CHCEDS059 - Contribute to the health, safety and the wellbeing of students

Workplace Observation Assessment

Student name

Student email address

Workplace Supervisor name

Workplace Supervisor contact number

Workplace Supervisor email address

Workplace Supervisor title

Workplace Supervisor qualification

Qualified teacher

Unit Code and Title

CHCEDS059 Contribute to the health, safety and the wellbeing of students

About this Assessment

This workplace observation assessment requires you to contribute to students' health, safety, and wellbeing.

This assessment contains five (5) parts:

1. Plan and Conduct an Emergency Evacuation Drill

2. Support Health and Wellbeing of Students

3. Identify Hazards

4. Provide Health, Safety and Wellbeing Information

5. Maintaining a Safe Environment

You are to complete all parts, including all required sub-tasks.

Assessment resource requirements

To complete this Workplace Assessment, you must ensure you have:

Access to the appropriate resources:

Computer, printer, internet, presentation, and email software

Access to students in a school

Work health and safety regulations

A workplace environment

First aid kit

Volunteers for roleplay activities

Video recording device or smartphone with video recording capabilities

Access the supporting templates and supporting documents within this assessment and locate other policies and procedures from Acorn Website.

Instructions for the Workplace Supervisor

Guidance to supervisors about this task.

The purpose of this assessment is for students to demonstrate the skills and knowledge outlined in CHCEDS059 Contribute to the health, safety and wellbeing of students.

Students will participate in roleplays as part of this assessment. Students will use the scenario information provided within this document.

Students should be given adequate notice of the date of roleplays and activities and given a chance to rehearse if required.

The roleplays should be held in the workplace. The environment should not be free from interruption and distraction and should be as real-world as possible.

As with any workplace or classroom activity, consider WHS and ensure the environment is safe for all involved.

Observing roleplays

Use the checklists in the applicable tasks to record the outcomes of these roleplays

Arrangements for redoing the roleplay

Where students do not correctly or adequately demonstrate the skills and knowledge required for this task, they will need to be given feedback. Depending on their level of their performance and the types of areas in which they did not show competence, you may:

Let them redo the task immediately after consider

ing

the

feedback

Request they undertake further learning and redo the task at a later date

—

in this case, provide the student with a new date for the role plays to be undertaken

Discuss timeframes for reassessment with the student when you tell them the outcome for this roleplay

Please note: A qualified trainer and assessor will review and assess all the submitted comments and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome.

Other important information:

For Task

4

the student needs to be recorded delivering an information session to students.

The video must not contain any

real students, this is to be done with volunteers (teachers, colleagues, other education support workers

)

, but these volunteers must behave as students in a class.

Complete the Observation Checklist

s

as required within the Workplace Observation Assessment document.

For

most tasks

, there are sections that the student will require you to review and sign to confirm the student has conducted the task under your supervision.

Part 1 Overview

This part of the assessment is a roleplay activity. Throughout this task, you will be:

Planning and conducting an emergency evacuation drill

Completing workplace incident reporting based on an incident that occurs.

Task 1 Overview

For this task, you will need to read the scenario provided. The scenario will form the basis of your plan and conduct the planned emergency evacuation drill with two (2) participants, who can be a volunteer or colleague, who will be playing Stephanie Cheung and Lilly Mascott, under the supervision of your Workplace Supervisor.

Scenario

You are employed at Acorn College as an Education Support Worker. A participant (who can be your supervisor) who is playing Stephanie Cheung, the Wellbeing Support Coordinator (and First Aid Officer), has asked you to plan and conduct a fire emergency evacuation drill.

During the drill, you will also need to have a participant play the role of the student Lilly Mascott. Lilly Mascott will roleplay sustaining a badly sprained ankle whilst evacuating the education centre. Lilly has sprained her ankle whilst using the stairs to evacuate the building on the entry stairs. In addition to the sprained ankle, Lilly has also scraped and bruised her knees and palms.

You will provide basic first aid to Lilly before handing her over to Stephanie Cheung to take Lilly to the hospital to receive further medical attention for the injury.

Lilly will be seen by a doctor at the emergency department and taken for an x-ray. The x-ray confirms the ankle is only sprained. Lilly will be in a moon boot for the next 4 weeks.

Task 1 Instructions

In consultation with Stephanie Cheung, the Wellbeing Support Coordinator (who can be roleplayed by your Workplace Supervisor), you will need to:

Plan an emergency evacuation drill.

Based on your consultation with Stephanie, complete the Task 1 Emergency Evacuation Drill Preparation Plan template below. You must document the following:

Communication protocols you will use

Evacuation protocols you will follow

Note: To assist you, refer to the Emergency Management Policy and Procedure located within the zip folder for this unit.

