; local ranger or land manager; experienced paddlers with knowledge of the location; paddling clubs; books, guides, articles; professional lifeguard; other schools that have conducted similar activities at that location; external provider; or Outdoors WA.





Consideration needs to be given to wind eddies, rocks, shallows and other navigational hazards. Selected areas may be defined by the use of on-shore marker buoys, flags, natural features or other nominated craft. Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and other marine craft. Supervisors should recognise that each aquatic environment is unique and that open-water environments are more hazardous than closed-water environments. The effects of currents, wind, waves, tide and land formations are less predictable and more difficult to control, and should be continuously monitored.


Prior to participation in canoeing, kayaking and sea kayaking, the-teacher-in-charge must ensure that students are physically capable and have the required swimming and water safety skills to participate safely.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the aquatic environment, or in the medical fitness, e.g. conditions such as asthma, epilepsy or fatigue or capacity of the students to undertake the activity.

Guidelines The Department of Education and Training’s Swimming and Water Safety Continuum (SWIMMING_AND_WATER_SAFETY_CONTINUUM) may be a useful tool to gauge students’ swimming and water safety skills. However, such information is only indicative of the students’ skills at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students. Paddling activities are suitable for primary aged students in some circumstances. It is strongly recommended that primary aged students undertake paddling activities only where they are physically capable and have the necessary skills, or the support, to enable them to capably control the craft at the proposed location. Prior to paddling on closed waters, students should be able to swim 100 metres without the use of a personal flotation device (PFD). Before progressing to open water, students should also be able to demonstrate: swimming 100 metres fully clothed and then support themselves in water for a

minimum of 15 minutes without the aid of a PFD; swimming 200 metres in less than seven minutes; swimming under a paddle craft with an approved PFD, and surfacing on the other side; capsize and broadside drills and procedures; emptying a craft; buddy gear checks; self and T rescues and other relevant safety practices; basic paddle strokes including support bracing; and basic manoeuvres including emergency stops.



Where spray decks are used, students should have specific practice in their use and demonstrated proficiency in capsize and exit drills.


The full range of activities to be conducted as part of canoeing, kayaking and sea kayaking is to be assessed and decisions made in relation to the selection of activities and areas to be used.

The teacher in charge must refer to SURFBOARD_RIDING_AND_SURF_ACTIVITIES, if paddle craft are being used in surf.

Guidelines The teacher-in-charge should determine the additional skills required by students to safely participate in all activities that may be undertaken paddling, particularly when on expedition. Procedures and guidelines for a range of other activities can be found in other sections of Outdoor Education and Recreation Activities: Procedures and Guidelines. Time available and distances to be travelled must be based on the slowest or least competent member of the group. Time should also be allowed for portaging, lining, rest and refreshment stops and mishaps. Hazards, including trees, logs, rocks and rapids should be viewed and assessed before running them. There should only be one craft on a rapid at any one time.




A personal flotation device (PFD) type 1 Australian Standards (AS) 1512 or PFD type 2 AS1499, or equivalent, must be worn by each participant during all paddling activities.

Whistles must be attached to PFDs.

Hard shell helmets must be worn while paddling in water with safety hazards, e.g. rapids, tea-tree sections and surf.

Where a powerboat is required to accompany paddlers, the craft must comply with the Department for Planning and Infrastructure requirements.

Sea Kayaking (Ocean paddling activities)

The teacher-in-charge must ensure that kayaks carry the safety equipment prescribed by the Department for Planning and Infrastructure for sea kayak hire and drive group or tour hire, except that when operating more than two nautical miles offshore each kayak must carry an Emergency Position Indicating Radio Beacon (EPIRB).



Leaders’ kayaks must carry:

the safety equipment prescribed for sea kayak hire and drive group or tour hire; an EPIRB approved by the Australian Communications Authority when on

extended or remote coastal tours or when it is anticipated that the marine transceiver is unlikely to be effective;

a marine transceiver approved and licensed by the Australian Communications Authority which is functional in the area of the sea kayaking activity;

two red parachute rockets, two red hand held flares and two orange smoke flares; and

a first aid kit.

All other sea kayaks must carry:

two red hand held flares; a bailer or pump (not applicable for sit on kayaks); one bilge pump for each group of six kayaks (not applicable for sit on kayaks); spray decks (to be worn in conditions where waves or surf may be

encountered (not applicable for sit on kayaks); a whistle for each participant; appropriate paddles for the craft; 15 metres of 7mm diameter buoyant, brightly coloured rope, that can be

attached to the kayak; a supply of fresh water, the amount to be determined by the group leader; and an EPIRB when operating more than two nautical miles offshore.

Guidelines Craft should be of suitable design and construction for the environmental conditions and appropriate for the students’ skills, size and experience. Craft should be of a design such that: emptying, using the correct technique, does not create an undue physical problem; and the crew and gear are supported when the craft is full of water. It is recommended that handholds be securely fitted to the bow and stern of canoes and kayaks, in such a way that prevents the full hand to be inserted through the loop. Paddle length should be appropriate to the size of the students. Closed footwear should be worn where hazards are known or suspected. It is recommended that the teacher-in-charge take or delegate responsibility, for the group first aid kit, and other communication devices. Information pertaining to safety equipment, rules and regulations can be accessed online at http://www.dpi.wa.gov.au/imarine or by contacting the Marine Education Boatshed Manager on telephone 9339 7851, facsimile 9339 8699 or email mailto:[email protected]

It is recommended that for all paddling activities on open water and not at a fixed location, the following items should be carried and include a:

repair kit; spare paddle; throw bag; tow rope; first aid kit; spare dry clothing;

http://www.dpi.wa.gov.au/imarine




high energy food; rescue kit for moving water; and emergency communications equipment.

The rescue kit should include:

throw bag containing15 metres of floating non absorbent static rope 8-10 millimetres in diameter;

two karabiners; two prusiks; tape sling; 50cm of 25mm breathing tube-as a minimum; a sharp knife; and a rescue saw if in white water.

All emergency gear should be stowed in, or tied securely to the craft.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the paddling activity.




At least one member of the supervisory team must hold a recognised qualification and be suitably experienced to undertake the paddling activity (refer section 10.3.2.3 for details).

Where a member of the non-teaching staff, external providers or volunteers agree to perform tasks that require them to personally care for students in the absence of a member of the teaching staff the teacher-in-charge must consider the suitability of that adult for the task being assigned, taking into account the:



Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, can be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there area any circumstances or reasons that might preclude them from working with or near children. Excursions in Public Schools Appendix C.







The teacher-in-charge and the manager of the venue/external provider must clearly establish the respective responsibilities of their staff. The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance. See Excursions in Public Schools Appendix D.


Guidelines The suitability of an external provider may be determined from the information they provide (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); organisation accreditation; commercial operator’s permit; other licenses and permits from statutory authorities; current qualifications, accreditation and any other relevant training of staff; public liability insurance; and reference to previous school clients.


10.3.2.1 GENERAL

The level of risk in paddling activities is dynamic and must be constantly monitored. Supervisory requirements must be considered in accordance with the:

age of the students; experience and ability of the students; student medical conditions or disabilities; supervisor(s) competence and experience; type or purpose of activity to be undertaken; nature of the environment, e.g. open or closed water; location of the activity; and weather.

10.3.2.2 MINIMUM LEVELS OF SUPERVISION

Different levels of supervision are required for canoeing, kayaking and sea kayaking activities in open and closed water.

There are also different requirements for activities conducted from fixed locations and those conducted further than 100m from the launching point.

Closed water – fixed location (within 100 metres of the launching point)




There must be at least one qualified and experienced supervisor for every 22 students.

There must be no more than 12 craft.

Number of Students Number of Qualified and Experienced

Supervisors Required


1-22 1 1 23-24 2 2

Table 8: EXAMPLE

The distance travelled from a fixed location may be increased for Year 11 and 12 Outdoor Education students who have been formally assessed as competent in basic paddling skills and who are progressing towards developing touring skills on closed water. In addition to the requirements outlined in section 3.1.2, students must also demonstrate the following:

swimming under a craft with an approved PFD 1 or PFD 2, surfacing on the other side;

appropriate use and checking of equipment; selecting attire appropriate to various conditions; emptying a craft; performing a self rescue; conducting a deep water assisted rescue; performing basic craft manoeuvres - pivoting, lateral movement, forwards and

backwards movement, turning, emergency stops; and performing basic paddling strokes.

Where the distance travelled from a fixed location has been increased beyond 100m, the following activity parameters must be adhered to:

all activities are to be conducted on grade one sections of rivers not affected by current or wind;

all groups must be accompanied by at least one qualified and experienced supervisor for every 22 students;

all participants must have the ability to stay within a 25m radius of the instructor at all times;

there are to be no more than 12 craft; the duration of the activities must not exceed two hours; the activities must not be part of a program that requires an overnight stay; and the group is to stay within 2000m of the launching point.

Closed water – non-fixed location (e.g. canoeing trip)


at no time will there be less than two supervisors; one of these supervisors will be a qualified supervisor; there must be at least one qualified and experienced supervisor for every 16

students or part thereof; and there must be no more than 12 craft.






1-16 1 2 17-24 2 2

Table 9: EXAMPLE

Open water – fixed locations (up to and including grade 2)


at no time will there be less than two experienced supervisors; one of these supervisors will be a qualified and experienced supervisor; there must be at least one qualified and experienced supervisor for every 16

students or part thereof; there must be at least one experienced supervisor for every 8 students or part

thereof; and there must be no more than 12 craft.




1-8 1 2 9-16 1 2 17-24 2 3

Table 10: EXAMPLE

Open water – no fixed location


at no time will there be less than two experienced supervisors; one of these supervisors will be a qualified supervisor; there must be at least one qualified and experienced supervisor for every 16

students or part thereof; there must be a at least one experienced supervisor for every five students or

part thereof (inclusive of the qualified supervisor); and there must be no more than 12 craft.




1-5 1 2 6-10 1 2 11-15 1 3

16 1 4 17-20 2 4

Table 11: EXAMPLE



Sea Kayaking – open water – fixed location (within 200 metres of the launching point)


at no time will there be less than two experienced supervisors; one of these supervisors will be a qualified supervisor; there must be at least one qualified and experienced supervisor for every 16

students or part thereof; there must be at least one experienced supervisor for every eight students or

part thereof (inclusive of the qualified supervisor); and there must be no more than 18 students in a group.

Number of Students Minimum Number of Qualified and Experienced



1-8 1 2 9-16 1 2 17-18 2 3

Table 12: EXAMPLE

Sea Kayaking – open water – greater than 200 metres but less than 1000 metres from a safe landing point


at no time will there be less than two experienced supervisors; one of these supervisors will be a qualified supervisor; there must be at least one qualified and experienced supervisor for every six

students or part thereof in a single person craft; there must be at least one qualified and experienced supervisor for every eight

students or part thereof in double person craft; and there must be no more than 16 students in a group.




1-6 1 2 7-12 2 2 13-16 3 3

Table 13: EXAMPLE – SINGLE PERSON CRAFT






1-8 1 2 9-16 2 2

Table 14: EXAMPLE - DOUBLE PERSON CRAFT

Sea Kayaking – open water – locations greater than 1000 metres from a safe landing point

Sea kayaking activities must not occur more than 1000 metres from a safe landing point.


at no time will there be less than two experienced supervisors; one of these supervisors will be a qualified supervisor; there must be one qualified and experienced supervisor for every three

students or part there of in single person craft; there must be one qualified supervisor for every four students or part thereof in

a double person craft; there must be no more than 12 single person craft; and there must be no more than eight double person craft.

Where there is a mix of single and double craft there must be one qualified supervisor for every 3 students or part thereof.




1-3 1 2 4-6 2 2 7-9 3 3

10-12 4 4

Table 15: EXAMPLE - SINGLE PERSON CRAFT




1-4 1 2 5-8 2 2

9-12 3 3 13-16 4 4

Table 16: EXAMPLE - DOUBLE PERSON CRAFT


A qualified supervisor must hold a qualification that is specific to the activity being conducted and recognised by the Department of Education and Training.



The teacher-in-charge must ensure that:

the qualification held has rescue and resuscitation components; or

there is a member of the supervisory team who is qualified to effect a rescue and administer cardio pulmonary resuscitation (CPR).

For Paddling activities in closed water, recognised qualification include:

Aquatic Rescue Qualification1 RLSSA2 Bronze Medallion; SLSA3 Bronze Medallion; SLSA Surf Rescue Certificate; and an equivalent qualification as recognised by the Director General.

For Paddling activities in open water (other than sea kayaking), recognised qualification include:

the Rescue 3 (Australia) Swift Water Rescue Technician Level 1; a river rescue or white water skills award or an international canoeing body

equivalent award; and an equivalent award as recognised by the Director General.

All members of the supervisory team must have recent experience and demonstrated paddling skill in the type of craft being used at the location.

For sea kayaking in open water, the supervisory team must have at least one qualified supervisor and one qualified or experienced assistant supervisor.

For sea kayaking in open water within 1000 metres of a safe landing point, recognised qualifications include:

Australian Canoeing Sea Instructor; Australian Canoeing White Water Instructor with recent logged experience and

demonstrated sea kayak skills in the type of craft used at the location; and hold an equivalent qualification as recognised by the Director General.

The assistant qualified or experienced supervisor must:

hold an Australian Canoeing Sea Guide Award; hold an Australian Sea Proficiency Award; have recent logged experience and demonstrated sea kayaking skills in the

type of craft being used at the location; or hold an equivalent qualification as recognised by the Director General.

For sea kayaking conducted within 1000 metres and 10 000 metres of a safe landing point in open water, recognised qualifications include:

Australian Canoeing Sea Instructor; Australian White Water Instructor with recent logged experience and

demonstrated sea kayak skills in the type of craft at the location; or hold an equivalent qualification as recognised by the Director General.

1 Enrolments through Royal Life Saving Society of Australia 2 Royal Life Saving Society of Australia 3 Surf Life Saving Association



The assistant qualified or experienced supervisor must:

be an Australian White Water Instructor with recent logged experience and demonstrated sea kayak skills in the type of craft at the location;

hold an Australian Canoeing Sea Guide award; hold an Australian Sea Proficiency award; or hold an equivalent qualification as recognised by the Director General.

The supervisor who is in control of a support or rescue powerboat must hold a National Powerboat Scheme Small Craft Proficiency Certificate or a Rescue Certificate and be competent in the use of this craft.

Guidelines Teachers who conduct basic level canoeing or kayaking instruction in closed water should have participated in a paddling skills course (Edith Cowan University, the University of Western Australia or the Marine Education Boatshed course). It is recommended that instructors who work with groups in isolated or remote areas have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than 1 hour away. Rescue and Resuscitation qualifications from RLSSA and SLSA are only valid for 12 months.




The appropriate number of supervisors directly monitoring the students in the water must be maintained at all times.

Both the participants and the supervisory team must conduct appropriate safety checks prior to the commencement of the activity and at critical times throughout the activity.

Direct communication must be maintained with the students at all times.

Guidelines It is recommended that a support/rescue craft accompany sea kayaks beyond 1000m off shore. It is recommended that procedures be established to ensure that all students remain in close proximity to the supervisors. Canoes and kayaks that are travelling as a group should travel in ‘pods’ with a maximum spread of 50 metres on rivers or 100 metres on the sea. For paddling trips, it is recommended that a ‘lead’ craft is designated whose occupant(s) should be aware of the planned route and direct the group to scheduled stops. It is recommended that a ‘trail’ craft is also designated. ‘Buddy practice’ should be established so that students can monitor and check the safety and welfare of their partner or buddy canoe.





