Learning about safety
The risks associated with practical activities are reduced substantially when students are:
- aware of the potential dangers
- provided with appropriate information and training
- well supervised before, during and at the conclusion of the lesson.
The development of safe attitudes, values and assessment of student knowledge about safety should not be a one-off exercise, but should be an ongoing process that is implemented to emphasise the importance of safe working practices. Staff have a duty of care to themselves, the students being taught and persons using equipment.
Teaching and learning programs should specify the learning experiences that will be implemented so that students develop knowledge, skills and attitudes related to safety.
As a result of programmed learning experiences, students should develop responsibility for their own safety and the safety of others.
Safety instruction should be presented at the time that is most relevant to the learners. It cannot be assumed that because safety was addressed at the beginning of the year or at the start of the unit of work, that students will be able to remember or apply that learning again at a later date or in a new context.
Learning activities
The understandings, skills and attitudes of students related to safety can be developed through a range of activities. A table below shows some examples of suitable teaching and learning activities.
Activity | Example |
Observation of a demonstration | The teacher demonstrates procedures for the safe use of stoves or the handling of hot liquids as part of a unit of work on food preparation. |
Direct teacher supervision of a student | Following thorough theoretical preparation, a teacher stands beside a student who is developing skill in the use of particular equipment, for example, starting up a tractor or using a bandsaw. |
Student research | Students research safety issues when considering the use of welding techniques to join components of a metal frame. |
Internet investigation | As part of an industry study, students conduct an Internet search to find out the occupational health and safety regulations that apply to the activities of a specific small manufacturing enterprise. |
Interviewing people with expertise | Students may participate in a question and answer session with a local government representative to identify safety issues that will influence the design of a recreational park for use by the general public. |
Risk assessment | A student undertakes a risk assessment related to the use of certain materials in a major project for the HSC. |
Case studies and class discussion | The teacher uses a newspaper article reporting a farm accident to stimulate discussion about safe practices on farms. |
Structured debate | Students participate in a debate on the issue of the reliability of information on the Internet. |
Safety audit | The teacher demonstrates the methodology used for safety audits and then students prepare and conduct a school farm safety audit or a workshop safety audit. |
Assessing safety learning
Safety instruction should result in student performance being assessed and recorded along with other aspects of the course.
A wide range of sources of evidence can be used to assist the teacher make professional judgements about student learning about different aspects of health and safety. The table below outlines a range of strategies.
Strategy | Example |
Demonstrate safe practice | Students might be individually assessed before being given permission to use a power tool or item of fixed equipment. The assessment might involve observing students demonstrate and explain safe set-up and practice. |
| Students submit a design folio in which safety issues have been examined, e.g. assessment of a design project on soft toys might include a requirement that each student analyses potential hazards and that the design satisfies safety requirements for use by young children. |
Demonstrate competence prior to the issuing of a ‘users license’ | Students are issued with a ‘sewing machine driver’s license’ after successfully demonstrating competence on a specified set of tasks. |
Investigate a safety issue | Students present a research report on hygiene issues and strategies in food preparation areas. |
Complete written safety tests | Students are assessed using a cloze passage on the handling of chemicals in preparation for learning about the use of a herbicide in the school agriculture plot or the use of animal health chemicals, such as drenches. |
Present an oral report | Students present an oral report of their research findings into health and safety issues associated with the prolonged use of computers. |
Present an Internet-based research report | Students conduct an Internet search on international traffic engineering practice as part of a project to redesign local roadways to improve the safety for both pedestrians and vehicle users. |
Teachers should select the means of assessment that best suits the outcomes being assessed and the ability of the student. Assessment activities that provide students with the opportunity to demonstrate their knowledge of safety encourages transfer of knowledge and skills to new situations.
© State of New South Wales through the Department of Education and Communities, 1999 - 2011. All rights reserved.