With your two participants, roleplay the emergency evacuation drill that you have planned. Your Workplace Supervisor must directly observe this. Please read the Task 1 Observation Checklist to know what is required during the role play.

Record the details of Lilly Mascott’s badly sprained ankle within the Task 1 Serious Incident Report Form (located below).

Stephanie Cheung will need to complete the ‘Witness to Incident’ section.

Lilly Mascott will need to complete the ‘Statement by Injured Person’ section.

After completing the roleplay, your participants will need to complete the Task 1 Participant Forms located within the zip folder for this unit. This form will confirm their participation and your skills in conducting the evacuation drill. Create one (1) form for each participant.

IMPORTANT: While conducting this roleplay, be mindful of workplace health and safety and the safety of your volunteers. You do not want your volunteers to receive an actual injury.

Resource Requirements

To complete this task, you will need:

Two (2) participants to play the following roles:

Stephanie Cheung – Wellbeing Support Coordinator

Lilly Mascott – School student (will need to play badly sprained ankle injury)

Your Workplace Supervisor

The Task 1 Emergency Management Policy and Procedure

The Task 1 Emergency Evacuation Drill Preparation Plan Template

The Task 1 Observation Checklist (Signed by your Workplace Supervisor)

The Task 1 Participant Forms

Emergency Evacuation Drill Preparation Plan

Communication Protocols

Evacuation Protocols

Serious Incident Report Form

This report should be prepared for any incident with any student or visitor that occurs on school premises or during school activities that are not minor.

“School activities” include excursions and events.

An incident is not minor and requires a Serious Incident Report if:

The incident resulted in death, injury or hospitalisation.

There is an injury to the head or where a person loses consciousness.

A person sustains an injury to the eyes or where teeth are broken or dislodged.

A person sustains broken bones or lacerations requiring sutures.

It is necessary to transport an injured person to a hospital.

Medical attention is provided on-site by an ambulance officer or health care professional, or such treatment is reported by the student, visitor, or parent at a later date; or

An incident occurs during the use of a school facility by a community group.

Personal details of Individual Injured

Name:

Student Parent/Carer Employee Visitor (other)

Incident details

Date of Injury

Day of Week

Time

Location of Incident

Description of injuries sustained

State exactly what happened

Was first aid provided at the school?

Was further medical attention given?

Details of medical attention received

Was parent/carer authority required?

Additional or follow up treatment required? State details if applicable.

Certification

Parent(s)/Carer(s) of injured student / Suitable contact for the visitor has been notified, if practicable

Yes

No

The individual has been kept under observation for a reasonable period, if applicable

Yes

No

First aid provided

Yes

No

Medical attention has been obtained

Yes

No

Name of person completing the report

Signature

Date

Witness to Incident

Name

Stephanie Cheung

Student Parent/Carer Employee Visitor (other)

Time Incident Occurred

Location of Incident

What activity was the individual engaged in?

How did the injury/injuries occur?

What were the injuries/suspected injuries?

What was treatment for the injury/injuries (if any) provided where the accident occurred?

Who was present when the incident occurred?

Witness Signature

Date

Statement by the injured person

Name

Please write in your own words what happened:

Injured Person Signature

Date

During the roleplay, did you observe the student:

1. Recognise emergency and potential emergencies as provided in the scenario (Fire emergency) within the school. This may include but is not limited to:

Checking for unusual noise, E.g., the sound of the fire or smoke alarm

Checking for odours, E.g., the smell of fire or smoke

Checking for unusual sights, E.g., source of fire originating from the faulty equipment, etc.

Second attempt (if first was not satisfactory)

2. Follow Acorn College Emergency Management Policy and Procedures when emergencies occur by complying with Emergency Response Procedure, including:

Remaining calm during the drill

Assisting the Teacher in supporting and guiding students while ensuring they feel safe and comfortable

That the room leader has collected medication records, medication, phone, and sign-in/out sheets for the school students

Calmly encourage students to line up at the door (making sure one staff member at the front of the line and one at the back)

Attendance check for the students and staff at the door

A staff member (this may be the student) conducts a final check of the room, toilets, cupboards, and hiding spots

Follows the emergency plan at the exit, walking calmly to the assembly point

Conducts an attendance check of staff and school students again – reporting any missing students to the emergency crew immediately and does NOT re-enter the building

Awaits direction from emergency crew and management

Second attempt (if first was not satisfactory)

3. Providing appropriate first aid in response to the injured person (Lily). This may include but is not limited to:

Strapping/Bandaging the ankle

Bandaids

Sterile dressing

Betadine or Salvon solution to clean the scrapes

Gloves as PPE

Washing hands following the interaction

Second attempt (if first was not satisfactory)

4. Communicating with health professional (Stephanie Cheung, First Aid Officer or ambulance personnel) clearly, ensuring to describe the actions already taken to attend to the injurie, using professional language, avoiding slang and emotional words.

