Construction Sample Teaching Program

Construction Curriculum Framework Stage 6 Support Materials
Sample teaching program

Rationale: This program provides the opportunity for students to develop knowledge and skills required to maintain a safe work environment. With concern for both personal safety
and the safety of others, students will learn about safe work practices, as well as OHS legislative requirements, principles of risk management and prevention of injury and
illness.
Units of competency:
CPPCOHS1001A Work safely in the construction industry

CPPCOHS2001A Apply OHS requirements, policies and procedures in the construction industry
Safe work practices and procedures will need to be addressed throughout the HSC Construction course.
The program encompasses the requirements for students to obtain a construction induction certificate (CIC card) through achievement of CPCCOHS1001A Work safely
in the construction industry.
This program is likely to be undertaken early in an HSC Construction course as the CIC card is required for entry in to any construction work site and CPPCOHS2001A is
a prerequisite for most units of competency included in the Framework.
HSC requirements and advice key terms and concepts:
Apply OHS requirements, policies and procedures in the
construction industry
Work safely in the construction industry
duty of care
hazards
occupational health and safety (OHS)
OHS induction training
OHS information and documentation
OHS legislative requirements
participation and consultation
personal protective equipment (PPE)
reporting and recording
responding to incidents and emergencies
risk management
safe work practices
safety signs and symbols
WorkCover NSW.
duty of care
emergency first aid
environmental requirements
evacuation procedures
hazardous materials
hazards
incidents and accidents
job safety analysis (JSA)/safe work method statement
material safety data sheets (MSDS)
OHS information and documentation
OHS legislative requirements
participation and consultations
personal protective equipment (PPE)
prohibited tools and equipment
project/site safety plan
recording and reporting
responding to incidents and emergencies
risk management
safe work practices
signs and symbols.
Page 1 of 23
Unit/Element of competency/Performance criteria

CPCCOHS1001A Work safely in the construction
industry
1
Identify OHS legislative requirements.
1.2 Duty of care requirements are identified.
3
Identify OHS communication and reporting

processes.
3.4 Procedures and relevant authorities for reporting
hazards, incidents and injuries are identified.
Content
Injuries in the workplace
The cost of workplace injury:
human
social
economic
organisational.
5
Follow emergency procedures.
5.4 Emergency first aid treatment of minor injuries is
carried out correctly and details of any treatment
administered are reported accurately to designated
personnel as soon as possible.
Occupational health and safety (OHS) underpins all aspects

of construction industry worr. Students should demonstrate
high OHS standards for each session of training.
Develop a portfolio of newspaper articles on workplace
injuries and workers compensation payments in general
and/or specifically relating to the construction industry.
Use the internet to obtain statistical data on workplace
injuries in construction workplaces on a national or state
level. Present the results in a graph or table.
CPCCOHS2001A Apply OHS requirements, policies

and procedures in the construction industry
1
Identify and assess risks.
1.3 Safe work practices, duty of care requirements and
safe work instructions are followed for controlling
risks.
1.4 OHS, hazard, accident or incident reports are
contributed to according to workplace procedures
and Australian government and state or territory
OHS legislation and relevant information.
Possible learning experiences/activities
Discuss the costs of workplace injury to the employer and

employee and write a newspaper article to inform the
community of these costs.
Define:
health
safety
duty of care
accident
incident
near miss.
Class discussion about:

the concepts of workplace health and workplace safety
and the difference between the two terms
difference between an accident and an incident
the importance of recognising near misses and dangerous
occurrences.
Students define each term in their own words. They share
their ideas with the class and compare with definitions
provided by the teacher.
Brainstorm accidents and incidents that may occur in a
construction workplace.
Visual stimulus DVD on health and safety in the
construction/building industry.
Page 2 of 23
Content
Causes of common workplace injuries:

lack of protection and safety equipment
slips, trips and falls
poor housekeeping
poor maintenance
inadequate lighting
spills
obstructions
faulty or incorrect equipment
poor ergonomics
inadequate instruction, training and supervision
personal factors including stress, tiredness and
inappropriate behaviour
medical conditions including epilepsy, diabetes and
asthma
unrealistic time frames
negligence
fatigue
exposure to toxic substances.
Brainstorm causes of workplace injury.
Potential workplace injuries and conditions:

allergic reactions
dislocations and fractures
puncture wounds and cuts
eye injuries
crushing and amputation
sprains and strains
bites and stings
heat exhaustion
burns
shock.
Brainstorm potential workplace injuries for the

construction industry.
Scan the portfolio of newspaper articles (see p2) taking note

