Name of event:The Great Building Challenge

Date of
Description of event: Year four students from Sunshine Beach State School will
Risk
be travelling to the Noosa Leisure Centre on the 8th of August to participate in two
assessment
activities. Students will be using scissors, wiki sticks, rulers, sticky tape, spaghetti
25.06.19
and rubber bands to create their designs to hold a kilo or more bag of sugar.
Teacher(s): Kaitlyn Grieve, Sam Tims, Parent 1, Parent 2 Class(es): Year 4
Risk
Activity
Date(s) CARA activity Likeliho Consequen Level
(What activity will Summary of Hazards/Risks
of the guideline od ce (Medium,
the students be (as identified in Step 1)
activity used (if available) 1-5 1-5 High,
doing?)
Extreme)
Students with
behaviour
difficulties or
special needs will be
th
8 August in a new Student considerations (e.g. behaviours, medical
conditions, special needs, supervision) Geography 3 1 Low
2019 environment,
walking around and
meeting the
instructors of the
event
Students will be
travelling to and
8th August
from the Noosa Travelling in a bus Geography 1 5 Medium
2019
Leisure Centre via
bus.
Student will be
catching the bus
from the designated
8th August bus zone at the
Walking to and from the bus Geography 1 5 Medium
2019 school but will need
to cross the road at
the Noosa Leisure
Centre
Students will be
8th August using scissors to cut Students will be shown how to cut each of the objects so
Geography 1 3 Low
2019 the paddle pop that their fingers are not near the blade.
sticks and spaghetti.
Students will be
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walking as a whole
th
8 August class to and from the
Student goes missing Geography 1 4 Low
 CURRICULUM ACTIVITY RISK PLANNER

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

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