Hazards and risks

The safe use of substances (e.g. chemicals) forms an important part of health and safety management at your workplace. Risks are to be managed for all substances used, stored or disposed of at a workplace; however, if products fall into the category of hazardous chemicals, hazardous substances and/or dangerous goods, then there are specific processes to be implemented to meet legislative requirements. Information to assist you meet these requirements are provided in the following documents.

Departmental procedures and guidelines

• Chemical management procedure
  • ChemWatch is now used for a range of compliance tasks including the maintenance of a workplace’s hazardous chemical register and risk assessments
  • Department of Education schools and workplaces can access further information on OnePortal—search 'ChemWatch' or 'chemical management'
• Chemical management guideline—Department of Education schools and workplaces can access further information on OnePortal—search 'chemical management guideline'
• Prohibited and high risk chemicals in departmental workplaces
• Chemical management quick check for principals

Templates

• Chemical management plan
• Chemical pre-purchase risk assessment
• Standard operating procedure—chemical activity

Resources

• Chemical management course (available via QLearn)
• ChemWatch website for Education Queensland schools
  • Department of Education schools and workplaces can access further information on OnePortal—search 'ChemWatch' or 'chemical management'
• Cutting fuel drums and empty containers—explosion hazard
• Explosives and fireworks safety
• Radioactive substances fact sheet
  
• Science laboratory and preparation area safety fact sheet
• Storage of dangerous goods—segregation tool for dangerous goods
  
• Health, safety and wellbeing training awareness package—chemical management processes

Legislation and other links

• Workplace Health and Safety Queensland (WHSQ): hazardous chemicals—information and links relating to the management of hazardous chemicals in the workplace
  
• WHSQ: managing risks of hazardous chemicals in the workplace (PDF, 1.2MB)—links to the codes of practice for managing risks with hazardous chemicals, chemical labelling, safety data sheets and general risk management
  
• Chemicals of security concern provide practical information on a range of security measures that workplaces can take to prevent theft or diversion of chemicals for illegal purposes
  
• Radiation Protection Series No.18—safety guide for the use of radiation in schools
  

Teachers and leaders responsible for health and safety of students while on school premises and participating in official school activities must follow an appropriate planning process to identify, minimise and mitigate the inherent risks.

It is important to note that the actual risk level will vary according to the specific circumstances of the activity and these must be considered when planning curriculum activities.

Find more information in the managing risks in school curriculum activities procedure.

Templates and guidelines can be found on the Curriculum Activity Risk Assessment (CARA) process page.

The department's Emergency and Security Management Unit (ESMU) is responsible for developing statewide emergency management policy, providing emergency advice and assistance to state schools and departmental workplaces.

Find detailed information on the disaster and emergency management page.

Fire safety information has been developed by the department’s infrastructure services branch and is available to department workplaces through the OnePortal page 'fire safety'.

Departmental procedures and guidelines

• Disaster and emergency management procedure
• Managing inappropriate and hostile conduct procedure

Resources

• Staff health, safety and wellbeing in flood affected areas fact sheet
• Department schools and workplaces can find information on 'fire safety' on OnePortal

Driver and vehicle safety is something that most of us manage every day. Many departmental staff are also required to drive as part of their role. Below you will find information about why driver and vehicle safety is valued by the department, as well as some easy ways you can improve your safety and the safety of others when driving and managing vehicles.

Departmental procedures and guidelines

• Driver safety guide
• Existing driving controls checklist and safe driver travel plan
• Traffic management plan template
• Traffic management plan self-assessment

Transport of chemicals—for information regarding the transport of chemicals, please refer to section 2.3.8 of the chemical management guideline—Department of Education schools and workplaces can access further information on OnePortal—search 'chemical management guideline'.

Resources

• Conditional registration fact sheet
• Driver safety tool kit (available on OnePortal)
• Quad bike safety poster for primary school students
• Quad bike safety information and resources

Legislation and other links

• Work Health and Safety Act 2011 (Qld)
• Transport Operations Act 1995 (PDF, 3.1MB) (Qld)
• Centre for Accident Research and Road Safety (CARRS-Q)

There are many different types of dust formed from natural materials, wood, metal, synthetic fibres (e.g. fibreglass), ceramic art materials and textiles. Dust is usually created by mechanical processes such as sanding, grinding and sawing.

Workplaces have a duty to effectively manage all known risks to students and staff associated with dust exposure. Control measures must ensure dust levels in the air do not exceed national exposure standards/limits.