Second attempt (if first was not satisfactory)

5. Ensuring that the injured person (Lily) was taken to a hospital for further medical care.

This may include:

Calling 000

Calling the emergency contact to have her transported to the hospital

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Part 2 Overview

In this part, you will be completing role plays in response to different incidents and illnesses that may occur at a school. It consists of two tasks:

Task 2.1 Respond to Incidents

Task 2.2 Identify and Report Health Issues

Task 2.1 Overview

For this task

,

you are demonstrating skills for the following:

Assisting students in need of minor first aid injuries

Assisting

with general care and wellbeing of students

Attending to students with minor illnesses

Task 2.1 Instructions

To complete this task, you will need to:

R

ead Scenarios 1 and 2

below and

in

the

Task 2.1 Scenario Response Templates

provide

an appropriate response to each situation

, including:

Your response, what you would say, and how you would follow up with the student in the scenario.

W

hat you would

say (word for word)

to the student’s parent about the incident.

Note: You must consider the students’ health condition, privacy, and dignity.

Complete the role play task based on the two scenarios provided. Your Workplace Supervisor or a colleague must play the role of the injured or unwell students in both the cases.

Read the Task 2.1 Observation Checklist for each scenario to understand what is expected of you. This checklist should be provided to your Workplace Supervisor for them to complete as you perform the role plays.

Complete the Incident, Injury, Trauma, Illness Record Form for each scenario

Note: During the roleplays, when assisting the student with personal care and hygiene needs, this can be simulated. In instances where you are simulating the care provided, you must use the same resources and equipment as if the situation was real. Situations may include but are not limited to identifying opportunities for washing hands, helping the student clean-up who soiled themselves, etc.

Task Resource requirements

Before you can start, you will need to locate, access, and review the following documents from Acorn College (online or in the attachments with this assessment) before commencing the task:

Duty of Care Policy and Procedure

Staff Health and Wellbeing Policy and Procedure

Bullying and Harassment Policy and Procedure

Inclusion and Diversity Policy and Procedure

Behaviour Support Policy and Procedure

Asthma and Anaphylaxis Policy and Procedure

Incident, Injury, Illness and Trauma Policy and Procedure

Confidentiality Policy and Procedure

You will also need:

A First aid kit

Your Workplace Supervisor to observe you conducting the roleplays

Two (2) volunteers to play the following roles:

Roshan

Rushana

Roshan

You are an education support worker at Acorn College and are responsible for the support needs of students with challenging behaviours.

Roshan is an

11-year-old

student who displays constant emotional outbursts or overwhelmed behaviours, excessive anger or moodiness, and extreme fussiness or reactive to certain stimuli or situations.

The student is prone to running off or ahead of the group when transitioning between classes. The class is on its way to the pool for a swimming lesson, and Roshan has run ahead despite your best efforts to keep them with you.

The student is too excited and doesn’t see a teacher rounding the corner. The student narrowly misses the

t

eacher but trips and falls onto the concrete.

You notice

abrasion

s on the student’s palms and knees. Classmates have gathered around but are not offering any assistance.

The school does not have a nurse but does have a first aid kit in the sick room.

Responses to Scenario 1 – Roshan

Initial action

What would you do?

Initial response

What would you say to the witnessing students while maintaining the confidentiality of Roshan’s health information?

Follow up action and response

What would you say to Roshan to support his health, safety and wellbeing?

What would you tell Roshan’s parents about the incident?

Incident, Injury, Trauma, Illness Record

This report should be prepared for any student or visitor where an incident, injury, illness or trauma occurs on school premises or during school activities and is considered minor.

“School activities” include excursions and events.

DO NOT use this form if the incident is not minor, as a SERIOUS INCIDENT REPORT FORM will be required. An incident is not minor if:

The incident resulted in death, injury or hospitalisation.

There is an injury to the head or where a person loses consciousness.

A person sustains an injury to the eyes or where teeth are broken or dislodged.

A person sustains broken bones or lacerations requiring sutures.

It is necessary to transport an injured person to a hospital.

Medical attention is provided on-site by an ambulance officer or health care professional, or such treatment is reported by the student, visitor, or parent at a later date; or

An incident occurs during the use of a school facility by a community group.

Personal details of student/visitor

Name:

]

Student Parent/Carer Employee Visitor (other)

Incident details

Date

]

Day of Week

Time

Location

Describe the incident, injury, illness or trauma sustained by the student/visitor

For Bumps, Bruises, Cuts and Grazes, indicate where this occurred:

State exactly what happened

Was first aid provided at the school?

