1. Risk management plan
The detailed itinerary (Part 7 of the application) should act as a guide for the
development of the risk management plan. All activities, including transport, must be
assessed. The risk management should also cover risks such as the loss of travel
documents and child protection issues.
Teachers preparing the risk management plan should consult the following detailed
advice from the Overseas excursions advice and application pack and use the
following template labelled as attachment 3.
Human Swine Influenza was a potential and significant risk during 2009, mitigation
and management of students and staff becoming ill during the tour should be
planned for as part of the risk management plan. At present this is not an issue.
Depending on the time of year an outbreak of Human Swine Influenza could mean
unexpected closure of a country's borders and as such this possibility should also be
planned for.
Risk Assessment Matrix
How serious could the
injury be?
Death or permanent injury
Long term illness or injury
Medical attention & several
days off
First aid needed
Severity – is how seriously a
person could be harmed
How likely is it to be that serious
Very
Likely
Likely
Unlikely
Very
Unlikely
1
1
2
3
1
2
3
4
2
3
4
5
3
4
5
6
Likelihood – is an estimate
of how probable it is for the
hazard to cause harm.
Legend (as a guide only)
1
Extreme risk; action to rectify the hazard should commence
immediately
2
High risk; action to rectify the hazard should occur within 48
hours
3
Medium risk, action to rectify hazard should occur within 7 days
4
Low risk; action to rectify hazard should occur within 14 days
5 & 6 Minimal risk, action to rectify hazard should occur within 21 days
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Risk management process
Risk management is a process consisting of well-defined steps which, when taken in
sequence, support better decision making by contributing to a greater insight into risks and
their impacts. Risk management processes are used to identify hazards and to assess and
eliminate or control risks associated with activities.
Consultation with key stakeholders including staff, parents and external venue providers is a
central component of the risk management process.
Although the focus for risk management may differ from school to school, the same steps
should be followed. These steps are consistent with the principles of risk management
outlined in chapter 2 of the Occupational Health and Safety Regulation 2001.
The four essential steps of the risk management process are:
1. Risk identification
2. Risk assessment
3. Risk elimination or control
4. Communicate the risk management plan
5. Monitoring and review.
To be effective the risk management plan must be communicated to stakeholders. Principals
should also ensure that plans are documented and retained to assist in future planning of
excursions.
In the context of student excursions the risk management process should examine, but not
be limited to, the following:

type and aims of the activity or program

child protection issues

age and experience of the participants

special factors such as participants with medical conditions or disabilities

level of adult supervision and support required

level of skills and training required by adult support

level of resourcing needed to support the activity

DET policies or procedures relevant to the excursion activity

type of information required by participants and their families

method of communication required, e.g. interpreters

potential risks and known dangers associated with the activity or program

potential risks and known dangers associated with travel to the location

availability of support services in the locality where activity is occurring

contingency plans for addressing potential accidents or injury

the venue used has public liability cover

type of communication required if English is not the primary language spoken or read
by students’ families.
Information gained from this examination would comprise the first step of the risk
management process: risk identification.
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Risks identified then need to be analysed and evaluated in terms of their potential impact for
students and staff undertaking the excursion.
A simple way of representing the risk management process as it applies to excursions is by
using the following flow chart:
Step 1: Risk identification
Determine the activities which
will be undertaken as part of
the excursion and the risks
associated with those activities
Step 2: Risk assessment
Determine the impact of the
risk on the ability of the
excursion to proceed safely
Step 3: Risk elimination or
control
Consider the most suitable
preventative and response
strategies for each of the
identified risks
Identify:
- the types and aims of the activity program
- the risks associated with the excursion activities
- the age and experience of the participants
- issues related to child protection
- participants (students) with medical conditions or
disabilities
- the risks associated with travel or billeting
Answer:
What is the likelihood of the identified risk and its impact?
What is the potential severity of the identified risk and its
impact?
For example:
- How important is the activity to the excursion that this risk
be controlled?
- level of adult supervision and support required
- level of skills and training required by adult support
- level of resourcing needed
- plans for addressing potential accident or injury
- availability of support and services in the locality where
the excursion is taking place
- communication strategies where English is not the primary
language spoken by students or their host families
Step 4: Communicate the risk
management plan
Determine:
- who needs to be informed of the risk management plan
- how they will be informed
Step 5: Monitoring and review
Following steps 1-3 an easyto-follow plan is developed
including a list of supporting
documents and contacts
In the context of the particular excursion:
- identify necessary documents and contacts
- establish procedures for monitoring receipt of parental/
caregiver consent and disclosure of medical conditions
- test the risk management plan
- review the excursion outcomes after its completion
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Excursion Risk Management Plan Proforma
Name of school: Smiths Hill High School
Group/class: Year 10
Name of principal: Mrs Rae Mitchell
Name of excursion coordinator: Ms Caroline David
Description and location of excursion: Japan Study Tour
Contact number: 0404 011 868
Date(s) of excursion: 20/11/15 – 3/12/15
Accompanying staff, parents, caregivers, volunteers: Ms Caroline
Number in group/class:30
David, Mr Tim Griffiths, Mr Dean Jones
Hazard
Identification
Type/Cause
Activity
Risk
Assessment
Use Matrix
Elimination or Control Measures
Going to and from Sydney
Airport

traffic accident
5


Catching plane to and from
Japan

Plane is hijacked
4
 Follow advise of airline
 Japan and Australia are not prominent targets for this
type of incident.