Departmental procedures and guidelines

• Managing risks in school curriculum activities
  
• Chemical management procedure
  
• Asbestos management procedure

Resources

• Managing respirable silica risks
• Section 23.7, design standards for Department of Education facilities—dust extraction
  

Legislation and other links

• Work Health and Safety Act 2011 (Qld) Part 2—Health and Safety Duties
• Work Health and Safety Regulation 2011 (Qld)

The safety of students, employees and others using electrical equipment is of paramount importance and there are legislative requirements that must be followed to ensure electrical safety. All electrical equipment must be appropriate for the activity and conform to Australian Standard specifications.

Departmental procedures and guidelines

• Health safety, and wellbeing incident management
• Managing risks in school curriculum activities
• Guide to managing electrical equipment in departmental schools and workplaces

Resources

• Electrical incident response flowchart
• Play it safe with your device—poster
• Play it safe with your device—chatterbox
• Employees changing light bulbs and fluorescent tubes
• Safety alert—portable electrical equipment
• Competent person fact sheet
• Disposal of energy efficient lighting tubes and bulbs fact sheet
• Welding—electrical safety
• Electromagnetic radiation fact sheet
• Schools officers and electrical safety
• Safe use of laptops
• Water environments and electrical safety

Legislation and other links

• Work Health and Safety Act 2011—Part 3 (Qld)—including the definition for a dangerous incident which includes electric shock
• Electrical Safety Act 2002 states that an employer or self-employed person has an obligation to ensure that the person's business or undertaking is conducted in a way that is electrically safe
• Electrical Safety Regulation 2013 (Qld) sets out specific requirements about electrical equipment and installations at a workplace. The regulation covers some of the things that you must do as a minimum
• Electrical safety
• Energex
• Ergon Energy

Equipment and machinery (plant) also includes tools, implements, pressure vessels, appliances, individual parts or components and anything fitted or connected to any of these things. Workplaces need to consider all areas where equipment and machinery is utilised including general maintenance and curriculum activities.

More equipment and machinery information is in the Industrial Technology and Design (Manual Arts) section of the hazards menu.

Departmental procedures and guidelines

• Managing risk in school curriculum activities
• Equipment management for schools

Resources

• Equipment and machinery resources
• Safety and hazard alerts
• Managing plant and equipment
• Guide to managing electrical equipment in departmental schools and workplaces
  

Legislation and other links

• Managing risks of plant in the workplace (PDF, 1.6MB)
• Rural Plant Code of Practice 2024 (PDF, 1.8MB)

Appropriate facilities and trained personnel are required to ensure that effective first aid can be rendered in a timely manner during all workplace activities including:

• routine activities (e.g. normal work day, classrooms, office, play and recreation)
• sporting activities on campus and at other locations
• off-site activities (e.g. excursions and camps)
• other activities hosted at the workplace (e.g. expos, concerts, fetes and dances).

Departmental procedures and guidelines

• First aid
• Infection control

Resources

• Risk assessment template—use this template to identify relevant hazards and determine the first aid requirements for your location. Refer to the 'Example – First aid' sheet within the template for an example assessment.
  
• First aid officers: Selecting and training the correct number for your workplace
• Calling an ambulance
• Recording first aid
• Managing head injuries
• First aid contacts
• First aid kits and facilities
• Providing first aid safely
• Automated external defibrillators (AEDs)
• First aid review template
• First aid procedure quick check
• Anaphylaxis management
• First aid allowance—departmental staff can refer to the knowledge base article KBA0035406 in the Service Catalogue Online for information
  

Legislation and other links

• Work Health and Safety Act 2011 (PDF, 1.7MB) (Qld)
• Work Health and Safety Regulation 2011 (PDF, 5MB) (Qld)
• Queensland Government indemnity guideline
• AED information from the Eloise Gannon Foundation

Frequently asked question: Can workplaces have products such as Savlon and Stingose in first aid kits?