The teacher-in-charge is to decide on a suitable system(s) of identification of participants based on the assessment of the aquatic environment, students’ paddling and swimming skills, the type of activities to be undertaken and the number of students.

Guidelines Systems for identifying students include: the wearing of hats or head bands; the wearing of canoeing helmets(helmets can be marked); colours and markings on Personal Flotation Devices (PFDs); clearly identifiable craft; or confining students to designated areas not being utilised by other schools or the public.


Parent/guardian consent is required for all canoeing, kayaking and sea kayaking activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of, or during the paddling activity.

Guidelines Consent may be obtained for the duration of a canoeing, kayaking or sea kayaking program. The teacher-in-charge should ensure parents or guardians of culturally and linguistically diverse students are provided with the necessary information regarding the activity. Where necessary the use of interpreter or translator services should be considered.


Planning for paddling activities must include the development of a strategy that enables regular communication amongst all members of the group.

The strategy must clearly identify a signal for gaining the full group’s attention. The strategy must clearly identify a signal for gaining the full group’s attention. An emergency signal must be selected and explained to all participants. An emergency signal must be selected and explained to all participants. The communication strategy must enable contact with on-site and off-site

support services. The communication strategy must enable contact with on-site and off-site

support services

An alternative mode of communication must be identified and available in case of the failure of the selected primary communication method. This statement applies to both communications within groups and to support services outside the group.

Guidelines The communication strategies that enable regular communication amongst all members of the group may include public address systems, megaphones, air horns, standard verbal calls, paddle signals, hand signals, flares, flags, pennants, semaphore, radio, satellite phone, mobile phone, mirrors, lights or whistles.



It is suggested that the teacher-in-charge select a uniform system of whistle signals: One blast – stop, look and listen. Three long blasts – activity finished. Continuous blasts in succession, and arms waved above head – emergency, clear the








Supervisors must be appropriately attired and equipped to effect assistance during the activity.


a list of the names of participating students and parent/guardian contact telephone numbers;





routes, time of departure and estimated time of arrival; transport access details, (e.g. by foot, two wheel drive, four wheel drive, including


Emergency Service office, police, nursing station or other relevant information; Sea Search & Rescue and other commercial craft in area; a list of resources the group will carry, e.g. first aid kit, the number and type of vehicles

and/or craft, camping or specialist equipment; the communications media that will be used, e.g. fixed telephone, mobile phone,


might elapse before appropriate support could be provided.



Suggested emergency equipment includes items such as rescue equipment, a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone. All emergency equipment should be correctly waterproofed and stored. For extended coastal voyages similar to a ‘Sea Trek’ it is advisable to provide planning documents to the Department of Planning and Infrastructure, (Marine Section). Essential information will include: details of the teacher-in-charge and the supervisory team; the names, of all participants; details for emergency contact; details of the coastal area and proposed route; details of the vessels; the estimated times of departure (ETD) and arrival (ETA); and details of the communication systems.





Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information, such as emergency procedures. Work boundaries and procedures must be clearly defined prior to launching to prevent the craft from becoming dispersed. The changing environmental conditions encountered during paddling activities may necessitate the need to brief students whilst in transit.



11 POWER BOATING

11.1 BACKGROUND

11.1.1 GENERAL



11.1.2 DEFINITIONS







OPEN WATER An uncontrolled water environment that may be fast flowing or turbulent, (white water) such as a surf beach, flowing river or waterway, or tidal coastal water.

POWER BOAT Any watercraft that has a motorised propulsion system.











YACHTING AUSTRALIA TRAINING CENTRE (YATC) A centre approved to deliver Yachting Australia Training, affiliated to both Yachting Australia and the Yachting Association of WA.





11.4 PROCEDURES

In planning a power boating activity, the teacher-in-charge must consider the:


required level of supervision; supervision strategies; means of identifying participants; information to be provided to parents/guardians for their consent;












Where a powerboat activity is to be held off the school site at which the students are enrolled, the Department’s policy Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.




Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and other marine craft.


The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned power boating activities and the supervision required.



Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; local ranger or land manager; Yachting Australia Training Centre (YATC); other schools that have conducted similar activities at that location; or external provider. Supervisors should recognise that each aquatic environment is unique and that open-water environments are more hazardous than closed-water environments. The effects of currents, wind, waves, tide and land formations are less predictable and more difficult to control, and should be continuously monitored. Consideration needs to be given to wind eddies, rocks, shallows and other navigational hazards. Selected areas may be defined by the use of on-shore marker buoys, flags, natural features or other nominated craft.





The teacher in charge should check with the Department of Planning and Infrastructure as to whether there are any restrictions on the use of the selected location if the power boating activity is not being conducted at YATC.


Power boating activities are considered appropriate for secondary students. A student must be at least 14 years of age to sit the National Powerboat Scheme Small Craft Proficiency Certificate examination.

Prior to participation in power boating, the-teacher-in-charge must ensure that students have the required swimming and water safety skills to participate safely.



Guidelines It is recommended that students be able to swim at least 100m fully clothed and then tread water for a minimum of 15 minutes without the aid of a personal flotation devices (PFDs). In addition to swimming and treading water unaided, students should be proficient in the use of a PFD. It is recommended that students be able to swim at least 100m fully clothed and then support themselves in the water for a minimum of 15 minutes with the aid of a PFD. The Department of Education and Training’s Swimming and Water Safety Continuum (see SWIMMING_AND_WATER_SAFETY_CONTINUUM) may be a useful tool to gauge students’ swimming and water safety skills. However, such information is only indicative of the students’ skills at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students.


The full range of activities to be conducted as part of power boating is to be assessed and decisions made with in relation to the selection of activities and areas to be used.

Guidelines The teacher-in-charge should determine the additional skills required by students to safely participate in all activities that may be undertaken while sailing, or sail boarding, particularly when on expedition. Procedures and guidelines for a range of other activities can be found in other sections of Outdoor Education and Recreation Activities in Public Schools. These include SURFBOARD_RIDING_AND_SURF_ACTIVITIES; PADDLING_ACTIVITIES; SAILING_AND_SAILBOARDING; and SWIMMING_AND_WATER_SAFETY_PROGRAMS.



Students with physical disabilities may participate in power boating activities provided adequate safety and control measures are implemented. Specific consideration should be made to: on-water supervision levels; suitability of craft; and on-shore assistance and supervision.




Powerboats must be of suitable design and construction for the environmental conditions and appropriate for the students’ skills, size and experience.

Powerboats must be constructed or fitted with additional aids to be buoyant when swamped.

An appropriate personal floatation device (PFD) must be worn at all times when on or near water.

For power boating on inland waters a Type 2 PFD must be worn. It must meet the Australian Standards (AS 1499), with a minimum upthrust of 6 kilograms.

For ocean power boating a Type 1 PFD (AS 1512) must be worn.

A powered rescue craft must be available for instruction and supervision. This vessel must comply with the Department of Planning and Infrastructure requirements.


Guidelines Students should be restricted to a maximum engine size of 6hp (4.5kw) unless accompanied in the craft by a qualified supervisor. All equipment should be secured or stowed in the craft. Emergency equipment should be waterproofed. Clothing that provides protection against the prevailing weather conditions should be worn. Information pertaining to safety equipment, rules and regulations is located online at http://www.dpi.wa.gov.au/imarine/


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the power boating activity.

http://www.dpi.wa.gov.au/imarine/






At least one member of the supervisory team must hold a recognised qualification to undertake the power boating activity. Refer to section 11.4.2.3 for details.








The teacher-in-charge and the manager of the venue/external provider must clearly establish the respective responsibilities of their staff. The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance. See Excursions in Public schools Appendix D.







Guidelines The suitability of an external provider may be determined from the information they provide (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); peak body organisation accreditation; commercial operator’s permit; other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


11.4.2.1 GENERAL

The level of risk in power boating activities is dynamic and must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the following risk factors:

age of the students; experience and ability of the students; student medical conditions or disabilities; supervisor(s) competence and experience; type of activity to be undertaken; nature of the environment, e.g. open or closed water; location of the activity; and weather.


There must be at least one qualified supervisor for every 18 students or part there of.

The maximum number of craft permitted is six per qualified supervisor.

Where there is more than one instructor, they must be in separate craft.

Guidelines It is recommended that levels of supervision be reviewed depending on the size of the craft used. It is recommended that at least two qualified and experienced supervisors are present at all power boating activities. The number of craft may need to be reduced in the early stages of the program or in less favourable weather conditions.


A qualified supervisor must hold a qualification recognised by the Department of Education and Training.

The teacher-in-charge must ensure that the qualification held:

has current rescue and resuscitation components; or there is a member of the supervisory team who is qualified to effect a rescue

and administer CPR.



Where a power boating course is conducted by an external provider, the instructor must have the Yachting Australia (YA) Instructor’s Certificate, or an equivalent qualification as recognised by the Director General.

Teachers who conduct their own power boating course must have a National Powerboat Scheme Small Craft Proficiency Certificate, recent logged experience and demonstrated power boating skills in the type of craft being used.

The supervisor who is in control of the support or rescue powerboat must hold a National Powerboat Scheme Small Craft Proficiency Certificate, or a Rescue Certificate and be competent in the use of this craft.

Guidelines Recognised qualifications are specific to different aquatic environments. Advice should be sought from the relevant service providers. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away. A CPR qualification may be acquired from St John Ambulance, Red Cross, RLSSA4 or other providers. Rescue and resuscitation qualifications from RLSSA and SLSA5 are current for 12 months.







Supervision strategies for all participants must reflect the risks associated with the proximity of water.

Guidelines Consideration should be given to positioning, scanning and safety check systems. Detailed information is provided in WATER_BASED_ACTIVITIES. It is recommended that rules be established to ensure that all power boats remain in close proximity to the supervisors whilst in transit. On power boating trips it is recommended that a lead power boat be designated. The occupants of the lead boat should be aware of the planned route, be able to provide guidance and direct the group to scheduled stops.

4 Royal Life Saving Society of Australia 5 Surf Life Saving Australia



‘Buddy practice’ should be established so that students can monitor and check the safety and welfare of their partner or buddy craft. Supervisors should arrange pre-determined stops en route, so that the participants can be provided with feedback. During poor weather conditions, the teacher-in-charge or leader should ensure that members of the group remain in close proximity.



The teacher-in-charge is to decide on a suitable system(s) of identification of participants based on the assessment of the aquatic environment, students’ swimming and water safety skills, the type of activities to be undertaken and the number of students.

Guidelines Systems for identifying students include the wearing of: school shirts, uniforms; school hats, other hats or head bands; personal flotation devices (PFDs); wetsuits or rash vests; sashes or neoprene armbands; or confining students to designated areas not being used by other schools or the public. Power boats should be clearly marked and easily identifiable. Each identification system may be used in combination with others. Where the students and supervisors involved in the power boating activity are the sole participants at the venue, the teacher-in-charge may decide that there is no need to introduce an identification system.


Parent/guardian consent is required for all power boating activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the power boating activity.

Guidelines Consent may be obtained for the duration of a power boating program. The teacher-in-charge should ensure that parents and guardians or culturally and linguistically diverse students are provided with all necessary information regarding power boating activities.


Planning for power boating activities must include the development of a strategy that enables regular communication among all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.






Guidelines The communication strategies that enable regular communication among all members of the group may include radio, mobile phone, whistles, flares, flags, pennants, lights, semaphore, and hand signals.


The teacher-in-charge must develop or obtain a response plan that will ensure access to emergency support without compromising the safety and welfare of the group, or of a casualty.



A rescue craft must be available and ready to respond in the event of an emergency.









routes, time of departure and estimated time of arrival; transport access details, e.g. by foot, two wheel drive, four wheel drive, to safe landing

points; location of the nearest telephone, Sea Search & Rescue group, harbourmaster, local

professional fishermen or commercial craft, land manager, e.g. ranger, hospital, State Emergency Service office, police, nursing station or other relevant information;

a list of resources the group will carry, e.g. first aid kit, the number and type of craft and their equipment , camping or specialist equipment;

the communications media that will be employed, e.g. fixed telephone, mobile phone, satellite phone, radio, Emergency Positioning Indicating Radio Beacon (EPIRB); and




Suggested emergency equipment includes items such as a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.





Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information, such as emergency procedures. The changing environmental conditions encountered during power boating activities may require the need to brief students whilst in transit. Before putting their craft on the water, students should be made aware of: the important components of the craft and their function; the anticipated weather conditions; any special considerations such as safety procedures or problems associated with

cold; communication, distress and recall signals; and work boundaries and rules.



12 ROPES COURSES

12.1 BACKGROUND

12.1.1 GENERAL

Ropes courses are designed to pose a series of challenges to both individuals and groups and require a combination of teamwork and individual commitment for success.

Ropes course activities can be extremely valuable when used as part of a sequential learning program.


12.1.2 DEFINITIONS

BELAYING The controlling of a safety rope attached to people or equipment as a back-up in the case of primary system failure or climber fall. Belaying may be done from above or below, depending on the nature of the activity and or the environment.

DYNAMIC ROPE Rope that is designed to stretch and absorb force when subjected to a shock load that is generated in climbing falls. Generally used for climbing and for top line belaying.






HIGH ROPES COURSE A challenge course requiring roped belaying of participants to ensure safety in the case of a fall.

LOW ROPES COURSE All obstacle courses and challenge activities involving the use of ropes in which a student requires ‘spotting,’ ensuring safety in the case of a fall.






SPOTTING The process in which one or more individuals are in a position to “catch” a participant in the case of a fall. It does not mean to literally catch a falling body, rather spotters should be directed to be in a position to quickly support the upper part of the participant’s body (specifically the head) in order to minimise potential impact force.

STATIC ROPE Rope with minimal stretch used for abseiling, hauling and rescue purposes.







The advice provided in this document should be read in conjunction with Department of Education and Training policies and documents:













12.3 PROCEDURES

In planning an activity, the teacher-in-charge must consider the:

risks relevant to: environment; students’ capacity; activities to be conducted; equipment; capabilities of the supervisory team; involvement of external providers.

required level of supervisors/supervision; supervision strategies; means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and briefing for participants.

Where a ropes course is to be held off the site of the school at which the students are enrolled, the Department’s policy, Excursions in Public Schools, requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.





The teacher-in-charge must establish the suitability of the venue for the students’ skills and experience, the planned ropes course and the supervision required.

The design and proportion of the ropes course and equipment used must be suitable for the participants.


Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information regarding the venue may include: the venue manager; the local ranger or land manager; other schools that have conducted similar activities at that location; external providers; or Outdoors WA.





It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further roping activities.


Prior to participation in a ropes course activity, the-teacher-in-charge must ensure that students are physically capable and have the required roping and spotting skills to participate safely.


A reassessment must be undertaken if any circumstances surrounding the activity change. For example, it is necessary to assess any change in the condition of the environment, and in the medical fitness or preparedness of the students to undertake the activity, e.g. conditions such as asthma, epilepsy or fatigue.

Guidelines Ropes courses are appropriate for a range of age groups. Consideration must be given to the participant’s skill in managing safety systems.


The full range of activities to be conducted on a ropes course is to be assessed and decisions made in relation to the selection of activities.

Both the participants and the supervisory team must conduct safety checks prior to the commencement of the activity and at critical times throughout the activity.

