Science experiments, investigations and activities

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Guideline review date: 24 September 2025

This guideline is provided to support schools in implementing the managing risks in school curriculum activities procedure.

The CARA planner (DOCX, 232KB) must be used for the specific school context in conjunction with this guideline considering additional risks, hazards and controls and including environmental, facility, equipment and student considerations.

For activities beyond the scope of this guideline, complete a CARA record using the CARA generic template (DOCX, 98KB).

Activity scope

This guideline demonstrates the minimum safety standard for student participation in science experiments, investigations and activities (including fieldwork) to support curriculum delivery within, and external to, a science laboratory. These activities may involve the use of a range of laboratory equipment (e.g. glassware, heating equipment), digital equipment and physical, chemical and/or biological materials.

The Department of Education is committed to ensuring that curriculum activities are planned for and managed in accordance with the Work Health and Safety Act 2011 (Qld), to ensure, as far as is reasonably practicable, the safety of students, staff and others.

Depending on the scope of this activity, other risk assessments may be required when planning. Curriculum activities encompassing more than 1 CARA guideline must comply with the requirements of all CARA guidelines appropriate to the activity.

For curriculum activities involving:

biological material (e.g. studying biological specimens, tasting food samples grown in the school garden), consult the biological activities activity guideline
the introduction of agents or conditions that may contaminate food, consult the food experimentation activity guideline
observing and handling animals and animal remains, consult the animal observation and handling activity guideline
observing and handling marine animals and organisms, consult the marine organism activities activity guideline.

For activities conducted at a non-Department of Education venue, and/or when engaging external expertise, request written risk assessment advice and attach it to this CARA record.

For activities conducted off-site, schools must comply with the school excursions procedure.

Risk level

Low risk
Activities involving low-risk chemicals, plant, equipment and/or materials.

Medium risk
Activities involving medium risk chemicals, plant, equipment and/or materials, for example, using heat, moderate pressure or partial vacuums, mains-voltage power sources, biological materials, and low-speed mechanical and/or moving devices or objects.

High risk
Activities involving high risk chemicals, plant, equipment and/or materials, for example, involving high levels of heat, very low temperature materials (e.g. liquid nitrogen), high pressures or low, full vacuums, high-voltage electricity (static and/or current), radiation emitters, hazardous biological materials and high-speed mechanical and/or moving devices and objects.

Extreme risk
Activities involving extreme risk chemicals, plant, equipment and/or materials (e.g. class 3 lasers).

Activity requirements

If any requirement cannot be met, the activity must not occur.

A registered teacher must be appointed to maintain overall responsibility for the activity.

Teachers, in collaboration with other adult supervisors of the planned activity, determine additional risks, hazards and control measures relevant to the activity and the specific school/group circumstances in order to lift the safety standard above the minimum identified in the CARA guideline.

Consult review comments from previous CARA records to improve safety standards based on the advice from the previous supervisors of the activity at the school.

Unfamiliar activities (e.g. from online sources) must be trialled without students to identify foreseeable hazards, plan controls, ensure processes are appropriate and educational outcomes outweigh the risks of the activity.

Additional information used to support student safety in the activity (e.g. resources from Australian Science Teachers Association or online risk assessment tools) must be attached this CARA record.

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Students

Emergency and first-aid

Induction and instruction

Consent

Supervision

Principals, in consultation with the qualified adults, make final supervision decisions for the activity that considers the local context.

Appropriate adult supervision must be provided to manage the activity safely (i.e. prevent an incident from occurring and manage an incident if one were to occur, including managing emergency situations). The principal must give active consideration to the minimum standards set in the CARA guideline for the activity, the CARA planner and the risk assessment when determining the appropriate level of supervision.

See number of adult supervisors below.

Participants must adhere to all rules and advice communicated by the facility operator/owner and any safety signage at the facility/location.

Before the activity, all adult supervisors:

must be familiar with the contents of the CARA record, including the emergency and supervision plans.

During the activity, all adult supervisors:

must provide active and direct supervision—be constantly vigilant, attentive and rescue ready
must comply with control measures from the CARA record and adapt as hazards arise.