Plane crashes
4
 We have chosen to fly with QANTAS as they have the
premium safety record of all airlines in the world
 QANTAS will allocate one-two ground staff per family in
the event of an incident or delay

Flight is delayed
6

Student is struck by
train
5

Student slips whilst
boarding train
Catching trains around Japan
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6
Book Green’s Coaches fitted with seatbelts
Ensure all students are wearing seatbelts at all times
 QANTAS will provide food, transfers and accommodation
until flights can be rescheduled, something that other airlines
do not.
 Advise students to stand behind the yellow line at
all times until train has stopped.



Board safely
Beware of their feet when boarding in busy situations
Keep backpacks off backs so they are not caught on
4
Who
When
Teacher
On excursion
Teacher
At the time
Teacher
On excursion
All
anything whilst boarding.
Travelling by bus In Kyoto
Walking in groups around
attractions such as

Student drops
something onto
track whilst
boarding train

Student accidentally
boards incorrect
train
6
Traffic accident
5


Student gets lost or
separated from
group
6
 Alert station staff to anything dropped onto tracks. Do not
attempt retrieval. Do not board train. Wait until train has
departed. Station staff have retrieval apparatus.
5
 All train routes are written in students’ diaries, which they
can refer to if they have caught the incorrect train. In addition,
all students will be briefed at the evening meeting and
breakfast as to the route of the next activity.
 Teacher has tall branch of fake red flowers which will be
held above everyone’s head so students can ensure they are
boarding the correct train.
 Teachers will be in red tour shirts at all times which will
stand out from the monochromatic clothing of the locals.
 All students will be given instructions for each journey
written in Japanese on a card.
 Ensure driver is appropriately qualified
 A coach fitted with seatbelts has been booked. Ensure
students wear seatbelts.
6


Akihabara
Odaiba

Miraikan
Fushimi Inari


Smith’s Hill High School
Students will have instructions written in Japanese for
each leg of each journey
Students briefed with language to enable them to
approach a member of the public and / or a policeman
and ask for them to ring the teacher on their mobiles and
receive instructions on where to meet up again
Shortly after arrival in Japan all students are to ask a
passerby for directions to and ring one of the teachers
from a public phone box to ensure they can then do it if
they get separated from the group.
Brief students at evening meeting and breakfast each day
as to itinerary
Students to walk in groups of 3 at all times, even when
5
Teacher
On excursion
All
Teacher
Before
excursion
All
On excursion
Teacher



Dehydration and / or
exhaustion



Student slips whilst
embarking /
disembarking
5



Students have been briefed as to the physical demands of
the excursion and told to they must be physically fit.
Each day ensure that students have a water bottle on
them, and that the group takes regular rests when
walking for long periods of time.
Ensure students observe sun safe behaviours such as
wearing hats and sunscreen.
Brief students as to correct boarding procedure and
behaviour.
Ensure appropriate footwear is worn.
Students to be careful of footing.
5
Riding bicycles - Miyajima

Ferry sinks

Student falls and
injures themselves
Prior
excursion
to
On excursion
5
Teacher
On excursion
Students

The ferry is a large car carrying ferry that has operated
without incident since its inception. It has been the
recipient of Ferry of the Year. It is fitted with sufficient life
rafts and life jackets.


Parents have given explicit permission to ride on this ferry.
Specific permission sought from parents for student to
undertake this activity.
Ensure students only ride on even terrain and at walking
pace.
Brief students as to appropriate behaviour
Students to ride with safety utmost in their minds
Helmets are not legally necessary and so unavailable.
Parents to provide a helmet where required




Smith’s Hill High School
Teacher
5

Travelling by ferry
moving as a larger group
Teacher has tall branch of fake red flowers which will be
held above everyone’s head so students can ensure they
are following the teacher.
Teachers will be in red tour shirts at all times which will
stand out from the monochromatic clothing of the locals.
6
Teacher
On excursion
Teacher
Parent
Students
Before
departure

Student hits a deer

Deer are prevalent on Miyajima Island. Students are to
ride at walking pace. Visibility is good. Students are to
avoid going close to deer.