Spotting of participants on low ropes course elements requires detailed instruction and demonstration of the appropriate procedures and a high level of supervision and coaching by supervisors.

Students participating on a high ropes course must be attached to the belay line with:

a direct tie-in using a follow through figure eight knot; and/or two reversed and opposed locking carabiners.

A supervisor must personally check the integrity of the belay system before allowing each student to proceed.

Participants on a high ropes course must be on a top belay system at all times.

Body belays must not be used.

In the case of a static belay position, the belayer must be attached to the belay system, which must be anchored to the floor or a wall. Back-up belayers do not have to be anchored.

Mobile belay systems require the belayer to be attached to the belay system. The back up belayer is permitted to move independently to allow freedom of movement and flexibility of position. This is considered to be safer in these circumstances, than the connecting of the two belayers. There must be a minimum of three hands on the brake side of the belay at all times.



Guidelines Participants should have the right to refuse to participate in all or any part of an activity. Low ropes courses are often incorrectly perceived as having a lower risk than high ropes courses. This can be attributed to the absence of a roped safety system and the proximity to the ground. Safety on low ropes courses is directly dependant on participant maturity and concentration, quality of instruction and level of supervision.


Purpose designed equipment that meets appropriate standards must be used for rope course activities that involve abseiling, climbing and the use of ropes. Advice relating to the planning, approval and construction requirements for schools installing ropes courses is contained in Appendix A.

All participants must wear a hard-shell helmet with a secure chinstrap, a climbing helmet; or an approved bicycle helmet that meets the Australian Standards (AS) 2063.2 or 2063.1.

Gloves, of an appropriate size for the participant, must be worn while handling moving rope to prevent overheating of the hands and possible loss of rope control.

Ropes, tapes, cords, harnesses and helmets must be less than five years old, unless the manufacturer otherwise specifies a different service life.

All single ropes must meet international standards outlined in the WA Roping Activities Code of Practice. (http://www.outdoorswa.org/files/Roping%20Activities%20Codes%20of%20Practice%20Version%201.0%20March%202008.pdf)

All personal equipment must be correctly fitting.


Guidelines It is recommended that hard-shell helmets with a secure chip strap be worn at all times whilst low ropes course activities are in progress. Temporary elements should only be erected by experienced personnel. Steel carabiners are recommended for use on ropes courses. Rescue equipment (e.g. locking karabiners, ascenders, rope) should be readily accessible. Facility and equipment logbooks should include: copies of maintenance inspection and construction conformance paperwork; date of purchase and / or date of manufacture; date and the details of maintenance; and history of use.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate understandings and skills to identify and manage potential risks at any stage of the activity.







during activities; and monitor and assess the physical wellbeing of the students.

At least one member of the supervisory team must hold a recognised qualification and be suitably experienced to undertake a ropes course (refer section 12.3.2.3 for details).



Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C.






Activities may involve the use of the services of other government agencies or private companies. In such cases, Department staff must not sign indemnities or other documents provided by the agencies or companies which absolve them from liability for their own negligent acts or omissions.







12.3.2.1 GENERAL

The level of risk in ropes course activities must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the:



There must be at least one supervisor for every 16 students or part there of.

Guidelines For ropes courses it is recommended that there be one supervisor for every 12 students.


For all roping activities a member of the supervisory team must have skill and experience in all of the elements of the ropes course.

For all roping activities in which any part of a participant’s body is more than 2.4 metres from the ground, a qualified supervisor must hold one of the following qualifications:

a Department of Sport and Recreation Abseiling Instructors Certificate supported by relevant logged experience;



A member of the supervisory team must also:

hold a current first aid certificate and cardio pulmonary resuscitation (CPR) accreditation; and

have skill and experience in all of the elements of the ropes course.

Guidelines It is highly recommended that all instructors hold, as a minimum:



the Department of Sport and Recreation’s Abseiling Instructor Certificate; activity specific relevant nationally agreed set of competencies registered through the

National Outdoor Leader Registration Scheme (NOLRS); and they attend in-service training on supervising ropes courses and continue to update

their training in this area. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away. CPR and first aid courses are conducted by St John Ambulance, Red Cross or other providers. The CPR component is only current for 12 months. Further information about NOLRS can be found at http://www.outdoorswa.org/page.php?id=25 or by telephoning 9248 6677.




The appropriate number of supervisors directly monitoring the students must be maintained at all times.

It is essential that students in ropes course activities are actively supervised at all times. That is, the supervisory team has a clear view of all students.


Supervisors must conduct safety checks on all participants and equipment prior to commencement and during the transition between the various elements of the course.

Belayers must be directly supervised when lowering participants.

Guidelines Participants who do not display an appropriately responsible attitude should be removed from the activity. It is recommended that a ‘buddy system’ be established where students can monitor and check the safety and welfare of their partner/s. Spotters on low ropes elements should be in a position to support the upper part of the participant’s body (specifically the head) in order to minimise potential impact force. Spotters should keep their eyes on the participants at all times and anticipate their movements.






The teacher-in-charge is to decide on the most suitable system(s) of identification, based on the assessment of the environment, students’ skills, the type of activities to be undertaken, and the age and number of students.

Guidelines Systems for identifying students could include the: wearing of helmets and shirts of a uniform colour; and/or confining students to designated areas not being utilised by other schools or the public. Each identification system may be used in combination with others. Where the students and supervisors involved in rope course activities are the sole participants at the venue or location, the teacher-in-charge may decide that there is no need to introduce an identification system.


Parent/guardian consent is required for all roping course activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the roping course activity.

Guidelines Consent may be obtained for the duration of a ropes course program. The teacher-in-charge should ensure parents or guardians of culturally and linguistically diverse students are provided with all the necessary information regarding the activity.


Planning for ropes course activities must include the development of a strategy that enables regular communication amongst all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




Guidelines Communication strategies that enable regular communication amongst all members of the group may include standard climbing calls, hand signals or whistles. It is suggested that the supervisor use a uniform system of whistle signals.














staff and external providers, their first aid qualifications and expertise; the name of the venue to be used, its location and contact telephone number; transport access details, e.g. by foot, two wheel drive, four wheel drive, including




satellite phone, radio, Emergency Positioning Indicating Radio Beacon (EPIRB); an estimate of the time it might take to raise an alarm and the amount of time that

might elapse before appropriate support could be provided; suggested emergency equipment includes items such as a first aid kit, rescue

equipment and communication equipment; and map of the area(s) to be used, including planned travel routes, alternative routes and

time of departure and estimated time of arrival. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.



emergency procedures and signals;



methods of communication; appropriate use of any equipment; roles of supervisors; the system for identifying students and supervisors; areas demarcated specifically for identified student groups; and standards of acceptable behaviour.

Special information sessions must be arranged for students who were absent from preparatory findings.

Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information such as emergency procedures. Where ropes courses are located in a bush land setting, students should be well briefed on the importance of keeping to paths, protecting flora and fauna, minimising the effect of noise on other people using the area, and other procedures specific to a location and the activity. Students should be thoroughly briefed about the cooperative nature of the activities and the need to adopt a responsible and supportive attitude towards safety at all times. It should be reinforced that students need to be extremely attentive when engaged in roping activities and especially when spotting and belaying. Those who do not display an appropriately responsible attitude should be removed from the activity.



APPENDIX A CLIMBING WALL AND SCHOOL ROPES COURSES

Advice for Ropes Course Construction

The Department of Housing and Works will provide information to schools relating to the construction of ropes courses. Any proposed fixtures or modifications to the Department of Education and State government administered buildings must be referred to the Departments of Housing and Works to ensure where applicable they meet the minimum Australian Standards (AS) or accepted European (CE) or other international standards.

The approval process for the construction of climbing walls and ropes courses in schools must:

engage a structural engineer who is entitled to be a member of the Australian Institute of Engineers and has experience in the construction and testing of climbing walls to give pre-construction assessment;

on completion of the construction, engage an appropriately qualified engineer (as above) to give an engineering certificate of conformance; and

follow standard building regulations.

Annual safety inspections will be made of all ropes courses in schools.



13 SAILING AND SAILBOARDING

13.1 BACKGROUND

13.1.1 GENERAL

Sailing and sailboarding are conducted by schools in a variety of locations, ranging from potentially high risk areas such as the ocean to lower risk areas such as lakes, rivers and other inland water bodies.



13.1.2 DEFINITIONS

EXCURSION Any student-learning activity conducted off the site of the school, at which the student is enrolled, that is organised or managed by a member of teaching staff employed under s237 of the School Education Act 1999 and has gained the appropriate approval(s).







REEFING A process where the base or the foot of the mainsail is partly rolled and secured to reduce the sail area. This is usually done to reduce the power of the craft in heavy weather conditions.









YACHTING AUSTRALIA TRAINING CENTRE (YATC) A centre approved to deliver Yachting Australia Training, affiliated to both Yachting Australia and the Yachting Association of WA





13.4 PROCEDURES

In planning a sailing activity, the teacher-in-charge must consider the:


required level of supervision; supervision strategies; means of identifying participants; information to be provided to parents/guardians for their consent;












Where a sailing activity is to be held off the school site at which the students are enrolled, the Department’s policy Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.





The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned sailing activities and the supervision required.



Sailing activities must not occur when strong (or more severe) wind warnings are forecast.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other key sources of information may include the: venue manager; local ranger or land manager; sailing clubs and organisations such as a Yachting Australia Training Centre (YATC); external providers; or other schools that have conducted similar activities at that location. Supervisors should recognise that each aquatic environment is unique and that open-water environments are more hazardous than closed-water environments. The effects of currents, wind, waves, tide and land formations are less predictable and more difficult to control and should be continuously monitored. Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and other marine craft. Selected areas should be appropriately defined by the use of on-shore marker buoys, flags, natural features or other nominated craft. Consideration should be given to wind eddies, rocks, shallows and other navigational hazards.





The teacher in charge should check with the Department of Planning and Infrastructure as to whether there are any restrictions on the use of the selected location if the sailing activity is not being conducted at a YATC. It is recommended that the teacher-in-charge conduct a post activity evaluation to assist with the planning of further surf activities.


Prior to participation in sailing or sailboarding, the-teacher-in-charge must ensure that students have the required swimming and water safety skills to participate safely.

Sailing and sailboarding activities are appropriate for older students, as they require a higher degree of maturity and physical development.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the aquatic environment, or in the medical fitness e.g. conditions such as asthma, epilepsy or fatigue or capacity of the students to undertake the activity.

Guidelines Prior to participating in sailing activities on closed waters, students should be able to swim 100 metres without the use of an approved personal flotation device (PFD) and then tread water for a minimum of 15 minutes. Before progressing to open water, students should also be able to demonstrate: swimming 100m fully clothed and then support themselves in water for a minimum of

15 minutes; swimming 200 metres in less than 7 minutes; and capsize drills and procedures. Students should be proficient in the use of personal flotation devices (PFDs). The Department of Education and Training’s Swimming and Water Safety Continuum (see SWIMMING_AND_WATER_SAFETY_CONTINUUM) may be a useful tool to gauge students’ swimming and water safety skills. However, such information is only indicative of the students’ skills at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students. Learn-to-sail courses are suitable for upper primary school students, whereas sailboarding is recommended for high school students.


The full range of activities to be conducted as part of a sailing program is to be assessed and decisions made in relation to the selection of activities and areas to be used.



Guidelines The teacher-in-charge should determine the additional skills required by students to safely participate in all activities that may be undertaken while sailing, or sailboarding, particularly when on expedition. Procedures and guidelines for a range of other activities can be found in other sections of Outdoor Education and Recreation Activities in Public Schools. Students with physical disabilities may participate in sailing and sailboarding activities provided adequate safety and control measures are implemented. Specific consideration may be made to: on-water supervision levels; suitability of craft; and on-shore assistance and supervision.




The qualified supervisor must confirm correct rigging before any sailing craft is allowed on the water.

Sailing craft must be of suitable design and construction for the environmental conditions and appropriate for the students’ skills, size and experience.

Sailing craft must be constructed or fitted so as to be buoyant when swamped.

The mainsail must be capable of being lowered easily by hand when the sailing craft in either an upright or capsize position.

Sailing craft must not carry more participants than the design recommendation.

An appropriate personal floatation device (PFD) must be worn at all times when on or near water.

For sailing on inland waters a Type 2 PFD must be worn. It must meet the Australian Standards (AS) 1499), with a minimum upthrust of 6 kilograms.

For ocean sailing a Type 1 PFD (AS 1512) must be worn.

A powered rescue craft must be available for instruction and supervision. This vessel must comply with the Department of Planning and Infrastructure requirements.

There must be a minimum of one rescue craft to six sailing craft. The supervision of sailboarding requires a minimum of one rescue craft to 12 Sailboards.

Appropriate first aid equipment must be readily accessible.

Guidelines Information pertaining to safety equipment, rules and regulations is located online at http://www.dpi.wa.gov.au/imarine All equipment should be secured or stowed in the craft.




Emergency equipment should be waterproofed. In areas where strong winds are likely to affect the program, a smaller set of sails should be available. Alternatively, it should be possible to reef larger sails. Sailing craft should be fitted with sturdy tow rings. It is recommended that the centreboard be sufficiently robust to resist distortion when supporting the weight of at least one crew member during the act of up-righting a craft following a capsize. Centreboards should be secured to the hull so that they remain in the centreboard case when the hull is inverted. Rudders should be secured to the hull. Sailing craft other than those that have an enclosed self-draining hull, should carry an adequate bailer. Sailing need not be restricted to dinghy classes. It may also include fixed-keel yachts and catamarans. Students should be made aware of the care and maintenance of the equipment as an integral part of sailing. Clothing that provides protection against the prevailing weather conditions should be worn.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the sailing activity.




At least one member of the supervisory team must hold a recognised qualification and be suitably experienced to undertake the sailing activity (refer section 13.4.2.3 for details).









Where an external provider conducts a sailing course, the instructor must have the appropriate Yachting Australia instructor qualification. Refer to section 13.4.2.3







13.4.2.1 GENERAL

The level of risk in sailing activities is dynamic and must be constantly monitored. Supervisory requirements must be considered in accordance with the:







Different levels of supervision are required for open and closed water environments.

The total number of sailboards must not exceed 12 per qualified supervisor. The total number of all other sail craft must not exceed six per qualified supervisor. The maximum number of craft must not exceed six per supervisor.

There must be a powered rescue boat with a qualified supervisor at all sailing activities. Sailing activities conducted by schools must not occur more than 10000m from a safe landing point.

Closed water - fixed location

There must be at least one qualified supervisor for every 24 students or part thereof.

Closed water – non-fixed location (e.g. sailing expedition)


at no time will there be less than two supervisors; one of these supervisors will be a qualified supervisor; there must be at least one qualified supervisor for every 18 students or part

thereof ;and the total number of students participating must not exceed 24.




1-18 1 2 19-24 2 2

Table 17: EXAMPLE

Open water - Group sizes of 1 - 18


at no time will there be less than two supervisors; one of these supervisors will be a qualified supervisor; there must be at least one qualified supervisor for every 18 students or part

thereof; and there must be a minimum of one supervisor for every nine students or part

thereof (inclusive of the qualified supervisor).






1-18 1 2

Table 18: EXAMPLE

Open water - Group sizes of 19 - 24


at no time will there be less than three supervisors; and two of these supervisors will be qualified supervisors.

The total number of students participating in a group must not exceed 24.




19-24 2 3

Table 19: EXAMPLE

Guidelines It is recommended that at least two qualified supervisors be present at all sailing activities.




and administer cardio pulmonary resuscitation (CPR).