The activity must be suspended if the conditions become unfavourable.

Do not allow experiment products from the laboratory (e.g. reactant products, food products) to be removed by students or taken home.

For high risk activities:

closely supervise students during participation. It is recommended that teacher demonstration be used as the principal teaching strategy for high risk activities.

For extreme risk activities:

individually supervise students during participation. It is recommended that teacher demonstration be used as the principal teaching strategy for extreme risk activities.

Number of adult supervisors

Principals, in consultation with the qualified adults of the activity, determine the final number of supervisors to fulfil instructional, emergency and supervision roles for the local context that consider the nature of the activity, students' ages, abilities and specialised learning, access and/or health needs. In some instances, the final supervision ratio may be 1:1.

If the minimum safety standard cannot be met, modify the activity (or elements of it) and use the hierarchy of controls to implement alternative control measures to meet or exceed the minimum safety standard (e.g. reduce the number of students participating at any one time).

See frequently asked questions (FAQs) for further support.

Supervisor qualifications

Qualifications support the minimum safety standard for this activity. Principals make final decisions* in determining supervisor capability (competence, relevance and currency) and whether the activity leader meets an appropriate teaching standard.

*See FAQs for further support.

All adult supervisors must comply with the working with children authority—blue cards procedure.

Qualified adults for the activity

Recovery/emergency—CPR, first aid, rescue

An adult with current emergency qualifications is required to be quickly accessible to the activity area.

Supervisors must have CPR and first aid qualifications relevant to the activity. Emergency qualifications may include:

Low risk activities

At least 1 adult supervisor is either:

a registered teacher with knowledge of the activity and its potential hazards
an adult supervisor, working under the direct supervision of a registered teacher, with competence (knowledge and skills) in the activity.

Medium risk activities

At least 1 adult supervisor is either:

a registered teacher with competence (knowledge and skills) in the activity and its potential hazards
an adult supervisor, working under the direct supervision of a registered teacher, with competence (knowledge and skills) in the activity and its potential hazards.

High risk and extreme risk activities

At least 1 adult supervisor is either:

a registered teacher with qualifications in Science (or equivalent demonstrated capability) and with competence (knowledge and skills) in teaching the activity
an adult supervisor, working under the direct supervision of a registered teacher, with qualifications in Science (or an equivalent qualification appropriate to the activity) and with competence (knowledge and skills) and experience in the activity.

See FAQs for further support.

Facilities and equipment

The qualified adults 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 on Chemicals in curriculum activities and Plant, equipment and materials in curriculum activities.

All emergency equipment and processes (e.g. shut-off switches) are functional prior to commencing the activity.

Participants must wear personal protective equipment appropriate to the activity (e.g. non-porous enclosed footwear, apron/coat, lab-standard eye and face protection, gloves).

Equipment must be well-maintained, transported safely and stored appropriately. Conduct a visual inspection of equipment—including portable electrical equipment—to identify damage and remove from use.

Aids for safe handling, lifting and carrying (e.g. guards, safety steps and mobile trolleys), as appropriate.

Clean up equipment (e.g. dustpan, breakages bin, and spill kit) must be available.

Follow the Safety Guide for the Use of Radiation in Schools (RPS 18) and manufacturers' instructions when using lasers. Use the lowest power laser product required for the particular purpose. It is expected that only class 1 and class 2 laser products are used in schools.

In addition to the above, for high or extreme risk level activities:

activities must take place in a laboratory with accessible and functional safety features (e.g. a fume cupboard to prevent inhalation of a hazardous product or reactant)
label high and extreme risk resources and equipment using the safe operating procedure (SOP) or safety data sheet (SDS) supplied by the manufacturer
high and extreme risk resources (e.g. 50–100kV rumkopf/induction coils, high pressure vacuum) must only be used by competent and experienced adult supervisors with student exclusion zones to maintain a safe activity area during teacher demonstrations.

Common hazards and controls

Further to those listed, include any additional hazards and control measures considering the local context of the activity.

