Schools must consider age, maturity and skill level of students when planning curriculum activities. Adjustments are required for
students with disability to support access and participation in the curriculum. Consult with the parents/carers of students with disability or, when appropriate, the student to ensure risks related to their child's participation in the activity are identified and managed.
Schools must consult current student medical information and/or health plans in accordance with the
managing students' health support needs at school procedure. Record information about any student condition (e.g. physical or medical) that may inhibit safe engagement in the activity and include specific support measures within emergency procedures.
Emergency plans and injury management procedures must be established for foreseeable incidents (immediately bring machinery to a stop, laceration, pinch/crush, provision of
first aid).
Adult supervisors must have:
- emergency contact details of all participants
- a medical alert list and a process for administering student medication
- communication equipment suitable to conditions (e.g. mobile phone) and a process for obtaining external assistance and/or receiving emergency advice.
Safety procedures must be determined for the location (e.g. working at height) and are to be informed by information provided as manufacturer’s instructions, product labels, vendor SDS and SOP as relevant.
Access is required to
first aid equipment and consumables suitable for foreseeable incidents
For participants with known allergies, schools must comply with the
supporting students with asthma and/or at risk of anaphylaxis at school procedure and the school’s
Anaphylaxis Risk Management Plan (DOCX, 159KB), including an adult supervisor of the activity with
anaphylaxis training.
An adult with current emergency qualifications is required to be quickly accessible to the activity area. Emergency qualifications include:
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HLTAID009—provide cardiopulmonary resuscitation (CPR)
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HLTAID010—provide basic emergency life support
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HLTAID011—provide first aid
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HLTAID012—provide emergency first aid response in an education and care setting
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HLTAID013—provide first aid in remote situations
- or equivalent competencies.
Induction is required for all adult supervisors on emergency procedures (e.g. immediately bring machinery to a stop, laceration) and safety procedures (e.g. working at height). If the activity is conducted at an off-site facility, induction is to be informed by advice provided in consultation with expertise at the venue.
Instruction is required for students and adult supervisors on correct techniques (e.g. safe use of plant and equipment).
Supervision
Principals make final supervision decisions for the activity. Sufficient adult supervision must be provided to manage the activity safely (including emergency situations).
For activities with students with a medical condition or disability that may impact on safety during the activity, consultation with parents is required prior to allocating supervision to determine the impact of students' disability on safety during the activity.
The number of adult supervisors required to fulfil emergency and supervision roles must consider the nature of the activity, students' ages, abilities and specialised learning, access and/or health needs.
Before the activity, all adult supervisors:
- must be familiar with the contents of the CARA record
- must assess
weather conditions and obtain accurate information and expected conditions prior to undertaking the activity, inspecting the intended location in order to identify variable risks, hazards and potential dangers. Prevent hazards by ensuring appropriate control measures are in place for unfavourable weather conditions (e.g. dampen dust during high wind, control slipping hazards after rain).
During the activity, all adult supervisors:
- must be readily identifiable
- must closely monitor students with health support needs
- must comply with control measures from the CARA record and adapt as hazards arise
- must suspend the activity if the conditions become unfavourable (e.g. poor visibility, extreme temperatures, thunderstorms)
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must not allow metal cutting blades to be used in motorised brush cutters.
Supervisor qualifications
Principals make final decisions in determining supervisor capability (competence, relevance and currency) and are responsible for encouraging and enabling school-based activity supervisors to raise their qualifications to improve safety standards.
All adult supervisors must comply with the
working with children authority—Blue cards procedure and be able to identify, and respond to, risks or hazards that may emerge during the activity.
A registered teacher must be appointed to maintain overall responsibility for the activity.
For
medium risk activities:
At least 1 adult supervisor is required to be:
- a registered teacher with competence (knowledge and skills) in the operation of agricultural machinery or
- an adult supervisor, working under the direct supervision of a registered teacher, with qualifications in
Certificate II in Agriculture or similar and with competence (knowledge and skills) in the operation of agricultural machinery.
For
high risk activities:
At least 1 adult supervisor is required to be:
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a registered teacher with competence (knowledge and skills) in the operation of agricultural machinery and qualifications (e.g.
Certificate II in Agriculture or similar) or another method determined by the principal; or
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an adult supervisor, working under the direct supevision of a registered teacher, with competence (knowledge and skills) in the operation of agricultural machinery and qualifications (e.g
Certificate III in Agriculture or
Certificate III in Rural Machinery Operations or similar) or another method determined by the principal.
For
extreme risk activities:
At least 1 adult supervisor is required to be:
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a registered teacher with competence (knowledge and skills) in the operation of specific agricultural machinery and qualifications (e.g.
Certificate III in Agriculture or
Certificate III in Rural Machinery Operations or similar) or another method determined by the principal; or
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an adult supervisor, working under the direct supevision of a registered teacher, with competence (knowledge and skills) in the operation of specific agricultural machinery and qualifications (e.g.
Certificate IV in Agriculture or similar) or another method determined by the principal.