Where an external provider conducts a sailing course, the instructor must have one of the following Yachting Australia awards:

For sailing:

a Small Boat Sailing Instructor’s Certificate; or Yacht Cruising Inshore Instructor (or higher); or Yacht Racing Club Racing Instructor (or higher); or an equivalent qualification as recognised by the Director General.

For sailboarding:

a Windsurfing Senior Instructors Certificate; or an equivalent qualification as recognised by the Director General.

Teachers wishing to conduct their own sailing courses must have the appropriate Yachting Australia Training Instructors Certificate (as stated above) as a minimum requirement.

The supervisor who is in control of the support or rescue powerboat must hold a National Powerboat Scheme Certificate of Proficiency in Small Craft Safety, National Powerboat Handling Certificate or a Safety Boat Handling Certificate and be competent in the use of this craft.



Guidelines Teachers attending an organised course with a school group should: have attended an in-service course on sailing; or be qualified to YA Training Level , Assistant Instructor or Instructor’s Certificate. A cardio-pulmonary resuscitation (CPR) qualification may be acquired from St John Ambulance, Red Cross, RLSSA or other providers. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away. Rescue and resuscitation qualifications from RLSSA and SLSA are current for 12 months.






A powered support craft must be available for instruction and group control on the water.

Guidelines ‘Buddy practice’ should be established so that students can monitor and check the safety and welfare of their partner or buddy craft. Supervisors should arrange pre-determined stops en route, so that the participants can be provided with feedback. During poor weather conditions, the teacher-in-charge or leader should ensure that members of the group remain in close proximity. Consideration should be given to positioning, scanning and safety check systems. Detailed information is provided in ESTABLISH_SUPERVISION_STRATEGIES. Rules should be established to ensure that all students remain in close proximity to the supervisors whilst sailing.





The teacher-in-charge is to decide on a suitable system(s) of identification of participants based on the assessment of the aquatic environment, students’, swimming and water safety skills, the type of activities to be undertaken and the number of students.

Guidelines Systems for identifying students include the wearing of: school hats, other hats or head bands; helmets personal flotation devices(PFDs); wetsuits or rash vests; vests, sashes or neoprene armbands; and confining students to designated areas not being utilised by other schools or the public. Yachts and sailboards, or their sails, should be clearly marked and easily identifiable.


Parent/guardian consent is required for all sailing activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s to participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of, or during the sailing activity.

Guidelines Consent may be obtained for the duration of a sailing program. The teacher-in-charge should ensure that parents and guardians or culturally and linguistically diverse students are provided with all necessary information regarding sailing activities.


Planning for sailing and sailboarding activities must include the development of a communication strategy that enables regular communication among all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention. An emergency signal must be selected and explained to all participants.

The communication strategy must enable contact with on-site and off-site support services. An alternative mode of communication must be available in case of the failure of the primary communication method.

Guidelines The communication strategies that enable regular communication among all members of the group may include public address systems, megaphones, air horns, whistles or radio. It is suggested that the supervisor use a uniform system of whistle or hand signals.














routes, time of departure and estimated time of arrival; transport access details, e.g. by foot, two wheel drive, four wheel drive, to identified

safe landing areas; location of the nearest telephone, land manager, e.g. ranger, hospital, State

Emergency Service office, police, nursing station or other relevant information; a list of resources the group will carry, e.g. first aid kit, the number and type of craft,


satellite phone, radio, Emergency Positioning Indicating Radio Beacon (EPIRB); an estimate of the time it might take to raise an alarm and the amount of time that

might elapse before appropriate support could be provided; and submission of the sail plan to nearest Sea Search & Rescue or statutory authority. Suggested emergency equipment includes items such as a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone. For extended coastal voyages such as a ‘Sea Trek’ it is advisable to provide planning documents to the Department for Planning and Infrastructure, (Marine Section). Essential information will include: details of the teacher-in-charge and the supervisory team; the names, of all participants; details for emergency contact; details of the coastal area and proposed route; details of the vessels; the estimated times of departure (ETD) and arrival (ETA); and details of the communication systems.







All members of the group must be involved in sailing planning briefing.

Guidelines The changing environmental conditions encountered during sailing activities may necessitate the need to brief students whilst in transit. Before putting their craft on the water, students should be made aware of: the important components of the craft and their function; the anticipated weather conditions; safety procedures; conditions associated with cold; communication, distress and recall signals; ‘righting’ drill procedures, including the importance of staying with the craft; and work boundaries and rules. The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information such as emergency procedures.



14 SCUBA DIVING

14.1 BACKGROUND

14.1.1 GENERAL

SCUBA is an acronym for ‘Self-Contained Underwater Breathing Apparatus’. SCUBA Diving is underwater swimming using compressed gas.



14.1.2 DEFINITIONS

CERTIFIED DIVER A person who holds a current qualification from a recreational SCUBA organisation.


CYALUME A light stick used for underwater illumination.

DIVE SUPERVISOR An adult appointed to supervise the diving whenever divers are in the water.

EXCURSION Any student-learning activity conducted off the site of the school at which the student is enrolled that is organised or managed by a member of teaching staff employed under section 237 of the School Education Act 1999 and has gained the appropriate approval(s).





LOOKOUT An adult responsible for the continuous monitoring of the dive site from the surface to identify potential hazards, divers, a change in conditions and responds appropriately.







SCUBA An acronym that stands for Self Contained Underwater Breathing Apparatus.




TRAINEE DIVER A diver who is training beyond entry level diving.

VENUE The, building, grounds and facilities, external to the school, where planned activities occur during an excursion.
















14.3 PROCEDURES

In planning a SCUBA diving activity, the teacher-in-charge must consider the:



Where a SCUBA diving program is to be held off the school site at which the students are enrolled, the Department’s policy Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.

14.3.1 ASSESS RISKS




The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned SCUBA activities and the supervision required.



Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; local ranger or land manager; divers with experience at the location; other schools that have conducted similar activities at that location; or external providers.





Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and other marine craft. Supervisors should recognise that each aquatic environment is unique, and that open-water environments are more hazardous than closed-water environments. The effects of currents, wind, waves, tide and land formations are less predictable and more difficult to control, and should be continuously monitored. Selected SCUBA sites should have: safe entry and exit points with minimal water movement; stable weather and water conditions; and a current less than 0.5 knots. There should be no obvious dangers, such as boat traffic or fishers. In open water, the diving site should be clearly defined with buoys or land features.

It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further SCUBA diving activities.

Cave diving and free diving in caves is not permitted.


Prior to participation in SCUBA diving, the-teacher-in-charge must ensure that students have the required swimming and water safety skills to participate safely.

Students must have a current medical certificate (within three months) from an approved medical practitioner indicating that they are fit to undertake SCUBA diving.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the aquatic environment, or in the medical fitness (e.g. conditions such as asthma, epilepsy or fatigue) or capacity of the students to undertake the activity.

Students participating in a SCUBA diving activity must be able to:

swim 250 metres in any stroke without the use of mask, fins, snorkel or flotation equipment;

tread water for ten minutes immediately following the 250 metre swim;

For Advanced and Master Level courses, participants must have the approved entry-level SCUBA diving qualifications plus any other prerequisites required by the training organisation.

Students must hold relevant diving certificates where there is:

no direct access to the surface such as, diving into shipwrecks; or restricted visibility.



Guidelines The Department of Education and Training’s Swimming and Water Safety Continuum (see SWIMMING_AND_WATER_SAFETY_CONTINUUM) may be a useful tool to gauge students’ swimming and water safety skills. However, such information is only indicative of the students’ skills at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students. Students should have at least four hours SCUBA instruction in a pool or closed water area prior to advancing to open water. SCUBA diving should be restricted to Years 10, 11 and 12 students. For students in Years 8 and 9, snorkelling is a more appropriate activity, either in its own right or as a preliminary activity to SCUBA diving. The Australian Standard 4005.1, section 1.6, requires the minimum age for entry level SCUBA diving certification to be 14 years of age.


Students must not undertake SCUBA activities that are not part of a comprehensive training program.

The full range of activities to be conducted as part of a SCUBA diving program is to be assessed and decisions made with regard to the selection of activities and areas to be used.

Limits must be set on group movements, including depth.

Open water dive training will not occur at night, in caves or in wrecks.

For Introductory Dives the depth must not exceed 10 metres and for Entry Diving Courses, the depth of the dive location must not exceed 18 metres.

For Advanced or Master Diving Courses, dives must not exceed 30 metres.

School groups must not engage in any diving activities, where decompression stages are required.

Spear guns, hand spears or slings must not be used unless they are required in an approved Curriculum Council of Western Australia Marine Studies Course.

Trainee divers must not exceed two dives in any diving session.

Dive Logs and Training Logs must be completed after each dive.

Students must not fly until at least 12 hours after diving.

Guidelines Divers should not collect any natural objects or relics while on their dive unless a licence has been obtained for marine study. Objects taken for this purpose should be returned after examination. Marine life should not be handled. If rocks are turned over, they should be replaced as found. All open-water training dives should be conducted during daylight hours, in water that allows direct and immediate access to the surface and not in caves or wrecks.






Students must carry out pre-dive checks.

All equipment must comply with recognised safety standards.

Equipment required for each participating student includes:

a buoyancy control device (BCD) with SCUBA feed inflation device; a mask fitted with safety glass and finger holes for equalising pressure; a weight belt with quick release buckle; fins (flippers); clothing that provides exposure protection; a snorkel attached to mask; air cylinders and valve that meet Australian Standards (AS) 2030.1, with

current test stamp; a single-hose regulator fitted with submersible pressure gauges, depth gauge

and an octopus second stage; a diver’s knife; tool or shears; and submersible timing device for open dives.

In addition, certified and trainee divers require:

emergency signaling equipment, including a high visibility signaling device, such as a safety sausage, flag or an audible signaling device, e.g. whistle;

a lighted signaling device (glow stick) when diving is done in low light situations, such as at night, dusk or early morning;

a compass or direction monitor; and tables and/or dive computer.

For the whole group there must also be:

a first aid kit appropriate to scuba activities including oxygen equipment; and an internationally recognised diver’s flag (minimum size 650mm x 700mm with

a large float attached) is required for every 50m of dive site anywhere boats may be encountered or if the group swims more than 50 metres from the shore.

The qualified supervisor must wear a working watch.

For night SCUBA diving:

cyalumes must be attached to the pillar valve of all participants; all participants must carry a whistle; and a bright light (flashing orange strobe or a light mounted above a large size dive

flag minimum 650mm x 700mm) must be placed on the beach or boat for reference.

Where a powerboat is required, the vessel must comply with the Department of Planning and Infrastructure requirements.



All equipment should be maintained in accordance with the manufacturer’s specifications.

The following equipment must be available on the accompanying boat when SCUBA diving:

a visible float with a floating mermaid line; a large size dive flag for every 50m of dive site; a suitably weighted descent ascent line incorporating a safety stop system; decompression tables or an alternative means of calculating decompression

requirements; a notebook and pen; a datum marker, e.g. Global Positioning System (GPS), or a suitably weighted

marker line and float that is long enough to reach the bottom of the dive site; emergency oxygen set and approved medical kit; and a spare SCUBA unit, including a regulator, BCD and a full tank.

Guidelines For night dives, it is highly recommended that: the leader has a distinguishing light source; and all participants carry a torch and a back up torch. Mouth and nosepieces should be disinfected prior to use by another person. It is recommended that all participants wear a waterproof watch and/or a dive computer. Information pertaining to safety equipment, rules and regulations is available online at http://www.dpi.wa.gov.au/imarine and at http://www.dsr.wa.gov.au/.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the SCUBA diving activity.




At least one member of the supervisory team must hold a recognised qualification (refer to section 14.3.2.3 for details).





http://www.dsr.wa.gov.au/



Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students.


Where an external provider is engaged, the teacher-in-charge must be satisfied that the provider is competent. External providers (and their staff), other than a staff member of a TAFE College or a University, involved in activities with students must have a current national police certificate.




Guidelines The suitability of an external provider may be determined from the information they provide (via telephone, website or correspondence) relating to: recent experience (including maintained logbooks); peak body organisation accreditation; commercial operator’s permit other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


14.3.2.1 GENERAL

The level of risk in aquatic activities is dynamic and must be constantly monitored. Supervisory requirements must be considered in accordance with the following risk factors:

age of the students; experience and ability of the students;





student medical conditions or disabilities; supervisor(s) competence and experience; type of activity to be undertaken; nature of the environment, e.g. open or closed water; location of the activity; and weather.


Different levels of supervision are required for SCUBA diving in swimming pools and other aquatic environments.

Swimming Pools

The required level of supervision is dependent on the number of participants.

Group sizes of 1-8

There must be:

at least one qualified supervisor.

Group sizes of 9-16

There must be:

at least one qualified supervisor; at least one additional assistant qualified supervisor if the number of students

exceeds 8; and the total number of students must not exceed 16.

Number of Students

Number of Qualified

Supervisors

Number of Assistant Qualified

Supervisors


1-8 1 0 1 9-12 1 1 2 13-16 1 2 3

Table 20: EXAMPLE

Other aquatic environments

The required level of supervision is dependent on the number of participants.

Group sizes of 1-8

There must be:

at least one qualified supervisor.

Group sizes of 9-10

There must be:

at least one qualified supervisor;



there must be at least one additional assistant qualified supervisor if the number of students exceeds eight; and

the total number of students must not exceed 10.

Number of Students

Number of Qualified

Supervisors

Number of Assistant Qualified

Supervisors


1-8 1 0 1 9-10 1 1 2

Table 21: EXAMPLE

For night diving, there must be at least two qualified supervisors for every 10 students in the water.

Guidelines It is recommended that at least two supervisors be present in SCUBA diving activities conducted in open water.


The qualified supervisor must hold a current National Accredited SCUBA Coach Level 2 (SCUBA Instructor) from a recognised SCUBA agency, or an equivalent qualification as recognised by the Director General.

Assistant qualified supervisors must hold a current National Accredited SCUBA Coach Level 1, or an equivalent qualification as recognised by the Director General.

Recognised SCUBA agencies include:

Professional Association of Dive Instructors (PADI); SCUBA Schools International (SSI); and National Association of Underwater Instructors (NAUI).

For the Advanced and Master Diver courses, the qualified supervisor must hold the Advanced or Master Diver Instructors Certificate.

For night diving, the qualified supervisor must hold, as a minimum, a Night Diving Instructors Certificate.



and administer cardiopulmonary resuscitation (CPR).

For all scuba off site activities at least one supervisor must hold a current senior first aid certificate or higher.

The supervisor in control of the support or rescue powerboat must hold a minimum of a Small Craft Proficiency Certificate (TL3), or a TL3 Rescue Certificate and be competent in the use of this craft.



Guidelines If the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away.




The appropriate number of supervisors and qualified supervisors directly monitoring the students in the water must be maintained at all times.


Supervision strategies must address the circumstance where the students are not in clear view of the supervisor(s).

When diving from a vessel, there must be a dive supervisor on board whilst divers are in the water to manage the dive operation.

‘Buddy practice’ must be maintained at all times so that students can monitor and check the safety and welfare of their partner.

Supervisors must exercise particular caution when students are entering, boarding and diving near the propellers of a vessel.

Supervision strategies for students not in the water must reflect the risks associated with the proximity of water.