Environmental hazards	Control measures
Animal bites/stings	Respond appropriately to approaching wildlife. Do not to feed wildlife. Use insect repellent, as outlined in insect viruses and allergies
Biological material	Implement protection and handling processes to avoid accidental contact (e.g. rinsing equipment after use). Use only the smallest quantity of biological material that will guarantee the viability of the experiment. Manage open wounds before, during and after the activity. Consult infection control guidelines and Queensland Health's exclusion periods for infectious conditions poster (PDF, 1.4MB) for first aid and hygienic practices. Wash hands and other contaminated areas of the body with soap and water before leaving the activity site
Environmental conditions	When participating outside: assess weather conditions prior to undertaking the activity, inspecting the intended location in order to identify variable risks, hazards and potential dangers. follow the school's sun safety policy, including appropriate sun protection (e.g. sunscreen) and shade facilities when outside. follow the managing excessive heat in schools guidelines when participating in very hot or extreme heat conditions. ensure drink breaks occur regularly. Make water available for individual participants between drink breaks monitor participants for cold related illness (e.g. hypothermia) in cold weather conditions. include local hazards and control measures from sand/mud/dirt/water etc. within the safety procedures
Facilities and equipment hazards	Control measures
Activity location	Location must be suitable for the activity being undertaken, including sufficient space, adequate lighting and ventilation to ensure safe participation and that safety rules and procedures can be followed. This may be in a specialised facility (e.g. laboratory) or other suitable location (e.g. incursion, field trip). Undertake a reconnaissance of new or infrequently used locations to ascertain suitability
Electricity	Electrical or extension leads must not pose a tripping hazard. Secure (e.g. tape down) and cover for protection. Consider the placement of technology devices (e.g. tablets, laptops) and the peripherals (e.g. cords, mouse) during activities to avoid contamination by chemical/biological materials or contact with water
Faulty or dangerous equipment	Check equipment for damage before and during the activity. Comply with control measures provided on the SOP or manufacturer's instructions. See the Plant, equipment and materials in curriculum activities template for details of specific risk management practices. Restrict student access to any equipment that requires thermal insulation (e.g. liquid nitrogen, incubator)
Hazardous chemicals	Comply with control measures for preparation, use and disposal of chemicals provided on the vendor SDS in the school Chemwatch manifest and/or safety instructions on the product label. See the Chemicals in curriculum activities template for details of specific risk management practices for each Chemwatch hazard colour rating. All chemicals required for the decontamination processes must be arranged in advance and be readily available. Implement protection and handling processes to avoid accidental contact (e.g. rinsing equipment after use). Use only the smallest quantity that will guarantee the viability of the experiment. Manage spills immediately
Heat sources	Participants must be familiar with the safe use of heat sources and/or hazardous substances. This includes, but is not limited to: keeping burners on low heat or orange flame while not directly in use; using small quantities of combustible substances only; keeping combustible or toxic substances away from naked flames; and using appropriate water-bath techniques. Clearly sign/label equipment with hot surfaces and allow to cool before being returned to storage
Manual handling Lifting equipment, manipulating/moving students	Use correct manual handling processes when lifting, lowering, pushing, pulling or carrying
Wastes	Dispose of waste according to established safety procedure as soon as possible after the activity
Student considerations	Control measures
Student issues	Where individual experimental investigations are undertaken, students must have complete and appropriate procedures in place that identify and manage hazards associated with their activity. Remove accessories (e.g. jewellery, lanyards) before participating. Ensure fingernails and hair and clothing (e.g. long hair, loose clothing) do not pose a hazard. Monitor and enforce the correct use of equipment and materials and safe movement around the area. Handle all biological and chemical materials with the assumption that they are potentially hazardous. Account for all equipment, chemicals and subsidiary resources (e.g. matches, unused samples) at the end of the activity. Ensure drink breaks occur regularly. Make water available for individual participants between drink breaks. Monitor participants for cold related illness (e.g. hypothermia) in cold weather conditions. In addition to the above, for off-site activities: implement procedures (e.g. buddy system, roll marking mechanisms) to account for all participants before, during and after the activity ensure staff can easily recognise those students with health support needs and are familiar with their needs when participating off-site

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