Advice from St John Ambulance, the Red Cross and the Queensland Ambulance Service:

• First aid organisations recommend that liquid rather than cream-based antiseptic solutions (diluted 1:10) be used, but only for very superficial injures. The liquid form is recommended because of the potential for cream-based products to become contaminated.
• First aid organisations recommend the application of ice (compress / ice pack) for minor bites and stings.
• The first aid in the workplace: Code of Practice (PDF, 491KB) allows for additional items to be included in first aid kits based on the assessed needs of the particular workplace.
• In certain circumstances where it may not be possible to keep ice or an ice pack, such as on excursions or in locations where there is an assessed need, items such as Stingose may be included in first aid kits. Remember that ice substitute products such as sprays and packs are available from pharmacies and first aid suppliers.
• In all circumstances, reference must be made to school records of student medical details, known allergies and parental/caregiver permission for the use of such products on individual students. Students should be monitored and caregivers (parent/guardian) contacted as required.

Workplaces are to use a preventative approach to protect employees and students from heat hazards and harm by identifying, assessing and planning how they will manage seasonal heat hazards.

• Heat-related illness can result from outdoor or indoor activities in hot environments where exposure to high levels of humidity or thermal heat, and heat and/or steam generated from machinery or equipment occurs.
• Hot environments may cause you to become fatigued, physically weak, have slower reaction times or poor judgement and can contribute to, or cause, other serious health and safety injuries.

Factors to consider include workplace conditions; job requirements such as physical demands, duration of task and time of day; and individual attributes (e.g. medical conditions, medications, disability). Seasonal and daily conditions can change quickly, so it is important for both supervisors and employees to understand, monitor and respond to changing conditions to maintain their health, safety and wellbeing.

The key approaches to managing heat hazards include:

• modifying the environment to suit the work
• control the source of heat
• use ventilation, air conditioning and/or air movement
• modifying work to suit the environment
• modify the work process, for example, time of day, duration or location of task
• provide rest areas / refuges to escape the heat
• apply administrative controls, for example, work scheduling, buddy system
  
• use PPE—sun protection, light coloured clothing
• information, training and supervision.

A risk management approach can also be adopted to manage other environmental hazards such as cold, bushfires and storms, noting that these can impact immediate physical safety and trigger health concerns (e.g. respiratory illness).

Resources

• Managing excessive heat in schools
• Specification for the purchase of sun-smart clothing
• Managing exposure—heat stress (Worksafe)
  
• Heat-related illness incident (Worksafe)
• Heat-related illness (Qld Health)
• Search OnePortal for ‘disaster and emergency management’

Industrial Technology and Design (ITD) relates to secondary curriculum delivered across junior secondary and senior secondary subjects offered in Queensland state schools. Commonly, these subjects incorporate theoretical knowledge with practical application in learning environments that include: computer applications; workshops and practical workspaces; a variety of equipment (both fixed and portable); and a range of materials—typically associated with wood, metal, plastics and their related products and accessories.

Departmental procedures and guidelines

• ITD guidelines—a practical handbook for ITD Staff
• Managing risks in school curriculum activities
• Curriculum activity risk assessment guideline—CARA templates

Resources

• Equipment and machinery resources
• ITD—fact sheet: managing plant / equipment in ITD
• ITD—checklist: assessment of practical workshops
• ITD—checklist: practical workshop inspection checklist
• ITD—fact sheet: managing noise in ITD workshops
• ITD—checklist: reviewing noisy environments in schools
• Guide to managing electrical equipment in departmental schools and workplaces
• Safety and hazard alerts
• ITD key message guide—induction for Registered Training Organisation (RTO) trainers
  
• ITD awareness and induction—facilitator's guide
• ITD awareness and induction—refresher—facilitator's guide
• Air compressor fact sheet
• Welding fumes fact sheet
• Welding fumes presentation

Legislation and other links

• Work Health and Safety Act 2011 (PDF, 1.7MB)
• Managing the risks of plant in the workplace code of practice (PDF, 1.6MB)

What is the ITD discussion list?

The Managing Industrial Technology and Design activities in secondary schools—discussion list has been established to provide a forum to discuss ITD issues. It can be used to share ideas, raise problems, debate issues and seek advice on ITD activities via direct emails to subscribed members.

The ITD discussion list is administered by the Organisational Safety and Wellbeing Unit within the department.

Discussion on the list is informal in its 'tone', however, communication must remain appropriate, respectful and supportive.

Advertising on the list is not appropriate. Companies who have 'mistakenly' joined the list with the intention of broadcasting advertisements will have their subscription terminated.

How to join the ITD discussion list

Join the ITD discussion list by entering your name and email details, selecting the 'ITD—Managing Industrial Technology & Design activities in secondary schools' list, selecting your preferred subscription type and selecting subscribe.

You will receive an email to acknowledge your subscription and information regarding protocols for the use of the list.