Facilities and equipment
The qualified adult supervisor of the activity, in consultation with the principal, determines the requirements for facilities and equipment appropriate to the local context.
Consult
chemicals in curriculum activities for support in assessing the risks of chemicals used with/by students in curriculum activities.
If a CARA record is required in OneSchool, a summary of chemicals, plant, equipment and/or materials used in the activity must be provided by entering directly onto the CARA record in OneSchool or by attaching a summary. Sample templates are provided in
chemicals in curriculum activities and
plant, equipment and materials in curriculum activities.
Location must be suitable for the activity being undertaken. Undertake a reconnaissance of new or infrequently used locations to ascertain suitability.
Participants must wear
personal protective equipment as relevant (e.g. appropriate enclosed footwear [steel cap boots when relevant[, leather gloves [if using split posts or other splintering timber or barbed wire[, hearing protection, safety glasses with
Australian Standards specification, breathing protection [e.g. mask] to protect against airborne particles).
Equipment must be sized to match the ability and strength of students.
Agricultural machinery must conform to
Australian Standards, be fit for purpose, in good working order, properly maintained and used in accordance with manufacturers' instructions and relevant
codes of practice, and
safe operating procedures (SOP).
A maintenance schedule (e.g. checking for damage, repairing, sharpening) must be established and enacted for all plant and equipment used in the activity (e.g. hand/power tools, machinery). Consult
Equipment Maintenance Records (EMR) and
Plant and Equipment Risk Assessments (PERA) documents.
A retirement schedule must be developed to replace plant and equipment by manufacturers' nominated expiry date or when significant wear causes a hazard.
A process for checking for damage for all equipment used in the activity must be established and employed.
Tools to be well maintained and sharpened, stored appropriately when not in use, transported safely (e.g. using a protective cover) and cleaned following use. Consult
managing plant and equipment in industrial technology and design fact sheet for advice on tool maintenance.
Metal cutting blades must not be used in motorised brush cutters.
Portable safety switches must be used where there are no residual current devices installed.
If privately owned equipment is being used, principal approval and owner consent/insurance details must be obtained prior to the activity.
Common hazards and controls
Further to those listed, include any additional hazards and control measures considering the local context of the activity.
Animal bites/diseases
Stings, poisoning, infection |
Ensure the location is clear of obstacles and wildlife (e.g.
snakes) that may pose hazards.
Control allergen and
disease risks associated with working with animals and with dust, dry matter and airborne organisms in stockyards (e.g.
Q fever).
Follow appropriate
hand washing procedures after working in and around animal environments.
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Environmental conditions
Weather, surfaces, surrounds |
The school's
sun safety strategy must be followed.
Follow the
managing excessive heat in schools guidelines when participating in very hot or extreme heat conditions.
Drink breaks to occur regularly. Make water available for individual participants between drink breaks.
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Electricity
Burns, electrocution |
If power is required, ensure electrical or extension leads do not pose a tripping hazard. |
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Faulty or dangerous equipment |
Disengage/turn off electric fencing and display signage to signify which wires are electrified when working in close proximity to electric fencing.
Do not overstrain wire. Use a wire strain gauge to measure the strain on the wire at all times.
Equipment situated where it does not pose potential hazards.
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Hazardous substances
Corrosive, flammable chemicals |
Ensure all chemicals required for the decontamination processes are arranged in advance and are readily available. |
Heat sources
Burns |
Sufficient space must be available to work safely with hot equipment/heat sources (e.g. a safety zone when using welding tools). |
Heights/ falling objects
Falling from height |
Assess and manage risks associated with
working at heights.
Exclusion zones clearly marked to prevent falling objects striking participants when working at heights.
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Noise |
Consult the
managing noise in manual arts/industrial technology and design workshops fact sheet. |
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Sharp implements or objects |
Safety guidelines enforced when using sharp implements (e.g. keeping fingers out of the way, carrying sharp implements appropriately). |
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Injury |
Students aware of the location of emergency and first-aid equipment. |
Manual handling
Lifting equipment |
Use correct
manual handling processes when lifting, lowering, pushing, pulling or carrying.
Ensure appropriate lifting equipment is used to lift heavy objects or materials.
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Physical exertion
Exhaustion and fatigue |
Continually monitor participants for signs of fatigue and exhaustion.
Establish rest stops, considering the age and fitness level of students.
Adopt system of signals to clearly communicate the need for assistance if in difficulty.
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Slips, trips, falls |
Assess and manage potential fall, trip and crushing hazards (e.g. surfaces with poor footing, obstacles, high loads). Consult the
preventing slips, trips and falls fact sheet. |
Student issues
Student numbers, special needs, high risk behaviours, medical conditions, separation from the group |
Establish and maintain a safety zone around the area where agricultural machinery is in use.
Students must be supervised in a safe location when not actively receiving instruction.
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Visibility |
Have students wear easily identifiable clothing (e.g. high visibility shirt).
Ensure staff can easily recognise those students with health support needs and are familiar with their needs.
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