Was further medical attention given?

Details of medical attention received

Was parent/carer authority required?

Additional or follow up treatment required? State details if applicable.

Certification

Parent(s)/Carer(s) of injured student / Suitable contact for the visitor has been notified, if practicable

Yes

No

The student has been kept under observation for a reasonable period, if applicable

Yes

No

First aid provided

Yes

No

Medical attention has been obtained

Yes

No

Name of person completing the report

Signature

Date

During the role play, did you observe the student follow Acorn College's organisational policies and procedures to:

1. Responding to the injury by:

Ensuring the area is safe and free from harm for the student, self, other students and staff present

Removing students and staff from the area as needed

Taking the student to the sick bay/first aid room

Informing another staff member immediately of the situation

Communicating in a manner that comforts the student (Roshan)

Second attempt (if first was not satisfactory)

2. Administering first aid to the student by:

Follow personal hygiene procedures before administering first aid by:

Washing hands correctly

Putting on gloves

Use the first aid kit for the student (Roshan) and use appropriate content from the kit for the student. This may include but is not limited to the following:

Band-aids

Sterile dressing

Savlon or Betadine solution to clean the wound

Gloves as PPE

Ensuring the student is supervised throughout the interaction

For example; Roshan is not left unsupervised at any stage of the interaction

Washing hands after administering first aid.

Second attempt (if first was not satisfactory)

3. Reporting the incident to the students’ parents, ensuring:

The parent is contacted within 24 hours of the incident

Confidentiality of the student is maintained

Reporting the incidents ensuring only the facts are provided

Using professional language when liaising with the family under the guidance of a teacher

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Rushana

You are an education support worker at Acorn College and responsible for the support needs of students with challenging behaviours.

Rushana is

a

6

-

year

-

old student who has difficulty controlling bodily functions concerning toileting when over-excited or engrossed in an activity.

Rushana routinely suffers bullying as a result.

During a PE lesson on the tennis court,

Rushana has wet their pants. There is a small puddle on the court.

The students around them are pointing and holding their noses. Rushana has started to have an asthma attack and needs an inhaler.

Responses to Scenario 2 – Rushana

Initial action

What would you do?

Initial response

What would you say to the witnessing students while maintaining the confidentiality of Rushana’s health information?

Follow up action and response

What would you say to Rushana to support her health, safety and wellbeing?

What would you tell Rushana’s parents about the incident?

Incident, Injury, Trauma, Illness Record

This report should be prepared for any student or visitor where an incident, injury, illness or trauma occurs on school premises or during school activities and is considered minor.

“School activities” include excursions and events.

DO NOT use this form if the incident is not minor, as a SERIOUS INCIDENT REPORT FORM will be required. An incident is not minor if:

The incident resulted in death, injury or hospitalisation.

There is an injury to the head or where a person loses consciousness.

A person sustains an injury to the eyes or where teeth are broken or dislodged.

A person sustains broken bones or lacerations requiring sutures.

It is necessary to transport an injured person to a hospital.

Medical attention is provided on-site by an ambulance officer or health care professional, or such treatment is reported by the student, visitor, or parent at a later date; or

An incident occurs during the use of a school facility by a community group.

Personal details of student/visitor

Name:

]

Student Parent/Carer Employee Visitor (other)

Incident details

Date

]

Day of Week

Time

Location

Describe the incident, injury, illness or trauma sustained by the student/visitor

For Bumps, Bruises, Cuts and Grazes, indicate where this occurred:

State exactly what happened

Was first aid provided at the school?

Was further medical attention given?

Details of medical attention received

Was parent/carer authority required?

Additional or follow up treatment required? State details if applicable.

Certification

Parent(s)/Carer(s) of injured student / Suitable contact for the visitor has been notified, if practicable

Yes

No

The student has been kept under observation for a reasonable period, if applicable

Yes

No

First aid provided

Yes

No

Medical attention has been obtained

Yes

No

Name of person completing the report

Signature

Date

During the role play, did you observe the student:

1. Assist the student (Rushana) with general care and ensure their wellbeing. This may include but is not limited to:

Following Policy and Procedure for bullying, E.g., Reporting bullying to the Supervisor,

Second attempt (if first was not satisfactory)

2. Attend to the student (Rushana) for her minor illness by following Asthma and Anaphylaxis Policy and Procedure and Incident, Injury, Illness and Trauma Policy and Procedure. This may include but is not limited to the following:

Following the Asthma Action Plan for the student

Commencing first aid measures

Seeking assistance in calling the medical authorities

Second attempt (if first was not satisfactory)