Please note that you can unsubscribe from this discussion list at any time. Just use the same link above to unsubscribe.

Access archive messages from the ITD discussion list

All information posted to the discussion list is archived which allows subscribers to view past messages and responses. As many commonly asked questions have already been discussed please use the 'Search Archives' menu option to see if your question has already been answered.

Schools and other departmental workplaces are common sites for the transmission of infections and diseases. Departmental workplaces therefore have an important role in ensuring awareness of infection control processes and implementing infection control programs.

The development of a workplace Infection Control Program, including the application of standard precautions is an effective way to prevent or minimise the spread of infection, illness and disease. 'Standard precautions' describes the assumption that all blood and bodily substances are potentially infectious and are to be treated accordingly. Standard precautions include good hygiene and hand washing, use of personal protective equipment, appropriate waste disposal, vaccination, cleaning and sanitisation.

Departmental procedures and guidelines

• Infection control
• Infection control guideline
• Management of contagious conditions

Important information for all employees

• Knowing your immunity status—vaccine-preventable diseases and infectious disease awareness
• Staying healthy—public health in the tropics

Resources

• Infection control presentation
• Queensland Health time out poster / exclusion table (PDF, 703KB)
• Hand washing poster—laminate and place above hand basins
• Hand washing and hand hygiene video—Queensland Health
• Control of head lice (Pediculosis) in schools
• Hepatitis A and B vaccination fact sheet
• Queensland Health Influenza resources
• Influenza resources—seasonal flu
• Influenza Vaccination Program—find out more about the department's flu vaccination program on OnePortal
• Q fever in the school environment—this fact sheet provides information on the management of Q fever in schools, including consideration of staff, students, contractors and visitors
• Health Conditions Directory—a directory of fact sheets providing information on infectious diseases and other conditions
• National Immunisation Program—Queensland Schedule 2018

Legislation and other links

• Public Health Act 2005
• National Health and Medical Research Council—provides independent advice on all aspects of health and health care delivery in Australia.
• The Australian immunisation handbook

Manual tasks can contribute to a range of musculoskeletal disorders (injuries) including:

• sprains and strains of muscles
• injuries to muscles, ligaments, discs and other structures of the back
• injuries to soft tissues such as nerves, tendons, ligaments in the wrists, arms and shoulders.

These types of injuries are often cumulative with damage occurring over a period of time before pain or injury is apparent.

Some work activities may present additional hazards that can also overload the body and lead to injury. These tasks are known as hazardous manual tasks and require specific management strategies. A hazardous manual task involves 1 or more of the following factors:

• repetitive or sustained force
• high or sudden force
• repetitive movement
• sustained or awkward posture
• exposure to vibration.

Encourage staff to report problems with manual tasks and signs of discomfort immediately so that risks can be managed before an injury occurs.

Risk management resources specific to manual tasks are available on this page.

Hazardous manual task resources

• Hazardous manual task fact sheet
• Hazardous manual task risk assessment template
• Stretches poster

Hazardous Manual Tasks (HMT) safety operating procedures

The following generic Safe Operating Procedures (SOPs) provide information on how to address risks related to identified hazardous manual tasks in department work environments. Ensure you modify the content to reflect any local circumstances related to your task and equipment before you implement them.

Cleaning:

• HMT back pack vacuum cleaning SOP
• HMT floor buffer SOP
• HMT foot operated bin lifter SOP
• HMT handling wheelie bins SOP
• HMT hydraulic bin lifter SOP
• HMT manual handling of rubbish SOP

Grounds and facilities:

• HMT hedge trimming SOP
• HMT gardening tasks SOP
• HMT high pressure water spraying (electric) SOP
• HMT high pressure water spraying (petrol) SOP
• HMT relocating furniture SOP
• HMT walk behind mower SOP

Teaching support:

• HMT shelving library resources SOP
• HMT library circulation desk SOP
• HMT classroom support SOP
• HMT preparation of curriculum resources SOP

General:

• HMT moving laptop trolleys SOP
• HMT storing and moving bulky objects SOP
• HMT heavy lifting SOP
• HMT security roller doors SOP
• Heavy school bags—the health and wellbeing of students is a priority for the department. Carrying heavy school bags is a concern for some students and families. This document discusses what students may experience and what we can do to reduce the risks

