Curriculum activity risk planner

A planning document to assist schools to identify the potential hazards associated with curriculum activities and the
inherent risk level of activities, and to determine those activities that require further risk assessment

Teacher(s): Miss Carly Stock Class(es): 1C

Activity Risk Level

Date(s) Summary of Hazards/Risks CARA activity guideline Likelihood Consequence (Medium,
(What activity will the
of the activity
students be doing?)
(as identified in Step 1) used (if available) 1-5 1-5 High,
Extreme)

5/11/19 Travelling on bus Car accident 1 4 Low

Excursion Sunburn 3 1 Low

Dehydration 2 2 Low

Insect bites 3 2 Medium

Trips or falls 4 2 Medium

Student falling into river 1 5 Medium

Student becoming lost 1 5 Medium

Snake bite 2 4 Medium

Public toilets Stranger danger 1 5 Medium

Uncontrolled copy. Refer to the Department of Education and Training Policy and Procedure Register at http://ppr.det.qld.gov.au to ensure you have the most current version of this document. Page 1 of 2
 CURRICULUM ACTIVITY RISK PLANNER
Step 1: Identify Hazards Step 2: Assess the Level of Risk Step 3: Determine the Control Measures
This planner may be used by an individual teacher, a group Determine inherent level of risk of curriculum activities. To do Your assessed inherent risk level of the activity will
of teachers developing a unit of work together, or a whole this, consider planned activities in terms of: determine the minimum actions required.
department developing its curriculum. 1. Which students will be involved (number, age, size, Risk
Hazards come in many forms – some are common and maturity, experience, ability, etc.)? Level
Actions/Approval Required
easily identifiable such as using machinery, falling from 2. What will students be doing (running, jumping, swimming,
heights, javelin throwing and infectious diseases. cutting, cooking, etc.)? • Manage risk through regular planning
Low
Others may be harder to identify, e.g. activities that would processes.
3. What will students be using (equipment, tools, machines,
normally be low risk are riskier when they are done in a new heat, hazardous materials, etc.)? • Document risks and controls and manage
or unusual way, with younger students, with large groups, in Medium through regular planning /or complete a
unfamiliar settings, or for the first time. 4. Where will students be (kitchen, confined space, pool,
creek, beach, at height, etc.)? CARA.
Hazards generally arise from the interaction between the:
5. Who will lead the activity (competence, qualification, etc.)? • Curriculum Activity Risk Assessment
• physical environment
(CARA) (see Note below).
• equipment used Risk assessments are best completed by more than one
• activity itself and its design person, involving all those planning and delivering the activity. • Principal or head of program (e.g. DP,
• competence (knowledge/skills) of the participants Staff should be proactive and integrate the risk management HOD, HOSES) to consider and approve
High
• management of the activity. process into routine lesson and curriculum planning. risk assessment.
For further information, refer to the Managing risks in school • Activity details to be entered in the School
Below is a list of common hazards. This is not exhaustive.
curriculum activities procedure. curriculum activity register if not using
Consider any other hazards when determining risk.
OneSchool.
❑ Electricity Risk level is assessed by considering the ‘likelihood’ of an
❑ Hazardous substances incident occurring in combination with the ‘consequence’ (e.g. • Consider alternatives to the activity.
❑ Dust or fumes (e.g. sawdust, smoke, gases) injury) if it did occur. • Curriculum Activity Risk Assessment
❑ Sharp implements or objects The more likely an incident and/or the worse its consequence, detailing significant control measures (see
❑ Heat sources (e.g. cooking appliances, fires) the higher the risk will be. Note below).
❑ Height/falling objects Refer to the risk matrix as a guide to estimate an activity’s risk. Extreme • Principal to consider and approve
Curriculum Activity Risk Assessment.
❑ Fast moving objects
❑ Environmental conditions (e.g. isolation, rough Consequence of an incident occurring • Activity details to be entered into the
terrain, sun exposure, bad weather) School curriculum activity register if not
1- 2- 3- 4- 5- using OneSchool.
❑ Restricted spaces INSIGNI MINOR MODERATE MAJOR CRITICAL
FICANT First Aid Medical Serious injury
❑ Water (e.g. risk of drowning) Likelihood No treatment treatment / specialist Multiple
of an required medical serious
treatment
❑ High-risk tools or equipment incident required treatment / injuries/ When planning any curriculum activity, complete the
disability/
❑ Biological material (e.g. food, specimens) occurring hospitalisation
loss of life
following steps:
❑ Student considerations (e.g. behaviours, medical 5 - ALMOST
1. Identify the ‘hazards’ associated with the activity.
Medium Medium High Extreme Extreme
conditions, special needs, supervision) CERTAIN 2. Assess the level of risk these hazards present.
❑ Pressurised containers (i.e. gas containers, 3. Determine inherent risk level of activity overall.
hydraulics, balloons) 4 - LIKELY Low Medium High High Extreme
4. For High or Extreme risk activities, complete a
❑ Noise (loud, continuous) Curriculum Activity Risk Assessment on OneSchool
❑ Heavy body contact (e.g. contact sports) 3 - POSSIBLE Low Medium High High High or by using the generic template, and obtain the
❑ Physical exertion required level of approval.
❑ Vehicles Note: Curriculum activity risk assessment activity
2 - UNLIKELY Low Low Medium Medium High
guidelines are available for many common curriculum
activities. If a guideline exists for a planned activity,
1 - RARE Low Low Low Low Medium adhere to its requirements as a minimum.

Uncontrolled copy. Refer to the Department of Education and Training Policy and Procedure Register at http://ppr.det.qld.gov.au to ensure you have the most current version of this document. Page 2 of 2