of the causes of the injuries and add to the list.
Visual stimulus DVD.
Complete the following activities from the Labour Council
of NSW YouthSafe Safety First website:
newspaper article group discussion
injury analysis exercise
http://ohs.labor.net.au/youthsafe/safety_first/index.html.
Activity each student to be allocated a workplace injury to

investigate. Identify the signs/symptoms of the injury and
basic first aid techniques required. Information to be
collated from all class members, presented in table format
and provided as a handout.
Class discussion measures to prevent common workplace
accidents, injury or impairment.
Activity following on from above, students design a poster
to be displayed in the classroom (or a construction
workplace) highlighting an injury, preventative measure(s)
and basic first aid techniques; or a general poster
highlighting prevention of workplace accidents and injury.
Page 3 of 23

industry
3

processes.
3.1 OHS communication processes, information and
documentation are identified and discussed.
1
industry
1
1.1 Applicable OHS legislative requirements relevant
to own work, role and responsibilities are
identified and explained.
1.2 Duty of care requirements are identified.
Content
Sources of OHS information
Sources of information regarding OHS in the workplace:
construction documentation and plans
safe work method statements
material safety data sheets (MSDS)
job safety analysis (JSA)
accident, incident and injury reports and proformas
risk assessments.
(Refer to range statement of CPCCOHS1001A and
CPCCOHS2001A for an expanded list.)
3
Plan and prepare for safe work practices.
3.4 Material safety data sheets (MSDS), and job safety
analysis (JSA) and safe work method statements
Focus question as a construction worker, where could you

find information regarding OHS in your workplace?
Visual stimulus samples of the listed sources.
Compile a list of a range of sources and for each source
make brief notes regarding the type of OHS information it
provides the worker.
Internet activity navigate the WorkCover NSW
(www.workcover.nsw.gov.au) and/or Australian Safety and
Compensation Council (ASCC) (www.ascc.gov.au)
website(s) to discover information/ services provided.
OHS legislation
Differences between:
an act
a regulation
codes of practice.
Internet activity visit the WorkCover NSW website. Go to

the section on Laws and Policy to develop a glossary of
terms:
legislation
act
regulation
standards
code of practice.
OHS legislation and codes of practice:

Occupational Health and Safety Act 2000 (NSW)
Occupational Health and Safety Regulations 2001
(NSW)
Codes of practice (WorkCover NSW)
- OHS Consultation
- Risk Assessment
- OHS Induction Training for Construction
- Amenities for Construction Work
Define the term occupational health and safety.

1
Class discussion overall purpose of OHS legislation and

codes of practice.
Summarise key points of the legislation, regulation and
codes of practice listed as they apply to the construction
industry. (This could be provided in a handout.)
Page 4 of 23

relevant to the work to be carried out are identified
and applied.
Content
Workers Compensation Act 1987 (NSW) and

amendments
Workplace Injury Management and Workers
Compensation Act 1998 (NSW) and amendments.
Alternatively, students could undertake an internet research

activity where they are required to create a table outlining
the following information for the legislation, regulations and
codes of practice listed:
website address(es) where each can be accessed
a brief outline of:
- the intention of the legislation
- what each covers
- the employers responsibilities
- the employees responsibilities.
Employer responsibilities under the OHS Act:

maintaining places of work under their control in a safe
condition, and ensuring safe entrances and exits
making arrangements to ensure the safe handling,
storage and transport of plant and substances
providing and maintaining systems of work and work
environments that are safe and without risks to health
providing information, instruction, training and
supervision necessary to ensure the health and safety of
employees
providing adequate facilities for the welfare of
employees
must not require employees to pay for anything done or
provided to meet the requirements of the Act or
Regulation
must consult with employees about OHS matters to
enable them to contribute to decisions affecting their
health, safety and welfare
must ensure the health and safety of visitors or people
working who are not employees.
Handout briefly outlining employer and employee

responsibilities. Students answer questions to demonstrate
their understanding of these responsibilities.
Class discussion consequences of employers/employees,
as a group and individually, not taking responsibility for
OHS in the workplace.
Role play scenarios of good and poor OHS highlighting
employer and employee responsibilities.
Class discussion:
student responsibilities while on work placement
what to expect from the work placement employer.
Employee responsibilities under the OHS Act:

employees must take reasonable care of the health and
safety of themselves and others
employees must cooperate with employers in their
efforts to comply with occupational health and safety
requirements
Page 5 of 23
Content
employees must not interfere with or misuse things

provided for the health, safety or welfare of persons at
work
employees must not obstruct attempts to give aid or
attempts to prevent serious risk to the health and safety
of a person at work
employees must not refuse a reasonable request to assist
in giving aid or preventing a risk to health and safety
employees must not disrupt workplace by creating false
health or safety fears.
Supplier/manufacturers responsibilities under the OHS Act:
providing access to MSDS
providing access to risk assessment guidelines for
equipment supplied.
(Note MSDS will be covered in more depth later in the