Student moving and handling task resources

• Manual tasks—assisting students with physical impairments—procedure
• Manual tasks—assisting student with physical impairments risk assessment template
• Flowchart—manual tasks: Assisting students with physical impairments
• Hoist and sling compatibility guideline
• Information for parents (sample letter)
• Matching hoist and sling checklist—selection and purchase
• Non matching hoist and sling checklist
• Manual tasks—assisting students with physical impairments—online course—departmental staff may search for the course on the Education Futures Institute catalogue

Office and computer workstation resources

• Office ergonomics—principals and managers
• Office ergonomics—staff
• Computer workstation set up self-assessment
• Office ergonomics information session
• Setting up your workstation—webinar
• Sit/stand workstation agreement and safe use checklist
• Safe use of laptops
• Ergonomics guide to computer tablet use

Slips, trips and falls resources

• Slips, trips and falls checklist
• Preventing slips, trips and falls information
• Slips, trips and falls suite of posters

Legislation and other links

• Workplace Health and Safety Queensland (WHSQ) managing hazardous manual tasks
• Hazardous manual tasks (PDF, 1.4MB)
• Manual Tasks Involving the Handling of People (PDF, 1.2MB)
• WHSQ Participative Ergonomics for Manual Tasks—PErforM resources
• WHSQ hazardous manual tasks risk management worksheet (PDF, 235KB)

Excessive noise is unwanted sound that may damage a person's hearing. Damage to hearing generally occurs gradually over a number of years and may remain unnoticed until it is too late.

Exposure to excessive noise is cumulative. If you have already been exposed to excessive noise at work and then expose yourself to more noise during gardening, hobby or leisure activities (including listening to music/audio through headphones at high volume), your chances of sustaining noise-induced hearing loss are substantially increased.

Noise-induced hearing loss is slow and painless and it is permanent. There is no cure but it can be prevented.

The loudness of sound is measured in units called decibels. Noise-induced hearing loss can be caused by a one-time exposure to very loud sound or by repeated exposure to sounds at various volume levels over an extended period of time. Examples of decibel levels include: normal conversation is approximately 60 decibels, the humming of a refrigerator is 40 decibels, heavy city traffic noise can be 85 decibels, a lawn mower is on average 90 decibels and a leaf blower approximately 110 decibels.

Schools need to identify activities that generate excessive noise levels and implement and maintain measures to prevent noise induced hearing loss. Management of noise should include:

• researching and determining noise levels of equipment prior to their purchase and trying to 'buy quiet'
• redesigning tasks so that staff are not exposed to loud noise over extended periods
• repairing and maintaining equipment and machinery to reduce their noise levels
• provision of personal hearing protection and training for relevant staff in the correct use and storage of the hearing protection.

Information to support students who are deaf or hard of hearing can be found on the deaf and hard of hearing page.

Resources

• Hearing Conservation Program
• Hearing protection for instrumental music teachers
• Managing noise in manual arts / industrial technology and design
• Hearing protection for schools officers
• Noise induced hearing loss
• Reviewing noisy environments in schools
• Portable music players
• Tinnitus

Legislation and other links

• Managing noise and preventing hearing loss at work (PDF, 1.3MB)
• Workplace Health and Safety Regulation 2011 (PDF, 4.8MB) (Chapter 4 Hazardous Work Part 4.1—Noise)
• Design standards for Department of Education facilities

Psychosocial hazards arise from, or relate to, the design or management of work, a work environment, plant at a workplace or workplace interactions and behaviours and may cause psychological harm (and sometimes physical harm).

Common psychosocial hazards include high and/or low job demand, low job control, poor support, poor organisational justice, traumatic events, harassment, violence and aggression.

The managing the risk of psychosocial hazards at work (PDF, 1.5MB) provides practical advice about the 4 step risk management process including control options and scenarios.

Departmental procedures and guidelines

• Performance and development procedures
  Employee success is achieved through a constructive and supportive workplace culture that prioritises regular and meaningful performance conversations and supports professional growth. The policies and procedures in this subcategory outline the department’s approach to staff development, as well as how unsatisfactory performance is managed.

• Staff conduct and ethical behaviour procedures
  Departmental systems, values, culture and practices support staff to act in the public interest and maintain the highest standards of behaviour and integrity. The policies and procedures in this subcategory outline expectations for performance and staff conduct.

• Complaints and allegations
  The policies and procedures in this subcategory outline how different types of complaints and allegations involving the department or its staff are reported and managed.