Guidelines Consideration should be given to positioning, scanning and safety check systems. Detailed information is provided in ESTABLISH_SUPERVISION_STRATEGIES. While supervision may take place in or out of the water, it is recommended that one member of the supervisory team be on lookout from the beach or elevated feature such as a vessel, groyne, dive platform or jetty. Class numbers should be checked immediately on return to the beach, boat or diving platform.



The teacher-in-charge is to decide on a suitable system(s) of identification of participants based on the assessment of the aquatic environment, students’ snorkelling, swimming and water safety skills, the type of activities to be undertaken, and the number of students.



Guidelines Systems for identifying students may include: the wearing of ‘lifesaver’ or swimming caps, neoprene armbands or rash shirts; colour coded equipment; and confining students to designated areas not being used by other schools or the public.


Parent/guardian consent is required for all SCUBA diving activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the SCUBA diving activity.

Guidelines Consent may be obtained for the duration of a SCUBA diving program. The teacher-in-charge should ensure that parents and guardians or culturally and linguistically diverse students are provided with all necessary information regarding SCUBA diving activities.


Planning for SCUBA diving activities must include the development of a strategy that enables regular communication amongst all members of the group. The strategy must clearly identify a signal for gaining the full groups attention.




Guidelines Communication strategies that enable regular communication among all members of the group may include radio, mobile phone, public address systems, megaphones, air horns, hand signals, flags, pennants, semaphore, flares, lights, mirrors, or whistles.


The teacher-in-charge must develop or obtain a suitable response plan that will ensure access to emergency support without compromising the safety and welfare of the group or of a casualty.






The teacher-in-charge must know the location of the nearest decompression chamber.




the Student Health Forms and the relevant Health Care Authorisation Plans of those students who are known to have particular health requirements;

relevant health information of supervisors; and oxygen equipment to be on hand for open water dives.

For night SCUBA diving a ‘lost buddy’ procedure must be established.



routes, time of departure and estimated time of arrival; transport access details, e.g. by foot, two wheel drive, four wheel drive, to alternate

safe landing points. Road transport should be available. location of the nearest telephone, land manager, e.g. ranger, hospital, decompression

chamber, airstrip, State Emergency Service office, police, nursing station or other relevant information;

details of sea search and rescue, harbourmaster, local commercial operators a list of resources the group will carry, e.g. first aid kit, the number and type of craft,

camping or specialist equipment; the communications media that will be employed, e.g. fixed telephone, mobile phone,


might elapse before appropriate support could be provided. Suggested emergency equipment includes items such as a first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.



EMERGENCY ASSISTANCE CONTACTS

Perth metropolitan area: Fremantle Hospital 24 hours: (08) 9431 3333

Country and Regional: Telephone: 000 Mobile: 112

Diver’s Emergency Service: 1800 088 200 or 08 822 24000

Remote: RFDS Satellite Telephones:

(08) 9417 3034 (08) 9417 3073

(08) 9417 3592 (08) 9417 3015





All members of the group must be involved in pre-diving planning and post-diving debriefing.

Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information such as emergency procedures. The changing environmental conditions encountered during scuba diving activities may necessitate the need to brief students during the activity.



15 SNORKELLING

15.1 BACKGROUND

15.1.1 GENERAL

Snorkelling applies to activities using mask, snorkel and fins and is distinct from any diving in which compressed air is supplied.

Sites for such programs range from potentially high-risk areas such as ocean reefs to lower risk areas such as swimming pools. Generally, activities conducted in environments require a high degree of risk analysis and management.

Activities conducted off the school site must comply with the Department of Education and Training policy Excursions in Public Schools

DEFINITIONS





















15.4 PROCEDURES

In planning a snorkelling activity, the teacher-in-charge must consider the:


required level of supervision; supervision strategies; means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and











briefing for participants.

Where a snorkelling program is to be held off the school site at which the students are enrolled, the Department’s policy Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.

15.4.1 ASSESS RISKS




The teacher-in-charge must establish the suitability of the venue(s) relative to the students’ skills and experience, the planned snorkelling activities and the supervision required.



Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; local ranger or land manager; lifeguard; other schools that have conducted similar activities at that location; or external provider. Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and other marine craft. Supervisors should recognise that each aquatic environment is unique and that open-water environments are more hazardous than closed-water environments. The effects of currents, wind, waves, tide and land formations are less predictable and more difficult to control and should be continuously monitored. Selected snorkelling sites should have: safe entry and exit points; minimal water movement; stable weather and water conditions; a minimum visibility of 3 metres under water; and no obvious dangers, such as boat traffic or fishers. The length of shoreline used for supervising snorkelling activities should not exceed 100 metres.





Particular care should be taken in areas where there are strong currents. It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further snorkelling activities.


Prior to participation in snorkelling, the-teacher-in-charge must ensure that students have the required swimming and water safety skills to participate safely.


A reassessment must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the aquatic environment, or in the medical fitness, e.g. conditions such as asthma, epilepsy or fatigue or capacity of the students to undertake the activity.

Guidelines The Department of Education and Training’s Swimming and Water Safety Continuum (see ESTABLISH_SUPERVISION_STRATEGIES) may be a useful tool to gauge students’ swimming and water safety skills. However, such information is only indicative of the students’ skills at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students. For pool snorkelling, students should be able to: swim 200 metres without swimming aids; tread water for one minute immediately following the 200 metre swim; For open water snorkelling, students should: be able to swim 200 metres without swimming aids in less than six minutes; be able to tread water for three minutes immediately following the 200 metre swim; and have logged at least four hours in closed water before advancing to open water. For snorkelling beyond two metres in depth, students should have developed the following skills and understandings: Skills hand signals entry and exit methods equalising ears clearing a flooded mask clearing a flooded snorkel using a flooded mask or no mask ditch and recovery of a weight belt rescue techniques Understandings equipment dive planning Boyle’s Law light and sound under water buoyancy control dangers of group separation hyperventilation



hypothermia barotraumic squeeze dangerous marine animals


The full range of activities to be conducted as part of a snorkelling program is to be assessed and decisions made in relation to the selection of activities and areas to be used.

Limits must be set on group movements, including depth.

Spear guns, hand spears or slings must not be used unless they are required in an approved Curriculum Council of Western Australia Marine Studies Course.

Where a ‘free’ swim activity is to be included in a snorkelling program, WATER_BASED_ACTIVITIES provides direction for teachers in planning and conducting such activities.

Guidelines Snorkel divers should not collect any natural objects or relics while on their dive unless a licence has been obtained for marine study. Objects taken for this purpose should be returned after examination. Marine life can be picked up but should be returned to the same spot. If rocks are turned over, they should be replaced as found. Logs should be completed after each dive. Snorkelling may be included as an advanced activity for suitably skilled upper-primary school children. In secondary school, snorkelling can be included in a range of aquatic and marine studies modules.




Students must carry out pre-dive checks.

For the group as a whole, there must be:

a first aid kit appropriate to snorkelling activities; safety equipment, e.g. float, and safety boat, if required; and an internationally recognised diver’s flag (a large float with a dive flag attached)

marking the dive site where boats may be encountered or where the group swims more than 50 metres from the shore.

Where a powerboat is required, the vessel must comply with the Department of Planning and Infrastructure requirements.

Guidelines Information pertaining to safety equipment, rules and regulations is located at http://www.dpi.wa.gov.au/imarine




The following equipment is recommended for each participating student: a wet/dry suit including boots and gloves; mask fitted with safety glass and finger holes for equalising pressure; suitable snorkel with safety colour top, attached to mask; weight belt fitted with quick-release buckle; and fins (flippers). A buoyancy compensator may be worn.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the snorkelling activity.








Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C.












15.4.2.1 GENERAL

The level of risk in aquatic activities is dynamic and must be constantly monitored. Supervisory requirements must be considered in accordance with the:



Different levels of supervision are required for swimming pools, other closed water environments and open water activities.




CLOSED WATER – SWIMMING POOLS

Supervising from the pool deck

There must be at least one qualified supervisor for every 32 students in the water, or part thereof.

Supervising in the pool

There must be at least one qualified supervisor for every 22 students in the water or part thereof.

Closed water – other than swimming pools


Open water


Guidelines It is recommended that a minimum of 2 supervisors be present at snorkelling activities conducted in open water.






For closed water, recognised qualifications include:

National Accredited SCUBA Coach Award. Level 1 Snorkel Diving Instructors Certificate; Aquatic Rescue Qualification6; RLSSA7 Bronze Medallion; SLSA8 Bronze Medallion; SLSA Surf Rescue Certificate; AUSTSWIM Teacher of Swimming and Water Safety Certificate (recognised as

being appropriate for swimming pools only); RLSSA WA Swimming Instructors Certificate (recognised as being appropriate

for swimming pools only); or an equivalent qualification as recognised by the Director General.

6 Enrolments through Royal Life Saving Society Australia 7 Royal Life Saving Society of Australia 8 Surf Life Saving Australia



For open water recognised qualifications include:

National Accredited SCUBA Coach Award; Level 1 Snorkel Diving instructors certificate; RLSSA Bronze Medallion (is suitable only for a flowing river or waterway); SLSA Bronze Medallion; SLSA Surf Rescue Certificate; or an equivalent qualification as recognised by the Director General.




The supervisor in control of a support or rescue powerboat must hold a minimum of a Small Craft Proficiency Certificate (TL3), or a TL3 Rescue Certificate and be competent in the use of this craft.

Guidelines It is recommended that teachers complete a Level 1 Snorkel Diving Instructors Certificate and snorkel diving assistants complete a Level 0 Snorkel Diving Instructors Certificate. It is recommended that teachers complete a basic scuba-diver award or a level 1 snorkel diving certificate if diving in marine environments over a depth of 5 metres. Recognised qualifications are specific to different aquatic environments. Advice should be sought from the relevant service providers. CPR may be acquired from the St John Ambulance, Red Cross or other providers. Rescue and resuscitation qualifications from RLSSA and SLSA are current for 12 months. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than 1 hour away.






Supervision strategies must address the circumstance where the students are not in clear view of the supervisor(s), e.g. when diving.




Supervision strategies for students not in the water must reflect the risks associated with the proximity of water. In open water, the snorkelling site should be clearly defined with buoys or land features.

Guidelines Consideration should be given to positioning, scanning and safety check systems. Detailed information is provided in ESTABLISH_SUPERVISION_STRATEGIES. While supervision may take place in or out of the water, it is recommended that one member of the supervisory team be on lookout from the beach or elevated feature such as a vessel, groyne, dive platform or jetty. Class numbers should be checked immediately on return to the beach, boat or diving platform.



The teacher-in-charge is to decide on a suitable system(s) of identification of participants based on the assessment of the aquatic environment, students’ swimming and water safety skills, the type of activities to be undertaken, and the number of students.

Guidelines Systems for identifying students may include: the wearing of ‘lifesaver’ or swimming caps, neoprene armbands or rash vests; colour coded snorkelling equipment; and confining students to designated areas not being utilised by other schools or the public.


Parent/guardian consent is required for all snorkelling activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the snorkelling activity.

Guidelines Consent may be obtained for the duration of a snorkelling program. The teacher-in-charge should ensure that parents and guardians or culturally and linguistically diverse students are provided with all necessary information regarding snorkelling activities.


Planning for snorkelling activities must include the development of a strategy that enables regular communication amongst all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




The communication strategy must enable contact with on-site and off-site support services. An alternative mode of communication must be available in case of the failure of the primary communication method.

Guidelines Communication strategies that enable regular communication among all members of the group may include radio, mobile phone, public address systems, megaphones, air horns, hand signals, flags, pennants, semaphore, flares, lights, mirrors, or whistles. It is suggested that the supervisor use a uniform system of whistle signals.













routes, time of departure and estimated time of arrival; transport access details, e.g. by foot, two wheel drive, four wheel drive to safe landing

points. Vehicle transport should be on hand; location of the nearest telephone, land manager, e.g. ranger, hospital, State

Emergency Service office, police, nursing station or other relevant information; details of nearest Sea Search & Rescue; a list of resources the group will carry, e.g. first aid kit, the number and type of vehicles,






Suggested emergency equipment includes items such as a rescue tube or board, first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.




All members of the group must be involved in pre-snorkel planning and post-snorkel debriefing.


Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information, such as emergency procedures. The changing environmental conditions encountered during snorkelling activities may necessitate the need to brief students during the activity.



16 SURFBOARD RIDING AND SURF ACTIVITIES

16.1 BACKGROUND

16.1.1 GENERAL

Surf activities are conducted by schools in a variety of contexts that include surfboard riding, body surfing, body boarding or wave skiing.

Generally, activities conducted in aquatic environments and surf environments in particular, require a high degree of risk analysis and management.

Where a “free” swim” activity is to be included in a surf program, WATER_BASED_ACTIVITIES, provides direction for teachers in planning and conducting such activities.


This section contains specific reference to surf and body board riding. It also provides advice to teachers-in-charge that use surf skis and other paddling craft as part of a surf-based teaching and learning program.

Teachers who plan to conduct paddling activities e.g. surf ski riding in surf environments must refer to PADDLING_ACTIVITIES for additional advice.

16.1.2 DEFINITIONS







PLUNGING WAVES Waves that break with tremendous force and usually occur at low tide, when the sand banks are shallow and there is less water for the waves to beach break. Also referred to as dumping waves.














16.3 RELEVANT LEGISLATION / AUTHORITY Disability Discrimination Act 1992 Occupational Safety and Health Act 1984 School Education Act 1999, sections 61 (1) (b), 63 (1) (c) (ii) and 64 (1) (e).

16.4 PROCEDURES

In planning a surf activity, the teacher-in-charge must consider the:

risks relevant to the: environment; students’ capacity; activities to be conducted; equipment; capabilities of the supervisor/supervisory team; and











involvement of external providers.


Where a surf program is to be held off the site of the school at which the students are enrolled, the Department’s policy Excursions in Public Schools requires that the teacher-in-charge prepare an Excursion Management Plan. The teacher-in-charge must complete the checklist at of Excursions in Public Schools Appendix A and submit it to the principal for endorsement.







The activity area must be clearly defined, (by markers on the beach, or natural features) and not exceed 100 metres along the shore.

Surfboards and wave skis must not operate in the same area as body boarders or body surfers.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; local ranger or land manager; lifeguard; other schools that have conducted similar activities at that location; external provider; or experienced surfers with knowledge of the location. Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and other marine craft. Supervisors should recognise that each aquatic environment is unique and that -surf environments are more hazardous than other open and closed-water environments.





The effects of currents, wind, waves, tide and land formations are less predictable and more difficult to control, and should be continuously monitored. The following is a guide to the type of surf that is appropriate to various levels of skill: beginner students: spilling waves, white water/small unbroken, beach breaks only; intermediate students: spilling waves, unbroken, beach breaks only; and advanced students: spilling and plunging waves. A suitable surfing location adjacent to a patrolled area should be selected when available. It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further surf activities.


Prior to participation in surf activities, the-teacher-in-charge must ensure that students have the required swimming and water safety skills to participate safely.


Students must demonstrate the following skills and understandings prior to and whilst participating in surf activities/programs:

recognition of rips and currents, wave types and breaks; identification of marine stingers and treatment of marine stings; self rescue in surf conditions; ‘buddy practice’; and recognition of signals.