3. Identify opportunities to assist with personal care or hygiene and respond by following Acorn College Hand Washing Policy and Procedure. Opportunities may include but are not limited to the following (at least one must be ticked):

Hand washing after using the toilet

Hand washing before or after eating a meal

Hand washing after blowing the nose or coughing

Any other: Please specify in the box below:

Assist the student (Rushana) to follow the Acorn College Hand Washing Policy and Procedure. This may include but is not limited to:

Turn on warm water

Wet hands with running water

Apply liquid soap

Rub hands together for at least 20 seconds

Rinse hands under running water for at least 10 seconds

Dry hands with a clean, disposable paper towel

Turn off the water using a paper towel instead of a bare hand

Second attempt (if first was not satisfactory)

4. Reporting the incident to the student’s parents, ensuring:

The parent is contacted within 24 hours of the incident

The confidentiality of the student s maintained

The student reports the incident ensuring only the facts are provided

The student does not provide advice or guidance to the parents

They use professional language when liaising with the family under the guidance of a teacher.

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Task 2.2 Overview

For this task, you will be demonstrating these skills:

Identifying health issues in the student community and the impact of the identified health issues on student learning

Following organisational reporting procedures.

Task 2.2 Instructions

To complete this task, you will need to:

Read the Scenario below,

In the Task 2.2 Scenario Response Templates identify the following:

Potential health issues of the student

Impact on student

Roleplay the steps outlined in the Task 2.2 Observation Checklist with your participant. Your Workplace Supervisor must directly observe this.

Complete the Incident, Injury, Trauma, Illness Record Form

Task 2.2 Resource requirements

You will need to locate, access, and review the following documents from Acorn College (online or in the attachments with this assessment) before commencing the task:

Staff Health and Wellbeing Policy and Procedure

Incident, Injury, Illness and Trauma Policy and Procedure

Confidentiality Policy and Procedure

You will also need:

A first aid kit with a thermometer in it

Your Workplace Supervisor to observe you conducting the roleplays

A volunteer to play the roles of Lisa

Lisa

You work as Education Support Worker at Acorn College.

You have been approached by Lisa, a 12-year-old girl who hasn’t been feeling too well.

She has been complaining of blisters on her skin, and there are noticeable red marks over her body. She feels hot to the touch and has complained of fatigue.

Responses to Scenario 3 – Lisa

Potential health issues identified

Impact of the health issue on Lisa’s learning

Identify at least two impacts

Incident, Injury, Trauma, Illness Record

This report should be prepared for any student or visitor where an incident, injury, illness or trauma occurs on school premises or during school activities and is considered minor.

“School activities” include excursions and events.

DO NOT use this form if the incident is not minor, as a SERIOUS INCIDENT REPORT FORM will be required. An incident is not minor if:

The incident resulted in death, injury or hospitalisation.

There is an injury to the head or where a person loses consciousness.

A person sustains an injury to the eyes or where teeth are broken or dislodged.

A person sustains broken bones or lacerations requiring sutures.

It is necessary to transport an injured person to a hospital.

Medical attention is provided on-site by an ambulance officer or health care professional, or such treatment is reported by the student, visitor, or parent at a later date; or

An incident occurs during the use of a school facility by a community group.

Personal details of student/visitor

Name:

Student Parent/Carer Employee Visitor (other)

Incident details

Date

Day of Week

Time

Location

Describe the incident, injury, illness or trauma sustained by the student/visitor

State exactly what happened

Was first aid provided at the school?

Was further medical attention given?

Details of medical attention received

Was parent/carer authority required?

Additional or follow up treatment required? State details if applicable.

Certification

Parent(s)/Carer(s) of injured student / Suitable contact for the visitor has been notified, if practicable

Yes

No

The student has been kept under observation for a reasonable period, if applicable

Yes

No

First aid provided

Yes

No

Medical attention has been obtained

Yes

No

Name of person completing the report

Signature

Date

During the role play, did you observe the student follow organisational procedures to:

1. Respond appropriately to the signs of illness in the student (Lisa) by:

Reporting to the Teacher immediately

Respectfully isolating the student from others where possible
For example, taking them to the sick bay or another room away from other students

Use an appropriate thermometer to take and monitor the student’s (Lisa’s) temperature

For example, if the temperature is 38 or above, retake the temperature at 15 minutes. If temp has gone down, continue to take every 15 minutes until the temperature has remained down for 15 minutes.