• Workplace health, safety and wellbeing procedures
  Safe and healthy workplaces require a shared commitment from employees, students and others to model safe behaviour and take action to identify, manage and address hazards. This category contains policies and procedures about safe, supportive and healthy work environments for staff and others involved in departmental activities.

Resources

• Staff Mental Health Strategy for department employees

• Early intervention program

• Department employees:

• Search 'OVA' on OnePortal for resources including the occupational violence and aggression (OVA) incident support and response process—a step-by-step guide for supporting staff affected by violence and aggression in the workplace.

• Search 'management foundations' on OnePortal for relevant information.

• For other information, search OnePortal for 'staff wellbeing'.

Legislation and other links

• Managing the risk of psychosocial hazards at work (PDF, 1.5MB)

• WorkSafe Queensland—psychosocial hazards

Strong regulatory requirements apply to all fall hazards from one level to another, regardless of the distance from the ground. This includes the use of low level platforms and ladders.

Falling objects can also cause serious injuries. Ensure that objects do not fall onto people who may be under or next to a work area.

Schools are advised that there is a prohibition on departmental employees, students and volunteers being on, or working on roofs* at departmental facilities.

*This prohibition includes all roofs on buildings, structures and covered walkways (e.g. single and multistorey constructions, breezeway roofs, awnings, shed roofs, detached or demountable building roofs, sun shade structures etc.)

Departmental procedures and guidelines

The working at heights guideline describes the processes required to safely manage work at heights.

Workplaces are to identify tasks that place staff, students or others at risk of a fall from heights and:

• determine if the task can be performed another way (e.g. design changes, using long-handled tools, use skilled contractors)
• if heights must be accessed, the activity must have controls or systems in place to prevent falls
• follow the 5 level hierarchy of fall control (WHS Regulation 2011, s79).

The department requires its employees to document their risk management practices in the following ways for all activities which have the potential for falls from height.

Work at heights task	Required actions
Any activity that involves being on, or working on any roof at any state school facility	Stop. Do not proceed. Being on, or working on any roof at any state school facility is prohibited for all school staff, students and visitors
Activities where you already know the risks and know how to control them	Review and adhere to the risk assessment/Safe Work Method Statement (SWMS)/Safe Operating Procedure (SOP)
The task involves a fall hazard of less than 2 metres and is: A new activity or a significant change to an existing activity	Complete and adhere to a risk assessment. Apply the hierarchy of control starting at level 1 (elimination). If ladders are used, you must state why you are not using a higher level control
Tasks that involve fall hazards of 2 metres or more above the ground (measured from the feet) or Tasks that involve fall hazards of 1.5 metres below ground level (measured from the feet)	Warning. Complete a Safe Work Method Statement (SWMS). Develop and adhere to any safe operating procedures (SOPs) relevant to the safe completion of the task (e.g. for plant and equipment, pre-start procedures)

Ladders

Many falls take place when people are working from ladders. Ladders may only be selected when it is not reasonably practicable to use higher order control measures. Other options (e.g. an elevating work platform or scaffolding) are to be assessed to determine if they would be safer or more efficient or more suited to the task.

• The use of ladders is to be subject to risk assessment, safe work procedures and training.
• Ladders should only be used as a work platform for light work of short duration after key hazards such as work position, over reach and set-up have been considered.
• All ladders in departmental workplaces are to have a load rating of at least 120kg and be manufactured for industrial use.

Resources

Information to assist your workplace identify, review and manage fall hazards.

• Safe work at heights presentation
• Working at heights inspection tool—a resource to identify and manage workplace fall hazards

Templates

Templates to assist users to assess and control the risks associated with fall hazards.

• Working at heights risk assessment template
  • Sample risk assessment—setting up a classroom display
• Safe work method statement (SWMS) template
  • Sample SWMS—using mobile scaffold to change light fittings inside a school multipurpose hall

Safe operating procedures

SOPs provide detailed information on how to address issues related to the safe use of equipment. A range of generic SOPs are provided below. Ensure you modify the content to reflect any local circumstances related to your task and equipment before you implement them.

• Ladder safety SOP
• Elevating work platform SOP
• Extension ladder SOP
• Platform ladder SOP
• Scaffolding SOP
• Single side ladder SOP
• Step ladder SOP
• Workplace Health and Safety Queensland—falls information page
  • Working at heights in construction

Legislation and other links

• Work Health and Safety Regulation 2011 (Qld) (Regulation)—Part 4.4 Falls
• Managing the risk of falls at workplaces (PDF, 3.9MB)
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