program.)
Sample MSDS for materials that students will encounter
during the HSC course.
Sample risk assessment guidelines for equipment to be used
by students during the HSC course.
Regulatory requirements specific to the industry:

compulsory OHS induction training
- general
- work activity
- site-specific
compulsory training records
workplace arrangements
- preparation and provision of OHS management plans
and JSA/safe work method statements
- maintaining a register of all hazardous substances used
at the work site
- responsibilities of sub-contractor and lines of
responsibility for OHS management on a site
involving multiple sub-contractors
- risk assessment.
Discuss the importance of OHS training in the construction

industry and the need to obtain a Construction Induction
Certificate CIC card.
Students to research and design an induction training
program for a tool or piece of equipment, then deliver to
other students.
Page 6 of 23
Content
Project/site safety plans.

Review sample project/site safety plans.
Group activity develop a site safety plan for a construction
site on the school grounds.
Information included in JSA/safe work method statements:

how work is to be carried out (including step-by-step
sequence)
identification of:
- potential hazards associated with the work
- associated safety risks
description of the control to be applied including:
- control measure
- name of person responsible to implement the control
measure
- description of equipment to be used in the work
- compliance with standards or codes
- qualifications of personnel doing the work
- training required to do the work.
Students to view a range of JSA/safe work method

statements for construction tasks of varying complexity.
Possible consequences of failure to observe OHS policies,

procedures and legislative requirements.
Class discussion.
In small groups, using the JSA/safe work method statement

proforma provided, students are to develop a JSA for a basic
construction task/project that they will be undertaking
during their construction course.
Internet research to determine the penalties for failure to

observe OHS policies, procedures and legislation.
industry
1
1.3 Own responsibilities to comply with safe work
practices are identified and explained.
3

processes.
3.3 Safety signs and symbols are identified and
explained.
Safe work practices

Safe work practices and procedures:
OHS induction training (general, work activity and sitespecific)
selection, use and maintenance of personal protective
equipment (PPE)
access to appropriate communication devices
selection of appropriate tools for the task
correct use, maintenance and storage of tools, equipment
and machinery
Safe work practices are integral to a successful workplace/

organisation in the construction industry. Practise and
promote safe work practices within the class during
workshop activities, practical class projects and assessment
events.
Class discussion and handout:
identify OHS concerns for a construction workplace/
organisation
Page 7 of 23

1
risks.
2
Identify hazardous materials and other hazards

on work sites.
2.3 Hazardous materials that have safety implications
for self and other workers are secured immediately
they are identified, using appropriate signs and
symbols.
3
3.2 Selection of tools, equipment and materials, and
organisation of tasks are performed in conjunction
with other personnel on site and in accordance
with enterprise procedures.
3.3 Required barricades and signage are determined
and erected at the appropriate site location.
4
Apply safe work practices.
4.1 Tasks are performed in a manner that is safe for
operators, other personnel and the general
community in accordance with legislative
requirements, and enterprise policies and
procedures.
4.5 Work site safety signs and symbols are identified
and followed.
Content
correct handling, application, labelling, transport and
storage of hazardous and non-hazardous materials
safe posture (sitting, standing, bending and lifting)
correct manual handling (lifting and transferring)
location and use of safety alarms and emergency exits
correct use of fire fighting equipment:
- fire blanket
- fire extinguishers
class and type of fire
type of extinguisher and identifying colour
- fire hydrant and hose
- breathing apparatus
hazard identification and risk control
basic first aid training and access to first aid kits
access to sufficient drinking water
procedures to follow in the event of an emergency
effective communication and teamwork
adherence to work instructions, workplace/company
policies and procedures and standard operating
procedures
knowledge of construction activities that require licences
or permits
housekeeping/clean-up procedures, including waste
disposal, with proper consideration of OHS and the
environment.

review a range of safe work practices that should be
adopted by an employee in the construction workplace.
Visual stimulus DVD(s).
Design a checklist for the safe use of a tool and/or piece of
equipment commonly used in the construction industry.
Class discussion identify:
the difference between a licence, ticket and certificate of
competency
construction work activities that require a licence, ticket
or certificate of competency.
Recognition, selection and use of standard OHS signs and

symbols:
legislative requirements
meaning of colour and shape
appropriate placement and positioning.
Visual stimulus (handout) a range of signs and symbols

used in the workplace and their meaning.
Signs and symbols including:

emergency information signs
- exits
- equipment
- first aid
fire signs
Internet activity explore a website such as

www.seton.com.au or www.safetysignsplus.com.au (safety
equipment manufacturer) and identify a range of standard
safety signs appropriate to a construction workplace.
Quiz students to identify a range of commonly used signs

and symbols and state their function/purpose.
Class discussion appropriate placement and positioning.
Page 8 of 23
Content
- location of fire alarms