Monitor the rash

Second attempt (if first was not satisfactory)

2. Contact the appropriate person to collect the student, ensuring:

Professional language is used to communicate with the parent, guardian, or emergency contact

Avoiding jargon or slang

Describing the actions taken to provide first -aid, manage or monitor symptoms

Explaining the infection prevention procedures

The student (Lisa) must not attend school until they are well or a medical certificate has been supplied advising they are non-infectious

Avoiding diagnosing the illness, only describing symptoms clearly

Avoiding judgement or bias in wording chosen

Second attempt (if first was not satisfactory)

3. Maintaining the student’s privacy and confidentiality during the process

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Part 3 Overview

For this part of the assessment, you will be required to complete hazard assessments in the workplace. Completing this will demonstrate your knowledge of hazards present in the workplace as well as your understanding of hazard and risk assessment and hazard reporting policies and procedures

Task 3 Instructions

To complete this task, you will need to:

Complete two (2) Hazard Report Forms, included in this assessment below, for two (2) separate instances:

Psychosocial hazards – factors in an environment that can cause psychological harm, e.g. bullying, verbal abuse, traumatic events, lack of role clarity etc.

Physical hazards – environmental conditions or factors that can cause harm, e.g. lack of shade, excessive noise etc.

Chemical hazards – liquids, solids or gasses that can cause harm to those exposed to it, e.g. bleach, asbestos etc.

Biological hazards - organic substances that can cause harm to those exposed to it, e.g. viruses, fungi, spores etc.

Ergonomic hazards – factors in the environment that can cause injury over time, e.g. excessive manual handling, layout of furniture, seating that is unsupportive etc.

You will need to demonstrate an appropriate response following the school’s procedures for recording and reporting hazards for each identified hazard.

Using the Task 3 Hazard Report Policy Review:

Advise whether the current Hazard Report policies and procedures of your work placement adequately meet legal requirements

Outline opportunities to address gaps between existing policies, procedures, and requirements.

This will need to be conducted within your workplace environment with your supervisor present. These can be based on real situations while you are on placement.

Note: If no hazards or issues are present whilst on placement, they can be based on situations your Workplace Supervisor has experienced previously. Examples are provided if you cannot think of relevant situations/scenarios.

For example, a classroom gets extremely hot in the middle of the day because the air conditioner is broken, there is a lack of shade by the sports grounds, construction work next to classrooms, etc. Electrical cords on the floor, faulty electrical or sports equipment, broken outdoor play/sports equipment, slippery floors, etc.

Resource Requirements

To complete this task, you will need:

Acorn College Risk Management Policy and Procedure

Task 3 Hazard report Forms

Task 3 Hazard Report Policy Review template

Access to your Workplace environment

Hazard Report Form – Instance 1

For reporting hazards or a hazardous situation

This form is for reporting hazards. Complete this form if you notice a hazard. Rectify the hazard immediately if you can and report what action you have taken. If unable to rectify the hazard, state what action you recommend.

1. Details of the person reporting the hazard

First name:

Family name:

Position:

Department:

2. Identify the hazard

Date hazard identified

Time hazard identified

Describe the hazard

Location

What type of hazard is it?

Psychosocial hazard – factors in an environment that can cause psychological harm, e.g. bullying, verbal abuse, traumatic events, lack of role clarity etc.

Physical hazard – environmental conditions or factors that can cause harm, e.g. lack of shade, excessive noise etc.

Chemical hazard – liquids, solids or gasses that can cause harm to those exposed to it, e.g. bleach, asbestos etc.

Biological hazard - organic substances that can cause harm to those exposed to it, e.g. viruses, fungi, spores etc.

Ergonomic hazard – factors in the environment that can cause injury over time, e.g. excessive manual handling, layout of furniture, seating that is unsupportive etc.

Why/how is it considered a hazard

Has the hazard already caused any harm/injury?

No

Yes – complete an incident report

3. Assess the risk

The risk rating of a hazard is based on the combination of likelihood, consequence and amount of exposure to a hazard.

Potential consequences: is a measure of an injury, illness, incident, or disease occurring. When assessing severity, the most severe category that would be most reasonably expected should be selected.

Likelihood: is defined as the potential that an accident will happen that may cause injury or harm to a person. When assessing likelihood, you must establish which of the categories most closely describes the probability of the hazardous incident occurring.

Risk assessment matrix

Potential Consequences

Minor injuries or discomfort. No medical treatment or measurable side effects.

Injuries or illnesses requiring medical treatment. Temporary impairment.

Injuries or illness requiring hospital admission.

Injury or illness resulting in permanent impairment.