Guidelines Prior to participation in surfing activities, students should be able to demonstrate proficiency in fitness and swimming by completing the Surf Life Saving Association’s Surf Rescue Certificate requirement of ‘Run 100 metres-Swim 100 metres-Run 100 metres’ test in five minutes. It is also recommended that students can swim 100m and then support themselves in water for a minimum of 15 minutes It is recommended that the Surf Rescue Certificate program should be an integral part of on-going surf activities/programs for schools. Students should be aware of surf etiquette and rules. All students should be capable of remaining calm in surf some distance from the beach. The Department of Education and Training’s Swimming and Water Safety Continuum (SWIMMING_AND_WATER_SAFETY_CONTINUUM) may be a useful tool to gauge students’ swimming and water safety skills. However, such information is only indicative of the students’ skills at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students.




The full range of activities to be conducted as part of the surf program is to be assessed and decisions made in relation to the selection of activities and areas to be used.

Time limits for the activity must be decided prior to entering the water.

The duration of the surf activity is dependent on the prevailing conditions, the skills of the students and where used if prevailing conditions exist, the quality of the wet suits worn.

Guidelines The teacher-in-charge should determine the additional skills required by students to safely participate in surf activities. Surfboard riding and surf activities may be included as an advanced activity for suitably skilled upper primary school students.


The teacher-in-charge must ensure that equipment to be used is checked to ensure that it is appropriate to the activity, safe and in working order e.g. surfboards do not have sharp fibreglass splinters around ‘dings’ (contusions or damaged areas on the board).


Surf riders and body boarders must have a leg rope or leash securely fastened to the board at all times. Wave skiers must have their paddle attached to the ski at all times.

Emergency rescue equipment such as surfboards, rescue tubes, wave skis, body boards or swim fins and a first aid kit (including a sleeping bag or thermo blanket) must be readily accessible.

Guidelines Boards that are constructed of soft materials are recommended for beginning surfers. Where hard plastic or fibreglass boards are being used or when surfing over reef, it is recommended that participants wear suitable helmets. For surfing activities, helmets, hoods and earplugs are recommended. Bathers, board shorts and rash vests are considered appropriate for warm weather and water conditions. For cold conditions, wet suits are recommended. A surfboard cover can act as an excellent insulator.


The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the surfing activity.










Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers should be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C. Lifeguards on duty may be considered as a member of the supervisory team only where their sole responsibility, at that time, is to actively supervise the area in which the activity is being conducted.













16.4.2.1 GENERAL

The level of risk in surf and surfboard riding activities is dynamic and must be constantly monitored and assessed. Supervisory requirements must be considered in accordance with the following risk factors:



There must be at least one qualified supervisor for every 22 students or part there of.

The number of students in the water at any one time must not exceed 11.

Group sizes must not exceed 22 participants.

Guidelines It is recommended that at least two supervisors be present at all aquatic activities.



For surf activities, recognised qualifications include:

Surf riding Level 1 Certificate; Aquatic Rescue Qualification9;

9 Enrolments through Royal Life Saving Society Australia



SLSA10 Surf Life Saving Bronze Medallion; SLSA Surf Rescue Certificate; and an equivalent qualification as recognised by the Director General.



and administer cardio pulmonary resuscitation.

The qualified supervisor must also be able to demonstrate suitable experience including:

recent logged experience; and demonstrated surf skills in the type of board or ski being used at the relevant

location.

Guidelines It is recommended that at least two qualified supervisors be present at all aquatic activities. Recognised qualifications are specific to different aquatic environments. Advice should be sought from the relevant service providers. Rescue and resuscitation qualifications from SLSA are current for 12 months. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away.








Guidelines Consideration should be given to positioning, scanning and safety check systems. Detailed information is provided in ESTABLISH_SUPERVISION_STRATEGIES.

10 Surf Life Saving Australia



In some situations, it is desirable to have board/ski riders on patrol outside the break. Rules should be established to ensure that all students remain in close proximity to the supervisors and within the designated area. While supervision may take place in or out of the water, it is recommended that one member of the supervisory team be on lookout from the beach or elevated feature such as a vessel, groyne or jetty. It is recommended that a roll check be called before entering and after leaving the water.



The teacher-in-charge is to decide on a suitable system(s) of identification of participants based on the assessment of the environment, students’ swimming and water safety skills, the type of activities to be undertaken, and the number of students.

Guidelines Systems for identifying students may include: the wearing of ‘lifesaver’ or swimming caps, neoprene armbands or rash shirts; confining students to designated areas not being utilised by other schools or the public;

and coloured helmets. Boogie boards, wave skis and surfboards may be clearly marked to help make them easily identifiable.


Parent/guardian consent is required for all surfing activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the surfing activity.

Guidelines Consent may be obtained for the duration of a surfing program. The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with all necessary information regarding the activity.


Planning for a surf activity must include the development of a communication strategy that enables regular communication among all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.






Guidelines Communication strategies that enable regular communication amongst all members of the group may include public address systems, megaphones, air horns or whistles, flags, hand and paddle signals. It is suggested that the teacher-in-charge use a uniform system of whistle and or arm and hand signals:















Emergency Service office, police, nursing station or other relevant information; nearest Sea Search & Rescue, commercial vessels and their contact details; a list of resources the group will carry, e.g. first aid kit, the number and type of vehicles,


satellite phone, radio, Emergency Positioning Indicating Radio Beacon (EPIRB); and




Suggested emergency equipment includes items such as a rescue tube or board, wave ski, first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone.





Guidelines The teacher-in-charge should consider whether interpreter and translator services are required to ensure that culturally and linguistically diverse students understand briefing information such as emergency procedures. Clear instructions should be given concerning thermal protection (correct warm clothing) and sun protection (‘slip, slop, slap and wrap’), both in the water and on the shore.



17 SWIMMING AND WATER SAFETY PROGRAMS

17.1 BACKGROUND

17.1.1 GENERAL

Swimming and water safety programs are conducted by schools in a variety of contexts. Swimming and water safety instruction may be include stroke correction, fitness training and/or the preparation of students for competition in aquatic sports such as competitive swimming, triathlon, water polo and life saving.

Such programs may be conducted in locations on or off the school site, ranging from potentially high-risk areas such as surf beaches, to lower risk locations, such as swimming pools.

Generally, activities conducted in aquatic environments require a high degree of risk analysis and management. However, the level of risk will vary according to the nature of the activity. Swimming and water safety programs do not present the same level of risk as “free” swims and other less structured water-based activities.

Where a “free” swim” is to be included in a swimming and water safety program, WATER_BASED_ACTIVITIES, provides direction for teachers in planning and conducting such activities.


The Swimming and Water Safety Section of the Department of Education and Training is responsible for the safe coordination of the Vacswim and Interm swimming programs. The procedures and guidelines specified in this section do not apply to these programs.

17.1.2 DEFINITIONS



EXTERNAL PROVIDER A business/individual paid by the school to provide a venue, service and/or expertise appropriate to a particular school activity; or A staff member of a TAFE College or a University who delivers an educational

















17.3 RELEVANT LEGISLATION / AUTHORITY Disability Discrimination Act 1992 Occupational Safety and Health Act 1984 School Education Act 1999, sections 61 (1) (b), 63 (1) (c) (ii) and 64 (1) (e).











17.4 PROCEDURES

In planning a swimming and water safety program, the teacher-in-charge must consider the:

risks relevant to the: environment; students’ capacity; activities to be conducted; capabilities of the supervisor/supervisory team; and involvement of external providers.


Where a swimming and water safety program is to be held off the school site at which the students are enrolled, the Department’s policy, Excursions in Public Schools requires that the teacher-in charge prepare an Excursion Management Plan. The teacher-in charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.

17.4.1 ASSESS RISKS


environment; students’ capacity; activities to be conducted; skills of the supervisor/supervisory team; and involvement of external providers.


The teacher-in-charge must establish the suitability of the venue(s) relative to the students’ skills and experience, the planned swimming and water safety activities and the supervision required.



Venue signage with respect to diving must be adhered to.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; local ranger or land manager; lifeguard; other schools that have conducted similar activities at that location; and external providers.





http://policies.det.wa.edu.au/our_policies/ti_view?uid=dfeafd11e59c6fed0ff5b7686c9fb0e9&iview=summary_view



Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and the presence of marine craft. Supervisors should recognise that each aquatic environment is unique and that open-water environments are more hazardous than closed-water environments. The effects of current, wind, waves, tide and land formations are less predictable and more difficult to control, and should be continuously monitored. It is recommended that the length of shoreline defined for use in an open-water environment not exceed 100 metres. The selected activity area may be defined by the use of on-shore markers, flags or natural features and off-shore buoys or anchored markers, e.g. coloured plastic bottles. Where possible, board/ski riders should be engaged to provide additional water safety. In swimming pools, consideration should be given to the teaching and performance of diving. Diving should not be taught in shallow water (generally 1.2m deep or less). Flat racing dives should be taught from the poolside in deep water before allowing a dive entry into more shallow water or from a starting block. Similarly, a minimum depth of 900mm is recommended where tumble turns are expected to be performed and turn indicators, e.g. flagged ropes must be used when backstroke is being performed. Flagged ropes should be suspended across the pool 5m in from any end where swimmers will turn or finish. Supporting poles should not obstruct the concourse. Where lane ‘ropes’ are used they should not have sharp edges or fittings that could entrap fingers. It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further swimming and water safety programs.


Prior to participation in a swimming and water safety program, the-teacher-in-charge must ensure that students have the required swimming and water safety skills to participate safely.

Where diving is to be performed, consideration must be given to diving competence and depth of water.


A reassessment must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the aquatic environment, or in the medical fitness, e.g. conditions such as asthma, epilepsy or fatigue or capacity of the students to undertake the activity.

Guidelines The Department of Education and Training’s Swimming and Water Safety Continuum Appendix A may be a useful tool to gauge students’ swimming and water safety. However, such information is only indicative of the students’ skills at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students.




The full range of activities to be conducted during a swimming and water safety program is to be assessed and decisions made in relation to the selection of activities and areas to be used.

Guidelines The teacher-in-charge should determine the additional skills required by students to participate safely in activities such as: diving or jumping from various heights; swimming under water; swimming in turbulent water; catching waves; and entering and exiting the water. Supervisors should be aware that activities involving the use of diving towers and springboards, interactive or floating play equipment presents a greater risk.





The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the swimming and water safety program.




At least one member of the supervisory team must hold a recognised qualification (refer section 17.4.2.3 for detail).






Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers may be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C. Lifeguards on duty may be considered as a member of the supervisory team only where their sole responsibility, at that time, is to actively supervise the area in which the activity is being conducted.




The teacher–in-charge and the manager of the venue/external provider must clearly establish the respective responsibilities of their staff.





17.4.2.1 GENERAL








For swimming and water safety programs, there is a minimum level of supervision for students in the water. At no time will there be less than one qualified supervisor (Section 17.4.2.3).

Different levels of supervision are required for closed and open water environments.

Closed water


Open water


Guidelines It is recommended that at least two supervisors be present at all aquatic activities. Lifeguards on duty may be considered as a qualified adult only where their sole responsibility, at that time, is to actively supervise the area in which the activity is being conducted. For information pertaining to the supervision of ‘free’ swims, teachers are directed to WATER_BASED_ACTIVITIES.



For closed water environments, recognised qualifications include:

Level I, II or III Coach (relevant to the specific activity) under the National Coaching Accreditation Scheme;

RLSSA11 Bronze Medallion; SLSA12 Bronze Medallion; SLSA Surf Rescue Certificate; AUSTSWIM Teacher of Swimming and Water Safety Certificate (recognised as

being appropriate for swimming pools only); RLSSA Swimming Instructors Certificate (recognised as being appropriate for

swimming pools only); and equivalent award as recognised by the Director General.

11 Royal Life Saving Society of Australia 12 Surf Life Saving Australia



For open water environments, recognised qualifications include:


SLSA Bronze Medallion; SLSA Surf Rescue Certificate; RLSSA Bronze Medallion (is suitable for a flowing river or waterway); and equivalent award as recognised by the Director General.




Guidelines Recognised qualifications are specific to different aquatic environments. Advice should be sought from the relevant service providers. See Appendix B. A CPR qualification is a component of most of the recognised qualifications. It may be acquired from St John Ambulance, Red Cross, RLSSA or other providers. Rescue and resuscitation qualifications from RLSSA and SLSA are current for 12 months. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away.




The teacher-in-charge must recognise that the number of schools and other user groups at a venue will increase the potential risk. The teacher-in-charge must determine the nature and number of other groups using the venue. Supervisory strategies must reflect the additional risk

It is essential that students in the water are actively supervised at all times. That is, the supervisory team has a clear view of all students.



Guidelines Consideration should be given to positioning, scanning and safety check systems. Detailed information is provided in ESTABLISH_SUPERVISION_STRATEGIES.



From time to time, a supervisor may need to leave his or her position. In such a situation, the supervisor should alert others on duty of his or her impending absence to ensure adequate supervision is maintained. However, the appropriate number of supervisors directly monitoring the students in the water must be maintained at all times. As part of a management plan, a roster should be developed both to relieve and rotate supervisors.



The teacher-in-charge is to decide on a suitable system(s) of identification for participants based on the assessment of the aquatic environment, students’ swimming and water safety skills, the type of activities to be undertaken, and the number of students.

Guidelines Systems for identifying students include: the wearing of ‘lifesaver’ or swimming caps, neoprene armbands or rash shirts; and confining students to designated areas not being utilised by other schools or the public.


Parent/guardian consent is required for all swimming and water safety programs. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the swimming and water safety program.

Guidelines Consent may be obtained for the duration of a swimming and water safety program. The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with all necessary information regarding a swimming and water safety program.


Planning for a swimming and water safety program must include the development of a strategy that enables regular communication amongst all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.




Guidelines Communication strategies that enable regular communication amongst all members of the group may include public address systems, megaphones, air horns, whistles, hand signals or flags.



It is suggested that the teacher-in-charge select the signal system used by the Department’s Vacswim and Interm swimming programs. This is a uniform system of whistle signals: One blast – stop, look and listen. Three long blasts – activity finished. Short blasts in succession and arms waved above head – emergency. Clear the water

immediately and assemble in a safe area nominated by the supervisor.







a list of the names of participating students and their parent/guardian contact telephone numbers;




Guidelines Suggested emergency equipment includes items such as a rescue tube or board, first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. For off site activities, an emergency response plan may include: a list of all participants and their contact and medical details, including the number of










APPENDIX A DEPARTMENT OF EDUCATION AND TRAINING SWIMMING AND WATER SAFETY CONTINUUM

1 1. Enter water safely

Shallow. Safe exit 2. Exhale in water

Face in 3. Open eyes under water

Identify an object 4. Submerge

Waist deep 5. Glide forward and recover

Waist deep (minimum) 6. Float or glide backward and recover

Waist deep, flotation aid acceptable

S1 Safety/Survival Sequence No. 1*

4 16. Swim 15m freestyle

Regular breathing 17. Swim 10m backstroke

Catchup acceptable 18. Swim 10m survival backstroke OR

Below water arm recovery 19. Swim 5m breaststroke kick

On front with board 20. Scull head first on back

Without leg action 21. Recover an object

Chest deep 22. Swim in deep water

(Only ____ m depth available)

S4 Safety/Survival Sequence No. 4

7 32. Scull feet first on back

Sculling hand action 33. Demonstrate eggbeater kick

Water polo kick 34. Swim 150 metres

Proficient technique • 25m Backstroke • 50m Breaststroke • 50m Freestyle • 25m Survival Backstroke


2 7. Glide forward and kick 3m

Horizontal body position. Face in 8. Glide backward, kick and

recover No set distance

9. Swim 5m freestyle Face submerged

10. Scull/tread water Basic hand and leg action, chest deep



Proficient technique 24. Swim 15m backstroke

Alternating arm action 25. Swim 15m survival backstroke, OR

Symmetrical leg action Swim 15m breaststroke

Symmetrical leg action 26. Demonstrate a surface dive

Chest deep. Recover an object


8 35. Swim 25m sidestroke

Scissor kick required 36. Demonstrate dolphin kick

Extension 37. Swim 200 metres

Proficient technique • 50m Backstroke • 50m Breaststroke • 50m Freestyle • 25m Survival Backstroke • 25m Sidestroke

S8 Safety/Survival Sequence No. 8 3 11. Swim 10m freestyle

Breathing 12. Glide backward and kick 5m

Arms by side 13. Demonstrate breaststroke leg

action On back with board

14. Demonstrate survival sculling On back

15. Demonstrate a forward roll Extension


6 27. Swim continuously 50m freestyle OR

* 25m freestyle and * 25m Ba/s, or S.Ba/s, or Br/s Proficient technique

28. Swim 25m backstroke Proficient technique

29. Swim 25m survival backstroke Proficient technique

30. Swim 25m breaststroke Proficient technique

31. Demonstrate a dive entry Deep water required


9 38. Swim 10m butterfly

Extension 39. Demonstrate a tumble turn


Proficient technique • 50m Freestyle (or 25m Bu/f &

25m F/s) • 50m Backstroke • 50m Breaststroke • 50m Freestyle • 50m Sidestroke • 50m Survival Backstroke

41. Basic principles of E.A.R. (Extension)

S9 Non-contact Rescues

Please Note: It cannot be assumed that all skills will be repeated under different conditions.