Parents and students are told that some of the displays in
the Peace Museum may cause upset.
Teacher will be on hand to comfort any student who is
upset
Whilst it may cause some upset, the teachers have
deemed, that as the next generation’s leaders, these
students should be informed as to these things – those
that don’t learn from the lessons of history are doomed to
repeat history’s mistakes.
Students unduly upset will not be required to enter the
museum and will be supervised outside by a teacher until
the rest of the group is finished their visit.
The afternoon activity is fun and refreshing at Miyajima
Island. No child in the past has remained unduly upset
from the experience.
Tokyo Disneyland has a very high staff/patron ratio –
higher than any such thing in Australia, the US or Europe.
It is much higher than places that students from Smith’s
Hill High School ordinarily have approval to travel to in
Australia such as Luna Park (Science excursion) or Wet
and Wild (Marine Studies excursion)
Explicit permission sought from parents for students to go
on the Splash Mountain ride.
Ensure all rides are safe
Brief students to follow instructions from Disneyland staff.
Students are to exercise common sense, due caution and
follow the lead of others around them in determining
appropriate action in an emergency should they not
understand instructions given.
All groups with have 5 Smith’s Hill students, 5 Kitazono
High School students and one teacher. All groups will
6
Hiroshima
 Student is upset by
Peace Museum
6




Disneyland
 Student gets injured
on a ride
4





6
 Student gets lost
Smith’s Hill High School

7
Teacher
Teacher
At
parent
information
evening
On excursion
Teacher
Students
On excursion


 Fire or other
emergency
Accommodation in Japanese
Inn – Tomiya Ryokan
4


move around together as a group. All groups to check in
by phone once every 2 hours to the co-ordinating teacher.
If student gets separated from the group, they are to ring
the co-ordinating teacher from a public phone.
Teachers will be in red tour shirts at all times which will
stand out from the monochromatic clothing of the locals.
Each room has a window to the outside with an
emergency ladder.
Brief students as to an evacuation plan, including meeting
place outside the building
Teacher
On excursion
Teacher
On excursion
6
 Student sneaks out
into middle of night
Homestay


Student suffers abuse
Student doesn’t like
their homestay
family
4

Tomiya Ryokan has physical shutter that is closed and
locked each night. Nightwatchman sleeps behind
reception and will open the shutter if needed in an
emergency.

Teachers have an excellent professional relationship with
the staff, who have contacts in the community and can
report on any incidences of concern.
Have all hosts sign child protection declaration form
Brief students to immediately notify teacher of any abuse
Students have both teachers’ phone numbers on a green
card and will be told to call immediately they feel
uncomfortable.







Smith’s Hill High School
All students are briefed as to the expectations of
homestay.
All students will have hosted their buddy in August when
they will have visited Smith’s Hill
It is only for one night.
Except for cases of abuse, students are instructed to take
it all in, evaluate the differences and count it as a life
experience.
8
Students
Accommodation in Tokyo
hotel – Metropolitan Hotel
 Fire or other
emergency
 Student sneaks out
into middle of night
Anytime
 Nose bleeds
 Hayfever
 Allergic reaction
(non-anaphylactic)

4



6
6


allergic reaction
(anaphylactic)


Anytime
 Earthquake or tsunami
4






Anytime
Smith’s Hill High School
 Student gets drunk
from alcohol
purchased in a
vending machine
6

Hotel has emergency stairs central to all rooms.
Brief students as to an evacuation plan, including meeting
place outside the building
Bell staff to be notified to alert teachers to any of our
students attempting to leave the hotel in the middle of
the night. List of our students will be provided to bell staff.
Our students stand out – it has been a deliberate choice
to stay somewhere not common with foreign students
and where ours will stand out.
Xx
Teacher
Teacher
Inform host families of xx’s requirements
Prepare a laminated card for xx in both English and
Japanese outlining the triggers for symptoms and
appropriate treatment.
Treat each incident on a case by case basis, applying first
aid or emergency care as appropriate
Teach xx the appropriate language to deal with his
situation at homestay
Currently there are no known threats of earthquake.
Have a set meeting place each day in the event of an
earthquake.
Brief students as to survival techniques if they are in a
building.
Ensure students are carrying a drink bottle at all times.
We will not be in any place that is susceptible to a tsunami
except at Disneyland. Students instructed to seek higher
ground.
Group is registered with DFAT in the event of an
emergency
All students have signed an undertaking that they will
neither buy nor partake of alcohol or cigarettes. Failure to
obey thus rule will result in their parents being asked to
come and collect them from Japan.
9
On excursion
Before
excursion
On excursion
Teacher
On excursion
Teacher
Prior
excursion
to
Venue and safety information review and attached: No
Plan prepared by:
Caroline David
Position: Head Teacher, Teaching and Learning, Japanese Teacher
Date: 29/4/14
Prepared in consultation with: DET guidelines
Communicated to: Principal, Mrs Rae Mitchell, parents of students attending excursion.
Monitor and Review – monitor the effectiveness of controls and change if necessary. Review the risk assessment if an incident or a significant change occurs.
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Smith’s Hill High School
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