Fatal

Not significant

Minor

Moderate

Major

Severe

Likelihood

Expected to occur regularly under normal circumstances

Almost certain

Medium

High

Very high

Very high

Very high

Expected to occur at some time

Likely

Medium

High

High

Very high

Very high

May occur at some time

Possible

Low

Medium

High

High

Very high

Not likely to occur in normal circumstances

Unlikely

Low

Low

Medium

Medium

High

Could happen but probably never will

Rare

Low

Low

Low

Low

Medium

The potential consequence of this hazard is

The likelihood of this hazard causing harm is

Therefore, the risk is

1. Corrective action plan

Please use the Hierarchy of Controls to complete the corrective action plan. Consultation with management and colleagues will assist in identifying effective controls. If the control does not apply to this situation, please write “N/A”, but note that at least one control MUST be described.

Eliminate

Substitute

Engineering control

Administrative control

PPE

Actions recommended to be taken

By whom?

By when?

Provide comments on action taken to remedy the hazard or proposed actions:

Name

Signature

Date

Hazard Report Form – Instance 2

For reporting hazards or a hazardous situation

This form is for reporting hazards. Complete this form if you notice a hazardous situation. Rectify the hazard immediately if you can and report what action you have taken. If unable to rectify the hazard, state what action you recommend.

1. Details of the person reporting the hazard

First name:

Family name:

Position:

Department:

2. Identify the hazard

Date hazard identified

Time hazard identified

Describe the hazard

Location

What type of hazard is it?

Psychosocial hazard – factors in an environment that can cause psychological harm, e.g. bullying, verbal abuse, traumatic events, lack of role clarity etc.

Physical hazard – environmental conditions or factors that can cause harm, e.g. lack of shade, excessive noise etc.

Chemical hazard – liquids, solids or gasses that can cause harm to those exposed to it, e.g. bleach, asbestos etc.

Biological hazard - organic substances that can cause harm to those exposed to it, e.g. viruses, fungi, spores etc.

Ergonomic hazard – factors in the environment that can cause injury over time, e.g. excessive manual handling, layout of furniture, seating that is unsupportive etc.

Why/how is it considered a hazard

Has the hazard already caused any harm/injury?

No

Yes – complete an incident report

3. Assess the risk

The risk rating of a hazard is based on the combination of likelihood, consequence and amount of exposure to a hazard.

Potential consequences: is a measure of an injury, illness, incident, or disease occurring. When assessing severity, the most severe category that would be most reasonably expected should be selected.

Likelihood: is defined as the potential that an accident will happen that may cause injury or harm to a person. When assessing likelihood, you must establish which of the categories most closely describes the probability of the hazardous incident occurring.

Risk assessment matrix

Potential Consequences

Minor injuries or discomfort. No medical treatment or measurable side effects.

Injuries or illnesses requiring medical treatment. Temporary impairment.

Injuries or illness requiring hospital admission.

Injury or illness resulting in permanent impairment.

Fatal

Not significant

Minor

Moderate

Major

Severe

Likelihood

Expected to occur regularly under normal circumstances

Almost certain

Medium

High

Very high

Very high

Very high

Expected to occur at some time

Likely

Medium

High

High

Very high

Very high

May occur at some time

Possible

Low

Medium

High

High

Very high

Not likely to occur in normal circumstances

Unlikely

Low

Low

Medium

Medium

High

Could happen but probably never will

Rare

Low

Low

Low

Low

Medium

The potential consequence of this hazard is

The likelihood of this hazard causing harm is

Therefore, the risk is

Corrective action plan

Please use the Hierarchy of Controls to complete the corrective action plan. Consultation with management and colleagues will assist in identifying effective controls. If the control is not applicable to this situation, please write “N/A”, but note that at least one control MUST be described.

Eliminate

Substitute

Engineering control

Administrative control

PPE

Actions recommended to be taken

By whom?

By when?

Provide comments on action taken to remedy the hazard or proposed actions:

Name

Signature

Date

Hazard Report Policy Review

Advise whether the current Hazard Report policies and procedures of your work placement (use Acorn College’s policies if you cannot locate the ones from your placement) adequately meet legal requirements

Outline opportunities to address gaps between existing policies, procedures, and requirements.

Part 4 Overview

For this part of the assessment, you will be researching, designing and providing health, safety and wellbeing information to two (2) different students on one (1) occasion.

Task 4 Instructions

To complete this task:

Research one (1) health promotion program. This may be a health promotion program already at your school, or it may be one that is currently active in your state/territory. The program chosen must be one affiliated with the school or applicable to the school.

Examples of health promotion programs are:

Deadly Choices

Jump Rope for Heart

Other programs may be found on ACHPER’s website: https://www.achper.org.au

Create a short PowerPoint presentation about this health promotion program. Your presentation may include:

Videos, clips and pictures of appropriate material (think about the age of the students you have been working with)

Gather two (2) volunteers to roleplay as students in your class

Note: These volunteers can be teachers, colleagues, or other education support staff. Your volunteers should behave and act like students in a primary or secondary school to simulate a real classroom environment.