- location of fire fighting equipment
facility or location signs

regulatory signs
- prohibition
- mandatory
- limitation or restriction
hazard signs
- danger
- warning
safety tags and lockout
- danger tags
- out of service tags
site safety signs
- directional
- traffic
- warning.
Importance of training in safe work practices and
emergency procedures to meet OHS requirements.
Class discussion:
the importance of training in safe work practices and
emergency procedures to meet OHS requirements
what OHS information should be included in an
induction package for a new worker?

industry
Personal protective equipments (PPE) and other safety

equipment/devices
Students are to demonstrate the correct use of PPE at all

times during the construction course.
4
Identify OHS incident response procedures.
4.3 Requirements for the selection and use of relevant
personal protective equipment are identified and
demonstrated.
Use and application of a range of PPE:

protective, well-fitting clothing
- aprons
- arm guards
- caps
- gloves
- jackets
- overalls
- high visibility retro reflective vests
- UV protective clothing and sunscreen
Class discussion from the students own employment

experience as well as general understanding, identify types
of PPE used in construction work environments.

3
3.1 Correct personal protective equipment and
Class activity develop a list of PPE required when

undertaking tasks in a number of different contexts in the
Class discussion:
identify particular situations in the industry where PPE is
Page 9 of 23

clothing for each area of construction work are
identified, worn correctly fitted, used and stored
according to enterprise procedures.
Content
safety footwear/steel capped boots
respiratory protection
- dust mask/respirators
hearing protection
- ear muffs/plugs
eye protection
- safety glasses/goggles
hard hat.

prescribed by law
consequences of incorrect selection and fit of PPE.
Class activity select PPE for particular tasks and
demonstrate appropriate use (adjusting fit as necessary).
Selection of PPE:
correct for the task
manufacturers specifications for use
correct fitting
serviceability.
Students are to develop a set of standard operating

procedures (in line with manufacturers instructions) for the
maintenance of PPE required for a particular task and then
demonstrate to their class mates. If possible, each student or
pair is to be allocated a different task to ensure a range of
PPE is addressed. (The extent to which this task can be
undertaken will depend on the particular construction work
environment.)
Importance of correctly fitting PPE.
Visual stimulus DVD.
Maintenance of PPE according to manufacturers

instructions and workplace/organisation policy and
procedures:
cleaning and decontamination
correct storage
regular checks for damage
repair/replacement of worn, malfunctioning or damaged
equipment/parts
disposal of single-use equipment.
4
4.2 Plant and equipment guards are used in
accordance with manufacturer specifications, work
site regulations and Australian standards where
applicable.
Working safely with tools, plant and equipment

Restrictions placed on the use of equipment and machinery
common to the industry.
Teacher to provide specific examples and advice regarding

use of tools, equipment and machinery, as well as work
areas, at school and during work placement.
Acknowledgement of:
the importance of safety equipment and devices
Class discussion.
Visual stimulus operator manuals for tools/equipment.
Page 10 of 23
Content
the reasons for using safety equipment and devices
the importance of pre-operational checks.

Class discussion regarding safety equipment and devices
and the importance of pre-operational checks.
Students examine pre-operational checklists for safety
equipment and devices in the workshop environment.
Use/application, limitations and maintenance of safety

equipment and devices:
safety harnesses
screens
barriers and shielding
extraction fans
machine guards
isolation devices.
Teacher demonstration use of safety equipment/devices.
Reporting of serious faults:

verbal notification to appropriate personnel
- supervisor/manager
- supplier/manufacturer
recording on job card/maintenance log
safety/lockout tagging where appropriate.
Discuss methods of reporting and record keeping to ensure

checks and repairs are notified to appropriate personnel.
Sample documentation.
Handout outlining school procedures regarding reporting
of faults.
Work placement activity outline the workplace/
organisation procedures regarding reporting of faults.
The importance of:

electrical tagging
safety audits.
Class discussion.
Reasons for safety/lockout tagging:

ease of identification
evidence of serviceability
preventing use until repaired.
Class discussion:
responsibilities of the student, teacher and school in
regard to reporting faults
methods of reporting and record keeping to ensure
checks and repairs are notified to appropriate personnel.
Page 11 of 23
Content

Visual stimulus examples of safety/lockout tagging.
Class discussion repercussions of ignoring tagging.
Practical activity identify appropriate tagging for tools and
equipment used in a construction workplace.
Appropriate person/process for removal of safety/lockout

tagging.

2

on work sites.
2.1 Hazardous materials on a work site are correctly
identified and, if appropriate, handled and used
according to company and legislative procedures.
2.4 Asbestos-containing materials are identified on a
work site and reported to designated personnel.
3
3.4 Material safety data sheets (MSDS), and job safety
analysis (JSA) and safe work method statements
relevant to the work to be carried out are identified
and applied.
Handling materials safely

Information provided in MSDS:
manufacturers/suppliers details
physical description and properties
identification of substance
use
ingredients
health and hazard information
first aid
precautions for use
safe handling information
control point.
How and where to obtain required MSDS.

4
4.4 Prohibited tools and equipment in areas with
identified asbestos are recognised and not used.
Class discussion.
Interpretation of product labels and MSDS for the safe

preparation and use of dangerous goods and hazardous
substances:
directions and precautions for use
recommended dosage and dilution of chemicals
safe handling requirements
first aid
Define MSDS.
Overhead:
information provided in an MSDS
how/where to locate MSDS.
Visual stimulus:
sample MSDS for materials that students will encounter
during the course
visit website www.msds.com.au.
Class discussion:
the layout, information provided and the importance of a
standard format
supplier/manufacturer responsibilities.
Allocate to each student one material that will be used in
the school workshop during their construction course. They
are to contact the supplier/manufacturer (by telephone, letter
or website) to obtain the MSDS. Prior to the material being
used, the student will provide the class with a copy of the
MSDS and brief the other students on the main points and
safe use.
Page 12 of 23
Content
calculating quantity required

disposal methods
suitable storage item/container.
Correct handling, application, transport and storage of
hazardous materials used in a range of construction projects.
Handout.
Hazardous materials including:

asbestos containing materials (ACM)
cleaning chemicals
glues
insulation materials
solvents
treated timber products.
Asbestos containing materials (ACM):
types
- serpentine
- amphibole
risks
use in common building materials
possible location.
Brainstorm where might ACM be found in construction

materials and buildings? Examples:
asbestos rope/fabrics
asbestos cement sheeting
asbestos cement piping and lagging on pipes
bituminous waterproof membrane
fire doors
electrical switchboards
millboard
sheeting under ceramic or vinyl floor tiles in wet areas.
Visit the WorkCover website (www.workcover.gov.au)
and go to Publications to locate the Working with Asbestos
Guide, then address these issues:
define the two types of asbestos
how to identify ACMs
identify the risks involved in removing ACMs
list materials that commonly contain asbestos
list some common products that may contain asbestos
describe the steps to be taken to prevent exposure to
asbestos.
Asbestos management code.

Teacher led discussion.

Page 13 of 23
Content
Workplace/company policies regarding prevention of

exposure to ACM.
Work placement activity.

Class discussion.

Safe manual handling

Legal requirements for weight limits.
Students to research weight limit requirements then

familiarise themselves with weights of commonly used
items.
Correct manual handling techniques when:

moving
lifting/carrying items
- individually
- in pairs
- with a team
using tools/equipment
placing items down
loading/unloading
- into general storage
- in/out of transport
- to/from raised work area
working at heights
bending and twisting
using mechanical aids/lifting equipment
transferring hazardous materials
undertaking repetitious tasks.
Handout.
1
risks.
Demonstrate correct manual handling techniques.

Class discussion:
the importance of correct manual handling techniques
the consequences of incorrect manual handling
the use of appropriate mechanical aids.
Demonstration or DVD correct manual handling
techniques.
Handout outlining correct manual handling techniques for a
range of items and situations likely to occur in the school
workshop and industry site.
Internet activity students visit the WorkCover NSW Safety
Zone interactive website and view the Moving And
Handling section
http://workcover.cadre.com.au/index_1st.html
Students prepare a manual handling checklist that may be
used to evaluate each others manual handling technique.
Maintaining the worksite
Page 14 of 23
Content

4
4.6 Work site area is cleared and maintained to
prevent and protect self and others from incidents
and accidents and to meet environmental
requirements.
Clean-up procedures with due consideration to the

environment and OHS.
Work placement activity investigate the clean-up

procedures for the worksite, including methods used to
clean tools and equipment, work areas, recycling/disposal of
waste, storage of tools, equipment and materials.
Procedures for minimisation of impact on the environment:

replacing disturbed or removed soil
removal and disposal of non-reusable materials in a
responsible manner
- work materials
- plant debris and other organic matter
- chemicals
safe storage of reusable materials in accordance with
company policy
containment of loose materials on site (such as mud,
dust, litter and waste material)
control of run-off.
For each of the items listed in the content column identify a

procedure used in the construction industry to address the
issue.
Environmental requirements for dealing with waste:

recycling
- paper-based products
- plastic
- worn components
- metal components
- construction materials
- building components
approved disposal of
- hazardous material
- non-hazardous material.
It is intended that the following learning experiences/

activities be covered during completion of one or more
workshop projects.
Investigation of recycling and approved waste disposal
options available for the construction industry and
according to school/college policy.
Case study asbestos.
Written task extended response question (preparation and
practice for HSC exam) clean-up procedures with due
consideration to the environment and OHS.
Page 15 of 23

industry
2
Identify construction hazards and control

measures.
2.1 Basic principles of risk management are
identified.
2.2 Common construction hazards are identified and
discussed.
2.3 Measures for controlling hazards and risks are
identified.
Content
Risk management
Risk management:
identify hazards
assess associated risks
use appropriate control measures to eliminate or
minimise risks
monitor and review the control measures.
Define:
hazard
risk.
Class discussion and handout.
Examine the procedures used by the school when
undertaking a risk assessment for excursions/field trips.
Access the WorkCover NSW website, review the section on
Managing Safety Risks and create a brochure informing the
community about risk management
www.workcover.nsw.gov.au/OHS/ManagingSafetyRisks/de
fault.htm.

processes.
3.2 Role of designated OHS personnel is identified
and explained.
1
1.1 Hazards in the work area are identified, assessed
and reported to designated personnel.
1.2 Safety risks in the work are identified, assessed
2

on work sites.
2.2 Measures for controlling risks and construction
hazards are applied effectively and immediately.
Identification of potential hazards to:

self
visitors
colleagues
the general public.
Focus question what persons may be at risk in a

construction environment?
A range of hazards:
tools, equipment, machinery and plant
- operation
- maintenance
manual handling
materials in use
- spills
- leakages
work processes/practices
- simultaneous operations
- repetitious tasks
work environment
- poor/inadequate lighting
Brainstorm to create a mind map potential hazards in a

construction environment.
Class discussion how human behaviour can contribute to

or be a workplace hazard.
For each category of hazard identify specific examples in

the construction industry and state why they are a potential
hazard in the workplace.
Page 16 of 23
Content
- inadequate amenities
inadequate equipment
poor housekeeping
wet or slippery floors
fire, chemical and electrical hazards
damaged floor coverings
falling objects
noise
dust
temperature variations
ultraviolet (UV) radiation
overhanging beams and protrusions
unplanned collapse
poor ventilation
working
- alone
- with electricity
- in confined spaces
- in and around excavations
- near traffic
- near water
- at heights
- with liquids under pressure
- with compressed air
human factors
- stress
- violence/bullying
- playing practical jokes
- fatigue
- failure to follow procedures
- lack of training or experience
- lack of supervision
- carelessness
- poor personal health/hygiene
- medical/health conditions
- using wrong techniques/procedures
- ignoring safety rules/signs
- taking short cuts
- knowingly using unsafe tools/equipment.
-
Page 17 of 23
Content
Knowledge of designated personnel in relation to hazard

identification and control within the workplace/organisation.
Class discussion:
who is responsible for hazard identification and control
in the workplace?
appropriate procedures for reporting hazards.
Review typical workplace chains of command to determine
appropriate personnel to report issues.
Hierarchy of risk control measures:

Level 1 eliminate the risk (such as discontinue the
activity or not use the equipment)
Level 2 minimise the risk by:
- substituting the system of work/equipment (with
something safer)
- modifying the system of work/equipment (to make it
safer)
- isolating the hazard (such as introducing a restrictive
work area)
- introducing engineering control (such as guarding,
fencing or safety screens)
Level 3 other controls:
- adopt administrative controls and safe work practices
- use PPE.
Class discussion strategies to control or eliminate risks in

the workplace.
Class or group activity develop a flow chart to show the
steps in risk management (from identifying hazards through
to monitoring and review of the control measures).
Individual or pairs activity apply the hierarchy of risk
control for a case study then report findings to the class.
Pairs or small groups activity students perform a risk
assessment of a piece of equipment, and/or
Hypothetical form an OHS committee and conduct a
mock OHS audit of a section of the school or a construction
environment.
Work placement activity access a workplace/organisation
policy and procedures for risk control in the workplace and
compare with classmates.

industry
1
1.1 Applicable OHS legislative requirements relevant
to own work, role and responsibilities are
identified and explained.
3
processes.
Key groups in OHS

An acknowledgement that OHS is everyones responsibility
in the workplace.
Class debate Only employers are responsible for OHS in

the workplace.
Election/formation, roles and responsibilities of the OHS

representatives or committee in the workplace.
Class activity/discussion requirements for an OHS

committee:
Page 18 of 23
Content
3.1 OHS communication processes, information and
legal requirements
documentation are identified and discussed.

representative composition
key groups involved
key responsibilities.

Guest speaker chair of the school OHS committee to

discuss:
how the committee is formed/elected and its composition
training required
roles and responsibilities
benefits of having an OHS committee for employers and
employees
concept of participation and consultation.
1
4
hazards, incidents and injuries are used.
The concept of participation and consultation as it relates
to workplace safety and employee rights and
responsibilities.
Define the terms participation and consultation.

Class discussion concept of participation and its
relationship to the rights and responsibilities of employers
and employees under the OHS legislation.
Case studies to assist students to distinguish their roles
and responsibilities and those of other personnel in a range
of situations within the school environment and while on
work placement.
Roles and functions of key bodies involved in OHS:

WorkCover NSW
ASCC
local councils
unions
professional associations.
Internet activity visit the websites of listed organisations

to identify their main role and function as they relate to the
Page 19 of 23

industry
3

processes.
Content
OHS monitoring and reporting

Monitoring and reporting for OHS:
formal/informal
verbal
written
- safety inspection reports
- checklists
- accident and incident reports
- WorkCover NSW notification
- registers/logs/files.
1
Class discussion:
advantages and disadvantages of types of reporting
(formal versus informal, verbal versus written,
combinations)
identify situations in which the different types of
reporting should occur.
Review a range of sample workplace documents for safety
inspection checklists/reports to record and report incidents
and complete sample written form(s).
Internet activity visit WorkCover NSW website and view
section on Incident Notification:
http://www.workcover.nsw.gov.au/QuickLinks.
Appropriate person(s) for OHS reporting.
Class discussion:
appropriate persons for OHS reporting in the school/
college and workplace
how to report OHS concerns in the school workshop.
How and when to report.
Case studies review a range of scenarios and identify

when and how the issue(s) should be reported and the
appropriate person(s) to whom the report should be directed.
Investigate WorkCover NSW notification requirements.

industry
4
4.1 General procedures for responding to incidents
and emergencies are identified and explained.
Emergency situations
Emergency situations:
bomb threat
accident/serious injury/illness
fire
natural disaster
Brainstorm types of emergency situations that may affect

a construction workplace.
Class discussion ways in which people, both employees
and customers, may react in emergency situations.
Page 20 of 23

5
5.1 Designated personnel are identified in the event of
an emergency for communication purposes.
5.3 Emergency response and evacuation procedures
are known, practised and carried out effectively
when required.
Content
chemical/fuel spill
gas leak
power failure
unauthorised person(s) on site
robbery
equipment collapse
site-specific critical incident.
Procedures to follow in the event of an emergency:

notification
- appropriate authorities (emergency services and
WorkCover NSW)
- colleagues
- supervisor
workplace policies and procedures
- evacuate
- secure building
reporting.

Small group activity:
allocate an emergency situation to each group
for each emergency situation, students are to develop a
mind map identifying the potential risks
groups report back to the class.
Class activity devise a flow chart showing the schools

emergency procedures.
View a copy of the schools policy and procedures for
dealing with emergencies:
identify the roles of each participant in the emergency
plan
how would these differ in a construction environment?
Work placement activity obtain a copy of your employers
documentation for dealing with emergencies.
Practical task evacuation of a site or an area through
simulated response to an emergency, complying with
workplace procedures.
Workplace scenario bomb threat:
develop a proforma to be used by staff if a telephone
bomb threat is received
identify strategies to be considered when dealing with a
bomb threat
identify the potential threat to staff and customers.
The importance of acting within level of authority in terms

of:
taking initiative
problem-solving
decision-making.
Case studies to assist students to distinguish their roles and

responsibilities and those of other personnel in a range of
situations within the school environment and while on work
placement.
Brainstorm list a range of organisations and/or personnel
Page 21 of 23
Content

who may be called upon in an emergency situation.
How and when to seek assistance.

industry
4
4.4 Fire safety equipment is identified and discussed.
5
5.2 Safe workplace procedures for dealing with
accidents, various types of fire and other
emergencies are followed, including identification
or use, if appropriate, of fire equipment within
scope of responsibilities.
Class discussion and role plays.
Emergency in focus fire

Knowledge of fire fighting equipment:
fire blanket
fire extinguishers
- class and type of fire
- type of extinguisher and identifying colour
fire hydrant and hose
fire reel
fire truck
breathing apparatus.
Identify types of fires including and differences in how to

deal with them:
electrical
chemical
gas
mechanical
paper
wood
natural
and differences in how to deal with them.
Guest speaker NSW Fire Brigade or Rural Fire Services to
address correct use of fire fighting equipment.
Practical task selection and use of fire fighting equipment
to extinguish a simulated mechanical fire.

industry
4 Identify OHS incident response procedures.
4.1 General procedures for responding to incidents
and emergencies are identified and explained.
4.2 Procedures for accessing first aid are identified.
5
5.1 Designated personnel are identified in the event of
an emergency for communication purposes.
5.4 Emergency first aid treatment of minor injuries is
Assistance in an emergency
Primary role of personnel in an emergency:
first aid officer
security officer
safety officer/safety representative
principal contractor
OHS committee member
site/project manager
supervisor/team leader
emergency services
WorkCover NSW
union representative.
Brainstorm list a range of organisations and/or personnel

who may be called upon in an emergency situation.
Knowledge of emergency services contact numbers:
Class discussion use and misuse of emergency numbers.
Handout outlining the main roles of relevant personnel.

For the various emergency situations discussed earlier,
identify to whom (and in which order) they should be
reported.
Guest speaker(s) emergency personnel to discuss with the
students the roles of emergency services and other personnel
in an emergency situation.
Page 22 of 23

carried out correctly and details of any treatment
administered are reported accurately to designated
personnel as soon as possible.
Content
000 landline number
112 mobile phones.
Information required by emergency services attending the
site:
location
nearest cross-street
nature of the incident
number of casualties
nature of injuries
contact name and number.
Established first aid principles:
DRABCD danger, response, airway, breathing, CPR
and defibrillator (if available).
Generalised principles of first aid management:
assessing location and nature of the work environment
and emergency situation
minimising the risk of further injury or injury to others
minimising movement of the casualty
assessing injuries
seeking assistance appropriate to situation including
raising the alarm with emergency services and/or health
professionals
locating and using available first aid equipment or other
suitable alternative resources
providing essential first aid
providing basic life support measures (CPR)
reassuring casualty in a caring and calm manner
making casualty as comfortable as possible using
available resources
monitoring patients signs of life such as: conscious,
responsive, breathing normally, moving
monitoring unresolved dangers of the area where the
injury occurred
Role-play reporting of an emergency situation to the

appropriate emergency service.
Class discussion.
Invite a representative from St John Ambulance to
demonstrate basic first aid procedures.
Students to demonstrate basic first aid for common
workplace injuries.
Page 23 of 23

Construction Sample Teaching Program

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Construction Sample Teaching Program

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Construction Curriculum Framework Stage 6 Support Materials

Sample teaching program

CPPCOHS1001A Work safely in the construction industry

Work safely in the construction industry

Sample teaching program

Construction Curriculum Framework Stage 6 Support Materials

Unit/Element of competency/Performance criteria

Identify OHS communication and reporting

Occupational health and safety (OHS) underpins all aspects

CPCCOHS2001A Apply OHS requirements, policies

Possible learning experiences/activities

Discuss the costs of workplace injury to the employer and

Class discussion about:

Sample teaching program

Construction Curriculum Framework Stage 6 Support Materials

Unit/Element of competency/Performance criteria

Possible learning experiences/activities

Causes of common workplace injuries:

Brainstorm causes of workplace injury.

Potential workplace injuries and conditions:

Brainstorm potential workplace injuries for the

Scan the portfolio of newspaper articles (see p2) taking note

Activity each student to be allocated a workplace injury to

Sample teaching program

Construction Curriculum Framework Stage 6 Support Materials

Unit/Element of competency/Performance criteria

Identify OHS communication and reporting

Sample teaching program

Focus question as a construction worker, where could you

Internet activity visit the WorkCover NSW website. Go to

OHS legislation and codes of practice:

Define the term occupational health and safety.

CPCCOHS2001A Apply OHS requirements, policies

Possible learning experiences/activities

Class discussion overall purpose of OHS legislation and

Construction Curriculum Framework Stage 6 Support Materials

Unit/Element of competency/Performance criteria

Possible learning experiences/activities

Workers Compensation Act 1987 (NSW) and

Alternatively, students could undertake an internet research

Employer responsibilities under the OHS Act:

Handout briefly outlining employer and employee

Employee responsibilities under the OHS Act:

Sample teaching program

Construction Curriculum Framework Stage 6 Support Materials

Unit/Element of competency/Performance criteria

Possible learning experiences/activities

employees must not interfere with or misuse things

(Note MSDS will be covered in more depth later in the

Regulatory requirements specific to the industry:

Sample teaching program

Discuss the importance of OHS training in the construction

Construction Curriculum Framework Stage 6 Support Materials

Unit/Element of competency/Performance criteria

Possible learning experiences/activities

Information included in JSA/safe work method statements:

Students to view a range of JSA/safe work method

Possible consequences of failure to observe OHS policies,

In small groups, using the JSA/safe work method statement

Internet research to determine the penalties for failure to

Identify OHS communication and reporting

Sample teaching program

Safe work practices

Safe work practices are integral to a successful workplace/