ADULT SUPERVISION IS ALWAYS NECESSARY



SAFETY SURVIVAL SEQUENCES

The following safety/survival skills will be taught at the appropriate stage to further develop the learner’s understanding of water safety and personal survival.

Please note that skills previously taught are not necessarily re-listed and it cannot be guaranteed that all skills can be repeated.

S1

Confident entry into and exit from the water.

Float for 10 – 15 seconds, with a flotation aid.

S4

Swim and survival scull for 60 seconds.

Grasp an object and be pulled to safety.

S7

Enter water using a compact jump.

Swim slowly for four minutes using two recognised survival strokes.

S2

Glide forward and recover to a standing position.

Float for 30 seconds with a flotation aid.

Be pulled to safety.

S5

Step in entry.

Scull for 60 seconds using combination of survival sculling and horizontal sculling keeping the face above water.

Grasp a flotation aid thrown for support and swim for 60 seconds.

Be pulled to safety by a partner.

S8

Dressed in swimwear, shorts and t-shirt, demonstrate:

• 2 minutes survival sculling, floating or treading water, then;

• 3 minutes swimming slowly, using three recognised survival strokes, keeping the arms below the surface, changing each minute.

S3

Glide and swim 10m, recover to upright position.

Support body in an upright position and signal distress.

S6

Dive entry into deep water.

Rotation of the tucked body, keeping the face above the water.

Swim slowly for three minutes, using two recognised survival strokes.

Grasp an aid thrown for support and kick to safety.

S9

Non-contact rescues:

• Assistance in shallow water;

• Defensive position and reverse; and

• Delivery of flotation aid in deeper water.





APPENDIX B SERVICE PROVIDERS

Australian Red Cross WA 110 Goderich Street EAST PERTH WA 6004 Ph: (08) 9225 8888 Fax: (08) 9325 5112 Email: mailto:[email protected] Website: http://www.redcross.org.au/wa/

AUSTSWIM PO Box 295 MOUNT HAWTHORN WA 6915 Ph: (08) 9288 4188 Fax: (08) 9443 4344 Email: mailto:[email protected] Website: http://www.austswim.com.au

Royal Life Saving Society of Australia – WA Branch PO Box 28 FLOREAT FORUM WA 6014 Ph: (08) 9383 8200 Fax: (08) 9383 9922 Email: mailto:[email protected] Website: http://www.lifesavingwa.com.au/ and http://www.rise.com.au/

St John Ambulance Association 209 Great Eastern Highway BELMONT WA 6104 Ph: (08) 9334 1222 Fax: (08) 9334 1224 Email: mailto:[email protected] Website: http://www.ambulance.net.au/

Surf Life Saving Western Australia PO Box 382 NORTH BEACH WA 6920 Ph: (08) 9244 1222 Fax: (08) 9244 1225 Email: mailto:[email protected] Website: http://mybeach.com.au/

Swimming and Water Safety Section Department of Education and Training PO BOX 130 TUART HILL WA 6939 Ph: (08) 9345 4007 Fax: (08) 9344 0900 Email: mailto:[email protected]


http://www.redcross.org.au/wa/


http://www.austswim.com.au/


http://www.lifesavingwa.com.au/

http://www.rise.com.au/


http://www.ambulance.net.au/


http://mybeach.com.au/




Website: http://www.det.wa.edu.au/education/swimming/

18 SWIMMING CARNIVALS

18.1 BACKGROUND

18.1.1 GENERAL

Schools use a variety of swimming carnival formats that provide opportunities for students to achieve the learning outcomes described in the Curriculum Framework. These formats may include traditional competitive swimming, beach activities or novelty events.

Carnivals may be conducted in locations on or off the school site, ranging from potentially high-risk areas, such as surf beaches, to lower risk locations, such as swimming pools.

Generally, activities conducted in aquatic environments require a high degree of risk analysis and management. However, the level of risk will vary according to the nature of the activity. Swimming carnivals do not present the same level of risk as “free” swims and other less structured water-based activities.

Where a “free” swim” activity is to be included in a swimming carnival, WATER_BASED_ACTIVITIES, provides direction for teachers in planning and conducting such activities.


18.1.2 DEFINITIONS







http://www.det.wa.edu.au/education/swimming/
















18.4 PROCEDURES

In planning a swimming carnival, the teacher-in-charge must consider the:

risks relevant to the: environment;











students’ capacity; activities to be conducted; capabilities of the supervisory team; and involvement of external providers.

required level of supervision; supervision strategies; means of identifying participants; information to be provided to parents/guardians for their consent; communication strategies; emergency response planning; and briefing for participants

Where a swimming carnival is to be held off the school site at which the students are enrolled, the Department’s policy Excursions in Public Schools, requires that the teacher-in charge prepare an Excursion Management Plan. The teacher-in charge must complete the checklist at Appendix A of Excursions in Public Schools and submit it to the principal for endorsement.

18.4.1 ASSESS RISKS


environment; students’ capacity; activities to be conducted; capabilities of the supervisory team; and involvement of external providers.


The teacher-in-charge must determine the suitability of the venue(s) relative to the students’ skills and experience, the planned carnival activities and the supervision required.



Venue signage with respect to diving must be adhered to.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other sources of information may include the: venue manager; local ranger or land manager; lifeguard; other schools that have conducted similar activities at that location; or external providers. Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and other marine craft.





Supervisors should recognise that each aquatic environment is unique, and that open-water environments are more hazardous than closed-water environments. The effects of currents, wind, waves, tide and land formations are less predictable and more difficult to control, and should be continuously monitored. It is recommended that the length of shoreline defined for use in an open-water environment not exceed 100 metres. The selected activity area may be defined by the use of on-shore markers, flags or natural features and off-shore buoys or anchored markers, e.g. coloured plastic bottles. Where possible, board/ski riders should be engaged to provide additional water safety. In swimming pools, special consideration should be given to allowing starting procedures other than diving from starting blocks where the depth of the water is less than 1.2m and where relay swimmers enter the shallow end of a swimming pool. Similarly, a minimum depth of 900mm is recommended where tumble turns are expected to be performed and turn indicators (e.g. flagged ropes) should be used when backstroke is being performed. Flagged ropes should be suspended across the pool 5m in from any end where swimmers will turn or finish. Supporting poles should not obstruct the concourse. False start ropes, when used, should be suspended across the pool not less than 1.2m above the water level from fixed standards placed 15m in front of the starting end. Where lane ‘ropes’ are used they should not have sharp edges or fittings that could entrap fingers. It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further carnivals.


Prior to participation in a swimming carnival, the-teacher-in-charge must ensure that students have the required swimming and water safety skills to participate safely.

Where diving is to be performed, consideration must be given to diving competence and depth of water.


A reassessment of students’ capacity must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the aquatic environment, or in the medical fitness, e.g. conditions such as asthma, epilepsy or fatigue or capacity of the students to undertake the activity

Guidelines The Department of Education’s Swimming and Water Safety Continuum Appendix A may be a useful tool to gauge students’ swimming and water safety skills. However, such information is only indicative of the students’ skills at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students.


The full range of activities to be conducted during a swimming carnival is to be assessed and decisions made in relation to the selection of activities and areas to be used.



The teacher in charge must be satisfied that the activities do not exceed the skill level of the students involved.

Guidelines The teacher-in-charge should determine the additional skills required by students to participate safely in activities such as: diving or jumping from various heights; swimming under water; swimming in turbulent water; catching waves; and entering and exiting the water. Supervisors should be aware that activities involving the use of diving towers and springboards, interactive or floating play equipment present a greater risk.





The teacher-in-charge must ensure that there is a supervisor/supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during swimming carnival.








Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors.



Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers may be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C. Lifeguards on duty may be considered as a member of the supervisory team only where their sole responsibility, at that time, is to actively supervise the area in which the activity is being conducted.




The teacher–in-charge and the manager of the venue/external provider must clearly establish the respective responsibilities of their staff.


Activities may involve the use of the services of other government agencies or private companies.

In such cases, Department staff must not sign indemnities, disclaimers or other documents provided by the agencies or companies which absolve them from liability for their own negligent acts or omissions.

Guidelines The suitability of an external provider may be determined from the information they provide (via telephone, website or through correspondence) related to: recent experience (including maintained log books); peak body organization accreditation Commercial Operator’s Permit other licences and permits required by statutory authorities and land owners current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.


18.4.2.1 GENERAL


age of the students; experience and ability of the students;





student medical conditions or disabilities; supervisor(s) competence and experience; type of activity to be undertaken; nature of the environment, e.g. open or closed water; location of the activity; and weather.


For swimming carnivals, there is a minimum level of supervision for students in the water. That is:

at no time will there be less than two supervisors; and one of these supervisors must be a qualified supervisor (Section 18.4.2.3).


Closed water


The minimum requirement of two supervisors must be maintained.

Open water


The minimum requirement of two supervisors must be maintained.

Guidelines Lifeguards on duty may be considered as a qualified adult supervisor only where their sole responsibility, at that time, is to actively supervise the area in which the activity is being conducted. For information pertaining to the supervision of ‘free’ swims, teachers are directed to WATER_BASED_ACTIVITIES.



For closed water environments, recognised qualifications include:


Aquatic Rescue Qualification13; RLSSA14 Bronze Medallion; SLSA15 Bronze Medallion; SLSA Surf Rescue Certificate;

13 Enrolments through Royal Life Saving Society Australia 14 Royal Life Saving Society of Australia 15 Surf Life Saving Australia



AUSTSWIM Teacher of Swimming and Water Safety Certificate (recognised as being appropriate for swimming pools only);

RLSSA Swimming Instructors Certificate (recognised as being appropriate for swimming pools only); and

equivalent award as recognised by the Director General.

For open water environments, recognised qualifications include:


Aquatic Rescue Qualification; SLSA Bronze Medallion; SLSA Surf Rescue Certificate; RLSSA Bronze Medallion (is suitable for a flowing river or waterway); and equivalent award as recognised by the Director General.




Guidelines Recognised qualifications are specific to different aquatic environments. Advice should be sought from the relevant service providers (see Appendix B). A CPR qualification is a component of most of the recognised qualifications. It may be acquired from St John Ambulance, Red Cross, RLSSA or other providers. Rescue and resuscitation qualifications from RLSSA and SLSA are current for 12 months. In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away.






Supervision strategies for all carnival participants must reflect the risks associated with the proximity of water.

Consideration must be given to the movement of students from one area to another, e.g. from house/faction bays to the marshalling area.



Guidelines Consideration should be given to positioning, scanning and safety check systems. Detailed information is provided in ESTABLISH_SUPERVISION_STRATEGIES. From time to time, a supervisor may need to leave his or her position. In such a situation, the supervisor should alert others on duty of his or her impending absence to ensure adequate supervision is maintained. However, the appropriate number of supervisors directly monitoring the students in the water must be maintained at all times. As part of a management plan, a roster should be developed both to relieve and rotate supervisors.



The teacher-in-charge is to decide on a suitable system(s) of identification of participants based on the assessment of the aquatic environment, students’ swimming and water safety skills, the type of activities to be undertaken and the number of students.

Guidelines Systems for identifying students may include: the wearing of ‘lifesaver’ or swimming caps, neoprene armbands or rash shirts; and confining students to designated areas not being utilised by other schools or the public.


Parent/guardian consent is required for all swimming carnivals. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the carnival.

Guidelines The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with all necessary information regarding a swimming carnival.


Planning for a swimming carnival must include the development of a communication strategy that enables regular communication amongst all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.






Guidelines Communication strategies that enable regular communication amongst all members of the group may include public address systems, megaphones, air horns, whistles, hand signals, pennants or lights. It is suggested that the teacher-in-charge select the signal system used by the Department’s Vacswim and Interm swimming programs. This is a uniform system of whistle signals: One blast – stop, look and listen. Three long blasts – activity finished. Short blasts in succession and arms waved above head – emergency. Clear the water












Guidelines Suggested emergency equipment includes items such as a rescue tube or board, first aid kit and communication equipment. Mobile phones should not be relied upon as the sole method of communication. For all off site activities, an emergency response plan may include: a list of all participants and their contact and medical details, including the number of





camping or specialist equipment;



the communications media that will be used, e.g. fixed telephone, mobile phone, satellite phone, radio, Emergency Positioning Indicating Radio Beacon (EPIRB); and









APPENDIX A DEPARTMENT OF EDUCATION AND TRAINING SWIMMING AND WATER SAFETY CONTINUUM




































































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APPENDIX B SERVICE PROVIDERS






















19 WATER-BASED ACTIVITIES

19.1 BACKGROUND

19.1.1 GENERAL

As part of the curriculum, students participate in many activities that are conducted in aquatic environments.

Such activities may be conducted in locations on or off the school site, ranging from potentially high-risk areas, such as surf beaches, to lower risk locations, such as swimming pools.

Generally, activities conducted in aquatic environments require a high degree of risk assessment and management. However, the level of risk will vary according to the nature of the activity. Some aquatic activities are highly structured and have their own procedures and guidelines. These include:

PADDLING_ACTIVITIES; SAILING_AND_SAILBOARDING; SCUBA_DIVING; SNORKELLING; SURFBOARD_RIDING_AND_SURF_ACTIVITIES; SWIMMING_CARNIVALS; and SWIMMING_AND_WATER_SAFETY_PROGRAMS.

This section, Water-based Activities, provides direction specifically for teachers planning and conducting less formal aquatic activities.

An example of this is the “free” swim traditionally conducted as an end of year celebration, or in conjunction with a structured activity such as a swimming carnival or expedition.

Water-based Activities procedures and guidelines must also be considered by the teacher-in-charge when planning activities where there is a foreseeable risk of students entering the water. Activities conducted off the school site must comply with the Department of Education and Training policy Excursions in Public Schools.

The Swimming and Water Safety Section of the Department of Education and Training is responsible for the safe coordination of the Vacswim and Interm swimming programs. The procedures and guidelines specified in this section do not apply to these programs.

19.1.2 DEFINITIONS


EXCURSION





Any student-learning activity conducted off the site of the school, at which the student is enrolled, that is organised or managed by a member of teaching staff employed under section 237 of the School Education Act 1999 and has gained the appropriate approval(s).

EXTERNAL PROVIDER A business individual paid by the school to provide a venue, service and/or








SUPERVISORY TEAM All adults who have a supervisory role on an excursion.















19.3 PROCEDURES

In planning a water-based activity, the teacher-in-charge must consider the:

risks relevant to the: environment; students’ capacity; activities to be conducted; capabilities of the supervisory team; and involvement of external providers.


Where a water-based activity is to be held off the school site at which the students are enrolled, the Department’s policy, Excursions in Public Schools requires that the teacher-in charge prepare an Excursion Management Plan.

The teacher-in charge must complete the checklist at Excursions in Public Schools Appendix A and submit it to the principal for endorsement.

19.3.1 ASSESS RISKS


environment; students’ capacity; activities to be conducted; skills of the supervisory team; and involvement of external providers.


The teacher-in-charge must establish the suitability of the venue(s) relative to the students’ skills and experience, the planned activities and the supervision required.

Consideration must be given to the potential risk of injury. Selected areas are to be appropriately defined. Venue signage with respect to diving must be adhered to.

Guidelines Where practical, the teacher-in-charge is to have first-hand knowledge of the venue. Other key sources of information may include the: venue manager; local ranger or land manager; lifeguard;








other schools that have conducted similar activities at that location; or external providers. Potential dangers in aquatic environments may include immersion in deep water, impact injuries from dumping waves or from diving into shallow water, cuts and abrasions from rocks or snags, sunburn, hypothermia, marine stings and the presence of marine craft. Supervisors should recognise that each water-based environment is unique and that open-water environments are more hazardous than closed-water environments. The effects of current, wind, waves, tide and land formations are less predictable and more difficult to control and should be continuously monitored. It is recommended that the length of shoreline defined for use in an open-water environment not exceed 100 metres. The selected activity area may be defined by the use of on-shore markers, flags or natural features and off-shore buoys or anchored markers, e.g. coloured plastic bottles. Where possible, board/ski riders should be engaged to provide additional water safety. It is recommended that the teacher-in-charge conduct a post-activity evaluation to assist with the planning of further excursions. A sample Venue Hire and Provision of Services Form is provided in Appendix A.


Prior to participation in a water-based activity, the-teacher-in-charge must ensure that students have the required swimming and water safety skills to participate safely.

Where diving is allowed, consideration must be given to diving competence and depth of water.


A reassessment must be undertaken if any circumstances surrounding the activity change. This includes any change in the condition of the aquatic environment, or in the medical fitness, e.g. conditions such as asthma, epilepsy or fatigue or capacity of the students to undertake the activity

Guidelines The Department of Education and Training’s SWIMMING_AND_WATER_SAFETY_CONTINUUM Appendix B may be a useful tool to gauge students’ swimming and water safety. However, such information is only indicative of the students’ swimming abilities at the time of assessment and does not guarantee students’ safety nor reduce the duty of care teachers owe to their students. Teachers should recognise that students from some cultural backgrounds may have limited exposure to water-based activities.


The full range of activities available at a venue is to be assessed and decisions made with regard to the selection of activities and areas to be used.

The teacher in charge must be satisfied that the activities do not exceed the skill level of the students involved.



Guidelines The teacher-in-charge should determine the additional skills required by students to participate safely in activities such as: diving or jumping from various heights; swimming under water; swimming in turbulent water; catching waves; and entering and exiting the water. Supervisors should be aware that activities involving the use of diving towers and springboards, wave pools, interactive or floating play equipment, ‘lazy rivers’ and water slides (flumes), present a greater risk. Supervisors should be aware of the phenomenon of ‘shallow-water blackout’. This is a result of excessive hyperventilation followed by holding of breath when diving or descending into water. It is possible for the individual to lose consciousness and drown.




19.3.1.5 ASSESS THE CAPABILITIES OF THE SUPERVISORY TEAM

The teacher-in-charge must ensure that there is a supervisory team with appropriate experience, knowledge and skills to identify and manage potential risks at any stage during the water-based activity.

All supervisors must:

as a minimum, be able to swim the length of the area that they are supervising; and

have experience in, or have a demonstrated capacity for, supervising at the specified venue or similar venues.

Collectively, the supervisory team must have the skills to:





number of students involved; age, experience and capabilities of the students;



activities to be undertaken; characteristics of the venue; and health status, skills, and experience of the adult.


Guidelines Adults, who are not teachers, but who possess the appropriate experience, competencies and/or qualifications, may be supervisors. Non-teaching staff, volunteers and external providers have a right to refuse a request to personally care for students and to have their decision respected by members of the teaching staff. Volunteers may be requested to complete a Confidential Declaration indicating whether or not they have any convictions or whether there are any circumstances or reasons that might preclude them from working with or near children. See Excursions in Public Schools Appendix C.





The teacher-in-charge must inquire whether the selected external provider(s) has the appropriate level of public liability insurance. See Excursions in Public Schools Appendix D


Guidelines External providers may be used where a school is unable to meet the requirements of suitably experienced and/or qualified staff to undertake the activity. Specialist supervision may be required because of the nature of the water-based activity or the risks inherent in a particular venue, e.g. wave pool, water slide or surf beach. The suitability of an external provider may be determined from the information provided (via telephone, website correspondence) relating to: recent experience (including maintained logbooks); peak body organisation accreditation; commercial operator’s permit; other licences and permits required by statutory authorities and land owners; current qualifications, accreditation and any other relevant training of instructors; public liability insurance; and reference from previous school clients.






19.3.2.1 GENERAL

The level of risk in water-based activities is dynamic and must be constantly monitored. Supervisory requirements must be considered in accordance with the:

age of the students; experience and ability of the students; student medical conditions or disabilities; supervisors’ competence and experience; type of activity to be undertaken; nature of the environment, e.g. open or closed water; location of the activity; and weather.


For all water-based activities there is a minimum level of supervision for students in the water. That is:

at no time will there be less than two supervisors; and one of these supervisors will be a qualified supervisor.


Closed water

There must be at least:

one qualified supervisor for every 32 students or part thereof; and one supervisor for every 12 students or part thereof (inclusive of the qualified

supervisor).



1-12 1 2 13-24 1 2 25-32 1 3 33-36 2 3 37-48 2 4 49-60 2 5 61-64 2 6 65-72 3 6

Table 22: EXAMPLE

Open water

There must be at least:

one qualified supervisor for every 16 students or part thereof; and one supervisor for every eight students or part thereof (inclusive of the qualified

supervisor).





1-8 1 2 9-16 1 2 17-24 2 3 25-32 2 4 33-40 3 5 40-48 3 6

Table 23: EXAMPLE

Guidelines Lifeguards on duty may be considered as a qualified adult only where their sole responsibility, at that time, is to actively supervise the area in which the activity is being conducted.



For closed-water environments, recognised qualifications include:

Aquatic Rescue Qualification16; RLSSA17 Bronze Medallion; SLSWA18 Bronze Medallion; SLSWA Surf Rescue Certificate; AUSTSWIM Teacher of Swimming and Water Safety Certificate (recognised as

being appropriate for swimming pools only); RLSSA WA Swimming Instructors Certificate (recognised as being appropriate

for swimming pools only); and equivalent award as recognised by the Director General.

For open-water environments, recognised qualifications include:

Aquatic Rescue Qualification; SLSWA Bronze Medallion; SLSWA Surf Rescue Certificate; RLSSA Bronze Medallion (is suitable for a flowing river or waterway); and equivalent award (as recognised by the Director General).

Guidelines Recognised qualifications are specific to different aquatic environments. Advice should be sought from the relevant service providers Appendix C. CPR qualification is a component of most of the recognised qualifications. It may be acquired from St John Ambulance, Red Cross, RLSSA or other providers. Rescue and resuscitation qualifications from RLSSA and SLSA are current for 12 months.

16 Enrolments through Royal Life Saving Society of Australia 17 Royal Life Saving Society of Australia 18 Surf Life Saving Western Australia



In the case where the group is in an isolated or remote area, a member of the supervisory team should have advanced first aid qualifications. Remote or isolated areas may include any location where outside assistance might be more than one hour away.


Supervision strategies must ensure that the safety and well-being of students is maintained at all times. The teacher-in-charge is to determine the number of supervisors and the supervisory strategies.

The teacher-in-charge must recognise that the number of schools and other user groups at a venue will increase the potential risk. The teacher-in-charge must determine the nature and number of other groups using the venue. Supervisory strategies must reflect the additional risk.


The appropriate number of supervisors and qualified supervisors directly monitoring the students in the water must be maintained at all times.


Guidelines Positioning Taking into account climatic elements such as wind and sun and whether the area to be supervised is an open or closed-water environment, the teacher-in-charge should select from the following strategies to achieve effective positioning: intensive coverage of a specific area or zone, i.e. each supervisor is responsible for a

designated area; extensive coverage of the entire activity area, i.e. one large zone with all supervisors

responsible for its supervision; and combinations of intensive and extensive coverage. Scanning The teacher-in-charge should ensure that all supervisors: are positioned with clear, unobstructed sight lines; have taken steps to minimise the effect of reflection or glare, e.g. change position, use

sunglasses; are using strategies that compensate for an inability to see below the surface, and

distance from the students; and are alert to the signs of potential trouble and the behaviours of those in need of help. Safety Check Systems The teacher-in-charge should consider using one or more of the following safety check systems: Buddy and check-in systems Swimmers are paired, generally on the basis of similar ability. When a prearranged signal is given, buddies hold hands or move together and remain in place. The supervisors confirm that each pair of buddies is safe and that each individual is looking out for his or her partner. Water checks



The supervisor signals for all swimmers (or all swimmers in a particular group) to leave the water. Head counts and supervisor rotations can occur at this time. This may be incorporated into a structured educational activity or planned break. Safety stops These provide an alternative to clearing the water. Students are asked to stay where they are by treading water or standing (if in shallow water) allowing a head count to take place.

19.3.4 DEVELOP A MEANS OF IDENTIFYING EXCURSION PARTICIPANTS


The teacher-in-charge is to decide on a suitable system(s) of identification for participants based on the assessment of the aquatic environment, students’ swimming and water safety skills, the type of activities to be undertaken, and the number of students.

Guidelines Systems for identifying students include the wearing of: school t-shirts ‘lifesaver’ or swimming caps vests bibs sashes neoprene armbands Students may also be identified by confining them to designated areas not being utilised by other schools or members of the public. Each identification system may be used in combination with others.

19.3.5 PROVIDE PARENTS OR GUARDIANS WITH INFORMATION, AND SEEK CONSENT FOR STUDENT PARTICIPATION

Parent/guardian consent is required for all water-based activities. Information must be provided to parents/guardians to enable them to make informed decisions about their children’s participation.

Parents/guardians must be reminded to provide information about any changes to their children’s health or fitness prior to the commencement of the activity.

Guidelines The teacher-in-charge should ensure that parents and guardians of culturally and linguistically diverse students are provided with the necessary information regarding a water-based activity.


Planning for a water-based activity must include the development of a strategy that enables regular communication amongst all members of the group. The strategy must clearly identify a signal for gaining the full group’s attention.






Guidelines Communication strategies that enable regular communication amongst all members of the group may include public address systems, megaphones, air horns, whistles, flags, pennants, lights or hand signals. Mobile phones should not be relied upon as the sole method of communication. In remote locations, consideration should be given to other means of emergency communication such as EPIRB or satellite telephone. It is suggested that the teacher-in-charge select the emergency signal used by the Department’s Interm swimming program. This is a uniform system of whistle signals: One blast – stop, look and listen. Short blasts in succession and arms waved above head – emergency. Clear the water



The teacher-in-charge must devise or obtain a suitable response plan that will ensure access to emergency support without compromising the safety and welfare of the group or of a casualty.




Supervisors must be appropriately attired and equipped to effect assistance during the activity.





The teacher-in-charge must be familiar with the action to be taken when either the group or an individual participant becomes lost. Advice is provided in BUSHWALKING_APPENDIX_A

Guidelines Suggested emergency equipment includes items such as a rescue tube or board, first aid kit and communication equipment. Water-based activities should not be conducted more than one hour away from emergency assistance. For greater distance the principal should make clear, informed decisions within a risk management framework. An emergency response plan may include: a list of all participants and their contact and medical details, including the number of

staff and external providers, their first aid qualifications and expertise; the name of the venue to be used, its location and contact telephone number;



a map of the area(s) to be used, including the planned travel routes and alternative routes, time of departure and estimated time of arrival;

transport access details, e.g. by foot, two wheel drive, four wheel drive, including barriers;


nearest Sea Search & Rescue, commercial vessels and their contact details a list of resources the group will carry, e.g. first aid kit, the number and type of vehicles,



might elapse before appropriate support could be provided. Teachers should consider using simulated water-based drills to practise emergency response routines.



emergency procedures and signals; methods of communication; appropriate use of any equipment; roles of supervisors; the system for identifying students and supervisors; demarcated areas specific to identified student groups; and standards of acceptable behaviour.

Special information sessions must be arranged for students who were absent from preparatory activity briefings.




APPENDIX A VENUE HIRE AND PROVISION OF SERVICES SAMPLE FORM This enquiry form is to be completed by the centre manager or service provider and returned to the contact person at the school before a booking is made. This form does NOT constitute a confirmation of a booking.

SECTION A (to be completed by school) School details Name:______________________________________ Contact person: _______________________

Address:____________________________________ Telephone no.: _______________________

___________________________________________ Fax no.: _______________________

___________________________________________

Nature of excursion:__________________________________________________________________

Venue:___________________________________________________Proposed date:______________

Estimated number of attending students:________________________ Proposed time:______________

Year level(s):_______________________

SECTION B (to be completed and returned by the venue management) Venue details

Name:______________________________________ Contact person: _______________________

Address:____________________________________ Telephone no.: _______________________

___________________________________________ Fax no.: _______________________

___________________________________________

I have noted the details listed above for your school’s proposed excursion to this facility/venue and have authority to provide the following information:

• This venue is able to accept the proposed booking on the specified date and time, and can accommodate the number and age of the students listed.

• The duty manager at the time of the excursion will be:______________________________________

Have other bookings been/will be taken for this same period,

e.g. other school groups, swimming lessons, centre programs, etc.? Yes No

If “yes”, please indicate number and nature of bookings (attach a list if necessary).

____________________________________________________________________________________

Who will be responsible for the provision of first aid services? Facility/Venue SchooI

I have attached copies of the centre’s guidelines and policies relevant to your excursion: ______________

• The venue’s emergency action plan, including centre and school roles and responsibilities

• Supervision and behaviour guidelines

• Other

I undertake to immediately inform the school of any change to this information.

Name:__________________________________________ Position:_____________________________

Signature:_______________________________________ Date: _____________________



APPENDIX B DEPARTMENT OF EDUCATION AND TRAINING SWIMMING AND WATER SAFETY CONTINUUM




































































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APPENDIX C SERVICE PROVIDERS






















20 HISTORY OF CHANGES Effective date Last update date Policy version no. TRIM no. Notes 10 March 2008

5 October 2018 1.3 D18/0441208 Minor changes to include reference to Public Schools D18/0151652.


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