Video Record yourself giving the presentation to students (or simulated students) and submit this for your Assessor to review

Submit a copy of the completed PowerPoint presentation

Resource Requirements

Your Workplace Supervisor

Your computer with a working internet connection

Access to PowerPoint presentation software

A classroom or other suitable space that simulates a real school environment

Two volunteers to roleplay as students in the class

Any agreed materials you are required to distribute

A video recorder or smartphone with video capabilities

The Task 4 Observation Checklist

1. Deliver appropriate and meaningful information for health, safety, and wellbeing information to at least two (2) students.

2. Used resources that were for educational purposes and suited to the year level of the students.

3. Act within the scope of their role and not advise on areas that they are not permitted or qualified.

4. Respond appropriately to students throughout the presentation. This may include but is not limited to:

Answering questions presented by students

Clarifying information for students

Part 5 Overview.

For this part of the assessment, you are required to maintain a safe environment and supervise students

Task 5 Instructions

To complete this task:

Read the excerpts from Acorn College’s Work Health and Safety Policy and Procedure below

Under direct observation by your Workplace Supervisor, assist in maintaining a safe work environment by completing the tasks outlined in the Task

5

Observation Checklist (inside and ou

t

side the classroom) provided below. Your Supervisor is to mark your performance in this task.

This includes:

Supervision of students

Providing instructions to students

Maintaining displays (inside classroom only)

Identify risky situations

Excerpts from Acorn College Work Health and Safety Policy and Procedure

All artworks must be mounted safely. Artwork should be double mounted with at least two points of contact with the wall, using appropriate background colours that complement the result. Written work should also be mounted, though not always necessarily double-mounted.

All equipment used to put up displays should be fit for purpose, with pre-use checks and inspections carried out.

Avoid using stools, chairs, and desks and instead, use step ladders if reaching above head height.

Restrict displays to head height where practical

Ensure display boards are accessible

Prepare displays as much as possible before putting them up

Heavier displays must be kept at floor level

Teachers may provide additional instructions for classroom displays

Resource Requirements

Students in a school

Your Workplace Supervisor

Acorn College Positive Behaviour Expectations

Access to an inside and outside environment in which to conduct the activities

Access to the appropriate resources to conduct the activities. This may include but is not limited to:

Pens, paper, highlighter

Toys

PE equipment.

Acorn College Risk Management Policy and Procedure

Task 5 Observation Task (To be completed by the Workplace Supervisor)

Instructions: Please tick ‘Yes’ or ‘No’ for each item in the list below

Inside the classroom

Outside the classroom

Yes

No

Yes

No

During the task, did you observe the student:

1. Supervise the students according to the teacher's instructions during an activity. This may include but is not limited to:

Setting out clear expectations in the class and or during activities

Engaging with students and ensuring they are taken care of, which includes using resources or modifying them to suit their needs

Using techniques to supervise students as directed by the supervising teacher, E.g., reminding students about their safety and behaviour at regular intervals, remaining alert for any unforeseen situations, calling for support if needed, and stopping students from engaging in inappropriate behaviour

Setting effective limits within the environment by understanding and implementing the Acorn College Positive Behaviour Expectations. E.g.,

Using a calm, firm tone of voice and facial expressions during a conflict between students.

Make eye contact when directing or redirecting students’ actions.

Repeating instructions as needed.

Listening to student-initiated conversations/questions/complaints, assessing the situation and taking appropriate action

Using assertive language with the students but also ensuring that you do not come across as aggressive

Second attempt (if the first was not satisfactory)

2. Providing guidance to the student and supporting them in safely using resources and equipment. This may include but is not limited to:

Providing detailed instructions on the resources used for the experience or activity

Demonstrating safe use of the equipment and resources

Ensuring the instructions are clearly understood by the students and checking their knowledge

Second attempt (if the first was not satisfactory)

3. Maintain classroom displays according to work safety regulations and follow the excerpts provided from Acorn College Work Health and Safety.
E.g., Checking if the displays are mounted correctly on the wall and double mounted if needed, using a step ladder to check the displays at a height instead of a desk or chair

N/A
This criterion is only required to be demonstrated within the classroom premises

Second attempt (if the first was not satisfactory)

4. Identify situations that could be a potential threat to the safety of self and others and respond accordingly. This may include but is not limited to:

Following Acorn College Risk Management Policy and Procedure

Identifying risks and taking steps to respond, e.g., applying sunscreen before the outdoor activity to self and students.

Second attempt (if the first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments: